- •English for biology students and postgraduates
- •Предисловие
- •Texts for comprehensive reading and discussion unit 1
- •Text a The Subject Matter of Biology
- •Text b the diversity of organisms
- •Writing practice
- •Study notes on developing reading skills
- •Charles Darwin’s Evolutionary Theory
- •The evolutionary mechanism was understood by Darwin as...
- •Darwin discovered...
- •Text в Research Work: Methods and Procedures
- •Text a Genetics and Heredity
- •The number of chromosomes varies
- •Scientists began deciphering the genes
- •Each gene is responsible for
- •Text b How to live with stress
- •Stress in Everyday Life
- •Handling Stress at Work
- •The structure of the cell
- •Text b Sex, predators and the theory of evolution (Observing Darwin’s ideas in action)
- •Text a The Science of Ecology
- •Text b agriculture is ripe for change
- •Ideas for group discussion:
- •Модуль II. Правила подготовки презентации
- •Visual aids
- •Introducing the talk
- •Introducing a question
- •Elsp text bank Text 1. Vegetation and wildlife
- •Text 2. Soil
- •Text 3. Flora
- •Text 4. Handling started seedlings
- •Text 5. Tomato
- •Text 6. Potato storage
- •Text 7. Types of tomatoes
- •Text 8. Keeping the seeds
- •Text 9. Nematodes
- •Text 10. Verticillium wilt
- •Text 11. Fertilizing, weeding and combating pests
- •Text 12. Poultry farming and other branches of animal husbandry
- •Text 13. Fishing
- •Text 14. System of mating
- •Text 15. Sheep
- •Text 16. Milking cycle of cows
- •Text 17. Breeds of poultry
- •Text 18. A romanov ram
- •Text 19. Polecat-mink hybrid
- •Text 20. Vitamins in poultry nutrition
- •Text 21. Animal husbandry
- •Text 22. Aquaculture
- •Text 23. Calcium & phosphorus
- •Inorganic and Organic Phosphate
- •Text 24.Feeding pullets.
- •Text 25. Hints for poultry breeders
- •Text 26. Proteins and minerals
- •Text 27. Alexander fleming
- •Text 28. Animal health
- •Text 29. Health and the horse
- •Text 30. Feeding stuffs. Buildings for livestock
- •Text 31. Wounds and traumata
- •Text 32. Mastitis
- •Text 33. Tuberculosis
- •Text 34. Ten organ systems in animals
- •Text 35. Infection
- •Incubation Period
- •Virulence
- •Text 36. Gene
- •Text 37. What shapes a creature's life course and behavior?
- •Tеxt – processing sites guide Указатель сайтов содержащих технологии создания электронной презентации текстового материала
- •1. Облако слов
- •2. Диаграмма связей/ ассоциативная карта
- •Шаги по созданию и работе с узлами ассоциативной карты
- •3. Ментальная карта
- •Table 2
- •Table 3
- •Table 4
- •(Окончание) table 4
- •Тable 5
- •Table 6
- •Table 7
- •Verb tenses. Active voice
- •Table 8
- •Table 9
- •Verb tenses. Passive voice (видовременные формы глаголов. Страдательный залог)
- •Table 10
- •Modalverbs (модальные глаголы)
- •Table 11
- •Table 12
- •Table 13 functions of the infinitive (функции инфинитива)
- •Table 14 functions of the gerund (функции герундия)
- •Table 15 functions of the participle (функциипричастия)
- •Table 16
- •Table 17
- •Sequence of tenses (согласование времен)
- •Table 18
- •Table 19 direct and indirect speech (прямая и косвенная речь)
- •Наиболее употребительные префиксы и их значения
- •Префиксы, имеющие отрицательное значение
- •Префиксы, придающие слову противоположное значение или обозначающие противоположное действие
- •Префикс глагола, имеющий значение «делать»:
- •Наиболее употребительные суффиксы Основные суффиксы существительных
- •Суффиксы, обозначающие принадлежность:
- •Суффиксы, обозначающие действующее лицо
- •Суффикс, обозначающий результат действия
- •Суффиксы, обозначающие:
- •Основные суффиксы прилагательных
- •Суффикс, образующий прилагательные от существительных и обозначающий национальную принадлежность или слабую степень качества
- •Суффиксы, образующие прилагательные от глаголов и обозначающие наличие качества
- •Суффиксы, образующие прилагательные от существительных и обозначающие наличие качества, свойства
- •Суффиксы, образующие прилагательные от различных частей речи и обозначающие:
- •Основные суффиксы глаголов
- •Основные суффиксы наречий
- •Грамматический практикум
- •Making self-presentation модуль IV. Составляем самопрезентацию making self – presentation
- •1. Look through the texts and pay attention to their structure.
