- •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
Language focus.
Give a) synonyms and b) antonyms to these words:
|
a |
b |
|
to control to interpret to call mainly to involve to connect |
hard different below front left generally |
Put the words in the right order to make up sentences:
Is, body, the, control, the, centre, of, brain, the.
Like, the, jelly, brain, looks, a, mass, grey.
The, one, more, used, left, side, of, the, brain, than, the, right, is.
From, nerves, the, receive, dendrites, impulse.
Information, is, a, stored, memory.
Two, of, sections, brain, the, consists.
Behaviour, the, controls, our, of, cerebrum, the, front.
Mainly, with, cerebellum, the, is, balance, concerned.
3. Translate the following sentences from Russian into English:
Мозг контролирует все движения тела.
Мозг участвует в том, что мы делаем и думаем, а также в том, что мы чувствуем.
Наш мозг отвечает за различные навыки и умения. Правая сторона мозга отвечает за наши артистические способности и воображение, а левая – за практические способности и логическое мышление.
Наш мозг интерпретирует импульсы и может определить, откуда они идут и к чему относятся. В заднем отделе больших полушарий обрабатывается то, что мы видим, а то, что слышим и говорим – в боковом.
Клетки мозга могут также накапливать информацию. Памятью называется накопленная информация.
Головной мозг очень хорошо устроен.
Спинной мозг соединяет головной мозг с телом.
Большинство людей – правши, потому что левая сторона мозга в целом используется больше, чем правая.
Отростки клеток, называемые дендритами, получают импульсы от нервов, а аксоны передают их.
Клетки, составляющие мозг, называются нейронами.
Участок передней части больших полушарий, который называется передними долями, контролирует наше поведение.
Follow-up activities
Discuss with your partner:
The brain as a body’s control centre.
The brain cells – neurons, dendrites – and their functions.
The main sections of the brain and the interpretation of various sense organs, movement, behaviour, balance, etc.
Additional text
Read the text carefully. Be ready to fulfil the tasks that follow.
The brain
Evolutionarily, the vast majority of organisms above the level of the primitive invertebrate phyla have evolved sense organs in the anterior portion (front end) of their bodies that respond to the high concentration of incoming information there. The most anterior ganglion, or enlarged, organized, integrative mass of nervous tissue, is called the brain. It is the brain that is responsible for processing most of the incoming information.
In many species of invertebrates, the brain is not much larger than the other ganglia located along the rest of the longitudinal nerve cords. The brain of an invertebrate usually has considerably less dominance over the rest of the nervous system, and therefore the body, than is true for a vertebrate` brain in the same size category. The brain in most lower vertebrates is not capable of significantly more complex tasks than most invertebrate brains. But the early vertebrate brains reflect evolutionary trends that led to many of the brain developments that have helped distinguish the vertebrates from other groups of organisms.
In the higher invertebrates as well as in the vertebrates, the brain functions in coordination with, or in place of, the many localized, segmented ganglia that are usually little more than a stimulus-and-response apparatus. This large accumulation of nervous tissue receives and transmits sufficiently large amounts of data to give it considerable control over the rest of the organism. The brain also makes it possible for many of these organisms to learn.