- •От автора
- •Part I parts of a tree Unit 1 The functional parts of a tree
- •1.1 Active vocabulary:
- •1.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Tree structure
- •1.8 Match the terms with their definitions:
- •1.9 Find sentences from the text1 with Participles and translate them.
- •1.10 Read the text 2 and title it. Text 2
- •1.11 Topic for discussion.
- •U nit 2 The crown
- •2.1 Active vocabulary:
- •2.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 The crown and leaf structure
- •2.3 Find the answers to the following questions in the text 1:
- •2.6 Describe the leaves (figure 2.6).
- •2.7 Match the terms with their definitions:
- •2.8 Skim the text 2. Single out the key sentences and write down them. Text 2 Tree shapes
- •2.9 Topic for discussion.
- •It is interesting to know
- •Unit 3 The crown parts
- •3.1 Active vocabulary:
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary.
- •The crown parts and functions
- •A. Seeds
- •B. Branches, twigs and buds
- •3.3 Find the answers to the following questions in the text 1:
- •3.5 Divide the words into 3 groups according their meanings:
- •3.6. Read and translate the text 2, paying attention to the bold words. Text 2 Kapok tree
- •3.7 Match the words with their definitions:
- •3.8 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •3.9 Skim the text 3 and tell what it is about. Text 3 Leaves and Needles
- •It is interesting to know
- •Unit 4 Roots
- •4.1 Active vocabulary:
- •4.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Root structure
- •4.3 Find the answers to the following questions in the text 1:
- •4.4 Match the words with their definitions:
- •Text 2 Mangrove trees
- •4.10 Topic for discussion.
- •Unit 5 The trunk
- •5.1 Active vocabulary:
- •Text 1 The trunk structure and functions
- •5.3Find the answers to the following questions in the text 1:
- •5.5 Find the sentences with the ing-forms of the verbs in the text 2 and explain their using.
- •5.6 Choose the correct answer for the questions:
- •5.7 Choose the correct word.
- •5.8 Skim the texts 3and 4. Title them. Write down an annotation of the texts. Text 3
- •4.10 Topic for discussion.
- •It is interesting to know Aspen tree trunk
- •Part 2 tree Unit 1 Tree classification
- •1.2 Read and translate the text 1 using the active vocabulary and a dictionary. T Figure 1.1 Sugar Maple ext 1 Tree types
- •1.3 Find the answers to the following questions in the text 1:
- •1.4 Match the terms with their definitions:
- •1.5 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •1.6 Divide the text 1 into four parts and name them.
- •1.7 Skim the texts 2and 3. Write down an annotation of the texts. Text 2 How to Study Trees
- •Text 3 Shrubs and trees
- •It is interesting to know Popular poplars
- •Interesting facts about trees
- •4.10 Topic for discussion.
- •Unit 2 How trees live and grow
- •2.1 Active vocabulary
- •2.2 Read and translate the text1 using a dictionary. Text 1 How Trees Live
- •Text 2 a. How Does a Tree Grow?
- •Text 3 Dendrochronology
- •2.8 Topic for discussion.
- •Unit 3 Trees
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary. A. Cypress
- •B. Sugar Maple
- •C. Silver Fir
- •D. English Oak
- •E. Baobab
- •F. Norway spruce
- •G. Teak
- •H. Lodgepole pine
- •3.5 Make up summary chart of some trees (use the texts a-h).
- •3.6 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 Strange Kinds of Trees
- •3.7 Topics for discussion.
- •It is interesting to know
- •Part III forest Unit 1 What a forest is?
- •1.2 Read and translate the text using the active vocabulary and a dictionary. Text 1 Forest classification
- •1.3 Find the answers to the following questions in the text 1:
- •1.4 Divide the text into the main paragraphs and name each of them.
- •1.5 Complete the definitions with the following words and word-combinations: steppe, tropical rainforests, field, savanna, boreal forest, tundra. What is it?
- •1.6 Compare coniferous and deciduous forests, according to the plan. Use the information given below.
- •Temperate Deciduous Forest
- •Description of temperate deciduous forests
- •C oniferous Forest d Figure 1.4 Coniferous forest (Beaverlode, Albergta, Canada) escription of coniferous forests
- •Unit 2 Forests
- •2.1. Read the texts with the help of a dictionary. A. Forests of Russia
- •B. Britain’s forests
- •C. Forests of the usa
- •D. Forests of Canada
- •E. Australian forests
- •F. Forests of China
- •2.2 Make up summary chart of forests in different countries (use the texts a-f).
- •2.4 Skim the text 1. Write down an annotation of the text. Title the text. Text 1
- •2.5 Topic for discussion.
- •Unit 3 Rainforests Text1 Tropical rainforests
- •3.1 Read and translate the text 1 using a dictionary.
- •11.2 Find the answers to the following questions in the text 1:
- •11.4 Divide the text into the main paragraphs and name each of them.
- •11.5 Read the text 1 again and say if the statements are false or true. Correct the false ones.
- •11.6 Skim the text 2. Title it. Write down an annotation of the text. Text 2
- •11.7 Topic for discussion.
- •1.1 Read and translate the text 1 using a dictionary.
- •1.3 Make up the plan of the text 1, putting the names of the parts according to the text 1:
- •1.4 Write out from the text all word-combinations with the word «forest»and translate them into Russian. Consult a dictionary if necessary.
- •1.6 Skim the text 2 (a, b). Write down an annotation of the texts. Text 2 a. Forest Service in The usa
- •B. Forestry in the uk
- •1.7 Read and translate the text. Professional foresters
- •1.8 Speak on
- •Unit 2 Protecting the forest
- •2.1 Read and translate the text1 using a dictionary.
