TRƯỜNG ĐẠI HỌC QUẢNG BÌNH
KHOA NGOẠI NGỮ

GIÁO TRÌNH
(Lưu hành nội bộ)
TIẾNG ANH CHUYÊN NGÀNH
(Dành cho sinh viên Đại học Lâm nghiệp)

Tác giả: Nguyễn Thị Hồng Thắm

Năm 2017
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TABLE OF CONTENTS
INTRODUCTION
Unit 1: THE ROLE OF TREES............................................................................ Page 1-3
Unit 2: THE DEVELOPMENT OF CONSERVATION........................................ Page 4-6
Unit 3: IDENTIFICATION OF TREES (I)............................................................ Page 7-9
Unit 4: IDENTIFICATION OF TREES (II)...................................................... Page 10-12
Unit 5: TREE SIZE AND TYPE CLASSIFICATION....................................... Page 13-16
Further Reading: TREES AND FORESTS........................................................ Page 17-20
Unit 6: FOREST AND FLOODING.................................................................. Page 21-24
Further Reading: WINDBREAKS..................................................................... Page 25-26
Unit 7: CREATING A NEW STAND............................................................... Page 27-31
Unit 8: DIFFERENT TYPE OF CUTTING....................................................... Page 32-36
Unit 9: FOREST MEASUREMENTS DEFINED............................................. Page 37-39
Unit 10: FOREST HARVESTING.................................................................... Page 40-42
Further Reading: TREES DISEASES................................................................ Page 48-53
REFERENCES........................................................................................................ Page 58


up, soils wash away, and air quality declines. James Lovelock, a renowned ecologist, claimed
these breakdowns in natural systems will in turn affect other word bio-areas continent or cyclones
may occur more frequently. It will be sad if these things happen before we change from
consumers to producers.

I/ Comprehension
1. What do people plant trees for?
2. What do European and Asian people want to show by planting trees?
3. What are fundamental roles of trees?
4. What will happen to the area when the trees are cut down?

II/ Grammar
ADJECTIVE + PREPOSITION
Exercise 1: Complete these sentences with the correct preposition
1. It‟ very nice ................... you to let me use your car. Thank you very much.
2. Why are you always so impolite ………….. your parents? Can‟t you be nice ……...….. them?
3. It wasn‟t very polite ………….….him to leave without saying thank you.
4. I can‟t understand people who are cruel to …………. animals.
5. Why do you always get so annoyed …………….. little thing?
6. We enjoyed our vacation, but we were disappointed ………….…. the hotel.
7. I was surprised ………….….. the way he behaved. It was out of character.
8. These days everybody is aware ……………….. the danger of smoking.
9. Mr. Davis spends a lot of time gardening. His garden is very well-kept, and he‟s very proud …
……..…. it.
10. Bill has been doing the same job for too long. He‟s bored ……..………it.
Exercise 2: Fill in the gaps with words in the box
boundary ; slopes ; verges ; sanctuary ; shelter ; indigenous
pressures ; surrounding ; reptiles ; uncontaminated ; backbones
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If agriculture fails,
You get better crops
Most trees die
People get sick

it can become waterlogged
you will never be a good forester
the world will starve
if the farmer does not look after them
if they don‟t get enough water
if they don‟t eat proper food
you won‟t remember the lectures
if the soil is fertile

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2. Now say what you think would be the result if the circumstances below actually happened.
Complete the sentences, giving your opinion:
Example: My car/not/start
If my car didn’t start …………………….
a. drought/hit/my country
b. My land/flood
c. Lose/my note
d. My country‟s population/double
e. There/be/no rice/my country
f. we/not/test/new plant varieties

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decade. This act, however, was repealed after 10 years because of serious abuses; too many
recipients of these grants were not honoring their commitments by failing to follow the rules and
regulations pertaining to the grants.
In many instances, while employing fire to prepare their land for cultivation, the settlers
disregarded caution relating to neighboring land. Gross carelessness often resulted in destruction
of property well.

I/ Vocabulary
1. Look at paragraph 1 again. Which word has the same meaning as:
A. harvested
C. importance
B. without thinking of
D. banning
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2. Look at paragraph 3 again. Find the synonym of the words:
A. agreement
C. give hope and courage
B. conservation
3. Look at paragraph 4 again. Which word has the same meaning as:
A. 10 years
B. parliament

II/ Put the appropriate word in the blank
protection
growing
timber
laws
destruction

federal act.
7. Any persons cutting down one acre of living red cedar, live oak or other trees on federal
land could be punished by the government.
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8. In the early 19th century police were used to enforce forest laws and regulations.
9. In 1896 the state Board of Agriculture of Maine appointed a committee to develop a state
policy for the preservation and production of trees.
10. These early laws and regulations played an important role in the establishment of
forestry in USA.
B/ Answer the questions:
1. In very early pioneer days, why were trees cut with no thought of replacing them?
2. What was the content of the ordinance passed in 1620?
3. What did William Penn order?
4. In the early 1800s, what did the congress authorize the president to do?
5. When was the planting of trees started?
When was the timber culture Act adopted and what was its content?

