- •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:
X. Read and translate the text into Russian and then back into English, compare your version with the original:
The phenomena of life are associated with a particular substance called protoplasm, which has definite and specific characteristics. Physically, protoplasm is a grayish jelly-like substance. Its consistency varies with different internal and external conditions from a fluid to a firm jelly. Protoplasm is found within the cells of living organisms. They are the smallest microscopic structural units of life. Chemically it is a complex mixture of many different combinations of elements. Analysis of the protoplasm of different kinds of organisms shows that thirty-four elements may enter into its composition.
XI. Read the text and reproduce it in Russian.
The nucleus is a fairly large, generally spherical body located more or less centrally in the cell. It stains in a distinctive manner and includes one or more dense, heavily staining bodies, the nucleoli.
The nucleus is the controlling center of the cell. An enucleated cell, or a cell fragment without a nucleus, can carry on some of its functions for a short period, but its ability to grow is limited and reproduction can not occur. On the other hand, fragments containing a nucleus may grow and may eventually divide. Correlation of observations on inheritance with details of cell structure shows clearly that, with a few exceptions, the factors that control heredity are located in the chromosomes, which lie in the nucleus and make up most of its bulk. The chief components of these hereditary factors, the genes, appear to be DNA. To a great extent DNA controls cell growth and cell function. RNA performs a function outside the nucleus related to the nuclear activity of the chromosomal DNA.
XII. Speak about protoplasm.
TEXT 3.
Read and translate the following words:
Medicine, pierce, blood, claws, capture, among, doubt, invertebrate, sponges, worm, squid, lizard, sequoia, neighbour, giant, algae, chlorophyll, fungi, leopard, mollusca.
Animals and plants
No one knows how many different kinds of plants and animals there are. Some scientists estimate the number at three million. Many of them provide us with food, clothing, shelter and medicines. Some, including several kinds of insects, pierce our skin and feed on the blood. Others, both plants and animals, even live and grow inside our bodies. In this way they may cause disease. You can see why scientists study living things with great care. Our lives may depend on how much we have learned about the living things around us.
Because there are so many different kinds of plants and animals, the task of the biologists is not an easy one. Up to the present time it was named and described more than 840,000 kinds of animals and 345,000 kinds of plants. To keep track of this great number of living things a system of classification has been set up. Plants and animals are sorted into groups according to the way they are built. For example, the tiger, the leopard, and the lion will be all grouped together. All of them belong to the cat family. All the members of the cat family, in turn, belong to a larger group that includes such meat-eating animals as the dog, the bear. They have teeth that are built for tearing and cutting flesh. Their sharp claws help them to capture and eat their prey. In this way, all plants and animals were classified by their structure. All living plants and animals were divided into two kingdoms; the animal kingdom and the plant kingdom.
Among the smallest and the simplest living things there are some that are difficult to classify. There are tiny plant-like cells; the classification of these is still in doubt.
The animal kingdom, as we have seen, includes many thousands of different animals. Scientists classify them as follows:
Animal kingdom:
A. Invertebrates (Animals without backbones)
One-celled animals
Sponges
Cup animals (jelly-fishes and corals)
Spiny-skinned animals(star-fishes and their relatives)
Worms
Mollusca (oysters, snails, squids)
Jointed-legged animals (lobsters, spiders, insects)
B.Vertebrates
Fishes
Amphibians(frogs,toads,salamanders)
Reptiles(snakes, lizards and turtles)
Birds
Mammals
The plant kingdom includes tiny one-celled plants that can be seen only with a powerful microscope and the great red-wood and sequoia trees of the Pacific coast, the oldest and the largest living things on earth.
Down through the ages, man has relied upon plants for many of his needs. The beauty of plants enriches our lives. Most important of all is the fact that other living things in our world could not exist very long without their plant neighbours.
Some plants have no roots, stems or leaves. Some of them consist of only one cell. Others, like the giant sea-weeds may be more than 100 feet long. They are divided into two main groups. The algae have green chlorophyll. They can make their own food. They must get their food from other plants and animals.
(“Biology and Human Progress”
by L.Eisman, Ch.Tanzer )