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ББК 81.432.1-923

Литвинова, Ю. А. Иностранный язык. English for landscape gardeners [Текст] : методические указания для самостоятельной работы студентов заочной формы обучения по направлению подготовки 250700 – Ландшафтная архитектура / Ю. А. Литвинова, Л. А. Литвинова ; М-во образования и науки РФ, ФГБОУ ВПО «ВГЛТА». – Воронеж, 2013. – 36 с.

Печатается по решению учебно-методического совета ФГБОУ ВПО «ВГЛТА» (протокол № 5 от 26 апреля 2013 г.)

Рецензент: д-р техн. наук, проф. кафедры иностранных языков и культуры речи ВГИПС МЧС России Л.В. Квасова

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ВВЕДЕНИЕ

Методические указания состоят из 3 контрольных работ в 5 вариантах каждая. Каждая контрольная работа состоит из основного задания – текста по специальности – и комплекса упражнений после текста, которые тренируют ряд навыков и умений: знание терминов, степень и объем понимания извлеченной из текста информации, умение применять термины в практических заданиях, навык работы со спец. текстом, способность кратко передать извлеченную информацию на языке обучения, перевод специального текста на язык обучения. В каждой контрольной работе также есть упражнения, тренирующие определенный грамматический материал, который позволяет проверить знания в этом разделе языка.

Методические указания предназначены для самостоятельной работы студентов 1-2 курсов заочной формы обучения по направлению подготовки 250700 – Ландшафтная архитектура.

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Контрольная работа № 1

Вариант 1.1 Задание 1. Прочитайте и переведите данный текст.

TREES ADD BEAUTY AND SO MUCH MORE

Trees can be home to many different types of wildlife. Trees also can reduce your heating and cooling costsб help clean the air, add beauty and color, provide shelter from the wind and the sun, and add value to your home.

Choosing a tree

Choose a tree that will provide enjoyment for you and that fits your landscape. Take advantage of the abundant references on gardening in local libraries, at universities, arboretums, and parks where trees are identified, and from native plant and gardening clubs, and nurseries. Before you buy, you can find out if a tree is appropriate for your area, how big it will get, how long it will live, its leaf color in the fall, any nuts or fruit it may bear, and the proper planting instructions and care for that species. Make a conscious effort to select trees native to your area. They will live longer, be more tolerant of the local weather and soil conditions, enhance natural biodiversity and be more beneficial to wildlife than non-native trees. Avoid exotic trees that can invade other areas, crowd our native plants, and harm natural ecosystems. Plant a variety of tree species. For wildlife choose trees and shrubs that bloom and bear fruits or nuts at different times of the year. Shrubs that produce berries can provide food throughout the year. Trees with nuts and fruit can also provide seasonal foods. Flowers and fruits of some plants attract hummingbirds and butterflies.

Пояснения к тексту:

abundant references – многочисленные источники информации to take a conscious effort – делать сознательный выбор

to enhance – увеличивать, усиливать, усугублять

Задание 2. Ответьте на вопросы к тексту.

1.What are the advantages of trees?

2.What trees should you choose for your garden?

3.Where may you get information about trees?

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4.Why should you avoid exotic trees?

5.What trees should you choose for wildlife?

Задание 3. Сопоставьте следующие слова и словосочетания:

Задание 4. Give a piece of advice before planting a tree in your garden.

Задание 5. Раскройте скобки и употребите глагол в нужном времени.

1.My father (to come) from Scotland.

2.Tom usually goes out in the evening. Yesterday evening he (to

stay) at home.

3.How many cigarettes (you\to smoke) a day?

4.We (not/to eat) anything last night because we (not/to be) hungry.

5.According to the weather forecast it (to rain).

6.I (to play) the piano, but I (not /to play) very well.

Задание 6. Заполните пропуски предлогами, где это необходимо.

1.I live … big town.

2.Tom went … the kitchen to make some coffee.

3.Regine is … home today.

4.I don`t work … Saturday afternoon.

5.Tom`s grandmother died …1977 … the age of 79.

Задание 7. Разделите текст на смысловые части и кратко изложите его содержание на языке обучения.

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Вариант 1.2

Задание 1. Прочитайте и переведите данный текст.

Breathing plants

What is the most important process in the world? It is the making of starch by plants. A green plant is Nature’s chemical laboratory. It is able to take carbon dioxide from the air and water from the soil and build them into starch and sugar. The process is made possible by the action of sunlight on the green coloring material of the plant. As you know, it is chlorophyll.

