- •Передмова
- •Розвиток мовленнєвої компетенції
- •Розвиток комунікативної компетенції
- •Index of texts Part I Agrochemistry and Soil Science
- •Aquaculture and Waterbioresources
- •Part II Professionally oriented texts for autonomous studying and the development of communicative language competence Agrochemistry and Soil Sciences
- •Aquaculture and Waterbioresources
- •1.1. Read the following international words and find their Ukrainian equivalents:
- •1.2. Study the new words:
- •1.3. Compare the words, define their word-building means and translate:
- •1. 4. Read Text a and find out:
- •Text a. What is agriculture?
- •Comprehension Check-Up
- •1. 10. Below are the answers. Ask questions about them:
- •1. 11. Retell the text a. Use the key-words:
- •Step 2 grammar Point
- •Step 3 Project Work (speaking-reading-speaking-writing)
- •Text b. Factors affecting successful farming
- •3.2. Make a written translation of Text c. Use a dictionary: Text c. Conditions of scientific agriculture
- •3.3. Test-1
- •1.1. Read the words and find their Ukrainian equivalents:
- •1.2. Study the new words:
- •1.3. Translate the words. Pay attention to their word-building means:
- •1.4. Read Text a and find out what are the factors influencing the development of soils: Text a. Soil
- •Comprehension Check-Up
- •Step 2 grammar Point
- •Write down the verbs in the proper form according to the number and the person of the subject. Use the Present Simple tense:
- •2.2. Use the verbs to be or to have in the proper form of Present Simple:
- •2.4.Use the verbs in brackets in the proper form of Present Simple:
- •2.5.Transform the verbs into Past Simple:
- •2.6.Ask questions to the following sentences:
- •2.7.Correct the mistakes in the following sentences:
- •Step 3 Project Work (speaking-reading-speaking writing)
- •3.1. Skim Text b and find out, which sentences do not coincide with the contents of the text:
- •Text b. The basis of life
- •3.2. Fill in the blanks and give a name to the following text:
- •3.3. Translate Text c in writing: Text c. Forests save water
- •3.4. Test-2
- •1.1. Find Ukrainian equivalents to the following international words:
- •1.2. Study the new words:
- •1.3. Compare the words, define their word-building means and translate:
- •1.4. Read Text a and find out what must be done to preserve soil productivity: Text a. Agricultural operations
- •Comprehension Check-Up
- •1.9. Read the statements and say which are true and which are false. Give reasons for your answers:
- •1. 10. Use the text to express your point of view on the statements:
- •Use phrases:
- •Step 2 grammar Poin
- •2.4.Transform the italicised verbs into the forms of Continuous tenses. Add corresponding adverbials if necessary:
- •3.2. Make a written translation of text c: Text c. No-tillage method
- •3.3.Test-3
- •1.1. Read the following international words and find their Ukrainian equivalents:
- •1. 2. Study the new words:
- •1.3. Compare the words, define their word-building means and translate:
- •1.4. Use the following word-building means to form the new words, translate the words:
- •1.5. Read and translate Text a and find out what are the groups of plants: Text a. Field crops
- •Notes and Commentaries:
- •Comprehension Check-Up
- •1.6. Arrange the following words in pairs of synonyms:
- •Step 2 grammar Point (speaking-writing)
- •2.1. Use the following verbs in the forms of Present, Past, and Future Perfect Tense:
- •2.2. Translate the following verbs into English using Perfect tense forms. Pay attention to the tense and person of the verb:
- •2.3.Use proper adverbial modifiers according to the tense of the verb. Choose from the following:
- •2.4.Transform the italicised verbs into the forms of Perfect tenses. Add corresponding adverbials if necessary:
- •2.5. Use the necessary Perfect tense form according to the adverbial of time:
- •2.6. Ask questions about the following sentences:
- •3.1.. Skim Text b and make a plan of the text:
- •3.2. Use the information from Texts a and b to speak about the agricultural crops and their growing.
