Tiếng Anh chuyên ngành thổ nhưỡng và môi trường đất

NXB Đại học quốc gia Hà Nội 2007, 177 Tr.

Tài liệu trong Thư viện điện tử ĐH Khoa học Tự nhiên có thể được sử dụng cho mục
đích học tập và nghiên cứu cá nhân. Nghiêm cấm mọi hình thức sao chép, in ấn phục
vụ các mục đích khác nếu không được sự chấp thuận của nhà xuất bản và tác giả.


Mục lục

Unit 1 Types of species in ecosystems 7
A. Reading 7
I. Omprehension questions 7
II. True - False sentences 8
B. Writing 9
I. Sentence - ordering 9
II. Gap - filling 9
C. FURTHER PRACTICE 10
D. TRANSLATION 12
I. Translate into Vietnamese 12
II. Translate into English 13
E. Vocabulary 13
Unit 2 RESOURCES 15
A. READING 15
B. WRITING 18
C. FURTHER PRACTICE 20
D. TRANSLATION 21

E. VOCABULARY 23
Unit 3 WATER'S IMPORTANCE AND UNIQUE PROPERTIES 25
A. READING 25
I. Comprehension questions 25
II. True-False sentences 26
III. Increasing your vocabulary 27
Tiếng Anh chuyên ngành thổ nhưỡng
và môi trường đất

Nguyễn Thị Minh Nguyệt

B. WRITING 28
I. Sentence-correcting 28
II. Sentence-building 28
C. FURTHER PRACTICE 29
D. TRANSLATION 31
I. Translate into Vietnamse 31
II. Translate into English 31
E. VOCABULARY 32
Unit 4 POLLUTION 34
A. READING 34
I. Comprehension questions 35
II. True - False sentences 36
III. Increasing your vocabulary 37
B. Writing 38
I. Sentence-building 38
II. Sentence-transforming 39
C. Further practice 40
D. Translation 41
I. Translate into Vietnamese 41

II. Translate into English 41
E. Vocabulary 42
Unit 5 AIR POLLUTION 44
A. READING 44
I. Comprehension questions 46
II. True - False sentences 47
III. Increasing your vocabulary 48
B. WRITING 48
I. Sentence-building 48
II. Sentence-transforming 49
C. FURTHER PRACTICE 50
D. TRANSLATION 52
I. Translate into Vietnamese 52
II. Translate into English 52
E. VOCABULARY 53
Unit 6 The Greenhouse effect 55
A. READING 55
I Comprehension questions 56
II True - False sentences 57
III Increasing your vocabulary 58
B. WRITING 59
I Sentence-transforming 59
II Sentence - correcting 60
C. FURTHER PRACTIVE 61
D. TRANSLATE 62
I Translate into Vietnamese 62
II Translate into English 63
E. VOCABULARY 64
Unit 7 Human impact on the environment 66

A. READING 66
I Comprehension Questions 67
II True - False sentences 68
III Increasing your vocabulary 69
B. WRITING 69
I Sentence-building 69
II Sentence-transforming 71
C. FURTHER PRACTIVE 72
D. TRANSLATION 73
I Translate into Vietnamese 73
II Translate into English 74
E. VOCABULARY 75
Unit 8 The stratosphere: our global sunscreen 77
A. READING 77
I. Comprehension questions 77
II. True – false statements 78
III. Increasing your vocabulary 78
B. WRITING 79
I. Sentence-building 79
II. Sentence-transforming 80
C. FURTHER PREACTIVE 80
D. TRANSLATION 81
I. Translate into Vietnamese 81
II. Translate into English 81
E. VOCABULARY 82
Unit 9 SOIL 83
A. READING 83
I. Comprehension questions 84
II. True - False questions 85
III. Increasing your vocabulary 85

B. Writing 86
I. Sentence - transforming 86
II. Sentence-building 87
C. Further practice 88
D. Translation 89
I. Translate into Vietnamese 89
II. Translate into English 89
E. Vocabulary 90
Unit 10 Soil texture, porosity, acidity 92
A. Reading 92
I. Comprehension questions 93
II. True-false questions 94
III. Increasing your vocabulary 94
B. Writing 95
C. Further practice 96
D. Translation 98
I. Translate into Vietnamese 98
II. Translate into English 99

