- •1.Лексический модуль
- •2.Грамматический модуль
- •3. Тесты
- •Working with words
- •Working with word combinations and sentences
- •8. Rewrite these scrambled sentences putting the words in
- •9. Translate from Russian into English.
- •Working with texts
- •10. Read and translate the text.
- •Systematics
- •Light from Life
- •14. Text for translation into English. Text 4 Система живого мира
- •Speaking and writing
- •15.Make a report about any plant or animal, giving its classification.
- •16.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1. Word building.
- •2. Make word combinations using the following words.
- •3. Match a word in a to its definition in b.
- •4. Choose the correct word to complete the sentences.
- •5. Give English equivalents to the following word combinations.
- •6. Match the beginnings and the endings of the sentences.
- •7. Read and translate the text.
- •8. Match a title to the paragraph.
- •9. Answer the questions to Text 1.
- •10. Read the texts using your dictionary.
- •11. Text for translation into English.
- •12.Make a report about any bacterium you find interesting and unusual. Write a plan first and do not forget to mention
- •13.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Word building.
- •2.Match a word in a to its definition in b.
- •3.Choose the correct word to complete the sentences.
- •4.Translate these word combinations.
- •5.Find out the difference between synonyms and write sentences, illustrating it.
- •7.Translate from Russian into English.
- •8. Read and translate the text.
- •9. Match a title to the paragraph.
- •10. Using information from the text,
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13. Make a report about any amphibian you find interesting and unusual. Write a plan first and do not forget to mention amphibian`s
- •14.Choose any of the following ideas (or propose your own), find information and write an essay (150 -250 words).
- •1.Write antonyms for the following words.
- •2.Write synonyms for the following words.
- •3.Match a word in a to its definition in b.
- •4.Choose the correct word to complete the sentences.
- •5.Give English equivalents to the following word combinations.
- •6.Match the beginnings and endings of the sentences.
- •7. Read and translate the text.
- •Insects
- •8.Look at the picture and, using information from Text1, label parts of the insect.
- •9. Match a title to the paragraph.
- •10. Answer the questions to Text 1.
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13.Make a report about any insect you find interesting and unusual. Write a plan first and do not forget to mention insect`s
- •14.Choose any of the following ideas (or propose your own), find additional information and write an essay (150-250 words).
- •1.Look at the picture and label parts of the fish.
- •2.Word building.
- •3.Give opposite meaning to the words from the box and insert them in the sentences of your own.
- •4.Choose the correct word to complete the sentences.
- •5.Give English equivalents to the following word combinations.
- •6.Match a word in a to its definition in b. Write your own sentences with these words.
- •7. Match the beginnings and endings of the sentences.
- •8. Look at the pictures. What adaptations do these fishes have? Why?
- •9. Read and translate the text.
- •10. Answer these questions to Text 1.
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13.Make a report about any fish you find interesting and unusual. Write a plan first and do not forget to mention fish`s
- •14.Choose any of the following ideas (or propose your own), find information and write an essay (150 - 250 words).
- •1.Word building.
- •2.Match an animal to a suitable group name.
- •3.Match a word in a to its definition in b.
- •4. Look at the picture and label parts of the bird.
- •5.Choose the correct word to complete the sentences.
- •6.Give English equivalents to the following word combinations.
- •7.Match a title and a paragraph.
- •8. Read and translate the text.
- •9. Match a title and a paragraph.
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13.Make a report about any bird you find interesting and unusual. Write a plan first and do not forget to mention bird`s
- •14.Choose any of the following ideas (or propose your own), find information and write an essay (150 - 250 words).
- •1. Word building.
- •7. Separate parts of an animal from bear`s food.
- •8. Give English equivalents to the following word combinations.
- •9. If someone behaves a people say they are b.
- •10. Translate from Russian into English.
- •11. Read and translate the text.
- •12. Find key sentences in each paragraph.
- •13. Write a title to each paragraph.
- •14. Answer the questions to Text 1.
- •15. Read the texts using your dictionary.
- •16. Text for translation into English.
- •17.Make a report about any mammal you find interesting and unusual. Write a plan first and do not forget to mention mammal`s
- •18.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Word building.
- •6.Give English equivalents to the following word combinations.
- •7.Match the beginning and the ending of the sentences.
- •8.Match a part of eye structure to its definition and its context.
- •9.Read and translate the text.
- •Invertebrates
- •10.Give a title to each paragraph.
- •11.Answer these questions to Text 1.
