А. А. Железнова
A COURSE OF ENGLISH
FOR STUDENTS OF AGRICULTURE
(Курс английского языка для студентов
сельскохозяйственных вузов)
Нижний Новгород
2017
ФГБОУ ВО Нижегородская ГСХА
ЦЕНТР МЕЖДУНАРОДНОГО ОБРАЗОВАНИЯ И СОТРУДНИЧЕСТВА
Кафедра иностранных языков
А. А. Железнова
A COURSE OF ENGLISH
FOR STUDENTS OF AGRICULTURE
(Курс английского языка для студентов
сельскохозяйственных вузов)
Учебное пособие
для студентов сельскохозяйственных специальностей
Нижний Новгород
2017
УДК 802.0
ББК 81.2 Англ.
Рецензент:
Биктеева Лолита Рафаиловна — кандидат педагогических наук, доцент,
заведующая кафедрой «Иностранные языки».
Железнова А. А.
A Course of English for Students of Agriculture. (Курс английского языка
для студентов сельскохозяйственных вузов): Учебное пособие для студентов
сельскохозяйственных специальностей / А. А. Железнова, ФГОУ ВО
Нижегородская ГСХА, 2017. — 144 с.
Настоящее
учебное
пособие
предназначено
для
студентов
сельскохозяйственных вузов и колледжей, изучавших английский язык
в средней школе, и составлено в соответствии с требованиями программы
по иностранным языкам для неязыковых вузов. Цель учебного пособия —
подготовить студентов к чтению специальной научной литературы
для извлечения информации, а также привить им навыки устной речи
по специальной и неспециальной тематике.
Печатается по решению редакционно-издательского совета ФГОУ ВО
Нижегородская сельскохозяйственная академия
© ФГОУ ВО Нижегородская государственная
сельскохозяйственная академия, 2017
© А. А. Железнова, 2017
СОДЕРЖАНИЕ
Предисловие………………………………………………………………………………………..4
Unit I. Family and Family Relations (Семья и семейные отношения).........................................6
The Browns (Брауны)................................................................................................................9
Families around the World (Семейные отношения в других странах)………………………….12
Family Life (Семейная жизнь)…………………………………………………………………….15
Occupation (Род занятий) ………………………………………………………………………...16
British Etiquette (Британский этикет)……………………..……………………………………21
Supplementary Material (Дополнительный материал) ………………………………………….29
Unit II. Higher Education (Высшее образование) ………………………………………………32
Nizhny Novgorod State Agricultural Academy
(Нижегородская государственная сельскохозяйственная академия) …………………………36
The City of Nizhny Novgorod (Нижний Новгород) ………………………………………..…….41
Choosing a Career and Getting a Job (Выбор профессии) ………………………………………..43
Supplementary Material (Дополнительный материал) …………………………………………..46
Unit III. Agriculture and Forestry (Сельское и лесное хозяйство) ………………………..…..57
Introductory Text (Введение) …………………………………………………………………….57
Farm Animals (Сельскохозяйственные животные) …………………………………………….62
Crop Plants (Сельскохозяйственные культуры) …………………………………………….65
Vegetables and their Food Value (Овощи и их пищевая ценность) ……………………………67
Specialization in Agriculture (Специализация в сельском хозяйстве) …………………………72
Improvements of Plants (Улучшение качества растений) ………………………………………74
Gardening (Садоводство) ………………………………………………………………………..75
Agricultural Machinery (Сельскохозяйственная техника) …………………………………76
Agricultural Economics (Сельскохозяйственная экономика) ………………………………….78
Agriculture and Environment (Сельское хозяйство и окружающая среда) ……………………79
Forests, Trees and Wood (Леса) …………………………………………………………………...83
Supplementary Material (Дополнительный материал) ………………………………………….87
Unit IV. Agriculture in Different Countries (Сельское хозяйство различных стран) …….93
Agriculture in Great Britain (Сельское хозяйство Великобритании) …………………………93
Gardening in Great Britain (Садоводство Великобритании) …………………………………99
London’s Parks (Парки Лондона) ………………………………………………………………101
Keeping Pet Animals in Great Britain (Животные в Великобритании) ………………………103
Agriculture in the USA (Сельское хозяйство США) ………………………………………….111
Russian Agriculture (Сельское хозяйство России) ………………………………………….119
Agriculture in Canada (Сельское хозяйство Канады) ………………………………………….121
Supplementary Material (Дополнительный материал) ……………………………………….124
Appendix (Приложения)………………………………………………………………………126
The Rules of Reading (Правила чтения)……………………………………………………….126
Numerals (Числительные) ……………………………………………………………………….130
Irregular Verbs (Список неправильных глаголов) …………………………………………….132
Concise English-Russian Dictionary of Agricultural Terminology
(Краткий англо-русский словарь cельскохозяйственных терминов) …………………….137
Библиографический список……………………………………………………………………142
ПРЕДИСЛОВИЕ
Настоящее учебное пособие предназначено для студентов сельскохозяйственных вузов и колледжей, изучавших английский язык в средней
школе, и составлено в соответствии с требованиями программы по иностранным языкам для неязыковых вузов. Оно может быть использовано для самостоятельного совершенствования знаний теми, кто хочет научиться читать
специальную научную литературу.
Цель учебного пособия — подготовить студентов к чтению специальной
научной литературы для извлечения информации, а также привить им навыки
устной речи по специальной и неспециальной тематике.
Тематика текстов определяется тем минимумом естественнонаучных
знаний, которым обладают студенты первых двух курсов сельскохозяйственных вузов и колледжей. Тексты отобраны и переработаны как
из оригинальных английских источников, так и из отечественных изданий,
с учетом их информативности и соответствия достижениям в области сельского
хозяйства. Тексты изложены по принципу возрастания трудности и
постепенного усложнения содержательной стороны устной и письменной речи
и их тематики.
Подобранные тексты служат развитию навыков чтения и извлечения
необходимой информации, а также навыков беседы по соответствующей
тематике, что способствует закреплению лексико-грамматического материала.
Обширная тематика и большое количество текстов, заданий к ним и
упражнений дают возможность преподавателю варьировать работу в зависимости
от уровня подготовки группы и давать индивидуальные задания студентам.
Дополнительный материал по тематике и лексике связан с основными
текстами уроков. Он включает учебные тексты, упражнения и тестовые
задания, которые предназначены для самостоятельной и индивидуальной
работы, и могут быть использованы в качестве дополнительного материала при
проведении дискуссий, бесед и конференций.
Широкий выбор лексико-грамматических упражнений позволяет
преодолеть лексические и грамматические трудности, научить сопоставлять
схождения и расхождения грамматической структуры и лексического фонда
родного и изучаемого языков.
Разделы учебного пособия отражают практически все специальности и
соответствующие им дисциплины, изучаемые в сельскохозяйственных высших
и средних специальных учебных заведениях.
Процесс изучения дисциплины направлен на формирование следующих
компетенций:
 владеет иностранным языком на уровне, позволяющем читать и переводить специальную литературу с целью извлечения профессиональнозначимой информации;
 использует языковые средства иностранного языка в конкретных сферах,
ситуациях, условиях бытового и профессионального общения.
-4-
В результате изучения дисциплины «Иностранный язык» студент должен:
знать:
 иностранный язык в объеме необходимом для возможности получения
информации профессионального содержания из зарубежных источников;
 основы реферирования и аннотирования специальных текстов в устной
и письменной формах;
уметь:
 самостоятельно читать иноязычную научную литературу с целью изучения
научно-технической информации и получения зарубежного опыта в сельском
хозяйстве;
 получать и сообщать информацию на иностранном языке в устной и
письменной форме, используя различные источники информации, в том числе и
глобальную компьютерную сеть, выступать с докладами и сообщениями
на научных конференциях;
владеть:
 иностранным языком на уровне чтения и перевода специальной литературы;
 иностранным языком как средством общения;
 навыками и умениями реферирования и аннотирования специальных текстов.
-5-
UNIT I.
FAMILY AND FAMILY RELATIONS
The love of family and the admiration of friends
is much more important than wealth and privilege.
Charles Kuralt
In family relationships the most important things
are trust and loyalty.
Active Words and Word Combinations
ancestors
language (native)
aunt
married
baptism
mother
birthplace
name
countryman
nephew
cousin
old folks
daughter
origin
descendants
parents
eldest
pet
father
senior son
father-in-law (mother-in-law…)
single
foster brother
son
god father
step-father (mother)
grandparents
step brother
grand (children)
surname
great grandparents
twins
great grandchildren
uncle
husband
wife
it’s a pity
widow
junior son
youngest
to be engaged — быть помолвленным
to be glad to see — рад видеть
to have much in common — иметь много общего
to be married (single) — быть замужем
to introduce smb to smb —представлять кого-либо кому-либо
to invite — приглашать
to rent a room — снимать комнату
-6-
GRAMMAR EXERCISES
I. Give the 3-d Sing. of the verbs.
look
sit
stand
speak
drink
put
walk
eat
rain
drink
miss
mix
study
play
wish
open
II. Put the verbs in Present Simple.
1. I (play) tennis with my friends on the weekend.
2. We (live) in Gorky Street.
3. Pete (like) music.
4. Tom (study) English at school.
5. My father (drive) to work every day.
6. John and Pete (visit) their grandparents on Sundays.
7. Sally (speak) French.
8. Mike (do) his homework every day.
9. Tom (play) the guitar.
10. Sam (like) video games.
11. Sam (go) shopping every day.
12. Mary (help) her sister.
13. Dad (work) hard.
14. Mary (run) the house.
15. They (ride) their bicycles.
16. They (go out) to eat in the restaurant.
III. Make the sentences of Ex. 2 negative.
IV. Write questions for the sentences of Ex. 2.
V. Write questions for the following sentences.
1. Sam likes coffee.
2. We often play football.
3. Dad reads newspapers in the evening.
4. Our cat likes milk.
5. They live in Spain.
6. Julia works in the supermarket.
7. David enjoys his job.
8. Mary likes comedies and romantic films.
9. Miss Brown teaches maths.
10. He starts work at 8.
-7-
VI. Correct the mistakes.
1. He don’t speak French.
2. He is driving to work every day.
3. Does you work at school?
4. Kate like pizza.
5. The sun is rising in the east.
6. Susan and Sam lives in Moscow.
7. We are walking to school every day.
VOCABULARY EXERCISES
I. Match the word on the left to the definition on the right.
1. parent
a) sister of one’s father or mother
2. father
b) mother of one’s father or mother
3. mother
c) mother of one’s wife or one’s husband
4. niece
d) man to whom a woman is married
5. uncle
e) son of one’s son
6. aunt
f) father of one’s father or mother
7. grandmother
g) child of one’s uncle or aunt
8. grandfather
h) father of one’s wife or husband
9. sister
i) married woman, especially in relation to her husband
10.mother-in-law
j) female parent
11.father-in-law
k) daughter of one’s brother or sister
12.nephew
l) brother of one’s father or mother
13.cousin
m) father or mother ancestor
14.brother
n) daughter of the same parents as oneself or another person
15.husband
o) son of one’s brother or sister
16.wife
p) male parent
17.grandson
q) son of the same parent as another person
II. Complete the sentences.
1. When two persons are married, the man is called the _____________________,
the woman becomes his_________________________________________________.
2. When a child is born in the family, the father and mother of the child are
called _______________________________________________________________.
3. The first born child is the________________, the last born is the____________.
Two children that are born together are ____________________________________.
4. Your mother’s sister is your _________________________________________.
5. Your father’s brother is your ________________________________________.
6. The children of two married brothers and sisters are ______________________.
7. Your sister’s daughter is your _______________, your sister’s son is your
__________________________________________________________________.
8. In case of a second marriage we speak of a ___________or ________________.
-8-
9. The parents of your parents are ______________________________________.
10. Your future children to your parents are ______________________________.
11. A person who takes an active part in baptism of a child and then undertakes
in his life is a _________________________________________________________.
12. A wife of a dead husband is his _____________________________________.
13. You are not married yet. You are going to marry. So you are ______________.
14. The place where you were born is your _______________________________.
15. Your family name is your __________________________________________.
16. Our great grandparents are _________________________________________.
17. The following generation is ________________________________________.
18. A favourite animal is a ____________________________________________.
19. The language you speak is _________________________________________.
III. Read the proverbs and give the Russian equivalents.
Proverbs on the topic
1. Like father like son.
2. A good wife makes a good husband.
3. A tree is known by its fruit.
4. As the tree, so the fruit.
5. Everything comes to him who waits.
6. No living man all things can.
7. Marriage goes by contrasts.
8. A good name is better than riches.
9. Better late then never.
IV. Answer the following questions.
What is your name? How old are you? Is your family large or small? How many
are you in your family? Are you married or single? Have you got any sisters or
brothers? What are their names? How old are they? How old is your mother? How
old is your father? Are your grandparents alive? Are they pensioners? Have you got
many relatives (aunts, uncles, cousins)? Where do they live? Do you often visit them?
What is your father? What is your mother? Do you have any hobbies?
THE BROWNS
The Browns live in a small town not far from London. Mr. and Mrs. Brown and
their children have very busy lives. Mr. Brown is 45. He works as an engineer and he
has got a lot of work to do every day. He works hard, gets home late and is often very
tired. His wife Jane is a teacher by profession. But now she doesn’t work, she is
a housewife. She stays at home, runs the house and looks after the children.
Mr. and Mrs. Brown have got two kids: a daughter and a son. Their daughter Mary
is 5, she doesn’t go to school, and so she can’t write and read and do mathematics.
Their son, Pete, is 11. He goes to school. He is an excellent pupil. He also
attends extra classes to prepare for the difficult exams. As all the boys he likes to play
football with his friends, play computer games and watch TV. But his mother doesn’t
want her sons to be influenced by television, so she lets her children watch television
-9-
for half an hour a day. The Browns are not rich, but they have got a nice house with
three bedrooms, a kitchen, a dining-room and a hall. They also have got a beautiful
garden with apple trees.
They also have got an expensive car. Mr. Brown drives to work every day. The
Browns are a friendly family. They get on very well with each other. Sunday
afternoon is their favourite time of the week. They all get together round the barbecue
to eat, dance and laugh.
Sometimes they ride their bicycles, go to local sports center, where they swim
in the swimming pool. Sometimes they go out to eat in the restaurant. On weekend
they visit their grandparents.
The Browns have got a lovely pet. It is a pretty puppy. Its name is Jack. Mary
and Pete like to play with Jack.
Answer the following questions.
1. Where do the Browns live? 2. How old is Mr. Brown? 3. What is Mr. Brown?
4. What is his wife? 5. Does Jane work? 6. What does she do? 7. How many kids
have they got? 8. How old are they? 9. Can Mary read and write? 10. What does Pete
attend? 11. What does Pete like to do? 12. Do the children watch TV very often?
13. Are the Browns rich? 14. Have they got a flat or a house? 15. Have they got
a beautiful garden? 16. Is Ms. Brown’s car cheap or expensive? 17. Are the Browns
a friendly family? 18. What is their favourite time of the week? 19. How do they
spend their time together? 20. When do they visit their grandparents? 21. Have they
got a pet? 22. Is it a cat or a dog?
GRAMMAR EXERCISES
I. Write the Past Indefinite form for the following verbs.
live _______________________
go _______________________
have ______________________
swim_____________________
work______________________
visit ______________________
be________________________
ride ______________________
get _______________________
eat ______________________
stay ______________________
dance _____________________
run _______________________
drink _____________________
write _____________________
laugh _____________________
do _______________________
drive _____________________
like ______________________
sit _______________________
play ______________________
take ______________________
watch _____________________
read ______________________
let ________________________
love ______________________
look _____________________
kiss ______________________
- 10 -
II. Put the sentences in Past Simple.
1. Mary (phone) me yesterday.
2. He (watch) football match yesterday.
3. They (go) shopping yesterday.
4. Father (read) a newspaper yesterday.
5. Bill (wash) his car last week.
6. Ann (stay) at home yesterday evening.
7. Steve (eat) breakfast at 8 yesterday.
8. Last year she (study) French.
9. Last night we (go) to the cinema.
10. He (travel) abroad last year.
11. They (dance) last Sunday.
12. She (visit) her parents last week.
III. Retell the text “The Browns” in Past Simple.
IV. Add -ing to the verbs.
dance
make
swim
sing
smoke
shop
read
work
play
look
sleep
stop
eat
take
drink
run
write
watch
V. Put the verbs in Present Continuous.
1. He (sit) at the table.
2. They (play) in the garden.
3. Mike (eat) dinner.
4. You (read) a newspaper.
5. The cat (sleep) on the sofa.
6. Pete (watch) TV.
7. I (swim) in the swimming pool.
8. Tom (write) a letter to his friend.
9. The birds (sing) in the yard.
10. Mum (make) a cake in the kitchen.
VI. Correct the mistakes.
1. He reading magazine. We looking for the keys.
2. I am play football now.
3. Mary and Pete is watching TV.
4. What are you do?
5. You isn’t listening to the teacher?
- 11 -
VII. Look at the picture and describe the family.
Read the texts and retell them.
FAMILIES AROUND THE WORLD
The Carballo Family, Argentina
Family members:
Juan Carlos, husband, 42
Marta Elizabeth, wife, 31
Maria Pia, daughter, 6
Maria Belen, daughter, 8
Mr. and Mrs. Carballo both work as photographers. They are not rich, but they
could afford to buy a new stereo, television and video recently. But times are not easy
and they have had to move in with one of Mrs. Carballo’s aunts.
Sunday afternoon is their favourite time of the week. They all get together round
the barbecue to eat, dance and laugh.
_____________________________________________________________
Size of family home: 3 rooms in Mrs. Carballo’s aunt’s house.
Working week: husband 30 to 35 hours, wife 40 hours.
Domestic appliances: 1 radio, 1 telephone, 1 video, 1 stereo.
What they want for the future: a more stable situation in Argentina.
The Ukita Family, Japan
Family members:
Kazuo, husband, 45
Miyo, daughter, 9
Maya, daughter, 6
Mr. Ukita and Mrs. Ukita and their children have very busy lives. Miyo,
the elder daughter, dreams of taking part in the Olympic games. Five days a week
- 12 -
she rides her bicycle to the local sports centre where she spends two hours swimming
in the pool. She also goes to extra classes to prepare for the difficult national exams.
This leaves her a little time left for watching television and the Ukitas have one with
a special button so that they can watch foreign programmes in the original language.
____________________________________________________________
Size of family home: a flat measuring 123 square metres, including living room,
dining room, kitchen and bathroom.
Working week: husband 40 hours, wife 60 hours (housework).
Domestic appliances: 3 radios, 1 telephone, 1 television, 1 video, 1microwave
oven, 1 computer.
What they want for the future: a bigger house with more space.
The Pfitzner Family, Germany
Family members:
Bernhard, husband, 38
Brigitte, wife, 36
Manuel, son, 7
Christian, son, 4
Bernhard Pfitzner works as a physiotherapist in Neuss, a city near Cologne. He
works hard, gets home late and is often tired. He would like to be able to spend more
time with his sons and dreams of owning a house in the country. Mrs. Pfitzner works
hard, too. She is very concerned about environmental issues. She does not want her
two sons to grow up heavily influenced by television so she only lets them watch for
between half an hour and an hour a day.
_____________________________________________________________
Size of family home: a rented flat measuring 83 square metres with four
bedrooms, kitchen, hallway and bathroom.
Working week: husband 40 hours, wife 50 hours (housework).
Domestic appliances: 3 radios, 1radio cassette, 1 television, 1 video, 1 video
camera.
What they want for the future: a bigger fridge, a house in the country and
a cleaner natural environment.
The Franklin Family
Every weekend is important to the Franklin family. During the week they don’t
have very much time together, but they spend a lot of time together on the weekend.
Mr Franklin works at the shoe department during the week, but he doesn’t work
there on the weekend.
Mrs Franklin works at the city hospital during the week, but she doesn’t work
there on the weekend.
Bobby and Sally go to the elementary school during the week, but they don’t go
there on the weekend.
And the Franklins’ dog Rover stays home alone during the week, but he doesn’t
stay home alone on the weekend. On Saturday and on Sunday the Franklins spend all
- 13 -
their time together. On Saturday afternoon they work in the garden together. And on
Saturday evening they sit in the living-room and watch TV together. On Saturday
morning they go to church together. On Saturday afternoon they have a big dinner
together. And on Sunday evening they play their musical instruments together.
1. Are the Franklins very busy on week-days? 2. Where does Mr. Franklin
work? 3. What does Mrs. Franklin do? 4. And what about the children? 5. What do
the Franklins do on Saturday morning? 6. Where do the Franklins go on Sunday
morning? 7. What do they do on Saturday afternoon? 8. When do they play their
musical instruments?
Read the following dialogues and reproduce them.
I. MY FAMILY
– What’s your name?
– My name is Ray Smith.
– Where are you from?
– I am from New York.
– How old are you?
– I am thirty-seven. I was born on July 16, 1965.
– How many brothers have you got?
– I have got two brothers. The elder one is twenty-one. He is at the University.
The younger one is sixteen. He is in his last year of school.
– How many sisters have you got?
– I have got one sister. She is ten. She goes to grammar school.
– What does your father do?
– He is a teacher.
– Does your family live here?
– Yes.
– Are you related to Mrs. Blake?
– She is my aunt.
Answer the following questions.
1. How old is Ray Smith? 2. Where is he from? 3. Has he got any brothers?
4. What do they do? 5. Ray has got a sister, hasn’t he? 6. What does Ray’s father do?
II. PARENTS
– Are all your children grown up?
– Oh, yes. Ann is the cleverest one. She is a librarian in the public library.
– Very interesting. And what about Mary?
– She is a secretary at the railway station.
– And what about Jane?
– She is a waitress in a restaurant. She is married to a teacher.
– And what about Jerry and Rick?
– Jerry drives a lorry. He drives everywhere in Europe.
– Really? Which countries does he drive to?
- 14 -
– France, Germany, Poland and Austria.
– Does Rick drive a lorry too?
– Oh, no. He is a pilot.
– What countries does he fly to?
– America and European countries.
III. AT INTERNATIONAL SCHOOL
– Good-morning. My name is Peter.
– My name is Ann. Nice to meet you.
– I am glad to meet you too.
– So am I. Where do you come from?
– I come from Italy. Where are you from?
– I am from Mexico.
– Where are you living now?
– On Second Avenue. And you?
– I am living in a dorm.
– What is your field of study?
– Business. After I study English I am going to attend the School of Business
Administration. How about you? What is your major?
– Botany.
– What do you like to do in your free time? Do you have any hobbies?
– I like to sing. How about you?
– I read a lot and collect stamps from all over the world.
– Really? Would you like some stamps from Italy?
– Sure? That would be great. Thanks.
– I have to write your full name on the board when I introduce you to the class.
How do you spell your name?
– My first name is A–n– n. My last name is L–o–p–e–z.
– How do you spell your name?
– My first name is P–e–t–e–r. My family name is B–r–o–w–n.
FAMILY LIFE
Many young Americans do not live with their families, but in apartment blocks
or residential areas where everyone is more or less of the same age.
Young people often move away from home when leave school (if they can
afford it) into shared apartments or small, one-room “studio” apartments. They do
their own cooking and cleaning and go to the family home perhaps for the weekend.
Young married couples may move to new suburbs where most people have
young families. In the country some even build their houses themselves.
If a family’s income goes up, they often move to another suburb, where the
houses are bigger, with two or even three garages, a swimming pool, a games room
for the children, and everything a family could want.
Old people often do not live with their grown up children. Many live in old
people’s homes. Some live in special towns, built for old people, where there are no
young children and the atmosphere is quiet.
- 15 -
British homes are usually smaller than American homes, but, like Americans,
old people, young families and unmarried people do not usually live together.
Many British people love old houses, and these are often more expensive than
modern ones. They also love gardening, and you will see gardens everywhere you go,
in towns, villages and out in the country. Some are very small, with just one tree and
a few flowers.
Others are enormous, with plenty of flowers and enough vegetables and fruit
trees to feed a family.
Half of the families in Britain own their own homes. Millions of these “owneroccupied” houses are the same, with two or three bedrooms and a bathroom upstairs,
a sitting room, dining room and kitchen downstairs, and a small garden at the back
and front of the house. To pay for their house, home owners borrow money from
a “building society” and pay back a little every month.
One third of British people live in rented state-owned homes, called “council
houses”. Many of these are flats, but some are houses, each with a small piece
of garden. Other people rent their homes from private owners.
British and American families are small. In fact, the populations of both Britain
and the USA have stopped growing. The typical family has a father, mother and two
children. Grandparents come to visit, but do not usually live with children.
Most people get married between the ages of 20 and 23, but many marriages end
in divorce. This means in both countries there are a large number of “single parent
families”, one father or mother looking after children alone.
I. Speak on the topic “British Family”.
II. Speak on the topic “American Family.”
OCCUPATION
What are you?
What is he?
What is she?
a worker
a driver
a lawyer
a secretary
I am
He is
She is
a housewife
an architect
a designer
a clerk
a teacher
a doctor
an engineer
a student
a journalist
a nurse
a dentist
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a bookkeeper
a programmer
a manager
a farmer
I. Read the dialogue and act it.
– Hello. What are you?
– I am a music teacher. What’s your job?
– I am an engineer.
– What is her job?
– She’s a lawyer.
– What’s his job?
– He’s a driver.
II. Choose the right occupation.
1. A person who teaches you at school is called
a) a student; b) a doctor; c) a teacher.
2. A person who takes care of people at hospital is called
a) a teacher; b) a doctor c) a farmer.
3. A person who grows crops is called
a) a dentist; b) a grower; c) a butcher.
4. A person who breeds animals is called
a) a fisherman; b) a cook; c) a breeder.
5. A person who looks after animals is called
a) a vet; b)a breeder; c) a grower.
6. A person who chases animals in order to catch them is called
a) a vet; b) a breeder; c) a hunter.
7. A person who designs farm machinery is called
a) an engineer; b) a doctor c) an economist.
8. A person who is responsible for finances on the farm is called
a) a vet; b) a bookkeeper; c) a breeder.
STEVE AT WORK
Steve is a journalist. He works for the Daily News. The work is very interesting
and he enjoys it. He travels a lot. His office is in Fleet Street. He shares it with
Barbara Robson. She is new and he helps her. His boss is Mr. Short. Mr. Short and
his friend Harry Turner help him with difficult articles and he helps them too. They
are all very busy people.
