Сельскохозяйственная техника

СЕЛЬСКОХОЗЯЙСТВЕННАЯ 
ТЕХНИКА

Учебное пособие

Ставрополь
«АГРУС»
2013

УДК 631.3 : 811.111
ББК 40. 721 я 7 :81.2Англ
 
С29

Рецензенты:
доктор филологических наук, профессор СПбГУ
Е. Г. Хомякова;
кандидат технических наук, доцент кафедры ПРиМА СтГАУ
М. В. Данилов;
доктор филологических наук, профессор, 
зав. кафедрой «Иностранные языки» Саратовского ГАУ 
М. А. Ярмашевич

Сельскохозяйственная техника : учебное пособие / сост. 
Н. Я. Козловская. – Ставрополь :  АГРУС Ставропольского 
гос. аграрного ун-та, 2013. – 148 с.

Пособие ставит целью расширение знаний и совершенствование умений и навыков в области современного английского языка. Содержит оригинальные тексты по механизации сельского 
хозяйства, которые отражают достижения науки и техники и представляют познавательный интерес для студентов. Данное пособие 
снабжено серией упражнений и терминологическим словарём.
Предназначено для студентов факультета механизации сельского хозяйства аграрных вузов, обучающихся по направлениям: 110800.62 «Агроинженерия» и 190600.62 «Эксплуатация 
транспортно-технологических машин и комплексов»,
Рекомендовано к изданию учебно-методической комиссией 
факультета Механизации сельского хозяйства (протокол № 1 от 
27.08.2013 г.)

 
 
УДК 631.3 : 811.111
 
 
ББК 40.721 я 7 : 81.2Англ

С29

© ФГБОУ ВПО Ставропольский государственный
 
аграрный университет, 2013

ПРЕДИСЛОВИЕ

Данное учебное пособие предназначено для студентов факультета механизации сельского хозяйства, усвоивших нормативный курс 
грамматики английского языка, имеющих соответствующий запас 
лексики. Материал пособия можно использовать как для работы в аудитории с преподавателем, так и для самостоятельной работы.
Согласно федеральному государственному образовательному 
стандарту высшего профессионального образования (ФГОС ВПО) 
студент должен:
знать:
– лексический минимум в объеме  4000 учебных лексических 
единиц общего и терминологического характера;
владеть:
– иностранным языком в объеме, необходимым для получения 
информации из зарубежных источников;
– навыками письменного аргументированного изложения собственной точке зрения.
Поэтому учебное пособие преследует следующие практические 
цели:
1) научить студентов читать литературу по  специальности;
2) познакомить с наиболее часто встречающейся в технической 
литературе терминологией;
3) развить навыки устной речи (монологической, диалогической);
4) систематизировать и расширить словарный запас;
5) закрепить грамматические структуры;
6) ознакомить с образцами современной научной литературы по 
специальности по английскому языку.
Развитие навыков монологической речи – способность констатировать факт, высказать своё  мнение, сделать краткое сообщение – осуществляется на базе тематических текстов, которые дают большую 
возможность для стимулирования высказывания.
Лексико-грамматические упражнения состоят из: 
а)  упражнений на закрепление активной лексики по специальности; 
б) лексических упражнений творческого характера на базе текста 
и активного словаря.
Задача так называемых творческих упражнений – побудить студентов к высказыванию на английском языке: описание ситуации с 
использованием известной лексики; умение задавать вопросы и отве

