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- •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:
- •1.3. Compare the words, define their word-building means and translate:
- •1. 4. Read Text a and find out:
- •Text a. What is agriculture?
- •1.2. Study the new words:
- •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:
- •2.5. Ask questions to the sentences:
- •3.1. Read the following texts, annotate them and use the facts in the discussion:
- •2.4. Transform the sentences into past tense:
- •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
Частини мови Іменник (the noun)
Загальна характеристика іменників
Іменники означають назву предметів і речовин, живих істот, явищ і абстрактних понять.
1. Перед іменниками звичайно ставлять спеціальні частки – артиклі: a, an, the. |
I am a pupil. He is an engineer. Close the door, please. |
2. Тільки живі іменники мають загальний (a girl, girls) і присвійний відмінки (girl’s, girls’). |
May I take the girl's pen, please? Show me the doctors' room. |
3. Іменники можуть вживатися як безприйменникові означення до інших іменників. |
She usually wears school uniform. |
4. Іменники сполучаються з прийменниками. |
Where will you go after dinner? |
5. Іменники визначаються прикметниками. |
My favourite writer is Shevchenko. |
Число (The Category of Number)
Загальні іменники поділяються на зчислювальні (Countable Nouns) і незчислювальні (Uncountable Nouns), іменники в англійській мові вживаються в однині та множині. Множина іменника утворюється додаванням до форми однини закінчень -s, -es.
Утворення множини іменників (the Plural Number) та правопис їх закінчень
-S |
shop – shops; day – days |
-es |
після -у з попередньою приголосною, при цьому -у змінюється на і: country – countries |
після -о: tomato – tomatoes; але piano – pianos; photo – photos |
|
після -s, -ss, -ch, -sh, -tch, -x, -z: box – boxes; dress – dresses; wish – wishes; bench – benches |
|
після -f, -fe, при цьому -f, -fe змінюються на v: wife – wives; life – lives; shelf – shelves; wolf – wolves; thief – thieves; calf - calves; knife – knives; half – halves; leaf – leaves; loaf– loaves. Усі інші іменники на -f, -fe – за загальним правилом: safe – safes; roof- – roofs. |
Незлічувальні іменники
Вживаються в англійській мові тільки у формі однини. |
friendship, peace, money, ink, sugar, weather, advice, business, hair, information, knowledge, news, progress |
The weather is wonderful today. This information is very important. |
Іменники, що мають форму однини, яка завжди узгоджується з дієсловом у формі множини. |
people, cattle, police, the poor, the rich, the wounded |
Are there many police in the streets? There were many the wounded in the last battle. |
Інші способи утворення множини іменників
Винятки |
man – men, woman – women, foot – feet, child – children, tooth – teeth, ox – oxen, goose – geese, mouse – mice |
Однина = множина |
a swine –many swine, a sheep – many sheep, a deer – many deer , a species - many species |
Іменники грецького та латинського походження |
curriculum – curricula; datum – data; phenomenon – phenomena; basis – bases; thesis – theses; crisis – crises; radius – radii; nucleus – nuclea; stimulus – stimuli; index – indices |
Складені іменники |
mother-in-law – mothers-in-law; fellow-worker –fellow-workers; commander-in-chief – commanders-in-chief; forget-me-not – forget-me-nots |
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