- •020201 "Биология"
- •Contents
- •Введение
- •Unit 1 Biology Word Study
- •Learn the meaning of the following words:
- •Practice the following for pronunciation:
- •3. Think of the translation of the following word combinations:
- •4. Give nouns corresponding to the verbs:
- •Text a Biology
- •Exercises
- •Answer the questions:
- •Continue the sentences based on the text:
- •7. Translate into English:
- •Speak on the following:
- •9. Render the article into English:
- •Text b The Beginning of Biology
- •Exercises
- •Answer the following questions:
- •2. Give all possible variants and translate them into Russian:
- •3. Give Russian equivalents for:
- •4. Find English equivalents in the text:
- •Make up a question plan for the text.
- •Try to develop the idea of every item in 5-7 sentences of your own.
- •8. Render the text in English. Use some introductory phrases:
- •Unit 2 Classification Word Study
- •1. Learn the meaning of the words:
- •Practice the following for pronunciation. Use these words in the sentences of your own:
- •Text a Classification
- •Exercises
- •1. Give the English equivalents of the following:
- •2. Answer the questions:
- •3. Give definitions of the following:
- •4. Choose the right variant:
- •5. Speak about:
- •6. Render the text into English:
- •1. Learn the meaning of the words:
- •2. Practice the following for pronunciation:
- •History of Classification Systems
- •Exercises
- •2. Work in pairs. Make up all types of questions to the given sentences and answer them:
- •Find in the text the synonyms of the following words:
- •Explain the following in English:
- •5. Render the articles into English:
- •6. Give the extended answer proving that:
- •Unit 3 Botany Word Study
- •1. Learn the meaning of the following words:
- •2. Read and translate the words:
- •3. Translate the given word combinations:
- •Text a Botany
- •I. Introduction
- •III. Classical Studies
- •IV. Botany Today
- •Exercises
- •1. Translate from Russian into English:
- •2. Are the following statements true or false? If yes, say why.
- •3. Give definitions:
- •4. Ask questions of all types about the statements:
- •5. Translate the questions into English and give the extended answers to the following questions working in pairs:
- •Text b The Higher Land Plants
- •Exercises
- •6. Complete the sentences:
- •Unit 4 Zoology Word Study
- •1. Learn the meaning of the words:
- •2. Read and practice the pronunciation of the following words:
- •Text a Zoology
- •Exercises
- •1. Answer the questions:
- •2. Join the parts of the definitions:
- •3. Say what you have learnt about:
- •4. Give the English equivalents of the following words:
- •5. A) Study the scheme thoroughly:
- •6. Render the text into English:
- •Text b The Animal Investigators
- •Exercises
- •Check up your comprehension:
- •2. Ask one another questions about the text, try to give detailed answers.
- •3. Render the content of the article in 20-25 sentences.
- •Ethology
- •Word Study
- •Learn the meaning of the words:
- •Practice the following for pronunciation:
- •Translate the word combinations into Russian:
- •Text a Ethology
- •Exercises
- •1. Give the English equivalents of the following:
- •2. Suggest as many word combinations as possible and put them in the sentences of your own:
- •3. Make up sentences matching one part with the other:
- •4. Make up 10 questions about the text and ask your group mates to answer them.
- •5. Give the detailed description or examples for the following:
- •6. Render the text into English:
- •Text b Types of Communication Chemical communication
- •Mechanical communication
- •Visual communication
- •Imprinting
- •Unit 6 Evolution Word Study
- •1. Learn the meaning of the words:
- •2. Translate the word combinations and use them in sentences of your own:
- •Exercises
- •1. Answer the questions:
- •2. Complete the sentences based on the text:
- •3. Give definitions of the following:
- •4. Give 2-3 sentences that develop from the leading statement using such introductory phrases as:
- •3. Form the opposite of the following words by using the prefixes:
- •Text a Evolution
- •Exercises
- •1. Give the English equivalents of the following:
- •2. Answer the following questions:
- •3. Continue the sentences using your knowledge about evolution:
- •Правила эволюции
- •Text b How Scientists Study Evolution
- •1. While reading the article complete the table with proper information:
- •A. Fossils
- •B. Distribution of Species
- •C. Anatomical Similarities
- •D. Molecular Similarities
- •E. Direct Observation
- •F. Determining Life's Origins
- •2. Comment on the ways of studying the evolutionary mechanisms using the table from ex. 1.
- •3. Give definitions of the following:
- •4. Work in pairs. Make up all possible questions to the sentences and answer them.
- •5. Say what you have learnt about:
- •Unit 7 Development of Evolutionary Theory Word Study
- •1. Learn the meaning of the words:
- •2. Practice the following for pronunciation:
- •3. Translate the word combinations into Russian and use them in the sentences of your own:
- •Text a Development of Evolutionary Theory I
- •Exercises
- •1. Try to find out several semantic parts in the text (there must be 6 of them).
- •2. Suggest the titles for the extracts. Justify your choice.
- •3. Give the English equivalents of the following:
- •9. Say what you have learnt about (part 6):
- •10. Make up a complex plan of the text.
- •11. Render the articles into English:
- •Значение эволюционной теории Ламарка
- •Основные положения эволюционного учения ч. Дарвина
- •Text b Development of Evolutionary Theory II Population Genetics and the Modern Synthesis
- •New Techniques in Molecular Biology
- •Sociobiology
- •Punctuated Equilibria
- •Role of Extinction
- •Exercises
- •1. Continue making the complex plan of the text "Developing of Evolutionary Theory".
- •2. Find evidence for or against the statements:
- •3. Get ready to speak on every point of the plan.
- •Render the studied text in English. Use introductory phrases.
