Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình dành cho sinh viên ngành Thổ nhưỡng và Môi

8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…

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Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t

NXB Đại học quốc gia Hà Nội 2007.

Tr 7 – 14.

Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục

đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục

vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.

Mục lục

Unit 1 Types of species in ecosystems ................................................................................2

A. Reading ......................................................................................................................2

I. Omprehension questions .........................................................................................2

II. True - False sentences .........................................................................................3

B. Writing .......................................................................................................................4

I. Sentence - ordering .................................................................................................4II. Gap - filling.........................................................................................................4

C. FURTHER PRACTICE ..............................................................................................5

D. TRANSLATION ........................................................................................................7

I. Translate into Vietnamese .......................................................................................7

II. Translate into English..........................................................................................7

E. Vocabulary .................................................................................................................8

Unit 1. Types of species in ecosystems

Nguyễ n Thị Minh Nguyệt



2

Unit 1

Types of species in ecosystems

A. Reading

* Warm-up Activities

- How important are species in ecosystems?

- How many kinds of species do you know?

One way to look at an ecosystem's species from a human standpoint is to divide them intofour types:

- Native species, which normally live and thrive in a particular ecosystem.

- Immigrant, or alien species, which migrate into an ecosystem or which aredeliberately or accidentally introduced into an ecosystem by humans. Some of thesespecies are beneficial to humans, while others can take over and eliminate many

native species.

- Indicator species, which serve as early warnings that a community or an ecosystem is

being damaged. For example, the present decline of migratory, insect-eating

songbirds in North America indicates that their summer habitats there and their winter

habitats in the tropical forests of Latin America and the Caribbean are rapidly

disappearing.

- Keystone species affect many other organisms in an ecosystem. For example, in

tropical forests, various species of bees, bats, and humming - birds play keystone

roles in pollinating flowering plants, dispersing seed, or both. Some keystone species,such as the alligator, the wolf, the leopard, the lion, the giant anteater, and the giant

armadillo, are top predators that exert a stabilizing effect on their ecosystems by

feeding on and regulating the populations of certain species. The loss of a keystone

species can lead to population crashes and extinctions of other species that depend on

it for certain services - a ripple or domino effect that spreads throughout an

ecosystem. According to biologist E.O.Wilson, "The loss of a keystone species is like

a drill accidentally striking a power line. It causes lights to go out all over".

(Taken from "Sustaining the Earth" by Tyler Miller, G)

I. Omprehension questions

Answer the following questions

1. How are species in an ecosystem classified?

2. What is the other name of immigrant species?



3

3. How are alien species brought into a new ecosystem?

4. What are the advantages and disadvantages of alien species?

5. What is the role of indicator species?

6. Name some keystone species.

7. How important are the top predators?

8. What will happen if there is a loss of a keystone species? What does biologist

E.O.Wilson think about this problem?

II. True - False sentences

Decide whether the following statements are true "T", false "F" or there's no information

given "N" according to the text. Correct the false statements.

1. ...... Immigrant species are also called alien species.

2. ...... Indicator species can warn others of the danger of their ecosystems.

3. ...... Keystone species are least important in their ecosystems.

4. ...... Keystone species have the largest population in ecosystems.

5. ...... In general, all species are equally essential in ecosystems.6. ...... Bees and bats can't disperse seed and neither can ants and humming birds.

7. ...... Many other organisms in an ecosystem are affected by keystone species.

Increasing your vocabulary

Word-form: Use your dictionary to complete the table with the appropriate forms of the given

words in the text. The first is done as an example.



4

Adjec tive Noun Verb Adverb

1 beautiful beauty beautify beautifully

2. ........................... ........................... ........................... normally

3. ........................... ........................... ........................... deliberately

4. beneficial ........................... ........................... ............................

5. ............................ ........................... affect .............................

6. ........................... ........................... pollinate .............................

7. ............................ ........................... ........................... accidentally

8. ............................ loss ........................... ............................

9. ........................... extinction ........................... ............................

B. Writing

I. Sentence - ordering

Put the following words in the right order to build complete sentences.

1. Species / for / reasons / become / various / endangered.

2. Sometimes / the / extinction / presence / one / species / of / directly / can / cause / the /

another / of.

3. Over / 900 species / within / next / years / the / few / disappear / will / if / do not / we /

save / them.

4. Extinction / the / evolution / process / is / a / of.

5. The / a / species / Alligator / is / keystone.

II. Gap - filling

Choose one of the words or phrases below to fill in each gap in the following passage. Each

word or phrase is used once only.

skin people Alligators environment meat

for to reptile ecosystems endangere



5

d

is placed animal of and

birds habitats during comeback where

The American alligator, North America's largest (1) ..................., has no natural predator

except (2) ................... . Hunters once killed large numbers of these animals for their exotic

(3) ................... and for the supple belly (4) ................... used to make items such as shoes,

belts and pocketbooks. People also considered (5) ................... to be useless, dangerous

vermin and hunted them for sport or out of hatred. Between 1950 (6) ................... 1960

hunters wiped out 90% of the alligators in Louisiana, and by the 1960s the alligator

population in the Florida Everglades was also near extinction.

People who say "So what?" are overlooking the alligator's keystone role in subtropical

wetland (7) ................... such as Florida's Everglades. Alligators dig deep depressions, or

"gator holes", which collect fresh water (8) ................... dry spells. These holes are refuges for

aquatic life and supply fresh water and food (9) ................... birds and other animals. Large

alligator nesting mounds also serve as nest sites for herons and egrets.

In 1967, the U.S. government (10) ................... the American alligator on the endangeredspecies list. Protected from hunters, the alligator population had made a strong (11)

................... in many areas by 1975. The problem (12) ................... that people are invading

the alligator's natural (13) ................... And while the gator's diet consists mainly (14)

................... snails, sick fish, ducks, raccoons and turtles, a pet or a person who falls into or

swims in a canal, a pond, or some other areas (15)................... a gator lives is subject to

attack.


C. FURTHER PRACTICE

Read the passage through to find out what is about.

The balance of nature

All the different plants and animals in a natural community are in a state of balance. This

balance is achieved by the plants and animals interacting with each other and with their non-

living surroundings. An example of a natural community is a woodland, and a woodland is

usually dominated by a particular species of plant, such as the oak tree in an oak wood. Theoak tree in this example is therefore called the dominant species but there are also many other

types of plants, from brambles, bushes and small trees to mosses, lichens and algae growing

on tree trunks and rocks.

The plants of a community are the producers: they use carbon dioxide, oxygen, water andnitrogen to build up their tissues using energy in the form of sunlight. The plant tissues form

food for the plant-eating animals (herbivores) which are in turn eaten by the flesh-eating

animals (carnivores). Thus, plants produce the basic food supply for all the animals of the



6

community. The animals themselves are the consumers, and are either herbivores or

carnivores.

Examples of herbivores in a woodland community are rabbits, deer, mice and snails, and

insects such as aphids and caterpillars. The herbivores are sometimes eaten by the carnivores.

Woodland carnivores are of all sizes, from insects such as beetles and lacewings to animals

such as owls, shrews and foxes. Some carnivores feed on herbivores and some feed on thesmaller carnivores, while some feed on both: a tawny owl will eat beetles and shrews as well

as voles and mice. These food relationships between the different members of the community

are known as food chains or food webs. All food chains start with plants. The links of the

chain are formed by the herbivores that eat the plants and the carnivores that feed on the

herbivores. There are more organisms at the base of a food chain than at the top; for example,

there are many more green plants than carnivores in a community.

Another important section of the community is made up of the decomposers. They

include the bacteria and fungi that live in the soil and feed on dead animals and plants. By

doing this they break down the tissues of the dead organisms and release mineral salts into the

soil.

(Taken from " Progress to First Certificate" by Leo Jones)

Exercise:

Match the words to their definitions below:

natural community species links

woodland tissues organisms

dominated flesh decomposers

meat

living things

have the most important position

area covered with growing trees

plants and animals living in one place

one ring in a chain

type of plant or animal

material making up a living thing

organisms that feed on dead tissues

Match the words to their appropriate meanings below: bramble trunk lacewing

moss snail shrew

lichen aphid vole

algae caterpilar fungi



7

a kind of tree

a kind of insect

a kind of simple plant

part of a tree

a kind of small animal

a kind of large plant

Decide whether the following statements are true "T" or false "F". Correct the false statements

.

...... All the animals in a wood depend on plants for their food supply.

...... All the plants in a wood are eaten by animals.

...... Some animals eat other animals.

...... Plants depend on the sun to grow.

...... Plants depend on the gases in the atmosphere to grow.

...... Not every food chain starts with plants.

...... The consumers are at the base of a food chain.

...... Some animals eat plant-eating animals and also flesh- eating animals.

D. TRANSLATION

I. Translate into Vietnamese

All organisms, dead or alive, are potential sources of food for other organisms. A

caterpillar eats a leaf; a robin eats the caterpillar; a hawk eats the robin. When plant,

caterpillar, robin, and hawk all die, they in turn are consumed by decomposers. The sequenceof who eats or decomposes whom in an ecosystem is called a food chain. It determines how

energy moves from one organism to another through the ecosystem. Ecologists assign every

organism in an ecosystem to a feeding level, or trophic level, depending on whether it is a

producer or a consumer and on what it eats or decomposes. Producers belong to the first

trophic level, primary consumers to the second trophic level, secondary consumers to the third

trophic level, and so on.


II. Translate into English



8

Tất cả các loài đều có vai trò trong hệ sinh thái của mình chính vì vậy chúng r ấtquan tr ọng. Một vài nhà khoa học cho r ằng tất cả các loài đều quan tr ọng như nhau,

nhưng một số khác lại cho r ằng chỉ có một số loài nhất định là loài chủ chốt và quan

tr ọng hơ n các loài khác, ít nhất là trong việc duy trì hệ sinh thái.

Khi hai loài bất k ỳ trong một hệ sinh thái có một vài hoạt động hoặc nhu cầu giốngnhau chúng có thể tác động qua lại theo một mức độ nào đó.

Bất cứ một nguyên tố hay hợ p chất hoá học nào mà một sinh vật phải hấ p thụ để sống, lớ n lên hay để sinh sản gọi là dưỡ ng chất. Một vài nguyên tố như cacbon, ôxy,

hyđrô, nitơ và phốt pho cần vớ i số lượ ng tươ ng đối lớ n. Các nguyên tố khác như sắt,đồng, clo và iốt cần vớ i số lượ ng nhỏ hơ n. Các nguyên tố về dinh dưỡ ng này và các hợ pchất của chúng liên tục quay vòng.

Địa bàn cư trú của các loài động thực vật hoang dã đang bị thu hẹ p và chia cắt;nhiều loài động vật quý hiếm bị săn bắt; nhiều loài có nguy cơ bị tuyệt chủng; nhiềunguồn gen quý hiếm bị suy giảm.

E. Vocabulary

algae (n) : tảo

anteater (n) : loài ăn kiến

aphid (n) : r ệ p vừng (côn trùng)

bramble (n) : bụi gai, bụi cây mâm xôi

carnivore (n) : loài thú ăn thịt

carnivorous (adj) : (động vật hay cây) ăn thịt

community (n) : quần xã, cộng đồng

deliberately (adv) : một cách chủ tâm, cố ý

depression (n) : chỗ lõm, chỗ sụt xuống

domino effect (n) : tác động/ảnh hưở ng/hậu quả dây chuyền

drill (v) : khoan

eliminate (v) : loại bỏ

exert (v) : tác động

exotic (adj) : ngoại lai, kì lạ

fossil (n) : (vật) hoá thạch



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habitat (n) : sinh cảnh (nơ i cư trú của một quần xã)

hate (v) : ghét bỏ

herbivore (n) : động vật ăn thực vật

heron (n) : con diệc

immigrant (n) : loài nhậ p cư

keystone (n) : yếu tố chính, chủ chốt

moss (n) : rêu

mound (n) : mô đất

native (n) : ngườ i địa phươ ng, thổ dân

overlook (v) : không để ý, cho qua

pollinate (v) : thụ phấn (cho hoa)

predator (n) : thú ăn mồi sống

refuge (n) : nơ i trú ngụ, nơ i trú ẩn, nơ i lánh nạn

ripple (v) : gây ra

shrew (n) : chuột chù

songbird (n) : loài chim hót

species (n) : loài

spell (n) : đợ t, lượ t, phiên

standpoint (n) : quan điểm

surroundings (n) : môi tr ườ ng xung quanh

thrive (v) : phát triển, sinh tr ưở ng

trunk (n) : thân cây





Tr 15 – 24.




Mục lục

Unit 2 RESOURCES.............................................................................................................. 2

A. READING...................................................................................................................... 2

B. WRITING....................................................................................................................... 5

C. FURTHER PRACTICE ................................................................................................. 7

D. TRANSLATION............................................................................................................ 9

E. VOCABULARY ..........................................................................................................10

Unit 2. RESOURCES




Unit 2

RESOURCES

A. READING

*WARM-UP ACTIVITIES

- HOW MANY KINDS OF NATURAL RESOURCES ARE THERE?

- WHY ARE THEY IMPORTANT TO OUR LIFE?

-------------------------------------------------------------------------------------------------

Types of resources:

A resource is anything we get from the living or nonliving environment to meet our needs

and wants. We usually define resources in terms of humans, but resources are needed by all

forms of life for their survival and good health. Some resources, such as solar energy, fresh

air, fresh surface water, fertile soil and wild edible plants, are directly available for use. Most

human resources, such as petroleum (oil), iron, groundwater (water occurring underground),

and modern crops, aren't directly available, and their supplies are limited. They become

resources only with some effort and technological ingenuity.

Petroleum, for example, was a mysterious fluid we learned how to find it, extract it, and

refine it into gasoline, heating oil, and other products at affordable prices. On our short human

time scale we classify resources as renewable, potentially renewable, and nonrenewable.

Non-renewable resources: nonrenewable, or exhaustible, resources exist in fixed

quantities in the earth's crust. They include energy resources (coal, oil, natural gas, uranium,

geothermal, energy), metallic mineral resources (iron, copper, aluminum), and nonmetallic

mineral resources (salt, gypsum, clay, sand, phosphates, water and soil). We know how to

find and extract more than 100 non-renewable minerals from the earth's crust. We convert

these raw materials into many everyday items we use and then discard, reuse, or recycle them.

We never completely run out of any non-renewable mineral. But a mineral becomes

economically depleted when finding, extracting, transporting, and processing the remaining

deposits cost more than the results are worth. At that point we have five choices recycle or

reuse existing supplies, waste less, use less, find a substitute, or do without and wait millions

of years for more to be produced.

Some non-renewable material resources, such as copper and aluminum, can be recycled

or reused to extend supplies. Recycling involves collecting and reprocessing a resource into

new products. For example, aluminum cans can be collected, melted and made into new

beverage cans or other aluminum products. And glass bottles can be crushed and melted to



make new bottles or other glass items. Reuse involves using a resource or over and over in

the same form. Example, glass bottles can be collected, washed, and refilled many times.

Other non-renewable fuel resources - such as coal, oil, and natural gas- can't be recycled

or reused. Once burned, the useful energy in their fossil fuels is gone, leaving behind only

waste heat and polluting exhaust gases. Most of the economic growth per person has been

fueled by nonrenewable oil, which is expected to be economically depleted within 40 to 80

years.

Renewable resources: Solar energy is called a renewable resource because on a human

time scale it is essentially inexhaustible. It is expected to last at least 4 billion years while the

sun completes its life cycle.

A potentially renewable resource can be renewed fairly rapidly through natural

processes. Examples of such resources include forest trees, grassland grasses, wild animals,

fresh lake and stream water, groundwater, fresh air, and fertile soil. One important potentially

renewable resource for us and other species is biological diversity, or biodiversity. It consists

of all of Earth's living organisms, classified into groups of organisms called species, which

resemble one another in appearance, behavior, and chemical and genetic makeup.

But potentially renewable resources can be depleted. The highest rate at which a

potentially renewable resource can be used without reducing its available supply is called its

sustainable yield. If this natural replacement rate is exceeded, the available supply begins to

shrink-a process known as environmental degradation.


COMPREHENSION QUESTIONS

ANSWER THE FOLLOWING QUESTIONS

1. What kinds of resources are available for use?

.........................................................................................................................................

.........................................................................................................................................

2. How are resources divided into?

.........................................................................................................................................

.........................................................................................................................................

3. What are the differences between renewable resources and nonrenewable resources?

...........................................................................................................................................

.........................................................................................................................................

4. What are nonrenewable resources composed of?

...........................................................................................................................................

.........................................................................................................................................

5. What can we do with nonrenewable minerals extracted from the Earth's crust?

...........................................................................................................................................

.........................................................................................................................................

6. What are nonrenewable fuel resources? Why can not they be recycled or reused?



...........................................................................................................................................

.........................................................................................................................................

7. Why do people regard solar energy as a renewable resource?

...........................................................................................................................................

.........................................................................................................................................

8. What do people think about solar energy?

...........................................................................................................................................

.........................................................................................................................................

9. Give two examples of recycling in the text or you have known?

...........................................................................................................................................

.........................................................................................................................................

10. What do you think about the natural resources in the future?

...........................................................................................................................................

.........................................................................................................................................

TRUE - FALSE SENTENCES

Decide whether the following statements are true "T", false "F" or there’s no information

given "N" according to the text. Correct the false statements

..... There are three kinds of resources. They are non-renewable resources,

renewable resources and potentially renewable resources.

..... Solar energy, fresh air, fresh surface water are infinite.

..... Waste heat and polluting exhaust gases are caused when burning coal,

oil and natural gas.

..... Recycling and reusing existing supplies are two ways to reduce

any non-renewable mineral in quantity.

..... It is possible to change renewable resources into non-renewable

resources if we cultivate land without proper soil management.

..... Air, water and soil are usable when they are polluted.

..... Iron, copper and aluminum are all energy resources.

INCREASING YOUR VOCABULARY

Which words or phrases in the text have the same meaning as:

1. meet our demands ............................

2. consist of ............................

3. come to an end ............................



4. used again ............................

5. get rid of ............................

6. take out ............................

7. change to liquid by the action of heat ............................

8. can be renewed ............................

9. can be made new again ............................

10. to be supposed ............................

B. WRITING

SENTENCE - TRANSFORMING

FINISH EACH OF THE FOLLOWING SENTENCES IN SUCH A WAY THAT IT

MEANS THE SAME AS THE SENTENCE PRINTED BEFORE IT.

1. There are three types of resources: renewable, potentially renewable and nonrenewable

resources.

Resources consist...

...........................................................................................................................................

.........................................................................................................................................

2. Nonrenewable fuel resources cannot be recycled or reused.

People...

...........................................................................................................................................

.........................................................................................................................................

3. We call solar energy a renewable resource.

We consider...

...........................................................................................................................................

.........................................................................................................................................

4. They recycle copper and aluminium to extend supplies.

In order...

...........................................................................................................................................

.........................................................................................................................................

5. One of causes of environmental degradation is the overuse of common-property

resources owned by none and available to all.

One of causes ...........which...

...........................................................................................................................................

.........................................................................................................................................



6. Solar supplies all the energy used to grow plants, to evaporate water for rain and to

maintain the temperature of the planet, all necessary for human life.

Solar supplies all the energy which ...

...........................................................................................................................................

.........................................................................................................................................

7. Solar energy includes the production of electricity and heat directly from solar

radiation for many applications.

Solar energy consists...

...........................................................................................................................................

.........................................................................................................................................

SENTENCE - BUILDING

Make necessary change and additions to complete the following sentences from the

prompts given bellow.

1. Natural resources / be / materials / that / we / need / maintain / society.

...........................................................................................................................................

.........................................................................................................................................

2. They / from / rocks / oceans / tissues of animals / plants / that / live / Earth / us.

...........................................................................................................................................

.........................................................................................................................................

3. These materials / be / use / directly / or / process / into / household products / clothes

/ machinery / building............................................................................................................................................

.........................................................................................................................................

4. Resources / exist / fixed quantity / earth's crust / be / call / non-renewable resources.

...........................................................................................................................................

.........................................................................................................................................

5. Most of non-renewable resources / be / minerals / that / be / use / industry.

...........................................................................................................................................

.........................................................................................................................................

6. Whereas / renewable resources / be/ not / fixed / quantity.

...........................................................................................................................................

.........................................................................................................................................

7. With proper management / such resources / will / available / man's use / indefinitely.

...........................................................................................................................................

.........................................................................................................................................

CHECK YOUR UNDERSTANDING



USING THE ITEMS FROM THE BOX BELOW TO COMPLETE THE

FLOWCHART TO CHECK YOUR UNDERSTANDING AFTER READING THE

WHOLE TEXT.

PLANTS AND ANIMALS

NON-RENEWABLE

POTENTIALLY RENEWABLE

DIRECT SOLAR ENERGY

NON-METALLIC MINERALS (CLAY, SAND, PHOSPHATES) FRESH AIR

METALLIC MINERALS (IRON, COPPER, ALUMINUM) FERTILE SOIL

FIGURE 1: MAJOR TYPES OF MATERIAL RESOURCES. THIS SCHEME ISN'T

FIXED: POTENTIALLY RENEWABLE RESOURCES CAN BECOME NON-

RENEWABLE RESOURCES IF USED FOR A PROLONGED TIME AT A FASTER RATE

THAN THEY ARE RENEWED BY NATURAL PROCESSES.

C. FURTHER PRACTICE

Exercise 1: Gap-filling

Choose one of the words or phrases bellow to fill in the gap in the following passage.

Each word or phrase is used once only.

energy discovered owing to pulled

capable generate power tamed

RESOURCES

PERPETUAL (1)...........

(2)..... WINDS,

TIDES,

FLOWIN

G

FOSSIL

FUELS

(3)...... (4).......

(5).....................

FRESH

WATER

(7)........ (8).........(6).........



carry invented primitive throughout

extent invention protect era

(1).................... history, man has developed sources of energy to do his work. (2)....................man had only the strength of his arms and the use of fire. He later (3)

....................how to use the energy of the wind to move his sailing vessels. He used the energy

of water to turn his mills. He (4)....................animals as new sources of energy. They (5)

....................plows and wagons. A new stage in the development of the use of energy came

with the invention of the steam engine. Steam could be used to develop the energy used to run

machines. The discovery of electricity created an even important way of using energy. So did

the invention of the gasoline engine. Man entered into a new (6) ....................of the use of

energy, with the application of nuclear energy.

Man finds many ways to release energy to do work. For example, he changes the energy

in a waterfall into electrical energy. He can turn this electrical current into radio waves thatcan (7) ....................his ideas for thousands of miles. He can release the energy into gasoline

by burning it and using it to (8) .................... automobiles. He can use coal to turn water into

steam and, in turn, use the steam to (9) ....................electrical energy. The nucleus of certain

atoms can produce millions of times more (10) ...................per pound of material than can be

made available by chemical means.

(Taken from " Longman Tests in Context" by Heaton, J.B)


Find the missing words to fill in the gaps in the sentences from the given words below:

shower storm frost breeze

lightning cliffs shade temperature

climate thunder valleys coast

1. During the night (1) .................... will fall below freezing and there will be a (2)

....................

2. During the (3) .................... many trees were blown down.

3. Although it was really boiling in the sun, there was a light (4) .................... from the

sea, which made it feel quite pleasant in the (5) ....................4. Although the storm passed us by, we could hear the (6) .................... and see the (7)

.................... in the distance.

5. It is not going to rain all day, it's just quite a (8) ..................... We'll soon be able to go

out.

6. The scenery in the north of the country is spectacular with (9) .................... and high

snow-capped peaks, but the (10) .................. tends to be cool and wet.

7. The west (11) .................... of the country has high (12) .................... as well as sandy

beaches.

(Taken from " Progress to first Certificate" by Leo Jones)



D. TRANSLATION

TRANSLATE INTO VIETNAMESE

1. ALTHOUGH NON-RENEWABLE RESOURCES EVENTUALLY RETURN TO

THE EARTH AFTER WE HAVE USED THEM, THEY DO SO IN DIFFERENT FORMS

AND ARE DISPERSED AND SO IT IS OFTEN DIFFICULT TO GATHER THEM TO

USE AGAIN. MERCURY IS AN EXAMPLE OF AN UNCOMMON METAL THAT IS

USED IN INDUSTRIAL PROCESSES, AND IN AGRICULTURE TO KILL FUNGI.

AFTER USE, IT ENTERS THE ATMOSPHERE AND OCEANS. UNFORTUNATELY IT

IS NOW SO WIDELY SCATTERED THAT THERE IS NO WAY GETTING IT BACK.

ONCE USED THEN NONRENEWABLE RESOURCES FREQUENTLY CANNOT BE

USED AGAIN. WHEN WE RUN OUT OF THE EASILY AVAILABLE SUPPLIES THERE

WILL BE NO MORE.

2. RECYCLING IS A CHALLENGE BECAUSE IT REQUIRES A BASIC CHANGE

IN EVERYDAY LIFE. FOR RECYCLING TO BE SUCCESSFUL, ORDINARY PEOPLEMUST BE AWARE OF WHAT THEY BUY. THEY MUST ALSO SORT THEIR TRASH

AND GARBAGE INTO CATEGORIES: ORGANIC GARBAGE, NEWSPAPERS, STEEL

CANS, GLASS CONTAINERS (SOMETIMES SORTED BY COLOUR) AND PLASTIC.

THE WASTE DISPOSAL TRUCKS HAVE SEPARATE COMPARTMENTS FOR EACH

CATEGORY. THE TRUCKS DELIVER THE WASTE TO A RECYCLING CENTER

WHERE THERE IS MORE STORING. WASTE MATERIALS OF THE SAME KIND ARE

COMPACTED (CRUSHED INTO BLOCKS). A MANUFACTURER BUYS THE

SORTED, COMPACTED BLOCKS OF MATERIAL TO MAKE INTO SOMETHING

NEW. ONCE A CUSTOMER BUYS AND USES THE PRODUCT, THE SAME

MATERIALS FOLLOW THE SAME CYCLE – BEING STORED, COLLECTED AND

USED AGAIN. IN THE END, THE REAL MEANING OF RECYCLING IS PROTECTINGPLANET EARTH, KEEPING IT SAFE AND CLEAN FOR FUTURE GENERATIONS. IT

IS ONE WAY FOR EVERYONE TO CONTRIBUTE TO A BETTER WORLD.

(Taken from " Between the Liness" by Faust, Susan S. Johnston & Clark S. Atkinson)

TRANSLATE INTO ENGLISH

1. Ngày nay, nhu cầu sử dụng năng lượ ng có thể tái tạo r ất lớ n. Nhiên liệu hoá thạch

cung cấ p phần lớ n nhu cầu năng lượ ng ở gia đình của chúng ta là nguồn tài nguyên

hạn chế. Cuối cùng chúng cũng sẽ cạn kiệt và là vật ô nhiễm đáng k ể. Chẳng hạnnhư việc đốt than đá và khí đốt thiên nhiên để sản sinh ra điện ở Australia đã gây ra

khoảng một nửa lượ ng cacbon điôxit (CO2) thải ra hàng năm.........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

2.

Chúng ta có thể sử dụng mặt tr ờ i như một nguồn năng lượ ng. Năng lượ ng mặt tr ờ icó một số ưu điểm hơ n các nguồn năng lượ ng khác. Tr ướ c hết, nó là nguồn năng

lượ ng vô tận và luôn sẵn có. Thứ hai, năng lượ ng mặt tr ờ i là nguồn năng lượ ng sạch

nhất và an toàn nhất trong số tất cả các nhuồn năng lượ ng. Đặc biệt (không giống

như nguồn năng lượ ng hạt nhân và năng lươ ng hoá thạch) năng lượ ng mặt tr ờ ikhông gây ra sự ô nhiễm không khí hoặc ô nhiễm nướ c. Ư u điểm thứ ba của năng



lượ ng mặt tr ờ i là nó có thể đượ c sử dụng để tạo khí hyđrô thay thế cho dầu, khí đốt

tự nhiên và xăng.

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

Tuy nhiên cũng có một số nhượ c điểm khi chúng ta sử dụng nguồn năng lượ ng này.

Thứ nhất, năng lượ ng mặt tr ờ i khi đến trái đất thì bị phân tán r ộng. Hơ n nữa năng

lượ ng mặt tr ờ i không có sẵn vào ban đêm, lúc mà nhu cầu về điện của chúng ta là

cao nhất. Ngoài ra nguồn năng lượ ng này thay đổi theo lượ ng mây và thay đổi theo

mùa trong năm. Do có sự thay đổi này, chúng ta phải đưa ra một biện pháp để tích

tr ữ năng lượ ng mặt tr ờ i nhận đượ c từ những ngày nắng cho việc sử dụng vào ban

đêm, trong thờ i gian thờ i tiết âm u và vào mùa đông.

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

E. VOCABULARY

asphalt (n) : hắc ín

clay (n) : đất sét

convert (v) : chuyển đổi, thay đổi

crust (n) : lớ p vỏ cứng

decimate (v) : phá huỷ, tiêu hao

define (v) : định ngh ĩ a, xác định rõ

deplete (v) : tháo hết, xả hết

discard (v) : loại bỏ

diversity (n) : sự đa dạng

edible (adj) : có thể ăn đượ c

eliminate (v) : loại bỏ, gạt ra

exhaust (v) : dùng hết, cạn kiệt

extract (v) : khai thác, rút ra

fertile (adj) : màu mỡ , phì nhiêu

fluid (n) : chất lỏng



groundwater (n) : nướ c ngầm

gypsum (n) : thạch cao

ingenuity (n) : óc sáng tạo, sự thông minh

limited (adj) : hạn chế, giớ i hạn

mysterious (adj) : đầy bí ẩn

perpetual (adj) : v ĩ nh viễn, bất diệt

phosphate (n) : phốt phát

potential (adj) : (thuộc) tiềm năng

raw (adj) : thô (chưa qua xử lý, chưa qua chế biến)

recycle (v) : tái chế, tái sinh, phục hồi

refine(v) : (tinh) lọc

renew (v) : làm mớ i tr ở lại

resemble (v) : giống

reuse (v) : sử dụng lại

saline (adj) : mặn, có muối

scale (n) : phạm vi, quy mô

scheme (n) : k ế hoạch

substitute (n) : ngườ i, vật thay thế

waterlog (v) : ngậ p nướ c

wondrous (adj) : tuyệt vờ i





Tr 25 – 33.

Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục đ íchhọc t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục vụ các

mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.

Mục lục

Unit 3 WATER'S IMPORTANCE AND UNIQUE PROPERTIES........................................3

A. READING............................................................................................................................3

I. Comprehension questions ................................................................................................4II. True-False sentences ....................................................................................................5III. Increasing your vocabulary ..........................................................................................5

B. WRITING.............................................................................................................................6I. Sentence-correcting..........................................................................................................6II. Sentence-building.........................................................................................................7

C. FURTHER PRACTICE .......................................................................................................8D. TRANSLATION..................................................................................................................9

I. Translate into Vietnamse................................................................................................10II. Translate into English.................................................................................................10

E. VOCABULARY ................................................................................................................11

Unit 3. WATER'S IMPORTANCE AND

UNIQUE PROPERTIES




3

Unit 3

WATER'S IMPORTANCE AND UNIQUEPROPERTIES

A.

