- •Часть II
- •Пояснительная записка
- •Contents
- •Vocabulary
- •Unit 1 Biology as the Science of Life
- •1.2 State the part of speech of the following words. Translate them.
- •1.3 Match the phrase from column a with its meaning from column b.
- •1.4 Read the text and make up its plan. Draw three schemes on the first paragraph of the text.
- •1.6 Read the text once more and match the following words from a to their meanings from b.
- •Find English equivalents to these sentences in text 1.4:
- •1.12 Retell text 1.4 according to your plan and add some more information from text 1.10.
- •1.13 Look at these words that appear in the text. Check the meaning and the pronunciation of any unknown words in the dictionary.
- •1.14 Match the phrases from column a with their meanings from column b.
- •1.15 Read and give the title to the text below, draw the schemes to the first paragraph of the text and make up the plan of its second paragraph.
- •1.16 Match the words from column a with its meaning from column b
- •1.17 Answer the following questions using the information from
- •1.18 Work in groups. Read the text and say what new information about plants and animals you have got from it:
- •1.19 Complete the gaps in the following text with the words from
- •1.20 Match Russian sentences from part a (1–12) with their English equivalents from part b (a–I).
- •Remember:
- •1.21 Form the plural of the following nouns:
- •The Passive Voice
- •1.22 Read and translate the following sentences, paying attention to the use of the Passive forms.
- •1.24 State the tense and voice of the verbs.
- •1.25 Open the brackets using the correct form of the verbs in the Passive Voice.
- •1.26 Complete the sentences with the correct form of one of the verbs given below, using the Passive Voice.
- •1.27 How can animals in danger be saved from extinction? This is what happened to the oryx. Complete the text by putting the verbs in brackets into the correct form of the passive.
- •1.28 Use the verbs in brackets in the correct form (Active or Passive Voice).
- •The Natural World. Plants and Animals
- •2.5 Using the text, give characteristics to all groups of vertebrates
- •2.6 Read the text and fill in the gaps with the words given below:
- •The world around us
- •2.12 Read the text about mammals and answer the questions. Mammals
- •2.13 Answer the questions:
- •2.14 Translate the following words into Russian. Then complete the columns:
- •2.15 Complete the sentences with the words from the box.
- •2.16 Match the verbs in a with their meanings in b, then use these verbs in the right form in the sentences below.
- •Неличные формы глагола
- •Формы инфинитива
- •2.18 Pay attention to the use of the Active Infinitive in the following sentences, state its function and translate the sentences into Russian.
- •2.19 Pay attention to the use of the Passive Infinitive in the following sentences, state its function and translate the sentences into Russian.
- •2.20 Open the brackets using the correct form of the Infinitive.
- •2.21 Underline the Complex Subject with the Infinitive. Translate the sentences into Russian.
- •2.22 Underline the Complex Object with the Infinitive. Translate the sentences into Russian.
- •The Classifications of Living Things
- •3.1 You are going to read the text about the classification of plants and animals, check the meaning and pronunciation of the words in the dictionary if necessary:
- •3.2 State the part of speech of the following words. Translate them.
- •2.3 Match the phrase in column a with its meaning in column b.
- •3.3 Read the text and define its main idea: animals and plants
- •Animal kingdom
- •Plant kingdom
- •3.8 Look through the text and choose the most suitable heading from the list 1- 5 for each part a-d of the text. There is an extra heading that you do not need to use.
- •3.9 You are going to read the text. Check the meaning and pronounciation of the words in the dictionary.
- •3.10 Match the phrase in column a with its definition in column b.
- •3.11 Read the text and define its main idea: linnean system of classification
- •3.16 Speak on the topics:
- •3.17 Match the words in a with their meanings in b.
- •What is a mammal?
- •3.22 State whether ing-forms are gerunds, verbal nouns or participles.
- •3.23 Read the sentences, explain the use of the Gerund and translate them into Russian.
- •3.24 Use the Gerund of the verbs in brackets.
- •3.25 Complete the sentences using the Gerund.
- •The Cell
- •4.1 You are going to read the text, check the meaning and pronunciation of the words in the dictionary if necessary
- •4.2 State the part of speech of the following words. Translate them.
- •4.3 Entitle the text, make up its plan, using sentences from the paragraphs or putting questions to each paragraph.
- •4.9 Translate the following passages and entitle them:
- •4.10 Entitle the text and get ready to answer the questions.
- •4.11 Read the text and fill in the gaps with the words given below:
- •4.12 Translate the text without a dictionary and guess the meaning of the underlined words: Cell components
- •4.14 Reproduce in your own words:
- •4.15 Compose short dialogues for the following imaginary situations:
- •4.16 State the functions of Participle I. Translate the sentences into Russian.
- •4.17 State the functions of Participle II. Translate the sentences into Russian.
