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Методичні рекомендації АГ201 3 курс
Методичні рекомендації АГ201 3 курс
Методичні рекомендації
для практичних занять з дисципліни
«ІНОЗЕМНА МОВА ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ»
зі студентами 3 курсу спеціальності 201 «Агрономія»
ХАРКІВ – 2018
0
УДК 812. 119.
ББК 81.462
Методичні рекомендації для практичних занять з дисципліни «Іноземна мова
(англійська)» зі студентами спеціальності 201 «Агрономія»/укл. викладач
кафедри загальноосвітніх дисциплін Одинцова Т. А.. – Харків: ЛНАУ, 2019. –
127 с.
Рецензент:
Розглянуто і затверджено на засіданні кафедри загальноосвітніх дисциплін,
протокол № від
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Тема 1. Historical role of agriculture in the human life (Grammar:/Present Tenses)
Тема 2. Types of soil. Soil fertility and its conservation. (Grammar: Past Indefinite
and Present Perfect)
Тема 3. Climate. Weather. Seasonal work. (Grammar: Modal Verbs).
Тема 4. Growing seasons. Harvest and storage (Grammar: Expressing Future) Тема
Тема 5. Government intervention. What is plant breeding (Grammar:Continuous
Tenses)
Тема 6. Weeds, pests and disease (Grammar: Continuous Tenses)
Тема 7. Diagnosing crops problems (Grammar: Perfect Tense. Degrees of
Comparison)
Тема 8. International trade) (Grammar: Passive Voice)
Тема 9. Technological advances (Grammar: Conditional sentences)
Тема 10. Organic farming (Grammar: Indirect speech)
Reference Grammar
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THEME №1
HISTORICAL ROLE OF AGRICULTURE IN THE HUMAN LIFE
Grammar: Present Simple Tense
I. Answer the questions:
1. What is important for human beings?
2. What kinds of products come from nature (plants, animals)?
2. What is agriculture?
3. What are the main branches of agriculture in Ukraine?
4. Do you know any alternative kinds of traditional farming?
5. What is agronomy? Is there a difference between agriculture and agronomy?
II. Read the text. Pay attention to the new words. Write down the new words into
your vocabulary.
Agriculture is the cultivation of land for effective crop growth and raising of
livestock. Farmers are directly engaged in agriculture by preparing soil, planting crops,
harvesting those crops and preparing them for transportation. They also bale hay, grow
pastures and buy seed to raise livestock. We rely on animals for a number of products.
Some are more obvious than others. Animals' milk and meat provide us with protein.
We make clothing and furniture with wool and leather. In addition, there is a long list
of animal by-products.We use them every day. But we don't always know it.
The word “agriculture” occurred in the 15th-century, but the process of cultivating the
land to grow food has been in existence for much longer. Early farmers used rivers as
a water supply. Rivers floods at the same time every year. Farmers planted crops
before the floods. This helped their plants to survive. Later, farmers created irrigation
ditches. They moved water from rivers to their fields. They could cultivate crops any
time of the year and harvest extra food. Producing extra food was important. Later,
farmers fed animals with it. These domesticated animals became another important
part of agriculture which they used to to feed their families and local people.
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In contrast, modern agriculture, especially in the United States, is dominated by big
business. Farming families do consume some of what they produce, but much of it is
sold, whether in local markets or through national and global distribution channels.
While farming production dominates much of the topic of agriculture, agronomy is
also an important element.
Agronomy is a field of science that studies soil conditions and crop production.
Agronomists conduct natural and lab-based research to evaluate how different crops
grow under certain conditions. Agronomists work in academia, for private
corporations and for public agencies that provide grants. The research they develop
and publish helps push agriculture forward. Machines, seed, pesticides and irrigation
systems are all core elements of agriculture that advance based on scientific research.
Agriculture is important to human beings because it forms the basis for food
security. It helps human beings grow the most ideal food crops and raise the right
animals with accordance to environmental factors.
Being able to grow the right crops and keep the right livestock ensures that human
beings are able to eat healthy diets and form strong immune systems to fight against
diseases and infections. Agricultural activities help human beings create job
opportunities, which eventually helps build a strong and sustainable national economy.
Agriculture also helps humans to know the right way to use land so as to avoid
disasters like famines.
III. Match the words (1- 9) with the definitions (A-I)
1.agriculture A is a plant as wheat, rice or fruit that is grown by
farmers and used as food
2.breeding B is the study or process of growing plants and raising
animals
3.irrigate C is the act of mating plants or animals to produce
offspring.
4. irrigation D to provide water to crops.
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5. ditch E is the practice of bringing clean water to plants
6.cultivation F a seed is a small, usually hard, object from which a
plant grows.
7.crop G preparation and use of land for growing crops
8. seed H is a long, narrow cut in the ground used to hold or
move water.
9. domesticate I to tame an animal or adapt a plant for human use.
2. harvesting / farming
A ________ includes raising animals and crops.
В Farmers wait until crops are mature to start_________ .
VI. Complete the conversation between the teacher and the student. Consult
task 2.
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Student: Mrs. Anderson, I have a question about the first farmers
Teacher: Great. What is it?
Student: Well, How did they irrigate their_____ ?
Teacher: Oh, with _______ . They connected their fields and the River.
Student: Okay. So __________ moved through the ditches to the fields.
Teacher: Exactly
Student: Then, I have another question. How did they _________the water? Teacher:
The ditches had_______ They opened and water flowed through.
Listen to the dialogue and check your answers.
VII. Speaking
A. With a partner replay the dialogue based on Task VI. Then, switch roles.
USE LANGUAGE SUCH AS:
Excuse me.
How did early farmers ...
They connected.
Student A . You are a student learning about early agriculture. Ask Student В
about:
• water supply
• watering fields
• controlling water
Student B: You are a History teacher. Answer Student A’s questions
B. You are going to take part in agricultural students` conference. Prepare 3-5
min. report about the role of agriculture in the human life and some aspects from
its history.
THEME 2
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Types of soil. Soil fertility and its conservation. (Grammar: Past Indefinite and
Present Perfect)
Active Vocabulary
Application of fertilizers заявка на добрива
Conditions умови
Destroy руйнувати
Diseases хвороби
Drainage дринаж
Efficiency ефективність
Erosion ерозія
Harvest врожай
Irrigation зрошення
Legume бобові
Loss втрати
Manure навоз
Mellow солодкий, приємний на смак
Moist вологий
Natural resources природні ресурси
Nutrients поживні речовини
Organic matter органічні речовини
Productivity продуктивність
Seeds насіння
Selection селекція
Soil conservation
Tillage обробка почви
To affect впливати
To expose показувати
To obtain отримувати
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To plow пахати
To remove переміщувати
To Weed полоти
I. Read the text. Pay attention to the new words. Write down new words in your
vocabulary.
Land economics deals with the efficiency of the use of land, soil conservation
and irrigation practices. Crop production greatly depends on land and its productivity.
The cropland varies greatly both from one region to another and within each
region. Soils are the most important natural resources. Farming destroys them to some
extent, removing the essential plant-food elements and exposing soil to the effects of
erosion. The latter is the resu1t of the action of wind and water. Erosion lowers
productive value through the loss of the soil itself and removal of nutrients and
organic material. The net effects are: higher cost of tillage and lower income.
Better land use means first of all soil conservation. It includes measures for
controlling erosion, proper rotations to increase the organic matter, the application of
fertilizers and manure, proper tillage methods as well as drainage and irrigation
practices.
The better the soil, the higher the yield. But yields are known to be affected by
many other factors as well. Among them there are: high-quality seeds of the crops
adapted to the climatic and soil conditions of the region, application of fertilizers,
good preparation of the land, proper rotations, drainage and irrigation where needed,
timely planting, cultivating and harvesting.
Crop being well adapted to the region, better and more economical yields are
obtained. Crops should be produced where physical conditions are most favourable for
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their growth. Thus, it is necessary to study the main physical needs of the crops to be
grown.
Proper varieties should be chosen to get high yields. The proper selection of
high-producing, good-quality varieties is an important part of high production
efficiency.
Of all agricultural practices affecting yields seedbed preparation has been found
to be the most important. Plowing is the first step in seedbed preparation. Due to this
operation the soil is loosened, better conditions for the crop being provided. The right
kind of preparing a seedbed is to get a fine, moist and mellow soil.
Good crop rotation is known to keep up the productivity of the soil. A rotation
usually includes: a grass-farming crop, especially one that includes legumes to add
nitrogen and increase the organic matter of the soil; a cereal and a cultivated crop, at
which time manure and fertilizers can be applied. Well-planned rotation increase
yields because of their conserving and improving the soil. They increase the supply of
organic matter, which has such a good effect on the physical condition of the soil.
Crop rotation proved to be highly effective in controlling weeds and diseases.
II. Guess the meaning of the following international words and word
combinations:
element, erosion, result, organic, effect, controlling, method, practice, factor, to adapt,
climatic, drainage, irrigation, region, physical, selection, efficiency, operation.
III. Odd word or word combination out: the one which doesn’t fit into the
group of synonyms.
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to operate - to be in action, to carry on, to perform an operation, to work, to exhibit;
major - main, chief, more important, significant, rapid;
increase - growth, enlargement, reduction, magnification, addition.
