- •Сыктывкар 2009
- •The subject of biology
- •Learning activities
- •I. Group the words according to the root.
- •II. Choose Russian equivalents for English words.
- •III. What is the meaning of the following words in the text?
- •IV. Find in the text synonyms for these words.
- •V. Choose in the right-hand column the correct definition for each term in the left-hand column.
- •VI. Define the tense of the predicate and put the sentences into interrogative and negative forms.
- •Is he studying Biology?
- •VIII. Arrange the items of this plan logically.
- •The stuff of life
- •Learning activities
- •X. Read and translate the text into Russian and then back into English, compare your version with the original:
- •XI. Read the text and reproduce it in Russian.
- •XII. Speak about protoplasm.
- •Animals and plants
- •Learning activities
- •V. Translate into English.
- •VI. Translate into Russian, paying attention to the underlined words.
- •VII. Group the words according to the type of building.
- •IX. Translate into English.
- •X. Answer the questions:
- •XI. Translate the text into Russian and then back into English, compare your version with the original.
- •General zoology.
- •Learning activities.
- •II. Find Russian equivalents for the English words and expressions. Arrange them in pairs.
- •III. Choose the correct word corresponding to the definitions below.
- •IV. Restate the following sentences according to the pattern.
- •V. Here are some answers. What are the questions?
- •VI. Rearrange these series of words to form sentences.
- •VII. Put in “little”, “a little”, “few”, “a few”.
- •VIII. Give Russian equivalents to the following English phrases.
- •IX. Give short answers to the following questions.
- •X. Study these sentences with Participle I and II. Define the function of the Participle. Translate the sentences into Russian.
- •XI. Are these statements true or false?
- •XII. Make up a plan of the text in the form of special questions. Retell the text using your plan.
- •I. Answer the questions.
- •II. Choose the correct word corresponding to the definitions below.
- •IV. Give Russian equivalents of the following phrases.
- •IX. Make up a plan of the text. Retell the text according to your plan.
- •I. Vocabulary.
- •II. Answer the questions.
- •III. Choose the correct word corresponding to the definitions below.
- •IV. Restate the following sentences according to the pattern.
- •V. Rearrange these series of words to form sentences (or questions).
- •VI. Paraphrase the following sentences. Remember that
- •Instead of we can say
- •VII. Here are some answers. What are the questions?
- •VIII. Check your comprehension.
- •IX. Give English equivalents of the following phrases. Use them in sentences of your own.
- •X. Translate the following sentences into English.
- •XI. Correcting mistakes.
- •I. What is missing? Find the missing adverbs in the reading.
- •II. Vocabulary.
- •III. Answer the questions.
- •IV. Change the following statements to questions supplying short answers.
- •V. Choose the correct word corresponding to the definitions below.
- •VI. Restate the following sentences according to the pattern.
- •VII. For or since?
- •VIII. Rearrange these series of words to form sentences ( or questions).
- •IX. Form the comparative and superlative of the following adjectives.
- •X. Give Russian equivalents of the following phrases.
- •XI. Here are some answers. What are the questions?
- •XII. Check your comprehension.
- •XIV. Translate the following sentences into English.
- •XV. Correcting mistakes.
- •I. Vocabulary.
- •II. Answer the questions.
- •III. Change the following statements to questions supplying short answers.
- •IV. Choose the correct word corresponding to the definitions below.
- •V. Restate the following sentences according to the pattern.
- •VI. Rearrange these series of words to form sentences (or questions).
- •VII. Give Russian equivalents of the following phrases.
- •VIII. Using prepositions.
- •IX. Here are some answers. What are the questions?
- •X. Check your comprehension.
- •XI. Give English equivalents of the following phrases. Use them in sentences of your own.
- •XII. Translate the following sentences into English.
- •XIII. Correcting mistakes.
- •I. What is missing? Find the missing adjectives in the reading.
- •II. Vocabulary.
- •III. Oral questions.
- •IV. Choose the correct word corresponding to the definitions below.
- •V. Restate the following sentences according to the pattern.
- •VI. Rearrange these series of words to form sentences (or questions).
- •VII. Give Russian equivalents of the following phrases.
- •VIII. Use 'no' / 'none' or 'not any'.
- •IX. Here are some answers. What are the questions?
- •X. Add 'it', 'them', ‘one', 'ones', 'some' or 'any' — or nothing.
- •XI. Check your comprehension.
- •XII. Give English equivalents of the following phrases. Use them in sentences of your own.
- •XIII. Translate the following sentences into English.
- •XIV. Correcting mistakes.
- •Learning activities
- •I. Group the words according to the root.
- •II. Arrange the following in pairs of synonyms.
- •III. Find the Russian equivalents of the English words arrange in pairs.
- •IV. Fill in articles where necessary. Explain the use of articles in these sentences.
