- •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
- •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
- •3. Using the text above, finish the following sentences:
- •5. Write the summary of the text above.
- •6. Retell the text “Agronomist Career Outlook”.
- •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
3. Using the text above, finish the following sentences:
1) Delicious, crunchy, juicy, and sweet are all adjectives … .
2) … actually originated in Mesopotamia.
3) Especially high in vitamin C, apples also provide vitamin A as ... .
4) At least one study shows that the flavonoids and nitrates in apples may protect against … by …
5) Research also indicates … eating apples and a reduced risk of certain cancers, specifically colorectal cancer.
6) Apples, …, contain more antioxidants than …, with the peel being even more potent than the flesh.
7) The finding is … associated with altering colorectal cancer risks: The higher the intake, the bigger the impact.
4. Answer the following questions:
1) Where did apples actually originate?
2) How many apple varieties are grown in the U.S., and worldwide?
3) What do apples provide as a powerful antioxidant to help resist infection?
4) What other minerals do apples include?
5) What kind of connection does the research also indicate?
5. Write the summary of the text above.
6. Retell the text “Apples”.
7. Translate from Russian into English:
1) Яблоки стали возделывать в Месопотамии. В настоящее время около 2500 сортов яблок выращивают в США, и 7500 сортов яблок выращивают во всем мире.
2) Особенно высокое содержание витамина С в яблоках; яблоки также обеспечивают человека витамином А, который служит мощным антиоксидантом, помогает противостоять инфекциям, очистить организм от свободных радикалов, которые вызывают болезнь.
3) Яблоки являются одним из самых загрязненных пестицидами продуктов сельскохозяйственного производства.
4) Исследования также указывают на связь между употреблением в пищу яблок и сниженным риском заболеваемости раком из-за высокого содержания флавоноидов в них.
5) Яблоки, оказывается, содержат больше антиоксидантов, чем любой другой продукт, причем в кожуре еще больше, чем в мякоти.
Active Vocabulary 3
sunburn [ˈsʌnbɜːrn] – солнечный ожог
mature trees [məˈtʃʊr ˈtriːz] – зрелые деревья
grafted[ˈɡræftəd] – привитый
palmette system [palˈmet ˈsɪstəm] – веерная система
pruning [ˈpruːnɪŋ] – обрезка
treatment [ˈtriːtmənt]- обработка, уход
soluble solids [ˈsɑːljəbl ˈsɑːlədz] – растворимые твердые вещества
flesh firmness [fleʃ ˈfɜːrmnəs] – твердость мякоти плода
phenol content [ˈfiːnɔːl ˈkɑːntent ] – содержание фенола
stomatal conductance [ˈstəʊmətəl kənˈdʌktəns ] – устьичная проводимость
instantaneous water [ˌɪnstənˈteɪniəs ˈwɔːtər ] – мгновенная вода
1. Translate the following word combinations into Russian:
Grafted mature trees of the apple; randomized complete block design; standard horticultural practices; apple fruit development and maturation; antioxidant activity; common cooling chamber; the ratio of photosynthetic rate to transpiration rate
2. Read the following text and say:
a) what the term “sun protect” means;
b) what subjects are touched upon in the text
Text 3. Evaluation of ‘Sun Protect’ in protecting apples (Malus × domestica Borkh.) against sunburn
Mature trees of the apple cv. Granny Smith grafted onto M9 rootstock were chosen for the study. The trees were 12 years old, planted in a randomized complete block design with 3.5 × 4 m spacing and trained to a palmette system. 25 trees were used for each treatment (five replications × five trees). The orchard was managed with standard horticultural practices regarding irrigation, pruning, and fertilization.
Apple trees were sprayed with 1 l/ha ‘Sun Protect’ (Compo-Expert) for two successive years (2013 and 2014) in an apple orchard located in northern Greece on the following dates: June 19, June 26, August 2, August 9 and August 16. Control trees were not sprayed. Collected parameters showed the meteorological data during apple fruit development and maturation for the growing seasons 2013 and 2014.
Forty apples were collected from each treatment at the stage of their commercial maturity. Fruits were transported immediately to the laboratory for analyses. Fruits were weighted and evaluated for colour, soluble solids, acidity, and flesh firmness. In addition, total phenol content and antioxidant activity were determined. Finally, fruits from the untreated control and from the treated trees were placed into a common cooling chamber quality parameters were determined.
Photosynthetic parameters such as photosynthetic rate, transpiration and stomatal conductance were measured with the LCi portable gas exchange system (ADC BioScientific Ltd., Herts, UK) from 11.00 am till 13.00 pm at harvest (mid-September). Instantaneous water use efficiency was estimated as the ratio of photosynthetic rate to transpiration rate.
Statistical analysis. All parameters were compared separately for each year and data were subjected to one-way ANOVA using the SPSS 17.0 for Windows statistical package (SPSS, Chicago, USA). Comparison among the means to determine statistical differences was performed using Fischer’s F-test (P ≤ 0.05).