
- •Часть II
- •Пояснительная записка
- •Contents
- •Vocabulary
- •Unit 1 Biology as the Science of Life
- •1.2 State the part of speech of the following words. Translate them.
- •1.3 Match the phrase from column a with its meaning from column b.
- •1.4 Read the text and make up its plan. Draw three schemes on the first paragraph of the text.
- •1.6 Read the text once more and match the following words from a to their meanings from b.
- •Find English equivalents to these sentences in text 1.4:
- •1.12 Retell text 1.4 according to your plan and add some more information from text 1.10.
- •1.13 Look at these words that appear in the text. Check the meaning and the pronunciation of any unknown words in the dictionary.
- •1.14 Match the phrases from column a with their meanings from column b.
- •1.15 Read and give the title to the text below, draw the schemes to the first paragraph of the text and make up the plan of its second paragraph.
- •1.16 Match the words from column a with its meaning from column b
- •1.17 Answer the following questions using the information from
- •1.18 Work in groups. Read the text and say what new information about plants and animals you have got from it:
- •1.19 Complete the gaps in the following text with the words from
- •1.20 Match Russian sentences from part a (1–12) with their English equivalents from part b (a–I).
- •Remember:
- •1.21 Form the plural of the following nouns:
- •The Passive Voice
- •1.22 Read and translate the following sentences, paying attention to the use of the Passive forms.
- •1.24 State the tense and voice of the verbs.
- •1.25 Open the brackets using the correct form of the verbs in the Passive Voice.
- •1.26 Complete the sentences with the correct form of one of the verbs given below, using the Passive Voice.
- •1.27 How can animals in danger be saved from extinction? This is what happened to the oryx. Complete the text by putting the verbs in brackets into the correct form of the passive.
- •1.28 Use the verbs in brackets in the correct form (Active or Passive Voice).
- •The Natural World. Plants and Animals
- •2.5 Using the text, give characteristics to all groups of vertebrates
- •2.6 Read the text and fill in the gaps with the words given below:
- •The world around us
- •2.12 Read the text about mammals and answer the questions. Mammals
- •2.13 Answer the questions:
- •2.14 Translate the following words into Russian. Then complete the columns:
- •2.15 Complete the sentences with the words from the box.
- •2.16 Match the verbs in a with their meanings in b, then use these verbs in the right form in the sentences below.
- •Неличные формы глагола
- •Формы инфинитива
- •2.18 Pay attention to the use of the Active Infinitive in the following sentences, state its function and translate the sentences into Russian.
- •2.19 Pay attention to the use of the Passive Infinitive in the following sentences, state its function and translate the sentences into Russian.
- •2.20 Open the brackets using the correct form of the Infinitive.
- •2.21 Underline the Complex Subject with the Infinitive. Translate the sentences into Russian.
- •2.22 Underline the Complex Object with the Infinitive. Translate the sentences into Russian.
- •The Classifications of Living Things
- •3.1 You are going to read the text about the classification of plants and animals, check the meaning and pronunciation of the words in the dictionary if necessary:
- •3.2 State the part of speech of the following words. Translate them.
- •2.3 Match the phrase in column a with its meaning in column b.
- •3.3 Read the text and define its main idea: animals and plants
- •Animal kingdom
- •Plant kingdom
- •3.8 Look through the text and choose the most suitable heading from the list 1- 5 for each part a-d of the text. There is an extra heading that you do not need to use.
- •3.9 You are going to read the text. Check the meaning and pronounciation of the words in the dictionary.
- •3.10 Match the phrase in column a with its definition in column b.
- •3.11 Read the text and define its main idea: linnean system of classification
- •3.16 Speak on the topics:
- •3.17 Match the words in a with their meanings in b.
- •What is a mammal?
- •3.22 State whether ing-forms are gerunds, verbal nouns or participles.
- •3.23 Read the sentences, explain the use of the Gerund and translate them into Russian.
- •3.24 Use the Gerund of the verbs in brackets.
- •3.25 Complete the sentences using the Gerund.
- •The Cell
- •4.1 You are going to read the text, check the meaning and pronunciation of the words in the dictionary if necessary
- •4.2 State the part of speech of the following words. Translate them.
- •4.3 Entitle the text, make up its plan, using sentences from the paragraphs or putting questions to each paragraph.
- •4.9 Translate the following passages and entitle them:
- •4.10 Entitle the text and get ready to answer the questions.