1. What does Steve do? 2. Is his work interesting? 3. Does Steve travel a lot?
4. Where is his office? 5. Who does he share his office with? 6. Who is Steve’s boss?
7. Do Steve and his colleagues help each other with difficult articles? 8. Are they all
busy people?
A GOOD SECRETARY
Jane is a secretary. She enjoys her work, and she always works hard. She is
always on time for work. She is never late, and she is never sick. Jane usually types
letters and answers the telephone. She sometimes files and makes copies. She seldom
makes mistakes when she types or files. She always answers the phone politely.
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Jane is intelligent, and she has a good sense of humour. She is never angry.
Everybody in the office likes her.
1. What is Jane? 2. She enjoys her work, doesn’t she? 3. Does she work hard? 4.
Is she late? 5. What does she do at work? 6. Does she have a good sense of humour?
TESTS
Test 1
1. Jane Smith (speak) English?
2. She (to be) a junior.
3. What (to be) the matter? You ( look) very happy.
4. There (to be) some mistakes in your dictation.
5. Mary (to teach) mathematics at the University.
6. There (to be) a programme for youth and students on TV today.
7. … your Dad use a dictionary when he ( translate) from Russian into English?
8. I (not) speak any foreign language.
9. I find French (difficult) than English.
10. I think English is (easy) than French.
11. I find English (interesting) than history.
12. Cindy is (clever) girl in the class.
13. Mary is a (good) student than Lucy.
14. This nice looking girl is (good) student in our group.
15. He worked (hard) and (hard) as the term came nearer.
16. Who is the (attentive ) student in your group?
17. Your handwriting is now (good) than it was last year.
18. My classes (start) at 8 sharp, so I …. get up early at 6.30.
19. He failed his exams, so he … work harder and harder.
20. Little children like books with large print. They … read them easily.
Test 2
1. I … to school every day.
a) go
b) to go
c) goes
2. Tom … a lot of people
in his town.
a) to know
b) knows
c) know
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3. Peter always … his homework.
a) does
b) do
c) to do
5. Penguins … in the Antarctic.
a) lives
b) to live
c) Live
4. Ten people … in the café.
a) to work
b) work
c) works
6. Water … at 100 centigrade.
a) to boil
b) boils
c) boil
7. Jane and Nick … their
grandparents every weekend.
a) visits
b) visit
c) to visit
8. Sam … French.
a) to speak
b) speaks
c) speak
9. They … to bed at 11 o’clock
every night.
a) go
b) to go
c) goes
10. Jane … maths at University.
a) to study
b) studies
c) study
Test 3
1. – Where are the children?
– They ( play ) in the garden.
2. – What you ( do ) now?
– We ( read ) a journal on agronomy now.
3. – Listen! My sister ( sing ) a lovely song.
4. – I don’t speak any foreign language, but I ( learn ) English now.
– Why you (cry )? Is something wrong?
5. – My parents ( watch ) TV at the moment.
6. – I ( go ) shopping. I need to buy food for the birthday party.
7. – Emma ( write ) a report now.
8. – The students ( write ) a test in English now.
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9. – Look! The farmers ( work ) in the fields.
10. – My mother ( speak ) to my brother at the moment.
Test 4
1. It ( often/ rain) in this part of the world.
a) is often raining
b) rains
2. Granny is in the kitchen. She ( make ) a cake.
a) is making
b) makes
3. Usually I ( have ) coffee in the morning, but now I (drink) tea.
a) am having coffee
b) have coffee
c) drink
d) am drinking
4. What she( do) ? She is a student at the University.
a) is she doing
b) she does
c) does she do
5. Why you ( sit ) at my desk? Could you take your place, please?
a) Why you are sitting
b) Why do you sit
c) Why are you sitting
6. Jill ( speak ) five languages.
a) is speaking
b) speaks
7. Tom is in his room. He ( to write ) a diploma paper.
a) writes
b) is writing
8. Peter always ( do ) his homework.
a) do
b) does
c) is doing
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BRITISH ETIQUETTE
Etiquette is the customary code of polite behavior in society
or among members of a particular profession or group.”
Oxford English Dictionary
Manners maketh man
William Wykeham
Whilst the English penchant for manners and socially appropriate behaviour is
renowned across the world, the word etiquette to which we so often refer actually
originates from the French estiquette –“to attach or stick”. Indeed the modern
understanding of the word can be linked to the Court of the French King Louis XIV,
who used small placards called etiquettes, as a reminder to courtiers of accepted
‘house rules’ such as not walking through certain areas of the palace gardens.
Every culture across the ages has been defined by the concept of etiquette and
accepted social interaction. However, it is the British – and the English in
particular – who have historically been known to place a great deal of importance
in good manners.
British etiquette dictates courteousness at all times, which means forming an
orderly queue in a shop or for public transport, saying excuse me when someone
is blocking your way and saying please and thank you for any service you have
received.
The British reputation for being reserved is not without merit. Overfamiliarity of
personal space or behaviour is a big no-no! When meeting someone for the first time
a handshake is always preferable to a hug and a kiss on the cheek is reserved for close
friends only. Asking personal questions about salary, relationship status, weight or
age is also frowned upon.
Traditionally, one of the best examples of the British etiquette is the importance
placed on punctuality. It is considered rude to arrive late to a business meeting,
medical appointment or formal social occasion. Should you be invited to a British
dinner party it is customary for a dinner guest to bring a gift for the host or hostess,
such as a bottle of wine, a bouquet of flowers or chocolates.
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Good table manners are essential (particularly if you want to be invited back!)
and unless you are attending a barbeque or an informal buffet it is frowned upon to
use fingers rather than cutlery to eat.
Rules of etiquette are usually unwritten and passed down from generation to
generation. Whilst today good manners and etiquette are seen as a sign of respect,
particularly to those more senior (in either age or position).
Read the rules of British Etiquette and compare them with the Russian
ones.
1) Visiting
In most houses in Britain, the doors are usually kept closed. It is customary to
visit people at a pre-arranged time and day. As a generalization, people are not
comfortable if you just drop in. Nevertheless, if someone says to drop in at anytime,
feel free to do so as long as it is not in the middle of the night.
When you go into someone’s house, do take your hat off (men only). It is
impolite for men to wear hats indoors especially in churches. Nowadays, it is
becoming more common to see men wearing hats indoors. However, this is still seen
as being impolite, especially to the older generations.
2) Form of Greeting
In Britain the handshake is the common form of greeting. When you meet
people for the first time, it is normal to shake hands. A firm handshake is the norm;
there are no issues over gender in Britain. The usual formal greeting is “How do you
do?” and a firm handshake, but with a lighter touch between men and women.
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“How do you do?” is a greeting, not a question and the correct response is to
repeat “How do you do?”.
In Britain, unlike some other European countries, it is not unusual to embrace or
kiss the other person ( unless they are family or a very close friend). Avoid prolonged
eye contact when you meet people for the first time, as it might make them feel
uncomfortable. In Britain, there still some protocol to follow when introducing
people in a business or more formal social situation. Introduce a younger person to an
older person, that is, introduce a person of lower status to a person of higher status.
When two people are of similar age and rank, introduce the one you know better to
the other person.
3) Gift Giving Etiquette
During Birthday and Christmas celebrations, it is common for the British to
exchange gifts between family members and close friends. The gift should usually
demonstrate an attempt to find something that is related to the recipient’s interests.
When invited to someone’s home, it is normal to take along a box of good chocolates,
a good bottle of wine or flowers. I have found from experience that the British love
chocolates. Note that Gifts are opened when received!
4) Queuing
Queuing is a unique part of the British culture. People in Britain usually form a
queue or a single line in a shop, or when they want to buy a ticket with the intention
of allowing those who arrived first to be served first. It is advisable to take your
place in the queue and not try to muscle your way to the front as this may annoy other
people in the queue. If you are really in a desperate hurry, people will always let you
through to the front if you politely ask.
5) Punctuality
The Brits are generally punctual, especially the Scots. The Brits consider it rude
and impolite if you turn up late for an appointment. Punctuality is very important in
business situations. In most cases, the people you are meeting will be on time. Call
even if you will be 5 minutes later than agreed. If you have been delayed or cannot
make the appointment, then make an effort to contact the person to let them know.
It is a good idea to telephone and offer your apologies.
6) Dining Etiquette
If invited to a person’s house for dinner, ensure you are punctual as already
discussed. Do not sit down at once when you arrive. The host may show you to
a particular seat. Table manners are continental, i.e. the fork is held in the left hand
and the knife in the right while eating. Do not rest your elbows on the table. When
you finish eating, lay your knife and fork parallel across the right side of your plate.
If invited to a meal at a restaurant, the person extending the invitation usually
pays. Usually starters will be served first, followed by the main course, before
dessert.
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7) Making Friends
The Brits are generally friendly and open-minded. It usually takes some effort at
first to build relationships, but once built it could last over a long period of time.
Generally, the Brits are very reserved and private people and their women are
accustomed to being independent. It is considered impolite to ask a lady her age.
8) Tipping
Tipping is not expected in the UK, in the way it is in the United States or
Canada, but is much appreciated. Some restaurants add on an ‘optional’ service
charge to bills, of typically 10 % or 12.5 %. This should always be noted in the menu.
If you are unhappy with the service you can ask for it to be removed.
9) How to Behave in Public Places
It is impolite to stare at people in public places; and spitting in the street is
considered to be very bad mannered. Also try not to pick your nose in a public place.
If your nostrils need de-bugging, use a handkerchief.
Most members of the British public will happily provide you with directions if
you approach them politely. Make sure you are familiar with terms like roundabouts,
level crossings, traffic lights, zebra crossings, bus lanes, contra flow, and, if using any
of the motorways, traffic jams.
10) Thank you/ I’m Sorry/ Please
The Brits say thank you a lot, even for minor things. If you accidentally bump
into someone, say ‘sorry’. Sometime the Brits say ‘cheers’ instead of thank you. You
may hear ‘cheers’ said instead of ‘good bye’, what they are really saying is ‘thanks
and bye’. There are no absolute rules about when to use polite terms, but you should
certainly use them when shopping or addressing strangers.
- 24 -
Read the text and mind eating manners.
Eating Etiquette
In Britain, even today, people are judged by their table manners, especially
when eating out or attending formal functions. There are certain ways you should
behave and certain niceties to observe. These are just a few, from basic manners to
some more advanced niceties for formal occasions.
Eating
Things you should do: If you are at a dinner party wait until your host starts eating or indicates you
should do so.
 Chew and swallow all the food in your mouth before taking more or taking a
drink.
 Soup should be spooned away from you. Tilt the bowl away from you.
 Break bread and rolls with your fingers not with your knife.
 Break off a small piece of bread (or roll and butter it. Do not butter the whole
slice or half a roll at one time.)
 You may use a piece of bread on a fork to soak up sauce or gravy. Never hold
the bread in your fingers to do this.
 You may eat chicken and pizza with your fingers if you are at a barbecue, finger
buffet or very informal setting. Otherwise always use a knife and fork.
- 25 -







Things you should not do:
Never chew with your mouth open.
Never talk with food in your mouth.
Never put too much food in your mouth.
Never mash or mix food on your plate.
Do not blow on hot food or drink.
Do not sip from a coffee spoon or teaspoon.
Never use your fingers to push food onto your spoon or fork.
Serviettes, crockery, and cutlery.
Things you should do:
 Your serviette should always be placed on your lap. If it is small you may open
it out fully. If it is large it should be kept folded in half with the fold toward you.
 The fork is held in the left hand, the knife in the right to cut food and to help
carry food to the fork. The fork is held, tines down, and the knife used to move food
unto the fork or support food so the fork can pick it up. There is no shifting of
cutlery.
 When you are finished eating, soup spoons, coffee spoons, and dessert spoons
should be placed on the side plate or saucer, never leave them in the bowl, cup etc.
Do not push your plate away or stack your dishes. Place your knife and fork together
in the "twenty past four" position, as if your plate were the face of the clock, with the
knife on the outside and the fork on the inside. Or place the utensils side by side in
the middle of your plate, fork tines down, knife to the right, sharp blade turned
inward toward the fork.
 Keep your serviette in your lap until you leave the table.
 When you leave the table place your serviette in loose folds at the left side of
your plate, never on top of the plate.
Things you should not do:
 Never tuck your napkin into the collar of your shirt.
 Never use a napkin as a handkerchief.
 Do not wipe off cutlery or glassware with your napkin. If dishes aren't clean, ask
the waiter quietly for replacements.
 Do not cut up more than three bites at a time.
 Do not scrape the plate.
Passing dishes and food
Things you should do:
 Soup spoons, coffee spoons, and dessert spoons should be placed on the service
plate or saucer when you are finished eating. Never leave them in the bowl, cup etc.
 Always pass to the right.
 Initiate the passing of rolls, butter, and condiments even if you do not want any.
 Pass jugs, gravy boats etc. with the handle toward the recipient.
- 26 -
Things you should not do:
 Never reach across the table. If anything isn't directly in front of you, ask for it
to be passed.
Posture and behaviour
Things you should do:
 When being entertained at someone's home it is nice to take a gift for the host
and hostess. A bottle of wine, bunch of flowers or chocolates are all acceptable.
 On arrival in a restaurant or at a formal function give your coat to the waiter,
never hang it on the back of your chair.
 When you wish to use the toilet, excuse yourself and leave quietly. Do not ask
people where they are going if they excuse themselves.
Things you should not do:
 Elbows should not be on the table until after all courses have been cleared away.
 Never lean on your elbows! Keep your posture erect.
 Never rock back in your chair.
 Never smoke during a meal. Smoking should not take place until dessert is
finished. Follow the lead of the host or ask if you may smoke. Use ashtrays only.
 Never apply makeup or comb your hair at the table.
The Formal Table Setting/Seating
At first glance, a formal table setting can be intimidating because there are so
many forks, spoons, and knives, all for different courses. However, do not be
dismayed, there is a simple system behind it all.
- 27 -
Placement and procedure
 Start with the utensils on the outside and work your way inward with each
subsequent course. In other words, the outermost fork is your salad fork if salad is
served first.
 Forks will be on your left. Knives and spoons on your right. One exception to
this is the oyster or seafood fork, which will be on the right next to the soup spoon.
 If you are in a restaurant and did not order fish, soup, or salad, the waiter will
remove those utensils.
 At the top of your plate will be a dessert spoon and dessert fork. When dessert is
served, slide them down to the sides of the dessert plate: fork on the left; spoon on the
right.
 To eat dessert, break the dessert with the spoon, one bite at a time. Push the food
with the fork into the spoon. Eat from the spoon. (Fork in left hand; spoon in right.)
 Coffee spoons are either to the right of the plate or brought with the coffee.
 Red wine is served in a glass with a round bowl and fairly short stem. Hold it at
the base of the bowl. It should be served at room temperature.
 White wine is normally served in a larger glass with a longer stem. Hold it at the
base of the stem. The same applies to all chilled wines.
 There will be a butter knife located near the butter dish. Use it to transfer butter
to your side plate. Your butter knife will either be lying diagonally across your side
plate or as the last one to your right in the row of knives. Never use the knife with the
butter dish to butter bread. If there is no knife with the butter dish, transfer the butter
with your butter knife.
 Sorbet, a fruit flavored ice, may be served between courses to cleanse the palate.
A spoon will accompany the sorbet.
 Salad may be served before or after the main course. The placement of the salad
fork will give you a clue.
 Finger bowls are presented after the main course and before dessert. If the bowl
is placed on a plate directly in front of you, lift the bowl with both hands and place it
to the left of your place setting. If there is a doily under it, move it as well. Often the
finger bowl will be placed to the left. Dip the fingers of one hand into the bowl, dry
on your napkin which remains on your lap. Follow with the other hand. There may
be a flower or a lemon slice in the bowl. Leave it be. (Some restaurants use hot
towels in a similar manner as finger bowl).
Accidents will Happen
 If you spill anything on the table or yourself discretely use your napkin or ask
the waiter for sparkling water. Do not dip your napkin into your water glass.
 If you spill anything on someone else do not try to mop up the spill, offer them a
napkin and let them do it for themselves. Offer to cover any laundering or cleaning costs.
 If you burp cover your mouth with your napkin. After it happens, say a quiet
"pardon me" to no one in particular, do not make a big deal about it.
 If you break anything, call it to the waiter's attention. In a private home, speak
quietly to the host and offer to replace the item.
 If you get some food stuck between your teeth do not use toothpicks, fingernails,
or napkins to dislodge the food at the table. If necessary go to the bathroom and take
care of it.
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SUPPLEMENTARY MATERIAL
FAMILY LIFE IN GREAT BRITAIN
A typical British family used to consist of mother,
father and two children, but in recent years there have
been many changes in family life. Since the law made it easier to get a divorce, the
number of divorces has increased. In fact one marriage in every three now ends in
divorce. This means that there are a lot of one-parent families.
However, the majority of divorced people marry again. Members of a family –
grandparents, aunts, uncles, cousins – keep in touch, but they see less of each other
than they used to. This is because people often move away from their home town to
work, and so the family becomes scattered. Christmas is the traditional season for
reunions.
In general, each generation is keen to become independent of parents in
establishing its own family unit, and this fact can lead to social as well as
geographical differences within the larger family group.
There are about 10 million old-age pensioners in Britain, of whom 750,000
cannot live entirely independently. At the present time, more than half of all old
people live in Old Peoples’ Homes, which may be private or state-owned.
Relationships within the family are different now. Parents treat their children
more as equals than they used to, and children have more freedom to make their own
decisions. The father is more involved with bringing up children, often because the
mother goes out to work. Although the family holiday is still important part of family
life many children have holidays away from their parents, often with a school party or
other organized group.
ON MARRIAGE
George Mikes
Marriage is different from love. It is a good institution but I must add that a lot
depends on the person you married to.
There is no such thing as a good wife or a good husband - there is only a good
wife to Mr. A. or a good husband to Mrs. B.. If a credulous and gullible woman
marries a pathological liar, they may live together happily to the end of their daysone telling lies the other believing them. A man who cannot live without constant
admiration should marry a “God, you are wonderful” type of woman. If he is unable
to make up his mind, he is right in wedding a dictator. One dictator may prosper in
marriage, two are too many.
The way to matrimonial happiness is barred to no one. It is all a matter of
choice. One should not look for perfection; one should look for the complementary
half of a very imperfect other half.
If someone buys a refrigerator, it never occurs to him that it is a bad refrigerator
because he cannot play gramophone records on it; nor does he blame his hat for not
- 29 -
being suitable for use as a flower-vase. But many people who are very fond of their
stomach marry their cook or a cook - and then blame her for being less radiantly
intelligent and witty than Georges Sand. Or a man may be anxious to show off his
wife’s beauty and elegance, marry a mannequin and be surprised to discover in six
months that she has no balanced views on the international situation. Another marries
a girl only and exclusively because she is seventeen and is much surprised fifteen
years later to find that she is not seventeen any more. Or again if you marry a female
book-worm who knows all about the gold standard, Praxiteles and Kepler’s laws of
planetary motions, you must not blame her for being somewhat less beautiful and
temperamental than Marilyn Monroe. And if ladies marry a title or a bank account,
they must not blame their husbands for not being romantic heroes of the Errol Flynn
type a Hollywood film star.
You should know what you are buying. And as long as you do not play records
on your refrigerator and do not put bunches of chrysanthemums into your hat, you
have a reasonable chance of so-called happiness.
1. Why does the writer say “Marriage is different from love”?
2. What stylistic devices are used by the writer: metonymy, metaphor, epithet?
Give examples.
3. How do you understand the phrase “You should know what you are buying”?
FILL IN THE ENTRY CARD
First name________________________________________________________
Family name______________________________________________________
Sex______________M___________________F _________________________
Date of birth ______________________________________________________
Country of birth ___________________________________________________
Nationality _______________________________________________________
Occupation _______________________________________________________
PASSPORT INFORMATION
Passport number ___________________________________________________
Date of issue _____________________________________________________
Country of issue ___________________________________________________
VISA INFORMATION
Kind of visa ______________________________________________________
Visa number______________________________________________________
Date of issue _____________________________________________________
Country of issue ___________________________________________________
Address in England ________________________________________________
Home address __________________________________________________________
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CUSTOMS DECLARATION
Full name ________________________________________________________
Citizenship _______________________________________________________
Arriving from _____________________________________________________
Country of destination ______________________________________________
Purpose of visit ___________________________________________________
(business, tourism, private, etc)
My luggage submitted for Customs inspection consists of ____________pieces.
With me and in my luggage I have:
1. Antiques and objects of art ( paintings, drawings, icons, sculptures, etc)
________________________________________________________________
2. Russian rubles __________________________________________________
Currency other than Russian rubles ( bank notes, coins, bills), foreign
currencies( dollars, euros, etc.), precious metals ( gold, silver, platinum) in any form
and condition, crude and processed natural precious stones ( diamonds, brilliants,
rubies, emeralds, sapphires and pearls), jewelry and other articles made of precious
metals.
Date
Signature
- 31 -
UNIT II.
HIGHER EDUCATION
“Ensuring quality higher education is one of the most
important things we can do for future generations.”
Ron Lewis
Active Words and Word Combinations
1. Education –
a) the whole area of work concerned with teaching people in schools, colleges,
universities;
b) knowledge and abilities, development of character and mental powers,
resulting from such teaching;
state education – education provided and paid for by the government;
free education – without payment, costing nothing;
compulsory education – that must be received, required;
education by correspondence – part-time education.
2. Exam – a set of questions to find out how much someone knows about a
particular subject, especially one that is given at the end of a course of study, or at the
end of a school year;
entrance examination – an examination that you take in order to enter a college,
university;
graduate ( final) exam – an exam that you take at the end of the course of studies;
to sit for , to do an exam – to take an exam;
to pass an exam – to have a successful result in it;
to fail an exam – to have bad results in it;
to do well in an exam – to pass an exam;
to do badly in an exam – to fail an exam;
examiner – a person who examines;
examining board – a group of examiners.
3. Admission to enter a university – allowing to enter.
4. Undergraduate – a student who is studying for his or her first degree.
5. Postgraduate – who is studying or doing research at a more advanced level.
6. Tutor – a teacher who advises a student, guides his general performance and
leads a discussion group.
7. To graduate from a university – to complete a degree course and receive a
certificate that shows this.
8. Course – a series of lessons on a particular subject;
required course – a compulsory course;
elective course – an optional course;
technical, science, humanities course.
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9. Tuition fee – teaching costs.
10. Mark – very bad (poor), bad, satisfactory, good, very good, excellent.
11. Alumnus – a student.
12. Diploma – a certificate showing that a person has finished a course of study;
to award a diploma( a degree);
bachelor’s degree – a first degree awarded by universities;
master’s degree – a university degree which is of higher level than a first degree.
13. Scholarship – a sum of money given by an individual, a collective body, or the
state to enable a person to study.
14. Grant – money given by a government ( for education).
15. Curriculum – all the different courses of study that are taught in a school,
college or university.
16. Campus – grounds of a school, college or University.
17. Time-table – a chart that shows the times in the week at which particular
subjects are taught.
18. Freshman – a first-year student.
19. Sophmore – a second-year student.
20. Junior – a third-year student.
21. Senior – a fourth or a fifth-year student.
VOCABULARY EXERCISES
I. Translate the following words and word combinations:
to study, to finish school, to graduate from the University, to enter the
University, to take an exam in some subject, to pass an exam (to do well in an exam),
in some subject, to attend classes, to miss classes, to work regularly, to fail at an
examination ( to do badly in an exam), finals, to sit for, to do an exam, to learn smth
by
heart,
to prepare for an examination, to join a library, to make a mistake, entrance exams,
a graduate (final exam), to copy out, to rewrite, to translate, to revise, to examine,
to spell, to repeat, to review, to get a mark in, a lecture on, a test, a term (semester),
an interval ( break), a time-table.
II. Explain the following:
entrance exams, to enter the university, to fail an exam, to leave school, a term,
an examiner, a time-table, a freshman, an exam, a final exam, a diploma, a campus,
a scholarship.
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III. Give antonyms:
to enter the University, to leave school, to pass an exam, a good mark, a final
exam, to attend classes, to ask questions, to begin.
IV. Find the main word.
1. a) English b) mathematics c) subject d) physics
2. a) higher educational establishment b) University c) Academy d) Institute
3. a) English b) German c) language d) French
4. a) tutor b) lecturer c) dean d) teacher
GRAMMAR EXERCISES
I. Translate the sentences into Russian. Pay attention to the tense form.
1. My sister studies at the University.
2. My friend entered the Agricultural Academy last year.
3. Next year they will be second-year students.
4. All students take exams in winter and in spring.
5. The students of our group attend all the lectures.
6. Some students failed their entrance exams.
7. The lecture will last two hours.
8. He was good at mathematics, but he failed in physics.
9. They get new books from the library every week.
10. The lectures begin at 9 sharp.
11. He goes to the Institute by bus.
12. I know many English words.
13. The students repeat the new words before the lesson.
14. She did her homework in the evening yesterday.
15. Tomorrow I’ll be either at the Institute or at home.
16. There are two terms in the academic year.
17. This student answered well at the last lesson.
18. She will speak with her teacher tomorrow after classes.
19. The teacher will ask the new grammar rule at the next lesson.
20. They will translate text two tomorrow.
II. Put questions to following sentences.
1. Our teacher knows several foreign languages.
2. He graduated from our University last year.
3. We’ll be the third –year students in a month.
4. He is a freshman at the College of Business at Western Carolina University.
5. She works part-time on the campus.
6. The professor is never late for his classes.
7. The classes start at 11 sharp.
8. There are many faculties at the University.
9. The course of study lasts 5 years.
10. Yesterday she passed her exams.
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III. Open the brackets.
1. The student (to answer) well at the last lesson.
2. They (to translate) text five tomorrow.
3. Our teacher (to ask) a new grammar rule at the next lesson.
4. He (to know) a lot of English words.
5. We usually (to come) to the Institute at 8.
6. I (to speak) with my teacher tomorrow after classes.
7. Schoolchildren (to have) the longest holidays in summer.
8. There (to be) two terms in the academic year.
IV. Give the degrees of comparison:
important, tall, popular, good, interesting, bad, nice, beautiful, well, high, little,
pleasant, many( much ), far, low, wonderful.
