Professional Documents
Culture Documents
Железнова
A COURSE OF ENGLISH
FOR STUDENTS OF AGRICULTURE
(Курс английского языка для студентов
сельскохозяйственных вузов)
Нижний Новгород
2017
ФГБОУ ВО Нижегородская ГСХА
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.
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 сельско-
хозяйственных вузов и колледжей, изучавших английский язык в средней
школе, и составлено в соответствии с требованиями программы по иностран-
ным языкам для неязыковых вузов. Оно может быть использовано для само-
стоятельного 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 сельско-
хозяйственных 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 пере-
водить специальную литературу с целью извлечения профессионально-
значимой 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
-6-
GRAMMAR EXERCISES
VOCABULARY EXERCISES
-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.
GRAMMAR EXERCISES
- 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.
- 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.
- 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?
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.
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 “owner-
occupied” 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
- 16 -
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.
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.
- 17 -
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. 2. Tom … a lot of people
a) go in his town.
b) to go a) to know
c) goes b) knows
c) know
- 18 -
3. Peter always … his homework. 4. Ten people … in the café.
a) does a) to work
b) do b) work
c) to do c) works
5. Penguins … in the Antarctic. 6. Water … at 100 centigrade.
a) lives a) to boil
b) to live b) boils
c) Live c) boil
Test 3
1. – Where are the children?
– They ( play ) in the garden.
- 19 -
9. – Look! The farmers ( work ) in the fields.
Test 4
1. It ( often/ rain) in this part of the world.
a) is often raining
b) rains
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
- 20 -
BRITISH ETIQUETTE
- 21 -
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.
- 22 -
“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.
- 23 -
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.
- 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.
- 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.
- 28 -
SUPPLEMENTARY MATERIAL
- 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.
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 __________________________________________________________
- 30 -
CUSTOMS DECLARATION
Full name ________________________________________________________
Citizenship _______________________________________________________
Arriving from _____________________________________________________
Country of destination ______________________________________________
Purpose of visit ___________________________________________________
(business, tourism, private, etc)
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
- 32 -
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
- 33 -
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.
- 34 -
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.
- 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
- 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 You look happy today!
Fred I am happy. I have just passed my Literature exam.
М. Congratulations! I am glad somebody is happy.
F. Why? What’s the matter?
M. Oh, I am just worried, I guess. I have to take a history exam next week.
F. 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?
M. Yes, I have passed my French exam.
F. Oh, I give up. I simply can’t learn French.
M. Why do you say that? I think you are making a lot of progress.
F. No, I am not. I try and try and I still can’t speak it very well.
M. Learning any language takes a lot of effort. But I don’t give up.
Why don’t we practice those dialogues together?
F. That’s a good idea .
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
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.
- 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.
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?
- 44 -
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
- 45 -
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.
- 46 -
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.
- 47 -
The U.S. Department of Agriculture, State Department of Agriculture agencies
and agribusiness industries also employ agriculture students.
- 48 -
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.
- 49 -
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).
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
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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 highly-
qualified 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.
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UNIT III.
AGRICULTURE AND FORESTRY
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.
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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
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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
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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
VOCABULARY EXERCISES
- 62 -
II. Fill in the table.
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.
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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.
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.
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 cross-
pollinated 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. By-
products 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.
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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.
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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.
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, water-
melon, 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, combine-
harvesters, 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.
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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.
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IV. Name the agricultural machines.
1. 2. 3.
4. 5. 6.
7. 8. 9.
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.
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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
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6. What are the two problems the farmers have to solve?
7. What are the four ways in which agriculture affects our environment?
8. What are farm animals affected by?
9. Do animals respond to the factors of the environment? How?
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.
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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.
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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
4. 5. 6.
7. 8. 9. 10
a) а pine-tree; f) an oak;
b) а willow; g) a poplar;
c) а linden; h) a maple;
d) а mountain ash; i) a larch;
e) а chestnut tree; j) a birch
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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
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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.
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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
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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.
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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
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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.
GRAMMAR EXERCISES
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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.
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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 vegetable-
shows, 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)
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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
9. If you want to visit London's first ecological park, you should go to ...
a) Burgess Park; b) Green Park.
- 102 -
Read the text and say what animals are kept in England.
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 animal-
loving 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.