READING

a. Warm-up Activities

- Mention some properties of water that you know.

- Is fresh water distributed equally on Earth?

-------------------------------------------------------------------------------------------------

We live on the water planet. A precious film of water- most of it salt water-covers about 71%of Earth' surface. Earth's organisms are made up mostly of water. For example, a tree is about60% water by weight, and you and most animals are about 65% water.

Fresh water is a vital resource for agriculture, manufacturing, transportation, and countlessother human activities. Water also plays a key role in sculpting. Earth's surface, moderatingclimate, and diluting pollutants.

Water has many unique- almost magical- properties. Its high boiling point and low freezing point mean that water remains a liquid in most climates on Earth. It can store a large amount ofheat without a large change in temperature. This helps protect living organisms from the shock ofabrupt temperature changes, it moderates Earth's climate, and it makes water an excellent coolant.Water's ability to absorb large amounts of heat as it changes into water vapor-and to release thisheat as the vapor condenses back to liquid water-is a primary factor in distributing heatthroughout the world. Water can also dissolve a variety of compounds. This enables it to carrydissolved nutrients throughout the tissues of living organisms, to flush waste products out ofthose tissues, to serve as an all-purpose cleanser, and to help remove and dilute the water -solublewastes of civilization. However, water's superiority as a solvent also means that it is easily polluted by water-soluble wastes.

Most substances shrink when they freeze, but liquid water expands when it becomes ice.Consequently, ice has a lower density (mass per unit of volume) than liquid water. Thus, icefloats on water, and bodies of water freeze from the top down instead of from the bottom up.Without this property, lakes and streams in cold climates would freeze solid, and most currentforms of aquatic life would not exist.

Water-the lifeblood of the ecosphere - is truly a wondrous substance that connects us to oneanother, to other forms of life, and to the entire planet. Despite its importance, water is one of themost poorly managed resources on Earth. We waste it and pollute it. We also charge too little formaking it available, thus encouraging even greater waste and pollution of this vital and potentially renewable resource.



4


I. Comprehension questions


1. How important is fresh water to our life?

.........................................................................................................................................

.........................................................................................................................................

2. How much is the salt water on Earth's surface?

.........................................................................................................................................

.........................................................................................................................................

3. What do the water's high boiling point and low freezing point mean?

.........................................................................................................................................

.........................................................................................................................................

4. What is the common thing among most substances when they freeze?

.........................................................................................................................................

.........................................................................................................................................

5. What is the first element in distributing heat all over the World?

.........................................................................................................................................

.........................................................................................................................................

6. Why does ice have a lower density than liquid water?

.........................................................................................................................................

.........................................................................................................................................

7. What have we done wrong with water resource on Earth?

.........................................................................................................................................

.........................................................................................................................................

8.

Will our planet run out of water resource? Why or why not? What do you think about this problem?

.........................................................................................................................................

.........................................................................................................................................



5

II. True-False sentences

Decide whether the following statements are true "T" or false "F" or there’ s no

information given "N" according to the text. Correct the false statements.

1.

...... 39% of Earth's surface is fresh water.

2. ...... Generally, Earth's organisms are made up of water.

3. ...... People have polluted water resource seriously and done nothing to solve

this issue.

4. ...... Because of having less density than liquid water, ice can move on

water.

5. ...... All substances become smaller when freezing except for liquid water.

6.

...... Fresh water is less important than salt water.7. ...... A variety of compounds can be dissolved by water.

8. ...... Absorbing large amounts of heat as it changes into water vapor and

releasing this heat as the vapor condenses back to liquid water are

water's abilities.

III. Increasing your vocabulary

9. Synonyms

Find words or phrases in the text which have the same meaning as:

1. essential .....................................

2. thin coating .....................................

3. can be dissolved in water .....................................

4. turn into ice by cold .....................................

5. firm and stable in shape (not liquid) .....................................

6. living or growing in water .....................................7. become smaller .....................................

8. move on the surface of a liquid .....................................

9. sudden .....................................

10. wonderful .....................................



6

10. Gap-filling

Complete the following statements with one of the appropriate words or phrases given below:

water-short rain water problem

fresh water surface water water pollutionwater shortages water supply groundwater

water irrigation water-soluble water

a. As population and industrialization increase, (1)..................... in already (2)

..................... regions will intensify.

b. If the World's (3) ..................... were only 100 liters, our usable supply of (4)

..................... would be only 0.003 liter (one-half teaspoon).

c. In California, the basic (5) ..................... is that 75% of the population lives South of

Sacremanto but 75% of the (6) ..................... falls North of it.

d. Pollution of (7) ..................... is caused by leaching of (8) ..................... pesticides, nitrates

from commercial inorganic fertilizers and salt from (9) .....................

e. Any physical or chemical change in (10) ..................... or groundwater that can harm

living organisms or make (11) ..................... unfit for certain uses is called (12)

.....................

B.

WRITING

I.

Sentence-correcting

Read the following passage about the World's water supply. There are 15 mistakes in

the passage. Underline the mistakes and correct them. The first is done as an example.

Water are a renewable resource and is an abundant. However, most of them is not in theform suitable for use of man. Even the very large amounts that are available is distributedunequally over the globe. The real question we need to ask is weather there is or will be ashortage in usable water. About 97.2% of all the World's water is at the salty oceans. Of the

remaining 2.8%, all but about 0.32% is tidied up in the ice-caps and glaciers, lies too deep underthe Earth too recover, or are in the atmosphere or topsoil. And of the fresh groundwater butsurface water (lakes and rivers) remaining, over 99% is neither too expensive to get, is not readilyavailable, or is polluted. So the total amount of usable water is about 0.003% of the total supplyin Earth-or about 9 drop per 50 liters. Even so, we seemed to have an ample supply but four threefactors: very unequally distribution, rapidly rising demand and increasing pollution of watersupplies at urban centers.



7

(Taken from " Panorama" by Williams, R)

Example 0. are is.

1. ............. ............. 6. ............ ............. 11. ............ .............

2. ............. ............. 7. ............ ............. 12. ............ .............

3. ............ ............. 8. ............ ............. 13. ............ .............

4. ............ ............. 9. ............ ............. 14. ............ .............

5. ............ ............. 10............ ............. 15. ............ ............

II. Sentence-building

Make necessary changes and additions to complete the following passage from the prompts

given below:

1.

Only / tiny / fraction / the planet's abundant / water / be / available / us / as fresh water......................................................................................................................................................

.....................................................................................................................................................

2. About 97% / be / find / oceans / and / be / too salty / drinking / irrigation / industry.

.....................................................................................................................................................

.....................................................................................................................................................

3. The remaining 3% / be / fresh water.

.....................................................................................................................................................

.....................................................................................................................................................

4. About 2.9997% / it / be / lock / icecaps / glaciers, / or / it / be / bury / so deep / it / cost / much

/ extract.

.....................................................................................................................................................

.....................................................................................................................................................

5. Only about 0.003% / Earth's total volume / water / be / easily / available / us / as soil

moisture, / exploitable groundwater / water vapor / lakes /streams.

.....................................................................................................................................................

.....................................................................................................................................................

6. If / world's water supply / be / only 100 liters, / our usable supply / fresh water / would / only

about 0.003 liter.

.....................................................................................................................................................



8

.....................................................................................................................................................

C.

FURTHER PRACTICE

Read the text below and do the exercises below.

The natural world is under violent assault from man. The seas and rivers are being poisoned by radioactive wastes, by chemical discharges and by the dumping of dangerous toxins and rawsewage. The air we breathe is polluted by smoke and fumes from factories and motor vehicles;even the rain is poisoned.

It's little wonder forests and lakes are being destroyed and everywhere wildlife isdisappearing. Yet the destruction continues.

Governments and industries throughout the world are intensifying their efforts to extract theEarth's mineral riches and to plunder its living resources.

The great rain forests and the frozen continents alike are seriously threatened. And thisdespite the warnings of the scientific community and the deep concern of millions of ordinary people.

Despite the fact, too, that we can create environmentally-clean industries, harness the powerof the sun, wind and waves for our energy needs and manage the finite resources of the Earth in away that will safeguard our future and protect all the rich variety of life-forms which share this planet with us.

But there is still hope. The forces of destruction are being challenged across the globe-and atthe spearhead of this challenge is Greenpeace.

Wherever the environment is in danger, Greenpeace has made a stand. Its scientific presentationsand peaceful direct actions at sea and on land have shocked governments and industries intoawareness that Greenpeace will not allow the natural world to be destroyed. Those actions, too, havewon the admiration and support of millions.

Thank God someone's making waves

(Taken from "Think First Certificate" by Jonauntion, R)

Exercise 1: Choose the best answers to those questions:

1. Which one of these statements is not made

a. drinking water is polluted.

b. radioactive waste poisons the sea

c. sewage isn't processed.

d.

cars and factories poison the air2. The writer................... forests and lakes are being destroyed.

a. is surprised that

b. is unsure why

c. wonders why



9

d. understands why

3. Rain-forests are being destroyed because governments and industries ........................

a. are unaware of what they are doing wrong.

b.

are rich and powerful.c. choose to ignore criticism.

d. basically care about the environment.

4. The Earth's resources..................

a. should only for people.

b. can be made to last forever.

c. will last forever.

d. belong to just humans and animals.

5. Governments and industries........................

a. don't know what Greenpeace thinks.

b. are forced to understand the problem by Greenpeace.

c. can easily ignore Greenpeace.

d. misunderstand what Greenpeace thinks.

Exercise 2: Find the words and expressions in the text that mean:

1. attack .......................................

2. rubbish .......................................

3. water and waste from toilets .......................................

4. unpleasant smoke .......................................

5. steal .......................................

6. to be in danger .......................................

7. to use a natural force to provide natural power .......................................

8. limited .......................................

9. to protect .......................................10. to oppose .......................................

D.

TRANSLATION



10

I. Translate into Vietnamse

Water pollution reduce the amount of pure, fresh water that is available for such necessities asdrinking and cleaning, and for such activities as swimming and fishing. The pollutants that affect

water come mainly from industries, farms and sewerage systems. Industries dump huge amounts ofwaste products into bodies of water each year. These wastes include chemicals, wastes from animaland plant matter, and hundreds of other substances. Wastes from farms include animal wastes,fertilizers and pesticides. Most of these materials drain off farm fields and into nearby bodies ofwater. Sewerage systems carry wastes from homes, offices, and industries into water. Nearly allcities have waste treatment plants that remove some of the most harmful wastes from sewage. Buteven most of the treated sewage contains material that harms water.

Taken from "English - Vietnammese Translation Materia for Advanced Students of

English" by Alan McGowan and Jack W.Hudson)


1. Nướ c ngọt mà chúng ta sử dụng bắt nguồn từ hai nguồn chính: nướ c trên bề mặt và nướ c

ngầm. Lượ ng nướ c mưa mà không ngấm xuống đất hoặc quay tr ở về khí quyển do sự bốc

hơ i nướ c hoặc do thoát đi gọi là nướ c trên bề mặt. Nó tạo thành suối, hồ, đầm lầy, hoặc hồ

chứa. R ất nhiều nướ c r ơ i xuống do mưa, không chảy ngay vào suối nhưng lại thấm vào

trong lòng đất. Tất cả nướ c mà thấm qua bề mặt đượ c gọi là nướ c ngầm.

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

2. Ô nhiễm nướ c là một trong những vấn đề đáng báo động trong việc quản lí tài nguyên

nướ c hiện nay. Mặc dù ở nhiều nướ c trên thế giớ i ngườ i ta đã cố gắng bảo vệ và nâng cao

chất lượ ng nướ c, ô nhiễm nướ c vẫn tiế p tục tr ở nên phổ biến và gây nhiều thiệt hại cho

các nướ c trên thế giớ i, đặc biệt là các nướ c đang phát triển....................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................



11

...................................................................................................................................

E.

VOCABULARY1. abrupt (adj) : đột ngột

2. abundant (adj) : dư thừa, thừa thãi

3. all-purpose (n) : nhiều mục đích khác nhau

4. assault (n) : cuộc xung đột

5. compound (n) : hợ p chất

6. coolant (n) : chất làm lạnh, tác nhân làm lạnh

7. density (n) : tính dày đặc, mật độ

8. dissolve (v) : làm tan ra, hoà tan, phân huỷ

9. flush (v) : chảy mạnh, xối nướ c

10. groundwater (n) : nướ c ngầm

11. moderate (v) : làm ôn hoà, điều tiết (khí hậu)

12. pesticides (n) : thuốc tr ừ sâu

13. plunder (v) : lấy đi, cướ p đi

14. precipitation (n) : lượ ng mưa/tuyết đổ xuống một khu vực

15.

property (n) : đặc tính, đặc điểm, tính chất

16. radioactive waste (n) : chất thải phóng xạ

17. raw (adj) : thô (chưa qua xử lý)

18. remove (v) : loại bỏ, vứt bỏ

19. shrink (v) : rút lại co lại

20. sewerage system (n) : hệ thống cống rãnh

21. sewage (n) : nướ c cống

22.

soak (v) : nhúng ướ t, ngâm, làm ướ t đẫm23. soluble (v) : hoà tan

24. solvent (adj) : có thể hoà tan đượ c

25. surface water (n) : nướ c bề mặt

26. vital (a) : quan tr ọng, cần cho sự sống



12

27. volume (n) : số lượ ng, khối lượ ng, dung tích

28. waste treatment plant (n) : chươ ng trình xử lý chất thải

29. water shortage (n) : sự thiếu nướ c

30.

water vapor (n) : hơ i nướ c31. wondrous (adj) : tuyệt tờ i





Tr 34 – 43.

Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục đ ích

học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục vụ các


Mục lục

Unit 4 POLLUTION ....................................................................................................................2

A. READING............................................................................................................................2

I. Comprehension questions ................................................................................................3

II. True - False sentences ..................................................................................................4

III. Increasing your vocabulary ..........................................................................................5B. Writing .................................................................................................................................6

I. Sentence-building.............................................................................................................6

II. Sentence-transforming .................................................................................................7C. Further practice ....................................................................................................................8

Exercise 2: Phrasal verb ..................................................................................................................8

Substitute the underlined verbs with one of the phrasal verbs below. .............................................8D. Translation............................................................................................................................9

I. Translate into Vietnamese................................................................................................9

II. Translate into English.................................................................................................10

E. Vocabulary .........................................................................................................................11

Unit 4. POLLUTION




Unit 4

POLLUTION

A. READING


- What do you think about our living environment at the moment?

- Is it polluted daily?

-------------------------------------------------------------------------------------------------

What is pollution? Any addition to air, water, soil or food that threatens the health, survivalcapability, or activities of humans or other living organisms is called pollution. Most pollutants

are solid, liquid, or gaseous by-products or wastes produced when a resource is extracted,

processed, made into products, or used. Pollution can also take the form of unwanted energyemissions such as excessive heat, noise, or radiation.

A major problem is that people differ on whether something is a pollutant and on acceptable

levels of pollution, especially if they have to choose between pollution control and their jobs.

Sources: Pollutants can enter the environment naturally (for example, from volcanic

eruptions) or through human activities (for example, from burning coal). Most natural pollution isdispersed over a large area and diluted or broken down to harmless levels by natural processes.

By contrast, most serious pollution from human activities occurs in or near urban and industrialareas, where pollutants are concentrated in small volumes of air, water, and soil. Industrializedagriculture is also a major source of pollution.

Some pollutants contaminate the areas where they are produced. Other are carried by

wind or flowing water to other areas. Pollution does not respect state or natural boundaries.

SOME POLLUTANTS COME FROM SINGLE, IDENTIFIABLE SOURCES, SUCH AS

THE SMOKESTACK OF A POWER PLANT, THE DRAINPIPE OF A MEAT-PACKINGPLANT, THE CHIMNEY OF A HOUSE, OR THE EXHAUST PIPE OF AN AUTOMOBILE.

THESE ARE CALLED POINT SOURCES. OTHER POLLUTANTS ENTER THE AIR,

WATER, OR SOIL FROM DISPERSED, AND OFTEN HARD TO IDENTIFY NON-POINTSOURCES. EXAMPLES ARE THE RUNOFF OF FERTILIZERS AND PESTICIDES (FROM

FARMLANDS AND SUBURBAN LAWNS AND GARDENS) INTO STREAMS ANDLAKES, AND PESTICIDES SPRAYED INTO THE AIR OR BLOWN BY THE WIND INTO

THE ATMOSPHERE. IT IS MUCH EASIER AND CHEAPER TO IDENTIFY AND

CONTROL POLLUTION FROM POINT SOURCES THAN FROM WIDELY DISPERSED NON-POINT SOURCES.



Effects: Unwanted effects of pollutants are (1) disruption of life-support systems for us and

other species; (2) damage to wildlife; (3) damage to human health; (4) damage to property; and(5) nuisance effects such as noise and unpleasant smells, tastes and sights.

Three factors determine how severe the effects of pollutants will be. One is its chemical

nature-how active and harmful it is to living organisms. Another is its concentration-the amount per volume unit of air, water, soil, or body weight. One way to lower concentration of a pollutantis to dilute it in a large volume of air or water. Until we started overwhelming the air and

waterways with pollutants, dilution was the solution. Now it is only a partial solution.

A third factor is a pollutant's persistence-how long it stays in the air, water, soil, or body.

Degradable, or non-persistent, pollutants are broken down completely or reduced to acceptablelevels by natural physical, chemical, and biological processes. Those broken down by living

organisms (usually by specialized bacteria) are called biodegradable pollutants. Human sewage in

a river, for example, is biodegraded fairly quickly by bacteria if it is not added faster than it can be broken down.

Unfortunately, many of the substances we introduce into the environment take decades orlonger to degrade. Examples of these slowly degradable or persistent pollutants include the

insecticide DDT; most plastics, aluminium cans, and clorofluorocacbons (CFCs)-these latter usedas coolants in refrigerators and air conditioners, as spray propellants (in some countries), and as

foaming agents for making some plastics.

Non-degradable pollutants cannot be broken down by natural processes. Examples include

the toxic elements lead and mercury. The best ways to deal with non-degradable pollutants are tonot release them into the environment, to recycle them, or to remove, them from contaminated

air, water or soil (an expensive process).

We can know little about the possible harmful effects of 80% of the 70,000 synthetic

chemicals now in commercial use. Our knowledge about the effects of the 20% of thesechemicals is limited, mostly because it is quite difficult, time-consuming, and expensive to get

this knowledge.

(Taken from "Sustaining the Earth " by Tyler Miller, G)


Answer the following sentences

1. Give a definition of pollution?

..................................................................................................................................................

..................................................................................................................................................

2. What are forms of pollutants? When are the wastes produced?

..................................................................................................................................................

..................................................................................................................................................

3. How can pollutants go into the environment?

..................................................................................................................................................



..................................................................................................................................................

4. Where does the most serious pollution from human activities happen?

..................................................................................................................................................

..................................................................................................................................................

5.

How do the pollutants pollute the environment?

..................................................................................................................................................

..................................................................................................................................................

6. What are point sources and non-point sources?

..................................................................................................................................................

..................................................................................................................................................

7. What are the factors determining how severe the effects of a pollutant will be?

..................................................................................................................................................

..................................................................................................................................................

8. What does those in "Those broken down by living organisms..." refer to?.

..................................................................................................................................................

..................................................................................................................................................

9. How long do the substances degrade?

..................................................................................................................................................

..................................................................................................................................................

10. What does "these" in "these latter used as coolants in refrigerators..." refer to?

..................................................................................................................................................

..................................................................................................................................................

II.

True - False sentences

Decide whether the following statements are true "T" or false "F". Correct the

false statements.

1. ..... Only activities of human beings pollute the environment.

2. ..... Pollutants exist in many forms but solid.

3. ..... Some pollutants come from a power plant and a meat-packing one and

some others from the chimney of a house and the exhaust pipe of an

automobile as well.

4. ..... It's not easy to identify the pollutants going into the air, water or soil from

dispersed sources.

5. ..... Controlling pollution from non-point sources is easier and cheaper than



from point sources.

6.

..... The text mentions more than five unwanted effects of pollutants.

7. ..... A pollutant's persistence means the time a pollutant stays in the air, water,

soil or body.

8. ..... Degradable pollutants and non-degradable ones can be broken down by

natural processes.

9. ..... Recycling non-degradable pollutants is one of the best ways to deal with

them.

10. ..... Iron, copper and aluminum are all energy resources.

III.


11. Antonyms

Which words or phrases in a, b, c or d have opposite meaning to survive:

a. continue to live.

b. exist in spite of a danger, an accident, etc..

c. remain alive.

d. cease to live.

12.

Synonyms

Look at the text again and say which words or phrases have the same meaning as:

1. go into ..............................

2. contamination ..............................

3. existing by nature ..............................

4. happen ..............................

5. substances that pollute the environment ..............................

6. continue in existence ..............................

7. can be identified ..............................

8. to be taken out ..............................

9. scatter widely ..............................

10. incidental products ..............................



13. Word-form

Use your dictionary to complete the table with the appropriate forms of the given words in

the text. The first is done as an example.

Noun Verb Adjective Adverb

1. beauty beautify beautiful beautifully

2. addition ........................ ............................ ............................

3. ............................ threaten ............................ ............................

4. capability ............................ ............................ ............................

5. pollution ............................ ............................ ............................

6. ............................ differ ............................ ............................

7. ............................ ............................ acceptable ............................

8. activity ............................ ............................ ............................

9. ............................ ............................ industrial ............................

10. ............................ ............................ identifiable ............................

B. Writing

I. Sentence-building

Make necessary changes and additions to complete the following passage from

the prompts given below:

1. Pollution / mean / contamination / fresh water / which / decrease / its purity / and / often / make

/ it / unsuitable / water resource use.

...............................................................................................................................................

...............................................................................................................................................

2. Pollution / also / damage / aquatic habitats / the plants / animals / live / within / them.

...............................................................................................................................................

...............................................................................................................................................

3. We / tend / think / pollutants / being poisonous.

...............................................................................................................................................

...............................................................................................................................................



4. Some pollutants / be / highly toxic.

...............................................................................................................................................

...............................................................................................................................................

5.

Whereas / many / be / only / a problem / when / they / accumulate / critical concentrations.

...............................................................................................................................................

...............................................................................................................................................

6. Many organic pollutants / cause / oxygen depletion / lakes / rivers.

...............................................................................................................................................

...............................................................................................................................................

7. When / this / happen / aquatic ecosystem / be / alter.

...............................................................................................................................................

...............................................................................................................................................

II. Sentence-transforming

Finish each of the following sentences in such a way that it mean the same as the

sentence printed before it.

1. Any addition to air, water, soil threatening the health, survival capability, or activities of

humans or other living organisms is called pollution.

Any addition to air, water, soil that...

...............................................................................................................................................

...............................................................................................................................................

2. Most natural pollution is dispersed or broken down by natural processes.

Natural processes...

...............................................................................................................................................

...............................................................................................................................................

3.

Industrialized agriculture is a major cause of pollution.

A major cause of pollution...

...............................................................................................................................................

...............................................................................................................................................

4. Most serious pollution from human activities occurs in or near urban and industrial areas.



Urban and industrial areas...

...............................................................................................................................................

...............................................................................................................................................

5.

Some pollutants are carried by wind or flowing water to other areas.

Wind or flowing water...

...............................................................................................................................................

...............................................................................................................................................

6. Some pollutants come from single, identifiable sources.

Some pollutants are...

...............................................................................................................................................

...............................................................................................................................................

7. It's quite difficult, time-consuming, and expensive to get knowledge of synthetic chemicals.

To get...

...............................................................................................................................................

...............................................................................................................................................

C.

Further practice

Exercise 1: Gap-filling: Read the following passage and fill in each gap with a suitable word

The atmosphere is filled with everything that is light enough to be carried by the wind. Much

(1)............... this pollution happens naturally as a (2)............... of dust storms, forest fires, and volcanic

eruptions. But in recent years, human (3)............ have increased the atmosphere’s burden of

pollutants. As populations around the world (4)................. grown, waste products from industry and

agriculture have poured into (5).................. skies. Engines and furnaces burning oil, coal, and natural

gas, the so-called fossil (6).................. , release a wide variety of pollutants. Chemical compounds

(7).................. as chlorofluorocarbon in refrigerators and aerosol sprays, not (8)................... pollute but

also destroy the atmosphere’s ozone (9)............... . Smoke from factories is usually reminder(10)................. the damage done to the planet’s atmosphere.

Exercise 2: Phrasal verb

Substitute the underlined verbs with one of the phrasal verbs below.

bring up die out get rid of carry on



turn up use up look into turn into

go ahead with turn down break down consist of

1. Pollution is destroying the environment. .......................2 I am sorry to mention this, Sue, but I think that Peter is seeing

another woman.

.......................

3. The company was told that it could begin the construction of a new plant.

.......................

4. If nation continue to dump nuclear waste at sea, the oceans will

become poisoned.

.......................

5. The council has refused the request to build another car park. .......................

6. Solar energy includes the production of electricity and heat directly

from solar radiation for many applications.

.......................

7. The rhinoceros will become extinct if people continue to hunt it. .......................

8. Government officials are investigating reports that the lake is being polluted by a chemical factory.

.......................

9. When sulphur dioxide mixes with other elements, it becomes acidrain.

.......................

10. Oil, coal and gas are being consumed so quickly that supplies will

shortly be finished .

.......................

11. Factory bosses should think carefully about where they throw away

waste.

.......................

12. When they arrived at the demonstration, it had already finished. .......................

(Taken from "Think First Certificate" by Jonauntion, R)

D.

Translation


There are many different sources of pollution and they vary from place to place and through

the time. Some are point sources-specific places such as factories and mines which release

contaminated water. Much pollution come from diffuse or non-point sources, of which

agriculture is the most widespread. Agriculture causes water pollution in a variety of ways,

including the leaching of nitrate (from fertilizers), and the accumulation of pesticides and other

contaminants. Most water pollution problem arises from the continuous or intermittent

contaminants into streams, lake, rivers, and groundwater. From time to time there are major

pollution incidents in particular places, which create problems because they are usually

unexpected but can spread pollution across wide areas.



(Taken from " Environmental Sciences" by Wilson, R)


1.

Hiện nay khói trong khí quyển nhiều đến mức mà lượ ng ánh sáng mặt tr ờ i ở một số thành

phố trên thế giớ i đã giảm xuống một cách đáng k ể.

.....................................................................................................................................................

.....................................................................................................................................................

2. Sự ô nhiễm không khí là một trong những nguyên nhân làm con ngườ i bị bệnh. ở nhiều nướ c

đã có luật hạn chế lượ ng khói mà các nhà máy thải ra. Mặc dù chưa có đầy đủ thông tin về

những tác hại của khói trong khí quyển, các bác sỹ đã chứng minh r ằng sự ô nhiễm không khí

gây bệnh ung thư phổi.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

3. Ngày nay việc thải lưu huỳnh điôxit từ các tr ạm điện vẫn đang tiế p tục tăng lên. Đó là một

trong những nguyên nhân gây ra mưa axit. Các chất gây ô nhiễm khác là cacbon điôxit (CO2)

và cacbon ôxit (CO). Cacbon ôxit (CO) phần lớ n do xe gắn máy gây ra và nó có ảnh hưở ng

đến sức khoẻ của tr ẻ em. Cacbon điôxit (CO2) thì ít nguy hiểm nhất trong số các chất ô

nhiễm đã nói ở trên nhưng trong thờ i gian lâu hơ n thì nó có thể là chất gây hại nhất.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................4. Sự suy giảm tầng ôzôn do các hoạt động của con ngườ i gây ra là nguyên nhân tác động đến

sức khoẻ của con ngườ i và môi tr ườ ng. Khí thải công nghiệ p, khí thải của các phươ ng tiện

giao thông có động cơ , khí thoát ra từ các quá trình sinh học là các nguồn chủ yếu gây ô

nhiễm không khí.



.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

E. Vocabulary

1. aerosol (n) : một loại chất có trong các bình xịt

2. atmosphere (n) : khí quyển

3. bacteria (n) : vi khuẩn

4. boundary (n) : đườ ng biên giớ i

5. chemical compound (n) : hợ p chất hoá học

6. coal (n) : than đá

7. concentrate (v) : tậ p trung

8. contaminate (v) : làm nhễm bẩn, gây ô nhiễm

9. degrade (v) : làm suy thoái, suy giảm

10. differ (v) : khác, không giống

11. enter (v) : đi vào, thâm nhậ p

12. erupt (v) : phun trào

13.

exhaust (v) : hết, cạn kiệt

14. fertilizer (n) : phân bón

15. furnaces (n) : lò luyện kim

16. identify (v) : nhận ra

17. industrialize (v) : công nghiệ p hoá

18. insecticide (n) : thuốc diệt côn trùng

19. lead (n) : chì

20.

major (adj) : chính, chủ yếu21. mercury (n) : thuỷ ngân

22. organism (n) : sinh vật

23. overwhelm (v) : làm tràn ngậ p, áp đảo, lấn áp

24. pesticide (n) : thuốc tr ừ sâu



25. radiation (n) : sự phóng xạ

26.

respect (v) : tôn tr ọng

27. sewage (n) : nướ c cống

28.

spray (v) : phun, xịt

29. substance (n) : chất

30. volcanic eruption (n) : sự phun trào núi lửa





Tr 44 – 54.



Mục lục

Unit 5 AIR POLLUTION............................................................................................................2

A. READING............................................................................................................................2I. Comprehension questions ................................................................................................4II. True - False sentences ..................................................................................................5

III. Increasing your vocabulary ..........................................................................................6

B. WRITING.............................................................................................................................7I. Sentence-building.............................................................................................................7

II. Sentence-transforming .................................................................................................8

C. FURTHER PRACTICE .......................................................................................................9

Exercise 2: Gap-filling. ..................................................................................................................10D. TRANSLATION................................................................................................................10

I. Translate into Vietnamese..............................................................................................10

II. Translate into English.................................................................................................10E. VOCABULARY ................................................................................................................11

Unit 5. AIR POLLUTION




Unit 5

AIR POLLUTION

A. READING


- Name some causes of air pollution that you know.

- How can we reduce air pollution in big cities?

-------------------------------------------------------------------------------------------------

Many pollutants

What is air pollution? It is the presence of substances that are not normally part of the

atmosphere's composition. There are many kinds of air pollutants: smoke, dust, ash, pollen,

various gases, and other substances. Many of these come from sources other than man and his

activities. They have always been present in the atmosphere. They come from the ground, from

activities of plants and animals, and even from outer space (meteoritic dust). These pollutants are

seldom harmful. Indeed, they are often beneficial. Without atmospheric dust, for example, rain

and snow would never fall.

Nature easily handles her own forms of air pollution. Heavier pollutants soon settle out of

the air. Rain, one of the nature's most effective "antipollution devices," washes dust and other

pollutants from the atmosphere. Finer particles and gases may remain airborne indefinitely,

becoming spread far and wide through the atmosphere.