V. Translate the following into Russian.
1. It is one of the best schools of business in this place.
2. He knows Russian as well as he knows English.
3. Your English is better now.
4. Moscow State University is the oldest institution of higher learning.
5. The more we study, the more we know
The more we know, the more we forget
The more we forget, the less we know
The less we know, the less we forget
The less we forget, the more we know
Why study?
6. The more you read, the faster you’ll learn to understand books and papers in a
foreign language.
7. For further information consult the reference book.
VI. Find the adjectives in the degrees of comparison.
a) teacher, higher, sister
b) shorter, answer, brother
c) paper, smaller, worker
d) faster, father, letter
e) farther, brother, daughter
f) corner, worse, farmer
g) better, player, reader.
VII. Name the following numbers and dates.
a) 20, 12, 9, 73, 37, 53, 41, 13, 481, 97, 2311, 5218, 12583, 645, 3213, 14.
b) in 1812, 1917, 1945, 1762, 1900, 1905, 1964, 2000, 1224, 2016.
VIII. Form adjectives from the following words.
Beauty, peace, use, power, care, help
- 35 -
IX. Read and translate the following words.
to read –reader
to teach – teacher
to translate – translator
to write – writer
to listen – listener
to instruct – instructor.
NIZHNY NOVGOROD STATE
AGRICULTURAL ACADEMY
Nizhny Novgorod State Agricultural Academy is a higher educational
establishment training specialists for agriculture. The Academy was founded in 1930.
First it had only four faculties: the faculty of Agronomy, Farm Mechanization,
Agricultural Economy and the faculty of Zootechnics.
Nowadays it is a large educational establishment consisting of seven faculties
(departments): the Faculty of Agricultural Economics, the Faculty of Engineering,
Forestry, Veterinary Science, Agro-chemistry and Agro-ecology, Agronomy,
Zootechnical Faculty. So the Academy offers a broad range of study and research
programs in economics, accounting, veterinary medicine, forestry, farm
mechanization, agronomy, etc.
The head of each faculty is known as the Dean, and his deputy, the sub-Dean.
The Dean is in charge of the discipline among the students inside the faculty. The
executive head of the Academy is called the Rector. He supervises the academic
work of the Academy. More than 5000 students are currently enrolled, the majority is
full-time students, and the rest are part-time students. Part-time students study at the
extramural department. It gives the students an opportunity to study without leaving
their jobs.
The course of study lasts five years. The Academy arranges lectures and
seminars, conducts examinations and tests. The students take tests and exams at the
end of the term every year: in spring and winter. A diploma in a given field of study
is awarded after five years of study.
Post-graduate students may work for the higher degrees. After three additional
years of study and the completion of a thesis, the candidate degree is awarded. The
highest degree, the Doctor of Sciences, may be attained upon completion of a thesis
based on independent research.
The education is free. To enter the Agricultural Academy one must pass at least
two subjects at the advanced level and a test in the Russian language. But there are
also students who have to pay for their education. Preparatory Courses provide
students with intensive training and refresher courses in the chosen academic
subjects: physics, mathematics, chemistry, biology and the Russian language.
- 36 -
The Academy consists of four buildings. There are a lot of classrooms, lecture
halls, computer classes, gyms, a library with a reading hall and other facilities at the
Academy. There are also several cafes and canteens at the Academy. The food is nice
and the prices are reasonable. The Academy boasts a charming campus surrounded
by beautiful trees. The Academy houses all its non-local student population in hostels
on campus. Nevertheless some students rent apartments.
In their free time the students of the Academy can make use of a wide range
of cultural activities. Student travel agencies arrange trips which provide an insight
into the history and geography of the region and the country. Museums and galleries
give students a greater understanding of the cultural and intellectual background of
the country. Students find student amateur art and drama groups, student scientific
societies and other groups.
Vocabulary:
extramural department – заочный факультет
faculty, syn. department – факультет
higher educational establishment – высшее учебное заведение
post-graduate student – аспирант
preparatory courses – подготовительные курсы
scientific society – научное общество
to be enrolled – числиться в списках
VOCABULARY EXERCISES
I. Give Russian equivalents to:
training specialists for agriculture, was founded in 1930, offers a broad range
of study, research programs, accounting, supervises the academic work of the Academy,
it gives the students an opportunity, arranges lectures and seminars, may be attained
upon completion of a thesis, based on independent research, provide with intensive
training and refresher courses, a charming campus surrounded by…, an insight into
the history and geography of …,cultural and intellectual background of the country.
II. Translate the underlined words into Russian.
III. Make up sentences of the words:
1. was, the, Academy, founded, 1930, in.
2. headed, dean, faculty, by, every, is, the.
3. take, exams, every, tests, students, the, year, and.
4. classrooms, computer classes, a library, are, there, the, at, Academy.
5. students, apartments, rent, some.
IV. Make up a list of questions the answers to which make the summary
of the text.
- 37 -
V. Answer the following questions.
1. When did you enter the Academy?
2. Who was the first to congratulate you on this event?
3. What entrance exams to the Academy did you take?
4. Were they oral or written exams?
5. Which examination turned out to be the most difficult exam of all for you?
Why?
6. What faculty do you study at?
7. When was the Academy founded?
8. How many departments are there at our Academy? What are they?
9. How many students are currently enrolled?
10. What department do part-time students study?
11. Is the education free?
12. What is your purpose in learning English?
13. Have you a good knowledge of English?
14. Which aspect do you find the most difficult one?
15. What should you do to acquire a good knowledge of English?
VI. Divide the text into parts, make up an outline.
VII. Retell the text according to the outline.
Higher Education.
(a dialogue)
Mary
Fred
М.
F.
M.
F.
M.
F.
M.
F.
M.
F.
You look happy today!
I am happy. I have just passed my Literature exam.
Congratulations! I am glad somebody is happy.
Why? What’s the matter?
Oh, I am just worried, I guess. I have to take a history exam next week.
Oh, you are always worried about your exams, but you get only fives,
as far as I know. You have passed some exams already, haven’t you?
Yes, I have passed my French exam.
Oh, I give up. I simply can’t learn French.
Why do you say that? I think you are making a lot of progress.
No, I am not. I try and try and I still can’t speak it very well.
Learning any language takes a lot of effort. But I don’t give up.
Why don’t we practice those dialogues together?
That’s a good idea .
Notes on the dialogue
1. to pass an exam – cдать экзамен
just mind the difference: to take an exam – сдавать экзамен
2. to be worried about smth or smb – беспокоиться о …
3. to get fives – получать пятерки
4. to give up – сдаваться
5. to make a lot of progress – делать значительные успехи.
- 38 -
Exercises on the dialogue
I. Answer the following questions.
Who looks happy? Why? Who congratulates Fred? Why is Marry worried?
What exam has Marry already passed? Why does Fred say he can’t learn French?
What does Mary think about Fred’s progress in French? What does Mary offer?
Do you agree that learning a language takes a lot of effort?
II. Retell the dialogue in Present Simple Tense.
III. Compose your own dialogues for the following situations.
1. Your friend has just passed her physics exam. You congratulate her.
2. You failed your exam in English. Discuss it with your friend. Ask her for a help.
3. You and your friend are discussing your future exams.
4. You and your friend are discussing the first year at the Academy.
5. You met your classmate. She is a student of another higher educational
establishment. Discuss your studies.
IV. Discuss the following.
1. Learning a foreign language takes a lot of effort.
2. Our examination session is not a holiday time.
V. Present information on.
1. the name of your higher educational establishment;
2. its location;
3. the departments of your Academy (day-time, evening, correspondence);
4. how long the complete course lasts;
5. the number of students of the Academy;
6. the subjects you study( humanities, technical subjects, sciences);
7. the equipment the Academy is provided with;
8. the examinations you take and grants you receive;
9. the students’ hostels;
10. what you like and what you don’t like about your Academy.
VI. Discussion. Now you begin a university course of English. It is
important to know what you think about it. Is it necessary for a future specialist
to study a foreign language?
а) Read pros and cons given below. Think of some more which are important in your
opinion.
FOR
AGAINST
1. I can read scientific journals in 1. It takes a lot of time to learn
English as soon as they are published a foreign language.
2. I can speak to foreign colleagues if 2. It is impossible to learn a foreign
necessary.
language.
- 39 -
FOR
AGAINST
3. I can read English books.
3. I can read interesting articles when
4.I can find out more about the world. they are translated into Russian.
4. I think it is very difficult to learn
a foreign language.
b) Discuss the problem in groups. You may find the following expressions helpful to
express your opinion.
c) I think
I suppose
Speaking for myself
I believe
In my opinion
GRAMMAR EXERCISES
I. Give the three forms of the verbs. Translate them into Russian.
to train, to consist, to know, to call, to study, to give, to take, to work, to enter,
to pay, to choose, to provide, to make, to travel, to use, to pass, to found, to find,
to award.
II. Find the sentences with Participle I in the text; denote the function
of Participle I.
III. Find the sentences with Participle II in the text; denote the function
of Participle II.
IV. Form Participle I and Participle II. Translate into Russian.
to build, to grow, to move, to obtain, to produce, to use, to include, to get, to
begin, to keep, to find, to send, to take, to show, to develop, to say, to speak, to read,
to make, to do, to see, to go
V. Translate the following word combinations into Russian.
1. the student attending all the lectures;
2. the engineer using a new method;
3. using a new method;
4. the plant producing machinery;
5. the growing population of the country;
6. the student studying foreign languages;
7. constructing new machines;
8. using new equipment;
9. graduating from the University;
10. the developed countries;
11. the information obtained recently;
12. help offered by;
13. the lecture read by a well-known professor;
14. the research made in the laboratory;
15. the film shown to the students.
- 40 -
VI. Find the sentences with Modal Verbs; denote their functions.
VII. Translate the following sentences. Analyze the meaning of the Modal
Verbs.
1. I have to work hard to pass my exams.
2. Ann has to make an important decision today.
3. He must learn the words regularly.
4. She had to learn the words regularly.
5. He will have to learn the words regularly.
6. We must pass the examination in physics.
7. He can continue his studies at the evening department.
8. His father can help him in his studies.
9. She can translate this text without a dictionary.
10.You may go home after classes.
11.You may continue the experiment.
12.The students may use dictionaries at the translation test.
13.She is able to speak good English.
14.Students are not allowed to smoke in the classroom.
15.As he received a bad mark, he had to go over the material again.
16. You will have to repeat the material of the lectures before the examination.
17.Do you know the student who is to make a report at our next meeting?
18.You should influence your friend. He is not studying the way he should.
19.I can’t understand what he is saying.
20.We were to prepare all the necessary information by Friday.
21.You will be able to get a grant if you pass all your exams well.
THE CITY
OF NIZHNY NOVGOROD
N. Novgorod is one of the cultural, economic and industrial centres of Russia.
It is situated on the banks of two great Russian rivers: the Volga and the Oka.
The city was founded in 1221. In 1932 N. Novgorod was renamed after Maxim
Gorky, a great Russian writer, who was born and lived in our city. In 1990 the initial
name was returned to the city of N. Novgorod.
N. Novgorod is the birthplace of many famous people connected with Russia’s
culture and science, such as the literary critic Dobrolyubov, the mathematician
Lobachevsky, the composer Balakirev and the inventor Kulibin.
N. Novgorod is a very beautiful place. The most beautiful places are the old
Kremlin and Minin Square. It was here, near one of the thirteen massive Kremlin
towers – Ivanovskaya- that Kuzma Minin summoned the people of N. Novgorod
to fight the Polish invaders. One of the highest points in N. Novgorod is the Kremlin
Clock Tower. The view from the tower on the broad Volga is very impressive.
- 41 -
N. Novgorod is a significant educational centre. There are many universities,
academies, institutes, colleges, lyceums in our city. The Medical Academy trains high
level specialists for medicine. The Water-Transport Engineering Academy educates
engineers for water transport. The Politechnic University prepares engineers for
industry. The Lobachevsky University trains qualified specialists for all spheres of
life.
N. Novgorod is one of the country’s biggest cultural centres. N. Novgorod’s
theatres are very popular with the people of the city.
The city has a wonderful art museum, comprising a large collection of paintings
and sculptures. Nizhny Novgorod has a great and extraordinary art gallery with more
than 12,000 exhibits, an enormous collection of works by Russian artists such as
Viktor Vasnetsov, Karl Briullov, Ivan Shishkin, Ivan Kramskoi, Ilya Repin, Isaak
Lewitan, Vasily Surikov, Ivan Aivazovsky.
N. Novgorod also boasts a circus, a conservatory with the organ in the concert
hall, a philharmonic orchestra, clubs, recreation parks and cinemas.
Nizhny Novgorod is one of the centres of the IT Industry in Russia. It ranks
among the leading Russian cities in terms of the quantity of software R &D
providers. Intel has a big software R&D center with more than 500 engineers in the
city, as well as a major datacenter. In Nizhny Novgorod there is also a number of
offshore outsourcing software developers, including Bell Integrator, Itseez, Tecom,
Luximax Systems Ltd., MERA Networks, RealEast Networks, Auriga, SoftDrom,
and Teleca, and many other smaller companies specializing in the delivery of services
to telecommunication vendors.There are twenty-five scientific R&D institutions
focusing on telecommunications, radio technology, theoretical and applied physics,
and thirty-three higher educational institutions in N.N.. They focus on information
technologies, software development, system administration, telecommunications,
cellular networks, Internet technologies, and IT management. Nizhny Novgorod has
also been chosen as one of four sites for building an IT-oriented technology park – a
special zone that has an established infrastructure and enjoys a favorable tax and
customs policy.
N. Novgorod is an important industrial centre. There are many plants and
factories in our city. The N. Novgorod Motor Works manufactures all sorts of
vehicles ranging from minibuses to smart cars ”Volga”. Another major industrial
enterprise is the Krasny Sormovo Plant famous for producing river and marine boats.
Besides, there are other plants in N. Novgorod which play an important part in the
country’s economy.
I. Translate the following words into English:
to be situated, to found, birthplace, marine boats, to summon, Polish
invaders, educational, water transport, enterprise, initial.
II. Give synonyms to the following words:
large, important, to manufacture, sea boats, qualified specialists, auto-plant.
III. Fill in the blanks with the suitable words from the text.
1. N. Novgorod is situated on … of two great Russian ….
2. In 1932 N.Novgorod was … after Maxim Gorky.
- 42 -
3. The city was … in 1221.
4. In 1990 the … name was … to the city of N. Novgorod.
5. N. Novgorod is the … of many famous people.
6. One of the highest points is ……….
7. N. Novgorod theatres are … …with the people of the city.
8. N. Novgorod … a circus.
9. The Krasny Sormovo Plant produces ……….
10. N. Novgorod ranks among the leading Russian cities in terms of the quantity
of …….
11. In N.Novgorod there is also a number of offshore outsourcing software
developers, including…..
12. They focus on …..
13. N. Novgorod has been chosen for building …..
IV. Make up a plan.
V. Retell the text according to the plan.
VI. Speak on your native place.
CHOOSING A CAREER AND GETTING A JOB
Choose a job you love and you will never
have to work a day in your life.
Confucius
I am going to tell you about my future profession. Choosing a career and getting
a job are two things any person passes through in his life.
When millions of young people leave school, they begin an independent life.
Some of them start working, go into business; some of them keep upgrading their
schooling to receive higher education.
Young people can learn about professions in magazines and advertisements.
Magazines for teenagers often offer questionnaires, quizzes to help young people to
find out their interests and abilities more clearly and to make a decision concerning
their future occupation.
While choosing a career one should take into consideration all main possibilities
that his future profession might provide: the profession must be interesting, one has
to be sure of his future, a profession must be well-paid, otherwise you won’t be able
to support yourself and your future family.
During our school life, we begin to think about our future life, our job. There are
many professions in the world, so it is quite difficult to choose and make a decision.
Some follow their own choice, some follow parents’ advice. I never had a question,
what I was going to do, when I was finishing my school. I have known it since being
a child that I want to be a teacher of English. I have chosen this profession, because
the importance of foreign languages and foreign cultures is growing nowadays.
English is the official language in nearly forty countries. It is spoken by more than
350 million people and also spoken as a second language in many parts of the world.
Besides, millions of people study English as a foreign language. In our country
English is very popular. It is studied at schools, colleges and universities.
- 43 -
It is important for me to learn English because I want to know what is going on
in the world. With recent advances in technology, the world is changing rapidly in
many fields, such as business, arts, medicine, industry and agriculture. These changes
will affect people soon and it is important for me to read and keep up with changes.
In fact, learning English is the answer to a lot of the questions that I have.
In conclusion, I would like to mention that if we don’t think about our future,
nobody will think, so we just have one way. We must work hard to realize our
wishes, because our future is purchased by the present.
If you want something be done well, do it yourself, make
a right decision.
I would like to remind you of these words written by
Steve Jobs:
“Have the courage to follow your heart and intuition.
They somehow know what you truly want to become”.
Vocabulary
to upgrade – улучшать, совершенствовать
ability – способность
to make a decision – принимать решение
to take into consideration – принимать во внимание
to support – поддерживать, содержать
choice – выбор
means – средство
recent – недавний
advance – достижение
in conclusion – в заключение
advantage – преимущество
goal – цель
suitable – подходящий
to mention – упоминать
future is purchased by the present – будущее делается в настоящем
I. Answer the following questions.
1. What do young people do after leaving school?
2. Where can young people learn about professions?
3. What should one take into consideration while choosing a career?
4. Who can help young people concerning their future plans?
5. Why is it quite difficult to choose and make a decision about your future
profession?
6. Why do we need to speak foreign languages?
7. Why is it so important to learn English?
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II. Read “Instruction to How to Choose a Career”. Fill in the table.
1. My Personal Data
2. My Location
3. My Contacts
4. My Qualifications
5. My Skills
6. My Interests
7. My Values and Motivations
8.My Personality
a) My Strong Points
b) My Weak Points
III. Speak on your future profession. Give the reasons why you have chosen it.
IV. Topics for Discussion.
Do you agree or disagree with these statements?
1. Most students are never logical. They choose a career stream because their
friends do it.
2. The job is what the job entails. If you want to be successful, then you need
to put the time into it. Russ Rose
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3.
You have brains in you head.
You have feet in your shoes.
You can steer yourself any direction you choose.
You are on your own.
And you know what you know.
And YOU are the one who’ll decide where to go.
Dr. Suess
4. Have the courage to follow your heart and intuition. They somehow know
what you truly want to become. Steve Jobs
SUPPLEMENTARY MATERIAL
BRITISH UNIVERSITIES
For seven hundred years Oxford and Cambridge
universities dominated the British education.
Oxford University is a sort of federation of colleges.
Oxford has twenty-three ordinary colleges for men, five for
women.
All these are parallel and equal institutions, and none
of them is connected with any particular field of study. No matter what subject a man
proposes to study he may study at any of the men’s colleges.
Each college has a physical existence in the shape of a dining-hall, chapel, and
residential rooms (enough to rest living lodgings in the town ). It is governed by its
Fellows. The Fellows elect the Head of the college (whose title varies from college
to college).
The colleges vary very much in size and extent of grounds and buildings. The
biggest and most magnificent is Christ Church, the chapel of which is also Oxford
cathedral.
Colleges choose their own students, and a student only becomes a member of
the University by having been accepted by a college.
The University arranges lectures, conducts examinations, and awards degrees,
but there is no single building which can be called “the University”. The colleges and
University buildings are scattered about the town, mostly in the central area, though
the scientific laboratories and the women’s colleges are quite a long way out.
Attendance at lectures is not compulsory, and no records of attendance are kept.
Apart from lectures individual tuition is organized by the colleges. Each student
goes to his tutor’s room once every week to read out an essay which he has written,
and for an hour he and the tutor discuss the essay.
Cambridge is one of the two major universities of England located at
Cambridge. It was founded at the beginning of the 12th century. The University
comprises 20 different bodies called colleges. Each of the colleges is a self-governing
body and the control of its affairs rests with its head and fellows.
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The supreme governing body of the University is the senate, which consists of
doctors and masters in all faculties.
A botanical garden, an observatory, and an anatomy school are maintained by
the University. The library contains more that 1 250 000 printed books and over
2 500 maps. Each of the colleges has a library of its own.
DICKINSON STATE UNIVERSITY
DEPARTMENT OF AGRICULTURE AND TECHNICAL STUDIES
Everyone needs food and fiber on a daily basis. That is why agriculture and
agriculture-related areas continue to offer vast opportunities for students interested
in the production, marketing, and distribution of food and fiber for America and
the world.
Students educated in the Department of Agriculture and Technical Studies at
Dickinson State University receive instruction which allows them to find an exciting
career in agriculture-business, agriculture economics or agriculture technology.
Dickinson State University can trace its beginning to 1916 when the state of
North Dakota created a constitutional amendment which created Dickinson Normal
School. Classes began in 1918 with a two-year program designed to train elementary
and secondary teachers. In 1931, four-year degrees were offered under the school’s
new name Dickinson State Teachers College. As the school’s curriculum broadened
over the years, it became Dickinson State College and now is recognized by the State
Board of Higher Education as Dickinson State University.
An undergraduate regional university, Dickinson State is located in Dickinson,
North Dakota, a community of approximately 17,000 residents. Today as throughout
its history, the University serves as a cultural, social, recreational, and intellectual
center to the residents of western North Dakota, eastern Montana, and northwestern
South Dakota. With enrollment of over 2,300 students, Dickinson State is a growing
and dynamic institution.
Classes
All the course work in the agriculture studies curriculum is designed to develop
leadership skills, strengthen students ability to make decisions, and provide the
necessary technical knowledge. Students have the advantage of studying in the new
Consolidated Agriculture Information Technology Learning Laboratory which
features new technology and computer systems.
Opportunities
Dickinson State University students are prepared to take advantage of vast
opportunities in the field of agriculture. The students return to their homes with a
better knowledge of the agriculture industry and the life it offers.
Some choose to use their academic careers at Dickson State University as a
stepping stone into advanced work in teaching, veterinary medicine, as well as
research and in the work in the livestock area.
The study of economic principles and the basic agricultural sciences provide an
excellent background for careers in animal science, horticulture, agricultural
mechanization and soil science.
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The U.S. Department of Agriculture, State Department of Agriculture agencies
and agribusiness industries also employ agriculture students.
INTERNATIONAL STUDENTS SPEAK OUT!
I. Dickinson State University is the perfect size
institution. It has provided me with a very personalized
educational experience. The faculty knows me by name and
they are always available to assist me with my studies.
In addition, the University has a number or support
programs that have enriched my learning experience and given
me extra help with my language skills. This one- on –one
attention has added tremendously to my success in the
classroom and has also helped me adapt to a new culture.
II. I am very excited to be at
Dickinson State University because they have offered me a
high standard education and a very interactive study
environment. I like the good relations that I have with all of
my instructors here at Dickinson State. They are friendly,
willing to help me with my studies, as well as helping me
learn the American culture. Dickinson State university pays
attention to their international students, making them feel
welcome. I really enjoy studying at this beautiful university
and living in this friendly community.
OXFORD – THE UNIVERSITY TOWN
This university town is very beautiful. The oldest University there is Oxford.
The first of its colleges was founded in 1249. The University now has thirty-five
colleges and about thirteen thousand students, many of them from other countries.
There were no women at Oxford until 1878, when the first women's college Lady
Margaret Hall opened. Now most colleges are open to men and women. It is not easy
to get a place at Oxford University to study for a degree. But outside the university
there are many smaller private colleges which offer less difficult courses and where it
is easy to enrol. Most students in these private schools take business, secretarial or
English language courses.
Oxford is, of course, famous for its first-class education as well as its beautiful
buildings. Some of the most intelligent men and women in the country live and work
here. Oxford gives them what they need: a quiet atmosphere, friendly colleagues and
the four-hundred-year-old library, which has about five million books. Oxford has
same of the finest architecture in Britain. Some of their colleges, chapels and libraries
are there, four and even five hundred years old, and are full of books and precious
paintings. You can see there many lovely gardens, where the students can read and
relax in the summer months.
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CAMBRIDGE UNIVERSITY
Cambridge is one
of the best known towns
in the world and it can be
found on most tourists'
lists of places to visit.
Cambridge is famous
for its University, which
started during the 13th
century and grew steadily,
until today there are more
than twenty colleges.
The oldest one is
Peterhouse, which was
founded in 1284. And the
most recent is Robinson
College,
which
was
opened in 1977. But the
most famous is King's
College, because of its
magnificent chapel. Its
choir of boys and
undergraduates is well
known all over the world.
The Universities were
only for men until 19th
century when the first
women's college was
opened. Later the doors of colleges were opened to both men and women. Nowadays
almost all the colleges are mixed.
To the north of Cambridge is the Cambridge Science Park, the modern face
of the University. This park has developed in response to the need of universities to
increase their contact with high technology industry.
It is now home to more than sixty companies and research institutes. The whole
area is in fact very attractively designed, with a lot of space between each building.
The planners thought that it was important for people to have a pleasant park like
environment in which to work.
Every year thousands of students come to Cambridge from overseas to study
English.
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STUDY THE INFORMATION ABOUT ST. PETERSBURG UNIVERSITY
AND CAMBRIDGE UNIVERSITY. FILL IN THE CHART.
ST. PETERSBURG UNIVERSITY
Founded by Peter the Great in 1724
17000 full-time students
Undergraduate tuition fee: none
Library volume: 6 574 000
The most popular faculties:
General Psychology (7.7applications per vacancy),
Politics (7.3),
Law (5.8).
Number of faculties: 16
Striking Facts:
M. Lomonosov was the University rector from 1758–1760.
In the 18-th century several hundreds of students graduated from the University
with degrees in history, philology, philosophy, law, physics, mathematics and oriental
languages.
The University was the first from Russian universities to join The Coimbra
Group (CG) and now it represents Russia.
Saint Petersburg State University is included in all ratings and lists of the best
universities in the world and is one of the leaders in all indicators in Russia.
Among alumni are writers and poets: Turgenev, Nekrasov, Gumilev,
Mandelshtam;
composers: Glinka, Stravinski;
artists: Vrubel, Polenov, politicians: Stolipin, Kerenski.
The University has a reputation for having educated the majority of Russia's
political elite; these include presidents Vladimir Putin and Dimitry Medvedev, both
of whom studied Law at the University.
CAMBRIDGE UNIVERSITY
Number of colleges: 31(28 mixed
and 3 for women only).
