GIÁO TRÌNH TIẾNG ANH CHUYÊN NGÀNH tài NGUYÊN và môi TRƯỜNG (dùng cho hệ đại học)

TRƯỜNG ĐẠI HỌC QUẢNG BÌNH
KHOA NGOẠI NGỮ
----------------------------

GIÁO TRÌNH
(Lưu hành nội bộ)

TIẾNG ANH CHUYÊN NGÀNH
TÀI NGUYÊN VÀ MÔI TRƯỜNG
(Dùng cho hệ đại học)

Lecturer: Nguyen Thi Mai Hoa, Ph.D

2016 - 2017


INTRODUCTION
Giáo trình Tiếng Anh chun ngành Tài ngun và Mơi trường củng cố
và tiếp tục bồi dưỡng năng lực tiếng Anh cho sinh viên qua kĩ năng đọc, viết,
luyện dịch và cách sử dụng từ ngữ chuyên ngành Tài nguyên và Mơi trường ở
trình độ chun sâu. Ngồi ra, học phần còn giúp sinh viên làm quen với các
dạng bài thi đọc hiểu, viết và sử dụng ngôn ngữ, thời gian yêu cầu mỗi phần
để từ đó có chiến lược làm bài thi hiệu quả. Nội dung các bài học tập trung
giới thiệu về các khái niệm chung liên quan đến môi trường và hệ sinh thái, cơ
cấu và nhiệm vụ của một khoa Tài nguyên và Môi trườngTài nguyên, Sự xói
mịn đất, Đất canh tác, Hệ thống thơng tin địa lý, Các nguyên tắc cơ bản về
quy hoạch và sử dụng đất, Đánh giá ảnh hưởng của môi trường. Các bài học
đưa ra các bài kiểm tra giúp sinh viên thử sức và rèn luyện kĩ năng đọc hiểu,
viết và sử dụng ngôn ngữ.
.

2


TABLE OF CONTENTS

Introduction

1

Lesson 1

Faculty of natural resources and environment

2

Lesson 2

Resources

5

Lesson 3

Environment and ecology

10

Lesson 4

Energy and nutrients

15

Lesson 5

Soil erosion

17

Lesson 6

Resential land

22

Lesson 7

Imbalances

26

Lesson 8

Biomes and ecosystems

30

Lesson 9

Problem in pollution control

33

Lesson 10 Geographical information system

38

Lesson 11 Environment impact assesment

41

Lesson 12 Pollution

46

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LESSON 1
FACULTY OF NATURAL RESOURCES AND ENVIRONMENT
I. Reading
The Faculty of Natural Resources and Environment was established in
2004 from the development of Faculty of Land Management. From 2004, the
Faculty trains the bachelor and vocation levels in two specialties: Land
management and environmental science. The faculty also trains a master
degree in the specialty of land management from 2008. The missions of the
Faculty are training, research and technology transfer in fields of resource and
environment management for socio-economic development and environment
protection in the Northern Mountainous Region of Vietnam. Now, the faculty
has some training and research activities in cooperation with universities of

Sackatchewan (Canada), Khonkaen (Thailand), Seoul (Korea)....
There are two major training programs in the faculty. Major in Land
Management is to train bachelor degree of land management and major in
Environmental Sciences is to train bachelor degree of environmental science
with good quality of morality and qualifications for the northern mountainous
and midland areas.
The number of faculties and Staff is 45 of which there are three (5)
associate professors, 45 lecturers and senior lecturers holding Ph.D. and MSc.
degrees.
The faculty consists of five academic Departments (Soil Sciences,
Geodesy and Mapping, Land Information and Land Use Planning, Land
Management, Environment Assessment and Management) with 5
correspondent laboratories equipped with such specialized, modern machines
and devices as soil analyses, theodolite, high speed computer and scanners...
II. Vocabulary
1. Academic(adj) [,ækə’demik]
2. Affair(n) [ə’fekt]
3. Assessment (n) [ə'sesmənt]
4. Dean (n) [di:n]

học thuật
công việc
đánh giá
trưởng khoa

5. Deputy (n) ['depjuti]

phó

6. Geodesy (n) [dʒi:'ɔdisi]

7. Land (n) [lænd]

trắc địa
đất đai
4


8. Mapping (n) ['mæpiη]
9. Resource (n) [ri'sɔ:s ; ri'zɔ:s]

bản đồ
tài nguyên

10. Planning (n) ['plæniη]

kế hoạch

11. Master of Science ['mɑ:stə]
['saiəns]
12. Soil (n) [sɔil]
13. senior lecturer ['si:niə] ['lekt∫ərə]

thạc sỹ khoa học
đất
giảng viên chính
máy kinh vĩ

14. the odolite
15. Major ['meidʒə]
16. Minor ['mainə]

