- •S. Seifullin
- •Учебное пособие
- •Для студентов землеустроительного факультета
- •Всех специальностей
- •Английский язык
- •Introduction
- •Insert prepositions if necessary:
- •4. Give your own definitions of the words:
- •5.Render the text ‘Composition of soils’.
- •5. Render the text:
- •6. Retell the text ‘ Structure of soil’:
- •I. Study the following words:
- •III. Make up your own sentences with words given above in exercise 2:
- •IV. What chemical conditions of soil do you know?
- •I. Study the following words:
- •II. Complete the sentences with appropriate words from the text and translate them into your language:
- •III . Say true or false these statements are, correct false ones:
- •IV. Give the characteristics of all soil classifications.
- •I. Study the following words:
- •II. Make up your own sentences with the following word combinations:
- •III. Translate the following sentences into your language:
- •I. Study the following words:
- •II. Define the part of speech of the following words:
- •III. Match the words with their definitions:
- •IV. Put questions to the following sentences:
- •V. Write a short summary of the text ‘Soil and its management’.
- •III. Find opposite words:
- •IV. Find odd words:
- •It is far to conclude from the experiment described in this passage that
- •6. Give a short summary of the text.
- •I. Read and translate the text:
- •II.. Work in pairs. Ask questions according to the model:
- •Plants that move
- •Plants That Glow
- •Comprehension Check
- •II. Define the part of speech of the following words:
- •I. Study the following words:
- •I. Study the following words:
- •I. Study the following words & word combinations:
- •II. Define the part of speech of the following words:
- •III. Translate the following sentences into your language:
- •V. Retell the text ‘Soil assessment and Land evaluation’.
- •II. Make up sentences with the words & word combinations given
- •III. Complete the sentences with appropriate words from the text:
- •IV. Give your own definitions of the words:
- •V. Render the text ‘Land evaluation for Land use planning’.
- •I. Study the following words:
- •I. Study the following words:
- •I. Study the following words:
- •III. Make up your own sentences with words given above in exercise 2:
- •IV. What do you know about mortgage in your country?
- •V. Retell the text ‘Mortgage’
- •I. Study the following words:
- •II. Make up sentences with the words & word combinations given
- •III. Insert prepositions if necessary:
- •IV. Give your own definitions of the words:
- •V. Retell the text ‘Joint Tenancy’.
- •I. Study the following words:
- •I. Study the following words:
- •I. Study the following words & word combinations:
- •II. Discuss the update state and goals of land use planning in our country.
- •III. Read and discuss the following text:
- •IV. Put as many questions as it possible to the text given above:
- •I. Study the following words & word combinations:
- •1. Give the equivalents of the following word combinations in your language:
- •2. Put your own questions to the text “Land Assessment In Kazakhstan
- •3. Read the text and tell what problem they discuss:
- •2. Define the part of speech of the following words:
- •3. Give the synonyms of the following words & word combination:
- •4. Put five questions to the text “Land Administration”
- •5. Give your own definition of the word combination ‘Land Administration’.
- •1. Read and translate the following words:
- •2. Define the part of speech of the following words:
- •3. Explain your own understanding of the words:
- •4. What is your own opinion about cadastre system in our country and abroad?
- •I. Study the followings words & word combinations:
- •I. Study the following words & word combinations from the text:
- •I. Study the following words & word combinations from the text:
- •II. Answer the following tasks to the text:
- •I. Study the following words and word combinations:
- •II. Answer the following tasks to the text:
- •I. Study the following words and word combinations:
- •II. Answer the following tasks to the text:
- •I. Study the following words and word combinations from the text above:
- •II. Answer the followings tasks to the text:
- •I. Study the following words and word combinations:
- •II. Answer the following tasks to the text:
- •I. Study the following words & word combinations:
- •II. Answer the following tasks to the text:
- •Grammar reference Passive Voice 1
- •Passive Voice 2
- •Relative clauses 2
- •Types of questions 1
- •Types of questions 2 Tag or Disjunctive Questions
- •Indirect speech 1
- •Indirect speech 2
- •Conditional sentences 1
- •Verbs with two parts: intransitive
- •Revision
- •Study the following irregular verbs
- •Английский язык для студентов
I. Study the following words and word combinations:
tangible, possession, extend, legal protection, creative work, artistic property, enjoyment, ownership, copyright, royalty, apply, infringe, piracy, derive, abductor, profit, copying software.