- •3.3. Annotate Text c in writing: Text c. Plants and their uses
- •3.4. Test-4
- •1.1. Name Ukrainian equivalents to the next international words:
- •1.2. Study the new words:
- •1.3. Choose words with the same roots for word-building chains; translate the words:
- •1.4. Read and translate Text a and find out what the main principle of applying fertilizers is: Text a. Some parts of the field need more fertilizers
- •Comprehension Check-Up
- •1.5. A) in Text a find and write out the words with the root “vary” and explain the situation they describe.
- •1.6. Analyze and translate the following word combinations:
- •1.8. Use information from Text a to complete the sentences:
- •1.9. Work in pairs. Exchange your opinions on the next questions:
- •Step 2 grammar Point (speaking-reading)
- •2.1. Identify the Passive voice forms in every sentence. Analyze them:
- •2.2. Use the following verbs in the forms of Passive voice:
- •2.3.Translate the following word combinations into English with the help of Passive voice forms. Pay attention to the tense and person of the verb:
- •2.4. Ask questions to the sentences:
- •2.5. Transform the sentences from Passive into Active voice:
- •2.6.Transform the sentences from Active into Passive voice:
- •2.7. Translate the sentences into Ukrainian. Pay attention to the Passive voice tense forms:
- •3.1. Skim Text b. Use the following phrases to render the text in English orally:
- •3.2. Annotate Text c in writing: Text c. Weeds
- •3.3. Test-5
- •1.1. Give the equivalents of the following international words and phrases:
- •1.2. Define the meaning of the following words by word-building affixes and translate them into Ukrainian:
- •1.4. Read the text and translate it orally: text 1
- •Comprehension Check-Up
- •1.5. Insert the omitted words. Choose from the following:
- •1.6. Transform the sentences using the phrases:
- •Step 2 grammar Point
- •2.2. Combine the following verbs with modals; translate the word combinations:
- •2.3. Translate the sentences into Ukrainian. Pay attention to the use and translation of modal verbs:
- •2.4. Transform the sentences into past tense:
- •2.5. Ask questions to the sentences:
- •3.1. Read the following texts, annotate them and use the facts in the discussion:
- •3.2. Make questions from the following jumbled words:
- •3.4. Present your professional ambitions, knowledge and skills to an employer. Don’t forget to tell him where you studied.
- •3.5. Test-6
- •Step 1 Overview of Aquaculture
- •1.5. Read and translate text a, find answers to the following questions:
- •Text a. Overview of Aquaculture
- •Comprehension check-up
- •1.8. Find in the text and write down English equivalents of the following words:
- •1.9. Answer the questions:
- •1.10. Complete the sentences:
- •Step 2 Grammar Point
- •2.1. Read and write the following dates
- •3.1. Read text b, write down unknown words and translate them. Copy out the sentences which characterize aquaculture.
- •3.3. Test 1
- •1.1. Read and pronounce correctly the following words :
- •1.2. Read correctly and guess the meaning of the following words and word combinations:
- •1.3. Words for the text comprehension:
- •1.5. Give Ukrainian equivalents to the following English words:
- •1.6. Give English equivalents to the following Ukrainian words:
- •1.7. Match the words from the left box to those which are in the right one and you will get specific word-combinations.Translate them.
- •Step 2 Grammar Point (speaking-writing)
- •Step 3 Project work discussion
- •3.2.Write a short report of about 10 sentences evaluating the problem of natural and municipal water sources, use the terms which you have picked up in ex.1.7.
- •3.3. Be ready to prove your point of view in the class.
- •3.4.Test 2 choose the right answer
- •Step 1 Different Categories of Water as for Habitats of Aquaculture (Speaking-Reading –Speaking Writing)
- •1.1. Read and pronounce correctly the following words:
- •1.2. Read and translate the following words:
- •1.5. Read and translate text a, support your viewpoint by appropriate information found in the text, considering the question: Different categories of water as for habitats of aquaculture.
