- •Lead-in
- •II. Read the text and find the answers to the questions above. Text a
- •Introduction into chemistry
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word- combinations.
- •3. Find in the text the synonyms for the following words.
- •4. What notions do these groups of key words describe?
- •5. Match the words from two columns to make word-combinations. Make up your own sentences with these phrases.
- •6. Match the beginnings and the endings of the sentences.
- •Text b fundamental concepts of chemistry
- •1. Read the text again paying attention to the words in bold. Make up your own sentences with these words.
- •2. Match the words from the box with the pictures.
- •3. Translate the sentences into English without using a dictionary.
- •4. Look at the picture and comment on it from the point of view of chemistry.
- •5. Look through the text and find the main concepts of chemistry. Complete the chart. Give a definition for each concept and compare it with the definitions of your groupmates.
- •6. Read the following word-combinations.
- •Ionic bonds
- •7. Watch the video 'What is an Atom?'. Fill in the gaps in the following sentences.
- •8. Prepare the reports upon one of the following topics:
- •9. Surf the Internet. Find the information about new chemical sub-disciplines which have emerged in recent years. Make presentations. Use some useful expressions from the Appendix 1.
- •I . Lead-in
- •II. Read the text and find the answers to the questions above. Text a
- •Inorganic chemistry
- •Ores and Alloys
- •Chemical Bonding
- •Concept of Acids and Bases
- •Coordination Chemistry
- •Nuclear and Radioactivity
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word-combinations.
- •3. Match the term on the left with the definition on the right.
- •4 . Match the words from two columns to make word-combinations. Make up your own sentences with these phrases.
- •5. Put the words in the right word order to make sentences.
- •With, Coordination, complexes, the, of, chemistry, deals, study.
- •6. Fill in the gaps using the words and word-combinations given below in the correct form. Translate the sentences.
- •7. Write down the words you associate with the term “inorganic chemistry”. Compare your words with the words of your groupmates.
- •Inorganic chemistry
- •8. Render the essence of each paragraph in one sentence. Use these sentences to present the summary of the text for your groupmates.
- •III. Read the following text. What is the meaning of the words in bold? text b types of inorganic chemical reactions
- •1. Practice in reading chemical formulas and equations in the text (see the rules in Appendix 4).
- •2. Each column contains a category and some terms listed under it. Cross out the term that does not fit in each category.
- •3. Define the type of inorganic chemical reaction.
- •4. Look at the picture and comment on it from the point of view of chemistry.
- •5. Read the following words and word-combinations.
- •Uses of sulphuric acid
- •5. Watch the video 'Sulphuric Acid Production'. Decide if the sentences are true (t) or false (f).
- •6. Explain the following words and word-combinations in English.
- •7. Make up the sentences of your own with the words in bold. Provide your own examples of combustion reactions and precipitation reactions.
- •8. Ask different types of questions to the text and answer your groupmates' questions.
- •9 . Prepare a report upon one of the following topics:
- •Lead-in
- •II. Read the text and find the answers to the questions above. Text a analytical chemistry
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word-combinations.
- •3. Fill in the gaps using the word-combinations given below. Translate the sentences.
- •4. Match the term on the left with the definition on the right.
- •5 . Match the words from two columns to make word-combinations. Make up your own sentences with these phrases.
- •6. Put the words in the right order to make questions. Then ask the questions to your groupmates.
- •7. Write down the words you associate with the term “analytical chemistry”. Compare your words with the words of your groupmates.
- •Analytical chemistry
- •8. Make up the plan of the text and summarize information.
- •III. Read the following text. What is the meaning of the words in bold? text b titration
- •1. Match the following terms with their definitions:
- •2. Translate the sentences into English without using a dictionary.
- •3. Read the following text about acid-base titration and unscramble the letters in the brackets to find the correct word. Translate the text.
- •4. Rewrite the sentence so that it contains the word in capitals.
- •5. Look at the picture and comment on it from the point of view of chemistry.
- •6. Ask different types of questions to the text “Titration” and answer your groupmates' questions.
- •7. Look through the text b. Make up the sentences of your own with the words in bold.
- •8. Read the text. Which pH indicator is the most acidic? Which one is the most basic? Make up the graph showing the efficient pH range of these indicators. PH indicators
- •Universal pH Indicator
- •Natural pH Indicator
- •Unit 4. Organic chemistry
- •I. Lead-in.
