- •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. Group the words according to the type of building.
Meat-eating, one-celled, spiny-skinned, jointed-legged, plant-eating, heat-loving, broad-leaved, bloom-producing.
VIII. Make your own words and translate them into Russian.
Dead, to stand; warm, to require; egg, to lay; long wool; fur, to bear; warm, blood; thin, wall; red, neck; short, time.
IX. Translate into English.
Длиннохвостый, голубоглазый, широкоплечий, добросердечный, длинноногий, холоднокровный, кроветворный, газообразующий, кровососущий.
X. Answer the questions:
In what two large groups are all living things divided?
Why was the system of classification set up?
How are plants and animals sorted?
What is further classification of animals?
XI. Translate the text into Russian and then back into English, compare your version with the original.
a) In this rich varied world there are large plants, like trees, some of which are the largest living things. There are plants, thousands of which can live in a small drop of water. There are helpful plants that man cultivates, and harmful ones. Plants that live in water, and those that live only on lane; plants that produce flowers and fruit, and others that do not; plants that live for hundreds of years and plants that live for only a few hours.
Green plants are so common that you may never stop to think how wonderful and how important they are. A good way to begin our general study of plants is to compare them with animals.
b) What Life Functions are. As we study more about plants and animals and how they live, we shall see that all of them perform several functions in common. These are called life functions. One way of studying animals and plants is to begin with their life functions. These life functions are: sensation (irritability), motion, food-taking, nutrition (digestion, absorption, circulation, assimilation), respiration, excretion and reproduction.
TEXT 4.
Read and translate the following words:
to synthesize, oxygen, exception, range, sparse, dissolved, alkaline, to average, variety, habitat, distribution, depth, dweller, cover, competitor, protein, predatory, poisonous.
General zoology.
The environments of life. We do not know whether life occurs elsewhere in the universe. On the earth it exists under certain physical conditions. These include the presence of (1) certain chemical elements that go to make up the protoplasm of living organisms; (2) energy from the sun as solar radiation for plants to synthesize organic compounds usable as animal food; (3) an atmosphere containing oxygen; (4) water; (5) certain temperature limits. Exceptions occur with respect to animals that do not require direct sunlight and a few that gain their oxygen indirectly. Life usually occurs within temperature limits of about 3o and 45o .Many animals can exist only within a much narrower range, and a few survive greater or less temperatures.
Water covers about 72 percent of the earth’s surface. The fresh waters of lakes and streams contain sparse amounts of dissolved chemicals. Other inland brackish or alkaline water have a large mineral content. The salt waters of the oceans and their connecting bays and inlets average about 3.5 per cent in dissolved minerals, sodium chloride (NaCl), being the major component.
The end result of the differences in topography, water relations, and climate is to produce a wide variety of physical environments over the earth; these are the habitats or places where plants and animals grow and live.
Distribution. Animals inhabit practically all parts of the earth from great depths in the sea to the highest mountains and from the poles to the equator. Each species of animal has a definite range or area of distribution, determined by its needs as to food, shelter and reproduction. Various kinds of animals live in all sorts of water, fresh or foul, alkaline or salt. Others are found in land environments from the hottest and driest desert to the most humid of tropical forests and in all sorts of plant growths.
The majority of animals are free-living, able to move about independently, but water dwellers are fixed in placed, or sessile. Still others are parasites that live on or within other animals at the expense of the latter.
Interrelations. No animal lives entirely to itself. Each is affected in varying degree by the features of its physical environment and by the other animals and plants that constitute its biological environment. The distribution of many land animals is determined by the kinds of plants or plant growth upon which they rely for food or cover. Most animals are affected by enemies, diseases or competitors. The total of all these interactions comprises the “web of life” or the “balance of nature”, a dynamic complex of forces, physical and biological that affects every living organism, including man.
Relations of animals to man. Animals bear many relations to human affairs, some being very useful and others harmful. The domestic mammals and birds, together with fishes, are the principal sources of human protein food and of various oils and fats. Oysters, crabs, lobsters, shrimps and other aquatic animals also serve as food. The wool of sheep and the pelts of various fur-bearing mammals provide clothing, and bird feathers are used in pillows and quilts. The hides of animals provide leather and glue, the hair is made into felt, and from glands and other internal organs many medicinal preparations are made. Honey, beeswax, tortoise shell and natural sponges are other useful animal products. The livestock and meat-packing industries, the commercial fisheries, the fur trade and beekeeping provide profitable employment for thousands of persons.
Among the harmful animals the larger predatory animals are no longer dangerous to men in civilized countries, but they kill domestic livestock and useful wild animals. The insects and rodents that feed upon crop plants, grasses, herbs or trees take a toll from farmers that amounts to many millions of dollars annually and necessitates large expenditures for control. Other insects and the “house” rats and mice damage stored foods and other property. Many kinds of parasites – protozoans, worms, insects and ticks - bring illness and death to man, his domestic livestock, and useful wild species. The parasites of malaria and yellow fever carried by mosquitoes, the bacteria of plague transmitted by fleas, the typhus spread by lice, and other diseases carried by animals have exercised a dominant role in the history of mankind down through the ages. Some insects, spiders, scorpions and snakes are dangerously poisonous.
Wordlist:
alkaline – щелочной
foul - загрязненный
sessile -сидячий; неподвижный, фиксированный
protozoan - простейшее животное
take a toll - приносить потери
meat-packing industry - мясоконсервная промышленность