- •12. Read the texts using your dictionary.
- •13. Text for translation into English.
- •14.Make a report about any invertebrate you find interesting and unusual. Write a plan first and do not forget to mention invertebrate`s
- •15.Choose any of the following ideas (or propose your own), find information and write an essay (150 - 250 words).
- •1.Write another word with a similar meaning.
- •6.Label parts of the flower.
- •7.Give English equivalents to the following word combinations.
- •8.Translate into English.
- •9.Guess the meaning of the words from the context.
- •10. Read and translate the text.
- •11. Give a title to each paragraph.
- •12. Pair work. Ask and answer 6 questions to Text 1.
- •13. Read the texts using your dictionary.
- •Venus Flytrap
- •14. Text for translation into English.
- •15.Make a report about any plant you find interesting and unusual. Write a plan first and do not forget to mention plant`s
- •16.Choose any of the following ideas ( or propose your own), find information and write an essay ( 150-250 words).
- •1.Form nouns and adjectives from the verbs given. Pay attention to the suffixes.
- •2.Match definition in a to the word in b.
- •3. Look at the picture and label parts of the mushroom.
- •4.Choose the correct word to complete the sentences.
- •5.Give English equivalents to the following word combinations.
- •6.Read definitions and write names of the mushroom`s parts.
- •7. Explain the concepts given in your own words.
- •8. Read and translate the text.
- •9. Find key sentences in each paragraph.
- •10. Match a title with the passage.
- •11. Pair work. Ask and answer 6 questions to the Text 1.
- •12. Read the texts using your dictionary.
- •13. Text for translation into English.
- •14.Make a report about any fungus you find interesting and unusual. Write a plan first and do not forget to mention fungus`s
- •15.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Word building.
- •2.Match a word in a to its definition in b.
- •3.Choose the correct word to complete the sentences.
- •4.Give English equivalents to the following word combinations.
- •5.We know that scientific ideas could be :
- •6.Translate into English.
- •7. Read and translate the text.
- •Ideas about evolution
- •8. Pair work. Ask and answer 6 questions to Text 1.
- •9. Summarize the information from the text about one of the concepts and add some additional data.
- •10. Read the texts using your dictionary.
- •11. Text for translation into English.
- •12.Make a report about any scientist you find interesting. There are several famous scientists mentioned in the article.
- •13.Writing
- •1.Use prefixes and form the new words.
- •2.Define the following words.
- •3.Choose the correct word to complete the sentences.
- •4.Give English equivalents to the following word combinations.
- •5.Make sure that you understand these verbs with prepositions and write sentences, incorporating them.
- •6. Translate from Russian into English.
- •7.Read and translate the text.
- •8.Give definitions to the following concepts from Text1.
- •9.Answer the questions to Text 1.
- •10. Read the texts using your dictionary.
- •11. Text for translation into English.
- •12.Make a report about any ecosystem you find interesting and unusual. Write a plan first and do not forget to mention ecosystem`s
- •13.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Match a and b to make word combinations.
- •2.Word building.
- •3.Explain the following words.
- •4.Choose the correct word to complete the sentences.
- •5.Give English equivalents to the following word combination.
- •6.Define the following concepts.
- •7.Make sure that you understand these verbs with prepositions and write sentences, incorporating them.
- •8.Translate into English.
- •9. Read and translate the text.
- •10. Pair work. Ask and answer 6 questions to Text 1.
- •11. Find key sentences in each paragraph and give paragraphs appropriate titles.
- •12. Read the texts using your dictionary.
- •13. Text for translation into English.
- •14 Make a report about any problem, connected with extinction, you find interesting and unusual. Write a plan first and do not forget to mention
- •15.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •8. Read and translate the text.
- •9. Match a title to the part of the text.
- •10. Pair work. Ask and answer 6 questions to the Text 1.
- •11. Read the texts using dictionary.
- •12. Text for translation into English.
- •13.Make a report about any particular case of adaptation you find interesting and unusual.
- •14.Choose any of the following ideas (or propose your own), find information and write an essay (150-250 words).
- •1.Write synonyms to the following words.
- •2.Match a word in a to its definition in b.
- •3.Choose the correct word to complete the sentences.
- •4.Give English equivalents to the following word combinations.
- •5.Define the words in English and insert them in the sentences of your own.
- •6.Translate into English.
- •7.Explain in your own words these concepts.
- •8. Read and translate the text.
- •9. Match a title with the paragraph.
