- •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: how the body works. The skin. Seeing. Taste and smell. Hearing. Pre-reading and reading tasks
Study the vocabulary which is intended to aid your comprehension of the text:
|
contract (v) |
[kqn'trxkt] |
сжимать, сокращать; |
|
occur (v) |
[q'kE:] |
случаться, происходить |
|
attachment |
[q'txtSmqnt] |
прикрепление, присоединение |
|
bladder |
['blxdq] |
мочевой пузырь |
|
brain |
[breIn] |
головной мозг |
|
dioxide |
[daI'Pks(a)Id] |
двуокись |
|
excess |
['ekses] |
излишний, избыточный |
|
harm |
[hQ:m] |
зло, беда, вред; неприятность |
|
intestine |
[In'testIn] |
кишечник; кишка |
|
joint |
[dZOInt] |
сустав, сочленение |
|
kidney |
['kIdnI] |
почка |
|
liver |
['lIvq] |
печень |
|
lung |
[lAN] |
лёгкое |
|
muscle |
['mAs(q)l] |
мышца, мускул |
|
ribcage |
['rIbkeIdZ] |
грудная /рёберная/ клетка |
|
sense |
[sens] |
чувство |
|
smell |
[smel] |
обоняние |
|
taste |
[teIst] |
вкус |
|
touch |
[tAtS] |
осязание |
|
urine |
['jV(q)rIn] |
моча |
|
vessel |
['ves(q)l] |
сосуд |
|
vision |
['vIZ(q)n] |
зрение |
|
appropriate |
q'prqVprIIt] |
соответствующий, подходящий |
|
various |
['vFqrIqs] |
различный, разный; |
Make sure you can supply an adequate translation for each of the following word combinations:
|
to get rid of |
heart rate |
|
human being |
at birth |
|
respond appropriately |
spinal cord |
|
the number of times |
portal vein |
Read and translate the text.
How the body works
Do you know what lies inside your body and how your body works? How does each system in the body function and how do all the systems work together to make us the complex human beings we are?
Reading this text and the texts to follow you will see how each part of the body has its own special job to do, how we get the energy to live, and how we defend ourselves from harm. You will also learn about the five senses – vision, hearing, touch, taste, and smell – and how all we think and do is controlled by the brain in communication with our nervous system.
The human nervous system, composed of the brain, spinal cord, and peripheral nerves, connects the eyes, ears, skin, and other sense organs (the receptors) with the muscles, organs, and glands (the effectors). The nervous system functions in such a way that when a given receptor is stimulated, the proper effector responds appropriately.
The chief functions of the nervous system are the conduction of impulses and the integration of the activities of various parts of the body. Integration means a putting together of generally dissimilar things to achieve unity.
Our heart is the pump at the center of our blood system. Heart muscle is very strong as it has to pump blood through networks of small blood vessels around the body. Heart muscle contracts automatically; the number of times it contracts, or beats in a minute is known as the heart rate. An adult normally has a heart rate of about 70 beats a minute. At birth our heart rate is much faster than this – sometimes twice as fast.
Lungs take oxygen from the air into the blood and also get rid of carbon dioxide.
Our body skeleton provides a firm attachment for the body’s muscles. The ribcage is part of our skeleton – it protects our lungs and heart. Where bones meet there are joints, allowing movement to occur. Hands are complex bony structures that enable us to carry out intricate movements.
Our skin is a waterproof protective covering for the whole body. It is very delicate and sensitive.
Our intestine absorbs nutrients from food we have eaten and collects waste material. Behind the intestine lie the kidneys, which remove waste and pass it into our urine. The liver sorts out useful substances from toxic substances. It is the blood’s cleaning and sorting center. A vein called the portal vein connects the intestines directly to the liver, bringing to the liver blood that is rich in dissolved food. When the kidneys receive blood containing waste substances, they filter and remove these substances together with any excess water. The kidneys pass this waste, or urine, to the bladder, and pass the filtered, clean blood back to the heart.