- •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
B Negative Effects of Forest Fires
Forest fires that grow to large proportions can have devastating effects on both the environment and human health. The forest fires that raged throughout Southeast Asia last year are a testament to forest fires’ damaging effects. Journalist Louise Williams writes, “The early explorers of Borneo found a tropical canopy so dense that from a distance the tops of the trees looked like smooth fields of grass. It was said an orangutan could travel from the south to the north of the vast island without descending from the treetops. The forest lay like a moist band round the equator. These were the cool, clean lungs of Asia”. Now, tens of thousands of acres of rain-forest are ablaze. The location of these series of forest fires are particularly damaging to the environment. The fires are raging though peat forests, the most fragile part of the tropical ecosystem. The peat forests produce large amounts of oxygen for the entire world to breathe. The peat forests also counteract global warming by using up carbon. Faizal Parish, executive director of Wetlands International in Malaya, believes that the damage done to the Asian peat forests may result in a five percent increase in greenhouse gases in the atmosphere. Experts in Britain believe that the fires that destroyed about seven point four million acres of forest released more greenhouse gases than all the cars in Europe in an entire year. Indonesia’s environmental minister issued a statement that said that it will take more than fire hundred years for the burned forests to recover. However, there have been no plans to reduce the timber exportation in Asia, and the logging industry is the main cause of the fires.
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18 Soil and Forests of Russia
Russia devotes about 10 percent of its land to agriculture, but land quality is declining. Erosion carries away as much as 1.5 billion tons of topsoil every year In the past twenty-five years, Russia’s arable land area has decreased by an estimated 33 million hectares, with much of that loss attributable to poor land management. Experts fear that agricultural land management may deteriorate further under Russia’s new land privatization as individual farmers try to squeeze short-term profit from their new property. In the early 1990s, an estimated 50 percent of arable land needed remediation and improved management for agricultural productivity to improve. Russia’s southern regions, especially the Republic of Kalmykia, are losing about 6,400 hectares of agricultural land yearly to desertification. To the east, desiccation of the Aral Sea and expansion of the Qizilqum Desert in Kazakstan have a climatic drying effect that exacerbates desertification in Russia to the north and west.
In Russia industrial toxic agents, pesticides, and agricultural chemicals have contaminated an estimated 74 million hectares of agricultural land. Considerable land also is lost in the extraction of mineral resources. Unauthorized dumping of hazardous industrial, chemical, and household waste takes land out of production. Flooding is a problem near the Caspian Sea and in Stavropol’ Territory, where the construction of reservoirs has removed land from use.
In 1994 about 22 percent of the world’s forests and 50 percent of its coniferous forests were in Russia, covering an area larger than the continental United States. Of the 764 million hectares of forested area, 78 percent was in Siberia and the Far East. At that time, vast stands of Siberian forest remained untouched. Such broad expanses have an important role in the global carbon cycle and in biodiversity. In the 1990s, the atmosphere of economic stress and political decentralization has the potential to accelerate drastically Russia’s rate of deforestation and land degradation, especially in remote areas. Environmentalists fear that timber sales will be used as a short-term stimulus to regional economies; already, Chinese, Mongolian, and North and South Korean companies have taken advantage of looser restrictions and the critical need for hard currency (see Glossary) to begin clear-cutting Siberian forests. Timber harvesting by Russian firms decreased dramatically in the 1990s, from 375 million cubic meters in 1989 to 110 million cubic meters in 1996.
Aleksey Yablokov, head of the nongovernmental Center for Russian Environmental Policy, has estimated that Siberia is losing 16 million hectares of forest annually to cutting, pollution, and fires-an amount six times the official government estimate and higher than the rate of loss in the Amazon rain forests. Fires, which normally improve biodiversity and long-term stability, cause excessive damage because of poor fire control measures. Large tracts of Russian forest, most notably 136,000 hectares in the vicinity of Chernobyl’, have suffered radioactive contamination, which also increases the likelihood of forest fires. Because forests cannot be decontaminated, the distribution of radioactive particles in the trees remains constant over many years.
Inefficient lumbering procedures cause unnecessary loss of timber; as much as 40 percent of Russia’s harvested trees never go to the mill, and unsystematic clear-cutting prevents productive regrowth. Forest management has improved gradually in the post-Soviet era. In 1993 the Supreme Soviet, then the lower house of Russia’s parliament, passed the Principles of the Forest, national laws that include guidelines for management and protection. Because implementation of these laws has been quite slow, many regional jurisdictions have adopted their own management standards.
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Figure
19.1
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