- •От автора
- •Part I parts of a tree Unit 1 The functional parts of a tree
- •1.1 Active vocabulary:
- •1.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Tree structure
- •2.1 Active vocabulary:
- •1.8 Match the terms with their definitions:
- •1.9 Find sentences from the text1 with Participles and translate them.
- •1.10 Read the text 2 and title it. Text 2
- •1.11 Topic for discussion.
- •U nit 2 The crown
- •2.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 The crown and leaf structure
- •2.3 Find the answers to the following questions in the text 1:
- •2.6 Describe the leaves (figure 2.6).
- •2.7 Match the terms with their definitions:
- •2.8 Skim the text 2. Single out the key sentences and write down them. Text 2 Tree shapes
- •2.9 Topic for discussion.
- •It is interesting to know
- •Unit 3 The crown parts
- •3.1 Active vocabulary:
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary.
- •The crown parts and functions
- •A. Seeds
- •B. Branches, twigs and buds
- •3.3 Find the answers to the following questions in the text 1:
- •3.5 Divide the words into 3 groups according their meanings:
- •3.6. Read and translate the text 2, paying attention to the bold words. Text 2 Kapok tree
- •3.7 Match the words with their definitions:
- •3.8 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •3.9 Skim the text 3 and tell what it is about. Text 3 Leaves and Needles
- •It is interesting to know
- •Unit 4 Roots
- •4.1 Active vocabulary:
- •4.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Root structure
- •4.3 Find the answers to the following questions in the text 1:
- •4.4 Match the words with their definitions:
- •Text 2 Mangrove trees
- •4.10 Topic for discussion.
- •Unit 5 The trunk
- •5.1 Active vocabulary:
- •Text 1 The trunk structure and functions
- •5.3Find the answers to the following questions in the text 1:
- •5.5 Find the sentences with the ing-forms of the verbs in the text 2 and explain their using.
- •5.6 Choose the correct answer for the questions:
- •5.7 Choose the correct word.
- •5.8 Skim the texts 3and 4. Title them. Write down an annotation of the texts. Text 3
- •4.10 Topic for discussion.
- •It is interesting to know Aspen tree trunk
- •Part 2 tree Unit 1 Tree classification
- •1.2 Read and translate the text 1 using the active vocabulary and a dictionary. T Figure 1.1 Sugar Maple ext 1 Tree types
- •1.3 Find the answers to the following questions in the text 1:
- •1.4 Match the terms with their definitions:
- •1.5 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •1.6 Divide the text 1 into four parts and name them.
- •1.7 Skim the texts 2and 3. Write down an annotation of the texts. Text 2 How to Study Trees
- •Text 3 Shrubs and trees
- •It is interesting to know Popular poplars
- •Interesting facts about trees
- •4.10 Topic for discussion.
- •Unit 2 How trees live and grow
- •2.1 Active vocabulary
- •2.2 Read and translate the text1 using a dictionary. Text 1 How Trees Live
- •Text 2 a. How Does a Tree Grow?
- •Text 3 Dendrochronology
- •2.8 Topic for discussion.
- •Unit 3 Trees
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary. A. Cypress
- •B. Sugar Maple
- •C. Silver Fir
- •D. English Oak
- •E. Baobab
- •F. Norway spruce
- •G. Teak
- •H. Lodgepole pine
- •3.5 Make up summary chart of some trees (use the texts a-h).
- •3.6 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Strange Kinds of Trees
- •3.7 Topics for discussion.
- •It is interesting to know
- •Part III forest Unit 1 What a forest is?
- •1.2 Read and translate the text using the active vocabulary and a dictionary. Text 1 Forest classification
- •1.3 Find the answers to the following questions in the text 1:
- •1.4 Divide the text into the main paragraphs and name each of them.
- •1.5 Complete the definitions with the following words and word-combinations: steppe, tropical rainforests, field, savanna, boreal forest, tundra. What is it?
- •1.6 Compare coniferous and deciduous forests, according to the plan. Use the information given below.
- •Temperate Deciduous Forest
- •Description of temperate deciduous forests
- •C oniferous Forest d Figure 1.4 Coniferous forest (Beaverlode, Albergta, Canada) escription of coniferous forests
- •Unit 2 Forests
- •2.1. Read the texts with the help of a dictionary. A. Forests of Russia
- •B. Britain’s forests
- •C. Forests of the usa
- •D. Forests of Canada
- •E. Australian forests
- •F. Forests of China
- •2.2 Make up summary chart of forests in different countries (use the texts a-f).
- •2.4 Skim the text 1. Write down an annotation of the text. Title the text. Text 1
- •2.5 Topic for discussion.
- •Unit 3 Rainforests Text1 Tropical rainforests
- •3.1 Read and translate the text 1 using a dictionary.
- •11.4 Divide the text into the main paragraphs and name each of them.
- •11.5 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •11.6 Skim the text 2. Title it. Write down an annotation of the text. Text 2
- •11.2 Find the answers to the following questions in the text 1:
- •11.7 Topic for discussion.
- •1.1 Read and translate the text 1 using a dictionary.
- •1.3 Make up the plan of the text 1, putting the names of the parts according to the text 1:
- •1.4 Write out from the text all word-combinations with the word «forest»and translate them into Russian. Consult a dictionary if necessary.