17. Specialty ['spe∫əlti]

ngành chính
ngành chun sâu
chun mơn
đất canh tác

18. Soil[sɔil]

đất đai

19. Land [lænd]

bằng cấp

20. Qualification [,kwɔlifi'kei∫n]
III. Answer the following questions
1- When was Faculty of Natural Resource and Environment established?
2- What is the mission of the Faculty?
3- How many type of training program in the Faculty? And what?
4- How many academic departments in the Faculty? And what?
5- How many major training in the faculty? And what?
IV. Translation
- Translate the text into Vietnamese
- Translate these sentences into English
1- Khoa Tài Nguyên và môi tr-ờng thuộc tr-ờng Đại
học Nông lâm Thái Nguyên.
2- Nhiệm vụ chính của Khoa Tài nguyên và môi tr-ờng
là đạo tạo kỹ s- ngành quản lý đất đai và khoa học
môi tr-ờng.

3- Khoa đà đạt đ-ợc nhiều thành tích trong đào tạo,
nghiên cøu khoa häc, vµ chun giao khoa häc kü
tht cho các tỉnh trung du miền núi phía Bắc.
4- Khoa có 5 Bộ môn với khoảng gần 50 cán bộ giảng
dạy, 1000 sinh viên hệ chính quy và 1000 sinh viên
hệ võa häc võa lµm
5


5- Khoa có 4 phòng thí nghiệm đầy đủ trang thiết bị
phục vụ cho học tập và nghiên cứu của sinh viªn.
V. Summarize the text
LESSON 2
RESOURCES
I. Reading
Types of resources:
A resource is anything we got 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 nonrenewable 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, wasteless,

6


useless, 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 fueled by nonrenewable oil, which
is expected to be economically depleted within 40 to 80 years.
Most published supply estimates for a given nonrenewable resource refer

to reserves: known deposits from with a usable mineral can be extracted
probably at current prices. Reserves can be increased when new deposits are
found or when price rise it profitable to extract identified deposits that were
previously too expensive to exploit.
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; with
resemble one another in appearance, behavior, and chemical and genetic
makeup.
But potentially renewable resources can be depleted. The highest rate at
with a potentially renewable resource can be used without reducing it
available supply is called its sustainable yield. If this natural replacement rate
7


is exceeded, the available supply begins to shrink - a process known as
environmental degradation.
II. Vocabulary
1. asphalt (n)
['æsfælt]
2. clay (n) [klei]
3. convert (v)

nhùa ®-êng

sÐt

[kən'və:t]

biÕn ®ỉi

4. crust (n) [krʌst]
®Êt
5. decimate (v) ['desimeit]
6. define (v)
[di'fain]
nghĩa
7. deplete (v)
[di'pli:t]
ra, rút hết ra
8. discard (v)

vỏ trái
tàn sát nhiều
định
tháo hết

[di,sk:d]

loại bỏ

9. diversity (n) [dai'v:siti]
10. edible (adj) ['edibl]
11. eliminate (v) [i'limineit]

đa dạng
ăn đ-ợc
loại ra

12. exhaust (v) [ig'z:st]
kiệt
13. extract (v) ['ekstrỉkt - iks'trỉkt]
14. fertile (adj) ['fə:tail]
15. fluid (n)
hc chÊt lỏng)
16. groundwater (n)

làm cạn
rút ra
phì nhiêu
l-u
(n-ớc

chất
n-ớc ngầm

17. gypsum (n) ['dipsm]

thạch cao

18. ingenuity (n) [,indʒi'nju:iti]
19. limited (adj) ['limitid]

khÐo lÐo
cã giíi h¹n

20. mysterious (adj) [mis'tiəriəs]

thÇn bÝ

21. perpetual (adj) [pə'pet∫uəl]

vÜnh viƠn

22. phosphate (n) ['fsfeit]

lân

23. potential (adj)

tiềm năng

[p'tenl]