E. Vocabulary 99

Unit 11 The origin And composition of soil 101
A. Reading 101
I. Comprehension questions 102
II. True - False sentences 103
III. Increasing your vocabulary 104
B. Writing 104
I. Sentence-rephrasing 104
C. Further practice 106
D. Translation 107

I. Translate into Vietnamese 107
II. Translate into English 108
E. VOCABULARY 109
Unit 12 PROFILES OF SOILS 110
A. READING 110
B. WRITING 111
C. Further practice 115
D. Translation 116
I. Translate into Vietnamese 116
II. Translate into English 117
E. VOCABULARY 118
Unit 13 SOIL EROSION 120
A. Reading 120
I. Comprehension questions 121
II. True-False sentences 122
III. Increasing your vocabulary 123
B. WRITING 123
I. Sentence - building 123
II. Sentence – transforming 124
C. FURTHER PRACTICE 125
D. TRANSLATION 127
I. Translate into Vietnamese 127
II. Translate into English 128
E. VOCABULARY 129
Unit 14 Soil degradation 131
A. Reading 131
I. Comprehension questions 132
II. True-False statements 133
III. Increase your vocabulary 134
B. WRITING 135

I. Sentence - building 135
II. Sentence - transforming 135
C. FURTHER PRACTICE 137
D. TRANSLATION 139
I. Translate into Vietnamese 139
II. Translate into English 139
E. Vocabulary 140




Unit 15 HUMAN IMPACT ON SOILS 142
A. Reading 142
I. Comprehension questions 143
II. True-False sentences 144
I. Comprehension questions 146
II. True-False sentences 148
III. Increasing your vocabulary 148
B. WRITING 149
I. Sentence-building 149
II. Sentence - transforming 150
C. FURTHER PRACTICE 151
D. TRANSLATION 152
I. Translate into Vietnamese 152
II. Translate into English 152
E. Vocabulary 153
Unit 16 SOIL FACTORS FOR PLANT GROWTH 155
A. READING 155
I. COMPREHENSION QUESTIONS 156
II. TRUE-FALSE QUESTIONS 156

III. INCREASING YOUR VOCABULARY 157
B. WRITING 158
I. SENTENCE-BUILDING 158
II. SENTENCE - TRANSFORMING 158
C. FURTHER PRACTICE 159
D. TRANSLATION 161
I. TRANSLATE INTO VIETNAMESE 161
II. TRANSLATE INTO ENGLISH 161
E. VOCABULARY 162
B. 163
GLOSSARY OF TERMS AND ABRREVIATIONS 165
REFERENCES 177

7

Unit 1
Types of species in ecosystems
A. Reading
* Warm-up Activities
- How important are species in ecosystems?
- How many kinds of species do you know?
One way to look at an ecosystem's species from a human standpoint is to divide them into
four types:
- Native species, which normally live and thrive in a particular ecosystem.
- Immigrant, or alien species, which migrate into an ecosystem or which are
deliberately or accidentally introduced into an ecosystem by humans. Some of these
species 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?


8

2. What is the other name of immigrant species?


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

9
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.

Adjective Noun Verb Adverb

1 beautiful beauty beautify beautifully
2. normally
3. deliberately
4. beneficial
5. affect
6. pollinate
7. accidentally
8. loss
9. extinction
B. Writing
I. Sentence - ordering
Put the following words in the right order to build complete sentences.
1. Species / for / reasons / become / various / endangered.


2. Sometimes / the / extinction / presence / one / species / of / directly / can / cause / the /
another / of.


3. Over / 900 species / within / next / years / the / few / disappear / will / if / do not / we /
save / them.


4. Extinction / the / evolution / process / is / a / of.


5. The / a / species / Alligator / is / keystone.


II. Gap - filling

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.
skin people Alligators environment meat

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for to reptile ecosystems endangere
d
is placed animal of and
birds habitats during comeback where
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 endangered
species 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. The
oak 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 and
nitrogen to build up their tissues using energy in the form of sunlight. The plant tissues form

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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
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 the
smaller 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

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lichen aphid vole
algae caterpilar fungi
a kind of tree
a kind of insect
a kind of simple plant
part of a tree

a kind of small animal
a kind of large plant
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 sequence
of 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)





