8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d… http://slidepdf.com/reader/full/tieng-anh-chuyen-nganh-tho-nhuong-va-moi-truong-dat-english 1/193 Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t NXB Đại học quốc gia Hà Nội 2007. Tr 7 – 14. Tài liệu trong Thư vi ện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c s ử d ụng cho mục đ ích học t ậ p và nghiên c ứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n ph ục v ụ các m ụ c đ ích khác n ế u không đượ c s ự ch ấ p thu ậ n c ủ a nhà xu ấ t b ả n và tác gi ả . Mục lục Unit 1 Types of species in ecosystems ................................................................................2 A. Reading ......................................................................................................................2 I. Omprehension questions .........................................................................................2 II. True - False sentences .........................................................................................3 B. Writing .......................................................................................................................4 I. Sentence - ordering .................................................................................................4 II. Gap - filling......................................................................................................... 4 C. FURTHER PRACTICE ..............................................................................................5 D. TRANSLATION ........................................................................................................7 I. Translate into Vietnamese .......................................................................................7 II. Translate into English..........................................................................................7 E. Vocabulary .................................................................................................................8 Unit 1. Types of species in ecosystems Nguy ễ n Th ị Minh Nguy ệ t
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8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 7 – 14.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục
đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục
vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 1 Types of species in ecosystems ................................................................................2
A. Reading ......................................................................................................................2
I. Omprehension questions .........................................................................................2
II. True - False sentences .........................................................................................3
B. Writing .......................................................................................................................4
I. Sentence - ordering .................................................................................................4II. Gap - filling.........................................................................................................4
C. FURTHER PRACTICE ..............................................................................................5
D. TRANSLATION ........................................................................................................7
I. Translate into Vietnamese .......................................................................................7
II. Translate into English..........................................................................................7
E. Vocabulary .................................................................................................................8
Unit 1. Types of species in ecosystems
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
One way to look at an ecosystem's species from a human standpoint is to divide them intofour types:
- Native species, which normally live and thrive in a particular ecosystem.
- Immigrant, or alien species, which migrate into an ecosystem or which aredeliberately or accidentally introduced into an ecosystem by humans. Some of thesespecies are beneficial to humans, while others can take over and eliminate many
native species.
- Indicator species, which serve as early warnings that a community or an ecosystem is
being damaged. For example, the present decline of migratory, insect-eating
songbirds in North America indicates that their summer habitats there and their winter
habitats in the tropical forests of Latin America and the Caribbean are rapidly
disappearing.
- Keystone species affect many other organisms in an ecosystem. For example, in
tropical forests, various species of bees, bats, and humming - birds play keystone
roles in pollinating flowering plants, dispersing seed, or both. Some keystone species,such as the alligator, the wolf, the leopard, the lion, the giant anteater, and the giant
armadillo, are top predators that exert a stabilizing effect on their ecosystems by
feeding on and regulating the populations of certain species. The loss of a keystone
species can lead to population crashes and extinctions of other species that depend on
it for certain services - a ripple or domino effect that spreads throughout an
ecosystem. According to biologist E.O.Wilson, "The loss of a keystone species is like
a drill accidentally striking a power line. It causes lights to go out all over".
(Taken from "Sustaining the Earth" by Tyler Miller, G)
I. Omprehension questions
Answer the following questions
1. How are species in an ecosystem classified?
2. What is the other name of immigrant species?
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
3. How are alien species brought into a new ecosystem?
4. What are the advantages and disadvantages of alien species?
5. What is the role of indicator species?
6. Name some keystone species.
7. How important are the top predators?
8. What will happen if there is a loss of a keystone species? What does biologist
E.O.Wilson think about this problem?
II. True - False sentences
Decide whether the following statements are true "T", false "F" or there's no information
given "N" according to the text. Correct the false statements.
1. ...... Immigrant species are also called alien species.
2. ...... Indicator species can warn others of the danger of their ecosystems.
3. ...... Keystone species are least important in their ecosystems.
4. ...... Keystone species have the largest population in ecosystems.
5. ...... In general, all species are equally essential in ecosystems.6. ...... Bees and bats can't disperse seed and neither can ants and humming birds.
7. ...... Many other organisms in an ecosystem are affected by keystone species.
Increasing your vocabulary
Word-form: Use your dictionary to complete the table with the appropriate forms of the given
words in the text. The first is done as an example.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
The American alligator, North America's largest (1) ..................., has no natural predator
except (2) ................... . Hunters once killed large numbers of these animals for their exotic
(3) ................... and for the supple belly (4) ................... used to make items such as shoes,
belts and pocketbooks. People also considered (5) ................... to be useless, dangerous
vermin and hunted them for sport or out of hatred. Between 1950 (6) ................... 1960
hunters wiped out 90% of the alligators in Louisiana, and by the 1960s the alligator
population in the Florida Everglades was also near extinction.
People who say "So what?" are overlooking the alligator's keystone role in subtropical
wetland (7) ................... such as Florida's Everglades. Alligators dig deep depressions, or
"gator holes", which collect fresh water (8) ................... dry spells. These holes are refuges for
aquatic life and supply fresh water and food (9) ................... birds and other animals. Large
alligator nesting mounds also serve as nest sites for herons and egrets.
In 1967, the U.S. government (10) ................... the American alligator on the endangeredspecies list. Protected from hunters, the alligator population had made a strong (11)
................... in many areas by 1975. The problem (12) ................... that people are invading
the alligator's natural (13) ................... And while the gator's diet consists mainly (14)
................... snails, sick fish, ducks, raccoons and turtles, a pet or a person who falls into or
swims in a canal, a pond, or some other areas (15)................... a gator lives is subject to
attack.
(Taken from "Sustaining the Earth" by Tyler Miller, G)
C. FURTHER PRACTICE
Read the passage through to find out what is about.
The balance of nature
All the different plants and animals in a natural community are in a state of balance. This
balance is achieved by the plants and animals interacting with each other and with their non-
living surroundings. An example of a natural community is a woodland, and a woodland is
usually dominated by a particular species of plant, such as the oak tree in an oak wood. Theoak tree in this example is therefore called the dominant species but there are also many other
types of plants, from brambles, bushes and small trees to mosses, lichens and algae growing
on tree trunks and rocks.
The plants of a community are the producers: they use carbon dioxide, oxygen, water andnitrogen to build up their tissues using energy in the form of sunlight. The plant tissues form
food for the plant-eating animals (herbivores) which are in turn eaten by the flesh-eating
animals (carnivores). Thus, plants produce the basic food supply for all the animals of the
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
community. The animals themselves are the consumers, and are either herbivores or
carnivores.
Examples of herbivores in a woodland community are rabbits, deer, mice and snails, and
insects such as aphids and caterpillars. The herbivores are sometimes eaten by the carnivores.
Woodland carnivores are of all sizes, from insects such as beetles and lacewings to animals
such as owls, shrews and foxes. Some carnivores feed on herbivores and some feed on thesmaller carnivores, while some feed on both: a tawny owl will eat beetles and shrews as well
as voles and mice. These food relationships between the different members of the community
are known as food chains or food webs. All food chains start with plants. The links of the
chain are formed by the herbivores that eat the plants and the carnivores that feed on the
herbivores. There are more organisms at the base of a food chain than at the top; for example,
there are many more green plants than carnivores in a community.
Another important section of the community is made up of the decomposers. They
include the bacteria and fungi that live in the soil and feed on dead animals and plants. By
doing this they break down the tissues of the dead organisms and release mineral salts into the
soil.
(Taken from " Progress to First Certificate" by Leo Jones)
Exercise:
Match the words to their definitions below:
natural community species links
woodland tissues organisms
dominated flesh decomposers
meat
living things
have the most important position
area covered with growing trees
plants and animals living in one place
one ring in a chain
type of plant or animal
material making up a living thing
organisms that feed on dead tissues
Match the words to their appropriate meanings below: bramble trunk lacewing
moss snail shrew
lichen aphid vole
algae caterpilar fungi
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Decide whether the following statements are true "T" or false "F". Correct the false statements
.
...... All the animals in a wood depend on plants for their food supply.
...... All the plants in a wood are eaten by animals.
...... Some animals eat other animals.
...... Plants depend on the sun to grow.
...... Plants depend on the gases in the atmosphere to grow.
...... Not every food chain starts with plants.
...... The consumers are at the base of a food chain.
...... Some animals eat plant-eating animals and also flesh- eating animals.
D. TRANSLATION
I. Translate into Vietnamese
All organisms, dead or alive, are potential sources of food for other organisms. A
caterpillar eats a leaf; a robin eats the caterpillar; a hawk eats the robin. When plant,
caterpillar, robin, and hawk all die, they in turn are consumed by decomposers. The sequenceof who eats or decomposes whom in an ecosystem is called a food chain. It determines how
energy moves from one organism to another through the ecosystem. Ecologists assign every
organism in an ecosystem to a feeding level, or trophic level, depending on whether it is a
producer or a consumer and on what it eats or decomposes. Producers belong to the first
trophic level, primary consumers to the second trophic level, secondary consumers to the third
trophic level, and so on.
(Taken from "Sustaining the Earth" by Tyler Miller, G)
II. Translate into English
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tất cả các loài đều có vai trò trong hệ sinh thái của mình chính vì vậy chúng r ấtquan tr ọng. Một vài nhà khoa học cho r ằng tất cả các loài đều quan tr ọng như nhau,
nhưng một số khác lại cho r ằng chỉ có một số loài nhất định là loài chủ chốt và quan
tr ọng hơ n các loài khác, ít nhất là trong việc duy trì hệ sinh thái.
Khi hai loài bất k ỳ trong một hệ sinh thái có một vài hoạt động hoặc nhu cầu giốngnhau chúng có thể tác động qua lại theo một mức độ nào đó.
Bất cứ một nguyên tố hay hợ p chất hoá học nào mà một sinh vật phải hấ p thụ để sống, lớ n lên hay để sinh sản gọi là dưỡ ng chất. Một vài nguyên tố như cacbon, ôxy,
hyđrô, nitơ và phốt pho cần vớ i số lượ ng tươ ng đối lớ n. Các nguyên tố khác như sắt,đồng, clo và iốt cần vớ i số lượ ng nhỏ hơ n. Các nguyên tố về dinh dưỡ ng này và các hợ pchất của chúng liên tục quay vòng.
Địa bàn cư trú của các loài động thực vật hoang dã đang bị thu hẹ p và chia cắt;nhiều loài động vật quý hiếm bị săn bắt; nhiều loài có nguy cơ bị tuyệt chủng; nhiềunguồn gen quý hiếm bị suy giảm.
(1).................... history, man has developed sources of energy to do his work. (2)....................man had only the strength of his arms and the use of fire. He later (3)
....................how to use the energy of the wind to move his sailing vessels. He used the energy
of water to turn his mills. He (4)....................animals as new sources of energy. They (5)
....................plows and wagons. A new stage in the development of the use of energy came
with the invention of the steam engine. Steam could be used to develop the energy used to run
machines. The discovery of electricity created an even important way of using energy. So did
the invention of the gasoline engine. Man entered into a new (6) ....................of the use of
energy, with the application of nuclear energy.
Man finds many ways to release energy to do work. For example, he changes the energy
in a waterfall into electrical energy. He can turn this electrical current into radio waves thatcan (7) ....................his ideas for thousands of miles. He can release the energy into gasoline
by burning it and using it to (8) .................... automobiles. He can use coal to turn water into
steam and, in turn, use the steam to (9) ....................electrical energy. The nucleus of certain
atoms can produce millions of times more (10) ...................per pound of material than can be
made available by chemical means.
(Taken from " Longman Tests in Context" by Heaton, J.B)
Exercise 2: Gap-filling
Find the missing words to fill in the gaps in the sentences from the given words below:
shower storm frost breeze
lightning cliffs shade temperature
climate thunder valleys coast
1. During the night (1) .................... will fall below freezing and there will be a (2)
....................
2. During the (3) .................... many trees were blown down.
3. Although it was really boiling in the sun, there was a light (4) .................... from the
sea, which made it feel quite pleasant in the (5) ....................4. Although the storm passed us by, we could hear the (6) .................... and see the (7)
.................... in the distance.
5. It is not going to rain all day, it's just quite a (8) ..................... We'll soon be able to go
out.
6. The scenery in the north of the country is spectacular with (9) .................... and high
snow-capped peaks, but the (10) .................. tends to be cool and wet.