24. raw (adj)
[r:]
25. recycle (v) [,ri:'saikl]
26. refine (v)
[ri'fain]
8

sống, thô
tái sinh
lọc trong

27. renew (v)
[ri'nju:]
28. resemble (v) [ri'zembl]
29. reuse (v)
[,ri:'ju:z]
30. saline (adj) ['seilain]
31. scale (n)
[skeil]
møc
32. scheme (n) [ski:m]
theo hÖ thèng
33. substitute (n) ['sbstitju:t]
thay thế, vật thay thế
34. waterlog (v) ['w:tlg]
n-ớc

làm mới lại
giống với
dùng lại
có muối, mặn
cái cân,
sự sắp xếp
ng-ời
làm cho ngập

35. wondrous (adj) ['wndrs]
đáng ngạc nhiên
III. Answer the following question
1. What is a resource? What kinds of resources are available for use?

2. How are resources divided into?
3. What are 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?
8. What do people think about solar energy?
9. Give two examples of recycling in the text or you have known?
10. In your opinion can we change renewable resources into nonrenewable
resources? If yes, what can we do?
IV. Translation
- Translate the text into Vietnamese
- Translate into Vietnamese
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
9


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 can not be used again. When we run out of
the easily available supplies there will be no more.

LESSON 3
ENVIRONMENT AND ECOLOGY
WARM-UP

1) What do you think the term environment refers to?
2) What environmental issues are you concerned about?
3) Have you ever heard of the word ecology?
READING
The term environment broadly indicates the surroundings of an individual
organism or a community of organisms, ranging on up to the entire biosphere,
the zone of Earth that is able to sustain life. By surroundings is meant all the
nonliving and living materials that play any role in an organism's existence,
from soil and air to what the organism feeds on and the organisms that may
feed on it. Any other factors acting on the organism, such as heat and light and
gravitation, make up its environment as well. In the case of human beings,
cultural factors may also be included in the term.
The environmental science of ecology is the study of the relationship of plants
and animals to their physical and biological environment. The physical
environment includes light and heat or solar radiation, moisture, wind, oxygen,
carbon dioxide, nutrients in soil, water, and atmosphere. The biological
environment includes organisms of the same kind as well as other plants and
10


animals. Because of the diverse approaches required to study organisms in
their environment, ecology draws upon such fields as climatology, hydrology,
oceanography, physics, chemistry, geology, and soil analysis. To study the
relationships between organisms, ecology also involves such disparate
sciences as animal behavior, taxonomy, physiology, and mathematics. An
increased public awareness of environmental problems has made ecology a
common but often misused word. It is confused with environmental programs
and environmental science. Although the field is a distinct scientific discipline,
ecology does indeed contribute to the study and understanding of
environmental problems. The term ecology was introduced by the German

biologist Ernst Heinrich Haeckel in 1866; it is derived from the Greek oikos
(“household”), sharing the same root word as economics. Thus, the term
implies the study of the economy of nature. Modern ecology, in part, began
with Charles Darwin. In developing his theory of evolution, Darwin stressed
the adaptation of organisms to their environment through natural selection.
Also making important contributions were plant geographers, such as
Alexander von Humboldt, who were deeply interested in the “how” and
“why” of vegetational distribution around the world.
3 READING COMPREHENSION
A. QUESTIONS Answer the questions about the reading.
1) What is environment?
2) Who is considered to be the founder of modern ecology?
3) When was the term ecology used for the first time?
4) What does ecology deal with?
5) Why does ecology depend on such sciences as climatology, oceanography,
physics, chemistry, or geology?
B. TRUE-FALSE Write T if the sentence is true and F if it is false.
1) _ The term environment also includes cultural factors.
2) _ Ecology does not draw upon physiology or mathematics.
3) _ Ecology does not contribute to the study and understanding of
environmental problems.
4) _ Ecology is the study of the interactions of organisms with their physical
and biological environment.
5) The term ecology was introduced in the mid 19th century.
11


