- •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
Provide evidence from the text to support or disprove the following statements:
The blood system is like a road network.
Hemoglobin is responsible for carrying oxygen to the lungs.
The main function of white cells is to destroy germs.
Arteries are thinner than veins.
The ventricles propel blood to the lungs.
Metabolism and the removal of waste products are provided for by simple diffusion in plants and animals.
The circulatory system of larger animals is an efficient system for material exchange.
Blood regulates the body temperature.
Use the information from the text to answer the questions:
What is blood made up of?
What are platelets and what do they help to do?
When does the bleeding stop?
How is a clot created?
What are capillaries?
What does the heart of mammals consist of?
What must all cells have in order to survive?
What is the circulatory system?
What are the main functions of blood?
How is blood loss reduced?
Restore the logical order of the main subtopics of the text:
Material exchange in organisms of different types.
Different kinds of blood vessels.
The main components of blood and their role.
Important functions of blood.
A clotting mechanism.
The role of the heart in the blood circulation.
Language focus
In each box below match the words which are: a) similar or b) opposite in meaning:
|
a) |
b) | ||
|
to link |
to propel |
aquatic |
to reduce |
|
main |
sufficient |
thick |
lower |
|
to move |
basic |
to increase |
far |
|
job |
various |
upper |
thin |
|
environment |
to get |
left |
internal |
|
enough |
work |
small |
large |
|
to obtain |
surroundings |
few |
right |
|
to provide |
to name |
external |
non-aqueous |
|
different |
to connect |
near |
many |
|
to call |
to supply |
|
|
Match the following words with the right definitions:
|
platelets |
the muscular organ that causes the blood circulation |
|
arteries |
small particles helping the blood to clot |
|
capillaries |
blood vessels carrying blood away from the heart |
|
circulatory system |
secretions of the endocrine glands |
|
hormones |
tiny tubes linking small arteries and veins |
|
hemoglobin |
a system of internal transport |
|
heart |
a chemical responsible for carrying oxygen to all the body’s cells |
Change the words in capital letters to fit the context of the sentence:
These substances form a web over the red cells … a clot (CREATION).
The heart causes the blood … in the body (CIRCULAR).
In order to survive all cells must have a means for the … of waste products (REMOVE).
The cells of small plants and animals are very near the external … medium (WATER).
… cannot provide sufficient means for transport (DIFFUSE).
The … to land requires an efficient system for … exchange in non-aqueous …… (MOVE, MATER, SURROUND).
This system consists of an … network of … vessels (EXTEND, VARY).
Blood acts to regulate the …and … of the cells (ACID, ALKALINE).
Try to say this in English using the vocabulary of the Unit:
Кровь состоит из жидкости, называемой плазмой, и двух основных типов клеток: красных и белых кровяных клеток.
В крови содержатся небольшие частицы – тромбоциты, которые помогают крови сворачиваться.
Эти вещества образуют нити, называемые фибрином.
Артерии несут кровь от сердца, а вены - обратно к сердцу.
Все клетки должны получать необходимое сырье для метаболизма.
Клетки небольших растений и животных расположены близко к внешней водной среде, таким образом питательным веществам и отходам не приходится перемещаться на большое расстояние.