Giáo trình tiếng anh chuyên ngành lâm nghiệp ( dành cho sinh viên cao đẳng lâm nghiệp)

TRƯỜNG ĐẠI HỌC QUẢNG BÌNH
KHOA NGOẠI NGỮ

GIÁO TRÌNH
(Lưu hành nội bộ)
TIẾNG ANH CHUYÊN NGÀNH
(Dành cho sinh viên cao đẳng Lâm nghiệp)

Tác giả: Nguyễn Thị Hồng Thắm

Năm 2014
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TABLE OF CONTENTS
INTRODUCTION
Unit 1: FORESTRY………............................................................................ Page 2-3
Unit 2: THE ROLE OF TREES....................................................................... Page 4
Unit 3: IDENTIFICATION OF TREES (I)..................................................... Page 5-6
Unit 4: IDENTIFICATION OF TREES (II)............................. ..................... Page 7-8
Unit 5: TREE SIZE AND TYPE CLASSIFICATION.................................... Page 9-11
Unit 6: FOREST TREE INSECTS AND HOW TO CONTROL THEM ...... Page 12-15
REFERENCES.................................................................................................Page 16

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LỜI NÓI ĐẦU
Tiếng Anh chuyên ngành Lâm nghiệp là giáo trình được biên soạn theo khung
chương trình giáo dục cao đẳng ngành Lâm nghiệp. Giáo trình được biên soạn theo
hướng giới thiệu các từ vựng, thuật ngữ thường được sử dụng trong chuyên ngành

Lâm nghiệp. Ngoài ra, giáo trình còn giúp sinh viên củng cố, ôn tập một số điểm
ngữ pháp cơ bản trong tiếng Anh. Qua đó, sinh viên có cơ hội trau dồi vốn từ vựng,
ngữ pháp và phát triển các kĩ năng nghe, nói, đọc, viết thông qua các bài tập vận
dụng và thảo luận.
Tiếng Anh chuyên ngành Lâm nghiệp được biên soạn, chọn lọc theo các chủ đề
trong ngành lâm nghiệp, giúp sinh viên làm quen với vốn từ vựng cơ bản trong
chuyên ngành và luyện khả năng đọc hiểu và dịch văn bản chuyên ngành, tạo định
hướng nghiên cứu tài liệu chuyên ngành bằng tiếng Anh trong tương lai.

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UNIT 1:

FORESTRY

Principle of Forestry
Since the primary task of the forester is centered on producing trees, understanding
trees and their growth is essential. Although certain special terms may be used for
convenience, the principles underlying the growth, development, and reproduction of trees
of the forest are the same as those for other crop species. Thus, forestry must be based on a
sound understanding of botanical principles. One critical point to keep in mind is that trees
are generally managed for wood production, i.e., stem tissue. Compared with most
horticultural and agronomic crops, forests represent long-lived, perennial plants.
Morphology and anatomy
Although a forest may contain annual, biennial, and short-lived perennial plant species,
trees are generally considered to be major vegetation: they are long-lived perennials that
usually produce a single central stem and attain a height of 6m or more. Rarely does a forest
tree maturity in less than 15 to 20 years: some trees may grow continuously for centuries
though generally very slowly after the five hundred years. In considering the growth of

trees, increases in both height and diameter, or girth, are important in determining the yield
of lumber or other products. In terms of gross morphology, as a rule, tree growing in a
typical forest environment are taller and have smaller root systems than those growing
separately or under widely spaced, ornamental-settings. The apical or top portion of the tree,
the crown, is also smaller under crowded conditions. Note that the word crown has a
different meaning in forestry than in horticulture and agronomy. In forestry, the crown in
that portion of the tree which has branches. Since shade decreases the ability of branches to
survive, the trees in crowded forests tend to shed their lower branches and thus have less
crown in proportion to clear stem.
I. Comprehension questions: Read the text carefully and answer the following questions:
1. What is the primary task of the forester centered?
2. What is forestry based on?
3. Why are trees considered to be the major vegetation?
4. What are important in determining the yield of lumber?
5. What is the crown in forestry?
II. Vocabulary
1. Look at the first paragraph again. What words have the same meaning as:
+ well-informed
+ main, most important.
2. Look at paragraph 2 again. What words have the same meaning as:
+ go on living
+ deciding
+ hundreds of years
+ part
+ all the time
+ seldom
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III. GRAMMAR: INFINITIVE or V-ING

Some verbs in English must be followed by the –ing form:
He admitted taking my book.
Others are followed by the infinitive, “to”:
He agreed to lend me his book.
Verbs followed by a particles like “in”, “from”, ect., are followed by the – ing form:
He insisted on going to a film last night.

