- •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
Comprehension check
Mark the following statements as true or false:
Our nervous system includes the nerves in our brain.
Our brain is connected to the rest of our body by the spinal column.
Nerves are made up of millions of neurons, each consisting of a cell body, which has short branches called dendrites.
Nerve cells in our spinal cord can be replaced.
Myelin slows down the conduction of nerve messages.
Our muscles contract and movement occurs due to nerve impulses.
The central nervous system is composed of the brain and spinal cord.
All parts of the nervous system are known as the peripheral nervous system.
The peripheral nervous system is subdivided into 2 parts: the sympathetic and parasympathetic.
The autonomic nervous system conduct nervous impulses from the central system to the heart.
Cardiac muscles, smooth muscles and glands contract and function under voluntary control.
The reflex action involves the brain.
Prepare extensive answers to these questions:
What does the nervous system include?
What connects our brain to the rest of our body?
What are our nerves made up of?
What is the axon?
What can the replacement of nerve cells in our spinal cord cause?
What happens when a wasp stings your leg?
What is the synapse?
How does a muscle contract and movement occur?
What is the difference between the central and peripheral nervous systems?
How do sympathetic and parasympathetic nervous systems function?
Find in each paragraph the sentence which conveys the main idea.
Language focus
Find in the text: a) synonyms and b) antonyms to the following words:
|
a) |
b) |
|
to take place |
parasympathetic |
|
to be bound up (with) |
peripheral |
|
to secrete |
to relax |
|
to transfer |
to break |
|
to contract |
to excite |
|
to act, to work |
to exclude |
|
to be composed of |
the first |
|
to name |
thin |
Change the words in capital letters to fit the context of the sentence:
Our … system is a busy network of nerves (NERVE).
The spinal cord …our brain to the rest of our body (CONNECTION).
Myelin speeds up the … of nerve messages along the axon (CONDUCT).
Spinal …… can be serious as nerve cells in our spinal cord are not … . (INJURE, REPLACEMENT).
… nerves are nerves carrying sensations (SENSE).
The leg muscle … and the leg jerks (TIGHT).
The … nervous system includes all the parts of the nervous system except the brain and spinal cord (PERIPHERY).
Glands and cardiac and smooth muscles … and function … (CONTRACTION, VOLUNTEER).
3). Translate the sentences into English using the vocabulary of the unit:
Спинной мозг связывает мозг человека и его тело.
Нейрон – это нервная клетка, состоящая из тела и отходящих от него отростков: дендритов и аксона.
Повреждение спинного мозга может быть серьезным, так как нервные клетки спинного мозга не могут быть замещены.
Головной и спинной мозг составляют центральную нервную систему.
В результате воздействия на чувствительные нервные окончания происходит возбуждение нервных тканей, которое делает возможным сокращение мышечных волокон и мышц.
Рефлекс – это непроизвольное движение какой-либо части тела в ответ на раздражение.
Автономная нервная система состоит из двух частей, которые выполняют противоположные функции.