- •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
Post-reading tasks
Define what the brain is and enumerate its functions.
Name the differences between the brain of an invertebrate and a vertebrate.
Sum up what you have learned about the brain and write an essay about it.
Grammar exercises
Ex. 1. Put the verbs in brackets into the present perfect continuous tense.
I (make) cakes. That is why my hands are all covered with flour.
Her phone (ring) for ten minutes. I wonder why she doesn't answer it.
He (overwork). That is why he looks so tired.
There is sawdust in your hair. ~ I'm not surprised. I (cut) down a tree.
Have you seen my bag anywhere? I (look) for it for ages.
What you (do)? ~ I (work) in the laboratory.
He (study) Russian for two years and doesn't even know the alphabet yet.
How long you (wait) for me? ~ I (wait) about half an hour.
It (rain) for two days now. There'll be a flood soon.
We (argue) about this for two hours now. Perhaps we should stop!
I (bathe). That's why my hair is all wet.
You (drive) all day. Let me drive now.
How long you (wear) glasses?
The petrol gauge (say) "Empty" for quite a long time now. Don't you think we should get some petrol?
I'm sorry for keeping you waiting. I (try) to make a telephone call to Rome.
You (not eat) enough lately. That's why you feel irritable.
He (speak) for an hour now. I expect he'll soon be finished.
That helicopter (fly) round the house for the last hour; do you think it's taking photographs?
The radio (play) since 7 a.m. I wish someone would turn it off.
I (shop) all day and I haven't a penny left.
We (live) here since 1977.
I'm on a diet. I (eat) nothing but bananas for the last month.
The children (look) forward to this holiday for months.
That pipe (leak) for ages. We must get it mended.
Tom (dig) in the garden all afternoon and I (help) him.
I (ask) you to mend that window for six weeks. When are you going to do it?
Someone (use) my bicycle. The chain's fallen off.
How long you (drive)? ~ I (drive) for ten years.
The trial (go) on for a long time. I wonder what the verdict will be.
It (snow) for three days now. The roads will be blocked if it doesn't stop soon.
Mary (cry)? ~ No, she (not cry), she (peel) onions.
The car (make) a very curious noise ever it ran out of oil.
He walked very unsteadily up the stairs and his wife said, "You (drink)!"
Your fingers are very brown. You (smoke) too much.
You usually know when someone (eat) garlic.
Ever since he came to us that man (try) to make trouble.
Ex. 2. Compare the use of the Present Perfect Continuous, the Present Perfect Simple and the Present Continuous tense-forms.
Someone has been eating my chocolates. There are only six left.
Someone has eaten all my chocolates. The box is empty.
Have you decided where to go ? — Not yet. We have been thinking about it for the whole week.
Why are you crying? What's wrong? Has anyone been rude to you?
I remember meeting your brother last summer, but I haven't seen him this year. What has he been doing since then ?
Have you done your homework yet, Liz?— No, I'm still doing it. I've been busy since morning.
Have you had a good evening? — Well, I've been watching this film on television but it's rubbish, so I think I'll turn it off now.
Oh, David, I've been looking for you!
Your mother sends her love. I've just been speaking to her on the phone.
Ex. 3. Choose the appropriate tense-forms.
A. What have you done/have you been doing with my knife? Where is it?
B. I've put it back in your drawer.
A. (taking it out) What have you done/have you been doing with it? The blade's all twisted! Have you been using/have you used it to open tins?
A. Do you see those people on that little sandy island? They have been waving/have waved their handkerchiefs for the last half-hour. I wonder why.
B. They need help. The tide is coming in and very soon that island will be under water. Have you sat/have you been sitting calmly without doing anything to help them?
A. I have never been/have never been being here before. I haven't been hearing/haven't heard about the tides here.
What's up? What are you looking for/have you been looking for? Have you lost/have you been losing something?
A. Are you still painting/have you been still painting your country house? B. Yes. I'm painting/I've been painting it for several days already. I think it'll look beautiful when it's finished.
Ex. 4. Use the words given to complete the sentences. Put the verbs in the present perfect or continuous.
John's terribly upset. … (he / break) off his engagement to Megan. Apparently ... (she / see) someone else while (he / be) in Africa.
Can you translate this note from Stockholm? I understood Swedish when I was a child, but ... (I / forget) it all.
What's that dent in the side of the car? ... (you / have) an accident?
I'm sorry, John's not here; ... (he / go) the dentist. ... (he / have) trouble with a tooth.
This cassette recorder is broken ... (you / play about) with it?
