- •Texts: origin of life. Properties of chemical reactions pre-reading and reading tasks.
- •Origin of life
- •Notes to the text: Aristotle ["xrIs'tq(V)tl]
- •John Tyndall [dZPn tIndl]
- •Comprehension check
- •3. Point out the topic sentence in each paragraph. Language focus Form the derivatives of the words given in the chart below (where possible):
- •Follow-up activities
- •Additional text
- •I. Read and translate the text. Be ready to fulfil the tasks that follow. Properties of chemical reactions
- •Post-reading tasks
- •Grammar exercises
- •Texts: the cell. Cells pre-reading and reading tasks.
- •1. Study the meaning and pronunciation of the following words:
- •2. Make sure you know the following words and word combinations:
- •3. Comment on the headline of the text before reading it. What do you know about the cell? Read the text and point out what information is new for you. The cell
- •Notes to the text:
- •Comprehension check
- •Language focus
- •1. Say it in another way (give synonyms):
- •Follow-up activities
- •Additional text
- •Post-reading tasks
- •Grammar exercises
- •Texts: how the body works. The skin. Seeing. Taste and smell. Hearing. Pre-reading and reading tasks
- •How the body works
- •Comprehension check
- •1. Agree or disagree with the following:
- •2. Answer the questions:
- •Language focus
- •Follow-up activities
- •Additional texts
- •The skin
- •Taste and smell
- •Hearing
- •Imagine that you are making a speech on one of these topics:
- •Grammar exercises
- •Texts: the brain. Pre-reading and reading tasks.
- •1. Practise the pronunciation and study the meaning of the words:
- •The brain
- •Comprehension check
- •1. Express your agreement or disagreement with the following:
- •Language focus.
- •3. Translate the following sentences from Russian into English:
- •Follow-up activities
- •Additional text
- •The brain
- •Post-reading tasks
- •Grammar exercises
- •Texts: the nerves. The nervous system. Pre-reading and reading tasks
- •The nerves
- •Comprehension check
- •Language focus
- •3). Translate the sentences into English using the vocabulary of the unit:
- •Follow-up activities
- •Additional text
- •The nervous system
- •Post-reading tasks
- •Grammar exercises
- •Texts: the skeleton and muscles. Bones and muscles. Pre-reading and reading tasks
- •The skeleton and muscles
- •Comprehension check
- •Language focus
- •Follow-up activities
- •Additional text
- •Bones and muscles
- •Post-reading tasks
- •Grammar exercises
- •Texts: the blood system. Blood. Pre-reading and reading tasks
- •2. Try to guess the meaning of the following words and word combinations:
- •3. Read the text carefully to fulfil the tasks that follow. The blood system
- •Comprehension check
- •Language focus
- •In each box below match the words which are: a) similar or b) opposite in meaning:
- •Follow-up activities
- •Additional text
- •Post-reading tasks
- •Grammar exercises
- •Texts: the digestive system. Nutrition. Pre-reading and reading tasks
- •2. Make sure you know the meaning of these words and word combinations:
- •3. Read the text carefully to fulfil the tasks that follow. The digestive system
- •Comprehension check
- •Language focus
- •Follow-up activities
- •Additional text
- •Nutrition
- •Post-reading tasks
- •Imagine that you are making a speech on the topic “Nutrition”. Grammar exercises
- •Pre-reading and reading tasks
- •Viruses and subviruses
- •Viruses
- •Subviruses
- •Comrehension check
- •Viruses contain
- •Viruses do not
- •Viruses that attack only bacteria are known as … .
- •It is possible that viruses may be moving genetic material from
- •Viruses may prove, in some cases, to be the simplest of
- •3. Think of 5-7 statements that would contradict the contents of the text. Language focus
- •3. Define the following terms:
- •4. Match the first half of a sentence in column a with the appropriate second half in column b:
- •5. Put the parts of the sentences in the right order:
- •Unit 10
- •Text: monera pre-reading and reading tasks
- •1. Make sure you know the following words:
- •2. Read and translate the text. Monera
- •Comprehension check
- •Follow-up activities
- •1. Prepare a dialogue with your partner discussing:
- •Grammar exercises
- •Unit 11
- •Text: protista. Pre-reading and reading tasks
- •1. Make sure you know the following words:
- •2. Read and translate the text. Protista
- •Comprehension check
- •1. Choose the right variant for the multiple-choice statements.
- •1. All protists
- •2. Ask questions revealing the main points of the text.
- •3. Think of 5-7 statements that would contradict the contents of the text. Language focus
- •Follow-up activities
- •1. Prepare dialogues discussing: a) general information about the kingdom Protista; b) primitive protists; c) true algae; d) unicellular algae.
- •2. Prepare a report on the topic under discussion. Grammar exercises
- •Unit 12
- •Text: fungi pre-reading and reading tasks
- •1. Make sure you know the following words and word combinations:
- •Comprehension check
- •7. Many true fungi have mycelia that grow in a close, intimate manner with plant roots, where the plants benefit by receiving … and … while the fungus benefits by receiving nutritious … .
- •8. Lichens involve the close association of a … and a … .
- •9. When the hyphae of a fungus grow around, sometimes in between, and even within living plant root cells, the association is … .
- •2. Questions to think about.