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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 ….
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.
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.
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 be kept regularly
2.Mice be fed with love
3.Snakes be trained in a cage
4.Spiders shouldn’t be washed in an aquarium
5.Dogs be walked in your parent’s
6.Crocodiles be treated bedroom because
7.Fish be examined carefully
8.Cats with rabbits
9.Cockroaches 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
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
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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.
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AGRICULTURE IN THE USA
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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”.
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
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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.
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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.
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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 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
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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.
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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
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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.
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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.
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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.
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Agricultural science began developing new styles of farming and strains of
wheat and crops so that farming could become a successful venture.
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.
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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.
- 125 -
APPENDIX
RULES OF READING
[k] cat, cup
Cc
[s] before e, i, y pencil, cent
[g ] before e, i, y game, go
Gg
[dз] age, cage
Rr [r] red, rose, green
Ww [w] wet, we, window
Xx [ks] box, fox
Hh [h] hat, he, how, hi
[ei] name, table, Kate
Aa [ǽ] bag, hat, map, plan
[a:] car, dark, part
[e] pen, pencil, ten, red
Ee [i:] he, Pete, we
[э: ] her, term, verb
[ai] nice, my
Ii, Yy [i] it, is, in, big
[э: ] bird, girl, sir
[ou] no, sofa, note
Oo [э] not, stop, dog
[o: ] nor, form, port
[ ju:] tube, fuse
Uu [^] cup, bus, but
[ э: ] nurse, turn, burn
Ck [k] black, back
Ch, tch [tƒ ] much, chess
Sh [ƒ ] she, show
[ð ] this, that, they, these, those
Th
[θ ] north, depth, theme
[ h] before o : who, whom, whose, whole
Wh
[w] 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] red, from, America, street, tree, green, drive, radio, read
[w] we, well, wet, west, wine, wind
[ ks] box, fox, text, next, mix, fix, six
[k] back, black, stick
[t] much, match, child, chess, teach
[k] chemist, technical, character
[ƒ] she, ship, shut, shelf, show, wish
[ð ] they, this, that, those, these
[θ ] north, thick
[h ] who, whom, whose, whole
[w ] what, which, when
- 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
- 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: 2,035,325 words (two million, thirty five
2,035,325
thousand, three hundred and twenty-five
слов
words)
1,201 books (one thousand two hundred
1201 книга
books = twelve hundred books)
On page 305 (three hundred and На странице
five=three-o-five) 305
№№ комнат, домов, Ехать
трамваев и т. д. To take 134 bus
автобусом
(the one three four bus)
304
In 1900 (in nineteen hundred) В 1900 году
Хронологические
даты In 1905 (in nineteen five) В 1905 году
In 1958 (in nineteen fifty eight) В 1958 году
2. Порядковые: The 35th (thirty-fifth) day 35-й день
16th January, 1958 (the sixteenth of
даты January, nineteen fifty eight) 16 января
January 16 (16th), 1958 (January 1958 года
the sixteenth, nineteen fifty-eight)
3. Дробные 1/5 ton (one fifth of a ton) 1/5 тонны