IV. Match the words on the right (A) with their definition on the left (B).
A B
1)conservation a) applying water into the soil for
good growth and development of crops
2) erosion b) making the soil more productive for
growing plants
3) tillage c) the protection of natural resources
according to principles that will assure
their highest economic or social
efficiency
4)crop rotation d) the total long-time characteristic
weather of any region
5) soil improvement e) the carrying away of the land surface
by water or wind
6) drainage f) the order in which crops are during a
series of years on the same land
7) climate g) the removal of excess water from land
8) irrigation h) preparation of land for crop-bearing
V. Find the word on the right which should logically follow the word on the
left:
high erosion
crop selection
organic practices
proper production
controlling weeds and diseases
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the effect of matter
application of the soil
improving yields
irrigation conservation
soil fertilizers
VI. What are these words derived from? Notice the different suffixes, indicating
different parts of speech.
Conservation, irrigation, production, productivity, application, rotation, preparation,
favourable, efficiency.
VII. Find in the text English equivalents for the following Ukrainian words:
Обробка почви, зрошення, органічні речовини, внесення добрив, природні
ресурси, врожай, сівообіг, кліматичні умови.
VIII. Exclude some detailed information and write down the letter to the student
of agrarian university abroad who is interested in kind of soil in your region. You
could mention next:
Kinds of soil;
People`s and nature influence;
Productivity of the soil;
Soil fertility and its conservation.
IX. Replace the infinitives in brackets into Present Perfect or Past Indefinite.
1. The children (to do) their homework. Now they can go to the skating-rink. 2. You
ever (to be) to Warsaw? – Yes, I (to be) there last year. 3. I already (to send) the
tele¬gram. 4. I (to send) the telegram yesterday. 5. I (not to see) him in January. 6. I
(not to see) him since January. 7. We (not to receive) any letters from her lately. 8.
They (to go) to the camp three days ago. 9. I just (to see) him. 10. I (to see) him in
1993. 11. You (to have breakfast) already? 12. When you (to have breakfast)? 13.
When you (to arrive) in Moscow? 14. He (to fall asleep) at half past seven. 15. I (to
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know) this engineer since I began to work at the plant. 16. At last I (to write) the
composition; now I'll go for a walk.
THEME 3.
Climate. Weather. Seasonal work (Grammar: Modal Verbs)
I. Read the text. . Pay attention to the new words. Write down new words in
your vocabulary.
There are four seasons in the year: spring, summer, autumn, and winter. March, April
and May are the spring months. Spring is a very pleasant season. The weather is
usually warm. But sometimes there are cold days especially in March. In spring the
days get longer and the sun warms the earth. Nature awakens: the birds return from the
south, the trees turn green, the air is fresh. The first flowers appear in the parks,
gardens, forests and fields. Many people like spring more than other seasons.
After spring summer comes. June, July and August are summer months. The weather
is very warm and sometimes it is very hot. There are many sunny days, when the sun
shines brightly and the sky is cloudless. Occasionally the sky is overcast with
heavy clouds and storms begin with thunder and lightning. Summer is a busy
time for those who live in the country. They cut grass and make hay. But many people
like summer because it is a good holiday time. When autumn comes the days get
colder. September, October, November are the autumn months. The weather is very
much changeable in autumn. After windy, misty, rainy days there are fine sunny
periods. The leaves turn red, yellow and brown. They fall the ground making
everything magnificent around. Especially amazing period is Indian summer. Birds
migrate to warm countries. Autumn is harvest time. The farmers gather crops in the
fields and pick fruit in the orchards. The days become shorter.
Winter is the coldest season of the year. December, January and February are the
winter months. It is usually frosty in winter.
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Sometimes the frost is serve – about 25–30 degrees below zero.
Lakes and rivers are frozen, the roads are covered with slippery ice.
It often snows. Winter is a good season for winter sports.
It is hard to say which season is the best, everyone is beautiful
in its own way.
Spring is the time to prepare the soil for planting. First, the farmer fertilizes his field
with cow manure or a chemical fertilizer. Then he plows the soil, turning it over and
mixing in the fertilizer to provide a rich soil for the crops. Later, when the days a little
longer and the sun has warmed the soil, it
is time to plant the seeds. Meanwhile, if the farmer raises the animals, spring is the
time when the animals are giving birth, and both mothers and their young ones have to
be watched and cared for.
Summer. After planting the farmer waits and watches. He watches the weather,
hoping for enough sun. He waters the sings of plant disease and attacks of insects.
Many farmers spray their fields with chemicals to keep away disease and harmful
insects. With water, sun, care and protection the plants grow strong and healthy.
Summer is also suitable time for cutting grass and making hay.
Autumn. This is the busiest time of the year. Now the crops in the fields
are ready to harvest. The fruit is ready to pick. It is time to gather in the vegetable
crops and to reap the grass crops, such as wheat and corn. The farmers have to work
quickly. Often it is necessary to call in extra workers to work in the fields and bring in
the crops. Work starts when the sun rises and finishes when the sun sets. The days are
hard and long. But when the job is done, it is time for celebrating, for dancing, eating,
drinking and having fun.
Winter. The days are getting shorter and shorter. The harvested crops are sold in the
ready feed and animals though the winter months. The farmer chops wood, preparing
to keep his house warm through the long cold winter nights. And when winter finally
comes, it is time for planning, for deciding where and what to plant next year. For
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soon it will be spring again and the cycle of planting, growing, and harvesting will
start again
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III. Match the English weather words with their Ukrainian
equivalents.
1) dew a) мороз
2) forecast b) легкий вітерець
3) blizzard c) повінь
4) thunderstorm d) роса
5) hurricane e) засуха
6) humidity f) блискавка
7) breeze g) злива
8) rainbow h) імла, серпанок
9) shower i) гроза
10) frost j) прогноз погоди
11) flood k) вологість
12) lightning l) заметіль, завірюха
13) mist m) ураган
14) drought n) райдуга
IV. Change the given statements so that they will mean the
opposite.
MODEL :We are having rough weather. – We are having calm
weather.
1. The weather is really nasty today.
2. It' s ten degrees below zero.
3. The roads are dry today, it's not dangerous to drive.
4. The sky is clear.
5. It' s 30 degrees in the shade.
6. There is a bad fog in the mountains.
7. The weather is windless today.
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8. The frost is going to kill all the flowers in the garden.
V. Choose one word from those given below to fill in the gaps.
Flood, wet, cloudy, to forecast, Centigrade, sultry, hot, shower, Fahrenheit, icy,
drizzle, dew, lightning, chilly, sunshine.
1. During a storm_________ is followed by a clap of thunder.
2. The river overflowed and the town had to cope with a __________.
3. Because of the heavy ________ the grass was wet.
4. You can' t see the moon and the stars now because the sky is _____.
5. In summer a spell of very _____ and _____ weather usually ends
with a thunderstorm.
6. I can' t say that it is very cold outside but it' s rather _______, you'd
better put on your coat.
7. You can' t sit on the grass it' s still ________ after rain.
8. The temperature has fallen down and the roads are so _______ that it' s dangerous
to drive.
9. When it rains hard but for a short period of time we call it a _________.
10. Water freezes at zero degrees ________ but at 32 degrees_________.
11. There will be plenty of _________ in the mountains and Dick will return with fine
tan.
12. I can' t say that it was really raining , it was _______ but we got wet all the same.
13. Ancient people didn' t know any other way of ________ the weather than
watching the behaviour of animals and birds.
VI. Match the English expressions with the word ―wind with
their Ukrainian equivalents.
1) fair wind a) прямо проти вітру
2) before the wind b) друге дихання
3) in the wind' s eye c) попутний вітер
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4) like the wind d) дарма гаяти час
5) to lose wind e) зашкодити
6) there is something in the wind f) за вітром
7) second wind g) країни світу
8) to catch the wind in the net h) ходять чутки
9) to take the wind out of one' s sail i) засапатись
10) the four winds j) швидко як вітер
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G) manure 7. ______ a person on a farm who looks after the sheep
H) an axe 8. ______ cows
I) a vineyard 9. ______ a piece of land for growing grapes for wine
J) a shepherd 10. _____ a powerful motor vehicle used on a farm
K) a cattle 11. _____ animal waste used for fertilizer
L) soil 12. _____ a farm building often used for storing crops
IX Translate into English.
1. У грудні стає холодно. 2. Сьогодні морозно. 3. Поглянь. Іде сніг. 4. У
нас надзвичайна погода. 5. Скільки ти знаєш про ґрунти! 6. Вода – життя для
рослин. 7. Кисень необхідний для життя людини. 8. Восени дні стають
коротші, а ночі довші. 9. Мені подобається запах свіже скошеної трави. 10.
Земля –безцінне багатство для країни. 11. Кожного ранку природа
прокидається. 12. Фермерство стає провідною галуззюсільського господарства
України. 13. Сучасний агроном повинен бути спеціалістом широкого профілю.
14. Що роблять на фермі восени? 15. Щоб отримати хороший врожай –
необхідно прикласти максимум зусиль. 16. Захист культур дуже важливий.
17. Фермери використовують різні добрива для покращення властивостей
ґрунту.
X. Translate into Ukrainian paying attention to the correct translation of the
modal verbs and their equivalents:
l. The agronomist can work at any agricultural enterprise. 2. The future
specialist must solve difficult problems. 3. The crop-growing agriculture has to be
organized. 4. The bachelor should compile the ranges of plants.
