- •A fable for tomorrow by Rachel Carson
- •Exercises
- •1. Study the Notes.
- •2. Translate the sentences and use an underlined structure from each group in your own example:
- •3. Say it in English:
- •4. Find in the text and learn the English equivalents of the following words and word-combinations:
- •5. Retell the text using the following words and phrases:
- •7. Discussion.
- •Focus on the environment
- •In this text, young people from Britain and America discuss the environment. What is the biggest environmental problem in your area? How concerned are you about the environment?
- •Exercises
- •3. Find in the text and learn the English equivalents of the following words and word-combinations:
- •4. Find in the text sentences equivalent to the ones given below and learn them by heart:
- •5. Learn the information in italics. It’ll enable you to speak freely on the following environmental issues:
- •6. Study the following:
- •7. Complete the sentences so that they make sense:
- •8. Discussion
- •It's official: the earth is getting hotter
- •Exercises
- •2. Explain what is meant by:
- •3. Find in the text and learn the English equivalents of the following words and word-combinations:
- •5. Study the following:
- •6. Discussion
- •The arguments made by climate change sceptics
- •Acid rain
- •International agreements
- •Exercises
- •2. Explain what is meant by:
- •3. Find in the text and learn the English equivalents of the following words and word-combinations:
- •5. Rephrase the given sentences without using the underlined parts.
- •6. Discussion
- •1. Answer the questions:
- •3. Retell the article using the following:
- •The world's green lungs
- •Interview with David Attenborough
- •Rainforest
- •Exercises
- •6. Rephrase the sentences:
- •Kyoto treaty takes effect today
- •Exercises
- •1. Practise reading the words from the article. Learn their Russian equivalents.
- •2. Find in the article and learn the English equivalents of the following words and word-combinations:
- •3. Explain what is meant by:
- •5. Say what you know about:
- •6. Rephrase the sentences without using the underlined parts:
- •7. Discussion
- •Driving away from air pollution
- •Exercises
- •Cloning the endangered
- •Exercises
- •Nature’s avengers
- •Exercises
- •1. Find in the article and learn the English equivalents of the following word-combinations:
- •2. Correct the sentences:
- •3. Answer the question:
- •What on earth can I do? Rethink at home
- •Save Energy and Combat Air Pollution
- •In the Kitchen
- •Save the Rainforest
- •Waste not…
- •In the Bathroom
- •Rethink at work
- •Exercises
- •1. Practise reading the given words and word-combinations. Learn their Russian equivalents:
- •2. Discussion
- •Green consumers
- •Exercises
- •1. Practice reading the words from the article. Learn their Russian equivalents:
- •2. Find in the article and learn the English equivalents of the following word-combinations:
- •Exercises
- •Impact of Natural Hazards (vocabulary)
- •Supervolcano
- •Megatsunami – wave of destruction
- •When large animals disappear, ecosystems are hit hard
- •The gulf stream
- •Фреоновая война
- •Contents
- •Sources
3. Retell the article using the following:
1. The headline of the article The title of the text/story/book |
The article/text is headlined/entitled… The headline of the article I have read is… The title of the text/story I have read is… The article under the headline/the text under the title… is taken from (the newspaper…dated…) |
2. The author of the article/text/book; where and when it was published |
The author of the article/text/story/book is.. The article/text/story/book was written by… It was published in… |
3. The main idea of the article/ text/story/book |
The main idea of the article is… The article is about… The article is devoted to/ deals with/touches upon… The purpose of the article is to give the reader some information on… The aim of the article is to provide the reader with some material (data) on… |
4. The content of the article/text/book |
Further on the author reports/says… The article goes on to say that…
The author comes to the conclusion that… |
5. Your opinion on the article/text/book
|
I’ve found the article interesting/important/dull/of no value/too hard to understand/…, because… |
The world's green lungs
A.
FORESTRY IN IRELAND
Forests in Ireland cover about 7% of the land area. 80% of the forest area is in public ownership. 20% of Irish forests are privately owned, mostly by farmers, but also by private investors and forest or finance companies.
Ireland’s forests are among the healthiest in Europe, as a result of our isolated geographical location and strict phytosanitary controls on imports of forest plants and products.
Wood is a versatile raw material with a variety of uses:
sawlog or sawn wood for rafters, joists, floorboards, joinery, panelling, furniture, boats, railway sleepers, pallets, crates, boxes,
poles for fencing, and electricity transmission and telecommunications,
pulpwood (early thinnings and wood residues) for particle and fibrewood, and mechanical and chemical pulp (for paper),
firewood for domestic fuel, charcoal and industrial energy,
decoration, as in Christmas trees and foliage.
Forests can make an important contribution to environmental quality. Besides creating a renewable raw material, they can help to control soil erosion, flooding and avalanches, help to balance the earth’s atmosphere, improve the landscape, support a variety of flora and fauna, and offer an opportunity for leisure and recreation.
Commercial forestry can maximise its contribution to environmental quality through careful development. The Forestry Operational Programme requires that all measures taken under it be compatible with the protection of the environment.
FORESTRY AND THE LANDSCAPE
Forestry changes the landscape, and if not carefully planned can be visually intrusive and monotonous and can obscure landscape detail.
DIVERSITY
Conifers are likely to remain the basis for commercial wood production in the foreseeable future, but broadleaves are important not only for aesthetic and amenity reasons but also as part of our landscape heritage, to provide habitats for flora and fauna and, in the longer term, to produce hardwood timber and replace imports of tropical hardwoods, supplies of which are declining. The longterm aim is to increase the planting of broadleaves to 10% of annual planting.
ENVIRONMENTAL IMPACT ASSESSMENT (EIA)
Because of the possible effects of large scale forestry on flora, fauna, water, the landscape and cultural heritage, planning permission must be obtained for initial afforestation of more than 200 hectares or for the replacement of more than 10 hectares of broadleaf high forest with conifers. An Environmental Impact assessment must be undertaken when planning permission is sought.
FORESTRY AND RECREATION
Forests are appreciated for recreation – for scenery, fresh air, walks, peace and quiet and some sports.
Urban forestry is a new concept in Ireland which entails the development of small woodlands in or within reach of urban areas. The urban forest is mainly for amenity, recreation and education, but is also valuable for visual relief in built-in areas, reducing noise, filtering air pollution and providing commercial wood on a small scale.
B.