VOCABULARY Choose the best word or phrase in the box for each of
the following sentences.
discipline

biosphere factors
environmental organisms selection

sustain contributions
involves evolution

1) Ecology focuses on the interactions taking place between …………………
and their environments.
2) The study of ecology also includes how the nonliving
……………………… in the environment influence one another.
3) Darwin's theory of ……………………… was essentially ecological.
4) When did ecology emerge as a distinct ……………………?
5) Alexander von Humboldt made significant …………… to ecology.
6) Ecology also ……………… such disparate sciences as animal behavior,
taxonomy, physiology, and mathematics.
7) The moon can …………………… life because it does not provide enough
of what organisms need in order to live or exist.
8) Darwin stressed the adaptation of organisms to their environment through
natural ……………………….
9) An ………………… movement aims to improve or protect the natural
environment. 10) The ……………………… is the part of the earth’s surface
and atmosphere in which plants and animals can live.
WORD STUDY A. UN-, IM-, IN-, DIS-, AND NON
The prefixes un-, im-, in-, dis-, and non- can be added to the beginning of
some words. These prefixes mean “not.”
Look at this example: un- + healthy = unhealthy
Smoking is not good for you. It’s unhealthy.
Here are other words with these negative prefixes.
un- unimportant, unpopular
im- impossible

in- incomplete, inexpensive
dis- discontinue
non- nonfat
12


EXERCISE Choose the best word to complete each sentence.
1) A person who is unfriendly is probably ………………, too.
A. unpopular

B. unusual

C. uncomfortable D. unimportant

2) The service at this restaurant is very slow. It’s ……………… to have a
quick lunch here!
A. impossible
B. important
C. immoral
.D. immediate
3) The airline will ………… service to that city. It is not a popular place to go.
A. discontinue
B. disagree
C. disable
D. discover
4) ……………… yogurt is better for you than ice cream.
A. Nonstop
B. Nonfat
C. Nonstandard
D. Nonstick

5) Jaime’s homework is ……………… because he felt sick last night.
A. inexpensive

B. incomplete

C. inflexible

D. inevitable

STRUCTURE STUDY
THE PASSIVE A sentence is often written in a passive form when the
important idea is not WHO does something, but WHAT IS DONE.
(a) They measured the extension in the steel bar.
(b) The extension in the steel bar was measured. If the doer of the action has
some importance (though less than the object), or is needed to complete the
sense of the sentence, it is given,
e.g. ‘A knowledge of statistics is required by every type of scientists.’
Passives can be formed in the following ways:
a) A tense of be + past participle active: He cooked the food.
passive: The food was cooked.
b) Modal + be / have been + past participle active:
He may cook the food.
passive: The food may be cooked.
c) to be / to have been + past participle
active: He is to cook the food.
passive: The food is to be cooked.
d) being / having been + past participle
active: Cooking / Having cooked …
passive: Being / Having been cooked …
EXERCISE Rewrite the following sentences in the passive :

1) People apply mathematics in many different activities.
13


2) People use computers for many different purposes.
3) People use the decimal system even in countries with non-decimalized
systems of weights and measurements.
4) Water covers most of the Earth’s surface.
5) Somebody was cleaning the room when I arrived.
6) Huge ocean waves swept houses into the sea.
7) They have postponed the seminar.
8) A mystery is something that we can explain.
9) We are going to build a new zoo next year.
10) The vegetables didn’t taste very good. People had cooked them for too
long.
11) The situation is serious. We must do something before it’s too late.
12) When we got to the stadium, we found that they had cancelled the game.
13) They are building a new ring road round the city.
14) I don’t like people telling me what to do.
15) We gave the police the information.
16) We will give you plenty of time to decide.
17) They must first clean sewage in treatment plants.
18) Has anybody told you about ecology?
19) In modern zoos, people can see animals in more natural habitats.
20) He said that he wanted somebody to wake him up at 6.30 next morning

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LESSON 4

ENERGY AND NUTRIENTS
WARM-UP
1) Why is the energy from the sun is essential for life?
2) Have you ever heard of photosynthesis?
3) How important is photosynthesis?
READING
Ecosystems function with energy flowing in one direction from the sun, and
through nutrients, which are continuously recycled. Light energy is used by
plants, which, by the process of photosynthesis, convert it to chemical energy
in the form of carbohydrates and other carbon compounds. This energy is then
transferred through the ecosystem by a series of steps that involve eating and
being eaten, or what is called a food web. Each step in the transfer of energy
involves several trophic, or feeding, levels: plants, herbivores (plant eaters),
two or three levels of carnivores (meat eaters), and decomposers. Only a
fraction of the energy fixed by plants follows this pathway, known as the
grazing food web. Plant and animal matter not used in the grazing food chain,
such as fallen leaves, twigs, roots, tree trunks, and the dead bodies of animals,
support the decomposer food web. Bacteria, fungi, and animals that feed on
dead material become the energy source for higher trophic levels that tie into
the grazing food web. In this way nature makes maximum use of energy
15


