- •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 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
Ex. 1. Translate the sentences into Russian paying attention to the Zero Conditional.
If you boil water it evaporates.
If the soil is dry pradically very little water absorption takes place.
If glycogen is in solution, and it there is some sodium chloride present the glycogen colors itself a deep brownish – red color.
If the skin of an earthworm gets dry the animal dies.
If a tapeworm’s eggs are eaten by animals they penetrate through the alimentary canal into the muscles.
b)
If I have any problems I ask my friends for help.
If it rains I take an umbrella.
If I go to bed late I have a headache next day.
If I need a visa I go to the Embassy.
We usually go to the country on Saturday if the weather is good.
If he wants to go to the theatre he buys tickets in advance.
If he has to translate a text he uses a dictionary.
Ex. 2. Translate the sentences into Russian paying attention to the First Conditional.
If we use the method I propose we shall obtain an entirely different result.
Unless mold spores have an opportunity to germinate, they will die.
The cells will shrink if the osmolarity of their cytoplasm is reduced to one-half or less normal.
The chilled slices will swell unless they are placed in medium of almost twice the osmolar concentration of the extracellular fluids.
Unless purely artificial limits are drawn, the definition “alga” will include all holophytic organisms.
If we examine a very thin piece of a plant under a microscope we shall see that it has a honeycomb structure.
If you compare the structure of the Tapeworm with that of the Earthworm you will notice that the Tapeworm’s body is more rudimentary.
b)
You wont regret if you see this film.
If you don’t hurry you will miss the train.
If he has his car repaired we’ll be able to go to the country.
It will be wise if you consult a dentist twice a year.
If you put salt on ice it will melt.
Providing that we get up early we’ll reach the place of destination in time.
If she works hard she will pass all exams successfully.
Ex. 3. Translate the sentences into Russian paying attention to the Second Conditional.
A seed would not germinate if the soil wasn’t warm enough.
If I were a botanist I should know the difference between these roots.
If these new methods were applied we should succeed in obtaining better results.
If it were not for the roots, the plant would not be able to absorb water and mineral substances.
If the ozone were suddenly withdrawn from the atmosphere, we should all be killed by the sun’s ultra-violet light.
If there were no air, the stone and the piece of paper would fall together.
The plant would not develop so quickly if the soil were not fine.
Were the intensity of all the beams alike, we should get an opposite result.
The heating elements could be easily exchanged should the need arise.
Were the Earth stationary, the movements of the atmosphere would be controlled almost entirely by temperature differences.
If he were a true friend he wouldn’t fail you.
If this was dangerous they would warn us.
We would accept their invitation if we were free.
If he was a wise man he would find a way out of the situation.
If I were you I wouldn’t go to Egypt in summer.
If I were in your place I wouldn’t worry about it now.
We would stay for an hour if it wasn’t so late.
Ex. 4. Translate the sentences paying attention to the Third Conditional.
If the potential had been suddenly increased, very little current would have flown through the membrane.
The migration of the placental animals into Australia must have been blocked and this could only have happened if Australia had become isolated from the rest of the world.
If anoxia had hindered active expulsion of water, it would have led to excessive accumulation in cells.
If the F-zygote had been similarly poisoned, a viable zygote might not have been formed.
If we had given the culture the very high dose initially, we should most likely have killed it completely.
Their communication would have been more vivid if it had been illustrated with examples.
Had it not been for the powerful microscope our investigation of minute particles of the living organism would have been limited.
Stimulation would have produced different results could some of the experimental conditions have been changed.
Even if I had phoned them, it would have been too late to change their minds.
He wouldn’t have been able to pass the exam if you hadn’t helped him.
If the ambulance had come sooner, the man might have been saved.
If I had known there was no more work to do, I could have left earlier.
If I had realized how late it was I wouldn’t have phoned you.
If he had experimented alone he would never have finished the work.
If he had followed his father’s advice he wouldn’t have got in trouble.
Ex. 5. Put the verbs in brackets into the appropriate conditional forms.
Mr. Davidson says he (to come) to give a talk at the conference if we (to play) him a reasonable fee.
If I (can get) a job, life here (to be) perfect.
If you (to have) a lot of money do you think you (to give up) work?
If the train (to arrive) on time, they (to be) here long ago.
What (to happen) to them if the helicopter (to be) there to save them?
If father (to get) this promotion, we (to have) enough money for a holiday abroad this year.
She (to do) a very good managing director if she (to get) this job.
He (to do) really well if he (to work) hard.
He (to be able) to live on his own if his parents (to help) him.
If you (to tell) her the truth I’m sure she (to forgive) him long ago.
Ex. 6. Match the clauses together to make mixed conditional sentences.
If you had told me about A. he probably won’t be at
this problem earlier, the meeting.
If you were a more B. you could always ring them up.
sensitive person,
If they don’t contact C. he wouldn’t have fallen ill.
you soon,
If he hadn’t died so D. you wouldn’t have said that
young, to her.
If he didn’t work so E. I would have had it by now.
hard all the time,
If the train hadn’t been F. everything would be all right now.
delayed,
If he was feeling ill G. would you hurry up and get ready?
this morning,
If you are coming H. you wouldn’t be so busy
with us, this month.
If I really wanted to I. we would be there by now.
have a car,
If you had worked harder J. I am sure he would be a
last month, famous musician now.
Ex. 7. Translate into English.
Ты едва ли узнал бы её, если бы встретил.
Если бы прохожий не помог нам, мы бы не нашли дорогу.
Если бы не ветер, не было бы так холодно.
Если пойдет снег, станет теплее.
Он не вел бы себя так глупо вчера, если бы был умнее.
Если бы я хорошо знала английский, я уже бы перевела этот текст.
Если ты решишь принять мое предложение, дай мне знать.
Если бы он не приехал на машине встретить нас, нам пришлось бы взять такси.
Если бы я была на твоем месте, я не стала бы никому рассказывать об этом.
Если бы он вел машину осторожно, никакой бы аварии не произошло.
Если ты поспешишь, то успеешь на восьмичасовой поезд.
Если ты будешь больше читать на английском, ты быстрее овладеешь языком.
Ex. 7. Choose the right variant and translate the sentences into Russian.
She wished at that moment she (had not sent/ did not sent) for him.
“I wish I (had been/ were) there with you”, - he said with deep regret.
I wish you (had not looked/ didn’t look) so sad.
The professor wishes I (had studied/ studied) harder.
We wished he (had not come/ did not come) so late yesterday.
I wish he (had seen/ saw) the play, it was a great success.
I wish they (introduced/ would introduce) their friends to me.
He wished they (hadn’t noticed/ didn’t notice) his embarrassment.
I wish you (wouldn’t leave/ didn’t leave) so soon.
The patient wished he (had fulfilled/ fulfilled) all the doctor’s instructions.