Giáo trình tiếng anh chuyên ngành lâm nghiệp ( dành cho sinh viên cao đẳng lâm nghiệp)

TRƯỜNG ĐẠI HỌC QUẢNG BÌNH KHOA NGOẠI NGỮ GIÁO TRÌNH (Lưu hành nội bộ) TIẾNG ANH CHUYÊN NGÀNH (Dành cho sinh viên cao đẳng Lâm nghiệp) Tác giả: Nguyễn Thị Hồng Thắm Năm 2014 TABLE OF CONTENTS INTRODUCTION Unit 1: FORESTRY……… Page 2-3 Unit 2: THE ROLE OF TREES Page Unit 3: IDENTIFICATION OF TREES (I) Page 5-6 Unit 4: IDENTIFICATION OF TREES (II) Page 7-8 Unit 5: TREE SIZE AND TYPE CLASSIFICATION Page 9-11 Unit 6: FOREST TREE INSECTS AND HOW TO CONTROL THEM Page 12-15 REFERENCES .Page 16 LỜI NÓI ĐẦU Tiếng Anh chuyên ngành Lâm nghiệp giáo trình biên soạn theo khung chương trình giáo dục cao đẳng ngành Lâm nghiệp Giáo trình biên soạn theo hướng giới thiệu từ vựng, thuật ngữ thường sử dụng chuyên ngành Lâm nghiệp Ngồi ra, giáo trình cịn giúp sinh viên củng cố, ôn tập số điểm ngữ pháp tiếng Anh Qua đó, sinh viên có hội trau dồi vốn từ vựng, ngữ pháp phát triển kĩ nghe, nói, đọc, viết thơng qua tập vận dụng thảo luận Tiếng Anh chuyên ngành Lâm nghiệp biên soạn, chọn lọc theo chủ đề ngành lâm nghiệp, giúp sinh viên làm quen với vốn từ vựng chuyên ngành luyện khả đọc hiểu dịch văn chuyên ngành, tạo định hướng nghiên cứu tài liệu chuyên ngành tiếng Anh tương lai UNIT 1: FORESTRY Principle of Forestry Since the primary task of the forester is centered on producing trees, understanding trees and their growth is essential Although certain special terms may be used for convenience, the principles underlying the growth, development, and reproduction of trees of the forest are the same as those for other crop species Thus, forestry must be based on a sound understanding of botanical principles One critical point to keep in mind is that trees are generally managed for wood production, i.e., stem tissue Compared with most horticultural and agronomic crops, forests represent long-lived, perennial plants Morphology and anatomy Although a forest may contain annual, biennial, and short-lived perennial plant species, trees are generally considered to be major vegetation: they are long-lived perennials that usually produce a single central stem and attain a height of 6m or more Rarely does a forest tree maturity in less than 15 to 20 years: some trees may grow continuously for centuries though generally very slowly after the five hundred years In considering the growth of trees, increases in both height and diameter, or girth, are important in determining the yield of lumber or other products In terms of gross morphology, as a rule, tree growing in a typical forest environment are taller and have smaller root systems than those growing separately or under widely spaced, ornamental-settings The apical or top portion of the tree, the crown, is also smaller under crowded conditions Note that the word crown has a different meaning in forestry than in horticulture and agronomy In forestry, the crown in that portion of the tree which has branches Since shade decreases the ability of branches to survive, the trees in crowded forests tend to shed their lower branches and thus have less crown in proportion to clear stem I Comprehension questions: Read the text carefully and answer the following questions: What is the primary task of the forester centered? What is forestry based on? Why are trees considered to be the major vegetation? What are important in determining the yield of lumber? What is the crown in forestry? II Vocabulary Look at the first paragraph again What words have the same meaning as: + well-informed + main, most important Look at paragraph again What words have the same meaning as: + go on living + deciding + hundreds of years + part + all the time + seldom III GRAMMAR: INFINITIVE or V-ING Some verbs in English must be followed by the –ing form: He admitted taking my book Others are followed by the infinitive, “to”: He agreed to lend me his book Verbs followed by a particles like “in”, “from”, ect., are followed by the – ing form: He insisted on going to a film last night Make sentences from the following notes Think whether you should use the infinitive or the – ing form after the verbs He/suggest/read/chapter 5/before/we/go/lecture The rain/not stop/fall/until yesterday evening He/wants/spend/more time/study A good farmer/try/set/objectives Peter/prevent/harvest/his crop/bad weather I /enjoy/listen/music He/not mind/work/weekends He/forget/hand in/essay/last night There/nothing/that shop/worth/buy 10 It/no use/leave/your work/last minute UNIT 2: THE ROLE OF TREES For hundreds