- •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. Geochemical pattern of soils in Bobovdol valley, Bulgaria. Assessment of Cd and Co contents
The study of distribution of trace elements in soils of Bulgaria is still concentrated in areas affected by industrial activities, such as mining, and processing of mineral resources. Most of these studies are designed to assess soil contamination and include the surface 30-40 cm of soil profile . This approach is used in monitoring programs, but does not provide enough information for three-dimensional (3-D) geochemical characteristics of soils and the cycles of trace elements in pedosphere. Geochemical maps designed by the grid sampling procedure to reflect the spatial distribution of chemical elements in soils may be used for predicting the extension of soil degradation and its negative impact on the interacting environmental components. Detailed information on the natural variability of background concentrations of chemical elements in soils and the quantitative database allow imaging the geochemical diversity. In this regard, the elements cadmium and cobalt are of great interest in Bulgaria where there is a limited knowledge of their distribution and availability in the pedosphere. A large number of studies reveal the role of cadmium in geochemical processes. However, its geochemical fate in pedosphere and especially in soil surface layer is still not well understood. It is known that cadmium persists only in the +2 valence state in soils and goes readily into solution on weathering. The enrichment of soils with cadmium occurs primarily through the adsorption and/or complexation of cadmium onto organic matter followed by the accumulation of organic debris in the depositional environment. Cd mobility is affected mainly by the pH and oxidation potential. It is most mobile in acidic soils within the pH range 4.5 - 5.5 and is rather immobile in alkaline soils, wherein CdHCO3 prevails. Studies of cobalt geochemistry in terrestrial environments have also received a lot of attention. However the case studies of cobalt variability and accumulation in soils could contribute to the better knowledge of element global cycling. This article deals with the geochemical patterns of soils located in the vicinity of the "Bobov dol" Thermal power plant, Bulgaria, emphasizing on the amount and spatial distribution of Cd and Co in order to determine their geochemical behavior, associations and origin in soils.
4. Dynamic surface soil components of land and vegetation types in Kebbi State Nigeria
Soils vary on how long they can be used in agriculture without decline in quality and functional status before management may be needed. Assessments and classification of surface soil components, including land and vegetation are helpful in understanding the current status and condition of soil for proper and sustainable soil management in crop production. Unfortunately, scientific knowledge of surface soil components and in particular the aspect of assessment and classification of land and vegetation is very limited in Kebbi State, Nigeria. Consistently, the need for background information outlining the major components of surface soil environment in poor research areas is also essential. In the present study, the major components of the surface soil (land and vegetation types) according to the geo-physical context of the current status of the soil environment in Kebbi State are taken into consideration based on visual assessment. This assessment was regarded as a key element for obtaining soil data information, and especially when the methodology and procedure are developed under the general principles on which the assessment and classification of soils should be made in the field. This assessment is highly cost and time consuming, and needs to be carried out according to the purpose intended. Soil Survey Staff (1999) noted that visual assessment requires many assessments and classifications that can be related to the surface soil and that facilitate comparisons of both similarities and differences among the soil characteristics for a great variety of uses. In this study, visual assessment was intended to assess and classify the land and vegetation types from 2010 to 2011 in Kebbi State. Therefore, the objective of this study was assessment and classification of land and vegetation types in dryland and fadamasites of Kebbi State Nigeria. This is hoping to ensure better understanding of environmental soil function for sustainable crop production in the State.
II. PLANT PROTECTION
