I. Match the verbs on the left with their synonyms on the right.

to disrupt	to bear
to hijack	to destroy
to leave no stone unturned	to do everything possible to achieve an end
to tolerate	to greet
to bind	to kidnap
to circumvent	to outwit
to inhibit	to subdue
to hail	to switch off
to shut down	to tie

II. Match the nouns on the left with their synonyms on the right.

a side effect	an aim
a target	a drawback
a downside	a by-effect
reproduction	a cure
a treatment	a track
a pathway	propagation

After listening tasks

I. Answer the following questions.

1. What is the aim of the research mentioned in the broadcast?

2. What are the identified 273 proteins responsible for?

3. What does HIV hijack when it infects a cell?

4. What is the downside in the proposed attempt to disrupt the life cycle of the virus?

II. Retell the broadcast.

Unit 18 Decoding the honeybee genome

Pre-listening tasks

Before listening pay attention to the following words and collocations and their translation. They will help you to understand the text.

alfa-alfa – люцерна

beehive – улей

alignment – выравнивание

housekeeping mode – режим проведения хозяйственных работ

match – пара

I. Do you know the following word combinations? Translate them into Russian.

disease pathways, disease resistance, gene sequence, genetic blueprint, immune response, research community, research facilities, starring role, weak points, speed up, set back, to be exposed to

II. In the following phrases determine the function of each grammar form with the ending –ing. Translate them into Russian.

1. Scientists are getting insights from unexpected sources.

2. In fact honeybees make eating fun.

3. … diseases that are setting bees back.

4. And we can do that by connecting the genes in bees to known genes… in other organisms.

5. … the results will translate into breeding more resistant bees.

After listening tasks

I. Listen to the interview. Can you hear the word combinations from task I in the Pre-listening section? Note them down while listening. Pay attention to the following numbers.

15,000

two dozen

one-tenth

ten or twenty

What facts do they refer to?

II. Listen again and pay attention to these words in the text, note down some other forms with the ending -ing. Make notes in the chart: which of the people speak about the following and what they say.

	Pollination	Bee research facilities	Immune response of bees	The honey bee genome project	Similarity of the genetics of the honey bee and humans
Skirble
Hacket
Evans

IV. Make a summary of the interview in groups. Then present your summaries to the class and choose the best one.

Unit 19 Menu of king Midas

Pre-listening tasks

Before listening pay attention to the following words and collocations and their translation. They will help you to understand the text.

feast – пир

mound – холм

cedar – кедр

vault – склеп

forensic – судебный

lentil – чечевица

mead – мед

I. Answer the following questions.

1. What do you know about King Midas?

2. What is “Gordian knot”?

II. Translate the following sentences into Russian. Pay special attention to the underlined infinitive constructions.

1. He is believed to have been buried in this site.

2. These rooms are thought to have been kitchens.

3. …a problem that nearly caused the king to starve to death.

III. Match the following words from the text in the right column to their synonyms and definitions in the left column.

Translate them into Russian.

very big	to apply
method	to nourish
discovery	to determine
to understand	a finding
sth. which is left (2 times)	tremendous
to identify	intact
supposition	remains
to feed	to figure out
untouched, whole	technique
to use	assumption
	residues

After listening tasks

I. Listen to the text. While listening a) fill in the chart below b) note down all the numbers that you hear and say what facts they refer to.

Materials

Food

Drinks

II. Listen again and check yourselves. Answer the following questions.

1. Which techniques can be used to understand what was the original material?

2. Where is Kind Midas believed to have been buried?

3.What did people who wanted to pay respect to the king do after the funerary feast?

4. Which way of making beverages did the scientists choose?

5. How could the drinking vessels have remained intact?

6. Why is the research of King Midas Tomb important to us?

III. Retell the text in pairs.

Unit 20 The Genetic Blueprint of the Malaria Parasite

Pre-listening tasks

Before listening pay attention to the following words and collocations and their translation. They will help you to understand the text.

genetic blueprint -генетическая матрица

anopheles – малярийный комар

quinine – хинин

chloroquine – хлорхинин

artemisinin – артемизинин (лекарство от малярии, полученное из полыни)

accomplishment – завершение

sequencing – секвенирование

inseticticid impregnated bed nets – пропитанные инсектицидом сетки над постелью