engleza biologie - [PDF Document] (2024)

ENGLISH FOR STUDENTS OF BIOLOGY

Raluca Bonta

ACTIVITY BOOK

UNIVERSITY OF BACAU2006

CONTENTS

Unit 1 The Present Tense Simple

Unit 2 Biology: The Science of Our Lives

Unit 3 The Present Tense Continuous/Progressive Unit 4 How toKnow the Trees Unit 5 The Past Tense Simple Unit 6 Animals and ManUnit 7 The Past Tense Continuous/Progressive

Unit 8 Birds and Their Peculiarities

Unit 9 Revision of Present and Past (Exercises)

Unit 10 Adaptation Bibliography

UNIT 1

The Present Simple

I. Form

We use the infinitive of the verb. In the 3rd person Singular(he, she, it - or a name) we put an -s at the end of theinfinitive.

infinitive - 3rd person Singular (he, she, it) infinitive +-s

a) Affirmative sentences:

I/we/you/they play football.He/she/it plays football.

NOTE: he, she, it - Do not forget the -s.

Spelling

Be careful with some words when using the 3rd personsingular.

1) verbs ending in a sibilant [s] [z] [] [] [] [] or verbsending in -o preceded by a consonant

We add -es to the infinitive.

Examples:I watch - he watchesI pass - he passesI go - he goesIdo - he does

2) verbs ending in -y

verbs ending in 'y' preceded by a vowel (a, e, i, o, u): Add-s.

Example: I play - he plays

verbs ending in 'y' preceded by a consonant: Change 'y' to'ies'.

Example: I hurry - he hurries

b) Negative sentences:

We use the auxiliary do.I/we/you/they do not playfootball.He/she/it does not play football.

NOTE: We often use short forms in negative sentences in theSimple Present:I/we/you/they don't play football. He/she/it doesn'tplay football.

c) Questions:

Do I/we/you/they play football?Does he/she/it play football?

For the Simple Present there are some adverbs of frequency:

alwaysoftenusuallysometimesseldomnever

Other phrases of time can occur, like:every dayevery weekeveryyearon Mondays

II. Use

The Simple Present is frequently used in English to denote:

1) repeated actions (every day, always, often, sometimes ornever)

My friend often draws nice posters. I never drink milk.

2) things in general

The sun rises in the East.

3) fixed arrangements, scheduled events (e.g. timetable)

The plane flies to London every Monday.

4) after special verbs, which are normally not used with thePresent Progressive (These verbs express states, possessions,feelings etc.)be, believe, belong, hate, hear, like, love, mean,prefer, remain, realize, see, seem, smell, think, understand, want,wish

I understand English.He doesn't like fish.

Exercises

1. Put the verbs at Present Simple interrogative andnegative:

1. I love my brother. 2. She talks too much. 3. I understandyou. 4. You play the piano very well. 5. I always believe you. 6.He remembers my phone number. 7. They live in Bucharest. 8. He hasa hot bath every day. 9. I trust my friend. 10. I have lunch at oneoclock.

2. Complete the following sentences using the PresentSimple:

1. You always .....

2. We only .... occasionally.

3. Whenever she comes to see us, she ....

4. Nobody ever .... nowadays.

5. Those girls never ...

6. You usually ....

7. His brother often ....

8. These birds always ....

3. Turn the following sentences into the interrogative:

1. We live in a big house.

2. Albert jumps high.

3. I work har dat my office.

4. You got o bed late.

5. This boy greets me in the morning.

6. We like detective books.

7. You cook in the evening.

8. I know many jokes.

9. We help her in the garden.

10. Susan dresses beautifully on Sundays.

4. Turn the following sentences into the negative:

1. You plant potatoes in the garden.

2. It rains heavily in the mountains.

3. I leave home very late.

4. We read many books.

5. The girls walk in the forest.

6. The sun rises early.

7. You quarrel with them every day.

8. I repair cars.

9. We water the flowers every day.

10. Harris plays chess very well.

UNIT 2

Biology: The Science of Our Lives

Biology literally means "the study of life". Biology is such abroad field, covering the minute workings of chemical machinesinside our cells, to broad scale concepts of ecosystems and globalclimate change. Biologists study intimate details of the humanbrain, the composition of our genes, and even the functioning ofour reproductive system. Biologists recently all but completed thedeciphering of the human genome, the sequence of deoxyribonucleicacid (DNA) bases that may determine much of our innate capabilitiesand predispositions to certain forms of behavior and illnesses.

Modern biology is based on several great ideas, or theories:

1. The Cell Theory 2. The Theory of Evolution by NaturalSelection 3. Gene Theory 4. Homeostasis

Robert Hooke (1635-1703), one of the first scientists to use amicroscope to examine pond water, cork and other things, referredto the cavities he saw in cork as "cells", Latin for chambers.Mattias Schleiden (in 1838) concluded all plant tissues consistedof cells. In 1839, Theodore Schwann came to a similar conclusionfor animal tissues. Rudolf Virchow, in 1858, combined the two ideasand added that all cells come from pre-existing cells, formulatingthe Cell Theory. Thus there is a chain-of-existence extending fromyour cells back to the earliest cells, over 3.5 billion years ago.The cell theory states that all organisms are composed of one ormore cells, and that those cells have arisen from pre-existingcells.

In 1953, James Watson and Francis Crick developed the model fordeoxyribonucleic acid (DNA), a chemical that had (then) recentlybeen deduced to be the physical carrier of inheritance. Crickhypothesized the mechanism for DNA replication and further linkedDNA to proteins, an idea since referred to as the central dogma.Information from DNA "language" is converted into RNA (ribonucleicacid) "language" and then to the "language" of proteins. Thecentral dogma explains the influence of heredity (DNA) on theorganism (proteins).

Homeostasis is the maintainence of a dynamic range of conditionswithin which the organism can function. Temperature, pH, and energyare major components of this concept.

These first three theories are very accepted by scientists andthe general public. The theory of evolution is well accepted byscientists and most of the general public.

Evolutionary theory and the cell theory provide us with a basisfor the interrelation of all living things. We also utilizeLinneus' hierarchical classification system, adopting (generally)five kingdoms of living organisms.

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossR.html#ribonucleicacid(RNA)http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossPQ.html#proteinshttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossD.html#deoxyribonucleicacid(DNA)http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossD.html#deoxyribonucleicacid(DNA)http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossO.html#organismhttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossC.html#celltheoryhttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossC.html#cellshttp://www.ucmp.berkeley.edu/history/hooke.html

KingdomMethods of Nutrition

Organization Environmental Significance Examples

Monera

(in the broadest sense, including organisms usually placed inthe Domain Archaea).

Photosynthesis, chemosynthesis, decomposer, parasitic.

Single-celled, filament, or colony of cells; allprokaryotic.

Monerans play various roles in almost all food chains, includingproducer,consumer, and decomposer.

Cyanobacteria are important oxygen producers.

Many Monerans also produce nitrogen, vitamins, antibiotics, andare important compoents in human and animal intestines.

Bacteria (E. coli), cyanobacteria (Oscillatoria), methanogens,and thermacidophiles.

Protista

Photosynthesis, absorb food from environment, or trap/engulfsmaller organisms.

Single-celled, filamentous, colonial, and multicelled; alleukaryotic.

Important producers in ocean/pond food chain.

Source of food in some human cultures.

Phytoplankton component that is one of the major producers ofoxygen

Plankton (both phytoplankton and zooplankton), algae (kelp,diatoms, dinoflagellates),and Protozoa (Amoeba, Paramecium).