IV/ Grammar
+ Some verbs in English must be followed by the - ing form:
Forexample: He admitted taking my book.
+ Others are followed by the infinitive, “to”:
Forexample: He agreed to lend me his book.
+ Verbs followed by a particles like „in‟, „from‟, etc. are followed by the -ing form:
Forexample: He insisted on going to a film last night.
Exercise : Make sentences from the following notes. Think whether you should use the
infinitive or the – ing form after the verbs.
1. He/suggest/read/chapter 5/before/we/go/lecture
2. The rain/not stop/fall/until yesterday evening

with a good identification manual showing local species should enable an
inexperienced person to become rather proficient in identifying trees.
Identification features are also found in bud, flower, fruit, leaf, twig, and bark
structure. The precise botanical characteristics by which trees are classified (primarily
flower parts) are too small or fleeting to be useful in field identification for those with
little experience. The gross features (shape, leaf, and bark structure, buds and twigs) are
more useful for quick field identification.

I/ Comprehension
A/ Multiple-choice
1. A tree usually grows…………… .
A. vertically
B. horizontally
C. downward
2. A tree usually has…………… .
A. two stems
B. one stem
C. some stems
3. Vines has got……………… .
A. great crown
B. small crown
C. complex crown D. indefinite crown
4. The branches of a vine are…………… .
A. big
B. long and thin
C. not upright
D. hard
5. When growing in an open area, trees often have a………… .
A. nice form
B. popular form

II/ Vocabulary
Put the appropriate word into the blank:
stem
crown
shape
branches
light

knurled
factors
identification
bark
characteristics

1. …………………..is very important for the growth of trees.
2. Trees…………………...is a subject that we are going to study next week.
3. The……………………………..of this tree is very thick.
4. Many………………………affect the growth of a tree.
5. After the flood, the………………………..of the river banks changed so much.
6. This kind of Pine has got a lot of………………….….. .
7. We used to play under the…………………………….of this old, big tree.
8. The…………………………....of this bamboo is 10 metres long.
9. Yesterday, a car run into that tree, but only the……………………….is damaged.

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III/ Paragraph writing
Match the following clauses together, using and, but, when, after, so and because.


Latinized names, which remain constant since Latin is a language that no longer
changes. The scientific name consists of two parts: the genus (a collection closely
related species) and the specific epithet or species (a collection of individuals so similar
that they suggest common percentage and produce like offspring). The generic name
always appears first and is capitalized, while the specific name follows and begins with
a lowercase letter. Because general and regional guides to field identification of trees
and government publication that describe local or native trees are readily available,
only a few of the important commercially significant trees of the major forest regions
will be studied in this chapter. Most of these are valued for their wood products.
Prior to studying individual tree species, it is necessary to know that trees are
divided into two main groups. These are the conifers (gymnosperms) or softwood trees
and the broadleaf (angiosperms) or hardwood trees. Conifers have mostly needle-like or
scale-like leaves and bear their seeds in cones or cone-like structures. The conifers or
evergreens do not shed all their leaves annually, with the exception of larch and bald
cypress. Deciduous trees, those that shed all their leaves in the fall, generally are broadleaved hardwoods.
The term hardwood and softwood can be misleading because the wood of some
hardwood trees is softer than that of some softwood trees. For example, the wood of
yellow poplar and basswood is much softer than that of the longleaf pine.
We will first study the conifers, which are very widely distributed in the various
regions and are very significant in the production of lumber and paper.

I/ Vocabulary
Find word or combination of words that means:
1. some (paragraph 1)
6. types (paragraph 2)
2. definite (paragraph )
7. accurate (paragraph 1)
3. the same (paragraph 1)
8. sawn wood (paragraph 4)
4. before (paragraph 2)

D. many parts
3. The specific name stands………….. .
A. first
B. in the middle
C. last
D. anywhere
4. ……….is written or printed in capital letters.
A. the generic name B. the specific name
5. Trees are classified into………. .
A. three types
B. four types
C. two types
D. several types
6. Conifers are often……………… .
A. hardwood trees B. softwood trees
7. Most of softwood trees do not change their leaves……… .
A. in autumn
B. in spring
C. in summer
D. in winter
8. The wood of………..hardwood trees is hard.
A. all
B. most of
C. some
D. many
C/ Questions
1. How many names do trees and other plants have?
2. Why do they have many names?
3. Why do botanists have to use Latin to name trees?
4. How many parts does the scientific name consist of? What are they?