Number of students: 15,500 full-time
(11000 undergraduate and 4,500 graduate).
Tuition fees: for UK students – the system of grants
and loans; for overseas students the cost of study varies
according to the subject.
Living alumni: more than 140,000
Others aspects of work:
Cambridge University Press – a publishing house and the University of
Camridge Local Examinations Syndicate providing examinations in English and
other subjects all over the world.
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The modern University is an international center of teaching and research in a
vast range of subjects: about half of the students study science or technology.
Members of the University have won over 60 Nobel Prizes.
Striking Facts:
1209
The earliest record of the University
1584
The Cambridge University Press, the
world’s oldest-established press, begins
its work. John Harvard enters Emmanuel
College as an undergraduate. He later
emigrated to America and in 1636 starts
the University which now bears his
name.
1687
Isaac Newton publishes “Principia Mathematica”, establishing the fundamental
principles of modern physics.
1953 Francis Crick and James Watson
discover the structure of DNA,
unlocking the secret of life.
1997
Molly
Maxwell
becomes
Cambridge’s oldest graduate at the age
of 105.
Founded in
Number of students
ST PETERSBURG
UNIVERSITY
CAMBRIDGE
UNIVERSITY
3 interesting facts
1.
2.
3.
1.
2.
3.
LEXICAL TESTS
Test 1
In the undergraduate schools and colleges, a student will be classified
according to the number of academic quarter hours that he or she has completed with
an average grade of 2.0 or better.
Classification
Hours Completed
Freshman
Less than 45 hours
Sophomore
At least 45 hours
Junior
At least 90 hours
Senior
At least 140 hour
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1. How would a student with 45 credit hours be classified?
a) Freshman
b) Sophomore
c) Junior
d) Senior
2. How would a student with 96 credit hours be classified?
a) Freshman
b) Sophomore
c) Junior
d) Senior
3. Which of the following would most likely represent the number of credit
hours earned by a senior?
a) 100
b) 140
c) 139
d) 90
Test 2
Almost most universities in the United States are on a semester system which
offers classes in the fall and spring, some schools observe a quarter system comprised
of fall, winter, spring, and autumn quarters. The academic year, September to June, is
divided into three quarters of eleven weeks each beginning in September, January,
and March; the summer quarter, June to August, is composed of shorter sessions of
varying length. Students may take advantage of the opportunity to study year around
by enrolling in all four quarters. Most students begin their programs in the fall
quarter, but they may enter at the beginning of any other quarters.
1. The academic year is from
a) September to August
b) June to August
c) August to June
d) September to June.
2. A semester system
a) has eleven-week session
b) is not very popular in the United States
c) gives students the opportunity to study year around
d) has two sessions a year.
3. Which of the following would be the best title for this passage?
a) Universities in the United States
b) The Academic Year
c) The Quarter System
d) The Semester System.
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Test 3
Courses with the numbers 800 or above are open to graduate students. Certain
courses, generally those devoted to introductory material, are numbered 400 for
undergraduate students and 600 for graduate students. Courses designed for students
seeking a professional degree carry a 500 number for undergraduate students and
a 700 number for graduate students.
A full-time graduate student is expected to take courses which total ten to
sixteen credit hours. Students holding assistantship are expected to enroll for
proportionately fewer hours. A part-time graduate student must register for a
minimum of five credit hours.
1. In order to be eligible to enroll in Mechanical Engineering 850, a student
must be
a) a graduate student
b) a part-time student
c) a full-time student
d) an undergraduate student.
2. If an undergraduate student uses the number 520 to register for and
accounting course, what number would a graduate probably use to register for
the same course?
a) accounting 520
b) accounting 620
c) accounting 720
d) accounting 820.
3. A student who registers for eight credit hours is a
a) full-time student
b) graduate student
c) part-time student
d) non-degree student.
Test 4
Application for admission to the Graduate School at this university must be
made on forms provided by the Director of Admissions. An applicant whose
undergraduate work was done at another institution should request that two copies of
undergraduate transcripts and degrees be sent directly to the Dean of the Graduate
School.
Both the application and the transcripts must be on file at least one month prior
to the registration date, and must be accompanied by a nonrefundable ten-dollar
check or money order to cover the cost of processing the application.
1. This passage would probably be found in a
a) university
b) travel catalog
c) newspaper
d) textbook.
catalog
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2. According to this passage, where would a student secure application
forms for admission to the university?
a) from the chairperson of the department
b) from the dean of the Graduate School
c) from the institution where the undergraduate work was done
d) from the Director of Admissions.
3. Which of the following documents must be on file thirty days before the
registration date?
a) two copies of recommendations from former professors
b) a written approval of the Dean of the Graduate School
c) one set of transcripts and an English proficiency score
d) two copies of undergraduate courses and grades, an application form, and an
application fee.
Test 5
A green I-538 form is used by international students in order to obtain
permission from the Immigration and Naturalization Service to transfer from one
university to another in the United States. If you are planning to transfer, remember
that you must obtain the permission before leaving the university where you are
currently studying. You must complete the form I-538, have it signed by the foreign
advisor, and submit it to the District Office of the Immigration and Naturalization
Service together with the form I-20 from your new school and the small, white form
I-94 that was affixed to your passport when you entered the country.
Submitting the signed I-538 and other documents does not insure permission to
transfer. Only an official of Immigration can decide each case. Students who have not
completed one term of study at the school that issued them their first I-20 are not
advised to file for permission to transfer until they have completed one term.
1. A transfer form is called an
a) I-20
b) I-94
c) I-538
d) I-520
2. If you want to transfer it is a good idea to
a) travel to the new university immediately so that the foreign student
advisor can help you
b) study at the university where you have permission until you receive
a new permission from Immigration
c) sign an I-538 form and leave it at your current university
before traveling to the new university
d) leave the country so that you can enter on another I-20
from the new university.
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3. In order for you to transfer, permission must be granted by an official at the
a) foreign student advisor’s office
b) new university
c) Immigration office
d) passport office.
4. The transfer form must be signed by the
a) foreign student advisor at the new school
b) foreign student advisor at the current school
c) student Immigration officer.
5. This passage is mainly about
a) the Immigration and Naturalization Service
b) how to get a passport
c) how to obtain permission to transfer from one university to another
d) studying in the United States.
McGAFFIC COLLEGE
McGaffic College is a large school which not only boasts a beautiful campus,
but also is surrounded by charming rural villages. It offers advantages, such as small
classes, individual counseling and private dorm rooms, which few schools of its size
can match. The college offers degrees in a wide range of liberal arts fields, though no
longer in oriental languages, and has a wide-ranging sports program embracing most
of the usual collegiate sports, with the exception of football. In contrast of nearby
Perkins College, which requires students to live off-campus, McGaffic houses all its
all-male student population in dormitories on campus.
The college has a distinguished teaching faculty and, in addition to highlyqualified lecturers, has at least three artists-in-residence on campus each year. The
college’s strong liberal arts bias underwent a significant shift in the mid-sixties, when
it invested in a new science building, instead of the new theater which many alumni,
including two former state governors, would have preferred. However, the policy
change seems to have paid off as all of the science departments, with the sole
exception of the chemistry department, have had representatives win awards in
national science competition.
Given this success, other policy changes might be expected, but the least likely,
in the eighties at least, would be for McGaffic to become coed.
Say if the statements are true or false.
1. McGaffic College considers itself fortunate in its location.
2. McGaffic College has many desirable features unusual for a large school.
3. Many students attend McGaffic College for its degree program in Chinese.
4. Most exceptional in its inter-collegiate sports program is the McGaffic College
football team.
5. Women students at McGaffic College are required to live in college housing.
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6. A small number of specialists in their fields may be found at McGaffic College
during any given school year.
7. Many former students did not approve of the college’s trend away from liberal
arts in sixties.
8. The college has graduated at least two state politicians.
9. In light of its success in national science competitions, the chemistry department
may have benefited most from the new science building.
10. McGaffic College welcomes applications from young men and women
throughout the country.
COMPUTERS
Computers are now essential in many areas of life – modern banking,
information technology and many others. However, this is not for education.
There are some subjects which may be better taught using computers.
Elementary mathematics, elementary language learning, any subject that requires a
student to memorize basic facts through repetition is good to computer learning. The
computer can be programmed to provide an endless number of simple questions, and
as the student answers these questions the facts are learned.
However, in the learning and practice of more complex ideas, the computer is
not adequate. A computer can evaluate an answer as right or wrong, but it cannot
determine why. It cannot find out why a student is making mistakes, and explain
important concepts in a different way so the student will understand. Task connected
with explanation cannot be taught by computers as there are too many variables for a
computer to deal with successfully.
Thus, while computers may be useful for practicing simple skills, they are not an
essential feature of modern education. Until further developments in computers are
made, the human teacher will remain indispensable.
I. Match the words and word combinations in A with their definitions in B.
А
В
1. essential
a. thing that can vary
2. area of life
b. idea, opinion
3. memorize
c. absolutely necessary
4. adequate
d. most important
5. concept
e. sphere of activity
6. variable
f. learn by heart
7. indispensable
g. satisfactory, sufficient
II. What are advantages and disadvantages of using computers? Give the
reasons. Fill in the table.
Advantages
Disadvantages
- 56 -
UNIT III.
AGRICULTURE AND FORESTRY
“My grandfather used to say that once in your life
you need a doctor, a lawyer, a policeman and a
preacher but every day, three times a day, you need
a farmer.”
Brenda Schoepp
Agriculture is the art and science of cultivating
the soil, growing crops and raising
livestock. It includes the preparation of plant
and animal products for people to use and
their distribution to markets. Agriculture
provides most of the world’s food and fabrics.
Cotton, wool, and leather are all agricultural
products. Agriculture also provides wood
for construction and paper products.
INTRODUCTORY TEXT
Agriculture is an important branch of economy. Economic growth of any
country depends on the development of agriculture which supplies people with food
and clothing and industry with raw materials.
The word “agre” is a Latin word. It means the cultivation of fields in order to
grow crops. Now agriculture also includes the use of land to breed farm animals.
We do not know when people began to grow crops. It was many thousand years
ago. Now crop production and animal husbandry are highly developed branches of
agriculture.
Life is impossible without plants. They play an important role in everyday life of
people. Plants grown by farmers are known as farm crops. They are used for many
purposes. Most of them are used directly as food for people, some are consumed by
farm animals, others are used in industry and medicine.
Crop production is the practice of growing and harvesting crops. The most
important crops grown by man are grain crops, vegetables, grasses. In order to obtain
high yields crops are grown under favourable soil and climatic conditions.
- 57 -
Animal husbandry is a branch of agriculture including the breeding of farm
animals and their use. Dairy and beef cattle, hogs, sheep and poultry are widely bred
throughout the world. Farm animals are highly important sources of food for man.
They are kept for the production of such nutritious products as meat, milk and
eggs. Milk is often called the nature’s most important food. Meats from farm animals
are highly important as food for people. The animals most often used for this purpose
are beef cattle, hogs, sheep, and poultry. Meat from mature sheep is known as
mutton. Meat from hogs is called pork. Meat from mature beef cattle is called beef.
Meat from young beef cattle is called veal.
Many crops grown by man are used in feeding livestock. At the same time
manure produced by farm animals is an important source for the maintenance of soil
fertility. Most of the nutrients taken by plants from the soil thus returned. Applying
manure, farmers improve the physical condition of the soil.
Thus, crop production and animal husbandry are closely connected with each
other.
Forestry is the science and craft of creating, managing, using, conserving, and
repairing forests and associated resources to meet desired goals, needs and values for
human and environmental benefits. The science of forestry has elements that belong
to the biological, physical, social, political and managerial sciences.
Trees and forests are very important because trees absorb carbon dioxide and
turn it into wood, where the carbon stays bound up for hundreds or even thousands of
years. Growing trees soak up CO2 from the atmosphere and store it in their trunks,
roots, leaves and forest soils.
Forest ecosystems have come to be seen as the most important component of the
biosphere, and forestry has emerged as a vital applied science, craft, and technology.
VOCABULARY EXERCISES
I. Give Russian equivalents to:
agriculture, branch, forestry, crop production, animal husbandry, economic
growth, industry, raw materials, the cultivation of fields, to grow crops, the use of
land, highly-developed branches of agriculture, to play an important role, are used for
many different purposes, farm crops, practice of growing and harvesting crops, to
obtain high yields, the breeding of farm animals, are widely bred throughout the
world, such nutritious products as meat, milk and eggs, are used in feeding livestock,
an important source for the maintenance of soil fertility, science, craft of creating, for
human and environmental benefits, to absorb carbon dioxide, forest ecosystems,
applied science.
- 58 -
II. Complete the following sentences using words and word-combinations
from the text:
1. In the East most farmers grow different … … .2. Farmers applying fertilizers
obtain high … of farm crops. 3. The products supplied by farm animals are …, …
and … . 4. Agriculture is the most important … of economy in this country.5. There
are many farms where farmers grow some crops and … some farm animals.6. Some
farmers keep … in poultry houses in summer and in winter.7. Meat from mature
sheep is known as …. 8. Meat from hogs is called ….
III. Give synonyms to:
agriculture, milk, to produce, crop production, to begin, land, to increase, to
cultivate, important.
IV. Find the main word.
1. a) meat b) milk c) bread d) food
2. a) animal b) hog c) sheep d) dog
3. a) meat b) pork c) beef d) veal
4. a) carrot b) vegetable c) potato d) tomato
5. a) apple b) orange c) fruit d) lemon
6. a) crop b) wheat c) barley d) corn
7. a) cow b) livestock c) sheep d) bull
8. a) chicken b) duck c) poultry d) hen.
V. Answer the following questions.
1. Why is agriculture very important? 2. What are the two branches of
agriculture? 3. What does the Latin word “ agre “ mean ? 4. Where are farm crops
used?
5. How do people increase crop yields? 6. What is crop production? 7. What does
animal husbandry include? 8. What products do farm animals produce? 9. What is
manure used for? 10. How do farmers improve the physical condition of the soil?
11. What is forestry? 12. Why are forests and trees very important?
VI. Make up the summary of the text.
GRAMMAR EXERCISES
I. Put the following nouns in plural form:
1. country
2. life
3. plant
4. animal
5. woman
6. man
7. sheep
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8. hog
9. ox
10. goose
11. horse
12. child
13. vegetable
14. cow
15. farmer
16. mouse
17. egg
18. bacterium
19. knowledge
20. deer
21. fruit
22. leaf
23. money
24. information
25. news
26.crop
27. food
28.industry
29. word
30. land
31. branch
32. cattle
33. livestock
II. Analyze the word-structure. Translate the words into Russian.
1. to develop – development
2. to produce – production
3. to absorb – absorption
4. to cultivate – cultivation
5. to continue – continuation
6. to improve – improvement
7. to connect – connection
8. to translate – translation
9. to manage – management
10. to organize – organization
III. Give the three forms of the following verbs:
to be
to use
to breed
to grow
to mean
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to begin
to know
to make
to do
to produce
to keep
to connect
to get
to have
to give
to become
to pay
to take
to read
to write
to harvest
to sow
to supply
IV. Translate into Russian.
1. Animal husbandry is as important as plant production.
2. Intensification is the most popular way of increasing food products.
3. Man obtains more food by growing better crop varieties.
4. Application of fertilizers is one of the best methods of increasing crop yields.
5. Cattle breeding is the most important branch of animal husbandry.
6. This is the largest farm in our region.
7. Our farm has higher crop yields now than last year.
8. Intensification of agricultural production is the most urgent problem now.
9. Animal husbandry is more significant on this farm than crop production.
V. Translate the sentences with Modal Verbs.
1. Man cannot regulate the amount of rainfall but he can prevent the loss of
moisture from the soil by cultivation or irrigation.
2. Farmers have to apply the nutrients taken by growing crops from the soil.
3. Farmers must feed their animals properly.
4. Cattle, sheep, poultry and hogs should be kept under proper conditions.
5. Wheat can be grown throughout the world.
6. Every farmer has to work much.
7. Wheat is to be planted on this field next season.
8. Favourable conditions may be provided for poultry on our farm.
9. Weeds can be controlled with special cultural practices.
10. Different grasses are to be grown for feeding livestock.
11. The feed for young animals must be nutritious.
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FARM ANIMALS
Animal husbandry is a branch of agriculture. It includes the breeding of farm
animals and their use. Farm animals produce highly nutritious products such as milk,
meat and eggs. The skin of animals, down and feather of poultry and wool of sheep
are used as raw materials
The most important group of farm animals is cattle. There are four types of
cattle. They are dairy cattle, beef cattle, draft cattle and dual-purpose cattle. Dairy
cattle provide milk that may be used in making various dairy products. Beef cattle are
the producer of beef. Dual-purpose cattle are used both for milk and meat. Draft
cattle are replaced by agricultural machines nowadays. But they are still widely used
as draft animals in India, China, Italy and in some other parts of the world.
Important sources in producing human food are sheep and hogs. Sheep are
raised for two purposes: wool and mutton production.
A lot of work has to be done by a farmer in caring for his livestock and their
products. Young animals - lambs, calves and pigs require special care and protection.
VOCABULARY EXERCISES
I. Give Russian equivalents to the following words and word combinations:
animal husbandry, branch of agriculture, the breeding of farm animals, highly
nutritious products, down and feather, poultry, wool of sheep, raw materials, cattle,
dairy cattle, beef cattle, draft cattle, dual-purpose cattle, dairy products, agricultural
machines, important sources, sheep and hogs, wool and mutton production, livestock,
lambs, calves, pigs, special care and protection.
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II. Fill in the table.
dairy cattle
beef cattle
draft cattle
dual-purpose cattle
poultry
III. Fill in the table.
farm animals
dairy cattle
beef cattle
draft cattle
dual-purpose cattle
poultry
their products
IV. Open the brackets using the English equivalents of the Russian words.
1. Milk produced by this (корова) is of high quality.
2. Farms breeding sheep produce (баранина) и (шерсть).
3. Both milk and meat are produced by (мясо-молочными коровами).
4. Poultry supply us with meat, eggs, (пух) and (перо).
5. It will take roughly 5-6 months to (вырастить) a pig of around 250 pounds.
V. Answer the following questions.
1. Why are farm animals so important? 2. What raw materials do farm animals
supply industry with? 3. What are the four types of cattle? 4. What are dual-purpose
cattle used for? 4. What do farms breeding sheep produce? 5. What do poultry supply
us with?
a)
b)
c)
d)
VI. Look at the picture and name:
dairy products;
meat products;
poultry products;
cereal products.
Tip:
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VII. Have a look at the picture and make a project of a farm you would like
to work on. Discuss it with your groupmates.
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CROP PLANTS
Crop plants are plants that are grown by humans for food and other resources.
The crop plants can be sorted into main groups according to their type and
reason why they are grown.
Cereal crops include wheat, barley, oats, rye and maize, all grown for their
grain.
Сombinable crops are peas, beans, oil seed rape and linseed.
Root crops, grown for their roots which are sold or fed to livestock, include
potatoes, sugar beet, mangels, swedes, turnips, carrots, and other root vegetables.
Forage crops, grown for their leaves and stems – sometimes fed directly to
livestock, sometimes harvested and processed first – include kale, cabbage, forage
maize, forage rape and radish, mustard, etc. This group also includes grasses, clovers
and lucerne.
VOCABULARY EXERCISES
I. Translate the following words into English and learn them by heart.
Acreage, arable, barley, bean, cabbage, carrots, cereal, corn, crop, forage crops,
group, kale, livestock, maize, mangel, mustard, oats, peas, potatoes, radish, oil seed
rape, rye, sugar beet, swede, type, turnips, variety, vegetables, spring wheat, winter
wheat, yield.
II. Group the words into synonyms:
to breed, to give, to harvest, to produce, to cut, to grow well, to cross, to do well;
grain crops, feed, cereals, farm, fodder, many, holding, large quantity.
III. Find the main word:
1. corn, cereals, barley, oats, rye;
2. potato, turnip, root crop, swede, sugar beet;
3. lettuce, tomato, salad crop, cucumbers;
4. vegetables, horticultural crops, fruit crops, flowers.
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IV. Fill in the blanks.
1. _____________ is food for livestock.
2. Many people prefer ____________ bread to wheat bread.
3. _________ is a root vegetable with a high sugar content, grown for the
commercial production of sugar.
4. ___________ is a type of crop which is planted in the fall to mature during
the next season.
5. The ____________ has an orange-red root.
6. _____________ is a cereal which grows best in rather cool conditions.
V. Fill in the table.
cereal crops
root crops
combinable crops
forage crops
salad crops
wheat, …..
carrot,…
peas,…
clover,…
cucumber,..
WHEAT
Wheat is a cereal grain, originally from
the Levant region of the Near East and Ethiopian
Highlands, but now cultivated worldwide. Wheat
normally needs between 110 and 130 days between
sowing and harvest, depending upon climate, seed
type, and soil conditions (winter wheat lies dormant
during a winter freeze). Optimal crop management
requires that the farmer have a detailed understanding
of each stage of development in the growing plants.
In particular, spring fertilizers, herbicides, fungicides,
growth regulators are typically applied only at
specific stages of plant development. Knowledge of
stages
is also important to identify periods of higher risk from the climate. For example, pollen
formation from the mother cell and the stages between anthesis and maturity are
susceptible to high temperatures, and this adverse effect is made worse by water
stress. Farmers also benefit from knowing when the 'flag leaf' (last leaf) appears, as
this leaf represents about 75 % of photosynthesis reactions during the grain filling
period, and so should be preserved from disease or insect attacks to ensure a good
yield.
RYE
Rye, like corn, wheat, oats, barley, millet and rice, is included in the group
of field crops which are referred to as cereals or grain crops.
Botanically cereals are grasses and a cereal may be defined as any grass grown
because of the value of its seeds as human food and as feed for livestock. It is one of
the most valuable grains raised and occupies an important place in agriculture
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because of its being hardy and able to grow on soils which are not well suited for
growing other small grains. Compared to wheat, rye is a relatively new crop. It has
not been under cultivation as long as wheat or barley. The earliest cultivation of rye
appears to have been in western Asia or southern Russia.
There exist both winter and spring varieties of rye. However, the latter are less
productive than the former and are grown to only limited extent. Varieties of rye
differ considerably in hardiness and productivity as well as in habit of growth.
OATS AND BARLEY
Oats and barley have much in common. They are both small grains and constitute
important grain crops exceeded only by wheat, rye and corn in acreage and value.
The species of oats, which include all the cultivated varieties, appears to have
arisen in the eastern temperate zone of Europe or western Asia. As for barley, it has
been known for thousands of years and must have been cultivated before any
recorded history. There exist many different kinds of oats and barley and as with the
other small grains, there are many significant differences as to characteristics
between varieties raised.
RICE
Rice is the seed of the grass species Oryza sativa (Asian
rice) or Oryza glaberrima (African rice). As a cereal grain, it is
the most widely consumed staple food for a large part of the
world's
human
population,
especially
in
Asia.
It is the agricultural commodity with the third-highest worldwide
production, after sugarcane and maize. Rice is the most important
grain
with
regard
to
human
nutrition
and
caloric intake, providing more than one-fifth of the calories
consumed worldwide by humans. Rice cultivation is well-suited
to countries and regions with low labor costs and high rainfall, as
it is labor-intensive to cultivate and requires ample water.
However, rice can be grown practically anywhere, even on a steep hill or mountain
area with the use of water-controlling terrace systems.
RED CLOVER
Red clover is the most widely grown
as well as the most important of the true
clovers. It may be grown alone, in combination
with grasses such as timothy, or in mixtures that
include grasses and other legumes. Actually,
most of the red clover to be used for hay or
pasturage is grown with timothy.
Almost all the red clover in the United
States is the medium type. Mammoth is used in
the northern part of the northern States and in Canada where due to the short
growing season, the bulk of the production is made in the first crop.
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VEGETABLES AND THEIR FOOD VALUE
A vegetable is an edible herbaceous plant and therefore it is commonly used for
human food. It is obvious that edible portions of vegetables may be the fruits, buds,
foliage, stems, tubers, roots or various other parts of the plants. At present over a
thousand species of herbaceous plants are used for human food and are properly
classed as vegetables.
The phenomenal growth of the vegetable industry is due, to the recognized food
value of vegetables, they being our most important sources of vitamins and minerals.
Vegetables are also known to be excellent sources of carbohydrates and proteins.
Their liberal use in the dietary is likely to result in better health and longer life.
Vegetables provide us with minerals, including calcium, phosphorus and iron.
POTATO
Potato plants are herbaceous perennials that grow
about 60 cm (24 in) high, depending on variety, with
the leaves dying back after flowering, fruiting and
tuber formation. They bear white, pink, red, blue, or
purple flowers with yellow stamens. In general, the
tubers of varieties with white flowers have white skins,
while those of varieties with colored flowers tend to
have pinkish skins. Potatoes are mostly crosspollinated by insects.
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After flowering, potato plants produce small green fruits that resemble green
cherry tomatoes, each containing about 300 seeds. Like all parts of the plant except
the tubers, the fruit contain the toxic alkaloid solanine and are therefore unsuitable for
consumption. There are about 5,000 potato varieties worldwide. Potatoes yield
abundantly with little effort, and adapt readily to diverse climates as long as the
climate is cool and moist enough for the plants to gather sufficient water from the soil
to form the starchy tubers. The potato is best known for its carbohydrate content
(approximately 26 grams in a medium potato). The predominant form of this
carbohydrate
is starch.
CABBAGE
Cabbage is normally a biennial and one of the
most important vegetables. It is grown because of its
head, large leaf bud. Cabbage heads generally range
from 0.5 to 4 kilograms, and can be green, purple and
white.
Cabbage varieties are divided into three types
according to shape: the pointed-, the round-, and the
flat-headed types.
As to the size of head, it varies with the climate,
variety, spacing, moisture supply and date of harvest,
the average size being usually about 2–4 pounds for early and late cabbage
respectively.
SUGAR-BEET
The botanical name for the sugar-beet is
“Beta vulgaris” which includes sugar-beets,
mangels and common garden beets. Sugar beet is
cultivated world-wide, but primarily in warm and
temperate climates with little precipitation. Sugar
beet is used for the production of sugar. Byproducts of sugar production as pulp, molasses,
fibre, etc. are used as feed for livestock.
Beets have been cultivated for human food and for stock feed for many
centuries, their value for sugar production was not recognized until about the middle
of the 18th century, when German chemists found the beet to contain the highest
percentage of sugar of many plants analysed.
