Make the reference of the text

1) Give each passage a title

2) Say 1-3 sentences to each passage

Animals

II

Read the text about animals. Find the passage which contains the information about the defensive models of animals. read and translate the passage.

   All animals can move parts of their bodies. Many simple animals move with the help of microscopic hairlike structures called cilia. Another form of creeping movement, seen in earthworms, involves changes in body shape.

    Jointed limbs are found in only two groups of animals: the arthropods and vertebrates. Many animals can glide, but only insects, birds, and bats are capable of powered flight.

     Like all living things, animals have limited life spans. Although individual animals eventually die, reproduction ensures that they hand on their characteristics to future generations. Animal reproduction takes two overall forms. In the first form, called asexual reproduction, animals produce offspring without needing a partner. A second and much more common form of reproduction, sexual reproduction, involves two parents. The parents produce sperm and egg cells (gametes), which are brought together to form a fertilized cell (zygote) with a new and unique combination of genes.

     Asexual reproduction is relatively easy to achieve because it involves only a single animal. Sexual reproduction is much more complex because the partners often have to find each other and precisely coordinate their reproductive behavior.

   In the living world, resources such as food and space are limited. As a result, survival is a constant struggle. Through evolution, animals have developed a range of adaptations that give them the best chances of success. The need to eat exposes animals to the danger of being attacked and eaten themselves. To avoid this fate, all animals have physical adaptations that enable them to escape being attacked or to survive an attack once it is underway. The simplest form of defense is a rapid escape. Many plant-eating mammals depend on this strategy for survival and must maintain a constant lookout for danger. A less-demanding survival strategy, found in many small animals such as insects, involves deception. These animals use camouflage to blend in with their backgrounds, or they mimic inedible objects such as twigs or bird droppings. A more sophisticated form of mimicry occurs in animals that resemble species that are poisonous. An alternative defense, seen in a wide range of animals, uses armor or spines to fend off an attack (hard shells, overlapping scales, bands of hardened plates).

   Many forms of behavior help animals to survive severe environmental conditions. Two examples are hibernation, which enables animals to survive cold and food shortages in winter; and estivation, which allows animals to survive drought and heat in summer. Special forms of behavior also help animals to find food, to avoid being eaten, and to protect their young. One of the most advanced forms of this behavior is the use of tools. More rarely, some tool-using animals seek out a particular object and then shape it so that it can be used. Defensive behavior is exhibited by individual animals and also by animal groups. Group defense is common in herding mammals, which form a protective ring around their calves when threatened by wolves. Individual defensive behavior is often based on threatening gestures that make an animal look larger or more dangerous than it actually is. Sometimes it involves some highly specialized forms of deception. One of the most remarkable is playing dead.

Vocabulary

Locomotion, cilia, earthworm, arthropods, bat, zygote, to attack, to avoid, to defense, to escape, deception, camouflage, mimic, inedible, poisonous, armor, scales, shell, hibernation, estivation, herding, to threaten.

Make the reference of the text

1) Give each passage a title

2) Say 1-3 sentences to each passage

Zoology Practice

Two students are talking about the practice in Invertebrate Zoology, which will be held tomorrow.

Student 1: Hello, Kate! You know I’ve missed the consultation today. Could you tell me what I should prepare for tomorrow practice?

Student II: Hello. Of course, Mary. Look. The matter is that each day we’ll go to different places and catch insects, mollusks or any arthropods in different habitats. As for tomorrow the teacher will take us to flood lands. So nothing special is to be taken. Just dress yourself according to weather.

Mary: Really? But how then will we be able to catch anything?

Kate: Don’t worry. We’ll be given everything: there are enough and insecticides for all of us in the university.

Mary: Ok, so we’ll have to catch insects with butterfly nets? And if I’m not sure that I know how to do it?

Kate: Oh, I’m sure it’s very easy. Besides the teacher will show us how to manipulate it.

Mary: Thank you, Kate. And what about other days of the practice?

Kate: After the flood lands we’ll study water invertebrates. And this time you should take wellington boots to put on them when catching mollusks, pond skaters and dragonflies.

Mary: Oh, how interesting! And what will we do with all these creatures when they die?

Kate: You know, that will be the hardest work. We will make a collection of the gathered material, but before it we should define each item with the help of an identification guide. Besides we’ll make cards with brief meteorological, ecological and geographical characteristics of when and where the material would have been gathered. Its family, genus and species name should be included too.

Mary: By the way I haven’t handed my album yet. How do you think may I bring and show it tomorrow?

Kate: Oh, I’m sorry; I’ve forgotten to say that we should have them with us during the practice. Beside identifying the insects we’ll have to draw them down.

Mary: How much work! Thus I expect to get much experience out of this practice.

Kate: I fully agree with you. Let’s prepare then. See tomorrow at nine.

Mary: Thank you for the information! Good-bye.

Kate: Good-bye.