- •3. Think of 5-7 statements that would contradict the contents of the text. Language focus
- •1. Match the words that are: a) similar and b) opposite in meaning:
- •1. Name and describe: a) the major groups of fungi; b) the ways of fungal nutrition.
- •2. Prepare a report on the topic under discussion. Grammar exercises
- •Unit 13
- •Text: plant kingdom: plantae. Pre-reading and reading tasks.
- •Plant kingdom: plantae
- •Comprehension check
- •Language focus
- •Follow-up activities
- •1. Explain the terms: Chlorophyta, Phaeophyta, Rhodophyta.
- •Grammar exercises
- •Unit 14
- •Texts: coniferophyta: conifers. Anthophyta / angiosperms: flowering plants. Pre-reading and reading tasks
- •2. Read and translate the text. Coniferophyta: conifers
- •Anthophyta / angiosperms: flowering plants
- •Comprehension check
- •2. Ask questions revealing the main points of the text.
- •3. Think of 5-7 statements that would contradict the contents of the text. Language focus
- •1. Match the words that are: a) similar and b) opposite in meaning:
- •Follow-up activities
UNIT 1
GRAMMAR: PRESENT SIMPLE. PRESENT CONTINUOUS.
Texts: origin of life. Properties of chemical reactions pre-reading and reading tasks.
Study the meaning and pronunciation of the following words:
arise (v) |
[q'raIz] |
возникать |
carry out (v) |
['kxrI'aVt] |
выполнять |
challenge (v) |
['tSxlIndZ] |
оспаривать |
сoncern (v) |
[kqn'sE:n] |
касаться |
concur (v) |
[kqn'kE:] |
сходиться во мнениях |
deal with (v) |
[di:l] |
рассматривать |
hatch (v) |
[hxtS] |
выводиться (о личинках) |
keep out (v) |
['ki:p'aVt] |
не впускать |
accounting |
[q'kaVntIN] |
объяснение |
bacterium-bacteria |
[bxk'tI(q)rIqm] [bxk'tI(q)rIq] |
бактерия-бактерии |
creationism |
[krI'eIS(q)nIz(q)m] |
креационизм |
creature |
['kri:tSq] |
живое существо |
fly |
[flaI] |
муха |
hypothesis-hypotheses |
[haI'pPTIsIs] [haI'pPTIsi:z] |
гипотеза-гипотезы |
inquiry |
[In'kwaI(q)rI] |
исследование |
insect |
['Insekt] |
насекомое |
larva-larvae |
['lQ:vq] ['lQ:vi:] |
личинка- личинки |
maggot |
['mxgqt] |
личинка |
muslin |
['mAzlIn] |
муслин |
origin |
['PrIdZIn] |
происхождение |
sequence |
['si:kwqns] |
последовательность |
specialization |
["speSqlaI'zeIS(q)n] |
специализация |
cellular |
['seljVlq] |
клеточный |
nutrient |
['nju:trIqnt] |
питательный |
Make sure you know the meaning of these word combinations:
one-celled organisms |
cell number |
spontaneous generation |
organismal changes |
reproduction of organisms |
on the other hand |
scientific method |
solar system |
to test theories |
widespread belief |
nonliving material |
to lay one’s eggs |
to conduct experiments |
to be bacteria-free |
Read and translate the text.
Origin of life
The evolution of life on Earth has involved the following sequence of events. The first living things to appear were the simplest creatures, one-celled organisms. From these came more complex, multicellular organisms. Becoming more complex meant more than just an increase in cell number. With more cells came cellular specialization, where certain cells within the multicellular organism carried out special tasks. Millions, even billions of years of organismal changes led to the living things we now call plants and animals.
Scientists generally concur that the time from the formation of our solar system until now has been of the order of some 4.5 billion years. Those who believe the world as we know it was created in six days are often called creationists. Their method of inquiry is based on the belief that the Bible is to be accepted as a completely accurate accounting of all about which it speaks. Scientists, on the other hand, utilize what they call the scientific method, which allows them to test hypotheses and theories, and to develop concepts and ideas. However, there are many good scientists who also happen to be creationists. Even though the two are often compared and contrasted, the fact is that creationism is not a science, and therefore it is not dealt with in most biology books.
An early hypothesis concerning the origin of living organisms from nonliving material is known as spontaneous generation. Aristotle believed insects and frogs were generated from moist soil. It wasn’t until 1668 that Francesco Redi, an Italian, challenged the concept of spontaneous generation when he tested the widespread belief that maggots were generated from rotting meat. He placed dead animals in a series of jars, some of which were covered with a fine muslin that kept flies out while allowing air in. Other jars containing dead animals were left open. Maggots appeared only on the meat in the jars that were left open. In these, flies had been able to lay their eggs, which then hatched into fly larvae, or maggots. The flies were unable to land on the meat in the covered jars, and no maggots appeared there. From this he concluded that maggots would arise only where flies could lay their eggs.
During the nineteenth century, Louis Pasteur and John Tyndall conducted the experiments in which they demonstrated that bacteria are present in the air, and if the air surrounding a heat-sterilized nutrient broth is bacteria-free, then the broth remains bacteria-free. Until this time, people still believed microorganisms arose spontaneously.
By the late 1870s, most scientists agreed that all organisms arose from the reproduction of preexisting organisms, and the concept of spontaneous generation had become history.