
- •Lesson one
- •Notes to the text:
- •I. Translate the following words bearing in mind the meaning of the affixes and memorize them:
- •V. Read and translate the text and reproduce it:
- •VI. Translate the text without a dictionary trying to guess the meaning of the unfamiliar words from the context:
- •Lesson two
- •I. Translate the following words bearing in mind the meaning of the affixes and memorize them:
- •VII. Answer the following questions:
- •VIII. Translate the text into Russian; say what new information about plants and animals you have got from it:
- •IX. Read the text; guess the meaning of the unfamiliar words from the context:
- •X. Read the text “Biology” from the “Texts for home reading”.
- •XI. Give the main points of all the texts in Russian. Write a breif summary of the texts in English. Be prepared to speak on the topic "Differences and Similarities between plants and animals".
- •I. Translate the following words bearing in mind the meaning of the affixes and memorize them:
- •I. Read the following words and guess their meaning:
- •II. Supply the nouns corresponding to the following verbs:
- •IV. Give another word or phrase of similar meaning to the following:
- •V. Answer the questions:
- •VI. Translate into English:
- •IX. Read the following passages, without a dictionary and reproduce them in Russian to your classmates. Work in pairs:
- •X. Read the text “Animal – plant differences” from the “Texts for home reading”
- •I. Translate the following words bearing in mind the meaning of the affixes and memorize them:
- •VI. Translate the following sentenses into English using the passive constructions:
- •VII. Read and translate the text with a dictionary:
- •VIII. Translate the text into Russian and then back into English, compare your version with the original:
- •Lesson five
- •I. Translate the following words bearing jn mind the meaning of the affixes and memorize them:
- •VII. Translate the text into Russian and then back into English, compare your version wifh the original:
- •VIII. Read the following text without a dictionary and define the main idea of it:
- •IX. Read the text “Botany” “texts for home—reading”. Do the task. Lesson six
- •I. Translate the following words bearing Гп mind the meaning of the affixes and memorize them:
- •IX. Translate the fallowing passages and entitle them:
- •X. Reproduce the text in your own words:
- •XI. Read the text “General Chemistry of the Cell” from “texts for home—reading”.
- •XI. Give the main points of all the texts of, the lesson and write a report on "Cell Structure". Lesson seven
- •I. Translate the following words bearing in mind the meaning of the affixes and memorize them:
- •II. The Plural of nouns of Latin and Greek origin:
- •IX. Translate into Russian:
- •X. Read and translate the text into Russian and then back into English, compare your version with the original:
- •XII. Translate the text with a dictionary in writing:
- •XIII. Translate the text without a dictionary and guess the meaning of the unfamiliar words:
- •XIV. Reproduce in your own words:
- •XV. Give the main points of all the texts of the lesson and write a short report about it. Lesson eight
- •VI. Read the following passages -and present their summary in Russian to your class-mates. Work in pairs.
- •XII. Reproduce in your own words:
- •XIII. Questions for discussion:
- •XIV. Give the main points of all the texts of the lesson. Lesson nine
- •I. Translate the following words bearing in mind the meaning of the affixes and memorize them:
- •X. Texts for discussion:
- •XI. Read the text “genetics and the essence of life” from “texts for home-reading”. Lesson ten
- •Improvement of plants
- •I. Give all the derivatives of the following words:
- •II. Find synonyms for fhe following words in the text:
- •III. Translate the text with a dictionary:
- •IV. Translate the text without a dictionary, entitle it and formulate the main idea in one sentence:
- •V. Listen to the recording of the text and reproduce it:
- •VI. Translate the text in writing with a dictionary paying attention to infinitive constructions (you are given 30 min.)
- •Outstanding biologists
- •Texts for home—reading
- •I. Give a short summary of the text .
- •Grammar
- •Согласование времен, косвенная речь
- •Упр. 1 Переведите на русский язык, обращая внимание на употребление времен в русском и английском языках.
- •Упр. 2 Перепишите следующие предложения в прошедшем времени. Обратите внимание на зависимость времени придаточного дополнительного предложения от времени главного.
- •Упр. 3. Раскройте скобки, выбирая требующееся время глагола.
- •Упр.4. Переведите на английский язык, соблюдая правило согласования времен.
- •Упр. 5. Передайте следующие повелительные предложения в косвенной речи.
- •Упр. 6. Передайте следующие повелительные предложения в косвенной речи.
- •Упр. 7. Восстановите прямую речь в следующих предложениях.