5. Hops can be grown in the temperate climatic conditions. 6. The average annual
temperature must be very favourable for hops. 7. Bitter hops varieties could be
cultivated earlier. 4. Aromatic varieties are to be cultivated now. 8. Different hops
varieties of the Ukrainian and foreign selection have to be cultivated now. 9. The
annual rainfalls about 250—300 mm must fall on the vegetation time.
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XI. Translate the words in the brackets into English:
1. Hops (може) be very profitable. 2. We (повинні) apply mineral and
organical fertilizers. 3. Hops (може) be harvested in August. 4. Bitter hops varieties
(могли) be cultivated earlier.
XII. Prepare the report about climate peculiarities and seasonal work in your
region to the local newspaper agency.
THEME 4.
Growing seasons. Harvest and storage (Grammar:Expressing Future)
Active Vocabulary. Read, write, translate and learn the words
Abnormally
Adaptability
Average
Barley
Corn
Due to
Essential
Irregularities
Oats
Property
Relationship
Requirements
To affect
To compensate
To conserve
To incorporate
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To influence
To mature
To prevent
To regulate
Wheat
1. Read the text. Pay attention to the new words. Write down new words in your
vocabulary.
CLIMATIC REQUIREMENTS OF PLANTS
Man cannot influence climatic conditions. However, with new progress in
science, crop production can be controlled by applying improved farming practices.
So, the farmer cannot regulate the amount of rainfall, but he can prevent loss of
moisture by proper cultivation and by incorporating into the soil large amounts of
organic matter which helps conserve moisture. In some areas irregularities in rainfall
and lack of moisture are compensated by irrigation.
Proper temperature is also essential for successful plant growth. In addition it
helps conserve water in the soil. So, some plants grow best in cool climate not only
because of direct effect of temperature, but due to higher supply of water under such
conditions.
Wind is another climatic factor influencing crop production. The farmer cannot
control the wind, but he can farm his land in such a way as to lose as little soil as
possible due to wind erosion. He can plant winter crops in areas where they will
mature before dry, hot windy weather becomes a problem the next summer.
Sunlight is highly important for many processes taking place in the growing
plant. There exist a relationship between length of the day and the flowering and
fruiting of plants. Some plants produce flowers only when days are long and nights are
short. They are called long-day plants. Some plants produce flowers and fruit in
autumn when days are short and nights are long. They are called short-day plants.
Some plants are not likely to be affected by the length of the day.
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Crops vary in their climatic requirements. Corn can be grown under a variety of
climatic conditions, the most favourable environment being the one where the average
summer temperature is between 70 and 80 F. Wheat sown in the fall does best in
regions where the climate is cool and moist during the fall, winter and early spring
months followed by warm and dry harvest period. Low yields may often result from
too low temperatures and abnormally dry weather. Wheat and corn may sometimes be
grown in rotation with each other, because wheat is a winter and spring crop, and corn
is a summer crop. Like potatoes, oats and barley do best in cool, moist climate. Both
quality and yield of potatoes are better in cool regions. Vegetables, because of their
high adaptability, are grown under different soil and climatic conditions, soils of good
physical properties being especially important.
To obtain high yield of a good quality crop it is necessary to select a proper
variety best adapted to the conditions of the region it is to be grown in.
III. Guess the meaning of the following international words and word
combinations: climate, progress, to control, practice, to regulate, cultivation, to
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incorporate, organic, to compensate, irrigation, temperature, effect, erosion, problem,
process.
IV. Translate the following pairs of words paying attention to prefixes:
regular — irregular, proper — improper, normal —abnormal, successful —
unsuccessful, possible — impossible.
V. Read the following sentences and guess the meaning of the underlined words
according to the context:
1. Crops should not be harvested before they mature. 2. All crops grow best under
favourable soil and climatic conditions. 3. To improve soil fertility proper fertilizers
should be incorporated into the soil. 4. The same crops should not be grown for many
years on the same area. When different crops are grown one after another on the same
land, such system is called crop rotation.
VI. Find the synonyms on the right compatible with the words on the left:.
apply include
due to most important
amount use
yield thanks to
matter quantity
incorporate harvest
essential substance
manufacture supply
modern produce
feed up-to-date
VII. Exclude some detailed information and write down the gist of the text.
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VIII. What words/ideas would you associate with the topic “CLIMATIC
REQUIREMENTS OF PLANTS”
THEME 5.
Government intervention What is plant breeding (Граматика:Continuous
Tenses)
I. Before you read the passage, talk about these questions.
1. Does your government take an active role in agriculture?
2. Do you think governments should control agriculture? Why or why not?
II. Read the text, pay attention to the unknown words, write them down into your
vocabulary.
GOVERNMENT PROMISES HELP FOR WHEAT GROWERS
Government officials introduced a plan this week to enhance wheat production.
Spokesperson Harriet Greene responded to reporters’ questions on Friday. She said the
government is committed to improving economic conditions in wheatgrowing regions.
Greene said the plan supports the small farmer that the world’s food and fiber industry
relies on. The plan does have critics. But Greene responded that improving the wheat
industry improves economies everywhere. She state: that the industry’s decline
negatively affect: people around the world.
The plan is to decrease supply by employing a strategy of adjusting production.
Leaving some- wheat fields fallow should prevent excessive surpluses and wasted
resources. Hopefully, this will increase market demand. Additionally, the government
will implement various forms of price support. This includes establishing price floors
raising quotas and reducing tariffs on exports. Finally, the government is setting up a
department to address foreign trade enhancement. The department will identify ways
to increase wheat: trade worldwide.
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1. Some people do not support the plan
2. The plan calls for planting all available wheat fields.
3. The government intends to lower taxes on exported wheat.
IV. Vocabulary
Match the words (1-6) with the definitions(A-F).
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C. He is participating in a government program.
D. He is worried he won't be able to sell it.
2. Why are the prices for wheat low?
A. The wheat crop was not good.
В. There is a surplus of wheat.
C. The market price for wheat is high.
D. The production of wheat has decreased.
Listen again and complete the conversation.
Assistant: But won’t we lose money if we (1) _________enough?
Farmer: Actually, the government is paying us to (2)__________.
Assistant: I had (3) ________ Why are they doing that?
Farmer: They want to decrease the supply. See, right now there's a (4)_________. So
prices are low. But if everyone produces less wheat, the supply will fall. Do
you see what I mean?
Assistant: I think so. And if the supply falls, the (5) ________ too. Right?
Farmer: Exactly. (6)________________ , we’ll just plant some cover crops in field
VII. Speaking
With a partner, act out the roles below based on Task 7.
Then, switch roles.
USE LANGUAGE SUCH AS:
But won’t we lose money.
Why are they doing that?
If everyone produces less wheat, the supply will fall.
Student A: You are a farming assistant. Ask Student B about:
• not planting wheat
• government intervention
• supply and prices
25
Student B: You are a farmer.
Answer Student A's questions.
VIII. Writing
Use the conversation from Task above to fill out the memo to farm staff. Explain why
wheat will not be planted. Include the information about surpluses and prices
Franklin Farms
Memo
Staff: This year___________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Jack Franklin
Owner, Franklin Farms
THEME 6
Weeds, pests and disease (Граматика: Continuous Tenses)
I. Before you read the passage, talk about these questions.
1. Name a damaging weed, pest, and disease in your country.
2. What are some ways to avoid crop damage from weeds, pestі and disease?
II. Read the page from the farmer's statements guide.
Then, mark the following statements as true (T) or false (F).
1. The guide advises against applying herbicides directly to fields.
2. Biological controls pose fewer safety risks than chemical controls.
3. Fungal diseases are easier to prevent then bacterial diseases.
SEMPLE`S GUIDE to FARMING
Three of the greatest threats to farmers are weeds, pests, and diseases. Nevertheless, an
26
informed farmer can develop effective strategies for dealing with these problems.
Weeds
Weeds grow everywhere, but they seem to prefer farmer's fields. Use a weed map to
identify problem areas. Then apply herbicides as needed for suppression. If mulching
weeds, it is not advised to apply mulch directly to your fields.
Pests
Pests, primarily insects but also small mammals and birds destroy countless crops
every year. This is why farmers need a sound pest management strategy. These can be
chemical or biological. Chemical controls refer to pesticides. They tend to be very
effective but carry safety risks. Less risky, though sometimes less effective, are
biological controls. An example is the predatory ground beetle, which feeds on crop-
eating ground Worms.
Disease
Disease arrives from one of three types of pathogens: bacterial, viral, and fungal. The
first two are rather difficult to fight. The best defense is maintaining good soil and
growing conditions to keep plants strong. Prevent fungal diseases with fungicides.
Finally, simply sanitizing equipment can sometimes prevent the spread
of blight.
III. Vocabulary
Match the words (1-6) with the definitions (A-F).
1. sanitize A. preventing organisms from harming crops
2. fungal B. being or related to fungus
3. pathogen C. an unwanted wild plant
4.bacterial D. being or related to bacteria
5. weed E .to kill bacteria
6. pest management F an organism that causes disease
Read the sentence pair.Choose where the words best fit the blanks.
1. weed maps / biological controls
27
A _________ show where to apply herbicides.
