- •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
7. Translate into English:
1. По изучаемым объектам биологию подразделяют на отдельные науки.
2. Все поддисциплины биологии подчинены общим законам и закономерностям развития живой природы, которые изучает общая биология.
Основные различия между растительными и животными организмами обусловили разделение их по способу питания.
Среди основных направлений биологии усиленно развивается область изучения живой материи, использующая методы и подходы химии, физики и математики.
Общебиологические закономерности используются при решении самых разных вопросов во многих отраслях народного хозяйства.
Speak on the following:
biology as the science of life;
scientists dealing with the concept of biology;
object biology studies;
subdivisions of biology which contributed much to the development of biology;
recent advances in biology.
9. Render the article into English:
Живое представлено необычайным разнообразием форм, множеством видов живых существ. В настоящее время уже известно около 500 тыс. видов растений и более 1,5 миллионов видов животных, населяющих нашу планету, кроме того, ученые постоянно описывают новые виды, как существующие, так и вымершие в минувшие геологические эпохи. Выявление и объяснение общих свойств и многообразия живых организмов – задача общей биологии. В рассматриваемых общей биологией проблемах важное место занимают вопросы происхождения жизни на Земле и законы ее развития, а также взаимосвязь различных групп живых организмов между собой и взаимодействие их с окружающей средой. Среди основных направлений биологии усиленно развивается физико-химическая биология, но уже сегодня можно отметить значительные достижения в области биохимии, молекулярной биологии и биофизики.
Translate the text into Russian using a dictionary.
Text b The Beginning of Biology
Biology is the study of living organisms and as soon as man's mind developed to the point where he was conscious of himself as an object from the unmoving and unfeeling ground upon which he stood, a form of biology began. For uncounted centuries, however, biology was not in the form we would recognize as a science. Men were bound to attempt to cure themselves and others of ailments, to try to alleviate pain, restore health, and ward off death.
Again, men could not help but observe the living machinery of the animal organism, whenever a creature was cut up by butchers for food or by priests for sacrifice. And yet such attention as was devoted to the detailed features of organs was not with the intent of studying their workings but for the purpose of learning what information they might convey concerning the future. The early anatomists were the diviners who forecast the fate of kings and nations by the shape and appearance of the liver of a ram.
Undoubtedly, much useful information was gathered over the ages, even under the overpowering influence of superstition. The men who embalmed mummies so skillfully in ancient Egypt had to have a working knowledge of human anatomy.
Nevertheless, as long as men believed the universe to be under the absolute dominion of capricious demons, as long as they felt the natural to be subordinate to the supernatural, progress in science had to be glacially slow. The best minds would naturally devote themselves not to the study of the visible world, but to attempts to reach, through inspiration or revelation, an understanding of the invisible and controlling world beyond.
To be sure, individual men must now and then have rejected this view and concentrated on the study of the world as it was revealed through the senses. These men, however lost and submerged in a hostile culture, left their names unrecorded and their influence unfelt.
It was the ancient Greeks who changed that. They were a restless people, curious, intelligent, argumentative, and, at times, irreverent. About 600 В. С., there arose in Ionia (the Aegean coast of what is now Turkey) a series of philosophers, who began a movement that was to change all that.
The Ionian philosophers ignored the supernatural and supposed, instead, that affairs of the universe followed a fixed and unalterable pattern. They assumed the existence of causality; that is, that every event had a cause, and that a particular cause inevitably produced a particular effect, with no danger of change by a capricious will. A further assumption was that the "natural law" that governs the universe was of such a kind that the mind of man could encompass it and could deduce it from first principles or from observation.
This point of view dignified the study of the universe. It maintained that man could understand the universe and gave the assurance that the understanding, once gained, would be permanent.
Little is known of these early Ionian philosophers: their works are lost. But their names survive and the central core of their teachings as well. Moreover the philosophy of "rationalism" (the belief that the workings of the universe could be understood through reason rather than revelation), which began with them, has never died.
Rationalism entered biology when the internal machinery of the animal body came to be studied for its own sake, rather than as transmitting devices for divine messages.
The most important name to be associated with the rationalistic beginnings of biology, however, is that of Hippocrates. Virtually nothing is known about the man himself except that he was born and lived on the island of Cos just off the Ionian coast. On Cos was a temple to Asclepius, the Greek god of medicine. The temple was the nearest equivalent to today's medical school, and to be accepted as a priest there was the equivalent of obtaining a modern medical degree.
Hippocrates's great service to biology was that of reducing Asclepius to a purely honorary position. No god influenced medicine in Hippocratic view. To Hippocrates, the healthy body was one in which the component parts worked well and harmoniously, whereas a diseased body was one in which they did not. It was the task of the physician to observe closely in order to see where the flaws in the working were, and then to take the proper action to correct those flaws. The proper action did not consist of prayer or sacrifice, of driving out demons or propitiating gods. It consisted chiefly of allowing the patient to rest, seeing that he was kept clean, had fresh air, and simple and wholesome food. Any form of excess was bound to overbalance the body's workings in one respect or another, so there was to be moderation in all things.
In short, the physician's role, in the Hippocratic view, was to let natural law itself affect the cure. The body had self-corrective devices, which should be given every opportunity to work. In view of the limited knowledge of medicine, this was an excellent point of view.
Hippocrates founded a medical tradition that persisted for centuries after his time. The physicians of this tradition placed his honored name on their writings so that it is impossible to tell which of the books are actually those of Hippocrates himself. The "Hippocratic oath", for instance, which is still recited by medical graduates at the moment of receiving their degrees, was most certainly not written by him and was, in fact, probably not composed until some six centuries after his time. On the other hand, one of the oldest of the Hippocratic writings dealt with the disease epilepsy, and Hippocrates himself may well have written this. If so, it is an excellent example of the arrival of rationalism in biology.
In the book "On Sacred Disease", written about 400 B.C. possibly by Hippocrates himself, he maintained that it was useless, generally, to attribute divine causes to diseases, and that there was no reason to consider epilepsy an exception. Epilepsy, like all other diseases, had a natural cause and a rational treatment. If the cause was not known and the treatment uncertain, that did not change the principle.
All of modern science cannot improve on this view and if one were to insist on seeking for one date, one man, and one book as the beginning of the science of biology, one could do worse than point to the date 400 B.C., the man Hippocrates, and the book "On Sacred Disease".
