PRACTICE 1 (EJERCITACION)
-Lea las siguientes oraciones
-Identifica las palabras transparentes (similares a nuestra lengua)
-Anticipa su posible significado
- Verifica
1- This study plans to detect the behavior of seeds.
2- Sugar cane can provide an excellent feeding for rats.
3- Young small grain plants are succulent, palatable and very high in nutrient content
4- The most productive area in Argentina is the central humid area called The Pampas
5- The booming demand for organic products leads to high growth rates in this sector, especially in exporting countries.
PRACTICE 2 (EJERCITACIÓN)
- Lea las siguientes oraciones.
- Identifica las palabras transparentes.
- Clasifica y utiliza la señalización adecuada para identificar palabras conceptuales y estructurales.
- Delimita los bloques significativos.
- Traduce las oraciones
1- This article presents an analysis compared of situation of Chile in the Forestal Technological Innovation.
2- Innovation, technology and biotechnology are specific terms of the sector.
3-Forestal information indicates an important change in our economy.
4-The booming demand for organic products leads to high growth rates in the forestal sector.
5-- Latin American countries intend to support the export sector.
PRACTICE 3 (EJERCITACIÓN)
-Lee, interpreta y traduce el siguiente texto.
-Delimita los bloques significativos.
-Identifica y extrae cinco ejemplos de derivaciones y dos ejemplos de composiciones.
AGRICULTURE IN ARGENTINA
The most productive area is the central humid area, called The Pampas, originally treeless.
The cold and dry wind south (Patagonia) raises sheep, mainly for wool.
The humid northeast strip grows cotton, tobacco, citrus, rice, tea, yerba mate and tung, and raises cattle and sheep.
The northwestern grows sugar cane, vegetables, citrus and other fruit trees.
Numerous irrigated areas, mostly in the west of Argentina, within the dry belt, raise grapes, vegetables, fruit and olives.
Poplars, willows, eucalyptus and pine trees are grown along the two rivers: Paraná y Uruguay.
PRACTICE 4 (EJERCITACIÓN)
-Analiza, identifica y marca el núcleo de la frase nominal
- Traduce las siguientes frases nominales.
Rural development
Strategic plans
Scientific and technical disciplines
Some government and private sector clients
Forestal technological innovation
Several forestal topics
The industry competitive assessment
Management and business studies
Not-for-profit organization
PRACTICE 5
TRUNKS
The trunk of a tree is made from wood. The trunk has to be strong to support the crown of the tree. The trunk is surrounded by bark which protects the tender growing part of the tree. It is often possible to recognize a tree by its bark.
The trunk carries water and mineral salts from the roots up to the leaves. Food made by leaves passes down the trunk to the roots. The water, mineral salts and food travel in tiny tubes which make up the wood of the trunk.
If the trunk of a tree is cut across, we can see rings in the wood. These are called annual rings. A tree grows one ring every year. So by counting the rings we can tell the age of a tree. If the weather is bad one year, the trunk will not grow so much and the ring produced that year will be narrow. If the weather is good, the trunk will grow a lot, and that year’s ring will be wider.
Con el texto de referencia, realice los siguientes ejercicios:
Exercise 1: Read the text carefully; then, answer the questions in Spanish.
1. ¿Cuál es la función y la importancia de la corteza de un árbol?
2. ¿Qué elementos constituyen los troncos? ¿Cuál es su función?
3. ¿Qué información nos proporcionan los anillos anuales?
4. ¿Cuál es el factor determinante en el crecimiento de los anillos?
Exercise 2: Give the Spanish version of the following sentences:
1. The trunk is surrounded by bark which protects the tender growing part of the tree.
2. The trunk carries water and mineral salts from the roots up to the leaves. Food made by leaves passes down the trunk to the roots
3. The water, mineral salts and food travel in tiny tubes which make up the wood of the trunk.
4. If the trunk of a tree is cut across, we can see rings in the wood. These are called annual rings.
Exercise 3: Give the Spanish version of these phrases:
1. Oak bark:………………………………………………………
2. Ash bark:………………………………………………………
3. Beech bark:……………………………………………………
4. Sweet chestnut bark:…………………………………………
PRACTICE 6
-Lee el artículo.
-Identifica y marca con un recuadro los verbos conjugados y no conjugados.
PARTS OF A TREE
Each kind of tree has a shape of its own. You can recognize them by their shapes. It is not always easy to recognize them by their shapes, when they grow close together.
Many town trees have been trimmed. This also spoils their shape so that it is hard to recognize them.
All trees have main parts. There is a thick woody stem called trunk. The crown of the tree is made up of leaves and branches. The very thin branches are called twigs. At certain times of the year there are buds, flowers or fruit on the twigs. At the base of the tree there are a large number of spreading roots.
-True or false?
• Es fácil distinguir un árbol por su forma……………………………………………..