7. The west (11) .................... of the country has high (12) .................... as well as sandy
beaches.
(Taken from " Progress to first Certificate" by Leo Jones)
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
1. ALTHOUGH NON-RENEWABLE RESOURCES EVENTUALLY RETURN TO
THE EARTH AFTER WE HAVE USED THEM, THEY DO SO IN DIFFERENT FORMS
AND ARE DISPERSED AND SO IT IS OFTEN DIFFICULT TO GATHER THEM TO
USE AGAIN. MERCURY IS AN EXAMPLE OF AN UNCOMMON METAL THAT IS
USED IN INDUSTRIAL PROCESSES, AND IN AGRICULTURE TO KILL FUNGI.
AFTER USE, IT ENTERS THE ATMOSPHERE AND OCEANS. UNFORTUNATELY IT
IS NOW SO WIDELY SCATTERED THAT THERE IS NO WAY GETTING IT BACK.
ONCE USED THEN NONRENEWABLE RESOURCES FREQUENTLY CANNOT BE
USED AGAIN. WHEN WE RUN OUT OF THE EASILY AVAILABLE SUPPLIES THERE
WILL BE NO MORE.
2. RECYCLING IS A CHALLENGE BECAUSE IT REQUIRES A BASIC CHANGE
IN EVERYDAY LIFE. FOR RECYCLING TO BE SUCCESSFUL, ORDINARY PEOPLEMUST BE AWARE OF WHAT THEY BUY. THEY MUST ALSO SORT THEIR TRASH
AND GARBAGE INTO CATEGORIES: ORGANIC GARBAGE, NEWSPAPERS, STEEL
CANS, GLASS CONTAINERS (SOMETIMES SORTED BY COLOUR) AND PLASTIC.
THE WASTE DISPOSAL TRUCKS HAVE SEPARATE COMPARTMENTS FOR EACH
CATEGORY. THE TRUCKS DELIVER THE WASTE TO A RECYCLING CENTER
WHERE THERE IS MORE STORING. WASTE MATERIALS OF THE SAME KIND ARE
COMPACTED (CRUSHED INTO BLOCKS). A MANUFACTURER BUYS THE
SORTED, COMPACTED BLOCKS OF MATERIAL TO MAKE INTO SOMETHING
NEW. ONCE A CUSTOMER BUYS AND USES THE PRODUCT, THE SAME
MATERIALS FOLLOW THE SAME CYCLE – BEING STORED, COLLECTED AND
USED AGAIN. IN THE END, THE REAL MEANING OF RECYCLING IS PROTECTINGPLANET EARTH, KEEPING IT SAFE AND CLEAN FOR FUTURE GENERATIONS. IT
IS ONE WAY FOR EVERYONE TO CONTRIBUTE TO A BETTER WORLD.
(Taken from " Between the Liness" by Faust, Susan S. Johnston & Clark S. Atkinson)
TRANSLATE INTO ENGLISH
1. Ngày nay, nhu cầu sử dụng năng lượ ng có thể tái tạo r ất lớ n. Nhiên liệu hoá thạch
cung cấ p phần lớ n nhu cầu năng lượ ng ở gia đình của chúng ta là nguồn tài nguyên
hạn chế. Cuối cùng chúng cũng sẽ cạn kiệt và là vật ô nhiễm đáng k ể. Chẳng hạnnhư việc đốt than đá và khí đốt thiên nhiên để sản sinh ra điện ở Australia đã gây ra
khoảng một nửa lượ ng cacbon điôxit (CO2) thải ra hàng năm.........................................................................................................................................
Chúng ta có thể sử dụng mặt tr ờ i như một nguồn năng lượ ng. Năng lượ ng mặt tr ờ icó một số ưu điểm hơ n các nguồn năng lượ ng khác. Tr ướ c hết, nó là nguồn năng
lượ ng vô tận và luôn sẵn có. Thứ hai, năng lượ ng mặt tr ờ i là nguồn năng lượ ng sạch
nhất và an toàn nhất trong số tất cả các nhuồn năng lượ ng. Đặc biệt (không giống
như nguồn năng lượ ng hạt nhân và năng lươ ng hoá thạch) năng lượ ng mặt tr ờ ikhông gây ra sự ô nhiễm không khí hoặc ô nhiễm nướ c. Ư u điểm thứ ba của năng
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 25 – 33.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục đ íchhọc t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục vụ các
mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 3 WATER'S IMPORTANCE AND UNIQUE PROPERTIES........................................3
A. READING............................................................................................................................3
I. Comprehension questions ................................................................................................4II. True-False sentences ....................................................................................................5III. Increasing your vocabulary ..........................................................................................5
B. WRITING.............................................................................................................................6I. Sentence-correcting..........................................................................................................6II. Sentence-building.........................................................................................................7
C. FURTHER PRACTICE .......................................................................................................8D. TRANSLATION..................................................................................................................9
I. Translate into Vietnamse................................................................................................10II. Translate into English.................................................................................................10
E. VOCABULARY ................................................................................................................11
Unit 3. WATER'S IMPORTANCE AND
UNIQUE PROPERTIES
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
We live on the water planet. A precious film of water- most of it salt water-covers about 71%of Earth' surface. Earth's organisms are made up mostly of water. For example, a tree is about60% water by weight, and you and most animals are about 65% water.
Fresh water is a vital resource for agriculture, manufacturing, transportation, and countlessother human activities. Water also plays a key role in sculpting. Earth's surface, moderatingclimate, and diluting pollutants.
Water has many unique- almost magical- properties. Its high boiling point and low freezing point mean that water remains a liquid in most climates on Earth. It can store a large amount ofheat without a large change in temperature. This helps protect living organisms from the shock ofabrupt temperature changes, it moderates Earth's climate, and it makes water an excellent coolant.Water's ability to absorb large amounts of heat as it changes into water vapor-and to release thisheat as the vapor condenses back to liquid water-is a primary factor in distributing heatthroughout the world. Water can also dissolve a variety of compounds. This enables it to carrydissolved nutrients throughout the tissues of living organisms, to flush waste products out ofthose tissues, to serve as an all-purpose cleanser, and to help remove and dilute the water -solublewastes of civilization. However, water's superiority as a solvent also means that it is easily polluted by water-soluble wastes.
Most substances shrink when they freeze, but liquid water expands when it becomes ice.Consequently, ice has a lower density (mass per unit of volume) than liquid water. Thus, icefloats on water, and bodies of water freeze from the top down instead of from the bottom up.Without this property, lakes and streams in cold climates would freeze solid, and most currentforms of aquatic life would not exist.
Water-the lifeblood of the ecosphere - is truly a wondrous substance that connects us to oneanother, to other forms of life, and to the entire planet. Despite its importance, water is one of themost poorly managed resources on Earth. We waste it and pollute it. We also charge too little formaking it available, thus encouraging even greater waste and pollution of this vital and potentially renewable resource.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Complete the following statements with one of the appropriate words or phrases given below:
water-short rain water problem
fresh water surface water water pollutionwater shortages water supply groundwater
water irrigation water-soluble water
a. As population and industrialization increase, (1)..................... in already (2)
..................... regions will intensify.
b. If the World's (3) ..................... were only 100 liters, our usable supply of (4)
..................... would be only 0.003 liter (one-half teaspoon).
c. In California, the basic (5) ..................... is that 75% of the population lives South of
Sacremanto but 75% of the (6) ..................... falls North of it.
d. Pollution of (7) ..................... is caused by leaching of (8) ..................... pesticides, nitrates
from commercial inorganic fertilizers and salt from (9) .....................
e. Any physical or chemical change in (10) ..................... or groundwater that can harm
living organisms or make (11) ..................... unfit for certain uses is called (12)
.....................
B.
WRITING
I.
Sentence-correcting
Read the following passage about the World's water supply. There are 15 mistakes in
the passage. Underline the mistakes and correct them. The first is done as an example.
Water are a renewable resource and is an abundant. However, most of them is not in theform suitable for use of man. Even the very large amounts that are available is distributedunequally over the globe. The real question we need to ask is weather there is or will be ashortage in usable water. About 97.2% of all the World's water is at the salty oceans. Of the
remaining 2.8%, all but about 0.32% is tidied up in the ice-caps and glaciers, lies too deep underthe Earth too recover, or are in the atmosphere or topsoil. And of the fresh groundwater butsurface water (lakes and rivers) remaining, over 99% is neither too expensive to get, is not readilyavailable, or is polluted. So the total amount of usable water is about 0.003% of the total supplyin Earth-or about 9 drop per 50 liters. Even so, we seemed to have an ample supply but four threefactors: very unequally distribution, rapidly rising demand and increasing pollution of watersupplies at urban centers.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Make necessary changes and additions to complete the following passage from the prompts
given below:
1.
Only / tiny / fraction / the planet's abundant / water / be / available / us / as fresh water......................................................................................................................................................
The natural world is under violent assault from man. The seas and rivers are being poisoned by radioactive wastes, by chemical discharges and by the dumping of dangerous toxins and rawsewage. The air we breathe is polluted by smoke and fumes from factories and motor vehicles;even the rain is poisoned.
It's little wonder forests and lakes are being destroyed and everywhere wildlife isdisappearing. Yet the destruction continues.
Governments and industries throughout the world are intensifying their efforts to extract theEarth's mineral riches and to plunder its living resources.
The great rain forests and the frozen continents alike are seriously threatened. And thisdespite the warnings of the scientific community and the deep concern of millions of ordinary people.
Despite the fact, too, that we can create environmentally-clean industries, harness the powerof the sun, wind and waves for our energy needs and manage the finite resources of the Earth in away that will safeguard our future and protect all the rich variety of life-forms which share this planet with us.
But there is still hope. The forces of destruction are being challenged across the globe-and atthe spearhead of this challenge is Greenpeace.
Wherever the environment is in danger, Greenpeace has made a stand. Its scientific presentationsand peaceful direct actions at sea and on land have shocked governments and industries intoawareness that Greenpeace will not allow the natural world to be destroyed. Those actions, too, havewon the admiration and support of millions.
Thank God someone's making waves
(Taken from "Think First Certificate" by Jonauntion, R)
Exercise 1: Choose the best answers to those questions:
1. Which one of these statements is not made
a. drinking water is polluted.
b. radioactive waste poisons the sea
c. sewage isn't processed.
d.
cars and factories poison the air2. The writer................... forests and lakes are being destroyed.
a. is surprised that
b. is unsure why
c. wonders why
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Water pollution reduce the amount of pure, fresh water that is available for such necessities asdrinking and cleaning, and for such activities as swimming and fishing. The pollutants that affect
water come mainly from industries, farms and sewerage systems. Industries dump huge amounts ofwaste products into bodies of water each year. These wastes include chemicals, wastes from animaland plant matter, and hundreds of other substances. Wastes from farms include animal wastes,fertilizers and pesticides. Most of these materials drain off farm fields and into nearby bodies ofwater. Sewerage systems carry wastes from homes, offices, and industries into water. Nearly allcities have waste treatment plants that remove some of the most harmful wastes from sewage. Buteven most of the treated sewage contains material that harms water.
Taken from "English - Vietnammese Translation Materia for Advanced Students of
English" by Alan McGowan and Jack W.Hudson)
II. Translate into English
1. Nướ c ngọt mà chúng ta sử dụng bắt nguồn từ hai nguồn chính: nướ c trên bề mặt và nướ c
ngầm. Lượ ng nướ c mưa mà không ngấm xuống đất hoặc quay tr ở về khí quyển do sự bốc
hơ i nướ c hoặc do thoát đi gọi là nướ c trên bề mặt. Nó tạo thành suối, hồ, đầm lầy, hoặc hồ
chứa. R ất nhiều nướ c r ơ i xuống do mưa, không chảy ngay vào suối nhưng lại thấm vào
trong lòng đất. Tất cả nướ c mà thấm qua bề mặt đượ c gọi là nướ c ngầm.
2. Ô nhiễm nướ c là một trong những vấn đề đáng báo động trong việc quản lí tài nguyên
nướ c hiện nay. Mặc dù ở nhiều nướ c trên thế giớ i ngườ i ta đã cố gắng bảo vệ và nâng cao
chất lượ ng nướ c, ô nhiễm nướ c vẫn tiế p tục tr ở nên phổ biến và gây nhiều thiệt hại cho
các nướ c trên thế giớ i, đặc biệt là các nướ c đang phát triển....................................................................................................................................