- •Упр. 8. Передайте следующие специальные вопросы в косвенной речи.
- •Упр. 9. Передайте следующие специальные вопросы в косвенной речи, начиная каждое предложение со слов, данных в скобках.
- •Упр. 10. Передайте следующие общие вопросы в косвенной речи.
- •Упр. 11. Передайте следующие вопросительные предложения в косвенной речи.
- •Упр. 12. Восстановите прямую речь в следующих предложениях.
- •Упр. 13. Переведите на английский язык. Сравните конструкцию повествовательных и повелительных предложений в прямой и косвенной речи.
- •Упр. 14. Замените придаточные предложения инфинитивными оборотами.
- •Упр. 16. Переведите на русский язык, обращая внимание на Active Infinitive и Passive Infinitive.
- •Упр. 17. Раскройте скобки, употребляя требующуюся форму инфинитива.
- •Упр. 18. Переведите на английский язык, употребляя требующуюся форму инфинитива.
- •Причастие Упр. 19. Переведите на русский язык, обращая внимание на причастия.
- •Упр. 20. Замените придаточные определительные предложения причастными оборотами.
- •Упр. 21. Замените придаточные предложения причины причастными оборотами.
- •Упр. 22. Замените придаточные предложения времени причастными оборотами (не опускайте союз when).
- •Упр. 23. Переведите на русский язык, обращая внимание на Past Participle.
- •Упр. 24. Переведите на русский язык, обращая внимание на Participle 1 и ParticipleIi.
- •Упр. 25. Выберите из скобок требующуюся форму причастия.
- •Герундий Упр. 26. Переведите на русский язык, обращая внимание на герундий.
- •Упр. 27. В следующих предложениях замените придаточные дополнительные герундием с предлогом of.
- •Упр. 28. Переведите на русский язык, обращая внимание на разные формы герундия.
- •Упр. 30. Переведите на английский язык, употребляя герундий.
- •Упр. 31. Раскройте скобки, употребляя герундий в активной или пассивной форме.
- •Сложное дополнение (complex object) Упр. 32. Закончите предложения, употребляя сложное дополнение.
- •Упр. 33. Переведите на английский язык, употребляя сложное дополнение.
- •Упр. 34. Перепишите следующие предложения, употребляя сложное дополнение вместо придаточных дополнительных предложений.
- •Упр. 35. Переведите на английский язык, употребляя сложное дополнение.
- •Упр. 36. Переведите на английский язык, употребляя сложное дополнение.
- •Сложное подлежащее (complex subject)
- •Упр. 37. Переведите на русский язык, обращая внимание на сложное подлежащее.
- •Упр. 38. Перефразируйте следующие предложения, употребляя сложное подлежащее.
- •Упр. 39. Переведите на русский язык, обращая внимание на сложное подлежащее.
- •Упр. 40. Переведите на английский язык, употребляя сложное подлежащее.
- •Упр. 41. Раскройте скобки, употребляя голы в требующейся форме.
- •Упр. 42. Раскройте скобки, употребляя глаголы в требующейся форме.
- •Упр. 43. Раскройте скобки, употребляя требующуюся форму сослагательного наклонения после «/ wish».
- •Упр. 44. Перефразируйте следующие предложения, употребляя «/ wish ».
- •Упр. 45. Переведите на английский язык.
- •Упр. 46. Переведите на английский язык.
- •I. Translate the following sentences into Russian, paying attention to the various meanings of "to have", "to be":
- •II. Translate the following sentences into Russian, paying attention to the word "mean":
- •III. Define the tenses to be used in the following sentences:
- •IV. Translate the following into Russian (Gerund):
- •V. Translate the following sentences, paying attention to the "ing" forms:
- •VI. Change the following sentences into the plural:
- •VII. Translate the following sentences paying attention to the infinitives:
- •VIII. Read and translate the following sentences:
- •IX. Read and translate the following sentences into Russian, paying attention to the word combinations with "as":
- •X. Translate into Russian, paying attention to the meaning of the word "use", "that", "those":
- •XI. Translate the following sentences into Russian:
- •XII. Translate the following sentences into Russian: (modal verbs--infinitive)
- •XIII. Analyse and translate the following sentences (infinitive):
- •XIV. Analyse and translate the following sentences 4 (ing-forms):
- •XV. Analyse and translate the following sentences (Subjunctive mood):
- •XVI. Translate into English:
- •Part II Методические указания к выполнению реферативных переводов и аннотирования
- •1. Учебные цели и задачи реферативных переводов.