Our activities threaten this natural system of checks and balances. Chimneys, incinerators,

factories, airplanes, and automobiles are discharging pollutants into the air at an ever-increasing

rate. Many scientists fear that the cycles of the earth and the atmosphere may not be able to cope

with this increased pollution.

Air pollution caused by human activities is reaching dangerous concentrations in many parts

of the world. It already presents a very serious threat to our well-being and the survival of other

life on earth.



Sources of air pollution

One of the major sources of air pollution is the internal-combustion engine. This engine,

used in most motor vehicles, does not burn all its fuel. Thus, in addition to emitting water, carbon

dioxide, and various oxides of nitrogen, it gives off a number of incompletely burned wasted

products. These include soot (carbon), carbon monoxide, hydrocarbons and aldehydes. Auto

engines may also emit particles of lead, derived from the antiknock ingredients in many

gasolines.

In the United States the catalytic converter and other emission-control devices on

automobiles constructed since 1975 have reduced the carbon monoxide emissions. The

mandatory use of lead-free gasoline in vehicles thus equipped has also reduced the emission of

lead particles into the atmosphere.

In the presence of sunlight the nitrogen oxides and hydrocarbons often combine to produce

irritating, smog-forming compounds. Los Angeles is particularly well known for the automotive

smogs that have plagued it since the 1940s. But other cities around the world are suffering

similar, or worse, problems as a result of human dependence on the automobile.

Chemical pollutants such as chlorofluorocarbon CFC -12 (commonly known as Freon), often

used in air conditioners, also pose a serious environmental threat. When these pollutants reach

the stratosphere, they destroy the natural ozone layer that acts as an umbrella to shield the

earth from ultraviolet radiation. Higher levels of ultraviolet radiation can cause skin cancers,

smog, and change in the earth' climatic patterns. The loss of stratospheric ozone also directly

increases the production in the atmosphere of hydrogen peroxide, a leading cause of acid rain.

Jet aircraft also release large amounts of pollutants into the atmosphere. You probably have

seen the long trail of black smoke left behind by a climbing jetliner. Many aircraft pollutants are

the same as those emitted by automobiles and trucks. Some experts are particularly alarmed by

the large quantities of water and carbon dioxide being added to the atmosphere at high altitudes.

Exhausts from railroad trains and ships also pollute the atmosphere. But transportation is not

the only source of serious air pollution. Industry and electric-power-generating plants are major



contributors. So is the burning, or incineration of solid wastes. Agricultural burning, coal-waste

fires, and forest fires also befoul the atmosphere.

(Taken from " Environmental Sciences" Wilson, R)



1. What is air pollution? How many kinds of air pollutants are there?

.....................................................................................................................................................

.....................................................................................................................................................

2. Where do they mainly come from? What does "these" in " many of these" refer to?

.....................................................................................................................................................

.....................................................................................................................................................

3. What is the significance of atmospheric dust?

.....................................................................................................................................................

.....................................................................................................................................................

4. What is the role of rain in the atmosphere?

.....................................................................................................................................................

.....................................................................................................................................................

5. What do the scientists fear?

.....................................................................................................................................................

.....................................................................................................................................................

6. What do chimneys, incinerators, factories, airplanes, and automobiles release into the air?

.....................................................................................................................................................

.....................................................................................................................................................

7. Which engine does not burn all its fuel? What kind of vehicles is used this engine?

.....................................................................................................................................................

.....................................................................................................................................................

8. What does the internal-combustion engine send out?

.....................................................................................................................................................

.....................................................................................................................................................



9. What do incompletely burned wasted products consist of?

.....................................................................................................................................................

.....................................................................................................................................................

10.

How important are the catalytic converter and emission control devices? Where and when are

they built?

.....................................................................................................................................................

.....................................................................................................................................................

11. What are the advantages of mandatory use of lead-free gasoline in vehicles?

.....................................................................................................................................................

.....................................................................................................................................................

12. What are produced when the nitrogen oxides and hydrocarbons combine?

.....................................................................................................................................................

.....................................................................................................................................................

13. What is the consequence of human dependence on the automobile?

.....................................................................................................................................................

.....................................................................................................................................................

14. What happens when chemical pollutant such as chlorofluorocarbon reach the stratosphere?

.....................................................................................................................................................

.....................................................................................................................................................

15. What is the importance of ozone layer?

.....................................................................................................................................................

.....................................................................................................................................................

16. What is the leading cause of acid rain? What are sources of serious air pollution?

.....................................................................................................................................................

.....................................................................................................................................................

II. True - False sentences

Decide whether the following statements are true "T" or false "F" or there’ s no


1. ..... Air pollutants are mainly from man and his activities.



2. ..... Rain and snow would never come down without atmospheric dust.

3.

..... Rain is said to be one of the nature's most effective "anti-pollution devices"

because it can wash dust and other pollutants from the atmosphere.

4.

..... Some countries in the world are seriously polluted because of heavy pollutant

from factories.

5. ..... Human activities make the air polluted and threaten the natural system of

checks and balances.

6. ..... The number of air pollutants are steadily increasing as man develops and uses

new chemicals.

7. ..... The internal-combustion engine burns all its fuel and emits completely burned

wasted products.

8. ..... The carbon monoxide emissions have been increased since we built the

catalytic converter and other emission-control devices in Los Angeles.

9. ..... Many cities in the world as well as Los Angeles are suffering automotive

smogs because people depend on the automobile.

10. ..... Pollutants from aircraft and those from automobiles and trucks are quite

different.


Synonyms: Look at the text again and find words or phrases which have the same meaning

as:

1. substances which pollute the air .........................

2. gases enveloping the earth, any other planet .........................

3. deal with .........................

4. petrol without added lead compounds .........................

5. devices which can control emission .........................

6. system for regulating the humidity and temperature in a

building

.........................

7. smogs that emit from automobiles .........................



8. have a similarity to .........................

9. discharge or send out heat .........................

10. advantageous .........................

B. WRITING


Make necessary changes and additions to complete the following paragraph from the

prompts given below:

17. Human beings / be / not / only / living things / that / harm / by / air pollution.

.....................................................................................................................................................

.....................................................................................................................................................

18. Many plants / be / also / damaged.

.....................................................................................................................................................

.....................................................................................................................................................

19. Carbon monoxide, hydrocacbons, sulfur compounds, metals, acids and ozone / be / serious

threats / most vegetation.

.....................................................................................................................................................

.....................................................................................................................................................

20. Plants / absorb / pollutants / their leaves.

.....................................................................................................................................................

.....................................................................................................................................................

21. These leaves / may / develop / holes, / become / discolored / or wilt.

.....................................................................................................................................................

.....................................................................................................................................................

22. Eventually, / they / may / die.

.....................................................................................................................................................

.....................................................................................................................................................

23. This / may / lead / death / entire plant.

.....................................................................................................................................................

.....................................................................................................................................................




Finish each of the following sentences in such the same way that it means the same as

the sentence printed before it.

1.

Many of air pollutants come from sources other than man and his activities.

Many of air pollutants...

.....................................................................................................................................................

.....................................................................................................................................................

2. Without atmospheric dust, rain and snow would never fall.

If there...

.....................................................................................................................................................

.....................................................................................................................................................

3. Rain washes dust and other pollutants from the atmosphere.

Dust...

.....................................................................................................................................................

.....................................................................................................................................................

4. Air pollution caused by human activities is reaching dangerous concentration in many parts

of the world.

Air pollution that...

.....................................................................................................................................................

.....................................................................................................................................................

5. Transportation is one of the major source of serious air pollution and so is industry.

Both...

.....................................................................................................................................................

.....................................................................................................................................................

6. Many aircraft pollutants are the same as those emitted by automobiles and trucks.

Many aircraft pollutants are...

.....................................................................................................................................................

.....................................................................................................................................................



7.

Higher levels of ultraviolet radiation can cause skin cancers, smog, and change in the earth'

climatic patterns.

Skin cancers...

.....................................................................................................................................................

.....................................................................................................................................................

C.

FURTHER PRACTICE

Exercise 1:

Read the paragraphs below and summary which follow. Complete the summary by writing the

correct word in each blank. Write one word only.

Air pollution is a cause of ill-health in human. In a lot of countries there are laws limiting the

amount of smoke which factories can produce. Although there isn't enough information on the

effects of smoke in the atmosphere, doctors have proved that air pollution causes lung diseases.

The gases from the exhausts of cars have also increased air pollution in most countries. The lead

in petrol produces a poisonous gas which often collects in busy streets surrounded by high

buildings. Children who live in areas where there is a lot of lead in the atmosphere can not think

as quickly as other children and are clumsy when they use their hands.

There are other long-term effects of pollution. If the gases in the atmosphere continue to increase,

the Earth's climate may become warmer. A lot of the ice near the Poles may melt and may cause

serious floods.

Air (1)...................... can make people (2)............................... . Consequently, some countries

pass (3)............................ to control the quantity of (4)..................... in the air.

(5).......................... causes particular damage to the body by harming the (6)...................... .

(7)........................... should not be used in petrol because it is bad for children's

(8)......................... and make them clumsy in using their hands. Poisonous gas from(9)........................... collects in these parts of cities where there are tall buildings. Pollution can

also have an influence on the Earth's (10)......................... . The ice may melt near the South and

the North Poles, resulting in very bad (11)......................... .

(Taken from " Longman Texts in context " by Heaton, J.B)



Exercise 2: Gap-filling.

Find the missing words to fill in these sentences from the given words below:

harvest misty crops intervals

pollution forecast picked agriculture

fog hunting poisons mountains

1. Less than 2% of the British labor force is employed on farms in (1)...........................

2. In the autumn, at (2)........................... time, the (3).............................. in fields have to be

gathered in and the fruit in the orchards has to be (4)......................

3. In the Alps, cows are kept indoors in winter and spend the summer in the (5)................

4. The sport that involves chasing shooting animals is called (6)....................

5. (7)........................... is caused when waste products or (8)........................ contaminate the

environment.

6. According to the weather (9)...................., there will be sunny (10)...................... this

morning.

7. In the early morning there may be thick (11)........................... and motorists should drive

slowly.

8. We couldn't see very far from the top of the hill because it was slightly (12)................

D.

TRANSLATION


Air pollution is a cause of ill-health in human. In a lot of countries there are laws limiting the

amount of smoke which factories can produce. Although there isn't enough information on the

effects of smoke in the atmosphere, doctors have proved that air pollution causes lung diseases.

The gases from the exhausts of cars have also increased air pollution in most countries. The lead

in petrol produces a poisonous gas which often collects in busy streets surrounded by high

buildings. Children who live in areas where there is a lot of lead in the atmosphere cannot think

as quickly as other children and are clumsy when they use their hands.

(Taken from " Longman Texts in context " by Heaton, J.B)




1. Các nhà khoa học đã thiết lậ p mối quan hệ giữa sự ô nhiễm không khí và thờ i tiết. Chúng có

thể tác động lẫn nhau theo nhiều cách khác nhau.

.....................................................................................................................................................

.....................................................................................................................................................

2. Hằng ngày, các thành phố lớ n, các ngành công nghiệ p và các loại xe gắn máy đã thải một số

chất không thể nhìn thấy bằng mắt thườ ng vào trong không khí. Những chất này có thể không

có ngay tác hại nhưng qua thờ i gian một vài năm thở trong không khí này có thể làm cho

chúng ta bị ốm nặng và thậm chí có thể gây tử vong.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

3. Như chúng ta đã biết, ô nhiễm môi tr ườ ng có thể làm kích thích đến mắt, họng và phổi, gây

viêm họng, ho v.v... Tr ẻ em sống ở những khu vực có mức độ ô nhiễm cao sẽ có tỉ lệ mắc

bệnh hen xuyễn, chàm và các bệnh ngoài da khác cao hơ n tr ẻ em sống ở vùng ít bị ô nhiễm.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

4. Môi tr ườ ng nông thôn ở nướ c ta đang bị ô nhiễm do các điều kiện vệ sinh môi tr ườ ng và cơ

sở hạ tầng yếu kém. Việc sử dụng không hợ p lý các loại hoá chất nông nghiệ p cũng đã và

đang làm cho môi tr ườ ng nông thôn ô nhiễm và suy thoái.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

E. VOCABULARY

1. airborne (adj) : lơ lửng trong không khí

2. antiknock (n) : chất kích nổ

3. arid (adj) : khô hanh



4. ash (n) : tro

5. automotive (adj) : thuộc về ô tô

6. catalytic (adj) : gây ra sự xúc tác

7.


8. composition (n) : sự k ết hợ p, cấu tạo

9.

derive from (v) : bắt nguồn từ, phát sinh từ

10. discharge (v) : thải ra

11. emit (v) : bốc ra, thoát ra

12. finer (adj) : nhỏ hơ n, mảnh hơ n

13. humid (adj) : ẩm ướ t

14. incinerate (v) : đốt, thiêu

15. incinerator (n) : lò đốt, lò thiêu

16. indefinitely (adv) : không xác định

17.

irritate (v) : kích thích

18. lead-free (n) : không có chì

19. mandatory (adj) : có tính bắt buộc

20. meteoritic (adj) : thuộc về thiên thạch

21. outer space (n) : vũ tr ụ

22. particle (n) : phân tử, hạt

23.

plague (n) : điều tệ hại, tai hại

24. pollen (n) : phấn hoa

25.

pose (v) : gây ra

26. poisonous (adj) : độc hại

27. resemble (v) : giống

28. soot (n) : muội, bồ hóng

29.

spread (v) : lan tràn, tr ải r ộng

30. well-being (n) : sức khoẻ





Tr 55 – 65.



Mục lục

Unit 6 The Greenhouse effect......................................................................................................2

A. READING............................................................................................................................2I Comprehension questions ................................................................................................3

II True - False sentences ......................................................................................................4

III Increasing your vocabulary ..........................................................................................5

B. WRITING.............................................................................................................................6I Sentence-transforming .....................................................................................................6

II Sentence - correcting........................................................................................................7

C. FURTHER PRACTIVE .......................................................................................................8D. TRANSLATE.....................................................................................................................10

I Translate into Vietnamese..............................................................................................10

II Translate into English.....................................................................................................10E. VOCABULARY ................................................................................................................11

Unit 6 . The Greenhouse effect




Unit 6

The Greenhouse effect

A. READING

• Warm-up Activities

- How do you know about the Greenhouse effect?

- Does it affect our daily life?

--------------------------------------------------------------------------------------------------------------------

In the 1960s Professor Bert Bolin predicted that the 'greenhouse effect', caused by anincrease in the amount of carbon dioxide (CO2) in the atmosphere, would lead to important

changes in the Earth's climate. At the time his predictions were regarded as science fiction. But it

is now generally agreed that the amount of carbon dioxide in the atmosphere will double from0.03% to 0.06% in the next 50 years and that temperatures worldwide will rise by 2

0 Celsius.

Although a temperature rise of 20 may not seem significant, the local effects may be much

greater: in polar regions a rise of 100 by 2025 is expected and in Northern Europe a rise of 4

0.

Indeed the first effects will be felt before the end of the century-perhaps they are already beingfelt...

But how does the "greenhouse effect" operate and why should such a tiny proportion of CO2 have such a harmful effect? When living creatures breathe out or when things are burned, CO2

enters the atmosphere. Until recently all of this was absorbed by plants, which converted it backinto oxygen.

However, the balance of nature has been disturbed. In power stations, in factories and in our

cars, we are burning more and more fossil fuels (coal, oil and natural gas) and this produces huge

quantities of CO2 -18 billion tons of it enter the atmosphere every year. Added to this, thedestruction of forests means that less CO2 can be converted into oxygen by plants. So, the amount

of CO2 in the atmosphere is increasing every year.

As sunlight enters the Earth's atmosphere, the surface of the Earth is warmed. Some of this

heat escapes back into space, but the rest is trapped by CO2, which acts like the glass in agreenhouse, allowing sunshine and heat to pass in but not out again. Consequently, the

temperature rises.

As the temperature rises, the amount of water vapor in the air will increase and this too willabsorb more of the Earth's heat. The oceans too will become warmer and store more heat, so that

they increase the warming effect.



According to Dr. Syukuro Manabe of Princeton University, the polar icecaps will start to

melt and the oceans will expand as more snow and ice melt. Because the exposed ground,formerly covered in snow, won't reflect the heat so well it will absorb more sunlight and this will

lead to even more snowmelting.

It is predicted that the level of the sea will have risen by 1/2 to 11/2 meters by 2050 and thiswill affect many low-lying areas of the world-millions of people today live less than one meterabove sea level.

Some areas may actually benefit: the higher temperatures may allow a longer growing

season, for example. For Northern Europeans, the extra warmth may be welcome- but there is

also likely to be increased rainfall.

But many areas may suffer the southern states of the USA can expect hotter summers andless rainfall, leading to worse conditions for agriculture, and the Mediterranean region will

probably be much drier and hotter than now.

The experts agree that the "greenhouse effect" will bring significant changes to the Earth's

climate. The inhabitants of this planet will have to get used to living in a hotter world.


I Comprehension questions


1. According to Professor Bert Bolin's predictions what would lead to changes in the Earth's

climate?

..................................................................................................................................................

..................................................................................................................................................

2. What is released into the atmosphere when things are burnt? What absorb this?

..................................................................................................................................................

..................................................................................................................................................

3. What is expected by 2025?

..................................................................................................................................................

..................................................................................................................................................

4. Why can less carbon dioxide be converted into oxygen by plants?

..................................................................................................................................................

..................................................................................................................................................



5. What happen when we are burning fossil fuels in power stations, in factories and in cars?

..................................................................................................................................................

..................................................................................................................................................

6. What is trapped by CO2 when sunlight enters the Earth's atmosphere? Why does the

temperature rise?

..................................................................................................................................................

..................................................................................................................................................

7. What do they predict by 2050? What will this have effect on?

..................................................................................................................................................

..................................................................................................................................................

8. What will absorb more of the Earth's heat as the temperature rises? What increase the

warming effect?

..................................................................................................................................................

..................................................................................................................................................

9. Which parts of the USA may tolerate worse conditions for agriculture?

..................................................................................................................................................

..................................................................................................................................................

10. What do the experts think about the "Greenhouse effect"?

..................................................................................................................................................

..................................................................................................................................................

II True - False sentences

Decide whether the following statements are true "T" or false "F". Correct the false statements.

..... Professor Bolin's predictions were not taken seriously at first.

..... Only a small proportion of the atmosphere consists of carbon dioxide.



..... No changes in climate will become noticeable for 50 years or more.

..... The rise in temperature will probably be 20 in every part of the World.

..... In the North of Europe, temperatures are likely to rise less than in polar regions.

..... CO2 is produced naturally when we breathe or burn things.

..... CO2 is converted naturally into oxygen by plants.

..... Increased temperatures will also affect the amount of rainfall.

..... Countries like Greece and Italy are likely to have more rain.

..... Some parts of the World may become cooler as a result of the "Greenhouse

effect".

III Increasing your vocabulary

Compound prepositions

Fill in the gaps in these sentences with suitable phrases from the list below. The first is

done for you as an example.

ahead of as for due to owing to

apart from as regards except for on behalf of

according

to

by means of instead of in addition to/ as well

as

1. The flight was cancelled ... owing to... the fog.

2. We had wonderful weather every day ......................Sunday.

3. Pollution can only be prevented .........................international laws.

4. I love all animals ........................ dogs.



5. Tropical forests are being destroyed ..................... the demand for hardwood for furniture.

6. .................... the weather forecast, it's going to snow.

7. Just a minute, I'll go ................... you and hold the door open.

8. Hello. I'm phoning .................. Mr Brown. He asked me to give you a message.

9. People should protect trees ....................... cutting them down.

10. They have two cats ........................ four pet rabbits.

11. .............. pets. I don't think that people should keep them in small apartments.

12. ............... conservation, I believe that the government should impose controls.


B. WRITING

I Sentence-transforming

Finish each of the following sentences in such a way that it means the same as the


1. A road is so narrow that cars can not park here.

The road is too narrow ...

.....................................................................................................................................................

.....................................................................................................................................................

2. They ought to make it wider at this point.

It is...

.....................................................................................................................................................

.....................................................................................................................................................

3. There is too little space here to make the road wider.

There isn't ...

.....................................................................................................................................................



.....................................................................................................................................................

4. It is possible to cut down a lot of trees on both sides.

A lot of ...

.....................................................................................................................................................

.....................................................................................................................................................

5. there aren't enough trees here in any case.

But there are too ...

.....................................................................................................................................................

.....................................................................................................................................................

6. Even a few trees can make it too dark for drivers to see clearly.

Even a few trees can make it so ...

.....................................................................................................................................................

.....................................................................................................................................................

II Sentence - correcting

Choose the underlined words or phrases which would not be appropriate written

English and correct them.

1. Sometime air pollution in cities causes a "Greenhouse effect" in which the

A B C

atmosphere is warmed because of the buildup of carbon dioxide.

D

2. At very cool, clear nights the air in contact with the ground maybe cooler so as to

A B C

form droplets to water which are left on the ground as dew.



D

3. The more fearsome of all the animals in the western Hemisphere is the grizzly bear.

A B C D

4. The ability to convert raw materials into valuabler commodities is the basic of

A B C

an industrial economy and the foundation of a high standard of living.

D

5. The average age of the Mediterranean olive trees grow today is two hundred years.

A B C D

C. FURTHER PRACTIVE

Exercise 1: Read the following sentences about the different forms of energy available. Match

the sentences in Part I with the correct sentences in Part II and write the correct letter in each

space.

Part I.

1. Muscles and wood were the first sources of energy used by early man.

2. Coal made the Industrial Revolution in the nineteenth century possible.

3. Today we depend on oil more than any other fuel.

4. Gas is considered as a "mineral" because, together with coal, it is part of the Earth's crust.

5. Hydroelectric power is used to produce electricity.

6. Geothermal energy is produced from the heat stored in the Earth's core.

7. The wind was used as a power source over 1,300 years ago in Pesia when the first windmill

was built to turn a millstone.

8. Waves have enormous power.

9. Incoming tides can be trapped behind a dam across a bay or an estuary.



10. A huge amount of solar energy reaches the Earth's outer atmosphere.

11. Nuclear fuels, such as uranium-235 and plutonium, can be made to produce immense heat

by a process called "fission"

Part II.

A. Like oil, it is a fossil fuel and is thus a non-renewable source of energy.

B. One danger, however, is in getting rid of the radioactive wastes which are produced.

C. They increase and decrease more slowly than the wind, thus making them easier to use as a

source of energy.

D. It was the first fossil fuel to be used to power machinery.

E. However, it is thinly spread and collecting it in countries like Britain and northern Europe

is still difficult and expensive.

F. It is used as fuel in cars, ships and airplanes, and even in rockets.

G. It is produced by the fall of water trapped in a dam.

H. It took thousands of years to progress to using coal on a large scale.

I. This material heat helps to produce geysers and steam springs and can be used to generate

electricity in countries like New Zealand.

J. The water is then allowed to flow out past water wheels as the tide goes out.

K. For modern purposes, however, it is necessary to build a machine which can store the

energy obtained for use on calm days.

(Taken from "Longman Texts in context" by Heaton, J.B)


Fill in the gaps with suitable words without referring back the information in the text obove.

1. The burning of (1)....................... (coal, oil and natural gas) and the destruction of

(2)........................ increase CO2 in the (3)........................



2. The surface of the Earth radiates (4)....................... . Some of this escapes into

(5)......................., but the rest is (6)...................... by the CO2. The temperature rises.

3. The rise in temperature increases the amount of water (7)........................ in the air and this

(8)........................ more of the Earth's heat.

4. At the poles, snow and ice melt as the (9)........................ temperature rises. Because the

exposed surface doesn't absorb the (10)................... so well, it (11)................. more sunlight

and more (12)........................ is melted.

5. As the Oceans (13)........................ more heat, they increase the (14)........................ effect.

The Oceans (15)........................ and rise as more snow and ice melt.

D.

TRANSLATE

I Translate into Vietnamese

The atmosphere consists mainly of nitrogen (78 per cent), oxygen (21) per cent) and

argon (0.9 per cent): the remaining 0.1 per cent includes trace gases that are active in causing

global warming. The amounts of these "greenhouse gases" in the atmosphere varied before

humankind appeared, due to volcanic emissions, or because of fluctuations in biogeochemical

cycles or because climate changed. However, during roughly the last two centuries, human

activity has been increasing the atmospheric concentration of some greenhouse gases at rates

which probably pose a significant threat to global climate.

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

II

Translate into English

1. Nhà kính là toà nhà mà các mặt bên và mái của nó đượ c làm bằng kính vì thế mà nhiệt

độ bên trong nhà đượ c tăng cườ ng. Nhà kính đượ c sử dụng để tr ồng các loại cây cần nhiệt độ



cao. Con ngườ i có thể gây ra sự thay đổi đối vớ i khí hậu. Sự thay đổi này là do việc tăng mức

cacbon điôxít trong khí quyển, do vậy làm tăng nhiệt độ bề mặt trái đất. Và điều này có thể làm

thay đổi hiện tượ ng mà chúng ta vẫn thườ ng biết đến đó là "hiệu ứ ng nhà kính".

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

2. Hiệu ứng nhà kính không còn là một hiện tượ ng mớ i mẻ. Trong vài thế k ỷ qua, các nhà

khoa học đã nhận ra r ằng lớ p khí bao bọc xung quanh trái đất một cách tự nhiên như một tấm

chăn , chặn năng lượ ng phản chiếu của mặt tr ờ i lại, ngăn nó không thể thoát vào không trung.

Điều này làm cho trái đất của chúng ta đủ ấm cho con ngườ i, cho thực vật và động vật. Tuy

nhiên, hoạt động gần đây của con ngườ i đã làm tăng sự tậ p trung của khí hiệu ứng nhà kính và

tăng khả năng cản sức nóng của chúng.

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

................................................................................................................................................

E.

VOCABULARY

actually (adv) : thực sự

balance (v) : làm cân bằng

climate (n) : khí hậu

consequently (adv) : bở i vậy, hậu quả creature (n) : sinh vật

destruction (n) : sự phá huỷ

double (v) : nhân đôi

effect (n) : tác động, ảnh hưở ng



escape (v) : tr ốn thoát

expand (v) : mở r ộng

expect (v) : hy vọng, mong chờ

extra (adj) : thêm, phụ, ngoài

former (adj) : (thuộc) cũ, tr ướ c

formerly (adv) : tr ướ c đây

fuel (n) : nhiên liệu

gas (n) : khí

icecap (n) : lớ p băng phủ các vùng cực

lead (v) : dẫn đến

likely (adv) : có thể, có lẽ

local (adj) : (thuộc) địa phươ ng

melt (v) : tan chảy

planet (n) : hành tinh

polar (n) : cực (địa lý)

predict (v) : đoán, dự đoán

probable (adj) : có thể, có lẽ

proportion (n) : phần, tỉ lệ

rainfall (n) : lượ ng mưa

reflect (v) : phản chiếu

significant (adj) : quan tr ọng

tiny (adj) : vô cùng nhỏ bé

trap (n) : chặn lại, ngăn lại

vapor (n) : hơ i, khí

worldwide (adj) : toàn thế giớ i





Tr 66 – 76.




Mục lục

Unit 7 Human impact on the environment .......................................................................... 2A. READING...................................................................................................................... 2

I Comprehension Questions.......................................................................................... 3II True - False sentences ................................................................................................ 4III Increasing your vocabulary .................................................................................... 5

B. WRITING....................................................................................................................... 5I Sentence-building....................................................................................................... 5II Sentence-transforming ............................................................................................... 7

C. FURTHER PRACTIVE................................................................................................. 8D. TRANSLATION............................................................................................................ 9

I Translate into Vietnamese.......................................................................................... 9II Translate into English................................................................................................. 9

E. VOCABULARY ..........................................................................................................11

Unit 7 . Human impact on the

environment




Unit 7

Human impact on the environment

A. READING

• Warm-up activities

- Where does air pollution mainly come from?

- What should we do to prevent pollution?

---------------------------------------------------------------------------------------------------------------

Air pollution is one of the most pervasive environmental problems because atmosphericcurrents can carry contaminated air to every part of the globe. Most air pollution comes fromautomobile emissions and from power plants that burn coal and oil to produce energy forindustrial and consumer use. Carbon dioxide and other harmful gases released into the airfrom these sources adversely affect weather patterns and the health of people, animals, and

plants.

Industrialized nations produce most of the world’s air pollution. For example, althoughthe United States is home to just 5 percent of the world’s population, the country generates 22

percent of human-made carbon dioxide emissions and 19 percent of all greenhouse gases suchas carbon dioxide and methane. These emissions harm the environment by causing acidic rainand global warming, and by depleting the protective ozone layer that surrounds the earth.

Acid rain, a serious threat around the world, occurs when sulfur dioxide and nitrogenoxide emissions from automobiles and fossil fuel burning power plants fall back to Earth asacidic precipitation.

Global warming is another negative by-product of air pollution, and although there isdebate about the sources of the problem, most scientists agree that the earth is heating up. Oneof the principle causes is thought to be high atmospheric concentrations of gases such as carbondioxide and methane. These and related substances are called "greenhouse" gases because they

trap heat in the earth’s atmosphere instead of letting it radiate into space, thereby, raising airtemperature.

If the warming trend continues, glaciers would melt, causing sea levels to rise by as much as65 centimeters, a depth that would inundate most coastal cities. Low-lying island nations woulddisappear altogether, and fertile farmland would turn to desert.

Another serious problem related to air pollution is the shrinking of the atmospheric ozonelayer that blocks out dangerous ultraviolet (UV) light. First reported over Antarctica in the1980s, ozone holes have since been detected over parts of North America and elsewhere. Theholes are created when ozone molecules are destroyed by chloroflourocarbons (CFCs),chemicals that are used in refrigerants and aerosol containers and can drift into the upper

atmosphere if not properly contained.



Some scientists estimate that 60 percent of the ozone layer may already have been lost to pollution, and that even a percent loss could add a total of 330,000 new cases of skin cancerand 1.6 million cases of eye cataracts worldwide. The high levels of UV light that cause skincancer and eye problems may also harm plankton, the foundation of the food chain in oceans.

Serious declines in plankton levels could lead to catastrophic losses of other sea life.(Taken from " Encarta-World Atlas", Microsoft 2000®)

I Comprehension Questions

Answer the questions

1. Where does most air pollution in the world originate from?

..................................................................................................................................................

..................................................................................................................................................

2. What are weather patterns and the health of people, animals, and plants affected by?

..................................................................................................................................................

..................................................................................................................................................

3. How do the human-made carbon dioxide emissions and greenhouse gases harm the

environment?

..................................................................................................................................................

..................................................................................................................................................

4. When does acid rain occur?

..................................................................................................................................................

..................................................................................................................................................

5. What is the main cause of global warming?

..................................................................................................................................................

..................................................................................................................................................

6. Why are carbon dioxide, methane and related substances called "greenhouse" gases?

..................................................................................................................................................

..................................................................................................................................................



7. What will happen if the warming trend continues?

..................................................................................................................................................

..................................................................................................................................................

