- •Mass Media
- •Vocabulary:
- •Grammar: Infinitive
- •Infinitives /Form
- •5. Remember the use and forms of the Infinitive.
- •What are economic, social and cultural rights?
- •Vocabulary
- •4. Open the brackets and use the Complex Object.
- •5. Open the brackets and use the Complex Subject.
- •Vocabulary
- •3. Give Russian equivalents:
- •4. Translate these sentences using your vocabulary.
- •5. Write all your associations with the words:
- •6. Answer the following questions according the ideas of the text.
- •7. Say if these statements true or false according to the text. Correct if you find any mistakes.
- •8. Make a plan of this text. Add key words in it if necessary.
- •9. Retell this text using your plan.
- •10. Use colored pencils and make a poster. Tell about the process of biosynthesis. Try to do it simple and teachable.
- •11. Fill in the blanks with the prepositions of time in, on, at where necessary.
- •12. Fill in the blanks with prepositions of place at, in, on.
- •Grammar: Gerund and Gerundial Constructions
- •13. Choose the correct form (infinitive with or without to or gerund).
- •14. Do you know what cytology is and what it studies? Is the kernel of a cell a subject of cytology? Why is knowledge of cytology necessary? Where can this knowledge be applied?
- •15. Read this text and translate it. Cytology as a science.
- •16. Give English equivalent to the following phrases.
- •18. Answer the question according to the text.
- •19. Put the words in the right order and write down the sentences:
- •20. Create the project “Fantastic cells”
- •Vocabulary
- •2. Translate the sentences into English.
- •3. Use your English-English dictionary and write down the definitions to the following words:
- •4. Read the text attentively again and say which statements are true to the fact or false.
- •5. Speak on the new facts you found in the text.
- •9. Choose the correct form (infinitive with or without to or gerund).
- •10. A) Choose the correct option in each sentence.
- •11. How many areas of physiology do you know? Do you study physiology? Read the text. Physiology of plants and animals
- •13. Answer the following questions according to the ideas of the text.
- •18. Write your own cv. You can imagine yourself a well-known scientist or write the cv from your student’s position as well.
- •Vocabulary
- •2. Fill in the gaps in these sentences:
- •3. Make sentences in English with words stated below:
- •9. Study additional notions concerning biochemistry and explain them.
- •10. Translate the sentences with the words from vocabulary after the text.
- •11. Study the Participle. Find the difference between Participles I and II. Open the brackets and fill in with the proper participle.
- •12. Translate into English using participles where possible.
- •13. Read the text and title it. Biochemical pathways and processes
- •14. Make 5 questions according the text.
- •Vocabulary
- •2. Try to explain the following terms:
- •3. Translate the sentences with the words from your vocabulary.
- •4. Continue the associative chain:
- •10. Rewrite the sentences with participle clauses.
- •11. Read the text and translate it. Three branches of biophysics.
- •12. Circle any additional unknown words/phrases in the article. In pairs/groups, use your dictionaries to understand the meanings. Write definitions to 3 of them.
- •13. Remember how the fragments were used, and complete the sentence from the article above.
- •14. Work with a partner to summarize the article in your own words.
- •Vocabulary
- •3. Translate the sentences with the words from vocabulary after the text.
- •4. Fill in the gaps in this sentences:
- •4. Write out the sentences expressing the main ideas of each logical part of the text.
- •10. Find the appropriate Russian equivalent to English term.
- •11. There are many laboratory devices in the biochemistry laboratory. Try to match the definition of the equipment with the picture:
- •Vocabulary
- •2. Translate the following sentences from Russian into English using the words from vocabulary.
- •3. Give the definitions to at least three of the following terms:
- •4. Fill in the gaps in these sentences:
- •5. Answer the questions about this text.
- •6. Speak on the new facts you found in the text.
- •7. Do you agree with the following statements?
- •8. Make a plan of this text. Add key words in it if necessary.
- •9. Retell this text using your plan.
- •10. Choose the correct conjunction.
- •11. Choose the appropriate coordinating or correlative conjunctions
- •12. Give the definitions to at least three of the following words:
- •13. Write out the sentences expressing the main ideas of each logical part of the text.
- •14. Check your knowledge about the immune system? Do you know the answers to these questions?
- •15. Speak on the new facts you found. What wondered you or what information was new for you? Can you add some other information about the history of immunology or some interesting immunological facts?
- •16. Read the text. A useful vitamin
- •17. Study this text and express it in your words not using any plan.
- •Vocabulary
- •2. Change the Russian words into the English using the correct forms. Use proper articles if necessary.
- •3. Translate the following sentences paying attention to the words in italic.
- •4. Answer the following questions according to the sense of the text.
- •5. Find the appropriate definitions to the following words.
- •6. Read the text again and express the idea of each paragraph in questions..
