- •Кафедра иностранных языков и культуры речи reading modern science английский язык
- •Agronomy unit 1
- •Active Vocabulary 1
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 1. Agronomist Career Outlook
- •3. Using the text above, finish the following sentences:
- •5. Write the summary of the text above.
- •6. Retell the text “Agronomist Career Outlook”.
- •7. Translate from Russian into English:
- •Active Vocabulary 2
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 2. Organic Farming
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 3. Sustainable Agriculture
- •Active Vocabulary 4
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 4. What are Crops?
- •Unit II
- •Active Vocabulary 1
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 1. Changing climate changes soil
- •Active Vocabulary 2
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 2. Mighty river, mighty filter
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 3. Potatoes wild with calcium
- •Active Vocabulary 4
- •1. Translate the following word combinations into Russian:
- •Text 4. Not your grandfather’s cotton
- •Plant protection unit III
- •Active Vocabulary 1
- •1. Translate the following word combinations into Russian:
- •Text 1.What is plant protection and why it is so important?
- •3. Using the text above, finish the following sentences:
- •Active Vocabulary 2
- •1. Translate the following word combinations into Russian:
- •Text 2. The process of plant protection
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •Text 3. The main disciplines involved in plant protection
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 4. The Aims of iapps
- •Iapps Activities
- •Integrated plant protection unit IV
- •Active Vocabulary 1
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 1. Competence area within integrated plant protection
- •Interdisciplinary strategy
- •Active Vocabulary 2
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 2. Competence area within integrated plant protection (continuation) Deep knowledge
- •Applied research
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 3. About ippc
- •Active Vocabulary 4
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 4. General Principles Integrated Plant Protection
- •3. Using the text above, finish the following sentences:
- •Horticulture unit V
- •Active Vocabulary 1
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 1 ‘Chili’ (Pyrus bretschneideri Rehd.) pear fruit
- •3. Using the text above, finish the following sentences:
- •Active Vocabulary 2
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 2. Apples
- •Health Benefits of Apples
- •Studies Done on Apple
- •3. Using the text above, finish the following sentences:
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 3. Evaluation of ‘Sun Protect’ in protecting apples (Malus × domestica Borkh.) against sunburn
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •6. Retell the text “Evaluation of ‘Sun Protect’ in protecting apples (Malus × domestica Borkh.) against sunburn”.
- •7. Translate from Russian into English:
- •Active Vocabulary 4
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 4. A screening test for the determination of cut flower longevity and ethylene sensitivity of carnation
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •6. Retell the text “a screening test for the determination of cut flower longevity and ethylene sensitivity of carnation”.
- •7. Translate from Russian into English:
- •Unit VI
- •Active Vocabulary 1
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 1. Evaluation of dormancy break in some selected peach (Prunus persica) cultivars
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •7. Translate from Russian into English:
- •Active Vocabulary 2
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 2. Testing the winter hardiness of selected chrysanthemum cultivars of Multiflora type
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •7. Translate from Russian into English:
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 3. Effects of garlic genotype on cloves formation under in vitro conditions
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •6. Retell the text “. Effects of garlic genotype on cloves formation under in vitro conditions ”.
- •7. Translate from Russian into English:
- •Active Vocabulary 4
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 4. Timer versus moisture sensor-based irrigation control of soilless lettuce: Effects on yield, quality and water use efficiency
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •7. Translate from Russian into English:
- •Agroecology unit VII
- •Active Vocabulary 1
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 1. Agroecology
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •7. Translate from Russian into English:
- •Active Vocabulary 2
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 2. The potential of agroecology to combat hunger in the developing world
- •Case studies
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •7. Translate from Russian into English:
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 3. Agroecology and the design of climate change resilient farming systems
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •7. Translate from Russian into English:
- •Active Vocabulary 4
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 4. The effects of climate change on agricultural production
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •7. Translate from Russian into English:
- •Soil science unit VIII
- •Active Vocabulary 1
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 1. Soil chemistry
- •3. Using the text above, finish the following sentences:
- •Active Vocabulary 2
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 2. Soil fertility
- •3. Using the text above, finish the following sentences:
- •5. Answer the following questions:
- •5. Write the summary of the text above.
- •6. Retell the text “Soil fertility”.
- •7. Translate from Russian into English:
- •Active Vocabulary 3
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 3. Soil fertility (II)
- •3. Using the text above, finish the following sentences:
- •4. Answer the following questions:
- •5. Write the summary of the text above.
- •6. Retell the text “Soil fertility”.
- •7. Translate from Russian into English:
- •Active Vocabulary 4
- •1. Translate the following word combinations into Russian:
- •2. Read the following text and say:
- •Text 4. A soil horizon
- •3. Using the text above, finish the following sentences:
- •Exercises
- •II. Define the function of the verb “to be”. Translate the sentences.
- •III. Determine in the sentence the verb expressing the obligation. Translate the sentences.