Fungi

Absorb food from a host or from their environment.

All heterotrophic.

Single-celled, filamentous, to multicelled; all eukaryotic.

Decomposer, parasite, and consumer.

Produce antibiotics,help make bread and alcohol.

Crop parasites (Dutch Elm Disease, Karnal Bunt, Corn Smut,etc.).

Mushrooms (Agaricus campestris, the commercial mushroom), molds,mildews, rusts and smuts (plant parasites), yeasts (Saccharomycescerevisae, the brewer's yeast).

Plantae

Almost all photosynthetic, although a few parasitic plants areknown.

All multicelled, photosynthetic, autotrophs..

Food source, medicines and drugs, dyes, building material,fuel.

Producer in most food chains.

Angiosperms (oaks, tulips, cacti),gymnosperms (pines, spuce,fir), mosses, ferns,liverworts, horsetails (Equisetum, the scouringrush)

Animalia All heterotrophic.

Multicelled heterotrophs capable of movement at some stageduring their

Consumer level in most food chains(herbivores,carnivores,omnivores).

Food source, beasts of burden

Sponges, worms,molluscs, insects, starfish,mammals,amphibians,fish, birds, reptiles, and

life history (even couch potatoes).

and transportation, recreation, and companionship.

dinosaurs, and people.

Table 1. The Five Kingdoms.

Monera, the most primitive kingdom, contain living organismsremarkably similar to ancient fossils. Organisms in this group lackmembrane-bound organelles associated with higher forms of life.Such organisms are known as prokaryotes. Bacteria (technically theEubacteria) and blue-green bacteria (sometimes called blue-greenalgae, or cyanobacteria) are the major forms of life in thiskingdom. The most primitive group, the archaebacteria, are todayrestricted to marginal habitats such as hot springs or areas of lowoxygen concentration.

Protista were the first of the eukaryotic kingdoms, theseorganisms and all others have membrane-bound organelles, whichallow for compartmentalization and dedication of specific areas forspecific functions. The chief importance of Protista is their roleas a stem group for the remaining Kingdoms: Plants, Animals, andFungi. Major groups within the Protista include the algae,euglenoids, ciliates, protozoa, and flagellates.

Fungi are almost entirely multicellular (with yeast,Saccharomyces cerviseae, being a prominent unicellular fungus),heterotrophic (deriving their energy from another organism, whetheralive or dead), and usually having some cells with two nuclei(multinucleate, as opposed to the more common one, or uninucleate)per cell. Ecologically this kingdom is important (along withcertain bacteria) as decomposers and recyclers of nutrients.Economically, the Fungi provide us with food (mushrooms; Bleucheese/Roquefort cheese; baking and brewing), antibiotics (thefirst of the wonder drugs, Penicillin, was isolated from a fungusPenicillium), and crop parasites (doing several billion dollars peryear of damage).

Plantae include multicelled organisms that are all autotrophic(capable of making their own food by the process of photosynthesis,the conversion of sunlight energy into chemical energy).Ecologically, this kingdom is generally (along with photosyntheticorganisms in Monera and Protista) termed the producers, and rest atthe base of all food webs. A food web is an ecological concept totrace energy flow through an ecosystem. Economically, this kingdomis unparalleled, with agriculture providing billions of dollars tothe economy (as well as the foundation of "civilization"). Food,building materials, paper, drugs (both legal and illegal), androses, are plants or plant-derived products.

Animalia consists entirely of multicelluar heterotrophs that areall capable (at some point during their life history) of mobility.Ecologically, this kingdom occupies the level of consumers, whichcan be subdivided into herbivore (eaters of plants) and carnivores(eaters of other animals). Humans, along with some other organisms,are omnivores (capable of functioning as herbivores or carnivores).Economically, animals provide meat, hides, beasts of burden,pleasure (pets), transportation, and scents (as used in someperfumes).

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossC.html#consumershttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossA.html#Animaliahttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossE.html#ecosystemhttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossF.html#foodwebhttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossPQ.html#producershttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossPQ.html#photosynthesishttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossA.html#autotrophichttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossPQ.html#Plantaehttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossPQ.html#parasiteshttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossA.html#antibioticshttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossU.html#uninucleatehttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossM.html#multinucleatehttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossH.html#heterotrophichttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossU.html#unicellularhttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossM.html#multicellularhttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossF.html#Fungihttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossPQ.html#protozoahttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossE.html#Euglenoidshttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossE.html#eukaryotehttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossPQ.html#Protistahttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossA.html#Archaebacteriahttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossC.html#cyanobacteriahttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossE.html#Eubacteriahttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossPQ.html#prokaryotehttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossO.html#organelleshttp://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookglossM.html#Monera

UNIT 3

The Present Continuous/Progressive

I. Form

We use the present tense simple of to be (am, are or is), theinfinitive of the verb and the ending ing.

to be (am, are, is) + infinitive + -ing

a) Affirmative sentences:

I am playing volleyball.He/she/it is playing volleyball.We/you/they are playing volleyball.

NOTE: Use am with I, is with he, she, it and with all otherpronouns are.

b) Negative sentences:

I am not playing volleyball.He/she/it is not playing volleyball.We/you/they are not playing volleyball.

c) Questions:

In the Present Progressive we put the auxiliary (am, are or is)before the subject (Auxiliary - Subject - Verb - Rest).

Am I playing volleyball?Is he/she/it playing volleyball? Arewe/you/they playing volleyball?

Spelling

Be careful with some words when adding -ing to theinfinitive.

1) consonant after a short, stressed vowel at the end of theword

Double the consonant.

sit he is sittingput - he is putting

If the consonant is not stressed, we do not double it:benefit -benefiting (Here we stress the first 'e', not the 'i'.)

In British English we double one -l at the end of theword:travel - travelling

2) one -e at the end of the word

Leave out the -e.write he is writingtake he is taking

BUT:double e: add -ing see he is seeing

3) verbs ending in -ie

Change 'ie' to 'y'.lie - he is lying

4) verbs ending in -c

Change 'c' to 'ck'.picnic - he is picnicking

Special verbs in the Present Progressive

There are verbs which are normally not used in the PresentProgressive, like:be, believe, belong, hate, hear, like, love,mean, prefer, remain, realize, see, seem, smell, think, understand,want, wish

We sometimes use these words in the Present Progressive in thefollowing situations:

He's seeing his father tomorrow. (fixed date)

The group is seeing the sights of Paris. (see in connection withtourists)

They are having a great time in Kapstadt. (have as an activityverb)

What's the matter with you? What are you thinking? - (to beworried about sth.)

II. Use

The Present Progressive is used to show:

1) actions happening at the moment of speaking (now, at themoment)

Peter is reading a book now.Shes listening to the radio.

2) fixed plan in the near future

She is going to Basel on Saturday.

3) temporary actions

His father is working in Rome this month.

4) repeated actions which are irritating to the speaker (withalways, constantly, forever)

Andrew is always coming in late. (I don't like it.)

Exercises

1. Put the verbs at Present Continuous negative andinterogative:

1. It is raining. 2. I am having a walk. 3. He is telling thetruth. 4. You are typing a letter. 5. They are swimming in theriver. 6. My friend is wearing a new dress. 7. My mother isresting. 8. We are studying English. 9. Ann is knitting. 10. Thechild is learning to play the piano.

