- •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:
XIII. Translate the text in writing with a dictionary paying attention to infinitive constructions (you are given 30 min.)
a) The units of living matter cover a wide range of sizes. A few sorts of cells are large enough to be seen by the unaided eye; to be seen, they must be at least 0.1 millimeters, or 100 microns, in one dimension. Many animal eggs, which are single cells, are this large. Among the few plant cells which are this large are the cells in the fleshy portion of the watermelon. Most cells are smaller than this and are said to be microscopic in size; that is, within, the range of an ordinary light microscope. Below this range is another into which fall the viruses. Particles of known viruses generally occupy the size range 100 to 1 000 or 10 to 100 millimicrons. Thus, viruses are individually invisible in the light microscope and are said to be submicroscopic, although they can be visualized with the electron microscope. Within this same size range fall several aggregations of molecules which make up the structural components of many types of cells. Between the viruses which have not been demonstrated to have cellular organization, and the bacteria, which have been demonstrated to have a characteristic type of cellular organization, falls a group of organisms known as the Rickettsias. The Rickettsias are considered by some investigators to be cellular; by others to be noncellular and perhaps similar to the viruses.
b) The chemical analysis of plants is to show what the plant contains, what food it requires; the chemical analysis of the soil is to show what the latter lacks; a comparison of the results of the first analysis with those of the second will give an answer as to how soil fertility is to be raised. The result of this analysis cannot be considered complete unless it is concluded by a summarized synthesis. Besides, both the physical and the chemical analysis of the soil are needed. But neither the one nor the other taken separately, nor both together, can solve the problem of soil fertility, still less the problem of the development of fertility, of the development .of soils. This evolution can be understood only if we study soil as a developing integral whole governed by the activity of plant and animal organisms. We cannot imagine either the origin or the formation of soil without the direct participation of plants. Plant physiology is the principal basis of all the conclusions of agricultural science. If the soils of today are to be cleared of plants for a number of years it will rapidly lose its fertility and become barren dust.
TEXT 14.
Read and translate the following words:
plantation, disease, paralyze, cure, recorder, commercial, search, cause, receive, dangerous, hull, appreciate, spontaneously, neutralize, require, necessary, view, suggest, impression, scurvy.
Food factors
In the Dutch East Indies in 1897 men on the plantations were falling sick with a strange nerve disease. They were unable to eat or hold their food. Their arms and legs became paralysed and shrunken. So many were sick, that the hospitals had no more room for victims of this disease, known as beriberi. The Dutch physician Dr. Christian Eijkman was sent from Holland to try to find out how to prevent and cure this disease. Eijkman was immersed in germ theory. He was sure that beriberi was a bacterial disease. He brought chickens with him and hoped to cultivate the germ in them. But in this he failed. However during the course of 1896 these chickens came down spontaneously with a disease very much like beriberi. Before Eijkman could do much about it, the disease vanished. Searching for causes, he found out that a certain period of time the chicken had been fed on polished rice from the hospital stores and it was after that they sickened. Put back on commercial chicken food, they recovered.
Dr. Eijkman also learnt that the favourite food of the people was white-polished rice. This was prepared by rubbing off the brown outer coating of the rice grains. Dr. Eijkman decided to try an experiment. He fed a number of hens with polished rice until they became paralysed. The hens were then divided into two groups. One group, the control, was kept on the usual polished diet. The other group was given not only polished rice, but the other brown rice skins as well. In a short time, the control group which ate nothing but white rice died of beriberi. The test group that received the brown rice polishings was cured.
This was the first carefully controlled experiment showing that there was something in a food that could prevent a dangerous disease. Eijkman did not appreciate the true meaning of this at first. He thought there was a toxin of some sort in rice grains and that this was neutralized by something in the hulls. The hulls were removed when rice was polished, leaving the toxin in the polished rice unneutralized.
However, why assume the presence of two different unknown substances, a toxin and an antoxin, when it was only necessary to assume one: some food factor required in trace? The outstanding exponents of this latter view were Hopkins and a Polish-born biochemist Casimir Funk. Each suggested that not only beriberi, but also such disease as scurvy, rickets were caused by the absence of trace of food factors.
Under the impression that these food factors belonged to the class of compounds known as "amines" Funk suggested these factors be named vitamins (the life amines) and ever since the name was adopted.
"Biology and Human Progress"
by L.Eisman, Ch.Tanzer.