8. How are the ozone holes created?

..................................................................................................................................................

..................................................................................................................................................

9. What substances are used in refrigerants and aerosol containers? Where can they go to if

they are not properly contained?

..................................................................................................................................................

..................................................................................................................................................

10. What do skin cancer and eye problems result from?

..................................................................................................................................................

..................................................................................................................................................

II True - False sentences

Decide whether the following statements are true "T", false "F" or there’ s no informatio n given "N" according to the text. Correct the false statements.

..... Air pollution comes not only from automobile emissions but also from power

plants.

..... Developing countries produce air pollution greatly.

..... The United States’ population accounts for 5 percent of the world’s population.

..... Acid rain is a serious threat in industrialized nations.

..... Ozone layer is known as a protective layer for the earth.

..... People in industrialized countries as well as in less developed countries want to

reduce air pollution.

..... "Greenhouse" gases let heat in the earth’s atmosphere radiate into space .



..... When CFCs destroy ozone molecules, ozone holes are created.

..... Recently more than 330,000 new cases of skin cancer and 1.6 million cases of

eye cataracts worldwide have been reported.

..... Plankton is the foundation of the food chain in oceans.

III Increasing your vocabulary

Synonyms

Look at the text again and say which words or phrases have the same meaning as:

1. spreading throughout ..............................

2. originate from ..............................

3. unfavourably ..............................

4. cause damage ..............................

5. incidental product ..............................

6. cities near the beach ..............................

7. becoming smaller ..............................

8. move slowly ..............................9. discover ..............................

10. disastrous ..............................

B. WRITING

I Sentence-building

Make necessary changes and additions to complete the following passage from the prompts given below:

1. Environmental pollution / be / term / that / refer / all the ways / by which / people /

pollute / surroundings.

..................................................................................................................................................

..................................................................................................................................................

2. People / dirty / air / gases / smoke.



..................................................................................................................................................

..................................................................................................................................................

3. They / poison / water / too many / fertilizers / pesticides.

..................................................................................................................................................

..................................................................................................................................................

4. People / also / pollute / surroundings / various other ways.

..................................................................................................................................................

..................................................................................................................................................

5. For example, / they / ruin / natural beauty / scattering / junk / litter / the land / the water.

..................................................................................................................................................

..................................................................................................................................................

6. They / operate / machine / motor vehicles / that / fill / air / disturbing / noise.

..................................................................................................................................................

..................................................................................................................................................

7. Nearly / everyone / cause / pollution / some way.

..................................................................................................................................................

..................................................................................................................................................

8. Thus, / to end / or / great / reduce / pollution / immediately, / people / would / have / stop

/ using / many things / such / fertilizers / pesticides.

..................................................................................................................................................

..................................................................................................................................................

9. Governments / can / pass / laws / that / require / businesses / individuals / stop / or / cut

down on / polluting activities.

..................................................................................................................................................

..................................................................................................................................................

10. Individuals / groups of people / can / work / persuade / business / take action toward

reducing pollution.



..................................................................................................................................................

..................................................................................................................................................

II

Sentence-transforming

Change the following sentences from active voice into passive voice and vice versa:

1. Too much fertilizers or pesticides can ruin soil.

Soil...

............................................................................................................................................

............................................................................................................................................

2. Today, 75 percent of all the world’s energy is consumed by a quarter of the world’s

population.A quarter of...

............................................................................................................................................

............................................................................................................................................

3. Pollution can be gradually reduced in several ways.

People...

............................................................................................................................................

............................................................................................................................................4. Polluted water kills fish and other marine life.

Fish and other marine life...

............................................................................................................................................

............................................................................................................................................

5. Much pollution is caused by things that benefit people.

Things...

............................................................................................................................................

............................................................................................................................................

6. Greenpeace expects that hydrochloroflourocarbons (HCFCs) will come under strict

control at the parties to the Montreal Protocol in the next few years.

It...

............................................................................................................................................

............................................................................................................................................

7. Ozone is considered a dangerous pollutant when it exists close to the ground.



People...

............................................................................................................................................

............................................................................................................................................

8.

Some factors may slow global warming.

Globe warming...

............................................................................................................................................

............................................................................................................................................

9. The statistics in the text were supplied by the US Environmental Protection Agency.

The US Environmental Protection Agency...

............................................................................................................................................

............................................................................................................................................10. Rain washes pollutants out of the air and deposits them on the land and in bodies of

water.

Pollutants...

............................................................................................................................................

............................................................................................................................................

C.

FURTHER PRACTIVE

Exercise 1: Choose one of the words or phrases below to fill in each gap in the

following passage. Each word or phrase is used once only.

affected danger on grow during

pollution polluted reduce major simple

pollutants thing for increase problem

change cities development the areas

People have always (1)..........................their surroundings. But throughout much ofhistory, pollution was not a major (2).......................... .Most people lived in uncrowded ruralareas, and the (3)........................ they produced were widely scattered. People had no

pollution-causing machines or motor vehicles. The (4)................ of crowded industrial citiesin the 1700s and 1800s made pollution a (5)........................ problem. People and factories inthese cities put huge amounts of pollutants into small areas. (6)......................... the 1900s,urban areas continued to develop and other new inventions made pollution steadily worse. Bythe mid-1900s, pollution had (7).......................... the water in every major lake and river andthe air over every city in (8)......................... United States and other industrial countries. Sincethe late 1960s, millions of people have become alarmed by the (9)........................... of

pollution. Large numbers of people are now working to (10).......................... pollution.

(Taken from " English-Vietnamese Translation Materials



for Advanced Students of English" by Alan Mc Gowan and Jack Hudson)

Exercise 2: Read the following passage. Put the correct word from the list below in

each blank. You may use some words more than one.

so so much so many too too much too many enough

We are all slowly destroying the earth. The seas and rivers are (1).................. dirty to swimin. There is (2)...................... smoke in the air that it is unhealthy to live in many of the world’scities. In one well-known city, for example, poisonous gases from cars pollute the air(3)...................... that traffic policemen have to wear oxygen masks.

We have cut down (4)......................... trees that are now vast areas of wasteland all over theworld. As a result, farmers in parts of Africa cannot grow (5)....................... to eat. In certaincountries in Asia, there is (6)...................... little rice. Moreover, we do not take (7).....................care of the countryside. Wild animals are quickly disappearing. For instance, tigers are rare in

India now because we have killed (8)................... for them to survive. However, it isn’t(9)................. simply to talk about the problem. We must act now before it is (10).......................late to do anything about it. Join us now. Save the Earth. This is (11)..................... important toignore.

(Taken from " Longman Texts in Context " by Heaton J. B)

D. TRANSLATION

I Translate into Vietnamese

The greenhouse effect is not a new phenomenon. Scientists have known centuries that alayer of gases naturally surrounds the earth like an insulting blanket, trapping the reflectedenergy of the sun and preventing it from escaping into space. That is what makes the earthwarm enough for people, plants and animals. However, recent human activity has boostedconcentrations of greenhouse gases and enhanced their heat-trapping ability. The main culpritis carbon dioxide (CO2) which scientists estimate amounts for nearly half of global warming.CO2 is released from burning fossil fuels (coal, oil and gas) and from clearing and burningforests.

There are other important greenhouse gases too and they cannot be ignored – CFCs, forexample, may account for 25 per cent of global warming in the next century if their

production is not scaled back. But CO2 is the pivotal one. The UN International Panel onClimatic Change now says that CO2 levels could double within 40 years if present rates offossil-fuel burning and deforestation continue. That could mean an average temperatureincrease between two and four degrees centigrade and a sea-level of perhaps a foot by 2050.

(Taken from " Passport to ILTS " by Diana Hopkins & Mark Nettle)

II


1. Ngườ i ta đã ướ c tính đượ c r ằng 50% sự ô nhiễm khí quyển và 20% của hiện tượ ng hiệu

ứng nhà kính trên thế giớ i là do các loại xe có động cơ gây ra. Để bảo tồn năng lượ ng,



giảm thiểu sự ô nhiễm không khí và những ảnh hưở ng mang tính toàn cầu của sự ô

nhiễm này thì việc chuyển các loại xe chạy bằng động cơ đi-e-zen sang loại xe chạy

bằng điện là vô cùng cần thiết.

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

2. Ô-zôn đượ c tạo thành từ ba nguyên tử ô-xy, trái vớ i hai nguyên tử ô-xy có mặt trong

khí ô-xy mà chúng ta vẫn cần để thở . Bản thân ô-zôn r ất độc hại và nó đượ c xem như là

một chất gây ô nhiễm nguy hại nếu như nó tồn tại gần mặt đất. Trên tầng bình lưu, ô-

zôn thực hiện một chức năng r ất quan tr ọng đối vớ i cuộc sống trên trái đất. ở đó, ô-zôn

sẽ chắn bức xạ cực tím và bảo vệ trái đất khỏi bức xạ (nhiệt) mặt tr ờ i. Những ảnh hưở ng

của việc suy giảm tầng ô-zôn bao gồm:

tỉ lệ ung thư da cao hơ n

nhiều bệnh về mắt hơ n (gồm cả bệnh đục thuỷ tinh thể)

giảm hệ thống miễn dịch ở con ngườ i

phá huỷ sự sống dướ i nướ c và hệ sinh thái

gây thiệt hại cho nông nghiệ p và các loài thực vật tự nhiên

tăng hiện tượ ng hiệu ứng nhà kính tự nhiên

thay đổi nhiệt độ của khí quyển.

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................



............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

E.

VOCABULARY

adversely (adv) : bất lợ i, có hại

atmospheric current (n) : luồng khí

automobile emissions (n) : khí thải từ các loại xe có động cơ

by-product (n) : sản phẩm phụ

cataract (n) : bệnh đục thuỷ tinh thể

catastrophic (adj) : thảm hoạ, tai biến

debate (v) : bàn luận, tranh cãi, suy ngh ĩ , cân nhắc

detect (v) : khám phá ra, phát hiện

diesel-propelled car (n) : xe chạy bằng động cơ đi-e-zen

drift (v) : trôi dạt

electric car (n) : xe (chạy bằng) điện

environmental protection (n) : việc bảo vệ môi sinh

food chain (n) : chuỗi thức ăn

glacier (n) : sông băng

hemisphere (n) : bán cầu

human immune system (n) : hệ thống miễn dịch ở con ngườ i

inundate (v) : ngậ p tràn, ngậ p lụt

oxygen atom (n) : nguyên tử ô-xy

oxygen mask (n) : mặt nạ ô-xy

ozone depletion (n) : sự suy giảm tầng ô-zôn



ozone molecule (n) : phân tử ô-zôn

pervasive (adj) : tràn ngậ p, toả khắ p

plankton (n) : sinh vật trôi nổi

precipitation (n) : (lượ ng) mưa, tuyết

radiate (v) : toả ra, phát ra

rare (adj) : hiếm

screen (v) : che, chắn

shield (v) : bảo vệ

trap (v) : giữ lại, không thoát ra đượ c

wasteland (n) : vùng đất hoang





Tr 77 – 82.



Mục lục

Unit 8 The stratosphere: our global sunscreen..........................................................................2

A. READING............................................................................................................................2I. Comprehension questions ................................................................................................2

II. True – false statements.................................................................................................3

III. Increasing your vocabulary ..........................................................................................4

B. WRITING.............................................................................................................................4I. Sentence-building.............................................................................................................4

II. Sentence-transforming .................................................................................................5

C. FURTHER PREACTIVE.....................................................................................................6D. TRANSLATION..................................................................................................................6

I. Translate into Vietnamese................................................................................................6

II. Translate into English...................................................................................................7E. VOCABULARY ..................................................................................................................7

Unit 8. The stratosphere: our global

sunscreen




Unit 8

The stratosphere: our global sunscreen

A.

READING


- Where is the stratosphere?

- How important is the stratosphere?

--------------------------------------------------------------------------------------------------------------------

The atmosphere’s second layer is the stratosphere, which extends from 17-18 kilometers aboveEarth’s surface. It is a much more peaceful place than the troposphere. Although the stratosphere

contains less matter than the troposphere, its composition is similar, with two notable exceptions.Its volume of water vapor is about 1,000 times less and its volume of ozone (O3) is about 1,000

times greater.

Stratosphere ozone is produced when some of the stratosphere’s oxygen molecules interact with

lighting and solar radiation. This thin layer of ozone keeps about 99% of the harmful ultravioletradiation given off by the sun from reaching Earth’s surface. This filtering action protects us from

increased sunburn, skin and eye cancer, cataracts and damage to the immune system. This global

sunscreen also prevents damage to some plants, aquatic organisms, and other land animals.Furthermore, it keeps much of the oxygen in the troposphere from being converted to toxic ozone

by incoming UV radiation. The trace amounts of ozone that do form in the troposphere as acomponent of urban smog damage plants, the respiratory system of humans and other animals,and materials such as rubber.

Thus our good health and that of many other species depend on having enough "good" ozone in

the stratosphere and as litter as possible "bad" ozone in the troposphere. Unfortunately, our

activities are increasing the amount of harmful ozone in the tropospheric air we must breathe anddecreasing the amount of beneficial ozone in the stratosphere.

Air in the stratosphere, unlike that in the troposphere, is calm, with little vertical mixing. Pilots

like to fly in this layer because it has so little turbulence and such excellent visibility. Flying in

the stratosphere also improves fuel efficiency because the thin air offers little resistance to the

forward thrust of the plane. And unlike the troposphere, temperature rises with altitude in thestratosphere until there is another reversal at the stratopause, which makes the end of the

stratosphere and the beginning of the atmosphere’s next layer.






1.

Where is the stratosphere ?

.....................................................................................................................................................

.....................................................................................................................................................

2. How useful is the stratosphere ozone to life on Earth?

.....................................................................................................................................................

.....................................................................................................................................................

3. What do our good health as well as that of many other species rely on?

.....................................................................................................................................................

.....................................................................................................................................................

4. What are advantages of flying in the stratosphere ?

.....................................................................................................................................................

.....................................................................................................................................................

5. What leads to the increase in the amount of harmful ozone in the tropospheric air we must

breathe and decrease the amount of beneficial ozone in the stratosphere?

.....................................................................................................................................................

.....................................................................................................................................................

II.

True – false statements

Decide whether the following statements are true (T), false (F) or there’ s no information

given (N) according to the text.

..... Air in the troposphere is as calm as that in the stratosphere.

..... The composition of the stratosphere is similar to that of troposphere except for

its volume of water vapor and its volume of ozone.

..... Human activities are decreasing the amount of harmful ozone in the

tropospheric air we must breathe and increasing the amount of beneficial ozone

in the stratosphere.

..... The troposphere extends only about 17 kilometers above sea level at the equator

and about 8 kilometers above the poles.

..... In the stratosphere, temperature rises with altitude.




Find word or phrase in the text that have the same meaning to:

1. very small quantities

2. the system protecting against infection

3. poisonous

4. plants and animals living in water

5. power of resisting

.............................................

.............................................

.............................................

.............................................

.............................................

B.

WRITING


Make any changes and additions to complete the following sentences.

6. Small amounts / carbon dioxide / water vapor / trace amounts / ozone, methane, nitrous

oxide, chlorofluorocarbons / other gases / troposphere / play / key role / determine / Earth’s

average temperature.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

7.

Because / population growth, / one out of three persons / world / lack / enough fuel / keepwarm / cook food.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

8. A potentially renewable resource / can / renew / fairly / quick / through natural processes.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

9. Unless / fertilizers / be / use / properly, / agriculture productivity / be / increase.



.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

10.

Environment science / be / study / how / we / other species / interact / one another / the non-

living environment of matter and energy.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................


Rewrite the following sentences without changing their meanings.

1. Unless it rains, millions of pounds’ worth crops will be lost.

If ...

.....................................................................................................................................................

.....................................................................................................................................................

2. It was dark and consequently photosynthesis couldn’t take place.

It was too...

.....................................................................................................................................................

.....................................................................................................................................................

3. We should use cleaner and safer fuels to control and reduce air pollution.

In order...

.....................................................................................................................................................

.....................................................................................................................................................

4. Daily temperature fluctuations seldom affect the soil deeper than about 30-40m.

Daily temperature fluctuations seldom have...

.....................................................................................................................................................

.....................................................................................................................................................



5. As we are burning more and more fossil fuels (coal, oil, natural gas), they will soon become

extinct.

The more...

.....................................................................................................................................................

.....................................................................................................................................................

C.

FURTHER PREACTIVE

Gap-filling: Choose one suitable word among the given words. Each is used once only.

than vary a level and

effect more the layers with

affect fluctuate Earth surface climate

fewer changes fluctuations atmosphere temperature

Soil temperatures resulting from the sun’s radiation change with the depth (1)...................

with the time of day. For example, the maximum daily (2)................... at deep soil depths isdelayed, even by several hours, after the time when the air temperature reaches a maximum.

Conversely, on cool nights, the deep soil (3)................... don’t cool as fast as 4)...................

layers because of the insulting effect of the overlying soil . Heat flow is slower in soil than in the(5)................... . The deeper the soil layer, (6)................... longer it takes a temperature change to

reach it and thus the less will be the actual temperature fluctuation from day to day or week to

week. Daily temperature (7)................... seldom (8)................... the soil deeper than about 30-40

cm. Below about 1m the soil (9)................... slowly from season to season. The mean summer andmean winter temperatures at 1m deep seldom differ by (10).................... than 5

0C in the subtropics;

differences increase several degrees in temperate regions.

D.

TRANSLATION


Stratosphere ozone is produced when some of the stratosphere’s oxygen molecules interact

with lighting and solar radiation. This thin layer of ozone keeps about 99% of the harmfulultraviolet radiation given off by the sun from reaching Earth’s surface. This filtering action

protects us from increased sunburn, skin and eye cancer, cataracts and damage to the immunesystem. This global sunscreen also prevents damage to some plants, aquatic organisms, and otherland animals. Furthermore, it keeps much of the oxygen in the troposphere from being converted

to toxic ozone by incoming UV radiation. The trace amounts of ozone that do form in the

troposphere as a component of urban smog damage plants, the respiratory system of humans and

other animals, and materials such as rubber.




1. Việc sản xuất lươ ng thực trên toàn cầu trong hai thậ p k ỷ qua đã gia tăng một cách đáng k ể.

Tuy nhiên đây cũng là một nguyên nhân dẫn đến sự ô nhiễm môi tr ườ ng.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

2. Hiệu ứng nhà kính gây ra do việc tăng lượ ng khí CO2 trong không khí có thể dẫn đến những

thay đổi quan tr ọng đối vớ i khí hậu toàn cầu.

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

E.

VOCABULARY

1. cataract (n) : bệnh đục thuỷ tinh thể

2. composition (n) : thành phần

3. extend (v) : mở r ộng, kéo dài

4. immune system (n) : hệ thống miễn dịch

5. interact (v) : tươ ng tác

6. molecule (n) : phân tử

7. notable (adj) : đáng chú ý, nổi bật

8. respiratory system (n) : hệ hô hấ p

9. reversal (n) : sự đảo lộn

10. stratosphere (n) : tầng bình lưu

11. sunburn (n) : sự rám nắng

12. sunscreen (n) : tấm chắn bức xạ mặt tr ờ i

13.

thrust (v) : đẩy mạnh

14. troposphere (n) : tầng đối lưu

15. turbulance (n) : sự bất ổn, xáo tr ộn

16. ultraviolet radiation (n) : bức xạ cực tím



17. vertical (n) : phươ ng thẳng đứng

18.

water vapor (n) : hơ i nướ c





Tr 83 – 91.




Mục lục

Unit 9 SOIL..............................................................................................................................2

A. READING .......................................................................................................................2

I. Comprehension questions............................................................................................3II. True - False questions..............................................................................................4

III. Increasing your vocabulary .....................................................................................4

B. Writing.............................................................................................................................5

I. Sentence - transforming...............................................................................................5II. Sentence-building ....................................................................................................6

C. Further practice................................................................................................................7D. Translation.......................................................................................................................8

I. Translate into Vietnamese ...........................................................................................8

II. Translate into English..............................................................................................8E. Vocabulary ....................................................................................................................10

Unit 9. SOIL




Unit 9

SOIL

A.

READING


- What are the components of soil?

- How many horizons of soil are there?

-------------------------------------------------------------------------------------------------

What is soil? Soil is a complex mixture of inorganic materials (clay, silt, pebbles, and

sand), decaying organic matter, water, air, and billions of living organisms. Soil forms whenlife-forms decay, when solid rock weathers and crumbles, and when sediments are deposited

by erosion. Unless you are a farmer, you probably think of soil as dirt- something you don'twant on your hands, clothes, or carpet. Yet your life and the lives of other organisms depend

on soil, especially topsoil. To a large extent all flesh is soil nutrients. Soil also provides us

with wood, paper, cotton, medicines-everything we get from plants-and helps purify the waterwe drink. Yet since the beginning of agriculture we have abused this vital, potentially

renewable resource. Entire civilizations have collapsed because they mismanaged the topsoil

that supported their populations.

Mature soils are arranged in a series of zones called soil horizons, each with a distincttexture and composition that varies with different types of soils. A cross-sectional view of the

horizons in a soil is called a soil profile. Most mature soils have at least three of the possiblehorizons.

The top layer, the surface-litter layer or O-horizon, consists mostly of freshly fallen and partially decomposed leaves, twigs, animals waste, fungi, and other organic materials.

Normally it is brown or black in color. The- topsoil layer , or A- horizon, are a porous mixtureof partially decomposed organic matter (humus) and some inorganic mineral particles. Usually

it is darker and looser than deeper layers. The roots of most plants and most of the soil's

organic matter are concentrated in these two upper layers. As long as these layers are anchored by vegetation, soil stores water and releases it in a nourishing trickle instead of a devastating

flood.

The two top layers of most well-developed soils teem with bacteria, fungi, earthworms,and small insects. These layers are also home for burrowing animals such as moles andgophers. These soil-dwellers interact in complex food webs.

Bacteria and other decomposer microorganisms are found by the billions in every handful of

topsoil. They recycle the nutrients we and other land organisms need by breaking down some of

the complex organic compounds in the upper soil into simpler inorganic compounds soluble in soilwater. Soil moisture carrying these dissolved nutrients is drawn up by the roots of plants and

transported through stems and into leaves.



Some organic litter in the two top layers is broken down into a sticky, brown residue of

partially decomposed organic material called humus. Because humus is only slightly solublein water, most of it stays in the topsoil layer. A fertile soil, producing high crop yields, has a

thick topsoil layer with lots of humus. Humus also helps topsoil hold water and helps keep

nutrients taken up by plant roots from being carried away as rainwater percolates downward

through the topsoil.(Taken from "Sustaining the Earth" by Tyler Miller, G)



1. How does soil form?

...............................................................................................................................................

...............................................................................................................................................

2.

What does soil give us? When did people start to abuse soil?

...............................................................................................................................................

...............................................................................................................................................

3. Why haven't we succeeded in civilizing?

...............................................................................................................................................

...............................................................................................................................................

4. When are mature soils called soil horizons? How many possible horizons do they have?

...............................................................................................................................................

...............................................................................................................................................

5. What are two top layers? What are there in these top layers?

...............................................................................................................................................

...............................................................................................................................................

6. What does the topsoil layer consist of?

...............................................................................................................................................

...............................................................................................................................................

7. Where can soil-dwellers interact?

...............................................................................................................................................

...............................................................................................................................................

8. How do bacteria and other decomposer microorganisms recycle the nutrients?

...............................................................................................................................................



...............................................................................................................................................

9. Why does most of humus stay in the topsoil layer?

...............................................................................................................................................

...............................................................................................................................................

10.

Which soil can produce high crop yields?

...............................................................................................................................................

...............................................................................................................................................

II. True - False questions

Decide whether the following statements are true "T" or false "F". Correct the false

statements.

1.

...... Neither our life nor the lives of other organisms depend on topsoil.

2. ...... Not all mature soils have at least three of the possible horizons.

3. ...... Soil can not be used again. It is used once only.

4. ...... Only mores and gophers live in A-horizon.

5. ...... The composition of the surface-litter layer is quite different from that of the

topsoil layer.

6. ...... We can find only one or two billion of bacteria and other decomposer

microorganisms in every handful of topsoil.

7. ...... Because of having a thick topsoil layer with lots of humus, a fertile soil

produces high crop yields.

8. ...... The color of the deeper layer is not so dark as the topsoil layer.

9. ...... Some living organisms are found in soil.

10. ...... One of the characteristics of humus is to help topsoil hold water.


Synonyms

Find words or phrases in the text that can be replaced by the following:

1. complicated ..................................

2. composition ..................................

3. mixture of two or more things ..................................



4. act on each other ..................................

5. use again and again ..................................

6. fully developed ..................................

7. full of pores ..................................

8. overwhelming ..................................

9. matter deposited on the land by water or wind ..................................

10. advanced stage of social development ..................................

Gap-filling

Complete the following statements with one of the appropriate words given bellow.

topsoil soil horizons living organisms

inorganic materials the surface-litter layer horizons

soil profile organic matter the topsoil layer

soil-dwellers food webs mature soils

1. Soil is a mixture of (1)....................., decaying (2)......................, water, air and billions of

(3).........................

2. Mature soils are arranged in a series of zones called (4)......................

3. Your life and the lives of other organisms depend on soil, especially (5)..................

4. A cross-sectional view of the horizons in a soil is called (6)....................

5. The top-layer, (7).....................,consists mostly of freshly fallen and partially decomposed

leaves, twigs, animal waste, fungi and other organic materials.

6. (8)...................is a mixture of partially decomposed organic matter and some inorganic

mineral particles.

7. Most (9)................... have at least three of the possible (10).................

8. The (11).................. interact in complex (12)...................

B.

Writing

I. Sentence - transforming



1. Unless you are a farmer, you probably think of soil as dirt.



If you are...

...............................................................................................................................................

...............................................................................................................................................

2. The surface-litter layer is brown or black in color.

The color of...

...............................................................................................................................................

...............................................................................................................................................

3. The topsoil layer is darker and looser than the deeper layers.

The deeper layer...

...............................................................................................................................................

...............................................................................................................................................

4.

The two top layers of most well-developed soils teem with bacteria, fungi, earthworms,

and small insects.

There are ...

...............................................................................................................................................

...............................................................................................................................................

5. A fertile soil producing high crop yields has a thick topsoil layer with lots of humus.

A soil which...

...............................................................................................................................................

...............................................................................................................................................

6. If a soil is too dry, the seeds will not germinate.

Unless...

...............................................................................................................................................

...............................................................................................................................................

7. When the young plant break the soil surface, food manufacture by photosynthesis can

begin.

When the soil surface...

...............................................................................................................................................

...............................................................................................................................................

II. Sentence-building



Make any changes and additions to complete the following sentences from the prompts

given bellow.

8. Too much / cultivation / destroy / soil structure.

...............................................................................................................................................

...............................................................................................................................................

9. The plant / produce / food / chemical substances / present / soil / air.

...............................................................................................................................................

...............................................................................................................................................

10. We / can / use a unit / called / soil profile / describe / soils.

...............................................................................................................................................

...............................................................................................................................................

11. When / we / want / compare / two soils, / we / examine / profiles.

...............................................................................................................................................

...............................................................................................................................................

12. The root hairs / be / part / a plant / which / absorb / water / mineral / soil.

...............................................................................................................................................

...............................................................................................................................................

13. The temperature / wet / soils / be / lower / than / well-drained soils.

...............................................................................................................................................

...............................................................................................................................................

14. Seeds / can not / germinate / a soil / which / lack / sufficient oxygen.

...............................................................................................................................................

...............................................................................................................................................

15. It / take / century / form / 1 inch / new topsoil.

...............................................................................................................................................

...............................................................................................................................................

C.

Further practice

Gap-filling

Read the following paragraph. Put a circle round the letter of the correct word or words

to use in each blank

1. a. passes b. used to pass c. would pass d. passed



2. a. are burning b. would burn c. have burnt d. were burnt

3. a. not used b. did not use c. not using d. was not used4. a. doubles b. had doubled c. will double d. would double

5. a. were unable b. would be unable c. will be unable d. are unable

6. a. has declined b. will decline c. declines d. would decline

7. a. believed b. is believing c. believing d. is believed8. a. would use b. used c. use d. will use

9. a. did not increase b. would not increase c. does not increase d. may not increase

10. a. would never use b. may never be used c. would never be used d. may never use11. a. was b. used to be c. would be d. has been

When man first learned how to make a fire, he began to use fuel for the first time. Thefuel he used was probably wood. As time (1)......................., man eventually discovered that

substances such as coal and oil (2)........................ .

Coal (3)..................... very widely as a source of energy until the last century. With the

coming of the industrial revolution, it was soon realized that production (4).................... if coalwas used instead of wood. Nowadays, many of the huge factories and electricity generating

stations (5)..................... to function if there was no coal.

In the last twenty or thirty years, however, the use of coal (6)..................... As a result,

there have been changes in the coal industry. It (7).................... that more people(8)...................... coal if oil and gas were not so readily available.

There is more than enough coal in the world for man's needs for the next two hundred

years if our use of coal (9)................... . Unfortunately, however, about half of the world's coal

(10)................... . Mining much of it (11)..................... very expensive even if it was possibleto use new equipment.

(Taken from " Extra Practice" by George, D)

D.

Translation


Three materials in various compositions; water (including snow), rock and soil cover theEarth surface. Soil results from the weathering of rock materials, which involves both the

physical breakdown of rock into small particles and chemical alteration of its composition.

There are, however, many other processes, which together produce the distinctive features ofthe material we call soil and organize this material into soil on the surface of the land. Of

primary importance are the processes associated with plants, animals and microorganisms,which colonize the soil.

(Taken from " Land Use" by O’Callaghan, J.R)


1. Do các cấ p hạt của đất r ất nhỏ nên nướ c không thể ngấm qua đất một cách dễ dàng.



.......................................................................................................................................................

.......................................................................................................................................................

2. Nếu có quá nhiều nướ c ở trong đất thì nó phải đượ c tháo rút.

.......................................................................................................................................................

.......................................................................................................................................................

3. Thành phần đất ở những vùng khô cằn và thành phần của đá gốc r ất giống nhau.

.......................................................................................................................................................

.......................................................................................................................................................

4. Trong nhiều thế k ỷ qua ngườ i ta đã nhận ra r ằng, mặc quần áo màu sáng trong khí hậu nóng thì mát

hơ n là mặc quần áo màu tối vì màu tối hấ p thụ nhiệt nhiều hơ n. Tươ ng tự như thế, đất sẫm màu hấ p

thụ nhiệt nhiều hơ n đất sáng màu. Mặc dù đất tối màu có lượ ng mùn cao, hấ p thụ nhiệt nhiều hơ n

đất sáng màu, nhưng loại đất này lại thườ ng xuyên chứa đượ c nhiều nướ c hơ n.

