- •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
Active Vocabulary 4
cotton species [kɒt(ə)n ˈspiːʃiːz] – виды хлопчатника
rugged [ˈrʌɡɪd] – массивный, грубый
wild shrub [waɪld ʃrʌb] – дикий кустарник
cross-breedings [ˈbriːdɪŋ] – перекрестное размножение
cultivation [kʌltɪˈveɪʃn] – культивирование, выращивание
synthetic fiber [sɪnˈθɛtɪk ˈfaɪbər] – синтетическое волокно
cotton gin [dʒɪn] – волокноотделитель
diversification of the cotton genus [dʌɪvəːsɪfɪˈkeɪʃ(ə)n] [ˈdʒiːnəs] – разнообразие сортов хлопка
crop plant – сельскохозяйственная культура
weavable cotton fiber [wiːv] – хлопковое волокно, подходящее для использования в ткацком производстве
spinnable fiber – прядомое волокно
mechanical properties [mɪˈkanɪk(ə)l prɒpətɪz] – прочностные свойства
cross-pollination [krɒsˌpɒlɪˈneɪʃ(ə)n] – перекрестное опыление
buoyancy [ˈbɔɪənsi] – жизнеспособность
self-pollinating [ˈpɒlɪneɪtɪŋ] – самоопыляющийся
mainland plants – материковые растения
perennial ancestors [pəˈrɛnɪəl ˈansɛstəz] – многолетние предки
dispersal [dɪˈspɜːsl] – распространение, рассеивание, рассредоточение
1. Translate the following word combinations into Russian:
Rarely do we think, held a symposium, annual meeting, got involved in the picture, geographically far-flung locations, the seeds dispersed across continents, to match cotton’s genetic past, better water use efficiency, breakthrough of the year.
2. Read the following text and say:
a) what the term “cross-breeding” means;
b) what subjects are touched upon in the text.
Text 4. Not your grandfather’s cotton
Surprising twists of cotton’s genetic history
Soft, smooth cotton. We love it in our sheets, our tablecloths, and luxurious cotton shirts. But did you know that different cotton species can grow as rugged trees in Australia or Central America? Or as a wild shrub in the southern United States? And that the cotton plant has quite the history of genetics to tell?
From transoceanic travels to inter-species cross-breedings, cotton’s story is one of plant and seed survival, adaptation, and human cultivation. What started as a naturally tough, unspinnable fiber has been transformed into something most folks adore for its soft, comforting feel.
Humans have been using cotton for more than 6,000 years. (As a reference, synthetic fibers like polyester weren’t created until after World War I.) Cultivation – farming it and trying to improve the crop yield and properties – started at least 3,000 years ago. Many of us studied Eli Whitney and his invention of the cotton gin in 1794 as part of our history classes. But rarely do we think about the science behind cotton itself.
In the United States, cotton is a $5 billion dollar industry. Specialized crop scientists study its agronomic and economic importance. The Crop Science Society of America even held a symposium about cotton at their annual meeting. They also released an updated book about cotton in 2015.
Jonathan Wendel, Iowa State University, is a leading researcher in the field. He says there is much to learn about the “unique origin and diversification of the cotton genus, its basic plant biology, and its properties as a crop plant.”
Wild cotton, on the left, is not good for spinning. On the right, the soft, spinnable, weavable cotton fiber that U.S. customers are used to
Cotton started its evolution long before humans got involved in the picture. The four species of cotton that are cultivated originated from geographically far-flung locations – India, Asia, Africa, and Central and South America. All of the wild species have short fibers that are not good for spinning or use. But in one particular group of African wild species, some slightly longer fibers naturally evolved. Those fibers actually have mechanical properties that one could make primitive cloth from. This happened only once, in this African group.
Somehow – scientists can only speculate about how – the seeds dispersed across continents, and crossbreeding occurred.
In the case of cotton, its seeds retain a little buoyancy for up to a couple of months in some circumstances. It’s possible to suggest that seeds could cross the ocean on their own.
At first, nature took cross-pollination and the evolution of cotton into its own hands. Once a seed was dispersed, and the new cotton plant grew, cross-pollination happened naturally. Many species self-pollinate as well, a typical story across the plant kingdom. Plants from islands are more likely to be self-pollinating than are mainland plants, because they have a harder time finding a ‘dance partner’.
Cotton flowers are another beautiful part of the plant. Each species has a unique flower
After the initial dispersal, humans got in the game. “Four different groups of ancient cultures, all likely 5,000 years ago or more, each independently brought wild cotton into cultivation. They bred some crummy looking perennial ancestors into annualized plants with abundant long, strong, fine, white fiber.
Even though Wendel has studied cotton for years, he finds this genetic history “totally amazing. From all this research, you can see that there is only one origin of spinnable fiber!”
To match cotton’s genetic past, Wendel says the future of cotton also lies in its genes. Fewer diseases, better water use efficiency, higher yield, more pest resistance. Science magazine just announced their 2015 ‘breakthrough of the year’, which was CRISPR genome editing. Wait until we can grab ahold of that for cotton!
3. Using the text above, finish the following sentences:
1) Did you know that …
2) Cotton’s story is one of plant and seed…
3) Rarely do we think about…
4) Cotton started its evolution…
5) All of the wild species have…
6) Plants from islands are more likely to be…
7) Even though Wendel has studied cotton for years…
4. Answer the following questions:
1) How can different cotton species be identified?
2) What is cotton’s story interested by?
3) How long have people been using cotton? For what purposes?
4) Hoe successful is industry in the USA?
5) How can we differentiate between wild cotton and cultivated one? What are their major characteristics?
5. Write the summary of the text above.
6. Retell the text “Not your grandfather’s cotton”.
7. Translate from Russian into English:
1) То, что вначале было жестким, непригодным для прядения волокном, превратилось в материал, вызывающий восхищение людей своей мягкостью и комфортом, который он дарит.
2) Выращивание хлопка и попытки улучшить его урожайность и свойства, начались 3000 лет назад.
3) Хлопок уникален по происхождению, разнообразен по сортам, обладает свойствами растения, пригодного для пищи.
4) Географически хлопок произрастает в 4 местах – Индии, Азии, Африке и Южной Америке.
5) Эволюция хлопка имеет поразительную историю. Сначала сама природа взяла в руки процесс перекрестного опыления, в результате чего появились новые сорта хлопка.