originally fixed by plants. The number of trophic levels is limited in both
types of food webs, because at each transfer a great deal of energy is lost (such
as heat of respiration) and is no longer usable or transferable to the next
trophic level. Thus, each trophic level contains less energy than the trophic
level supporting it. For this reason, as an example, deer or caribou (herbivores)
are more abundant than wolves (carnivores). Energy flow fuels the
biogeochemical, or nutrient, cycles. The cycling of nutrients begins with their

release from organic matter by weathering and decomposition in a form that
can be picked up b y plants. Plants incorporate nutrients available in soil and
water and store them in their tissues. The nutrients are transferred from one
trophic level to another through the food web. Because most plants and
animals go uneaten, nutrients contained in their tissues, after passing through
the decomposer food web, are ultimately released by bacterial and fungal
decomposition, a process that reduces complex organic compounds into
simple inorganic compounds available for reuse by plants.
READING COMPREHENSION
A. QUESTIONS Answer the questions about the reading.
1) How is light energy converted to chemical energy?
2) What does a food web consist of?
3) Why are herbivores more abundant than carnivores?
4) Why is the number of trophic levels limited?
5) How are complex organic compounds reduced into simple inorganic
compounds available for reuse by plants?
B. TRUE-FALSE Write T if the sentence is true and F if it is false.
1) _Each trophic level contains more energy than the trophic level supporting
it..
2) _ Plants incorporate nutrients available in soil and water and store them in
their tissues. 3) _ All of the energy fixed by plants is transferred through the
ecosystem by the grazing food web.
4) _ Carnivores are more abundant than herbivores.
5) _ Bacterial and fungal decomposition is a process that reduces complex
organic compounds into simple inorganic compounds available for reuse by
plants
WORD STUDY
16

A. RE The prefix re- means “to do something again.”
Here is an example:
re- + read = reread (to read again)
If you don’t understand a story the first time you read it, then you should
reread it.
EXERCISE
Add the prefix re- to each word in the box. Then choose the correct word
to complete each sentence. arrange do order tell build married take write.
1) José made many mistakes in his first composition. Before he gives it to his
teacher tomorrow, he is going to ……………………… it.
2) Dave and Susan Johnson got divorced 10 years ago. Last year Susan got
………………… and moved to Canada with her new husband.
3) I think I should ……………………… the furniture in my apartment. The
way I have the tables and chairs now makes the room look crowded.
4) Children love to hear their grandparents tell stories! They often ask their
grandparents to ……………………… their favorite stories many times.
5) The new waiter at the restaurant forgot our order for dinner, so we had to
…………………… everything.
6) If you don’t get a good score on the TOEFL exam this weekend, you
can………it next month.

17


LESSON 5
SOIL EROSION
I. Reading
Soil erosion is displacement of solids (sediment, soil, rock and other
particles) usually by the agents of currents such as, wind, water, or ice by
down-slope movement.

Erosion is an intrinsic natural process but in many places it is increased
by human land use. Poor land use practices include deforestation, overgrazing,
unmanaged construction activity and road or trail building. Land that is used
for the production of agricultural crops generally experiences a significant
greater rate of erosion than that of land under natural vegetation. This is
particularly true if tillage is used, which reduces vegetation cover on the
surface of the soil and disturbs both soil structure and plant roots that would
otherwise hold the soil in place. However, improved land use practices can
limit soil erosion, using techniques such as terrace-building, conservation
tillage practices, and tree planting...
Approximately 40 % of the world's agricultural land is seriously
degraded. According to the UN, an area of fertile soil the size of Ukraine is
lost every year because of drought, deforestation and climate change. In
Africa, if current trends of soil degradation continue, the continent might be
able to feed just 25 % of its population by 2025.