- •Comprehension check-up
- •1.6. Give Ukrainian equivalents to the English words:
- •1.7. Give English equivalents to the following Ukrainian words:
- •1.9. Tell whether the following statements are true or false:
- •1.10.Write questions to the following answers:
- •1.11. Make sentences using the words below:
- •Step 2 Grammar Point(speaking-writing)
- •Step 3 Project Work Discussion ( Speaking-Reading-Speaking-Writing)
- •3.2. Define the terms :
- •3.3. In pairs reformulate the information from text a and text b as an interview, write down these questions into your copybooks. Information from exercise 1.11 will be of help to you too.
- •3.4. Test. 3
- •Step 1 Aquaculture water facilities (Speaking-Reading-Speaking- Writing)
- •1.1. Read and pronounce correctly the following words:
- •1.2. Read correctly and translate the following words:
- •1.4. Read and translate text a, name four types of aquaculture water facilities and say which of these four you may construct in your site.
- •Comprehension Check-Up
- •Grammar Point
- •(Speaking-writing)
- •2.1. Replace the infinitive in brackets by the Present Indefinite or the Present Continuous.
- •Step 3 Project Work Discussion. Specific Type of a Fish Farm (Speaking-Reading-Speaking-Writing)
- •3.3. Test 4
- •Step 1 Systems of aquaculture (Speaking –Reading –Speaking Writing)
- •1.1. Read and pronounce correctly the following words:
- •1.2. Read correctly and try to guess the meaning of the following words:
- •1.3. Words for the text comprehension:
- •1.4. Read and translate text a, find the answer to the following question:
- •Comprehension check-up
- •1.5. Find English equivalents to the following Ukrainian words:
- •1.6. Find Ukrainian equivalents to the following English words:
- •1.7. Make up word combinations:
- •1.8. Finish the sentences:
- •1.9. Answer the following questions:
- •1.10. Make sentences using the key-words below:
- •1.11. Tell true or false:
- •1.12. Explain the following aquatic terms:
- •Step 2 Grammar Point (speaking-writing)
- •2.1. Choose the right form of the verb from the brackets.Explain your choice.
- •2.3. Traslate into Emglish.
- •3.1. Read and translate text b. Pick up unknown words from the text, use the dictionary.
- •3.2. Enlist production phases in aquaculture farming:
- •3.3. Write a plan to the text
- •3.4. Test 5
- •Step 1 Fishing methods (Speaking-Reading- Speaking- Writing)
- •1.1. Read and pronounce correctly the following words:
- •1.2. Read correctly and try to guess the meaning:
- •1.5. Give Ukrainian equivalents to the following English words:
- •1.6. Give English equivalents to the following Ukrainian words:
- •1.8. Answer the questions:
- •1.9. Make sentences from the given words:
- •1.10. Ask questions to the italicized words:
- •1.11. Give definitions to the following items:
- •Step 2 Grammar Point (speaking-writing)
- •3.1. Read and translate text b, write down unknown words and translate them.
- •1.3. Making Presentations: Key Points
- •Giving an Oral Presentation
- •Part 2 Основи науково-технічного перекладу
- •Переклад як особливий вид комунікації
- •Типи словників
- •2.1. Agrochemistry and Soil Science history of soil science
- •Justus von Liebig
- •V.V. Dokuchaev
- •C. F. Marbut
- •Hans Jenny
- •Guy Smith
- •Bioturbation
- •Darwin, charles robert
- •Variations in organisms
- •Soil: ecological aspect
- •Prospecting with plants
- •Green factories
- •Do you know that ...
