- •Mass Media
- •Vocabulary:
- •Grammar: Infinitive
- •Infinitives /Form
- •5. Remember the use and forms of the Infinitive.
- •What are economic, social and cultural rights?
- •Vocabulary
- •4. Open the brackets and use the Complex Object.
- •5. Open the brackets and use the Complex Subject.
- •Vocabulary
- •3. Give Russian equivalents:
- •4. Translate these sentences using your vocabulary.
- •5. Write all your associations with the words:
- •6. Answer the following questions according the ideas of the text.
- •7. Say if these statements true or false according to the text. Correct if you find any mistakes.
- •8. Make a plan of this text. Add key words in it if necessary.
- •9. Retell this text using your plan.
- •10. Use colored pencils and make a poster. Tell about the process of biosynthesis. Try to do it simple and teachable.
- •11. Fill in the blanks with the prepositions of time in, on, at where necessary.
- •12. Fill in the blanks with prepositions of place at, in, on.
- •Grammar: Gerund and Gerundial Constructions
- •13. Choose the correct form (infinitive with or without to or gerund).
- •14. Do you know what cytology is and what it studies? Is the kernel of a cell a subject of cytology? Why is knowledge of cytology necessary? Where can this knowledge be applied?
- •15. Read this text and translate it. Cytology as a science.
- •16. Give English equivalent to the following phrases.
- •18. Answer the question according to the text.
- •19. Put the words in the right order and write down the sentences:
- •20. Create the project “Fantastic cells”
- •Vocabulary
- •2. Translate the sentences into English.
- •3. Use your English-English dictionary and write down the definitions to the following words:
- •4. Read the text attentively again and say which statements are true to the fact or false.
- •5. Speak on the new facts you found in the text.
- •9. Choose the correct form (infinitive with or without to or gerund).
- •10. A) Choose the correct option in each sentence.
- •11. How many areas of physiology do you know? Do you study physiology? Read the text. Physiology of plants and animals
- •13. Answer the following questions according to the ideas of the text.
- •18. Write your own cv. You can imagine yourself a well-known scientist or write the cv from your student’s position as well.
- •Vocabulary
- •2. Fill in the gaps in these sentences:
- •3. Make sentences in English with words stated below:
- •9. Study additional notions concerning biochemistry and explain them.
- •10. Translate the sentences with the words from vocabulary after the text.
- •11. Study the Participle. Find the difference between Participles I and II. Open the brackets and fill in with the proper participle.
- •12. Translate into English using participles where possible.
- •13. Read the text and title it. Biochemical pathways and processes
- •14. Make 5 questions according the text.
- •Vocabulary
- •2. Try to explain the following terms:
- •3. Translate the sentences with the words from your vocabulary.
- •4. Continue the associative chain:
- •10. Rewrite the sentences with participle clauses.
- •11. Read the text and translate it. Three branches of biophysics.
- •12. Circle any additional unknown words/phrases in the article. In pairs/groups, use your dictionaries to understand the meanings. Write definitions to 3 of them.
- •13. Remember how the fragments were used, and complete the sentence from the article above.
- •14. Work with a partner to summarize the article in your own words.
- •Vocabulary
- •3. Translate the sentences with the words from vocabulary after the text.
- •4. Fill in the gaps in this sentences:
- •4. Write out the sentences expressing the main ideas of each logical part of the text.
- •10. Find the appropriate Russian equivalent to English term.
- •11. There are many laboratory devices in the biochemistry laboratory. Try to match the definition of the equipment with the picture:
- •Vocabulary
- •2. Translate the following sentences from Russian into English using the words from vocabulary.
- •3. Give the definitions to at least three of the following terms:
- •4. Fill in the gaps in these sentences:
- •5. Answer the questions about this text.
- •6. Speak on the new facts you found in the text.
- •7. Do you agree with the following statements?
- •8. Make a plan of this text. Add key words in it if necessary.
- •9. Retell this text using your plan.
- •10. Choose the correct conjunction.
- •11. Choose the appropriate coordinating or correlative conjunctions
- •12. Give the definitions to at least three of the following words:
- •13. Write out the sentences expressing the main ideas of each logical part of the text.
- •14. Check your knowledge about the immune system? Do you know the answers to these questions?
- •15. Speak on the new facts you found. What wondered you or what information was new for you? Can you add some other information about the history of immunology or some interesting immunological facts?
- •16. Read the text. A useful vitamin
- •17. Study this text and express it in your words not using any plan.
- •Vocabulary
- •2. Change the Russian words into the English using the correct forms. Use proper articles if necessary.
- •3. Translate the following sentences paying attention to the words in italic.
- •4. Answer the following questions according to the sense of the text.
- •5. Find the appropriate definitions to the following words.
