
- •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
The emerging story of plant roots
July 2008 -- An international group of European and US scientists led by the Centre for Plant Integrative Biology at The University of Nottingham have uncovered a fascinating new insight into the unseen side of plant biology - the root.
Although less visible than shoots, leaves and flowers, plant roots are critical to our lives. They provide the crops we eat with water, nutrients, a firm anchor and a place to store food.
Roots are complex branching organs and show a wide variation in the way they grow through the soil to exploit the available resources. The way that new lateral roots are formed and grow is key to this process. Lateral roots originate deep within the parent root and must emerge through intervening layers of tissues before entering the soil. Despite its importance to the integrity and architecture of the root system, little is known about the regulation of lateral root emergence.This question has fascinated, yet frustrated, scientists since the nineteenth century. A paper appearing in Nature Cell Biology reveals for the very first time how lateral root emergence is achieved. It reports that new lateral roots reprogramme the cells that overlay them, causing them to separate and enabling the new root to emerge. In short, the scientists have discovered how new roots open the door to the world outside. Professor Malcolm Bennett, Biology Director for the Centre for Plant Integrative Biology and Head of Division of Plant and Crop Sciences, said: "In addition to providing new biological insight into lateral root emergence, we have identified a large number of genes that control this process."This is really important because this may enable us to breed crops with improved root architecture in the future." The Centre for Plant Integrative Biology (CPIB) is funded by the Systems Biology joint initiative of the Biotechnology and Biological Sciences Research Council (BBSRC) and the Engineering and Physical Sciences Research Council (EPSRC) which has provided £27m for six specialised centres across the UK. The Division of Plant and Crop Sciences is one of the largest communities of plant scientists in the UK. Around 160 people work in the division, which welcomes visiting scientists from all over the world, reinforcing its reputation as a world renowned centre. This international collaboration involved over 20 scientists from laboratories based in Belgium, France, Germany, Spain, Sweden, USA and UK.
Plants Recognize Their Siblings, Biologists Discover
June 2007 -- The next time you venture into your garden armed with plants, consider who you place next to whom. It turns out that the docile garden plant isn't as passive as widely assumed, at least not with strangers. Researchers at McMaster University have found that plants get fiercely competitive when forced to share their pot with strangers of the same species, but they're accommodating when potted with their siblings.
"The ability to recognize and favour kin is common in animals, but this is the first time it has been shown in plants" said Susan Dudley, associate professor of biology at McMaster University in Hamilton, Canada. "When plants share their pots, they get competitive and start growing more roots, which allows them to grab water and mineral nutrients before their neighbours get them. It appears, though, that they only do this when sharing a pot with unrelated plants; when they share a pot with family they don't increase their root growth. Because differences between groups of strangers and groups of siblings only occurred when they shared a pot, the root interactions may provide a cue for kin recognition."
Though they lack cognition and memory, the study shows plants are capable of complex social behaviours such as altruism towards relatives, says Dudley. Like humans, the most interesting behaviours occur beneath the surface.
Dudley and her student, Amanda File, observed the behavior in sea rocket (Cakile edentula), a member of the mustard family native to beaches throughout North America, including the Great Lakes. So should gardeners arrange their plants like they would plan the seating at a dinner party?
"Gardeners have known for a long time that some pairs of species get along better than others, and scientists are starting to catch up with why that happens," says Dudley. "What I've found is that plants from the same mother may be more compatible with each other than with plants of the same species that had different mothers. The more we know about plants, the more complex their interactions seem to be, so it may be as hard to predict the outcome as when you mix different people at a party." The study appears today in the Royal Society journal Biology Letters.
The study was made possible by a grant from the Natural Sciences and Engineering Research Council of Canada.