Занятие 11 (продолжительность-3ч)

Тема: Биология как наука. Формы организации жизни на Земле. Биологическое разнообразие.

Цель: развитие навыков чтения и повседневного общения, а также формирование и развитие компетенций:

-ОК-1-способность к обобщению, анализу, восприятию информации, постановке цели и выбору путей ее достижения, владение культурой мышления;

-ОК-2-способность логически верно, аргументировано и ясно строить устную и письменную речь, создавать тексты профессионального назначения;

ПК-13- способность использовать один из иностранных языков в общении и профессиональной деятельности на уровне, не ниже разговорного.

Задачи:

-Повторить времена группы Past Simple Passive.

-Тренировать навыки изучающего чтения для перевода специальных текстов по теме «Биология»;

-Освоение биологической терминологии;

Этапы занятия: 1) Проверка домашнего задания 15 мин.

2) Речевая разминка Направлена на формирование компетенции – ОК-1 15 мин.

1. Обсудите в группе следующие ситуации. Используйте приведенные

ниже предложения в качестве вводных высказываний и приведите примеры того, какие действия, процессы имеют биологическое обоснование:

- How is biology related to our everyday life?

Biology is closely related to our daily life because we do many of the activities because of our biological makeup and needs.

For instance, we eat… .

Various processes are possible owing to … .

We know how to grow plants … thanks to … .

From knowledge gained through biological sciences the pharmaceutical and cosmetics industries … .

б) You’re thinking of studying biology. However, you can’t choose what to study. Choose one of the following and give reasons why you choose this or that one:

• Brain, behavior & Evolution

• Biodiversity & Conservation

• Marine Biology

• Environmental science

• Biomedicine

• Paleobiology (study of ancient and pre-historic life on the earth)

3) Изучающее чтение «Levels of Organization»

Направлено на формирование компетенции–ОК-1, ОК-2 60 мин.

Задание1. Выучите следующие слова и словосочетания: living thing – живой организм/живое существо; in conjunction with – в сочетании с; environment – окружающая (внешняя) среда; relationships – связь, взаимоотношения; to adapt to – адаптироваться к/приспосабливаться к; species - вид; to disturb – нарушать/тревожить; overpopulation – перенаселение; similar – подобный, схожий; to mate - скрещиваться; offspring – потомство; arrangement – строение, структура; to exhibit – проявлять, выявлять; overall - общий; to aid - помогать; hereditary - наследственный;

Biosphere: is the sum of all living things taken in conjunction with their environment. Where life occurs, from the upper reaches of the atmosphere to the top few meters of soil, to the bottoms of the oceans. We divide the earth into atmosphere (air), lithosphere (earth), hydrosphere (water), and biosphere (life).

Ecosystem: is the relationships of a smaller groups of organisms with each other and their environment. According to Darwin's theory, organisms adapt to their environment, they must also adapt to other organisms in that environment. Community: is the relationships between groups of different species. For example, the desert communities consist of rabbits, coyotes, snakes, birds, mice and such plants as sahuaro cactus, Ocotillo, creosote bush, etc. Community structure can be disturbed by such things as fire, human activity, and over-population.

Species: Groups of similar individuals who tend to mate and produce viable, fertile offspring. We often find species described not by their reproduction (biological species) but rather by their form (anatomical species).

Populations: Groups of similar individuals who tend to mate with each other in a limited geographic area. This can be as simple as a field of flowers, which is separated from another field by a hill or other area where none of these flowers occur.

Individuals: One or more cells characterized by a unique arrangement of DNA "information". These can be unicellular or multicellular. The multicellular individual exhibits specialization of cell types and division into tissues, organs, and organ systems.

Organ System: (in multicellular organisms) is a group of cells, tissues, and organs that perform a specific major function. For example: the cardiovascular system functions in circulation of blood.

Organ: (in multicellular organisms) is a group of cells or tissues performing an overall function. For example, the heart is an organ that pumps blood within the cardiovascular system.

Tissue: (in multicellular organisms) is a group of cells performing a specific function. For example, heart muscle tissue is found in the heart and its unique contraction properties aid the heart's functioning as a pump.