- •4.19 Find the Nominative Absolute Participial Constructions, analyze what their elements are expressed by and translate the sentences into Russian.
- •4.20 Translate the text into Russian, paying attention to the Participles: Cells, Tissues, Organs, and Systems
- •4.21 Translate the following sentences into Russian and substitute the Absolute Participle Construction by clauses and vice versa.
- •4.22 Translate into Russian:
- •4.23 Note the use of verbals in translate them into Russian. Prehistoric plants
- •Read the text and answer the questions. Biology
- •How do living things differ?
- •What is biology divided into?
- •Findings of what sciences do biologists make use of?
- •How has biological research affected people's lives?
- •Study the information and tell about the branches of biology which are closer to your interests.
- •3. Read the text and answer the question:
- •What is Biology
- •4. Read the text and tell about the differences in sensitivity of plants and animals. Sensitivity
- •5. Read the text and find equivalents to the Russian words:
- •Reproduction
- •6. Read the text and say what are herbivores, carnivores and omnivores. Nutrition
- •7. Read the text and say if the statements are true or false; correct false sentences. Food and Digestion
- •8. Read the text and find English equivalents to the Russian sentences:
- •Respiration
- •9. Read the text and find English equivalents to the Russian words:
- •Excretion
- •10. Read the text and answer the questions. Growth
- •11. Read the text and tell about homeostasis. Maintaining life
- •Read and translate the text, say what is biome. Where Organisms Live?
- •Read the text, classify the animals (reptiles, birds, etc.) and speak about the peculiarities of Britain's fauna. Animal inhabitants of the british isles
- •3. Read the text and answer the questions:
- •Selling ivory
- •In the text above find the underlined words, which are close in meaning to those below:
- •5. Study the meanings of these four related verbs.
- •In some cases more than one answer is possible.
- •6. Translate the following texts, using your dictionary. Fill in the gaps with the words given below:
- •6. Read the text, classify the animals (reptiles, birds, etc.) and speak on the peculiarities of Britain's fauna. Animal inhabitants of the british isles
- •7. Read the text and pick out words that can be used in description of a bird (e. G. Feathers, to fly, etc.). Then give a short summary of the text. The long history of birds
- •8. Read the text and speak on the evolution of the birds in Australia. Australia's birds
- •9. Read the text and match the two words in bold with their definitions given below.
- •The eggs — a living masterpiece
- •11. In the texts below, fill in the blanks with "male(s)" or "female(s)". The singing humpback whale
- •12. The paragraphs below are mixed up. Join the paragraphs so as to get a whole text. Begin with paragraph 2.
- •13. Read the text and match the titles with the paragraphs:
- •14. Read the text and choose the most suitable heading from the list a-c for each part 1 – 3 of the text.
- •15. Read the text and do the assignments that follow it.
- •Read the text and say if the sentences are true or false. Carolus Linnaeus
- •Simple Organisms
- •3. Read the text and say if the sentences are true or false; correct false sentences.
- •Invertebrates
- •4. Read the text make up its plan and answer the questions.
- •What types of bacteria do you know?
- •What kind of cell walls do they have?
- •What are flagellae?
- •What structures are distributed about the bacterial cytoplasm?
- •How do bacteria reproduce?
- •What are heterotrophs and autotrophs?
- •What types of bacteria do you know?
- •What is virulence?
- •Are all bacteria harmful?
- •How are bacteria used?
- •What is the scientific classification of bacteria?
- •Read the text and find English equivalents to the Russian sentences given below. Fish
- •6. Read the text, tell about characteristic features of amphibians and the differences between frogs and toads; find English equivalents to the Russian expressions:
- •Amphibians
- •Arthropods
- •Read the text and answer the questions: Reptiles
- •Read the text and give 7 characteristics of birds that differ them from other animals; prove that birds are adapted to their habitats and life-styles. Birds
- •Read the text and find English equivalents to the Russian expressions:
- •Mammals
- •Read the text and get ready to ask 5 questions on it. Nonflowering Plants
- •Read the text find English equivalents to the Russian words and expressions:
- •Flowering Plants
- •Read the text and match the sentences in a with the Russian equivalents in b Fungi
- •Read the text and answer the questions:
- •Read the text and fill in the gaps with the words in the box.
- •3. Read the text, make up its plan and match English words in a with their English equivalents in b The Cell
- •Read the text make up its plan and do the assignment after it. The stuff of life
- •Vocabulary
- •Bibliography
- •Английский язык
- •Часть II
- •Подписано в печать Тираж зкз.
- •625003, Тюмень, Семакова, 10.
3.24 Use the Gerund of the verbs in brackets.
Students began (read) this article two hours ago.
Nowadays scientists are working out methods for (utilize) atomic energy for general use in peaceful purposes.
Upon (be excited), muscles contract to produce movements, and gland cells pour forth the secretions previously synthesized within them.
