Dc3mo18 Tacn Môi Trư NG 18-02-23

FOREWORD
Further from its own justification, teaching and learning English has increasingly
occupied high interests from Vietnamese in the globalization race. Practical languages for
various contexts are likely to work as the core of this interaction. Given this situation,
English for specific purposes (ESP) courses have been incorporated into foreign language
curricula of higher education institutions in Vietnam. It is compulsory for students to
complete ESP modules before graduating.
By having the objectives of the ESP teaching and learning the internal teaching
material “English for environmental science” is compiled to fulfill the needs of the
students. This can also serve as a reference for environmental engineers, environmental
activists and anyone who concerns with environmental science.
Based on English proficiency of the students and the ESP course requirements, the
materials are carefully selected and designed. The textbook involves authentic materials
with job-related content which reproduce an immersion environment and provide realistic
contexts for tasks that relate to learners’ major. Vocabulary, grammar structures that are
commonly used in the expert-field are included in this ESP material. This textbook also
offers various tasks and activities in order to help learners use language skills more
effectively in the environmental science context.
The internal teaching material contains 4 chapters with 12 units related to
environmental issues.
The structure of each unit listed as follow:
1. Vocabulary
2. Authentic reading articles with comprehensive questions
3. Authentic video clips with listening tasks
4. Writing tasks
5. Speaking activities
6. Articles/ texts for further reading
At the end of the textbook, we provide readers with a glossary for all the new
words in each unit.
Despite of the support of teachers at environmental engineering devision during
the compiling process, the textbook still has some unavoidable limitations.
Correspondingly, we expect to receive feedback from the readers to improve this material
in the future.
We appreciate Ministry of Transport, University of Transport Technology,
Foreign Language Department, Environmental Engineering Division for supporting us to
complete this textbook.
We are also very grateful to teachers at UTT and at many other universities for
valuable contributions to this textbook.
Editors
Nguyen Thi Thao, M.A
Ta Thi Hoa, M.A
Phi Luong Van, M.A
CONTENTS
FOREWORD ..................................................................................................................
CONTENT ......................................................................................................................
CHAPTER 1: INTRODUCTION TO ENVIRONMENTAL SCIENCE ................ 1
UNIT 1: WHAT IS ENVIRONMENTAL SCIENCE ............................................... 1
I. VOCABULARY ......................................................................................................... 1
II. READING.................................................................................................................. 2
III. LISTENING ............................................................................................................. 3
IV. WRITING ................................................................................................................. 4
V. GRAMMAR FOCUS.................................................................................................5
UNIT 2: COMPONENTS OF ENVIRONMENTAL SCIENCE ............................. 7
I. VOCABULARY ......................................................................................................... 7
II. READING: ................................................................................................................ 8
III. LISTENING AND SPEAKING ............................................................................. 10
IV. WRITING ............................................................................................................... 12
CHAPTER 2: POLLUTION ..................................................................................... 14
PART I: WATER POLLUTION .............................................................................. 14
UNIT 1: WHAT IS WATER POLLUTION..............................................................14
I. VOCABULARY ....................................................................................................... 14
II. READING................................................................................................................ 15
III. GRAMMAR FOCUS...............................................................................................17
IV. LISTENING & SPEAKING .................................................................................. 18
V. WRITING ................................................................................................................ 20
UNIT 2: WASTE WATER TREATMENT ............................................................. 22
I. VOCABULARY AND SPEAKING: ....................................................................... 22
II. READING................................................................................................................ 22
III. LISTENING ........................................................................................................... 24
IV. WRITING AND SPEAKING ................................................................................ 27
PART 2: AIR POLLUTION...................................................................................... 31
UNIT 1: COMMON AIR POLLUTANTS AND SOURCES OF AIR POLLUTION
............................................................................................................................... 31
I. VOCABULARY ....................................................................................................... 31
II. READING................................................................................................................ 32
III. LISTENING ........................................................................................................... 35
IV. WRITING AND SPEAKING ................................................................................ 35
UNIT 2: GREEN HOUSE EFFECT ......................................................................... 38
I. VOCABULARY ....................................................................................................... 38
II. READING................................................................................................................ 39
III. GRAMMAR FOCUS...............................................................................................42
IV. LISTENING AND SPEAKING............................................................................. 43
V. WRITING ................................................................................................................ 44
PART III: SOLID WASTE ....................................................................................... 45
I. VOCABULARY ....................................................................................................... 45
II. READING................................................................................................................ 45
III. LISTENING AND SPEAKING ............................................................................. 47
IV. WRITING ............................................................................................................... 49
PART IV: CLIMATE CHANGE .............................................................................. 52
I. VOCABULARY ....................................................................................................... 52
II. READING................................................................................................................ 53
III. LISTENING ........................................................................................................... 55
IV. WRITING ............................................................................................................... 56
CHAPTER 3:ENVIRONMENTAL IMPACTS OF TRANSPORT AND
CONSTRUCTION ......................................................................................................58
UNIT 1: ENVIRONMENTAL IMPACTS OF TRANSPORT................................58
I. VOCABULARY ....................................................................................................... 58
II. READING................................................................................................................ 60
III. LISTENING ........................................................................................................... 63
IV. SPEAKING ............................................................................................................ 64
UNIT 2: ENVIRONMENTAL IMPACTS OF CONSTRUCTION........................67
I. VOCABULARY ....................................................................................................... 67
II. READING................................................................................................................ 67
III. LISTENING ........................................................................................................... 72
IV. WRITING ............................................................................................................... 73
V. SPEAKING.............................................................................................................. 75
CHAPTER 4: ENVIRONMENTAL SOLUTIONS..................................................78
UNIT 1: GREEN BUILDING.....................................................................................78
I. VOCABULARY ....................................................................................................... 78
II. LISTENING ............................................................................................................. 80
III. READING .............................................................................................................. 80
IV. WRITING ............................................................................................................... 87
V. SPEAKING.............................................................................................................. 89
UNIT 2: SUSTAINABLE TRANSPORT..................................................................90
I. VOCABULARY ....................................................................................................... 90
II. READING................................................................................................................ 90
III. LISTENING ........................................................................................................... 95
IV. SPEAKING ............................................................................................................ 96
APPENDIX 1: FURTHER READING ..................................................................... 98
APPENDIX 2: GLOSSARY .................................................................................... 129
REFERENCES ......................................................................................................... 146
Chapter 1 INTRODUCTION TO ENVIRONMENTAL SCIENCE
UNIT 1 WHAT IS ENVIRONMENTAL SCIENCE?
I.I VOCABULARY
VOCABULARY
.
Task 1: Do the crossword puzzle.
Pair work: Find all of the words from the list below. The words can be up, down,
forward, backward or diagonal.
Air Environment Ocean Resources