18


The rate of soil erosion tenses on many factors, including the amount
and intensity of precipitation, the texture of the soil, the gradient of the slope,
ground cover from vegetation, rocks, land use, how much water there is, and
possibility of erosion from speed of a stream. The first factor, rain, is the agent
for erosion, but the degree of erosion is governed by other factors.
The first three factors can remain fairly constant over time. In general, given
the same kind of vegetative cover, you expect areas with high - intensity
precipitation, sandy or silty soils and steep slopes to be the most erosive. Soils
with a greater proportion of clay that receive less intense precipitation and are
on gentle slopes tend to erode less.
The factor that is most subject to change is the amount and type of

ground cover. In an undisturbed forest, the mineral soil is protected by a litter
layer and an organic layer. These two layers protect the soil by absorbing the
impact of rain drops. These layers and the underlaying soil in a forest is
porous and highly permeable to rainfall. Typically only the most severe
rainfall and large hailstorm events will lead to overland flow in a forest.
Severe fires can lead to significantly increased erosion if followed by heavy
rainfall.
One of the main causes of erosive soil loss in the year 2006 is the result
of slash and burn treatment of tropical forest. When the total ground surface is
stripped of vegetation and then seared of all living organisms, the upper soils
are vulnerable to both wind and water erosion. In a number of regions of the
earth, entire sectors of a country have been rendered unproductive. For
example, on the Madagascar high central plateau, comprising approximately
ten percent of that country's land area, virtually the entire landscape is sterile
of vegetation, with gully erosive furrows typically in excess of 50 meters deep
and one kilometer wide. Shifting cultivation is a farming system which
sometimes incorporates the slash and burn method in some regions of the
world.
II. Vocabulary
1.
erosion (n) [i'rouʒn]

xói mịn

2.

displacement (n) [dis'pleismənt]

sự rời chỗ

3.
4.

solid (n) ['sɔlid]
sediment (n) ['sedimənt]

chất rắn
cặn
19


5.
6.

particle (n) ['pɑ:tikl]
downward (adj) ['daunwəd]

mảnh vụn
hướng xuống dưới

7.

down-slope [daun - sloup]

xuống dốc

8.
9.

current (n) ['kʌrənt]

agent (n) ['eidʒənt]
intrinsic (adj) [in'trinsik]
deforestation (n) [di,fɔris'tei∫n]

dòng
tác nhân
bản chất/thực chất
sự phá rừng

crop (n) [krɔp]
vegetation (n) [,vedʒi'tei∫n]
tillage (n) ['tilidʒ]
structure (n) ['strʌkt∫ə]

cây trồng
thực vật/thực bì
sự làm đất
cấu trúc

root (n) [ru:t]

rễ cây

10.

limit (n,v) ['limit]

hạn chế

11.

conservation (n) [,kɔnsə:'vei∫n]

bảo tồn, bảo toàn

12.

degrade (v) [di'greid]

thối hóa

13.
14.

fertile soil ['fə:tail sɔil]
drought (n) [draut]

đất màu mỡ
hạn hán

15.
16.

trend (n,v) [trend]
continent (n) ['kɔntinənt]

khuynh hướng
lục địa

17.

18.

precipitation (n) [pri,sipi'tei∫n]
govern (adj) ['gʌvən]

lượng mưa
chi phối

19.

texture (n) ['tekst∫ə]

kết cấu

20.

sandy soil ['sændi sɔil]

đất cát

21.
22.

silty soil ['silti sɔil]
steep (adj) [sti:p]

đất thịt
rất dốc

23.

24.

proportion (adj) [prə'pɔ:∫n]
layer (n) ['leiə]

cân đối
tầng đất

25.
26.
27.
28.

porous (n) ['pɔ:rəs]
permeable (adj) ['pə:miəbl]
hailstorm (n) ['heilstɔ:m]
intact (adj) [in'tỉkt]

khe hở nhỏ
thấm qua được
mưa rào
khơng bị ảnh hưởng

29.

treatment (n) ['tri:tmənt]

phương thức

30.