If you have a growing plant at home, preferably ivy or some vine-like plant, try this experiment: fill a test-tube to the very top with water and using your thumb as a stopper turn the tube upside down in a basin of water. Now, being very careful to keep the mouth of the tube under water, take your thumb away and push a branch of the plant up inside the tube then put everything in the sun. In a few hours you will find what seems to be an empty space at the top of the tube. This space is really filled with oxygen which was produced by the action of sunlight upon the leaves of the plant.

Plants are the lungs of our planet. They produce oxygen, enough for all of us to live, and take carbon dioxide from the air. Try to do the experiment and you will see how it works and become more careful with Nature, with plants that are the guardians of our life on this planet.

Пояснения к тексту: starch – крахмал carbon dioxide – СО2 oxygen – кислород

Задание 2. Ответьте на вопросы к тексту.

1.What is Nature’s chemical laboratory?

2.What will you find after carrying out the experiment?

3.What are the lungs of our planet?

4.What do the plants produce?

5.What do the plants take from the air?

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Задание 3. Сопоставьте следующие слова и словосочетания:

Задание 4. Write down the steps of the experiment you are going to try.

Задание 5. Раскройте скобки и употребите глагол в нужном времени.

1.My father (to teach) me how to drive when I was 17.

2.Rice (not/grow) in Britain.

3.I knew Sarah was very busy, so I (not/disturb) her.

4.I am too tired to walk home I think I (to get) a taxi.

5.Thank you for lending me your camera. I (to return) it back to you on Monday, OK?

6.Mozart (to write) more than 600 pieces of music.

Задание 6. Заполните пропуски предлогами, где это необходимо.

1.Helen is studying law … university.

2.Is there anything … TV tonight?

3.Where is Mike? He is … holiday.

4.I usually go to work … car.

5.What are you doing … the moment?

Задание 7. Разделите текст на смысловые части и кратко изложите его содержание на языке обучения.

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Вариант 1.3

Задание 1. Прочитайте и переведите данный текст.

How do plants eat?

The first two billion years of biological evolution were marked by appearance of all known types of animals and the most advanced forms of plants. During the following 100 million years, till the beginning of Cainozoi era, all the known classes of vertebrate animals as well as sporangia and seed plants were formed.

Life on the Earth starts with the sun, whose energy powers our planet. Traveling some 93 000 000 miles through space, some of the sun’s rays are trapped in the earth atmosphere. These rays are, in a way, food for plant life and for everything that eats plants. Aided by chlorophyll, the green pigment in the leaves, a plant combines solar energy with carbon dioxide taken from the air and water brought up by the roots, to manufacture sugars, starches, and possibly proteins and other materials vital to its life and growth. The growth process is called photosynthesis. The by-product, oxygen, then becomes available to breathe. (And when they breathe, oxidation of food – the reverse of photosynthesis – takes place, releasing energy and making possible all of their life functions such as heat production, movement and growth.) Food energy produced by the plants passes to an animal when the vegetation is eaten, and passes again when the animal is killed and eaten by another. The energy flow through this f o o d c h a i n can even be traced, by marking organisms with radioactive materials, and measured, by calculating the known rates at which oxygen is given off by plants and used up by animals.

Пояснения к тексту:

elevation and stresses of the land surface – изменения земной поверхности vertebrate animals – позвоночные животные

sporangia and seed plants – споровые и семенные растения carbon dioxide – СО2

starch – крахмал

by-product – побочный продукт, отход f o o d c h a i n – пищевая цепь

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Задание 2. Ответьте на вопросы к тексту.

1.What were the first two billion years of biological evolution marked by?

2.When were the classes of vertebrate animals as well as sporangia and seed plants formed?

3.Whose energy powers our planet?

4.What process is called photosynthesis?

5.Where do food energy produced by the plants pass?

Задание 3. Сопоставьте следующие слова и словосочетания:

Задание 4. Find the flower species in the text.

Задание 5. Раскройте скобки и употребите глагол в нужном времени.

1.The River Amazon (to flow) into the Atlantic Ocean.

2.I was very thirsty. I (to drink) the water quickly.

3.The bed was uncomfortable. I (to sleep) very well.

4.Don`t worry about your exam. I am sure you (to pass) it.

5.It is raining. Do not go out. You ( o get) wet.

6.A liar is someone who (not/ to tell) the truth.

Задание 6. Заполните пропуски предлогами, где это необходимо.

1.He is sitting … the tree.

2.She walked … the street.

3.He put the book … the bag.

4.The pencil is … the box.

5.The picture is hanging … the wall.

Задание 7. Разделите текст на смысловые части и кратко изложите его содержание на языке обучения.