• La poda de árboles no dificulta su reconocimiento a simple vista………………..
• La parte leñosa más gruesa se llama en inglés “twig”……………………………..
• Los árboles están fijos al suelo por una sola raíz…………………………………...
Give the Spanish version of these sentences:
1. It is not always easy to recognize them by their shapes, when they grow close together.
……………………………………………………………………………………………………………………………………………………………………………………………………
2. Many town trees have been trimmed. This also spoils their shape so that it is hard to recognize them.
……………………………………………………………………………………………………………………………………………………………………………………………………
3. The crown of the tree is made up of leaves and branches.
…………………………………………………………………………………………..........
4. At certain times of the year there are buds, flowers or fruit on the twigs.
………………………………………………………………………………………………...
5. At the base of the tree there are a large number of spreading roots.
………………………………………………………………………………………………..
PRACTICE 7
- Lee e interpreta el artículo sobre la historia de las ciencias forestales.
- Realiza una línea del tiempo que indique la cronología y medidas tomadas que marcan una evolución en esta ciencia.
- Traduce el segundo párrafo.
History
Attempts to regulate and manage forestlands occurred well before the 19th century in Rome, the Middle East, China and western Europe. Wars and political instability invariably interfered with these efforts; so destructive use of forests was common in the more densely populated countries. Early settlers in the U.S., for example, regarded forests as impediments to cultivation and sought to remove them as quickly as possible. This attitude fostered a “cut and get out” philosophy among timber operators, and exploitative logging persisted well into the 20th century. Scientific forestry was initiated in the U.S. at the end of the 19th century largely through the influence of the federal government, with measures including the establishment of the Division of Forestry in 1885 and authorization of forest reserves in 1987. The latter became known as the national Forests in 1905 when the jurisdiction of reserves was transferred form the Department of the Interior to the Department of Agriculture, and the Division of Forestry became the Forest Service. Since that time, forest management has been practiced on state and private lands as well as on federal holdings.
Education in technical forestry began in Western Europe about 1825 with private schools in France and Germany; these were later replaced by state institutions. Until War II, Western Europe was the world leader in scientific forestry, and many famous schools and institutes were established there.
In the U.S. the first forestry curriculum was established in 1898. Forestry education is now offered in many universities throughout the country and elsewhere in the world.
PRACTICE 8
-Lee e interpreta el artículo.
Sciences and methods for forestry
Forestry comprises such specialties as dendrology, silviculture, forest protection, mensuration, engineering, utilization, and management. Dendrology concerns tree identification, distribution, age determination, and species characteristics. Silviculture studies the relationship of a forest to its environment and involves the development, care, and reproduction of stands of timber. Forest protection examines sources of injury, including disease, erosion, insect and animal destruction, and fire. The science of measuring forest stands, including rate of growth and potential yield of standing timber, is called mensuration. Forest engineering concerns the mechanics of cutting and transportation involved in modern timber growing and harvesting. Forest utilization considers the properties of wood and its conversion into lumber and wood products. Forests management applies business methods and the principles of technical forestry to the overall operation of forestlands.
The practice of technical forestry includes many operations, from tree planting to harvesting. Central to the operation is the cycle of cutting and replenishment. Four major methods have been developed for its purpose: clear-cutting, selection, seed tree, and shelterwood. In clear-cutting all trees in a given area are cut, and reproduction is obtained by artificial planting or by natural seeding from trees bordering the cleared areas. This method, adapted to light-demanding species, produces even-aged stands, allows control of stand composition, and is conducive to mechanized harvesting and disposal of slash, or logging debris. Selection cutting maintains a forest of mixed ages from which the largest and most mature trees are harvested periodically. Although this method is expensive and may cause injury to younger trees during logging, it provides continuous cover and an attractive forest and involves sounder ecological practices. In the seed tree method, about 10 percent of the trees in the cutting area are left in an evenly spaced pattern as a natural seed source. The shelterwood method, which involves the removal of the mature trees in cuttings over a 10-to 15- year period, promotes natural reproduction and produces relatively even-aged stands.
Other practices contribute to the development of commercial forestry. These include artificial planting by direct seeding or transplants, especially in conjunction with clear-cutting, treatment with fertilizers to increase production; and the selection and breeding of timber trees, producing strains that excel in growth, disease resistance, or other desirable characteristics. These measures fit into the pattern of an intensive forestry in which greater production is obtained through technical knowledge and increased mechanization.
1)Con la información obtenida explica como las distintas disciplinas hacen su aporte a las ciencias forestales.
Dendrology
Silvicultura
Forest protection
Mensuration
Forest engineering
Forest utilization
Forest management
2)Unir con flechas de acuerdo a la información obtenida en el texto sobre los métodos empleados para la tala y reposición de especies.