13

II. Translate into English
Tất cả các loài đều có vai trò trong hệ sinh thái của mình chính vì vậy chúng rất
quan trọng. Một vài nhà khoa học cho rằng tất cả các loài đều quan trọng như nhau,
nhưng một số khác lại cho rằng chỉ có một số loài nhất định là loài chủ chốt và quan
trọng hơn các loài khác, ít nhất là trong việc duy trì hệ sinh thái.
Khi hai loài bất kỳ trong một hệ sinh thái có một vài hoạt động hoặc nhu cầu giống
nhau chúng có thể tác động qua lại theo m
ột mức độ nào đó.
Bất cứ một nguyên tố hay hợp chất hoá học nào mà một sinh vật phải hấp thụ để
sống, lớn lên hay để sinh sản gọi là dưỡng chất. Một vài nguyên tố như cacbon, ôxy,
hyđrô, nitơ và phốt pho cần với số lượng tương đối lớn. Các nguyên tố khác như sắt,
đồng, clo và iốt cần với số lượng nhỏ hơn. Các nguyên tố v
ề dinh dưỡng này và các hợp
chất của chúng liên tục quay vòng.
Địa bàn cư trú của các loài động thực vật hoang dã đang bị thu hẹp và chia cắt;
nhiều loài động vật quý hiếm bị săn bắt; nhiều loài có nguy cơ bị tuyệt chủng; nhiều
nguồn gen quý hiếm bị suy giảm.
E. Vocabulary
algae (n) : tảo
anteater (n) : loài ăn kiến
aphid (n) : rệp vừng (côn trùng)
bramble (n) : bụi gai, bụi cây mâm xôi
carnivore (n) : loài thú ăn thịt
carnivorous (adj) : (động vật hay cây) ăn thịt
community (n) : quần xã, cộng đồng
deliberately (adv) : một cách chủ tâm, cố ý
depression (n) : chỗ lõm, chỗ sụt xuống
domino effect (n) : tác động/ảnh hưởng/hậu quả dây chuyền

drill (v) : khoan
eliminate (v) : loại bỏ

14
exert (v) : tác động
exotic (adj) : ngoại lai, kì lạ
fossil (n) : (vật) hoá thạch
habitat (n) : sinh cảnh (nơi cư trú của một quần xã)
hate (v) : ghét bỏ
herbivore (n) : động vật ăn thực vật
heron (n) : con diệc
immigrant (n) : loài nhập cư
keystone (n) : yếu tố chính, chủ chốt
moss (n) : rêu
mound (n) : mô đất
native (n) : người địa phương, thổ dân
overlook (v) : không để ý, cho qua
pollinate (v) : thụ phấn (cho hoa)
predator (n) : thú ăn mồi sống
refuge (n) : nơi trú ngụ, nơi trú ẩn, nơi lánh nạn
ripple (v) : gây ra
shrew (n) : chuột chù
songbird (n) : loài chim hót
species (n) : loài
spell (n) : đợt, lượt, phiên
standpoint (n) : quan điểm
surroundings (n) : môi trường xung quanh
thrive (v) : phát triển, sinh trưởng
trunk (n) : thân cây

15
Unit 2
RESOURCES
A. READING
*WARM-UP ACTIVITIES
- HOW MANY KINDS OF NATURAL RESOURCES ARE THERE?
- WHY ARE THEY IMPORTANT TO OUR LIFE?

Types of resources:
A resource is anything we get from the living or nonliving environment to meet our needs
and wants. We usually define resources in terms of humans, but resources are needed by all
forms of life for their survival and good health. Some resources, such as solar energy, fresh
air, fresh surface water, fertile soil and wild edible plants, are directly available for use. Most
human resources, such as petroleum (oil), iron, groundwater (water occurring underground),
and modern crops, aren't directly available, and their supplies are limited. They become
resources only with some effort and technological ingenuity.
Petroleum, for example, was a mysterious fluid we learned how to find it, extract it, and
refine it into gasoline, heating oil, and other products at affordable prices. On our short human
time scale we classify resources as renewable, potentially renewable, and nonrenewable.
Non-renewable resources: nonrenewable, or exhaustible, resources exist in fixed
quantities in the earth's crust. They include energy resources (coal, oil, natural gas, uranium,
geothermal, energy), metallic mineral resources (iron, copper, aluminum), and nonmetallic
mineral resources (salt, gypsum, clay, sand, phosphates, water and soil). We know how to
find and extract more than 100 non-renewable minerals from the earth's crust. We convert
these raw materials into many everyday items we use and then discard, reuse, or recycle them.
We never completely run out of any non-renewable mineral. But a mineral becomes
economically depleted when finding, extracting, transporting, and processing the remaining
deposits cost more than the results are worth. At that point we have five choices recycle or
reuse existing supplies, waste less, use less, find a substitute, or do without and wait millions
of years for more to be produced.

