- •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
Anthophyta / angiosperms: flowering plants
The angiosperms, or flowering plants, also known as the anthophytes, are by far the most successful group of living plants, totalling some 250,000 described species. It is their flowers and fruits that differentiate them from all other plants. The earliest known angiosperm-like plants first appear in the fossil record during the Jurassic, about 150 million years ago. But there is some speculation that angiosperms may have existed as long ago as the Permian, about 250 million years ago. It was not until the Cretaceous, 100 million years ago, that there was a rapid decline in the dominance of the gymnosperms. Then, suddenly, and from that time on, the fossil record reflects the diverse spectrum of angiosperms dominating most flora throughout the world.
Among all angiosperms, the diploid sporophyte, retaining and nourishing the gametophyte, dominates the life cycle. And it is the small gametophyte that retains and nourishes the immature eggs and non-motile sperm during development. Flowering plants are heterosporous, having two different sized spores, and oogamous, having sperm and eggs. Their zygotes develop into seeds and fruit that are highly evolved for protection and dispersal. One of their most distinguishing characteristics is the unique reproductive system involving flowers. The floral structures coevolved with the plant’s pollinating vectors, which are modes of transferring pollen from one flower to another, such as the wind, insects, and other animals. These vectors appear to have helped angiosperm dispersal into habitats where other plants might not have reached so readily.
Early angiosperms were probably pollinated by the wind. The ovule of modern gymnosperms exudes a sticky substance that traps wind-borne pollen grains. Similarly, the first angiosperms probably had such a pollinating mechanism.
Some insects, such as certain beetles, may have become dependent on readily accessible sticky, sugary droplets, produced by ovules. Insects traveling from one ovule to another may have inadvertently carried pollen with them, conferring a reproductive advantage to some plants, helping to pass on the genes of plants that had larger nectar-secreting organs (nectaries) and other structures that lured insects. Plants with certain scents and brightly colored flower parts, arranged in ways that signalled potential pollinators, had selective advantages. These are all insects that specialize in nectar consumption. Because certain insects carried pollen from flower to flower, many became vital to their host plants. Both the plants and the insects benefited from this relationship, and they coevolved. By the early Cenozoic, about 65 million years ago, many modern groups of flowers, as well as the bees, wasps, moths, and butterflies that pollinated them, had already evolved.
Comprehension check
Choose the right variant for the multiple-choice statements.
The conifers include
Pines b. spruce c. fir
d. all of the above e. none of the above.
The conifers include
Cypress b. redwood c. larch
d. all of the above e. none of the above.
The conifers include
Hemlock b. junipers c. yews
d. all of the above e. none of the above.
The … are, in terms of numbers of species, the most successful group of plants.
Angiosperms b. gymnosperms c. ginkgoes
d. club-mosses e. ferns.
The earliest known angiosperm-like plants first appeared … .
about 100 million years ago b. about 250 million years ago
c. about 150 million years ago d. two centuries ago
e. 100 years B.C.
Angiosperms are pollinated by
the wind b. bees c. wasps
d. moth e. all of the above.