- •Viruses and subviruses
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •Viruses and subviruses
- •Viruses
- •Subviruses
- •Comrehension check
- •1. Choose the right variant for the multiple-choice statements.
- •2. Questions to think about.
- •3. Think of 5-7 statements that would contradict the contents of the text. Language focus
- •2. Form the derivatives of the words given in the table (where possible):
- •3. Define the following terms:
- •4. Match the first half of a sentence in column a with the appropriate second half in column b:
- •5. Put the parts of the sentences in the right order:
- •1. Prepare a dialogue with your partner discussing:
- •2. Sum up what you have learned about viruses and subviruses and prepare a report about them. Unit 2 monera
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •1. Choose the right variant for the multiple-choice statements.
- •6. Put the parts of the sentences in the right order:
- •1. Prepare a dialogue with your partner discussing:
- •Unit 3 protista
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •1. Choose the right variant for the multiple-choice statements.
- •Define the following terms:
- •4. Match the first half of a sentence in column a with the appropriate second half in column b:
- •5. Put the parts of the sentences in the right order:
- •1. Prepare dialogues discussing: a) general information about the kingdom Protista; b) primitive protists; c) true algae; d) unicellular algae.
- •2. Prepare a report on the topic under discussion. Unit 4 fungi
- •1. Make sure you know the following words and word combinations:
- •1. Choose the right variant for the multiple-choice statements.
- •2. Questions to think about.
- •3. Think of 5-7 statements that would contradict the contents of the text.
- •4. Put the parts of the sentences in the right order:
- •1. Name and describe: a) the major groups of fungi; b) the ways of fungal nutrition.
- •2. Prepare a report on the topic under discussion.
- •Plant kingdom: plantae
- •Make sure you know the following words and word combinations:
- •Read and translate the text.
- •Choose the right variant for the multiple-choice statements.
- •Give detailed answers to the questions below:
- •Think of 5-7 statements that would contradict the contents of the text.
- •Put the parts of the sentences in the right order:
- •1. Explain the terms: Chlorophyta, Phaeophyta, Rhodophyta.
- •Prepare a dialogue with your partner discussing reproductive structures of algae and higher plants.
- •Prepare a report: How did embryophyte plants inhabit terrestrial environments? unit 6 bryophyta. Vascular plants. Psilophyta. Lycophyta
- •2. Read and translate the text.
- •Choose the right variant for the multiple-choice statements.
- •Give detailed answers to the questions below:
- •Think of 5-7 statements that would contradict the contents of the text.
- •Put the parts of the sentences in the right order:
- •Name the new terms learned by you from the text.
- •Prepare a dialogue with your partner discussing club mosses.
- •Write an essay on the topic Bryophyta. Unit 7 sphenophyta. Pterophyta. Gymnosperms. Cycadophyta. Ginkgophyta
- •2. Read and translate the text.
- •1. Choose the right variant for the multiple-choice statements.
- •Give detailed answers to the questions below:
- •Think of 5-7 statements that would contradict the contents of the text.
- •Put the parts of the sentences in the right order:
- •Describe the genus Ginkgo.
- •Prepare a dialogue with your partner discussing cycadophytes.
- •Prepare a report about pterophytes. Unit 8 coniferophyta: conifers. Anthophyta / angiosperms: flowering plants
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •1. Choose the right variant for the multiple-choice statements.
- •2. Ask questions revealing the main points of the text.
- •3. Think of 5-7 statements that would contradict the contents of the text.
- •5. Put the parts of the sentences in the right order:
- •1. Describe: a) how angiosperms are pollinated; b) the life cycle of conifers.
- •2. Prepare a dialogue with your partner discussing:
- •3. Write essays on the topics: a) conifers; b) flowering plants. Unit 9 typical flower
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •Say whether the following statements are true or false:
- •Give detailed answers to the questions below:
- •Put the parts of the sentences in the right order:
- •Divide the text into parts and give a title to each of them.
- •Prepare a report on the topic under discussion. Contents
1. Choose the right variant for the multiple-choice statements.
The conifers include
pines b. spruce c. fir
d. all of the above e. none of the above.
The conifers include
cypress b. redwood c. larch
d. all of the above e. none of the above.
The conifers include
hemlock b. junipers c. yews
d. all of the above e. none of the above.
The _________ are, in terms of numbers of species, the most successful group of plants.
angiosperms b. gymnosperms c. ginkgoes
d. club-mosses e. ferns.
The earliest known angiosperm-like plants first appeared ___________ .
about 100 million years ago b. about 250 million years ago
c. about 150 million years ago d. two centuries ago
100 years B.C.
Angiosperms are pollinated by
the wind b. bees c. wasps
d. moth e. all of the above.
2. Ask questions revealing the main points of the text.
3. Think of 5-7 statements that would contradict the contents of the text.
LANGUAGE FOCUS
1. Match the words that are: a) similar and b) opposite in meaning:
a) |
b) |
||
to be referred to as |
to get used to |
benefit |
slow |
fleshy |
to break |
tight |
to scare off |
to evolve |
to lead |
entire |
loose |
to adapt |
to be called |
to shed |
to keep |
to speculate |
plump |
rapid |
incomplete |
to burst |
to develop |
to lure |
disadvantage |
to result in |
to regard |
|
|
2. Complete the table (where possible):
Noun |
Verb |
Adjective |
pollen |
|
|
|
to penetrate |
|
|
|
reproductive |
dispersal |
|
|
|
to nourish |
|
|
|
dependent |
lure |
|
|
|
to produce |
|
|
|
selective |
|
to arrange |
|
consumption |
|
|
|
to benefit |
|
|
to exude |
|
3. Define the following terms:
heterosporous |
pollen tube |
ovule |
angiosperms |
nectaries |
pollen grains |
pinoids |
conifers |
cone scales |
|
4. Match the first half of a sentence in column A with the appropriate second half in column B:
A |
B |
1. Although the cone is a conspicuous feature distinguishing many members of this group, |
a) and oogamous, having sperm and dispersal. |
2. Each sporephyll contains two sporangia |
b) it does not appear on all conifers. |
3. The remaining megaspore, through repeated mitotic divisions, becomes the female gametophyte, |
c) in which haploid spores are produced through meiosis. |
4. The sperm fertilize the egg and the resulting zygote produces |
d) which, unlike that in the ferns, is considerably reduced in size. |
5. But there is some speculation that angiosperms |
e) that are highly evolved for protection and dispersal. |
6. Flowering plants are heterosporous, having two different sized spores, |
f) an embryo sporophyte. |
7. Their zygotes develop into seeds and fruit |
g) readily accessible sticky, sugary droplets, produced by ovules. |
8. Some insects, such as certain beetles, may have become dependent on |
h) may have existed as long as the Permian. |