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

5. Môi tr ườ ng đô thị ở nướ c ta đang bị ô nhiễm do các chất thải r ắn và nướ c thải chưa đượ c thu gom

và xử lý theo đúng quy định. Thêm vào đó thì khí thải, tiếng ồn và bụi từ các phươ ng tiện giao thông

và các ngành sản xuất quy mô vừa và nhỏ cùng vớ i cơ sở hạ tầng yếu kém càng làm cho điều kiện

vệ sinh môi tr ườ ng ở đô thị lâm vào tình tr ạng báo động. Hệ thống cấ p thoát nướ c lạc hậu, xống cấ p,

không đáp ứng đượ c yêu cầu. Mức ô nhiễm không khí do bụi và các khí thải độc hại ở nhiều nơ i

vượ t tiêu chuẩn cho phép nhiều lần, đặc biệt ở một số thành phố lớ n như Hà Nội, thành phố Hồ Chí

Minh vượ t tiêu chuẩn cho phép từ 2 đến 3 lần.

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................



.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

E.

Vocabulary

1. abuse (v) : lạm dụng

2. anchor (v) : neo, bám chặt

3. civilization (n) : sự văn minh, sự khai hoá

4. complex (adj) : phức tạ p

5. compound (n) : hợ p chất

6.

crumble (v) : vỡ vụn

7. decay (v) : thối r ữa, mục nát

8. decompose (v) : phân huỷ

9. earthworm (n) : con giun đất

10. fungus (n) : nấm

11. humus (n) : mùn cây

12. inorganic (adj) : (thuộc) vô cơ

13. interact (v) : tươ ng tác

14. material (n) : vật chất

15. mature (adj) : tr ưở ng thành

16. mineral (n) : khoáng chất

17. mixture (n) : hỗn hợ p

18. mole (n) : số phân tử gam của vật chất

19. particle (n) : phân tử, hạt

20. pebble (n) : đá cuội

21.

percolate (v) : ngấm

22. porous (adj) : lỗ r ỗng, tính r ỗng

23. purify (v) : lọc, làm cho tinh khiết

24. recycle (v) : tái chế

25. resource (n) : tài nguyên



26. root (n) : r ễ cây

27. sand (n) : cát

28. sediment (n) : tr ầm tích

29. soil profile (n) : phẫu diện đất

30.

soluble (adj) : có thể hoà tan

31. stem (n) : thân cây

32. topsoil (n) : (tầng) đất mặt

33. zone (n) : miền, vùng





Tr 92 – 100.

Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho

mục đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in

ấ n phục vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và

tác giả.

Mục lục

Unit 10 Soil texture, porosity, acidity .............................................................................. 2

A. Reading...................................................................................................................... 2

I. Comprehension questions...................................................................................... 3

II. True-false questions........................................................................................... 4

III. Increasing your vocabulary ............................................................................... 4

B. Writing....................................................................................................................... 5

C. Further practice..........................................................................................................6

D. Translation................................................................................................................. 8

I. Translate into Vietnamese ..................................................................................... 8

II. Translate into English........................................................................................ 8

E. Vocabulary ................................................................................................................ 9

Unit 10. Soil texture, porosity, acidity




Unit 10

Soil texture, porosity, acidity

A. Reading

• Warm-up activities

- Name the soils and their characteristics that you know.

- Which soil is best for growing most crops?

.................................................................................................................................................

Soils vary in their content of clay (very fine particles), silt (fine particles), sand

(medium-size particles), and gravel (coarse to very coarse particles). The relative amounts

of the different sizes and types of mineral particles determine soil texture. Soils containing

a mixture of clay, sand silt and humus are called loams.

To get an idea of a soil's texture, take a small amount of topsoil, moisten it, and rub it

between your fingers and thumb. A gritty feel means that it contains a lot of sand. A sticky

feel means a high clay content, and you should be able to roll it into a clump. Silt-laden

soil feels smooth like flour. A loam topsoil, best suited for plant growth, has a texture

between these extremes-a crumbly, spongy feeling with many of its particles clumped

loosely together.

Soil texture helps determine soil porosity: a measure of the volume of pores or spaces

per volume of soil and average distances between those spaces. A porous soil (with many

pores) can hold water and air than a less porous soil. The average size of the spaces or

pores in a soil determines soil permeability: the rate at which water and air move from

upper to lower soil layers. Soil porosity is also influenced by soil structure: how soil

particles are organized and clumped together.

Loams are the best soils for growing most crops because they hold lots of water but

not too tightly for plant roots to absorb. Sandy soils are easy to work, but water flows

rapidly through them. They are useful for growing irrigated crops or those with low water

requirements, such as peanuts and strawberries.

The particles in clay soils are very small and easily compacted. When these soils get

wet, they form large, dense clumps, explaining why wet clay can be molded into bricks and

pottery. Clay soils are more porous and have a greater water-holding capacity than sandy

soils, but the pore spaces are so small that these soils have a low permeability. Because

little water can infiltrate to lower levels, the upper layers can easily become too

waterlogged for most crops.

Acidity and basicity of substances in water solution are commonly expressed in terms

of pH. Soils vary in acidity, and the pH of a soil influences uptake of soil nutrients by

plants. Plants vary in the pH ranges they can tolerate

(Taken from "Sustaining the Earth" by Tyler Miller, G.)





1. How do soils vary? How can we give a concept of soil's texture?

........................................................................................................................................

........................................................................................................................................

2. Which soils are loams ? Why are they the best for growing crops?

........................................................................................................................................

........................................................................................................................................

3. Why can we roll soil with a high clay content?

........................................................................................................................................

........................................................................................................................................

4. Why does a porous soil hold more water and air than a less porous soil?

........................................................................................................................................

........................................................................................................................................

5. What does soil permeability mean? What can determine it?

........................................................................................................................................

........................................................................................................................................

6. Why can people mould wet clay into bricks and pottery?

........................................................................................................................................

........................................................................................................................................

7. What are characteristics of the particles in clay soil?

........................................................................................................................................

........................................................................................................................................

8. Are sandy soils useful for growing peanuts and strawberries?

........................................................................................................................................

........................................................................................................................................

9. What does the soil structure have influence on?

........................................................................................................................................



........................................................................................................................................

10. Why are the upper layers easy to become waterlogged for crops?

........................................................................................................................................

........................................................................................................................................

II. True-false questions

Decide whether the following statements are true "T" or false "F". Correct the

false statements.

1.

...... The relative amounts of the different sizes and types of mineral particles

determine loams.

2. ...... People have to depend on clay, silt, gravel and sand content to group soil into

textual classes.

3. ...... Loams are soils, which contain a mixture of clay, sand, silt, and humus.

4.

...... It's difficult to get an idea of soil composition.

5. ...... A less porous soil can hold less water than a porous soil.

6. ...... There are not many pores in porous soil.

7. ...... Sandy soil is good for growing peanuts and strawberries.

8.

...... Bricks and pottery are made from wet clay.

9.

...... Clay soils and sandy soils have the same water-holding capacity.

10. ...... The pore spaces of clay soils are very small.

III.


Complete the following statements with the appreciate words given below:

sand water and air mineral particles

gravel wet clay sandy soil

loams clay content soil texture

11. Soils containing a mixture of a clay, sand silt and humus are called (1).............

12.

Bricks and pottery are made from (2).......................

13.

A porous soil (with many pores) can hold (3)..................than a less porous soil.

14. (4)...................... are easy to work, but water flows rapidly through them.

15. A gritty feel means that it contains a lot of (5)......................

16. A sticky feel means a high (6)..................

17.

The relative amounts of the different size and of (7)......................... determine(8).................



18.

Soils vary in their content of clay, silt, sand and (9)......................

B. Writing

Sentence-transforming



1.

Soil containing a mixture of clay, sand, silt and humus are called loams.

Loams are soils which...

........................................................................................................................................

........................................................................................................................................

2. A porous soil can hold more water and air than a less porous soil.

A less porous soil...

........................................................................................................................................

........................................................................................................................................

3. Loams are the best soils for growing most crops because they hold lots of water but

not too tightly for plant roots to absorb.

As...

........................................................................................................................................

........................................................................................................................................

4. It is useful for growing irrigated crops in sandy soils.

Sandy soils...

........................................................................................................................................

........................................................................................................................................

5.

People can mold wet clay into bricks and pottery.

Brick and pottery...

........................................................................................................................................

........................................................................................................................................

6.

Clay soils have a greater water-holding capacity than sandy soils.

Sandy soils ...

........................................................................................................................................

........................................................................................................................................



C. Further practice

Exercise 1: Expression of degree

Look at the following pairs of sentences. Notice that the first half of each sentence

describes a state and the second half expresses a consequence.

Example: The soil was dry so the seed could not germinate.

The soil was heavy and clayey and , as a result, it was unsuitable for

root crops

We can express these sentences in another way using the expression of degree too:

Example: The soil was too dry for the seed to germinate.

The soil was too heavy and clayey to be suitable for root crops.

Rewrite the following sentences using too as in example (c) and (d) above and make any other changes that are necessary.

7.

The soil particles are fine so the water cannot percolate easily through the soil.

........................................................................................................................................

........................................................................................................................................

8. Because the soil was compact, it was not suitable for root crops.

........................................................................................................................................

........................................................................................................................................

9.

Soil aeration was inadequate and consequently the plant could not receive a proper

supply of oxygen.

........................................................................................................................................

........................................................................................................................................

10.

As a result of the land being waterlogged, it was not possible to produce a healthy

crop.

........................................................................................................................................

........................................................................................................................................

11. The soil profile was so shallow that it could not give the roots sufficient anchorage.

........................................................................................................................................

........................................................................................................................................

12.

As the root system was poorly developed, the plant could not produce a good top

growth.

........................................................................................................................................

........................................................................................................................................

13. It was dark as a result photosynthesis could not take place.



........................................................................................................................................

........................................................................................................................................

14. The current was so swift that the silt would not be deposited.

........................................................................................................................................

........................................................................................................................................

Now look at the sentences you have written and rewrite them using

not + adjective + enough, using the adjective given for each sentence .

Example: The soil was too dry for the seed to germinate. (wet)

= The soil was not wet enough for the seed to germinate.

The soil was too heavy and clayey to be suitable for root crops. (light

and sandy)

= The soil was not light and sandy enough to be suitable for root crops.

1.

The soil particles are fine so the water cannot percolate easily through the soil

(coarse).

........................................................................................................................................

........................................................................................................................................

2. Because the soil was compact, it was not suitable for root crops.

(loose)

........................................................................................................................................

........................................................................................................................................

3. Soil aeration was inadequate and consequently the plant could not receive a proper

supply of oxygen.

(adaquate)

........................................................................................................................................

........................................................................................................................................

4.

As a result of the land being waterlogged, it was not possible to produce a healthy

crop.

(well-drained)

........................................................................................................................................

........................................................................................................................................

5. The soil profile was so shallow that it could not give the roots sufficient anchorage.

(deep)

........................................................................................................................................

........................................................................................................................................



6. As the root system was poorly developed, the plant could not produce a good top

growth.

(well-developed)

........................................................................................................................................

........................................................................................................................................

7. It was dark as a result photosynthesis could not take place.

(bright)

........................................................................................................................................

........................................................................................................................................

8. The current was so swift that the silt would not be deposited.

(slow)

........................................................................................................................................

........................................................................................................................................

D. Translation

I.

Translate into Vietnamese

The soil is always an important component in the system comprising the lithosphere,

the atmosphere and the biosphere. Soil particles reflect the varying nature of the

interactions with this system. Soil is very essential for many human activities, and we can

only successfully and sustainably undertake these activities if we understand how soil has

been developed and how it is affected by changes in the system, particularly those in the

biosphere caused by our manipulation of vegetation and soil.

(Taken from " Environmental Sciences" by Wilson, R.)


1. ánh sáng mặt tr ờ i cung cấ p năng lượ ng cho quá trình chuyển nướ c từ đất và cacbon

điôxít từ không khí thành đườ ng và hyđrát cacbon.

........................................................................................................................................

........................................................................................................................................

2. Việc canh tác quá nhiều làm phá hủy cấu trúc của đất.



........................................................................................................................................

........................................................................................................................................

3.

Nếu đất quá lạnh thì sự nảy mầm của cây cối không thể xảy ra.

........................................................................................................................................

........................................................................................................................................

4. Thành phần cơ giớ i là đặc tính quan tr ọng của đất bở i vì ở một phạm vi nào đó nó sẽ

quyết định tỷ lệ hút nướ c, sự tích tr ữ nướ c ở trong đất, tính thấm khí và nó sẽ ảnh

hưở ng đến độ phì nhiêu của đất. Ví dụ, đất cát thô r ất dễ canh tác, có tính thấm khí tốt

cho sự phát triển của r ễ và dễ làm ướ t, nhưng loại đất này cũng khô r ất nhanh và dễ bị

mất các chất dinh dưỡ ng cho cây tr ồng. Còn các loại đất sét lại r ất khó làm ướ t, khó

canh tác và cũng khó tháo rút nướ c.

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

E. Vocabulary

1. absorb (v) : hấ p thụ, ngấm

2. brick (n) : gạch

3.


4.

clump (v) : tạo thành lùm, thành đống

5. coarse (adj) : thô, không mịn

6.

compact (adj) : nén, r ắn chắc

7. content (n) : hàm lượ ng

8. dense (adj) : dày đặc, chặt

9. grit (n) : hạt cát, hạt sỏi

10.

infiltrate (v) : xâm nhậ p

11. irrigate (v) : tướ i nướ c

12. loam (n) : đất giàu mùn, đất thịt

13.

moisten (v) : làm ẩm



14.

mold (v) : đúc theo khuôn

15. permeable (adj) : dễ them

16. porous (adj) : lỗ r ỗng, tính r ỗng

17. pottery (n) : đồ gốm

18. roll (v) : cuộn tròn, vo viên

19. rub (v) : chà xát

20. sticky (adj) : dẻo, dính

21. spongy (adj) : mềm, xố p, đàn hồi

22. tolerate (v) : chịu đựng

23.

volume (n) : khối lượ ng

24.

waterlogged (adj) : ngậ p úng





Tr 101 – 109.




tác giả.

Mục lục

Unit 11 The origin And composition of soil.....................................................................2

A. Reading...................................................................................................................... 2


II. True - False sentences........................................................................................4


B. Writing....................................................................................................................... 5

I. Sentence-rephrasing .............................................................................................. 5

C. Further practice..........................................................................................................7

D. Translation................................................................................................................. 8

I. Translate into Vietnamese ..................................................................................... 8

II. Translate into English........................................................................................ 9E. VOCABULARY ....................................................................................................... 9

Unit 11. The origin And composition of

soil




Unit 11

The origin And composition of soil

A. Reading

a.

Warm-up Activities

- What does weathering mean?

- Is chemical weathering different from physical one?

...........................................................................................................................................

Soil is the residue composed of two main ingredients: mineral material and organic

material. 2Organic material originates from dead plants and animals and materials other

than this are derived from rocks of various kinds. These rocks are broken down into small

particles by mechanical disintegration and chemical decomposition. This breaking process,

known as weathering, may thus be both physical and chemical.

5When weathering processes are largely physical-by heat or wind, for instance-the

composition of the soil is very similar to that of parent rock. In arid regions weathering is

mostly by physical means. But in humid regions chemical processes of weathering are

equally important. 8In such regions rock particles are affected by water which may contain

carbonic or other weak acids. These acids dissolve some of the particles in the rocks. The

mineral material that is left behind is insoluble. Consequently, the insoluble mineral residues

in the soil have less resemblance to the original rocks. There are large amounts of organic

matter in the so down il, too.

The process of soil formation results in the development of the soil profile. 14This is

made up of a succession of horizontal layers, or "horizons", of varying thickness, from the

surface to the parent rock. Generally speaking, there are three distinct horizons, known as

A, B and C. A is the topsoil, which is coarse-grained, and dark in color because of the

presence of humus. B is known as the sub-soil which contains some of the products

leached, or washed, out of the A-horizon. The C-horizon consists of parent material which

has been weathered in the upper part, and unweathered rock bellow.

Any sample of soil contains particles of different sizes. 20These have been divided into

the following size groups:

Material Diameter (mm)

Gravel

coarse sand

fine sand

silt

clay

more than 2.0

2.0-0.2

0.2-0.02

0.02-0.002

less than 0.002



Soils range from pure clays to pure sands. 22Most of them contain various proportions

of sand, silt, and clay and these varying proportion make up a soil 's textural class. The

principle classes in order of increasing fineness of material are sand, loamy sand, loam,

silt, silty clay loam, clay loam, silt and clay.

Any soil contains both mineral and organic matter. 25Clay particles are the most

important of the mineral particles because they are the smallest. Smaller the sized particles

have a greater exposed surface area than larger sized particles. The smaller the size of a

particle, the greater is its reactivity. That is to say, smaller sized particles can react or

combine with water, nutrients and humus more easily than larger sized particles. Thus, a

clay soil is more reactive than any other type of soil. Humus from decomposed organic

matter is vital to a soil as it makes a heavier soil lighter. 31In addition, it helps to bind the

mineral particles together in "crumbs".

(Taken from " English in Agriculture" by Alan Mountford)



1. What are the two major ingredients of soil?

...........................................................................................................................................

...........................................................................................................................................

2. Where does organic material and inorganic material originate?

...........................................................................................................................................

...........................................................................................................................................

3. When is the composition of the soil and the parent rock the same?

...........................................................................................................................................

...........................................................................................................................................

4. What are the rock particles in humid regions affected by? What does water in such

regions consist of?

...........................................................................................................................................

...........................................................................................................................................

5. What kind of material is insoluble when acids dissolve some particles in the rocks?

...........................................................................................................................................

...........................................................................................................................................

6.

What lead to the development of the soil profile?

...........................................................................................................................................



...........................................................................................................................................

7. How many distinct horizons are there? What are they? What are the C-horizon

composed of?

...........................................................................................................................................

...........................................................................................................................................

8. What is the color of the topsoil? How many groups can we divide particles of different

sizes into?

...........................................................................................................................................

...........................................................................................................................................

9.

Why are clay particles the most important of the mineral particles?

...........................................................................................................................................

...........................................................................................................................................

10.

What is the importance of humus?

...........................................................................................................................................

...........................................................................................................................................

II.

True - False sentences

Decide whether the following statements are true "T" or false "F". Correct the false

sentences.

1.

...... Mineral materials in soil are derived from various kinds of rocks.

2.

...... Physical weathering doesn't break down rocks into particles, neither does

chemical one.

3. ...... The composition of the soil in arid regions has a close resemblance to that of

the parent rock.

4. ...... Soils in arid regions and soils in humid regions are the same.

5. ...... Soils in humid regions are similar to the parent rock.

6.

...... There are a succession of soil horizons from the surface to the parent rock.

7. ...... Particles bigger than silt are clay particles .

8. ...... A clay loam contains particles of greater fineness than a loamy sand.

9. ...... Gravel particles are the least important of the mineral particles because of

being the biggest.



10.

...... If the size of a particle is larger, its reactivity is better.


Synonyms: Find words or phrase in the text which have the same meaning as:

1. areas ....................................

2.

damp ....................................

3. incapable of being dissolved ....................................

4. cohere ....................................

5. original rocks ....................................

6. rot ....................................

7. rough ....................................

8.

similarity ....................................

9.

small stones ....................................

10. substance that provides essential nourishment ....................................

B. Writing

I. Sentence-rephrasing

Rewrite the following sentences replacing the words printed in italics with

expressions from the text which have the same meaning :

1. Material other than mineral material is derived from dead plants and animals.

...........................................................................................................................................

...........................................................................................................................................

2. Breaking down rocks into small particles is performed mostly by heat or wind in arid

and semi-arid regions.

...........................................................................................................................................

...........................................................................................................................................

3. The remains of mineral materials that can not be dissolved in water have litter

similarity to the parent rocks in humid regions.

...........................................................................................................................................

...........................................................................................................................................



4. The succession of horizontal layers in a soil are called the topsoil, the sub-soil and the

parent material.

...........................................................................................................................................

...........................................................................................................................................

Writing descriptions

There are various patterns for describing the structure of the soil.

Examples: The soil is a loam that is slightly compact in structure.

= The soil is a loam with a slightly compact structure.

= The soil is a loam with a structure that is slightly compact.

= The soil is a loam that has a slightly compact structure.

= The soil is a loam having a slightly compact structure.

Rephrase he sentences below in each of the other ways shown in the examples

above:

5. The soil is a sandy loam that is granular in structure.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

6. The soil is a sandy loam with a cemented and compact structure.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

7.

The soil is a silty loam with a structure that is blocky and weakly granular.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

8. The soil is a clay loam that has a laminated and compact structure.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................



C. Further practice

Exercise 1. Word-checking:

Fill in each gap with a word or phrase without looking back the text:

1. If the soil material is not organic, it is derived from........................

2. Rocks of various kinds are........................into small particles.

3.

3. The breaking down process is known as ........................

4. Weathering may be both ........................ and ........................

5. If the weathering processes are physical the composition of the soil is very ........................

to the composition of the ........................ rock.

6. In humid regions the water dissolves some of the rock particles, but leaves behind mineral

material that is.........................

7. From the surface to the parent rock there are a succession of horizontal layers, or-

........................

8.

Sand, loamy sand, loam, silt loam, silty clay loam, clay loam, silt and clay are arranged in

order of...........................of particles.

9. Clay loam comes after .......................... sand.

10. A clay loam contains........................ of greater fineness than loamy sand.

Exercise 2. Contextual reference:

1. In sentence 2 this refers to:

a. mineral material

b. organic material

2. In sentence 5 that refers to:

a. heat or wind

b. the composition

c. the soil

3. In sentence 8 such regions refers to:

a. arid regions

b. humid regions



4.

In sentence 14 this refers to:

a. the process of soil formation

b. the development of the soil profile

c. the soil profile itself

5.

In sentence 20 these refers to:

a. particles

b. different sizes

6.

In sentence 22 them refers to:

a. soils

b. pure clays

c. pure sands

7.

In sentence 25 they refers to:

a. mineral particles

b. clay particles

8. In sentence 31 it refers to:

a. a heavy soil

b. organic matter

c. humus

D. Translation


There is much scientific work that remains to be done to improve our understanding

of the biology of soil. The development of food production systems which exploit

biological processes to a greater extent should now be the common aim of scientists in

both developed and developing countries. However, the use of pesticides and inorganic

fertilizers is likely to continue, combined with biological control agents, to form integrated

systems of pest and disease control. Such strategies will involve a shift away from energy-

intensive technologies to more knowledge-intensive technologies.





1.

Hai thành phần chính của đất là chất hữu cơ và chất vô cơ . Chúng thay đổi cùng vớ i

thờ i gian.

...........................................................................................................................................

...........................................................................................................................................

2. Ngày nay vai trò của đất trong việc tác động đến cấu tạo của nguồn nướ c, đặc biệt liên

quan đến chất lượ ng của nướ c uống, đang tr ở nên một vấn đề lớ n trên thế giớ i.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

3. Đất mà trong đó sét chiếm ưu thế gọi là đất sét. Đất mà có hàm lượ ng bùn cao gọi là

đất bùn. Đất có tỷ lệ cát cao gọi là đất cát. Một loại đất mà không thể hiện những đặc

tính vật lý nổi bật như ba nhóm trên gọi là đất thịt. Điều đáng lưu ý là đất thịt không

chứa tỷ lệ phần tr ăm bằng nhau của cát, bùn và đất sét. Tuy nhiên, đất thịt lại thể hiện

những đặc tính tươ ng đối giống nhau của cát, bùn và sét.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

E. VOCABULARY

1. arid (adj) : khô2. bind (v) : trói, buộc, k ết hợ p

3. blocky (adj) : khối, tảng

4. coarse (adj) : không mịn, thô

5. decompose (v) : phân huỷ

6. disintegrate (v) : làm tan rã

7. fineness (n) : độ mịn

8. gravel (n) : sỏi

9. horizon (n) : tầng (đất)



10. humid (adj) : ẩm ướ t

11. humidify (v) : làm cho ẩm

12. insoluble (adj) : không thể thấm đượ c

13. largely (adv) : ở một chừng mực nào đó

14. loam (n) : đất giàu mùn, đất thịt

15. nutrient (n) : dưỡ ng chất

16. originate (v) : bắt nguồn

17. parent rock (n) : đá gốc

18. resemblance (n) : sự giống nhau

19. resemble (v) : giống vớ i

20. residue (n) : cặn

21. silt (n) : phù sa (limon)

22. subsoil (n) : lớ p đất dướ i

23. succession (n) : sự nối tiế p, chuỗi





Tr 110 – 119.




Mục lục

Unit 12 PROFILES OF SOILS............................................................................................. 2

A. READING...................................................................................................................... 2B. WRITING....................................................................................................................... 3

C. Further practice ..............................................................................................................7

D. Translation......................................................................................................................8

I. Translate into Vietnamese..........................................................................................8

II. Translate into English............................................................................................. 8

E. VOCABULARY ............................................................................................................9

Unit 12. PROFILES OF SOILS




Unit 12

PROFILES OF SOILS

A. READING


- What do you examine when you want to compare two soils?

- What do soil profiles represent?

-----------------------------------------------------------------------------------------------------------

Profile of soil A: Red Earth

The A-horizon extends to a depth of 36 cm. The soil consists of a brownish red sandy

loam. It has a porous and friable granular structure which is mixed with pebbles. The B-

horizon extends from 36 cm to 130 cm and is red in color. It is a sandy loam, gravelly in

structure with large quantities of pebbles. The C-horizon, which extends down to 244 cm, has

a yellowish white color. It is sandy, with a structure which is a cemented and compact mass,

made up of decomposed felspars.


Now study the following figure which summarizes the information presented in the

description above.

Horizon Depth (cm) Color Soil type

(textural class)

Structure Other features

A 0 – 36 brownish

red

sandy loam porous and

friable

granular

mixed with

pebbles

B 36 - 130 Red sandy loam gravelly mixed with large

quantities of

pebblesC 130 - 244 yellowish

white

sandy cemented

and

compact

mass

decomposed

felspars

Figure 2: Profile of Soil A: Red Earth



B. WRITING

Exercise 1: Writing descriptions from figures.

Read the following descriptions of soil profiles and made figure presenting the

information as in the example above:

Profile of soil B: Laterite

The A-horizon extends down to 61 cm. Its color is brownish deep red. The textural class

of the soil is a clay loam. It has a loose granular structure which is mixed with gravel. The B-

horizon which extends from 61 cm to 259 cm is a clay loam. It is bright red with a gravelly

laterite structure. The C-horizon below 259 cm is red, mottled with yellow and whitish colors.

It is rocky consisting of honey-combed laterite.

Horizon Depth (cm) Color Soil types

(textural class)


A

B

C

Figure 3: Profile of soil B: Laterite

Profile of soil C: Mountain and hill soil

The A-horizon extends to a depth of 18 cm. Light brownish gray in color; the soil type is

a sandy loam with a friable granular structure. Another feature is that it is slightly sticky whenwet. The B-horizon extends from 18 cm to 66 cm. It is yellowish brown in color and consists

of a moist clay loam having a blocky, very hard and compact structure. It is also sticky when

wet. The C1-horizon goes down to 97 cm and is yellowish brown in color. A moist clay loam,

the soil has a blocky, extremely firm structure which is difficult to cut. It is very sticky when

wet, and some parent material is mixed with the soil. Below 97 cm, the C2-horizon is

yellowish brown, a clay loam which is soft and easy to cut when moist. It has a laminated and

compact clay shale structure.

Horizon Depth (cm) Color Soil type (textual

class)

Structure Other feature

A

B

C1

C2

Figure 4: Profile of soil C: Mountain and hill soil

Exercise 2. Write descriptive paragraphs:



Study the following figure and then complete the paragraph below describing soil profile D.

Horizon Depth (cm) Color Soil type

(textural class)


A1 0 - 15 brownish

gray

coarse sandy

clay loam

crumb contains pieces

of quartz

A2 15 - 61 dark gray heavy clay loam hard crumb

B 61 - 137 brownish

or whitish

gray

heavy clay loam hard crumb contains white

and dark

carbonate

nodules

C below 137 ash gray heavy clay loam mixed with

disintegrating

rock

Figure 5: Profile of soil D: Black soil

....................... extends to a depth of.................. . ................. in color, the soil type is

............................. with a ....................... structure. A feature is the presence of .........................

. ......................... extends from .............................. and is ...................... in color. It consists of

a ............................... having a .............................. . The B-horizon goes down to

................................... and is ................................... in color. The textural class of the soil is a

................................ The soil has a .......................... which contains ................................. .

Below 137 cm the C ................................ is ...............................,

a..............................................................

Exercise 3: Write descriptive paragraphs of your own bases on the figures below.Horizon Depth (cm) Color Soil type

(textural class)

Structure Other feature

A 0 - 18 pink silty loam blocky, tending

to be weakly

granular

dry and hard

B 18 - 58 light

brown

silty clay loam weakly laminar,

developing to

blocky and nutty

somewhat

porous and dry

C 58 - 127 pinkish

to slight brown

silty clay loam compact and

hard

somewhat

gritty

Figure 6: Profile of soil E: Desert soil

.................................................................................................................................................

...............................................................................................................................................

.................................................................................................................................................

...............................................................................................................................................



.................................................................................................................................................

...............................................................................................................................................

.................................................................................................................................................

...............................................................................................................................................

.................................................................................................................................................

...............................................................................................................................................

.................................................................................................................................................

...............................................................................................................................................

.................................................................................................................................................

...............................................................................................................................................

.................................................................................................................................................

...............................................................................................................................................

Exercise 3. Comparative sentences.

We can make comparative statements using the following patterns:

Particles of fine sand are coarser than particles of clay.

= Particles of clay are not as coarse as particles of fine sand.

Transported soils are more common than sedentary soils in humid regions.

= Sedentary soils are less common than transported soils in humid regions.

Soil particles Diameter (mm)

gravel 2.0 or more

coarse sand 2.0 - 0.2

fine sand 0.2 - 0.02

silt 0.02 - 0.002

clay 0.002 or less

Figure 7: Soil particles

Compare the particle size of:

1.

fine sand with silt (fine)

......................................................................................................................................

......................................................................................................................................

2. clay with fine sand (coarse)

......................................................................................................................................



......................................................................................................................................

3. fine sand with gravel (coarse)

......................................................................................................................................

......................................................................................................................................

A: light sandy soil B: heavy clay soil

% %

gravel 1.2 1.3

sand 37.4 33.7

silt 38.6 26.9

clay 11.8 28.3

humus 4.5 7.8

other contents 6.5 2.0

Figure 8: Soil contents

Compare the contents of these soils in terms of:

(i) The percentage of............

(ii) The .......... content............

(iii) A light sandy soil ............

1. their sand content

......................................................................................................................................

......................................................................................................................................

2. their silt content

......................................................................................................................................

......................................................................................................................................

3. their clay content

......................................................................................................................................

......................................................................................................................................

4.

their humus content.

......................................................................................................................................

......................................................................................................................................

Top soil Sub-soil

Color dark light

Particle sizes coarse fine

Living organisms many few

Elements for plant food rich poor

Figure 9: Characteristics of the top soil and the sub-soil



Using the information in figure 9 compare the characteristics of the top soil and thesub-soil in terms of:

1. color:

(i) The top soil .......................................................................................................

(ii) The sub-soil is ..................................................................................................