Some non-renewable material resources, such as copper and aluminum, can be recycled
or reused to extend supplies. Recycling involves collecting and reprocessing a resource into
new products. For example, aluminum cans can be collected, melted and made into new
beverage cans or other aluminum products. And glass bottles can be crushed and melted to
make new bottles or other glass items. Reuse involves using a resource or over and over in
the same form. Example, glass bottles can be collected, washed, and refilled many times.
Other non-renewable fuel resources - such as coal, oil, and natural gas- can't be recycled
or reused. Once burned, the useful energy in their fossil fuels is gone, leaving behind only
waste heat and polluting exhaust gases. Most of the economic growth per person has been

16
fueled by nonrenewable oil, which is expected to be economically depleted within 40 to 80
years.
Renewable resources: Solar energy is called a renewable resource because on a human
time scale it is essentially inexhaustible. It is expected to last at least 4 billion years while the
sun completes its life cycle.
A potentially renewable resource can be renewed fairly rapidly through natural
processes. Examples of such resources include forest trees, grassland grasses, wild animals,
fresh lake and stream water, groundwater, fresh air, and fertile soil. One important potentially
renewable resource for us and other species is biological diversity, or biodiversity. It consists
of all of Earth's living organisms, classified into groups of organisms called species, which
resemble one another in appearance, behavior, and chemical and genetic makeup.
But potentially renewable resources can be depleted. The highest rate at which a
potentially renewable resource can be used without reducing its available supply is called its
sustainable yield. If this natural replacement rate is exceeded, the available supply begins to
shrink-a process known as environmental degradation.
(Taken from "Sustaining the Earth" by Tyler Miller, G)
COMPREHENSION QUESTIONS
ANSWER THE FOLLOWING QUESTIONS
1. What kinds of resources are available for use?

2. How are resources divided into?


3. What are the differences between renewable resources and nonrenewable resources?


4. What are nonrenewable resources composed of?


5. What can we do with nonrenewable minerals extracted from the Earth's crust?


6. What are nonrenewable fuel resources? Why can not they be recycled or reused?


7. Why do people regard solar energy as a renewable resource?



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8. What do people think about solar energy?


9. Give two examples of recycling in the text or you have known?


10. What do you think about the natural resources in the future?

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
There are three kinds of resources. They are non-renewable resources,
renewable resources and potentially renewable resources.
Solar energy, fresh air, fresh surface water are infinite.
Waste heat and polluting exhaust gases are caused when burning coal,
oil and natural gas.
Recycling and reusing existing supplies are two ways to reduce
any non-renewable mineral in quantity.
It is possible to change renewable resources into non-renewable
resources if we cultivate land without proper soil management.
Air, water and soil are usable when they are polluted.
Iron, copper and aluminum are all energy resources.
INCREASING YOUR VOCABULARY
Which words or phrases in the text have the same meaning as:
1. meet our demands
2. consist of
3. come to an end
4. used again
5. get rid of
6. take out

18
7. change to liquid by the action of heat
8. can be renewed
9. can be made new again
10. to be supposed
B. WRITING

SENTENCE - TRANSFORMING
FINISH EACH OF THE FOLLOWING SENTENCES IN SUCH A WAY THAT IT
MEANS THE SAME AS THE SENTENCE PRINTED BEFORE IT.
1. There are three types of resources: renewable, potentially renewable and nonrenewable
resources.
Resources consist


2. Nonrenewable fuel resources cannot be recycled or reused.
People


3. We call solar energy a renewable resource.
We consider


4. They recycle copper and aluminium to extend supplies.
In order


5. One of causes of environmental degradation is the overuse of common-property
resources owned by none and available to all.
One of causes which


6. Solar supplies all the energy used to grow plants, to evaporate water for rain and to
maintain the temperature of the planet, all necessary for human life.
Solar supplies all the energy which

19
7. Solar energy includes the production of electricity and heat directly from solar
radiation for many applications.
Solar energy consists


SENTENCE - BUILDING
Make necessary change and additions to complete the following sentences from the
prompts given bellow.
1. Natural resources / be / materials / that / we / need / maintain / society.