B __________ give farmers an alternative to pesticides.
2 herbicide / blight
A The ________ destroyed the entire crops
B Most weeds can be controlled with ___________
3 fungicide / suppression
A Wendy used a _______ to protect her crops.
B ______ of pests is a concern for farmers.
4 mulching / pesticide
A _________ plant waste can enrich soil
B _______effectively controls insect.
IV. Listen and read the page from the farmer’s guide again.
What does it suggest is the best defense against diseases?
Listening
Listen to a conversation between two farmers. Choose the correct answers.
1. What did the man use on his crop?
A Biological controls
В Insects
C Chemical pesticides
D Herbicides
2. Which biological control will the man use?
A other plants
В borers
C wasps
28
D boll worms
V.Listen again and complete the conversation.
Farmer 1: I just discovered that I have corn borers in my cornfields. I have to do
something before they ruin my crop.
Farmer 2: I had a similar problem last year.
Farmer 1: What did you (1) __________ ?
Farmer 2: I (2) ______________________ I sprayed my fields with pesticides.
Farmer 1: I’d prefer to try a biological control rather than 3
Farmer 2: What do you mean, use other insects or something like that?
Farmer 1: Exactly. I (4) ______________ wasps. Apparently, they eat the borers.
carmer 2: How can insects be better than chemical pesticides?
Farmer 1: (5) _______________________ that shows they’re very effective. And I
wouldn’t have to worry about chemical side-effects.
Farmer 1: Hmm. (6) __________________ if it works. I’m starting to have a problem
with boll worms.
VI. SPEAKING
With a partner, act out the roles below based on Task V. Then, switch roles.
USE LANGUAGE SUCH AS:
I just discovered that I have ... in my fields.
I sprayed my fields with pesticides.
How can insects be better than pesticides?
29
THEME 7.
Diagnosing crops problems (Граматика: Perfect Tense. Degrees of
Comparison)
30
you - We can provide technical assistance in a variety of ways ranging from advice on
crop selection to
ON-SITE AND LABORATORY DIAGNOSIS
Give us a call if your plants are stippled, stunted, wilting, or browning. We attempt
to establish symptom patterns for small groups of plants. For larger problems, we
attempt to identify the field pattern. Once this information has been gathered, we can
usually provide a definitive diagnosis using our symptomology keys.
LABORATORY DIAGNOSIS
When a symptomology key does not provide a definitive diagnosis, we usually
turn to lab analyses. These tests can identify if a symptom is caused by biotic or
abiotic factors.
HOW TO CONTACT US
If you'd like to get our advice, or set up an appointment for a field or crop
diagnosis, please call 888-555-0505 or send an email to diagnosis@extension.ur.edu
IV.Vocabulary
Match the words (A-E) with the definitions (1-5).
1. abiotic A to change color
2. brown B non-living
31
Biotic, stunted, wilt, stippled, symptom, pattern
1. _____________________leaves are covered with spots.
2. A___________________ plant will be much smaller than others.
3. Many crop problems have__________________________ causes.
4. The crops started to _tin the heat.
5. Researchers are analyzing the
VI. Listen and read the webpage from an agricultural extension office again.
What happens when a symptomology key doesn't provide a definite diagnosis?
Listen to a conversation between an agricultural advisor and a farmer.
Check (.1) the symptoms of the farmer's corn.
□ wilting
□ drying out
□ browning tops
□ blackened roots
□ stunted growth
Listen again and complete the conversation.
Advisor: Mr. Fussel, what's the problem with your corn?
Farmer: Well, 1_________ _____________ ___________ _________
even though I gave them plenty of water and fertilizer.
Advisor: 2____________ _____________ __________ __________ first noticed
the problem.
Farmer: That would have been 3 _________ ___________ ___________
First, I noticed the tops of some of the plants were
browning.
Advisor: What happened next? 4 _________ __________ __________?
Farmer. Not that. Next, they 5 ___________ __________ ___________ slightly.
That`s when I 6___________ ____________ ________________. water.
32
VII.SPEAKING
With a partner, act out the roles below based on Task VI.
Then, switch roles.
USE LANGUAGE SUCH AS:
What's the problem with your corn?
I noticed the tops of some of the plants were ...
And what happened next?
Student A: You are an agricultural
advisor. Ask Student B about:
• crop problems
• symptoms
• changes
Student B: You are a farmer.
Answer Student A's questions
VIII.Writing
Use the conversation from Task VI to write an email to an agricultural advisor.
Include:
your problem,
crop symptoms and changes you've seen
to: Farmadvisor@farmsite.com
From: Thernandez@Hfarm .com
To_________________________________________
___________________________________________
___________________________________________
___________________________________________
Sincerely
33
THEME 8.
INTERNATIONAL TRADE
34
corn. Companies importing to Chile will find a six present tariff on all imported
goods. All products imported to Chile must have labels printed in Spanish
III. Write a word that is similar in meaning to the underlined part.
1. Countries interact through the exchange of products across borders.
in __ _ _ _ _ _ _ _ _ a _ _r __ _
2. The organization that oversees trade among nations is considering some new
regulations.
___
3. Increases in exports alter the difference between the value of exports and
imports.
b _ _ _ _ _e _ _ t_____.
4. High fees on imported or exported goods protect domestic farmers.
_ a _ _ _ _s.
5. Many countries depend on products brought in from other countries.
_ m p _ _ _ _.
6. Countries that have surpluses are often reliant on selling products
internationally.
_ x _ _ _ _ d_ p _ _ _ _ _ _.
IV.Listen and read the trade profile summaries again. What is Chile's main
export?
35
D. exporting surplus hay
2. What will the speakers likely do next?
A. discuss hay prices
B. look at trade profiles
C. search for label printers
D. contact buyers in Mexico
VII. Speaking
36
1. With a partner, act out the roles belowbased on Task VI. Then, switch
roles.
USE LANGUAGE SUCH AS:
Could I get a better price?
There are shipping cost and tariffs.
What do you recommend?
Student A: Student A: You are an accountant.
Talk to Student B about:
• international sales
• excess hay
• costs and benefit
Student B: You are a farmer. Talk to Student A about selling hay internationally
2. Prepare your report to the international trade conference use the
information before mentioned.
VIII. Writing
Use the conversation from Task VI to write an email to a farmer. Include
information about trade, tariffs and quotas benefits
IX. Grammar Active or Passive Voice Consult grammar reference at the end of
this hand out
Put the verbs in brackets into.
1. Nobody (to see) him yesterday. 2. The telegram (to receive) tomorrow. 3. He (to
give) me this book next week. 4. The answer to this question usually (to find) in the
encyclopedia. 5. We (to show) the historical monuments of the capital to the
delegation. 6. You can (to find) interesting information about the life in the USA in
this book. 7. Budapest (to divide) by the Danube into two parts: Buda and Pest. 8.
Yuri Dolgoruki (to found) Moscow in 1147. 9 .Moscow University (to found) by
Lomonosov. 10.We (to call) Zhukovski the father of Russian aviation.
37
Put the following sentences into the Passive Voice.
E.g. Mother waters the flowers in the evening. — The flowers are watered in the
evening (by mother).
1. Irene's husband brought her some beautiful shells from the south. 2. The
explorers gave the newspaper reporters a long interview. 3. Mr. Wilson will teach you
English. 4. The doctor ordered me a month's rest from studying. 5. Tom gave Nick a
book for his birthday. 6. Our mother tells us stories every evening. 7. Lydia will show
you a new book of pictures. 8. A boy showed her the way. 9. They will send us a box
of fruit. 10. Five or six small children followed them. 11. In summer the boys often
drive the horses to the fields. 12. Ivan Susanin led the Poles into the thickest part of
the forest. 13. The waves carried the boat away. 14. We will do the translation in the
evening. 15. They water the flowers regularly. 16. You promised me these books long
ago. 17. Bessie's father gave her a complete set of Walter Scott's works. 18. A marble
pavilion protects the house. 19. The boys will paint the roof of the house. 20. Tom
Sawyer whitewashed the fence. 21. Her daughters gave her three beautiful dishes as a
birthday present.
THEMRE 9.
Technological advances (Граматика: Conditional sentences)
I. Before you read the passage,talk about these questions.
1. How has technology improved farming in your country?
2. What are the negative effects of technology in farming?
II. Read the product listing from an equipment manufacturer (I). Then, mark the
following statements as true (T) or false (F).
1. Smart irrigation control uses 25% less water than other irrigation systems.
2. The Sow Better can plant seeds or bulbs.
38
3. The Right-Bin stores information on a computer.
Revolution Farm Equipment (I)
Magic Dripper
Save water with this drip irrigation system. It features smart irrigation control to
prevent over watering during rain or high wind. The Magic Dripper promotes healthy
plants while using 25% less water than other leading irrigation systems.
Intelli-Farm Tractor
Make your life easier with the latest in tractor technology. Do you lose focus driving
your tractor back and forth for hours at a time? Improve your precision with this auto-
steer tractor. Let GPS guide your plows and planters with the self-
propelled Intelli-Farm Tractor.
Sow Better
Planting seeds is quick and easy with the Sow Better system for air seeding, which
accommodates a variety of seeds and bulbs. Relax and let the Sow Better start this
year's crop. The Sow Better also prevents overplanting.
