- •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.
Genetic material may be transferred between bacteria by ____________.
transformation b. transduction
c. none of the above d. all of the above.
2. Inside the prokaryotic cell wall is a plasma membrane, which in some bacteria coils and loops, creating a unique structure known as the __________, which may be important in cell division.
aster b. centromere
c. centriole d. mesosome
ribosome.
The only organelles consistently found in prokaryotes are ________ .
ribosomes b. autosomes
c. nuclei d. chloroplasts e. coenocytes.
4. Many prokaryotes are capable of producing a dormant stage, known as a(n) _________, that contains stored food and is highly resistant to desiccation as well as to hot and cold temperatures.
seed b. Cyst c. pollen granule
d. spore e. egg.
2. Questions to think about.
Give several examples of Monera, and describe the characteristics that all Monera share.
What role do bacteria play in most ecosystems?
What is the defifference between prokaryotic and eukaryotic DNA?
Describe different modes of bacterial reproduction.
What is a spore? How does it function?
3. Think of 5-7 statements that would contradict the contents of the text.
LANGUAGE FOCUS
1. Find the synonyms to the following words in the text:
to take place to attach decay to get often
help to develop in a bun to join
separately at times inner outer.
2. Memorize the following antonyms:
frequently - infrequently favourable - unfavourable
properly - improperly active – inactive
internal – external inner – outer.
3. Form the derivatives of the words given in the table (where possible):
Noun |
Verb |
Adjective |
trail |
|
|
|
to decompose |
|
decay |
|
|
versatility |
|
|
|
|
respiratory |
|
to occur |
|
contraction |
|
|
reproduction |
|
|
conjugation |
|
|
|
|
variable |
evolution |
|
|
|
to transmit |
|
desiccation |
|
|
Define the following terms:
monera |
prokaryote |
conjugation |
decomposer |
enzyme |
transformation |
cyanobacteria |
eukaryote |
transduction |
spore |
critical to life |
dormant stage |
mutation |
a protein bridge |
|
5. Match the first half of a sentence in column A with the appropriate second half in column B:
A |
B |
1. Geochemical recycling of the earth’s nitrogen, carbon, and sulfur |
a) occur as single-celled organisms. |
2. Most monerans |
b) would not decay properly. |
3. Many bacteria can secrete polysaccharides |
c) by feeding an organic material formed by other organisms. |
4. Without decomposers dead organisms |
d) would not occur without bacteria. |
5. Prokaryotic DNA differs from eukaryotic DNA in |
e) that allow them to stick to things. |
6. Heterotrophic bacteria procure their food |
f) that it is associated with different proteins. |