- •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.
IV. Insert the missing prepositions into the blanks.
-
Hydrogen occurs …… nature as a diatomic molecule H2.
-
Hydrogen constitutes over 10% of water …… mass and occurs in petroleum and all organic matter.
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Oxygen …… air exists primarily as the diatomic molecule O2.
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Industrially, oxygen is produced …… the fractional distillation of liquid air.
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Most of the oxygen in the atmosphere is the result …… . photosynthesis
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Ozone absorbs the ultraviolet (uv) radiation …… sunlight.
V. Speaking
Give a short summary of the text.
VI. Reading
Text B
a. Guess if the following statements are true or false. If they are false correct them.
-
Liquid water has a number of unique properties. T/F
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Water has high melting and boiling points. T/F
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Covalent bonds give water a low heat capacity. T/F
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The molecules are held together by tetrahedrally-directed hydrogen bonds.
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Water is a polar molecule. T/F
The Composition and Structure of Water
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Water was thought by the ancient to be an element. Henry Cavendish in 1781 showed that water is formed when hydrogen is burned in the air, and Lavoisier first recognized that water is a compound of the two elements – hydrogen and oxygen.
The formula of water is H2O. The relative weights of hydrogen and oxygen in the substance have been carefully determined as 2.016:16.000. This determination has been made both by weighing the amounts of hydrogen and oxygen liberated from water by electrolysis and by determining the weights of hydrogen and oxygen that combine to form water.
Liquid water has a number of unique properties which indicate that the structure must be fundamentally different from that of most other liquids. Thus, water has high melting and boiling points, an unusually high heat capacity, and showed a characteristic decrease in molar volume on melting and subsequent contraction between 0 and 40C. Quite apart from the behavior of aqueous solutions, any proposed structure for liquid water must be consistent with these observations.
From spectroscopic studies of isolated water molecules in the gas phase, it has been shown that the H-O-H bond angle is very nearly the tetrahedral angle of 105o and the O-H internuclear distance is 0.97E; the observed dipole moment is 1.87x10-18e.s.u. acting along the bisector of the H-O-H angle.
Bernal and Fowel in a classical work on the interpretation of these results showed that the net electronic density distribution was consistent with such a structure in which, in addition to the two protons carrying small positive charges, there are also two regions of negative charge. These four regions of charge, two positive and two negative, could be regarded as residing at the corners of a tetrahedron. If the oxygen is approximately sp3 hybridized then two of the orbitals on the oxygen atom are used for bonding the hydrogen atoms and the other two carry the lone pairs of electrons which can participate in hydrogen to two neighbouring water molecules. In terms of this picture the structure of ice, in which each molecule has four nearest neighbours can be represented in the following way. The molecules are held together by tetrahedrally-directed hydrogen bonds which are essentially electrostatic in character. The structure is an open one rather than a close-packed with a resulting increase in density. The characteristic increase in density with temperature continues until 4oC when the expected decrease accompanying the increased thermal energy becomes apparent.