
- •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
7. Explain the concepts given in your own words.
contamination
taxonomic kingdom
alkaloid
brewer
mutant
fetus
hemorrhage
Working with texts
8. Read and translate the text.
Text 1
Fungus
A
plural fungi, any of about 50,000 species of organisms of the kingdom Fungi, or Mycota—including yeasts, rusts, smuts, mildews, molds, and mushrooms. They are among the most widely distributed organisms on Earth and are of great importance. Many fungi are free-living in soil or water; others form parasitic or symbiotic relationships with plants or animals, respectively.
Historically, the fungi were included in the plant kingdom, but because they lack chlorophyll and the organized plant structure of stems, roots, and leaves, they are now considered to constitute a separate kingdom. Fungi are eukaryotic organisms having two common characteristics: anatomically, their principal mode of vegetative growth is through mycelium; physiologically, their nutrition is based on absorption of organic matter. They are the culmination of a major direction in evolution distinctly different from that of plants or animals, an evolutionary line established by organisms whose nutrition was based on absorption of organic matter.
The mushrooms, by no means the most numerous or economically significant of the fungi, are the most conspicuous members of the group; thus, the Latin word for mushroom, fungus (plural fungi), has come to stand for the whole group. Similarly, the study of fungi is known as mycology. Fungi other than mushrooms are sometimes collectively called molds, although this term is better restricted to fungi of the sort represented by bread mold.
B
A typical fungus consists of a mass of branched, tubular filaments enclosed by a rigid cell wall. The filaments, called hyphae (singular hypha), branch repeatedly into a complicated, radially-expanding network called the mycelium, which makes up the thallus, or undifferentiated body, of the typical fungus. Some fungi, notably the yeasts, do not form a mycelium but grow as individual cells that multiply by budding or, in certain species, by fission. The mycelium grows by utilizing nutrients from the environment and, upon reaching a certain stage of maturity, forms—either directly or in special fruiting bodies—reproductive cells called spores. The spores are released and dispersed by a wide variety of passive or active mechanisms; upon reaching a suitable substrate, the spores germinate and develop hyphae that grow, branch repeatedly, and become the mycelium of the new individual. Fungal growth is mainly confined to the tips of the hyphae.
C
In 1928 a green mold accidentally grew in a culture dish of Staphylococcus bacteria that the bacteriologist Alexander Fleming was studying in a London hospital. The fungus colony that developed inhibited the growth of the bacteria. Such unavoidable contamination certainly had occurred many times before in laboratories throughout the world, but the people who may have seen such cultures probably regarded them as contaminated plates to be discarded as soon as possible. Fleming, however, carefully recorded his observation and in 1929 published a scientific report announcing the discovery of penicillin, the first of a series of antibiotics—many of them derived from fungi—that have revolutionized medical practice.
D
In 1951 a strange disease broke out in the small French village of Pont-Saint-Esprit, and several persons died. Doctors were baffled by the mysterious malady until it was recognized as a form of “St.Anthony's fire”—ergotism—that had resulted from eating bread made from contaminated flour. Ergotism was prevalent in northern Europe in the Middle Ages, particularly in regions of high rye-bread consumption; modern grain-cleaning and milling methods have practically eliminated the disease.
The cause of ergotism is ergot—a fungus. More precisely, ergot is a sclerotium (plural sclerotia), a special part of a fungus that develops on grasses and especially on rye. The wind carries the fungal spores to the flowers of the rye, where the spores germinate, infect and destroy the ovaries of the plant, and replace them with masses of microscopic threads cemented together into a hard fungal structure shaped like a rye kernel but considerably larger and darker. This is ergot, and it contains a number of poisonous organic compounds called alkaloids. A mature head of rye may carry several ergots in addition to non infected kernels. When the grain is harvested, much of the ergot falls to the ground, but some remains on the plants and is mixed with the grain. If the ergot is not removed before milling, the ergotized flour would be converted into bread and other food products and consumed; St. Anthony's fire—for which no cure is known—is the result. The ergot that falls to the ground may be the source of more trouble. Cattle put to graze in the rye fields after harvest are likely to consume enough ergot to bring on abortion of fetuses or death. In the spring, when the rye is in bloom, the ergot remaining on the ground produces tiny, black, mushroomlike bodies that expel large numbers of spores to start a new series of infections.
Among the many interesting chemicals in ergot is lysergic acid, the active principle of the psychedelic drug lysergic acid diethylamide ( LSD). Here, then, is a single fungus that can reduce crop yields, cause abortion in cattle, sicken and sometimes kill people, and be used as a source of LSD. On the credit side, ergot provides medical science with drugs useful in inducing labour in pregnant women and in controlling hemorrhage after birth.
E
The systematic study of fungi began 250 years ago, but humans have been indirectly aware of fungal activity since the first loaf of leavened bread was baked and the first tub of grape must was turned into wine. Yet, even now, few people realize that they are almost constantly either benefited or harmed by these organisms. Fungi are everywhere in very large numbers—in the soil and the air, in lakes, rivers, and seas, on and within plants and animals, in food and clothing, and in the human body; it is this that makes them so important in the human environment. Together with bacteria, fungi are responsible for the disintegration of organic matter and the release, into the soil or atmosphere, of the carbon, oxygen, nitrogen, and phosphorus that otherwise would be forever locked up in undecomposed organic matter. Fungi are essential to many household and industrial processes, notably the making of bread, wine, beer, and certain cheeses. They are used in the production of a number of organic acids, enzymes (biological catalysts), and vitamins and are the sources of a number of antibiotics besides penicillin. Fungi are also used as food: mushrooms, morels, and truffles are epicurean delicacies.
Studies of fungi have greatly contributed to the accumulation of fundamental knowledge in biology. Current knowledge of biochemistry and cellular metabolism was derived in part from studies of ordinary baker's or brewer's yeast (Saccharomyces cerevisiae ). Some of these pioneering discoveries were made at the end of the 19th century and continued during the first half of the 20th. From 1920 through the 1940s, geneticists and biochemists who studied mutants of the red bread mold, Neurospora , established the one-gene–one-enzyme theory and laid the foundation of modern genetics. These and other fungi continue to be useful for studying cell and molecular biology, genetic engineering, and other basic disciplines of biology.