ASSIGNMENT

Write a short description of different cropping systems in your country (about 100 words). Try to use at least 10 terms introduced in this lesson. Make use of relative pronouns in constructing your compound sentences. 

Write the description in the comment box below.  

The following questions may help you get started:


Do some farmers in your country grow more than one crop at the same time? If so, where, and what crops do they plant?


If farmers grow fruit and vegetables at the same time, how do they set about this?


If farmers grow two or more crops, but not at the same time, what crops are used and what techniques are employed?


What are the advantages of growing several crops?


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Answer the following questions. Write your anawer in the comment box below.





What is polyculture?
Can you describe some of the important polyculture systems?
Which ones are practised in your country?
Which of these systems do you think are the most difficult for farmers to implement? Why?
Which systems are easier? Why?

English for Agriculture unit 6 POLYCULTURE GRAMMAR

 Relative Pronouns
Look at the following sentences:
Polyculture is an agricultural system.
In this system, two or more useful plants are grown on the same land.
Please note that:

• We don't want to repeat 'agricultural system' and thus we substitute the relative pronoun which to combine the two sentences into one, as shown below:

Polyculture is an agricultural system in which two or more useful plants are grown on the same land.

The relative pronouns and its use:
that (used for things)
which (used for things)
who (used for people)
whom (used for people)
whose (usually used for people - shows possession)
where (used for places)
Note:

• In speaking, 'that ' can be used for people, but not in formal, written English.

Examples:
1. where (used for places)
Look at these sentences:
Polyculture is the dominant farming systems in many areas.
In these areas, the degree of mechanization is low.
Note:

• Because we don't want to repeat 'areas', we substitute the relative pronoun where and combine the two sentences into one sentence with 2 phrases (i.e. a compound sentence).   The sentences could be wriiten as follows:

Polyculture is the dominant farming system in many countries where the degreee of mechanization remains low.
2. that (used for things)
Look at these  sentences:
These are seeds.
I bought them yesterday.
Combining the sentences using the relative pronoun that, you might come up with the following sentence:
These are seeds that I bought them yesterday.
Please note that:

• This is incorrect.  We don't need the pronoun them.
• Using a relative pronoun helps us to avoid repeating a noun phrase, or using a pronoun.   In this case, using the pronoun them.

The correct sentence is
These are the seeds that I bought yesterday.
Please note that:

• We added the before the word seed.
• With these types of sentences we need to use the. 

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COMPLETE THE FOLLOWING SENTENCES WITHTHE APROPRIATE PRONOUN. (THAT,WHICH,WHO,WHOM)

1. The book              she wrote was a best-seller.   

2. The book              inspired many students was written many years ago

3. The teacher          I was talking about now lives in Canada.--that

4. The teacher             inspired many students was well-known.

5. Ms Tate's publications,              have inspired many, are all on my bookshelves.  

6. The book                    many readers have learnt a lot from was written by that teacher.  

7. The teacher          many students were inspired by taught English literature.

8. The teacher                     every student looked up to retired 10 years ago.

9. The teacher             now lives in Canada was respected by many of her students.

10. The book             was written by her is still talked about.

11. The teacher                everybody respected remains single all her life.

12. The book               she wrote is used as a textbook in many literature courses.

13. The book              many courses use is published in only paperback editions.

14. The book               everybody is talking about does not cost much.

15. The teacher                       every student loved is still writing to her students.

16. Ms Tate,                 was trained in literature, has taught literature all her life.

17. The teacher                to  many students owe their success has taught in many countries.

18. The teaching to                many students owe their technique is captured in this book.

19. Ms Tate's letters,                her students are still inspired by, show how much she still cares for her students.

20. Ms Tate,                  many past students are still writing to, replies to all the letter.

21. Ms Tate's letters,                her students all treasure, contain words of wisdom.

22. Ms Tate,                      to  many of her students are writing, is living happily and peacefully in Canada.

English for Agriculture unit 6 READING: POLYCULTURE

Polyculture

Polyculture is a system in which two or more useful plants are grown on the same land. Variations within the system are multiple cropping, mixed cropping, intercropping, relay planting, interplanting, and interculture.
Multiple cropping is the growing of more than one crop in the same land in one year. For example, buckwheat  may be grown after harvesting peas . Both crops are grown as monoculture crops, but they are planted and harvested within  one year.
Mixed cropping is the growing of two or more crops simultaneously and intermingled , with no row arrangement.
Intercropping is the growing of two or more crops in alternate  rows , for example, maize alternating with soybean.
Relay planting is the practice of interplanting of the maturing  crop with seeds or seedlings of the following crop.
Interplanting is the practice of planting a short-term  annual crop with a long-term annual or biennial  crop. Oats  and alfalfa, for example, are commonly interplanted in the temperate zone.
Interculture is the cultivation of one crop underneath a perennial  crop, such as rice under coconut palm.
Polyculture is the dominant  farming system in many areas of the tropics, where the degree of mechanization and the use of agricultural chemicals remain low.

