
- •1.Лексический модуль
- •2.Грамматический модуль
- •3. Тесты
- •Working with words
- •Working with word combinations and sentences
- •8. Rewrite these scrambled sentences putting the words in
- •9. Translate from Russian into English.
- •Working with texts
- •10. Read and translate the text.
- •Systematics
- •Light from Life
- •14. Text for translation into English. Text 4 Система живого мира
- •Speaking and writing
- •15.Make a report about any plant or animal, giving its classification.
- •16.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1. Word building.
- •2. Make word combinations using the following words.
- •3. Match a word in a to its definition in b.
- •4. Choose the correct word to complete the sentences.
- •5. Give English equivalents to the following word combinations.
- •6. Match the beginnings and the endings of the sentences.
- •7. Read and translate the text.
- •8. Match a title to the paragraph.
- •9. Answer the questions to Text 1.
- •10. Read the texts using your dictionary.
- •11. Text for translation into English.
- •12.Make a report about any bacterium you find interesting and unusual. Write a plan first and do not forget to mention
- •13.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Word building.
- •2.Match a word in a to its definition in b.
- •3.Choose the correct word to complete the sentences.
- •4.Translate these word combinations.
- •5.Find out the difference between synonyms and write sentences, illustrating it.
- •7.Translate from Russian into English.
- •8. Read and translate the text.
- •9. Match a title to the paragraph.
- •10. Using information from the text,
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13. Make a report about any amphibian you find interesting and unusual. Write a plan first and do not forget to mention amphibian`s
- •14.Choose any of the following ideas (or propose your own), find information and write an essay (150 -250 words).
- •1.Write antonyms for the following words.
- •2.Write synonyms for the following words.
- •3.Match a word in a to its definition in b.
- •4.Choose the correct word to complete the sentences.
- •5.Give English equivalents to the following word combinations.
- •6.Match the beginnings and endings of the sentences.
- •7. Read and translate the text.
- •Insects
- •8.Look at the picture and, using information from Text1, label parts of the insect.
- •9. Match a title to the paragraph.
- •10. Answer the questions to Text 1.
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13.Make a report about any insect you find interesting and unusual. Write a plan first and do not forget to mention insect`s
- •14.Choose any of the following ideas (or propose your own), find additional information and write an essay (150-250 words).
- •1.Look at the picture and label parts of the fish.
- •2.Word building.
- •3.Give opposite meaning to the words from the box and insert them in the sentences of your own.
- •4.Choose the correct word to complete the sentences.
- •5.Give English equivalents to the following word combinations.
- •6.Match a word in a to its definition in b. Write your own sentences with these words.
- •7. Match the beginnings and endings of the sentences.
- •8. Look at the pictures. What adaptations do these fishes have? Why?
- •9. Read and translate the text.
- •10. Answer these questions to Text 1.
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13.Make a report about any fish you find interesting and unusual. Write a plan first and do not forget to mention fish`s
- •14.Choose any of the following ideas (or propose your own), find information and write an essay (150 - 250 words).
- •1.Word building.
- •2.Match an animal to a suitable group name.
- •3.Match a word in a to its definition in b.
- •4. Look at the picture and label parts of the bird.
- •5.Choose the correct word to complete the sentences.
- •6.Give English equivalents to the following word combinations.
- •7.Match a title and a paragraph.
- •8. Read and translate the text.
- •9. Match a title and a paragraph.
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13.Make a report about any bird you find interesting and unusual. Write a plan first and do not forget to mention bird`s
- •14.Choose any of the following ideas (or propose your own), find information and write an essay (150 - 250 words).
- •1. Word building.
- •7. Separate parts of an animal from bear`s food.
- •8. Give English equivalents to the following word combinations.
- •9. If someone behaves a people say they are b.
- •10. Translate from Russian into English.
- •11. Read and translate the text.
- •12. Find key sentences in each paragraph.
- •13. Write a title to each paragraph.
- •14. Answer the questions to Text 1.
- •15. Read the texts using your dictionary.
- •16. Text for translation into English.
- •17.Make a report about any mammal you find interesting and unusual. Write a plan first and do not forget to mention mammal`s
- •18.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Word building.
- •6.Give English equivalents to the following word combinations.
- •7.Match the beginning and the ending of the sentences.
