- •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
Follow-up activities
1. Prepare a dialogue with your partner discussing:
general information about the members of the kingdom Monera;
reproduction of bacterial cells;
spores.
Grammar exercises
Ex. 1. Translate into Russian. Pay attention to modals.
A great series of chemical changes has to occur before foods become protoplasm.
These plant parts may have been found on and below the soil surface.
All measurements should be made with great accuracy.
There may be other elements present in some proteins, e.g. magnesium.
This means that there must be harmony among all the genes which a population contains.
This list could be extended a long way.
Yet, again and again, something new must have been introduced into the inheritance if all the higher forms of life that exist today had their origin in such lowly ancestor as Amoeba.
This quality was lacking in English wheat, and therefore grain had to be imported from Ameriсa and Canada.
Living protoplasm must always be thought as a system in dynamic equilibrium.
There should be an equal chance of X or Y sperm meeting an ovum, and therefore equal members of boy and girl babies should be born.
Different techniques again have to be used with microorganisms.
This implies that each DNA chain might serve as a template for the synthesis of its complementary pair, and in this way the structure of the molecule could be reduplicated exactly.
Nevertheless, "hybrids" made between bacterial strains with different characteristics may show characteristics from both parents.
All the laboratory vessels have to be carefully washed before using them for any experiments.
The development of this disease must have been considerably favoured by high moisture conditions.
Ex. 2. Choose and use the appropriate modal verb from given in the brackets.
Our brain interprets the impulses and (need, to have to, should, can, must) tell where they are coming from and to what they are referring.
White-rod fungi (need, to have to, should, can, must) oxidize lignin due to release of enzymes.
You can’t park your car here for nothing. You (needn’t, must, mustn’t, has to) pay.
Ian doesn’t (can, would, have to, might, must) work very hard. He has got an easy job.
(Would, need, may) changes in the structure within nucleus drive differentiation of cells?
As we learn more about the chemical signal used by marine organisms, we (need, may, can, would) now think about using these signals to allow human activities to be carried out without damage to the marine environment.
Different parts of the tongue (would, should, need, can) detect all types of tastes.
A receptor (would, should, need, can, may) respond to the other tastes, but it responds in the strongest way to a particular taste.
(Needn’t, ought, could) you give us a consultation tomorrow?
To protect environment serious measures to create a system of ecological security (can, may, should) be taken.
(Can, ought, need, have) she have been waiting for us all the time?
Initial steps to preserve environment are absolutely insufficient and they (can, must, may) be carried onward.
Contact lenses were made of methacrylate and (could, would) be easily inserted and taken out.
Even the first artificial kidney invented by Dutchman Willem Kolff in 1945 (can, must, would, could) be used for purifying the blood of human being.
Mendeleyev found it necessary to alter some atomic weights so that the elements (can, must, should) fall into positions in the periodic table assigned to them by their chemical properties.
Ex. 3. Open the brackets. Use the modal verbs in the appropriate forms and tenses.
Such plants (must, to cultivate) by a man long ago.
Genetic engineers (to be able, to remake) parasite insects to prevent the spread of diseases.
The genetically modified insect’s immune system reacts to the pathogenic organism and kills it before it (can, to transfer) to humans.
We (to be to, to meet) at the entrance of the theatre at a quarter to seven, but he didn’t come.
What (should, to do) to preserve our wild flowers?
At the University of Cambridge Darwin (couldn't, to make) himself care for anything but hunting and natural history.
Pasteur (to be to, to use) this technique in preparing a vaccine which protected cattle against anthrax (сибирская язва).
Before Eijkman (could, to do) much about chicken’s disease very much like beriberi, the disease vanished.
Life (would, to be) impossible without proteins since protoplasm is made of them.
You (ought, to plant) this seed in spring.
The soil (should, to be) fine and moist.
(Need I, to carry out) the lab work?
(Could you, to help) me to unload the car?
The test tubes aren’t dirty, so you (needn’t, to clean) them.
We (not to have to, to study) botany yesterday, the credit test was delayed.
Ex. 4. Translate from Russian into English.
Все клетки должны получать необходимое сырьё для метаболизма.
С помощью нужной модели микроскопа можно увидеть ядро клетки.
Мы сможем полностью блокировать вторжения паразитов с использованием нескольких различных методов.
Знаете ли вы, что малярия может поражать более 300 миллионов человек каждый год?
Чтобы точно определить структуру ядра, следует выделить и охарактеризовать дополнительные органоиды и структуры.
Хромосома, например, может передвигаться на расстояния около 0,5 мкм в любом направлении.
Возможно, они сейчас проводят новый эксперимент.
Можно мне взять твой микроскоп, мой чинят.
Вам нельзя было этого делать.
Вам не надо переписывать этот тест.
Нам пришлось обходиться безо всяких инструкций.
Мне попросить разрешения?
Эту воду должны будут использовать для питья.
Кровяное давление должно быть достаточно высоким, чтобы поднимать кровь от сердца к мозгу.
Исчерпание (exhaustion) солнечной энергии не должно нас тревожить - Солнце будет светить еще несколько миллиардов лет!
Я могла бы поехать туда, но я потеряла его адрес.
Вы могли бы сделать опыт тщательнее.
Вы, должно быть, видели его.
Эти семинары очень скучные, но я вынужден посещать их.
Он настолько богат, что ему не приходится работать.
Лифт не работал, и мы должны были подниматься сами пешком.
Вам незачем было звонить ему. (Зря вы ему позвонили).
С какой стати я должен ждать тебя?
Вам бы следовало помочь им. Почему вы этого не сделали?
Я намерен (хочу) помочь ему.
Разве я вам не говорил, что обязательно помогу ему.
Ручка никак не пишет.
Я пытался говорить с ним, но он не стал (не хотел) меня слушать.
Скажите это еще раз медленно, пожалуйста.
Они должны были встретиться на вокзале.
Ex. 5. Supply the necessary modal verbs.
The roots of this plant (могут быть использованы) for human food.
You (придётся изучить) the characteristics of both plants as there (может быть) a considerable difference between them.
I’d like to read Ann’s letter. The only problem is I (не могу найти) my glasses.
You (не должен помогать) him with this homework. It’s important that he does it himself.
I just want a general idea of the article so I (не нужно читать) all the text.
Why did you wash this shirt? It was not dirty, you (не надо было стирать) it.
I don’t think you (следует смотреть) TV so much.
We (пришлось идти пешком) home last night. There were no buses.
I don’t want the children to play in this room. They (могут разбить) something.
I’m sorry that I didn’t take your advice. I (следовало отправить) this letter a week ago.
Our teacher says that we (сможем говорить) English fluently in a few month.
Paul doesn’t like his new job. Sometimes he (вынужден) work at weekends.
This restaurant (должно быть) very good. It’s always full of people.
Cigarette smoke contains thousands of chemical agents, many of them (могут) cause cancer, so smoking (следует запретить).
All animals (должны питаться) other organisms or their products to survive.
The professor insisted on her repeating the experiment, but she (не захотела).