- •Lesson 1
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •4. Find the details in the text.
- •Lesson 2
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •4. Answer the question to the text:
- •Lesson 3
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •4. Answer the question to the text:
- •Lesson 4
- •Vocabulary and comprehension check
- •Instrument of touch
- •Lesson 5
- •Parts of the Brain
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Match the parts of the brain with their definitions:
- •4. In reading 5 “We are exposed to very little music or art” probably means:
- •5. Answer the questions to the text:
- •Lesson 6
- •The teen brain
- •Differences in male and female brains
- •Vocabulary and comprehension check
- •Reading 7
- •Wired for music?
- •The mystery of the mind-body relationship
- •Vocabulary and comprehension check
- •5. Expressions with “brain”.
- •6. Answer the questions to the text:
- •Lesson 8
- •Vocabulary and comprehension check
- •1. Give the English equivalents of the following words and expressions:
- •2. Give the Russian/ Ukrainian equivalents of the following words:
- •3. Complete each sentence with a word from the list given in ex.2:
- •4. Answer the following questions by writing the number of the paragraph on the lines provided.
- •5. Read the following statements. Are they true or false?
- •Test yourself
- •Lesson 9
- •Vocabulary and comprehension check
- •Talking points
- •Lesson 10
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words and expressions:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •Answer the following questions
- •4. Read about iq testing and be ready to summarize the main ideas of the text.
- •Iq testing
- •Talking points
- •Test yourself
- •Lesson 11
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words and expressions:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Which intelligences do you think are necessary foe each of these jobs?
- •4. Answer the following questions
- •5. Read the text and be ready to summarize its main ideas. Answer the questions given below the text. Learning styles
- •Test your comprehension
- •Test yourself
- •Passive Constructions – Prepositions of Place/Movement/Time
- •1. A) Put the verbs in brackets into the Present Simple Passive or Present Continuous Passive Forms.
- •2. Write passive sentences.
- •3. Choose the best way of continuing after each sentence (Active or Passive).
- •5. Rewrite these sentences beginning with the words given.
- •6. Rewrite the following in the passive. Do not mention the active subjects. Pay attention to the use of prepositions.
- •7. Rewrite the sentences in the active, beginning with the words given.
- •8. Complete the sentences by putting the prepositions in brackets in the correct places.
- •9. Correct the mistakes. Mind the use of prepositions of time
- •Can/Could/Be Able to/Be Allowed to – May/Might – Must/Have to/Be to – Should/Ought to – Need – Will - Would – Shall
- •3. Permission: can, could, may, might, be allowed to. There are mistakes in some of these sentences. Find the mistakes and correct them.
- •7. Needn't have and didn't need to. There are mistakes in some of these sentences. Find the mistakes and correct them.
- •10. Write three questions asking for advice for yourself. Ask other students for advice.
- •11. Read the poem, find the Modals in it, explain them. Be ready to recite the poem.
- •5. What advice might you give to a friend who:
- •6. Put the expressions together to make conversations.
- •Rewrite the second sentence in each conversation, starting with I’d rather we/you/etc.
- •9. Revision of the Modal Verbs. Choose the best form. Sometimes both may be possible.
- •10. Fill in the correct question tags and short answers.
- •Conditionals: Types 1, 2, 3
- •1. Put the verbs in brackets into the correct tense (present tense or will).
- •3. Penny is thinking about her future. Look at the prompts and expand them to write Type 1 conditional sentences.
- •4. Match the items in column a with those in column b to make sentences, as in the example.
- •4. Put in the correct verb forms (would or past simple).
- •6. Choose the correct verb form (Type 1 or 2 Conditionals).
- •7. Choose the most sensible verb form.
- •8. Put in the correct verb forms, make Type 3 conditional sentences.
- •9. Write sentence chains with if to show how things could have been different.
- •10. Put the verbs in brackets into the correct tense. Revision of the Conditionals.
- •Making a Wish (wish/if only) – Linking words – Adjectives/Adverbs
- •3. Rewrite the following sentences to express either an unreal situation in the present or a regret about a past event.
- •5. Make sentences, as in the example.
- •6. Revision of conditionals and wishes. Put the verbs in brackets into the correct tense.
- •7. Choose the correct linking words/phrases in bold to join the sentences below.
- •10. Complete the sentences with words from the box. More than one answer may be correct.
- •12. Match each base adjective with a strong one. Sometimes more than one variant is possible.
- •13. Underline the correct adjective.
- •Reported Speech
- •Rewrite the sentences in reported speech.
- •Turn the following questions from direct into reported speech.
- •Turn the questions from direct speech into reported speech. (At the shop)
- •Complete each sentence with two to five words, including the word in bold.
- •Complete the following indirect questions.
- •Fill in the gaps with introductory verbs in the list in the correct form. Order invite admit threaten deny beg offer command complain
- •8. Turn the following sentences into reported speech.
2. Give Russian/ Ukrainian equivalents of the following words:
eyes, iris, pupil, eyelid , retina, muscle, light, function, amount, moist, receive, focus, upside down, nerve, nearsighted, farsighted, astigmatism, blurry.
3. Complete the sentences according to the text:
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The eye is made up of four parts:______________________________________ .
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The iris is__________________________________________________________.
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The pupil is situated _____________________________________________________ .
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The two functions of the eyelid are __________________________________________ .
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The nerve sends_________________________________________________________ .
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Three of the most common eye problems are___________________________________ .
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If you are nearsighted ____________________________________________________ .
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If you are farsighted _______________________________________________________
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If you have astigmatism ___________________________________________________ .
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Eyeglasses or contact lenses help ___________________________________________ .
4. Answer the question to the text:
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What is the function of the iris?
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When does the pupil change the size?
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What are the most important functions of the eyelid?
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On which part of the eye does a picture form?
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How does the brain help you to see?
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Name common eye problems.
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How can eye problems be corrected?
Lesson 4
THE SENCE OF TOUCH
The skin is the sense organ of touch. It has millions of nerves that make it sensitive to touch. When something touches the skin, the sensory nerves in the skin send messages to the brain. The brain receives the messages as unpleasant or pleasant feelings. There are five kinds of messages the brain can receive from the sensory nerves in the skin. These massages are pain, heat, cold, pressure, and light touch.
The sense of touch is very important. You can learn about your body through the sense of touch. Babies learn much of what they know about the world through their sense of touch. If a baby touches a hot stove, the nerves in the skin send a message of pain and heat to the brain. Almost immediately, the baby will remove his or her hand. If babies did not have this warning signal, they could seriously injure themselves.
When you are injured, you often wish you could not feel pain; yet it is important that you feel pain. Pain protects you and lets you know if there is something wrong in your body.
Vocabulary and comprehension check
1. Give English equivalents of the following words:
дотик, торкатися, почуттєвий, приймати повідомлення, теплота, бажати, захищати.
2. Give Russian/ Ukrainian equivalents of the following words:
pain, pressure, unpleasant, through, warning, feeling, sensory, nerves, skin, stove, immediately, remove, injure.
3. Answer the question to the text:
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How many different messages can the brain receive from the receptors of the skin? What are they?
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Where can the sensory nerves be found?
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What makes some parts of your body more sensitive to touch than the other parts?
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What is the job of the sensory nerves in the skin?
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Why is the sense of touch important?
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Where is your hand more sensitive?
4. Make the experiment to found where your hand is the most sensitive.