2. Put the verbs in brackets at Present Simple or PresentContinuous:

1. I (not go) shopping because it (rain). 2. What you (do) onSundays? 3. He usually (drink) coffee but now he (drink) tea. 4. InEngland it often (rain). 5. I (not like) that boy. 6. He usually(speak) so quickly that I (not understand) him. 7. You (like) thisbook? 8. You (dream) at night?

Yes, I (dream) every night. 9. I cant answer the phone nowbecause I (cook). 10. How you usually (get) to work?

I usually (go) by bus, but now I (take) a taxi because I amlate. 11. The manager cant receive you now as he (have) aninterview. 12. You (write) to John now?

Yes, I (be). I always (write) to him on his birthday. 13. Whereyou (hurry)?

To the theatre, as I (not want) to miss the first act. 14. Shealways (borrow) books from me and never (remember) to

give them back. 15. You (go) to work every day?

Yes, of course, except Saturdays and Sundays.

16. Why you (smoke) so much? 17. Who you (wait) for?

I (wait) for John, but he is late, as usual. 18. I always (have)a rest after lunch. 19. What you (think) of?

I (think) of my mother just now. 20. You (know) what time isit?

3. Translate into English::

1. Iarna ninge. 2. Duminica el nu se scoala devreme. 3. Eu nustudiez seara. 4. Ce faci? Citesti sau privesti la televizor? 5.Secretara tocmai bate la masina un referat. 6. Ea merge lacumparaturi smbata. 7. Acum imi fac temele la engleza. 8. Nu-miplace cafeaua. 9. Ce carte citesti? 10. La ce ora se scoala Johndimineata? 11. Ce faci tu in zilele libere? 12. Cui ii telefonezi?13. El nu merge la scoala cu metroul, merge pe jos. 14. De cedeschizi fereastra? 15. Adesea citesc carti englezesti. 16. Ea isiface bagajul. 17. Ct de des le scrii parintilor tai? 18. Cnd mergla mare imi place sa inot mult. 19. Clientul tocmai isi alege opereche de pantofi.

UNIT 4

How to Know the Trees

Everyone loves trees, for they give pleasure to the eye at everyseason of the year. In

summer you enjoy their rich green foliage and may rest under thecool shade of their branches. Even in winter the bare branches areattractive and spectacular against a stormy sky. The bursting budsof spring are heralds of sunny days.

Trees grow in much the same way as we do; but they live a greatdeal longer and grow much bigger. Like all living things, theybreathe and need food. All over the surfaces of the leaves andtwigs there are millions of minute pores or mouths, called stomata.Through these small mouths passes the oxigen which the trees needto keep them alive. When the tree is active a watery solutioncalled sap is continually drawn up to the leaves from the rootsalong tiny cells in the woody stem of the trunk and branches. Theleaves keep what they want, and the excess of water is sent outinto the air in the form of water vapour.

The leaves are the places where, during daylight hours, the foodwhich the tree needs is manufactured. The tree gets its food fromtwo sources. The roots obtain moisture and mineral salts from theearth, whilst the tiny mouths on the leaves take in a gas calledcarbon dioxide from the air. By the aid of energy from the sun anda green substance in the leaves known as chlorophyll, the materialsfrom the earth and air are changed into substances which make thetree grow. The tree needs only the carbon of the carbon dioxide,therefore, the oxygen which it contains is returned to the air.

When we breathe and when fires burn, the oxygen of the air isused up and carbon dioxide is made. Trees therefore perform auseful purpose by taking this poisonous gas from the air andrestoring the oxygen. The more trees and green plants we have inour towns the purer will be the air we breathe.

Trees, as a general rule, do not like soot and dust, as itblocks up the tiny pores on their leaves and prevents them frombreathing. A good heavy rain that washes the leaves clean iswelcome to them.

If you cut through the trunk you will see that the wood is madeup of a number of concentric circles. Each year a ring of new woodis added to the growth of the trunk, so that by counting the numberof rings you can tell its age. The wood in the centre of the thetree is hard and dead. The living part of the tree, where a newlayer of soft wood is being made, is just under the bark or outerskin. The bark protects the living cells from severe weather, andif you peel off the bark and cut into the soft wood, the tree willdie.

Trees provide shelter and a source of food for birds andinsects, they afford a retreat for cattle from the wind and thesun, and they have a great influence on the climate and the air webreathe. They help too in making a fertile soil for the farmer togrow his crops.

A walk in a park or in the country is all the more interestingif you can tell the names of the common trees. In summer theeasiest way of recognizing them is by the leaves, whilst flowers,if any, and the bark may help. In winter and spring the twigs withtheir buds are your gide for recognizing trees, whilst the flowers,the general shape and arrangement of the bare branches aredifferent for each tree.

It is well known that apples, plums, cherries, nuts, and seedsof all sorts grow on trees. These all come from flowers. In springyou may have seen an orchard in full blossom and have admired thebeautiful white and pinkish petals of the flowers. On many treesthe flowers appear very early in the year, before the leaves. Theyare very small, and grow in bunches or on tassels known as catkins.It is common for the catkins to dangle downward, but some standerect. On some trees you will find perfect flowers with sepals,petals, stamens, and seed-boxes. An interesting thing about theflowers of trees is that there are two kinds. One kind containsonly seed-boxes, whilst the other kind is made up entirely ofstamens. The stamen-flowers with their bags of pollen are calledmales. When they have shed their pollen the flowers fall off. Theseed-flowers are females. When they have been fertilized theygrow

bigger and produce seeds. Sometimes you will find male andfemale catkins close together on the same twig, as in the case ofthe oak tree.

Among the flowering trees which shed their leaves annually thereare a few exceptions which retain their leaves through the winter;these trees are called evergreens. If you examine their leaves youwill find that they are smooth, tough, and leathery, to resist thecold weather. The surface, too, has a waxy covering which makesthem waterproof, so that snow or rain does not stay on to rotthem.

Vocabularyanther: anter (the pollen-bearing part of a stamen)axillary: axilarbleat: a behi; behit blossom: floare, flori; (d.pomi) a nflori, a mbobociblow (blew, blown): a nflori, a da nfloarebud: mugur, boboc

in bud: n mugureburst (burst, burst): a plesni, a crpa, a sedesface

to burst into leaf: a infrunzicalyx: caliciucatkin: mior caw: acroncni cluster: mnunchi, buchet (de flori); ciorchine (destruguri); grup, plc (d. pomi);

mulime, grmad; roi (de albine)dangle: a (se) legna, a atrna (to)darken: a se intunecadraw up: a atrage n sus, a trage spre sine, aatrage elm: ulmembrio: embrion, germene evergreen: plantperenfoliage/leafa*ge: frunzi gnat [nt]: nar Hark!: Ascult! hum: (d.albine) a bzilark: ciocrlie leathery: ca pieleamossy: acoperit cumuchi offshoot: mldi, vlstarpink: roz, trandafiriu; garoaf

pinkish: trandafiriu, rozpour: a turna (n); (fig.) a se revrsaprimrose:ciuboica cucului, primulrestore: to bring back to aformer, or normal condition, to reestablishretreat: to withdraw, toretire, to draw back [a se retrage; retragere, repliere,refugiu]rook: cioar de cmp rot: a putrezi, a se strica, a sedescompunesap: sevshed (shed, shed): (d. frunze etc.) a cdea; (d.un animal) a nprli; opron, urshoot: mldi, vlstar; mugure, bobocshrub: arbust, tufslender: zvelt, subire, suplusoar: a zbura sus, ase avnta/ridica n zbor; a plana, a plutitassel: ciucure, paniculterminal, mtase (la porumb)tell: to distingush (to) turn yellow: ase nglbenito be on the wing: (d. psri) a fi n zbor; (fig) a voiaja,a hoinritwig: rmuric wax: cearwheel: to perform a movement in acircular or curving direction

