- •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
Texts: the nerves. The nervous system. Pre-reading and reading tasks
Study the vocabulary which is intended to aid your comprehension of the text:
contract (v) |
[kqn'trxkt] |
сокращать(ся) |
enclose (v) |
[In'klqVz] |
окружать |
excite (v) |
[Ik'saIt] |
возбуждать |
inhibit (v) |
[In'hIbIt] |
задерживать |
link up (v) |
['lINkAp] |
связывать |
process (v) |
['prqVses] |
обрабатывать |
release (v) |
[rI'li:s] |
освобождать |
arm |
[Q:m] |
ветвь, отросток |
axon |
['xksPn] |
аксон,нейрит |
dendrite |
['dendraIt] |
дендрит |
end-plate |
['endpleIt] |
концевая пластинка |
fiber |
['faIbq] |
нить, волокно |
gap |
[gxp] |
разрыв |
injury |
['IndZqrI] |
рана, ушиб |
junction |
['dZANkS(q)n] |
место соединения |
myelin |
['maIqlIn] |
миелин |
network |
['netwE:k] |
сеть |
passing |
['pQ:sIN] |
прохождение |
sensation |
[sen'seIS(q)n] |
чувство,ощущение |
spinal column |
['spaInl 'kPlqm] |
позвоночный столб |
strand |
[strxnd] |
нить (ДНК, белка) |
synapse |
['saInxps] |
синапс |
digestive |
[d(a)I'dZestIv] |
пищеварительный |
Make sure you can supply an adequate translation for each of the following word combinations:
throughout one’s body |
smooth muscles |
to speed up the conduction |
reflex action |
sensory nerves |
somatic system |
motor neurons |
peripheral system |
muscle fiber |
parasympathetic system |
voluntary control |
cardiac muscles |
Read and translate the text.
The nerves
Our nervous system is a busy network of nerves. It includes the nerves in our brain and the nerves that stretch throughout our bodies. Our brain is connected to the rest of our body by the spinal cord, a thick cable that runs down the spinal column in our back.
Nerves are made up of thin strands called neurons. There are millions of these throughout the nervous system and each consists of a cell body, which has short branches called dendrites. The long arm of the neuron is called the axon. Some axons are enclosed in a fatty layer called myelin, which helps to speed up the conduction, or passing, of nerve messages along the axon. Nerve cells in our spinal cord cannot be replaced, so spinal injury can be serious.
Nerves carrying sensations, such as pain, are known as sensory nerves. When a wasp stings your leg the sensory impulse travels up the leg and into the spinal cord. It is then transmitted to neurons in the grey matter of the cord, which link up with motor neurons. The impulse travels back down the leg in the motor nerve and the leg muscle tightens, making the leg jerk. The reflex action does not involve the brain.
Nerve impulses link up neurons by jumping across a gap called a synapse. When an impulse reaches the end of an axon, chemicals are released that allow it to pass across the synapse and on to the next neuron.
The axon of a motor neuron meets the muscle at a special junction called the motor end-plate. When the nerve impulse is received at the motor end-plate a substance called acetylcholine is released, which sticks to the outside of the muscle fiber, causing gates in the muscle fiber to open and let in sodium. This activity makes our muscle contract and movement occurs.
The brain and spinal cord compose the central nervous system. The somatic nervous system conducts nervous impulses that have already been processed, away from the central nervous system to the skeletal muscle tissue. The somatic nervous system is under voluntary control. All the parts of the nervous system, excluding the brain and spinal cord are collectively known as the peripheral nervous system.
The autonomic nervous system consists of the nerves that carry nervous impulses from the central system to the heart (cardiac muscles), to the muscles in the digestive system (smooth muscles), and to the glands. All of these muscles and glands contract and function involuntarily. The autonomic nervous system is subdivided into two parts, the sympathetic and parasympathetic systems. These function in opposition to one another; the first inhibits organs, while the latter usually excites organs.