- •Башкирский государственный аграрный университет r.A. Yusupova, l.F. Kharisova English for agronomists
- •Soil Active vocabulary
- •Text 1 Agronomy
- •1.4 Translate the following words having the same stem. Check your translation with the help of a dictionary:
- •1.5 Read and translate the text with the help of a dictionary.
- •Agronomy cars
- •1.6 Answer the questions to the text.
- •Text 2 What is soil?
- •2.3 Read and translate the text with the help of a dictionary.
- •2.6 Answer the following questions:
- •2.7 Read the text without a dictionary. Try to catch its main idea.
- •Text 3 Soil formation
- •3.4 Read and translate the text with the help of a dictionary.
- •Text 4 Soil Physics
- •4.3 Read and translate the text with the help of a dictionary.
- •4.4 Give English equivalents:
- •4.5 Answer the following questions:
- •4.6 Say if these statements are correct:
- •Text 5 Soil chemistry
- •5.4 Read and translate the text with the help of a dictionary.
- •Text 6 Living Soil
- •6.4 Read and translate the text with the help of a dictionary.
- •Soil Food Web Model in picture form
- •6.6 Fill in the gaps using the words given below the text:
- •Text 7 Soil fertility
- •7.3 Read and translate the text with the help of dictionary.
- •7.5 Find the paragraph speaking about results of applying too much fertilizers. Discuss it.
- •7.6 Fill in the gaps using the words given below the text:
- •Text 8 Soil Classification
- •8.3 Read the following pairs of words and translate them:
- •8.4 Read and translate the text with the help of a dictionary.
- •8.6 Render the text into Russian using no dictionary:
- •Text 9 Soil Zones
- •9.3 Read and translate the text with the help of a dictionary.
- •9.5 Choose the right statement:
- •9.6 Fill in the gaps using the words given below the text:
- •Unit VI Soil chemistry Active vocabulary
- •Text 1 Chemical Properties of Soil
- •1.3 Translate the following sentences; pay attention to grammar
- •1.4 Read and translate the text with a dictionary
- •1.5 Choose the proper definition from the right column
- •1.6 Translate the following words having the same stem.
- •1.7 Answer the following questions
- •1.8 Explain the meaning of the symbol “ph”.
- •1.9 Explain the terms “acid soils” and “alkaline soils” in English.
- •1.10 Read the following text and briefly retell it. Plant Foods in the Soil.
- •Text 2 Organic Matter in the Soil
- •2.3 Say it in Russian
- •2.4 Translate the following sentences; pay attention to the grammar
- •2.5 Read and translate the text with a dictionary
- •2.6 Fill in gaps using following words: decomposition, undecomposed, decomposing, decomposed
- •In land-applied biosolids, a portion of ammonium
- •2.12 Read the following text without dictionary and say what a new information you’ve got
- •Text 3 Fertilization
- •3.3 Say it in Russian
- •3.4 Translate the following sentences; pay attention to the grammar
- •3.5 Read and translate the text with a dictionary
- •3.6 Say it in English
- •3.7 Choose the correct statements from the following ones:
- •3.8 Find the paragraphs speaking about results of applying complex fertilizers.
- •3.9 Make an annotation of the text “Fertilization”.
- •3.10 Read the following text without dictionary. Title the text.
- •Text 4 Environmental Problems
- •4.4 Read and translate the following texts with the help of a dictionary. Part 1
- •Part 2 Acid rains
- •Part 3 Harmful effects of pesticides
- •4.5 Answer the questions to the text.
- •4.6 Match the words with the definitions:
- •4.7 Fill in the gaps using the words given below the text:
- •Text 5 Organic agriculture
- •5.3 Read and translate the text with the help of a dictionary.
- •5.5 Answer the questions to the text.
- •5.6 Translate the following words having the same stem. Check your translation with the help of a dictionary:
- •Text 6 Organic practices and species diversity
- •6.4 Read and translate the text with the help of a dictionary.
- •6.5 Answer the questions to the text.
