A course of english for student of forestry resources management

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TABLE OF CONTENT

INTRODUCTION

Unit 1: THE ROLE OF TREES...............................................................................Page 2-5

Unit 2: THE DEVELOPMENT OF CONSERVATION.......................................Page 6-10

Unit 3: IDENTIFICATION OF TREES (I).........................................................Page 11-15

Further Reading: A GUIDE TO TREE IDENTIFICATION ..............................Page 16-17

Unit 4: IDENTIFICATION OF TREES (II)........................................................Page 18-20

Further Reading: TREE IDENTIFICATION ......................................................Page 21-23

Unit 5: TREE SIZE AND TYPE CLASSIFICATION........................................Page 24-27

Further Reading: TREES AND FORESTS .........................................................Page 28-32

Unit 6: FOREST AND FLOODING ...................................................................Page 33-37

Further Reading: WINDBREAKS.......................................................................Page 38-39

Unit 7: CREATING A NEW STAND.................................................................Page 40-45

Further Reading: TREE MAINTENANCE.........................................................Page 46-49

Unit 8: DIFFERENT TYPE OF CUTTING........................................................Page 50-56

Unit 9: FOREST MEASUREMENTS DEFINED...............................................Page 57-61

Unit 10: FOREST HARVESTING......................................................................Page 62-66

Unit 11: FOREST TREE INSECTS AND HOW TO CONTROL THEM ........Page 67-72

Further Reading: TREES DISEASES .................................................................Page 73-78

Unit 12: PREVENTION AND CONTROL OF WILDFIRES ............................Page 79-82

Further Reading: FIRE MANAGEMENT................................................................Page 83

REFERENCES .........................................................................................................Page 84

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Unit 1: THE ROLE OF TREES

A. READING & COMPREHENSION

I. Reading text

For hundreds of years people have

planted trees to serve the needs of

future generations for timber and

tree products. In Europe and Asia

forests were planted by rulers,

church leaders and farmers – for

the people. By planting trees they

particularly and symbolically

showed faith and hope for the

future.

Trees are fundamental to life and

the processes that maintain healthy

soil, and clean air and water. There

is evidence which shows that in

regions where the trees are cleared

to less than 30% of their original

surface area, other sustainable life

processes begin to collapse. Rivers

silt 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.

II. Comprehension questions: Now read the text carefully, and try to answer the following

questions:

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?

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4. What will happen to the area when the trees are cut down?

III. Vocabulary

Fill in the gaps with words in the box

boundary ; slopes ; verges ; sanctuary ; shelter ; indigenous

pressures ; surrounding ; reptiles ; uncontaminated ; backbones

1.……….. forests involved over millions of years with all the …………. of natural selection

operating, so that finally what we see is a highly refined complex which is beautifully honed to

survive in the ………….. environment.

2. If the forest is large enough it will offer ………… to indigenous mammals, birds and

………………. .

3. Forest may be established in the areas such as: creeks, gullies, farm ………….., ridges and

places with …………. greater than 15, and roadside …………………. .

4. Your garden is the natural forest that are the …………. and security for the whole landscape.

5. Like your food forest and structural forest, this assembly of trees and their organisms provides

…………… and protection, and maintains air, water and soil in ……………. states.

B. GRAMMAR COMMON COMBINATIONS WITH PREPOSITIONS

Many nouns, verbs and adjectives are generally followed by specific prepositions. However,

there are many exceptions to any rule listing certain words which must appear with certain

prepositions. This is something that one must learn from constant contact with and attention to

the elements of a new language.

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.

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Exercise 2: Choose the correct preposition to fill in the blank.

1. A sound understanding of trees and their growth should be important ………….. somebody

who participates in managing forests. (on / for / to / with)

2. Forestry must be based …………….. a sound understanding of botanical principles. (on / for /

to / with)

3. Considering the growth of tree is important …………… the determination of the yield of

lumber and other products. (in / on / for / with)

4. Some areas tend to be crowded ……………… bushes. (in / on / by / with)

5. Biophysical life processes of broad-leaved trees are different ……………. those of needle-like

ones. (with / at / from / for)

6. The life cycle of trees, similar …………… that of most plant, begins with germination. (with /

to / as / by)

7. A tree may develop stunted roots if the soil is poor …………… nitrogen. (with / in / at / on)

8. If the tree is deficient (not enough) ……………. water, it is hard for nutrients to be carried to

different parts. (in / with / on / for)

