- •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.
4. Find the details in the text.
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Name three parts of the ear.
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What happens to the eardrum when sound waves hit it?
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What are three bones in the ear called?
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How did they get their names?
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What presses on the hearing nerve cells?
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What do nerves inside the ear do?
Lesson 2
THE SENSE OF SMELL AND TASTE
Why does a potato chip taste salty? Why does sugar taste sweet? There are two sense organs you use to taste. One of these sense organs is the tongue. If you look in the mirror and stick out your tongue, you will see little bumps on it. These bumps are called papillae. Inside each of these bumps are tiny taste buds. Taste buds are cells that are connected to nerves. The nerves carry messages about the food you eat to the brain. The nerves tell your brain how something tastes. You can taste if something is bitter, sour, sweet, or salty.
You taste bitter things at the back of your tongue, sour and salty things on the sides, and sweet things on the tip. The tongue is only one part of the sense of tasting.
The other sense organ you use is your nose. The nose is also the sense organ you use to smell. The smell of food plays a big part in how food tastes. If food smells good, it usually tastes good! Sometimes when you have a cold and your nose is stopped up, you cannot smell anything. When this happens, nothing you eat will taste very good either. Everything that has a smell gives off a small amount of gas. This gas is called an odor.
When you breathe in, the odor enters your nose. Some things have a weak odor, you have to sniff to bring the odor into your nose. There are special nerves in the nose that send the “smell message” to the brain.
It is important to be able to smell things. Your sense of smell protects you from danger. You smell smoke when there is a fire. Food begins to smell bad when it is no longer good to eat. Animals such as skunks spray a liquid that has a bad odor to protect them from danger.
Vocabulary and comprehension check
1. Give English equivalents of the following words:
гіркий, запах, смак, солений, почуття, нюхати(2), кислий, відчувати на смак, солодкий, язик, простудитися, захищати.
2. Give Russian/ Ukrainian equivalents of the following words:
taste, sense organs, little bumps, bud, cell, nerves, carry massages, brain, back of your tongue, sides, tip, smell, (a) cold, amount, breathe (in), enter, send, fire, spray, liquid.
3. Complete the sentences according to the text:
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There are two sense organs______________________________________ .
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Our taste sense organs are ___________________________________ .
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The nerves of the tongue carry massages about _______________________ .
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The nose is the sense organ ______________________ .
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If food smells good, _____________________________ .
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When your nose is stopped up and you cannot smell anything, _____________________ .
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When you breath in, _____________________ .
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When things have weak odor you have to _______________________ .
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There are special nerves in the nose ___________________________ .
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Your sense of smell protects you ______________ .