- •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
Introducing a question
I've got a question about... Could I ask a question... ? Sorry, could I just ask... ?
CLARIFICATION
Sorry, I didn't follow what you said about. What did you mean when you said... ? Could you give me an example of... ?
MORE INFORMATION
Iwas interested in what you were saying about...
Could you tell us more about...?
Could you expand a bit on what you were saying about... ?
CHECKINGCOMPREHENSION
So you mean... ?
So you're saying... ?
Can I just check I've understood - did you say... ?
Have I got this right:... ?
RESPONDING TO ANSWERS
Yes, I see.
OK, thanks.
Thanks, that's clear now.
That's not really what I was asking. What I meant was...
OK, but what I really wanted to know was...
Sorry, I'm still not clear about...
Perhaps I didn't make my question clear. What I was really asking was...
DEALING WITH QUESTIONS
ANSWERING DIRECTLY
Well, as I understand it...
If I've understood X correctly,...
Well, according to our results...
OK -1 think I can answer that quite simply..,
PLAYING FOR TIME
Er, let me see... Well, I suppose I'd say...
That's an interesting/a very good question! Well,.
HANDLINGCOMPLEXQUESTIONS
Well, those are really two different questions. OK- let me deal with those questions one at a time. Your first question/point was about... I'll deal with your second question/point first, if I may.
DEALING WITH AWKWARD QUESTIONS
/ haven't had time to look into that, sorry.
I really don't know/I'm not (quite) sure/I've really no idea.
I'd need to think about that.
I'm not absolutely sure, but I'd guess that...
I don't really have any experience of that, but X might like to comment?
I don't think there's enough evidence to say for sure.
I was just coming to that/I'll come back to that in a minute, if that's all
right. I just wanted to...
That's rather outside my field.
That isn't really my field, but perhaps X could say something about... ?
That's an important question, but it's really too complex, to deal with
now.
That's really a whole different argument/discussion/topic.
There isn't really time to go into that now/here.
I think we're going off the point a little.
Well, I think you'd be wrong to assume that...
You seem to be assuming that...
Do I take it you don't think/believe/accept... ?
Elsp text bank Text 1. Vegetation and wildlife
The humid and mild climate of Great Britain is good for plants and flowers. Some of them have become symbols in the UK. Probably you know that the poppy is the symbol of peace, the red rose is the national emblem of England, the thistle is the national emblem of Scotland and the Edinburgh International Festival. The daffodils and the leek are the emblems of Wales, the shamrock (a kind of clover) is the emblem of Ireland.
The UK was originally a land of vast forests, mainly oak and beech in the Lowlands and pine and birch in the Highlands, with great stretches of marshland and smaller areas of moors. In the course of time, much forest land was cleared and almost all the Lowlands outside the industrial areas were put under cultivation. Today only about 6 per cent of the total land area remains wooded.
Extensive forests remain in eastern and northern Scotland and in southeastern and western England. Oak, elm, ash, and beech are the commonest trees in England, while Scotland has much pine and birch. The Highlands with their thin soil are largely moorland with heather and grasses. In the cultivated areas that make up most of Britain there are many wild flowers, flowering plants and grasses.
The fauna or animal life of the UK is much like that of northwestern Europe. Many larger mammals such as bear, wolf have been hunted to extinction, others are now protected by law. About 50 land mammals are still found in the UK. There are many foxes. Otters are common along rivers and streams, and seals live along much of the coast. Hedgehogs, hares, rabbits, rats and mice are numerous. Deer live in some of the forests in the Highlands of Scotland and England. There are several small lizards, two or three kinds of snakes and several kinds of frogs and toads.
Some 230 kinds of birds live in the UK, and another 200 are regular visitors, many are songbirds. The most numerous are blackbirds, sparrows and starlings. Robin Redbreast is the national bird of the UK. The number of ducks, geese and other water fowl has diminished during recent years. Partridges, pheasants and other large and rare birds are protected by law. Gulls, geese and other sea birds nest near the coast.
There are many threats to wildlife and ecological balance around the coast. The biggest threat to the coastline is pollution. More than 3,500 million tons of industrial waste is pumped into the North Sea every year. "We cannot continue to use our seas as a dustbin and expect our coastline to survive", says Greenpeace. Many other ecological problems may be caused by privatization of the coast. The quality of rivers has also declined. Many of them are "biologically dead", i. e. unable to support fish and wildlife.