- •V. Translate the sentences paying attention to the Infinitive. Define the function of the Infinitive.
- •VI. Answer the following questions:
- •VII. Memorize the expressions from the text, use them in translating the Russian sentences into English.
- •VIII. Read and translate the text with a dictionary:
- •IX. Write a dictation.
- •X. Give the key words to the text. Give the summary.
- •I .Arrange, the words to form a sentence.
- •II. Answer these questions in short simple sentences. Your answers must follow each other so that all your sentences will form a complete paragraph. Your paragraph will be a precis of the piece.
- •III. Explain the meaning of the italicized words and phrases as they are used in the passage.
- •IV. Join the following sentences using the connecting words in brackets. Omit the words in italics.
- •VI. Study the form of the sentences.
- •VII. Explain the meaning of "since" in these sentences.
- •VIII. Write all kinds of questions (general, special, alternative, disjunctive) to the following sentences.
- •IX. Agree or disagree with the following statements.
- •X. Translate into English.
- •A white-eyed fly
- •Learning activities
- •I. Find synonyms for the following words in the text.
- •II. What is the meaning of the following words in the text?
- •III. Pay attention to the combination/translate them into Russian.
- •IV. Find the Russian equivalents of the English words arrange in pairs.
- •V. Fill in the missing words. Compare your variants with those in the text.
- •VI. Analyse the constructions Complex Subject with the Infinitive and Complex Object with the Infinitive. Translate the sentences.
- •VII. Translate the sentences into English, using words and expressions from the text.
- •VIII. Here are the answers. What are the questions?
- •IX. Write a dictation.
- •X. Give the key words (phrases) to the text. Give the summary.
- •XI. Translate without a dictionary. Guess the meaning of unknown words from the context. Give the main idea of each paragraph:
- •Improvement of plants
- •Learning activities
- •I. Form nouns from the verbs below, according to the model
- •II. Find synonyms for the following words in the text.
- •III. Find the Russian equivalents of the English words, arrange in pairs
- •IV. What is the meaning of the following words (in the text)?
- •V. Read and translate the following sentences bearing in mind the various meanings of the words in bold type:
- •VII. Memorize the following phrases. Translate the sentences into English, using the phrases below.
- •IX. Translate into English.
- •X. Ask 10 special questions to the text in written form.
- •XI. Give the key words to the text. Give the summary.
- •XII. Translate the text without a dictionary:
- •XIII. Translate the text in writing with a dictionary paying attention to infinitive constructions (you are given 30 min.)
- •Food factors
- •Learning activities.
- •I. Read and translate the following attributive word combinations.
- •II. Arrange the following words in pairs of
- •III. What is the meaning of the following words in the text?
- •IV. What parts of speech are the following words in the text?
- •V. Find the Russian equivalents of the English words arrange in pairs.
- •VI. Write questions to the following sentences beginning with the words in brackets.
- •VII. Analyse the “-ing” and “-ed” forms in the sentences, state their functions.
- •VIII. Translate the following into Russian.
- •IX . Answer the questions:
- •X. Translate the sentences using words and expressions from the text.
- •XI. Translate the text without a dictionary. Guess the meaning of the unfamiliar words.
- •XII. Read the following passages and present their summary in Russian to your class-mates. Work in pairs.
- •Learning activities.
- •I. Give Russian equivalents to these words:
- •II. Use the words from Ex. I in the correct form to complete the sentences:
- •IV. Find English equivalents to the following word and combinations in the text:
- •V. Read and translate the sentences with the emphatic construction It is (was) … who(that) …
- •VI. Write as many questions as possible to the following sentences.
- •VII. Read the sentences containing non-finite forms of the verb (Infinitive, Gerund, and Participle). Define their functions. Translate into Russian.
- •VIII. Study the following sentences. Define forms of the Subjunctive Mood. Translate into Russian.
- •IX. Answer the questions:
- •X. Write out the sentences expressing the main idea of the text. Give the title to the text.
- •Antarctica: the world park?
- •Iceberg-a source of fresh water
- •Cold? Britain Is Actually Getting Hotter
- •The day of the dinosaur
- •The microscope
- •The basis of life in the sea
- •Yosemite
- •America's Last Great Wilderness
- •Список литературы:
VII. Here are some answers. What are the questions?
The same face, the same eye and hair color.
That every cell in a person's body contains genetic information.
Into the egg cell.
Because every person has trillions of body cells that he or she can donate.
As we know it.
To clone millions of soldiers.
Artificially.
In human mothers.
VIII. Check your comprehension.
Decide if each statement below is true or false according to the reading. If the statement is false, tell why.
Human clones are possible today.
Most plants and animals can be cloned.
It is now possible to clone frogs.
Tadpoles develop onto fish.
Scientists make clones by putting one body cell into another body cell.
Cloning will help people live together.