Energy Extinction Ozone Reuse
Clean Forest Reduce Smog
Climate Global Planet Water
Wildlife Land Pollution Trees
Conservation Nature Recycle Waste
Task 2: Use the dictionary to find the meanings of the following words in
ENGLISH.
plant (s) ..................................................................
couple ..................................................................
cycle ..................................................................
web ..................................................................
green belt ..................................................................
chain ..................................................................
1
greenhouse ..................................................................
deposit ..................................................................
Task 3. Use the words from Task 2 to complete each of the following sentences.
1. A thick ____________of mud lay on the fields when the flood went down.
2. In United Kingdom town planning, the ____________is a policy for controlling urban
growth.
3. Many power ____________, including nuclear power plants, heat water to produce
electricity.
4. The oxygen atom ____________with the oxygen molecule to form ozone.
5. The series of changes that a living thing goes through from the beginning of its life
until death is called a____________.
6. A food____________shows the feeding relationship between different living things in
a particular environment or habitat.
7. A food ____________ consists of all the food chains in a single ecosystem.
8. The ____________effect is a natural process that warms the Earth’s surface.
II
II. READING
READING
What is Environmental Science?

Environmental science is the study of the interactions between the physical,
chemical, and biological components of the natural world, including their effects on all
types of organisms and how human impact their surroundings.
Environment is everything that affects an organism during its lifetime. In turn, all
organisms, including people, affect many components in their environment. From a
human point of view, environmental issues involve concerns about science, nature,
health, employment, profits, law, politics, ethics, fine arts, and economies. Therefore,
environmental science is by its nature a multidisciplinary field. The word environmental
is usually understood to mean the surrounding conditions that affect people and other
organisms.
Some people may be termed environmentalists. The environmental ethic is a
diverse scientific, social and political movement. An environmentalist is someone who
actively works to preserve the environment from destruction or pollution. Environmental
2
decision making often involves compromise. A decision that may be supportable from a
scientific or economic point of view may not be supportable from a political point of
view or vice versa. Generally, the parties involved debate and argue their viewpoints.
Ultimately, when decisions are finally made, each party may have given grounds, but
hopefully, all parties are willing to accept the compromises they have made.
For instance, in 1992 the Federal Government of Canada announced a moratorium
on the fishery for northern cod. They immediately halted the fishery for Atlantic cod
(Gadus morhua) in the offshore regions known as North Atlantic Fisheries Organization
(NAFO) area 2J3KL. This moratorium meant that more than 20,000 fishers in the
Atlantic Provinces no longer had a job in the fishery. An investigation of the events
leading up to the closure of this once great cod fishery would show the role that science,
politics and economics play in environmental decision making.
(Source:
http://www.ed.gov.nl.ca/edu/k12/curriculum/documents/science/highschool/ES3205_stud
ent_text_chapter_1.pdf)
1. Read the text carefully and answer the following questions
1. What is environmental science?
________________________________________________________________
2. What do environmental issues involve from a human point of view?
________________________________________________________________
3. According to the text, what does the word “environment” usually mean?
________________________________________________________________
4. Who is an environmentalist?
________________________________________________________________
5. What happened when the Federal Government of Canada announced a moratorium on
the fishery for northern cod in 1992?
________________________________________________________________
Task 2. Read the text again and decide if the following statements are True (T) or
False (F).
T F
1. Environment is everything that affects an organism during its lifetime.
2. The environmental ethic is a diverse scientific, social and economical
movement.
3. A decision that may be supportable from a scientific or economic point of
view may also be supportable from a political point of view.
4. Finally, when decisions are made, all parties are willing to accept the
compromises they have made.
5. This moratorium meant that more than 20,000 fishers in the Pacific