- •II. Read the text and find the answers to the questions above. Text a organic chemistry
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word-combinations.
- •3. Fill in the gaps in the following sentences using the text above. Translate the sentences.
- •4. What notions do these groups of key words describe?
- •5. Make up the questions using the words given and 3 questions of your own. Present them in the form of a dialogue with your partner.
- •6. Read the 10 facts about carbon and match the two parts of each statement. What is the meaning of the words in bold?
- •7 . Make a short report about the importance of carbon in organic chemistry using the information above. If necessary, use the key word-combinations:
- •Organic chemistry
- •III. Read the following text. What is the meaning of the words and word-combinations in bold? text b classification of organic compounds
- •1. Match the words from the box with the pictures.
- •2. Translate the sentences into English without using a dictionary.
- •3. What are the scientific contributions made by the following organic chemists? Tell your partner about them. If necessary, use the Internet.
- •4. Look at the picture and comment on it from the point of view of chemistry. Say what classes these organic compounds belong to.
- •5. Read the following text and choose the correct word among suggested to fill in the gaps.
- •3 Accidental organic chemistry discoveries
- •Penicillin
- •Saccharin
- •Mauveine
- •6. Watch the video ‘Are artificial sweeteners really safe?’ Decide if the statements are true (t) or false (f).
- •I. Lead-in
- •II. Read the text and find the answers to the questions above. Text a physical chemistry
- •1. Define if the sentences are true (t) or false (f).
- •2. Find in the text English equivalents to the following Russian words and word-combinations.
- •3. Fill in the gaps in the following sentences using the text above. Translate the sentences.
- •4. Find in the text the synonyms for the following words.
- •5. What notions do these groups of key words describe?
- •6. Read the following text about thermodynamics and unscramble the letters in the brackets to find the correct word. Translate the text.
- •7. Noun, verb, adjective, adverb, participle or preposition? What are the underlined words in each sentence?
- •8. Read the following quotations. What do they mean? Discuss them with your groupmates. Express agreement or disagreement.
- •Physical chemistry
- •III. Read the following text. What is the meaning of the words and word-combinations in bold? text b colloids
- •Help the student to solve the problems concerning colloids.
- •2. Find ten words in the wordsearch from the text b. (→, ↓)
- •3. Match the words from the box with the pictures.
- •4. Translate the sentences into English without using a dictionary.
- •5. Look at the picture and comment on it from the point of view of chemistry.
- •6. Read the following words and word-combinations.
- •How does soap work?
- •Active vocabulary unit 1
- •Translation practice text 1 chemistry around us
- •Text 2 enzymes
- •Vitamins
- •Text 4 micelle
- •Text 5 environmental chemistry
- •Text 6 cell phone chemistry
- •Text 7 alcohols
- •Text 8 keto-enol tautomerism
- •Text 9 coordination chemistry
- •Text 10 liquid-liquid extraction
- •Appendices
- •Chemical elements
- •How to read chemical formulas
- •How to read chemical equations
- •Irregular verbs
- •Useful expressions for making a presentation
- •References
7 . Make a short report about the importance of carbon in organic chemistry using the information above. If necessary, use the key word-combinations:
● the basis for organic chemistry |
● wide range of organic compounds
|
● it occurs in all living organisms
|
● chemical bonds with other elements
|
● carbon-carbon bonds
|
● electronic structure of a carbon atom
|
_____________________________________________________________
8. Write down the words you associate with the term “organic chemistry”. Compare your words with the words of your groupmates.
Organic chemistry
_______________________________________________________
_________________________________________________________________
_____________________________________________________________
III. Read the following text. What is the meaning of the words and word-combinations in bold? text b classification of organic compounds
T
he
concept of functional groups is central in organic chemistry, both as
a means to classify structures and for predicting properties. A
functional group is a molecular module, and the reactivity of that
functional group is assumed, within limits, to be the same in a
variety of molecules. Functional groups can have decisive influence
on the chemical and physical properties of organic compounds.
Molecules are classified on the basis of their functional groups.
Alcohols, for example, all have the subunit
C-O-H. All
alcohols tend to be somewhat
hydrophilic, usually form esters, and
usually can be converted to the corresponding halides.