- •Cereal crops
- •Wheat in the usa
- •The experiment on wheat seeding depth in canada
- •New hybrid wheats in australian fields
- •Growing corn continuously on the same field
- •Seed potato production in england
- •Ultra narrow row soy-bean plant1ngs are coming
- •A new hybrid
- •The way to victory over hunger
- •In the developing countries
- •Cottow-growing farm
- •New look at hydroponic culture
- •Agricultural operations
- •Minimum tillage
- •Some farmers in usa stop using plow to get better crops
- •Advantages and disadvantages of no-tillage planting
- •Disadvantages of no- tillage
- •Agriculture in britain
- •Britain's forests
- •Tomorrow's farm
- •Soil and water developments of next half century
- •Land, air and water pollution– its future implications in agricultural engineering
- •Agricultural engineers in the future
- •Agricultural engineering
- •Agricultural engineering in the usa and britain
- •2.2. Aquaculture and Water Bioresources History of Aquaculture
- •Objectives of Aquaculture
- •Indicators of Pollutants
- •What does the Color of the Water Tell Us?
- •What does the Smell of the Water Tell Us?
- •What does the Presence of Aquatic Animals Tell Us?
- •Blue Gourami, Three-Spot Gourami (Trichogaster trichopterus)
- •Velvet Swords(female) Xiphophorus Helleri
- •Other Types of Aquaculture
- •Organization of Aquaculture
- •Mariculture
- •Integrated
- •Part 3 ситуативні матеріали із академічного та професійного середовища студентів
- •Тема 1. Exercise 1. Read and translate the following text:
- •About Myself
- •Exercise 4. Speak on the topic “About myself”, using the sentences from ex. 2 and 3 Exercise 1. Read and translate the text: My Working Day
- •Тема 3. Exercise 1. Read and translate the text: National University of Water Management and Nature Resources Use
- •1. When did National University come into existence?
- •Тема 4. Exercise 1. Read and translate the text: Rivne
- •1. Is Rivne a regional centre of Ukraine?
- •Тема 5. Exercise 1. Read and translate the following text: ukraine
- •Тема 6. Exercise 1. Read and translate the following text: Great Britain
- •Тема 7. Exercise 1. Read and translate the text: My Future Speciality
- •Частини мови Іменник (the noun)
- •Число (The Category of Number)
- •Незлічувальні іменники
- •Інші способи утворення множини іменників
- •Відмінок (Case)
- •Утворення форм присвійного відмінка
- •Артикль (The Article)
- •3 Означеним артиклем the вживаються
- •Вживання артикля з власними іменами
- •Артикль вживається
- •3 Означеним артиклем the вживаються Вживання артикля перед загальними назвами
- •Прикметник (The Adjective) Ступені порівняння прикметників (The Degrees of Comparison)
- •Види прикметників та утворення ступенів їх порівняння
- •Форми вищого та найвищого ступенів прикметників, які відрізняються за своїм значенням
- •Прислівник (The Adverb) Загальна характеристика прислівників
- •Утворення прислівників
- •Ступені порівняння прислівників
- •С кладені форми ступенів порівняння прислівників
- •Утворення ступенів порівняння прислівників від іншого кореня
- •Числівник (the numeral)
- •Кількісні числівники
- •Порядкові числівники
- •Займенник (the pronoun) Загальна характеристика займенників
- •Типи займенників
- •Дієслово (the verb)
- •Indefinite Tenses (Active)
- •Відмінювання дієслова to be (бути) в Indefinite Tenses
- •Відмінювання дієслова to have / have got в Indefinite Tenses
- •Continuous Tenses (Active)
- •Perfect tenses (Active)
- •Passive Voice
- •Modals with the Passive Voice.
- •Modal Verbs
- •Supplement I елементи грецької та латинської мов в термінології агрохімії та рибництва
- •Найбільш вживані префікси
- •Supplement II english-ukrainian vocabulary
- •Test keys
- •1. Agrochemistry and soil science
- •List of literature
Comprehension check-up
1.5. Find English equivalents to the following Ukrainian words:
Додаткова годівля, контролювати хворобу, малий обсяг, рибне господарство, інтенсивна продуктивність, промисловість з високим ризиком, зовнішнє засвоювання, всебічна система.
