- •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
Unit 11
GRAMMAR: CONDITIONALS.
Text: protista. Pre-reading and reading tasks
1. Make sure you know the following words:
diverse |
[daI'vE:s] |
многообразный |
to persist |
[pq'sIst] |
сохраняться |
ancestry |
['xnsqstrI, 'xnsestrI] |
происхождение, предки |
arbitrary |
['Q:bItrqrI] |
произвольный |
lineage |
['lInIIdZ] |
происхождение, родословная |
to dispense with |
[dIs'pens] |
обходиться без |
descendant |
[dI'sendqnt] |
потомок |
immediate |
[I'mi:dIqt] |
прямой, непосредственный |
to spin (spun, span; spun) |
[spIn] |
крутиться, вертеться |
diatom |
['daIqtPm] |
диатомовая водоросль |
discrepancy |
[dIs'krep(q)nsI] |
различие, разногласие |
2. Read and translate the text. Protista
Protista constitutes a diverse kingdom containing thousands of species of single-celled organisms. Because many questions still persist concerning the ancestry of these organisms, deciphering which organisms should be classified in this kingdom is often a more arbitrary decision than most biologists would like. Because Protista is presented in the majority of biology texts as one of the five kingdoms, that's how the organisms are presented here.
Because multicellularity evolved many times, many multicellular organisms are more closely related to their ancestral unicellular lineages than they are to other multicellular organisms. This accounts for the reason that some members of the plant kingdom (such as the large multicellular algae) are sometimes considered to be multicellular protists. And certain members of the fungal kingdom (such as slime molds) are sometimes considered closer to the protistal lineage than to that of the fungi, and therefore are placed in the former. And in some classifications certain single-celled, heterotrophic protists are grouped with the animal kingdom. These are even respectable classifications in which all the major groups considered to be protists are placed in other kingdoms, and Protista is entirely dispensed with. The kingdom Protista as presented here, however, reflects the most widely accepted classification found in the majority of biology texts.
Discrepancies between different classifications are partially attributable to the way protists are defined. Rather than being grouped together by their shared characteristics, they are grouped by exclusion. That is, in addition to usually being unicellular, all protists are eukaryotes, so they are not included among the phylum Monera; since none develop from an embryo, they are not included among the phylum Plantae; since most do not develop from spores, they are not included among the phylum Fungi; and since none develop from a blastula, they are not included among the phylum Animalia. The organisms that remain tend to be those placed in this kingdom, Protista.
This kingdom includes the most simple, and often the most primitive, eukaryotic microorganisms and all their immediate descendants. Each protist cell has a nucleus and all the other eukaryotic properties. Members of this kingdom vary considerably in structure and physiology, ranging from heterotrophs (usually free-living, although there are parasitic forms) to photosynthetic autotrophs.
Protists appear to have evolved from a moneran type of ancestor. Protists possess specialized features such as endoplasmic reticulum, Golgi bodies, centrioles, chloroplasts, and mitochondria, as well as different kinds of vacuoles, granuoles, and fibrils. In addition, the average unicellular protist is considerably larger than the average moneran, and its cell division has become distinct from moneran cell division, having evolved mitotic and meiotic cell division.
It is theorized that the primitive protists were both plant-like and animal-like, having the capacity to obtain food by different mechanisms, as well as being able to photosynthesize additional food internally. There is considerable evidence that symbiotic relationships with prokaryotes living inside some early eukaryotes led to the development of chloroplasts and mitochondria. These organelles are contained in protists, as well as in many other more advanced eukaryotes.
Protista consists of several widely divergent phyla. Some of the unicellular, nonphotosynthetic protists are grouped as the Protozoa. These are subdivided into four classes: the Mastigophora (flagellates), the Sarcodina (amoebas), the Ciliophora (ciliates), and the Sporozoa (spore formers). The first three classes are identified according to their locomotor structures; however, sporozoans have no locomotor organelles, and instead they are characterized by their spores. To date, about 50,000 species of protozoans have been described.
Together, there are several other phyla that are often called true algae. They include about 25,000 described species, some of which belong to evolutionary lineages that were already well-developed more than 450 million years ago. Nearly all the members of these phyla are photosynthetic. They include forms that occur either as single cells, as filaments of cells, as plates or in planes of cells, or as a solid body. They range in size from unicellular microscopic organisms to giant multicellular forms such as the kelps, which often reach lengths exceeding 150 feet. A brief description of these photosynthetic groups is presented below.
There are three phyla of unicellular algae. Euglenophyta (euglenoids) live in fresh water, move by means of one to three flagella per cell, and have no cell wall. Chrysophyta usually include the yellow-brown algae, yellow-green algae, and the diatoms. They are mostly marine and contain pectic compounds, with siliceous materials providing the cell wall components. Pyrrophyta (dinoflagellates) live in marine environments, in fresh water, and in moist soil. They are characterized by having two flagella that beat in different planes, causing the organisms to spin. They often have distinctive, if not bizarrely shaped, cellulose walls. Like diatoms, the dinoflagellates are major components of the phytoplankton; they are aquatic, free-floating, photosynthetic, and usually microscopic.
There is another group of algae, sometimes called the true algae. In a recent classification by Margulis and Schwartz, the true algae are grouped with the protists, along with the water molds, slime molds, and slime nets, forming a kingdom they call Protoctista.