of years people have planted trees to serve the needs of future generations for timber and tree products In Europe and Asia forests were planted by rulers, church leaders and farmers – for the people By planting trees they particularly and symbolically showed faith and hope for the future Trees are fundamental to life and the processes that maintain healthy soil, and clean air and water There is evidence which shows that in regions where the trees are cleared to less than 30% of their original surface area, other sustainable life processes begin to collapse Rivers silt up, soils wash away, and air quality declines James Lovelock, a renowned ecologist, claimed these breakdowns in natural systems will in turn affect other word bio-areas continent or cyclones may occur more frequently It will be sad if these things happen before we change from consumers to producers I/ Comprehension What people plant trees for? What European and Asian people want to show by planting trees? What are fundamental roles of trees? What will happen to the area when the trees are cut down? II/ Grammar ADJECTIVE + PREPOSITION Exercise 1: Complete these sentences with the correct preposition It’ very nice you to let me use your car Thank you very much Why are you always so impolite ………… your parents? Can’t you be nice …… … them? It wasn’t very polite ………….….him to leave without saying thank you I can’t understand people who are cruel to ………… animals Why you always get so annoyed …………… little thing? We enjoyed our vacation, but we were disappointed ………….… the hotel I was surprised ………….… the way he behaved It was out of character These days everybody is aware ……………… the danger of smoking Mr Davis spends a lot of time gardening His garden is very well-kept, and he’s very proud ……… … it 10 Bill has been doing the same job for too long He’s bored …… …… it Exercise 2: To infinitive to express purposes A tree uses sunlight The purpose in using it is to combine carbon dioxide with water to form carbohydrates In countries with inadequate rainfall we irrigate the land Our object in doing this is to supply enough moisture for satisfactory plant growth We should add fertilizers or manure to the soil Our aim in doing this is to encourage plant growth Tile drains may be laid in or on the land The reason for this is to remove surplus water from the fields We apply inorganic materials to the soil Our object in doing this is to increase the supply of one or more of the essential nutrients such as nitrogen, phosphorus, and potash UNIT 3: IDENTIFICATION OF TREES (I) Trees are woody plants, but not all woody plants are trees A tree usually grows upright to at least 20 feet (15.5 metres) at maturity and has a single stem, often called bole or trunk The stem supports limbs and leaves, forming the top or crown Other woody plants are vines and shrubs Vines may have woody stems but not have a distinct crown of upright branches Shrubs may have several woody stems growing from a clump, and they usually are smaller than trees Trees generally develop a typical shape when they grow in an open area Trees that grow in crowded forests usually have trunks of greater clear length Essentially, we have no timberline resulting from high elevation in the East, but at timberline and at higher mountain elevations in the West many trees are knurled, twisted, and sometimes prostrate Such tortuous form is the result of many factors, including thin soils, limited growth periods, deep snows, and continuous exposure to strong winds However, under favorable conditions, most species develop characteristic shapes Several field trips with a good identification manual showing local species should enable an inexperienced person to become rather proficient in identifying trees Identification features are also found in bud, flower, fruit, leaf, twig, and bark structure The precise botanical characteristics by which trees are classified (primarily flower parts) are too small or fleeting to be useful in field identification for those with little experience The gross features (shape, leaf, and bark structure, buds and twigs) are more useful for quick field identification I/ Comprehension A/ Multiple-choice A tree usually grows…………… A vertically B horizontally A tree usually has…………… A two stems B one stem Vines has got……………… A great crown B small crown The branches of a vine are…………… A big B long and thin C downward C some stems C complex crown D indefinite crown C not upright D hard When growing in an open area, trees often have