Wednesday, April 15,
2015
Unit: 5B
Created by: Yahya Taleb
A. The main idea of
this unit’s reading (topic, problem, and solution):
There are differences types of storms, and the storms are damage many buildings and kill a lot of people. Rising sea levels are increasing storm damage. The common storm is tropical cyclones.
B. An important
sequence of events from the reading (first, second, and third):
First, the meteorologists predicted about
the tropical cyclones would come.
Second, the tropical cyclone rotated around the center, and being
stronger and bigger, because it being over water that is warmer than 27 degrees
Celsius, and it speed up winds reach until 118 kilometers per hours.
Third, the scientists said that it is
difficult to predict about tropical cyclones, even with computers. And they
said that the storm are often energized to become tropical cyclone.
Fourth, many buildings damaged and many people
died by storm surge. Storm surge is a rise in sea level, sometimes seven meters
or more.
J. A description of
categories from the reading (classification):
1- Hurricanes, typhoons
and cyclones is almost same, but the differences is the location. Hurricanes happen
in the Caribbean Sea, and typhoons happen in the Pacific Ocean, and cyclones
happen in h Indian Ocean.
2- Tropical cyclone is a
type of storms, and it is very strong. It being over water that is warmer than
27 degrees Celsius, and it speed up winds reach until 118 kilometers per hours.
Storm surge is a rise in sea level, sometimes seven meters or more.
D. Four of the most
difficult vocabulary words from the unit with definitions:
Qualify: to give (someone) the necessary skill or knowledge to do a
particular job or activity.
Humid: having a lot of moisture in the air
Rotate: having the parts flat and
spreading or radiating like the spokes of a wheel.
Forecasts: to say that (something) will happen in the future: to predict
(something, such as weather) after looking at the information that is available
H. A Predicted related topic that may be on
the exam, described using some of the unit’s vocabulary (underline vocabulary):
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