Right-Bin
Never worry about misplacing your paperwork again. This automated bin system
provides safe storage for your products and records. The Right-Bin keeps track of
your past and current information in one easy-to-use computer database.
III. Match the words (1-6) with the definitions (A-F).
1. auto-steer A. a method for organizing harvests
2. overplanting control B. a method for planting seeds using compressed
air
3. air seeding C. planting too many seeds in an area
4. self-propelled management D. to a watering system that senses andadjusts to
moisture levels
5. smart irrigation F. navigating without a human driver
6. automated bin E. able to move on its own power
39
IV. Write a word that is similar in meaning to the underlined part.
1. Giving plants more water than they need is wasteful and harmful to the plants.
_ _ _ _ _a _ _ _ _ _ _.
2. The science used to create new tools and methods is making farming more efficient.
t_ _ _ _ o _ _ _ _.
3. New tractors have a system where the tractor navigates itself.
a _ _ _ - _ t _ _ _.
4. Using a system that drips water limits waste.
d___ i _ _ i _ _ _ _ _ _.
5. Some modern equipment is guided by a satellite navigation system
_ _ _.
V. Read the text and express your opinion about the influence of technical
revolution on agriculture.
Agro-Industrial Revolution
The Agro-Industrial Revolution has helped lead to the modern era of relative plenty, at
least in first world countries. We are now at a point, however, where the population is
growing so much as to overwhelm the ability of current agricultural yields to feed the
world’s population. Yet another transformation in agriculture may be needed to stave
off a potential food crisis.
The good news is that science and technology may come to the rescue.
There are many new technologies being used to innovate agriculture which will be
important in 2017. These technologies are not new, necessarily, but their application to
agriculture is, in most cases, relatively new and likely to produce positive results.
They may not be as epoch-forming as the invention of the plow or plant and animal
domestication itself, but they will definitely have an impact on the future of
agricultural production.
Remote Sensing
As satellites become more easy to use, it is more common for them to be
40
used by businesses and private individuals to accomplish their tasks. Agriculture is no
different. In India, for example, remote sensing is being used to monitor crops and
crop damage. This will make damage to crops easier to maintain.
This is also being used by insurance companies to better assess insurance
claims by farmers to cover crop damage. This could also be used to monitor the
productivity of different farm areas and find solutions more quickly.
Genetic Engineering
Genetic engineering technologies, such as CRISPR genome editing, make it
possible to easily modify living organisms in specific ways. This could be used to
create superior strains of crops which produce greater yields and more blight
resistance.
41
The use of drones in agriculture has already begun and, in 2017, it will only
increase. Drones can be used for a variety of purposes in agriculture that lower costs
and increase potential crop yields.
One use of drones in agriculture is for soil analysis since they can create
high-quality 3-D images of the soil to determine the nutrients in the soil and how
conducive it is to crop growth. They can also be used for planting, crop spraying, and
crop monitoring; for example, monitoring the health of crops and any fungal growths
or infections which may hinder their development.
Drones can even be used in irrigation since they can assess fields and
determine which parts of a field are particularly dry and need more water. It is
possible that, in the future, swarms of drones will descend upon agriculture fields,
performing various surveillance tasks.
Vertical Cultivating
The increasing population makes it difficult to find enough arable land on
which to grow food. There is a lot of open space in countries like the United States,
Canada, and Russia, but not much of it is good for farming. This means we are
running out of land on which to farm, and new space has to be created. One solution
would be to farm vertically.
Vertical farms and vertical ranches are already being used in countries, such
as Japan, where there is little space. Crops are grown inside in multistory buildings
such as high rises and skyscrapers, in rooms with artificial lighting or in vertical
greenhouses. As urbanization and global population size increases, this trend will most
likely increase. It is likely we will see more of this approach in 2017.
Indoor agriculture may also be beneficial, in other ways, since it creates a
more controlled environment where the environmental conditions can be engineered to
be just right for optimal crop growth. For example, scientific research has shown that
light of different wavelengths has different effects on crop growth and the health of
the plants. Thus, being able to grow the plants under a specific lighting would be an
42
advantage of indoor, vertical agriculture.
Final Thoughts
We seem to live in an age of relative pessimism. Many people are predicting
that human civilization does not have much time left—maybe one more century. Many
are waiting for the coming nuclear or ecological apocalypse.
Technological advancements which can improve agriculture should offset
this pessimism, at least a little, since it shows that although technology can cause
problems, it can also solve problems. Science and technology which can be used to
solve problems in agriculture, medicine, and other important fields should give us
hope.
http://fafdl.org/blog/2017/03/22/technology-that-will-change-agriculture-in-
2017/
VI. WRITING
Use the product listings to write an advertisement for a local agricultural
newspaper about the use of a new piece of technological equipment agriculture.
Include the equipment's uses, methods, and benefits.
Example: If he had studied harder, he ________________ (to pass) his driving test.
Answer: If he had studied harder, he would have passed his driving test.
2) Lisa would find the milk if she (to look) in the fridge.
43
3) The zookeeper would have punished her with a fine if she (to feed) the
animals.
6) You (to have) no trouble at school if you had done your homework.
8) The door will unlock if you (to press) the green button.
9) If Mel (to ask) her teacher, he'd have answered her questions.
Exercise 2
Put in the verbs in brackets and form a Conditional sentence. Mind the negations in
some sentences.
Example: If we had taken the train, we ___________________ (not/to arrive) on
time.
Answer: If we had taken the train, we would not have arrived on time.
4) The soil (not/to dry out) if you water the plants regularly.
5) If you (to give) the young boy this stick, he'd hurt himself.
44
6) We (not/to take) the wrong tram if Ronaldo had asked the
policewoman.
7) If the cat hides in the tree, the dog (not/to find) it.
8) The students would have solved the problem if they (to use) their
textbooks.
9) If he washed his feet more often, his girlfriend (to visit) him more
often.
46
2. The inspector is checking for ___ of organic crops with non-organic
materials.
3. John is preparing for a visit from the_____________ .
4. The farm offers ______________ produce.
5. Don't_______________________ organic and non-organic produce.
III. Match the words (1-6) with the definitions (A-F).
1. organic system plan. A.someone who examines facilities, crops, and
animals
2. organic integrity B. a written statement describing methods
3. audit trail document C. adhering to certifier's rule for organic products
4. inspector D. a record to prove organic authenticity
5. material inputs E. a record of additives and work in fields
6. field activity log F. supplies used in production
Listen and read the publication on organic farming again.
What are the three types of inspectors?
IV. Listening
Listen to a conversation between a farmer and an organic inspector. Mark the
following statements as true (T) or false (F).
1. The man hopes organic labels will attract attention to his produce.
2. The woman certifies the farm as organic.
3. The farm received a random inspection.
Listen again and complete the conversation.
Farmer: So, Ms. Walton, what did you think of the tour?
Inspector: It went well, Mr. Davis. You seemed prepared for our visit
Farmer: That`s good to know. We're hoping (1)_________ __________ ____
____ attention with an organic label.
Inspector: I understand. Organic goods are in high demand these days.
Farmer: Do you think we'll be certified?
47
Inspector: (2) ______ ________ ________ _________ ___________. But your
field activity logs showed your practices to be in compliance with
our regulations.
Farmer: (3) ____________ ______ _________ __________ _________.
We've worked very hard.
Inspector: (4) _________ _________ ________. There didn't seem to be any
contamination with non-organic produce.
Farmer: Oh, we're very careful about that. So, (5) __________ ___
_______ __________ to hear if we'll be certified?
Inspector: (6) ___________ ____________ ________ ______. The certifier
needs to review the documents you supplied.
VI. Speaking
With a partner, act out the roles below based on Task V_., then, switch
roles.
USE LANGUAGE SUCH AS:
Do you think we'll be certified?
There didn't seem to be any contamination ...
The certifier needs to review the documents.
Student A: You are a farmer. Ask Student B about:
• becoming certified
• time to respond
• what to do next
Student B: You are a crop inspector. Answer Student A's questions.
VII. Writing
Use the conversation from Task V and the publication to write a crop inspector's
report. Include information about:
Field activity logs, compliance and organic integrity.
48
Report
Name: ________
organic inspector
49
Граматичний матеріал
Артикль
Тренувальні вправи
1. I am … engineer.
2. His father is … farmer.
3. … sky is cloudy today.
4. She has … brother.
5. He plays … piano.
6. I see… apple. …apple is big.
2. Перекладіть речення.
Множина
1 ос. we – ми us – нас, нам our – наш, ours ourselves
наша, наше
2 ос. you – ви you – вас, your – ваш, yours yourselves
вам ваша, ваше
3 ос. they – вони them – їх, їм their - їх theirs themselves
Тренувальні вправи
Однина Множина
I am we are
you are you are
he is they are
she is
it is
Тренувальні вправи
3. Перекладіть речення:
О д н и н а: М н о ж и н а:
I have we have
he has you have
she has they have
it has
У питальних реченнях (загальні питання) дієслово to have вживається
перед підметом:
Have you a dictionary? У тебе є словник?
Has she a sister? У неї є сестра?
54
К о р о т к і с т в е р д ж у в а л ь н і т а з а п е р е ч н і відповіді
з дієсловом to have утворюються так:
Have you a new dictionary? – Yes, I have.