чать на них. Задания к упражнениям составлены таким образом, что 
они вызывают у студентов необходимость сосредоточить своё  внимание на смысловом содержании ответов.
Вместе с речевыми упражнениями включены некоторые виды традиционных упражнений, которые  необходимы для более прочного 
усвоения материала. Эти упражнения также помогут совершенствовать навыки чтения и письма.
Учебное пособие состоит из трёх разделов. Первый раздел включает в себя 11 уроков, построенных по тематическому принципу, и 
охватывает следующие темы: 1) двигатели внутреннего сгорания; 
2) сельскохозяйственные орудия и инструменты; 3) тракторы; 4) комбайны. В каждом уроке имеется тематический текст, упражнения, а 
также тексты для развития навыков письма и усвоения лексического 
минимума.
Второй раздел охватывает тексты для творческой работы студентов.
В третий раздел вошли  тексты для самостоятельной работы студентов во время внеаудиторных занятий.
В пособие также включены иллюстрации, словарь наиболее часто 
употребляемых слов и терминов, список сокращений, фразеологические сочетания фразовые глаголы, идиомы.
В пособие использованы оригинальные тексты из английских книг 
и журналов. Материал частично адаптирован применительно к уровню требований, предусмотренных программой английского языка для 
высших учебных заведений.
Автор выражает глубокую благодарность коллективу факультета 
механизации сельского хозяйства Ставропольского государственного 
аграрного университета, а также Грибановой В. В., оказавшим содействие и помощь в работе над данным учебным пособием.

UNIT 1

SURVEY OF FARM POWER
 
The fi rst kind of power used in agriculture was human power, and 
all opera tions from land preparation through cultivation, harvesting, and 
processing of the fi  nal product were performed by hand. Many centuries 
passed before the power of animals was used. The transition from hand 
farming to modern power-farming was at fi rst slow, but with the development of the steel plough, the internal combustion engine, the farm tractor, 
and other modern farm machines, the movement has accelerated. Heavier 
and larger ploughs, harrows, planters, cultivators, and har vesting devices, 
threshers, grain reapers, mowers were designed before 1850.
 Designers of farm machinery have tried to design machinery adoptable to a wide variety of situations, and the success of their efforts has 
resulted in greater use of farm machinery. The quality of farm machinery 
has also been improved by its having greater resistance resulting in reduced 
replacement and adjustment of parts. 
A machine is a device that gives a mechanical advantage, facilitates the 
doing of work; thus the term “farm machinery” includes the mechanical 
equipment of fi eld and farmstead from water pumps to tractors.
Evolution of the tractor has accompanied changes in farm technology 
and sizes of farms. The tractor has progressed from its original primary use 
as a substitute for animal power to the present units designed for multiple 
uses. Traction power, belt power, power take-off drives, mounted tools, 
and hydraulic remote control units, as well as power steering, greater range 
of power sizes, improved engine design including smaller diesel engines, 
improved transmissions including more operating speeds, differential lock, 
rubber tires, electric starting and lighting, improved operator comfort and 
safety all serve to extend the usefulness and effi ciency of the modern tractor.                                                 
The term «tractor» appears in the USA in 1890 for a track-laying steam 
traction engine. A tractor is defi ned as a self-propelled machine that can be 
used for supplying power for
1. pulling machines,
2. operating the mechanism by means of a belt pulley or a power takeoff.
 There were two types, namely, a steam tractor, in which an externalcombustion or steam engine supplied the power, and a gas tractor, in which 
an internal-combustion engine was as the source of power. The steam engines came into use about 1870. They were mounted on wheels and pulled 
by horses. Later on they were made self-propelling.

The steam tractor for fi eld work had its limitations. It was very heavy 
and slow moving, the fuel was bulky and diffi cult to handle. They became 
obsolete as a source of farm power.
The fi rst gas tractors were equipped with large slow-speed engines with 
one or two cylinders. They required a strong frame, large wheels. They 
were also heavy and  were diffi cult to start and handle.
 Next step was the design of a light-weight, low-priced, all-purpose tractor that could do any kind of fi eld and sta tionary work, including ploughing, harrowing, planting, cultivating, threshing.
The fi rst tractors supplying power directly to the mechanism of a fi eld 
machine by means of a power take-off attachment appeared in 1927. Tractors equipped with diesel engine were introduced in 1931. Low-pressure 
pneumatic tires fi rst appeared on farm tractors in 1932.
Power is required on the farm for doing two kinds of work, namely, 
tractive work, requiring pulling or drawing effort, and stationary work, 
usually accomplished by means of a belt, gears, power take-off, or direct 
drive. Tractive jobs include 1) ploughing and land preparation, 2) planting 
and seeding, 3) crop cultivation, 4) har vesting, and 5) hauling. Stationary 
jobs include 1) water pumping, 2) processing, 3) ensilage cutting. 
There are fi ve possible sources of power for doing the various kinds of 
work. They are: 1) domestic animals, 2) wind, 3) fl owing water, 4) electricity, 5) engine of tractors.
                                            