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 34 – 43.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục đ ích
học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục vụ các
mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 4 POLLUTION ....................................................................................................................2
A. READING............................................................................................................................2
I. Comprehension questions ................................................................................................3
II. True - False sentences ..................................................................................................4
III. Increasing your vocabulary ..........................................................................................5B. Writing .................................................................................................................................6
I. Sentence-building.............................................................................................................6
II. Sentence-transforming .................................................................................................7C. Further practice ....................................................................................................................8
Substitute the underlined verbs with one of the phrasal verbs below. .............................................8D. Translation............................................................................................................................9
I. Translate into Vietnamese................................................................................................9
II. Translate into English.................................................................................................10
E. Vocabulary .........................................................................................................................11
Unit 4. POLLUTION
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
What is pollution? Any addition to air, water, soil or food that threatens the health, survivalcapability, or activities of humans or other living organisms is called pollution. Most pollutants
are solid, liquid, or gaseous by-products or wastes produced when a resource is extracted,
processed, made into products, or used. Pollution can also take the form of unwanted energyemissions such as excessive heat, noise, or radiation.
A major problem is that people differ on whether something is a pollutant and on acceptable
levels of pollution, especially if they have to choose between pollution control and their jobs.
Sources: Pollutants can enter the environment naturally (for example, from volcanic
eruptions) or through human activities (for example, from burning coal). Most natural pollution isdispersed over a large area and diluted or broken down to harmless levels by natural processes.
By contrast, most serious pollution from human activities occurs in or near urban and industrialareas, where pollutants are concentrated in small volumes of air, water, and soil. Industrializedagriculture is also a major source of pollution.
Some pollutants contaminate the areas where they are produced. Other are carried by
wind or flowing water to other areas. Pollution does not respect state or natural boundaries.
SOME POLLUTANTS COME FROM SINGLE, IDENTIFIABLE SOURCES, SUCH AS
THE SMOKESTACK OF A POWER PLANT, THE DRAINPIPE OF A MEAT-PACKINGPLANT, THE CHIMNEY OF A HOUSE, OR THE EXHAUST PIPE OF AN AUTOMOBILE.
THESE ARE CALLED POINT SOURCES. OTHER POLLUTANTS ENTER THE AIR,
WATER, OR SOIL FROM DISPERSED, AND OFTEN HARD TO IDENTIFY NON-POINTSOURCES. EXAMPLES ARE THE RUNOFF OF FERTILIZERS AND PESTICIDES (FROM
FARMLANDS AND SUBURBAN LAWNS AND GARDENS) INTO STREAMS ANDLAKES, AND PESTICIDES SPRAYED INTO THE AIR OR BLOWN BY THE WIND INTO
THE ATMOSPHERE. IT IS MUCH EASIER AND CHEAPER TO IDENTIFY AND
CONTROL POLLUTION FROM POINT SOURCES THAN FROM WIDELY DISPERSED NON-POINT SOURCES.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Effects: Unwanted effects of pollutants are (1) disruption of life-support systems for us and
other species; (2) damage to wildlife; (3) damage to human health; (4) damage to property; and(5) nuisance effects such as noise and unpleasant smells, tastes and sights.
Three factors determine how severe the effects of pollutants will be. One is its chemical
nature-how active and harmful it is to living organisms. Another is its concentration-the amount per volume unit of air, water, soil, or body weight. One way to lower concentration of a pollutantis to dilute it in a large volume of air or water. Until we started overwhelming the air and
waterways with pollutants, dilution was the solution. Now it is only a partial solution.
A third factor is a pollutant's persistence-how long it stays in the air, water, soil, or body.
Degradable, or non-persistent, pollutants are broken down completely or reduced to acceptablelevels by natural physical, chemical, and biological processes. Those broken down by living
organisms (usually by specialized bacteria) are called biodegradable pollutants. Human sewage in
a river, for example, is biodegraded fairly quickly by bacteria if it is not added faster than it can be broken down.
Unfortunately, many of the substances we introduce into the environment take decades orlonger to degrade. Examples of these slowly degradable or persistent pollutants include the
insecticide DDT; most plastics, aluminium cans, and clorofluorocacbons (CFCs)-these latter usedas coolants in refrigerators and air conditioners, as spray propellants (in some countries), and as
foaming agents for making some plastics.
Non-degradable pollutants cannot be broken down by natural processes. Examples include
the toxic elements lead and mercury. The best ways to deal with non-degradable pollutants are tonot release them into the environment, to recycle them, or to remove, them from contaminated
air, water or soil (an expensive process).
We can know little about the possible harmful effects of 80% of the 70,000 synthetic
chemicals now in commercial use. Our knowledge about the effects of the 20% of thesechemicals is limited, mostly because it is quite difficult, time-consuming, and expensive to get
this knowledge.
(Taken from "Sustaining the Earth " by Tyler Miller, G)
Exercise 1: Gap-filling: Read the following passage and fill in each gap with a suitable word
The atmosphere is filled with everything that is light enough to be carried by the wind. Much
(1)............... this pollution happens naturally as a (2)............... of dust storms, forest fires, and volcanic
eruptions. But in recent years, human (3)............ have increased the atmosphere’s burden of
pollutants. As populations around the world (4)................. grown, waste products from industry and
agriculture have poured into (5).................. skies. Engines and furnaces burning oil, coal, and natural
gas, the so-called fossil (6).................. , release a wide variety of pollutants. Chemical compounds
(7).................. as chlorofluorocarbon in refrigerators and aerosol sprays, not (8)................... pollute but
also destroy the atmosphere’s ozone (9)............... . Smoke from factories is usually reminder(10)................. the damage done to the planet’s atmosphere.
Exercise 2: Phrasal verb
Substitute the underlined verbs with one of the phrasal verbs below.
bring up die out get rid of carry on
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.....................................................................................................................................................4. Sự suy giảm tầng ôzôn do các hoạt động của con ngườ i gây ra là nguyên nhân tác động đến
sức khoẻ của con ngườ i và môi tr ườ ng. Khí thải công nghiệ p, khí thải của các phươ ng tiện
giao thông có động cơ , khí thoát ra từ các quá trình sinh học là các nguồn chủ yếu gây ô
nhiễm không khí.
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Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 44 – 54.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục đ íchhọc t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục vụ các
mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 5 AIR POLLUTION............................................................................................................2
A. READING............................................................................................................................2I. Comprehension questions ................................................................................................4II. True - False sentences ..................................................................................................5
III. Increasing your vocabulary ..........................................................................................6
B. WRITING.............................................................................................................................7I. Sentence-building.............................................................................................................7
II. Sentence-transforming .................................................................................................8
C. FURTHER PRACTICE .......................................................................................................9
I. Translate into Vietnamese..............................................................................................10
II. Translate into English.................................................................................................10E. VOCABULARY ................................................................................................................11
Unit 5. AIR POLLUTION
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Read the paragraphs below and summary which follow. Complete the summary by writing the
correct word in each blank. Write one word only.
Air pollution is a cause of ill-health in human. In a lot of countries there are laws limiting the
amount of smoke which factories can produce. Although there isn't enough information on the
effects of smoke in the atmosphere, doctors have proved that air pollution causes lung diseases.
The gases from the exhausts of cars have also increased air pollution in most countries. The lead
in petrol produces a poisonous gas which often collects in busy streets surrounded by high
buildings. Children who live in areas where there is a lot of lead in the atmosphere can not think
as quickly as other children and are clumsy when they use their hands.
There are other long-term effects of pollution. If the gases in the atmosphere continue to increase,
the Earth's climate may become warmer. A lot of the ice near the Poles may melt and may cause
serious floods.
Air (1)...................... can make people (2)............................... . Consequently, some countries
pass (3)............................ to control the quantity of (4)..................... in the air.
(5).......................... causes particular damage to the body by harming the (6)...................... .
(7)........................... should not be used in petrol because it is bad for children's
(8)......................... and make them clumsy in using their hands. Poisonous gas from(9)........................... collects in these parts of cities where there are tall buildings. Pollution can
also have an influence on the Earth's (10)......................... . The ice may melt near the South and
the North Poles, resulting in very bad (11)......................... .
(Taken from " Longman Texts in context " by Heaton, J.B)
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 55 – 65.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục đ íchhọc t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục vụ các
mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 6 The Greenhouse effect......................................................................................................2
A. READING............................................................................................................................2I Comprehension questions ................................................................................................3
II True - False sentences ......................................................................................................4
III Increasing your vocabulary ..........................................................................................5
B. WRITING.............................................................................................................................6I Sentence-transforming .....................................................................................................6
II Sentence - correcting........................................................................................................7
C. FURTHER PRACTIVE .......................................................................................................8D. TRANSLATE.....................................................................................................................10
I Translate into Vietnamese..............................................................................................10
II Translate into English.....................................................................................................10E. VOCABULARY ................................................................................................................11
Unit 6 . The Greenhouse effect
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
In the 1960s Professor Bert Bolin predicted that the 'greenhouse effect', caused by anincrease in the amount of carbon dioxide (CO2) in the atmosphere, would lead to important
changes in the Earth's climate. At the time his predictions were regarded as science fiction. But it
is now generally agreed that the amount of carbon dioxide in the atmosphere will double from0.03% to 0.06% in the next 50 years and that temperatures worldwide will rise by 2
0 Celsius.
Although a temperature rise of 20 may not seem significant, the local effects may be much
greater: in polar regions a rise of 100 by 2025 is expected and in Northern Europe a rise of 4
0.
Indeed the first effects will be felt before the end of the century-perhaps they are already beingfelt...
But how does the "greenhouse effect" operate and why should such a tiny proportion of CO2 have such a harmful effect? When living creatures breathe out or when things are burned, CO2
enters the atmosphere. Until recently all of this was absorbed by plants, which converted it backinto oxygen.
However, the balance of nature has been disturbed. In power stations, in factories and in our
cars, we are burning more and more fossil fuels (coal, oil and natural gas) and this produces huge
quantities of CO2 -18 billion tons of it enter the atmosphere every year. Added to this, thedestruction of forests means that less CO2 can be converted into oxygen by plants. So, the amount
of CO2 in the atmosphere is increasing every year.
As sunlight enters the Earth's atmosphere, the surface of the Earth is warmed. Some of this
heat escapes back into space, but the rest is trapped by CO2, which acts like the glass in agreenhouse, allowing sunshine and heat to pass in but not out again. Consequently, the
temperature rises.
As the temperature rises, the amount of water vapor in the air will increase and this too willabsorb more of the Earth's heat. The oceans too will become warmer and store more heat, so that
they increase the warming effect.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
According to Dr. Syukuro Manabe of Princeton University, the polar icecaps will start to
melt and the oceans will expand as more snow and ice melt. Because the exposed ground,formerly covered in snow, won't reflect the heat so well it will absorb more sunlight and this will
lead to even more snowmelting.
It is predicted that the level of the sea will have risen by 1/2 to 11/2 meters by 2050 and thiswill affect many low-lying areas of the world-millions of people today live less than one meterabove sea level.
Some areas may actually benefit: the higher temperatures may allow a longer growing
season, for example. For Northern Europeans, the extra warmth may be welcome- but there is
also likely to be increased rainfall.
But many areas may suffer the southern states of the USA can expect hotter summers andless rainfall, leading to worse conditions for agriculture, and the Mediterranean region will
probably be much drier and hotter than now.
The experts agree that the "greenhouse effect" will bring significant changes to the Earth's
climate. The inhabitants of this planet will have to get used to living in a hotter world.
(Taken from " Progress to first Certificate" by Leo Jones)
I Comprehension questions
Answer the following questions
1. According to Professor Bert Bolin's predictions what would lead to changes in the Earth's
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 66 – 76.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục
đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục
vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 7 Human impact on the environment .......................................................................... 2A. READING...................................................................................................................... 2
I Comprehension Questions.......................................................................................... 3II True - False sentences ................................................................................................ 4III Increasing your vocabulary .................................................................................... 5
B. WRITING....................................................................................................................... 5I Sentence-building....................................................................................................... 5II Sentence-transforming ............................................................................................... 7
C. FURTHER PRACTIVE................................................................................................. 8D. TRANSLATION............................................................................................................ 9
I Translate into Vietnamese.......................................................................................... 9II Translate into English................................................................................................. 9
E. VOCABULARY ..........................................................................................................11
Unit 7 . Human impact on the
environment
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Air pollution is one of the most pervasive environmental problems because atmosphericcurrents can carry contaminated air to every part of the globe. Most air pollution comes fromautomobile emissions and from power plants that burn coal and oil to produce energy forindustrial and consumer use. Carbon dioxide and other harmful gases released into the airfrom these sources adversely affect weather patterns and the health of people, animals, and
plants.