Cloning will probably change our world.
Doctors produce ‘test-tubes’ babies and clones in the same way.
The union of a male with a female cell results in a fertilized egg.
“Test-tube babies” are possible today.
IX. Give English equivalents of the following phrases. Use them in sentences of your own.
Точная копия, «ребенок из пробирки», оплодотворенная яйцеклетка, метод размножения, клонировать, процесс воспроизведения, медицинские лаборатории, заменить разрушенное ядро, вкратце, одинаковый цвет глаз.
X. Translate the following sentences into English.
Сегодня ученые могут клонировать лягушек, а всего 20 лет назад — не могли.
Могут они клонировать человеческие существа?
Каждая клетка в человеческом теле содержит генетическую информацию.
Мог ли этот способ воспроизводства работать в прошлом?
Каков будет (на что будет похож) мир клонированных людей?
Процесс воспроизводства мог бы быть повторен много раз.
Люди могли бы найти новую форму бессмертия.
«Дети из пробирки» рождаются в результате искусственного оплодотворения в медицинских лабораториях.
XI. Correcting mistakes.
In each of the following sentences there is one mistake. Find it and correct it.
Do you akcept cloning?
He took from a frog a body cell.
The doktor destroyed the egg’s nucleus.
There weren’t some “donor” frogs in the laboratory.
Could you see yeests in your sample?
Viruses don’t can act outside the cells.
This microbe will going to make the enzymes for snipping DNA.
What does lead to disease?
James cans help you?
She is go to enter the house.
TEXT 7.
Read and translate the following words:
invade, typical, relate to, transit, miserable, weaken, ordinary, filterable, associate, identify, porcelain,
apparently, merge, crux, split apart, rejoin, similarity, unbelievable, measure.
Virus.
A virus is a tiny parasite living, growing and reproducing its kind inside a host cell. When viruses damage or destroy the cells they invade, they produce virus diseases; polio, smallpox and rabies are typical examples. Viruses are the smallest microbes.
"Virus," or "the virus", has also become a fashionable medical diagnosis. It is usually applied to minor disturbances of the stomach or intestines ("stomach flu") and to upper respiratory tract infections related to the common cold. It is as good an explanation as any for transitory infections, of unproved origin, which make a person feel miserable and weaken him for a considerable length оf time.
Nature of viruses. Viruses were first discovered in 1892 by a Russian scientist, D. Iwanowski, who noted infective agents that would pass through a filter that stopped ordinary bacteria. Hence they were originally called filterable viruses. First to be discovered was the tobacco mosaic virus, a plant virus that puts spots on tobacco leaves.
In 1898, Loeffler and Frosch discovered the virus that causes hoof-and-mouth disease in cattle and in 1901, Walter Reed and his associates found the virus that causes yellow fever in man. Since then, a great many viruses, all parasites on the cells of plants, lower animals or human beings, have been identified. Viruses that are parasites on bacteria are called bacteriophage (phage).
Closely related to viruses are rickettsia, microbes which are parasites on host cells but which are too large to pass through the porcelain filters that let viruses through. The principal rickettsial disease is typhus.
The exact nature of viruses has not yet been settled. They are on the border-line between the living and the dead. A "live" virus can apparently be reconstituted out of inorganic chemicals (the tobacco mosaic virus) and will multiply or replicate itself within cells. This is the area where chemistry and biology seem to merge.
The crux of the matter appears to lie in the nucleus of the virus, made up of nucleic acid and nucleoproteins. The outer coat of the virus, which can be stripped, is a protein. The nucleic acids — chemicals — have a special configuration in their molecular form. They are twin spirals, like spiral springs, one turning to the right, the other to the left.
Under certain circumstances of virus reproduction, they split apart and then join together again. This is much the same process that occurs when the chromosomes in the nucleus of a living cell split apart and rejoin to form new cells. In other words, viruses act much like genes, and greater similarities between them may be found. The process of wild multiplication of cancer cells also has much in common with virus duplication.
How big are viruses? They are unbelievably small — millionths of an inch in length, breadth and thickness. The largest known virus, that of parrot fever (psittacosis) — measuring 450 millimicrons — is only about 1/20th the size of a red blood cell. The smallest virus, that of hoof-and-mouth disease, measures only 10 millimicrons.
Viruses come in all kinds of shapes — spheres, balls, ovals (egg-shaped), cubes, rhomboids, commas, and rods.
Wordlist:
host - биол. организм, питающий паразитов, «хозяин»
polio - (сокр. от poliomyelitis) n полиомиелит, детский паралич
smallpox - оспа
rabies - бешенство, водобоязнь
rickettsia - риккетсия (pl rickettsiae)
typhus - сыпной тиф
parrot-fever - орнитоз, пситтакоз
nucleic acid - нуклеиновая кислота
LEARNING ACTIVITIES