- •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.
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.
_____ dogs to sniff out drugs at airports
_____ yourself
_____ super-intelligent scientists
_____ expert soldiers
_____ cows that produce lots of milk
_____ world class sports stars
_____ very kind voluntary workers
_____ endangered species
Grammar: Phrasal verbs.
A phrasal verb is a combination of a verb and preposition, a verb and an adverb, or a verb with both an adverb and a preposition.
A phrasal verb has a meaning, which is different from the original verb. That's what makes them fun, but confusing. You may need to try to guess the meaning from the context, or, failing that, look it up in a dictionary.
The adverb or prepositions that follow the verb are sometimes called a particle. The particle changes the meaning of the phrasal verb in idiomatic ways.
They are also known as ‘compound verbs’, ‘verb-adverb combinations’, ‘verb-particle constructions", “two-part words/verbs’ and ‘three-part words/verbs’ (depending on the number of words).
Phrasal verbs are usually used informally in everyday speech as opposed to the more formal Latinate verbs, such as “to get together” rather than “to congregate”, “to put off” rather than “to postpone”, or “to get out” rather than “to exit”. They should be avoided in academic writing.
8. Translate sentences and pay attention to the underlined adverbs in these sentences.
Example: There`s a film on television. Can I put it on?
1) We finished all the food up.
2) I`m writing in pencil so I can rub out my mistake.
3) Martin didn`t answer. He just went on reading.
4) A woman in the audience shouted something out.
5) I`ll just read over what I`ve written.
6) The water was off for an hour today.
7) Ellie has an aggressive manner that frightens people off.
8) The company is trying to get its costs down.
9) The embassy was burnt down by terrorists.
10) I`ve got this form that I have to fill out.
11) Social workers were giving out soup to the hungry.
12) The boss is optimistic. The sales figures are moving up again.
9. Put in the correct adverb.
1) Everything is so expensive. Prices seem to go up all the time. – Yes, and the government is supposed to be bringing inflation____________.
2) You shouldn`t leave the television__________ all night. – Sorry, I forgot. I usually turn it_________.
3) I`ve written the wrong here. – Well, rub it_________. – I can`t. It`s in biro. I`ll have to write it all ___________ again.
4) They`re going to pull________ this beautiful old building. – I know. There are some protestots handing _______ leaflets about it.
5) Hold _________ a minute. I thought I heard some call___________. – You imagined it. Come _______, or we`ll be late.
6) Why don`t you read _______ the letter so that we all know what`s in it? – Yes, and could you speak________ so that everyone can hear you.
10. Read the following text and translate it. Human cloning
Human cloning is the creation of a genetically identical copy of an existing or previously existing human. There are two commonly discussed types of human cloning: therapeutic cloning and reproductive cloning. Therapeutic cloning involves cloning cells from an adult for use in medicine and is an active area of research. Reproductive cloning would involve making cloned human beings. Such reproductive cloning has not been performed and is illegal in many countries. A third type of cloning called replacement cloning. It is a theoretical possibility, and would be a combination of therapeutic and reproductive cloning. Replacement cloning would entail the replacement of an extensively damaged, failed, or failing body through cloning followed by whole or partial brain transplant.
Some people and groups oppose therapeutic cloning, but most scientific, governmental and religious organizations oppose reproductive cloning. Many scientific organizations have made public statements suggesting that human reproductive cloning be banned until safety issues are resolved. Serious ethical concerns have been raised by the idea that it might be possible in the future to harvest organs from clones.
Some people have considered the idea of growing organs separately from a human organism - in doing this, a new organ supply could be established without the moral implications of harvesting them from humans.
American Cell Technologies created the first human hybrid human clone in November 1998. It was created from a man's leg cell, and a cow's egg whose DNA was removed. It was destroyed after 12 days.
On January 2008, Wood and Andrew French, Stemagen's chief scientific officer in California, announced that they successfully created the first 5 mature human embryos using DNA from adult skin cells, aiming to provide a source of viable embryonic stem
cells. It is not clear if the embryos produced would have been capable of further development, but Dr. Wood stated that if that were possible, using the technology for reproductive cloning would be both unethical and illegal. Thus, the 5 cloned embryos were destroyed.