- •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 digestive system. Nutrition. Pre-reading and reading tasks
Study the vocabulary which is intended to aid your comprehension of the text:
|
break up (v) |
['breIk'Ap] |
разбивать |
|
chew (v) |
[tSu:] |
жевать |
|
expel |
[Ik'spel] |
удалять |
|
repair (v) |
[rI'peq] |
восстанавливать |
|
secrete (v) |
[sI'kri:t] |
выделять |
|
swallow (v) |
['swPlqV] |
глотать |
|
bump |
[bAmp] |
выпуклость |
|
chyme |
[kaIm] |
пищевая кащица |
|
coiled-up tubing |
['kOIld 'Ap 'tju:bIN] |
свернутые трубки |
|
esophagus (pl. esophagi) |
[I'sPfqgqs] [I'sPfqgaI] |
пищевод |
|
fundus |
['fAndqs] |
дно |
|
lining |
['laInIN] |
выстилка |
|
pancreas |
['pxNkrIqs] |
поджелудочная железа |
|
sac |
[sxk] |
мешочек |
|
stomach |
['stAmqk] |
желудок |
|
villi |
['vIlaI] |
ворсинки |
|
crescent |
['kres(q)nt] |
серповидный |
|
esophageal |
[I"sPfq'dZi:ql] |
относящийся к пищеводу |
|
gastric |
['gxstrIk] |
желудочный |
|
longitudinal |
["lPndZI'tju:d(q)nql] |
продольный |
|
oblique |
[q'bli:k] |
наклонный, косой |
|
pyloric |
[paI'lPrIk] |
пилорический |
|
tubular |
['tju:bjVlq] |
трубчатый |
2. Make sure you know the meaning of these words and word combinations:
|
carbohydrates |
bloodstream |
|
enzyme |
circular |
|
gastric juice |
contraction of muscles |
|
rectum |
sphincter |
|
hydrochloric acid |
carbohydrates |
|
|
finger-like |
3. Read the text carefully to fulfil the tasks that follow. The digestive system
We need food in order to live; it is the fuel for our body’s energy and growth. There are three main kinds of food: protein (found in meat, cheese, and nuts, for example), carbohydrates (found in bread and potatoes), and fat (found in oils and butter). Proteins are used for repairing the body and for growing; carbohydrates and fats are needed for providing energy.
Digestion is a process that begins when we put food in our mouths and ends when the food has been absorbed into the bloodstream. It takes up to eighteen hours for digestion to occur. This is not surprising because our food has to travel through more than 26 feet of coiled-up tubing called the small intestine. On its journey food gets broken down by acid and enzymes. An enzyme is a chemical that changes food into a substance we can easily absorb.
When we chew, our teeth break up food into small pieces for swallowing. Food then travels down a muscular tube called the esophagus, to the stomach. The stomach is a thick muscular sac positioned on the left side of the body just beneath the ribs. The upper region of the stomach, closest to the heart, is called the cardiac region. Below that is the crescent part of the sac called the fundus. The pyloric region is tubular and connects the stomach to the small intestines. The wall of the stomach is made up of three thick layers of muscle. One layer is composed of longitudinal, one of circular, and the other of oblique (diagonal) fibers. The powerful contractions of these muscles break up the food, mix it with gastric juice, and move it down the tract. Gastric juice is a mixture of hydrochloric acid and enzymes that further digest the food. Gastric juice and mucus are secreted by the small gastric glands in the lining of the stomach. The mucus helps protect the stomach from its own digestive enzymes and acid. The partially digested food, called chyme, is pushed through the pyloric sphincter into the small intestine. The pyloric sphincter is similar in structure and function to the lower esophageal sphincter.
In the small intestine food is broken up into useful substances and waste substances by enzymes, which are produced by a gland called the pancreas. Inside the small intestine finger-like bumps, known as villi, contain blood vessels that absorb the useful substances into the bloodstream. Waste substances remain and pass into the large intestine, where water is absorbed until the waste becomes solid. This waste is later expelled from the rectum.