- •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
Text A
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Read the text and check if your answers were correct.
Non-chemist can’t help being surprised to learn that many chemical compounds are obtained from living things. For example, sugars, ethanol, methane, urea, etc.
What all these compounds have in common are the elements carbon and hydrogen. Thus, it can be said that nearly all compounds obtained from living things are carbon compounds.
In the early days of chemistry no one ever thought of obtaining compounds from living things in the laboratory. The idea was that there were special processes going on inside the organism (living thing). The special processes were believed to be essential for the formation of the compounds. So, chemists considered the compounds from organisms to be somehow special and different from “ordinary” chemicals that could be made in the laboratory. They called chemicals from living things organic chemicals and the others inorganic chemicals.
However, in 1828 a chemist called Wohler showed organic chemicals to be just ordinary chemical substances. He did this by converting an inorganic chemical into an organic one simply by heating it in the laboratory. Gradually, more and more organic chemicals were shown to be just like ordinary chemicals. But still use the terms “organic” and “inorganic” to divide chemicals into classes. Nowadays, however, we use the term “organic compounds” to mean carbon compounds, there being some exceptions to the rule.
Most of the organic chemicals we have nowadays are man-made and are obtained directly from organisms. However, the main raw material for manufacturing organic chemicals is petroleum, it having been formed in the past from marine organisms.
Why do we have to separate a branch of chemistry just for carbon compounds? Couldn’t its compounds be included with those of other elements?
There’s a simple reason for keeping carbon compounds separate: there are just too many of them. There are more compounds of carbon than compounds of all the other elements put together. Organic chemistry is therefore to be a very large branch of chemistry. It includes millions of compounds. Most of these are compounds of carbon involving just a few other nonmetallic elements, for example, hydrogen, nitrogen, oxygen and the halogens.
Why does carbon have so many more compounds than other elements? What is special about it? The answer to this question is: carbon atoms have special property of being able to join together to form chains of atoms. The chains may be short, or they may be hundreds or even thousands of atoms long.
Since the carbon chain can be practically any length, the number of possible hydrocarbons is enormous.
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Read the text thoroughly with a dictionary and answer the following questions.
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What sugars does the author mean?
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Why are carbon compounds so important?
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What was the source of organic chemicals in the past?
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What chemical did Wohler prepare in the laboratory?
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What else can be Wohler credited with?
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What do you know about petroleum?
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It’s written in the text: “Nowadays, however, we use the term “organic compounds” to mean carbon compounds, there being some exceptions to the rule”. What are the exceptions?