31.

entire sectors [in'taiə 'sektə]
render (v) ['rendə]

toàn bộ khu vực
làm cho, đưa ra

20


32.
33.

velocity (n) [vi'lɔsəti]
strike (v) [straik]

tốc độ
đập vào

34.

stripped (adj) ['stripid]

trọc lốc

35.
36.
37.
38.

vulnerable (adj) ['vʌlnərəbl]
virtually (adv) ['və:t∫uəli]
shifting cultivation ['∫iftiη ,kʌlti'vei∫n]
incorporate (v) [in'kɔ:pərit]

bị tác động
hầu như
du canh
kết hợp
xói mịn

39.
48.

erosion (n) [i'rouʒn]
displacement (n) [dis'pleismənt]
solid (n) ['sɔlid]

sự rời chỗ
chất rắn

sediment (n)

cặn

particle (n) ['pɑ:tikl]

mảnh vụn, hạt

downward (adj) ['daunwəd]

hướng xuống dưới

down-slope
current (n)

xuống dốc
dòng

agent (n)
intrinsic (adj) [in'trinsik]

tác nhân
bản chất/thực chất

deforestation (n) [di,fɔris'tei∫n]
crop (n)

sự phá rừng
cây trồng

vegetation (n) [,vedʒi'tei∫n]

thực vật/thực bì

tillage (n) ['tilidʒ]

sự làm đất

Soil structure (n) ['strʌkt∫ə]
root (n) [ru:t]

kết cấu đất
rễ cây

limit (n,v)
conservation (n) [,kɔnsə:'vei∫n]

hạn chế
bảo tồn, bảo toàn

degrade (v) [di'greid]
fertile soil ['fə:tail]
drought (n) [draut]
trends (n,v) trend

thối hóa
đất màu mỡ
hạn hán
khuynh hướng

the continent (n) ['kɔntinənt]

lục địa

precipitation (n) [pri,sipi'tei∫n]
governe (adj) ['gʌvən]

lượng mưa

chi phối
21


Soil texture (n) ['tekst∫ə]
sandy soil['sændi]

thành phần cơ giới đất
đất cát

silty soil ['silti]

đất thịt

steep (adj) [sti:p]
proportion (adj) [prə'pɔ:∫n]
layer (n) ['leiə]
porous (n) ['pɔ:rəs]

rất dốc
cân đối, thành phần, tỷ lệ
tầng đất
khe hở

permeable (adj) ['pə:miəbl]
hailstorm (n) ['heilstɔ:m]
intact (adj) [in'tỉkt]
treatment (n) ['tri:tmənt]

thấm qua được

mưa đá
khơng bị ảnh hưởng
phương thức, cơng thức

entire sectors [in'taiə sektə]

tồn bộ khu vực

render (v) ['rendə]

làm cho, đưa ra

velocity (n) [vi'lɔsəti]

tốc độ

strike (v)

đập vào

stripped (adj) ['stripid]
vulnerable (adj) ['vʌlnərəbl]

trọc lốc
bị tác động, dễ bị tổn

virtually (adv) ['və:t∫uəli]

thương
hầu như, rõ ràng

shifting cultivation
incorporate (v) [in'kɔ:pərit]

du canh
kết hợp

III. Answer the following question
1.
What does the soil erosion mean?
2.
3.

Why the soil erosion is increased by agricultural land?
How is the soil erosion under forest? And why?

4.
5.

Which factors impact to soil erosion?
Why soil erosion is happened very common in sloping land?

6.

Slash and burn process is leaded to soil erosion? And why?

22


LESSON 6

RESIDENTIAL LAND
I. Reading
Rural residential land
Residential land of households, individuals in rural areas includes land
for residential buildings, convenience facilities, gardens, ponds within the
same land parcel in a rural residential area, in accordance with the rural
residential planning already approve by authorized State bodies. Based on the
local land availability and the rural development planning approve by
authorized State bodies, the People’s Committees of provinces, centrallymanaged cities should determine the norms of land to be allocated to each
household, individuals for residential buildings in rural areas in accordance
with their local conditions and customs. Allocation of residential land in rural
areas as indicated in the land use planning and plans should have to be in line
with the planning for construction of public utilities and public service works,
ensuring convenience for production and daily life of the people,
environmental sanitation and towards rural modernization. The State should
issue policies to enable rural inhabitants to have residential facilities by
making full use of the land available in residential areas, restrict the expansion
of residential areas on agricultural land.
Urban residential land
Urban residential land includes land for residential buildings,
convenience facilities within the same land parcel in an urban residential area,
in accordance with the urban development planning already approved by
authorized State bodies. Urban residential land should be allocated in harmony
with land for construction of public utilities and public service works,
ensuring environmental sanitation and modern urban settings. The State
should issue land use planning that shelter urban residential buildings, and
policies to enable accommodation for urban residents. The People’s
Committees of provinces, centrally-managed cities should allocate or lease
urban residential land in the following cases: Allocation of residential land to
economic organizations, overseas Vietnamese to implement investment