Additional Vocabulary:arar: maple (tree) brad: fir (tree)cais:apricot tree cais: apricotcarpen: hornbeam cire: cherry tree

cirea dulce: sweet cherrycirea amar: bitter/wild cherry

lmi: lemon tree mr: apple treemslin: olive (tree) mesteacn:birchnuc: nut (tree) pr: pear treepin: pine (tree) piersic: peatchtreeplop: poplar (tree) portocal: orange treesalcie: willow (tree);salcie plngtoare: weeping willowsmochin: fig (tree); smochin:figstejar:oak (tree)a nmuguri: to bud (forth/out/up); to put forthbuds; to burst into budsa nflori:

(d. flori): to bloom; (d. pomi) to blossom, to be in blossom

Exercise:

Match the following words with their appropriate definitions:1.tree a. a part of a body of a plant which, tipically, develops fromthe

radicle and grows downward into the soil fixing the plant andabsorbing nutrient and moisture

2. pollen b. the pollen-bearing organ of a flower, consisting ofthe filament and the anther

3. trunk c. a small axillary or terminal protuberance on aplant, containing the rudimentary foliage, the rudimentaryinflorescence or both

4. root d. a perrenial plant having a permanent, woody,self-supporting main stem or trunk, ordinarily growing to aconsiderable height, and usually developing branches at somedistance from the ground

5. branch e. one of the individual leaves or parts of the calyxof a flower6. twig f. the lower part of the axis of an embrio; theprimary root7. bud g. the fertizing element of flowering plants,consisting of fine,

powdery, yellowish grains or spores8. petal h. the main stem ofa tree, as distinct from the branches and

roots9. sepal i. one of the often coloured segments of thecorrola of a flower10. stamen j. a division or subdivision of thestem or axis of a tree, shrub, or

other plant11. radicle k. a small offshoot from a branch orstem

UNIT 5

The Past Tense Simple

I. Form

We form the Simple Past:- with regular verbs: infinitive + -ed -with irregular verbs: 2nd column of the table of the irregularverbs

a) Affirmative sentences:

We use the the same form of the verb every time regardless thesubject.

regular verbs irregular verbs

I played football. I went to the supermarket.

b) Negative sentences:

We use the auxiliary did (Simple Past of do) every timeregardless the subject.

regular verbs irregular verbs

I did not play football. I did not go to the supermarket.

regular verbs irregular verbs

I didn't play football. I didn't go to the supermarket.

c) Questions:

We use the auxiliary did (Simple Past of do) every timeregardless the subject.

regular verbs irregular verbs

Did you play football? Did I go to the supermarket?

English Grammar - Irregular verbs (most common)

infinitive simple past past participle

be was/were Been

beat beat Beaten

become became Become

begin began Begun

bet* bet Bet

blow blew Blown

break broke Broken

bring brought Brought

build built Built

burst burst Burst

buy bought Bought

catch caught Caught

choose chose Chosen

come came Come

cost cost Cost

cut cut Cut

deal dealt Dealt

do did Done

draw drew Drawn

drink drank Drunk

drive drove Driven

eat ate Eaten

fall fell Fallen

feed fed Fed

feel felt Felt

fight fought Fought

find found Found

fly flew Flown

forget forgot Forgotten

freeze froze Frozen

get got got, gotten (AE)

give gave Given

go went Gone

grow grew Grown

hang hung Hung

have had Had

hear heard Heard

hide hid Hidden

hit hit Hit

hold held Held

hurt hurt Hurt

keep kept Kept

know knew Known

lay laid Laid

lead led Led

leave left Left

lend lent Lent

let let Let

lie lay Lain

light* lit Lit

lose lost Lost

make made Made

mean meant Meant

meet met Met

pay paid Paid

put put Put

read read Read

ride rode Ridden

ring rang Rung

rise rose Risen

run ran Run

say said Said

see saw Seen

sell sold Sold

send sent Sent

set set Set

shake shook Shaken

steal stole Stolen

shine shone Shone

shoot shot Shot

show* showed Shown

shut shut Shut

sing sang Sung

sink sank Sunk

sit sat Sat

sleep slept Slept

slide slid Slid

speak spoke Spoken

spend spent Spent

spring sprang Sprung

stand stood Stood

stick stuck Stuck

swear swore Sworn

sweep swept Swept

swim swam Swum

swing swung Swung

take took Taken

teach taught Taught

tear tore Torn

tell told Told

think thought Thought

throw threw Thrown

understand understood Understood

wake* woke Woken

wear wore Worn

weave wove Woven

win won Won

write wrote Written

II. Use

The Simple Past is used to denote:

1) action finished in the past (single or repeated)

I visited Berlin last week.Andrew watched TV yesterday.

2) series of completed actions in the past

First I got up, then I had breakfast.

3) together with the Past Progressive/Continuous - The SimplePast interrupted an action which was in progress in the past.

They were playing cards when the telephone rang.1st action: PastProgressive were playing2nd action: Simple Past rang

Exercises

1. Put the verbs at Past Tense Simple:

1. I sleep until 9 oclock every day. 2. He meets John onSundays. 3. You speak English well. 4. You drink too much. 5. Youask too many questions. 6. I play football. 7. I own two umbrellas.8. I like to have a coffee in the morning. 9. That soundsinteresting. 10. I always make cakes on Sundays.

2. Put the verb sat Past Tense Simple negative andinterrogative:

1. He thought about you. 2. They drank all the wine. 3. I hatedhim. 4. He changed his library book every day. 5. I sold my car. 6.We worked very hard. 7. He came home late. 8. I enjoyed travelling.9. He translated the text. 10. He forbade her to do this.

3. Put the verb in brackets at Past Tense Simple:1. I (to speak)English last week.2. The boys (to play) football yesterday.3. I (toeat) a good cake yesterday.4. They (to swim) in the sea lastsummer.5. He (to meet) hi sold friend last month.6. You (to buy)very good apples then.7. Father (to catch) a big fish last week.8.The kid (to choose) another toy.9. You (to remember) the name ofthis man at last.10. We (to get up) at eight oclock lastSunday.

UNIT 6

Animals and Man

In the zoological sense, all living things which are not plantsare animals, so, strictly

speaking, the fly, the fish, the snake and the sparrow areanimals every bit as much as the horse or the cow. In popularlanguage, the word animal has come to be used more and more forthose creatures with four legs and warm blood which are moreproperly known as mammals. But mammals are, in fact, merely a groupof animals.

In everyday life man affects animals in a thousand ways, and isaffected by them in a thousand ways. And, in the first instance,his attitude to them is determined by purely practicalconsiderations. Ethical, or moral considerations comeafterwards.

Everyone can understand why man should wage war on the rat. Why?Because the rat spreads diseases that affict both animals and humanbeings, it destroys mans food supplies, and it contaminates food inwarehouses and shops.

In the same way, everyone can understand why the lapwing shouldbe held in such high esteem in the countryside. It is one of thebest friends the farmer has, it is entirely useful, and harms noone. From this you will gather that mans first attitude to animalsis the result of their effect on his own survival, or what heconsiders to be their effect on his survival. His secondaryattitude arises from his pursuit of amusem*nt , sport,companianship etc.