Cell: is the fundamental unit of living things. Each cell has some sort of hereditary material (either DNA or more rarely RNA), energy acquiring chemicals, structures, etc. Living things, by definition, must have the metabolic chemicals plus a nucleic acid hereditary information molecule.

Organelle: is a subunit of a cell. An organelle is involved in a specific subcellular function, for example the ribosome (the site of protein synthesis) or mitochondrion (the site of ATP generation in eukaryotes).

Molecules, atoms, and subatomic particles are the fundamental functional levels of biochemistry.

Задание2. Найдите в тексте конструкции страдательного залога (be+V₃). Например,

Community structure can be disturbed by such things as fire, human activity, and over-population.(Инфинитив страдательного залога) Поставьте данное предложение в Past Simple Passive. - Community structure could be disturbed by such things as fire, human activity, and over-population.

Задание3. Найдите антонимы к следующим словам из текста:

1. specific	a. area
2. multicelluar	b. arrangement
3. fundamental	c. unicellular
4. field	d. overall
5. structure	e. basic

Задание4. Вычеркните ненужное слово:

1. divide, arrange, exhibit, classify

2. major, greater, considerable, smaller

3. pump, adjust, adapt, modify

4. involve, acquire, comprise, contain

Задание5. Заполните пропуски соответствующими предлогами: 1) How do parts of the ecosystem interact … each other? 2) Ecosystems occur … all sizes. 3) We can divide the biosphere … two parts, living and nonliving, or biotic and abiotic. 4) … the theory of evolution, earth was formed 4.6 billion years ago. 5) Adapting … a new school is a stressful event in a child's life. 6) Some organisms, such as bacteria, are unicellular, consisting … a single cell. 7) What type of cells are involved … the immune response? 8) A number of individuals … the same species … a given area constitute a population. 9) The lowest level of the biological hierarchy begins … molecules. 10) When the body consists … more than one cell it is called multicellular. Multicellular organisms are collections … various types … specialized cells.

Задание6. Расскажите об основных уровнях организации жизни на земле. Начните свое высказывание следующим образом: There are twelve main/major levels of …

The largest is …

The smallest is …

Задание7. Ответьте на вопросы к тексту:

1. What is biosphere?

2. What parts do we divide the earth into?

3. What does Darwin’s theory postulate?

4. Could you give an example of community? (desert community, sea community, etc.)

5. What species are more common: biological or anatomical?

6. What is a specific feature of population?

7. What do multicellular individuals usually exhibit?

8. What are other examples of organ systems (in addition to the cardiovascular system)?

9. What is the fundamental unit of living things?

4) Работа над грамматическим материалом Направлена на формирование компетенции–ОК-1 45 мин.

а)Времена группы Past Simple Passive

Спряжение глагола в страдательном залоге Past Simple

Past Simple Passive … be (was/were) + V3 (-ed)

Was/were + V3 (-ed) … ?

… was/were + not+ V3(-ed) …

Задание1. Поставьте следующие предложения в Past Simple, используя слова, данные в скобках. Обратите внимание на произношение окончания –ed в прошедшем времени у правильных глаголов:

A: /t/, for example placed

B: /d/, for example examined

C: /id/, for example wanted

Our teacher frequently collects our notebooks. (the day before yesterday) Our teacher collected our notebooks the day before yesterday.

1.We often write tests in class. (yesterday) 2.I often get up early at the weekend. (last Sunday)

3.She usually arrives at work at 7.20. (yesterday)

4.She usually conducts team training once a week. (last week) 5.As a physician, you deal with difficult and unpleasant situations every day. (the day before yesterday)

6.I often encounter cases in medical practice related to terminal illnesses. (last Monday)

7.Every day I help patients who are ill. (yesterday)

8.I often administer antibiotic therapy to my patients. (last week) 9.We often deal with patients suffering from emotional disorders caused by the death of a family member. (the day before yesterday)

Задание2. Поставьте приведенные ниже предложения в Past Simple Passive, сделав соответствующие перестановки в предложении:

He hurt his leg in an accident. His leg was hurt in an accident.

