- •I. Lead-in
- •II. Vocabulary
- •III. Reading
- •IV. Speaking
- •V. Reading
- •VI. Listening
- •VIII. Writing
- •VII. Extra activities
- •IX. Grammar: Present Tenses
- •Lead-in
- •II. Reading
- •III. Speaking
- •IV. Reading
- •V. Listening
- •VI. Extra activities
- •VII. Write 10 equations and ask your partner to read them.
- •VIII. Project work
- •IX. Grammar: Past Tenses
- •I. Lead –in
- •II. Reading
- •III.Speaking
- •IV. Listening
- •V. Extra activities
- •VI. Speaking
- •VII. Grammar: will/going to
- •II. Reading
- •Read the text and check the pronunciation of the new words and elements in the dictionary.
- •Vocabulary
- •IV. Reading
- •Scan the text, find all the elements mentioned there. Then skim the text and say in what context they are used.
- •V. Writing
- •VI. Listening
- •Now listen to a “Periodic Table” song and check if you were right.
- •Iron is the 26th then cobalt, nickel ………you get
- •VII. Extra activities
- •Check the pronunciation of the elements in a dictionary or in appendix and read them aloud:
- •VIII. Grammar. Passive Voice
- •The Law of Conservation of Mass
- •I. Lead-in
- •II. Reading
- •The Law of Conservation of Mass
- •III. Speaking
- •IV. Reading
- •Read the text and check the new words in the dictionary.
- •Put the events into chronological order according to the text.
- •Find the synonyms to the words in bold from the text.
- •V. Speaking. Discuss with your partner which you think are the most important scientific discoveries of the past. Talk about:
- •VI. Video
- •Before watching the video match the words with their definitions.
- •Watch the video and complete the sentences using the words from ex. VI a.
- •VII. Translate into English.
- •VIII. Grammar: Participles
- •IX. Write a short essay to answer the question: “What are the main differences between the phlogiston theory and the Law of Conservation of mass”? Use these notes to write four paragraphs.
- •II. Reading
- •Read the text and choose the correct answer/answers and find the proof in the text.
- •VI. Reading
- •VII. Speaking /Project work
- •VIII. Video
- •Match the following words and word combinations with their Russian equivalents
- •IX. Writing
- •X. Grammar. Gerund
- •I. Lead- in
- •Reading
- •States of matter
- •IV. Translate into English.
- •V. Speaking
- •VI. Reading
- •Measuring matter: mass, weight, and volume
- •Volume V
- •Match the words and their definitions.
- •Measuring matter crossword
- •Fill in the table.
- •VIII. Listening
- •XI. Writing
- •X. Grammar. Infinitive
- •II. Reading
- •IV. Insert the missing prepositions into the blanks.
- •V. Speaking
- •VI. Reading
- •Answer the following questions.
- •VII. Fill in the blanks with the words and expressions listed:
- •Give the English equivalents for the following.
- •IX. Listening
- •X. Writing
- •XI. Grammar: Modal Verbs
- •Reading
- •Read the text and check if your definition is correct.
- •Speaking
- •Before you read
- •Reading
- •Comprehension
- •Read the text again and decide if the following statements are true or false.
- •Find synonyms for the following words in the text.
- •Speaking
- •Discuss these questions with your partner.
- •Do you agree with the following quotes? Why? Why not? Try to explain what Albert Einstein meant by saying them.
- •Writing
- •X. Extra activities
- •XI. Grammar: Reported speech.
- •Lead-in
- •Reading
- •Comprehension
- •Reading
- •Speaking
- •IX. Writing
- •Grammar: Conditionals
- •Lead-in
- •II. Reading
- •Read the text and check if your answers were correct.
- •Read the text thoroughly with a dictionary and answer the following questions.
- •Find in the text English equivalents to the given Russian words, word combinations and chemical terms.
- •III. Reading
- •Read the text and divide it into logical parts and entitle them.
- •Think of synonyms for the words in bold.
- •IV. Video
- •Look through the words before watching the video:
- •Now watch the video “Organic molecules” and find more information about carbon. Combine the information from the text and the video and tell the class about carbon.
- •Speaking
- •Translate the following sentences into English.
- •Match the names of organic chemistry reactions with their descriptions.
- •VIII. Grammar: Questions
- •IX. Choose one of the topics below and write a report (150-200 words): Properties of Carbon, Carbon bonds, Hydrocarbons and their isomers, Derivatives of hydrocarbons, Types of polymers.
- •I. Elements (symbol, atomic number, English pronunciation).
- •II. How to read chemical formulas in inorganic chemistry.
- •III. How to read chemical formulas in organic chemistry.
- •IV. Notes on reading chemical formulas.
- •V. Some abbreviations in common use in chemistry.
II. Reading
a. Read the text and translate it.
Text A
The most abundant elements
Two of the most abundant elements are hydrogen and oxygen. Hydrogen constitutes over 10% of water by mass and occurs in petroleum and all organic matter. Oxygen (atomic number 8, atomic mass 15.9994) is the most abundant element on the earth and the third most abundant element in the universe, ranking behind only hydrogen and helium. Almost 90% of the mass of the oceans and two-thirds of the mass of the human body are oxygen. Air at sea level is 21% oxygen by volume.
Free hydrogen occurs in nature as a diatomic molecule, H2. It is a colourless, odorless, tasteless, explosive gas with a boiling point of –253°C. Hydrogen is the least dense substance, being twice as light as helium under the same conditions. There are three isotopes of hydrogen: ordinary hydrogen, consisting of one proton and one electron; deuterium, consisting of one proton, one neutron, and one electron; and tritium, consisting of one proton, two neutrons, and one electron. Water that contains deuterium as its hydrogen constituent is designated by D2O (l) and is called heavy water. Heavy water is used commercially in the nuclear industry.
Oxygen in air exists primarily as the diatomic molecule O2. It is a colorless, odorless, tasteless gas with a boiling point of –183°C and a freezing point of –218°C. Although oxygen is colorless as a gas, both liquid and solid oxygen are pale blue. Industrially, oxygen is produced by the fractional distillation of liquid air, a method that exploits the difference in the boiling points of nitrogen and oxygen, the principal components of air.
Tremendous quantities of oxygen are used directly from air as a reactant in the combustion of hydrocarbon fuels and coal that supply about 90% of the energy consumed worldwide. Most of the oxygen in the atmosphere is the result of photosynthesis, the process by which green plants combine CO2 (g) and H2O (l) into carbohydrates and O2(g) under the influence of visible light.
Ozone is a pale blue gas at room temperature. It has a sharp, characteristic odor, which often is noticed after electrical storms or near high-voltage generators. Oxygen and ozone are called allotropes (two different forms of an element that have a different number or arrangement of the atoms in the molecules).
Ozone plays a vital role in the earth’s atmosphere. It produced in the upper atmosphere and absorbs the ultraviolet (uv) radiation from sunlight that would otherwise destroy most life on earth. Without ozone in the upper atmosphere, there could be no life as we know it on earth.
b. Answer the following questions.
-
What is the most abundant element on the earth?
-
Name the naturally occurring isotopes of hydrogen.
-
What is heavy water?
-
What is the source of the oxygen in the earth’s atmosphere?
-
Describe combustion in chemical terms.
-
What is an allotrope?
III. Fill in the correct words from the list below: ultraviolet, heavy, abundant, organic, nuclear, diatomic, freezing, fractional, tremendous, hydrocarbon.
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