Engines
Engine is a machine that converts energy into power or motion. This 
word was taken from old French engin, from Latin ingenium which means 
“talent, device”. The original sense was “ingenuity, cunning”, hence ‘the 
product of ingenuity, a plot or snare”, also “tool, weapon” whence a machine, used later on combinations such as steam engine, internal combustion engine.
The history of invention of engines was long. In 1678, Abbe Jean de 
Haute-feuille proposed to use an explosive powder to obtain power. He 
was the fi rst man to design an engine using heat as a motive force. Christian Huyghens was the fi rst man to construct an engine having a cylinder 
and a piston. Later on a great number of en gines were constructed but 
they were not successful. Only in 1876 N. A. Otto pat ented the fi rst successful engine operating on four-stroke cycle principle. Two years later 
D. Clerk invented two-stroke-cycle engine, producing one power stroke 
for every revolution instead of for every two revolutions.
Another invention was the work of R. Diesel. He proposed to utilize 
the heat produced by high compression for igniting the fuel charge in the 
cylinder.

Problems and Questions
1. Explain briefl y what has happened with respect to the types of farm 
power and their relation to farming.
2. Name developments which have contributed to the popularity of 
tractor power for farming.
3. What contribution to the development of the internal-combustion engine was connected with the name of R. Diesel?
4. Enumerate the possible sources of power for doing farm work and 
state their relative value and use in agriculture today.

I. Work in pairs. Can you guess when each of these things was invented?
engine, low-pressure pneumatic tires, four-stroke cycle engine, powertake off attachment 
1678          1876            1927           1932

II. Five of these sentences contain errors. If a sentence is correct, 
put a tick      beside it. If there are any mistakes in a sentence, underline them and write the correction.
1.  The term «tractor» appears in England.
2. The steam tractor had no its limitations.
3. Farm machines have been improved in quality.
4. The fi rst gas tractor was equipped with small slow-speed engines.
5. A tractor is defi ned as a stationary machine.
6. The history of invention of engines was long.
7. R. Diesel patented the fi rst four-stroke cycle engine.
8. A tractor is used only to pull machines.

III. Fill the gaps in the sentences with a suitable word:
ploughing      frame     piston      pulled       cylinder
1. The fi rst gas tractors required a strong ... .
2. The steam engines were ... by a horse.
3. Tractors are used for ... .
4. C. Huyghens constructed an engine with a ... .and a ... .

IV. Choose the best alternative to fi ll the gaps in these sentences.
1.  An internal-combustion engine was the source of ... .
 
a) strength 
b) power 
c) force
2. R. Diesel proposed to use ...  produced by high compression. 
 
a) the vapour 
b) the oil 
c) the heat
3. The fi rst gas tractors were diffi cult .... .
   
a) to start 
b) to equip 
c) to design

4. All-purpose tractor may be used for ... .
 
a) mounting 
b) cultivating 
c) processing
5.  Stationary work is accomplished by ... . 
 
a) gears  
b) brakes 
c) tires

V. Add more examples of the nouns formed from the verbs listed: 
develop, produce, plant, cultivate, prepare, require, equip, thresh, till, 
resist, transmit
-ment  arrangement ....................  .................  ..................
-tion  expansion 
....................  .................  .................. ..............
-er       farmer 
....................  .................  ..................
-or       doctor 
....................
-age     passage 
...................
-ance   performance ...................  

VI. What are the differences between the sentences in each pair?
1. The farmers require power on the farms.
2. Power is required by the farmers on the farms.
3. If something does not work properly, it should be repaired by an 
expert.
4. If something does not work properly, it should be repaired.