CARROT
The carrot is believed to be a native plant of Europe and Asia. Although it was
known to ancient civilization it became important as a food plant only since the 6th
century. At present the carrot is one of the popular root-crops grown.
It is a biennial plant, producing flowering stem in its second year. There are white,
yellow, orange and red-rooted carrots, only the orange and red varieties (mainly the
latter) being used for human food. The shape of the roots shows great variation.
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TOMATO
The tomato now takes an important place in
vegetable growing in Great Britain, and since the
Second World War its cultivation in the open has
developed on a large scale. It may be cultivated
successfully throughout southern England and in
favoured places much further north, particularly in the
milder western counties and with the help of
continuous cloches.
It must be remembered that the tomato is a sub-tropical plant and needs for its
healthy growth a moderately high temperature, a dry atmosphere, abundance of air,
and full exposure to sunlight. The climate of Great Britain because of its humidity,
changeableness, and frequent lack of sunshine, is a very unreliable one for this crop.
CUCUMBER
Cucumber is a widely cultivated plant in
the gourd family, Cucurbitaceae. It is a
creeping vine that bears cucumiform fruits
that are used as vegetables. There are three
main varieties of cucumber: slicing, pickling,
and seedless. Within these varieties, several
cultivars have been created. The cucumber is
originally from South Asia, but now it grows on most continents. Many different
types of cucumber are traded on the global market.
Botanically speaking, the cucumber is classified as a pepo, a type of botanical
berry with a hard outer rind and no internal divisions. Much like tomato and squash,
it is often perceived, prepared and eaten as a vegetable. Cucumber fruits are usually
more than 90% water.
The cucumber originated in India, where a great many varieties have been
observed, from Cucumis hystrix. It has been cultivated for at least 3,000 years, and
was probably introduced to other parts of Europe by the Greeks or Romans. Records
of cucumber cultivation appear in France in the 9th century, England in the 14th
century, and in North America by the mid-16th century.
TEST: Choose the right variant
1) Rye is one of the most valuable grains raised because
a) it’s a new crop;
b) it’s hardy and able to grow on soils which are not well suited for growing
other small grains;
c) it doesn’t allow weeds to grow.
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2) The earliest cultivation of rye appears to have been in
a) Western Asia and eastern Russia;
b) South America;
c) Western Asia and southern Russia.
3) Varieties of spring wheat should be sown as
a) late in spring;
b) early in spring;
c) early in summer.
4) Wheat cannot be grown successfully in areas with
a) warm and humid climate;
b) warm and dry climate;
c) cold and humid climate.
5) Oats and barley
a) differ greatly;
b) have much in common;
c) have not so much in common.
6) Oats and barley are
a) small grains;
b) root crops;
c) legumes.
7) Sugar production of sugar beets was not recognized until
a) about the middle of the 18th century;
b) the end of the 18th century;
c) the beginning of the 19th century.
8) Red clover is used
a) for human food;
b) for hay and pasturage;
c) as a decorative plant.
9) Vegetables are known to be excellent sources of
a) carbohydrates and proteins;
b) nitrogen;
c) animal fat.
10) Carrot is a native plant of
a) Europe;
b) North and South America;
c) Europe and Asia.
11) Carrot is
a) a root-crop;
b) a legume;
c) a cereal crop.
12) Carrot is
a) an annual plant;
b) a biennial plant;
c) a perennial plant.
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13) Tomato is
a) a tropical plant;
b) a sub-tropical plant;
c) a temperate plant.
14) Cucumer is originally from
a) France;
b) South Asia;
c) the USA;
d) Great Britain.
SPECIALIZATION IN AGRICULTURE
Natural soil and climatic conditions are very important for successful farming.
But these conditions are different on different farms, which make the basis for farm
specialization.
Specialization means growing the crops which produce higher economic effect
under given conditions. So, farms may specialize in raising different kinds of grain
crops, vegetables, fruit crops. There are also specialized livestock-breeding and
cattle-breeding farms producing milk and other animal products.
Not only physical conditions are of great importance for proper specialization.
Many economic factors should be taken into consideration. So, those vegetable and
fruit crops which cannot be transported successfully should be grown on farms
situated not far from big towns.
Specialization in agriculture is one of important factors of intensive farming,
as it results in producing higher amounts of farm products at a lower cost.
Answer the following questions on the text.
1. What factors are very important for successful farming?
2. What does specialization mean?
3. Are there any specialized farms in our region?
4. What other factors should be taken into consideration?
5. What are the practical results of farm specialization?
Read the text and entitle it.
The rapid development of agricultural science results in more progressive
methods of farming. The method of intensive farming which is applied today means
that the highest possible yields should be obtained from any area under crops.
The problem of high yields is connected with the problem of soil fertility which
can be improved in many ways. Proper tillage, application of manure and fertilizers,
crop rotation, control of weeds are the main means of improving soil fertility. But the
methods which are used to improve the fertility of soil and to increase yields of crops
do not remain the same all the time, they are also being improved. Every year more
- 72 -
and more fertilizers are produced, and new and better methods of crop growing and
soil management are found. At the same time big areas of virgin lands are cultivated.
As a result the yields of main crops become higher with every coming year.
1. Translate these words from English into Russian:
soil fertility, tillage, manure, fertilizers, crop rotation, control of weeds, virgin
lands, to result in, soil management, to be cultivated, yields, intensive farming, to be
applied, should be obtained, to be improved.
2. Answer the following questions.
1) In what way can soil fertility be improved?
2) Why should weeds be controlled?
3) What method of farming is applied in our country?
Read the text, divide it into parts and entitle them.
Crop production depends on land and its productivity. The cropland varies both
from one region to another and within each region. Soils are the most important
natural resources. Farming destroys them to some extent, removing the essential
plant-food elements and exposing soils to the effects of erosion. The latter is the
result of wind and water. Erosion lowers productive value through the loss of the soil
itself and removal of nutrients and organic material.
Better land use means first of all soil conservation. It includes measures for
controlling erosion, proper rotations to increase the organic matter, the application
of fertilizers and manure, proper tillage methods as well as drainage and irrigation
practices.
The better the soil, the higher the yield. But yields are affected by many other
factors as well. Among them are high-quality seeds of the crops adapted to the
climatic and soil conditions, application of fertilizers, good preparation of the land,
proper rotations, drainage and irrigation, timely planting, cultivating and harvesting.
Of all agricultural practices affecting yields seedbed preparation is the most
important. Plowing is the first step in seedbed preparation. The right kind of
preparing a seedbed is to get a fine moist and mellow soil.
Good crop rotations keep up the productivity of the soil. A rotation usually
includes a grass-farming crop, especially one that includes legumes to add nitrogen
and increase the organic matter of the soil, a cereal and a cultivated crop, at which
time manure and fertilizers can be applied. Well-planned rotations increase the
supply of organic matter, which has such a good effect on the physical condition of
the soil.
I. Denote the meaning of the underlined words and word combinations.
II. Find the words, denoting the following.
1. An action that destroys the soil.
2. Agricultural plants in the fields.
3. Components of food.
4. Something that is applied for soil improvement.
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5. Growing different crops in a definite order on the same land.
6. Soil prepared for seeding.
7. Plants growing where they are not wanted.
8. The method of sowing with a drill.
III. Complete the following sentences:
1. We can increase the yields by …
2. Better land use means …
3. High-quality seed is one of the factors affecting …
4. We obtain more economical yields when …
5. High production efficiency depends upon …
6. Organic matter has a good effect on …
7. Rotation includes …
8. Farming destroys the soil to some extent by …
9. The soil is loosened due to …
Read the text and find the meaning of the underlined words.
IMPROVEMENT OF PLANTS
Crop plants have not always been as productive and useful as they are today. For
a long time they were growing wild.
Gradually, man discovered that certain plants were more useful to him, and that
if he gathered only the best seeds for planting and used certain cultural practices, he
could get better yields. This method of developing better plants continued for many
generations.
As civilization progressed, man began studying plants more closely. He
discovered many of the new functions carried by plants, their structure and
requirements for growth. Soon the scientist appeared and a rapid advance in the
improvement and growing of plants followed.
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Compared to the long history of plants on the earth the plant breeders have
improved plants for only a short time, but in this short period they have contributed
much to agriculture.
All varieties of crops have some desirable characteristics or they would not be
used. The aim of the plant breeder is to combine the most desirable characteristics in
one variety. The desirable characteristics vary with the crop and the conditions under
which it is to be grown.
Selection is a simple but important method of improving plants. This method
consists of selecting the best types with most desirable characteristics for a given area.
In some areas early maturing varieties are needed, while in other later maturing
varieties will do best.
By selecting the best types, man is able to bring about improvements in a few
years that would require thousands of years of time if left to nature alone.
I. Complete the following sentences:
1. The man who improves plants is called …
2. As man studied plants more closely he discovered…
3. This or that plant would not be used, if …
4. If plant improvement was left to nature …
5. The desirable characteristics vary with …
6. Man got better yields when …
7. Soon the scientist appeared and …
8. The aim of the plant breeder is …
9. By selecting the best types…
10. Plant breeders have improved plants for rather a short period of time, …
II. Make up a plan to the text.
III. Retell the text according to the plan.
GARDENING
Give Russian equivalents to the following words and word combinations.
I. to grow, to plant, to weed, to dig, to
cultivate, to mature, to seed, to store, to plow, to
till, to harvest, to apply, to increase, to use, to
supply, to obtain.
II. vegetables, carrot, onion, cabbage,
beetroot, turnip, radish, peas, garlic, fennel(dill ),
parsley, potato, cucumber, tomato, beans,
pumpkin.
III. berries, fruit, strawberry, raspberry,
blackberry, apple, plum, gooseberry, pear, black
currants(red, white) ,apricot, mellon, watermelon, peach, lemon, orange, grapes, sea buck
thorn, mountain ash, cherry.
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IV. corn, wheat, rye, rice, maise, barley, oats
V. rake, spade, hammer, saw, fork, hoe, weeder, pruner, axe, wheelbarrow,
brush
DO YOU KNOW THESE PLANTS?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
.
a) A plant with rounded white tubers eaten as a vegetable was brought to Russia
from America.
b) A vegetable with a root of bordo colour.
c) A vegetable with an orange root.
d) A vegetable with a round head of thick green or red leaves.
e) A creeping plant with a long, green-skinned fleshy fruit, sliced and eaten in
salads, or made into pickle.
f) A plant with a soft, juicy, usually red fruit.
g) A pale yellow fruit with acid juice used for drinks and flavouring.
h) A plant with seeds in pods, used for food.
i) A juicy red fruit with tiny yellow seeds on its surface.
j) A tall plant with large golden flowers. From its seed we obtain oil.
AGRICULTURAL MACHINERY
Agricultural machines comprise
tractors of different kinds, combineharvesters, specialized harvesters, cotton
pickers, ploughs, drills, harrows,
cultivators, manure spreaders, etc. They
are intended for seeding, tillage,
cultivation, fertilization and other kinds
of field work.There also exist many
machines for processing agricultural
products.
They
comprise
special
machines for the preparation of dairy products, honey, wine, cider, oils, sugar, etc.
- 76 -
Of prime importance is the processing of cereals.
A few farm tractors were built in the 1890s. The mechanisms employed
in tractors were not much different in principle from earlier ones, but they had to be
stronger and more accurately made to accommodate the higher speed and the greater
power pulsations of the internal combustion engine. These early mechanisms required
considerable attention from an operator, particularly for lubrication. One of the last
field operations to use tractors was row crop cultivation. These machines were light
in weight and maneuverable enough to match horses in cultivating row crops. They
had high clearance to enable them to cultivate corn and cotton. Many interesting
mechanisms have appeared in farm machines.
HISTORY
A period of important agricultural development began in the early 1700s for
Great Britain and the Low Countries (Belgium, Luxembourg, and the Netherlands,
which lie below sea level). New agricultural inventions dramatically increased food
production in Europe and European colonies, particularly the United States and
Canada.
One of the most important of these developments was an improved horse-drawn
seed drill invented in England. Until that time farmers sowed seeds by hand. The drill
made rows of holes for the seeds. By the end of the 18th century, seed drilling was
widely practiced in Europe. Many machines were developed in the United States. The
cotton gin, invented by Eli Whitney in 1794, reduced the time needed to separate
cotton fiber from seed. In the 1830s, Cyrus McCormick’s mechanical reaper helped
modernize the grain-cutting process. At about the same time, John and Hiram Pitts
introduced a horse-powered thresher that shortened the process of separating grain
and seed from chaff and straw. John Deere’s steel plow, introduced in 1837, made it
possible to work the tough prairie soil with much less horsepower.
I. Give the Russian to the following:
combine harvesters, cotton pickers, ploughs, drills, harrows, cultivators, manure
spreaders, seeding, tillage, fertilization, honey, cider, oils.
II. Name agricultural machines used on our farms.
III. Translate the sentences into Russian.
1. If combine harvesters were used, higher yields of wheat would be obtained.
2. If robots were widely used in agriculture, labour productivity would be raised
greatly, crop, meat and milk yields would be increased and the product quality would
be improved.
3. Milk yields would be higher if proper amounts of high-quality feeds were fed
to cows.
4. If all the farm machines were of high quality, the amount and quality of farm
products would be also high.
5. If the population of one animal increased, there would be not enough food and
water for all the animals.
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IV.
Name the agricultural machines.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Tip: cultivator, combine-harvester, tractor, harrow, manure spreader, cottonpicker, farm truck, plough, drill
AGRICULTURAL ECONOMICS
Agricultural economics is a field of economics dealing with the economic
problems associated with agriculture, the efficiency of farm production being one of
them and most important. Some other economic problems are intensification and
specialization of agricultural production, farm planning and management, labour
productivity, prices for farm produce, marketing of farm produce.
Production cost is the main indication of the efficiency of a farm. It includes the
value of the means of production to be used in the production process, the
remuneration to be paid to the farm labours and the cost of farm management.
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In order to obtain high incomes any agricultural enterprise is to decrease the
production cost of farm produce by proper use of land, labour and machinery, by
increasing the total marketable output and by improving the quality of farm produce,
since high-quality products are known to be sold at the market at high prices.
For farm enterprises to be more profitable and efficient the cost accounting
principle is widely applied now on our farms. It involves operational independence,
that is, the head of an enterprise may take independent decisions as to the activities of
his enterprise. Due to the introduction of cost accounting system all the farmers have
become interested in finding new potentialities for making their enterprises more
profitable.
I. Give Russian equivalents to the following:
cost, economics, enterprise, income, marketing, means of production, output,
price, profit, value.
II. Answer the following questions.
What is agricultural economics?
What is the main indication of the efficiency of a farm?
What does production cost include?
How can production cost be increased?
What is cost accounting?
III. Translate the sentences into Russian.
1. To take independent decisions is the basis of cost accounting system. 2. The
economic problems to be solved in our country are cost accounting, labour
organization and self-financing. 3. The main aim of any agricultural enterprise is to
decrease the production cost of farm produce. 4. The incomes to be obtained will be
high. 5. Land is considered to be the main resource for agricultural production.
6. Most of the farm produce to be obtained will be sold at the market. 7. All farmers
know the price for farm produce to vary with the produce quality. 8. The total
marketable output to be obtained this year will be higher than last year.
AGRICULTURE AND ENVIRONMENT
Agriculture and environment are closely
connected with each other. Crop yields and
animal productivity depend on soil and climatic
conditions of the region in which they are
grown. When environmental conditions are
favourable, crops grow and develop well and
produce high yields.
At present agriculture is not so dependent
on the environment as in the past. Man can
improve the conditions under which crops are
grown. The conditions can be improved by
using irrigation and drainage, applying fertilizers and different chemicals.
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The environmental factors do not only affect agriculture, but they are also
affected by the agricultural activity. There are four main ways in which agriculture
affects our environment. The fist way is soil erosion. It is a natural process but it can
be greatly increased when improper methods of farming are used. The second way is
wastes of intensive keeping of livestock and poultry. These wastes pollute waterways.
The third way is improper use of fertilizers. And the last way of agricultural pollution
of the environment is the use of different chemicals such as insecticides, herbicides
and others. These chemicals affect both the soil and the air.
Thus, the farmers have to solve two problems. On the one hand they are to
improve and intensify agricultural production and on the other hand they are to
minimize the effect of agriculture on the environment.
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Farm animals are affected by climate, soil fertility, diseases, parasites and
man. Beef cattle, hogs and poultry used for meat in the North are quite different
from the meat animals bred nearer to the equator.
Animals respond to the factors of the environment. The animals best adapted
to the conditions of the environment grow and produce better.
VOCABULARY EXERCISES
I. Give Russian equivalents to the following words and word combinations.
Crop yields, animal productivity, environmental conditions, irrigation, drainage,
herbicides, insecticides, to accumulate, harmful, agricultural pollution, soil fertility,
to affect environment, waterways.
II. Give English equivalents to the following words and word combinations.
Климатические условия, улучшать условия, применять удобрения, решать
проблемы, эрозия почвы, отходы, загрязнять, реагировать, содержать скот
и домашнюю птицу.
III. Translate the following words.
Impossible, improper, unpopular,
independent.
unfavourable,
irregular,
unimportant,
IV. Choose the right participle. Translate the sentences into English.
1. In our region there are some collective farms (grown, growing) wheat.
2. Grain crops are the crops (harvested, harvesting) with combines.
3. The environmental conditions (requiring, required) by crops should be
favourable.
4. Dairy cattle (providing, provided) with nutritious feed and water produce milk.
V. Find the definitions to the following words.
fertilizer, manure, weeds, nutrients, wheat
1. Plants growing where they are not wanted.
2. Materials absorbed by plants and used by them for growth and development.
3. Inorganic material applied to the soil to provide plant nutrient.
4. Crop producing food grain.
5. Material produced by farm animals and used by farmers to improve soil fertility.
VI. Answer the following questions.
1. How does environment affect agriculture?
2. When do crops grow well?
3. Can man improve the environment for good plant growth? How?
4. Is the environment affected by agriculture?
5. In what way does agriculture affect the environment?
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6.
7.
8.
9.
What are the two problems the farmers have to solve?
What are the four ways in which agriculture affects our environment?
What are farm animals affected by?
Do animals respond to the factors of the environment? How?
Read About Environmental Impacts
1.
2.
3.
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FORESTS, TREES AND WOOD
If forests, trees and wood
were suddenly not available, the
life of people would have to
change greatly. Without forests
and wood not only our cultural
and social life would suffer, the
economy of the nation would be
altered considerably.
Many of the products flowing
into the hands of the consumer
cannot be duplicated satisfactorily
by any other material, and those
which can be duplicated often lack
important qualities of the wood.
Why is wood such an important material? Part of the answer lies in the structure
and composition of wood, which are responsible for the properties that make wood so
useful. The cellular structure gives wood one of the most favorable strength-weight
ratio of any common material, and also makes it easier in the heartwood of many
woods add durability as well as attractive colors and even pleasant odors. Great
variability of wood is actually one of the main reasons for its wide utilization.
Another reason why wood is such an important material is that it has always been
readily available. The greatest advantage that wood has – it is a renewable resource.
With proper management and utilization, the forests can provide the country with
wood practically infinitely.
Trees, being plants, fall into the botanical classification system of taxonomic
groups-divisions classes, orders, families, genera, and species.
How a Tree Lives
Trees are woody plants, growing with a single stem. They are the largest
members of the plant world, ranging in height from 20 to 300 feet or more, according
to species and conditions of growth.
Trees may be said to consist of three parts:
 the roots which hold the tree in place and take up from the soil water and certain
mineral substances needed for the trees' growth;
 the trunk or stem which supports the crown and supplies it with water and food
from the roots;
 the crown. In this part the most important processes are taking place.
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The materials upon which a tree feeds are derived from the soil and the water.
The roots of a tree absorb water from the soil and with it the necessary nutrition and
elements of the soil. The amount of water taken up by the roots is usually much larger
than is required in the chemical processes which go on in the leaves. The tree gives
away this unused water by a process known as transpiration. Great quantities of water
vapor tend to keep the air in the forests humid and favourable to growth.
Like all other plants and like animals trees breathe. The breathing is done through
the leaves and the bark. Respiration is the factor supplying the energy with the aid
of the green matter in the leaves. The energy is supplied by sunlight; the plant takes
up carbon dioxide gas of which there is always a small amount in the atmosphere.
The air would deteriorate rapidly if plants did not take up carbon dioxide and give off
oxygen.
Forests of Great Britain and the USA
In prehistoric times Britain was well-covered with trees. But as the population
grew, as agriculture developed and the need for timber increased, the forest areas
gradually disappeared. However, some woodland areas enjoyed a royal protection
because of the facilities they offered for game hunting. Similar control was exercised
by landowners.
So much home-grown timber was used in the First World War. The Second
World War once again made great demand for timber reserves.
But in spite of the two wars the Forestry Commission has now planted 1.5
million acres of trees in the 500 forests of the country. The annual programme in
recent years has been 100 million new trees planted each year. Of these 90 per cent
are conifer trees because they are quick growing. The softwood they provide
represents practically 90 per cent of timber needs of Britain. The Forestry
Commission with their scientific and financial resources advise and assist private
landowners who have been between them 2.5 million acres of woodland.
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There is a number of forest
schools which train the men
who look after Britain’s forests.
A number of universities have
specialist courses which provide
a steady flow of men who will
occupy various positions both
in state and private woodlands.
The amount of timber
resources of the USA occupies
one third part of the United States
area. There are over one thousand species of trees in the United States.
Out of the one thousand kinds of trees in the USA only about one hundred have
much commercial value as lumber.
The softwoods are the oldest family of trees in the United States. The
commercial softwoods of importance are: southern yellow pine, Douglas fir,
hemlock, Sitka spruce, larch, and white fir. Hardwoods furnish about 20 per cent of
US commercial wood products.
Most part of the forest land is privately owned and consists of small parks and
farms. The care of these forests lies on the small owner.
VOCABULARY EXERCISES
I. Denote the meaning of the following international words.
Prehistoric, policy, national, commission, effective, problem, programme,
practically, per cent, financial, to assist, to train, courses, specialist, resource, private,
product, reputation.
II. Give the Russian to the following words and word-combinations.
Woodland, woodland area, landowner, home-grown timber, specialist courses,
wood products, world-wide reputation, forest products trade.
III. Give synonyms to the following words:
to have, to give, to conduct, to be, due to, to form timber, resources, massive,
to help, yearly, individual, several, different, quantity, to provide, principal, usually,
really.
IV. Translate into Russian.
1. Sitka spruce, larch, white fir, Douglas fir, hemlock, balsam fir, true fir.
2. Aspen, poplar, white birch, yellow birch, oak, maple, beech, elm, oak, linden,
willow, mountain ash, chestnut.
3. Lumber, sawngoods, plywood, furniture veneer, pulpwood, poles, railway
ties, flooring, tannin.
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V. Name the trees grown in the USA.
VI. Name the trees grown in our region.
VII. Make up a report about forests in our region.
Do you know these trees?
7.
1.
2.
3.
4.
5.
6.
8.
a) а pine-tree;
b) а willow;
c) а linden;
d) а mountain ash;
e) а chestnut tree;
9.
f) an oak;
g) a poplar;
h) a maple;
i) a larch;
j) a birch
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10
SUPPLEMENTARY MATERIAL
KLONDYKE PARK
Klondyke Park, previously not the kind of place
where respectable citizens chose to congregate, provides a
fine example of what concerted local efforts can achieve. A
vigorous clean-up campaign some months ago by the local churches left the park
clean, in good repair, and well-groomed, and recently the caretakers received a letter
of commendation from the mayor, praising them for the beautiful condition in which
they have maintained the park’s trees, flowers, and plants of all sorts.
As a result of the pride which the entire
neighborhood now takes in the park, people of
all ages feel safe there and it is by no means
unusual to see many busy people working or
reading there, especially on weekdays.
The impression of safety and calm is
enhanced by the fact that the authorities have
effectively prohibited the use of any motorized
vehicles within the park boundaries as well as
by the fact that, although not illegal, the
playing of radios is firmly discouraged by many of the park’s regular visitors. Even
dogs are welcome when properly supervised by their owners, as most are.
The grassy areas are for picnics, strolling, and resting, while plenty of larger,
open places are available for sports and running around. These are well-used by
Scout troops which meet in the park on weekends on a regular basis. Scouts can be
seen pitching tents, rope climbing, enjoying strangely-conceived races, exercising,
and so on. Furthermore, on almost any Sunday afternoon, there will be some kind of
free entertainment, more often than not a band or a dance group.
Say if the statements are false or true.
1. In the past, Klondyke Park’s reputation was much more unsavory.
2. The recent rise in Klondyke Park’s respectability was solely due to efforts made
by the religious community.
3. The mayor believes that the park employees are worthy of praise.
4. Work may be done in the park only on weekdays.
5. The outlawing of motorized vehicles and radios has enhanced the feeling of
tranquility in the park.
6. Unsupervised dogs cause the greatest problems in the park.
7. Those interested in active sports must restrict their play to designated areas.
8. No eating is permitted inside the park’s boundaries.
9. Organizations such as the Boy Scouts and Girl Scouts meet regularly in a nearby
park.
10. Sunday park visitors can usually choose between watching Scout troops or
enjoying a music or dance group.
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WAYS TO BETTER LAND AND WATER
Slowing erosion by water
Soil erosion by water is slowed in two
basic ways – covering the ground and slowing
the water’s descent off a hillside. Grass,
legumes, crop residues from the previous year,
trees and shrubs are common forms of ground
cover used by farmers to protect the soil.
These ground covers are often used in
combination with contouring and terracing,
which are methods to slow water down as it runs
off a hillside.
Slowing erosion by wind
As is the case with erosion by water, erosion by wind is cut drastically if the
ground is covered with some sort of vegetation. Loose, dry soil that would otherwise
blow into the atmosphere is held in place with vegetation. That includes crop
rotations, cover crops such as rye or wheat when crops are not growing, and use of
past year’s crop residues. Wind erosion is also curbed with barriers including
farmstead and field windbreaks.
Alternative water supply
An alternative water supply provides water for livestock, allowing livestock to
drink water away from streams, lakes and other water sources. The water is often
pumped to a central location where livestock are pastured.
Alternative water supplies may be mobile. Both livestock and the water supply
can be moved to manage pastures and livestock for maximum production with
optimum favorable impact on water supplies and soil resources.