a………… A nice form B popular form C great form D dense form The tree that has to compete for light often has ………… A a long stem B many branches C thick bank D a beautiful crown The tree that grows on very adverse place generally has………… A a long stem B a usual shape C an unusual shape D a dense brown B/ Answer the questions All woody plants are trees or not? At maturity, how high is a tree? How many stem does a tree have? What does the stem support? Do vines have distinct crowns? How trees develop when they grow in an open area? What kind of trunk does a tree often have when it has to compete for light? Why are some trees knurled or twisted? In what conditions most species develop characteristic shape? 10 In order to have quick field identification what should be used? II/ Vocabulary Put the appropriate word into the blank: stem crown shape branches light knurled factors identification bark characteristics ………………… is very important for the growth of trees Trees………………… is a subject that we are going to study next week The…………………………… of this tree is very thick Many………………………affect the growth of a tree After the flood, the……………………… of the river banks changed so much This kind of Pine has got a lot of………………….… We used to play under the…………………………….of this old, big tree The………………………… of this bamboo is 10 metres long UNIT 4: IDENTIFICATION OF TREES (II) Trees and other plants often have several common names, which vary with locality or local use To make specific identities world-wide, botanists employ Latinized names, which remain constant since Latin is a language that no longer changes The scientific name consists of two parts: the genus (a collection closely related species) and the specific epithet or species (a collection of individuals so similar that they suggest common percentage and produce like offspring) The generic name always appears first and is capitalized, while the specific name follows and begins with a lowercase letter Because general and regional guides to field identification of trees and government publication that describe local or native trees are readily available, only a few of the important commercially significant trees of the major forest regions will be studied in this chapter Most of these are valued for their wood products Prior to studying individual tree species, it is necessary to know that trees are divided into two main groups These are the conifers (gymnosperms) or softwood trees and the broadleaf (angiosperms) or hardwood trees Conifers have mostly needle-like or scale-like leaves and bear their seeds in cones or cone-like structures The conifers or evergreens not shed all their leaves annually, with the exception of larch and bald cypress Deciduous trees, those that shed all their leaves in the fall, generally are broadleaved hardwoods The term hardwood and softwood can be misleading because the wood of some hardwood trees is softer than that of some softwood trees For example, the wood of yellow poplar and basswood is much softer than that of the longleaf pine We will first study the conifers, which are very widely distributed in the various regions and are very significant in the production of lumber and paper I/ Vocabulary Find word or combination of words that means: some (paragraph 1) types (paragraph 2) definite (paragraph ) accurate (paragraph 1) the same (paragraph 1) sawn wood (paragraph 4) before (paragraph 2) easily to be seen, bought (paragraph 1) classified (paragraph 2) 10 different (paragraph 4) II/ Comprehension A/ Find an appropriate word to fill the blank He is a very famous…………… (paragraph 1) These trees not………….leaves in the autumn (paragraph 2) In old time, people used to………to construct bridges (paragraph 4) ……………….….is often used to produce paper (paragraph 4) It is difficult to store the………… of this tree, because their germination capacity is decreased by the time (paragraph 2) To conserve valuable………… ….resources is a task of great importance (paragraph 1) This kind of trees are often…………………on high mountains (paragraph 4) Names of trees………………with different regions (paragraph 1) The generic name always……………………first (paragraph 1) 10 ……………… ….do not shed all their leaves annually (paragraph 2) B/ Choose A, B, C or D Trees and plants have………… A very few names B many names C two names D one name The scientific name of a tree has……… A only one part B two parts C four parts D many parts The specific name stands………… A first B in the middle C last D anywhere ……….is written or printed in capital letters