- •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
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.
Transformism
Evolutionism
Blood theory
Natural selection
Creationism
10. Read the texts using your dictionary.
Retell one of the texts.
Text 2
Erasmus Darwin,
prominent English physician, grandfather of the naturalist Charles Darwin and the biologist Francis Galton.
Educated at the universities of Cambridge (1750–54) and Edinburgh (1754–56), Darwin opened a successful medical practice in Lichfield. He soon built a reputation as a practitioner of such talent that George III offered him a position as his personal physician in London. Darwin declined to make the move, however.
A freethinker and radical, Darwin often wrote his opinions and scientific thoughts in verse. In Zoonomia or the Laws of Organic Life (1794–96) he advanced his own concepts of evolution, which were similar to those of J.-B. Lamarck. He believed that species modified themselves by adapting to their environment in a purposive way. It is as a transitional figure that Erasmus Darwin is primarily important. He embodied the attitudes and values of 18th-century materialism, but his conclusions concerning evolution were drawn from simple observation and were rejected by the more sophisticated of the 19th-century scientists, his grandson Charles foremost among them. His major works also include A Plan for the Conduct of Female Education in Boarding Schools (1797) and Phytologia, or the Philosophy of Agriculture and Gardening (1800).
Dr. Erasmus Darwin, who, while he lived, enjoyed the widest popularity as a poet, the rhymed couplets of his Botanic Garden being quoted everywhere with admiration.
But even though he lacked the highest art of the versifier, Darwin had the imagination of a poet coupled with profound scientific knowledge. "Can it be," he said, "that one form of organism has developed from another; that different species are really but modified descendants of one parent stock?" The alluring thought nestled in his mind and was nurtured there, and grew in a fixed belief, which was given fuller expression in his books Zoönomia and in the posthumous Temple of Nature.
Here is his rendering of the idea as versified in the Temple of Nature:
"Organic life beneath the shoreless waves
Was born, and nursed in Ocean's pearly caves;
First forms minute, unseen by spheric glass,
Move on the mud, or pierce the watery mass;
These, as successive generations bloom,
New powers acquire and larger limbs assume;
Whence countless groups of vegetation spring,
And breathing realms of fin, and feet, and wing.
"Thus the tall Oak, the giant of the wood,
Which bears Britannia's thunders on the flood;
The Whale, unmeasured monster of the main;
The lordly lion, monarch of the plain;
The eagle, soaring in the realms of air,
Whose eye, undazzled, drinks the solar glare;
Imperious man, who rules the bestial crowd,
Of language, reason, and reflection proud,
With brow erect, who scorns this earthy sod,
And styles himself the image of his God --
Arose from rudiments of form and sense,
An embryon point or microscopic ens!"
Text 3
Alfred Russel Wallace
Was the eighth of nine children. His formal education was limited to six years at the one-room Hertford Grammar School. Although his education was curtailed by the family's worsening financial situation, his home was a rich source of books, maps, and gardening activities, which Wallace remembered as enduring sources of learning and pleasure.
he was exposed to secular teachings at a London mechanics' institute, the “Hall of Science” off Tottenham Court Road. Living in London he was keen on self-education, read books and attended lectures by prominent philosophers that formed the basis of his religious skepticism and his reformist and socialist political philosophy.
In 1837 Wallace became an apprentice in the surveying business of his eldest brother, William. As a surveyor, Wallace spent a great deal of time outdoors, both for work and pleasure. An enthusiastic amateur naturalist with an intellectual bent, he read widely in natural history, history, and political economy, including works by William Swainson, CharlesDarwin, Alexander von Humboldt, and Thomas Malthus. He also read works and attended lectures on phrenology and mesmerism, forming an interest in nonmaterial mental phenomena that grew increasingly prominent later in his life.
Unemployed, and ardent in his love of nature, Wallace traveled to Brazil in 1848 as self-employed specimen collector. Wallace spent a total of four years traveling, collecting, mapping, drawing, and writing in unexplored regions of the Amazon River basin. Unfortunately except for one shipment of specimens sent to his agent in London, however, most of Wallace's collections were lost on his voyage home when his ship went up in flames and sank. Nevertheless, he managed to save some of his notes before his rescue and return journey. From these he published several scientific articles, two books. These won him acclaim from the Royal Geographical Society, which helped to fund his next collecting venture, in the Malay Archipelago.
Wallace spent eight years in the Malay Archipelago, from 1854 to1862, traveling among the islands, collecting biological specimens for his own research and for sale, and writing scores of scientific articles on mostly zoological subjects. Among these were two extraordinary articles dealing with the origin of new species. Wallace proposed that new species arise by the progression and continued divergence of varieties that outlive the parent species in the struggle for existence. In early 1858 he sent a paper outlining these ideas to Darwin, who saw such a striking coincidence to his own theory that he decided to present two extracts of his previous writings, along with Wallace's paper, to the Linnean Society. The resulting set of papers, with both Darwin's and Wallace's names, was published as a single article in 1858. This compromise sought to avoid a conflict of priority interests and was reached without Wallace's knowledge. Wallace's research on the geographic distribution of animals among the islands of the Malay Archipelago provided crucial evidence for his evolutionary theories and led him to devise what soon became known as Wallace's Line, the boundary that separates the fauna of Australia from that of Asia.
Wallace returned to England in 1862 an established natural scientist and geographer, as well as a collector of more than 125,000 animal specimens. He married and raised three children. Wallace published a highly successful narrative of his journey. In several articles from this period on human evolution and spiritualism, Wallace parted from the scientific naturalism of many of his friends and colleagues in claiming that natural selection could not account for the higher faculties of human beings.
He also lectured in the British Isles and in the United States and traveled on the European continent. In addition to his major scientific works, Wallace actively pursued a variety of social and political interests. In writings and public appearances he opposed vaccination, eugenics, and vivisection while strongly supporting women's rights and land nationalization. Foremost among these commitments was an increasing engagement with spiritualism in his personal and public capacities.
Wallace published 21 books, and the list of his articles, essays, and letters in periodicals contains more than 700 items. Yet his career eludes simple description or honorifics. He was keenly intellectual but no less spiritual, a distinguished scientist and a spokesman for unpopular causes, a gifted naturalist who never lost his boyish enthusiasm for nature, a prolific and lucid writer, a committed socialist, a seeker of truth, and a domestic, modest individual. His engagement with progressive politics and spiritualism likely contributed to his lack of employment and to his somewhat peripheral status in the historical record. What touched those who knew him was his compassion, his humanness and sympathy, and his lack of pretense or acquired pride. Wallace died in his 91st year and was buried in Broadstone, to be joined there by his widow the following year. A commemorative medallion in his honour was unveiled at Westminster Abbey in 1915.