- •4.11 Read the text and fill in the gaps with the words given below:
- •4.12 Translate the text without a dictionary and guess the meaning of the underlined words: Cell components
- •4.14 Reproduce in your own words:
- •4.15 Compose short dialogues for the following imaginary situations:
- •4.16 State the functions of Participle I. Translate the sentences into Russian.
- •4.17 State the functions of Participle II. Translate the sentences into Russian.
- •4.19 Find the Nominative Absolute Participial Constructions, analyze what their elements are expressed by and translate the sentences into Russian.
- •4.20 Translate the text into Russian, paying attention to the Participles: Cells, Tissues, Organs, and Systems
- •4.21 Translate the following sentences into Russian and substitute the Absolute Participle Construction by clauses and vice versa.
- •4.22 Translate into Russian:
- •4.23 Note the use of verbals in translate them into Russian. Prehistoric plants
- •Read the text and answer the questions. Biology
- •How do living things differ?
- •What is biology divided into?
- •Findings of what sciences do biologists make use of?
- •How has biological research affected people's lives?
- •Study the information and tell about the branches of biology which are closer to your interests.
- •3. Read the text and answer the question:
- •What is Biology
- •4. Read the text and tell about the differences in sensitivity of plants and animals. Sensitivity
- •5. Read the text and find equivalents to the Russian words:
- •Reproduction
- •6. Read the text and say what are herbivores, carnivores and omnivores. Nutrition
- •7. Read the text and say if the statements are true or false; correct false sentences. Food and Digestion
- •8. Read the text and find English equivalents to the Russian sentences:
- •Respiration
- •9. Read the text and find English equivalents to the Russian words:
- •Excretion
- •10. Read the text and answer the questions. Growth
- •11. Read the text and tell about homeostasis. Maintaining life
- •Read and translate the text, say what is biome. Where Organisms Live?
- •Read the text, classify the animals (reptiles, birds, etc.) and speak about the peculiarities of Britain's fauna. Animal inhabitants of the british isles
- •3. Read the text and answer the questions:
- •Selling ivory
- •In the text above find the underlined words, which are close in meaning to those below:
- •5. Study the meanings of these four related verbs.
- •In some cases more than one answer is possible.
- •6. Translate the following texts, using your dictionary. Fill in the gaps with the words given below:
- •6. Read the text, classify the animals (reptiles, birds, etc.) and speak on the peculiarities of Britain's fauna. Animal inhabitants of the british isles
- •7. Read the text and pick out words that can be used in description of a bird (e. G. Feathers, to fly, etc.). Then give a short summary of the text. The long history of birds
- •8. Read the text and speak on the evolution of the birds in Australia. Australia's birds
- •9. Read the text and match the two words in bold with their definitions given below.
- •The eggs — a living masterpiece
- •11. In the texts below, fill in the blanks with "male(s)" or "female(s)". The singing humpback whale
- •12. The paragraphs below are mixed up. Join the paragraphs so as to get a whole text. Begin with paragraph 2.
- •13. Read the text and match the titles with the paragraphs:
- •14. Read the text and choose the most suitable heading from the list a-c for each part 1 – 3 of the text.
- •15. Read the text and do the assignments that follow it.
- •Read the text and say if the sentences are true or false. Carolus Linnaeus
- •Simple Organisms
- •3. Read the text and say if the sentences are true or false; correct false sentences.
- •Invertebrates
- •4. Read the text make up its plan and answer the questions.
- •What types of bacteria do you know?
- •What kind of cell walls do they have?
- •What are flagellae?
- •What structures are distributed about the bacterial cytoplasm?
- •How do bacteria reproduce?
- •What are heterotrophs and autotrophs?
- •What types of bacteria do you know?
- •What is virulence?
- •Are all bacteria harmful?
- •How are bacteria used?
- •What is the scientific classification of bacteria?
- •Read the text and find English equivalents to the Russian sentences given below. Fish
- •6. Read the text, tell about characteristic features of amphibians and the differences between frogs and toads; find English equivalents to the Russian expressions:
- •Amphibians
- •Arthropods
- •Read the text and answer the questions: Reptiles
- •Read the text and give 7 characteristics of birds that differ them from other animals; prove that birds are adapted to their habitats and life-styles. Birds
- •Read the text and find English equivalents to the Russian expressions:
- •Mammals
- •Read the text and get ready to ask 5 questions on it. Nonflowering Plants
- •Read the text find English equivalents to the Russian words and expressions:
- •Flowering Plants
- •Read the text and match the sentences in a with the Russian equivalents in b Fungi
- •Read the text and answer the questions:
- •Read the text and fill in the gaps with the words in the box.