- •IV. Find the Present Participle in sentences, define its function. Translate the sentences
- •V. Define the Gerund in sentences, determine its function. Translate the sentences.
- •VI. Find the Infinitive in sentences, define its function. Translate the sentences
- •VII. Translate the sentences paying attention to comparisons“the more… the better…”type
- •VIII. Translate the sentences paying attention to the verb “to become”
- •IX. Find in the sentences Past Participle, define its function. Translate the sentences
- •X. Translate the sentences paying attention to the meaning of the word “one”
- •XI. Translate the sentences paying attention to the meaning of the word “since”
- •XII. Translate the sentences with the word “number”
- •XIII. Translate the sentences with the word “some”, “the same”
- •XIV. Translate the sentences with the word “as”
- •XV. Translate the sentences with the word “both” and “both … and”
- •XVI. Translate the sentences with the word “that”
- •Supplementary reading
- •1. Effects of some organic materials on bicarbonate extractable phosphate content of soils having different pH
- •2. Spatial variability of soil physical properties in a cultivated field
- •3. Geochemical pattern of soils in Bobovdol valley, Bulgaria. Assessment of Cd and Co contents
- •4. Dynamic surface soil components of land and vegetation types in Kebbi State Nigeria
- •Formulation of Entomopathogenic Nematodes for Crop Pest Control
- •Key Scale Insects (Hemiptera: Coccoidea) of High Economic Importance in a Mediterranean Area
- •Effects of Insecticides Used against the European Corn Borer on Thrips Abundance on Maize
- •Management of Poppy (Papaver somniferum l.) Stand Height using Growth Regulators
- •Horticulture
- •2. The Meaning of Water Sprout on a Rose Bush
- •3. How to plant a fruit bush
- •4. When to plant tomatoes
- •Nitrogen in the Environment: Nitrogen Replacement Value of Legumes
- •Nitrogen in the Environment: Essential Plant Nutrients
- •Nitrogen in the Environment: Leaching
- •Nitrogen in the Environment: Mineralization — Immobilization
- •Future Challenges
Text 2. Soil fertility
Soil fertility (i)
The history of the study of soil is intimately tied to our urgent need to provide food for ourselves and forage for our animals. Throughout history, civilizations have prospered or declined as a function of the availability and productivity of their soils.
The Greek historian Xenophon (450–355 B.C.) is credited with being the first to expound upon the merits of green-manuring crops: "But then whatever weeds are upon the ground, being turned into earth, enrich the soil as much as dung."
Columella's "Husbandry," circa 60 A.D., advocated the use of lime and that clover and alfalfa (green manure) should be turned under, and was used by 15 generations (450 years) under the Roman Empire until its collapse. From the fall of Rome to the French Revolution, knowledge of soil and agriculture was passed on from parent to child and as a result, crop yields were low. During the European Dark Ages, Yahya Ibn al-'Awwam's handbook, with its emphasis on irrigation, guided the people of North Africa, Spain and the Middle East; a translation of this work was finally carried to the southwest of the United States when under Spanish influence. Olivier de Serres, considered as the father of French agronomy, was the first to suggest the abandonment of fallowing and its replacement by hay meadows within crop rotations, and he highlighted the importance of soil (the French terroir) in the management of vineyards. His famous book Le Théâtre d’Agriculture et mesnage des champs contributed to the rise of modern, sustainable agriculture and to the collapse of old agricultural practices such as the lifting of forest litter for the amendment of crops (the French soutrage) and assarting, which ruined the soils of western Europe during Middle Ages and even later on according to regions.
Experiments into what made plants grow first led to the idea that the ash left behind when plant matter was burned was the essential element but overlooked the role of nitrogen, which is not left on the ground after combustion, a belief which prevailed until the 19th century.
3. Using the text above, finish the following sentences:
1) The history of the study of soil … to our urgent need to provide food for ourselves and forage for our animals.
2) The Greek historian … with being the first to expound upon the merits of green-manuring crops
3) Columella's "Husbandry" advocated the use of lime and that clover and alfalfa as green manure … .
4) That method by 15 generations almost 450 years under the Roman Empire until its collapse.
5) From the fall of Rome to the French Revolution, knowledge of soil and agriculture … on from parent to child and as a result.
6) Translation of the work … to the southwest of the United States when under Spanish influence.
7) Experiments into what made plants grow first led to the idea that the ash …when plant matter was burned was the essential element.
5. Answer the following questions:
1) With what is the history of the soil study intimately tied to?
2) Why throughout the history have civilizations prospered or declined?
3) Who is credited with being the first to expound upon the merits of green-manuring crops?
4) How many generations did advocate the use of lime and that clover and alfalfa as green manure should be turned under?
5) Who was the first to suggest the abandonment of fallowing and its replacement by hay meadows within crop rotations? Who highlighted the importance of soil in the management of vineyards?