The extermination of pests. If you were a fruit grower, youwould be engaged in a form of large-scale food production of primeimportance. You would, naturally, take every posible step toprotect your fruit trees and fruit from the ravages of all sort ofpests. You would kill them by fumigants, poison, sprays and so on.And, as a result, you would kill vast numbers of insects at allstages of their growth. Your sole concern would be the growing ofgood, sound marketable fruit. But besides looking around forman-made ways of killing pests you would encourage every kind ofnatural ally. Naturalists would show that the ladybird beetle is agreat killer of aphids. So you would cherish the ladybird. In thesame way, you would give your protection to all insect-eating birdsthat preyed upon the pests attacking your fruit. The farmerapproaches his work in the same way, and makes the same kind ofdistinctions. The arable farmer, who grows crops for food, knowsthat such animals as voles attack his grown corn, so he looks witha friendly eye on all things that attack voles owls and kestrelsfor example. He knows that the rodents generally voles, mice andrats are a menace to his crops, growing or in stack, so heencourages most of their enemies, and keeps cats at the farm tohelp in the war. He wages war on foxes because they will kill hensor lambs from time to time.

As a result of experience he has come to realise that most birdsare useful, and that only a few are harmful or, at worst, neutral.Into the first category fall all the so-called songbirds, of whichwe are all so fond. Yet, if you consider the status of songbirds indifferent countries you soon realise that the outlook is not thesame everywhere; there are countries in which peasants eat singingbirds. We think it is simply a question of ethics. But it isnt. Wedont need to eat singing birds nowadays; we have a standard ofliving that makes it unnecessary. But a certain peasant, living ina mud hut, and half-starved for most of his life, eats what he canget. We, on the other hand, can afford to be ethical aboutsongbirds, because our ethics are based on a higher standard ofliving.

When a farmer takes a piece of rough ground, where curlews andredshanks nested, and cultivates it, he makes it unsuitable forthese birds, so they vanish from that neighbourhood. Every new actin land-use causes just such changes as these, and they are, ofcourse, unavoidable. The change is even more marked when man drivesa new road through an area, or drains a marsh, or builds a newtown. A new town means the virtual destruction of vast areas offarmland, or woodland. Bricks and concrete take the place of grassand

ploughland and trees and hedgerows, and every form of life towhich such things were necessary disappears from the scene. In thiscase, you have the destruction of entire habitats. It follows,therefore, that every new form of human activity upsets or changesthe wild life complex unceasingly and unavoidably. Where man isculpable, is when he destroys certain forms of life deliberatelyfor no reasonable purpose, or when a small section of the communitydestroys something of general interest and narrow, selfishends.

Pronunciationculpable [k lpbl] fumigants [fjumignts]zoo [zu:]zoological [,zoulodikl]

Vocabularyafflict: a chinui, a tulbura profund; affliction,afflictive, afflictedally[lai]: a (se) alia; [lai]: aliat; alliance[lains] (with); allied [laid] (with)aphid [fid]: (plant lousepduch*ele plantei): insect (larv) din familia homeoptere

care suge seva din tulpina/frunzele plantelor

arable [rbl]: arabil; teren arabilcherish: a-i fi drag, a iubi,a preui; a ngriji, a cultiva cu grijcorn: grne, cereale; gru; (AE)porumbcow: vac; ox (pl. oxen): bou, taur, bivol, bizon curlew[k:lju:]: corldrain: drenaj, golire, uscare; canal de scurgere; adrena; drainage, drainless

(nesecat, inepuizabil) esteem: favourable opinion, respect[stim, consideraie; a respecta, a stima]harm: vtmare, atingere, ru;a duna, a face un ru, a strica, a rni; harmful,

harmfully, harmfulness, harmless, harmlessness hedge: gard viu;a mprejmui cu un gard viu

hedgerow: ir de arbuti/tufiurihen: gin; co*ck: coco; rooster:coco domestichorse: cal; stallion, stud(horse): armsar; mare:iaphut: colib, barac, adpost, opron; a caza n barci; a locui ntr-obaracin the countryside: la ar kestrel: vindereu, vnturellady bird/ lady fly (beetle): buburuz lamb: miellapwing: nag marsh:inut/pmnt mltinos, mlatin, mocirlmenace [menis]: ameninare,pericol, primejdie; a ameninamouse (pl. mice): oarece mud: noroi,ml, nmolnest: cuib; a face cuiboutlook: perspectiv, privelite,vedere; punct de vedere, concepieowl [aul]: bufni; owlet: pui debufnipest: duntor, parazit; plag, npast, pacosteprey upon: a prda,a jefui, a chinui; prad (a bird of pray pasre de prad)pursuit:urmrire, cutare (in pursuit of ... n cutarea ...); preocupare,ndeletnicire

(daily pursuits treburi zilnice); scop, int, el rat: obolanredshank: (un fel de) fluierar de ru cu piciorue roii

rodent [roudnt]: roztor rough ground: pmnt neafectat de mnaomuluiscene: privelite, peisaj snake: arpe(in) stack: depozitate,adunate grmad; stog, cpi, claie sparrow: vrabievanish: a disprea, ase terge, a se estompa; upset: a rsturna, a ntoarce cu susul n jos,a tulbura, a nelinitivole: oarece de cmpwage: a duce / a purta(rzboi mpotriva), a duce (o campanie mpotriva)warehouse: magazie,depozit

Additional Vocabularybovin: ox; vac: cow; bou: bull / ox bursuc:badgercapr: (she) goat; ap: he-goatcine: dog; (masc): male dog;cea: female dog, bitchcprioar: deer, doe, roe(deer); cerb: stag,buck, hartciocnitoare: wood-pecker ciocrlie: (sky)lark curcan:turkey (co*ck); curc: turkey henfazan: pheasant; (masc) co*ck ...;(fem): hen ...gsc: goose; gnsac: gander [gnd]iepure: hare; (de cas)rabbit; (fam): bunny; iepuroaic: doe/female hare /rabbit;

iepuroi: buck/male hare /rabbit leu: lion; leoaic: lionesslup:wolf (pl. wolves); (masc) dog wolf; (fem) bitch wolf; hait de lupi:pack of wolves

oaie: sheep; (fem) ewe [ju:]; berbec: rampdure: wood(s); forest(mai mare, mai btrn); ... de foioase: leafbearing wood /

forest; ... de conifere: coniferous wood/forest pisic: cat;(fem) : she / female cat; motan: tomcat (tom cat) / he cat / malecatporc: pig, swine; vier: boar [b ;], hog; scroaf: sow [su];...mistre: wild boarporumbel: pigeon; (poetic) dove; (fem): henpigeon; (masc): co*ck pigeonprivighetoare: nightingalepui:

- de pasre domestic: chicken, pullet- de pasre: chick, nestling-de curcan, fazan: poult- de animal slbatic: cub - de cine, leu,tigru, urs, lup, etc.: whelp

ra: duck; roi: drake tigru: tiger; tigroaic: tigressurs: bear;... alb: polar bear; ...brun: brown bear; ursoaic: she / femalebear; (masc):

he / male bearvulpe: fox; vulpoi: dog / he fox; (fem): bitch /she fox, vixen

Exercises:

1. Give the feminine or masculin, as required, of the followinganimals:

bull - - - hen - - c -; - - o - - - -puss*-cat - - - c - - -lion - - - - - - sduck - - - - e ram - - efox - - - - n boar - o-goose - - - d - - stallion - - - e

2. Which is the odd man out?1. Which of these is not a mammal?bat; snail; whale, wild pig.2. Which of these is not a roddent?hedgehog; mouse, rat; squirrel3. Which of these is not a reptile?alligator; frog; lizard; turtle4. Which of these is not a bird?sparrow; spider; stork; swan5. Which of these has spots rather thanstripes? leopard; skunk; tiger; zebra6. Which of these doesntsting? ant; bee; butterfly; scorpion7. Which of these cannot fly?hawk; ostrich; pigeon; swallow8. Which of these is not afresh-water fish? carp; herring; salmon; trout

UNIT 7

The Past Tense Continuous/Progressive

I. Form

We use the Past Tense Simple of to be (was or were), theinfinitive of the verb and the ending ing.

to be (was, were) + infinitive + -ing

a) Affirmative sentences:

I/he/she/it was playing football.We/you/they were playingfootball.