1) The surgeon made a small incision using the robot.

2) I left my textbook at home.

3) Somebody left the light on all night.

4) They examined the patient on admission.

5) They formerly used mail for communication.

6) In 2000 they performed the first robot-assisted laparoscopic surgery.

7) They used a computed tomography scan to make a detailed picture of the human brain.

8) They introduced a small device - the handheld computer, or palm pilot - a few years ago.

9) Image Guided Surgery didn’t require the surgeon to be present in the room.

10) Engineers devised a system that imitates a natural limb by connecting muscles and nerves that had once controlled a body part to a prosthetic limb.

Задание3. Составьте предложения, используя Past Simple Passive:

Например: A mechanical universe with small solid masses in motion was proposed by Isaac Newton in 1704.

1704 Isaac Newton	Proposed a mechanical universe with small solid masses in motion.
1803 John Dalton	Proposed an "atomic theory" with spherical solid atoms based upon measurable properties of mass.
1832 Michael Faraday	Studied the effect of electricity on solutions. Developed laws of electrolysis.
1859 J. Plucker	Built one of the first gas discharge tubes ("cathode ray tube").
1869 Dmitri Mendeleev	Arranged elements into 7 groups with similar properties. Discovered the Periodic Law.
1873 James Clerk Maxwell	Proposed electric and magnetic fields filled the void.
1897 J.J. Thomson	Experimentally determined the charge to mass ratio (e/m) of an electron =1.759 x 108 coulombs/gram.
1900 Soddy	Observed spontaneous disintegration of radioactive elements into variants and he called them «isotopes» or totally new elements.
1904 Abegg	Discovered that inert gases had a stable electron configuration which lead to their chemical inactivity.
1909 R.A. Millikan	Experimentally with an oil drop determined the charge (e=1.602 x 10 -19 coulomb) and the mass (m = 9.11 x 10 -28 gram) of an electron.
1911 Ernest Rutherford	Established that the main characteristics of the nucleus (density, small size and positive charge). Assumed that the electrons were located outside the nucleus.
1914 H.G.J. Moseley	Determined the charges on the nuclei of most atoms.
1919 Aston	Discovered the existence of isotopes through the use of a mass spectrograph.
1922 Niels Bohr	Developed an explanation of atomic structure that underlies regularities of the periodic table of elements.

Задание4. Измените действительный залог на страдательный в следующих предложениях:

1) The doctor examined 10 patients yesterday. 2) The professor delivered an interesting lecture yesterday. 3) The students revised all the rules for the test. 4) He analyzed the changes in the patient's condition. 5) They hospitalized the patient promptly after examination. 6) The doctor on duty took a new patient’s medical history. 7) The surgeon placed a tourniquet on the arm to stop the bleeding. 8) They treated the wound with alcohol. 9) They conducted a few key trials last year. 10) The author reviewed a number of new trends in the article.

Задание5. Задайте специальные вопросы, как показано в образце:

The article was published. When was the article published? Where was it published? Who was it published by?

1. The problem was solved. 2. The lecture was delivered. 3. Careless mistakes were made in the test. 4. The researchers were involved in the project. 5. The tests were marked. 6. The wards were cleaned. 7. The conference was organized. 8. The documents were scanned into the computer. 9. The data were collected. 10. His lecture was illustrated with slides. 11. The photocopies were handed out. 12. The signs of the illness were spotted.

Задание6. Переведите с русского языка на английский:

1. Клетки были разделены на две большие группы. 2. Основные выводы (conclusion) будут проиллюстрированы графиками и диаграммами. 3. Кем был поставлен такой диагноз (make a diagnosis)? 4. Какие органы были поражены (involve)? 5. Эта теория не была поддержана (support) ведущими (leading) учеными в области генетики. 6. Лекция по физике была проведена (deliver) в большом лекционном зале. 7. Все отделения этой больницы были снабжены (provide) современным (up-to-date) диагностическим оборудованием. 8. Какие вопросы обсуждались на последней конференции? 9. Кем была открыта (discover) клетка? 10. Как открыли клетки? 11. Какое медицинское оборудование было доставлено (deliver) вчера в больницу?