Industrialized nations produce most of the world’s air pollution. For example, althoughthe United States is home to just 5 percent of the world’s population, the country generates 22
percent of human-made carbon dioxide emissions and 19 percent of all greenhouse gases suchas carbon dioxide and methane. These emissions harm the environment by causing acidic rainand global warming, and by depleting the protective ozone layer that surrounds the earth.
Acid rain, a serious threat around the world, occurs when sulfur dioxide and nitrogenoxide emissions from automobiles and fossil fuel burning power plants fall back to Earth asacidic precipitation.
Global warming is another negative by-product of air pollution, and although there isdebate about the sources of the problem, most scientists agree that the earth is heating up. Oneof the principle causes is thought to be high atmospheric concentrations of gases such as carbondioxide and methane. These and related substances are called "greenhouse" gases because they
trap heat in the earth’s atmosphere instead of letting it radiate into space, thereby, raising airtemperature.
If the warming trend continues, glaciers would melt, causing sea levels to rise by as much as65 centimeters, a depth that would inundate most coastal cities. Low-lying island nations woulddisappear altogether, and fertile farmland would turn to desert.
Another serious problem related to air pollution is the shrinking of the atmospheric ozonelayer that blocks out dangerous ultraviolet (UV) light. First reported over Antarctica in the1980s, ozone holes have since been detected over parts of North America and elsewhere. Theholes are created when ozone molecules are destroyed by chloroflourocarbons (CFCs),chemicals that are used in refrigerants and aerosol containers and can drift into the upper
atmosphere if not properly contained.
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Some scientists estimate that 60 percent of the ozone layer may already have been lost to pollution, and that even a percent loss could add a total of 330,000 new cases of skin cancerand 1.6 million cases of eye cataracts worldwide. The high levels of UV light that cause skincancer and eye problems may also harm plankton, the foundation of the food chain in oceans.
Serious declines in plankton levels could lead to catastrophic losses of other sea life.(Taken from " Encarta-World Atlas", Microsoft 2000®)
I Comprehension Questions
Answer the questions
1. Where does most air pollution in the world originate from?
Decide whether the following statements are true "T", false "F" or there’ s no informatio n given "N" according to the text. Correct the false statements.
..... Air pollution comes not only from automobile emissions but also from power
plants.
..... Developing countries produce air pollution greatly.
..... The United States’ population accounts for 5 percent of the world’s population.
..... Acid rain is a serious threat in industrialized nations.
..... Ozone layer is known as a protective layer for the earth.
..... People in industrialized countries as well as in less developed countries want to
reduce air pollution.
..... "Greenhouse" gases let heat in the earth’s atmosphere radiate into space .
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
............................................................................................................................................4. Polluted water kills fish and other marine life.
............................................................................................................................................10. Rain washes pollutants out of the air and deposits them on the land and in bodies of
Exercise 1: Choose one of the words or phrases below to fill in each gap in the
following passage. Each word or phrase is used once only.
affected danger on grow during
pollution polluted reduce major simple
pollutants thing for increase problem
change cities development the areas
People have always (1)..........................their surroundings. But throughout much ofhistory, pollution was not a major (2).......................... .Most people lived in uncrowded ruralareas, and the (3)........................ they produced were widely scattered. People had no
pollution-causing machines or motor vehicles. The (4)................ of crowded industrial citiesin the 1700s and 1800s made pollution a (5)........................ problem. People and factories inthese cities put huge amounts of pollutants into small areas. (6)......................... the 1900s,urban areas continued to develop and other new inventions made pollution steadily worse. Bythe mid-1900s, pollution had (7).......................... the water in every major lake and river andthe air over every city in (8)......................... United States and other industrial countries. Sincethe late 1960s, millions of people have become alarmed by the (9)........................... of
pollution. Large numbers of people are now working to (10).......................... pollution.
(Taken from " English-Vietnamese Translation Materials
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for Advanced Students of English" by Alan Mc Gowan and Jack Hudson)
Exercise 2: Read the following passage. Put the correct word from the list below in
each blank. You may use some words more than one.
so so much so many too too much too many enough
We are all slowly destroying the earth. The seas and rivers are (1).................. dirty to swimin. There is (2)...................... smoke in the air that it is unhealthy to live in many of the world’scities. In one well-known city, for example, poisonous gases from cars pollute the air(3)...................... that traffic policemen have to wear oxygen masks.
We have cut down (4)......................... trees that are now vast areas of wasteland all over theworld. As a result, farmers in parts of Africa cannot grow (5)....................... to eat. In certaincountries in Asia, there is (6)...................... little rice. Moreover, we do not take (7).....................care of the countryside. Wild animals are quickly disappearing. For instance, tigers are rare in
India now because we have killed (8)................... for them to survive. However, it isn’t(9)................. simply to talk about the problem. We must act now before it is (10).......................late to do anything about it. Join us now. Save the Earth. This is (11)..................... important toignore.
(Taken from " Longman Texts in Context " by Heaton J. B)
D. TRANSLATION
I Translate into Vietnamese
The greenhouse effect is not a new phenomenon. Scientists have known centuries that alayer of gases naturally surrounds the earth like an insulting blanket, trapping the reflectedenergy of the sun and preventing it from escaping into space. That is what makes the earthwarm enough for people, plants and animals. However, recent human activity has boostedconcentrations of greenhouse gases and enhanced their heat-trapping ability. The main culpritis carbon dioxide (CO2) which scientists estimate amounts for nearly half of global warming.CO2 is released from burning fossil fuels (coal, oil and gas) and from clearing and burningforests.
There are other important greenhouse gases too and they cannot be ignored – CFCs, forexample, may account for 25 per cent of global warming in the next century if their
production is not scaled back. But CO2 is the pivotal one. The UN International Panel onClimatic Change now says that CO2 levels could double within 40 years if present rates offossil-fuel burning and deforestation continue. That could mean an average temperatureincrease between two and four degrees centigrade and a sea-level of perhaps a foot by 2050.
(Taken from " Passport to ILTS " by Diana Hopkins & Mark Nettle)
II
Translate into English
1. Ngườ i ta đã ướ c tính đượ c r ằng 50% sự ô nhiễm khí quyển và 20% của hiện tượ ng hiệu
ứng nhà kính trên thế giớ i là do các loại xe có động cơ gây ra. Để bảo tồn năng lượ ng,
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 77 – 82.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục đ íchhọc t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục vụ các
mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 8 The stratosphere: our global sunscreen..........................................................................2
A. READING............................................................................................................................2I. Comprehension questions ................................................................................................2
II. True – false statements.................................................................................................3
III. Increasing your vocabulary ..........................................................................................4
B. WRITING.............................................................................................................................4I. Sentence-building.............................................................................................................4
II. Sentence-transforming .................................................................................................5
C. FURTHER PREACTIVE.....................................................................................................6D. TRANSLATION..................................................................................................................6
I. Translate into Vietnamese................................................................................................6
II. Translate into English...................................................................................................7E. VOCABULARY ..................................................................................................................7
Unit 8. The stratosphere: our global
sunscreen
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
The atmosphere’s second layer is the stratosphere, which extends from 17-18 kilometers aboveEarth’s surface. It is a much more peaceful place than the troposphere. Although the stratosphere
contains less matter than the troposphere, its composition is similar, with two notable exceptions.Its volume of water vapor is about 1,000 times less and its volume of ozone (O3) is about 1,000
times greater.
Stratosphere ozone is produced when some of the stratosphere’s oxygen molecules interact with
lighting and solar radiation. This thin layer of ozone keeps about 99% of the harmful ultravioletradiation given off by the sun from reaching Earth’s surface. This filtering action protects us from
increased sunburn, skin and eye cancer, cataracts and damage to the immune system. This global
sunscreen also prevents damage to some plants, aquatic organisms, and other land animals.Furthermore, it keeps much of the oxygen in the troposphere from being converted to toxic ozone
by incoming UV radiation. The trace amounts of ozone that do form in the troposphere as acomponent of urban smog damage plants, the respiratory system of humans and other animals,and materials such as rubber.
Thus our good health and that of many other species depend on having enough "good" ozone in
the stratosphere and as litter as possible "bad" ozone in the troposphere. Unfortunately, our
activities are increasing the amount of harmful ozone in the tropospheric air we must breathe anddecreasing the amount of beneficial ozone in the stratosphere.
Air in the stratosphere, unlike that in the troposphere, is calm, with little vertical mixing. Pilots
like to fly in this layer because it has so little turbulence and such excellent visibility. Flying in
the stratosphere also improves fuel efficiency because the thin air offers little resistance to the
forward thrust of the plane. And unlike the troposphere, temperature rises with altitude in thestratosphere until there is another reversal at the stratopause, which makes the end of the
stratosphere and the beginning of the atmosphere’s next layer.
(Taken from "Sustaining the Earth" by Tyler Miller, G)
I. Comprehension questions
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Gap-filling: Choose one suitable word among the given words. Each is used once only.
than vary a level and
effect more the layers with
affect fluctuate Earth surface climate
fewer changes fluctuations atmosphere temperature
Soil temperatures resulting from the sun’s radiation change with the depth (1)...................
with the time of day. For example, the maximum daily (2)................... at deep soil depths isdelayed, even by several hours, after the time when the air temperature reaches a maximum.
Conversely, on cool nights, the deep soil (3)................... don’t cool as fast as 4)...................
layers because of the insulting effect of the overlying soil . Heat flow is slower in soil than in the(5)................... . The deeper the soil layer, (6)................... longer it takes a temperature change to
reach it and thus the less will be the actual temperature fluctuation from day to day or week to
week. Daily temperature (7)................... seldom (8)................... the soil deeper than about 30-40
cm. Below about 1m the soil (9)................... slowly from season to season. The mean summer andmean winter temperatures at 1m deep seldom differ by (10).................... than 5
0C in the subtropics;
differences increase several degrees in temperate regions.
D.
TRANSLATION
I. Translate into Vietnamese
Stratosphere ozone is produced when some of the stratosphere’s oxygen molecules interact
with lighting and solar radiation. This thin layer of ozone keeps about 99% of the harmfulultraviolet radiation given off by the sun from reaching Earth’s surface. This filtering action
protects us from increased sunburn, skin and eye cancer, cataracts and damage to the immunesystem. This global sunscreen also prevents damage to some plants, aquatic organisms, and otherland animals. Furthermore, it keeps much of the oxygen in the troposphere from being converted
to toxic ozone by incoming UV radiation. The trace amounts of ozone that do form in the
troposphere as a component of urban smog damage plants, the respiratory system of humans and
other animals, and materials such as rubber.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 83 – 91.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục
đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục
vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 9 SOIL..............................................................................................................................2
A. READING .......................................................................................................................2
I. Comprehension questions............................................................................................3II. True - False questions..............................................................................................4
III. Increasing your vocabulary .....................................................................................4
B. Writing.............................................................................................................................5
I. Sentence - transforming...............................................................................................5II. Sentence-building ....................................................................................................6
C. Further practice................................................................................................................7D. Translation.......................................................................................................................8
I. Translate into Vietnamese ...........................................................................................8
II. Translate into English..............................................................................................8E. Vocabulary ....................................................................................................................10
Unit 9. SOIL
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
What is soil? Soil is a complex mixture of inorganic materials (clay, silt, pebbles, and
sand), decaying organic matter, water, air, and billions of living organisms. Soil forms whenlife-forms decay, when solid rock weathers and crumbles, and when sediments are deposited
by erosion. Unless you are a farmer, you probably think of soil as dirt- something you don'twant on your hands, clothes, or carpet. Yet your life and the lives of other organisms depend
on soil, especially topsoil. To a large extent all flesh is soil nutrients. Soil also provides us
with wood, paper, cotton, medicines-everything we get from plants-and helps purify the waterwe drink. Yet since the beginning of agriculture we have abused this vital, potentially
renewable resource. Entire civilizations have collapsed because they mismanaged the topsoil
that supported their populations.
Mature soils are arranged in a series of zones called soil horizons, each with a distincttexture and composition that varies with different types of soils. A cross-sectional view of the
horizons in a soil is called a soil profile. Most mature soils have at least three of the possiblehorizons.