Your Italian is very good. ... (you / study) it long?
Do you mind if I clear the table? ... (you / have) enough to eat?
I'm not surprised ... (he / fail) that exam. ... (he / not / work) hard recently.
Oh no! ... (the children / cook). Look at the state of this kitchen!
How many times ... . (Wendy / be) late for work this week?
I'm going to give that cat some food. ... (it / sit) on the doorstep for hours. I'm sure it's starving.
... (I / do) grammar exercises all morning. I deserve a treat for lunch.
... (you / not / buy) your mother a present? That's really mean of you!
I saw Katie yesterday . ... (she / work) in Australia for the past year. Did you know?
Now where are my keys? This is the third time ... (I / lose) them today!
... (you / ever / play) chess? You should try it. I'm sure it's the sort of game you'd like.
Oh do be quiet. ... (you / grumble) all day!
... (your tennis / really / improve)! … (you / practise) in secret?
Ex. 5. Open the brackets using the Present Perfect Continuous/Present Perfect/ Present Simple/Present Continuous tense-forms.
How long he (live) in Manchester? — All his life. He was born there.
Mr. Woods (not/feel) well for over a month.
Look. Can you see Simon over there? — He (sit) in the corner. — Yes. He (wait) for Jack. He (sit) here since two o'clock.
They (be) in London now. They (live) there for the last six months.
I (learn) Spanish since last year.
How many driving lessons you (have) lately?
They (repair) the road all this week, but they (not/finish) it yet.
Where you (be)? I (wait) for you for over an hour.
Your mum is still in the kitchen. She (cook) all the morning. — Yes. We (expect) guests tonight.
Sorry about the mess. I (paint) the house. I already (paint) the front.
It (get) harder and harder to find time.
How long you (be) a hairdresser?
She's obviously very unhappy. She (sit) alone in her bedroom for most of the day.
Paul and Jean (go out) together for about a year now 51.1 can smell something nice. What you (cook)?
He always (argue) or (fight).
The hall (hold) 300 people on some occasions, though you'd hardly believe it.
Sorry about the mess! The workmen (install) a new boiler in the bathroom all morning.
You are out of breath. You (run)?
It (rain) since yesterday evening. I wonder when it'll stop.
I (die) of thirst. Is there a water-fountain near here?
Don't rush me. I (work) as fast as I can.
I (read) some of your poetry. It's not bad.
You won't believe it, but I (wait) two months for my phone to be repaired.
Oh look, the sky (get) darker and darker. I think it's going to rain.
You look tired. — Yes, I (work) non-stop all day.
Since when he (learn) Chinese? — Since he got to university.
You look tired. I think you (work) hard lately and you (not/get) enough fresh air and exercise.
It's the most beautiful house I ever (see).
Oh, you (have) a shave! You look strange without a beard.
I (not/see) you for ages. What you (do)?
I (study) hard of late. I've got exams next week.
Jimmy always (have) cold and chest problems.
You're very late. — I (talk) to Henry and he just goes on and on.
It is the first time he (clean) his own boots.
Why are my books all over the floor? — Helen (look) at them.
Older people (become) more isolated now.
Katia says she (be) very tired recently. She (work) almost sixty hours a week for the past month.
My daughter-in-law (try) to find a job since she graduated from university.
Ex. 6. Open the brackets using the appropriate tense-forms.
By the time I (get) to the station the train (leave).
Patrick's mother (be) very angry when he (come) home late because she (worry) about him all evening.
The children (start) a fire. They (play) with matches.
Brenda (disappear) before I (have) time to talk to her.
Bruce (go) to hospital because he (cut) his hand while he (try) to mend a broken window.
It (be) more than a month before I (realize) what (happen).
When Jack (not/arrive) by 6 p.m. I (know) he (miss) the bus.
When I (meet) him he (work) as a plumber for a year or so.
I (be) very pleased when my son (find) my watch because we (look)
for it for hours.
I (wake) up and (look) out of the window. Everything (be) white.
It (snow) all night.
Karen (admit) that she (make) a mistake and (apologize).
When we (get) to the airport we (hear) that they (cancel) all the flights.
When our teacher (see) what Tom (do) she (be) absolutely furious.
My old watch (work) very well for many years before I (drop) it.
Her work (look) really neat because she (use) the computer.
Peter already (see) that musical before he (read) the review about it.
When I (go) into the room I could smell cigarette smoke. Obviously somebody (smoke) in there.
UNIT 5
GRAMMAR: FUTURE TENSES. TO BE GOING TO. MIXED TENSE-FORMS.