A the generic name B the specific name Trees are classified into……… A three types B four types C two types D several types Conifers are often……………… A hardwood trees B softwood trees Most of softwood trees not change their leaves……… A in autumn B in spring C in summer D in winter The wood of……… hardwood trees is hard A all B most of C some D many C/ Questions How many names trees and other plants have? Why they have many names? Why botanists have to use Latin to name trees? How many parts does the scientific name consist of? What are they? How are trees classified? UNIT 5: TREE SIZE AND TYPE CLASSIFICATION Tree age and size can be described in a general and approximate way by use of such words as seedling, sapling, pole-size, mature, and veteran A stand of trees can be even-aged or all-aged A forest made up principally of one species is a pure stand, while one composed of several species is a mixed stand Trees are also classified by the positions of their crowns relative to the general level of the forest canopy, the covering created by the crowns interweaving each other Dominant: A tree having a well-developed crown that extends above the general level of the other crowns and is exposed to full light from above and partial light from the sides Co-dominant: A tree with smaller crown than the dominants that helps form the general level of the canopy and receives full light from above but limited amount from the sides Intermediate: A small-crowned tree crowded into the general level of the forest canopy, receiving some light from above and virtually none from the sides Suppressed: A tree with poorly developed crown, beneath the level of the canopy (overtopped), receiving very little light from above or the sides Foresters refer to a measure of the number and size of trees in a given area as stand density It indicates whether the forest is under stocked, medium stocked, or well stocked For example, if the canopy of a tract of timber is closed over as much as 40 to 70 percent, it is medium- stocked I/ Vocabulary Look at paragraph again Which words have the same meaning as: A newly born tree B trunk Look at paragraph again Which words correspond to the definitions? A unique C mixing with each other B a forest of different species Look at paragraph 3, and Can you find the synonym of the following words? A face to the sun B layer of forest 10 C actually D not any Find out an appropriate word in the text to fill the blank: a How many…………does your nursery produce per year? (paragraph ) b I think these pines are…………….enough to be cut (paragraph 1) c This stand is…… …….because it is made up principally one species (paragraph 2) d This……………of pine grows very fast (paragraph 2) e He has been a………… ….for twenty years (paragraph 7) f The roots of this tree have………………….over a lot of land (paragraph 3) g Dominant trees receive full…… …….from the sun (paragraph 3) h Biomass production is affected by stand………………… (paragraph 7) i The economic…………………of Japan is admirable (paragraph 7) j A given area of trees, which is consisted of species is called a…… ……… (paragraph 7) II/ Comprehension: True or false? a A pure stand is made up of different species b Trees can not be classified by the positions of their crowns c In a forest, each crown of each tree stays away from each other d A dominant tree receives some light from the sides e A co-dominant tree gets no sunlight from the sides f A suppressed tree receives no light at all g An intermediate tree does not have any light from the sides h Stand density is the number and sizes of trees in a given area i Basing on the crowns of trees that are relative to the general level of the forest canopy, trees can be classified into four types j If the canopy of a tract of timber is closed as much as 55%, it is medium-stocked III/ Grammar The form of Definition Definitions often take one of the following forms: [ A] is / are, may be defined as [ B ] which [ C ] E.g A soil profile [ A ] is defined as a succession of soil horizons [ B ] which extends from the surface of the soil to the parent rock [ B ] which [ C ] is / are called, is / are known as [ A ] E.g A succession of soil horizons [ B ] which extends from the surface of the soil to the parent rock [ C ] is called a soil profile 11 Definition of Terms: Combine the items in Column A with the ones in column B to make the correct definition of each term You will need to add some necessary words (articles, pronouns and adjectives, forms of the verb “be”) where appropriate Forest