- •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. Render the text into English.
Известно, что одним из основных свойств живых существ является способность воспринимать информацию об окружающем их мире и состоянии внутренней среды. При этом физические факторы, такие как давление, свет, звук, благодаря наличию специализированных образований преобразуются в нервные импульсы, которые и подвергаются дальнейшему анализу. В целом система специализированных органов, посредством которой осуществляется восприятие и переработка сигналов различной модальности (световых, звуковых, температурных и т.д.), поступающих из внешней и внутренней среды, носит название сенсорной системы или анализатора.
Термин «анализатор» был предложен И.П. Павловым в начале ХХ в. «Анализаторы, – писал ученый, – это такие аппараты, которые разлагают внешний мир на элементы и затем трансформируют раздражение в ощущение».
VI. Reproduction Sexual and asexual reproduction
Living things cannot live forever. Eventually, they die. But animals and plants do not disappear from the Earth because they produce offspring. This is called reproduction. Living things can reproduce in two different ways – by sexual reproduction and by asexual reproduction. Reproduction in humans is always sexual. This involves the union or mating of a male and a female. Almost all animals and some plants reproduce sexually. But most plants and some animals can also produce offspring by asexual reproduction. Asexual reproduction does not involve the union of male and female. It takes place when part of the parent is detached and allowed to grow separately.
Sexual reproduction
Sexual reproduction is similar for all organisms. It involves special sex cells called gametes. Gametes are formed by a process of cell division called meiosis. Female gametes are called egg cells. These are produced in the ovary of the female animal or plant. Male gametes are called sperms in animals and pollen in plants. When a male gamete meets a female gamete, the two join together. This is called fertilization and the fertilized cell is called a zygote. The zygote grows by dividing into two cells, then again into four cells and so on. Eventually, the cells form an embryo, which grows into an adult.
As both parents contribute part of themselves to the fertilized egg, the offspring has similarities to each. But it is not identical to the mother or father. Sexual reproduction is therefore a source of genetic variation.
Asexual reproduction
In contrast to sexual reproduction, asexual reproduction requires only one parent. It involves a different type of cell division called mitosis, in which new cells are produced simply by the division of old ones. Each new cell is a copy of the original. So in asexual reproduction all the offspring from one parent are identical. These identical offspring are called clones.
Exercises
1. Render the text into English.
Размножение – одно из основных свойств живого, под которым понимают способность живых организмов воспроизводить себе подобных, обеспечивая непрерывность и преемственность жизни в ряду поколений. Существование целостного организма поддерживается делением его составляющих дискретных единиц – клеток, так как продолжительность жизни большинства клеток короче жизни особи. В свою очередь существование вида поддерживается размножением составляющих его особей, продолжительность жизни которых ограниченна. Размножение обеспечивает длительное сохранение видов и непрерывность самой жизни.
Различают два основных вида размножения: бесполое и половое.
При бесполом размножения в воспроизведении себе подобного участвует только одна родительская особь, из части тела которой развиваются дочерние организмы. Их генотипы совершенно идентичны родительскому. Бесполое размножение позволяет быстро увеличивать число особей.
При половом размножении происходит объединение генетической информации двух родительских организмов в одной особи, что обусловливает значительную комбинативную изменчивость, позволяющую новым организмам быстрее и лучше приспосабливаться к изменяющимся условиям среды.