(простые ½ kilometre (half of a kilometre) ½ километра
и десятичные) ¼ kilometre (a quarter of a kilometre) ¼ километра
2/5 ton (two fifth of a ton) 2/3 тонны
0.5 (point five) 0,5
3.215 (three point two one five) 3,215
53.75 ton (fifty three point seven five ton) 53,75 тонны
- 130 -
Numbers and addresses
Numerals 1–12 13–19 20–90; 100, 1000
1 one 13 thirteen 20 twenty
2 two 14 fourteen 30 thirty
3 three 15 fifteen 40 forty
4 four 16 sixteen 50 fifty
5 five 17 seventeen 60 sixty
6 six 18 eighteen 70 seventy
7 seven 19 nineteen 80 eighty
8 eight 90 ninety
9 nine 100 one hundred
10 ten 1000 one thousand
11 eleven 1000000- one million
12 twelve
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
Past Participle /
Infinitive / Past Indefinite /
Причастие
Неопределённая Прошедшее Перевод
прошедшего
форма глагола простое время
времени
arise arose arisen возникать, происходить
awoke /
awake awoke / awaked будить, просыпаться
awaked
be was, were been быть
bear bore born носить, рождать, производить
beat beat beaten / beat бить, разбивать
become became become делать, становиться
befall befell befallen случаться
beget begot begotten порождать
begin began begun начинать
bend bent bent гнуть
bereft /
bereave bereft / bereaved лишать
bereaved
beset beset beset осаждать
betake betook betaken приниматься, отправляться
bind bound bound связывать, переплетать
bite bit bitten кусать
bleed bled bled кровоточить
blow blew blown дуть, раздувать
break broke broken ломать, нарушать
выводить, выживать,
breed bred bred
выращивать
bring brought brought приносить, доставлять
build built built строить
burn burnt burnt сжигать, гореть
лопнуть, взрываться,
burst burst burst
разразиться
buy bought bought покупать
кидать, сбрасывать;
cast cast cast
лить (металл)
catch caught caught ловить, хватать, заставать
choose chose chosen выбирать
раскалывать(ся);
cleave clove / cleft cloven
рассекать (волны, воздух)
cling clung clung цепляться, прилипать
come came come приходить, прибывать
cost cost cost стоить, обходиться
- 132 -
Infinitive / Past Indefinite / Past Participle /
Неопределённая Прошедшее Причастие про- Перевод
форма глагола простое время шедшего времени
ползать, стлаться,
creep crept crept
пресмыкаться
cut cut cut резать, разрубать, стричь
распределять, торговать,
deal dealt dealt
действовать, иметь дело
dig dug dug копать, рыть
do did done делать, исполнять
draw draw drawn тащить, везти, рисовать
dream dreamt dreamt видеть во сне, мечтать, грезить
drink drank drunk пить
drive drove driven везти, заставлять, гнать, ехать
dwell dwelt dwelt жить, пребывать
eat ate eaten есть, кушать
fall fell fallen падать
feed fed fed кормить, откармливать
feel felt felt чувствовать
fight fought fought сражаться, бороться
find found found находить
бежать, спасаться; избегать,
flee fled fled
бежать (прочь)
fling flung flung бросать, сваливать, швырять
fly flew flown летать, бежать
forbear forbore forborne воздерживаться
forbid forbade forbidden запрещать
forget forgot forgotten забывать
forgive forgave forgiven прощать
forsake forsook forsaken оставлять, бросать
замораживать, мёрзнуть,
freeze froze frozen
застывать
получать, приобретать,
get got got
становиться
давать, предоставлять,
give gave given
уступать
go went gone идти, ехать
grind ground ground молоть, тереть; точить
расти, произрастать,
grow grew grown
увеличиваться, становиться
hang hung hung вешать, висеть
have had had иметь, долженствовать
hear heard heard слышать
heave heaved / hove heaved / hove подымать(ся)
hew hewed hewed / hewn рубить, резать, тесать
- 133 -
Past Participle /
Infinitive / Past Indefinite /
Причастие
Неопределённая Прошедшее Перевод
прошедшего
форма глагола простое время
времени
hide hid hidden прятать(ся), держать в тайне
ударять, натыкаться, задевать,
hit hit hit
попадать
hold held held держать, владеть
вредить, ранить, портить,
hurt hurt hurt
причинять боль
keep kept kept держать, вести, хранить
становиться на колени,
kneel knelt knelt
стоять на коленях
know knew known знать
lay laid laid класть, излагать, расставлять
lead led led вести, управлять
lean leant / leaned leant / leaned опираться, прислоняться
leap leapt / leaped leapt / leaped прыгать, скакать
learn learnt learnt учиться, узнавать
leave left left покидать, завещать, оставлять
lend lent lent ссужать, придавать
