- •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
5. Put the parts of the sentences in the right order:
Not, viruses, metabolize, do, cells, unlike, living.
Cell, within, are, the, host, virus, particles, the, assembled.
Known, the, virus, fastest, virus, mutating, the, influenza, is.
That, any, acids, contain, nucleic, there, no, is, evidence, prions.
Viruses, be, prions, actually, may, conventional.
Are, the, subviruses, infectious, smallest, agents, termed.
FOLLOW-UP ACTIVITIES
1. Prepare a dialogue with your partner discussing:
Viruses.
Subviruses.
Similarities between viruses and subviruses.
Differences between viruses and subviruses.
2. Sum up what you have learned about viruses and subviruses and prepare a report about them.
GRAMMAR EXERCISES
Ex. 1. Translate into Russian, paying attention to the modal verbs:
can, could (do), can, could (have done), can, could (have been doing).
Could he have failed to get tickets?
Can (could) she have been watching TV since morning?
Can he be so stubborn?
Can (could) she have said that?
Can I leave?
She can’t have been waiting for us all the time.
Can it be that she has not read this book?
He couldn’t go to the theatre yesterday because he was busy.
You cannot play football in the street.
Can I have my photo taken?
Every citizen in our country can get medical treatment free of charge.
Ex. 2. Complete the sentences using can, can’t, could, couldn’t, to be able to.
He had hurt his leg, so … walk very well.
Nobody … lift the box as it was very heavy.
Finally she … to solve her problems, so she was glad.
The boy fell into the river but fortunately we … rescue him.
I can’t understand Martin, I’ve never … understand him.
In two months I … to operate a computer.
He … play football very well when he was a child.
Now you … hear a very popular song.
You … use my computer today.
… you do this for me?
The house was on fire but the fire brigade … to extinguish it.
I … afford to buy a flat. It’s rather expensive.
I … help smiling when she started singing.
I … smell anything.
It was a huge hall and we were at the back, so we … hear very well.
Ex. 3. Translate into Russian, paying attention to:
must, to have to, to be likely, probably.
You’ve been travelling all day. You must be tired.
I hear that your examinations are next week. You must be studying well.
The phone rang but I didn’t hear, I must have been asleep.
Peter must be at home now.
They must have been married for 10 years.
She knew everything about our plans. She must have listened to our conversation.
When I woke up this morning the light was on. I must have forgotten to turn it off.
You mustn’t cross the street on the red light.
Rodger must have forgotten about his promise.
He must have failed to come.
He will probably receive your telegram.
We are not likely to stay here.
I’ll have to see the dentist tomorrow.
Ex. 4. Fill in the gaps using must or have to.
You’ll … explain it to everybody.
I … to stay at home tomorrow, because my daughter has fallen ill.
Mr. Brown … work hard to keep his garden in good condition.
Last night Ann suddenly became ill. We … call the doctor.
I’m sorry I couldn’t come yesterday. I … work late.
We couldn’t repair the car ourselves. We … take it to the garage.
He … to work hard. He … earn money.
You … leave the room at once!
You … (not to smoke) here!
Ann’s eyes are not very good. She … wear glasses for reading.
When … Tom … leave?
You can tell Linda what I said but she … keep it a secret.
The baby is asleep. You … (not to shout).
Ex. 5. Translate into Russian, paying attention to modals: should, ought to.
I think the government should do something about the economy.
You shouldn’t leave your car near the gate.
You should stop smoking.
You shouldn’t worry about such trifles.
Why should I help him?
Why shouldn’t we have discussed this question yesterday?
I shouldn’t have eaten some much chocolate. I’m feeling sick.
You ought to do something for him.
You ought to be more considerate to other people’s feelings.
It’s strange that he should be late, he is usually on time.
I was surprised that he should say such a thing.
You ought not to drive so fast on this road.
Ex. 6. Translate into Russian, paying attention to modals: may, to be to.
May I attend your classes?
You may come in.
John asked if he might use my car.
Visitors may not feed the animals.
We may go to the mountains this summer.
He may not know anything about it.
He may be getting ready for the concert.
They may have lost their way.
They might not have done it.
Susan might have fallen ill.
You might have thought about it earlier.
Jane and I are to meet at 7 o’clock.
I am to inform you that Mr. Green will not be able see you tomorrow.
You are not to touch my thing.
You are to do your homework before you watch TV.
The Prime Minister was to visit Japan last year.
We were to have met at the entrance to the theatre.
What are we to do next?
Where were they to have met us?
Ex. 7. Translate into Russian, paying attention to the use of verb ‘need’ as a modal verb and as an ordinary verb.
You needn’t be in a hurry.
I am here. You needn’t be afraid.
I think I needn’t have made that observation.
You don’t need to get a visa if you go there.
I didn’t need to go to the station.
You won’t need to book a room at a hotel.
You needn’t have told George about it.
He needs a new pair of shoes.
One needs to be careful.
He did not need to be told twice.
Ex. 8. Each sentence has a mistake. Find it and correct it.
Water must to be thoroughly analysed during the epidemics.
Groups of cells can be organizing and function as multicellular organisms.
Changes in the structure within the nucleus may to drive differentiation of cells.
Students ought attend classes every day.
Do you must send this e-mail message right now?
Now they may to walk till late at night.
Barbara might to phone later.
I was tired but I can’t sleep.
I think Carol should be bought some new clothes.
James isn’t well today. He shouldn’t go to the doctor.
Immunodeficiency can’t cause such diseases as AIDS and cancer.
Asexual reproduction may taking place through parthenogenesis.
How do animals can reproduce?
It is very important to immune system to be able identify pathogens and harmful invaders.
The first type of hypersensitivity comprises instant reaction and can seen as an allergic reaction to certain otherwise harmless things.