- •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:
XII. Read the following passages and present their summary in Russian to your class-mates. Work in pairs.
Vitamin С Requirements in Man. Accumulated experience and the experiments recorded show that, in adult humans, 10 mg. of dietary ascorbic acid is completely protective and curative over long periods. To allow a margin of safety a daily intake of 30 mg. is recommended. This is readily achieved by a normal Western diet — one orange, or half a grapefruit, or a generous helping of lightly-cooked cabbage. The recommended 30 mg. is of ingested vitamin, so that the aim of 70 mg. makes liberal allowance for maltreatment by the cook.
Vitamin В group. This group consists of series of water-soluble organic substances, which are found in all cells of all species, from the bacteria, protozoa, and yeasts up to the highest mammalian forms. Most of the members of the group are constituents of fundamental tissue enzyme systems, involved in the oxidation of the foodstuffs, and are therefore indispensable for the normal functioning of all tissues. The best studied members of the group are thiamine, riboflavin, and nicotinic acid, generally found together in foodstuffs but not necessarily in the same proportions. Most of the vitamin В group can be synthesized by the intestinal bacteria.
Vitamin K. Vitamin K, one of the "youngest" vitamins, discovered only some 30 years ago, is of great importance for the proper coagulation of blood. It is essential for the formation of prothrombin, a protein substance necessary for clotting a blood vessel to stop a haemorrage.
In 1942, Academician Alexander Palladin, a prominent Russian biochemist, and his staff synthesized vikasol, a new preparation, which contains an analogue of vitamin K- During World War II, vikasol won a good repute for itself among army doctors. Injected intramuscularly or intravenously, it quickly stops various haemorrhages.
Now it is used as a preparation against inflammations and as a means for increasing the resistance of organism to radioactive irradiation.
But vitamin K, as the scientists learned, is essential not only for blood clotting. It plays an active role in the so-called tissue breathing of the organism's cells, in the metabolism. It is as necessary for each living cell as air is vital for man.
TEXT 15.
Read and translate the following words:
to scatter, to evolve, to explode, to exist, diversity, tumultuous, nurturing, fossil record, to stabilize, to take shape, volume, to coalesce, to absorb, to photosynthesize, inhospitable, barren, diversification, iron-clad.
Way before trees appeared on Earth, animals and other land plants were scattered among the land mass. And way before land plants came the land animal. How did it happen, and where did they all come from?
They came from the oceans, where just a few billion earlier the first animal life evolved followed by plants. There was a time about 550 million years ago when life «exploded» on the planet. Animal life. Nearly all of the animal groups in existence today – as well as many that no longer exist – first appeared on Earth during this time. It was the Cambrian Period, and this time of tumultuous and colossal animal diversity is called the Cambrian Explosion.
Land plants evolved a little more quietly about 90 million years later, with trees evolving some 100 million years after the first land plants began to emerge from their oceanic origins. But neither animals nor plants could have evolved were it not for the protection and nurturing of the ocean.
According to the fossil record – about 3.5 billion years ago the first preserved life is found in the form of bacteria. They appeared in the oceans after the surface (crust) began to cool and stabilize, the land masses began to take shape, and clouds formed to produce massive volumes of rainwater that created the seas. The atmosphere was much different than today and surface was unprotected from the sun. This period is known as the Pre-Cambrian, the time that immediately followed the formative, molten and gaseous stage of Earth as it and the rest of the Solar system started to come together – or coalesce.
The first plants on the Earth were a form of blue-green algae which appeared and lived in the oceans about 3.4 billion years ago according to the fossil record, protected from the harmful high energy radiation of the sun. In the oceans, these plants were able to grow and photosynthesize as this high energy radiation was absorbed by water. Now to be perfectly clear about it, the first true algae (the kingdom protoctista) most likely made their first appearance about 2.4 billion years ago, but for sure by 1.8 billion years ago as the first acritarchs.
Although animals were the first life form on Earth, it was plants that paved the way for land animals to evolve. Plants did this by simultaneously increasing the percentage of oxygen in the Earth’s atmosphere and decreasing the percentage of carbon dioxide, a powerful green house gas.
If you were to travel back about some 470 million years ago, Earth would seem lifeless, inhospitable and very barren. The first land plants made their appearance way before trees started driving their roots into the hard crust of the Earth’s surface, about 460 million years ago in the Ordovician period. Algae were the first land plants, moving from their aquatic origins to marshy and wet environments on land. It took consistent growth and diversification of land plants – including the eventual evolution of trees – to help break up the mostly iron-clad surface of the Earth.
Wordlist:
acritarch - акритарх; морской одноклеточный ископаемый организм ( неустановленной видовой принадлежности ) ;
Ordovician - ордовикский;
Cambrian - кембрийский.