The top layer, the surface-litter layer or O-horizon, consists mostly of freshly fallen and partially decomposed leaves, twigs, animals waste, fungi, and other organic materials.
Normally it is brown or black in color. The- topsoil layer , or A- horizon, are a porous mixtureof partially decomposed organic matter (humus) and some inorganic mineral particles. Usually
it is darker and looser than deeper layers. The roots of most plants and most of the soil's
organic matter are concentrated in these two upper layers. As long as these layers are anchored by vegetation, soil stores water and releases it in a nourishing trickle instead of a devastating
flood.
The two top layers of most well-developed soils teem with bacteria, fungi, earthworms,and small insects. These layers are also home for burrowing animals such as moles andgophers. These soil-dwellers interact in complex food webs.
Bacteria and other decomposer microorganisms are found by the billions in every handful of
topsoil. They recycle the nutrients we and other land organisms need by breaking down some of
the complex organic compounds in the upper soil into simpler inorganic compounds soluble in soilwater. Soil moisture carrying these dissolved nutrients is drawn up by the roots of plants and
transported through stems and into leaves.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Some organic litter in the two top layers is broken down into a sticky, brown residue of
partially decomposed organic material called humus. Because humus is only slightly solublein water, most of it stays in the topsoil layer. A fertile soil, producing high crop yields, has a
thick topsoil layer with lots of humus. Humus also helps topsoil hold water and helps keep
nutrients taken up by plant roots from being carried away as rainwater percolates downward
through the topsoil.(Taken from "Sustaining the Earth" by Tyler Miller, G)
2. a. are burning b. would burn c. have burnt d. were burnt
3. a. not used b. did not use c. not using d. was not used4. a. doubles b. had doubled c. will double d. would double
5. a. were unable b. would be unable c. will be unable d. are unable
6. a. has declined b. will decline c. declines d. would decline
7. a. believed b. is believing c. believing d. is believed8. a. would use b. used c. use d. will use
9. a. did not increase b. would not increase c. does not increase d. may not increase
10. a. would never use b. may never be used c. would never be used d. may never use11. a. was b. used to be c. would be d. has been
When man first learned how to make a fire, he began to use fuel for the first time. Thefuel he used was probably wood. As time (1)......................., man eventually discovered that
substances such as coal and oil (2)........................ .
Coal (3)..................... very widely as a source of energy until the last century. With the
coming of the industrial revolution, it was soon realized that production (4).................... if coalwas used instead of wood. Nowadays, many of the huge factories and electricity generating
stations (5)..................... to function if there was no coal.
In the last twenty or thirty years, however, the use of coal (6)..................... As a result,
there have been changes in the coal industry. It (7).................... that more people(8)...................... coal if oil and gas were not so readily available.
There is more than enough coal in the world for man's needs for the next two hundred
years if our use of coal (9)................... . Unfortunately, however, about half of the world's coal
(10)................... . Mining much of it (11)..................... very expensive even if it was possibleto use new equipment.
(Taken from " Extra Practice" by George, D)
D.
Translation
I. Translate into Vietnamese
Three materials in various compositions; water (including snow), rock and soil cover theEarth surface. Soil results from the weathering of rock materials, which involves both the
physical breakdown of rock into small particles and chemical alteration of its composition.
There are, however, many other processes, which together produce the distinctive features ofthe material we call soil and organize this material into soil on the surface of the land. Of
primary importance are the processes associated with plants, animals and microorganisms,which colonize the soil.
(Taken from " Land Use" by O’Callaghan, J.R)
II. Translate into English
1. Do các cấ p hạt của đất r ất nhỏ nên nướ c không thể ngấm qua đất một cách dễ dàng.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 101 – 109.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho
mục đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in
ấ n phục vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và
tác giả.
Mục lục
Unit 11 The origin And composition of soil.....................................................................2
A. Reading...................................................................................................................... 2
I. Comprehension questions...................................................................................... 3
II. True - False sentences........................................................................................4
III. Increasing your vocabulary ............................................................................... 5
B. Writing....................................................................................................................... 5
I. Sentence-rephrasing .............................................................................................. 5
C. Further practice..........................................................................................................7
D. Translation................................................................................................................. 8
I. Translate into Vietnamese ..................................................................................... 8
II. Translate into English........................................................................................ 9E. VOCABULARY ....................................................................................................... 9
Unit 11. The origin And composition of
soil
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 110 – 119.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục
đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục
vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 12 PROFILES OF SOILS............................................................................................. 2
A. READING...................................................................................................................... 2B. WRITING....................................................................................................................... 3
C. Further practice ..............................................................................................................7
D. Translation......................................................................................................................8
I. Translate into Vietnamese..........................................................................................8
II. Translate into English............................................................................................. 8
E. VOCABULARY ............................................................................................................9
Unit 12. PROFILES OF SOILS
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Read the following descriptions of soil profiles and made figure presenting the
information as in the example above:
Profile of soil B: Laterite
The A-horizon extends down to 61 cm. Its color is brownish deep red. The textural class
of the soil is a clay loam. It has a loose granular structure which is mixed with gravel. The B-
horizon which extends from 61 cm to 259 cm is a clay loam. It is bright red with a gravelly
laterite structure. The C-horizon below 259 cm is red, mottled with yellow and whitish colors.
It is rocky consisting of honey-combed laterite.
Horizon Depth (cm) Color Soil types
(textural class)
Structure Other features
A
B
C
Figure 3: Profile of soil B: Laterite
Profile of soil C: Mountain and hill soil
The A-horizon extends to a depth of 18 cm. Light brownish gray in color; the soil type is
a sandy loam with a friable granular structure. Another feature is that it is slightly sticky whenwet. The B-horizon extends from 18 cm to 66 cm. It is yellowish brown in color and consists
of a moist clay loam having a blocky, very hard and compact structure. It is also sticky when
wet. The C1-horizon goes down to 97 cm and is yellowish brown in color. A moist clay loam,
the soil has a blocky, extremely firm structure which is difficult to cut. It is very sticky when
wet, and some parent material is mixed with the soil. Below 97 cm, the C2-horizon is
yellowish brown, a clay loam which is soft and easy to cut when moist. It has a laminated and
compact clay shale structure.
Horizon Depth (cm) Color Soil type (textual
class)
Structure Other feature
A
B
C1
C2
Figure 4: Profile of soil C: Mountain and hill soil
Exercise 2. Write descriptive paragraphs:
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Các loại đất thay đổi theo số lượ ng các chất dinh dưỡ ng (khác nhau) mà chúng có thể cung cấ p cho sự phát triển của cây tr ồng. Hàm lượ ng các chất dinh dưỡ ng có sẵn phụ
thuộc vào:
♦ nhu cầu và khả năng cạnh tranh chất dinh dưỡ ng của cây cối
♦ số lượ ng và các nguồn cung cấ p chất dinh dưỡ ng hiện hữu
♦ các điều kiện môi tr ườ ng như nhiệt độ, nướ c, tính thấm khí
Để biết đượ c nhu cầu về phân bón cho từng loại đất này chúng ta cần phải xem xétcả ba yếu tố trên.
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 120 – 130.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho
mục đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in
ấ n phục vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và
tác giả.
Mục lục
Unit 13 SOIL EROSION................................................................................................... 2
A. Reading...................................................................................................................... 2
I. Comprehension questions...................................................................................... 3
II. True-False sentences.......................................................................................... 4
III. Increasing your vocabulary ............................................................................... 4
B. WRITING.................................................................................................................. 5
I. Sentence - building ................................................................................................ 5
II. Sentence – transforming .................................................................................... 6
C. FURTHER PRACTICE............................................................................................. 7
D. TRANSLATION ....................................................................................................... 9
I. Translate into Vietnamese ..................................................................................... 9II. Translate into English......................................................................................10
E. VOCABULARY ..................................................................................................... 11
Unit 13. SOIL EROSION
Nguyễ n Thị Minh Nguyệt
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Soil erosion is the movement of soil components, especially surface-litter and
topsoil, from one place to another. The two main movers are flowing water and wind.
Although wind causes some erosion, most is caused by moving water.
Some soil erosion is natural, but the roots of plants generally anchor the soil. In
undisturbed vegetated ecosystems, soil is not usually lost faster than it forms. However,
farming, logging, building, overgrazing by livestock, fire, and other activities that destroy
plant cover leave soil vulnerable to erosion.
Losing topsoil makes a soil less fertile and less able to hold water. The resulting
sediment, the largest source of water pollution, clogs irrigation ditches, boat channels,
reservoirs, and lakes. Fish die. Water is cloudy and tastes bad. Flood risk increases.
Soil, especially topsoil, is classified as a potentially renewable resource because it is
continuously regenerated by natural processes. However, in tropical and temperate areas it
takes 200-1.000 years for 2.54 centimeters (1 inch) of new topsoil to form, depending on
climate and soil type. If topsoil erodes faster than it forms on a piece of land, the soil there
becomes a non-renewable resource. Annual erosion rates for farmland throughout the
world are 7-100 times the natural renewal rate. Soil erosion is milder on forestland and
rangeland that on cropland, but forest soil takes two to three times longer to restore itself
than does cropland. Construction sites usually have the highest erosion rates by far.
Today topsoil is eroding faster than it forms on about one-third of the world's
cropland. A 1992 study by the World Resources Institute found that soil on more than 12
million square kilometers (5 million square miles) of land - an area the size of China and
India combined - had been seriously eroded since 1945. The study also found that 89,000
square kilometers (34,000 square miles) of land scattered across the globe was too eroded
to grow crops anymore. Overgrazing is the worst culprit, accounting for 35% of the
damage, with the heaviest losses in Africa and Australia. Deforestation causes 30% of
Earth's severely eroded land and is most prevalent in Asia and South America.
Unsustainable methods of farming cause 28% of such erosion, with two-thirds of the
damage found in North America.
Each year we must feed more 90 million people with an estimated 24 billion metric
tons (26 billion tons) less topsoil. This topsoil washing and blowing into the world'sstreams, lakes, and oceans each year would fill a train of freight cars long enough to
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Exercise 1: Gap-fillingChoose one of the words below to fill in each gap in the following passage. Each
word is used once only.
that amounts more growth scheme
process production they soil wet
also an it quantities out
be qualities salts produce to
Salts can be flushed (1) .................... of soil by applying much (2) ................
irritation water than is needed for crop (3) ....................., but this practice increases pumping and crop-production costs, and (4) .................... wastes enormous
(5)................of water.
Heavily salinized (6) .......................... can also be renewed by taking the land out of
(7) ........................ for two to five years, installing (8).............. underground network of
perforated drainage pipes, and flushing the soil with large (9) .................. of low-salt water.
This costly (10) ......................... , however, only slows the salt buildup, it does not stop the
(11) .................... . Flushing (12) ....................... from the soil (13).................. makes down-
stream irrigation water saltier unless the saline water can (14).................. drained into
evaporation ponds rather than returned (15)................ the stream or canal.
8/20/2019 Tiếng Anh chuyên ngành Thổ nhưỡng và Môi trường đất = English in Pedology and Soil Environment : Giáo trình d…
Tiế ng anh chuyên ngành Thổ nhưỡ ngvà Môi tr ườ ng đấ t
NXB Đại học quốc gia Hà Nội 2007.
Tr 131 – 141.
Tài liệu trong Thư viện đ iện t ử Đ H Khoa học T ự nhiên có thể đượ c sử d ụng cho mục
đ ích học t ậ p và nghiên cứ u cá nhân. Nghiêm cấ m mọi hình thứ c sao chép, in ấ n phục
vụ các mục đ ích khác nế u không đượ c sự chấ p thuận của nhà xuấ t bản và tác giả.
Mục lục
Unit 14 Soil degradation........................................................................................................ 1
A. Reading........................................................................................................................... 2
I. Comprehension questions .......................................................................................... 3
II. True-False statements............................................................................................. 4III. Increase your vocabulary ....................................................................................... 4
B. WRITING....................................................................................................................... 4
I. Sentence - building.....................................................................................................4
II. Sentence - transforming .........................................................................................4
C. FURTHER PRACTICE ................................................................................................. 4
Soil degradation is generally a component of desertification however, it may take place
without leading to particularly desert-like conditions. Soil degradation might be defined as a
reduction of the current and/or future capability of soil to produce (in terms of quantity or
quality). Soil degradation can be both quantitative (loss of soil due to erosion, mass-
movement or solution) or qualitative (decline in fertility; reduction of plant nutrients;
structural changes; changes in aeration or moisture contents; change in trace elements, salts,alkaline compounds; pollution with some chemical compounds; change in soil flora or fauna).