- •6.6 Say if these statements are false or true:
- •Vocabulary
- •Библиографический список
- •Содержание
7.5 Find the paragraph speaking about results of applying too much fertilizers. Discuss it.
7.6 Fill in the gaps using the words given below the text:
Fertilizer must be put into the … , where it will do most good to the young … as it grows. This is done in two ways: a) … is spread on the seed-bed before the seed is sown and usually harrowed in; b) fertilizer is put in at the same time as the … and usually near to it in the soil. … means putting a fertilizer onto a growing crop. It is commonly done with … fertilizers on growing grain crops such as a spring dressing of sulphate of ammonia for a crop of winter … the nitrogen had been applied in the …, most of it would be washed out during the winter. Lime and plant foods in fertilizers are not all used up in the year they are applied to the soil. Some of the value is left over for a year or more and helps later … .
Plant, wheat, seed-bed, top dressing, seed, fertilizer, plant, nitrogen, crops.
Text 8 Soil Classification
8.1 Read the following international words and translate them: classification, production, taxonomy, facts, systems, scheme, characteristics, groups, erosion, profile, horizon, chemical, basis, deficiency, unique, collectively.
8.2 Say it in Russian: Russian scientist, soil’s morphology, Canadian system, soil profile characteristics, other similar areas, flooding, wind erosion, soil horizons, texture and structure.
8.3 Read the following pairs of words and translate them:
Europe - European, US - American, Canada - Canadian, France - French, Russia – Russian.
8.4 Read and translate the text with the help of a dictionary.
The modern classification of soils began with the Russian scientist Docuchaev in the 1880s. Soil surveys in the US, Europe and Canada began only a few years later. How do we classify soils? We could probably develop many classifications based upon how soils
were formed by the environment.
could be used for crop production
could be used for building.
Today we use a scientific taxonomy based upon the soil’s morphology (or its shape and form). From this classification we can interpret important facts relating to crop production, management and so on. However, there are many classification systems used throughout the world. Canada has its own, as does the U.S.A. Fortunately, it is relatively easy to translate from one scheme to the other. The Canadian system (and most others) arranges soils into groups based upon the soil profile characteristics.
Why Classify Soil? Classification allows us to communicate our ideas and research about soil and extrapolate them to other similar areas. It also allows us to predict the behavior of soils such as which soils are most subject to flooding or wind erosion? Or which soils will be most likely to have a sulfur deficiency?
Soil Profile It is important to think of soils in three dimensions; i.e. the soil has depth. Understanding the soil profile is essential to be able to classify soils. The formation of the layers or soil horizons is a result of the environmental forces that have acted upon the soil during its formation, often of thousands of years. The colour, texture and structure of each horizon and often its chemical characteristics are used to group soils and form the basis of most systems of soil classification.
The result of all of these forces is soil that develops into layers known as horizons. The first or top 48 inches of these horizons and its' unique set of characteristic is used by soil scientist to classify and name a soil. These horizons collectively are known as a soil profile. The thickness varies with location, and under disturbed conditions: heavy agriculture, building sites or severe erosion for example, not all horizons will be present.
T he uppermost is called the organic horizon or O horizon. It consists of detritus, leaf litter and other organic material lying on the surface of the soil. This layer is dark because of the decomposition that is occurring. This layer is not present in cultivated fields.
Below is the A horizon or topsoil. Usually it is darker than lower layers, loose and crumbly with varying amounts of organic matter. In cultivated fields the plowed layer is topsoil. This is generally the most productive layer of the soil. This is the layer that soil conservation efforts are focused.
As water moves down through the topsoil, many soluble minerals and nutrients dissolve. The dissolved materials leach downward into lower horizons.
The next layer is the B horizon or subsoil. Subsoils are usually lighter in color, dense and low in organic matter. Most of the materials leached from the A horizon stops in this zone.
Still deeper is the C horizon. It is a transition area between soil and parent material. Partially disintegrated parent material and mineral particles may be found in this horizon.
At some point the C horizon will give up to the final horizon, bedrock.
Soil Zones There are many ways to classify soils and there are several systems in use worldwide. Most notable is the U.S. system of Soil Taxonomy. This system is used in many countries throughout the world but some countries – Brazil, Canada, France, Russia have developed their own systems. Regardless, all systems recognize the soil as a product of the environment and differ mainly in grouping and horizon definitions.
8.5 Give English equivalents: современная классификация почв, окружающая среда, производство с/х культур, строительство, недостаток серы, цвет почвы, по всему миру.