by smell,
and so are the lavenders, eucalypts and citrus. Taste……………. and spit it out, and
again see what it reminds you of;
the oxalis family all have the same
acidic taste, so do the sorrels. (Notes: it is very hard to poison yourself by
simply a test taste and then spitting the leaf out.)
Look at the plant……………… - all the thyme family have small hairy leaves;
other……………. can be similarly recognised by sight. Now you can probable see that
this plant is like……………………. you know. Think about it and then check its
growing place.
Examine ……………………- soil, aspect, slope- and the plant‟s habit- tree,
shrub, herb or
. Identify its yields and
- mulch,
groundcover, shelter food, and so on.
Now tell yourself where and

you would use it in a permaculture

design.

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Unit 5:

TREE SIZE AND TYPE CLASSIFICATION
Tree age and size can be described in a general and approximate way by use of
such words as seedling, sapling, pole-size, mature, and veteran. A stand of trees can be
even-aged or all-aged.

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C. actually
D. not any
4. Find out an appropriate word in the text to fill the blank:
a. How many…………does your nursery produce per year? (paragraph 1 )
b. I think these pines are…………….enough to be cut. (paragraph 1)
c. This stand is……….…….because it is made up principally one species. (paragraph
2)
d. This……………of pine grows very fast. (paragraph 2)
e. He has been a…………..….for twenty years. (paragraph 7)
f. The roots of this tree have………………….over a lot of land. (paragraph 3)
g. Dominant trees receive full……..…….from the sun. (paragraph 3)
h. Biomass production is affected by stand…………………. . (paragraph 7)
i. The economic…………………of Japan is admirable. (paragraph 7)
j. A given area of trees, which is consisted of species is called a……..……… .
(paragraph 7)

II/ Comprehension: True or false?
a. A pure stand is made up of different species.
b. Trees can not be classified by the positions of their crowns.
c. In a forest, each crown of each tree stays away from each other.
d. A dominant tree receives some light from the sides.
e. A co-dominant tree gets no sunlight from the sides.
f. A suppressed tree receives no light at all.
g. An intermediate tree does not have any light from the sides.
h. Stand density is the number and sizes of trees in a given area.
i. Basing on the crowns of trees that are relative to the general level of the forest
canopy, trees can be classified into four types.

into

chemical energy

2. A soil profile

A

succession

of

soil Extends from the surface

horizons

of the soil to the parent
rock

3. Aerobic bacteria

Organisms

Can live in the presence
of air

4. Osmosis

Biophysical process


surface of a leaf

leaf and the chloroplasts

The chemical

Enable sunlight to convert
carbon dioxide into food
and other substances

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Definition of Terms: Combine the items in Column A with the ones in column B to
make the correct definition of each term. You will need to add some necessary words
(articles, pronouns and adjectives, forms of the verb “be”) where appropriate.
Forest

Ecologically complex unit-community of trees and
undergrowth spreading, sometimes, over really enormous
areas.

Stand

Collection of trees which are more or less uniform (i.e.
more or less the same) in species, age distribution etc.

Type

Rather like a stand but more extensive- group of similar

forests have special functions. In addition to providing habitats for animals and
contributing to environmental stability, forests influence wind patterns, rainfall and
nutrients turnover.

The Function Of A Forest
The waru
The trees are the fixed elements of a forest and the associates of trees- fungi,
bacteria, squirrels, possums, insects, birds, and other animals- can be seen as the mobile
elements. The whole- the tree and its associates- can be imagined as a guild or waru
(the Australian Aboriginal word waru expresses the sense of all organisms belonging
together and working co-operatively.) the tree provides habitat for the animals (shelter,
food, nesting materials); in return animals carry out the tree‟s needs for pollination,
seed dispersal, pruning, cultivation and fertilising.
In permaculture, you are aiming to create landscapes and ecosystems that
function with the wonder, diversity and efficiency of a waru.
Trees and wind
Trees are “pruned” or deformed by prevailing winds and from this you can
predict local wind direction and intensity, and assess the need for windbreaks.
Heavy trees with large canopies, such as oak trees, rely mainly on their weight
to withstand severe winds. Trees with lighter canopies insert roots deeply into the
ground to anchor themselves. It is important to use anchoring trees in cyclone areas.
Wind carries a “load”. It carries ice particles, sand, dust, bacteria, viruses and
seed. Trees with small fine leaves can “trap” the load and deposit the nutrients for their
own growth. Because fine-leaved trees are often found on the edges of forests, you will
sometimes find that the edge facing the prevailing wind has richer soils than the edge
on the leeward side.
Typically, in a forest about 60% of the windstream is deflected up and over the
trees. The remaining 40% that enters the “edge” or forest closure is absorbed and
warms the forest with its energy. Within 100m the wind dies. At this point in the forest
the air is clean, warm, still and slightly humid. This is a perfect growing place.

