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Language focus

COMREHENSION CHECK | Questions to think about. | PRE-READING AND READING TASKS | LANGUAGE FOCUS | Read and translate the text. | Prepare a report on the topic under discussion. | COMPREHENSION CHECK | Read and translate the text. | Read and translate the text. |


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  7. Additional Language Exercises

1. Match the words that are: a) similar and b) opposite in meaning:

a) b)
to be referred to as to get used to benefit slow
fleshy to break tight to scare off
to evolve to lead entire loose
to adapt to be called to shed to keep
to speculate plump rapid incomplete
to burst to develop to lure disadvantage
to result in to regard    

2. Complete the table (where possible):

Noun Verb Adjective
pollen    
  to penetrate  
    reproductive
dispersal    
  to nourish  
    dependent
lure    
  to produce  
    selective
  to arrange  
consumption    
  to benefit  
  to exude  

3. Define the following terms:

heterosporous pollen tube ovule angiosperms nectaries
pollen grains pinoids conifers cone scales  

4. Match the first half of a sentence in column A with the appropriate second half in column B:

A B
1. Although the cone is a conspicuous feature distinguishing many members of this group, a) and oogamous, having sperm and dispersal.
2. Each sporephyll contains two sporangia b) it does not appear on all conifers.
3. The remaining megaspore, through repeated mitotic divisions, becomes the female gametophyte, c) in which haploid spores are produced through meiosis.
4. The sperm fertilize the egg and the resulting zygote produces d) which, unlike that in the ferns, is considerably reduced in size.
5. But there is some speculation that angiosperms e) that are highly evolved for protection and dispersal.
6. Flowering plants are heterosporous, having two different sized spores, f) an embryo sporophyte.
7. Their zygotes develop into seeds and fruit g) readily accessible sticky, sugary droplets, produced by ovules.
8. Some insects, such as certain beetles, may have become dependent on h) may have existed as long as the Permian.

5. Put the parts of the sentences in the right order:

a. Micropyle, some, near, land, of, near, of, the, pollen, the, opening, grains.

b. As, plants, flowering, also, anthophytes, the, known, are.

c. The diploid, retaining, and, sporophyte, dominates, the, gametophyte, cycle, nourishing, the life.

d. A, substance, the ovule, trapping, gymnosperms, of modern, grains, exudes, sticky, pollen, wind-borne.

e. Travelling, ovule, insects, from, to, one, another, pollen, carry, them, with.

FOLLOW-UP ACTIVITIES

1. Describe: a) how angiosperms are pollinated; b) the life cycle of conifers.

2. Prepare a dialogue with your partner discussing:

a) the most successful group of living plants

b) the history of conifers, their reproduction and the features distinguishing them from other groups.

3. Write essays on the topics: a) conifers; b) flowering plants.

UNIT 9

TYPICAL FLOWER


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