 VII. Using a passive each time, give an example of where they grow, 
produce or make each of the items below.
Example:
Wine is produced in many parts of France.
VW cars are made in Germany.
oil tea 
rice 
coffee tractor combine

VIII. In pairs. Ask and say where in our country we do the following:
1. grow wheat or potatoes
2. rear cattle
3. manufacture farm machinery
4. grow  fruit and vegetables
Example:
A: Where is oats grown in Russia?
B: It’s grown in the North of Russia, I think.

IX. Do a complete run-through of the text and write an article for a 
magazine describing the main points of farm mechanization.

Farm mechanization
Agricultural mechanization dates from the early 1800s. Steel mouldboard ploughs were invented in 1837. George Washington took part in designing a grain seeding machine. One of the fi rst farm machines was a 
grain reaper. 
Early fi eld machines were powered quite well by animals. Animals 
were used to produce stationary rotary power.
By 1850, steam power was introduced, and it remained an important 
powered source for the next seventy-fi ve years. Production of steam-powered machines stopped in the 1920s.
Internal combustion engines were developed about 1900 and have become the power source for mobile machinery.
Most of the internal combustion engine mechanisms were adapted from 
earlier steam engines.
The early steam engines were furnished with belt power but had to be 
pulled from place to place by horses or oxen. The next step in the evolution 
in farm power was the conversion of the steam engine into a self-propelled 
traction engine. Successful steam engines appeared in the 1850s.The development of track-type agricultural tractors began about 1900.
Early attempts to develop gasoline tractors were stimulated by the need 
to reduce the number of workers required to attend the steam tractors, both 
when ploughing and when operating threshing machines. Early gasoline 
tractors resembled steam tractors. The internal-combustion engine became 
important when Otto patented his four-stroke cycle engine. 

UNIT 2 
   
ENGINE CYCLE AND PRINCIPLES 
OF OPERATION

A mechanical device or machine that converts heat and other forms of 
energy such as wind, fl owing water, and electricity into useful power is 
called an engine or a motor. Since the fuel is ignited and burned inside the 
cylinder, the engine is called internal combustion engine.
Four distinct types of internal combustion engines have been developed 
and are being utilized. These are 1) the rotary engine, 2) the jet engine, 
3) the gas tur bine engine, and 4) the reciprocating or piston-type engine. 
Let us consider the last one.

Cycle of operations. Any piston-type internal-combustion engine is 
known as the four-stroke-cycle type and the two-stroke-cycle type. A cycle 
consists of the strokes taking place in each cylinder of an engine between 
two successive explosions in that cylinder. These strokes are: 1) the intake 
of a combustible mixture, 2) the compression of this mixture, 3) the ignition of the compressed mixture, and the ex pansion of the burned gases 
producing the power, and 4) the exhaust of the products of combustion.
In the two-stroke-cycle engine, two strokes of the piston or one revolution 
of the crankshaft is required to complete this cycle. In the four-stroke-cycle 
type, four strokes of the piston or two complete revolutions of the crankshaft 
are needed, and the four strokes are called intake, compression, power, and 
exhaust. It must be kept in mind that, in engines of more than one cylinder, 
this cycle of stokes must be carried out in each of the cylinders.
Two-stroke-cycle operation. Two important characteristics of twostroke-cycle construction must be kept in mind: 1) that ports or openings 
in the cylinder walls at some distance below the head serve as intake and 
exhaust valves and 2) that the crank end of the engine cylinder is enclosed. 
The piston in its upward motion has closed the ports e and h and is compressing the charge. At the same time the crankcase volume is being increased and the fuel mixture is drawn into the crankcase through an opening d, to be compressed on the next down ward stroke of the piston and 
forced through a connecting passage f into the combus tion space when the 
intake port e is uncovered.
Near the end of the compression stroke the spark is produced and the 
compressed charge is fi red. The explosion and resulting expansion send 
the piston downward on its power stroke, the two ports are uncovered. 
Consid erable pressure remains in the cylinder, thus forcing the burned 
gases out through the exhaust port h. At the same time, the fresh mixture 
in the crankcase has been compressed on the downward stroke and passes 
upward through the intake port to the combustion chamber. The piston has 
now completed two strokes, and the crankshaft has made one revolution, 
thus completing the cycle.