NOTE: Use was with I, he, she, it -and were with all otherpronouns.

b) Negative sentences:

I/he/she/it was not playing football.We/you/they were notplaying football.

We use short forms in the Past Progressive in negativesentences:

I/he/she/it wasn't playing football.We/you/they weren't playingfootball.

c) Questions:

In the Past Progressive we put the auxiliary (was or were)before the subject(Auxiliary - Subject - Verb - Rest).

Was I/he/she/it playing football?Were we/you/they playingfootball?

II. Use

The Past Progressive is used to show:

1) actions in progress at special time in the past

Peter was reading a book yesterday evening.She was listening tothe radio.

2) two actions happening at the same time (the actions do notinfluence each other)

Anne was writing a letter while Steve was reading the New YorkTimes.

3) together with the Simple Past

While we were sitting at the breakfast table, the telephonerang.

Note: Past Progressive: were sitting at the tableSimple Past:the telephone rang.

The action in the Simple Past interrupted the action in the PastProgressive.

4) repeated actions irritating the speaker (with always,constantly, forever)

Andrew was always coming in late. (I don't like it.)

Exercises

1. Put the verbs in brackets at Past Tense Simple orContinuous:

1. When you (come in), I talk on the phone. 2. When I first(meet) him, he (work) in a bank. 3. While he (learn) to drive, he(have) an accident. 4. As I (write), someone (ring up). 5. Whereyou (go) when I (meet) you? 6. What you (do) this time yesterday?7. When I (enter) the classroom, the teacher (write) on theblackboard. 8. When I (arrive), she (have) dinner. 9. This timelast Sunday, I (watch) a film on TV. 10. He suddenly (realize) thathe (not wear) his glasses.

2. Translate into English::

1. Soarele nu a apus la ora 8 aseara. 2. Ai dormit bine noapteatrecuta? 3. Ieri nu am mers la bazinul de inot. 4. M-am sculattrziu ieri dimineata. 5. Duminica trecuta prietenii mei au jucatsah. 6. Ieri pe vremea asta ploua. 7. Ce faceai martea trecuta laora 7 dimineata? 8. Ma pregateam sa merg la facultate. 9. In timpce imi cautam pasaportul am gasit aceasta fotografie veche. 10.Baietii jucau carti cnd l-au auzit pe tatal lor intrnd in casa. 11.Ei au ascuns imediat cartile si si-au scos manualele de scoala. 12.Cnd te-ai intors de la munte? 13. Cnd ai cumparat acesttelevizor?

14. Ieri mi-am pierdut manusile. 15. Batea un vnt puternic cndam iesit din casa. 16. Unde ti-ai petrecut concediul vara trecuta?17. Ieri m-am sculat devreme, mi-am luat micul dejun si apoi amplecat la scola. 18. Acum doua zile a cazut si si-a rupt piciorul.19. Saptamna trecuta am fost bolnav si nu am mers la scoala. 20. Ela dat primul examen saptamna trecuta. 21. Cine a cstigat meciulalaltaieri? 22. In timp ce ploua, eu conduceam masina spreSinaia.

3. Use the Past Simple or the Past Continuous of the verb givenin brackets according to the meaning:

1. I (to go) to work yesterday when I (to see) a house onfire.

2. He (to meet) her as he (to cross) the bridge.

3. He (to run) in the street when he (to fall) and (to break)his leg.

4. When I (to get up) this morning it (to be) so late that thesun (to shine) high in the sky.

5. She (not to go out) because the rain (to fall).

6. Mike (to read) a letter when father (to open) the door.

7. What she (to wear) when you (to see) her?

8. I (to be) very surprised because nobody (to wait) for me.

9. We (to start) our conversation while we (to look) at thepainting.

10. What they (to do) when they (to hear) that noise?

UNIT 8

Birds and Their Peculiarities

Birds have always interested mankind. Their songs have inspiredpoets, and for thousand of years their power of flight filled menwith the desire to copy them. Few living creatures are more mobileor more widespread over the surface of the earth. At the same timefew are more varied in form, colouring, and behaviour. Birds are,indeed, mans greatest allies in a war which he is always fightingand probably always will have to fight against the insectkingdom.

Theres an extremely large number of species of birds. To get toknow even a little about birds one needs to watch them, to noticehow they go about life, how they feed and what they eat, theirnesting habits, and the places in which they prefer to live; forbirds, just as human beings, have their likes and dislikes. Somemust live near the sea, others in open country. Some preferwoodlands, while the other are found only on open moorlands or inthe wilder mountain country. Several species attach themselves moreor less to man and depend on mans activities for a great deal ofthe food they eat, while others seem to avoid human beings as muchas possible.

Let us see some of the things that distinguish birds from allother creatures. If you were asked what it is that birds possessand which no other creatures have, you might well have to think forquite a time. Yet it is the very thing seen immediately you look ata bird namely, feathers. If anyone who has made a study of thesubject were asked how the living cretures of the world havedeveloped, he would say that birds have evolved from reptiles. Atfirst sight that does not seem at all easy to believe, becausethose creatures, with their soft, filmy covering of feathers, areso different from a scale-covered reptile. Yet, it is a fact thatfeathers are nothing more than highly developed scales. Moreover,every bird still carries the mark of its reptile ancestors in thescales to be seen on its feet and in the very shape of its feet.Another interesting thing about birds is their blood temperature.They have blood which is much warmer than that of any othercreature. This is due to many causes, and means that they have atremendous amount of energy which can be used quickly and suddenly.You will have noticed that a bird is extremely quick it is almostexplosively active. To have so much energy and such high bloodtemperature a bird requires a lot of fuel in the form of food and,as a result, birds have big appetites. Some of them eat more thantheir own weight of food every day. That is one reason why certaintypes of birds are always busy searching for food.

One of the most interesting features about bird life ismigration. It means that creatures which indulge in the habit havetwo homes, which they use at different seasons of the year. Theytravel to and fro between those homes as the seasons change. Theyleave in the autumn and go off to the south of France, Spain, NorthAfrica etc. Thus they never have to face the difficulties of asevere winter. Why do birds migrate? It is a hazardous undertaking,and thousands are killed on migration every year. Yet, because itis so dangerous, one is all the more puzzled by it. It is partly onaccount of food supply, because many birds feed on certain thingswhich can be obtained only at certain seasons, but that does notanswer all the questions. Let us have a look at swallows. They feedexclusively on insects, and there are always plenty in Africa allthe year round. It cannot therefore be said that they leave Africain spring because insects are scarce, so there must be anotherreason for it. Probably it is something like this. Young swallowshave very rapid digestions and need large quantities of food and,indeed, it is well known that they will die of sheer starvation ifkept without food for even as much as eight hours. Now, that meansthat swallows simply cannot rear their young in countries near theEquator. There would be a plentiful supply of food, but there wouldalso be the long tropical nights, when there are about twelve hoursof darkness, during which the babies could not be fed, and if theyhad not been fed for twelve hours they would all be dead by nextmorning. So to get over that difficulty swallows have to go to acountry where in summer the days are long and the nights areshort.