Ecologically complex unit-community of trees and undergrowth spreading, sometimes, over really enormous areas Stand Collection of trees which are more or less uniform (i.e more or less the same) in species, age distribution etc Type Rather like a stand but more extensive- group of similar stands defined by the species composition Site class Physical factors which affect the productivity of the trees, concerning the thing like the soil, the slope and exposure (wind, rain) Size of tree Height of tree and diameter Diameter of tree Measured at one point three five metres from the surface of the soil Cm dbh Measurements used for the diameter of trees (dbh: diameter at breast height) 12 UNIT 6: FOREST TREE INSECTS AND HOW TO CONTROL THEM Insects that can injure or if not kept under control destroy stands of trees exist in eight classes, as follow: The defoliators Wood borers Sucking insects Gall makers Bark beetles Terminal feeders Root feeders Seed insects Bark beetles are the most destructive of all forest insects, even though they are quite small However, insects can be controlled in different ways Natural control of injurious insects takes place through climatic conditions, parasites, predators, disease, rodents and birds Rearing parasites and predators and releasing them in a region of insects’ outbreak is called biological control Nature produces insect mortality by means of high and low temperatures and through extreme drought and moisture Through special methods of log piling and brush disposal, people can also help nature control insects Special forest practices and in rare case the use of insecticides are two forms of insect control Insect damage can be prevented to some extent by proper management and silviculture practices It is difficult to use and apply insecticides under normal forest conditions, but spraying from low-flying planes seems to be an effective practice in the few situations where controls are possible and the benefits justify the cost Most of the damages from insects take place during the insects’ growth (developing) period and some species produce several generations a year Most insects have a life cycle that includes metaphoric or complete transformation in form between the juvenile and adult stages For example, a caterpillar becomes a butterfly For one group of insects, the eggs hatch into larvae, developing into caterpillars that feed on trees The caterpillars when fully developed go through a resting age during which they 13 form cocoons and change into pupae After a period of being pupae, they undergo metamorphic and become adult Where defoliator insects are epidemic, the forest appears to look brownish and unnatural at a distance Large quantities of insect droppings on the ground are a good indication that insects are at work Boring insects can be found where a fine wood powder called frass is seen at the base of the tree Where there is tipmoth damage, new growing leaders bend and shrivel up or turn reddish brown and die The natural elements play a big part in helping trees fight off insect attacks A good freeze, for example, can help On the other hand, a tree’s resistance to bark-beetle attack is lowered by drought Then, too, a flood or excess rain can weaken trees just as insect attack does I/ Vocabulary A/ Find out the word that means: destroy chemicals that are used to kill insects fighting against insects that feed on leaves of trees insects that eat the outside layer of the stem the beginning the larva of a butterfly the young insect the thing where the eggs change into caterpillars 10 the illus at butterfly B/ Find out an appropriate word to fill the blank The…………… …are the insects that feed on the leaves of coniferous and deciduous trees The heart-wood of this log has been badly damaged by the ……………… Look! The buds and shoots of this tree are being destroyed by……………….… He has found out an effective………………… control of pine caterpillar Nature causes………….….to insects by means of high and low temperatures and through extreme drought or moisture Under normal forest conditions it is not easy to use and apply…………… … The developing period of the insects causes most of the……………to the tree After a period of being pupae, caterpillars undergo………………and become adults The defoliator insects make the forest……………and unnatural at a distance 10 ……………….