Most functional groups feature heteroatoms
(atoms other than C and H). Organic
compounds are classified according to functional groups: alcohols,
carboxylic acids, amines, etc.
Substances consisting entirely of single-bonded carbon and hydrogen atoms and lacking functional groups are called alkanes. There are three basic types of structure that they are classified in: the linear straight-chain alkanes, branched alkanes, and also cycloalkanes. Alkanes can be subdivided into three groups. An alkane is also called saturated hydrocarbon because the compound has only single bonds between the atoms. Alkanes that have a ring or cyclic structure are called cyclic alkanes, while those that are without are called acyclic. General formula: CnH2n+2, n>2.
Alkenes area class of hydrocarbons that contain only carbon and hydrogens. They are unsaturated compounds that contain at least one carbon-to-carbon double bond. Another term that is often used to describe alkenes is olefins.
Alkynes are organic molecules made of the functional group carbon-carbon triple bonds. They are written in the empirical formula of CnH2n-2. They are unsaturated hydrocarbons.
Benzene is one of the best-known aromatic compounds as it is one of the simplest and most stable aromatics.
Aromatic hydrocarbons contain conjugated double bonds. This means that every carbon atom in the ring is sp2 hybridized, allowing for added stability. The most important example is benzene, the structure of which was formulated by Kekulé who first proposed the delocalization or resonance principle for explaining its structure.
Alcohols are molecules containing the hydroxyl functional group (-OH) that is bonded to carbon atom of an alkyl or substituted alkyl. The hydroxyl functional group strongly contributes to the physical properties of alcohols.
Compounds in which a hydroxyl group is bonded to an aromatic ring are called phenols. The chemical behavior of phenols is different in some respects from that of the alcohols, so it is sensible to treat them as a similar but characteristically distinct group.
Ethers are a class of organic compounds that contain an oxygen between two alkyl groups. They have the formula R-O-R', with R's being the alkyl groups. these compounds are used in dye, perfumes, oils, waxes and industrial use. Ethers are treated as alkanes and are named as alkoxyalkanes.
Amines are derivatives of ammonia in which one or more of the hydrogens has been replaced by an alkyl or aryl group.
Aldehydes and ketones are organic compounds which contain a carbonyl group - a carbon-oxygen double bond.
The carboxyl functional group that characterizes the carboxylic acids is unusual in that it is composed of two functional groups: (1) the carboxyl group and (2) of a hydroxyl group bonded to a carbonyl group. It is often written in condensed form as –CO2H or –COOH.
Esters are known for their distinctive odors and are commonly used for food aroma and fragrances. The general formula of an ester is RCOOR'.
Amino acids are biologically important organic compounds composed of amine (-NH2) and carboxylic acid (-COOH) functional groups, along with a side-chain specific to each amino acid. The key elements of an amino acid are carbon, hydrogen, oxygen, and nitrogen, though other elements are found in the side-chains of certain amino acids.
Proteins are large biological molecules, or macromolecules, consisting of one or more chains of amino acid residues. Proteins perform a vast array of functions within living organisms, including catalyzing metabolic reactions, replicating DNA, responding to stimuli, and transporting molecules from one location to another.
N
ucleic
acids are polymeric macromolecules, or
large biological molecules, essential for all known forms of life.
Nucleic acids, which include DNA (deoxyribonucleic acid) and RNA
(ribonucleic acid), are made from monomers known as nucleotides.
Each nucleotide has three components: a 5-carbon sugar, a phosphate
group, and a nitrogenous base. If the sugar is deoxyribose, the
polymer is DNA. If the sugar is ribose, the polymer is RNA.
Lipids are a large and diverse group of naturally occurring organic compounds that are related by their solubility in nonpolar organic solvents (e.g. ether, chloroform, acetone & benzene) and general insolubility in water. There is great structural variety among the lipids, as will be demonstrated in the following sections.
Carbohydrates are large biological molecules consisting of carbon, hydrogen, and oxygen atoms, usually with a hydrogen: oxygen atom ratio of 2:1.
Polymers are long chain, giant organic molecules are assembled from many smaller molecules called monomers. Polymers consist of many repeating monomer units in long chains, sometimes with branching or cross-linking between the chains.
TASKS
