2.4. Transform the sentences into past tense:

1. The local climate, in which three harvests a year can be grown, made it possible to carry on selection work very quickly.

2. New ways of using water from the sea must be found.

3. Humus losses may reduce soil fertility.

4. Any soil can become fertile if we remove the causes of infertility.

5. Water may cause serious erosion on steep slopes.

2.5. Ask questions to the sentences:

1. The moisture content of the grain should be not more than 14 per cent at the time of harvesting.

2. Rates of seed should be increased a little when wheat is seeded late.

3. The increase in crop yields can be done by applying fertilizers.

4. No success can be achieved by applying the same chemical to control different weed species.

5. All herbicides must be thoroughly mixed with the soil at the time of application.

Step 3

Project Work

(speaking-reading-speaking-writing)

3.1. Read the following texts, annotate them and use the facts in the discussion:

TEXT 2

Some years ago a degree in one of professions was enough to put you in the top 5 per cent of the population. Today one in three young people enters higher education and a degree is fast becoming the minimum qualification. We now live in far more complex world and most jobs today require a much higher level of intellectual skills than ever before. Degrees are no longer enough – employers are looking for skills in the workplace. These key skills are communication, using and presenting numerical data, information technology, team-working, improving your own learning and performance, and problem solving.

Employers also look for some additional qualities such as adaptability and commercial awareness. Above all, they want graduates to have already had some practical experience of applying them. There is also increased interest in the ability to use other languages at work. And, of course, familiarity with the use of computers is a normal requirement for most jobs.

TEXT 3

Job titles vary widely from one employer to another. So you will need to look beyond them to find out what opportunities are available for you. Try to find out what is the “core” discipline for the organization. Finally, gather careers information: ask your colleagues at work, ask personnel officers, your supervisor, anyone who can help you get ideas about what jobs might become available, what they are like and how to go about getting one.

Considering your choice of future career you may as well take into account the following possibilities of placement.

Bacteriologist. Many bacteriologists specialize in identifying unknown microorganisms from the 2000 or so known types of bacteria. Others try to devise methods to combat harmful bacteria. Sill others study how disease-causing bacteria may be spread in our environment.

Laboratory technician. People who perform complicated microscopic tests in laboratories are called laboratory technicians. They work in veterinary hospitals and help in the detection of infectious diseases in pets and farm animals. Some may work in agriculture to help study the effects of microorganisms on farm crops. Other laboratory technicians work for water-treatment plants that use microorganisms to break down wastes into harmless substances. They help to make sure that the water that leaves the treatment plants is safe.

Plant breeder performs experiments that may change the size, the shape, or even the life span of plants. A plant breeder is a scientist who tries to improve plants through genetic methods. Plant breeders are employed by colleges and universities, government agencies, lumber and pharmaceutical industries, and seed and food companies.

Science teachers spend much of their time developing lesson plans for different topics.

They create interesting ways to present information to their students. Activities such as lectures, demonstrations, laboratory work and field trips are often used. They also attend meetings, conferences, and workshops.