Has Nick a good friend? – No, he has not.
П о в н і з а п е р е ч н і речення утворються за допомогою заперечення no,
після якого артикль не вживається:
I have no computer. У мене немає комп’ютера.
Jane has no brother. У Джейн немає брата.
Заперечна частка not може утворювати стислу форму з дієсловом to have: have
not = haven’t, has not = hasn’t. Ця форма вживається в усному мовленні.
Тренувальні вправи
0 1 2 3 4
обставина підмет присудок додаток обставина
Тренувальні вправи:
2. Перекладіть речення:
Багато речень в англійській мові починається зворотом there is/there are. Він
вживається тоді, коли якийсь предмет або Людина знаходяться в точно
58
вказаному місці. Може перекладатися є, знаходиться, існує, а може не
перекладатися взагалі. Речення з таким зворотом починають перекладати з
обставини місця, яка зазвичай стоїть у кінці речення. There is вживається в
однині, there are – в множині. Слово there, вжите окремо, має значення там.
Але в складі звороту воно втрачає своє первинне значення і окремо не
перекладається.
There is a book on the desk На столі (є, знаходиться) книжка.
There are many students in В бібліотеці (є, знаходяться)
the library. багато студентів.
Якщо в українській мові речення починається з обставини місця, то на
англійську мову його переклад починається із звороту there is/there are.
Такий зворот може вживатися в минулому і майбутньому часі.
There was a dictionary on the shelf. На полиці був словник.
There were dictionaries on the shelf. На полиці були словники.
There will be a lecture in this В цій лекційній залі буде
lecture-hall. лекція.
There will be many people in the У парку буде багато людей.
park.
Питальні речення утворюються переносом дієслова to be на
перше місце:
Is there a forest near your Біля твого гуртожитку є ліс?
hostel?
Are there any English books Тут є які-небудь англійські
here? книжки?
Where there many farmers in На полях було багато
the fields? фермерів?
Will there be a meeting next Наступного понеділка будуть
Monday? збори?
Короткі відповіді на такі питання мають форму:
Yes, there is. No, there is not (isn’t).
Yes, there are. No, there are not (aren’t).
Yes, there will. No, there will not (won’t).
Заперечні речення утворюються за допомогою заперечення no або not.
Якщо після заперечення стоїть займенник або числівник, вживається not, в
решті випадків – no.
There is no book on the desk. На столі немає книги.
There aren’t (are not) any В бібліотеці немає (ніяких)
newspapers in the library. газет.
There were no people in the На вулиці не було людей.
street.
There weren’t (were not) На лекції не було п’ятьох
5 students at the lecture. студентів.
59
Тренувальні вправи
1. Перекладіть речення.
Дієслово
Часи дієслова
В англійській мові є чотири групи часів дієслова (кожна з них має форми
теперішнього (Present), минулого (Past), і майбутнього (Future) часу; а також
Future-in-the-Past – майбутній час у минулому):
Тренувальні вправи
Тренувальні вправи
Безособові речення
Тренувальні вправи
Множина іменників
Тренувальні вправи
Year, country, woman, day, child, life, window, boy, class, tree, box, tooth.
Cities, teeth, leaves, dictionaries, men, oxen, libraries, shelves, knives, children.
Student, milk, sheep, tree, sugar, page, nose, money, year, time, glass,
fish, water, star, love, name, air, animal, class.
66
називному відмінку (з нього в більшості випадків починається
переклад). Всі, що стоять перед ним, є означенням до нього, або один до одного
послідовно.
Іменник у функції означення перекладається прикметником або без нього у
не називному (непрямому) відмінку:
Kyiv University Київський університет
winter holidays зимові канікули
summer house літній будинок (дача)
river banks береги річок
town centre центр міста
town centre development розвиток центру міста
town centre development plan план розвитку центру міста
Тренувальні вправи
Summer house, school teacher, university hostel, room temperature, city centre, bus
station, bus station construction, spring months, apple garden, summer time.
Числівники
Кількісні числівники
Кількісні числівники позначають кількість предметів і відповідають
на питання скільки?
1 – one 11– eleven 30 – thirty
2 – two 12– twelve 40 – forty
3 – three 13– thirteen 50 – fifty
4 – four 14– fourteen 60 – sixty
5 – five 15– fifteen 70 – seventy
6 – six 16– sixteen 80 – eighty
7 – seven 17– seventeen 90 – ninety
8 – eight 18– eighteen 100 – one hundred
9 – nine 19– nineteen 1,000– one thousand
10– ten 20 – twenty 1,000,000– one million
Числівники від 1 до 12, а також 100; 1,000 і 1,000,000 – прості.
Числівники від 13 до 19 утворюються за допомогою суфікса –teen і
мають два наголоси: fourteen [ ], seventeen [ ].
При утворенні числівників 13, 15, 18 відбуваються зміни:
67
three thirteen
five fifteen
eight eighteen
Числівники, що позначають десятки (від 20 до 90) утворюються за допомогою
суфікса –ty і мають наголос на першому складі: sixty
[ ], seventy [].
При утворенні числівників 20, 30, 40, 50, 80 відбуваються зміни:
two twenty five fifty
three thirty eight eighty
four forty
Перед числівниками 100; 1,000; 1,000,000 ставиться артикль а або числівник one
a (one) hundred
a (one) thousand
a (one) million
Ці числівники не мають форми множини (закінчення –s), якщо перед ними
стоять інші числівники (3, 10, 80 та ін.)
three hundred 300
ten thousand 10,000
eighty million 80,000,000
У формі множини ці числівники вживаються, коли перед ними не стоять
числівники. В таких випадках вони вживаються як іменники.
Після них обов’язково ставиться прийменник of та іменник у
множині:
hundreds of books сотні книжок
thousands of trees тисячі дерев
millions of workers мільйони робітників
У складних числівниках (що складаються з десятків та одиниць) між десятками
та одиницями ставиться дефіс:
forty-six seventy-nine 79
У складних числівниках після сотень (тисяч, мільйонів) перед десятками (а якщо
їх нема, то перед одиницями) вживається сполучник and:
528 five hundred and twenty-eight
508 five hundred and eight
2,073 two thousand and seventy-three
2,003 two thousand and three
Розряди багатозначних чисел відокремлюються один від одного комами:
1,762; 83,249; 3,239,621; 9,481,593
Роки в англійській мові позначаються кількісними числівниками і, як правило,
читаються по дві цифри (діляться “навпіл”):
1861 eighteen sixty-one
1945 nineteen forty five
1600 sixteen hundred
68
1708 seventeen eight (seventeen o [ou] eight)
Число місяця позначається порядковим числівником:
May, 9 – the ninth of May (May the ninth) дев’яте травня
September, 1 – the first of September перше вересня
(September the first) –
Порядкові числівники
Порядкові числівники позначають порядок предметів і
відповідають на питання котрий? Перед порядковими числівниками вживається
означений артикль the.
Порядкові числівники утворюються за допомогою суфікса –th,
що додається до кількісних числівників (крім числівників перший,
другий, третій):
Дроби
Тренувальні вправи
2. Прочитайте роки:
1507, 1678, 1800, 1423, 1812, 1941, 1898, 2000, 2002, 2115.
3. Прочитайте дроби:
1/ , 1/ , 1/ , 2/ , 7/ , 6/ , 0.25; 0.41; 2.38; 5.76; 37.59; 248.92.
2 4 7 5 9 8
71
Якщо some вживається з незлічуваними іменниками, то означає деяку
кількість, і в цьому випадку він не перекладається або перекладається
трохи :
Give me some coffee, please. Дай мені (трохи) кави, будь ласка.
Take some bread for dinner. Візьми (трохи) хліба на обід.
Займенник any може вживатися і в стверджувальних реченнях із значенням
будь-який :
Call me at any time. Зателефонуй мені в будь-який час.
Тренувальні вправи
1. Перекладіть речення :
73
4. Двоскладові та багатоскладові дієслова, які закінчуються на одну
приголосну з попередньою короткою голосною, подвоюють кінцеву
приголосну, якщо останній склад наголошений:
to permit—permitted,
to refer—referred.
Але: to develop—developed.
5. Якщо дієслово закінчується на –l, то –l подвоюється незалежно від наголосу в
слові:
to travel— travelled.
Тренувальні вправи
74
1. В якому реченні дієслово to become вживається у формі простого
минулого часу?
Прийменники
75
В англійській мові майже зовсім відсутні відмінки, тому зв’язок між словами в
реченні здійснюється завдяки прийменникам та порядку слів. Деякі
прийменники в сполученні з іменником, виконують суто граматичну функцію і
відповідають різним відмінкам
в українській мові:
of – родовому відмінку:
the students of the University – студенти університету
to – давальному відмінку:
the letter to his friend – лист його товаришу
by – орудному відмінку, вказуючи на особу, що виконує дію:
the text is translated by her – текст перекладений нею
with – також орудному відмінку, вказуючи на предмет, за
допомогою якого виконується дія:
The test was written with a – Тест (контрольна робота) була
black pen. написана чорною ручкою.
