- •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
6 Softwood Forests
The Northern Forest covers much of the Great Lakes states and the New England states in the United States. It also extends along the ridges of the Appalachian Mountains as far south as northern Georgia. This forest also covers much of Canada and the interior of Alaska and stretches across northern Asia, Russia, and the Scandinavian countries.
The Northern Forest is composed of softwood trees such as white pine, hemlock, and red spruce. Several hardwood trees, such as oak, maple, birch, and basswood, are also present. Trees in this forest tend to be smaller and more slow-growing than those in warmer areas with longer growing seasons.
The softwood forests of the southeastern United States are sources of lumber, plywood, and paper pulp. The more important southern, or yellow, pines are the loblolly, longleaf, shortleaf, and slash. The bald cypress grows in southern swamps.
Hardwoods such as the red oak, white oak, hickory, gum, ash, pecan, and live oak are found along southern rivers. They are a significant part of the forest economy in the South.
Another important forest region in the United States is the softwood forest of the Rocky Mountains. There are almost 90 million acres (36.4 million hectares) of lumber-producing commercial forests. Ponderosa pine, Idaho white pine, Douglas fir, Englemann spruce, larch, lodgepole pine, and western red cedar are among the important softwoods.
The rainy climate of the Pacific Northwest contributes to the growth of one of the United States’ most productive softwood forest areas. It extends in a narrow band from the southern part of Alaska to central California. Inland, on the western slopes of the Coast Range, it extends somewhat farther south. These forests contain California redwood, western hemlock, western red cedar, sugar pine, lodgepole pine, and white fir. Most of America’s old-growth forests, stands which have not been harvested by humans or nature for hundreds of years, are in this region.
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7 Mangrove Forests
Mangroves are woody, specialized types of trees of the tropics that can live on the edge, where rainforests meet oceans. Found on sheltered coastlines and river deltas, they grow in brackish wetlands between land and sea where other plants can’t grow. They protect the coastline and prevent erosion by collecting sediment from the rivers and streams and slowing down the flow of water. There are about 39.3 million acres of mangrove forests in the warm coastlines of tropical oceans all over the world.
Mangrove trees look as if they grow on stilts. The stilts are their specialized aerial roots which hold the trunk and leaves above the water line. Mangrove forests are affected by the rising and falling of the ocean’s tides. The aerial roots and tap roots can filter out the salt in the brackish water they grow in. Support roots grow directly into the mud to anchor the tree. Other roots snake up and down with the upward loops rising above the salt water level. Salt crystals taken up by the roots are stored in the leaves. The mangrove rids itself of the salt by shedding its leaves after a while.
One of the most biologically diverse forests, mangrove forests are known as the “rainforests by the sea”. The forests are the breeding grounds for fish, shrimp, prawns, crabs, shellfish and snails. Mud skippers are found in mangrove forests. The mudskipper has made adaptations so it can skim across the mud during low tide when the ground is uncovered in many places, traveling from puddle to puddle. Mangrove forests are also nesting sites for many shore birds and home to crab eating monkeys, fishing cats, lizards, sea turtles, and many more animals. For many species of fruit bats mangrove blossoms and fruit make up a large part of their diet.
Mangroves have a very specialised adaptations that enable them to live in salty waters. Breathing roots allow them to survive in anaerobic sediments. Buttresses and above-ground roots enable them to grow in unstable mud flats. Their foliage removes excess salt from the sap, and they conserve water to cope with periods of high salinity. Their seeds are buoyant to allow them to disperse and establish themselves in new areas.
Today mangrove forests are one of the most threatened habitats in the world. Mangrove roots are very susceptible to pollutants like crude oil clogging their lenticels, and continual flooding from artificial dikes and sea walls. Mangroves act as sinks which concentrate pollutants like sewage, toxic minerals and pesticides and herbicides. Over time the stress of the pollutants and reduced light kill large areas of mangroves forests. Mangrove wood also makes a superior kind of charcoal and many trees are being cut down to sustain local charcoal industries. Mangrove forests are also being filled in for developments and as a form of mosquito control.
Public awareness and education about the mangrove forests may help protect them. It is necessary to involve local communities in managing and protecting their mangroves. Designated conservation areas may also save some of the forests. However, national governments have not been able to enforce laws and regulate development and industry to save the wetlands. Adequate provisions for conservation and restoration have not been included in development of the mangrove wetlands.
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