… can be used to determine the appearance of boring insects 14 II/ Comprehension A/ Multiple-choice Insects can be classified into……….groups A four B six C eight D seven …… destroy the tips of the twigs, buds and shoots A The defoliators C Sucking insects B Gall makers D Terminal feeders There are…… ways of controlling of insects A three B two C four D five Insects are……….used to control insects A rarely B often C usually D always Spraying from low-lying planes are……….effective A always B often C sometimes D usually Some insects regenerate………… A twice a year C several times a year B once a year D four times a year Proper management and silvicultural practices can………………… ….forests from insect damage Under normal condition, it is ………………….……to use and apply insecticides Most of the destruction from insects happens during…………………………… 10 The forest looks…………………………where defoliator insects are epidemic 11 Frass seen as the base of the tree can be used to determine the existence of………………… 12 The complete transformation in form between the juvenile and adult stages is called……………… …… B/ Reading comprehension What can insects to the trees? What are the names of different types of insects? Which insects are the most destructive? What are the different ways of insect control? How does the natural control take place? How is the biological control carried out? How does the nature kill insects? Where and when should spraying insecticides from low-flying planes be used? When does most of the damage from insects take place? 10 What most species of insects have? III/ Grammar Comparative Sentences E.g a) Particles of fine sand are coarser than particles of clay = Particles of clay are not as coarse as particles of fine sand 15 b) Transported soils are more common than sedentary soil in humid regions = Sedentary soils are less common than transported soils in humid regions Exercise : Complete these sentences Use the comparative of the words in parentheses (……) + than Sorry I’m late It took me ………… to get here ………… I expected (long) My toothache is ………………… it was yesterday (painful) She looks about 20, but in fact she’s much …………… she looks (old) The problem is not so complicated It’s ……………… you think (simple) Your English has improved You speak a lot ………………… you did when we were last met (fluently) Health and happiness are ………………….……… money (important) We always go camping when we go on vacation It’s much …………… … staying in a hotel (cheap) I like the country It’s …………… ……and ……………….…living in the city (healthy/ peaceful) Exercise2: Write sentences with the … the Choose a half sentence from box A to go with a half from box B the earlier we leave the longer he waited the more I got to know him the more you practice your English the longer the telephone call the more goods you sell the faster you’ll learn the more you have to pay the sooner we’ll arrive the more profit you’ll make the more impatient he became the more I like him Exercise 3: Use the following verbs in the correct form to complete the paragraph below: Carry, be help, perforate, carry, be , not lignify, usually find, form, thicken, make , know The movement of materials through the plant as translocation The xylem or wood vessels which the water or mineral salts from the root to the leaves tube These tubes from dead cells The cross walls of the cell have disappeared and the longitudinal walls with lignum These wood The tubes to strengthen the stem The phloem tubes organic material through the plant These vessels … chains of living cells which They have cross walls which - hence the alternative name, sieve tubes In the stem the xylem and phloem tubes in a ring near the outside of the stem 16 REFERENCES Lê Thị Thanh Chi (2004), A Course of English for Students of Agricultural Extension and Rural Development Võ Thị Kỳ (2001) English in Agriculture for Students of Animal Husbandry Denny, S et al (1985), Science and Technology: Agriculture Longman, Hongkong Morrow, R ( 1993), Earth User’s Guide to Permaculture Kangaroo Press, Australia Yates, C (1990) English for Academic Purposes Series: Agriculture Oxford, England 17 ... REFERENCES .Page 16 LỜI NÓI ĐẦU Tiếng Anh chuyên ngành Lâm nghiệp giáo trình biên soạn theo khung chương trình giáo dục cao đẳng ngành Lâm nghiệp Giáo trình biên soạn theo hướng giới thiệu... thảo luận Tiếng Anh chuyên ngành Lâm nghiệp biên soạn, chọn lọc theo chủ đề ngành lâm nghiệp, giúp sinh viên làm quen với vốn từ vựng chuyên ngành luyện khả đọc hiểu dịch văn chuyên ngành, tạo... từ vựng, thuật ngữ thường sử dụng chun ngành Lâm nghiệp Ngồi ra, giáo trình cịn giúp sinh viên củng cố, ôn tập số điểm ngữ pháp tiếng Anh Qua đó, sinh viên có hội trau dồi vốn từ vựng, ngữ pháp