- •Viruses and subviruses
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •Viruses and subviruses
- •Viruses
- •Subviruses
- •Comrehension check
- •1. Choose the right variant for the multiple-choice statements.
- •2. Questions to think about.
- •3. Think of 5-7 statements that would contradict the contents of the text. Language focus
- •2. Form the derivatives of the words given in the table (where possible):
- •3. Define the following terms:
- •4. Match the first half of a sentence in column a with the appropriate second half in column b:
- •5. Put the parts of the sentences in the right order:
- •1. Prepare a dialogue with your partner discussing:
- •2. Sum up what you have learned about viruses and subviruses and prepare a report about them. Unit 2 monera
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •1. Choose the right variant for the multiple-choice statements.
- •6. Put the parts of the sentences in the right order:
- •1. Prepare a dialogue with your partner discussing:
- •Unit 3 protista
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •1. Choose the right variant for the multiple-choice statements.
- •Define the following terms:
- •4. Match the first half of a sentence in column a with the appropriate second half in column b:
- •5. Put the parts of the sentences in the right order:
- •1. Prepare dialogues discussing: a) general information about the kingdom Protista; b) primitive protists; c) true algae; d) unicellular algae.
- •2. Prepare a report on the topic under discussion. Unit 4 fungi
- •1. Make sure you know the following words and word combinations:
- •1. Choose the right variant for the multiple-choice statements.
- •2. Questions to think about.
- •3. Think of 5-7 statements that would contradict the contents of the text.
- •4. Put the parts of the sentences in the right order:
- •1. Name and describe: a) the major groups of fungi; b) the ways of fungal nutrition.
- •2. Prepare a report on the topic under discussion.
- •Plant kingdom: plantae
- •Make sure you know the following words and word combinations:
- •Read and translate the text.
- •Choose the right variant for the multiple-choice statements.
- •Give detailed answers to the questions below:
- •Think of 5-7 statements that would contradict the contents of the text.
- •Put the parts of the sentences in the right order:
- •1. Explain the terms: Chlorophyta, Phaeophyta, Rhodophyta.
- •Prepare a dialogue with your partner discussing reproductive structures of algae and higher plants.
- •Prepare a report: How did embryophyte plants inhabit terrestrial environments? unit 6 bryophyta. Vascular plants. Psilophyta. Lycophyta
- •2. Read and translate the text.
- •Choose the right variant for the multiple-choice statements.
- •Give detailed answers to the questions below:
- •Think of 5-7 statements that would contradict the contents of the text.
- •Put the parts of the sentences in the right order:
- •Name the new terms learned by you from the text.
- •Prepare a dialogue with your partner discussing club mosses.
- •Write an essay on the topic Bryophyta. Unit 7 sphenophyta. Pterophyta. Gymnosperms. Cycadophyta. Ginkgophyta
- •2. Read and translate the text.
- •1. Choose the right variant for the multiple-choice statements.
- •Give detailed answers to the questions below:
- •Think of 5-7 statements that would contradict the contents of the text.
- •Put the parts of the sentences in the right order:
- •Describe the genus Ginkgo.
- •Prepare a dialogue with your partner discussing cycadophytes.
- •Prepare a report about pterophytes. Unit 8 coniferophyta: conifers. Anthophyta / angiosperms: flowering plants
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •1. Choose the right variant for the multiple-choice statements.
- •2. Ask questions revealing the main points of the text.
- •3. Think of 5-7 statements that would contradict the contents of the text.
- •5. Put the parts of the sentences in the right order:
- •1. Describe: a) how angiosperms are pollinated; b) the life cycle of conifers.
- •2. Prepare a dialogue with your partner discussing:
- •3. Write essays on the topics: a) conifers; b) flowering plants. Unit 9 typical flower
- •1. Make sure you know the following words:
- •2. Read and translate the text.
- •Say whether the following statements are true or false:
- •Give detailed answers to the questions below:
- •Put the parts of the sentences in the right order:
- •Divide the text into parts and give a title to each of them.
- •Prepare a report on the topic under discussion. Contents
Say whether the following statements are true or false:
Flowers which consist of sepals, petals stamens and carpels are called incomplete flowers.
The central part of the flower, and the part farthest along the receptacle is the carpel, which is composed of modified floral leaves that have become folded over to protect the ovule from otherwise predacious pollenators.
The pollen grains are the female gametophytes.
Triploid tissue constitutes the nutritious part of most grains and many seeds that are eaten by much of the world’s human population.
After fertilization the angiosperm ovary, which surrounds the embryo develops into the bud, which acts as an agent of dispersal.
Monocots are the most numerous and the most successful plants alive.
Give detailed answers to the questions below:
What does the typical flower consist of?
What is the difference between complete flowers and incomplete flowers?
What does the perianth include?
What is the anther?
What does the central part of the flower consist of?
What happens when the pollen reaches the stigma?
After fertilization the angiosperm ovary develops into the fruit, doesn’t it? How does the fruit act then? What helps in the dispersal process?
How do monocots differ from dicots? And what are the most successful plants alive? Why?
LANGUAGE FOCUS
1. Complete the table (where possible):
Noun |
Verb |
Adjective |
|
to constitute |
|
plant |
|
|
|
|
modified |
|
to divide |
|
|
to create |
|
|
|
receptive |
|
to extend |
|
|
to protect |
|
|
|
nutritious |
|
|
to include |
respect |
|
|
|
to ingest |
|