Soil degradation can be a natural phenomenon, for example leaching of glacial soils, pan
formation, activity of wildlife, laterite or plinthite, or it may be due to human activity.
Soil is usually formed at a very slow rate (typically a few mm per century), but removal can
easily take place at a rate of several centimeters per year or even per hour. Soil renewal
depends on a complex of factors that can easily be disrupted. Therefore, although potentially a
renewable resource, soil can become a non-renewable resource if mismanaged (some soils
require much more careful management than others). The process of soil degradation may be
difficult and very costly to halt or reverse once it gets under way, particularly if vital seeds,
fungi and soil organisms are lost (and with such loss there is also likely to be alteredmicroclimate and structural alterations of the topsoil).
Soil degradation is one of the crucial problems today: it is occurring worldwide afflicting
DCs and LDCs from the Equator to the poles and is getting worse. The world was quick to
recognize an 'oil crisis' in 1973/74, yet, in spite of the fact that it affects all people, millions of
them directly, and was a serious problem in many regions long before the 1970s, soil
degradation has had much less attention. If oil reserves were depleted, soil resources would
become more and more valuable because:
• first, with less energy and artificial fertilizers, agricultural strategies would in many
regions have to be revised (global and regional pollution may also force revision)
• second, it may be necessary to grow crops to substitute for the energy and industrial
raw materials presently obtained from petroleum as well as produce food crops.
For years, over wide areas of the globe, soil degradation has been masked by improving
agricultural yields; these improvements have frequently been accomplished at the expense of
accelerated soil damage. There may come the time where soil damage reaches a critical point
in areas vital for food or commodity production, and technology may not be able to further
boost yields to compensate. Some claim there are already signs that technology and crop
improvement have reaches a ' plateau'.
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At present soil degradation is mainly associated with land use - farming, grazing, logging,
mining, etc. Increasingly soil degradation will become a much more general risk, affecting
untouched, natural landscapes as well as those used by humans through acid deposition,
pesticide, radioactivity and other pollutants.
Soil degradation can occur even before there has been any erosion (indeed can predispose
a soil to erosion), as a consequence of acid deposition, compaction, salts or alkali
accumulation, burning, oxidation of organic matter, etc. It is difficult to give a precise
definition of soil erosion; a reasonable working definition might be the removal ('eating-
away') of soil material by water or wind at rates in excess of soil formation. Soil erosion is
generally the culmination of a degradation process, and could be regarded as a 'disease' of
landscape not just of soil, as it relates to vegetation, climates, etc.
Added to erosion are the effects of mass-movement (the downhill movement of surface
materials, including solid rock, under the influence of gravity and solution. Mass-movement
can occur rapidly (landslides, rockfalls, etc) or much more slowly (as 'creep'). As a result of
mass-movement surface materials come to rest in a steady-state that depends on the material'scharacter, the slope of underlying terrain, rainfall, and gravity.
(Taken from " Developing the Environment - Problem and Management " by Barrow, C.J)
1. Ozone depletion occurs in the upper atmosphere (stratosphere). Depletion of the ozone
layer has been observed directly from ground stations and by satellite for a number of
years, and is predominately caused by chemical reactions involving chlorine atoms.
Ozone depletion has been observed to be greatest over Antarctica. In the atmosphere
above Antarctica a series of chemical reactions that take place on the surface of frozen
particles in polar stratospheric clouds provide a reservoir of chlorine atoms. As the Sun
returns during spring, the built-up reservoir of chlorine atoms destroys ozone quickly,
this leads to the so-called ‘ozone hole’ and explain why the ozone depletion is seen to be
greatest in this region.
2. It is estimated that over the last decade the direct positive greenhouse effect from the
CFCs has been effectively cancelled by ozone depletion. Nevertherless, the chemical
reactions that destroy ozone in the stratosphere occur all around the planet, and recentlya smaller amount of ozone depletion has been observed in the Artic and other northern
hemisphere regions. In contrast to ozone depletion, the greenhouse effect refers to the
role of particular gases in the atmosphere which act to keep the planet warmer than it
would be without them.
II. Translate into English
3. Hạn hán r ất phổ biến ở những vùng lục địa nhiệt đớ i. Hạn hán xuất hiện khi một vùng
không đủ độ ẩm để đáp ứng nhu cầu của thực vật, con ngườ i, vật nuôi hoặc thú hoang.
Hạn hán có thể dẫn tớ i sự sa mạc hóa nhưng nó không phải là nguyên nhân chính của sự
D. TRANSLATION.......................................................................................................... 12I. Translate into Vietnamese........................................................................................12
II. Translate into English........................................................................................... 12
E. Vocabulary ................................................................................................................... 13
Unit 15. HUMAN IMPACT ON SOILS
Nguyễ n Thị Minh Nguyệt
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Soil is a great natural resource. It is a combination of mineral and organic matter,
structurally arranged in layers, and capable of supporting plant and animal life. Soils cannot
exist without plants, and plants are dependent on soils for support, air, water, and nutrients.
Soils are highly variable in nature. This variation includes their structure, layering, color,
range of particle sizes, chemistry, nutrients, acidity, temperature, water content, thickness,
organic content, and its associated biota. These properties vary because of differences in the
parent material, climate, topography, organic content, and the amount of time it has had to
develop. Changes in one or more of these factors may drastically alter the soil properties,
changing its nature and ability to support particular plant species. These changes can happenvery easily, having profound effects on the soil and the landscape such as vegetation
reduction, soil erosion, slope instability, increased flooding, and more sediment in rivers. The
major changes induced by human activities include chemical changes (salinization and
laterization), structural changes (compaction), hydrological changes, and soil erosion.
There are many chemical changes within a soil which can be initiated by humans. The
most widespread and problematic are salinization and laterization.
Salinization involves the accumulation of salts such as sodium chloride, potassium
chloride, calcium sulphate, and sodium carbonate within a soil. This makes the soil alkaline,
caustic, and generally restricts or inhibits plant growth. Salinization may also lead to
secondary problems such as soil erosion resulting from poor plant growth. Salinization mayoccur naturally in semi-arid and arid areas where evapotranspiration or direct evaporation
from the soil exceeds precipitation. It may also occur in coastal regions which have saline
groundwater.
In areas where the evaporation of water from the soil is high, water is drawn upwards and
evaporated from the soil surface. Hence salts are left behind and are concentrated near the
surface of the soil. These results in a hard salty layer within the soil called a salt pan.
Salinization can be induced by irrigation and water abstraction.
The abstraction of water leads to a rise in the groundwater table, driving salts towards the
surface. In coastal regions, withdrawal of underground freshwater, which floats on top of
underground saline water (originating from the sea), pulls the saline water beneath it nearer to
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enhance processes such as soil erosion by wind and water. Soil compaction is a worldwide
problem, but it is often greatest in developed countries where vehicles are common. Soils are
commonly ruined adjacent to building sites, and on old battlefields or military training areas
where heavy vehicles are particularly common. Unfortunately, compaction of soil is one of
the hardest soil problems to remedy and it may take many decades before a soil can regain itsoriginal structure.
Human also alters the chemistry of soil by the addition of organic or artificial fertilizers.
This may help increase the agricultural productivity, but it may also be detrimental to the soil,
especially if the fertilizers are incorrectly applied. This may lead to the deterioration of the
soil, a reduction in vegetation, soil erosion and other associated phenomena.
By far the greatest impact on the soil is caused by soil erosion. This includes the abrasion
of water running over the surface, the breakup of soil due to the impact of raindrops, and the
deflation of soil particles by the wind. The various causal factors that may initiate soil erosion
have already been discussed, such as deforestation, grazing, salinization, laterization, and
compaction. Many of these factors are inter-linked and should not be considered in isolation.Bad farming techniques, urbanization, construction, mining, wars, and fires may also
accelerate them. Some of the worst affected areas are the result of a combination of these.
These areas include many of the coastal regions of the Mediterranean Sea, where fires and
wars have led to vast areas of badlands. Particularly, problematic are the consequences of soil
erosion. These include the increased likelihood of flooding, increased sediment loads often
leading to silting up of reservoirs, and landsliding.
Much can be done to try to retard soil erosion and conserve soil resources. These include
re-vegetation, crop management, slope run-off control, construction of gabions, and retaining
walls and the dissemination of information regarding good land-use practices. There is still,
however, much to be achieved with regard to the correct use of one of the most valuablenatural resources.
(Taken from " Environment Soil Biology" by Martin,W.)
I. Comprehension questions
Answer the following questions
1. What is the main problem in the tropics? What are thesoils in the tropics enriched
Conservation is the protection and wise management of the environment. People practice
conservation so that the environment can (1) .................... their needs and the needs of all
other living things. (2) ....................... conservation, all the resources (3) ....................... for
life-air, animals, energy, minerals, plant, soil, and water-would be damaged, wasted, or
destroyed.
Conservation also (4) ........................... a concern for the quality of the environment, so
that people can enjoy living. It means (5) ...................... the environment comfortable and
safe - and an interesting, stimulating place in (6) ...................... to live. A healthy
environment includes clean streets and high ways, with open (7) ........................ in
cities for parks and playgrounds. (8) .....................surroundings means landscapes free for
junk and (9) ...................... They include wilderness regions (10) ...................... animals and
plants can be safe from destruction by human being.
(Taken from " Extra Practice" by George, D)
D.
TRANSLATION
I.
Translate into Vietnamese
The domestication of animals has a major impact on the soil surface. Heavy grazing of
cattle leads to trampling and compaction of the soil, reducing its capacity to hold water and
altering its structure. Ultimately this leads to soil erosion, both by wind and water. Selective
grazing of particular plants may lead to changes in the nature of the vegetation cover. In the
UK, for example, heavily grazed pastures in Scotland are dominated by bracken, a successful plant which survives because it is particularly distasteful and prickly to sheep and cattle. The
growth of trees may be inhibited as grazers favor young saplings. Grazing, however, may
have positive effects on the land because the animals provide faeces, a natural fertilizer rich in
nitrates and other nutrients. Animals also help propagate seeds, and grazing may increase
species diversity by opening up new communities and creating new niches.
(Taken from " Environment Soil Biology" by Martin.UW.)
II. Translate into English
1. Việc tướ i tiêu và canh tác thông qua sử dụng máy móc có thể dẫn tớ i sự ngậ p úng và
The soil properties important to the growth of plants are used in soil taxonomy.
One of these factors is soil fertility, the plant nutrients available in the soil. At present, 16 chemical elements are known to be essential for the growth of crop plants.These plant nutrients are hydrogen, carbon, and oxygen from air and water;
phosphorus, potassium, sulfur, calcium, iron, manganese, zinc, molybdenum, andchlorine from the soil; and nitrogen from both air and soil.
Soil is the source of 13 of the 16 essential plant nutrients. All of these 13 exceptnitrogen originate in the parent rocks from which the soil developed. Clearly, the soilconcentrations of these 13 nutrients and the conditions making them available to
plants are of fundamental importance to plant growth. Plant nutrients found in the soil
are chemical constituents of that soil.As important as the chemical properties are to plants, the physical properties ofsoil may often be critical to the growing plant. The physical soil properties includesoil pore sizes and related problems of aeration and water content, soil stability, soiltexture, soil consistency, and the hardness or cementation of soil layers.
Water and air occupy the pore spaces in the soil. Following heavy and prolongedrain or irrigation, the soil pores may fill almost completely with water in a few hours.Some water will move downward in respond to gravity, and the larger pores will beemptied of their water but refilled with air. As more water is lost by evaporation or by
transpiration (water movement through the plant), air will replace more of the space previously occupied by the lost water. The next soaking rain or irrigation will replacethese changes in air and water in soil. For good plant growth there much be enough
pore space to hold air and enough small pore spaces to retain water to satisfy the needsof plant roots for oxygen and water between cycles of rainfall or irrigation.
Soil stability - resistance to erosion by wind or water-is determined partly by the particle sizes in the soil (soil texture). More often, soil structure- the bonding ofindividual mineral particles into larger stable particles called aggregates-resistserosion even further.