- •План реферирования. The Plan of Rendering Newspaper Article
- •Союзы и коннекторы:
- •Texts for rendering and annotation
- •Welcoming wildflowers
- •Fast facts: cougar
- •First discovery of "animals-only" pigment bilirubin in plants
- •Green Plants Share Bacterial Toxin
- •The emerging story of plant roots
- •Plants Recognize Their Siblings, Biologists Discover
- •Clever Plants 'Chat' Over Their Own Network
- •Scientists Identify Genes Key To Differentiating Top From Bottom In Plant Leaves
- •Proteins Strangle Cell During Division
- •New techniques in plant chloroplast division hold hope for agriculture
- •Правила чтения химических формул
- •Приложение Список наиболлее важных химических элементов ( к таблице Менделеева)
- •Краткий грамматический справочник Неличные формы глагола.
- •Инфинитив.
- •Функции инфинитива.
- •I. Сложное дополнение. The Complex Object (Objective – with – the – Infinitive Construction).
- •II. Сложное подлежащее. The Complex Subject (The Nominative – with – the – Infinitive Construction).
- •Инфинитивная конструкция с предлогом for.
- •Причастие I.
- •Функции причастия I.
- •Причастие II.
- •Функции причастия II.
- •Конструкция с причастием.
- •II Независимый причастный оборот.
- •It being very cold, we could not go for a walk. Так как было холодно, мы не смогли пойти на прогулку. (обстоятельство причины)
- •Функции герундия. В предложении герундий может быть:
- •Сослагательное наклонение. The Subjunctive Mood.
- •Условные предложения I типа.
- •Условные предложения II типа.
- •Условные предложения III типа.
- •Союзы условных придаточных предложений.
- •Список наиболее употребляемых неправильных глаголов
- •Список принятых сокращений
Welcoming wildflowers
As European settlers came to North America and, over the years, pushed westward, they found a continent in bloom with wildflowers. In the East were golden marsh marigolds hand- some white trillium with its three distinctive petals, goldenrod, oxeye daisies, and milkweed. The Midwest bloomed with false indigo, evening prim- roses, ironweed and black-eyed Susans. Farther west, the settlers found blazing stars, wild sunflowers and asters, swamp thistle, bluebonnet, Indian blanket, cone- flowers, and California poppies.
On high mountain peaks, delicate wild- flowers such as fringed gentian, dwarf col- umbine, old man of the mountain, and Alpine forget-me-not bloomed during the short summers. Wildflowers even bloomed in the scorching heat of the southwestern de- serts — wild cotton, verbena, desert mari- golds, and several kinds of flowering cactus.
Native Americans and early settlers found uses for many of these native plants. For ex- ample, yellow coreopsis which grows wild in Texas, was used to produce dyes, and its seeds were put inside mattresses to repel bedbugs and fleas. Joe-pye weed, a wild- flower of the East, was thought to ease fe- vers. It was just one of the many wild plants - used for medicinal purposes by the Indians.
- To many settlers, however, most of these wildflowers were nothing more than weeds. Native wild- flowers began to disappear as forests were cleared and meadows were p lowed into farmland for growing crops. - More vanished as towns and cities spread. Around their homes, people preferred trimly mowed lawns to meadows of wild- flowers. And when people planted flower gardens, - they usually preferred plants from abroad - - tulips, hybrid roses, peonies, and others. - These plants had been cultivated for years to produce showy flowers. They soon filled the gardens of North America, just as in Europe. Wild- flowers in the garden were gatecrashers - to be ripped up and weeded out.
Today, however, wild- flowers are more appriciated. appriciated There are several reasons. Con- cern for the environment has made many people - more aware of the value; native species of plants. .- Many wild- flowers are much tougher and more re- sistant to drought, pests and disease than are cultivated plants. They thrive in conditions are too poor to support tra ditional garden plants.
Native wildflowers are also part of the heritage of North America. Today there are very few areas on - the continent that look as - they did when settlers first arrived. Some people are concerned that, as the pop- ulation continues to grow and cities and towns con tinue to spread, many kinds of wild- flowers will die out altogether. If that were to happen, it would affect the birds, birds insects, and other animals that depend on these plants. And a piece of North America’s heritage would be lost forever.
Thus people are studying native flowering plants flowering working to preserve the areas where these these plants are found, and even planting meadows and gardens that are filled with masses of beautiful and fragrant wild- flowers.