В таких випадках вони не перекладаються
Якщо прийменники вживаються в реченні самостійно, то деякі з них можуть
мати кілька лексичних значень. Тому в англійській мові вони поділяються на
групи:
1) прийменники місця
2) прийменники напрямку руху
3) прийменники часу
4) деякі інші прийменники
1. Прийменники місця:
on – на – поверхні чогось
on the table – на столі
on the wall – на стіні
at – біля, в, на, за
at the door – біля дверей
at school – в школі
at home – вдома
76
at the station – на станцій (вокзалі)
at the lesson – на уроці
at the desk – за столом
by
near біля, поруч з, недалеко від
by (near) the window – біля вікна
not far from the forest – недалеко від лісу
under – під
under the table – під столом
above
over над
above (over) the table – над столом
before
in front of перед, навпроти
between – між
between two buildings – між двома будинками
between our universities – між нашими університетами
(countries) (країнами)
along – вздовж
along the road – вздовж дороги
along the wall – вздовж стіни
around – навколо
around the hostel – навколо гуртожитка
from – з (зі), від – напрямок руху від когось або від чогось
from the village – з села
from Lviv – зі Львова
the letter from my friend – лист від мого друга
up – вверх, вгору
to go up the hill – іти (їхати) вгору
to go up the river – іти (їхати) вгору по ріці
down – вниз, з
to go down the hill – іти (їхати) вниз із гори
to go down the river – іти (їхати) вниз по ріці
3. Прийменники часу:
78
at – о, в – вживається з годинами та у деяких словосполученнях
at 9 o’clock – о 9 годині
at night – вночі
at that time – в той час, тоді
Вживається у виразах:
for ever – назавжди
for example – наприклад
for the first (last) time – вперше (в останнє)
against – проти
against the war – проти війни
among – серед, між
the friendship among people – дружба між людьми
among their things – серед їхніх речей
80
by – в сполученні з іменником відповідає орудному відмінку в
українській мові, вказує на виконавця дії (в реченні може не
перекладатися)
The book is written книжка написана
by J. London Джеком Лондоном
81
Деякі прийменники входять до складу словосполучень:
at last нарешті for example наприклад
in vain даремно for the first time вперше
for ever назавжди in general взагалі
at once відразу in time вчасно
by heart напам’ять on foot пішки
by the way між іншим up-to-date сучасний
Тренувальні вправи
1. Перекладіть речення:
В англійській мові іменники мають два відмінки: загальний (the Common Case)
і присвійний (the Possessive Case). Іменник в загальному відмінку не
має спеціальних закінчень. Якщо такий іменник (без прийменника) стоїть
перед присудком, то він виконує в реченні роль підмета і відповідає іменнику
в називному відмінку в українській мові.
The students live in the hostel. Студенти живуть в гуртожитку.
My friend is a farmer. Мій друг – фермер.
Якщо іменник в загальному відмінку вживається з
прийменниками, то таким чином виражаються відношенния між
іменниками, які відповідають різним відмінкам в українській мові. Присвійний
відмінок іменників виражає належність предмета комусь (чомусь) або його
відношення до іншого предмета. Іменник у присвійному відмінку, як правило,
стоїть перед іншим іменником і є означенням до нього, відповідаючи на
питання чий? чия? чиє? чиї? (whose?). На українську мову присвійний
відмінок зазвичай перекладається родовим відмінком:
John’s family родина Джона
sister’s name ім’я сестри
У присвійному відмінку вживаються в основному іменники, що є назвами живих
істот (людини чи тварини):
girl’s books книжки дівчини
cat’s nose ніс кота
82
Іноді присвійний відмінок можуть утворювати іменники, що означають
час, відстань, назву країни, міста, планети та деякі інші:
today’s newspaper сьогоднішня газета
Ukraine’s population населення України
sun’s rays промені сонця
Присвійний відмінок іменників утворюється додаванням апострофа
(’)та закінчення s до іменника у формі однини, а у формі множині - після
закінчення -s. Якщо іменник у формі множини не має закінчення –s, то
присвійний відмінок утворюється додаванням ’s, як у іменників в однині:
boys’ dogs собаки хлопців
children’s books книжки дітей
Якщо іменник виражає належність чогось неживій істоті, то замість
присвійного відмінка вживається іменник з прийменником of:
the window of the room вікно кімнати
the rooms of the hostel кімнати гуртожитку
84
Значення майбутнього часу часто передається словосполученням to be going to:
She is going to laugh. Зараз вона засміється.
Тренувальні вправи
1. Яку обставину часу слід вжити у реченні “She’ll take this textbook
from the library”?
1. Victor will take the computer home. 2. Will you speak German?
3. They won’t go to the USA in summer.
Наказовий спосіб
Will you close the door, please? Закрийте, будь ласка, двері.
Come in, will you? Заходьте, будь ласка.
Сполучник
3. little маленький
little мало less (the) least
4. many багато
much багато more most
87
При порівнянні двох об’єктів (предметів) з неоднаковим ступенем
якості вживається сполучник than ніж, який ставиться після прикметника або
прислівника у вищому ступені:
London is larger than Lviv. Лондон більший, ніж Львів.
При порівнянні рівних якостей двох предметів (об’єктів) використовують
парний сполучник as … as (такий же..., як і ...):
Peter is as skilful as Nick. Пітер такий же кваліфікований, як
і Нік.
Для заперечення рівності якостей двох предметів (об’єктів)
використовують парний сполучник not so … as (не такий..., як ...):
Their farm is not so big. Їхня ферма не така велика, як
as our farm наша.
Тренувальні вправи
Оскільки дієслова can, may, must не мають форми інфінітива, то вони не мають і
форм майбутнього часу. Дієслова can, may мають форму минулого часу could,
might відповідно. Дієслово must має лише одну форму, а тому не може
виражати часові характеристики. Співвіднесеність у часі здійснюється у
контексті або за допомогою його еквівалентів to be і to have.
Дієслово can відповідає українському дієслову могти у розумінні “мати фізичну
або розумову спроможність” або “вміння”:
Тренувальні вправи
1. It must be late. 2. Nick must be a student. 3. She must see the doctor, as she looks
unwell.
1. What … I do? It’s impossible. 2. It… be raining tonight. 3. Victor …borrow this
journal from the library. 4. You … improve your knowledge of English. 5. … I
borrow your calculator?
90
Дієслова to have, to be є еквівалентами модального дієслова must. Інфінітив,
який ставиться після них у цьому випадку, завжди вживається з часткою to.
Дієслово have + to + інфінітив може компенсувати форми дієслова must,
відсутні у простому теперішньому, минулому й майбутньому часі:
You will have to come later, John Вам доведеться прийти піз-
isn’t at home yet. ніше, Джона ще немає вдома.
Дієслово be + to + інфінітив означає “зобов’язаний через якусь домовленість або
план”. Дієслово to be як модальне дієслово вживається лише у простому
теперішньому і минулому часі:
They are to start at 8.00. Вони мають розпочати о 8.00.
Nick and Olya were to meet Микола й Оля повинні були вчора
at the University yesterday. зустрітися в університеті.
Тренувальні вправи
1. They are in the office now. 2. Are you going to have a lunch? 3. Oleg and Irene are
to come to the meeting earlier than usual.
1. Bill has got a new computer. 2. They had a good time last summer. 3. Steve had to
stay at home last weekend.
1. Boris … to work till late, he is pressed for time. 2. … they to do the researches last
year? 3. You … to go to bed, it’s too late. 4. Peter … to complete this task today. 5.
We … to pay too much money for this printer.
Тренувальні вправи
1. The man walking along the street is our Economy teacher. 2. Will you
be playing long? 3. Looking over his shoulder he did not answer. 4. Going on with her
work she switched on the recorder. 5. Discussing the problem we have forgotten about
our newcomer. 6.
Being in London he visited a lot of places of interest. 7. Crossing the street Jane
looked to the right.
Тренувальні вправи
1. Peter brought the translated article to the classroom. 2. Have you translated the
poem into Ukrainian? 3. They translated the text very carefully.
1. Peter threw the broken glass out. 2. While given the receipt don’t forget to bring it
home. 3. The method used did not work. 4. Slept for an hour he felt much better. 5.
The reported news was very interesting.
93
1. Розв’язана задача була дуже складною. 2. Коли він одержить факс, нехай
покаже його мені. 3. Йому не сподобалося прочитане оповідання. 4. Студент
подав (passed) перекладений текст викладачеві.
5. Оскільки вона була досвідченим викладачем, то успішно провела
(successfully conducted) заняття.
Тривалі часи
(Continuous Tenses)
Тренувальні вправи
1. We often write letters to each other. 2. We’ll probably go to Yalta in June. 3. She’s
working on her book at the moment. 4. She’s been typing the article for 2 hours. 5.
He’ll be working at that time tomorrow.
Тренувальні вправи
1. Last summer they were in Moscow. 2. We have written the test. 3. Four students
were absent from the lecture. 4. They were translating the article when I came in. 5.
They had been translating the article for half an hour when you came in.
1. I haven’t seen any new film since we saw each other last. 2. They weren’t playing
football at that time yesterday. 3. You weren’t active at the last lesson. 4. What were
you doing while she was talking on the phone? 3. Яку форму дієслова необхідно
вжити в реченні: “They … through the newspapers when he phoned them.”?
Тренувальні вправи
1. I won’t be very busy tomorrow. 2. He will not come to see me in a week’s time. 3.
They won’t finish their dinner in some minutes. 4. The builders won’t have finished
building this school by the first of September. 5. She won’t be working when you
return. 6. When do you think you will
be able to read original English books?