- •10. Pair work. Ask and answer 6 questions to Text 1.
- •11. Read the texts using your dictionary.
- •12. Text for translation into English.
- •13.Make a report about any endangered animal you find interesting and unusual. Write a plan first and do not forget to mention animal`s
- •14.Choose any of the following ideas ( or propose your own), find information and write an essay ( 150 – 250 words).
- •Infinitive/Gerund
- •It is… that (which, who).
- •Insert linking words from the box into the following sentences.
- •Insert linking words into the following texts.
- •1. Complete the table with singular and plural forms of nouns.
- •2. Match the adjectives with the nouns to construct word combinations. Use three of these word combinations in your own sentences.
- •3. Choose the correct word to complete the text. Be attentive! There are two odd words.
- •4. Give terms corresponding to the following definitions.
- •5. Explain the following terms.
- •6. Translate from Russian into English.
- •1. Complete the table with singular and plural forms of nouns.
- •2. Form adjectives from the following nouns. Sometimes more than one adjective can be formed. Use three of the received words in your own sentences.
- •3. Choose the correct word to complete the text.
- •4. Give terms corresponding to the following definitions.
- •5. Label parts of the fish.
- •6. Explain the following terms.
- •7. Translate from Russian into English.
- •1. Complete the word combinations with prepositions. Use three of the received word combinations in your own sentences.
- •2. Match the adjectives with the nouns to construct word combinations. Use three of these word combinations in your own sentences.
- •3. Choose the correct word to complete the text.
- •4. Give terms corresponding to the following definitions.
- •5. Describe any plant.
- •6. Translate from Russian into English.
- •1. Using different prefixes and suffixes create new words.
- •2. Match the verbs with the nouns to construct word combinations. Use three of these word combinations in your own sentences.
- •3. Choose the correct word to complete the text.
- •4. Explain the relationship between the following words.
- •5. Describe any ecosystem.
- •6. Translate from Russian into English.
- •1. Write synonyms and antonyms to the following words.
- •2. Make questions out of the words. Then answer them.
- •4. Explain the relationship between the following words.
- •5. Give terms corresponding to the following definitions.
- •6. Translate from Russian into English.
- •1.Put the verbs in brackets into Present, Past, Future Simple; Past Continuous or Present Perfect Passive Tense.
- •1.Future forms
- •2.Articles
- •3.Countable and uncountable nouns
- •1.Degrees of comparison
- •2.Conditionals
- •1.Modals
- •2.Emphasis
- •3.Passive
- •1.Sequence of Tenses
- •2.Reported Speech
- •3.Linking words
10.Give a title to each paragraph.
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11.Answer these questions to Text 1.
1. What phyla of invertebrates do you know?
2. What features distinguish mollusks from other invertebrates?
3. Tell about morphological characteristics of Cephalopods.
4. Describe the structure of Cephalopods.
5. Why and how do they change color?
6. What is the difference between arms and tentacles?
7. Tell about invertebrates` importance to humans.
12. Read the texts using your dictionary.
Retell one of the texts.
Text 2
Jelly Fish
The jellyfish is one of the oldest living creatures in the world. Jellyfish have existed on the face of this planet for over 650 million years. They have existed since before the dinosaurs and have survived long after the dinosaurs and million other species have gone extinct. The Jellyfish is amongst the most fascinating and intimidating creatures of the marine world. Jellyfish are found across all oceans in the world. Jellyfish exist at a wide range of depths and water conditions, from the ocean surface to floor. They look like shapeless blobs when they wash up on the shore, but look extremely graceful and dangerous when they are afloat in water. There are over 2000 species of jellyfish known in the world, with many more species being discovered as man searches the depths of the ocean. Jellyfish are a member the phylum Cnidaria, to which the coral, sea whip and sea anemones also belong. They are simple invertebrates and are mobile unlike all other members of the phylum Cnidaria.
The movements of jellyfish are usually subject to winds and currents of the ocean, although they are capable of vertical movement.
