- •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
Notes to the text: Aristotle ["xrIs'tq(V)tl]
Francesco Redi [fren'tSeskqV 'redI]
Louis Pasteur ['lu(:)Is px'stq:]
John Tyndall [dZPn tIndl]
The Bible is to be accepted. – Библию следует считать.
They happen to be creationists.- Оказывается, что они креационисты.
It wasn’t until 1668 that…. – Только в 1668 году ….
Comprehension check
Say whether the following statements are true or false:
The first living organisms that appeared on Earth were one-celled organisms.
More complex, multicellular organisms came from the simplest creatures.
The difference between simpler and more complex organisms consists only in cell number.
Scientists generally agree that our solar system originated about 5.4 billion years ago.
The method of inquiry based on the belief that the world was created in six days is called creationism.
Scientists utilize only what they call the scientific method.
Aristotle believed in the origin of living organisms from nonliving material.
Francesco Redi challenged and overthrew the theory of spontaneous generation.
Give answers to the questions below:
What sequence of events has the evolution of life on Earth involved?
What organisms appeared first on Earth?
How long does our solar system exist?
What is creationism?
Why is creationism not a science?
What can you say about the hypothesis of spontaneous generation?
Aristotle believed that life started from lifeless materials, didn’t he?
What experiments did Francesco Redi carry out to solve the problem of the origin of life on Earth?
How did Louis Pasteur and John Tyndall overthrow the belief that microorganisms arose spontaneously?
3. Point out the topic sentence in each paragraph. Language focus Form the derivatives of the words given in the chart below (where possible):
|
noun |
verb |
adjective |
|
|
to evolve |
|
|
appearance |
|
|
|
|
to create |
|
|
|
|
scientific |
|
cell |
|
|
|
|
to form |
|
|
|
|
dead |
|
reproduction |
|
|
|
|
to believe |
|
|
development |
|
|
|
|
to generate |
|
|
organism |
|
|
|
|
to account |
|
Find in the text: a) synonyms and b) antonyms to the following words and word combinations:
|
a) |
b) |
|
Development |
to disappear |
|
to permit, to let |
one-celled organisms |
|
to use |
decrease |
|
to perform |
living |
|
to show |
on the one hand |
|
inquiry |
cold |
|
to accept |
to stay |
|
to examine |
to challenge |
|
explanation |
seldom |
|
to originate |
little known |
|
larva |
keep out |
Complete the sentences using the text:
The first living things to appear….
With cellular specialization certain cells within the multicellular organism …..
Scientists …. that our solar system appeared some 4.5 billion years ago.
The creationists’ method of inquiry ….. on the Bible.
Scientists, on the other hand, ….
….. are often called creationists.
The fact is that creationism is not a …..
……. is known as spontaneous generation.
Maggots appeared only ….
Until the nineteenth century people still believed …..
….. the concept of spontaneous generation had become history.
Translate the sentences into English using the vocabulary of Unit 1:
a) Вероятно жизнь на земле зародилась в форме простейших одноклеточных организмов, из которых произошли более сложные, многоклеточные организмы.
б) Простейшие одноклеточные организмы должны были добывать пищу из неорганических веществ и превращать их в органические.
в) В течение миллиардов лет произошли многочисленные изменения организмов, которые привели к возникновению растений и животных.
г) Ученые считают, что наша солнечная система образовалась 4.5 миллиарда лет назад.
д) Библия описывает, что вселенная была создана за 6 дней.
е) Метод исследования сторонников теории креационизма основывается на положениях Библии.
ж) Ученые используют научные методы, чтобы проверить гипотезы и теории и развить свои концепции и идеи.
з) Аристотель полагал, что жизнь произошла из неживой материи.
и) Франческо Реди опроверг теорию самозарождения и доказал, что все организмы возникли в результате размножения предшествующих организмов.
к) Гипотеза, касающаяся зарождения жизни из неживой материи, известна как теория самозарождения.