- •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
1. Agree or disagree with the following:
Our heart is the pump at the center of our intestine.
The human nervous system is a part of our skeleton.
Our body skeleton protects our lungs and heart.
Hands are complex bony structure that enable us to achieve unity.
Lungs take oxygen from the air into the blood and get rid of carbon dioxide.
Our skin absorbs nutrients from food we have eaten.
Behind the intestine lies the liver which removes waste and passes it into our urine.
The kidneys are the blood’s cleaning and sorting centre.
2. Answer the questions:
What are the 5 senses and how are they connected with our nervous system?
How does the nervous system function?
What are our thoughts and actions controlled by?
What can you say about integration?
What is the liver intended for?
What passes the filtered, clean blood back heart?
Language focus
Give nouns related to the following verbs:
|
to achieve |
to collect |
|
to attach |
to connect |
|
to absorb |
to protect |
|
to defend |
to respond |
Explain what is meant by the following word combinations:
|
heart rate |
dissolved food |
|
waste material |
excess water |
|
bony structure |
toxic substances |
Translate the following sentences into English:
Наша кожа – это водонепроницаемая защитная оболочка для всего тела.
Легкие поглощают кислород из воздуха в кровь и, кроме этого, высвобождают двуокись углерода.
Основные функции нервной системы – это проведение импульсов и интеграция движений различных частей тела.
Грудная клетка – часть нашего скелета, она защищает легкие и сердце.
Все, что мы делаем и о чем думаем, контролируется мозгом в совокупности с нервной системой.
Нервная система человека, состоящая из головного и спинного мозга и периферических нервов, связывает глаза, уши, кожу и другие органы чувств с мышцами, органами и железами.
Печень отбирает полезные вещества из токсичных и является центром очистки крови.
У взрослого человека частота сердечных сокращений составляет обычно приблизительно 70 ударов в минуту.
Руки – это сложные костные образования, которые дают возможность выполнять сложные движения.
Воротная вена связывает кишечник непосредственно с печенью, поставляя обогащенную питательными веществами кровь.
Почки проводят мочу к мочевому пузырю, а профильтрованную чистую кровь – обратно к сердцу.
Follow-up activities
Discuss with your partner:
The human nervous system.
Our heart and heart muscle.
The body skeleton and the skin.
The liver and the kidneys. Their functions.
Additional texts
Read the texts carefully. Be ready to fulfil the tasks that follow.
The skin
Skin is our protective coat – a complex covering of two layers. The top layer is the epidermis, which as well as being waterproof also protects us against germs. The cells in this layer are being shed all the time, with new cells growing in their place. The dermis layer beneath is much thicker, and is made up of elastic fibers. It contains blood vessels, sweat glands, and hair roots, called follicles. These all help to control our body temperature. In hot weather the blood vessels widen and allow more blood to flow near the cooler surface of the skin. Sweat glands produce salty droplets that evaporate on the body and cool it down. In cold weather muscles attached to hair follicles tighten, making our hairs stand on end. This traps a thin layer of warm air around the body. In addition, blood vessels narrow to keep the body’s heat in and away from the skin’s surface.
Nerve endings in the dermis enable us to feel heat, cold, pain, and pressure. They also help protect our bodies from damage. Our hands, lips, and soles of our feet are the most sensitive parts of our body because the skin on them has the richest supply of nerve endings.
SEEING
Our eyes work like cameras. Each eye has a pupil, which, similar to a camera’s aperture, is a hole that allows light to enter the eye. When it is dark our pupils enlarge to let in as much light as possible. The size of each pupil is controlled by the iris, which surrounds it. When light passes through the pupil it meets the lens. The lens causes the light to bend so that it shines on an area at the back of the eye called the retina. The retina is something like the color film in a camera in that an image can be formed on it. This image is upside down and is transmitted by the optic nerve to the brain, which enables us to interpret it right-side up.