LEARNING ABOUT WILDFLOWERS
There are about 4,000 different kinds of wild- flowers in North America, and learning about about them can be both challenging and fun. Many Man nature centers have information about wild- flowers and provide wildflower walks in spring and summer, so that people can see and learn about these plants. There are also fields fuild guides and other books that give infor- mation about the plants.
If you live or vacation in the country, take ur own wildflower walks in the woods and fields and see how many native flowers you can spot. If you live in the city, take a closer look at vacant lots — some of the "weeds" in the neglected areas may be tough little wild- flowers trying to make a comeback to the middle of the city. On your hikes carry a wildflower guide and a pocket magnifying glass, to help you identify the plants, and a notebook in which to record your observations. If you like to draw, you might want to - make sketches of the flowers.
Identifying wild- flowers can be tricky. Examine the structure of the flower, the way the flowers and leaves are arranged, and where you find the plant growing. Then check your observations against the information in a wildflower guide to find the plant’s name. The common. or folks names of many wild- flowers are fascinating. Often there's a story behind the name. Joe-pye weed, for example, is supposed to have been named for an Indian medicine man.
To identify wild- flowers accurately, how- ever, you'll need to use their scientific names. That's because the same plant often has several common names. For instance, the great mullein is also called velvet dock, Aaron's rod, Adam's flannel, blanket leaf, bullock’s lungwort candlewick, feltwort, hare’s-beard, and stamp-pad leaf. And those are just the English-language names — there are more names, in more languages, in Eu- rope, where this plant also grows. But you can.'t go wrong with the scientific name, which is Verbascum thapsus. which isw
One thing you shouldn't do on your walks i. dig up wild- flowers and take them home. In some cases doing this may even be illegal - some wild- flowers are so rare that they are protected by law. It's not even a good idea to pick the flowers of rare plants — if the flowers are picked there will be no seeds to produce the next generation of plants. Even some of the more common wildflow- ers are having a hard time surviving the spread of towns and cities. They should be left to grow in the wild, too. But usually you can pick the flowers of common plants with- out doing great harm. Just make sure that there are several plants of the same kind nearby — and don't pick all the flowers. That way, you can be sure that some of the plants will set seed and that wild- flowers will bloom in the same place next year.
You may want to preserve the flowers that you pick by pressing or drying them. By doing this, you can build a collection of wild- flower specimens. Keep notes on each of your specimens — the name of the flower and where and when you found it.
A WILDFLOWER GARDEN
If you have an unused corner in your yard why not plant a garden of wild- flowers? A wildflower garden needs less watering than a traditional garden, and there is less need for - pesticides, fertilizers, and other chemical - that can harm the environment. Growing wild- flowers also helps preserve these native plants. And wildflower gardens have a natural beauty- ral all their own.
Although a wildflower garden requires less work than work a traditional garden once it's established getting started takes some effort The best way to obtain plants is to grow them from seed. Rather than collecting seeds from the fromthe wild, buy them — that will help protect wil- tecd plants. Many garden centers sell mixtures of wildflower seeds, and dozens of seed companies specialize in wild- flowers
By learning about the plants, you can sure make sure that you plant wild- flowers that do well in your region. You can select plants that attract wildlife — hummingbirds love Indian - dian paipaintbrush, and monarch butterflies are attracted attracted by milkweed, for example. And you can plan to have flowers blooming all through the spring and summer. Choose the site for your wildflower garden carefully. Most wild- flowers including the ones That are usually included in seed mixtures, need lots of sun. For these plants, your garden should- de have six to eight hours of sun-shine each day. If you want to plant your garden in a shady spot, be sure to choose plants that do well in shade.
To plant your garden, begin by tilling the soil to break up the ground and eliminate unwanted weeds. Then scatter the wild- flower seeds over the ground and press them down. (If you're planting a large area. a good way to sow the seeds evenly is to first mix them with sand.) If the weather is dry, water the area regularly until the seeds sprout and the seedlings are beginning to grow.
Once your wildflower garden is estab- lished, it will almost take care of itself. You may want to pull out unwanted plants and add some new ones from time to time. If you've planted a large area, mow it once a year in early spring. to keep trees and bushes from taking hold. But if you let the wild- flower plants set seed, your garden will bloom year after year with very little help from you. You'll have a natural garden that's good for the environment. And you'll have a beautiful piece of North America's heritage, too.