- •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
5. Write the summary of the text above.
6. Retell the text “Agroecology”.
7. Translate from Russian into English:
1) Агроэкология – научная дисциплина, которая использует экологическую теорию для изучения, проектирования, управления и оценки сельскохозяйственных систем, которые являются продуктивными, а также ресурсосберегающими.
2) Агроэкологические исследования рассматривают взаимодействие всех важных биофизических, технических и социально-экономических компонентов сельскохозяйственных систем и рассматривают эти системы как фундаментальные единицы исследования,
3) Агроэкология занимается поддержанием продуктивного сельского хозяйства, которое поддерживает урожайность и оптимизирует использование местных ресурсов, одновременно минимизируя негативное экологическое и социально-экономическое воздействие современных технологий.
4) Вопросы сельскохозяйственного производства нельзя рассматривать отдельно от экологических проблем.
5) Агроэкологический подход более чувствителен к сложностям местного сельского хозяйства и имеет широкие критерии эффективности, которые включают в себя свойства экологической устойчивости, продовольственной безопасности, экономической жизнеспособности, сохранения ресурсов и социальной справедливости, а также увеличения производства.
Active Vocabulary 2
proponents [prəˈpoʊnənts] – сторонники, защитники
to opt for [ɑːpt fər] – выбирать
input-intensive approach [ˈɪnpʊt ɪnˈtensɪv əˈproʊtʃ] – подход с интенсивным использованием ресурсов
favor [ˈfeɪvər] – польза
synergy [ˈsɪnərdʒi] – синергизм, содействие, помощь
indigenous [ɪnˈdɪdʒənəs] – местный, коренной, здешний
to restore [rɪˈstɔːr] – восстанавливать
sound and affordable [saʊnd ənd əˈfɔːrdəbl] – правильный и доступный
anti peasant bias [ˈænti ˈpeznt ˈbaɪəs ] – антикрестьянское предубеждение
assets [ˈæˌsets] – активы
to blind [blaɪnd] – затмевать, ослепить
1. Translate the following word combinations into Russian:
an agroindustrial model; ever increasing fertilizer use; additional food supplies; NGOs (Non Governmental Organizations); emphasize biodiversity; incorporate biological principles and resources; environmentally sound and affordable way; single crop
2. Read the following text and say:
a) what the term “the potential of agroecology” means;
b) what subjects are touched upon in the text
Text 2. The potential of agroecology to combat hunger in the developing world
Proponents of a second Green Revolution generally argue that developing countries should opt for an agroindustrial model that relies on standardized technologies and ever increasing fertilizer and pesticide use to provide additional food supplies for growing populations and economies. In contrast, a growing number of farmers, NGOs, and analysts propose that instead of this capital and input-intensive approach, developing countries should favor an agroecological model, which emphasizes biodiversity, recycling of nutrients, synergy among crops, animals, soils, and other biological components, and regeneration and conservation of resources. It is argued here that agroecology a science that provides ecological principles for the design and management of sustainable and resource conserving agricultural systems offers several advantages over the conventional agronomic or agroindustrial approach. First, agroecology relies on indigenous farming knowledge and selected modern technologies to manage diversity, incorporate biological principles and resources into farming systems, and intensify agricultural production. Second, it offers the only practical way to restore agricultural lands that have been degraded by conventional agronomic practices. Third, it provides for an environmentally sound and affordable way for smallholders to intensify production in marginal areas. Finally, it has the potential to reverse the anti peasant bias of strategies that emphasize purchased inputs as opposed to the assets that small farmers already possess, such as their low opportunity costs of labor.