Make sentences from the following notes. Think whether you should use the infinitive or the
– ing form after the verbs.
1. He/suggest/read/chapter 5/before/we/go/lecture.
2. The rain/not stop/fall/until yesterday evening.
3. He/wants/spend/more time/study.
4. A good farmer/try/set/objectives.
5. Peter/prevent/harvest/his crop/bad weather.
6. I /enjoy/listen/music.
7. He/not mind/work/weekends.
8. He/forget/hand in/essay/last night.
9. There/nothing/that shop/worth/buy.
10. It/no use/leave/your work/last minute.

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UNIT 2:

THE ROLE OF TREES

For hundreds of years people have planted trees to serve the needs of future generations
for timber and tree products. In Europe and Asia forests were planted by rulers, church leaders
and farmers – for the people. By planting trees they particularly and symbolically showed faith

and hope for the future.
Trees are fundamental to life and the processes that maintain healthy soil, and clean air
and water. There is evidence which shows that in regions where the trees are cleared to less than
30% of their original surface area, other sustainable life processes begin to collapse. Rivers silt
up, soils wash away, and air quality declines. James Lovelock, a renowned ecologist, claimed
these breakdowns in natural systems will in turn affect other word bio-areas continent or cyclones
may occur more frequently. It will be sad if these things happen before we change from
consumers to producers.
I/ Comprehension
1. What do people plant trees for?
2. What do European and Asian people want to show by planting trees?
3. What are fundamental roles of trees?
4. What will happen to the area when the trees are cut down?
II/ Grammar
ADJECTIVE + PREPOSITION
Exercise 1: Complete these sentences with the correct preposition
1. It’ very nice ................... you to let me use your car. Thank you very much.
2. Why are you always so impolite ………….. your parents? Can’t you be nice ……...….. them?
3. It wasn’t very polite ………….….him to leave without saying thank you.
4. I can’t understand people who are cruel to …………. animals.
5. Why do you always get so annoyed …………….. little thing?
6. We enjoyed our vacation, but we were disappointed ………….…. the hotel.
7. I was surprised ………….….. the way he behaved. It was out of character.
8. These days everybody is aware ……………….. the danger of smoking.
9. Mr. Davis spends a lot of time gardening. His garden is very well-kept, and he’s very proud
………..…. it.
10. Bill has been doing the same job for too long. He’s bored ……..…… it.
Exercise 2: To infinitive to express purposes.
1. A tree uses sunlight. The purpose in using it is to combine carbon dioxide with water to form
carbohydrates.

2. In countries with inadequate rainfall we irrigate the land. Our object in doing this is to supply
enough moisture for satisfactory plant growth.
3. We should add fertilizers or manure to the soil. Our aim in doing this is to encourage plant
growth.
4. Tile drains may be laid in or on the land. The reason for this is to remove surplus water from
the fields.
5. We apply inorganic materials to the soil. Our object in doing this is to increase the supply of
one or more of the essential nutrients such as nitrogen, phosphorus, and potash.
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UNIT 3:

IDENTIFICATION OF TREES (I)

Trees are woody plants, but not all woody plants are trees. A tree usually grows
upright to at least 20 feet (15.5 metres) at maturity and has a single stem, often called
bole or trunk. The stem supports limbs and leaves, forming the top or crown. Other
woody plants are vines and shrubs. Vines may have woody stems but do not have a
distinct crown of upright branches. Shrubs may have several woody stems growing
from a clump, and they usually are smaller than trees.
Trees generally develop a typical shape when they grow in an open area. Trees
that grow in crowded forests usually have trunks of greater clear length. Essentially, we
have no timberline resulting from high elevation in the East, but at timberline and at
higher mountain elevations in the West many trees are knurled, twisted, and sometimes
prostrate. Such tortuous form is the result of many factors, including thin soils, limited
growth periods, deep snows, and continuous exposure to strong winds. However, under
favorable conditions, most species develop characteristic shapes. Several field trips
with a good identification manual showing local species should enable an
inexperienced person to become rather proficient in identifying trees.