returned to the atmosphere in this way. The Tasmanian Blue Gum, Eucalyptus
globulus, which averages about 60 trees to a hectare in a natural mixed forest, pumps
4000 litres/ day. This is a huge return of moisture to the airstreams.
The environmental effects of forest removal are dramatic, both in the local area
and further field. It has been calculated that as much as 60% of inland water comes
from forest transpiration. Hence, forest removal in one area may relate directly to
drought in another area.
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Forests protect the soil from erosion. In one heavy deluge up to 80 tones/ hectare of soil
can be lost from bare earth. In addition, the topsoil and subsoil start to dry out if water
runs across the surface and off the land into waterways. Dams and rivers silt up and
eventually flood, carrying the valuable topsoil downstream.
When it rains………
When it rains over a forest the impact of each rain drop on the soil is reduced
and the rain is spread as a film of water, bound by surface tension, over all the leaves of
the trees. It is caught in stems and bark, in webs, flowers and insect nests. The amount
caught is influenced by the crown thickness and density. For 100% of rain falling, 1015% is caught by the tree canopy, branches and trunks of deciduous trees; more is
caught in evergreen trees. This is called interception.
The rest of the rain- the throughfall- drifts through the canopy as mist and
droplets. It contains organic salts, dust, plant exudates, insect droppings and sheddings.
It is nutrient-rich and is directed towards the outer plant canopy (also known as the drip
line) and the underlying feeding roots.
Before the water reaches the roots however, the organic humus layer of the soil
acts like a great water blotter and soaks up 1cm of rain for every 3cm of depth. This
moisture is held for later use, when the soil begins to dry out again.
In the underlying 40-60cm of soil, the throughfall is filtered into water and air
channels, nests and burrows, and is absorbed by soil fungi and bacteria, and of course,
the tree roots. This water is first bound by particles of clay and humus and then the


A. edge‟s
B. plant‟s
C. forest‟s
6. In paragraph 11, line 1, the word “it” refers to:
A. tree
B. sun
C. light
7. In paragraph 14, line 1, the word “which” refers to:
A. areas
B. evatranspiration C. air
8. In paragraph 16, line 1, the word “they” refers to:
A. trees
B. moistures
C. air
9. In paragraph 23, line 2, the word “it” refers to:
A. rain
B. throughfall
C. canopy

II/ Comprehension:
1. Can a mature forest be precisely measured or cost?
2. What is the definition of the term “waru”?
3. How can you predict local wind direction and intensity?
4. How can trees withstand severe wind?
5. Are fine-leaved trees benefit? Where can we find them in a forest?
6. What is the perfect growing place?
7. What tree species usually grow on the edge of a forest?
8. Why can forests be seen as nature‟s air conditioners?
9. When does air flow rapidly and condense on leaf surface?

management regulates runoff, which moderates extremes in stream flow in headwater
regions and, in turn, helps prevent downstream floods.
In this chapter, the science called ecology was defined and various aspects of
ecology were touched upon, such as the ecology of forest wildlife, the impacts of
human activity upon the environment, possible interaction between climate and the
forests supply and forests, and so on.
Rainfall removes dust from the atmosphere, provides the water necessary for
tree growth, replenishes the underground water table, dissolves nutrient materials in the
soil, sometimes creates erosion, fills the river headwater streams, and may result in
disastrous floods. Lack of rainfall, wind and barren soil caused the famous Dust Bowl.
Forests are affected by climate and in turn produce some effects upon climate.
Air and ground temperatures within forests differ somewhat from those outside. Forests
affect the speed of air movement. Shelterbelts protect agricultural fields from winds and
snowdrifts, while windbreaks protect farmsteads by changing wind direction and
reducing wind speed. Ground litter retards flow of rainwater and also serves as a
thermal insulator, reducing the rapidity of changes in forest temperature. Excessive
conversion of forest land into agricultural fields has contributed to soil erosion, silted
streams, and contributed to the need for levees.

I/ Vocabulary
A/ Find out the word in the text which means
1. set up (paragraph 1)
2. enough (paragraph 1)
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3. lengthened (paragraph 1)
4. over (paragraph 5)
5. a certain area that supplies water for a river or a stream (paragraph 2)
6. causes (paragraph 1)

D. never
2. Flood damage is usually correlated with the…….. .
A. forests along the main rivers
B. shelter belts along the main rivers
C. population density along the main rivers
D. construction along the main rivers
3. ………results in flooding of the main rivers.
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