2. particle size:

(i) The particle sizes of the top soil .......................................................................

(ii) The particle sizes of the sub-soil ......................................................................

living organisms:

(i) There are ................................................................................... in the top soil.

(ii) There are .................................................................................. in the sub-soil.

3. elements for plant food:

(i) The top soil is ....................................................................................................

(ii) The sub-soil is ..................................................................................................

C. Further practice

Making comparison by inference Complete the sentences with the comparative from ofan appropriate adjective, or more / less.

1. Soils show great variations in their sizes and arrangements of their constituent particles.

A sandy soil has larger particles than a clay soil. A sandy loam has ... ...................

particles than a clay loam.

2.

Soils also vary greatly in color. A brightly colored soil indicates a higher degree of

oxidation. So, a red soil has been ...............oxidized than a black soil.

3. As agriculture becomes more intensive, the soil may be modified by those who form it.

A soil can be made less alkaline by adding sulphur. Any soil can be made ....................

acid by adding lime.

4.

The sulphur content of certain soils in Oregon, U.S.A., is less than 0.15%. On average in

the U.S.A. soil contains several times this amount. We may say then that most soils

contain ......................... sulphur than those of Oregon.



5. All the spaces, or pores, in between the solid soil particles are filled with air and water.

The proportions of air and water which are contained in these pores are determined

mainly by the size of the pores. The bigger the size of the pores the more air and

............................ water the soil will contain. Thus, sandy soils contain larger pore

spaces, but the total amount of pore space is ........................... because the particles

are........................... . On the other hand, clay soils contain smaller pore spaces but the

total amount of pore space is ......................... because the particles are

much........................... . As a result, clay soils are generally ........................ than sandy

soils.

D.

Translation

I.


The idea of sustainable development was first presented by the International Union for the

Conservation of Nature (IUCN 1980) in an international forum of the World Conservation

Strategy. In essence, the concept of sustainable development invokes present development of

available resources without compromissing the ability of future generations to meet their

needs. Many people would argue that this is an abstract idea that is impossible to achieve.

How can this generation understand the needs of future generations, even before they have

been born, let alone future needs before they have been formulated.

The practical application of the concept of sustainable development should involve a

greater environmental awareness, by both governments and individuals. The IUCN argued

that three priorities should be incorporated into all development programmes:

♦ the maintenance of ecological processes

♦ the sustainable use of resources

♦ the maintenance of generic diversity.

(Taken from "UNEP World Wide Web Site 1996 ")

II.


1. Các hoạt động của thực vật và động vật sống và sự phân hủy của các chất thải hữu cơ

và các chất cặn bã có ảnh hưở ng đến sự phát triển của đất. Sự khác nhau của các loại đất

mà ban đầu là do sự khác nhau của cây tr ồng là điều đáng chú ý đặc biệt trong việc thoát



hơ i nướ c ở lá cây. Minnesota, Illinois, Missouri, Oklahoma, Taxas và phần lớ n các bang

ở phía tây nướ c Mỹ là những nơ i mà ngườ i ta có thể dễ dàng quan sát đượ c sự khác biệt

này.

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

2. Khí hậu cũng có ảnh hưở ng đến sự hình thành của đất một cách gián tiế p thông qua các

tác động của nó đối vớ i cây tr ồng. Các loại khí hậu khô chỉ cung cấ p đủ độ ẩm cho các

loại cỏ ngắn và thưa hoặc cây bụi. Chúng không đủ dày đặc để bảo vệ đất khỏi sự xói

mòn do gió và xói mòn do nướ c gây ra.

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

3.

Các loại đất thay đổi theo số lượ ng các chất dinh dưỡ ng (khác nhau) mà chúng có thể cung cấ p cho sự phát triển của cây tr ồng. Hàm lượ ng các chất dinh dưỡ ng có sẵn phụ

thuộc vào:

♦ nhu cầu và khả năng cạnh tranh chất dinh dưỡ ng của cây cối

♦ số lượ ng và các nguồn cung cấ p chất dinh dưỡ ng hiện hữu

♦ các điều kiện môi tr ườ ng như nhiệt độ, nướ c, tính thấm khí

Để biết đượ c nhu cầu về phân bón cho từng loại đất này chúng ta cần phải xem xétcả ba yếu tố trên.

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

E.

VOCABULARY



1. arrangement (n) : sự sắ p xế p

2. coarse (adj) : thô, không mịn

3.

coarse sand (n) : cát thô

4. evaporation (n) : sự bốc hơ i, sự bay bơ i (về mặt vật lý)

5. evaportranspiration : sự thoát hơ i nướ c (qua lỗ khí trên bề mặt lá)

6. extend (v) : mở r ộng

7. fine sand (n) : cát mịn

8. felspar (n) : khoáng fenspat

9. friable (adj) : dễ nát vụn

10. future generation (n) : thế hệ tươ ng lai

11. granular (adj) : như hột, có dạng hột

12.

gravelly (adj) : như sỏi

13. honey-comb (n) : hình tổ ong

14.

humus (n) : mùn

15. shrink (v) : co lại, rút ngắn lại

16.

laminate (v) : cán mỏng

17. laterite (n) : đá ong, đá đỏ

18. modify (v) : làm thay đổi

19.

moist (adj) : ẩm

20. mottle (v) : chấm, lốm đốm

21.

pebble (n) : đá cuội, sỏi

22. sedentary soil (n) : đất tàn tích

23.

shale (n) : phiến thạch



24. silt (n) : bùn

25. silty soil (n) : đất bùn

26.

summarize (v) : tóm tắt

27. sustainable development (n) : sự phát triển bền vững

28. transported soil (n) : đất hình thành trên bồi tích

29. vary (v) : thay đổi

30. IUCN

(International Union for the Conservation

of Nature)

: Tổ chức Quốc tế về bảo tồn thiên nhiên





Tr 120 – 130.




tác giả.

Mục lục

Unit 13 SOIL EROSION................................................................................................... 2

A. Reading...................................................................................................................... 2


II. True-False sentences.......................................................................................... 4


B. WRITING.................................................................................................................. 5

I. Sentence - building ................................................................................................ 5

II. Sentence – transforming .................................................................................... 6

C. FURTHER PRACTICE............................................................................................. 7

D. TRANSLATION ....................................................................................................... 9

I. Translate into Vietnamese ..................................................................................... 9II. Translate into English......................................................................................10

E. VOCABULARY ..................................................................................................... 11

Unit 13. SOIL EROSION




Unit 13

SOIL EROSION

A. Reading


- What are the causes of soil erosion?

- What should be done to prevent the soil from erosion?

----------------------------------------------------------------------------------------------------------

Soil erosion is the movement of soil components, especially surface-litter and

topsoil, from one place to another. The two main movers are flowing water and wind.

Although wind causes some erosion, most is caused by moving water.

Some soil erosion is natural, but the roots of plants generally anchor the soil. In

undisturbed vegetated ecosystems, soil is not usually lost faster than it forms. However,

farming, logging, building, overgrazing by livestock, fire, and other activities that destroy

plant cover leave soil vulnerable to erosion.

Losing topsoil makes a soil less fertile and less able to hold water. The resulting

sediment, the largest source of water pollution, clogs irrigation ditches, boat channels,

reservoirs, and lakes. Fish die. Water is cloudy and tastes bad. Flood risk increases.

Soil, especially topsoil, is classified as a potentially renewable resource because it is

continuously regenerated by natural processes. However, in tropical and temperate areas it

takes 200-1.000 years for 2.54 centimeters (1 inch) of new topsoil to form, depending on

climate and soil type. If topsoil erodes faster than it forms on a piece of land, the soil there

becomes a non-renewable resource. Annual erosion rates for farmland throughout the

world are 7-100 times the natural renewal rate. Soil erosion is milder on forestland and

rangeland that on cropland, but forest soil takes two to three times longer to restore itself

than does cropland. Construction sites usually have the highest erosion rates by far.

Today topsoil is eroding faster than it forms on about one-third of the world's

cropland. A 1992 study by the World Resources Institute found that soil on more than 12

million square kilometers (5 million square miles) of land - an area the size of China and

India combined - had been seriously eroded since 1945. The study also found that 89,000

square kilometers (34,000 square miles) of land scattered across the globe was too eroded

to grow crops anymore. Overgrazing is the worst culprit, accounting for 35% of the

damage, with the heaviest losses in Africa and Australia. Deforestation causes 30% of

Earth's severely eroded land and is most prevalent in Asia and South America.

Unsustainable methods of farming cause 28% of such erosion, with two-thirds of the

damage found in North America.

Each year we must feed more 90 million people with an estimated 24 billion metric

tons (26 billion tons) less topsoil. This topsoil washing and blowing into the world'sstreams, lakes, and oceans each year would fill a train of freight cars long enough to



encircle the planet 150 times. The situation is worsening as many farmers in LDCs plow

easily erodible lands to feed themselves.

(Taken from "Sustaining the Earth" by Tyler Miller, G. )

I.

Comprehension questions


1. What cause soil erosion?

...................................................................................................................................

...................................................................................................................................

2.

In which ecosystem is soil formation faster than its loss?

...................................................................................................................................

...................................................................................................................................

3. How do farming, logging, building, overgrazing and other activities affect the soil?

...................................................................................................................................

...................................................................................................................................

4. What can make a soil less fertile and less able to hold water?

...................................................................................................................................

...................................................................................................................................

5. What is the largest source of water pollution?

...................................................................................................................................

...................................................................................................................................

6.

Why is topsoil classified as a potentially renewable resource?

...................................................................................................................................

...................................................................................................................................

7. How long does it take to form 1 inch of new topsoil in tropical and temperate

regions? What does it depend on?

...................................................................................................................................

...................................................................................................................................



8.

What happens when topsoil erodes faster than it forms on a piece of land?

...................................................................................................................................

...................................................................................................................................

9.

What are annual erosion rates for farmland all over the world?

...................................................................................................................................

...................................................................................................................................

10. What did the World Resource Institute find in its study?

...................................................................................................................................

...................................................................................................................................


Decide whether the following statements are true "T", false "F" or there’s no

information given "N" according to the text. Correct the false sentences.

1. ...... Surface-litter and topsoil are two main components of soil when soil erosion

occurs.

2. ...... Farming and logging are two most serious ways making soil vulnerable to

erosion.

3.

...... Losing topsoil is a cause that makes flood risk increases.

4. ...... It takes decades to form 1 inch of new topsoil in tropical and temperature area.

5.

...... The soil becomes a non-renewable resource if topsoil erodes faster than it

forms on a piece of land.

6. ...... Soil erosion on forestland is the most serious.

7. ...... Restoring cropland takes much more time than restoring forestland.

8. ...... In 1992, about 89,000 square kilometers of land on earth was so eroded that

people couldn't grow crops.

9. ...... Enough topsoil erodes away each day in the United Stated to fill a line of

dump trucks 5,600 kilometers (3,500 miles) long.

10.

...... Unsustainable methods of farming account for 30% of soil erosion every year.


Synonyms: Refer back to the text and find synonyms for the following

words/phrases:

1.

destroy gradually ...............................



2.

not disturbed ..............................

3. animals on farm .............................

4. matter deposited on the land by water or wind .............................

5.

supply with water .............................

6. generate again ..............................

Word-form: Use your dictionary to complete the table with the appropriate forms of

the given words in the text. The first is done as an example.


1. Beauty beautify beautiful beautifully

2. erosion …………… …………… ……………

3. …………… …………… …………… especially

4. movement …………… …………… ……………

5. …………… …………… natural ……………

6. …………… …………… …………… potentially

7. deforestation …………… …………… ……………

8. …………… …………… vulnerable ……………

9.

…………… regenerate …………… ……………

10.

…………… …………… mild ……………

B. WRITING

I. Sentence - building

Make necessary changes and additions to complete the passage from the prompts

below:

1. Vanishing topsoil / creeping desertification / be / still / serious problems / parts / United

States.

.........................................................................................................................................

.........................................................................................................................................

2. Today / soil / cultivated land / United States / be / eroding / about 16 times faster / it /

can form.

.........................................................................................................................................



.........................................................................................................................................

3. And / erosion rates / be / even higher / heavily farmed regions.

.........................................................................................................................................

.........................................................................................................................................

4. Parts / the Western rangelands / the Great Plains / be / undergoing / desertification /

from / overcultivation / overgrazing / and depletion of groundwater / which / be / use /

irrigation.

.........................................................................................................................................

.........................................................................................................................................

5.

Some / country's most productive agricultural lands / have / lose / about / half theirtopsoil.

.........................................................................................................................................

.........................................................................................................................................

6. California's soil / be / eroding / 80 times / than / it / can / form.

.........................................................................................................................................

.........................................................................................................................................

II. Sentence – transforming


sentence printed before it:

7. Topsoil is continuously regenerated by natural processes.

Natural processes...

.........................................................................................................................................

.........................................................................................................................................

8.

Today topsoil is eroding faster than it forms on about one-thirds of the world's

cropland.

Today topsoil forms...

.........................................................................................................................................

.........................................................................................................................................

9. Soil erosion is milder on forestland and rangeland than on cropland.



Soil erosion on cropland...

.........................................................................................................................................

.........................................................................................................................................

10.

In 1935 the United States established the Soil Conservation Service under the

Department of Agriculture.

1935 is...

.........................................................................................................................................

.........................................................................................................................................

11. People estimate that salinization is reducing yields on one-fourths of the world's

irrigated cropland.

It...

.........................................................................................................................................

.........................................................................................................................................

C. FURTHER PRACTICE

Exercise 1: Gap-fillingChoose one of the words below to fill in each gap in the following passage. Each

word is used once only.

that amounts more growth scheme

process production they soil wet

also an it quantities out

be qualities salts produce to

Salts can be flushed (1) .................... of soil by applying much (2) ................

irritation water than is needed for crop (3) ....................., but this practice increases pumping and crop-production costs, and (4) .................... wastes enormous

(5)................of water.

Heavily salinized (6) .......................... can also be renewed by taking the land out of

(7) ........................ for two to five years, installing (8).............. underground network of

perforated drainage pipes, and flushing the soil with large (9) .................. of low-salt water.

This costly (10) ......................... , however, only slows the salt buildup, it does not stop the

(11) .................... . Flushing (12) ....................... from the soil (13).................. makes down-

stream irrigation water saltier unless the saline water can (14).................. drained into

evaporation ponds rather than returned (15)................ the stream or canal.



Exercise 2: Study the following short passage and complete the statements about

them below:

1.

The colors of soils is closely related to their condition of aeration. In well-drained soils

iron compounds are oxidized to their ferric state, which is indicated by reds, yellows

and browns. When good drainage is absent, soils tend to be gray, often with greenish

gray or mottled sub-soils.

Write less, more, better or poorer in the spaces provided:

a. A red soil is....................... drained than a gray soil.

b.

A gray soil has been..................... oxidized than a yellow soil.

c.

Greenish soils are ................... well-drained than brown soils.

d. A red soil has...................... conditions of aeration than a grey soil.

e.

Well-drained soils are ...................... aerated than badly drained soils.

f. Grey and greenish soils have....................... drainage than oxidized red soils.

g. There is....................... air in a well-drained soil than in a badly drained soil.

2.

The soil microbes which decompose organic materials grow best at pH 6.5. Near this

pH, conditions are best for the availability of most plant nutrients. As the acidity

increases, the availability of nearly all important nutrients diminishes. Phosphorous, in

particular, is held as insoluble compounds in highly acid soils. As acidity decreases

iron, manganese, copper and zinc grow scarce. Most upland soils developed under

forests in humid regions are too acid for the best growth of pasture grasses, vegetables

and many other plants.

Write less , more , fewer, not as good or higher in the spaces provided:

a. At a pH value of below 4 there are.................... important nutrients in the soil.

b.

There is................... soluble phosphorous in highly acid soils.

c. Iron, manganese, copper and zinc are ..................... available in ....................

alkaline soils.

d. Vegetables prefer conditions of ....................... acidity than is found in most upland

soils.



e.

Conditions are........................ for the decomposition of organic materials by soil

microbes at low pH soil values.

D. TRANSLATION


1. The costs of soil erosion may be divided into direct (on-site) or indirect (off-site).

The main direct cost is a decline in crop productivity. Indirect costs include

siltation of reservoirs, canals, streams (with associated loss of water supplies,

power generation capacity, flooding, increased dredging costs, etc), land-slide

damage to roads, infrastructure and housing. The direct costs are vast; the indirect

costs may also be and sometimes exceed on-site impacts (many large and smaller

hydropower and irrigation projects have been ruined by soil erosion). Soil

contributes considerably to the value of land; once soil degradation begins, land

values generally fall; ultimately the result may be virtually worthless, unsaleable

wasteland. Slight or moderate degradation may be sufficient to restrict what can be

grown (due to insufficient depth of soil or poor quality soil); it may also, by

reducing available soil moisture, reduce the land's resistance to drought.

(Taken from "Environmental Sciences" by Wilson, R)

2. Soil pollution damages the thin layer of fertile soil that covers much of the earth’s

land and is essential for growing food. Natural processes took thousands of years to

form the soil that supports crops. But, through careless treatment, people can

destroy soil in a few years. In nature, cycles similar to those that keep water clean

work to keep soil fertile. Plant and animal wastes, including dead organisms,

accumulate in the soil. Bacteria and fungi decay these wastes, breaking them down

into nitrates, phosphates, and other nutrients. The nutrients feed growing plants,

and when the plants die the cycle begins again. People use fertilizers and pesticides

to grow more and better crops. Fertilizers add extra nutrients to the soil and

increase the amount of a crop that can be grown on an area of land. But the use of

large amounts of fertilizer may decrease the ability of bacteria to decay wastes and

produce nutrients naturally. Pesticides destroy weeds and insects that harm crops.

But pesticides may also harm bacteria and other helpful organisms in the soil.

Much damage to soil results from erosion. Erosion is the wearing away of soil. It



can result from the removal of trees, grass, and other plants that hold soil in place.

Wind can then blow the bare soil away and rain can wash it away. Careless farming

methods are major cause of erosion. The clearing of land for construction projects

such as roads and real estate developments, also cause erosion.

(Taken from "English-Vietnamese Translation Materials for Advanced Students of

English" by Alan Mc Gowan and Jack W. Hudson)


3. Sự bảo tồn đất liên quan đến việc giảm sự xói mòn đất, ngăn không để các chất

dinh dưỡ ng trong đất bị cạn kiệt và khôi phục lại những chất dinh dưỡ ng đã mất đi

do sự xói mòn, do r ửa trôi và do tr ồng tr ọt quá nhiều.

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

4. ở những miền đất thấ p vùng nhiệt đớ i, hoạt động chặt phá gỗ là nguyên nhân chính

của sự xói mòn đất. Nhiều khu vực r ộng lớ n trên thế giớ i phải chịu sự suy thoái của

đất do hậu quả của việc sản xuất đườ ng, thuốc lá và lạc.

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

5.

Nông nghiệ p có thể dẫn đến sự thiệt hại của đất qua sự xói mòn và nó r ơ i vào tình

tr ạng kém năng suất do hậu quả của sự ô nhiễm, sự muối hoá, sự ngậ p úng và nhiều

quá trình khác. Sự suy thoái của đất là một trong những vấn đề lớ n trên toàn cầu. Ví

dụ, ở Mỹ khoảng 1/3 đất tr ồng hoa màu bị ảnh hưở ng nghiêm tr ọng. Một vài thiệt

hại do tự nhiên hoặc do con ngườ i gây ra là điều khó tránh khỏi nhưng phần lớ n lại

là hậu quả của các biện pháp bảo tồn đất không thích hợ p.

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................



......................................................................................................................................

......................................................................................................................................

E. VOCABULARY

1.

annually (adj) : hàng năm

2.

classify (v) : phân loại

3. cloudy (adj) : vẩn đục

4. component (n) : phần hợ p thành

5. creeping desertification (n) : sự sa mạc hoá dần dần

6.

cropland (n) : đất tr ồng tr ọt

7. culprit (n) : tội phạm, thủ phạm

8.

cultivated land (n) : đất canh tác

9. ditch (n) : đườ ng hào, rãnh

10. encircle (v) : vòng quanh, bao quanh

11. erode (v) : xói mòn

12. generally (adv) : dần dần

13.

heavily farmed land (n) : vùng đất tr ồng tr ọt/canh tác nhiều14.

livestock (n) : vật nuôi

15. log (n) : gỗ

16. microbe (n) : vi sinh vật

17. overgrazing (n) : sự chăn thả quá mức

18.

prevalent (adj) : thịnh hành, chiếm ưu thế

19. reservoir (n) : hồ chứa nhân tạo

20. risk (n) : r ủi ro

21. salt (n) : muối

22. salty (adj) : mặn, có chứa muối

23. saline (adj) : mặn, có tính chất như muối

24.

scatter (v) : phân tán

25.

soil degradation (n) : sự suy thoái đất

26. temperate (adj) : ôn hoà

27. undisturbed (adj) : không bị xáo tr ộn, ổn định

28.

vegetate (v) : sống đờ i sống thực vật



29.

vulnerable (adj) : dễ bị tổn thươ ng, dễ nhạy cảm





Tr 131 – 141.




Mục lục

Unit 14 Soil degradation........................................................................................................ 1

A. Reading........................................................................................................................... 2

I. Comprehension questions .......................................................................................... 3

II. True-False statements............................................................................................. 4III. Increase your vocabulary ....................................................................................... 4

B. WRITING....................................................................................................................... 4

I. Sentence - building.....................................................................................................4

II. Sentence - transforming .........................................................................................4

C. FURTHER PRACTICE ................................................................................................. 4

Exercise 2: Gap-filling ...............................................................................................................4

D. TRANSLATION............................................................................................................ 4

I. Translate into Vietnamese..........................................................................................4

II. Translate into English............................................................................................. 4

E. Vocabulary ..................................................................................................................... 4

Unit 14

Soil degradation

Unit 14. Soil degradation




A. Reading


- Name some effects of soil degradation?

- Are soil degradation and soil erosion the same?

------------------------------------------------------------------------------------------------

Soil degradation is generally a component of desertification however, it may take place

without leading to particularly desert-like conditions. Soil degradation might be defined as a

reduction of the current and/or future capability of soil to produce (in terms of quantity or

quality). Soil degradation can be both quantitative (loss of soil due to erosion, mass-

movement or solution) or qualitative (decline in fertility; reduction of plant nutrients;

structural changes; changes in aeration or moisture contents; change in trace elements, salts,alkaline compounds; pollution with some chemical compounds; change in soil flora or fauna).

Soil degradation can be a natural phenomenon, for example leaching of glacial soils, pan

formation, activity of wildlife, laterite or plinthite, or it may be due to human activity.

Soil is usually formed at a very slow rate (typically a few mm per century), but removal can

easily take place at a rate of several centimeters per year or even per hour. Soil renewal

depends on a complex of factors that can easily be disrupted. Therefore, although potentially a

renewable resource, soil can become a non-renewable resource if mismanaged (some soils

require much more careful management than others). The process of soil degradation may be

difficult and very costly to halt or reverse once it gets under way, particularly if vital seeds,

fungi and soil organisms are lost (and with such loss there is also likely to be alteredmicroclimate and structural alterations of the topsoil).

Soil degradation is one of the crucial problems today: it is occurring worldwide afflicting

DCs and LDCs from the Equator to the poles and is getting worse. The world was quick to

recognize an 'oil crisis' in 1973/74, yet, in spite of the fact that it affects all people, millions of

them directly, and was a serious problem in many regions long before the 1970s, soil

degradation has had much less attention. If oil reserves were depleted, soil resources would

become more and more valuable because:

• first, with less energy and artificial fertilizers, agricultural strategies would in many

regions have to be revised (global and regional pollution may also force revision)

• second, it may be necessary to grow crops to substitute for the energy and industrial

raw materials presently obtained from petroleum as well as produce food crops.

For years, over wide areas of the globe, soil degradation has been masked by improving

agricultural yields; these improvements have frequently been accomplished at the expense of

accelerated soil damage. There may come the time where soil damage reaches a critical point

in areas vital for food or commodity production, and technology may not be able to further

boost yields to compensate. Some claim there are already signs that technology and crop

improvement have reaches a ' plateau'.



At present soil degradation is mainly associated with land use - farming, grazing, logging,

mining, etc. Increasingly soil degradation will become a much more general risk, affecting

untouched, natural landscapes as well as those used by humans through acid deposition,

pesticide, radioactivity and other pollutants.

Soil degradation can occur even before there has been any erosion (indeed can predispose

a soil to erosion), as a consequence of acid deposition, compaction, salts or alkali

accumulation, burning, oxidation of organic matter, etc. It is difficult to give a precise

definition of soil erosion; a reasonable working definition might be the removal ('eating-

away') of soil material by water or wind at rates in excess of soil formation. Soil erosion is

generally the culmination of a degradation process, and could be regarded as a 'disease' of

landscape not just of soil, as it relates to vegetation, climates, etc.

Added to erosion are the effects of mass-movement (the downhill movement of surface

materials, including solid rock, under the influence of gravity and solution. Mass-movement

can occur rapidly (landslides, rockfalls, etc) or much more slowly (as 'creep'). As a result of

mass-movement surface materials come to rest in a steady-state that depends on the material'scharacter, the slope of underlying terrain, rainfall, and gravity.

(Taken from " Developing the Environment - Problem and Management " by Barrow, C.J)



1.

Give the definition of soil degradation.

...................................................................................................................................

...................................................................................................................................

2.

It is said that soil degradation is a natural phenomenon. Give examples of this.

...................................................................................................................................

...................................................................................................................................

3.

What are rates of soil formation and soil removal?

...................................................................................................................................

...................................................................................................................................

4. Soil is a renewable resource. Can it become non-renewable resources?

...................................................................................................................................

...................................................................................................................................

5. Is the process of soil degradation difficult to halt? And when?



...................................................................................................................................

...................................................................................................................................

6.

What has soil degradation been masked by for years?

...................................................................................................................................

...................................................................................................................................

7. What is soil degradation now mainly associated with?

...................................................................................................................................

...................................................................................................................................

8. Why will increasingly soil degradation become a much more general risk?

...................................................................................................................................

...................................................................................................................................

9. Why does soil degradation occur?

...................................................................................................................................

...................................................................................................................................

10.

What make surface materials come to rest in a steady-state?

...................................................................................................................................

...................................................................................................................................

II.

True-False statements

Decide whether the following statements are true "T", false "F" or there’ s no

information given "N" according to the text. Correct the false sentences.

1. ...... Soil degradation is caused by either nature or human activities.

2. ...... Soil degrades both in quality and quantity.

3. ...... When soil fertility declines it means that soil degradation is in quantity.

4. ...... Soil removal takes place at a lower rate than its formation.

5. ...... Soil degradation may take place because thereis labour shortage.

6.

...... It’s quite expensive and difficult to stop the process of soil degradation if there



aren’t any vital seeds, fungi ang soil organisms in soil.

7. ...... Soil degradation is a serious problem nowadays as it is occurring in some parts

of the world.

8.

...... It is seldom easy to establish a definite population increase-soil degradation

relationship.

9.

...... After an ‘oil crisis’ was zecognized, many nations in the world paid much

attention to soil degradation.

10. ...... Soil would become more and more valuable because of the depletion of oil

reserves.

11. ...... Farming and mining are two basic factors causing soil degradation.

12.

...... By improving agricultural yields, the degradation of soils in large regions in the

world has been masked for ages.

13.

...... Soil erosion can happen after soil degradation.

14. ...... Mass-movement is the downhill movement of surface materials influenced by

gravity.

III. Increase your vocabulary

Synonyms: Look at the text again and say which words or phrases have the same meaning as:

1. part of a larger whole ...............

2. manufacture ...............

3. very small quantity ...............

4. manage badly ...............

5.

stop temporarily ...............

6.

reduce in number or quantity ...............

7. small localized climate ...............

8. force attracting to the central of the Earth ...............

B. WRITING

I. Sentence - building

Make necessary changes and additions to complete the following passage from the



prompts given below:

1.

Livestock / have / two main / effect / soil.

...................................................................................................................................

...................................................................................................................................

2.

First, / grazing animals / remove / vegetation / exposing soil / wind / rain.

...................................................................................................................................

...................................................................................................................................

3.

Second, / animals / trample / surface / and / either / dislodge / soil particles / or /

compact / surface / reducing infiltration.

...................................................................................................................................

...................................................................................................................................

4. The result / these actions / be / increase / soil removal.

...................................................................................................................................

...................................................................................................................................

5. The rates / damage / pattern of damage / vary / according / type / livestock / and /

other factors.

...................................................................................................................................

...................................................................................................................................

6. Erosion / be / likely / worse / around / places / where / livestock / be / keep / for /

night.

...................................................................................................................................

...................................................................................................................................

II.

Sentence - transforming



1.

In many tropical lowlands logging activities have been a major cause of soil erosion.



A major cause...

...................................................................................................................................

...................................................................................................................................

2. There may be slow changes in soil chemistry and structure.

The changes...

...................................................................................................................................

...................................................................................................................................

3.

The process of soil degradation may be difficult and costly to halt.

It ...

...................................................................................................................................

...................................................................................................................................

4. If oil reserves were depleted, soil resources would become more valuable.

Unless ...

...................................................................................................................................

...................................................................................................................................

5.

Soil degradation might be controlled by managing land use.

Managing...

...................................................................................................................................

...................................................................................................................................

6. Ploughing is often a cause of land degradation.

One of...

...................................................................................................................................

...................................................................................................................................



7. The UNEP has a World Soils Policy aiming to develop methodologies to monitor

global soil and land resources.

The UNEP has a World Soils Policy which ...

...................................................................................................................................

...................................................................................................................................

C. FURTHER PRACTICE

Exercise 1: Gap-filling.

Complete the following sentences with one of the appropriate words given below.

ecologyreactor

environmentcontaminated

pollutiondumped

wasteextinct

acidfallout

1. The world in which we live is our (1) .......................

2.

Smoke, dirt, and noise are all types of (2) .........................

3. If man continues to hunt whales, they will shortly become (3) .......................

4. Everyday rubbish and chemicals are taken out to sea and (4) ....................... It's

disgusting and should be stopped.

5. In many parts of the world trees and lakes are being destroyed by (5) ........rain.

6. At Chernobyl, in the USSR, there was an accident at a nuclear (6) ................ When it

exploded, large areas of the surrounding countryside were (7) ................ and there

was (8) ................ all over Europe.

7. (9) ..................... is the science that studies relationship between different life forms

in nature.

8. When uran is used up, it has to be kept in a safe place. It is extremely difficult to

dispose of nuclear (10) .......................


Choose one of the words below to fill in each gap in the following passage. Each word

is used once only.

say most spend hard advise



part

son

richer

living

growth

poorer

methods

children

rely

populations

Over-population is the (1)................. difficult global problem to tackle. It is hard to

(2)............... a couple in a very poor (3)............... of the world not to produce as many

(4)................. , especially where infant mortality rates are high and they may (5)................. on

their children to provide family support later in life. The practical aspects of birth control,

particularly through artifical (6)................, are often actively discouraged by some of the

world’s major religions. Perhaps the optimum way of encouraging slower population

(7)................... is by increasing the overall stadard of (8)................, or the quality of life, for

many people in the (9)................ nations. It is only through increased personal and national

security that (10)................ seem to stabilise at sensible levels.