Identification features are also found in bud, flower, fruit, leaf, twig, and bark
structure. The precise botanical characteristics by which trees are classified (primarily
flower parts) are too small or fleeting to be useful in field identification for those with
little experience. The gross features (shape, leaf, and bark structure, buds and twigs) are
more useful for quick field identification.

I/ Comprehension
A/ Multiple-choice
1. A tree usually grows…………… .
A. vertically
B. horizontally
2. A tree usually has…………… .
A. two stems
B. one stem
3. Vines has got……………… .
A. great crown
B. small crown
4. The branches of a vine are…………… .
A. big
B. long and thin

C. downward
C. some stems
C. complex crown

D. indefinite crown

C. not upright

D. hard

5. When growing in an open area, trees often have a………… .
A. nice form
B. popular form
C. great form
D. dense form
6. The tree that has to compete for light often has …………. .
A. a long stem
B. many branches
C. thick bank
D. a beautiful crown
7. The tree that grows on very adverse place generally has…………. .
A. a long stem
B. a usual shape
C. an unusual shape
D. a dense brown
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B/ Answer the questions
1. All woody plants are trees or not?
2. At maturity, how high is a tree?
3. How many stem does a tree have?
4. What does the stem support?
5. Do vines have distinct crowns?
6. How do trees develop when they grow in an open area?
7. What kind of trunk does a tree often have when it has to compete for light?
8. Why are some trees knurled or twisted?
9. In what conditions do most species develop characteristic shape?
10. In order to have quick field identification what should be used?

II/ Vocabulary
Put the appropriate word into the blank:
stem
crown
shape
branches
light

knurled
factors
identification
bark
characteristics

1. …………………..is very important for the growth of trees.
2. Trees…………………...is a subject that we are going to study next week.
3. The……………………………..of this tree is very thick.
4. Many………………………affect the growth of a tree.
5. After the flood, the………………………..of the river banks changed so much.
6. This kind of Pine has got a lot of………………….….. .
7. We used to play under the…………………………….of this old, big tree.
8. The…………………………....of this bamboo is 10 metres long.

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UNIT 4:

IDENTIFICATION OF TREES (II)

Trees and other plants often have several common names, which vary with
locality or local use. To make specific identities world-wide, botanists employ
Latinized names, which remain constant since Latin is a language that no longer
changes. The scientific name consists of two parts: the genus (a collection closely
related species) and the specific epithet or species (a collection of individuals so similar
that they suggest common percentage and produce like offspring). The generic name
always appears first and is capitalized, while the specific name follows and begins with
a lowercase letter. Because general and regional guides to field identification of trees
and government publication that describe local or native trees are readily available,
only a few of the important commercially significant trees of the major forest regions
will be studied in this chapter. Most of these are valued for their wood products.
Prior to studying individual tree species, it is necessary to know that trees are
divided into two main groups. These are the conifers (gymnosperms) or softwood trees
and the broadleaf (angiosperms) or hardwood trees. Conifers have mostly needle-like or
scale-like leaves and bear their seeds in cones or cone-like structures. The conifers or
evergreens do not shed all their leaves annually, with the exception of larch and bald
cypress. Deciduous trees, those that shed all their leaves in the fall, generally are broadleaved hardwoods.
The term hardwood and softwood can be misleading because the wood of some
hardwood trees is softer than that of some softwood trees. For example, the wood of
yellow poplar and basswood is much softer than that of the longleaf pine.
We will first study the conifers, which are very widely distributed in the various
regions and are very significant in the production of lumber and paper.

I/ Vocabulary
Find word or combination of words that means:
1. some (paragraph 1)
6. types (paragraph 2)
2. definite (paragraph )
7. accurate (paragraph 1)

3. the same (paragraph 1)
8. sawn wood (paragraph 4)
4. before (paragraph 2)
9. easily to be seen, bought (paragraph 1)
5. classified (paragraph 2)
10. different (paragraph 4)

II/ Comprehension
A/ Find an appropriate word to fill the blank
1. He is a very famous……………. . (paragraph 1)
2. These trees do not………….leaves in the autumn. (paragraph 2)
3. In old time, people used to………to construct bridges. (paragraph 4)
4. ……………….….is often used to produce paper. (paragraph 4)
5. It is difficult to store the…………...of this tree, because their germination capacity is
decreased by the time. (paragraph 2)
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6. To conserve valuable…………..….resources is a task of great importance.
(paragraph 1)
7. This kind of trees are often…………………on high mountains. (paragraph 4)
8. Names of trees………………with different regions. (paragraph 1)
9. The generic name always……………………first. (paragraph 1)
10. ………………..….do not shed all their leaves annually. (paragraph 2)
B/ Choose A, B, C or D.
1. Trees and plants have………… .
A. very few names B. many names
C. two names
D. one name
2. The scientific name of a tree has……….. .