- •2. Complete the table with the phrases and expressions in bold.
- •1. Dr Adrian Needs
- •2. Dr Dominic Pearson
- •3. Dr Katherine Brown
- •4. Dr Paul Farrell
- •5. Dr Eric May
- •6. Dr Andy Pickford
- •7. Dr Garry Scarlett
- •8. Dr Karen Thorpe
- •3. Write your own self-presentation. Include all possible information connected with your education, career and research interests.
- •Independent work guide модуль V. Методические рекомендации для преподавателя по организации самостоятельной работы студентов
- •Independent work guide
- •Рекомендации по организации работы с грамматическим материалом
- •Рекомендации по организации работы с лексическим материалом
- •Рекомендации по организации работы со словарями. Типы словарей
- •Рекомендации по организации работы с электронными ресурсами
- •Рекомендации по организации работы с текстами для чтения
- •Методические рекомендации для студентов
- •Алгоритм
- •Алгоритм
- •Рекомендации для написания рефератов, аннотаций
- •Рекомендуемые клише для оформления реферата на английском языке
- •Алгоритм составления реферата
- •Клише для обсуждения реферата Высказывание
- •Обсуждение
- •Согласие
- •Сомнение
- •Требование, просьба
- •Рекомендации для разработки проектов
- •Общие Практические рекомендации для изучающих иностранный язык
- •Содержание
Ideas for group discussion:
Divide into two teams of “Optimists” and “Pessimists”, give your views on the greenhouse effect.
1. The greenhouse effect and its negative and positive consequences
2. She main "greenhouse gases" and their basic sources.
3. Possible ways of slowing down the greenhouse effect.
CONVERSATIONAL FORMULAS FOR GROUP DISCUSSION:
If you ask me…
Wouldn't you say that...
Don't you agree that...
As I see it…
I'd like to point out, that...
Would you agree that…
Do you think it's right to say that…?
I don't quite see what you mean, I'm afraid.
I don't quite see what you are getting at.
REFERENCE MATERIAL FOR GROUP DISCUSSION:
What is it?
Up in the atmosphere, energy, in the form of light from the sun, streams towards earth, it passes through layers of gases miles above the surface of the earth. As the sun warms the land and sea, energy is reflected back at these gases. But this energy is not in the form of sunlight - it is invisible infra-red energy, which the gases absorb. They trap this heat, and that's where the term "greenhouse effect" comes from. If the greenhouse effect did not exist at all, the earth would be a frozen, lifeless planet, but at the moment it is building up much too fast. The main "greenhouse gases" are carbon dioxide, methane and СFCs.
Electricity
Most of the electricity we use is produced by the burning of fossil fuels - coal, oil and gas. When these are burnt, they give off carbon dioxide. So, whenever you turn on any electrical appliance - hi-fi, light bulb, TV or washing machine - think "Do I really need to use this?" And don't forget to turn it off;
Cars
Cars add to the greenhouse effect because they have carbon dioxide and nitrogen oxide in their exhaust fumes. Car makers began to produce cars that go further on a gallon of petrol, but we are still wasting precious petrol and putting yet more С02 into the atmosphere on pointless car journeys.
Rubbish
Most household rubbish gets buried in landfill dumps. Just because it is out of sight, does not mean it does no harm. Methane is released into the air as the rubbish rots. It is the most effective greenhouse gas - one molecule of it absorbs twenty times as much heat as one molecule of carbon dioxide.
CFCs
Chlorofluorocarbons are well known for the damage they are doing to the ozone layer. They are a double attack on our planet because they are also "greenhouse gases". Aerosols, foam plastic fast-food containers, padding from cushions and cars, coolants from fridges and air conditioners all contain CFCs.
Rainforests
Destroying rainforests has awful consequences. This is adding to the greenhouse effect in two major ways. Trees need carbon to grow. They get it from carbon dioxide (or СO2), and forests absorb millions of tons of it a year. Cut the trees down, and the amount of C02 eaten up is also cut. To make matters worse, most of the wood is burnt. That releases millions of tons of С02 which add to the greenhouse effect.
Rice
Methane is also produced when vegetation rots underwater. That is what happens in the millions of square miles of rice fields all over Asia. As the world's population increases, more rice will need to be grown, releasing yet more methane. It is increasing in the atmosphere at an even faster rate than carbon dioxide.
The sea
The sea absorbs vast quantities of carbon dioxide, which is good. To keep soaking it up at the same rate, the amount of salt in the water should not fall. But water that comes from melting polar ice has no salt in it. It will absorb less carbon dioxide. As the greenhouse effect gets worse, the sea will help us less.
PRESENTATION MANUAL AND ELSP TEXT BANK