1.Clear cutting a)harvests mature and largest trees to protect the younger ones.
2.Selection cutting b)the tree becomes a natural seed source.
3.Seed tree c)removes older trees and promotes natural reproduction.
4.Shelterwood d)concerns the cutting and replenishment of species obtained by
artificial planting or natural seeding.
3) Traduce el tercer párrafo.
PRACTICE 9
-Lee el siguiente artículo.
-Observa el modo en que están divididos en secciones y párrafos.
-Presta atención a los títulos y notas marginales.
-Lee el texto para encontrar las respuestas a estas preguntas.
- Recuerda, que no es necesario entender cada una de las palabras para responderlas.
A)
1. ¿En que debe estar basado el estudio de la producción forestal?
2. ¿Cuáles son los dos sistemas de clasificación propuesto por el autor?
3. ¿Todos los árboles tienen el mismo sistema de raíces?
4. El autor describe una causa que puede dañar las forestaciones. ¿Cuál es?
Forestry
Principles 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 the 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. (Orchards are somewhere between forests and most other crops)
The basis of forestry
Classification
In United States forests, all trees are spermatophytes, or seed plants. They are classified formally as either gymnosperms (cone-bearing plants) or angiosperms (flowering plants). This formal classification is accepted scientifically, but others are routinely used by foresters.
Gymnosperms and angiosperms
The most common general classification identifies a tree according to its leaf form as a hardwood or softwood tree. Hardwoods are broadleaved, generally deciduous, flower bearing trees. Softwoods are needle-leaved, mostly evergreen, cone-bearing trees. This broad classification is far from perfect: the southern long needled pine is classified as a softwood species although its wood is harder than that of many of the hardwoods, and several deciduous broad-leaved species yield softwood, e.g. basswood, willow, and aspen. This leads to the confusing terms hard hardwoods and soft hardwoods. Some sense can be made from this when it is remembered that the terms were established early, when the demand was for the soft white pine and the very hard white oaks only. Later use of numerous species of widely varying hardness or softness could not erase the old established usage.
Hardwoods and softwoods
Morphology and Anatomy
Although a forest may contain annual, biennal and short lived perennial plant species, trees are generally considered to be the major vegetation: they are long-lived perennials that usually produce a single central stem and attain a height of 6 m or more. Rarely does a forest tree reach maturity in less than 15 to 20 years: some trees may grow continuously for centuries though generally very slowly after the first hundred years.
Growing time
In considering the growth of trees, increases in both height and diameter, or girth, are important in determining the yield of the lumber or other products. In terms of gross morphology, as a rule, trees 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 is 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.
Forest environment
Roots.
Roots serve the same general function as for other plants: anchorage, absorption of water and essential minerals, and storage of photosynthate. The storage function is less important in forest trees than for most perennial field crops since stem tissue takes over much of the storage function in trees.
The purpose of the root system
Tree species differ markedly in the extent of their root systems, differences that may affect how the species are managed in a forest. For example, most oak, hickory and walnut trees have deep and extensive taproot systems, which provide extremely solid anchorage. Thus, these and other trees with similar root systems are not as prone to uprooting by severe winds. In harvesting a forest, wind damage is a minor concern with these trees. Spruces and balsam, on the other hand; have shallow root systems ad can be uprooted even by moderate winds. In planning the harvest, such trees must be removed or allowed to remain in a pattern that will ensure adequate wind protection. Most forest trees fall somewhere between these extremes. Generally, the root system provides sound anchorage except in relatively extreme conditions. Of course, even deep-rooted species can be uprooted under severe conditions, such as prolonged heavy rains before or during high winds. Hurricane conditions can level extensive areas of forest. In addition, trees that normally produce taproots may develop shallow root systems because of poor soil conditions, e.g. only a thin layer of soil above the bedrock. In such cases trees may be not only stunted but also easily blown over.
Differences in root systems
B) VERIFICA TU COMPRENSIÓN
Lee el texto cuidadosamente, busca los vocablos en el diccionario o en tu cuaderno índice. Luego responde:
1. What is the difference between an angiosperm and a gymnosperm?
2. How are hardwoods and softwoods differentiated?
3. What kind of tree is an aspen?
4. How long does it take for a forest to mature?
5. How do you assess the amount of wood you will get from a tree?
6. What is a crown?
7. When is the root system of a tree inadequate to anchor a tree?
C)VOCABULARY
1. Relee el primer párrafo. Que palabras tienen el mismo significado de:
• Bien informado........................................................
• Más importante, principal........................................
2. En el segundo párrafo busca el antónimo de:
• Fácil de entender:.....................................................
3. Encuentra en el tercer párrafo palabras que signifiquen:
• Longevo, duradero.......................................................
• Siglos...........................................................................
• Parte.............................................................................
• Rara vez.......................................................................