2. They / from / rocks / oceans / tissues of animals / plants / that / live / Earth / us.


3. These materials / be / use / directly / or / process / into / household products / clothes
/ machinery / building.


4. Resources / exist / fixed quantity / earth's crust / be / call / non-renewable resources.


5. Most of non-renewable resources / be / minerals / that / be / use / industry.


6. Whereas / renewable resources / be/ not / fixed / quantity.


7. With proper management / such resources / will / available / man's use / indefinitely.

CHECK YOUR UNDERSTANDING
USING THE ITEMS FROM THE BOX BELOW TO COMPLETE THE
FLOWCHART TO CHECK YOUR UNDERSTANDING AFTER READING THE
WHOLE TEXT.
PLANTS AND ANIMALS
NON-RENEWABLE
POTENTIALLY RENEWABLE
DIRECT SOLAR ENERGY

20
NON-METALLIC MINERALS (CLAY, SAND, PHOSPHATES) FRESH AIR
METALLIC MINERALS (IRON, COPPER, ALUMINUM) FERTILE SOIL
FIGURE 1: MAJOR TYPES OF MATERIAL RESOURCES. THIS SCHEME ISN'T
FIXED: POTENTIALLY RENEWABLE RESOURCES CAN BECOME NON-
RENEWABLE RESOURCES IF USED FOR A PROLONGED TIME AT A FASTER RATE
THAN THEY ARE RENEWED BY NATURAL PROCESSES.
C. FURTHER PRACTICE
Exercise 1: Gap-filling
Choose one of the words or phrases bellow to fill in the gap in the following passage.
Each word or phrase is used once only.
energy discovered owing to pulled
capable generate power tamed
carry invented primitive throughout
extent invention protect era
(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)
RESOURCES
PERPETUAL (1)
(2)
WINDS,
TIDES,
FLOWIN
G
WATER
FOSSIL
FUELS

(3) (4)
(5)
FRESH
WATER
(7) (8) (6)

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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 that
can (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)
D. TRANSLATION
TRANSLATE INTO VIETNAMESE
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

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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 PEOPLE
MUST 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 PROTECTING
PLANET 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 lượng có thể tái tạo rất lớn. Nhiên liệu hoá thạch
cung cấp phần lớn nhu cầu năng lượng 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 kể. Chẳng hạn
như việc đốt than đá và khí đốt thiên nhiên để sản sinh ra điện ở Australia đã gây ra
khoảng một nửa lượng cacbon điôxit (CO
2
) thải ra hàng năm.

2. Chúng ta có thể sử dụng mặt trời như một nguồn năng lượng. Năng lượng mặt trời
có một số ưu điểm hơn các nguồn năng lượng khác. Trước hết, nó là nguồn năng
lượng vô tận và luôn sẵn có. Thứ hai, năng lượng mặt trời là nguồn năng lượng sạch
nhất và an toàn nhất trong số tất cả các nhuồn năng lượng. Đặc biệt (không giống
như nguồn năng lượng hạt nhân và năng lương hoá thạch) năng lượng mặt trời
không gây ra sự ô nhiễm không khí hoặc ô nhiễm nước. Ưu điểm thứ ba của năng
lượng mặt trời là nó có thể được sử dụng để tạo khí hyđrô thay thế cho dầu, khí đốt
tự nhiên và xăng.




Tuy nhiên cũng có một số nhược điểm khi chúng ta sử dụng nguồn năng lượng này.
Thứ nhất, năng lượng mặt trời khi đến trái đất thì bị phân tán rộng. Hơn nữa năng
lượng mặt trời không có sẵn vào ban đêm, lúc mà nhu cầu về điện của chúng ta là

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cao nhất. Ngoài ra nguồn năng lượng này thay đổi theo lượng mây và thay đổi theo
mùa trong năm. Do có sự thay đổi này, chúng ta phải đưa ra một biện pháp để tích
trữ năng lượng mặt trời nhận được từ những ngày nắng cho việc sử dụng vào ban
đêm, trong thời gian thời tiết âm u và vào mùa đông.