- •8.Match a part of eye structure to its definition and its context.
- •9.Read and translate the text.
- •Invertebrates
- •10.Give a title to each paragraph.
- •11.Answer these questions to Text 1.
- •12. Read the texts using your dictionary.
- •13. Text for translation into English.
- •14.Make a report about any invertebrate you find interesting and unusual. Write a plan first and do not forget to mention invertebrate`s
- •15.Choose any of the following ideas (or propose your own), find information and write an essay (150 - 250 words).
- •1.Write another word with a similar meaning.
- •6.Label parts of the flower.
- •7.Give English equivalents to the following word combinations.
- •8.Translate into English.
- •9.Guess the meaning of the words from the context.
- •10. Read and translate the text.
- •11. Give a title to each paragraph.
- •12. Pair work. Ask and answer 6 questions to Text 1.
- •13. Read the texts using your dictionary.
- •Venus Flytrap
- •14. Text for translation into English.
- •15.Make a report about any plant you find interesting and unusual. Write a plan first and do not forget to mention plant`s
- •16.Choose any of the following ideas ( or propose your own), find information and write an essay ( 150-250 words).
- •1.Form nouns and adjectives from the verbs given. Pay attention to the suffixes.
- •2.Match definition in a to the word in b.
- •3. Look at the picture and label parts of the mushroom.
- •4.Choose the correct word to complete the sentences.
- •5.Give English equivalents to the following word combinations.
- •6.Read definitions and write names of the mushroom`s parts.
- •7. Explain the concepts given in your own words.
- •8. Read and translate the text.
- •9. Find key sentences in each paragraph.
- •10. Match a title with the passage.
- •11. Pair work. Ask and answer 6 questions to the Text 1.
- •12. Read the texts using your dictionary.
- •13. Text for translation into English.
- •14.Make a report about any fungus you find interesting and unusual. Write a plan first and do not forget to mention fungus`s
- •15.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Word building.
- •2.Match a word in a to its definition in b.
- •3.Choose the correct word to complete the sentences.
- •4.Give English equivalents to the following word combinations.
- •5.We know that scientific ideas could be :
- •6.Translate into English.
- •7. Read and translate the text.
- •Ideas about evolution
- •8. Pair work. Ask and answer 6 questions to Text 1.
- •9. Summarize the information from the text about one of the concepts and add some additional data.
- •10. Read the texts using your dictionary.
- •11. Text for translation into English.
- •12.Make a report about any scientist you find interesting. There are several famous scientists mentioned in the article.
- •13.Writing
- •1.Use prefixes and form the new words.
- •2.Define the following words.
- •3.Choose the correct word to complete the sentences.
- •4.Give English equivalents to the following word combinations.
- •5.Make sure that you understand these verbs with prepositions and write sentences, incorporating them.
- •6. Translate from Russian into English.
- •7.Read and translate the text.
- •8.Give definitions to the following concepts from Text1.
- •9.Answer the questions to Text 1.
- •10. Read the texts using your dictionary.
- •11. Text for translation into English.
- •12.Make a report about any ecosystem you find interesting and unusual. Write a plan first and do not forget to mention ecosystem`s
- •13.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Match a and b to make word combinations.
- •2.Word building.
- •3.Explain the following words.
- •4.Choose the correct word to complete the sentences.
- •5.Give English equivalents to the following word combination.
- •6.Define the following concepts.
- •7.Make sure that you understand these verbs with prepositions and write sentences, incorporating them.
- •8.Translate into English.
- •9. Read and translate the text.
- •10. Pair work. Ask and answer 6 questions to Text 1.
- •11. Find key sentences in each paragraph and give paragraphs appropriate titles.
- •12. Read the texts using your dictionary.
- •13. Text for translation into English.
- •14 Make a report about any problem, connected with extinction, you find interesting and unusual. Write a plan first and do not forget to mention
- •15.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •8. Read and translate the text.
- •9. Match a title to the part of the text.
- •10. Pair work. Ask and answer 6 questions to the Text 1.
- •11. Read the texts using dictionary.
- •12. Text for translation into English.
- •13.Make a report about any particular case of adaptation you find interesting and unusual.
- •14.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Write synonyms to the following words.
- •2.Match a word in a to its definition in b.
- •3.Choose the correct word to complete the sentences.