- •Forest problems
- •Insect and Disease Problems
- •The Control of Fire
- •Text 2 Trees in danger
- •2.8 Study figure 2.4 and tell about Bark beetle life cycle.
- •2.9 Read the text 3 without a dictionary. Text 3
- •2.10 Discuss the information from the text 3. Unit 3 Forest Products
- •3.2 Read and translate the text 1 using the active vocabulary and a dictionary. Text 1 f Figure 3.1 a wall lamp made partially from plywood orest Products
- •3.3 Answer the following questions:
- •3.4 Make up the plan of the text1, putting the names of the parts according to the text 1:
- •3.5 Write out from the text all words and word – combinations with the word “wood” and translate them into Russian. Consult a dictionary if necessary.
- •3.7 Read and translate the text using a dictionary, paying attention to the bold words Title the text.
- •3.8 Read the text 2 using a dictionary. Text 2 a. Wood for craftsmen
- •3.9 Skim the text 3. Write down an annotation of the text. Text3 Wood Production
- •3.10 Topic for discussion.
- •Part V texts for additional reading
- •1 Tree parts and how they «work»
- •2 The buds
- •3 Photosynthesis
- •4 The root system
- •5 Hardwood Forests
- •6 Softwood Forests
- •7 Mangrove Forests
- •8 Improving the Forest
- •9 Sap flow in desert trees
- •10 Birch
- •11 Kapok Tree
- •12 Common Lime
- •14 Temperate forest
- •15 Layers of the Rainforest
- •16 Urban Tree Decline
- •Figure 16.1 Maple declining from paving
- •17 Forest fires a Positive Effects of Forest Fires
- •B Negative Effects of Forest Fires
- •18 Soil and Forests of Russia
- •19 The Russian boreal forests
- •20 Larch Forest in Krasnoyarsk
- •21 Bashkortostan protected nature areas
- •Celtic Astrological Signs
- •What are different woods used for?
- •English-Russian vocabulary of the main Forestry Terms
- •29. Farmsteads
- •85. Unforested lands
- •Units of meazurement
- •Библиографический список
- •Contents
4.10 Topic for discussion.
There is some information about maple syrup in the text 3, but birch syrup is a sweetener made from the sap of birch trees, and is used in Russia in much the same way as maple syrup in Canada. What do you know about the birch syrup?
It is interesting to know Aspen tree trunk
Figure 5.4
Trunk detail of an aspen tree (figure 5.4), showing the diamond-shaped lenticels. The green colour of the bark indicates the presence of chlorophyll, and aspen is one of the few trees which is able to photosynthesis through its bark, as well as its leaves.
Give the Russian equivalents for the proverbs.
Put not your hand between the bark and the tree.
Just as the twig is bent, the tree is inclined.
Part 2 tree Unit 1 Tree classification
1.1 Active vocabulary:
blunt tip |
тупая (скругленная) верхушка |
bunch |
связка, пучок |
copse |
низкорослый порослевый лес |
coniferous trees |
хвойные деревья |
deciduous trees |
лиственные деревья |
evergreen |
вечнозеленые деревья |
grove |
роща |
old growth forest |
перестойный лес |
parent tree |
родительское дерево |
rounded shape |
округлая форма |
scale |
чешуйка |
sapling |
молодое деревце |
seedling |
сеянец |
tree species |
виды деревьев |
triangular shape |
треугольная форма |
1.2 Read and translate the text 1 using the active vocabulary and a dictionary. T Figure 1.1 Sugar Maple ext 1 Tree types
A small group of trees growing together is called a grove or copse, and a landscape covered by a dense growth of trees is called a forest. Several biotypes are defined largely by the trees that inhabit them; examples are rainforest and taiga. A landscape of trees scattered or spaced across grassland (usually grazed or burned over periodically) is called a savanna. A forest of great age is called old growth forest or ancient woodland (in the UK). A young tree is called a sapling.
There are two major types of trees: coniferous and deciduous. The two most common types are known as coniferous trees (or conifers), and deciduous trees.
Coniferous trees grow upward rather than outward and have a traingular shape. The leaves on a coniferous tree are either long, pointed needles, or are small, flat scales. Seeds of coniferous trees grow in cones. When a cone opens its scales, the seeds fall out. There are three major groups of conifers-firs, spruces and pines – and they can be identified by their needles. The firs have short needles with blunt tips. The spruces have four-sided needles that are very sharp. The pines have needles that grow in bunches, wrapped together at the base. Deciduous trees spread out as they grow and have a rounded shape. These trees have broad, flat leaves that catch a lot of light but cannot survive without warmth and water. Seeds of most deciduous trees are protected inside a hard nut or fleshy fruit. The seeds are dispersed when the fruits or nuts are eaten by animals. Since the seeds inside the fruit are not digestible, the animal eventually passes them out through its droppings, and often far away from the parent tree. This allows the seedling to grow in an area that is not overshadowed by its parent. Two common examples of deciduous trees are the oaks and maples.
In Canada, when summer ends and winter approaches, the leaves of deciduous trees die and as you’ve seen every autumn, turn brilliant red, fiery orange, shimmering yellow, gold and brown before they fall to the ground. When the leaves are gone, trees can no longer produce food and so stop growing during the winter months. Once the temperatures rise in the springtime and there is enough rainfall, tree buds sprout leaves once more and the tree begins to grow again. But not all evergreen trees are conifers (cone bearing trees). Some trees that are evergreen don’t have cones. These include laurels, acacias, eucalyptus trees that come from places where there is plenty of warmth and water all year round (e.g. California, the Mediterranean, Australia). And these evergreens actually have leaves and not needles (figure 1.2, figure 1.3).
Figure
1.2.Acacia
Figure
1.3. Eucaliptus