One of the most fascinating studies one can make is that ofnests and eggs. Few things in the world have the perfection of formof a birds egg, and few things, except maybe flowers andbutterflies, show such variety of lovely colourings and markings.To study nests, the way in which they are put together and thematerial used, is to learn a great deal about the birds which buildthem. Some of the sea-birds lay their single egg on the bare rockof a ledge, without making any attempt at a nest; some othersmerely make a slight depression in the sand. The point is thatyoung birds hatch from eggs in varying stages of development. Somespecies hatch out in a very advanced state and can run within a fewminutes.

Pronunciationhazardous [hzds] equator [ikweitr]

Vocabulary

ancestor: forefather, progenitor [strmo, strbun]attempt: to try,to undertake, to make an effort [a ncerca; ncercare, tentativ]barerock: stnc neacoperitfeather: arip filmy: ceos, neclar,transparenthatch: a cloci, a scoate pui; a urzi, a pune lacaleindulge: a rsfa, a face pe plac; a tolera, a rbda, asuportaledge: ieitur, proeminen markings: semne, petemoorland:teren mltinos nest: cuib; a face un cuibon account of: by reasonof, because of [din cauza/pricina, datorit]puzzle: a nedumeri, apune n ncurctur, a zpcirear: a crete, a educa scale-covered:acoperit cu solzi

scarce: rar, puin sheer: complet, total; diafan, pur,curatundertake: a ntreprinde, a iniia, a face, a ncerca

UNIT 9

Revision of Present Tense and Past Tense

1. Use the correct present tense:1. Everybody (to know) that theDanube (to flow) into the Black Sea.2. Why you (to walk) so fasttoday? You usually (to walk) quite slowly.3. Grandmother (to cook)in the kitchen now. She always (to cook) in the afternoons.4. Thatlittle boy who (to walk) past our garden (to live) next door.5.Mary (not to be) here because she just (to have) a bath.6. WheneverCathy (to go) to London, she (to stay) with her cousin who (tobe)

married to an Englishman.7. My brother and I (to go) to theconcert every Friday, but this Friday we (to go) to

some friends.8. Where they (to spend) their week-ends?9. Theysay that Richard (to play) the piano very well now.10. I (to smoke)a lot these days because I (to study) for my exams. I always(to

smoke) much when I (study).

2. Choose the correct form of the verb:1. How many cups ofcoffee ... every day?

a) you drink; b) you do drink; c) do you drink2. Even if Phil isa serious person, he ... comedy.

a) doesnt like; b) is liking; c) likes3. ... true that Juliaspeaks four languages fluently?

a) It is; b) Does it; c) Is it4. It is well known that rice ...in Britain, but in China.

a) grows; b) is growing; c) doesnt grow

3. Ask questions about the underlined parts of the followingsentences:1. I have my English lessons at school.2. You feelthirsty on a hot day.3. I brush my teeth three times a day.4. Weclean our car before leaving for a picnic.5. I am free thisafternoon because I dont have to work on holidays.

4. Correct the mistakes in the following sentences:1. Does hisbrother knows that he is in prison?2. Are you liking coffee ortea?3. I am having two brothers.4. Christmas is coming inDecember.

5. You cook lunch right now.5. Translate into English:

1. Avem nevoie de o umbrela pentru ca afara ploua.2. Azi nu mergcu masina la servici.3. Tatal meu se uita de obicei la televizorduminica.4. Ne plimbam adesea prin parc.5. Intotdeauna imi datelefon tarziu noaptea!

6. Put the verb in brackets into the Past Simple or PastContinuous:1. He (to write) his essay when somebody (to knock) atthe door.2. When the doorbell (to ring) she (to sleep).3. When thetrain (to arrive) many travelers (to wait) on the platform.4. As he(to cross) the street he (to step) on a banana skin and (to fall)down.5. I (to have) a bath when the phone (to ring).

7. Correct the mistakes:1. When I was getting to the museum hewaited for me.2. When I was at the seaside I have long walks on thebeach.3. I watched TV while my sister read the magazine.4. What didyou do when he was coming home?5. We visited the States this timelast year.

8. Translate into English:1. Cnd am intrat n muzeu am vzut multetablouri impresionante.2. Preai foarte ocupat cnd te-am ntlnitasear. Ce fceai?3. Cnd am sosit, Ana tocmai pleca, aa c nu amvorbit dect foarte puin.4. n timp ce musafirii se distrau, hoii auintrat n cas i le-au furat hainele de blan.5. ntotdeauna purta oserviet cnd mergea la birou.

UNIT 10

Adaptation

Adaptation, apparently designed feature of an organism, that hasevolved by natural selection over numerous generations to solve theproblems of survival and reproduction faced by the organism'sancestors.

The Nature of Adaptations. Intuitively, adaptations are familiarto us as those striking aspects of the living world that, as Darwinaptly put it, most justly excite our admiration. Organisms and alltheir parts have a pervasive air of purpose about them, a highlyorganized complexity, a precision and efficiency, an ingeniousutility.A favourite example of Darwin's was the woodpecker's beakand tongue, finely engineered for excavating insects buried in treebarks; and there is no less impressive engineering of brain andbehaviour, ensuring that the hard-won prey is to the woodpecker'staste. There are many other examples, such as the warning calls ofvervet monkeys, differentiated according to whether the predator isa python, martial eagle, or leopardand to which the hearers responddifferentially by looking down, looking up, or running to trees;the gentle mottling of a camouflaged insect contrasted with thevibrant warning colours of a closely related species that mimicsthe livery of a noxious animal; the female sage grouse, whichfastidiously rejects suitors that bear visible parasite scars; theair conditioning of termite mounds, maintaining a constanttemperature in spite of the savannah's extremes of climate; andorchids luring pollinators by their likeness to female bees,clamping their pollen on the deceived visitor's back.

How Adaptations Come About: Natural Selection. Darwin viewedadaptation as the central problem that any theory of evolution hadto solve. And his theory of natural selection triumphantly solvedit, for it is through natural selection that adaptations comeaboutgradually, cumulatively, incrementally honed by selectiveforces in changing environments over millions of years.Genes andPhenotypes. Natural selection works on genes and the propertiesthat they give rise to. Genes do not present themselves naked tothe scrutiny of natural selection. They present tails, fur,muscles, shells; they present the ability to run fast, to be wellcamouflaged, to attract a mate, to build a good nest. Theseproperties are

called phenotypes or the phenotypic effects of genes.Differences in genes give rise to differences in phenotypiceffects. Natural selection acts on genes via phenotypes: genes areperpetuated insofar as they give rise to phenotypes that haveselective advantages over competing phenotypes. Thus genes come tobe represented in successive generations in proportion to theselective value of their phenotypic effectsthat is, by virtue ofthe design features, the adaptations, to which they give rise. Soadaptations can be thought of as phenotypes that promote thereplication of the genes that give rise to those phenotypesasmechanisms that solve design problems and thereby enhance thereplication of the genes that give rise to those mechanisms.