- •4.Give English equivalents to the following word combinations.
- •5.Define the words in English and insert them in the sentences of your own.
- •6.Translate into English.
- •7.Explain in your own words these concepts.
- •8. Read and translate the text.
- •9. Match a title with the paragraph.
- •10. Pair work. Ask and answer 6 questions to Text 1.
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13.Make a report about any endangered animal you find interesting and unusual. Write a plan first and do not forget to mention animal`s
- •14.Choose any of the following ideas ( or propose your own), find information and write an essay ( 150 – 250 words).
- •Infinitive/Gerund
- •It is… that (which, who).
- •Insert linking words from the box into the following sentences.
- •Insert linking words into the following texts.
- •1. Complete the table with singular and plural forms of nouns.
- •2. Match the adjectives with the nouns to construct word combinations. Use three of these word combinations in your own sentences.
- •3. Choose the correct word to complete the text. Be attentive! There are two odd words.
- •4. Give terms corresponding to the following definitions.
- •5. Explain the following terms.
- •6. Translate from Russian into English.
- •1. Complete the table with singular and plural forms of nouns.
- •2. Form adjectives from the following nouns. Sometimes more than one adjective can be formed. Use three of the received words in your own sentences.
- •3. Choose the correct word to complete the text.
- •4. Give terms corresponding to the following definitions.
- •5. Label parts of the fish.
- •6. Explain the following terms.
- •7. Translate from Russian into English.
- •1. Complete the word combinations with prepositions. Use three of the received word combinations in your own sentences.
- •2. Match the adjectives with the nouns to construct word combinations. Use three of these word combinations in your own sentences.
- •3. Choose the correct word to complete the text.
- •4. Give terms corresponding to the following definitions.
- •5. Describe any plant.
- •6. Translate from Russian into English.
- •1. Using different prefixes and suffixes create new words.
- •2. Match the verbs with the nouns to construct word combinations. Use three of these word combinations in your own sentences.
- •3. Choose the correct word to complete the text.
- •4. Explain the relationship between the following words.
- •5. Describe any ecosystem.
- •6. Translate from Russian into English.
- •1. Write synonyms and antonyms to the following words.
- •2. Make questions out of the words. Then answer them.
- •4. Explain the relationship between the following words.
- •5. Give terms corresponding to the following definitions.
- •6. Translate from Russian into English.
- •1.Put the verbs in brackets into Present, Past, Future Simple; Past Continuous or Present Perfect Passive Tense.
- •1.Future forms
- •2.Articles
- •3.Countable and uncountable nouns
- •1.Degrees of comparison
- •2.Conditionals
- •1.Modals
- •2.Emphasis
- •3.Passive
- •1.Sequence of Tenses
- •2.Reported Speech
- •3.Linking words
8.Match a part of eye structure to its definition and its context.
part |
definition |
context |
pupil |
The light-sensitive membrane that lines the back wall of the eyeball and is composed of several layers, including one containing the rods and cones.
|
The structure of .................... in the eyes of owls gives these nocturnal birds of prey excellent night vision.
|
reflection
|
The elongated cells or elements of the sensory layer of the retina, some of which are cylindrical, others somewhat conical
|
Our ............ tend to contract in bright light and dilate in the dark. |
retina
|
The circular opening in the center of the pigmented iris of the eye, through which light passes to the retina |
As Shakespeare wrote, "The eye sees not itself, But by ...............…."
|
rods and cones
|
The phenomenon of light or sound waves being thrown back from a surface; the act of reflecting, or turning or sending back |
The ................... receives an image formed by the lens and converts it into chemical and nervous signals that reach the brain by way of the optic nerve.
|
Working with texts
9.Read and translate the text.
Text 1
Invertebrates
A
Most of the more than one million species of multicellular animals known to exist on Earth are invertebrates, or animals without backbones. A variety of otherwise unrelated groups of animals are lumped together by scientists as invertebrates. The only trait that distinguishes invertebrates from vertebrates, or animals with backbones, is the absence or presence of a backbone.