 

 

Vocabulary

flood lands         пойменные луга

a net                 сачок

an insecticide        морилка

wellington boots резиновые сапоги

a pond skater     водомерка

a dragonfly   стрекоза

an identification guide  определитель

to draw smth down зарисовывать что-либо

Task

I. Speak about your practice in invertebrate zoology. The following pictures may help you.

a)                                                                                         b)                                     

               

c)                                                                                 d)

                    

 

 

  

e)                                                                        f)

                                  

II. Study the schemes of the appendix  for biology. Choose any class of animals and tell your group about its anatomy in short. You may choose any system.

III.  Choose any animal and speak about its lifestyle from the 1^st person. Let your groupmates guess your animal.

IV. Do the test work on botany and zoology.

 

Unit 4 Human Anatomy

Part I: The Skeleton and the Muscles

Read the text about the skeleton and the muscular system of a human body. Find the passage which contains the information about the bones forming the upper part of a body. Read and translate the passage.

   The human body is separable into the head, the trunk and the limbs. In the head the skull is distinguishable from the face. The trunk includes the chest (thorax) and the abdomen. Of the limbs there are two pairs - the upper (arms), consisting of the upper arm, the forearm, the wrist and the fingers, and the lower limbs (legs), including the thigh, the leg and the toes.

     The bones form the skeleton of the body. The most important part of the skeleton is the backbone. The bones which form the skeleton or bony framework of the body include the bones of the head, the bones of the trunk, the bones of the lower and upper limbs. The bones of the head include the bones which make up the skull and freely movable bone which forms our lower jaw. The bones of the trunk include the spinal column, the ribs and the breastbone. The arms join the body at the shoulder, which consists of two bones - the collar-bone in front, and the shoulder-blade behind. Between the shoulder and the elbow there is only one bone in the arm (humerus), but between the elbow and the wrist there are two (ulna, radius). In the wrist there are eight small bones. Next come the bones of the hand itself. We have twenty-seven bones in the framework of the hand and wrist alone.

   We know that the muscles constitute approximately fifty per cent of the total body weight. There are three main types of muscular tissue that we identify and classify on the basis of structure and function: smooth or visceral muscle, striated or skeletal muscle, cardiac muscle.

   Smooth muscles can contract slowly. They make up the walls of the internal organs such as those of the blood vessels and the digestive tract. The walls of the blood vessels are contracting and expanding when they respond to certain chemicals in the blood or in response to the effect of temperature, but we can’t cause them to lift our arm or to open our mouth (involuntary muscles). Striated muscles are most necessary for manipulation of the bones of the skeleton. Those are the muscles necessary for walking, running, turning the head and so on. That’s why they are sometimes called the skeletal muscles. This type includes all those muscles which must react quickly to changes in the environment, i.e. those that become active through an effort of will (voluntary muscles). A characteristic feature of cardiac muscle is that fibers have neither a beginning nor an end. In other words, the heart is simply a huge net of muscles in which all elements are continuous with each other.

Vocabulary

Trunk, limbs, skull, thorax, abdomen, upper arm, forearm, wrist, thigh, leg, toe, backbone, framework, jaw, spinal column, rib, breastbone, shoulder, collar-bone, shoulder-blade, elbow, humerus, ulna, radius, smooth (visceral), striated (skeleton), cardiac, to contract, internal, blood vessels, digestive tract, voluntary/ involuntary, fibers.

I. Translate from English

1 The number of the bones in the hand and wrist alone is 27.

2 A separate bone in the vertebral column is called a vertebra.

3 Each hand has four fingers and one thumb.

4 We have no special names for ulna and radius in the modern English language.

5 There is the skull at the upper end of the backbone..

6 There are three bones in each finger.

7 There is no backbone in invertebrate.

8 Naturalists divided all animals into two classes.

9 The bones of the trunk include the spinal column, the ribs and the breastbone.

10 The upper cavity, the thorax, includes the heart and the lungs.

11 The parts of the body are the head, the trunk, and the limbs.

12 Smooth or unstriated muscles contract without any volition.

13 Blood vessels are contracting when they respond to the temperature.

14 The bones of our body make up the skeleton.

15 The word “muscle” means “little mouse” in Latin.

16 Cardiac muscle is under involuntary control.

17 The involuntary muscles control the beating of the heart.

18 The walls of the blood vessels are expanding when they respond to certain chemicals in the blood.

19 The skeletal muscles are the organs of muscle system.

20 Smooth muscles form the muscular coat of internal organs, blood vessels and skin.

21 We call the muscles that form internal organs visceral muscles.

 

II. Translate from Russian

1. Позвоночные животные образуют класс высших животных.

2. Ребра защищают сердце, легкие и другие органы грудной клетки.

3. По структуре и функции мышцы можно разделить на три группы.

4. Гладкие мышцы сокращаются непроизвольно.

5. Поперечно-полосатые или скелетные мышцы реагируют на изменения в окружающей среде.

 

III. Write the bones of the skeleton according to the task

1 -

2 -

3 -

4 -

6 -

7 -

8 -

15 -

17 -

18 –

22 –

 

 

V. Speak about the bones of the lower limbs. You may use the passage in which the bones of the upper limbs are described.

 

V. Speak about the functions of the muscles

- smooth /visceral/

- striated /skeletal/

- cardiac

 

VI. Make the reference of the text.