- •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
2. Questions to think about.
Describe viruses. Are they considered living?
What might account for the origin of viruses?
How do viruses increase in number? Describe the different mechanisms.
What are five diseases affecting humans that are caused by viruses?
Describe similarities and differences between viruses and subviruses.
3. Think of 5-7 statements that would contradict the contents of the text. Language focus
1. Match the words that are: a) similar and b) opposite in meaning:
a) |
b) |
||
lysing |
to make |
terminally |
useless |
to promote |
way |
inside |
inability |
conventional |
dissolving |
normally |
continuously |
mode |
structure |
beneficial |
inner |
to induce |
regular, normal |
capacity |
abnormally |
machinery |
to contribute |
outer |
outside |
2. Form the derivatives of the words given in the table (where possible):
Noun |
Verb |
Adjective |
|
to interfere |
|
|
to revise |
|
virus |
|
|
infection |
|
|
|
|
befeficial |
|
to succeed |
|
|
|
sore |
theory |
|
|
|
to elucidate |
|
|
to transfer |
|
3. Define the following terms:
virus |
prions |
retroviruses |
rhinovirus - ["raInqV'vaI(q)rqs] |
influenza viruses - ["InflV'enzq] ['vaI(q)rqsi:z] |
bacteriophage - [bxk'tI(q)rIqfeIdZ] |
subvirus |
AIDS |
viral capsid |
4. Match the first half of a sentence in column a with the appropriate second half in column b:
A |
B |
1. Viruses are from 10 to 100 times smaller |
a) than to one another. |
2. Viruses contain nucleic acids |
b) which would explain their small and uncertain molecular weights. |
3. Viruses are more closely related to their hosts |
c) than the typical bacterium. |
4. The mode of prion reproduction might involve fracture and continued growth, |
d) that would identify it as living. |
5. A virus is inert, incapable of reproduction, or of any metabolic functions |
e) which are enclosed in a protective coat of protein. |
5. Put the parts of the sentences in the right order:
Not, viruses, metabolize, do, cells, unlike, living.
Cell, within, are, the, host, virus, particles, the, assembled.
Known, the, virus, fastest, virus, mutating, the, influenza, is.
That, any, acids, contain, nucleic, there, no, is, evidence, prions.
Viruses, be, prions, actually, may, conventional.
Are, the, subviruses, infectious, smallest, agents, termed.
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