9. The forest edge is essential ……………… the lift of the wind. (with / for / to / of)

10. In the soil, water may be valuable …………….soil organisms and plant roots. (with / for / to /

of)

11. The gross features of trees are more useful …………….. quick field identification. (with / for

/ to / of)

12. The positions of tree crown are relative ……….. the general level of the forest canopy. (with

/ for / to / of)

13. Some branches are capable …………. growing independently. (with / for / to / of)

14. Glucose is rich …………….. energy. (with / in / for/ of)

15. Some forests are free ……………. rotting diseases. (with / for / to / from)

16. Trees are vulnerable …………. various diseases. (with / for / to / of)

17. It is a good way to plant trees highly resistant …………….. diseases. (with / for / to / of)

18. Forest trees are prone …………… attacks by diseases. (with / for / to / of)

19. The fungus causing wilt diseases used to be native ………….the Orient. (with / for / to / of)

20. The rotting fungi are responsible ……….great volumes of wood worthless. (with / for / to /

of)

21. Cellulose is high …………. energy content. (with / for / in / of)

Exercise 3 :

1. The American chestnut once accounted ………….. as much as one half of the trees in many

forest stands. (with / for / to / of)

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2. Any tree consists ………. the roots, stem and leaves. (with / for / to / of)

3. The tree provides habitat ………….. the animals. (with / for / to / of)

4. The word „crown‟ refers ……………. the branches and leaves of a tree. (with / for / to / from)

5. Four sections of layers make …………. the outer part of a tree trunk. (with / for / to / of)

6. The outer bark protects the tree ………….. radical changes in temperature, diseases, insects

and dying. (with / for / to / from)

7. Nature supplies the tree ………carbon dioxide from the air, minerals and water from the soil

and light energy from the sun. (with / for / to / of)

8. Metabolism is the process of building ………. and breaking ……… substances containing

carbon. (of-of / up-of / down-up / up-down)

9. The cycle including respiration and photosynthesis results …………… several net effects.

(with / for / in / from)

10. Biomass production should depend ……..the tree species and their spacing and age. (up / on /

upon / of)

11. Chemical substances can prevent trees ……….. being attacked by fungi. (with / for / from /

of)

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Unit 2: THE DEVELOPMENT OF CONSERVATION

A. READING & COMPREHENSION

I. Reading text

In very early pioneer days,

trees were cut down with no

thought of replacing them.

However, the significance of

trees was indicated as early as

the 1620s by the Plymouth

Colony, when an ordinance

was passed prohibiting the

felling of timber on any

colony land without official

consent. A little later in

Pennsylvania, William Penn,

the governor, ordered that, for

every 5 acres of forest land

cleared, 1 acre was to be left

uncut.

After the United States was

established, laws with

penalties were passed by

several states to prevent

thoughtless waste of the

forests. In the early 1800s

Congress authorized the president to protect live oak and red cedar timber in the state of Florida

and to use the Army and Navy for enforcement. During this same period the first step in forestry

was taken by the government by providing for the growing of live oaks in the southern states for

ship timbers. A federal act also provided for preservation of nearly 250.000 acres of forest land in

Florida, Mississippi, and Louisiana. According to another act passed in that decade, any person

cutting down or destroying living red cedar, live oak, or other trees on federal land could be

punished by the government. These laws and regulations, through which the government tried to

control the forest land, helped call attention to the importance of forests and led to the

development of conservation at the state level.

In January 1867, the first state committee on forest protection was appointed in Michigan, and

Wisconsin followed in March of that year. Two years later the State Board of Agriculture of

Maine appointed a committee to develop a state policy for the preservation and production of

trees. Minnesota created a law in 1871 that granted bounties to encourage the planting of forest

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trees. The first Arbor Day, a day in late April or early May observed by the planting of trees was

celebrated the following year in Nebraska.

The federal government adopted the Timber Culture Act in the early 1870s. It provided that the

government would donate 160 acres of land to any person who planted 40 acres of that trees with

trees not more than 12 feet apart and kept the trees growing and healthy for one 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.

II/ Comprehension questions

A/ True or False?

1. Trees were cut with thought of replacing them in very early pioneer days.

2. The importance of trees was known in the 17th century.

3. Before USA was founded laws with penalties were passed by several states to prevent

thoughtless waste of the forests.

4. In the early 10th century, live oak and red cedar timber in the state of Florida were protected.

5. Red cedars were grown by the government in southern states for ship timbers in the early 19th

century.

6. In some states of America, about 250.000 acres of forest land were preserved by a 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.

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?