(Taken from " Environmental Sciences" by Wilson, R)

Exercise 3: Read the following paragraph carefully.

The world's oceans are so vast that they can cope with the present levels of pollution.

However, little is known about long-term effects of such slow poisoning. The most serious

problem of modern times is that man is destroying the Earth's natural resources and

transforming huge areas into wasteland. As a result, it is becoming extremely difficult to

grow enough to feed the world's rapidly increasing population. A way of protecting all

the wildlife on the Earth must also be found as many species are in danger of disappearing

completely from the face of the Earth. The dangers, however, are not confined solely to

the land and the sea. The smoke in the atmosphere, for example, is increasing so much

that the amount of sunlight has been reduced in many cities. Man's whole environment is

being changed in a serious way.(Taken from " Longman Tests in Context " by Heaton, J.B)

For each of the following dictionary definitions, write down the correct word in the

passage:

1. birds, animals, fish which are not tamed wildlife ............................

2. keeping something safe from harm .........................................

3.

the process of making something dirty or impure .........................................

4. barren area, desert .........................................

5. the air, water and land in which we live .........................................

6.

completely changing in form or nature .........................................

7. wealth, goods or products people can use .........................................

8. the air surrounding the earth .........................................

9.

the number of people living in a place .........................................



10. difficulty which needs attention and thought .........................................

11.

results, consequences .........................................

D.

TRANSLATION


1. Ozone depletion occurs in the upper atmosphere (stratosphere). Depletion of the ozone

layer has been observed directly from ground stations and by satellite for a number of

years, and is predominately caused by chemical reactions involving chlorine atoms.

Ozone depletion has been observed to be greatest over Antarctica. In the atmosphere

above Antarctica a series of chemical reactions that take place on the surface of frozen

particles in polar stratospheric clouds provide a reservoir of chlorine atoms. As the Sun

returns during spring, the built-up reservoir of chlorine atoms destroys ozone quickly,

this leads to the so-called ‘ozone hole’ and explain why the ozone depletion is seen to be

greatest in this region.

2. It is estimated that over the last decade the direct positive greenhouse effect from the

CFCs has been effectively cancelled by ozone depletion. Nevertherless, the chemical

reactions that destroy ozone in the stratosphere occur all around the planet, and recentlya smaller amount of ozone depletion has been observed in the Artic and other northern

hemisphere regions. In contrast to ozone depletion, the greenhouse effect refers to the

role of particular gases in the atmosphere which act to keep the planet warmer than it

would be without them.


3. Hạn hán r ất phổ biến ở những vùng lục địa nhiệt đớ i. Hạn hán xuất hiện khi một vùng

không đủ độ ẩm để đáp ứng nhu cầu của thực vật, con ngườ i, vật nuôi hoặc thú hoang.

Hạn hán có thể dẫn tớ i sự sa mạc hóa nhưng nó không phải là nguyên nhân chính của sự

sa mạc hóa.

..............................................................................................................................................

..............................................................................................................................................

..............................................................................................................................................

..........................................................................................................................



4. Tác động của con ngườ i đối vớ i cây tr ồng tự nhiên có thể thông qua sự ô nhiễm nướ c và

không khí. Sự ô nhiễm sẽ làm giảm sự tăng tr ưở ng của cây và có thể dẫn tớ i các dạng

suy thoái khác của môi tr ườ ng ví dụ như là sự xói mòn của đất.

..............................................................................................................................................

..............................................................................................................................................

...............................................................................................................................

5. Trong những năm gần đây sự cố cháy r ừng có chiều hướ ng gia tăng do ảnh hưở ng của

sự thay đổi khí hậu và do các hoạt động thiếu ý thức của con ngườ i.

..............................................................................................................................................

....................................................................................................................................

6.

Bảo vệ và sử dụng bền vững tài nguyên đa dạng sinh học của các hệ sinh thái r ừng phải

đồng bộ vớ i việc bảo vệ các hệ sinh thái biển và xem đó là một nội dung quan tr ọng của

chiến lượ c bảo vệ môi tr ườ ng quốc gia ở nướ c ta trong giai đoạn 2001 – 2010.

..............................................................................................................................................

..............................................................................................................................................

..............................................................................................................................................

.........................................................................................................................

E. Vocabulary

1. aerate (v) : làm thông khí

2.

afflict (v) : làm khổ, gây ưu phiền

3. component (n) : phần hợ p thành

4. crucial (adj) : quan tr ọng, có tính quyết định

5.

define (v) : vạch rõ, xác định

6. deplete (v) : cạn kiệt

7. distort (v) : vặn vẹo, méo mó

8.

fauna (n) : hệ động vật

9.

flora (n) : hệ thực vật

10. gracial (adj) : (thuộc) băng hà

11. gravitational force : tr ọng lực

12.

gravity (n) : sức hút, lực hút



13. halt (v) : tạm dừng, tạm nghỉ

14. insidious (adj) : làm hại một cách âm thầm

15. landslip (n) : sự lở đất

16.

mask (v) : che đậy, bảo vệ

17. microclimate (n) : vi khí hậu

18.

mismanage (v) : quản lý kém

19. moisture (n) : độ ẩm

20. pan (n) : chảo

21. periodic (adj) : phân k ỳ

22. plateau (n) : bình nguyên

23.

predominately (adv) : chính, chủ yếu

24.

remove (v) : loại bỏ

25.

renewal (n) : sự làm mớ i tr ở lại

26. reserve (v) : bảo tồn

27. solution (n) : giải pháp

28. stratosphere (n) : tầng bình lưu

29. terrain (n) : địa thế, địa hình

30.

wasteland (n) : đất hoang, đất cằn cỗi

31.

trace (n) : lượ ng r ất nhỏ, vết





Tr 142 – 154.




Mục lục

Unit 15 Human impact on soils ............................................................................................. 2

A. Reading........................................................................................................................... 2I. Comprehension questions .......................................................................................... 3

II. True-False sentences .............................................................................................. 4

I. Comprehension questions .......................................................................................... 6

II. True-False sentences .............................................................................................. 8

III. Increasing your vocabulary .................................................................................... 8

B. WRITING....................................................................................................................... 9

I. Sentence-building....................................................................................................... 9

II. Sentence - transforming .......................................................................................10

C. FURTHER PRACTICE ............................................................................................... 11

Gap-filling ................................................................................................................................ 11

D. TRANSLATION.......................................................................................................... 12I. Translate into Vietnamese........................................................................................12

II. Translate into English........................................................................................... 12

E. Vocabulary ................................................................................................................... 13

Unit 15. HUMAN IMPACT ON SOILS




Unit 15

HUMAN IMPACT ON SOILS

A. Reading


-

What are the good and the bad effects of human activities on soils?

-------------------------------------------------------------------------------------------------

part I

Soil is a great natural resource. It is a combination of mineral and organic matter,

structurally arranged in layers, and capable of supporting plant and animal life. Soils cannot

exist without plants, and plants are dependent on soils for support, air, water, and nutrients.

Soils are highly variable in nature. This variation includes their structure, layering, color,

range of particle sizes, chemistry, nutrients, acidity, temperature, water content, thickness,

organic content, and its associated biota. These properties vary because of differences in the

parent material, climate, topography, organic content, and the amount of time it has had to

develop. Changes in one or more of these factors may drastically alter the soil properties,

changing its nature and ability to support particular plant species. These changes can happenvery easily, having profound effects on the soil and the landscape such as vegetation

reduction, soil erosion, slope instability, increased flooding, and more sediment in rivers. The

major changes induced by human activities include chemical changes (salinization and

laterization), structural changes (compaction), hydrological changes, and soil erosion.

There are many chemical changes within a soil which can be initiated by humans. The

most widespread and problematic are salinization and laterization.

Salinization involves the accumulation of salts such as sodium chloride, potassium

chloride, calcium sulphate, and sodium carbonate within a soil. This makes the soil alkaline,

caustic, and generally restricts or inhibits plant growth. Salinization may also lead to

secondary problems such as soil erosion resulting from poor plant growth. Salinization mayoccur naturally in semi-arid and arid areas where evapotranspiration or direct evaporation

from the soil exceeds precipitation. It may also occur in coastal regions which have saline

groundwater.

In areas where the evaporation of water from the soil is high, water is drawn upwards and

evaporated from the soil surface. Hence salts are left behind and are concentrated near the

surface of the soil. These results in a hard salty layer within the soil called a salt pan.

Salinization can be induced by irrigation and water abstraction.

The abstraction of water leads to a rise in the groundwater table, driving salts towards the

surface. In coastal regions, withdrawal of underground freshwater, which floats on top of

underground saline water (originating from the sea), pulls the saline water beneath it nearer to



the ground surface, contaminating the fresh water in the soil. In addition, water in wells may

become saline and therefore useless. This is a particularly big problem in coastal regions such

as California and Israel, and islands such as Bahrain and Long Island, New York. This was

also a problem in cities such as London and Liverpool during the middle of the last century,

until effective management of groundwater resources was introduced.

Irrigation also enhances salinization by increasing the height of the water table in the

immediate and adjacent areas over which irrigated water is spread. This leads to the

evaporation of water from within the soil, providing a process by which soil salts can be

concentrated and drawn towards the ground surface. With the rapid expansion of irrigation

schemes in the last 20 years, the UN estimates that as much as 25 per cent of irrigated areas

have become affected by salinization, making it a major land management problem. For

example, the percentage of soils affected and water logged amounts to 50 per cent of the

irrigation areas in Iraq, 23 per cent in Pakistan, 30 per cent in Egypt, and 15 per cent in Iran.

(Taken from " Environment Soil Biology" by Martin, W)



1. What is the two-sided dependence of soil and plants?

........................................................................................................................................

........................................................................................................................................

2.

What does the variation of soil consist of?

........................................................................................................................................

........................................................................................................................................

3. What make the soil properties change? How do these changes occur?

........................................................................................................................................

........................................................................................................................................

4.

Give examples of these changes' effects on soil and landscape.

........................................................................................................................................

........................................................................................................................................

5.

What are the most widespread and problematic chemical changes?

........................................................................................................................................

........................................................................................................................................



6. What does salinization involve? What makes the soil alkaline, caustic, and generally

restricts or inhibits plants growth?

........................................................................................................................................

........................................................................................................................................

7.

Where does salinization take place?

........................................................................................................................................

........................................................................................................................................

8. Where are salt left behind and concentrated near surface of the soil?

........................................................................................................................................

........................................................................................................................................

9.

When there are a lot of salts in a soil layer, what do you call this phenomenon?

........................................................................................................................................

........................................................................................................................................

10. What is the big problem in coastal regions?

........................................................................................................................................

........................................................................................................................................

11.

How does irrigation enhance salinization?

........................................................................................................................................

........................................................................................................................................

12. What does the UN estimate?

........................................................................................................................................

........................................................................................................................................


Decide whether the following statements are true "T", false "F" or there’ s no

information "N" according to the text. Correct the false statements.

1. ...... There's an interaction between soil and plants.

2. ...... Changes to a soil structure can also have a profound effect on its properties.



3. ...... Because of having differences in the parent material, climate, topography,

organic content, and the amount of time it has had to develop, the soil properties

change.

4.

...... Alteration in topography can not make the soil properties alter.

5. ...... Vegetation reduction and soil erosion are the most serious effects of changes of

soil properties on the soil.

6. ...... Human beings cause many chemical changes.

7. ...... Salinization takes place in coastal areas only.

8. ...... Salinization prevent plants from growing.

9. ...... The great impact on soil is caused by soil erosion.

10.

...... The soil in coastal areas with high evaporation of water from the soil is very

salty.

11.

...... In coastal regions, fresh water is not polluted and wells are not salty.

12. ...... London is the only city in the world suffering water problem for the last

decades.

PART II

Laterization of the soil is a major problem in the tropics where soils are enriched in

aluminum and iron oxides. These metal oxides accumulate due to strong tropical weathering.

Minerals in rocks are decomposed releasing metal ions into the soil water. These are

transported and concentrated by seasonal wetting and drying of the soil as layers of metal

oxides. Problems start to occur when these lateritic layers become exposes to air. They

become hard and inhibit plant growth leading to soil erosion and its associated problems.

Exposure of these layers may also be due to soil erosion, often as a result of deforestation. In

addition, deforestation may lead to increased evaporation of water from the soil, enhancing

the process of laterization. The extent to which laterization is a problem has not been fully

assessed, but particular problem areas include northern India, the Cameroon, and central

Africa. Unfortunately, populations in these countries are heavily dependent on soil for

subsistence agriculture and often degradation is difficult to reduce due to increasing pressuresof population growth on those lands.

Changes to a soil structure - its mutual arrangement of grains - can also have a profound

effect on properties. These include the soil ability to retain water, to allow water to enter and

flow through it, the strength of the soil, the degree to which the plant can penetrate it as well

as the withdrawal of water from it, and it resistance to erosion. The main way soil structure

can be altered is through the compaction, the pushing together of soil grain. This may be done

by vehicles driving over its surface, overgrazing, trampling along public footpaths, or by

ploughing, which compress the soil immediately below the ploughed surface.

Compaction reduces the ability of a soil to retain water, to hold air, and to allow water to

enter the soil and it increases its hardness. This retards or inhibits plant growth and it may



enhance processes such as soil erosion by wind and water. Soil compaction is a worldwide

problem, but it is often greatest in developed countries where vehicles are common. Soils are

commonly ruined adjacent to building sites, and on old battlefields or military training areas

where heavy vehicles are particularly common. Unfortunately, compaction of soil is one of

the hardest soil problems to remedy and it may take many decades before a soil can regain itsoriginal structure.

Human also alters the chemistry of soil by the addition of organic or artificial fertilizers.

This may help increase the agricultural productivity, but it may also be detrimental to the soil,

especially if the fertilizers are incorrectly applied. This may lead to the deterioration of the

soil, a reduction in vegetation, soil erosion and other associated phenomena.

By far the greatest impact on the soil is caused by soil erosion. This includes the abrasion

of water running over the surface, the breakup of soil due to the impact of raindrops, and the

deflation of soil particles by the wind. The various causal factors that may initiate soil erosion

have already been discussed, such as deforestation, grazing, salinization, laterization, and

compaction. Many of these factors are inter-linked and should not be considered in isolation.Bad farming techniques, urbanization, construction, mining, wars, and fires may also

accelerate them. Some of the worst affected areas are the result of a combination of these.

These areas include many of the coastal regions of the Mediterranean Sea, where fires and

wars have led to vast areas of badlands. Particularly, problematic are the consequences of soil

erosion. These include the increased likelihood of flooding, increased sediment loads often

leading to silting up of reservoirs, and landsliding.

Much can be done to try to retard soil erosion and conserve soil resources. These include

re-vegetation, crop management, slope run-off control, construction of gabions, and retaining

walls and the dissemination of information regarding good land-use practices. There is still,

however, much to be achieved with regard to the correct use of one of the most valuablenatural resources.

(Taken from " Environment Soil Biology" by Martin,W.)



1. What is the main problem in the tropics? What are thesoils in the tropics enriched

in?

........................................................................................................................................

........................................................................................................................................

2. What do the decomposed minerals in rocks release into the soil water? What may

lead to increased evaporation of water from soils?

........................................................................................................................................

........................................................................................................................................



3. People in what countries depend on soil for substance agriculture heavily?

........................................................................................................................................

........................................................................................................................................

4. Why is it difficult to reduce soil degradation in these countries?

........................................................................................................................................

........................................................................................................................................

5. How do changes to a soil structure affect soil properties? What do these include?

........................................................................................................................................

........................................................................................................................................

6. What is soil compaction caused by? What effects does compaction have on soils?

........................................................................................................................................

........................................................................................................................................

7. How long does it take to regain soil original structure?

........................................................................................................................................

........................................................................................................................................

8.

How do people change the chemistry of soils?

........................................................................................................................................

........................................................................................................................................

9. What are good and bad sides of the addition of organic and artificial fertilizers to

soils?

........................................................................................................................................

........................................................................................................................................

10. What are the causal factors initiating soil erosion?

........................................................................................................................................

........................................................................................................................................

11. What should we do to retard soil erosion and conserve soil resources?

........................................................................................................................................



........................................................................................................................................

12.

In your opinion, what have we done wrong with our soil resources?

........................................................................................................................................

........................................................................................................................................


Decide whether the following statements are true "T", false "F", or there’ s no


1. ....... Soil erosion is the most serious impact on the soil.

2.

....... If the fertilizers are used properly, agricultural productivity will be increased.

3.

....... Neither organic fertilizers nor artificial fertilizers have bad effects on soils.

4. ....... Careful monitoring and management of erosional and depositional processes

have to be undertaken to care for this environment.

5. ....... Before minerals in rocks are decomposed, they emit metal ions into the soil

water.

6.

....... When lateritic layers are exposed to air, they become hard and it is difficult to

grow plants on.

7. ....... Soil erosion is one of the crucial problems in the world today.

8.

....... Soil degradation in India, the Cameroon, and Central Africa is blamed on the

growth of human population.

9. ....... In developed countries soil compaction is not a problem because of the number

of vehicles in these countries.

10. ....... The pushing together of soil grains is called soil compaction.

11. ....... Rapid degradation of the forest soil accompanies deforestation.

12.

....... Compaction allows water to enter the soil and make the soil softer.


Synonyms: Which words or phrases in part II have the same meaning as:



13. delay a progress ......................................

14.

hasten ......................................

15.

find access into ......................................

16. lying near ......................................

17.

become worse ......................................

18. wearing away ......................................

19. link together ......................................

20.

thrust out ......................................

B. WRITING


Make necessary changes and additions to complete the following sentences from the

prompts given below.

1. It / be / clear / that / man / be / now / one / major factors / soil formation /

development.

........................................................................................................................................

........................................................................................................................................

2. Deforestation / the degradation / other vegetation, / particularly / near / margins /

deserts / have caused / vegetated land / become barren / in / process / called /

desertification.

........................................................................................................................................

........................................................................................................................................

3. Many scientists / argue / desertification / have not / occur / as / result / human /

activities.

........................................................................................................................................

........................................................................................................................................

4. Organic soils / develop / mostly / plants / have / fall / stagnant water / where

decomposition / be / slow.



........................................................................................................................................

........................................................................................................................................

5.

Soil organic matter / be / a / very / active / important / portion / soil.

........................................................................................................................................

........................................................................................................................................

6. Organic materials / be / decompose / microorganisms / particularly / bacteria / fungi.

........................................................................................................................................

........................................................................................................................................

7. Today, human activity / may / play / role / soil / degradation / world.

........................................................................................................................................

........................................................................................................................................

II. Sentence - transforming

Change the following sentences from passive voice into active voice and vice versa.

8. Our effects on soils are highlighted by catastrophic events.

........................................................................................................................................

........................................................................................................................................

9. People have classified soils according to their texture.

........................................................................................................................................

........................................................................................................................................

10. Carbonates may be found in all the particles-size classes of soil.

........................................................................................................................................

........................................................................................................................................

11. Two of them are doing a research on soil formation.

........................................................................................................................................

........................................................................................................................................

12.

Agricultural management causes seasonal changes particularly in the topsoil through

cultivation and fertilization.



........................................................................................................................................

........................................................................................................................................

13.

This book deals with the measurement of soil properties.

........................................................................................................................................

........................................................................................................................................

14. The natural cycle has been broken down by the application of other materials to soil

which adds a new dimension to soil formation.

........................................................................................................................................

........................................................................................................................................

15. The great impact on soil is caused by soil erosion.

........................................................................................................................................

........................................................................................................................................

16. Human beings cause many chemical changes.

........................................................................................................................................

........................................................................................................................................

17. Unsustainable methods of farming cause erosion.

........................................................................................................................................

........................................................................................................................................

C. FURTHER PRACTICE

Gap-filling

Choose the correct word or phrase to fill in each gap in the following passage. Each

of them is used once only.

consists

enabling

except

ideal

involves

keeping

litter

necessary

normal

piles

preserve

provide for

spaces

where

which

without



Conservation is the protection and wise management of the environment. People practice

conservation so that the environment can (1) .................... their needs and the needs of all

other living things. (2) ....................... conservation, all the resources (3) ....................... for

life-air, animals, energy, minerals, plant, soil, and water-would be damaged, wasted, or

destroyed.

Conservation also (4) ........................... a concern for the quality of the environment, so

that people can enjoy living. It means (5) ...................... the environment comfortable and

safe - and an interesting, stimulating place in (6) ...................... to live. A healthy

environment includes clean streets and high ways, with open (7) ........................ in

cities for parks and playgrounds. (8) .....................surroundings means landscapes free for

junk and (9) ...................... They include wilderness regions (10) ...................... animals and

plants can be safe from destruction by human being.


D.

TRANSLATION

I.


The domestication of animals has a major impact on the soil surface. Heavy grazing of

cattle leads to trampling and compaction of the soil, reducing its capacity to hold water and

altering its structure. Ultimately this leads to soil erosion, both by wind and water. Selective

grazing of particular plants may lead to changes in the nature of the vegetation cover. In the

UK, for example, heavily grazed pastures in Scotland are dominated by bracken, a successful plant which survives because it is particularly distasteful and prickly to sheep and cattle. The

growth of trees may be inhibited as grazers favor young saplings. Grazing, however, may

have positive effects on the land because the animals provide faeces, a natural fertilizer rich in

nitrates and other nutrients. Animals also help propagate seeds, and grazing may increase

species diversity by opening up new communities and creating new niches.

(Taken from " Environment Soil Biology" by Martin.UW.)


1. Việc tướ i tiêu và canh tác thông qua sử dụng máy móc có thể dẫn tớ i sự ngậ p úng và

giảm chất hữu cơ trong đất.

........................................................................................................................................

........................................................................................................................................



2. Sự tích tụ chất hữu cơ dẫn đến sự phân biệt về tầng đất trong hầu hết các loại đất.

ảnh hưở ng của chất hữu cơ đối vớ i các quy trình của đất sẽ phụ thuộc không chỉ vào

lượ ng chất hữu cơ mà còn phụ thuộc vào mức độ phân hủy.

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

3. Các sinh vật trong đất đóng một vai trò tr ọng trong sự hình thành và phát triển của

đất.

........................................................................................................................................

........................................................................................................................................

4.

Sự phát triển của đất có thể đượ c xem như là k ết quả cuối cùng của các quá trình

hình thành đất và sự xói mòn đất.

........................................................................................................................................

........................................................................................................................................

E. Vocabulary

1. abrasion (n) : sự bào mòn

2. accelerate (v) : hối thúc

3. accumulate (v) : tích tụ

4. adjacent (adj) : gần k ề, lân cận

5. breakup (n) : sự phá vỡ

6. caustic (adj) : ăn mòn

7. compact (adj) : nén, chặt

8. compress (v) : nén, ép

9. contract (v) : co lại, rút lại

11. detriment (n) : thiệt hại

12. drain (v) : rút nướ c, thoát nướ c

13. expose (v) : phơ i tr ần, để lộ

14. extrude (v) : phụt ra

15. hydrology (n) : thủy văn học

17. initiate (v) : bắt nguồn, xuất phát từ



18. instability (n) : không ổn định

19. inter-link (v) : k ết nối

20. landslide (n) : lở đất

21. likelihood (n) : sự có thể

22. mutual (adj) : lẫn nhau

23. penetrate (v) : thâm nhậ p, thấm

24. precipitate (v) : thúc đẩy, đẩy nhanh

25. precipitation (n) : lượ ng mưa

26. property (n) : đặc tính

27. regain (v) : thu lại

28. remedy (n) : chữa tr ị, biện pháp phòng ngừa

29. retain (v) : giữ lại

30. retard (v) : làm chậm lại

31. saline (adj) : có muối, mặn

33. slop (n) : nướ c thải

34. slope (n) : chỗ dốc, nghiêng

35. subside (v) : lún

36. subsidence (n) : sự lún xuống

37, topography (n) : địa hình học

38, trampling (v) : giẫm đạ p

39. transpire (v) : tiết ra, thoát ra

40. undesirable (adj) : không mong muốn





Tr 155 – 177.




Mục lục

Unit 16 SOIL FACTORS FOR PLANT GROWTH.................................................3

A. READING..................................................................................................3

I. COMPREHENSION QUESTIONS ..............................................................4

II. TRUE-FALSE QUESTIONS ........................................................................5

III. INCREASING YOUR VOCABULARY ..................................................5

B. WRITING ..................................................................................................6

I. SENTENCE-BUILDING ..............................................................................6

II. SENTENCE - TRANSFORMING ................................................................7

C. FURTHER PRACTICE.............................................................................7

D. TRANSLATION......................................................................................10

I. TRANSLATE INTO VIETNAMESE .........................................................10

II. TRANSLATE INTO ENGLISH..................................................................10

E. VOCABULARY......................................................................................11

GLOSSARY OF TERMS AND ABRREVIATIONS....................................................14

REFERENCES...............................................................................................................26

Unit 16 . SOIL FACTORS FOR PLANTGROWTH




3

Unit 16

SOIL FACTORS FOR PLANT GROWTH

A. READING

*WARM-UP ACTIVITIES

- Name some soil factors that are good for plant growth.

- Which one is the most important to most crops?

-------------------------------------------------------------------------------------------------

The soil properties important to the growth of plants are used in soil taxonomy.

One of these factors is soil fertility, the plant nutrients available in the soil. At present, 16 chemical elements are known to be essential for the growth of crop plants.These plant nutrients are hydrogen, carbon, and oxygen from air and water;

phosphorus, potassium, sulfur, calcium, iron, manganese, zinc, molybdenum, andchlorine from the soil; and nitrogen from both air and soil.

Soil is the source of 13 of the 16 essential plant nutrients. All of these 13 exceptnitrogen originate in the parent rocks from which the soil developed. Clearly, the soilconcentrations of these 13 nutrients and the conditions making them available to

plants are of fundamental importance to plant growth. Plant nutrients found in the soil

are chemical constituents of that soil.As important as the chemical properties are to plants, the physical properties ofsoil may often be critical to the growing plant. The physical soil properties includesoil pore sizes and related problems of aeration and water content, soil stability, soiltexture, soil consistency, and the hardness or cementation of soil layers.

Water and air occupy the pore spaces in the soil. Following heavy and prolongedrain or irrigation, the soil pores may fill almost completely with water in a few hours.Some water will move downward in respond to gravity, and the larger pores will beemptied of their water but refilled with air. As more water is lost by evaporation or by

transpiration (water movement through the plant), air will replace more of the space previously occupied by the lost water. The next soaking rain or irrigation will replacethese changes in air and water in soil. For good plant growth there much be enough

pore space to hold air and enough small pore spaces to retain water to satisfy the needsof plant roots for oxygen and water between cycles of rainfall or irrigation.

Soil stability - resistance to erosion by wind or water-is determined partly by the particle sizes in the soil (soil texture). More often, soil structure- the bonding ofindividual mineral particles into larger stable particles called aggregates-resistserosion even further.



4

The magnitude of plant growth reflects a composite of many favorable andunfavorable factors. Favorable growth factors include adequate aeration, water,nutrients, adequate soil deep, and proper soil temperature. Unfavorable growth factorsare many, among which are toxic levels of certain elements, diseases, harmful insects,adverse temperature, inadequate or excess sunlight. Any accurate estimate of the plant

productivity of a soil must include all favorable and unfavorable factors.

(Taken from "Soils-an introduction to soils and plant growth" by Donahue Miller Shickluma)

I.

COMPREHENSION QUESTIONS

Answer the following questions.

1. What does soil fertility means?

....................................................................................................................................................................................................................................................................

2. How many chemical elements essential for the plant growth are there?....................................................................................................................................................................................................................................................................

3. How many essential plant nutrients are there in soil?

....................................................................................................................................................................................................................................................................

4. What are chemical constituents of soil?

..................................................................................................................................

..................................................................................................................................5. How important are the physical properties of soil to the growing plant? What

are the physical soil properties composed of?

....................................................................................................................................................................................................................................................................

6. What are the pore spaces taken up by?

....................................................................................................................................................................................................................................................................

7. In response to gravity, which direction does water move?....................................................................................................................................................................................................................................................................

8. When water is lost by evaporation or by transpiration, what will replace thespace previously occupied by the lost water?

....................................................................................................................................................................................................................................................................

9. What are the needs of plant roots? What is soil stability determined by?



5

....................................................................................................................................................................................................................................................................

10. What are favorable and unfavorable growth factors?

....................................................................................................................................................................................................................................................................

II.

TRUE-FALSE QUESTIONS

Decide whether the following statements are true "T", false "F" or there’s no

information givenvc "N" according to the text. Correct the false statements.

1. ...... There are 13 essential plant nutrients in soil and they all originate in

the parent rocks except nitrogen.2. ...... The chemical properties and the physical properties of soil are

unequally important to the growing plant.3. ...... The importance of soil pores is to hold water and air in soil.

4.

...... The number of chemical elements considered to be essential for thegrowth of plants now varies from 13 to 16.

5. ...... Plant roots can absorb oxygen and water from soil unless there are soil pores.6. ...... The pore spaces in soil are filled up with water after heavy rains.7.

...... Today, sufficient water and adequate soil are pressing problems formost of the people of the world.

8. ...... The particle sizes in the soil determine soil structure.9.

...... Water and nutrients are two unfavorable factors of the growth of plants.

10.

...... Water can pass through a permeable soil more easily than through animpermeable soil.

III.

INCREASING YOUR VOCABULARY

1. Synonyms: Which words or phrases in the text have the same meaning as:

1. decisive ...................................

2. take up ...................................

3. degree of density ...................................

4.

turning from solid or liquid into vapor ...................................

5. hold or tie together ...................................

6. the supply with water ...................................

7. meet desires ...................................

8. recurrent round ...................................

2. Word-form: Use your dictionary to complete the table with the appropriate

forms of the given words in the text. The first is done as an example.



6


1. beauty Beautify beautiful ........................

2. ........................ ........................ available ........................

3. ........................ Grow ........................ ........................

4. ........................ ........................ essential

5.

stability ........................ ........................ ........................

6. irrigation ........................ ........................ ........................

7. ........................ determine ........................ ........................

8.

........................ ........................ accurate ........................

9. ........................ ........................ ........................ completely

10.

........................ Repeat ........................ ........................

B.

WRITING

I. SENTENCE-BUILDING

Make necessary changes and additions to complete the following paragraph

from the prompts below:

1. One meaning / drainage / be / natural ability / soil / allow / a downwardmovement / water.

....................................................................................................................................................................................................................................................................

2. The ease / which / water / can / pass / through / a soil / depend / the proportions / in / it / of coarse / fine particles / such / sand / clay.

....................................................................................................................................................................................................................................................................

3. The finer / particles / become, / more slowly / water / percolate / through / soil.

....................................................................................................................................................................................................................................................................

4. So, heavy soils / such / clay / be / more / impermeable / light soils.

....................................................................................................................................................................................................................................................................