Crop rotation
Growing row crops in a field year after year can cause pests to build up, and
cause severe soil erosion on steep hillsides if conservation practices are not used.
Planting different crops on a field in a planned sequence breaks insect and
disease cycles, and the legumes usually used in a rotation build fertility in the soil as
well as protect it.
Farm pond
Farm ponds help stop gully erosion, and provide water for livestock, waterfowl,
fishing, and other recreation.
Farm ponds also add beauty to the landscape, provide water for emergencies,
and improve water quality.
The farm pond is also a source of water for wildlife.
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Field border
Strips of grass or legumes planted around the outside edges of fields prevent
some of the most serious water erosion on croplands.
These field borders use seeded grasses in place of up and down hill end rows,
which are likely to erode severely.
The strip of grass or legume also aids wildlife and can serve as a travel lane.
Tree planting
Trees are excellent ground cover for steep, highly eroding
slopes. They also serve as habitant for wildlife, and add
diversity and beauty to the landscape.
They are planted by the thousands and then managed
for production, recreation and other uses.
Wildlife upland habitant
A wide variety of shrubs, trees, grasses and legumes provide the food and attract
wildlife to an area. The wildlife habitant is good cover for the ground, and adds
diversity and beauty to rural lands.
Among the sites for wildlife plantings are areas near streams or ponds, areas
next to wetlands, and odd areas between fields.
HEALTH FOOD
Health food is general term applied to all kinds of food that are considered more
healthful than the types of foods widely sold at supermarkets. For example, whole
grains, dried beans and sweet
corn are health foods.
A narrower classification
of health food is natural food.
This term is used to distinguish
between types of the same food.
Raw honey is a natural
sweetener, whereas refined
sugar is not. The most precise
term of all and the narrowest
classification within health food
is organic food, used to
describe food that has been
grown on a particular kind
of farm. Fruits and vegetables
that are grown in gardens, that
are treated only with organic
fertilizers, that are not sprayed with poisonous insecticides and that are not refined
after harvest are organic foods. Meats, fish, dairy and poultry products from animals
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that are fed only organically grown feed and that are not injected with hormones are
organic foods.
In choosing the type of food you eat, then, you have basically two choices:
inorganic, processed food, or organic, unprocessed foods.
Bread is typically used by health food advocates as an example of a processed
food. First, the seeds from which the grain is grown are treated with bichloride of
mercury, an extremely toxic poison. Later, the grain is sprayed with a number of very
toxic insecticides and pesticides. After the grain has been made into flour, it is
bleached with nitrogen trichloride or chlorine dioxide, both toxic.
Next, a dough conditioner, usually ammonium chloride, is added along with
a softener, a polyoxyethelene. The conditioner and softener are poisons and in fact
the softener has sickened and killed experimental animals.
A very toxic antioxidant is now added, along with coal tar, a butter – like yellow
dye.
Finally calcium propionate, an anti-fungal compound, is added to keep the bread
from getting moldy.
Other foods from the Supermarkets would show a similar pattern of processing
and preserving . You see, we buy food on the basis of smell, colour and texture
instead of vitamin content and manufactures give us what we want even if it is
poisonous.
The alternative?
Eat health food, preferably the organic variety.
IN SEARCH OF GOOD ENGLISH FOOD
How come it is so difficult to find English food in England? In Greece you eat
Greek food, in France French food, in Italy Italian food, but in England, in any High
Street in the land, it is easier to find Indian and Chinese restaurants than English ones.
In London you can eat Thai, Portuguese, Turkish, Lebanese, Japanese, Russian,
Polish, Swiss, Swedish, Spanish, and Italian – but where are the English restaurants?
It is not only in restaurants that foreign dishes are replacing traditional British
food. In every supermarket, sales of pasta, pizza and poppadoms are booming. Why
has this happened? What is wrong with the cooks of Britain that they prefer cooking
pasta to potatoes? Why do the British choose to eat lasagne instead of shepherd's pie?
Why do they now like cooking in wine and olive oil? But perhaps it is a good thing.
After all, this is the end of the 20th century and we can get ingredients from all over
the world in just a few hours. Anyway, wasn't English food always disgusting and
tasteless? Wasn't it always boiled to death and swimming in fat? The answer to these
questions is a resounding “No”, but to understand this, we have to go back to before
World War II.
The British have in fact always imported food from abroad. From the time of the
Roman invasion foreign trade was a major influence on British cooking. English
kitchens, like the English language, absorbed ingredients from all over the world –
chickens, rabbits, apples, and tea. All of these and more were successfully
incorporated into British dishes.
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Another important influence on British cooking was of course the weather. The
good old British rain gives us rich soil and green grass, and means that we are able
to produce some of the finest varieties of meat, fruit
and vegetables, which don't need fancy sauces or
complicated recipes to disguise their taste.
However, World War II changed everything.
Wartime women had to forget 600 years of British
cooking, learn to do without foreign imports, and
ration their use of home-grown food. The Ministry of
Food published cheap, boring recipes. The joke of the war was a dish called Woolton
Pie (named after the Minister for Food!). This consisted of a mixture of boiled
vegetables covered in white sauce with mashed potato on the top. Britain never
managed to recover from the wartime attitude to food. We were left with a loss of
confidence in our cooking skills and after years of Ministry recipes we began to
believe that British food was boring, and we searched the world for sophisticated,
new dishes which gave hope of a better future. The British people became tourists at
their own dining tables and in the restaurants of their land! This is a tragedy! Surely
food is as much a part of our culture as our landscape, our language, and our
literature. Nowadays, cooking British food is like speaking a dead language. It is
almost as bizarre as having a conversation in Anglo-Saxon English!
However, there is still one small ray of hope. British pubs are often the best
places to eat well and cheaply in Britain, and they also increasingly try to serve tasty
British food. Can we recommend to you our two
favourite places to eat in Britain? The Shepherd's Inn in
Melmerby, Cumbria, and the Dolphin Inn in Kingston,
Devon.
Their steak and mushroom pie, Lancashire hotpot,
and bread and butter pudding are three of the
gastronomic wonders of the world!
Comprehension check
Read the article more carefully. Choose the best answer: a, b or c.
1) The writers believe that British cooking
a) has always been very bad.
b) was good until World War II.
c) is good because it is so international.
2) They say that the British
a) eat only traditional British food in their homes.
b) don't like cooking with foreign ingredients.
c) buy lots of foreign ingredients.
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3) They say that the British weather
a) enables the British to produce good quality food.
b) often ruins fruit and vegetables.
c) is not such an important influence on British food as foreign trade.
4) They say that World War II had a great influence on British cooking because
a) traditional British cooking was rediscovered and some good cheap recipes
were produced.
b) people had limitless supplies of home-grown food.
c) people started to believe that British food was boring, so after the war they
wanted to cook more interesting and international dishes.
5) They say that
a) British tourists try lots of new dishes when they are abroad.
b) nowadays it is very unusual for British people to cook British food.
c) literature and language are more culturally important than food.
6) The writers' final conclusion about British cooking is that
a) there is no hope.
b) you will only be able to get British food in expensive restaurants.
c) you will be able to get more good traditional British dishes, especially in
pubs.
Discussion
1) Do you agree that food is as much a part of a country's culture as its landscape,
language, and literature?
2) Which are your favourite places to eat in your country? Why?
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UNIT IV.
AGRICULTURE IN DIFFERENT COUNTRIES
AGRICULTURE IN GREAT BRITAIN
Agriculture in the United
Kingdom uses 69% of the
country’s land area, employs
1.5% of its workforce (476,000
people) and contributes 0.62 of its
gross value added. The UK
produces less than 60% of the
food it eats. In Great Britain
roughly 70% of the farms are
primarily or entirely owneroccupied, but in Northern Ireland
nearly all are.
Most British farms produce a
variety of products. The type of
farming varies with the soil and
climate. The better farming land is generally in the lowlands. The eastern areas are
predominantly arable, and the western predominantly for grazing.
Read the dialogue about the agriculture in Great Britain and name the
main kinds of farming practiced there.
(Mr. Martin, a German, is visiting Britain for the first time. He meets Mr. Giles,
a farmer, and they get into conversation)
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Giles: Did you have a good journey?
Martin: Yes, thank you, it was very interesting. You know, I’m fascinated by
the landscape.
Giles: Yes, this landscape is typically English.
In the highland areas there aren’t so many fields under crops and they are
divided by dry stone wall instead of trees and hedges. In East Britain there are very
large, flat, treeless fields.
Martin: What kind of farming is carried on in this part of the country?
Giles: Almost every kind you can think of – dairy farming, arable farming, stock
farming, market gardening.
Martin: On my way here by bus I admired several fine herds of dairy cattle.
I also noticed how rich and green your pasture land is.
Giles: That’s perfectly true. Our climate is relatively mild and the grass stays
green throughout the greater part of the year. We keep our cows out in the fields the
whole year round. They’re only driven into the cowsheds to be milked or when
they’re about to calve.
Martin: Are there only dairy cattle in this area?
Giles: By no means. Quite a lot of beef cattle are bred and fattened here, too.
Agriculture in Great Britain
(Part 1)
The main kinds of farming practiced
in Britain are: hill-sheep farming, stock
rearing, dairying, mixed, intensive and
arable farming. Each farmer chooses the
kind of farming which is best suited to his
land. Many farmers with rich, flat land
have arable farms and grow crops.
Farmers whose land is suitable often
keep milking cows on their dairy farms.
Some farmers with hilly land keep sheep
and others specialize in pigs and poultry. And some farmers grow crops and keep
animals as well; their farms are called mixed farms.
The kind of farming depends on many things: on climate, slope, soil and
altitude. There are many pigs, poultry and dairy cows on the farms below Downs.
This region has many mixed farms, with some arable land for growing crops and
some grassland for grazing cattle.
At Wortting there are small farms consisting
almost of glasshouses in which the farmers
cultivate cucumbers and tomato.
And in case of intensive farming the farmers
deal only with one or two special crops.
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And in the northeast in Kent, people are occupied with another intensive farming:
the orchards of cherry, pear or apple trees.
The arable farms of the Fens provide wheat or barley, potatoes and other
vegetables such as sugar beet. Much of livestock is kept on pasturelands in the West.
Vocabulary
arable farming – пахотное хозяйство
barley – ячмень
dairy farm – молочное хозяйство
glasshouse – теплица
intensive farming – интенсивное хозяйство
mixed farming – смешанное хозяйство
orchard – сад
sheep farming – овцеводство
stock rearing – разведение с/х животных
sugar beet – сахарная свекла
wheat – пшеница
VOCABULARY EXERCISES
I. Give Russian equivalents to:
the main kinds of farming, which is best suited to, grow crops, keep milking
cows, hilly land, specialize in pigs and poultry, grassland for grazing cattle, deal only
with one or two special crops, the orchards of cherry, pear and apple trees.
II. Explain the following:
mixed farming, arable farming, sheep farming, intensive farming, milking cow,
dairy farm.
III. Answer the following questions.
1. What are the main branches of farming practiced in Britain?
2. On what kind of land do many farmers grow crops?
3. Why do farmers have dairy farms?
4. What does the kind of farming depend on ?
5. What region of Britain has many mixed farms?
6. What kinds of intensive farming are there in Great Britain?
IV. Give the English equivalents to the underlined words.
1. This farmer has rich land. He ( выращивает ) crops.
2. Milking cows ( содержатся ) on dairy farms.
3. Some farmers ( специализируются ) in stockrearing.
4.Arable lands of this region ( обеспечивают, снабжают) wheat, barley,
potatoes and sugar beet.
5.These small farms ( состоят из) glasshouses.
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V. Match the word on the left to the definition on the right.
1. orchard
a) grass and similar crops which animals eat in a field; the field
where livestock eat growing plants
2. poultry
b) an area of land devoted to the growing of fruit trees
3. pasture
c) domesticated birds used for food or egg production
4. grazing
d) the eating of young crops in the field by livestock
Agriculture in Great Britain
(Part II)
On a mixed farm, crops and livestock are both important. Several kinds of
animals (such as cattle, poultry, pigs and sheep) are usually kept and various kinds of
crops (such as grain, potatoes, turnips or kale) are grown. Among some farmers,
mixed farming is still popular because if the harvest is poor because of bad weather,
there is a chance to make up his losses with the profits from his animals.
The grain and vegetables provide food for the animals while the animals provide
manure for the land to grow good crops.
Mixed farms vary greatly. On a typical mixed holding in south-east England,
you may find a herd of 30 dairy cows, 100 pigs and 500-1000 chickens. Only a part
of the 200 acres or so would be permanent grassland – three or four fields. And equal
number of fields may be devoted to temporary grasslands, called leys, which are also
used for grazing or making hay. The rest may be growing barley, wheat, potatoes,
kale, or cabbage. On such a farm six or seven men may be employed, including
a cowman, a pig man, a poultry man and a tractor driver.
A mixed farm in the east would be quite different. There over two-thirds of the
land would be arable with only a few pigs or cattle. The crops grown in each field
changed from year to year. It was the Romans who first introduced into Britain a
rotation of crops. Even today, with fertilizers and other chemical aids, it is still
necessary to practice some forms of crop rotation.
Intensive farming is practiced on some very small farms.
These farms are sometimes no more than an acre or two in size and usually
specialize in growing one variety of crop or rearing one kind of animal. Thus we find
special pig farms, chicken farms and fruit farms. About 35.000 small farms produce
nothing but vegetables, flowers or fruit.
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VOCABULARY EXERCISES
I. Write out of the text words and word combinations dealing with the topic
“Agriculture”. Translate them into Russian. Use them in your own sentences.
II. Group these words into synonyms.
Type, various, number, kind, crop, mixed holding, different, quantity, harvest,
mixed farming.
III. Find the main word:
1. cowman, poultry man, farm worker, tractor driver, pigman
2. making hay, harvest, grazing, agricultural work, threshing
3. meat, beef, chicken
4. cale, cabbage, cauliflower
IV. Match the word on the left to the definition on the right.
1. crop rotation
a) temporary grass
2. winter crop
b) organic material used as fertilizer
3. dung
c) growing various crops at different times on the same
land in a planned series
4. ley
d) a type of crop which is planted in the fall
V. What are the advantages of a mixed farm? Find the answer to this
question in the text.
VI. Prove that mixed farms vary greatly. Use the sentences from the text
while giving your statements.
VII. Answer the following questions:
1. Are there any mixed farms in N. Novgorod region?
2. What kinds of farming are practiced in our region?
3. Is crop rotation popular in our region?
GRAMMAR EXERCISES
I. Find the verbs which are used in Passive Voice.
II. Translate the following sentences.
1. All the work on the farm is done by the farmer and his family.
2. Now the work on the farm is highly mechanized.
3. Intensive technologies are widely applied on the farm.
4. They increase the yields of the crops which are grown on the farm.
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5. All intensification factors must be used in such a way as not to damage the land
which is the basis of agriculture.
6. Intensification is based on mechanization, electrification and chemization which
are the main sources of progress in agriculture.
7. Many foods are obtained from farm animals.
8. There are some plants that are used only in medicine.
9. Grain crops are widely grown by farmers.
10. Many crops are more adapted to the temperate conditions than to colder or
warmer environment.
11. Cattle, sheep, poultry and hogs should be kept under proper conditions.
12. Wheat can be grown throughout the world.
13. Plants may be classified into three groups: food plants, industrial plants and
medical plants.
14. Rice is grown in standing water in fields.
15. The plants are harvested with special machines.
III.
Find the sentences with Modal Verbs in the text. Write them out of the text.
IV. Translate the sentences into Russian. Analyze the meaning of the Modal
Verbs.
V. Translate the sentences with Infinitive into Russian.
1. To solve the problem of food production is important for agriculture.
2. To know English well we must work much.
3. To increase crop yields collective farmers must use fertilizers.
4. The book to be published this year was written some years ago.
5. He went to the airport to meet a friend of his.
6. To increase crop yields is the main aim of our agriculture.
7. To get higher yields we must prepare the soil well.
8. The work to be done is difficult.
9. The soil is too bad to grow crops.
10. To swim is pleasant.
Vegetables and Fruit
The British farmer provides most of the fruit and vegetables we eat that can be
raised in our climate. Whole fields are devoted to potatoes, beans and peas. Some
vegetables do best in certain parts of the country where both the climate and soil are
favourable. Many of our early potatoes and winter cauliflowers come from Cornwall;
carrots from Norfolk; celery and onions from the Fen district; brussel sprouts and
onions from Bedfordshire. Much of our fruit comes from special fruit farms. Kent is
the best known county for its fruit, particularly apples, pears and cherries. The trees
are set out in neat rows. There are also some beehives between the rows of trees.
Bees perform very useful work on the fruit farm. They carry the pollen from one tree
to another, pollinating the blossom.
(Life in Modern Britain by P. Bromhead)
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I. Translate the following words into English:
apple, bean, bee, brussel sprout, cauliflower, celery, cherry, cucumber,
horticultural, lettuce, onion, pear, to raise, row, salad crop.
II. Find the main word:
1. tomatoes, cucumbers, salad crops, lettuce;
2. vegetables, horticultural crops, fruit crops;
3. apples, fruits, pears, cherries.
Vegetables
We have been classifying various vegetables grown
in gardens as 1) hardy, not injured by white frost after
sprouting; 2) tender vegetables, injured by slight frost
either when young or by early frosts.
We have been planting vegetables of the hardy group
in very early spring as soon as the ground is to fit to work,
without regard to the possibility of heavy frosts occurring
later. We have not been planting seed or plants of the
tender group in the open until all danger of late spring frosts is past. A number of
these plants are started in hotbeds much earlier.
Among tender vegetables may be mentioned beans of all kinds, cucumbers,
pepper, pumpkin, tomato, etc.
Hardy garden vegetables, which may be started in early spring or can stand
at least a light frost, are: asparagus, beets, cabbage, carrot, cauliflower, celery, horseradish, lettuce, onions, parsley, potato, peas, radish, spinach and turnip.
Gardeners have been classifying plants also according to the treatment which
may be required: beans and peas are grouped together because they often require
support.
The vine plants such as cucumber, pumpkin, etc., belong to the group family and
are alike in many respects. They have the same enemies, and the distance at which
they are planted is very great. They are also warm weather crops.
(The British Character by Pond)
GARDENING IN GREAT BRITAIN
Much leisure time is spent in
individualistic pursuits, of which the most
popular is gardening. Most English people
love gardens, their own above all, and this is
probably one reason why so many people
prefer to live in houses rather than in flats.
Particularly in suburban areas it is possible to
pass row of ordinary small houses, each one
with its neatly-kept patch of grass surrounded
by a great variety of flowers and shrubs.
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Many people who have no gardens of their own have patches of land in specially
reserved areas with its collection of sheds for keeping the tools. Although the task of
keeping a garden is so essentially individual, for many people gardening is the
foundation of social and competitive relationships. Flower-shows and vegetableshows, with prizes for the best exhibits, are immensely popular, and to many
gardeners the process of growing the plants seems more important than the merely
aesthetic pleasure of looking at the flowers or the prospect of eating the vegetables. In
many places a competitive gardener’s ambition is to grow the biggest cabbages or
leeks or carrots, and the plain fact that the merits of most vegetables on the table are
in inverse ratio to their size seems to be forgotten.
(Life in Modern Britain by P. Bromhead)
The Farmer and the Apple Tree
Read the text and define the main idea.
A farmer once had a friend
who was famous for wonderful
apple trees which he grew. One
day this friend gave the farmer a
fine young tree and told him to
take it home and plant it. The
farmer was pleased with the gift,
but when he got home he did not
know how to plant it.
If he planted it near the road,
people might steal the fruit. If he
planted it in his field, his
neighbors might come at night and
rob him. If he planted it near the
house, his own children might
steal the apples. Finally he planted
the tree deep in the forest where no
one could see it. But naturally the tree couldn’t grow without sunlight and suitable
soil. In time, it withered and died.
Later his friend was criticizing him for planting the tree in such a poor place.
“What is the difference”, the farmer said. “If I had planted the tree near the road,
people would have stolen the fruit. If I had planted it in my field, my neighbors
would have come at night and robbed me. If I had planted it near my house, my own
children would have stolen the apples”.
“Indeed! But at least someone could have enjoyed the fruit”, said his friend.
“Now you have robbed every one of the apples, and you have destroyed a fine tree”.
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LONDON’S PARKS
Visitors to London are amazed by
the number and variety of London's
parks. There are, for example, ten
Royal Parks: St James's Park, Green
Park, Kensington Gardens, Regent's
Park, Greenwich Park, Richmond Park,
Hampton Court, Home Park, Primrose
Hill, Bushey Park.
Within these parks, visitors can
enjoy such pleasures as grassy slopes to
lie on, rose gardens, boating on lakes, children's playgrounds, palaces, horseback
riding, cycling, bowling, outdoor dining at cafes, kite flying, football, cricket, sailing
model boats, puppet shows, art exhibits, golf and tennis, zoos, rugby, museums and
jogging. Then there are the parks formerly controlled by the Greater London Council.
These parks – Hampstead Heath or Battersea Park to name but two – are just as
famous as the Royal Parks. There are also the parks controlled by the City of London.
Neither the ordinary visitor nor the Londoner really cares which governing body
controls which park.
The pleasure of a park is the park
itself. Millions of words in books,
magazines and newspapers have been
written about London's parks. Because it
would be impossible to describe all
London's parks in this short reading
passage, we will concentrate on one –
London's newest park, called Burgess Park.
Many people consider Burgess Park to be the most unusual park in the world.
Most agree that only in London could such a park be created. You do not come to
Burgess Park for its natural beauty. If you want beauty, you would do better to go to
St James's Park, Regent's Park or Kensington Gardens. If you want open space, you
should go to Richmond Park. If you want trees, you should go to Epping Forest.
If you want history, you should go to Greenwich Park or Hampton Court. If you
want literary associations, you should go
to Hampstead, home of the poet Keats
as well as many of today's best-known
writers.
If, however, you want to visit
London's first ecological park, then
Burgess Park is the place for you. Founded
in 1977, its creation has been entirely
different from the setting up of London's
other parks.
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While other parks have tried over the centuries to save their open spaces from
the advance of housing estates, Burgess Park has created a park where there was no
open parkland by demolishing all the existing buildings. No one, anywhere in the
world, has ever bulldozed an urban landscape on such a scale before, just to produce
an area of open space.
If you are interested in seeing a park in the making, a park bringing nature to the
city dweller for serious study or simple enjoyment, make a visit to Burgess Park.
(From 'Background to London')
TEST
1. There are ... Royal Parks in London.
a) ten;
b) five.
2. The Londoner ... which governing body controls which park.
a) doesn't care;
b) really cares.
3. Burgess Park is the most... park in the world.
a) unusual;
b) usual.
4. If you want beauty, you would do better to go to ...
a) Kensington Gardens;
b) Burgess Park.
5. If you want open space, you should go to ...
a) Regent's Park;
b) Richmond Park.
6. If you want trees, you should go to ...
a) Epping Forest;
b) Greenwich Park.
7. If you want history, you should go to ...
a) St James's Park;
b) Greenwich Park or Hampton Court.
8. Hamstead is home of the poet...
a) Byron;
b) Keats.
9. If you want to visit London's first ecological park, you should go to ...
a) Burgess Park;
b) Green Park.
10. Burgess Park...
a) has tried to save its own space from the advance of housing estates.
b) has bulldozed an urban landscape to produce an area of open space.
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Read the text and say what animals are kept in England.
KEEPING PET ANIMALS IN GREAT BRITAIN
A tradition that is rooted not only in our soil, but in the minds of the rest of the
world is the devotion of the English to animals. Certainly, they will speak
affectionately to and of their dogs and horses, which is more than they will do
concerning their friends and family – but between the dogs and horses and the rest of
the brute creation a sharp line has been drawn. The fox, the deer, the banger, the otter,
the pheasant, and many others would have but little to say in praise of the animalloving English, were they consulted.
Even the domestic cat is, for the most part, only viewed as an inferior kind of
dog, its sole virtue being that it will – like its owners – kill other, smaller animals.
But the English firmly believe themselves to be the only nation on the earth that is
really kind to its animals.
Animals in the Human Community
Read the text. Fill in the gaps with the words from the boxes before each
part. Change the form if necessary.
depend on
evidence of
Ever since true humans appeared on earth, they have lived in close association
with other animals. Throughout most of that time, humans existed as hunter-gatherers
who … wild animals for food and clothing. They also found a source of aesthetic
pleasure and spiritual strength in the animal life about them. … this exists in the
remarkable paintings of Palaeolithic people in the caves of southern France. The
religious practices of Native North Americans involved the veneration of certain
animals, such as the bear, wolf, and the eagle, in an attempt to acquire the power,
wisdom, courage, and speed that these animals they believed possessed.
Mystical feelings toward animals are reflected in myths and folktales, moralistic
fables involving animals, and anthropomorphic animal stories for children, as well as
the use of animal names for cars, sport teams, and so on.
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domestication species
commercial exploitation
Despite highly developed technology and agriculture and the … of many
species, modern humans still depend on wild stock. Unmanaged … , however, has
greatly reduced this resource and has driven some … to the edge of extinction. In
addition, wild animals provide recreation in the form of hunting and fishing, bird
watching, and visits to zoos and wildlife refuges.
medical research
breeding
develop drugs
Humans domesticated some animals for food, clothing, power, and
companionship. Through protection and selective … , humans changed early
domesticated forms into highly productive dairy and beef cattle, sheep, pigs, and
poultry. Also contributing to human welfare ( health, comfort and happiness) are the
dogs, cats, white rats and mice, guinea pigs, and rhesus monkeys that … has used to
gain an understanding of human physiology and to ….
I. Summarize what people depend on animals for, as stated in the text.
Example : People depend on animals for power.
II. Say how the relationship between animals and people has changed in the
course of time.
Example: I think people depend less on animals for power, because today we
use electricity, petrol, gas, and other sources of energy.
COMPARE THESE TWO TEXTS.
Who and what is the doer of the action in the underlined phrases?
Text A
Man harnessed animals to work on his behalf thousands of years ago: horses for
hunting and carrying, oxen for ploughing , and dogs to catch animals for food and to
guard the home.
Man needed animals for tasks that required strength and speed. In the poorer and
more remote parts of the world, beasts of burden are still widely used.