A. only one part
B. two parts
C. four parts
D. many parts
3. The specific name stands………….. .
A. first
B. in the middle
C. last
D. anywhere
4. ……….is written or printed in capital letters.
A. the generic name B. the specific name
5. Trees are classified into………. .
A. three types
B. four types
C. two types
D. several types
6. Conifers are often……………… .
A. hardwood trees B. softwood trees
7. Most of softwood trees do not change their leaves……… .
A. in autumn
B. in spring
C. in summer
D. in winter
8. The wood of………..hardwood trees is hard.
A. all
B. most of
C. some
D. many
C/ Questions
1. How many names do trees and other plants have?

2. Why do they have many names?
3. Why do botanists have to use Latin to name trees?
4. How many parts does the scientific name consist of? What are they?
5. How are trees classified?

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UNIT 5:

TREE SIZE AND TYPE CLASSIFICATION
Tree age and size can be described in a general and approximate way by use of
such words as seedling, sapling, pole-size, mature, and veteran. A stand of trees can be
even-aged or all-aged.
A forest made up principally of one species is a pure stand, while one composed
of several species is a mixed stand. Trees are also classified by the positions of their
crowns relative to the general level of the forest canopy, the covering created by the
crowns interweaving each other.
Dominant: A tree having a well-developed crown that extends above the general
level of the other crowns and is exposed to full light from above and partial light from
the sides.
Co-dominant: A tree with smaller crown than the dominants that helps form the
general level of the canopy and receives full light from above but limited amount from
the sides.
Intermediate: A small-crowned tree crowded into the general level of the forest
canopy, receiving some light from above and virtually none from the sides.
Suppressed: A tree with poorly developed crown, beneath the level of the
canopy (overtopped), receiving very little light from above or the sides.
Foresters refer to a measure of the number and size of trees in a given area as
stand density. It indicates whether the forest is under stocked, medium stocked, or well

stocked. For example, if the canopy of a tract of timber is closed over as much as 40 to
70 percent, it is medium- stocked.

I/ Vocabulary
1. Look at paragraph 1 again. Which words have the same meaning as:
A. newly born tree
B. trunk
2. Look at paragraph 2 again. Which words correspond to the definitions?
A. unique
C. mixing with each other
B. a forest of different species
3. Look at paragraph 3, 4 and 5. Can you find the synonym of the following words?
A. face to the sun
B. layer of forest

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C. actually
D. not any
4. Find out an appropriate word in the text to fill the blank:
a. How many…………does your nursery produce per year? (paragraph 1 )
b. I think these pines are…………….enough to be cut. (paragraph 1)
c. This stand is……...…….because it is made up principally one species.
(paragraph 2)
d. This……………of pine grows very fast. (paragraph 2)
e. He has been a…………..….for twenty years. (paragraph 7)
f. The roots of this tree have………………….over a lot of land. (paragraph 3)
g. Dominant trees receive full……..…….from the sun. (paragraph 3)
h. Biomass production is affected by stand…………………. . (paragraph 7)

i. The economic…………………of Japan is admirable. (paragraph 7)
j. A given area of trees, which is consisted of species is called
a……..……… . (paragraph 7)

II/ Comprehension: True or false?
a. A pure stand is made up of different species.
b. Trees can not be classified by the positions of their crowns.
c. In a forest, each crown of each tree stays away from each
other. d. A dominant tree receives some light from the sides.
e. A co-dominant tree gets no sunlight from the
sides. f. A suppressed tree receives no light at all.
g. An intermediate tree does not have any light from the sides.
h. Stand density is the number and sizes of trees in a given area.
i. Basing on the crowns of trees that are relative to the general level of the
forest canopy, trees can be classified into four types.
j. If the canopy of a tract of timber is closed as much as 55%, it is medium-stocked.