1.6. Find Ukrainian equivalents to the following English words:
Labour-intensive, high-risk industry, extensive adoption, intensive adoption, full complement, supplemental feeding, full measure, disease control, small scale, large scale, comprehensive system, fish farms.
1.7. Make up word combinations:
Labour |
industry |
Bio |
adoption |
Extensive |
design |
Pond |
intensive |
Full |
manipulation |
Stock |
measure |
Disease |
harvesting |
Scientific |
control |
Food |
practice |
Age-old |
supply |
|
|
1.8. Finish the sentences:
Aquaculture is considered to be….
An important characteristic feature of aquaculture is that….
The management of these kinds of aquaculture systems are….
Within intensive and extensive aquaculture methods there are….
So it can be organized on the basis of….
1.9. Answer the following questions:
What kind of industry is aquaculture?
What is the important characteristic feature of aquaculture?
What is extensive-adoption of traditional techniques of aquaculture based on?
What does intensive-adoption of full complement of culture techniques include?
Is semi-intensive the adoption of mid-level technology?
1.10. Make sentences using the key-words below:
1. … is considered to be … .
2. The management of these kinds of … are completely different.
3. Despite the fact that … is an age-old practice in some regions of the world.
4. Within … aquaculture methods there are numerous specific types of … .
5. Extensive adoption of traditional techniques of aquaculture is based on … .
photosynthetical production, intensive and extensive, fish culture, aquaculture systems, aquaculture, a labour intensive and a high risk bio-industry.
1.11. Tell true or false:
Extensive adoption is a full complement of culture techniques.
Intensive adoption is based on local photosynthetical production.
Semi-intensive adoption is of high level technology.
The management of these kinds of aquaculture systems is the same.
Despite the fact that fish culture is an age-old practice in some regions of the world, it is relatively new as a significant industry in the most countries.
1.12. Explain the following aquatic terms:
extensive adoption;
intensive adoption;
semi-intensive adoption;
small scale rural aquaculture
large scale vertically integrated aquaculture.
Step 2 Grammar Point (speaking-writing)
2.1. Choose the right form of the verb from the brackets.Explain your choice.
1. Five years ago he ... a student. |
a – will be, |
b – was, |
|
c – were. |
|
2. He... ... the text and now he can retell it. |
a – was reading, |
b – read, |
|
c – has read. |
|
3. Where ... you put your bag? I cann’t find it. |
a – did, |
b – have, |
|
c – has. |
|
4. He ... smoking last year. |
a – stops, |
b – stopped, |
|
c – had stopped. |
|
5. You ... him a telegram last week. |
a – had send, |
b – sends, |
|
c – send. |
|
6. I ... never ... a car before. |
a – have driven, |
b – drives, |
|
c – drove. |
|
7. I ... ... where to go tonight. |
a – has decided, |
b – have decided, |
|
c – decided. |
|
8. ... you .... this book before? |
a – has read, |
b – have read, |
|
c – will read. |
|
9. She ...... her key already. |
a – has found, |
b – have found, |
|
c – finds. |
|
10. They ... ... their dinner already. |
a – had, |
b – has, |
|
c – have |
2.2. Choose the right verb-form from the brackets.Translate the sentences.
1. I ...her since she was practically a little girl |
a – did not see, |
b – havenot seen, |
|
c – do not see. |
|
2. I’m so sorry. I ... ...the cup. |
a – break, |
b – breaks, |
|
c – have broken. |
|
3. She was glad she ... ... ...his address. |
a – о did not loose, |
b – had not lost, |
|
c – has not lost. |
|
4. I was very much surprise when I heard she... ...home. |
a – has left, left, |
b – had |
|
c – have left |
|
5. Yesterday we discussed the film which we ... ... before. |
a – has seen, |
b – hаd seen, |
|
c – saw |