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The magnitude of plant growth reflects a composite of many favorable andunfavorable factors. Favorable growth factors include adequate aeration, water,nutrients, adequate soil deep, and proper soil temperature. Unfavorable growth factorsare many, among which are toxic levels of certain elements, diseases, harmful insects,adverse temperature, inadequate or excess sunlight. Any accurate estimate of the plant
productivity of a soil must include all favorable and unfavorable factors.
(Taken from "Soils-an introduction to soils and plant growth" by Donahue Miller Shickluma)
2. How many chemical elements essential for the plant growth are there?....................................................................................................................................................................................................................................................................
3. How many essential plant nutrients are there in soil?
..................................................................................................................................5. How important are the physical properties of soil to the growing plant? What
7. In response to gravity, which direction does water move?....................................................................................................................................................................................................................................................................
8. When water is lost by evaporation or by transpiration, what will replace thespace previously occupied by the lost water?
Decide whether the following statements are true "T", false "F" or there’s no
information givenvc "N" according to the text. Correct the false statements.
1. ...... There are 13 essential plant nutrients in soil and they all originate in
the parent rocks except nitrogen.2. ...... The chemical properties and the physical properties of soil are
unequally important to the growing plant.3. ...... The importance of soil pores is to hold water and air in soil.
4.
...... The number of chemical elements considered to be essential for thegrowth of plants now varies from 13 to 16.
5. ...... Plant roots can absorb oxygen and water from soil unless there are soil pores.6. ...... The pore spaces in soil are filled up with water after heavy rains.7.
...... Today, sufficient water and adequate soil are pressing problems formost of the people of the world.
8. ...... The particle sizes in the soil determine soil structure.9.
...... Water and nutrients are two unfavorable factors of the growth of plants.
10.
...... Water can pass through a permeable soil more easily than through animpermeable soil.
III.
INCREASING YOUR VOCABULARY
1. Synonyms: Which words or phrases in the text have the same meaning as:
1. decisive ...................................
2. take up ...................................
3. degree of density ...................................
4.
turning from solid or liquid into vapor ...................................
5. hold or tie together ...................................
6. the supply with water ...................................
..................................................................................................................................4. The human body requires small quantities of several minerals.
..................................................................................................................................7. We can use a unit called a soil profile to describe soils.
Choose one of the words or phrases below to fill in each gap in the following
passage. Each word or phrase is used one only.
abundantly available like transferred
almost evaporated have turned out
although eventually since used up
manufacturing exchanging spell turned up
Our demand for water is constantly increasing. Every year, there are more andmore people in the world. Factories (1) ...................... more and more products, and
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need more and more water. We live in a world of water. But (2) ....................... all of it- about 97 per cent - is in the oceans. This water is too salty to be used for drinking,farming, and (3) ......................... Only about 3 per cent of the world's water is fresh.Most of this water is not easily (4) ...................... to man because it is locked inglaciers and icecaps.
There is as much water on earth today as there ever was or will ever be. Most ofthe water we use finds it way to the oceans. There, it is (5) ...................... by the sun. Itthen falls back to the earth (6) ........................ rain. Water is used and reused over andover again. It is never (7) ....................
(8) ....................... the world as a whole has plenty of fresh water, some regionshave a water shortage. Rain does not fall (9) ........................ over the earth. Someregions are always too dry, and others too wet. A region that usually gets enough rainmay suddenly have a serious dry (10) ........................ and another region may beflooded with too much rain.
(Taken from " Extra Practice" by George, D)
Exercise 2: Sentence - correcting
Choose the underlined word or phrase which would not be appropriate instandard written English and correct them.
1. Animal and human use the energy finding in food to operate their bodies and
A B C D
muscles.
2. About 2 millions years, people got their flood by hunting animals and collecting
A B C
roots, berries and other products of nature.
D
3. The ability to convert raw materials into valuable commodities is the basic of an
A B C
industrial economy and the foundation of a high standard of living.
D
4. The average age of the Mediterranean olive trees grow today is two hundred years.A B C D
5. In the ancient world, the olive was the richer source of necessary oil.
A B C D
6. Two-thirds of the cultivated land of the Hawaiian islands are used to grow sugarcane.
A B C D
7. In all organisms, from human beings to bacteria and viruses, the genes, or units
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Exersice 3: Gap-filling: Use these words to finish the sentences. Each is used
once only.
blight drought famine gene pool staple foods
clones emigrate floods habitat propagation
starvation fungus hybrid income domesticated variety
1. In Ireland in the 1840s, the potato crop suffered from a (1)........................ , a plant disease. The rotting was caused by a (2).................... . The resulting lackof food caused a (3)........................ . More than ten percent of the Irish
population died of (4).................. . There was simply not enough food to keepthem all alive.
2. To grow a potato plant, you can plant seeds or you can plant a plug, a piece of potato from last year’s crop. The potatoes that grow from plugs are actually(5).................... plants that are genetically the same as the plants from last year.Planting potato plugs is the most common method of potato plant(6)..................
3. A great storm dropped large amounts of rain on India, and the rivers rose,causing serious, widespread (7)..................
4. Three thousand varieties of potatoes grow in South America. Each type hasadapted to a specific set of conditions, including available water, sunlight, soiltype, and altitude. In other words, the plants adapted to their (8).................. .As a result, these three thousand potato plant types constitute a variety ofgeneric material for improving potatoes, a (9).............................. forresearchers to work with.
5. One (10)............................... of potato became popular in Ireland.
6. Some parts of Africa have had little or no rainfall for years. Because of the(11).................... , there isn’t enough water for gardens to thrive, so people
have moved to other areas, and the desert has grown larger.
7. If a farmer produces more food than her family needs, then the extra food can be a source of (12)....................... because she can sell the surplus.
8. The potato for the Irish; rice for the people in the Far East; squash, beans, andcorn for the Iroquois – these are the (13)........................... of these people.
9. After a terrible famine, people are likely to leave their homes, to (14)...............to a new country.
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10. A (15).................. is ‘made’ from the generic material of two parent plants.
(Taken from " Between the Lines" by Faust, Susan S. Johnston & Clark S. Atkinson)
D. TRANSLATION
I. TRANSLATE INTO VIETNAMESE
Soil formation comprises two different processes. First, the changes fromconsolidated mass (rock) not capable of growing plants to the development of anunconsolidated (loose) layer of material that can support plants if climate is suitableand water is available. Second, the changes occurring within the loose material as time
passes. This latter process is also called soil development. Actually, the change from asolid mass to loose soil material and other changes within the soil profile occursimultaneously. Soil formation is used to mean both the production of unconsolidatedmaterial by weathering processes and soil profile development, which are the changes
involved in the development of horizons. Horizons tell much about the characteristicsof a soil. They include information about depth of organic matter accumulation, soildenseness from clay deposition and the extent leaching.
(Taken from " Environment Soil Biology" by Martin, W)
II. TRANSLATE INTO ENGLISH
1. Các quá trình hình thành của đất bắt đầu bằng sự phong hóa của đá và cáckhoáng chất. Sự bào mòn vật lý của các cấ p hạt và các phản ứng hóa học liêntục gây ra sự thay đổi của đất.
3. Muối luôn gây hại đối vớ i cây non nhưng không hẳn vào thờ i điểm nảy mầm,mặc dù sự tậ p chung muối cao có thể làm chậm sự nảy mầm của hạt giống một
vài ngày hoặc ngăn cản nó hoàn toàn. Do muối hoà tan dễ di chuyển cùng vớ inướ c, sự bốc hơ i đã chuyển muối lên mặt đất, nơ i mà chúng tích tụ lại. Cácloại cây xanh có dung hạn khác nhau đối vớ i lượ ng muối ở trong đất và nhữngảnh hưở ng cụ thể đối vớ i từng bộ phận của cây xanh cũng hoàn toàn khácnhau.
abrasion (n) : sự bào mònabrupt (adj) : đột ngộtabsorb (v) : hấ p thụ, ngấmabundant (adj) : dư thừa, thừa thãiabuse (v) : lạm dụngaccelerate (v) : hối thúcaccumulate (v) : tích tụ actually (adv) : thực sự adequate (adj) : đầy đủ, tươ ng xứngadjacent (adj) : gần k ề, lân cận
adversely (adv) : bất lợ i, có hạiaerate (v) : làm thông khíaerosol (n) : một loại chất có trong các bình xịtafflict (v) : làm khổ, gây ưu phiềnaggregate (n) : đá vụn để làm bê tôngairborne (adj) : lơ lửng trong không khíalgae (n) : tảoall-purpose (n) : nhiều mục đích khác nhaualtitude (n) : độ caoanchor (v) : neo, bám chặtannually (adj) : hàng nămanteater (n) : loài ăn kiếnantiknock (n) : chất kích nổ aphid (n) : r ệ p vừng (côn trùng)arid (adj) : khô hanharrangement (n) : sự sắ p xế pash (n) : troasphalt (n) : hắc ínassault (n) : cuộc xung độtatmosphere (n) : khí quyểnatmospheric current (n) : luồng khí
automobile emissions (n) : khí thải từ các loại xe có động cơ automotive (adj) : thuộc về ô tô
B
bacteria (n) : vi khuẩn balance (v) : làm cân bằng basalt (n) : đá basan bind (v) : trói, buộc, k ết hợ p blight (n) : bệnh tàn lụi (vì côn trùng), r ệ p vừng
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blocky (adj) : khối, tảng bond (v) : liên k ết boundary (n) : đườ ng biên giớ i bramble (n) : bụi gai, bụi cây mâm xôi breakup (n) : sự phá vỡ brick (n) : gạch
by-product (n) : sản phẩm phụ