пускать, позволять, сдавать
let let let
в наём
lie lay lain лежать
light lit lit зажигать, освещать
lose lost lost терять
делать, приготовлять,
make made made
заставлять
предполагать, подразумевать,
mean meant meant
значить, намереваться
meet met met встречать
misgive misgave misgiven внушать опасения
mishear misheard misheard ослышаться
mislay mislaid mislaid класть не на место
mislead misled misled вводить в заблуждение
писать с орфографическими
miss-spell miss-spelt miss-spelt
ошибками
неправильно понимать,
mistake mistook mistaken
ошибаться, заблуждаться
mow moved mown косить
partake partook partaken принимать участие
pay paid paid платить, вознаграждать
put put put класть, ставить
read read read читать
rid rid rid освобождать, избавлять
ride rode ridden ездить верхом, кататься
- 134 -
Infinitive / Past Indefinite / Past Participle /
Неопределённая Прошедшее Причастие про- Перевод
форма глагола простое время шедшего времени
ring rang rung звонить, звучать
вставать, восставать,
rise rose risen
происходить
rive rived riven расщеплять
run ran run бежать, течь, проходить
saw sawed sawn пилить
say said said говорить, сказать
see saw seen видеть, понимать
seek sought sought искать, добиваться
sell sold sold продавать, торговать
send sent sent посылать, отправлять
устанавливать, ставить,
set set set
сажать, заходить (о солнце)
sew sewed sewn шить
трясти, колебаться,
shake shook shaken
пожимать (руку)
shape shaped shape / shaped придавать форму
shear sheared shorn стричь, резать
shed shed shed лить, проливать, сбрасывать
shine shone shone сиять, блестеть, светиться
shoe shod shod обувать; подковывать
shoot shot shot стрелять, бросать
show showed shown показывать, казаться, являться
сжиматься, сокращать(ся);
shrink shrank shrunk
отступать
shut shut shut запирать, закрывать, затворять
sing sang sung петь
опускаться, погружаться,
sink sank sunk
тонуть
sit sat sat сидеть
slay slew slain убивать
sleep slept slept спать
slide slid slid скользить
smell smelt smelt пахнуть, нюхать, чуять
smite smote smitten ударять
sow sowed sown сеять, усыпать
speak spoke spoken говорить, беседовать
speed sped sped спешить, ускорять
читать по буквам,
spell spelt spelt
составлять слово из букв
spend spent spent тратить, проводить (время)
spill spilt spilt проливать(ся), рассыпать(ся)
- 135 -
Infinitive / Past Indefinite / Past Participle /
Неопределённая Прошедшее Причастие про- Перевод
форма глагола простое время шедшего времени
spin span spun прясть, вертеть(ся), крутить(ся)
расщеплять(ся), разрывать(ся),
split split split
расколоть(ся)
spoil spoilt spoilt портить(ся)
spread spread spread распространяться
вскакивать, прыгать;
spring sprang sprung
зарождаться
stand stood stood стоять, держаться, ставить
steal stole stolen красть, похищать
втыкать; липнуть, оставаться,
stick stuck stuck
придерживаться
sting stung stung жалить, колоть, мучить
stink stunk stunk вонять
strew strewed strewn сыпать, разбрасывать, устилать
шагать (большими шагами),
stride strode stride / stridden
перешагивать
strike struck struck ударять, бить, забастовать
string strung strung натягивать, нанизывать
strive strove strive стараться; бороться
swear swore sworn клясться, присягать
sweep swept swept мести, легко касаться, сметать
пахнуть, вздуваться,
swell swelled swollen
увеличиваться
swim swam swum плавать
качаться, колебаться, махать,
swing swung swung
размахивать
take took taken брать, хватать
teach taught taught учить
tear tore torn разрывать, рвать
tell told told сказать, сообщать
think thought thought думать, полагать
throw threw thrown кидать, бросать
thrust thrust thrust толкать, совать
tread trod trodden / trod ступать, топтать, давить
understand understood understood понимать
undertake undertook undertaken предпринимать
опрокидывать (ся),
upset upset upset
расстраивать
wake woke / waked woke / waked просыпаться, будить
wear wore worn носить, изнашиваться
wove /
weave woven ткать, сплетать
weaved
- 136 -
Infinitive / Past Indefinite / Past Participle /
Неопределённая Прошедшее Причастие про- Перевод
форма глагола простое время шедшего времени
weep wept wept плакать, проливать слёзы
win won won выигрывать, добиваться
wind wound wound крутить(ся), обвивать(ся)
уходить, удалять(ся),
withdraw withdrew withdrawn
отзывать, брать назад
withhold withheld withheld не давать, удерживать