5. When / there / be / too / water / in / soil, / some / it / must / drained off.

....................................................................................................................................................................................................................................................................

6. Good drainage / make / a soil / easier / work.

....................................................................................................................................................................................................................................................................



7

7. It / also / help / increase / feeding area / soil / for / roots / plants.

....................................................................................................................................................................................................................................................................

II. SENTENCE - TRANSFORMING

Change the following sentences from active voice into passive voice1. The tiny root hairs absorb water and minerals.

....................................................................................................................................................................................................................................................................

2. An increase in the number of root hairs increases the power of absorption.

....................................................................................................................................................................................................................................................................

3. The plant uses oxygen to break down carbohydrates.

..................................................................................................................................

..................................................................................................................................4. The human body requires small quantities of several minerals.

....................................................................................................................................................................................................................................................................

5. Soil texture influences all aspects of root development.

....................................................................................................................................................................................................................................................................

6. Too much cultivation destroys the soil structure.

..................................................................................................................................

..................................................................................................................................7. We can use a unit called a soil profile to describe soils.

....................................................................................................................................................................................................................................................................

C.

FURTHER PRACTICE

Exercise 1: Gap - filling

Choose one of the words or phrases below to fill in each gap in the following

passage. Each word or phrase is used one only.

abundantly available like transferred

almost evaporated have turned out

although eventually since used up

manufacturing exchanging spell turned up

Our demand for water is constantly increasing. Every year, there are more andmore people in the world. Factories (1) ...................... more and more products, and



8

need more and more water. We live in a world of water. But (2) ....................... all of it- about 97 per cent - is in the oceans. This water is too salty to be used for drinking,farming, and (3) ......................... Only about 3 per cent of the world's water is fresh.Most of this water is not easily (4) ...................... to man because it is locked inglaciers and icecaps.

There is as much water on earth today as there ever was or will ever be. Most ofthe water we use finds it way to the oceans. There, it is (5) ...................... by the sun. Itthen falls back to the earth (6) ........................ rain. Water is used and reused over andover again. It is never (7) ....................

(8) ....................... the world as a whole has plenty of fresh water, some regionshave a water shortage. Rain does not fall (9) ........................ over the earth. Someregions are always too dry, and others too wet. A region that usually gets enough rainmay suddenly have a serious dry (10) ........................ and another region may beflooded with too much rain.


Exercise 2: Sentence - correcting

Choose the underlined word or phrase which would not be appropriate instandard written English and correct them.

1. Animal and human use the energy finding in food to operate their bodies and

A B C D

muscles.

2. About 2 millions years, people got their flood by hunting animals and collecting

A B C

roots, berries and other products of nature.

D

3. The ability to convert raw materials into valuable commodities is the basic of an

A B C

industrial economy and the foundation of a high standard of living.

D

4. The average age of the Mediterranean olive trees grow today is two hundred years.A B C D

5. In the ancient world, the olive was the richer source of necessary oil.

A B C D

6. Two-thirds of the cultivated land of the Hawaiian islands are used to grow sugarcane.

A B C D

7. In all organisms, from human beings to bacteria and viruses, the genes, or units



9

A B C

of heredity are composed from nucleic acid.

D

Exersice 3: Gap-filling: Use these words to finish the sentences. Each is used

once only.

blight drought famine gene pool staple foods

clones emigrate floods habitat propagation

starvation fungus hybrid income domesticated variety

1. In Ireland in the 1840s, the potato crop suffered from a (1)........................ , a plant disease. The rotting was caused by a (2).................... . The resulting lackof food caused a (3)........................ . More than ten percent of the Irish

population died of (4).................. . There was simply not enough food to keepthem all alive.

2. To grow a potato plant, you can plant seeds or you can plant a plug, a piece of potato from last year’s crop. The potatoes that grow from plugs are actually(5).................... plants that are genetically the same as the plants from last year.Planting potato plugs is the most common method of potato plant(6)..................

3. A great storm dropped large amounts of rain on India, and the rivers rose,causing serious, widespread (7)..................

4. Three thousand varieties of potatoes grow in South America. Each type hasadapted to a specific set of conditions, including available water, sunlight, soiltype, and altitude. In other words, the plants adapted to their (8).................. .As a result, these three thousand potato plant types constitute a variety ofgeneric material for improving potatoes, a (9).............................. forresearchers to work with.

5. One (10)............................... of potato became popular in Ireland.

6. Some parts of Africa have had little or no rainfall for years. Because of the(11).................... , there isn’t enough water for gardens to thrive, so people

have moved to other areas, and the desert has grown larger.

7. If a farmer produces more food than her family needs, then the extra food can be a source of (12)....................... because she can sell the surplus.

8. The potato for the Irish; rice for the people in the Far East; squash, beans, andcorn for the Iroquois – these are the (13)........................... of these people.

9. After a terrible famine, people are likely to leave their homes, to (14)...............to a new country.



10

10. A (15).................. is ‘made’ from the generic material of two parent plants.

(Taken from " Between the Lines" by Faust, Susan S. Johnston & Clark S. Atkinson)

D. TRANSLATION

I. TRANSLATE INTO VIETNAMESE

Soil formation comprises two different processes. First, the changes fromconsolidated mass (rock) not capable of growing plants to the development of anunconsolidated (loose) layer of material that can support plants if climate is suitableand water is available. Second, the changes occurring within the loose material as time

passes. This latter process is also called soil development. Actually, the change from asolid mass to loose soil material and other changes within the soil profile occursimultaneously. Soil formation is used to mean both the production of unconsolidatedmaterial by weathering processes and soil profile development, which are the changes

involved in the development of horizons. Horizons tell much about the characteristicsof a soil. They include information about depth of organic matter accumulation, soildenseness from clay deposition and the extent leaching.

(Taken from " Environment Soil Biology" by Martin, W)

II. TRANSLATE INTO ENGLISH

1. Các quá trình hình thành của đất bắt đầu bằng sự phong hóa của đá và cáckhoáng chất. Sự bào mòn vật lý của các cấ p hạt và các phản ứng hóa học liêntục gây ra sự thay đổi của đất.

....................................................................................................................................................................................................................................................................

2. Phong hóa vật lý là một quá trình xảy ra chậm. Ngượ c lại, phong hoá hóa họcthườ ng xảy ra nhanh.

....................................................................................................................................................................................................................................................................

3. Muối luôn gây hại đối vớ i cây non nhưng không hẳn vào thờ i điểm nảy mầm,mặc dù sự tậ p chung muối cao có thể làm chậm sự nảy mầm của hạt giống một

vài ngày hoặc ngăn cản nó hoàn toàn. Do muối hoà tan dễ di chuyển cùng vớ inướ c, sự bốc hơ i đã chuyển muối lên mặt đất, nơ i mà chúng tích tụ lại. Cácloại cây xanh có dung hạn khác nhau đối vớ i lượ ng muối ở trong đất và nhữngảnh hưở ng cụ thể đối vớ i từng bộ phận của cây xanh cũng hoàn toàn khácnhau.

......................................................................................................................................................................................................................................................................................................................................................................................................



11

..................................................................................................................................

..................................................................................................................................

E. VOCABULARY

1. adequate (adj) : đầy đủ, tươ ng xứng

2.

aggregate (n) : đá vụn để làm bê tông3. altitude (n) : độ cao

4. basalt (n) : đá basan

5.

blight (n) : bệnh tàn lụi (vì côn trùng), r ệ p vừng

6. bond (v) : liên k ết

7. category (n) : loại

8. composite (adj) : hợ p lại

9. consistency (n) : độ đặc

10. clone (n) : sinh vật vô tính

11. clone (v) : sinh sản theo cách vô tính

12. define (v) : xác định

13. determine (v) : quyết định

14. domesticate (v) : làm cho quen (vớ i), thuần hoá

15. drain (v) : rút, thoát nướ c, làm cạn

16.

drainage (n) : hệ thống thoát nướ c, sự tháo rút

17. drought (n) : hạn hán

18. estimate (n) : ướ c tính

19.

excess (n) : sự vượ t quá20. famine (n) : nạn đói

21. fundamental (adj) : quan tr ọng, thiết yếu

22.

fungus (n) : nấm

23. genetically (adj) : đượ c xác định bằng di truyền, có quan hệ di truyền

24. hybrid (n) : cây lai, vật lai

25. igneous (adj) : đá macma

26. impermeable (adj) : không thấm qua đượ c

27.

induce (v) : gây ra, đem lại28. marble (n) : đá cẩm thạch

29.

metamorphosis (n) : đá biến chất

30. penetrate (v) : thấm qua, thâm nhậ p

31. percolate (v) : thấm dần

32.

propagation (n) : sự truyền giống, sự nhân giống

33. recurrent (adj) : lặ p đi lặ p lại

34. response (n) : đáp lại, phản ứng lại



12

35. slate (n) : đá phiến

36.

soaking (adj) : ướ t đẫm, ngấm

37. staple (adj) : chính, chủ yếu, quan tr ọng

38. starvation (n) : sự đói ăn, sự chết đói

39. stratify (v) : xế p thành tầng, phân tầng

40.

thrive (v) : phát triển, phồn thịnh, phát đạt41. taxonomy (n) : phân loại học

42. transpire (v) : thoát ra, bốc ra



13

SOME ELEMENTS ESSENTIAL

FOR THE GROWTH OF TREES

1. Boron Bo

2. Calcium Canxi

3. Carbon Cacbon

4. Chlorine Clo

5. Copper Đồng

6. Hydrogen Hiđrô

7. Iron Sắt

8. Magnesium Magiê

9. Manganese Mangan

10. Molybdenum Molip đen11. Nitrogen Nitơ

12. Oxygen ôxy

13. Phosphorus Phốt pho

14. Potassium Kali

15. Sulfur Lưu huỳnh

16. Zinc Kẽm



14

GLOSSARY OF TERMS AND ABRREVIATIONS

A

abrasion (n) : sự bào mònabrupt (adj) : đột ngộtabsorb (v) : hấ p thụ, ngấmabundant (adj) : dư thừa, thừa thãiabuse (v) : lạm dụngaccelerate (v) : hối thúcaccumulate (v) : tích tụ actually (adv) : thực sự adequate (adj) : đầy đủ, tươ ng xứngadjacent (adj) : gần k ề, lân cận

adversely (adv) : bất lợ i, có hạiaerate (v) : làm thông khíaerosol (n) : một loại chất có trong các bình xịtafflict (v) : làm khổ, gây ưu phiềnaggregate (n) : đá vụn để làm bê tôngairborne (adj) : lơ lửng trong không khíalgae (n) : tảoall-purpose (n) : nhiều mục đích khác nhaualtitude (n) : độ caoanchor (v) : neo, bám chặtannually (adj) : hàng nămanteater (n) : loài ăn kiếnantiknock (n) : chất kích nổ aphid (n) : r ệ p vừng (côn trùng)arid (adj) : khô hanharrangement (n) : sự sắ p xế pash (n) : troasphalt (n) : hắc ínassault (n) : cuộc xung độtatmosphere (n) : khí quyểnatmospheric current (n) : luồng khí

automobile emissions (n) : khí thải từ các loại xe có động cơ automotive (adj) : thuộc về ô tô

B

bacteria (n) : vi khuẩn balance (v) : làm cân bằng basalt (n) : đá basan bind (v) : trói, buộc, k ết hợ p blight (n) : bệnh tàn lụi (vì côn trùng), r ệ p vừng



15

blocky (adj) : khối, tảng bond (v) : liên k ết boundary (n) : đườ ng biên giớ i bramble (n) : bụi gai, bụi cây mâm xôi breakup (n) : sự phá vỡ brick (n) : gạch

by-product (n) : sản phẩm phụ

C

carnivore (n) : loài thú ăn thịtcarnivorous (adj) : (động vật hay cây) ăn thịtcatalytic (adj) : gây ra sự xúc táccataract (n) : bệnh đục thuỷ tinh thể catastrophic (adj) : thảm hoạ, tai biếncategory (n) : loại

caustic (adj) : ăn mònchemical compound (n) : hợ p chất hoá họccivilization (n) : sự văn minh, sự khai hoáclassify (v) : phân loạiclay (n) : đất sétclimate (n) : khí hậuclone (n) : sinh vật vô tínhclone (v) : sinh sản theo cách vô tínhcloudy (adj) : vẩn đục, không trongclump (v) : tạo thành lùm, thành đốngcoal (n) : than đá

coarse (adj) : thô, không mịncoarse sand (n) : cát thôcommunity (n) : quần xã, cộng đồngcompact (adj) : nén, chặtcomplex (adj) : phức tạ pcomponent (n) : phần hợ p thànhcomposite (adj) : hợ p lạicomposition (n) : sự k ết hợ p, cấu tạo, thành phầncompound (n) : hợ p chấtcompress (v) : nén, ép

concentrate (v) : tậ p trungconsequently (adv) : bở i vậy, hậu quả consistency (n) : độ đặccontaminate (v) : làm nhễm bẩn, gây ô nhiễmcontent (n) : hàm lượ ngcontract (v) : co lại, rút lạiconvert (v) : chuyển đổi, thay đổicoolant (n) : chất làm lạnh, tác nhân làm lạnhcreature (n) : sinh vậtcreeping desertification (n) : sự sa mạc hoá dần dần



16

cropland (n) : đất tr ồng tr ọtcrucial (adj) : quan tr ọng, có tính quyết địnhcrumble (v) : vỡ vụncrust (n) : lớ p vỏ cứngculprit (n) : tội phạm, thủ phạmcultivated land (n) : đất canh tác

D

debate (v) : bàn luận, tranh cãi, suy ngh ĩ , cân nhắcdecay (v) : thối r ữa, mục nátdecimate (v) : phá huỷ, tiêu haodecompose (v) : phân huỷ define (v) : định ngh ĩ a, xác định rõdefine (v) : xác địnhdegrade (v) : làm suy thoái, suy giảm

deliberately (adv) : một cách chủ tâm, cố ýdense (adj) : dày đặc, chặtdensity (n) : tính dày đặc, mật độ deplete (v) : tháo hết, xả hết, cạn kiệtdepression (n) : chỗ lõm, chỗ sụt xuốngderive from (v) : bắt nguồn từ, phát sinh từ destruction (n) : sự phá huỷ detect (v) : khám phá ra, phát hiệndetermine (v) : quyết địnhdetriment (n) : thiệt hạidiesel-propelled car (n) : xe chạy bằng động cơ đi-e-zen

differ (v) : khác, không giốngdiscard (v) : loại bỏ discharge (v) : thải radisintegrate (v) : làm tan rãdissolve (v) : làm tan ra, hoà tan, phân huỷ distort (v) : vặn vẹo, méo móditch (n) : đườ ng hào, rãnhdiversity (n) : sự đa dạngdomesticate (v) : làm cho quen (vớ i), thuần hoádomino effect (n) : tác động/ảnh hưở ng/hậu quả dây chuyền

double (v) : nhân đôidrain (v) : rút, thoát nướ c, làm cạndrainage (n) : hệ thống thoát nướ c, sự tháo rútdrift (v) : trôi dạtdrill (v) : khoandrought (n) : hạn hán

E

earthworm (n) : con giun đấtedible (adj) : có thể ăn đượ c



17

effect (n) : tác động, ảnh hưở ngelectric car (n) : xe (chạy bằng) điệneliminate (v) : loại bỏ, gạt raemit (v) : bốc ra, thoát raencircle (v) : vòng quanh, bao quanhenter (v) : đi vào, thâm nhậ p

environmental protection (n) : việc bảo vệ môi sinherode (v) : xói mònerupt (v) : phun tràoescape (v) : tr ốn thoátestimate (n) : ướ c tínhevaporation (n) : sự bốc hơ i, sự bay bơ i (về mặt vật lý)evaportranspiration : sự thoát hơ i nướ c (qua lỗ khí trên bề mặt lá)excess (n) : sự vượ t quáexert (v) : tác độngexhaust (v) : dùng hết, cạn kiệtexotic (adj) : ngoại lai, kì lạ expand (v) : mở r ộngexpect (v) : hy vọng, mong chờ expose (v) : phơ i tr ần, để lộ extend (v) : mở r ộng, kéo dàiextra (adj) : thêm, phụ, ngoàiextract (v) : khai thác, rút raextrude (v) : phụt ra

F

famine (n) : nạn đóifauna (n) : hệ động vậtfelspar (n) : khoáng fenspatfertile (adj) : màu mỡ , phì nhiêufertilizer (n) : phân bónfine sand (n) : cát mịnfineness (n) : độ mịnfiner (adj) : nhỏ hơ n, mảnh hơ nflora (n) : hệ thực vậtfluid (n) : chất lỏng

flush (v) : chảy mạnh, xối nướ cfood chain (n) : chuỗi thức ănformer (adj) : (thuộc) cũ, tr ướ cformerly (adv) : tr ướ c đâyfossil (n) : (vật) hoá thạchfriable (adj) : dễ nát vụnfuel (n) : nhiên liệufundamental (adj) : quan tr ọng, thiết yếufungus (n) : nấmfurnaces (n) : lò luyện kim



18

future generation (n) : thế hệ tươ ng lai

G

gas (n) : khígenerally (adv) : dần dần

genetically (adj) : đượ c xác định bằng di truyền, có quan hệ ditruyềnglacier (n) : sông bănggracial (adj) : (thuộc) băng hàgranular (adj) : như hột, có dạng hộtgravel (n) : sỏigravelly (adj) : như sỏigravitational force : tr ọng lựcgravity (n) : sức hút, lực hútgrit (n) : hạt cát, hạt sỏigroundwater (n) : nướ c ngầm

gypsum (n) : thạch cao

H

habitat (n) : sinh cảnh (nơ i cư trú của một quần xã)halt (v) : tạm dừng, tạm nghỉ hate (v) : ghét bỏ heavily farmed land (n) : vùng đất tr ồng tr ọt/canh tác nhiềuhemisphere (n) : bán cầuherbivore (n) : động vật ăn thực vật

heron (n) : con diệchoney-comb (n) : hình tổ onghorizon (n) : tầng (đất)human immune system (n) : hệ thống miễn dịch ở con ngườ ihumid (adj) : ẩm ướ thumidify (v) : làm cho ẩmhumus (n) : mùnhybrid (n) : cây lai, vật laihydrology (n) : thủy văn học

I icecap (n) : lớ p băng phủ các vùng cựcidentify (v) : nhận raigneous (adj) : đá macmaimmigrant (n) : loài nhậ p cư immune system (n) : hệ thống miễn dịchimpermeable (adj) : không thấm qua đượ cincinerate (v) : đốt, thiêuincinerator (n) : lò đốt, lò thiêu



19

indefinitely (adv) : không xác địnhinduce (v) : gây ra, đem lạiindustrialize (v) : công nghiệ p hoáinfiltrate (v) : xâm nhậ pingenuity (n) : óc sáng tạo, sự thông minhinitiate (v) : bắt nguồn, xuất phát từ

inorganic (adj) : (thuộc) vô cơ insecticide (n) : thuốc diệt côn trùnginsidious (adj) : làm hại một cách âm thầminsoluble (adj) : không thể thấm đượ cinstability (n) : không ổn địnhinteract (v) : tươ ng tácinteract (v) : tươ ng tácinter-link (v) : k ết nốiinundate (v) : ngậ p tràn, ngậ p lụtirrigate (v) : tướ i nướ cirritate (v) : kích thíchIUCN (International Union for the Conservation of Nature)

: Tổ chức Quốc tế về bảo tồn thiên nhiên

K

keystone (n) : yếu tố chính, chủ chốt

L

laminate (v) : cán mỏng

landslide (n) : lở đấtlandslip (n) : sự lở đấtlargely (adv) : ở một chừng mực nào đólaterite (n) : đá ong, đá đỏ lead (n) : chìlead (v) : dẫn đếnlead-free (n) : không có chìlikelihood (n) : sự có thể likely (adv) : có thể, có lẽ limited (adj) : hạn chế, giớ i hạnlivestock (n) : vật nuôiloam (n) : đất giàu mùn, đất thịtlocal (adj) : (thuộc) địa phươ nglog (n) : gỗ

M

major (adj) : chính, chủ yếumandatory (adj) : có tính bắt buộcmarble (n) : đá cẩm thạchmask (v) : che đậy, bảo vệ



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material (n) : vật chấtmature (adj) : tr ưở ng thànhmelt (v) : tan chảymercury (n) : thuỷ ngânmetamorphosis (n) : đá biến chấtmeteoritic (adj) : thuộc về thiên thạch

microbe (n) : vi sinh vậtmicroclimate (n) : vi khí hậumineral (n) : khoáng chấtmismanage (v) : quản lý kémmixture (n) : hỗn hợ pmoderate (v) : làm ôn hoà, điều tiết (khí hậu)modify (v) : làm thay đổimoist (adj) : ẩmmoisten (v) : làm ẩmmoisture (n) : độ ẩmmold (v) : đúc theo khuônmole (n) : số phân tử gam của vật chấtmolecule (n) : phân tử moss (n) : rêumottle (v) : chấm, lốm đốmmound (n) : mô đấtmutual (adj) : lẫn nhaumysterious (adj) : đầy bí ẩn

N

native (n) : ngườ i địa phươ ng, thổ dânnotable (adj) : đáng chú ý, nổi bậtnutrient (n) : dưỡ ng chất

O

organism (n) : sinh vậtoriginate (v) : bắt nguồnouter space (n) : vũ tr ụ overgrazing (n) : sự chăn thả quá mức

overlook (v) : không để ý, cho quaoverwhelm (v) : làm tràn ngậ p, áp đảo, lấn ápoxygen atom (n) : nguyên tử ô-xyoxygen mask (n) : mặt nạ ô-xyozone depletion (n) : sự suy giảm tầng ô-zônozone molecule (n) : phân tử ô-zôn

P



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pan (n) : chảo parent rock (n) : đá gốc particle (n) : phân tử, hạt particle (n) : phân tử, hạt pebble (n) : đá cuội, sỏi penetrate (v) : thấm qua, thâm nhậ p

periodic (adj) : phân k ỳ permeable (adj) : dễ thấm perpetual (adj) : v ĩ nh viễn, bất diệt pervasive (adj) : tràn ngậ p, toả khắ p pesticide (n) : thuốc tr ừ sâu phosphate (n) : phốt phát plague (n) : điều tệ hại, tai hại planet (n) : hành tinh plankton (n) : sinh vật trôi nổi plateau (n) : bình nguyên plunder (v) : lấy đi, cướ p đi poisonous (adj) : độc hại polar (n) : cực (địa lý) pollen (n) : phấn hoa pollinate (v) : thụ phấn (cho hoa) porous (adj) : lỗ r ỗng, tính r ỗng pose (v) : gây ra potential (adj) : (thuộc) tiềm năng pottery (n) : đồ gốm precipitate (v) : thúc đẩy, đẩy nhanh precipitation (n) : lượ ng mưa/tuyết đổ xuống một khu vực

precipitation (n) : (lượ ng) mưa, tuyết predator (n) : thú ăn mồi sống predict (v) : đoán, dự đoán predominately (adv) : chính, chủ yếu prevalent (adj) : thịnh hành, chiếm ưu thế probable (adj) : có thể, có lẽ propagation (n) : sự truyền giống, sự nhân giống property (n) : đặc tính, đặc điểm, tính chất proportion (n) : phần, tỉ lệ purify (v) : lọc, làm cho tinh khiết

R

radiate (v) : toả ra, phát raradiation (n) : sự phóng xạ radioactive waste (n) : chất thải phóng xạ rainfall (n) : lượ ng mưarare (adj) : hiếmraw (adj) : thô (chưa qua xử lý, chưa qua chế biến)recurrent (adj) : lặ p đi lặ p lại



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recycle (v) : tái chế, tái sinh, phục hồirefine(v) : (tinh) lọcreflect (v) : phản chiếurefuge (n) : nơ i trú ngụ, nơ i trú ẩn, nơ i lánh nạnregain (v) : thu lạiremedy (n) : chữa tr ị, biện pháp phòng ngừa

remove (v) : loại bỏ, vứt bỏ renew (v) : làm mớ i tr ở lạirenewal (n) : sự làm mớ i tr ở lạiresemblance (n) : sự giống nhauresemble (v) : giống vớ ireserve (v) : bảo tồnreservoir (n) : hồ chứa nhân tạoresidue (n) : cặnresource (n) : tài nguyênrespect (v) : tôn tr ọngrespiratory system (n) : hệ hô hấ presponse (n) : đáp lại, phản ứng lạiretain (v) : giữ lạiretard (v) : làm chậm lạireuse (v) : sử dụng lạireversal (n) : sự đảo lộnripple (v) : gây rarisk (n) : r ủi roroll (v) : cuộn tròn, vo viênroot (n) : r ễ câyrub (v) : chà xát

S

saline (adj) : mặn, có tính chất như muốisalt (n) : muốisalty (adj) : mặn, có chứa muốisand (n) : cátscale (n) : phạm vi, quy môscatter (v) : phân tánscheme (n) : k ế hoạch

screen (v) : che, chắnsedentary soil (n) : đất tàn tíchsediment (n) : tr ầm tíchsewage (n) : nướ c cốngsewage (n) : nướ c cốngsewerage system (n) : hệ thống cống rãnhshale (n) : phiến thạchshield (v) : bảo vệ shrew (n) : chuột chùshrink (v) : co lại, rút ngắn lại



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significant (adj) : quan tr ọngsilt (n) : phù sa (limon)silty soil (n) : đất bùnslate (n) : đá phiếnslop (n) : nướ c thảislope (n) : chỗ dốc, nghiêng

soak (v) : nhúng ướ t, ngâm, làm ướ t đẫmsoaking (adj) : ướ t đẫm, ngấmsoil degradation (n) : sự suy thoái đấtsoil profile (n) : phẫu diện đấtsoluble (adj) : có thể hoà tansoluble (v) : hoà tansolution (n) : giải phápsolvent (adj) : có thể hoà tan đượ csongbird (n) : loài chim hótsoot (n) : muội, bồ hóngspecies (n) : loàispell (n) : đợ t, lượ t, phiênspongy (adj) : mềm, xố p, đàn hồispray (v) : phun, xịtspread (v) : lan tràn, tr ải r ộngstandpoint (n) : quan điểmstaple (adj) : chính, chủ yếu, quan tr ọngstarvation (n) : sự đói ăn, sự chết đóistem (n) : thân câysticky (adj) : dẻo, dínhstratify (v) : xế p thành tầng, phân tầng

stratosphere (n) : tầng bình lưusubside (v) : lúnsubsidence (n) : sự lún xuốngsubsoil (n) : lớ p đất dướ isubstance (n) : chấtsubstitute (n) : ngườ i, vật thay thế succession (n) : sự nối tiế p, chuỗisummarize (v) : tóm tắtsunburn (n) : sự rám nắngsunscreen (n) : tấm chắn bức xạ mặt tr ờ i

surface water (n) : nướ c bề mặtsurroundings (n) : môi tr ườ ng xung quanhsustainable development (n) : sự phát triển bền vững

T

taxonomy (n) : phân loại học

temperate (adj) : ôn hoà

terrain (n) : địa thế, địa hình



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thrive (v) : phát triển, sinh tr ưở ng

thrust (v) : đẩy mạnh

tiny (adj) : vô cùng nhỏ bé

tolerate (v) : chịu đựng

topography (n) : địa hình học

topsoil (n) : (tầng) đất mặt

trace (n) : lượ ng r ất nhỏ, vết

trampling (v) : giẫm đạ p

transpire (v) : tiết ra, thoát ra

transported soil (n) : đất hình thành trên bồi tích

trap (n) : chặn lại, ngăn lại

troposphere (n) : tầng đối lưu

trunk (n) : thân cây

turbulance (n) : sự bất ổn, xáo tr ộn

U

ultraviolet radiation (n) : bức xạ cực tímundesirable (adj) : không mong muốnundisturbed (adj) : không bị xáo tr ộn, ổn định

V

vapor (n) : hơ i, khí

vary (v) : thay đổivegetate (v) : sống đờ i sống thực vật

vertical (n) : phươ ng thẳng đứng

vital (a) : quan tr ọng, cần cho sự sống

volcanic eruption (n) : sự phun trào núi lửa

volume (n) : số lượ ng, khối lượ ng, dung tích

vulnerable (adj) : dễ bị tổn thươ ng, dễ nhạy cảmW

waste treatment plant (n) : chươ ng trình xử lý chất thải

wasteland (n) : vùng đất hoangwater shortage (n) : sự thiếu nướ cwater vapor (n) : hơ i nướ cwaterlog (v) : ngậ p nướ cwaterlogged (adj) : ngậ p úngwell-being (n) : sức khoẻ wondrous (adj) : tuyệt tờ iworldwide (adj) : toàn thế giớ i



25

Z

zone (n) : miền, vùng



26

REFERENCES

1. Alan Mc Gowan & Jack Hudson, 1997. English-Vietnamese Translation

Materials for Advanced Students of English .National University,College of

Foreign Languages.

2. Alan Mountford, 1989. English in Agriculture. International Thomson Publishing,The United States of America

3. Barrow, C. J. 1995. Developing the Environment-Problems and Management .John Willey and Sons Inc, New York.

4. Bộ Khoa học Công nghệ và Môi trườ ng, 2001. T ừ đ iể n Đa d ạng Sinh học và Phát

triể n bề n vữ ng Anh - Việt . Nxb KHKT. Hà Nội

5. Christopher, St. J. Yates, 1998. Earth Sciences. Cassell, Great Britain.

6. Cục Môi Trườ ng, 2001. Chiến lượ c bảo vệ môi tr ườ ng Quốc gia. Hà Nội.7. Dians Hopkins & Mark Nettle, Passport to ILTS. New York, London, Sydney..

8. Encarta-World Atlas", Microsoft 2000đ

9. Faust Susan S. Johnston & Clark S. Atkinson, 2002. Between the Lines. Nxb Tr ẻ.

10. George, D. 1995. Extra Practice. Cambridge University Press, Cambridge.

11. Heaton, J. B. 1990. Longman Tests in Context . Cambridge University Press,Cambridge.

12 Hội Khoa học Đất Việt Nam, 2000. T ừ đ iể n Thổ Nhưỡ ng học Anh - Việt . Nxb

KHKT. Hà Nội.13. Jonauntion, R. 1989. Think First Certificate. Longman Press, New York.

14. Johns, L. 1996. Progress to First Certificate. Cambridge ExaminationsPublishing. Melbourne.

15. Martin, W. 1995. Environment Soil Biology. The University Press, Cambridge.

16. Miller, G. 1993. Sustaining the Earth. International Thomson Publishing. TheUnited States of America.

17. O'Callaghan, J. R. 1996. Land Use. The University of Newcastle, United

Kingdom.18. Raymon Miller, W. 1983. Soil-an Introduction to Soil and Plant Growth.

Prentice-Hall, Inc, The United States of America.

19. UNEP World Wide Web Site 1996.

20. Wilson, R. 1992. Environmental Sciences. Oxford University Press. Oxford.

21. Williams, R. 1982. Panorama. Lomgman Group. Singapore National Printers.



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Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình dành cho sinh viên ngành Thổ nhưỡng và Môi