Future Simple Passive: shall be (will be) + done (з підметом щось зроблять
чи будуть робити).
Many articles will be published Багато статей буде опубліковано
99
next year. наступного року.
Якщо вказано, ким виконана дія, то використовується прийменник by, а якщо
вказано інструмент, яким виконана дія, прийменник with.
Donald Duck was created Каченя Дональд було створено
by Walt Disney in 1936. Волтом Диснеєм у 1936 р.
Rice is eaten with chopsticks in China. Рис їдять паличками у Китаї.
Форма
Час
Стверджувальна Питальна Заперечна
Теперішній
простий
The letter is written Is the letter written? The letter is not written
Минулий простий
The letter was written Was the letter written yesterday? The letter was not written
yesterday
yesterday
Майбутній простий Will the letter be written tomorrow? The letter will not be
written
The letter will be written
tomorrow
Тренувальні вправи
1. wasn’t translated 2. will be bought 3. won’t be asked 4. will be given 5. are repaired
6. was created 7. aren’t grown 8. is used 9. weren’t found 10. isn’t done.
Граматичний матеріал
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new hospital. built.
are
PARTICIPLE
a new hospital. being built.
Were
Тренувальні вправи
1. Excuse the mess, the house is being painted. 2. I felt as if I was being watched. 3.
The roof is being repaired by a friend of ours. 4. A multistoried house is being
built near our school. 5. The children are being taught by Mr. Rice at the moment. 6. I
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think the film is being shown on TV now. 7. The factory was still being built when we
came to that place.
4. The police are questioning two boys in connection with the accident.
Two boys ____________ by the police in connection with the accident.
Граматичний мaтеріал
Неособові форми дієслова
Неособові форми дієслова (non-finite forms of the verb) – інфінітив (the infinitive),
герундій (the gerund), дієприкметник (the participle) – не мають граматичних
ознак особи, числа і способу, не виражають часу дії, тому не можуть бути
присудком речення, а можуть тільки входити до його складу. Вони вказують
лише на співвіднесеність у часі дії, що вони виражають, до дії присудка:
одночасна вона чи передує їй.
Герундій
(The Gerund)
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Герундій - це неособова форма дієслова, що має властивості дієслова та
іменника. Як і інфінітив, герундій називає дію: reading — читання, seeing —
бачення. В українській мові немає форми, яка відповідала б герундію.
Слова читання, бачення - іменники, що утворились від дієслів, але вони не
мають граматичних ознак дієслова. Герундій перекладається іменником,
інфінітивом, дієприкметником, дієсловом, підрядним
реченням.
Дієслівні властивості
Герундій має такі дієслівні властивості:
1) герундій перехідних дієслів вживається з прямим додатком:
І like reading books. Я люблю читати книжки.
She began preparing food . Вона почала готувати їжу.
2) герундій може мати означення, виражене прислівником:
They continued listening attentively. Вони продовжували уважно
слухати.
3) герундій має неозначену й перфектну форми, вживається в активному і
пасивному стані.
Форми Active Passive
Indefinite writing being written
Perfect having written having been written
Вживання
Комплекс з герундієм
1. Bob and Ann are playing tennis. 2. I heard some surprising news. 3. Walking is
good exercise. 4. Reading her newspaper, she fell asleep. 5. The applying of these
fertilisers will not cost much money.
Перфектний дієприкметник
(Perfect Participle)
Значення та вживання
Тренувальні вправи
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morning. 4. Having cleaned the room they went shopping. 5. The contract signed last
year is useful for both sides.
7. Yesterday the professor told us about the experiments now being carried
on in his laboratory.
1. This crop being used for different purposes, man cultivates it all over the world.
2. Water covers nearly three fourths of the Earth, most being sea water. 3. The
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distribution of water on our planet varying greatly, some places get too much water or
too little. 4. The experiments having
been carried out, they started new investigations. 5. The bridge being destroyed, we
couldn’t cross the river.
Слова-замінники: one/that
Тренувальні вправи
1. Would you like a cup of coffee? – No thank you, I’ve just had a cup of coffee.
2. I have no dictionary at home. I must take a dictionary from the library.
3. The books that we have in our University library are better than the books in the
library of our school.
4. Can you lend me an umbrella? – I’m sorry, I haven’t got an umbrella.
5. I’ve bought some English magazines and my friend – a few French magazines.
6. Some properties of air are similar to the properties of water.
7. The yields of grain crops this year are higher than the yields they raised last year.
8. The results were very favourable. Especially the result of Jones and the results
obtained with new compounds.
Інфінітив
(Infinitive)
Інфінітив - це неособова форма дієслова, яка тільки називає дію і відповідає
на запитання що робити ?, що зробити? - to write - писати; to answer -
відповідати.
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В англійській мові інфінітив має одну просту і п’ять складних форм.
Інфінітив перехідних дієслів має форми часу й стану, а неперехідних –
тільки часу.
Форми
Active Passive
інфінітива
to write
Indefinite to be written
to come
to be writing
Continuous -
to be coming
to have written
Perfect to have been written
to have come
to have been writing
Perfect Continuous -
to have been coming
Якщо дієслово не вживається в пасивному стані або в формі
Continuous, то кількість форм інфінітива відповідно менша. Ознакою інфінітива
в англійській мові є частка to. Частка not перед інфінітивом вказує на
заперечну форму.
Але слід пам’ятати, що в деяких випадках інфінітив вживається без
частки to:
1) після модальних дієслів (окрім дієслова ought);
2) в об’єктному інфінітивному звороті після дієслів: to see, to hear,
to feel, to watch, to observe, to notice; to let, to make;
3) після виразів would rather, would sooner, had better… .
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2. В конструкції: Verb + Pro(noun) + Infinitive – в об’єктному інфінітивному
звороті, де займенник вживається в об’єктному відмінку. Після дієслів: consider,
believe, think, find, know, expect, suppose, want, wish, desire, like, would like,
dislike, hate, intend, request, ask (просити), allow, permit, recommend, cause, force,
make (примушувати), let (веліти, дозволяти):
e. g. Mr. Lee expected them to be here at ten o’clock.
The police ordered the driver (him) to stop.
Після дієслів to make, to let, to see, to hear, to feel, to watch, to observe, to notice –
частка to перед інфінітивом не вживається:
e. g. I saw Mark cross the street. Я бачив, як він переходив вулицю.
They made him do it. Його примусили це зробити.
3. В суб’єктному інфінітивному звороті (що має функцію “складний
підмет”), де іменник чи займенник стоїть в загальному відмінку:
а) після таких дієслів в пасивному стані, як: say, report, think, believe, expect,
consider, suppose, see, hear, feel, notice, observe, watch, order, allow, permit, etc.
e. g. Mark was seen to cross the street. Бачили, як Марк переходив
вулицю.
He was made to do it. Його примусили це зробити.
б) після наступних дієслів в активному стані: seem, appear (здаватися), happen,
chance (траплятися), turn out, prove (виявлятися):
e.g. They seemed not to listen to their teacher.
Здавалося, що вони не слухали свого вчителя.
в) після словосполучень to be sure, to be certain, to be likely, to be unlikely:
e. g. They are likely to meet often.
Вони, мабуть, часто зустрічатимуться.
4. В конструкції “for + noun/pronoun + infinitive” (де займенник вживається в
об’єктному відмінку):
e. g. They asked for the data (them) to be published.
Вони просили, щоб ці данні були опубліковані.
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б) з дієсловами, що вживаються з інфінітивом іншого дієслова (to want, to wish,
to try, to intend, to expect, to hope та ін.):
e. g. He wants to read a newspaper.
в) з дієсловами, що означають початок або продовження дії (to begin, to start, to
continue та ін.):
e. g. She began to look through the journals on her speciality.
4. Інфінітив може вживатися в ролі додатка до дієслів та прикметників:
e. g. She asked me to speak loudly.
I’ll be happy to accept your invitation.
5. Інфінітив може вживатися як обставина мети:
e.g. We often use heating (in order) to increase the reaction rate.
Ми часто використовуємо нагрівання для того, щоб підвищити
швидкість реакції.
6. Інфінітив також вживається як означення:
e.g. He described some phenomena to be observed there only in winter.
Він описав деякі явища, які можна спостерігати тільки взимку.
Тренувальні вправи
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C. 1. I spent my holidays in the country. I am happy about it. 2.
He
played chess with the world champion. He is happy about it. 3. I
bathed in the river. I am glad of it.
D. 1. She was not invited to the evening party. She is sorry about it. 2.
We are taught English. We are glad of it. 3. I am not allowed to go
there. I am sorry about it.
go to the theatre. 5. I must ... go to the country. 6. He said that she might ...
come in the evening. 7. She was made ... repeat the song.
1. She wants to be invited to the party. 2. They must be working in the garden. 3.
We expect them to have returned. 4. She is said to have been working at school for
many years.
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Додаток 1
Таблиця основних нестандартних (неправильних) дієслів
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Навчальне видання
Методичні рекомендації
для практичних занять з дисципліни
«ІНОЗЕМНА МОВА ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ»
зі студентами 3 курсу спеціальності 201 «Агрономія»
Відповідальний за випуск:
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