противостоять, противиться,
withstand withstood withstood
выдерживать
давить, выжимать, вырывать;
wring wrung wrung
скручивать, жать
write wrote written писать, сочинять
- 137 -
cost n стоимость, себестоимость
cotton n хлопок
crop n с/х культура
crop rotation севооборот
crop production растениеводство
cultivation n выращивание, обработка
cultural practices агротехнические приемы
dairy adj молочный
digestible adj перевариваемый, усвояемый
disease n болезнь
draft adj тягловый, рабочий
drought n засуха
dual-purpose adj мясо- молочный
biennial adj двухлетний, двухлетнее растение
economics n экономика
environment n окружающая среда
efficiency n эффективность
employment n занятость
enterprise n предприятия
expenditures n расходы
farm management с/х управление
fat n жир
fatten v откармливать
feed v кормить
feeding value питательная ценность
field n поле
finance v финансировать
fertile adj плодородный
fertilizer n удобрение
fodder n корм
food пища
foodstuff n продукты питания
forage crop adj фуражная культура
gain v прибавлять
germinate v прорастать
germination n прорастание
grade v сортировать
grain n зерно
grass n злак, травы
greenhouse n теплица
grow v выращивать, расти
growth n рост
growing season вегетационный период
grower n фермер, землевладелец
hand labour ручной труд
harvest v убирать (урожай)
- 138 -
hay n сено
hen n курица
herbicide n гербицид
herd n стадо
high-yielding adj высокоурожайный
humid adj влажный
humidity n влажность
hog n свинья
implement n орудие
improve v улучшать
income n доход
increase v увеличивать
indigestible adj неперевариваемый
influence n влияние
insect n насекомое
insecticide n инсектицид
investment n капиталовложение
irrigate n орошать
keep v содержать
labour n труд
labour-consuming adj трудоёмкий
lack n недостаток
lamb n ягнёнок
legume n бобовые растения
livestock n скот
loss n потеря
machinery n с/х техника
maintenance поддержание, сохранение
management n управление, содержание
manager n управляющий
manufacture v производить
manure n навоз
market n рынок
marketable adj товарный
marketing n реализация, сбыт
mature v созревать
means of production средства производства
meat n мясо
mellow soil рыхлая почва
milk n,v молоко, доить
milk yield надой молока
milking machine доильный аппарат
moist adj влажный
moisture n влага
mutton n баранина
nature n природа
- 139 -
net income чистый доход
nitrogen n азот
nursery n питомник
nutrient питательное вещество
nutritional anj питательный
nutritive value питательная ценность
obtain v получать
oil crops масляничные культуры
onion n лук
orchard n сад
output n выпуск продукции
oxygen n кислород
pasture n пастбище
pepper n перец
perennial adj многолетний
plot n участок земли
plant n растение
plough n плуг
plow пахать
pollute v загрязнять
poultry n домашняя птица
price n цена
private adj частный
produce v производить
profit v,n получать прибыль
profitable adj рентабельный
protect v защищать
protection n защита
provide v обеспечивать
quality n качество
quantity n количество
rainfall n осадки
raise v выращивать
ration n рацион
raw materials сырьё
reduce v сокращать
require v требовать
rice рис
ripen v созревать
root n корень
root crop корнеплод
rye рожь
sale n продажа
seed n v семя, сеять
seedbed n пашня
select v отбирать
- 140 -
sell v продавать
share n доля
sheep n овца, овцы
shortage n недостаток, нехватка
skin n кожа
soil n почва
source n источник
soybeans n соя
sow v сеять
species вид
spread v разбрасывать
spring crop яровая культура
stand n всходы
starve n голодать
stem n стебель
store v хранить
straw n солома
succulent adj сочный
sugar beet сахарная свекла
supply v снабжать
supplement n добавка
take care of v заботиться, ухаживать
technology n технология
till v обрабатывать почву
tillage n обработка почвы
timber лесоматериал
trend тенденция
tuber n клубень
use v использовать
utilization n использование
valuable adj ценный
value n, v ценность, важность, ценить, дорожить
variety вид, разновидность
vary v изменять(ся)
vegetable n овощи
vegetation n растительность
village деревня
weed n сорняк
wheat n пшеница
winter crop озимая культура
wood n лес, лесоматериал
wool n шерсть
yield n урожай
- 141 -
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- 142 -
FOR NOTES
- 143 -
Альбина Алексеевна Железнова
A COURSE OF ENGLISH
FOR STUDENTS OF AGRICULTURE