- •What theory of origin of life do you personally embrace? Give arguments to support your point of view. Unit 10 Physiology and Anatomy
- •Exercises
- •Answer the questions:
- •Talk it over:
- •Prove that:
- •4. Render the text into English:
- •Unit 11 Human Anatomy
- •I. Circulatory System
- •What is blood?
- •The functions of blood
- •1. Transport
- •2. Protection
- •Circulation of blood
- •The heart
- •Diseases of the circulation system
- •Exercises
- •1. Continue the sentences based on the text:
- •2. Say whether the statements are true or false:
- •3. Work in pairs. Make up 2-3 questions to every paragraph and answer them.
- •5. Render into English.
- •6. Speak about circulatory system according to the plan.
- •II. Respiratory System
- •Gas exchange in the lungs
- •Cellular respiration
- •Respiration in all living things
- •Exercises
- •1. Answer the questions:
- •6. Topics for discussion:
- •III. Digestive and Excretory Systems
- •Exercises
- •1. Work in pairs. Ask questions to the following statements and give full answers.
- •2. Make up sentences matching one part with the other.
- •3. Develop the idea expressing your point of view about the following:
- •4. Reproduce the article using the key-words:
- •5. Render the text into English.
- •IV. Immune System
- •Exercises
- •1. Render the text into English.
- •V. Nervous System
- •Exercises
- •1. Render the text into English.
- •Senses and responses
- •1. Detecting changes and responding
- •2. Detecting light – the eye
- •3. Detecting sound and balancing – the ear
- •4. Detecting smell and taste – the nose and mouth
- •5. Detecting temperature and touch – the skin
- •Exercises
- •1. Render the text into English.
- •VI. Reproduction Sexual and asexual reproduction
- •Sexual reproduction
- •Asexual reproduction
- •Exercises
- •1. Render the text into English.
- •Unit 12 Histology Word Study
- •1. Learn the meaning of the words:
- •2. Practice the following words for pronunciation and translate them into English:
- •3. Translate the word combinations into English and use them in the sentences of your own:
- •Histology
- •Exercises
- •1. Give the English equivalents of the following:
- •2. Work in pairs: make up 2-3 questions to each paragraph and answer them using the introductory phrases.
- •3. Extract specific information and reproduce it about the following:
- •4. Render the text into English.
- •Supplementary texts Most cot deaths due to "natural causes"
- •More evidence of genetic basis for cot death
- •Sex selection
- •Cloning monkeys
- •Monkey embryo cloning success
- •How emotions can hurt the heart
- •Progenitor cells offer heart attack hope
- •Viral infections
- •Vocabulary
- •Библиография
Exercises
1. Check up your comprehension, giving + or – for the statements.
Classification is a constantly developing science.
The earliest classification schemes were established by the Romans.
Aristotle's classification completely corresponds to the contemporary schemes.
Aristotle wrote about animals only.
Theophrastus applied taxonomic approach to the study of plants.
In the Middle Ages names of organisms were long and cumbersome.
Naming system was simplified by herbalists in the 16th-17th centuries.
Bauhin catalogued an extensive list of animals.
Animal classification didn't advance till the 17th century.
Linneus designed a binomial system of nomenclature.
Darwin agreed that classification systems should reflect the history of life.
The development and use of microscope revealed a diverse array of multicullar organisms.
There were only two Kingdoms in the classification of the 18th century.
In the middle of the 20th century there were 4 kingdoms in the classification system.
Advances in molecular systematics resulted in overall changing the classification system.
All of the organisms have already been placed in the classification hierarchy.
2. Work in pairs. Make up all types of questions to the given sentences and answer them:
Andrea Cesalpino was the first scientist to classify plants primarily according to structural characteristics.
Similar organisms are grouped into a genus, and each organism is given a two-word Latin name.
The controversy over fundamental approach to classification continues today.
Archae were found to have unique molecular structures and physiological characteristics.
Woese advocated the use of a new category called the domain.
Find in the text the synonyms of the following words:
-
modern – …
a binomial system – …
exactly – …
voluntary – …
aim – …
large – …
suit – …
comprise – …
bushy trees – …
energetic – …
Explain the following in English:
-
dichotomy
herbalists
organelles
bacteria
prokaryotes
eukaryotes
fungi
archae
5. Render the articles into English:
a) Систематика – наука о разнообразии всех существующих и вымерших организмов, о взаимоотношениях и родственных связях между их различными группами. Основными задачами систематики являются определение путем сравнения специфических особенностей каждого вида и каждого таксона более высокого ранга, выяснение общих свойств у тех или иных таксонов. Стремясь к созданию полной системы органического мира, систематика опирается на эволюционный принцип и данные всех биологических дисциплин. Определяя место организмов в системе органического мира, систематика имеет важное теоретическое и практическое значение, позволяя ориентироваться в огромном разнообразии живых существ. Основы систематики заложены трудами Дж. Рея и К. Линнея.
b) Классификация – это основной метод, который применяет человек, чтобы понять суть организации всего мира. К. Линней создал самую совершенную для своего времени систему органического мира, включив в нее всех известных тогда животных и все известные растения. Будучи крупным ученым, он во многих случаях правильно объединил виды по сходству строения. Однако классификация К. Линнея не была совершенной. Несмотря на господство взглядов о неизменности живой природы, биологи продолжали накапливать фактический материал, который противоречил этим представлениям. Создание микроскопа в 17-ом веке и его применение в биологических исследованиях сильно расширили кругозор ученых. Оформилась как наука эмбриология, возникла палеонтология. Ж.-Б. Ламарк, выдающийся французский естествоиспытатель, был ученым, создавшим первую эволюционную теорию.