- •6. Read the text again and express the idea of each paragraph in questions..
- •7. Retell the texts from the point of view of:
- •8. Predict whether the following statements are true or false:
- •9. Fill in the blanks with the prepositions of time in, on, at where necessary.
- •10. Fill in the blanks with prepositions of place at, in, on.
- •11. Fill in the blanks with the appropriate prepositions where necessary.
- •12. Read the text and entitle it.
- •13. Pairs/Groups write down questions based on
- •Vocabulary
- •2. Translate these sentences.
- •3. Fill in the gaps in these sentences:
- •4. Give the full answers to these questions:
- •10. Spend one minute writing down all of the different words you associate with the world ‘microbiology’. Share your words with your partner/group and
- •11. Look at the words below. Try to recall exactly how these were used in the text:
- •14. Read the text about Antonie van Leeuwenhoek (Антони ванн Левенгук) and other pioneers of microbiology, translate and title it and add the facts you know about these famous scientists.
- •15. Speak on the facts you found in the text. What information was new for you?
- •Vocabulary
- •2. Give Russian equivalents for the following words:
- •3. Translate the following sentences from Russian into English using the words from vocabulary.
- •4. Fill in the gaps in these sentences:
- •5. Remember how the fragments were used, and complete the sentence from today's article.
- •6. Find the appropriate definitions to the following words:
- •7. Make 10 questions covering the gist of the text.
- •13. Make 15 sentences covering the whole text.
- •Biotechnology.General knowledge
- •1. Read this text and translate it. What is biotechnology?
- •Vocabulary
- •2. Translate the sentences into English using the words you learned.
- •4. Write out the sentences expressing the main ideas of each logical part of the text.
- •5. Write a summary of the text in your own words making use of plan and the sentences you’ve written out.
- •6. Orally enlarge this summary and retell the text.
- •7. Test your knowledge in biotechnology. Choose the correct answer.
- •12. Read this text and translate it. Medical biotechnology
- •13. Give Russian equivalents for the following words:
- •14. Translate the sentences into English.
- •Vocabulary
- •2. Give Russian equivalents for the following words:
- •3. Put the words in the right order and write down the sentences:
- •4. Complete the sentences using the words from the box in the correct form.
- •5. Use your English-English dictionary and write down the definitions to the following words:
- •6. Translate the following sentences paying attention to the words in italics.
- •7. Answer to the questions according to the sense of the text.
- •8. Make a plan of this text. Add it with the keywords.
- •13. Read the text again and answer the following questions:
- •14. Find the appropriate definitions to the following words:
- •19. Read the text and translate. Gm Food
- •20. Study this text and enlarge it with your knowledge about genetically modified food.
- •Vocabulary
- •2. Translate into English.
- •3. Give definitions of the following notions:
- •4. Answer the questions according to the text.
- •5. Read the text again and entitle it.
- •6. Be ready to speak about stem cells. Use this text and enlarge it with your new information.
- •11. Fill in the blank with the correct word. Choose them out of the words in the box:
- •13. Read the text and underline the words you found in the exercises before.
- •16. Answer whether the sentence is true or false. If false, correct the sentence.
- •18. Work with a partner to summarize the article above in your own words in 3-5 sentences.
- •20. Role-play: Assume the following roles and talk about the following:
- •21. Talk about the following questions in pairs/groups. Make a report or write an essay on these questions.
- •Unit 15 Cloning
- •1. Read and translate the text about cloning. Cloning and concerns about it
- •Vocabulary
- •2. Translate into English.
- •3. Fill in the gaps in these sentences according to the text you`ve read:
- •4. A) Make sentences in Russian with the words from vocabulary and give them to your partner to translate into English.
- •5. A) Make 10 questions covering the gist of the text.
- •6. Read interesting facts about cloning, discuss them and find your own.
- •7. Talk with your partner(s) about cloning the people / animals in the table. What are the pros and cons of each? Change partners and share your ideas.
- •8. Translate sentences and pay attention to the underlined adverbs in these sentences.
- •9. Put in the correct adverb.
- •10. Read the following text and translate it. Human cloning
- •11. Write the gist of the text in about 10 sentences. Then enlarge it with your own information concerning cloning.
- •12. Talk about the following questions in pairs/groups. Remember to support your answers!
- •13. Write a magazine article about two people - one is the clone of the other. Include imaginary interviews with them. Optional activity: take an interview from two (three) clones.
- •14. Translate an abstract.
- •17. You have a clone. Your clone is 13 years old. Write your diary entry for one day you spent with him/her. Include the conversations you had and the advice you gave him/her.
- •18. Do we have a right to clone dead people? What if they didn’t want to be cloned? Make a report/ essay on this topic.
- •19. Study the example of the official letter. Make a conclusion about the rules of letter writing.
