- •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 14
GRAMMAR: INFINITIVE.
Texts: coniferophyta: conifers. Anthophyta / angiosperms: flowering plants. Pre-reading and reading tasks
Make sure you know the following words:
pine |
[paIn] |
сосна |
spruce |
[spru:s] |
ель |
fir |
[fE:] |
пихта, ель |
hemlock |
['hemlPk] |
болиголов крапчатый |
cypress |
['saIprIs] |
кипарис |
redwood |
['redwVd] |
калифорнийское мамонтово дерево, секвойя вечнозеленая |
larch |
[lQ:tS] |
лиственница |
juniper |
['dZu:nIpq] |
можжевельник |
yew |
[ju:] |
тис |
ocher |
['qVkq] |
раструб |
cone |
[kqVn] |
шишка |
lure |
[l(j)Vq] |
приманка |
seed |
[si:d] |
семя |
pulp |
[pAlp] |
пулька, мякоть |
dispersal |
[dIs'pE:s(q)l] |
рассеивание |
sporangium (pl. –ia) |
[spq'rxndZIqm] |
спорангий, споровый мешочек |
mitotic |
[maI'tqVtIk] |
митотический |
ovule |
['Pvju:l] |
семяпочка |
аrchegonium (pl. –ia) |
["Q:kI'gqVnIqm] |
архегоний |
pine scale |
[paIn] [skeIl] |
щитовка сосновой хвои |
2. Read and translate the text. Coniferophyta: conifers
Usually referred to as the conifers, this group includes pine, spruce, fir, hemlock, cypress, redwood, larch, juniper, and yew, as well as others that aren’t as well-known. The conifers include about 50 genera, comprising over 600 species. Their fossil history dates back to the late Carboniferous, some 300 million years ago. Although the cone is a conspicuous feature distinguishing many members of this group, it does not appear on all conifers. For example, juniper berries are actually small cones with fleshy scales. And yews have seeds surrounded at the base by a fleshy, berry-like pulp. In biological terms, the distinction between cones and more berry-like forms of reproduction is significant in terms of the mode of dispersal used by the conifers involved. The pinoids are adapted for wind dispersal of their seeds. The others are adapted to animal dispersal.
Trees are the diploid sporophyte stage of the life cycle. The cones are actually tight clusters of modified leaves known as the sporophylls, which, in the case of the pines, are also known as cone scales. Each sporophyll contains two sporangia in which haploid spores are produced through meiosis. These trees are heterosporous. The large female cones contain the sporangia that produce megaspores; the small male cones contain sporangia that produce microspores. All seed plants, both the gymnosperms and angiosperms, are heterosporous.
Each pine scale contains two sporangia; each sporangium has a small opening, the micropyle. Meiosis occurs inside the sporangium, producing four haploid megaspores, three of which disintegrate. The remaining megaspore, through repeated mitotic divisions, becomes the female gametophyte, which, unlike that in the ferns, is considerably reduced in size. It is located within the cone. The gametophyte is not free-living, nor does it contain chlorophyll. Each female gametophyte produces several archegonia in which egg cells develop. Together the entire structure consisting of the integument, the sporangium, and the female gametophyte is called an ovule.
Within the male cones are sporangia that produce microspores. These become pollen grains, which develop a thick coating, resistant to desiccation. They have small wing-like structures that help them along when carried aloft by the wind. Inside the pollen grains, the haploid nucleus divides mitotically and the pollen grains become four-celled. Two of these cells degenerate. When the sporangia burst, millions of mature pollen grains are released. This is the male gametophyte stage cycle.
Most of the pollen grains that land on the female cones fall between the scales. Some of these land near the opening of the micropyle. When a pollen grain lands touching the end of the sporangium inside the micropyle, it grows a pollen tube. The germinated pollen grain, which is now the pollen tube, grows down through the sporangium and penetrates one of the archegonia of the female gametophyte. There the tube releases its nuclei, which, in this case, are sperm that developed when the cells in the pollen tube were dividing. The sperm fertilize the egg and the resulting zygote produces an embryo sporophyte. This is still contained within the female gametophyte inside the pine cone. Finally, the cone sheds its ovules, more commonly known as seeds, which grow into adult sporophyte trees.