- •1.6 Skim the text 2 (a, b). Write down an annotation of the texts. Text 2 a. Forest Service in The usa
- •B. Forestry in the uk
- •1.7 Read and translate the text. Professional foresters
- •1.8 Speak on
- •Unit 2 Protecting the forest
- •2.1 Read and translate the text1 using a dictionary.
- •Forest problems
- •Insect and Disease Problems
- •The Control of Fire
- •Text 2 Trees in danger
- •2.8 Study figure 2.4 and tell about Bark beetle life cycle.
- •2.9 Read the text 3 without a dictionary. Text 3
- •2.10 Discuss the information from the text 3. Unit 3 Forest Products
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 f Figure 3.1 a wall lamp made partially from plywood orest Products
- •3.3 Answer the following questions:
- •3.4 Make up the plan of the text1, putting the names of the parts according to the text 1:
- •3.5 Write out from the text all words and word – combinations with the word “wood” and translate them into Russian. Consult a dictionary if necessary.
- •3.7 Read and translate the text using a dictionary, paying attention to the bold words Title the text.
- •3.8 Read the text 2 using a dictionary. Text 2 a. Wood for craftsmen
- •3.9 Skim the text 3. Write down an annotation of the text. Text3 Wood Production
- •3.10 Topic for discussion.
- •Part V texts for additional reading
- •1 Tree parts and how they «work»
- •2 The buds
- •3 Photosynthesis
- •4 The root system
- •5 Hardwood Forests
- •6 Softwood Forests
- •7 Mangrove Forests
- •8 Improving the Forest
- •9 Sap flow in desert trees
- •10 Birch
- •11 Kapok Tree
- •12 Common Lime
- •14 Temperate forest
- •15 Layers of the Rainforest
- •16 Urban Tree Decline
- •Figure 16.1 Maple declining from paving
- •17 Forest fires a Positive Effects of Forest Fires
- •B Negative Effects of Forest Fires
- •18 Soil and Forests of Russia
- •19 The Russian boreal forests
- •20 Larch Forest in Krasnoyarsk
- •21 Bashkortostan protected nature areas
- •Celtic Astrological Signs
- •What are different woods used for?
- •English-Russian vocabulary of the main Forestry Terms
- •29. Farmsteads
- •85. Unforested lands
- •Units of meazurement
- •Библиографический список
- •Contents
F. Forests of China
China, once well-covered with forests, has a forested area covering only 9 per cent of the country. This still constitutes a considerable forest area, of which three quarters is productive forest land (figure 2.6). Half of this is covered by coniferous forests, mainly concentrated in the north-eastern part of the country. The South, South-West and central regions contain a considerable part of hardwood forests.
T
Figure 2.6
The cool-temperate zone to the north is the most important one. It comprises forests of pine, spruce, hemlock, fir, larch, birch, maple etc.
2.2 Make up summary chart of forests in different countries (use the texts a-f).
E
Country |
Types of forests |
Kinds of trees |
The most widespread genus |
Special features |
Problems |
Text A Russian Federation |
Coniferous 80 (% of the total); deciduous and mixed forests |
Pine, spruce, birch, fir, aspen, oak beech, maple, larch hornbeam, poplar, willow |
Larch |
The taiga occupies two-fifths of European Russia and extends across the Urals to cover much of Siberia. Much of the taiga also has permafrost |
Deforestation, worsened of forest quality, intensive logging |
2.3 Answer the following questions (use the texts A-F and the table-task 3.4):
1. Name the most widespread types of forests and kind of trees.
2. What are the common problems in all countries? Why? Can you tell the ways of decision these problems?
2.4 Skim the text 1. Write down an annotation of the text. Title the text. Text 1
Water controlled is a friend, water in flood is an enemy. Floods occur often and are very destructive, largely because man upsets nature’s balance. Thus when the natural forest areas are eliminated in order to get timber, the water formerly absorbed and stored in the porous forest soil runs off uncontrolled, downhill. Excessive cutting of timber, clearing of land, and bad farming practices have all led to destructive floods.
Forest lands usually control the water movement of a locality. They keep moisture, store water, and provide a steady regular and dependable flow of water.
Lack of forest land produces an independent flow of water, rising to rapid flood peaks after the rains, followed by quick drying up of rivers in the dry seasons.
Failure to store water in the soil or in natural reservoirs causes failure of the water supply during the dry months of the year. Water shortage can cause serious crop failures. There are countries where farmers today harvest only one profitable crop in five or six years, because of drought. Ruined farms, dust storms, and semidesert conditions now prevail in these regions where only one generation ago there was a sea of waving grass and profitable crops. Water power is needed in many regions to turn dynamos and generate electric power. Failure of a water supply can stop hydroelectric output.
Watersheds must be kept clean. A watershed is usually a forest or grassland area that stores water. It is very important to farms, industries and population that watersheds be maintained in good condition. The trees, branches, leaves, shrubs, grass, plants break the force of falling rain. They keep the rain from eroding the soil. They improve the porous nature of the soil and help it absorb water. The water does not run off this kind of surface rapidly; instead it sinks into the ground. When a watershed is in good condition it provides a steady, fresh flow of water. Most watersheds are valuable, not only for supplying water, but also for many other purposes. Some of these are livestock grazing, recreational parks, and sources of timber.