- •7. Retell the texts from the point of view of:
- •8. Predict whether the following statements are true or false:
- •9. Fill in the blanks with the prepositions of time in, on, at where necessary.
- •10. Fill in the blanks with prepositions of place at, in, on.
- •11. Fill in the blanks with the appropriate prepositions where necessary.
- •12. Read the text and entitle it.
- •13. Pairs/Groups write down questions based on
- •Vocabulary
- •2. Translate these sentences.
- •3. Fill in the gaps in these sentences:
- •4. Give the full answers to these questions:
- •10. Spend one minute writing down all of the different words you associate with the world ‘microbiology’. Share your words with your partner/group and
- •11. Look at the words below. Try to recall exactly how these were used in the text:
- •14. Read the text about Antonie van Leeuwenhoek (Антони ванн Левенгук) and other pioneers of microbiology, translate and title it and add the facts you know about these famous scientists.
- •15. Speak on the facts you found in the text. What information was new for you?
- •Vocabulary
- •2. Give Russian equivalents for the following words:
- •3. Translate the following sentences from Russian into English using the words from vocabulary.
- •4. Fill in the gaps in these sentences:
- •5. Remember how the fragments were used, and complete the sentence from today's article.
- •6. Find the appropriate definitions to the following words:
- •7. Make 10 questions covering the gist of the text.
- •13. Make 15 sentences covering the whole text.
- •Biotechnology.General knowledge
- •1. Read this text and translate it. What is biotechnology?
- •Vocabulary
- •2. Translate the sentences into English using the words you learned.
- •4. Write out the sentences expressing the main ideas of each logical part of the text.
- •5. Write a summary of the text in your own words making use of plan and the sentences you’ve written out.
- •6. Orally enlarge this summary and retell the text.
- •7. Test your knowledge in biotechnology. Choose the correct answer.
- •12. Read this text and translate it. Medical biotechnology
- •13. Give Russian equivalents for the following words:
- •14. Translate the sentences into English.
- •Vocabulary
- •2. Give Russian equivalents for the following words:
- •3. Put the words in the right order and write down the sentences:
- •4. Complete the sentences using the words from the box in the correct form.
- •5. Use your English-English dictionary and write down the definitions to the following words:
- •6. Translate the following sentences paying attention to the words in italics.
- •7. Answer to the questions according to the sense of the text.
- •8. Make a plan of this text. Add it with the keywords.
- •13. Read the text again and answer the following questions:
- •14. Find the appropriate definitions to the following words:
- •19. Read the text and translate. Gm Food
- •20. Study this text and enlarge it with your knowledge about genetically modified food.
- •Vocabulary
- •2. Translate into English.
- •3. Give definitions of the following notions:
- •4. Answer the questions according to the text.
- •5. Read the text again and entitle it.
- •6. Be ready to speak about stem cells. Use this text and enlarge it with your new information.
- •11. Fill in the blank with the correct word. Choose them out of the words in the box:
- •13. Read the text and underline the words you found in the exercises before.
- •16. Answer whether the sentence is true or false. If false, correct the sentence.
- •18. Work with a partner to summarize the article above in your own words in 3-5 sentences.
- •20. Role-play: Assume the following roles and talk about the following:
- •21. Talk about the following questions in pairs/groups. Make a report or write an essay on these questions.
- •Unit 15 Cloning
- •1. Read and translate the text about cloning. Cloning and concerns about it
- •Vocabulary
- •2. Translate into English.
- •3. Fill in the gaps in these sentences according to the text you`ve read:
- •4. A) Make sentences in Russian with the words from vocabulary and give them to your partner to translate into English.
- •5. A) Make 10 questions covering the gist of the text.
- •6. Read interesting facts about cloning, discuss them and find your own.
- •7. Talk with your partner(s) about cloning the people / animals in the table. What are the pros and cons of each? Change partners and share your ideas.
- •8. Translate sentences and pay attention to the underlined adverbs in these sentences.
- •9. Put in the correct adverb.
- •10. Read the following text and translate it. Human cloning
- •11. Write the gist of the text in about 10 sentences. Then enlarge it with your own information concerning cloning.
- •12. Talk about the following questions in pairs/groups. Remember to support your answers!
- •13. Write a magazine article about two people - one is the clone of the other. Include imaginary interviews with them. Optional activity: take an interview from two (three) clones.
- •14. Translate an abstract.
- •17. You have a clone. Your clone is 13 years old. Write your diary entry for one day you spent with him/her. Include the conversations you had and the advice you gave him/her.
- •18. Do we have a right to clone dead people? What if they didn’t want to be cloned? Make a report/ essay on this topic.
- •19. Study the example of the official letter. Make a conclusion about the rules of letter writing.
- •20. Write your own formal (official) letter.
16. Answer whether the sentence is true or false. If false, correct the sentence.
a. Researchers developed a new way to harvest stem cells from human embryos only a few days old.
T/ F
b. Fertility clinics have used this technique for years.