The body parts of a jellyfish radiate from the central axis and are perfectly symmetrical. The perfectly symmetrical body of the jellyfish allows it to respond to danger from all sides. It also helps it in being able to detect food from every direction. The body of a jellyfish contains only a nervous system and the nerve receptors themselves formulate appropriate reaction to detection of light, odor, pressure and other external stimuli. The jellyfish does not have a brain or any specialized functional system. It has an outer layer called the epidermis, and an inner layer which is gastrodermis which lines the gut. In between is the thick, elastic-like jelly known as mesoglea. In a simple digestive cavity the gullet, stomach and the intestine lies. On one end of the cavity is the mouth; on the other is the anus. There are four to eight oral arms near the mouth that help in bring the food near the mouth, along with the tentacles. In fact, only 5% of the body of a jellyfish is solid matter. Jellyfish have different shapes, sizes and colors. They can be smaller than an inch or larger than 7 feet in diameter, with tentacles spanning more than a 100 feet! Irrespective of their size, jellyfish can only have control over their vertical movement. Horizontally, their movement is completely controlled by the wind and the current. Their bell shape allows them contract and force outer outwards to get a push upwards. Jellyfish have the ability to sting with their tentacles. Their tentacles have a number of capsule like apparatus that are filled with paralysis causing toxins and are fired when the tentacles comes in contact with something. Jellyfish use this facility mainly for hunting; However, jellyfish also use this facility to defend themselves. The toxins in the tentacles are powerful enough to paralyze their victim and buy enough time to escape, if not to kill it. However, in the case of humans, most jellyfish stings will only result in minor discomfort. The severity of stings is high in jellyfish found in warm and temperate oceans and these can be dangerous to humans.
Jellyfish are amongst the most abundant inhabitants of marine waters. Most jellyfish sting and are equipped with stingers to procure food and protect themselves. While jellyfish do not actively attack humans, when their tentacles come in contact with human flesh, their stingers are released as part of their natural defense mechanism. Even though most jellyfish stings are completely harmless to humans and do not pose a serious risk, it is important to know the basic first aid required for a jellyfish sting before you step into jellyfish infested waters to swim, surf or dive. Please be aware of the specific species of jellyfish known to inhabit the waters you are entering, so that you can be prepared with the treatment required in case of a jellyfish sting.
Text 3
Echinoderms
The phylum Echinodermata , which contains about 6000 species, gets its name from the Greek, literally meaning "spiny skin." Many echinoderms actually do have "spiny" skin, but others do not. This phylum exists exclusively in the sea, and cannot be found on land or in fresh water. All echinoderms have one thing in common: radial symmetry. This means that the creatures have appendages (or body construction) which point outward from the center of the body like the spokes on a bicycle wheel. Furthermore, these appendages usually occur in multiples of five, although there are a few exceptions. There are several well known members of this group, like sea stars and sea urchins. The radial symmetry is obvious in these creatures.
Perhaps not as obvious is the water vascular system, another trait common to all echinoderms. By examining the oral underside of a sea star, one will be able to see hundreds of tiny feet usually arranged into several rows on each ray (appendage) of the star. These are called tube feet, or podia, and are filled with sea water in most echinoderms. The water vascular system within the body of the animal is also filled with sea water. By expanding and contracting chambers within the water vascular system, the echinoderm can force water into certain tube feet to extend them. The animal has muscles in the tube feet which are used to retract them. By expanding and retracting the right tube feet in the proper order, the creature can walk. Many echinoderms can also form suckers on the ends of their tube feet. These suckers can be used to capture and hold prey, or to hold onto rocks in a swift current or tide.
Interestingly, although most mature echinoderms live on the bottom, the larvae are usually planktonic with bilateral symmetry. During the process of maturing, the echinoderm will change its body shape from bilaterally symmetrical to radially symmetrical, and in the process, settle down on the sea floor.
Sea stars are capable of regenerating limbs in the event that one or more is severed or damaged. The wound first closes off, and in time, the new limb will begin to grow. In a few species, the severed limb can regenerate a new sea star, but in most species, the severed limb dies. Sea stars eat a variety of different things, including barnacles, clams, mussels, snails, sea urchins, and in some cases, other sea stars! Many sea stars, such as the Northern Sea Star, eat mussels and clams in a fascinating way. The sea star first surrounds its intended victim. Then it applies outward force (with its suction cup equipped tube feet) on the two mussel shells (called valves), to pull them apart. Contrary to popular belief, the sea star does not need to apply force for a long time in order to tire out the mussel. The sea star can apply so much force to the mussel valves (7 or more pounds!) that it will bend the shell. Seizing the moment, the sea star then everts its stomach out through its mouth, and into the mussel (only a 1/100th of an inch opening is required). Once the sea star begins to digest its victim within the victim's own body, the victim dies. The sea star then finishes the meal by consuming the rest of the mussel. When the star is finished with the mussel, nothing remains but a shell.