English for Agriculture unit 5 MONOCULTURE GRAMMAR AND ASSIGNMENT

GRAMMAR

This section explains the grammar that was introduced in the reading. Study the grammar carefully and complete the practice exercises to test your understanding. You may find it helpful to read the Reading again once you have practiced the grammar.

Modifiers, Noun Phrases and Verb Phrases

Remember the following sentences from the reading in this lesson:

1.      In monocultural farming systems, one or more crops per year may be grown.

2.      In both instances, crops are grown under monocultural practices.

3.      In monocultural systems, rotation is important for soil tilth.

These sentences all have the pattern:

(Modifiers) + Noun Phrase + Verb Phrase + (Noun Phrase) + (Modifier)

Modifiers	Noun Phrases	Verb Phrases
In monocultural farming systems,	one or more crops	may be grown
In both instances,	crops	are grown
for soil tilth	rotation	is important

Please note that:

• Sentences must start with a modifier (usually a time phrase or a place phrase) or a noun phrase.

Examples of place and noun phrase:

Place Phrase	Noun Phrase
In Thailand	Thailand
At the meeting	The meeting
All over the country	The country

• Sentences cannot start with a verb phrase.
• Modifiers are usually put at the start or end of sentences.
• Sentences must have a noun phrase and a verb phrase.
• The verb phrase must be after the noun phrase.
• When sentences start with a place phrase or time phrase (modifiers) these are followed by a comma (,). 

ASSIGNMENT

Write a short description of monocultural practices in your country (about 100 words). Try to use at least 10 terms introduced in this lesson. Make use of modifiers, noun phrases and verb phrases in constructing your sentences.  Write your answers in the comment box for comments and feedback.
The following questions may help you get started:




Do farmers in your country concentrate on one crop, or do they grow many types of crops?


Discuss any regional differences.


What do you think are the advantages and disadvantages of growing only one crop?


How does the present situation compare with the past?



What is monoculture?


Where is it practised?


How important is this agricultural system in your country?


What are some of the main advantages of monocultural practises?

English for Agriculture unit 3 UPLAND FARMING reading

Upland Farming

In many upland areas the soil is very poor.
However, local people have indigenous knowledge about their environment.
They know what will grow and what will not grow.
Many people in upland areas use swidden farming.
They clear a piece of forest, burn the vegetation and then plant crops for a few years.
Swidden farming is also called ‘slash-and-burn’ or ‘shifting cultivation’.
This type of farming was once common in all areas.
Now, it is found mainly in the uplands.
Most of the nutrients in a tropical forest are stored in the living vegetation, not in the soil.
Burning the vegetation releases the majority of these nutrients into the soil.
The fire kills weeds, pests and diseases.
The ash improves the soil structure.
The yields in the first year or two are good.
But soon, the nutrients are used up or washed away.
After a few years of farming, the soil is exhausted, and pests and weeds threaten the crops.
Traditional farmers leave the land fallow - to rest for a while and recover.
It takes several years for the soil to recover so the land can again be cleared for crops.

English for Agriculture unit 2 comprehension

COMPREHENSION

Write the answer to the following questions in the comment box.


a) Which is the most important crop in Asia?

b) What do farmers do to form bunds.?

c) What is a bund?

d)  After they build the bunds what do farmers do with them?

e) Briefly explain the activities in growing rice.

f) What is vital for high yields?

g) What else grows naturally in the rice fields?

Watch the following video and write a short summary of the video in the comment box. You may have to post more than one comment. write your name after each comment.

English for Agriculture:1 comprehension quiz

Answer the following questions in the comment box.


How important is agriculture in your country? Why?




What type of agriculture is most common in your country?




Where are the main agricultural regions?




What do they produce?




What are some of the problems facing your country's agriculture?



Do farmers in your country affect the environment a lot or only a little?




In what ways do they affect the environment?




Is the effect on the environment the same in all regions?




Discuss any regional differences



Write a short description of the main agricultural activities in your country (about 100 words). Try to use at least 10 terms and 3 verb tenses introduced in this lesson