T/ F
c. Supporters hope stem cell research will lead to treatments and cures for many illnesses.
T/ F
d. U.S. Bishops criticized the experiment for the usual ethical reasons.
T/ F
17. Remember how the fragments were used, and complete the sentence from the previous text.
1) Researchers at Advanced Cell Technology, Inc….
2) Human embryonic stem cell research is controversial because….
3) Supporters of embryonic stem cell….
4) But critics quickly pointed out that…
5) An official of the United States Conference of Catholic Bishops disapproved of the experiment, saying…
18. Work with a partner to summarize the article above in your own words in 3-5 sentences.
20. Role-play: Assume the following roles and talk about the following:
1) Stem cells for Parkinson’s and Alzheimer's disease.
2) Stem cells for beauty treatments.
3) Stem cells for extending one’s life to 150 years.
Scientist: Stem cells will provide a real chance to cure diseases like cancer, Parkinson’s, and Alzheimer’s. They may also extend life and allow older
people a better lifestyle. It’s very important to support new research.
Politician: Stem cells may provide a cure to terrible diseases, but the price is too high--the death of unborn children! And some people will misuse stem cells for less important diseases. Funding for other research is better!
20-something: You’re healthy... now. Two of your grandparents developed Alzheimer’s early in life, so you could develop the disease, too. Although you’re not sure if stem cells will provide an answer, we should invest in additional research.
21. Talk about the following questions in pairs/groups. Make a report or write an essay on these questions.
1) Is it unethical to collect stem cells if it means that an embryo will be destroyed? Why/ not?
2) Do you think these kinds of experiments are like scientists playing God? Why/ not?
3) What would happen if scientists could cure all diseases some day?
4) If your husband/wife had Alzheimer’s, would you want science to find a cure as soon as possible? What if it meant conducting stem cell research?
5) Who is right, those who follow religion or those who follow science? Why?
6) What will happen if stem cell treatment becomes a reality? What about population, the rich and poor, etc.?
Unit 15 Cloning
Do you agree or disagree with the following statements? Why?
• People will someday be cloned for spare parts.
• Cloning is a dangerous technology that should be illegal.
• The cloning of endangered animals will someday be an important science.
• If my pet died, I would want to clone him.
• When I die, I want to be cloned.
1. Read and translate the text about cloning. Cloning and concerns about it
Cloning in biology is the process of producing similar populations of genetically identical individuals that occurs in nature when organisms such as bacteria, insects or plants reproduce asexually. Cloning in biotechnology refers to processes used to create copies of DNA fragments (molecular cloning), cells (cell cloning), or organisms.
Molecular cloning refers to the process of making multiple molecules. It is used in a wide array of biological experiments and practical applications ranging from genetic fingerprinting to large scale protein production.
Cloning of any DNA fragment essentially involves four steps. First is fragmentation – breaking apart a strand of DNA; second is ligation - gluing together pieces of DNA in a desired sequence; third is transfection - inserting the newly formed pieces of DNA into cells and the last is screening or selection - selecting out the cells that were successfully transfected with the new DNA. Cloning a cell means to derive a population of cells from a single cell. In the case of unicellular organisms such as bacteria and yeast, this process is remarkably simple and essentially only requires the inoculation of the appropriate medium. However, in the case of cell cultures from multicellular organisms, cell cloning is an arduous task, as these cells will not readily grow in standard media.
Organism cloning (also called reproductive cloning) refers to the procedure of creating a new multicellular organism, genetically identical to another. In essence this form of cloning is an asexual method of reproduction, where fertilization or inter-gamete contact
does not take place. Asexual reproduction is a naturally occurring phenomenon in many species, including most plants (vegetative reproduction) and some insects. Scientists have made some major achievements with cloning, including the asexual reproduction of sheep and cows.
There is a lot of ethical debate over whether or not cloning should be used. However, in the United States, the human consumption of meat and other products from cloned animals was approved by the FDA (The Food and Drug Administration) on December 28, 2006, with no special labeling required. Cloned beef and other products have since been regularly consumed in the US without distinction.
Because of recent technological advancements, the cloning of animals (and potentially humans) has been an issue. The Catholic Church and many religious organizations oppose all forms of cloning, on the grounds that life begins at conception. They concern about the protection of the identity of the individual and the right to protect one's genetic identity.
Another concern is that the biotechnologies used on animals may someday be used on humans. Researchers have found several abnormalities in cloned organisms, particularly in mice. The cloned organism may be born normal and resemble its non-cloned counterpart, but majority of the time will express changes in its genome later on in life. The concern with cloning humans is that the changes in genomes may not only result in changes in appearance, but in psychological and personality changes as well. The theory behind this is that the biological blueprint of the genes is the same in cloned animals as it is in normal ones, but they are read and expressed incorrectly. Results of these abnormally expressed genes in the cloned mice were premature death, pneumonia, liver failure and obesity.