- •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 skeleton and muscles. Bones and muscles. Pre-reading and reading tasks
Study the meaning and pronunciation of these words:
|
anchor (v) |
['xNkq] |
закреплять, фиксировать |
|
marrow |
['mxrqV] |
костный мозг |
|
muscularity |
["mAskjV'lxrItI] |
мускулатура |
|
musculature |
["mAskjV'lqtSq] |
мускулатура |
|
pelvis |
['pelvIs] |
таз, тазовые кости |
|
periosteum |
["perI'PstIqm] |
надкостница |
|
spine |
[spaIn] |
позвоночник, позвоночный столб |
|
rib |
[rIb] |
ребро |
|
female |
['fi:meIl] |
женский |
|
fragile |
['frxdZaIl] |
хрупкий, ломкий |
|
hollow |
['hPlqV] |
полый, пустой |
|
male |
[meIl] |
мужской |
|
muscular |
['mAskjVlq] |
мышечный |
|
spongy |
['spAndZI] |
пористый, губчатый |
|
underneath |
["Andq'ni:T] |
ниже |
Try to guess the meaning of the following words and phrases:
|
to fit one’s function |
to be responsible for smth |
|
blood vessels |
to range from … to… |
|
compact bone |
gluteus maximus |
Read and translate the text.
The skeleton and muscles
The human skeleton is made up of more than 200 bones. It gives our muscles a firm place to anchor themselves and also protects our body’s more fragile organs. For example, the brain is protected by the skull and the lungs are protected by the ribs. The bones of our skeleton vary in shape and size to fit their function. The spine has 33 separate bones. It is shaped to protect the spinal cord, which travels through it, while also giving the spinal muscles a place for attachment.
The male skeleton is different to the female skeleton. For example, the female pelvis is specially designed to allow a baby’s safe journey down the birth canal.
Bones have an outer layer called the periosteum. This contains nerves and blood vessels. Underneath lies the toughest part – compact bone. This part is hollow and is lined with spongy bone, which makes it strong but not too heavy. Cells in the bone take calcium and phosphorus from the blood to keep the bony substance hard. Bone marrow lies as the centre of bone. The bone marrow at the end of long bones is responsible for making new blood cells.
We have lots of muscles of different shapes and sizes, ranging from the large gluteus maximus on which we sit, to the tiny muscles that control the movements of our eyes. Many of our movements – when riding a bicycle for example – involve a number of muscles that have to work together, and these are controlled by the brain. Every muscle in our body is made up of muscle fibers. Messages from the brain can make muscle fibres contract, making them shorter. As they shorten they become more powerful and are able to pull the bones to which they are attached. This causes movement.
Although we can control many of our muscles, we also have muscles in our body that work automatically. These include the muscles that make our heart beat and the muscles in our intestine that help us to digest food.