- •20. Write your own formal (official) letter.
12. Read the text and entitle it.
On November 24, 2004 the United Nations warned that the world was facing a “unique development challenge” with acceleration in the spread of AIDS. New data revealed there are nearly 40 million HIV sufferers worldwide. Of these 3 million will die of AIDS this year, a record toll in the 23-year history of the killer virus.
The report says Sub-Saharan Africa remains by far the worst-affected region in the world. In South Africa 5.3 million people are infected, with “no sign yet of a decline in the epidemic.” India has the second largest number of HIV sufferers in the world (5.1 million), while East Asia has seen a 56 percent increase in HIV cases, mainly attributable to an explosive rise in China. Women now constitute over half of all new cases contracting HIV/AIDS due to poor sexual education, the sex trade, unprotected sexual intercourse, and a greater natural susceptibility to contract the virus than men.
However, if you are diagnosed with HIV, your physical health is not the only issue you have to deal with. Along with the physical illness are mental health conditions that may come up. Mental health refers to the overall well-being of a person, including a person's mood, emotions, and behavior. HIV/AIDS can have a major impact on many parts of human life. People with HIV and those close to them are subject to many things that may affect their mental health.
Many people are surprised when they learn that they have been diagnosed with HIV. Some people feel overwhelmed by the changes that they will need to make in their lives. It is normal to have strong reactions when you find out you are HIV positive, including feelings such as fear, anger, and a sense of being overwhelmed. Often people feel helpless, sad, and anxious about the illness.
Although the society doesn’t forget people affected with this devastating disease. The red ribbon, a ribbon colored red, is the symbol of solidarity of people living with HIV/AIDS.
The New York artists created the Red Ribbon Project in 1991. The artists wished to create a visual symbol to demonstrate compassion for people living with AIDS and their caregivers. The color red was chosen for it as the connection to blood and the idea of passion - not only anger, but love, like a valentine. First worn publicly by Jeremy Irons at the 1991 Tony Awards, the ribbon soon became renowned as an international symbol of AIDS awareness, becoming a politically correct fashion accessory on the lapels of celebrities. The Red Ribbon continues to be a powerful
force in the fight to increase public awareness of HIV/AIDS and in the lobbying efforts to increase funding for AIDS services and research.
13. Pairs/Groups write down questions based on
the article. Ask them your partner.
14. Give a short talk on:
• The present-day situation in spreading of AIDS.
• Mental health conditions of an infected person.
• Red Ribbon project history.
15. Write a letter to the President of the Republic of Kazakhstan explaining your concerns for AIDS victims and explaining what you feel the leader of the free world should do.
16. Role-play dialogue.
You came to the blood transfusion center. You are going to donate blood. Ask the doctor about the measures they take to prevent everybody to catch HIV. Your goal is to be as sure as possible in your safety. The doctor’s aim is to make you sure that only in their center they take maximum care about donators.
17. Write a composition/ presentation.
You are the doctor sent to some high school to tell students about the measures to prevent catching of HIV. Prepare your speech to tell them as much as possible.
UNIT 10
Microbiology
Say in your words what microbiology is. How many areas of microbiology do you know? What is the main subject of microbiological research?
1. Read this text.
The fantastic world
Microbiology is the study of microorganisms, which are microscopic and unicellular organisms. This includes eukaryotes such as fungi and protists, and prokaryotes. Viruses, though not classed as living organisms, are also studied. Microbiology typically includes the study of the immune system, or Immunology. And immune systems obviously interact with pathogenic microbes.
Microbiology includes virology, mycology, parasitology, bacteriology and other branches. Microbiological procedures usually must be aseptic, and use a variety of tools such as light microscopes with a combination of stains and dyes, agar plates in petri dishes, biochemical test and running tests against particular growth conditions.
Microbiology is researched actively. Many microbes are responsible for beneficial processes such as industrial fermentation, antibiotic production and others.
Bacteria can be used for the industrial production of amino acids. Corynebacteriumglutamicum is one of the most important bacterial species with an annual production of more than two million tons of amino acids. Microorganisms produce a variety of biopolymers, such as polysaccharides, polyesters, and polyamides. Microorganisms are used for the biotechnological production of biopolymers with tailored properties suitable for high-value medical application such as tissue engineering and drug delivery.
Microorganisms are beneficial for microbial biodegradation of domestic, agricultural and industrial wastes. The ability of each microorganism to degrade toxic waste depends on the nature of each contaminant.
There are also various claims concerning the contributions to human and animal health by consuming probiotics (bacteria potentially beneficial to the digestive system) and/or prebiotics (substances consumed to promote the growth of probiotic microorganisms). Recent research has suggested that microorganisms could be useful in the treatment of cancer.