- •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
Green factories
Every green plant is a "factory". It's a sugar "factory". It works from early day to dark every day, even on Sunday.
The plant must have two things for making sugar: water and carbon dioxide. Carbon dioxide comes from the air. It is one of the gases the air is made of. Water comes from the ground.
As soon as water from the ground gets to a leaf it goes all over the leaf. Water and carbon dioxide are put together to make sugar. Most factories run on electricity. The green factories run on sunshine.
After the plant has made sugar, it makes the other kinds of food it needs.
Without green plants there wouldn't be any sugar or any other food for men and animals. Green plants are the world's most important "factories".
Do you know that ...
... The sunflower came from Central America? As Incas were sunworshippers they reproduced this flower everywhere. They made different decorations in the form of a sunflower and even their flags were in the form of a sunflower.It was a very popular flower at one time, but by the end of the 17th century, had rather gone out of fashion.
Most people when they first see a sunflower, however, are amazed at its size. Not only is it very tall, but its actual flowers are very large, compared with the flowers of other plants. One in the Royal Gardens at Madrid was supposed to have reached a height of 24 ft,, and one in Padua, Italy, a height of 40 ft.
Sunflowers are very useful plants. Their petals produce a yellow dye. The leaves make excellent food for livestock. The most valuable parts of sunflowers, however, are the seeds. As many as 2,362 seeds have been once in a single head. They are rich in protein and calcium and are used for making edible oil for margarine and also artists colours.
... Primula is the name of one genus of the Primulaceae family sometimes known as the primrose family. There are three wild species which grow in Great Britain and these are the primrose, the cowslip and the oxslip.
The primrose is supposed to have been the favourite flower of Benjamin Disraeli, who was Britain's Prime Minister in the 19th century, and it is said that Queen Victoria often gave him these beautiful yellow flowers. When he died, in April 1881, the Queen sent primroses to his funeral. Later Primrose Day was set up. This was celebrated on April 19th, the day of his death. On that day primroses were laid on his statue in Parliament Square.
The generic word "primula" is a corruption of the French "primeverole" and the Italian "primeverola". Both these words came from the Latin "prima vera" and mean "the first flower of spring".
Cereal crops
Cereal crops, and wheat in particular, are grown on a large territory in Ukraine.Ukrainian selectionists have made real efforts to raise new, hardy strains of wheat, the best of which are Besosta-1, Saratovska-29, and Myronivska-808. This is hard-grained wheat which has great germinating force1 and high yields – 40–50 centners per hectare. Now, the scientists have developed new, even more productive varieties of wheat – the Avrora, Kavkaz and Myronivska-Yuvileina. The winter strain of the Myronivska-Yuvileina wheat yielded 100,3 centners per hectare.
Rye is also grown on vast areas. Groat cereals and leguminous plants2 occupy vast tracts – mostly in the Crimea. As to rice, it needs a lot of moisture. Plans are afoot3 for the costruction of large irrigation systems to supply water to rice fields.
Maize is popular in Ukraine as well. New varieties of hybrid maize have been adapted to various climatic and soil conditions.
The crop-producing power4 of grain, especially wheat, is being investigated at various research institutes and at a great number of strain testing stations5, and farms.
Notes and Commentary
1 germinating force - схожість
2 groat cereals and leguminous plants - круп'яні і бобові культури
3 plans are afoot - розробляються плани
4 the crop-producing power - врожайність зерна
5 strain testing station - сортовипробувальна станція