In the West modern engineering has set free the huge shire horses bred for
pulling heavy loads. Pit ponies, however, are still at work down some mines.
Text B
Draft animals are domesticated animals, which are used primarily for work,
transport, and leisure. They include the horse, mule, donkey, ox, bufallo, camel,
llama, alpaca, yak, reindeer, and dog.
Modern horses are thought to have descended from one or more of three subspecies,
including the tarpan, Przhevalski’s horse, and the European forest horse. They are still
used for draft in many countries of the world. They are also used for controlling other
types of animals, for carrying packs, and for riding for leisure and sport.
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I. Can you classify these animals?
Lizard, turtle, salamander, dog, rabbit, guinea, pig, hamster, mouse, goldfish,
dove, pigeon, duck, tropical fish, lion, bobcat, tiger, cockroach, dragonfly, frog.
Mammals
Reptiles
Amphibians
Birds
Fish
Insects
cat
snake
frog
canary
goldfish
cockroach
II. Make up as many sentences as you can. You can think of funny
sentences. Remember to give your reasons.
Example: Tigers should be kept in an aquarium because they enjoy swimming.
1.Tigers
should
2.Mice
3.Snakes
4.Spiders
shouldn’t
5.Dogs
6.Crocodiles
7.Fish
8.Cats
9.Cockroaches
be kept
be fed
be trained
be washed
be walked
be treated
be examined
regularly
with love
in a cage
in an aquarium
in your parent’s
bedroom
because
carefully
with rabbits
with a companion
by a vet
III. Read this brochure about domestic mice. Put the proper forms of the
verbs in the second part of the brochure.
1. General Information
Mice have been a part of the human environment for around 10 000 years. They
originated in the grain producing areas of northern Asia. Today’s fancy mouse is a
direct descendant of a house mouse but comes in white and a variety of colours.
The average life span is 2-3 years. English mice are naturally calmer than
American mice. Easy to keep, with minimal space and care requirements, they
provide all the pleasure and satisfaction of a warm, intelligent, and friendly pet
companion.
2. Rules of Care
Mice should … ( keep ) in a simple, gnaw-proof cage, terrarium or aquarium of
sufficient size. Wire cages … ( not recommend ). Cotton wool … (prefer) for
bedding. Cages should … ( clean ) carefully. Mice should … (feed ) with a good
quality grain mixture, it should … ( give ) in small amounts. They should … (provide
) with the equipment for exercise : small ladders, ropes, wheels.
Mice should … ( lift) by taking the tail firmly, close to the base while supporting
the body with the other hand.
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IV. Make your own brochure about another
animal that can be kept as a pet.
V. Animals have babies. Match the names of the animals and the names
of the babies they have.
1. bears
a. piglets
2. cats
b. fawns
3. cows
c. goslings
4. dogs
d. cubs
5. ducks
e. ducklings
6. deer
f. kittens
7. geese
g. lambs
8. hens
h. calves
9. horses
i. foals
10. swine
j. puppies
11. sheep
k. chickens
VI. Match the names of the animals and the sounds they make.
1. a bee
a. quacks
2. a cat
b. grunts
3. a cock
c. neighs
4. a dog
d. roars
5. a donkey
e. hisses
6. a duck
f. buzzes
7. a frog
g. miaows
8. a hen
h. bleats
9. a horse
i. brays
10. a lion
j. howls
11. a mouse
k. croaks
12.a pig
l. clucks
13. a sheep
m. barks
14. a snake
n. squeaks
15. a wolf
o. crows
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VII. Can you say what we call certain groups of animals?
1. a ….of sheep
10. a …..of quail
2. a…...of cattle
11. a …. of partridge
3. a …..of grouse
12. a……. of geese
4. a…… of lions
13. a …… of bears
5. a …..wolves
14. a ……. of bees
6. a …..pheasants
15. a …….of whales
7. a….. of snipe
16. a ……..of roes
8. a …..of fish
17. a ……. of elephants
9. a …. of ants
18. a ……of peacocks
Tip : muster, herd, flock, pride, brood, bevy, colony, hive, sloth, gaggle, covey,
pack, nide, whisp, school
VIII. To shelter them, we build?
1. a ….. for dogs
2. a …… for chickens
3. a ……..for sheep
4. a …….for rabbits
Tip: aquarium, kennel, pen, coop,
cowyard
5. a …..for cows
6. a ……for pigeons
7. a ……for pigs
8. a ……..for fish
fold, columbary, hutch, cowshed, barn,
IX. Fill in the blanks in the following chart. Use a dictionary to help you.
Sometimes the same word is used for more than one category.
General name
Name for male
Name for female
Name for young
1. cattle
2.
rooster
3.
mare
4.
puppy
5. geese
6.
buck
7.
bear
8.
duckling
9. lions
Tom cat
X. Answer the questions.
1. Have you ever kept a dog as a pet? If you have had, speak about your dog, about
its habits and way of life.
2. If you were a teacher, would you recommend that your children should take a
dog as a pet? What reasons would you give?
3. What breed of the dog would you prefer to have as a pet? Why?
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4. If you came to know that one of your friends had killed a stray dog, would you
start hating him for the rest of your life or would you do your best to change his
attitude to animals for the better?
5. Do you think that the best way to cultivate love for animals in children is to
encourage children to keep animals as pets?
Try to guess.
1. This is a domestic animal. It catches mice.
2. A young dog.
3. This small grey animal is very much afraid of cats.
4. A young cow or bull.
5. They are yellow and have just hatched.
6. A young sheep.
7. They make honey.
8. It is a very graceful and beautiful animal. This animal carries a rider and draws
a cart.
9. This animal is a real friend of a man. It guards our house.
10. This is a small horned animal. It gives us milk.
11. People call this animal “the ship of the desert “
12. An animal of the horse family. It has long ears. It carries a rider and draws
a cart.
13. We like this animal and call it “ a bird of peace”
14. A big swimming domestic bird with a long neck.
15. A small fluffy animal which likes carrots and cabbage.
16. This animal gives us milk.
17. A young cat.
18. We eat the eggs this bird lays.
19. A young horse.
20. This animal gives us wool.
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21. A large bird with a tail like a fan. It gives us meat.
22. This bird wakes us in the morning.
23. A swimming bird with a short neck. It is smaller than a goose.
24. The meat of this animal is called pork.
25. These animals with long horns live in the North. They draw sledges.
Give Russian equivalents to the following proverbs.
You can't teach an old dog
new tricks.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
The frog does not drink up the pond
in which it lives. Chinese Proverb
To eat like a wolf.
Better an egg today than a hen tomorrow.
Take the bull by the horns.
Neither fish nor flesh.
That is the horse of another colour.
An ass in a lion’s skin.
A bird may be known by its song.
A wolf in sheep’s clothing.
Enough to make a cat laugh.
If you run after two hares, you will catch neither.
To kill two birds with one stone.
To sell the bear’s skin before one has caught the bear.
When pigs fly.
Who keeps the company with the wolf, will learn to howl.
When the cat is away, the mice will play.
Curiosity killed the cat.
No fish, no meat, no red herring.
Like a horse on fire.
Birds of feather flock together.
All cats are grey in the night.
A bird in the hand is worth two in the bush.
The early bird catches the worm.
Every dog has his day.
A cat in gloves catches no mice.
Every man thinks his own geese swim.
He that would eat the fruit must climb the tree.
If you run after two hares, you will catch neither.
One swallow does not make a summer.
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29. The last straw breaks the camel’s back.
30. There is no rose without a thorn.
The Farmer and the Sailor
Read the text. Use one of the proverbs in the proper place.
A farmer asked a sailor who was going to India where his father died.
“He was lost in a shipwreck,” answered the sailor.
“And where did your grandfather die?”
“He fell overboard and was drowned”
“Then,” said the farmer, “if I were you, I should never go to sea.”
“…,” said the sailor. “But tell me, where did your father die?”
‘In his bed.”
“And where did your grandfather and great-grandfather die?”
“They both died in their beds.”
“Then, if I were you,” said the sailor, “I should never go to bed”
1. A good name is better than riches.
2. All is well that ends well.
3. A man can die but once.
I. Translate the sentences in italics into Russian.
II. Translate the following sentences into Russian.
1. If combine harvesters were used, higher yields of wheat would be obtained.
2. If robots were widely used in agriculture, labour productivity would be raised
greatly, crop, meat and milk yields would be increased and the product quality would
be improved.
3. Milk yields would be higher if proper amounts of high-quality feeds were fed
to cows.
4. If all the farm machines were of high quality, the amount and quality of farm
products would be also high.
5. If the population of one animal increased, there would be not enough food and
water for all the animals.
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AGRICULTURE IN THE USA
Agriculture is a major industry in the United States, which is a net exporter of
food. There are over 2.2 million farms, covering an area of 992 million acres, an
average of 418 acres per farm. Although agricultural activity occurs in all states, it is
particularly concentrated in the Great Plains and in the region around the Great Lakes
known as the Corn Belt. Modern agriculture ranges from the common hobby farms,
small-scale producers to large commercial farming covering thousands of acres of
cropland or rangeland.
Agriculture and Agricultural Economics in the USA
Many think of the United States as a highly industrialized country with
agriculture being a relatively small part, but over 60 percent of the total assets of all US
corporations and firms is in agribusiness. Also, around 20 percent of the US labour
force is employed in agribusiness operations and about 25 per cent of American
consumer expenditures are for food and clothing made from US farm products.
The American agriculture is rich and variable, because the US land lies almost
wholly in the temperate zone, an area with climate favourable to most plants and
animals.
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During the late 1800-ies and early 1900-ies a large growth in the number of
farms was observed. This growth was stimulated not only by population growth but
also by developing new territories in the West of the country. At the beginning of our
century the total number of farms was about 5,7 million. There was one farm for
every 16 persons living in the United States. During the next few decades the picture
changed very rapidly so that by the last quarter of the century the ratio became one
farm for every 78 persons. The number of farms was estimated as 2.76 million.
The US Board of agriculture has defined a farm as any agricultural unit which
sells, or expects to sell, 1.000 dollars or more of agricultural products in one year.
Farm management in the USA relates mainly to private commercial farms, that are a
farm with annual value of sales from agricultural products of 2.500 dollars or more.
Most farms of this kind are family-operated units. Management on these farms is
carried out mostly by farm operators.
Besides the changes in total farm number, there have also been changes in size
of farms. Consolidation of small farms into larger operating units has been an
important cause of the reduction in farm numbers. The consolidation has been aided
by the increased use of mechanized technology in farming that has made it possible
for one person to handle larger acreages. The average size of the farm has increased
from about 150 acres in 1900 to about 400 acres by the last quarter of our century.
The decrease in number of farms and the increase in the average size of the farm
have been accompanied by a trend toward greater farm specialization.
Specialization in farming means that one farmer tends to concentrate production
in one enterprise rather than have many different agricultural enterprises on the same
farm.
There is also regional production specialization across the country. Some
regions tend to specialize mostly in fruit or cereal growing, others in cotton or
tobacco production, still others in fattening cattle.
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The best soils are known to be in the Corn Belt – a Midwestern part of the
United States where corn is the leading crop. Forage crops grown in the Corn Belt
include small seedbed grass and legume crops used for hay, silage, pasture, or small
conservation purposes. The yields and the costs associated with these crops depend
on the kind of the crop and the methods used in production. Growing costs are
usually lower than for the row crops, but harvesting hay or silage usually means
higher harvesting costs. Yields of forage crops may make them less profitable than
row crops under average conditions; however, some of these crops, when well
managed, can contribute much to an efficient livestock or dairy operation. Of course,
yields under ideal conditions for such crops as alfalfa may be favourable, and the
total value of production can be quite high.
The data reported by the Department of Agricultural Economics showed corn
and soybeans to be typically the most profitable crops in the Corn Belt. Having
calculated both variable and fixed costs associated with production of these crops,
one can see that corn and soybeans bring the highest income obtained above variable
costs.
The main forms of business organization in the US agriculture are :
proprietorships, partnerships and corporations. Proprietorship is the most popular
form of organization.
The agricultural policy of the US is defined by the whole system of acts. Every
four years the Congress discusses and accepts the basic “ Law on Farming”.
Americans are very proud of their agriculture. Posters along highways in some
areas of the West remind travelers: “ One farmer feeds 75 persons”.
I. Give Russian equivalents to the following words and word combinations.
Total assets, percent, labour force, consumer, expenditure, temperate zone,
decade, ratio, Board of Agriculture, annual, Corn Belt, proprietorship, partnership,
corporation, consolidation, reduction, mechanized technology, to handle, to fatten
cattle, row crops, profitable, to contribute.
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II. Agree or disagree with the statements.
1. Less than 60 percent of the total assets of all US corporations and firms is in
agribusiness.
2. Over 20 percent of US labour force is employed in agribussness.
3. About 25 percent of American consumer expenditures are for food and
clothing made from US farm products.
4. The US land lies almost in temperate zone.
5. By the last quarter of the century the ratio became one farm for every 87
persons.
6. The annual value of sales from agricultural products is 2.500 dollars or more.
7. The best soils are in the Corn Belt.
8. Corporation is the most popular form of organization.
9. Wheat and barley are the most profitable crops in the Corn Belt.
Corn Belt
Corn is the most important of all American crops. In the United States, two
farmers out of every three grow corn. The annual
crop is greater than the nation’s yield of wheat,
rice and other small grains combined.
However, the only corn most Americans see
is “sweet corn”, a garden vegetable that is eaten
either fresh or preserved, or is ground into meal
for baking.
Most of the yield is used as animal feed and
reaches the table in the form of milk, cream, cheese, butter, eggs, beef, lamb, pork or
poultry. Much of the remainder is processed into oil, syrups and starches.
Corn also has proven to be an astonishingly versatile industrial material.
Manufactures extract alcohol-fuel used in many farm vehicles and cars. Corn soaked
in warm water for two days produces “steepwater”, which can be converted into
drugs, vitamins and minerals. Scientists have derived plastic film from corn starch
that could replace plastics made from petroleum. And corn starch itself has become
such a popular sweetener in soft drinks and other prepared foods that it now rivals
sugar.
There are two main reasons why corn has become the basic crop of American
agriculture. One is that it grows so well. A hectare of corn requires only one-twelfth
as much seed as a hectare of wheat, for instance. Yet the yield of grain from the
hectare of corn is several times as that from the hectare of wheat.
Farmers first began to keep reliable records of corn production in 1866. In 1940
it began to increase greatly each year. Such a vast and rapid change in the most basic
crop represents a real agricultural revolution.
This has been a quiet sort of revolution, because the chief difference between the
older corn agriculture and the new is simply that the farmer plants a different
- 114 -
kind of seed. Instead of saving the best ears from each year’s crop the farmer buys
new seed every year.
Corn grown for the new kinds of seed is called a “hybrid”, that is, a corn which
results from the mating different types of the same grain. Different kinds of hybrids
are developed for such basic qualities as higher yields, stronger stalks and
hydrotropic roots.
Producing hybrid corn is a lengthy process which must be done by hand, during
12 or more years of crossbreeding among different varieties. This process is difficult
and complex. American plant scientists began working on the problem of controlling
corn qualities very early in the 20th century and it was only after many years of trial
and error that they were able to master the theory and practice of growing hybrids.
Like farmers everywhere, American farmers did not like to throw away anything
that experience had taught them.
Farm and Village
In the United States each farm family usually lives separately on its own fields,
often beyond the sight of its neighbors. The village is a place where the farm family
travels to buy supplies, to attend church, and to go for entertainment or political,
social or business meetings.
In most such areas, special buses pick up children every day to take them to the
schools which are usually in the town.
Until the days of good roads and
automobiles, farming in the United
States was a hard and lonely life. To
be successful, the farmer and his wife
had to develop a variety of skills.
Whenever a problem arose, they
usually had to deal with it themselves.
There were times, of course, when
neighbors helped each other with big
- 115 -
jobs like building barns but, in day-to day work, the farmer had to be his own
mechanic and was often his own inventor.
Many different agricultural traditions influenced the agricultural methods in the
United States. The Dutch brought new breeds of farm animals and skills in dairying.
The Scots and Irish brought potato cultivation. What became the typical American
barn was actually first created by Germans. Italians and Japanese influenced fruit and
vegetable growing. Scandinavians played a large role in dairying and cheese making.
Until rather recently, most of the farmers practiced “general farming”, that is, the
family produced as much of its own food and equipment as possible, and sold
whatever remained to buy things it could not raise or make.
Today nearly all the farm families do “commercial farming” : they raise
products for sale and do not generally try to produce crops to be self-sufficient. This
change from general farming to commercial represents another kind of agricultural
revolution typified by a decline in the number of farm families concurrent with an
increase in the size of farms.
Land of Tragedy and Promise
In 1911 a number of the United States Department of Agriculture described the
Great Plains as a territory whose history was filled with tragedy. The same words
might describe the Great Plains today. This is a land of extreme heat and extreme
cold. It is a land where water is worth more than property.
Nowhere is the rainfall more unpredictable or the climate more violent. For two
or three years, there may be enough rain. Then there is a year when no rain falls, when
the streams from the mountains dry up and their channels are filled with sand. The
wind blows constantly. It is very hot from July to September, but in the winter snow
covers houses and barns. Often the weather destroys a year’s work in a single day.
Only the Indians knew how to exist in this place without trees or arable soil.
Mounted on horses the Indians hunted the millions of buffaloes. Buffaloes provided
- 116 -
the Indians with a way of life – the skin was used to make tents and clothes, the cured
meat provided food, and the bones were shaped into tools.
In 1868 the railroads reached into the plains and construction men and hunters
brought death to the buffalo. In a few tragic years, millions of them were killed, and
without them the Indian was forced to abandon the plains. The cowboy and huge
herds of cattle took his place.
Some settlers lured by the promise of land did stay in the Great Plains to coax
life from the hard, dry soil.
These were the first of the “homesteaders” – farmers who received 64 hectares
of free land from the federal government in exchange for living on the claim and
cultivating it for at least five years. When the first homesteaders arrived, they found
that Indians and cattlemen controlled the plains.
For years, conflict between these three forces flared up in violence, but two
inventions assured the farmers’ victory. The first of these was barbed wire which
stopped cattle from overrunning the cultivated areas. The other was the windmill
which saved the farmer’s life during droughts by pumping subsurface water to
irrigate his vegetables and water his livestock.
The windmill saved the farmer’s vegetable garden, but it could not save the rest
of his land from destruction. Wind swept over the square patches of plowed ground,
and rains washed the topsoil into the rivers. In the best years, half the crop succeeded;
in the worst years, all crops failed.
The Sea of Wheat
The Great Plains now produce a larger wheat crop than the most hopeful
pioneer could have imagined because today’s farmer has learned to rotate his crops,
and plant alfalfa or other legumes that restore nitrogen to the soil.
Local farm agents and soil experts have taught him to work across the slope of
the land as he plows so that the ridges and hollows catch and hold the heavy rains and
keep the water from washing the soil away. He has also learned to terrace his land
and to plant grass along the natural courses where the water drains away. Ponds and
dams also keep the precious water on the land.
New methods of production have also helped increase the farmer’s yield. On the
southern plains, the farmer begins in May to harvest the hard winter wheat which was
planted during the previous autumn. As the summer advances, one can see thousands
of combines, moving at a speed faster than a man can walk, cut the heads from wheat
- 117 -
stalks, shake out the grains of wheat, and put the straw back on the ground to protect
the soil.
With modern equipment, one farmer can manage his own fields of 200 or more
hectares without help. The giant machines and their crews start at the southern edge
of the Great Plains each spring and travel northward to the Canadian border as they
harvest the golden wheat. Weather is always a risk: a storm may crush the stalks in a
few minutes. For this reason, harvest crews sometimes work all day and most of the
night to bring the wheat into huge storage bins or elevators. As the people become
more and more aware of its possibilities, the Great Plains region continues to fulfill
its promise.
Cattle Country
Today a new and wiser cattle industry occupies the Great Plains. Many
stockmen have formed cooperative associations which divide the land among the
members and decide how many sheep or cattle should graze on each plot.
They make rules for the use of the land, rules devised by experts who have
studied the special problems of each area. Many problems remain, but the cattlemen
are restoring the pastures just as farmers are restoring the soil. Cooperative
associations, individual ranchers, and government scientists work together at
experimental stations, growing many types of grass under various range conditions.
The ranchers are learning what their land needs and, slowly but surely, they are
giving it new life.
Science and cooperation are also improving cattle strains. After years of
experimentation, owners of one of the largest ranches have succeeded in crossing
Brahman cattle from India, capable of enduring the heat of the plains, with heavy
American cattle which are excellent for beef.
- 118 -
RUSSIAN AGRICULTURE
Russia is a very vast country with the total geographic area over 17 million
square km. It occupies about 1/7 of the Earth surface. There is hardly a country in the
world where such a great variety of flora and fauna can be found in our land.
Our country has numerous forests, plains, stepper, taiga, tundra, highlands and
deserts.
The climate conditions vary from arctic and moderate to continental and
subtropical.
Russia is an agro-industrial country. Agriculture is one of the most important
sectors of the Russian economy. 10,7 per cent of Russian population is engaged in
agriculture. Most of the grasslands are used for farming. There are two main branches
of agricultural production in Russia – crop production and animal husbandry.
Crop production is rather developed. Lots of crops are cultivated in Russia:
wheat, rye, barley, oats, corn, buckwheat, sugar beet, sunflower and fodder crops are
among them.
Russia leads the world in the production of oats, barley and rye.
Vegetable growing and gardening are also developed in Russia. Vegetable
growing farms specialize in tomato, cucumber, potato, cabbage and onion growing.
Animal husbandry is also an important branch of Russian agriculture. Dairy and
beef cattle, sheep and poultry are widely bred throughout the country. Pig-fattening
complexes are being built all over the country too.
Russia is the centre of agricultural science: the Russian Academy of Agricultural
Sciences, many scientific and research establishments are in Russian Federation. Lots
of educational establishments train high level specialists for agriculture. Agricultural
universities and colleges play an important role in accelerating the speed of
agricultural development.
Agriculture in Russia survived a severe transition decline in the 1990s as it
struggled to transform from a command economy to a market-oriented system.
Following a nearly ten-year period of decline, Russian agriculture has experienced
- 119 -
gradual ongoing improvement. The
transition to a market-oriented system
has introduced an element of fiscal
responsibility, which has resulted in
increased efficiency as farmers try to
maintain productivity.
The corporate farms and the
relatively small family farms that have
emerged and grown stronger in the new
market environment are now producing
in aggregate value more than the total
output of large corporate farms that succeeded the traditional collectives. The farms
in Russia also harbor fruits and vegetables.
Nowadays government pays a lot of attention to agricultural development
investing money in agricultural farms and holdings.
Fill in the table.
Main branches
of agriculture in
Russia
Cereals cultivated
in Russia
Vegetables and
fruits cultivated
in Russia
- 120 -
Livestock bred
in Russia
Name the main agricultural products produced in Russia.
Tip:
AGRICULTURE IN CANADA
Canada is one of the largest agricultural producers and exporters in the world.
As with other developed nations, the proportion of the population and GDP devoted
to agriculture fell dramatically over the 20th century but it remains an important
element of the Canadian economy.
- 121 -
A wide range of agriculture is practiced in Canada, from sprawling wheat fields
of the prairies to summer produce of the Okanagan valley.
Agriculture in Canada comprises five main agricultural production sectors of
commodity production:
 grains and oilseeds ( wheat, durum, oats, barley, rye, flax seed, canola,
soybeans, rice and corn)
 red meats – livestock ( beef cattle, hogs, veal, lamb)
 dairy
 horticulture
 poultry and eggs.
Wheat is a staple crop from Canada. To help homesteaders attain an abundance
harvest in a foreshortened growing season, varieties of wheat were developed at the
beginning of the 20th century. Rapeseed, alfalfa, barley, canola, flax, rye, oats are
other popular grown grain crops. In recent years Canadian farmers have also begun to
grow rice due to the increase in the Asian population in Canada.
Livestock include the raising of cows, also commonly called cattle. Recently
domestication of the buffalo and elk has initiated a new food industry. Sheep have
been raised for both wool and meat. Bovine and pig barns have been a part of
livestock culture. Scientists have been making forward steps in swine research giving
rise to intensive pig farming. The domestication of various farm animals meant that
corresponding industries such as feedlots, animal husbandry and meat processing
have been also studied and developed.
Many farmers keep fowl, poultry, chicken, geese, ducks and turkeys on their
farms. Cuniculture, or rabbit farming, is another livestock enterprise.
Horticulture which includes nursery and floral crops, and fruits became easier to
grow with the development of plant hardiness zones. Apples, pears, plums, prunes,
peaches, apricots, cherries, strawberries, raspberries, loganberries and fruit orchards
are numerous and reach commercial size in the Annapolis Valley of Nova Scotia,
New Brunswick, Quebec, Niagara Peninsula and Norfolk County of Ontario and
Okanagan Valley of British Columbia.
Hazelnuts are harvested in Eastern Canada and
British Columbia. Maple syrup and maple sugar, maple
butter, and maple taffy are products of Quebec along the
St. Lawrence River. Potatoes are an abundant harvest of
the Maritime provinces. Sugar beets and beet root sugar
are harvested in Quebec, Ontario, Manitoba, and Alberta.
Viticulture refers to the growing of grapes. Grapes
require a mild winter season, which can be found in some
Maritime locations, southern British Columbia and
locations on the Niagara Peninsula.
In recent years farmers have been producing alternative crops which are
economically viable and amongst these are organic farm crops. Crop growers may
supplement their income with beeswax, honey and learn beekeeping.
- 122 -
Agricultural science began developing new styles of farming and strains of
wheat and crops so that farming could become a successful venture.
Answer the questions on the text.
1. What main agricultural production sectors does agriculture in Canada comprise?
2. What are the main grains grown in Canada?
3. What do livestock include?
4. What is cuniculture? Is it developed in Canada?
5. What does horticulture include?
6. Name the main fruits grown in Canada.
7. Where are hazelnuts harvested?
8. What is viticulture? What are the main regions of viticulture?
9. What did agricultural science begin doing?
Have a look at the map, find the main agricultural districts. Name the main
agricultural crops and farm animals of these districts.
- 123 -
SUPPLEMENTARY MATERIAL:
AGRICULTURE IN …..
Denmark
Agriculture is the important branch of economy
in Denmark. It is highly developed. Big farms are
predominant in Denmark.
