- •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:
Cold? Britain Is Actually Getting Hotter
Most Britons could be forgiven for thinking a new Ice Age is upon us. Small comfort, then, as we struggle through snowdrifts and cope with burst pipes, that the present cold is a sign the British climate is generally getting milder.
Ironically, most scientists now believe the short sharp shock of severe cold that has struck Europe for three winters running is an indicator that the world is growing warmer. The burning of fossil fuels is building up a blanket of carbon dioxide in the atmosphere, creating a "greenhouse" effect.
Britain and Europe have certainly experienced weather this cold before. In the 17th century, the Thames froze solid so often that it became a regular winter sports attraction. The weather then was so severe that it is sometimes referred to as the Little Ice Age. Even in the early 19th century, Britain's climate was still colder than it is today. We still have a cherished picture of Charles Dickens's Christmases — although, in fact, snow at Christmas has been a rarity in southern England for 150 years.
Studies of temperature trends around the world show that it has been warming up since the middle of the 19th century. Most experts agree that this is a result of human activities. By burning coal and oil, we are putting carbon dioxide into the air. This acts like a blanket round the earth, trapping heat that would otherwise escape into space. As long as we keep burning fossil fuel, the trend is likely to continue. So why have we had such severe cold spells in Europe recently? According to researchers at the University of East Anglia, it is all part of the same process. When the climate of the globe changes, it doesn’t do so evenly. Britain and Western Europe are just unlucky in being in the path of a particularly significant wind shift.
By comparing the weather in different seasons, during the warmest and coldest years of the 20th century, the researchers have built up a picture of what is going on. Their key new discovery is that although spring, summer and autumn are all warmer, severe cold spells in winter are most likely over the whole of central Europe. So then, short cold spells mean it's generally getting warmer — but the bad news is it could get TOO warm. If the predictions come true — and the present changes are exactly in line with computer forecasts — within the next 40 or 100 years we shall see a change in climate as dramatic as the shift which ended the last Ice Age.
PART II. TEXTS FOR WRITTEN TRANSLATION
The day of the dinosaur
260 million years ago, the age of reptiles began. Reptiles of many kinds occupied the land and water of the earth. Some of them looked very like reptiles we know today-the tortoise and the turtle. Others were quite unlike any modern animals, unless we believe the stories about the Loch Ness monster. An important group of reptiles were the ancestors of today’s birds and crocodiles. This group included the prehistoric animals – the dinosaurs.
The earliest dinosaurs were quite small animals. They probably ate plants or animals that they-found dead already; their strong hind legs enabled them to run fast. Later dinosaurs were of many different types; some ate flesh (the carnivores), some only ate plants (the herbivores); some lived on land, some lived in the sea. For example, the famous Tyrannosaurus killed its prey. It stood 5 1/2 metres high, with huge teeth and claws. Another huge dinosaur, the giganotosaurus had very sharp teeth and strong legs to kill smaller animals. But the Brachyurous was a herbivore and lived in the water.
In spite of the size and variety of dinosaurs, they died out completely about 70 million years ago, in the Mezolic age. We know about them because explorers found the imprint of their bones-fossils in the rocks dating from that period. The first person to record the discovery of a dinosaur bone was an Englishman named Robert Plott in 1677. In the 1800s, people discovered more bones. In 1841, a theory that monster animals had lived on the earth millions of years ago was beginning to develop. The name given to the monster was - the dinosaurs!
BABY MAMMOTH FOUND IN PERMAFROST
A six-month old mammoth, found in the permafrost by a gold prospector, has been taken to Magadan and placed in a freezing chamber of the North Eastern Integrated Studies Institute, writes the newspaper “Izvestia”.
The baby mammoth was discovered on June 23 near the Kirgilyakh. Not a part, not a skeleton, not the hide but a whole mammoth was found. The baby was 115 centimetres long, 104 centimetres high, had a trunk 57 centimetres long and was covered with dark brown hair. You get the impression that the mammoth died yesterday, not nine or ten thousand years ago.
Scientists think the baby mammoth had drowned in a small lake or swamp. This rapid internment created conditions that saved the mammoth’s body from destruction. Found in the loose sediments that contained the mammoth were numerous twigs, bits of the trunks of birch and willow trees, grass and moss. This made it possible to picture the vegetation of the area where mammoths had lived even before doing a special paleobotanical analysis. Geological-morphological data gave approximate time of the death: the end of the last Glaciation period.
When mammoths are mentioned, areas of the north-east and north of Yakutia always come to mind. These areas have provided scientists with many surprises, including the find of a giant Mammoth in 1901 on the bank of Beryozovka river.
The mammoths who lived side by side with our ancestors vanished from the face of the earth ten thousand years ago. Protected from the cold by thick hair, the mammoths stood the rigorous, dry continental climate of that time very well. They were destroyed not by cold but by thaw.