- •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
Viruses that attack only bacteria are known as … .
DNA viruses b. RNA viruses
c. retroviruses d. bacteriophages
e. all of the above.
Some viruses infect a host cell by
attaching to the host’s protein coat while injecting the viral DNA or RNA into the host
entering the host intact
injecting viral genetic information into a host’s cells
all of the above e. none of the above.
It is possible that viruses may be moving genetic material from
plants to animals b. animals to plants
c. plants to plants d. animals to animals
all of the above.
Viruses may prove, in some cases, to be the simplest of
all simbionts b. all parasites
c. all living things d. all of the above
none of the above.
Prions have been said to be
the smallest infectious agents known
the largest infectious agents known
100 times smaller than viruses to almost as large as mitochondria and bacteria
the cause of certain diseases e. a, c, and d.
Prions
have been found to contain nucleic acids
have not been found to contain nucleic acids
are viruses d. are not viruses
b and d.
Recent work has shown that prions may be
proteins produced somewhat abnormally by “infected” genes that somehow go awry
bacteria c. viruses
protists e. mitochondria.
Questions to think about.
Describe viruses. Are they considered living?
What might account for the origin of viruses?
How do viruses increase in number? Describe the different mechanisms.
What are five diseases affecting humans that are caused by viruses?
Describe similarities and differences between viruses and subviruses.
3. Think of 5-7 statements that would contradict the contents of the text. Language focus
Match the words that are: a) similar and b) opposite in meaning:
a) |
b) | ||
lysing |
to make |
terminally |
useless |
to promote |
way |
inside |
inability |
conventional |
dissolving |
normally |
continuously |
mode |
structure |
beneficial |
inner |
to induce |
regular, normal |
capacity |
abnormally |
machinery |
to contribute |
outer |
outside |
Form the derivatives of the words given in the table (where possible):
Noun |
Verb |
Adjective |
|
to interfere |
|
|
to revise |
|
virus |
|
|
infection |
|
|
|
|
befeficial |
|
to succeed |
|
|
|
sore |
theory |
|
|
|
to elucidate |
|
|
to transfer |
|
3. Define the following terms:
virus |
prions |
retroviruses |
rhinovirus - ["raInqV'vaI(q)rqs] |
influenza viruses - ["InflV'enzq] ['vaI(q)rqsi:z] |
bacteriophage - [bxk'tI(q)rIqfeIdZ] |
subvirus |
AIDS |
viral capsid |
4. Match the first half of a sentence in column a with the appropriate second half in column b:
A |
B |
1. Viruses are from 10 to 100 times smaller |
a) than to one another. |
2. Viruses contain nucleic acids |
b) which would explain their small and uncertain molecular weights. |
3. Viruses are more closely related to their hosts |
c) than the typical bacterium. |
4. The mode of prion reproduction might involve fracture and continued growth, |
d) that would identify it as living. |
5. A virus is inert, incapable of reproduction, or of any metabolic functions |
e) which are enclosed in a protective coat of protein. |