- •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
Texts: the cell. Cells pre-reading and reading tasks.
1. Study the meaning and pronunciation of the following words:
|
arrange (v) |
[q'reIndZ] |
располагать в определённом порядке, , |
|
break down (v) |
['breIk'daVn] |
разрушить |
|
damage (v) |
['dxmIdZ] |
повреждать |
|
exhibit (v) |
[Ig'zIbIt] |
показывать, обнаруживать, проявлять |
|
join (v) |
[dZOIn] |
соединяться; объединяться |
|
pack up (v) |
['pxk'Ap] |
упаковывать |
|
pertain (v) |
[pq'teIn] |
относиться, принадлежать; иметь отношение (к чему-л.) |
|
store (v) |
[stO:] |
хранить, сохранять |
|
twist (v) |
[twIst] |
скручивать, согнуть, сворачивать |
|
vary (v) |
['vFqrI] |
отличаться, разниться |
|
apparatus |
["xpq'reItqs] |
прибор, инструмент; аппарат |
|
cilia |
['sIlIq] |
реснички |
|
gene |
[dZi:n] |
ген |
|
generalization |
["dZen(q)rqlaI'zeIS(q)n] |
обобщение |
|
helix |
['hi:lIks] |
завиток |
|
mucus |
['mju:kqs] |
слизь |
|
tissue |
['tISu:, 'tIsju:] |
ткань |
|
eucariotic |
["ju: qkqrI'PtIk] |
эукариотный |
|
tiny |
['taInI] |
крошечный |
|
proper |
['prPpq] |
надлежащий, должный, правильный |
2. Make sure you know the following words and word combinations:
|
to vary in size |
|
in total |
|
naked eye |
|
instruction manual |
|
waste chemicals |
|
double |
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
A cell is the fundamental organizational unit of life. One of the most important generalizations of modern biology is the cell theory. There are two components of the cell theory. It states: (1) that all living things are composed of cells and (2) that all cells arise from other cells. Living things are chemical organizations of cells and capable of reproducing themselves.
There are many types of cells, and just as many classifications to go with them. There are plant cells, animal cells, eucaryotic cells, procaryotic cells, and many others. Also within each of these divisions, there are smaller subdivisions pertaining to the specific properties or functions of the cells. Cells exhibit considerable variation in properties based on different arrangements of components. Cells also vary in size, although most of them fall in the range of 5 to 20 m
In total there are about 50 billion cells in your body! Each cell is so small it cannot be seen with the naked eye. However, with the help of a microscope we are able to study cells and discover how they work.
Nearly all cells have a nucleus, which is the control center of the cell. Ribosomes in cells do as the nucleus tells them. They act like factories, making proteins and other chemicals for our body. To work properly a cell needs energy and this energy comes from the food we eat. Power stations in the cell, called mitochondria, change the energy stored in food into a form of energy that can be used by the cell.
We start life as one cell, which divides into two. These cells also divide, and as more cells grow they form different shapes and sizes. Each of these different types of cell has its own job to do. Similar types of cell will join together to make tissues, which form organs like our brain and lungs.
How long a cell lives depends upon the type of cell it is. Skin cells die quickly and are constantly replaced by new cells. Nerve cells should last a human lifetime and cannot be replaced even if they are damaged.
The control center of the cell is called the nucleus. Inside the nucleus of each cell lie tiny threads called chromosomes. Inside the chromosomes are smaller structures called genes. It is in the genes that the instruction manual lies. The instructions are in the form of a chemical called DNA. DNA is shaped like a twisted ladder, known as a double helix.
Ribosomes make proteins, as instructed by the nucleus. The golgi apparatus packs up the proteins made by ribosomes, ready to be stored or transported. Lysosomes help break down substances in the cell. The cell membrane allows food in the form of sugars to enter, and allows waste chemicals made in the cell pass out. Cilia are like tiny hairs that beat, pushing mucus or fluid over the cell surface. Inside a cilia there are 20 little tubes, arranged in pairs, to make it strong.