- •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
Post-reading tasks
Discuss in pairs:
Robert Hooke’s discovery and cell theory.
Cell structure and cell size.
Write an essay about cells, their structure and size.
Grammar exercises
Ex. 1. Open the brackets putting the verbs in the Past Simple or the Past Continuous tense-forms.
It (rain) hard this morning when I (wake up).
While I (have) breakfast this morning, my sister (phone) from Mexico.
When he (work) in the garden he (hurt) his knee.
Linda (wait) for the bus when I (see) her.
I (look) out of the window and (see) that it (snow) hard.
When the parents (come) from the theatre yesterday evening, the children (sleep).
When the guests (arrive) Mrs. Black still (cook) dinner.
I (walk) along the road yesterday when I (meet) an old friend of mine. She (go) to the post-office.
When I (shave) I (cut) myself.
I (go) to Jack's house but (not/find) him in. His mother (say) that she (not/know) what he (do) but (think) he probably (play,) football.
"What you (do) between 9.00 and 10.00 yesterday?" (ask) the detective. — "I (clean) my house", said Mrs. Jones. "I always clean my house on Saturday mornings."
As Mary (get) out of the boat her foot (slip) and she (fall) into the water.
While I (wait) for the bus I (notice) a group of tourists who (listen) intently to a guide.
I (try) to explain the situation to my parents, but they just (not/ understand) what I (talk) about.
She (injure) her ankle while she (jog) in the park.
How often you (visit) your cousins when you (be) in the States last year?
John's children (use) to be well-behaved but now they are quite naughty.
At school I (dislike) the maths teacher because he always (pick) on me.
The plane (crash) into a bridge because it (fly) too low.
While I (try) to get my car started, a passing car (stop) and the driver (offer) to help me.
Last fall I (drive) along a free way when I (run) out of gas. Luckily a truck (stop) and (give) me a lift.
When they (walk) through the countryside one day they (come) across a ruined mansion.
While we (clean) the attic, we (come) across our grandmother's old school books.
The driver (fall) asleep as he (drive) along.
I (not/understand) what (go on). Several people (shout) at me and one (wave) a newspaper in front of my face.
At six o'clock this morning I (have) a wonderful dream, but then the alarm (go) off.
Laura (not/wear) her glasses at that time, so she (not/notice) what kind of car the man (drive).
While I (have) a shower someone (knock) at the door.
The only thing I disliked about him when we (study) at college was that he always (borrow) my things without asking.
While the boys (skate) they (slip) on the thin ice and (fall) into the water.
The sun (shine) so brightly that Maria (have) to put on her sunglasses.
Ex. 2. Put all kinds of questions to the following sentences and make them negative.
I finished school in 2014.
I studied English at school.
They got up at 7 o’clock yesterday.
She went to university by tram.
He worked at a big plant last year.
Pete made a report on Sunday.
I saw him in the library.
The students wrote a test last week.
Our classes began at 10 o’clock yesterday.
She worked in the library yesterday.
Last night we watched a football match on TV.
He translated this text without a dictionary.
They saw this film a week ago.
Yesterday we got home by bus.
He made three mistakes in his last dictation.
It rained hard yesterday.
I listened to the latest news over the radio.
He spent his childhood in the country.
My brother left for Moscow two days ago.
We came home late yesterday.
Ex. 3. Choose the correct form of the verbs.
ADAM: Hello, Mike. What are you doing / do you do in this part of London?
MIKE: Well, actually, I'm looking / I look at flats round here.
ADAM: Flats? Are you wanting / Do you want to move?
MIKE: Yes, in fact, believe it or not, Mandy and I are getting / get married.
ADAM: That's great! Congratulations. When were you deciding / did you decide?
MIKE: Only last week. It was while we were staying / stayed with her family in Scotland. Now we try / we're trying to find a suitable flat.
ADAM: It'll be great to have you as neighbours. I hope you manage to buy one soon.
MIKE: Oh we aren't looking / don't look for one to buy. We aren't having / don't have enough money yet. We're wanting / We want to find somewhere to rent.
ADAM: Yes, of course. That's what we did / were doing at first. Actually, in the end, my brother was lending / lent us some money. That's how we were managing /managed to buy ours.
MIKE: Really? Perhaps I'll talk to my family before we choose / we're choosing a flat.
ADAM: That's not a bad idea. My family gave / were giving us quite a lot of helpful advice. Now, what about a coffee? There's a good place just round the corner.
MIKE: Oh, yes, I looked / was looking for somewhere to sit down when I bumped into you. Let's go.
Ex. 4. Complete each sentence with a suitable form of the verb given. Use the present simple or continuous, or the past simple or continuous.
I remember the day you got engaged. We … tea in the garden when you came out of the house and told us. (have)
I tried to explain the situation to my parents, but they just … what I was talking about. (not / understand)
What have you put in this sauce? It ... absolutely disgusting. (taste)
Peter always claimed that he was innocent, but for many years no one ... him. (believe)
It's a lovely shawl, I know, but unfortunately it ... to me. I'm just borrowing it for the party this evening. (not / belong)
Why ... that thin dress? You'll freeze to death in this cold wind! (you / wear)
Molly's fed up because she injured her ankle when she ... this morning, so she can't dance, (jog)
While I was admiring the view, someone stole the bag which ... all my traveller's cheques. (contain)
Look! ... that man standing beside the cash desk? I'm sure he's planning to steal something, (you / see)
Tea or coffee? I'm making both, so just say which you ... . (prefer)
The boys didn't want to come shopping with us because they ... the football on television, (watch)
Ex. 5. Most of these sentences contain one mistake. Correct mistakes.
The coffee is smelling wonderful.
Last year we visited the States.
The ship sank because the engineer wasn't calling for help until it was already sinking.
The reason I get fat is that I'm always tasting things while I'm cooking.
How is Jennifer? Does her health improve?
You're quite right, I'm completely agreeing with you.
What did you after you left school?
Now I understand what you're trying to say!
I can't imagine why you were believing all those rumours.
Martin looked forward to a peaceful weekend, when his brother arrived with all his friends from the football club.
Philippa heard the result of the election as she was driving to work, so she phoned me when she got there.
Oh, I'm so sorry, I've spilt some tea. Where are you keeping the paper towels?
UNIT 3
GRAMMAR: PRESENT PERFECT.