III/ Grammar
The form of Definition
Definitions often take one of the following forms:
1. [ A] is / are, may be defined as [ B ] which [ C ]
E.g. A soil profile [ A ] is defined as a succession of soil horizons [ B ] which
extends from the surface of the soil to the parent rock.
2. [ B ] which [ C ] is / are called, is / are known as [ A ]
E.g. A succession of soil horizons [ B ] which extends from the surface of the
soil to the parent rock [ C ] is called a soil profile.

11

Definition of Terms: Combine the items in Column A with the ones in column B to
make the correct definition of each term. You will need to add some necessary words
(articles, pronouns and adjectives, forms of the verb “be”) where appropriate.
Forest

Ecologically complex unit-community of trees and
undergrowth spreading, sometimes, over really enormous
areas.

Stand

Collection of trees which are more or less uniform (i.e.
more or less the same) in species, age distribution etc.

Type

Rather like a stand but more extensive- group of similar
stands defined by the species composition

Site class

Physical factors which affect the productivity of the
trees, concerning the thing like the soil, the slope and
exposure (wind, rain)

Size of tree

Height of tree and diameter.

Diameter of tree

Measured at one point three five metres from the surface
of the soil.

Cm dbh

Measurements used for the diameter of trees (dbh:
diameter at breast height)

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UNIT 6:

FOREST TREE INSECTS AND
HOW TO CONTROL THEM
Insects that can injure or if not kept under control destroy stands of trees
exist in eight classes, as follow:
1. The defoliators
2. Wood borers
3. Sucking insects
4. Gall makers
5. Bark beetles
6. Terminal feeders
7. Root feeders
8. Seed insects
Bark beetles are the most destructive of all forest insects, even though they
are quite small.
However, insects can be controlled in different ways.
Natural control of injurious insects takes place through climatic

conditions, parasites, predators, disease, rodents and birds. Rearing parasites and
predators and releasing them in a region of insects’ outbreak is called biological
control. Nature produces insect mortality by means of high and low temperatures
and through extreme drought and moisture. Through special methods of log piling
and brush disposal, people can also help nature control insects.
Special forest practices and in rare case the use of insecticides are two
forms of insect control.
Insect damage can be prevented to some extent by proper management
and silviculture practices. It is difficult to use and apply insecticides under normal
forest conditions, but spraying from low-flying planes seems to be an effective
practice in the few situations where controls are possible and the benefits justify the
cost.
Most of the damages from insects take place during the insects’
growth (developing) period and some species produce several generations a year.
Most insects have a life cycle that includes metaphoric or complete transformation
in form between the juvenile and adult stages. For example, a caterpillar becomes
a butterfly. For one group of insects, the eggs hatch into larvae, developing into
caterpillars that feed on trees. The caterpillars when fully developed go through a
resting age during which they
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form cocoons and change into pupae. After a period of being pupae, they
undergo metamorphic and become adult.
Where defoliator insects are epidemic, the forest appears to look brownish
and unnatural at a distance. Large quantities of insect droppings on the ground are
a good indication that insects are at work. Boring insects can be found where a
fine wood powder called frass is seen at the base of the tree. Where there is tipmoth damage, new growing leaders bend and shrivel up or turn reddish brown and
die.
The natural elements play a big part in helping trees fight off insect

attacks. A good freeze, for example, can help. On the other hand, a tree’s resistance
to bark-beetle attack is lowered by drought. Then, too, a flood or excess rain can
weaken trees just as insect attack does.

I/ Vocabulary
A/ Find out the word that means:
1. destroy
2. chemicals that are used to kill insects
3. fighting against
4. insects that feed on leaves of trees
5. insects that eat the outside layer of the stem
6. the beginning
7. the larva of a butterfly
8. the young insect
9. the thing where the eggs change into caterpillars
10. the illus at butterfly
B/ Find out an appropriate word to fill the blank
1. The……………..…are the insects that feed on the leaves of coniferous
and deciduous trees.
2. The heart-wood of this log has been badly damaged by the ……………….. .
3. Look! The buds and shoots of this tree are being destroyed by……………….…. .
4. He has found out an effective…………………...control of pine caterpillar.
5. Nature causes………….….to insects by means of high and low temperatures
and through extreme drought or moisture.
6. Under normal forest conditions it is not easy to use and apply……………..….. .
7. The developing period of the insects causes most of the……………to the tree.
8. After a period of being pupae, caterpillars undergo………………and
become adults.
9. The defoliator insects make the forest……………and unnatural at a distance.
10. ……………….…..can be used to determine the appearance of boring insects.