D) Resume con tus propias palabras el contenido del párrafo 3.
............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
E) TRANSLATION
Traduce el cuarto párrafo.
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
PRÁCTICE 10
“SCANNING”
Ingresa a la siguiente dirección y realiza las siguientes actividades
http://www.fao.org/docrep/w8212e/w8212e03.htm#2 an overview of tropical forest management for wood production
Antes de leer
Observe el título y el copete de este texto para determinar el tópico.
Mientras lee
1. Explique cuáles son a su juicio las características más salientes que diferencian los tipos de selvas tropicales propuestos por el autor.
2. Realiza una síntesis de las ideas propuestas en “The current status of tropical forests in the world”
3. Contesta las siguientes preguntas:
a. ¿A partir de qué año la deforestación se incrementa?
b. ¿Cuáles son algunas de las causas que la provocan?
c. ¿Qué especies conjuntamente con los árboles son importantes en algunas selvas forestales?
4. Mirando la información de los gráficos ¿qué datos relevantes podes inferir?
An overview of tropical forest management for wood production
A definition of tropical forests
Forests growing in tropical regions vary widely in composition, structure,, function and productivity because of the diversity of climates, soil types and biogeographic conditions where they grow. Definitions of tropical forests are varied. For the purposes of these Guidelines they are considered to comprise two forest classes, namely, evergreen tropical rainforests and moist deciduous tropical forests as defined by FAO in Figure 1. These classes are sometimes grouped together and referred to as Tropical High Forests, located in the tropical belt of the world where the dry season is short or does not occur at all. Both classes are of seedling origin that normally develop a high closed canopy.
Figure 1: Forest Classes Comprising Tropical Forests
Evergreen Tropical Rainforests: Occur where the annual rainfall is greater than 2,500 mm, where forests grow mostly at low elevations, are evergreen, luxuriant, predominantly of hardwood species, have a complex structure and are rich in both plants and animals. Soils tend to be shallow and poor in nutrients, features having a marked effect on forest management practices.
Moist Deciduous Tropical Forests: Occur where the annual rainfall is between 1,000 and 2,500 mm. The composition and structure vary greatly depending on rainfall distribution, temperature and soil types. They are less rich in tree species and much less biologically diverse than the tropical rainforests.
Source: FAO, 1993. The Challenge of Sustainable Forest Management.
The current status of tropical forests in the world
Tropical forest occurs in more than 80 countries and, in 1990, occupied 37 per cent of the total land area of the tropical regions, about one-third of the world's forest cover. They are the source of most of the wood harvested in the tropics. Within this large area is a diverse range of forest types, but they may be broadly grouped into four main classes:
- Evergreen tropical rainforests - Moist deciduous forests
- Dry forest zones - Upland forest formations.
The greatest concentration of evergreen tropical rainforests is in Central and tropical South America, constituting 52 per cent of the total world area, much of it in the Amazon Basin. Africa has the next largest area (29 per cent) and a smaller area occurs in Asia (19 per cent). Most moist deciduous forests occur in Africa and Latin America. This class is now less extensive than tropical rainforests because much of the land where it formerly occurred is well suited for human settlement, has been cleared and is now used for agriculture and other purposes. Bamboo and rattan are also significant resources in many tropical forests.
Rates of deforestation of tropical forests
Although the extent of the world's forests is still substantial with some 40 per cent of the earth's land surface under various types of tree cover, there are major differences in the rates of forest loss amongst different forest types. Tropical forests and other types, such as dry and upland forest formations, are estimated to have covered some 1,790 million hectares in 1990, down more than 120 million hectares in the 10 years from 1980, a decline of 0.8 per cent annually in tropical developing countries. The decline has continued in the period between 1990 and 1995. Forest cover and mated rates of deforestation in tropical forests are illustrated in Tables 1 and 2.
Recent estimates suggest that nearly two-thirds of tropical deforestation worldwide is due to farmers clearing land for agriculture. The largest losses are occurring in tropical moist forests, the zone best suited for human
Table 1: Tropical Land Area and Forest Cover (million ha)
Tropical Region Land Area of Each Region Total Forested Area in 1990
Tropical Rainforests Moist Deciduous Forests
Africa 772.1 86.6 251.1
Asia 450.6 177.4 41.8
America 1,013.6 454.3 294.3
World Total 2,236.3 718.3 587.2
Source: FAO. 1993. Forest Resources Assessment 1990 - tropical countries.
Table 2: Tropical Forest Cover and Deforestation (million ha)
Tropical Region Total Forested Area Annual Rate of Deforestation
1990 1995 Area Percent
Africa 523 505 -3.7 -0.7
Asia 295 280 -3 -1.1
America 85 79 -1 -1.3
Oceania 43 42 -0.15 -0.4
Source: FAO. 1997. The State of the World's Forests 1997. settlement and agriculture