projects on construction of residential buildings for sale or lease; lease of
residential land with annual land rental payment to overseas Vietnamese,
23


foreign organizations and individuals to implement investment projects on
construction of residential buildings for lease; lease of residential land with
one - off payment of land rental for the whole lease term to overseas
Vietnamese, foreign organizations, individuals to implement investment
projects on construction of residential buildings for sale or lease in accordance
with the stipulations of the Government. Where it is impossible to allocate
land under residential development projects, the People’s Committees of
provinces and centrally- managed cities should, based on their urban
development planning and the local land availability, determine the norms of
residential land to allocate to each household, individual to build residential
facilities on their own. The change of land use purpose from residential land to
land for business establishments must be in compliance with urban
development planning and regulations on public order, safety and urban
environmental protection.
II. Vocabulary
1. rural (adj) ['ruərəl]
2. residential land [,rezi'den∫l lỉnd]

thuộc nơng thơn
đất ở

3. include (v) [in'klu:d]
4. convenience facilities [kən'vi:njəns fə'siliti]

bao gồm

cơng trình phụ

5. pond (n) [pɔnd]
6. parcel ['pɑ:s(ə)l]

ao
khoảnh

7. in accordance with [in ə'kɔ:dəns wiđ]

phù hợp với, theo

8. be based on (v) [bi: beis ɔn]

dựa vào/căn cứ vào

9. land availability [lænd ə,veilə'biliti]
10. determine (v) [di'tə:min]

quỹ đất sẵn có
quy định, xác định

11. household (n) ['haushould]
12. individual (n) [,indi'vidjuəl]

hộ gia đình
cá nhân

13. custom (n) ['kʌstəm]
14. habit (n) ['hæbit]

15. be in line with (v) [bi: in lain wiđ]
16. construct (v) [kən'strʌkt]

phong tục
tập quán
đồng bộ
xây dựng

17. public utility ['pʌblik,ju:'tiliti]

cơng trình cơng cộng

18. service work ['sə:vis wə:k]
19. ensure (v) [in'∫uə]

cơng trình phục vụ
đảm bảo
24


20. environment (n) [in'vaiərənmənt]
21. modernization (n) [,mɔdə:nai'zei∫n]

môi trường
sự công nghiệp hố

22. enable (v) [i'neibl]

làm cho có khả năng, tạo

23. inhabitant (n) [in'hæbitənt]
24. sanitation [,sæni'tei∫n]
25. make full use of (v) [meik ful ju:s ɔv]

điều kiện
người dân
hệ thống vệ sinh
tận dụng

26. restrict (v) [,ri:'strʌkt∫ə]
27. expand (v) [iks'pænd]
28. urban (adj ) ['ə:bən]
29. development (n) [di'veləpmənt]

hạn chế
mở rộng
thuộc về đô thị
sự phát triển

30. in harmony with [ in 'hɑ:məni wiđ]

phù hợp với

31. setting (n) ['setiη]

sự bố trí

32. shelter (v) ['∫eltə]

để cho

33. oversea [,ouvə'si:]

ở nước ngồi

34. sale (n) [seil]
35. annual (adj ) ['ỉnjuəl]

sự bán
hàng năm

36. rental payment ['rentl 'peimənt]
37. one off payment of land rental

tiền thuê
tiền thuê đất một lần

[wʌn ɔ:f 'peimənt ɔv lænd 'rentl]
38. individual (adj) [,indi'vidjuəl]

riêng, cá nhân

39. lease term [li:s tə:m]

thời gian thuê đất

40. stipulation [,stipju'lei∫n]

quy định

41. allocate (v) ['æləkeit]
42. determine (v) [di'tə:min]

giao (đất)
quy định, xác định

43. norm (n) [nɔ:m]
44. business (n) ['biznis]

hạn mức
kinh doanh

45. in compliance with [ in kəm'plaiəns wiđ]
46. order (n) ['ɔ:də]
47. safety (n) ['seifti]
48. protect (v) [prə'tekt]

phù hợp với
trật tự
sự an toàn
bảo vệ

49. protection (n) [prə'tek∫n]

sự bảo vệ

50. rural (adj) ['ruərəl]

thuộc nông thôn

III. Answer the following question
25