The catabolic process by which a complex food substance is changed into a simpler form without (be) completely destroyed is known as digestion.
A catalyst is a substance that accelerates a chemical change without itself (become) one of the products of the reaction or otherwise (alter) the end achieved.
Water is an essential plant nutrient. (Apply) irrigation water in arid areas differs very little in principle from (apply) fertilizer in humid areas.
3.25 Complete the sentences using the Gerund.
1. They succeeded in …
2. We are interested in …
3. It is no use …
4. This experiment is worth …
5. The students admitted …
6. We go on …
7. The biologists postponed …
8. They agreed to …
9. The scientists were capable of …
10. The lectures wanted to be informed of …
UNIT 4
The Cell
Reading and Speaking
4.1 You are going to read the text, check the meaning and pronunciation of the words in the dictionary if necessary
Protoplasmatic, connection, significance, tool, division, slice, tier, monk, to convey, mold, successor, observation, generalization, outcome, to precede, to state, to arise.
4.2 State the part of speech of the following words. Translate them.
To signify, significance, significant.
To compose, to decompose, composer, composition, decomposition.
To connect, connection, connective.
To organize, organizer, organization.
To arrange, arrangement.
To generalize, generalization, generality, general.
Concept, conception.
To actualize, actuality, actual, actually.
Attention, attentive, attentively.
To brief, brief, brief, briefly.
Accurate, accuracy, accurately.
Divide, division.
Exist, existence, existing, pre-existing.
4.3 Entitle the text, make up its plan, using sentences from the paragraphs or putting questions to each paragraph.
The unit of protoplasmatic organization is the cell. The word “cell” is not a very good choice in this connection , but it has significance in the history of biology. The name was given by Robert Hooke, one of the first scientists having used a newly developed biological tool, the microscope, to the tiny divisions that he saw in thin slices of cork. The cork slice, through his microscope, appeared to be made up of many small compartments, arranged in rows, and reminded him of the tiers of monks' cells in English monasteries. He therefore called each compartment a cell and the name has survived, although it does not accurately convey the picture of a living unit. What Hooke actually saw in the nonliving wall which had once surrounded the living protoplasm, was not the protoplasm itself. His microscopic studies of some other materials, such as feathers, fish scales, molds, snow crystals and fabrics, brought him closer to the sight of living cells but not close enough to see the living substance.
Observations of the classical microscopists and those of their successors individual cells as parts of organisms, both plant and animal, led to one of greatest and for a time most useful of biological generalizations, the cell theory. This concept was first brought to general attention in 1838.
It was a natural outcome of the many observations that had been made during the early part of the nineteenth and the preceding centuries. Briefly, it states that all organisms are composed of cells or of a single cell and that all cells, and hence all organisms, arise from the division of pre-existing cells. This theory was to biology, at that stage of its development, what Dalton's atomic theory was to chemistry.
4.4 Find in the text the words or phrases similar to the following words:
Investigation, period, to situate, small, piece, instruct, idea, result, short, importance, precisely.
4.5 Arrange the following words in pairs of synonyms:
Exact, concept, brief, result, immense, to exist, fundamental, tiny, sort, disease, idea, shortly, conclusion, great, to live, basic, kind, illness, similarity, to make a voyage, Iikeness, precise, to travel, tool, instrument, small.
4.6 Complete the sentences
1. The cell is …
2. The name was given …
3. The cork slice reminded him …
4. The microscopic studies of … brought …
5. … lead to the cell theory.
6. It stated that …
4.7 Read and translate the following text without a dictionary and guess the meaning of the underlined words:
Very little can be seen in living cells with the ordinary light microscope. The structure of the cells has been made visible by various procedures: killing the cells, fixing their components in a stable condition, and staining these components so that their structural details may be observed. Cell material was embedded in a substance, which can be cut in very thin sections for viewing. The development of the light microscope has been paralleled by the development of method for preparing cells for study. By 1920 all the major components of cell which can be demonstrated with the light microscope have been described.
4.8 Read the text and fill in the gaps, using the words below:
a) Microscope, b) cells, c) tissues, d) glands, e) formation, f) special work, g) nerve, h) organs. |
What can you see when you examine different organs under the 1)…? One thing will quickly stand out. No matter what part of the body you examine, you will find 2)….They are the smallest living units of the body just as bricks are the smallest units of a brick wall. Like other animal cells, each has cytoplasm, a nucleus and a thin cell membrane. The cells of the body are built in such a way that they can do their 3)… best. For example muscle cells are long and elastic. 4)… cells are very sensitive. They have many branches which connect with other nerve cells or with muscles or 5)….
Cells are so tiny that countless numbers of them go into the 6)… of our bodies. Our body consists of many different kinds of cells. These cells make up our tissue, which make up the 7)…. A tissue is nothing more than a group of similar cells all doing the same job. We have nerve, muscle, bone and blood 8)… among others.