- •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
Comprehension check
Choose the right variant for the multiple-choice statements.
The following is thought to be the group that is the direct common ancestor of most modern plants:
Pyrrophyta (dinoflagellates) b. Chlorophyta (green algae)
c. Phaeophyta (brown algae) d. Rhodophyta (red algae)
e. Euglenophyta (euglenoids).
Multicellular algae have
true roots b. true stems
c. true leaves d. considerable tissue differentiation e. none of the above.
The simple body form of multicellular algae is called a
Thallus b . sporangium
c. micropyle d. cone
e. angiosperm.
Because the simple body form of multicellular algae is called a thallus, as a group these organisms are sometimes called
Sporantiophytes b. conifers
c. angiosperms. d. algophytes
e. thallophytes.
Algal reproductive structures lack
a protective wall of nondividing cells
zygotes that develop into embryos after having been released from the female reproductive organs
a protective wall of sterile cells
all of the above e. none of the above.
Bryophytes include
Mosses b. liverworts
c. hornworts d. all of the above
e. none of the above.
The vascular plants include
club mosses b. horsetails
c. ferns d. seed plants
e. all of the above.
The following are mechanisms that help embryophytes inhabit terrestrial habitats:
embryophytes have multicellular sex organs covered with a layer of protective, sterile cells.
embryophyte sporangia produce spores that are covered with protective sterile cells.
embryophytes have a waxy cuticle that usually covers the aerial parts of the plants.
all of the above
none of the above.
Give detailed answers to the questions below:
What phyla of unicellular eukaryotic algae do you know?
What photosynthetic organisms are thought to be the ancestors of most modern plants?
How do green, brown and red algae vary?
What is a thallus?
Why do biologists call algae lower plants?
What are the differences between algae and higher plants?
Why are higher plants sometimes called Embryophyta?
What plants are included in the Bryophyta, the Tracheophyta, seed plants?
The move to land for the plants was accompanied by many adaptations. What were they?
What role did vascular tissue play in the evolution of plants?
Why did reproductive needs have to be modified in terrestrial environments?
What mechanisms have helped make it possible for embryophyte plants to inhabit terrestrial habitats?
Think of 5-7 statements that would contradict the contents of the text.
Language focus
Match the words that are: a) similar and b) opposite in meaning:
a) |
b) | ||
conjunction |
to procure |
freshwater |
to possess |
origin |
to term |
rare |
to include |
food reserves |
connection |
to lack |
moist |
reason |
to use |
to encase |
to increase |
to enclose |
vascular plants |
to eliminate |
to release |
tube plant |
lineage |
dry |
aquatic |
to benefit |
food stores |
to curtail |
mobile |
to define |
cause |
terrestrial |
marine |
to obtain |
to encase |
non-motile |
common |
Define the following terms:
true algae |
seaweed |
lower plants |
higher plants |
Embryophyta |
buoyancy |
evaporation |
|
Match the first half of a sentence in column A with the appropriate second half in column B:
A |
B |
1. Chlorophyta are thought to be |
a) transported from their specialized photosynthetic structures to the other parts of the plant. |
2. Terrestrial plants had to obtain water by a new means, since they were |
b) the ancestors of most modern plants. |
3. The photosynthetic products had to be |
c) no longer bathed in it. |
4. Reproductive needs also had to be modified |
d) their reproductive structures. |
5. A reason the algae have been kept from the plant kingdom is |
e) in terrestrial environments |
6. Out of water, plants were met |
f) all these problems. |
7. Vascular tissues evolved that solved |
g) with dry conditions, ultraviolet light and nutritional problems. |
Put the parts of the sentences in the right order:
Are fertilized, all embryophytes, the archegonia, have, within, egg cells, that, oogametes.
Otherwise, have been, a hostile environment, to what, the move to land, would, many adaptations, by, was accompanied.
Eliminated from, the classification, means, which, tube plant, has been, Tracheophyta, the name.
True algae, a technical word, the term, no longer, since, is, there are, related, directly, to one another, are not, that, so, many, groups, algal.
Seaweed, species, of, are, most of the, common, brown, red, members of the, groups, algal, and.