14


II/ Comprehension
A/ Multiple-choice
1. Insects can be classified into……….groups.
A. four
B. six
C. eight
D. seven
2. ……..destroy the tips of the twigs, buds and shoots.
A. The defoliators
C. Sucking insects
B. Gall makers
D. Terminal feeders
3. There are……..ways of controlling of insects.
A. three
B. two
C. four
D. five
4. Insects are……….used to control insects.
A. rarely
B. often
C. usually
D. always
5. Spraying from low-lying planes are……….effective.
A. always
B. often
C. sometimes

D. usually
6. Some insects regenerate…………. .
A. twice a year
C. several times a year
B. once a year
D. four times a year
7. Proper management and silvicultural practices can…………………..….forests
from insect damage.
8. Under normal condition, it is ………………….……to use and apply insecticides.
9. Most of the destruction from insects happens during……………………………. .
10. The forest looks…………………………where defoliator insects are epidemic.
11. Frass seen as the base of the tree can be used to determine the existence
of………………… .
12. The complete transformation in form between the juvenile and adult stages
is called………………..……. .
B/ Reading comprehension
1. What can insects do to the trees?
2. What are the names of different types of insects?
3. Which insects are the most destructive?
4. What are the different ways of insect control?
5. How does the natural control take place?
6. How is the biological control carried out?
7. How does the nature kill insects?
8. Where and when should spraying insecticides from low-flying planes be used?
9. When does most of the damage from insects take place?
10. What do most species of insects have?

III/ Grammar
Comparative Sentences
E.g. a) Particles of fine sand are coarser than particles of clay.

= Particles of clay are not as coarse as particles of fine sand.
15


b) Transported soils are more common than sedentary soil in humid regions.
= Sedentary soils are less common than transported soils in humid regions.
Exercise 1 : Complete these sentences. Use the comparative of the words
in parentheses (……) + than
1. Sorry I’m late. It took me …………. to get here ………… I expected. (long)
2. My toothache is …………………. it was yesterday. (painful)
3. She looks about 20, but in fact she’s much …………….. she looks. (old)
4. The problem is not so complicated. It’s ………………. you think. (simple)
5. Your English has improved. You speak a lot ………………… you did when
we were last met. (fluently)
6. Health and happiness are ………………….………. money. (important)
7. We always go camping when we go on vacation. It’s much ……………..…
staying in a hotel. (cheap)
8. I like the country. It’s ……………..……and ……………….…living in the
city. (healthy/ peaceful)
Exercise2: Write sentences with the ….. the. Choose a half sentence from box A
to go with a half from box B
the earlier we leave
the longer he waited
the more I got to know him
the more you practice your English
the longer the telephone call
the more goods you sell

the faster you’ll learn
the more you have to pay

the sooner we’ll arrive
the more profit you’ll make
the more impatient he became
the more I like him

Exercise 3: Use the following verbs in the correct form to complete the paragraph
below:
Carry, be help, perforate, carry, be , not lignify, usually find,
form, thicken, make , know
The movement of materials through the plant ..................... as translocation. The
xylem or wood vessels which ........................ the water or mineral salts from the root to
the leaves ...................... tube. These tubes ........................ from dead cells. The cross
walls of the cell have disappeared and the longitudinal walls ........................... with
lignum. These ....................... wood. The tubes ................... to strengthen the stem. The
phloem tubes ....................... organic material through the plant. These vessels
….............. chains of living cells which ....................... . They have cross walls which
............................. - hence the alternative name, sieve tubes. In the stem the xylem and
phloem tubes ...................... in a ring near the outside of the stem.

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REFERENCES
1. Lê Thị Thanh Chi (2004), A Course of English for Students of Agricultural
Extension and Rural Development.
2. Võ Thị Kỳ (2001). English in Agriculture for Students of Animal Husbandry.
3. Denny, S et al (1985), Science and Technology: Agriculture. Longman,
Hongkong.
4. Morrow, R. ( 1993), Earth User’s Guide to Permaculture. Kangaroo Press,
Australia.

5. Yates, C. (1990). English for Academic Purposes Series: Agriculture. Oxford,
England.

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