Extended Phenotypes. A gene's phenotypic effects do not end withthe body, behaviour, brain, or mind of the organism that houses thegene. They can extend beyond that organism, as in, for example, thefrozen behaviour of a bird's nest or spider's web; genes in cuckoosmanipulating the cuckoo's duped parents; parasitized amphipods(shrimp-like creatures) making themselves dramatically conspicuousto predators who form the next link in their parasites'life-cyclebehaviour fatal to them but good for the parasite.

How design comes about: Darwinian Selection. Natural selectioninvolves random changes (copying errors during replication) actedon differentially by environmental forces, such that replicatorsflourish or perish down the generations depending on how well theycan fare in the environment. This process of random variation,selection, and differential replication is not confined to naturalselection. Indeed, it is known to be the only process by whichdesign can come about in the absence of a designer, the onlyprocess by which functional organization can emerge naturallywithout intelligent intervention. Darwin (and his codiscovererWallace) made pioneering use of what is now recognized to be astandard solution to the problem of explaining any outcome thatsimulates deliberate planning.Chance does play a role in evolution,however, in the form of the random element in mutations, and thehappenstance of accidents. And, according to the neutral theory ofmolecular evolution, chance rules many changes at the molecular andgenetic level (though without giving rise to phenotypic effects).But, however far chance shapes organisms, it cannot account foradaptations, for the design features of living things.

Pronunciationadaptation [,dptein] camouflage[km,fla:]cumulatively [kju:mjultivli] fastidiously [fstidisli]gene[di:n] intuitively [intju:itivli]leopard [lepd] parasitism[prsai,tizm]phenotype [fintaip] predator [predtr]python [pain]

Vocabulary

(to) account for: to give an explanation beak: cioc,plisc(to)clamp: to fasten with or fix in a clamp [clem]; (to)comeabout: to happenconspicuous: easily seen or noticed; attractingspecial attention(to) deceive: to mislead by a false appearance

(to) design: to form or conceive in the mind dupe [dju:p]: todeceive

(to)fare: to eat; to get on [a o duce, a-i merge] happenstance:chance, accident

(to)hone: to sharpen; to enlarge [a largi]

increment [inkrimnt]: profit, gain; act or process of incresing;growth

insofar: to such an extent

livery [livri]: characteristic dress, outward appearance

lure [lur]: to attract, tempt, invite [a atrage, a momi,ademeni, a ispiti] martial eagle: vulturul rzboinicmottle [m tl] :to diversify with spots of a different colour or shademound: anelevation formed of earth, sand, stones etc.; a natural elevationof earthorchid [:kid]: orhidee outcome: that which results fromsomething; the consequence; a conclusionpervade: to extend itspresence, activities, influence etc. throughout

- pervasion (n), pervasive (adj) pollinate [p li,neit] : toconvey pollen to the stigma of sage grouse [graus]: cocoul de muntenelept scar: the mark left by a healed wound, burnscrutinity: asearching examination or investigation; minute inquiry shell: ahard outer covering of an animal shrimp: [creveta]suitor: one whocourts or woos [a face curte, a peti] a womanvervet [v:vit] monkey:maimu sud african

Exercise:

Give the corresponding verbs of the following nouns: selection,adaptation,pollinator, scrutinity, replication, change

BIBLIOGRAPHY

1. Gleanu, G. Gramatica Limbii Engleze, Bucureti, 19822.Levichi, l . Gramatica Limbii Engleze, Bucureti, 19953. Paidos, C.Gramatica Limbii Engleze, Iai, 19934. Leech, G. English Grammar andUsage, China, 1998 5. Quirk, R. A Comprehensive Grammar of theEnglish Languge, London,

19716. Thomson, A.J. A Practical English Grammar. CombinedExercices, vol. 1, 2,

London, 19767. Pawlowska, B. Teste de Limb Englez, Teora, 19998.Pter, M. Teste de Limb Englez, Teora, 19999. Danil, V. Englezapentru medici, Bucureti, 198110. Roberts, M. B. V. Biology. AFuntional Approach, London, 197111. Armstrong, K. Aids to Anatomyand Physiology, London12. Dobrovici, V. English in Medicine,POLIROM, 199913. Misztal, M. Test Your Vocabulary, TEORA, 199914.Cmeciu, D., Bonta, E. Essential English Topics, PRO HUMANITAS,1997

ENGLISH FOR STUDENTS OF BIOLOGY Raluca BontaACTIVITYBOOKUNIVERSITY OF BACAU2006

CONTENTSUnit 1The Present Tense SimpleUnit 2Biology: The Scienceof Our LivesUnit 3The Present Tense Continuous/Progressive Unit4How to Know the TreesThe Present SimpleI. Form a) Affirmativesentences:Spelling1) verbs ending in a sibilant [s] [z] [] [] [] []or verbs ending in -o preceded by a consonant2) verbs ending in-y

b) Negative sentences:c) Questions:II. Use1) repeated actions(every day, always, often, sometimes or never)2) things ingeneral3) fixed arrangements, scheduled events (e.g. timetable)4)after special verbs, which are normally not used with the PresentProgressive (These verbs express states, possessions, feelingsetc.)be, believe, belong, hate, hear, like, love, mean, prefer,remain, realize, see, seem, smell, think, understand, want,wish

The Present Continuous/ProgressiveI. Form a) Affirmativesentences:b) Negative sentences:c) Questions:Spelling1) consonantafter a short, stressed vowel at the end of the word2) one -e atthe end of the word3) verbs ending in -ie4) verbs ending in -c

Special verbs in the Present Progressive II. Use1) actionshappening at the moment of speaking (now, at the moment)2) fixedplan in the near future3) temporary actions4) repeated actionswhich are irritating to the speaker (with always, constantly,forever)

How to Know the TreesI. Form a) Affirmative sentences:b)Negative sentences:c) Questions:

English Grammar - Irregular verbs (most common)II. Use1) actionfinished in the past (single or repeated)2) series of completedactions in the past3) together with the Past Progressive/Continuous- The Simple Past interrupted an action which was in progress inthe past.Animals and ManPronunciationVocabularyAdditionalVocabularyExercises:

The Past Tense Continuous/ProgressiveI. Form a) Affirmativesentences:b) Negative sentences:c) Questions:II. Use1) actions inprogress at special time in the past2) two actions happening at thesame time (the actions do not influence each other)3) together withthe Simple Past4) repeated actions irritating the speaker (withalways, constantly, forever)PronunciationVocabularyancestor:forefather, progenitor [strmo, strbun]AdaptationThe Nature ofAdaptations. Intuitively, adaptations are familiar to us as thosestriking aspects of the living world that, as Darwin aptly put it,most justly excite our admiration. Organisms and all their partshave a pervasive air of purpose about them, a highly organizedcomplexity, a precision and efficiency, an ingenious utility.HowAdaptations Come About: Natural Selection. Darwin viewed adaptationas the central problem that any theory of evolution had to solve.And his theory of natural selection triumphantly solved it, for itis through natural selection that adaptations come aboutgradually,cumulatively, incrementally honed by selective forces in changingenvironments over millions of years.PronunciationVocabulary(to)account for: to give an explanationbeak: cioc, plisc(to) design: toform or conceive in the minddupe [dju:p]: to deceive(to)fare: toeat; to get on [a o duce, a-i merge]happenstance: chance,accident(to)hone: to sharpen; to enlarge [a largi] increment[inkrimnt]: profit, gain; act or process of incresing;growthinsofar: to such an extentlivery [livri]: characteristicdress, outward appearancelure [lur]: to attract, tempt, invite [aatrage, a momi, ademeni, a ispiti]