- •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
6. Render the text into English:
Зоология – это наука о животных, включающая исследования как отдельных особей, так и составляющих их частей на молекулярном уровне. Люди изучают животных с древних времен. Как наука зоология зародилась в Др. Греции и связана с именем Аристотеля. Зоология изучает видовое многообразие животных, их строение, особенности жизнедеятельности, индивидуальное и историческое развитие, взаимоотношения со средой обитания, родственные связи, распространение, особенности поведения, вымерших животных. Физиологические функции, такие как пищеварение, выделение и дыхание были изучены несколько веков назад, теория зародыша была представлена немецким эмбриологом. К тому времени, когда Дарвин стал изучать животный мир, было уже доказано, что биологические изменения происходят в видах путем естественного отбора. Открытие клеток и изобретение микроскопа оказало влияние на развитие зоологии.
Read and translate the text into Russian using a dictionary.
Text b The Animal Investigators
Late last year, the World Health Organization has decided back a program of research into a mysterious and little known animal phenomenon. What intrigued the overlords of WHO was the fact that certain species of animals – including bats, badgers and stoats have somehow evolved way of limiting their breeding. Without the pill, or any other соntraceptive device contrived by man, they have seeming achieved a natural form of birth control. With an eye to the population explosion, the implications are tremendous. At present no one knows how, or even why animals delay their reproduction. Almost certainly it will take years to find out. But the first crucial stages of the inquiry have already begun. They are being conducted not in a lab where white-coated workers pad between racks of test tubes but within the peanut strewn perimeter of London Zoo. This is where Britain's first and only Mammal Behaviour Study Unit has its headquarters.
The commission from WHO is a triumph both for the unit and for its head, Dr. Desmond Morris. At 37 he is the Zoo's youngest Curator of Mammals; a sometime painter, telly star, author of books booth solemn and pop, and above all an able and ardent missionary for the cause of studies in animal behaviour.
He needs all the energy he can muster, for in the world of zoology behaviour people are very much the new men, often regarded with a fierce crusty suspicion. Exactly what they do, and how they differ from their colleagues is not easy to define. But one way of marking their peculiarities in a crowd of animal experts is to observe the other, more orthodox kind of zoologists in action.
For most orthodox zoologists (and it is no crime to be orthodox) the starting point of any serious research into a new species is a dead animal. Behaviour students, on the other hand, have no use for a corpse. They are concerned with how a living animal feeds, procreates, communicates and absorbs information. They are interested in what does, and why it does it. They do not regard animals as people. But they do regard them as members of a large animal community of which Homo sapiens also happen to be a member.
When he published a study of ape painting under the title of "The Biology of Art", Desmond Morris let it be known that he regarded his findings as a pointer to the origins of human art itself. Depending on their chosen field, other behaviour students would no doubt make the same sort of claim: but discreetly. What worries them is that somewhere along the line they may be accused of anthropomorphism – of explaining animal behaviour in terms of human motivation.
For all zoologists-orthodox or otherwise – this is heresy. But the closer one looks at animals the more apparent it becomes that their patterns of behaviour have echoes, however distant, in our lives. The World Health Organization's interest in animal birth is a clear indication of this, and it may help to dispel much of the querulousness, which clouds the activities of animal behaviour students. All the same, the techiness of traditionalists can easily be understood. Some of it was apparent in the spring of 1961 when a young Dutchman named Jan Van Hooff arrived at London Zoo as the first Desmond Morris's animal behaviour student. He was – and still is – a tall, soberly-clad citizen with perfect manners, and an obvious devotion to his work. His methods however, were – to say the least of it – unusual. At ten o'clock each morning he would haul a chair into the monkey house, position himself in front of the cage of baboons and start to make faces.
The results were sometimes devastating. The female baboon would respond to Van Hooff's grimaces by smacking her like a child with a toffee, and within seconds her mate would hurl himself against the barrier, gibbering with rage. Van Hooff's explanation was simple: "He has a right to be annoyed. In a sense, I was making love to his wife."
Van Hooff's subject was animal language: a combination of sounds, facial expressions, and body postures through which animals communicate with their species. He succeeded not only in cracking the code, but also in establishing a limited contact with the animals he watched.
Now, five years after collecting the material for his first major paper (a slim, grey volume entitled "Facial Expressions in Higher Primates") he is a lecturer at Utrecht University, co-director of the Zoo at Arnhem, and a star of a top-rating animal programme on Dutch TV.
Without doubt, Van Hooff is Morris's most successful pupil to date. His work also typifies the general trend of animal behaviour studies. At present, Morris's group has four members, all women subsidized, by University grants. Their researches are still in progress. But at least three of them already demonstrate a tonic and independent line of zoological thought; and what is even more evident – an extraordinary relevance to the human society.
The researchers do not say this themselves, but – loudly and clearly – their work say it for them. For example, Caroline Liozos (the wife of a BBC producer) is studying play behaviour in chimpanzees. What she wants to know is whether play has any real function in their lives. She has four young apes who live in two adjoining cages, which can be opened up into one long, luxury apartment. Their games, or what seem to be games, include gymnastics from a dangling rope and a high-speed chase in which all four chimps scoot-round walls, floors and ceilings until exhausted. It looks like a spontaneous burst of high spirits, but Mrs. Liozos is not so sure.
"You see, people look at an animal and say: "It is playing". Although they may be right, the implication is that the animal isn't doing anything really important, because play is a human word for something you do when you are not working. For animal it's quite different. Play is serious. It could be a way of finding out about objects, by touch. Or it could be a special kind of experiment with forms of behaviour, which will be important in adult life.
Analyzing ape behaviour has its own peculiar problems, the prime one being that chimps look so much like us (especially young ones) that the unguarded researcher is often tempted to "humanize" their conduct.
All four women started out as psychologists. Now they prefer to call themselves ethologists, which have to do with the function and the evolution of behaviour patterns, not just their cause. No love is lost between the two camps. Psychologists dismiss ethologists as an overcute breed of nature boys. Ethologists regard psychologists as children who've yet to see the light. Their own work, they claim, is an attempt actually to enter the world of the animal; to garner internal evidence as to how and why creatures behave as they do.
What exasperates Morris and all other animal behaviour students – is the suggestion that their job is frivolous. "Just because we like to surround ourselves with animals, just because we enjoy our work, there is reason to think it is not significant".
He believes, and – unlike many of his colleagues – actually states that there are many research projects, like the one into animal birth control, which relate equally to the animal and the human condition. He has a particular interest in territorial behaviour, which is how animals bloodlessly apportion a stretch of common land – and so avoid what could be a war of attribution. "There are hundreds of questions", he says, "and they have been around for a long time. Is it too much to hope for that understanding animals will help us to come up with some of the answers?"