E. VOCABULARY
asphalt (n) : hắc ín
clay (n) : đất sét

convert (v) : chuyển đổi, thay đổi
crust (n) : lớp vỏ cứng
decimate (v) : phá huỷ, tiêu hao
define (v) : định nghĩa, xác định rõ
deplete (v) : tháo hết, xả hết
discard (v) : loại bỏ
diversity (n) : sự đa dạng
edible (adj) : có thể ăn được
eliminate (v) : loại bỏ, gạt ra
exhaust (v) : dùng hết, cạn kiệt
extract (v) : khai thác, rút ra
fertile (adj) : màu mỡ, phì nhiêu
fluid (n) : chất lỏng
groundwater (n) : nước ngầm
gypsum (n) : thạch cao


ingenuity (n) : óc sáng tạo, sự thông minh
limited (adj) : hạn chế, giới hạn

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mysterious (adj) : đầy bí ẩn
perpetual (adj) : vĩnh viễn, bất diệt
phosphate (n) : phốt phát
potential (adj) : (thuộc) tiềm năng
raw (adj) : thô (chưa qua xử lý, chưa qua chế biến)
recycle (v) : tái chế, tái sinh, phục hồi
refine(v) : (tinh) lọc
renew (v) : làm mới trở lại
resemble (v) : giống

reuse (v) : sử dụng lại
saline (adj) : mặn, có muối
scale (n) : phạm vi, quy mô
scheme (n) : kế hoạch
substitute (n) : người, vật thay thế
waterlog (v) : ngập nước
wondrous (adj) : tuyệt vời



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Unit 3
WATER'S IMPORTANCE AND UNIQUE
PROPERTIES
A. READING
a. Warm-up Activities
- Mention some properties of water that you know.
- Is fresh water distributed equally on Earth?

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
about 60% water by weight, and you and most animals are about 65% water.
Fresh water is a vital resource for agriculture, manufacturing, transportation, and
countless other human activities. Water also plays a key role in sculpting. Earth's surface,
moderating climate, 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 of heat without a large change in temperature. This helps protect living organisms
from the shock of abrupt 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 this heat as the vapor condenses back to liquid water-is a primary
factor in distributing heat throughout the world. Water can also dissolve a variety of
compounds. This enables it to carry dissolved nutrients throughout the tissues of living
organisms, to flush waste products out of those tissues, to serve as an all-purpose cleanser,
and to help remove and dilute the water -soluble wastes 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, ice floats 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 current forms of aquatic life would not exist.
Water-the lifeblood of the ecosphere - is truly a wondrous substance that connects us to
one another, to other forms of life, and to the entire planet. Despite its importance, water is
one of the most poorly managed resources on Earth. We waste it and pollute it. We also
charge too little for making it available, thus encouraging even greater waste and pollution of
this vital and potentially renewable resource.
(Taken from "Sustaining the Earth" by Tyler Miller, G)
I. Comprehension questions

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Answer the following questions
How important is fresh water to our life?


How much is the salt water on Earth's surface?


What do the water's high boiling point and low freezing point mean?

What is the common thing among most substances when they freeze?


What is the first element in distributing heat all over the World?


Why does ice have a lower density than liquid water?


What have we done wrong with water resource on Earth?


Will our planet run out of water resource? Why or why not? What do you think about this
problem?


II. True-False sentences
Decide whether the following statements are true "T" or false "F" or there’s no
information given "N" according to the text. Correct the false statements.
1. 39% of Earth's surface is fresh water.
2. Generally, Earth's organisms are made up of water.
3. People have polluted water resource seriously and done nothing to solve
this issue.
4. Because of having less density than liquid water, ice can move on
water.
5. All substances become smaller when freezing except for liquid water.
6. Fresh water is less important than salt water.
7. A variety of compounds can be dissolved by water.
8. Absorbing large amounts of heat as it changes into water vapor and
releasing this heat as the vapor condenses back to liquid water are