B
More than two dozen phyla (plural of phylum) of living invertebrates, plus many extinct forms, are recognized. Some of the largest and most important phyla of invertebrates are Sponges; Jellyfishes and sea anemones; Flatworms, Rotifers, horsehair worms, and roundworms; Mollusks (snails, bivalves, squids, and octopuses), Annelida (segmented worms), Arthropoda (horseshoe crabs, spiders, crabs, centipedes, millipedes, and insects), and Echinodermata (starfishes and sea urchins).
C
The large group of animals called mollusks live on land and in both fresh and salt water. They constitute the phylum Mollusca, a major group of animals known to have as many as 100,000 living species and more than 50,000 fossil forms. Most mollusks, including snails, clams, oysters, and mussels, have shells. A major group called the cephalopods, however, including octopuses, squids, and cuttlefish, have shells that are either greatly diminished or absent. One of the most distinctive anatomical features characteristic of mollusks is a true coelom, a body cavity that contains most of the vital organs. The digestive tract, heart, liver, and reproductive organs are all housed inside the coelom. Many of the lower invertebrates, in contrast, have no coelom.
Two other features that are characteristic of the mollusks and absent in most other groups of animals are the visceral mass and the mantle. The visceral mass is the main body of the animal and contains all the vital organs. The name “mollusk”, which is derived from a Latin word meaning “soft,” refers to this large, soft body mass. The mantle is a thick covering of tissue that surrounds the visceral mass and has glands that secrete the shell, if the animal has one. Many of the aquatic mollusks also have another distinctive feature—gills that are enclosed within a cavity formed by the mantle.
D
Cephalopoda is the most morphologically and behaviorally complex class in phylum Mollusca. Cephalopoda means "head foot" and this group has the most complex brain of any invertebrate. Cephalopods are characterized by a completely merged head and foot, with a ring of arms and/or tentacles surrounding the head. The mantle surrounds the visceral sac and possesses strong muscles required for contraction of the cavity and respiration.
All cephalopods are carnivorous. The strong beak is at the entrance to the buccal cavity , on the floor of which lies the radula. There are two pairs of salivary glands , one of which may be poisonous. The digestive tract consists of three parts: esophagus; stomach , which mashes food; and caecum , where most digestion and absorption occur. The posterior portion of the caecum contains a diverticulum that serves as an ink gland, producing a suspension of melanin that can be expelled through the mantle cavity.
Cephalopods are of considerable economic importance to humans. Many species of squid and octopus are edible. Nautilus shells are often used decoratively, and the internal shell of a cuttlefish, or cuttle bone, is sold in the pet trade as a calcium source for birds. Giant cephalopods such as squid and octopuses are also a great source of sea-monster folklore.
Cephalopods are the most intelligent, most mobile, and the largest of all molluscs. Squid, octopuses, cuttlefish, the chambered nautilus, and their relatives display remarkable diversity in size and lifestyle with adaptations for predation, locomotion, disguise, and communication. Today, biologists and paleontologists continue to captivate the human mind and imagination with details of these molluscs' behavior, natural history, and evolution.
E
The structure of cephalopod eye is probably the most sophisticated eye of all invertebrates and is as complex as the vertebrate eye, though the two are not homologous. For their body size, cephalopod eyes are relatively large. They contain an iris, pupil, and lens, but not necessarily a cornea. Octopuses are the only cephalopods with a completely protected "closed" cornea. That means that the eyes of squids and cuttlefish are in direct contact with sea water! The pupil in cephalopods is unique in that its morphology is different in octopuses, cuttlefish, and squid. Octopuses have a slit-shaped rectangular pupil. In cuttlefish it is W-shaped, and in squid it is round.
F
Arms and tentacles are another distinguishing cephalopod characteristic. All cephalopods have arms, but not all cephalopods have tentacles. Octopuses, cuttlefish, and squid have eight non-retractable arms, but only cuttlefish and squid have tentacles (two each). Arms usually have palps, often suckers, and sometimes hooks along their undersides. These can be attached to the arm directly or by a flexible stalk and are used to adhere to substrates and catch prey. Tentacles are longer than arms, are retractable, and usually have a blade-shaped or flattened tip, which is covered in suckers.
G
Cephalopods have an amazing ability to change color very rapidly. They accomplish this feat using numerous pigment-filled bags, called chromatophores. Chromatophores are found in the skin, and expand and contract to reveal or conceal small dots of color. They can be so densely concentrated that 200 may be found in a patch of skin the size of a pencil eraser.