C
carnivore (n) : loài thú ăn thịtcarnivorous (adj) : (động vật hay cây) ăn thịtcatalytic (adj) : gây ra sự xúc táccataract (n) : bệnh đục thuỷ tinh thể catastrophic (adj) : thảm hoạ, tai biếncategory (n) : loại
caustic (adj) : ăn mònchemical compound (n) : hợ p chất hoá họccivilization (n) : sự văn minh, sự khai hoáclassify (v) : phân loạiclay (n) : đất sétclimate (n) : khí hậuclone (n) : sinh vật vô tínhclone (v) : sinh sản theo cách vô tínhcloudy (adj) : vẩn đục, không trongclump (v) : tạo thành lùm, thành đốngcoal (n) : than đá
coarse (adj) : thô, không mịncoarse sand (n) : cát thôcommunity (n) : quần xã, cộng đồngcompact (adj) : nén, chặtcomplex (adj) : phức tạ pcomponent (n) : phần hợ p thànhcomposite (adj) : hợ p lạicomposition (n) : sự k ết hợ p, cấu tạo, thành phầncompound (n) : hợ p chấtcompress (v) : nén, ép
concentrate (v) : tậ p trungconsequently (adv) : bở i vậy, hậu quả consistency (n) : độ đặccontaminate (v) : làm nhễm bẩn, gây ô nhiễmcontent (n) : hàm lượ ngcontract (v) : co lại, rút lạiconvert (v) : chuyển đổi, thay đổicoolant (n) : chất làm lạnh, tác nhân làm lạnhcreature (n) : sinh vậtcreeping desertification (n) : sự sa mạc hoá dần dần
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cropland (n) : đất tr ồng tr ọtcrucial (adj) : quan tr ọng, có tính quyết địnhcrumble (v) : vỡ vụncrust (n) : lớ p vỏ cứngculprit (n) : tội phạm, thủ phạmcultivated land (n) : đất canh tác
D
debate (v) : bàn luận, tranh cãi, suy ngh ĩ , cân nhắcdecay (v) : thối r ữa, mục nátdecimate (v) : phá huỷ, tiêu haodecompose (v) : phân huỷ define (v) : định ngh ĩ a, xác định rõdefine (v) : xác địnhdegrade (v) : làm suy thoái, suy giảm
deliberately (adv) : một cách chủ tâm, cố ýdense (adj) : dày đặc, chặtdensity (n) : tính dày đặc, mật độ deplete (v) : tháo hết, xả hết, cạn kiệtdepression (n) : chỗ lõm, chỗ sụt xuốngderive from (v) : bắt nguồn từ, phát sinh từ destruction (n) : sự phá huỷ detect (v) : khám phá ra, phát hiệndetermine (v) : quyết địnhdetriment (n) : thiệt hạidiesel-propelled car (n) : xe chạy bằng động cơ đi-e-zen
differ (v) : khác, không giốngdiscard (v) : loại bỏ discharge (v) : thải radisintegrate (v) : làm tan rãdissolve (v) : làm tan ra, hoà tan, phân huỷ distort (v) : vặn vẹo, méo móditch (n) : đườ ng hào, rãnhdiversity (n) : sự đa dạngdomesticate (v) : làm cho quen (vớ i), thuần hoádomino effect (n) : tác động/ảnh hưở ng/hậu quả dây chuyền
double (v) : nhân đôidrain (v) : rút, thoát nướ c, làm cạndrainage (n) : hệ thống thoát nướ c, sự tháo rútdrift (v) : trôi dạtdrill (v) : khoandrought (n) : hạn hán
E
earthworm (n) : con giun đấtedible (adj) : có thể ăn đượ c
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effect (n) : tác động, ảnh hưở ngelectric car (n) : xe (chạy bằng) điệneliminate (v) : loại bỏ, gạt raemit (v) : bốc ra, thoát raencircle (v) : vòng quanh, bao quanhenter (v) : đi vào, thâm nhậ p
environmental protection (n) : việc bảo vệ môi sinherode (v) : xói mònerupt (v) : phun tràoescape (v) : tr ốn thoátestimate (n) : ướ c tínhevaporation (n) : sự bốc hơ i, sự bay bơ i (về mặt vật lý)evaportranspiration : sự thoát hơ i nướ c (qua lỗ khí trên bề mặt lá)excess (n) : sự vượ t quáexert (v) : tác độngexhaust (v) : dùng hết, cạn kiệtexotic (adj) : ngoại lai, kì lạ expand (v) : mở r ộngexpect (v) : hy vọng, mong chờ expose (v) : phơ i tr ần, để lộ extend (v) : mở r ộng, kéo dàiextra (adj) : thêm, phụ, ngoàiextract (v) : khai thác, rút raextrude (v) : phụt ra
F
famine (n) : nạn đóifauna (n) : hệ động vậtfelspar (n) : khoáng fenspatfertile (adj) : màu mỡ , phì nhiêufertilizer (n) : phân bónfine sand (n) : cát mịnfineness (n) : độ mịnfiner (adj) : nhỏ hơ n, mảnh hơ nflora (n) : hệ thực vậtfluid (n) : chất lỏng
flush (v) : chảy mạnh, xối nướ cfood chain (n) : chuỗi thức ănformer (adj) : (thuộc) cũ, tr ướ cformerly (adv) : tr ướ c đâyfossil (n) : (vật) hoá thạchfriable (adj) : dễ nát vụnfuel (n) : nhiên liệufundamental (adj) : quan tr ọng, thiết yếufungus (n) : nấmfurnaces (n) : lò luyện kim
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genetically (adj) : đượ c xác định bằng di truyền, có quan hệ ditruyềnglacier (n) : sông bănggracial (adj) : (thuộc) băng hàgranular (adj) : như hột, có dạng hộtgravel (n) : sỏigravelly (adj) : như sỏigravitational force : tr ọng lựcgravity (n) : sức hút, lực hútgrit (n) : hạt cát, hạt sỏigroundwater (n) : nướ c ngầm
gypsum (n) : thạch cao
H
habitat (n) : sinh cảnh (nơ i cư trú của một quần xã)halt (v) : tạm dừng, tạm nghỉ hate (v) : ghét bỏ heavily farmed land (n) : vùng đất tr ồng tr ọt/canh tác nhiềuhemisphere (n) : bán cầuherbivore (n) : động vật ăn thực vật
heron (n) : con diệchoney-comb (n) : hình tổ onghorizon (n) : tầng (đất)human immune system (n) : hệ thống miễn dịch ở con ngườ ihumid (adj) : ẩm ướ thumidify (v) : làm cho ẩmhumus (n) : mùnhybrid (n) : cây lai, vật laihydrology (n) : thủy văn học
I icecap (n) : lớ p băng phủ các vùng cựcidentify (v) : nhận raigneous (adj) : đá macmaimmigrant (n) : loài nhậ p cư immune system (n) : hệ thống miễn dịchimpermeable (adj) : không thấm qua đượ cincinerate (v) : đốt, thiêuincinerator (n) : lò đốt, lò thiêu
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indefinitely (adv) : không xác địnhinduce (v) : gây ra, đem lạiindustrialize (v) : công nghiệ p hoáinfiltrate (v) : xâm nhậ pingenuity (n) : óc sáng tạo, sự thông minhinitiate (v) : bắt nguồn, xuất phát từ
inorganic (adj) : (thuộc) vô cơ insecticide (n) : thuốc diệt côn trùnginsidious (adj) : làm hại một cách âm thầminsoluble (adj) : không thể thấm đượ cinstability (n) : không ổn địnhinteract (v) : tươ ng tácinteract (v) : tươ ng tácinter-link (v) : k ết nốiinundate (v) : ngậ p tràn, ngậ p lụtirrigate (v) : tướ i nướ cirritate (v) : kích thíchIUCN (International Union for the Conservation of Nature)
: Tổ chức Quốc tế về bảo tồn thiên nhiên
K
keystone (n) : yếu tố chính, chủ chốt
L
laminate (v) : cán mỏng
landslide (n) : lở đấtlandslip (n) : sự lở đấtlargely (adv) : ở một chừng mực nào đólaterite (n) : đá ong, đá đỏ lead (n) : chìlead (v) : dẫn đếnlead-free (n) : không có chìlikelihood (n) : sự có thể likely (adv) : có thể, có lẽ limited (adj) : hạn chế, giớ i hạnlivestock (n) : vật nuôiloam (n) : đất giàu mùn, đất thịtlocal (adj) : (thuộc) địa phươ nglog (n) : gỗ
M
major (adj) : chính, chủ yếumandatory (adj) : có tính bắt buộcmarble (n) : đá cẩm thạchmask (v) : che đậy, bảo vệ
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material (n) : vật chấtmature (adj) : tr ưở ng thànhmelt (v) : tan chảymercury (n) : thuỷ ngânmetamorphosis (n) : đá biến chấtmeteoritic (adj) : thuộc về thiên thạch
microbe (n) : vi sinh vậtmicroclimate (n) : vi khí hậumineral (n) : khoáng chấtmismanage (v) : quản lý kémmixture (n) : hỗn hợ pmoderate (v) : làm ôn hoà, điều tiết (khí hậu)modify (v) : làm thay đổimoist (adj) : ẩmmoisten (v) : làm ẩmmoisture (n) : độ ẩmmold (v) : đúc theo khuônmole (n) : số phân tử gam của vật chấtmolecule (n) : phân tử moss (n) : rêumottle (v) : chấm, lốm đốmmound (n) : mô đấtmutual (adj) : lẫn nhaumysterious (adj) : đầy bí ẩn
N
native (n) : ngườ i địa phươ ng, thổ dânnotable (adj) : đáng chú ý, nổi bậtnutrient (n) : dưỡ ng chất
O
organism (n) : sinh vậtoriginate (v) : bắt nguồnouter space (n) : vũ tr ụ overgrazing (n) : sự chăn thả quá mức
overlook (v) : không để ý, cho quaoverwhelm (v) : làm tràn ngậ p, áp đảo, lấn ápoxygen atom (n) : nguyên tử ô-xyoxygen mask (n) : mặt nạ ô-xyozone depletion (n) : sự suy giảm tầng ô-zônozone molecule (n) : phân tử ô-zôn
P
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pan (n) : chảo parent rock (n) : đá gốc particle (n) : phân tử, hạt particle (n) : phân tử, hạt pebble (n) : đá cuội, sỏi penetrate (v) : thấm qua, thâm nhậ p
periodic (adj) : phân k ỳ permeable (adj) : dễ thấm perpetual (adj) : v ĩ nh viễn, bất diệt pervasive (adj) : tràn ngậ p, toả khắ p pesticide (n) : thuốc tr ừ sâu phosphate (n) : phốt phát plague (n) : điều tệ hại, tai hại planet (n) : hành tinh plankton (n) : sinh vật trôi nổi plateau (n) : bình nguyên plunder (v) : lấy đi, cướ p đi poisonous (adj) : độc hại polar (n) : cực (địa lý) pollen (n) : phấn hoa pollinate (v) : thụ phấn (cho hoa) porous (adj) : lỗ r ỗng, tính r ỗng pose (v) : gây ra potential (adj) : (thuộc) tiềm năng pottery (n) : đồ gốm precipitate (v) : thúc đẩy, đẩy nhanh precipitation (n) : lượ ng mưa/tuyết đổ xuống một khu vực
precipitation (n) : (lượ ng) mưa, tuyết predator (n) : thú ăn mồi sống predict (v) : đoán, dự đoán predominately (adv) : chính, chủ yếu prevalent (adj) : thịnh hành, chiếm ưu thế probable (adj) : có thể, có lẽ propagation (n) : sự truyền giống, sự nhân giống property (n) : đặc tính, đặc điểm, tính chất proportion (n) : phần, tỉ lệ purify (v) : lọc, làm cho tinh khiết
R
radiate (v) : toả ra, phát raradiation (n) : sự phóng xạ radioactive waste (n) : chất thải phóng xạ rainfall (n) : lượ ng mưarare (adj) : hiếmraw (adj) : thô (chưa qua xử lý, chưa qua chế biến)recurrent (adj) : lặ p đi lặ p lại
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significant (adj) : quan tr ọngsilt (n) : phù sa (limon)silty soil (n) : đất bùnslate (n) : đá phiếnslop (n) : nướ c thảislope (n) : chỗ dốc, nghiêng
soak (v) : nhúng ướ t, ngâm, làm ướ t đẫmsoaking (adj) : ướ t đẫm, ngấmsoil degradation (n) : sự suy thoái đấtsoil profile (n) : phẫu diện đấtsoluble (adj) : có thể hoà tansoluble (v) : hoà tansolution (n) : giải phápsolvent (adj) : có thể hoà tan đượ csongbird (n) : loài chim hótsoot (n) : muội, bồ hóngspecies (n) : loàispell (n) : đợ t, lượ t, phiênspongy (adj) : mềm, xố p, đàn hồispray (v) : phun, xịtspread (v) : lan tràn, tr ải r ộngstandpoint (n) : quan điểmstaple (adj) : chính, chủ yếu, quan tr ọngstarvation (n) : sự đói ăn, sự chết đóistem (n) : thân câysticky (adj) : dẻo, dínhstratify (v) : xế p thành tầng, phân tầng
stratosphere (n) : tầng bình lưusubside (v) : lúnsubsidence (n) : sự lún xuốngsubsoil (n) : lớ p đất dướ isubstance (n) : chấtsubstitute (n) : ngườ i, vật thay thế succession (n) : sự nối tiế p, chuỗisummarize (v) : tóm tắtsunburn (n) : sự rám nắngsunscreen (n) : tấm chắn bức xạ mặt tr ờ i
surface water (n) : nướ c bề mặtsurroundings (n) : môi tr ườ ng xung quanhsustainable development (n) : sự phát triển bền vững
T
taxonomy (n) : phân loại học
temperate (adj) : ôn hoà
terrain (n) : địa thế, địa hình
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1. Alan Mc Gowan & Jack Hudson, 1997. English-Vietnamese Translation
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2. Alan Mountford, 1989. English in Agriculture. International Thomson Publishing,The United States of America
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triể n bề n vữ ng Anh - Việt . Nxb KHKT. Hà Nội
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6. Cục Môi Trườ ng, 2001. Chiến lượ c bảo vệ môi tr ườ ng Quốc gia. Hà Nội.7. Dians Hopkins & Mark Nettle, Passport to ILTS. New York, London, Sydney..
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10. George, D. 1995. Extra Practice. Cambridge University Press, Cambridge.
11. Heaton, J. B. 1990. Longman Tests in Context . Cambridge University Press,Cambridge.
12 Hội Khoa học Đất Việt Nam, 2000. T ừ đ iể n Thổ Nhưỡ ng học Anh - Việt . Nxb
KHKT. Hà Nội.13. Jonauntion, R. 1989. Think First Certificate. Longman Press, New York.
14. Johns, L. 1996. Progress to First Certificate. Cambridge ExaminationsPublishing. Melbourne.
15. Martin, W. 1995. Environment Soil Biology. The University Press, Cambridge.
16. Miller, G. 1993. Sustaining the Earth. International Thomson Publishing. TheUnited States of America.
17. O'Callaghan, J. R. 1996. Land Use. The University of Newcastle, United
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