- •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 blood system. Blood. Pre-reading and reading tasks
Study the vocabulary to avoid difficulties of understanding:
affect (v) |
[q'fekt] |
воздействовать |
clot (v) |
[klPt] |
свертываться |
invade (v) |
[In'veId] |
вторгаться |
survive (v) |
[sq'vaIv] |
выживать, продолжать существовать |
withstand (v) |
[wID'stxnd] |
противостоять |
clot |
[klPt] |
сгусток |
germ |
[dZE:m] |
микроб, бактерия |
liquid |
['lIkwId] |
жидкость |
mammal |
['mxm(q)l] |
млекопитающее |
means |
[mi:nz] |
средство |
particle |
['pQ:tIk(q)l] |
частица |
platelet |
['pleItlIt] |
тромбоцит |
removal |
[rI'mu:v(q)l] |
удаление |
rupture |
['rAptSq] |
разрыв |
scab |
[skxb] |
корка |
web |
[web] |
сеть |
pulsatile |
['pAlsqtaIl] |
пульсирующий |
sufficient |
[sq'fIS(q)nt] |
достаточный |
2. Try to guess the meaning of the following words and word combinations:
-
pumping action
aquatic environment
pathogenic organism
self-preservation system
alkalinity
to propel
non-aqueous surroundings
circulatory system
acidity
watery medium
bleeding
right ventricle
fibrin
carbon dioxide
capillary
left atrium
3. Read the text carefully to fulfil the tasks that follow. The blood system
Our blood acts as a transport system, carrying substances around the body. It is rather like a road network, with large arteries as main roads and very small vessels as lanes. Blood itself is made up of a liquid called plasma and two main types of cell – red cells and white cells. Red cells contain a chemical called hemoglobin, which is responsible for carrying oxygen to all the body’s cells. White cells are far fewer in number than red cells. Their job is to attack invading germs. There are also small particles in blood called platelets, which help the blood to clot when we cut ourselves.
When we cut ourselves, blood vessel walls break. The bleeding stops when enough platelets have stuck to the broken walls and signalled other substances to come. These substances form strands called fibrin, which form a web over the red blood cells to create a clot. The scab is the clot on the skin.
The walls of arteries and veins are made up of three layers. Arteries carry blood away from the heart and are thicker than veins because they must withstand the heavy pumping action of the heart. Veins carry blood back to the heart. Small arteries and veins are linked by tiny tubes called capillaries.
The heart is the muscular organ that causes the blood to circulate in the body. The heart of birds and mammals is a pulsatile four-chambered pump composed of an upper left and right atrium and a lower left and right ventricle. The atria function mainly as entryways to the ventricles, whereas the ventricles supply the main force that propels blood to the lungs and throughout the body.
All cells, in order to survive, must obtain the necessary raw materials for metabolism, and have a means for the removal of waste products. In small plants and animals living in an aquatic environment, these needs are provided for by simple diffusion. The cells of such organisms are very near the external watery medium, and so nutrients and wastes do not have a large distance to travel. However, as the size of the organism increases, more and more cells become further removed from the media bathing the peripheral cells. Diffusion cannot provide sufficient means for transport. In addition, without internal transport, organisms are restricted to watery environments, since the movement to land requires an efficient system for material exchange in non-aqueous surroundings. Therefore, larger animals have developed a system of internal transport, the circulatory system. This system, consisting of an extensive network of various vessels, provides each cell with an opportunity to exchange materials by diffusion.
Blood is the vital tissue in the circulatory system, transporting nutrients and oxygen to all the cells and removing carbon dioxide and other wastes from them. Blood also serves other important functions. It transports hormones, the secretions of the endocrine glands, which affect organs sensitive to them. Blood also acts to regulate the acidity and alkalinity of the cells via control of their salt and water content. In addition, the blood acts to regulate the body temperature by cooling certain organs and tissues when an excess of heat is produced (such as in exercising muscle) and warming tissues where heat loss is great (such as in the skin).
Some components of the blood act as a defense against bacteria, viruses, and other pathogenic (disease-causing) organisms. The blood also has a self-preservation system called a clotting mechanism so that loss of blood due to vessel rupture is reduced.