- •3. Read the text, make up its plan and match English words in a with their English equivalents in b The Cell
- •Read the text make up its plan and do the assignment after it. The stuff of life
- •Vocabulary
- •Bibliography
- •Английский язык
- •Часть II
- •Подписано в печать Тираж зкз.
- •625003, Тюмень, Семакова, 10.
3.11 Read the text and define its main idea: linnean system of classification
Carolus Linneus was born in Sweden in a small wooden house painted red with a roof of live turf. It was like many other houses in the village. But the house had a garden around it, so that Linneus used to say later that it was a good place for a naturalist to be born.
All the boy's teachers at school thought him stupid. But one of his father's friends observed that Carl took an unusual interest in plants and that he could identify a great many. He suggested sending Carl to study natural history. His father could give him only about forty dollars for his education, but it was thought that he could work his way. So he set off for the University of Lund. After a year he transferred to the University of Uppsala, since Uppsala had a very fine course of botany. His professor there soon grew very fond of him and saw a great promise in his work. After Linneus had finished his studies at the University he made application to the Royal Society of Sweden to send him on a scientific expedition to Lapland. The Royal Society agreed to the commission. So on May 12, 1732 Linneus set out on foot on the road leading north. He traveled mostly on foot over bad roads and through wild country for nearly a thousand miles. When he got back to Uppsala he gave a careful account of the things he had seen. The main thing among them was his new system of classification for plants and animals, which he had worked out on his journey. Three years later this system was published under the title „Systema Naturae". This system has brought order out of confusion. It was the system of nomenclature that has been used ever since.
According to Linneus system, every plant and every animal was given a double Latin name. The first word whose initial letter was capitalized would indicate to what "genus" or general class it belonged, the second word indicates a particular species. The naming of plants and animals in this way was a fascinating task. Linneus announced that everything in nature should he classified. So science as orderly classified knowledge was coming into its own. The first edition of "Systema Naturae" was published in 1735. It contained only twelve pages, but its influence was enormous. Linneus is therefore considered the founder of taxonomy — the study of the classification. All the known animal species were grouped into six classes: mammals, birds, reptiles, fishes, insects and worms. The shortcomings were patched up easily enough later on. This form of binominal nomenclature has given the biologists an international language for life forms that has eliminated incalculable amounts of confusion. He even supplied the human species with an official name: one that it has retained ever since - Homo sapiens.
3.12 Find the pairs of synonyms:
Vital processes, to estimate, main, country, enormous, to like, village, to think, to provide, living processes, to supply, principle, to account, help, to consider, to be fond of somebody, great.
3.13 Complete the sentences:
1. Carolus Linneus was born …
2. One of his father’s friends observed …
3. He suggested sending Carl …
4. His professor grew …
5. After Linneus had finished …
6. When he got back …
7. The main thing was …
8. Later this system was published …
9. It was the system …
10. According to Linneus system …
11. The first word …
12. The first addition …
13. Linneus is considered …
3.14 Work in pairs:
A. asks questions to text 3.11;
B. answers. Then turn the roles.
Example: Where was Carrolus Linneus born?
3.15 Read the text and answer the questions.
The present-day science of taxonomy or systematics has been recognized as a specialized branch of biology for over 200 years. During the century, a Swedish doctor and botanist Carl von Linneus traveled over most of Western Europe and England, collecting and studying the plants and animals of the region. He had a passion for classification and a genius for minute and accurate observation and for detaching the important from the trivial. His standards for describing and naming plants and animals and the criteria by which he estimated relationships and affinities were innovations for his time. His method of classification and the system he used for the comparatively limited number of organisms that were known to him is the foundations upon which the modern systematic groupings of biological systems have been built.
Linnean system of classification was founded on the concept of a basic natural grouping of like individuals, called a species. He conceived of the species as a fixed and unchangeable grouping of similar individuals. He based his comparisons principally on morphological features, and species was characterized, named, and filed away as an immutable entity. Such a system is essentially static and does not recognize the possibility of change. With the development of theories of evolution, the concept of species has changed. In the constant change and evolution, a species cannot be regarded as absolutely fixed.
What is the science of taxonomy?
What passion had Carl von Linneus?
What innovations did he bring into science? Were they important?
What was the Lennean system of classification founded on?
Was the concept of species changed nowadays? Does it influence the Linnean system of classification?