The country has very favourable climate, soils
and topography for farming. These factors stimulate
crop growing and animal breeding.
Most farm operations are highly-mechanized,
from preparation of the soil to harvesting crops and
feeding animals. The use of fertilizers and other
chemicals increase crop yields and animal products.
England is the main importer of Denmark farm
products. Animal products make up about 80 % of the
total agricultural export of the country.
Japan
Most of Japan’s land cannot be used for growing
crops because it is mountainous. The land that can be
used for crop cultivation is used intensively in order to
provide people with food.
The best farm land is around Yokohama and
Tokyo. The climate and soil here are good for growing
crops.
Rice is the most important food for the Japanese
people. They grow much rice. It is grown in standing water in fields. When rice is
mature the water is drained and the plants are harvested with special machines.
Another very important crop in this country is sweet potato. It is widely grown
on the higher lands.
There are also fields of other crops such as wheat, barley and corn.
India
India is an agricultural country. About 70 per cent of the population are farmers.
The area sown to crops is about 142 million hectares. The area irrigated by the Gang
river is a large agricultural area. The main crops cultivated here are wheat, barley,
rice, sugar and tea. The temperature is nearly constant and farmers raise two or three
harvests a year.
- 124 -
The central part of India is a poor agricultural area. Farmers grow coconuts and
coffee here.
India exports tea, coffee, tobacco and sugar. Rice is the most important food
crop produced in India. It makes 40 per cent of the total grain production.
Vegetables, for example, potato occupy an important place in the Indian diet and
are grown everywhere.
Tea is one of the leading products of India.
India is the home of the mango and leads the world with nearly half the total
area under fruit in the country. There are a lot of small farms in India. They are less
than 2 hectares. There are many poor farmers in India today. They cannot get farm
machinery and cannot raise good yields but the state helps them as much as possible.
Nowadays it is important for India to increase food grain production, as its
population is constantly growing.
Answer the following questions on the texts.
1. What factors stimulate crop growing and animal breeding in Denmark?
2. What country is the main importer of Denmark farm products?
3. What is the most important food for Japanese people? How is it grown?
4. What other crops are grown in Japan?
5. What are the main crops cultivated in India?
6. What are the main crops exported by India?
- 125 -
APPENDIX
RULES OF READING
Cc
[k]
[s] before e, i, y
cat, cup
pencil, cent
Gg
[g ] before e, i, y
[dз]
game, go
age, cage
Rr
[r]
red, rose, green
Ww
[w]
wet, we, window
Xx
[ks]
box, fox
Hh
[h]
hat, he, how, hi
Aa
[ei]
[ǽ]
[a:]
name, table, Kate
bag, hat, map, plan
car, dark, part
Ee
[e]
[i:]
[э: ]
pen, pencil, ten, red
he, Pete, we
her, term, verb
Ii, Yy
[ai]
[i]
[э: ]
nice, my
it, is, in, big
bird, girl, sir
Oo
[ou]
[э]
[o: ]
no, sofa, note
not, stop, dog
nor, form, port
Uu
[ ju:]
[^]
[ э: ]
tube, fuse
cup, bus, but
nurse, turn, burn
Ck
[k]
black, back
Ch, tch
[tƒ ]
much, chess
Sh
[ƒ ]
she, show
Th
[ð ]
[θ ]
this, that, they, these, those
north, depth, theme
Wh
[ h] before o :
[w]
who, whom, whose, whole
what, which, when
- 126 -
Read the following words:
Ex. 1
[ei] Kate, name, date, make, late, same, lake
[æ ] am, cat, lamp, plan, map, hat, black, bag, glad, Ann, man, bad
[a:] car, far, part
[ э ] a map, a lamp, a lake, a car, a name, a bag, a hat, a plan, a black hat, a cat, a fat
cat, a bad plan
Late, glad, far, art, lamp, dark, name, plan, part, fact, make, farm, same, arm, came
Ex. 2
[ I: ] Pete, be, he, she, we
[ e ] pen, pencil, men, red, ten, spell, bed, bench, set, egg, desk
[ э:] her, term
She, men, pen, pencil, be, test, end, left, egg, her, term, sent, send, best, desk
Ex. 3
[ ai ] I, Mike, nice, time, like, fine, hi
[ i ] in, is, big, it, ill, his
[ э: ] bird, girl, sir, first
Like, big, nice, time, bird, girl, if, is, ill, dirt, mill, till, in, fill
Ex. 4
[ ai] my, type, sky, fly
[ j ] yes, yard, yet, yoke
Ex. 5
[ou] no, so, sofa, go, note, hope, old, rose
[ э ] hot, not, pot, dog, top, stop, clock
[ o: ] form, or, sport, port, corn
Sofa, home, clock, dog, go, port, sport, tone, norm, plot, no, on
Ex. 6
[ ju:] tube, tune, use
[^ ] bus, but, cup, us, fun, run.
[ э: ] turn, burn, nurse, hurt, curle, burn
But, cut, bus, us, use, run, fur, turn, tune, burn
- 127 -
Ex. 7
[r]
[w]
[ ks]
[k]
[t]
[k]
[ƒ]
[ð ]
[θ ]
[h ]
[w ]
red, from, America, street, tree, green, drive, radio, read
we, well, wet, west, wine, wind
box, fox, text, next, mix, fix, six
back, black, stick
much, match, child, chess, teach
chemist, technical, character
she, ship, shut, shelf, show, wish
they, this, that, those, these
north, thick
who, whom, whose, whole
what, which, when
ee
[i:]
see, meet, feet, geese, cheese
ea
[ i:]
[ e ] before [ d ]
tea, meat, heat, please, sea
head, bread
ew
[ ju:]
new, few, dew
oo
[u]
[u:]
book, cook, good
room, spoon, moon
are
ere
ire
ure
ore
ng
nk
igh
[єз ]
[iз]
[aiз]
[ juэ]
[ö ]
[ŋ ]
[ŋk ]
[ ai]
rare, care, prepare
here, mere, severe
fire, sire, wire
pure, cure, endure
more, store, before
ring, sing, king thing, song
thank, bank, think, ink, link
high, light, night, flight, bright
ow
[ou] [au]
snow, brown
but now[nau], how[hau]
our
ou
al +согласная
alk
ie
wor
oy, oi
er, or
[auэ]
[au]
[ o:l ]
[k]
[I:]
[w]
[oi]
[э ]
our, sour, flour
out, house, mouse, cloud
all, fall, small
chalk, talk, walk
field, piece
work, world, word
boy, soil, oil, noise, toy
winter, sister, paper,
- 128 -
Read the following:
Ex. 1
fire, wire, sire, spare, glare, stare, cure, pure, here, sincere
Ex.2
song, long, king, hang, thing, ink, link, pink, think, thank, sea, mean, weak, read tea,
head, dead, ready
Ex. 3
light, bright, high, night, flight, snow, show, grow, low, now, how, plow, our, flour,
sour
Ex. 4
bound, work, teacher, wall, tall, small, food, pear, grapes, meat, fish, toy, worker,
round, peace, high, feel
qu
[kw]
quick, quite, queen
ph
[f]
phone, physics, phonetics
j
[ dз ]
just, joy, join, June
tion
[ƒ n ]
nation, demonstration
au
[o: ]
cause, pause, autumn
ai,ay
[ei]
aim, rain, train, day, say
war
[w]
warm, warn, ward
wr
[r]
write, wrote, wrong
Read the following:
Ex. 1
question, chemistry, station, fall, pear, night, work, worker, or, store, new, news,
newspaper, good, spring., ring, document, class, jam
Ex. 2
go, swim, fly, jump, run, show, write, read, drive, stand, sleep, eat, drink, wash,
wake, wake up, get up, sit down, stand up, clean , climb, see, smile, cry, live, meet,
come, buy, take, open, close, think, thank, work, want, die, say, sit, feel, tell, let, win,
sing, smoke, brush, like, love, dance, cook
Ex. 3
be, feel, we, me, see, meet, deed, feet, need;
it, is, in, ill, sit, fill, live, win, till, mill. bed, pen, ten, tell, set, let. tie, lie, my, pie, die,
life, time, five, nine, smile.
- 129 -
day, tale, late, main, pain
car, farm, park, are, arm
this, that, thick, thin, faith, bathe
she, ship, sheep, fish
chain, chess, fetch, Jane, age, page, teacher, child, children
bus, up, cup, some, come, us
toy, boy, coin, voice, point
too, food, who, spoon, blue
go, coat, only, slow, open, no
now, house, town, out
her, fir, fur, girl, third, bird, nurse
thing, think, song, long, bank, thank, sink, spring
green, grey, grass, grow, dry, drink, bright, bread, bring, friend, front, street, three
air, chair, armchair, parents, there, where
here, clear, near, engineer
our, sour, flour, power, flower
NUMERALS
1. Количественные:
№№ комнат, домов,
трамваев и т. д.
Хронологические
даты
2. Порядковые:
даты
3. Дробные
(простые
и десятичные)
2,035,325 words (two million, thirty five
thousand, three hundred and twenty-five
words)
2,035,325
слов
1,201 books (one thousand two hundred
books = twelve hundred books)
1201 книга
On page 305 (three hundred and
five=three-o-five)
На странице
305
Ехать
автобусом
304
To take 134 bus
(the one three four bus)
In 1900 (in nineteen hundred)
В 1900 году
In 1905 (in nineteen five)
In 1958 (in nineteen fifty eight)
The 35th (thirty-fifth) day
16th January, 1958 (the sixteenth of
January, nineteen fifty eight)
January 16 (16th), 1958 (January
the sixteenth, nineteen fifty-eight)
1/5 ton (one fifth of a ton)
½ kilometre (half of a kilometre)
¼ kilometre (a quarter of a kilometre)
2/5 ton (two fifth of a ton)
0.5 (point five)
3.215 (three point two one five)
53.75 ton (fifty three point seven five ton)
В 1905 году
В 1958 году
35-й день
- 130 -
16 января
1958 года
1/5 тонны
½ километра
¼ километра
2/3 тонны
0,5
3,215
53,75 тонны
Numbers and addresses
Numerals 1–12
1 one
2 two
3 three
4 four
5 five
6 six
7 seven
8 eight
9 nine
10 ten
11 eleven
12 twelve
13–19
13 thirteen
14 fourteen
15 fifteen
16 sixteen
17 seventeen
18 eighteen
19 nineteen
20–90; 100, 1000
20 twenty
30 thirty
40 forty
50 fifty
60 sixty
70 seventy
80 eighty
90 ninety
100 one hundred
1000 one thousand
1000000- one million
1. What’s your address, please ? My address is 312 Oxford Street.
2. What’s your phone number ? My phone number is 34 57 0 1 ( three- four-fiveseven-oh- one )
Ex. 1
Read the numbers: 2341, 532, 44, 12, 35, 11, 25, 8753, 78, 82. 613, 14, 3901, 5577,
700, 80, 98, 100.
Ex. 2
Read the years: 1917, 1741, 1812, 1825, 1325, 2000, 2001, 2004, 1991, 1961
- 131 -
IRREGULAR VERBS
Infinitive /
Past Indefinite /
Неопределённая Прошедшее
форма глагола простое время
arise
Past Participle /
Причастие
прошедшего
времени
beset
betake
bind
bite
bleed
blow
break
arose
awoke /
awaked
was, were
bore
beat
became
befell
begot
began
bent
bereft /
bereaved
beset
betook
bound
bit
bled
blew
broke
breed
bred
bred
bring
build
burn
brought
built
burnt
brought
built
burnt
burst
burst
burst
buy
bought
bought
cast
cast
cast
catch
choose
caught
chose
caught
chosen
cleave
clove / cleft
cloven
cling
come
cost
clung
came
cost
clung
come
cost
awake
be
bear
beat
become
befall
beget
begin
bend
bereave
arisen
awoke / awaked
been
born
beaten / beat
become
befallen
begotten
begun
bent
bereft / bereaved
beset
betaken
bound
bitten
bled
blown
broken
- 132 -
Перевод
возникать, происходить
будить, просыпаться
быть
носить, рождать, производить
бить, разбивать
делать, становиться
случаться
порождать
начинать
гнуть
лишать
осаждать
приниматься, отправляться
связывать, переплетать
кусать
кровоточить
дуть, раздувать
ломать, нарушать
выводить, выживать,
выращивать
приносить, доставлять
строить
сжигать, гореть
лопнуть, взрываться,
разразиться
покупать
кидать, сбрасывать;
лить (металл)
ловить, хватать, заставать
выбирать
раскалывать(ся);
рассекать (волны, воздух)
цепляться, прилипать
приходить, прибывать
стоить, обходиться
Infinitive /
Past Indefinite / Past Participle /
Неопределённая Прошедшее
Причастие проформа глагола простое время шедшего времени
creep
crept
crept
cut
cut
cut
deal
dealt
dealt
dig
do
draw
dream
drink
drive
dwell
eat
fall
feed
feel
fight
find
dug
did
draw
dreamt
drank
drove
dwelt
ate
fell
fed
felt
fought
found
dug
done
drawn
dreamt
drunk
driven
dwelt
eaten
fallen
fed
felt
fought
found
flee
fled
fled
fling
fly
forbear
forbid
forget
forgive
forsake
flung
flew
forbore
forbade
forgot
forgave
forsook
flung
flown
forborne
forbidden
forgotten
forgiven
forsaken
freeze
froze
frozen
get
got
got
give
gave
given
go
grind
went
ground
gone
ground
grow
grew
grown
hang
have
hear
heave
hew
hung
had
heard
heaved / hove
hewed
hung
had
heard
heaved / hove
hewed / hewn
- 133 -
Перевод
ползать, стлаться,
пресмыкаться
резать, разрубать, стричь
распределять, торговать,
действовать, иметь дело
копать, рыть
делать, исполнять
тащить, везти, рисовать
видеть во сне, мечтать, грезить
пить
везти, заставлять, гнать, ехать
жить, пребывать
есть, кушать
падать
кормить, откармливать
чувствовать
сражаться, бороться
находить
бежать, спасаться; избегать,
бежать (прочь)
бросать, сваливать, швырять
летать, бежать
воздерживаться
запрещать
забывать
прощать
оставлять, бросать
замораживать, мёрзнуть,
застывать
получать, приобретать,
становиться
давать, предоставлять,
уступать
идти, ехать
молоть, тереть; точить
расти, произрастать,
увеличиваться, становиться
вешать, висеть
иметь, долженствовать
слышать
подымать(ся)
рубить, резать, тесать
Infinitive /
Past Indefinite /
Неопределённая Прошедшее
форма глагола простое время
Past Participle /
Причастие
прошедшего
времени
hide
hid
hidden
hit
hit
hit
hold
held
held
hurt
hurt
hurt
keep
kept
kept
kneel
knelt
knelt
know
lay
lead
lean
leap
learn
leave
lend
knew
laid
led
leant / leaned
leapt / leaped
learnt
left
lent
known
laid
led
leant / leaned
leapt / leaped
learnt
left
lent
let
let
let
lie
light
lose
lay
lit
lost
lain
lit
lost
make
made
made
mean
meant
meant
meet
misgive
mishear
mislay
mislead
met
misgave
misheard
mislaid
misled
met
misgiven
misheard
mislaid
misled
miss-spell
miss-spelt
miss-spelt
mistake
mistook
mistaken
mow
partake
pay
put
read
rid
ride
moved
partook
paid
put
read
rid
rode
mown
partaken
paid
put
read
rid
ridden
- 134 -
Перевод
прятать(ся), держать в тайне
ударять, натыкаться, задевать,
попадать
держать, владеть
вредить, ранить, портить,
причинять боль
держать, вести, хранить
становиться на колени,
стоять на коленях
знать
класть, излагать, расставлять
вести, управлять
опираться, прислоняться
прыгать, скакать
учиться, узнавать
покидать, завещать, оставлять
ссужать, придавать
пускать, позволять, сдавать
в наём
лежать
зажигать, освещать
терять
делать, приготовлять,
заставлять
предполагать, подразумевать,
значить, намереваться
встречать
внушать опасения
ослышаться
класть не на место
вводить в заблуждение
писать с орфографическими
ошибками
неправильно понимать,
ошибаться, заблуждаться
косить
принимать участие
платить, вознаграждать
класть, ставить
читать
освобождать, избавлять
ездить верхом, кататься
Infinitive /
Past Indefinite / Past Participle /
Неопределённая Прошедшее
Причастие проформа глагола простое время шедшего времени
ring
rang
rung
rise
rose
risen
rive
run
saw
say
see
seek
sell
send
rived
ran
sawed
said
saw
sought
sold
sent
riven
run
sawn
said
seen
sought
sold
sent
set
set
set
sew
sewed
sewn
shake
shook
shaken
shape
shear
shed
shine
shoe
shoot
show
shaped
sheared
shed
shone
shod
shot
showed
shape / shaped
shorn
shed
shone
shod
shot
shown
shrink
shrank
shrunk
shut
sing
shut
sang
shut
sung
sink
sank
sunk
sit
slay
sleep
slide
smell
smite
sow
speak
speed
sat
slew
slept
slid
smelt
smote
sowed
spoke
sped
sat
slain
slept
slid
smelt
smitten
sown
spoken
sped
spell
spelt
spelt
spend
spill
spent
spilt
spent
spilt
- 135 -
Перевод
звонить, звучать
вставать, восставать,
происходить
расщеплять
бежать, течь, проходить
пилить
говорить, сказать
видеть, понимать
искать, добиваться
продавать, торговать
посылать, отправлять
устанавливать, ставить,
сажать, заходить (о солнце)
шить
трясти, колебаться,
пожимать (руку)
придавать форму
стричь, резать
лить, проливать, сбрасывать
сиять, блестеть, светиться
обувать; подковывать
стрелять, бросать
показывать, казаться, являться
сжиматься, сокращать(ся);
отступать
запирать, закрывать, затворять
петь
опускаться, погружаться,
тонуть
сидеть
убивать
спать
скользить
пахнуть, нюхать, чуять
ударять
сеять, усыпать
говорить, беседовать
спешить, ускорять
читать по буквам,
составлять слово из букв
тратить, проводить (время)
проливать(ся), рассыпать(ся)
Infinitive /
Past Indefinite / Past Participle /
Неопределённая Прошедшее
Причастие проформа глагола простое время шедшего времени
spin
span
spun
split
split
split
spoil
spread
spoilt
spread
spoilt
spread
spring
sprang
sprung
stand
steal
stood
stole
stood
stolen
stick
stuck
stuck
sting
stink
strew
stung
stunk
strewed
stung
stunk
strewn
stride
strode
stride / stridden
strike
string
strive
swear
sweep
struck
strung
strove
swore
swept
struck
strung
strive
sworn
swept
swell
swelled
swollen
swim
swam
swum
swing
swung
swung
take
teach
tear
tell
think
throw
thrust
tread
understand
undertake
took
taught
tore
told
thought
threw
thrust
trod
understood
undertook
taken
taught
torn
told
thought
thrown
thrust
trodden / trod
understood
undertaken
upset
upset
upset
wake
wear
woke / waked
wore
wove /
weaved
woke / waked
worn
weave
woven
- 136 -
Перевод
прясть, вертеть(ся), крутить(ся)
расщеплять(ся), разрывать(ся),
расколоть(ся)
портить(ся)
распространяться
вскакивать, прыгать;
зарождаться
стоять, держаться, ставить
красть, похищать
втыкать; липнуть, оставаться,
придерживаться
жалить, колоть, мучить
вонять
сыпать, разбрасывать, устилать
шагать (большими шагами),
перешагивать
ударять, бить, забастовать
натягивать, нанизывать
стараться; бороться
клясться, присягать
мести, легко касаться, сметать
пахнуть, вздуваться,
увеличиваться
плавать
качаться, колебаться, махать,
размахивать
брать, хватать
учить
разрывать, рвать
сказать, сообщать
думать, полагать
кидать, бросать
толкать, совать
ступать, топтать, давить
понимать
предпринимать
опрокидывать (ся),
расстраивать
просыпаться, будить
носить, изнашиваться
ткать, сплетать
Infinitive /
Past Indefinite / Past Participle /
Неопределённая Прошедшее
Причастие проформа глагола простое время шедшего времени
weep
win
wind
wept
won
wound
wept
won
wound
withdraw
withdrew
withdrawn
withhold
withheld
withheld
withstand
withstood
withstood
wring
wrung
wrung
write
wrote
written
Перевод
плакать, проливать слёзы
выигрывать, добиваться
крутить(ся), обвивать(ся)
уходить, удалять(ся),
отзывать, брать назад
не давать, удерживать
противостоять, противиться,
выдерживать
давить, выжимать, вырывать;
скручивать, жать
писать, сочинять
CONCISE ENGLISH-RUSSIAN DICTIONARY
OF AGRICULTURAL TERMINOLOGY
absorb v
acre n
adaptability n
agrarian adj
agriculture n
amount n
animal husbandry
animal products
annual adj
apiary n
apply v
arable adj
area n
arid adj
asset n
average adj
barley n
barn n
beef cattle adj
blossom v
breed (bred) v
carbohydrate n
care n,v
cattle n
content n
corn n
corn belt
поглощать
акр
приспособляемость
аграрный
с/хозяйство
количество, величина
животноводство
продукты животноводства
однолетний
пасека
применять
пахотный
площадь
засушливый
фонды, средства
средний
ячмень
сарай
мясной скот
цвести
разводить
углевод
забота, заботиться
крупный рогатый скот
содержания
кукуруза
кукурузный пояс
- 137 -
cost n
cotton n
crop n
crop rotation
crop production
cultivation n
cultural practices
dairy adj
digestible adj
disease n
draft adj
drought n
dual-purpose adj
biennial adj
economics n
environment n
efficiency n
employment n
enterprise n
expenditures n
farm management
fat n
fatten v
feed v
feeding value
field n
finance v
fertile adj
fertilizer n
fodder n
food
foodstuff n
forage crop adj
gain v
germinate v
germination n
grade v
grain n
grass n
greenhouse n
grow v
growth n
growing season
grower n
hand labour
harvest v
стоимость, себестоимость
хлопок
с/х культура
севооборот
растениеводство
выращивание, обработка
агротехнические приемы
молочный
перевариваемый, усвояемый
болезнь
тягловый, рабочий
засуха
мясо- молочный
двухлетний, двухлетнее растение
экономика
окружающая среда
эффективность
занятость
предприятия
расходы
с/х управление
жир
откармливать
кормить
питательная ценность
поле
финансировать
плодородный
удобрение
корм
пища
продукты питания
фуражная культура
прибавлять
прорастать
прорастание
сортировать
зерно
злак, травы
теплица
выращивать, расти
рост
вегетационный период
фермер, землевладелец
ручной труд
убирать (урожай)
- 138 -
hay n
hen n
herbicide n
herd n
high-yielding adj
humid adj
humidity n
hog n
implement n
improve v
income n
increase v
indigestible adj
influence n
insect n
insecticide n
investment n
irrigate n
keep v
labour n
labour-consuming adj
lack n
lamb n
legume n
livestock n
loss n
machinery n
maintenance
management n
manager n
manufacture v
manure n
market n
marketable adj
marketing n
mature v
means of production
meat n
mellow soil
milk n,v
milk yield
milking machine
moist adj
moisture n
mutton n
nature n
сено
курица
гербицид
стадо
высокоурожайный
влажный
влажность
свинья
орудие
улучшать
доход
увеличивать
неперевариваемый
влияние
насекомое
инсектицид
капиталовложение
орошать
содержать
труд
трудоёмкий
недостаток
ягнёнок
бобовые растения
скот
потеря
с/х техника
поддержание, сохранение
управление, содержание
управляющий
производить
навоз
рынок
товарный
реализация, сбыт
созревать
средства производства
мясо
рыхлая почва
молоко, доить
надой молока
доильный аппарат
влажный
влага
баранина
природа
- 139 -
net income
nitrogen n
nursery n
nutrient
nutritional anj
nutritive value
obtain v
oil crops
onion n
orchard n
output n
oxygen n
pasture n
pepper n
perennial adj
plot n
plant n
plough n
plow
pollute v
poultry n
price n
private adj
produce v
profit v,n
profitable adj
protect v
protection n
provide v
quality n
quantity n
rainfall n
raise v
ration n
raw materials
reduce v
require v
rice
ripen v
root n
root crop
rye
sale n
seed n v
seedbed n
select v
чистый доход
азот
питомник
питательное вещество
питательный
питательная ценность
получать
масляничные культуры
лук
сад
выпуск продукции
кислород
пастбище
перец
многолетний
участок земли
растение
плуг
пахать
загрязнять
домашняя птица
цена
частный
производить
получать прибыль
рентабельный
защищать
защита
обеспечивать
качество
количество
осадки
выращивать
рацион
сырьё
сокращать
требовать
рис
созревать
корень
корнеплод
рожь
продажа
семя, сеять
пашня
отбирать
- 140 -
sell v
share n
sheep n
shortage n
skin n
soil n
source n
soybeans n
sow v
species
spread v
spring crop
stand n
starve n
stem n
store v
straw n
succulent adj
sugar beet
supply v
supplement n
take care of v
technology n
till v
tillage n
timber
trend
tuber n
use v
utilization n
valuable adj
value n, v
variety
vary v
vegetable n
vegetation n
village
weed n
wheat n
winter crop
wood n
wool n
yield n
продавать
доля
овца, овцы
недостаток, нехватка
кожа
почва
источник
соя
сеять
вид
разбрасывать
яровая культура
всходы
голодать
стебель
хранить
солома
сочный
сахарная свекла
снабжать
добавка
заботиться, ухаживать
технология
обрабатывать почву
обработка почвы
лесоматериал
тенденция
клубень
использовать
использование
ценный
ценность, важность, ценить, дорожить
вид, разновидность
изменять(ся)
овощи
растительность
деревня
сорняк
пшеница
озимая культура
лес, лесоматериал
шерсть
урожай
- 141 -
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- 142 -
FOR NOTES
- 143 -
Альбина Алексеевна Железнова
A COURSE OF ENGLISH
FOR STUDENTS OF AGRICULTURE
(Курс английского языка для студентов
сельскохозяйственных вузов)
Учебное пособие для студентов
сельскохозяйственных специальностей
Издается в авторской редакции
Компьютерный набор: А. А. Железнова
Верстка и дизайн обложки: Е. В. Филилеева
Подписано в печать 28.02.2017. Формат 60×84/16.
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