II. Answer the following tasks to the text:
1.What does the passage mainly discuss?
A) Legal rights of property owners
B) Legal ownership of creative work
C) Examples of copyright piracy
D) Copying creating work for profit
2. The word “extended” is closest in meaning to
A) explicated
B) exposed
C) guaranteed
D) granted
3.It can be inferred from the passage that copyright law is intended to protect
A) the user’s ability to enjoy an artistic work
B) the creator’s ability to profit from the work
C) paintings and photographs from theft
D) computer software and videos from being copied
4. The word “principle” is closest in meaning to
A) crucial point
B) cardinal role
C) fundamental rule
D) formidable force
5. Which of the following properties is NOT mentioned as protected by copyright ?
A) music and plays
B) paintings and maps
C) printed medium
D) scientific discoveries
6.It can be inferred from the passage that it is legal if
two songs, written by two different composers, have the same melody
two books, written by two different authors, have the same titles
two drawings, created by two different artists, have the same images
two plays, created by two different play wrights, have he same plot and characters
7. With which of the following wing statements is the author most likely to agree? A) Teachers are not allowed to make copies of published materials for use by
their students.
B) Plays written in the 16th century cannot be performed in theaters without
permission.
C) Singers can publicly sing only the songs for which they wrote the music and the lyrics.
D) It is illegal to make photographs when sightseeing or traveling.
8. The phrase “infringing upon” is closest in meaning to
impinging upon
inducting for
violating
abhorring
9. The purpose of copyright law is most comparable with the purpose of which of the following?
A) A law against theft
B) A law against smoking
C) A school policy
D) A household rule
10. According to the passage, copyright law is
A) meticulously observed
B) routinely ignored
C) frequently debated
D) zealously enforced
11. The word “practically” is closest in meaning to
truthfully
hardly
clearly
almost
TEXT 8
Collecting maps can be an enjoyable hobby for antiquarian booksellers, a captivating interest for cartographers, a lucrative vocation for astute dealers, and an inspirational part of the occupational functioning of map catalogers, archivists, and historians. Among recognized collectibles, maps are relatively rarer than stamps, but they have had their avid enthusiasts and admirers ever since copies were made by hand only for the affluent, the commanding officer, and the ship captain.
Whether the interest is business-related or amateur, the economic means abundant or slim, a collection needs a theme, be it associated with contemporary changes in cartographic representation or geographic knowledge, or a more accessible goal centered on a particular mapmaker, technique, or type of subject matter. Collectors should not overlook topical maps issued predominantly or exclusively after World War II, such as navigational charts, industrial compound road layouts, or aerial projections. Potential collectors ought not to disregard two superficially prosaic, yet important themes: maps of travel routes for family trips, and maps that, for aesthetic reasons, they personally find intriguing or simply attractive. In the first case, like the box with old family photos, the collection will give the travelers the opportunity to reminisce and relive the journey.
In most cases, photocopies are worthy alternatives to originals. For example, historical society collections customarily include the high quality facsimiles needed to make a collection as comprehensive and practical as possible, supplementing the contributions made by well-to-do donors and benefactors. If not predisposed to wait patiently, and possibly ineffectually, for a lucky find, collectors may choose to sift through dealer stock, peruse through advertisements in local, regional, or national periodicals, and solicit the assistance of the U.S. Library of Congress and private agencies. Government and public agencies, companies, and trade associations can advise the collector about maps currently in circulation and pending sales of dated reproductions, editions, and prints.