- •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
Answer the questions:
When did the study of physiology begin?
What helped medical physiology develop rapidly?
Did chemistry influence the development of physiology?
What were the objects of J. Muller's explorations?
What organ systems are defined in physiology?
What does cell physiology study?
What is physiological chemistry concerned with?
Why has interest in the nervous system dramatically increased?
What does the word "anatomy" mean in the Greek language?
Anatomy deals with the structural organization of living things, doesn't it?
Are anatomy and physiology closely related sciences? Why?
Why is anatomy considered to be the basic life science?
What are the principles of anatomy's subdivisions?
Talk it over:
– history of physiology;
– physiological principles;
– study of organ systems.
Prove that:
– anatomy is closely related with physiology;
– all living things can be studied anatomically;
– anatomy is a broad subject.
4. Render the text into English:
Слово "физиология" было впервые использовано греками. Многие идеи, важные в развитии физиологии, были сформированы в книге Гиппократа. Физиология как отдельная наука использует химические и физические методы. В 17-ом веке наука основывалась на анатомических экспериментах. В 18-ом веке была издана работа французского ученого Лавуазье, которая имела успех и стала основой дальнейших исследований. В 19-ом веке физиология стала развиваться более быстрыми темпами, возникла необходимость изучать физиологию во всех живых организмах с медицинской точки зрения. Эксперименты, выявившие единство структуры и функций во всех живых организмах, повлияли на развитие теории общей физиологии. Современная физиология имеет мало общего с физиологией 19 века.
Unit 11 Human Anatomy
The human body operates through systems that are summarized below.
I. Circulatory System
In passing through the system, blood pumped by the heart follows a winding course through the right chambers of the heart, into the lungs, where it picks up oxygen, and back into the left chambers of the heart. From these it is pumped into the main artery, the aorta, which branches into increasingly smaller arteries until it passes through the smallest, known as arterioles. Beyond the arterioles, the blood passes through a vast amount of tiny, thin-walled structures called capillaries. Here, the blood gives up its oxygen and its nutrients to the tissues and absorbs from them carbon dioxide and other waste products of metabolism. The blood completes its circuit by passing through small veins that join to form increasingly larger vessels until it reaches the largest veins, the inferior and superior venae cavae, which return it to the right side of the heart. Blood is propelled mainly by contractions of the heart; contractions of skeletal muscle also contribute to circulation. Valves in the heart and in the veins ensure its flow in one direction.
What is blood?
Blood looks like an ordinary liquid. Using a microscope, however, it is possible to see cells floating in a watery liquid called plasma.
Plasma
Plasma is a pale yellow liquid. It is 90 % water and 10 % dissolved substances. These dissolved substances include:
• soluble foods from digestion, e.g. glucose, amino acids and fat droplets;
• salts (minerals) as ions, e.g. Na+, Cl-, Ca2+;
• hormones in minute traces, e.g. insulin and adrenaline;
• waste products, e.g. carbon dioxide and urea;
• blood proteins, e.g. globulin, a protein consisting of antibodies, albumen, which thickens the blood, sindfibrinogen, which is needed for clotting.
Fibrinogen can be removed from plasma. This is done by allowing the plasma to clot and then removing the clot. The remaining plasma without fibrinogen is called serum. Serum is stored in hospitals for transfusions.
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BLOOD
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PLASMA |
CELLS |
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Red blood cells |
White blood cells |
Platelets |
transports food, waste products and other chemicals. |
carry oxygen around the body. Haemoglobin in the cells combines with oxygen in the lungs to form oxyhaemoglobin. This is transported in the blood to tissues all over the body. |
help to protect us against disease. There are two kinds of white blood cells: • Phagocytes which kill bacteria by engulfing ("eating") them. They often die loaded with dead bacteria. This is what forms yellow "pus". • Lymphocytes which produce chemicals called antibodies. These dissolve in plasma killing bacteria and making poisons harmless. |
are bits of broken up blood cells. Platelets help the blood to clot. |