Provinces no longer had a job in the fishery.
3
III LISTENING
III. LISTENING
Watch a video about “Introduction to environmental sciences” and choose the
correct answers.
(Source: https://www.youtube.com/watch?v=7G3eXI_DPn8)
1. The simplest thing which one can say about our environment is our ____________.
A. surround B. surrounding C. around D. compassing
2. These are few ____________which are placed near or around us and they are all part
of our surrounding.
A. subjects B. object C. objects D. subject
3. So we call them all living ____________which in other terms are called Biotic
components Biotic because the word Bio means life.
A. organisms B. organization C. organize D. organic
4. The things we listed down on the right does not have life in them so we call them as
non-living organism or the ____________components.
A. Biotic B. Abiotic C. living D. non living
5. Learning about Environmental Science actually means to understand how nature
works, to understand the various ____________of different components of our
environment.
A. interactions B. interact C. interacting D. interacted
6. The plants are just a small aspect of our environment but if we consider a much larger
or broader aspect like our planet earth, let’s see how the various ____________ work on
a broader scale.
A. opponent B. opponents C. components D. oppose
4
7. When these four spheres ____________, it gives us the entire large sphere which is
our planet earth.
A. combine B. comply C. confine D. apply
8. Natural means from nature and resource means something which is of use to us. But
for satisfying his increasing demands, man is continuously using these resources and
hence they are ____________at a much faster rate.
A. deleting B. depleting C. completing D. finishing
IV TRANSLATION
IV. WRITING
Translate the following sentences into Vietnamese.
1. Environmental science is the study of the interactions between the physical, chemical,
and biological components of the natural world, including their effects on all types of
organisms and how human impact their surroundings.
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Environment is everything that affects an organism during its lifetime. In turn, all
organisms, including people, affect many components in their environment.
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. The word environmental is usually understood to mean the surrounding conditions that
affect people and other organisms.
________________________________________________________________
________________________________________________________________
4. An environmentalist is someone who actively works to preserve the environment from
destruction or pollution.
________________________________________________________________
________________________________________________________________
5. Ultimately, when decisions are finally made, each party may have given grounds, but
hopefully, all parties are willing to accept the compromises they have made.
________________________________________________________________
________________________________________________________________
6. An investigation of the events leading up to the closure of this once great cod fishery
would show the role that science, politics and economics play in environmental decision
making.
5
________________________________________________________________
________________________________________________________________
V GRAMMAR FOCUS
V. GRAMMAR FOCUS
PASSIVE SENTENCES
1. General Formation
Active:
S + V + O
( Ved/ 3 = Past participle )
Passive:
S + BE + Ved/ 3 + (By O)
2. English Tenses in Passive voice

Tenses Passive voice
1. Simple Present S + Am/ Is/ Are + Ved/ 3 + By O
2. Present continuous S + Am/ Is/ Are + Being + Ved/ 3 + By O
3. Present perfect S + Has/ Have + Been + Ved/ 3 + By O
4. Past simple S + Was/ Were + Ved/ 3 + By O
5. Past continuous S + Was/ Were + Being + Ved/ 3 + By O
6. Past perfect S + Had + Been + Ved/ 3 + By O
7. Simple Future S + will + be + Ved/3 + By O

8. Near Future S + am/is/ are + going to + be + Ved/3 + By O
9. Modals S + Will + Be + Ved/ 3 + By O
( will/ shall/ can/ may/ must/ Shall
would/ should/ could/ might …) Can …
3. Practice: Turn the following sentences into passive voice.
1. Pollution affects the environment in many ways.
The environment__________________________________________________________
2. The greenhouse effect causes serious climate changes around the globe.
Serious climate changes___________________________________________________
3. Leonardo DiCaprio listed several environmental issues in his Earth Day speech.
Several environmental issues______________________________________________
4. People are using too much freshwater nowadays.
Too much freshwater______________________________________________________
6
5. Some farmers are overusing chemicals in their crops.
Chemicals _______________________________________________________________
6. Europe was consuming too much oil when the economic crisis broke out.
Too much oil __________________________________________________________
7. Environmentalists were saving endangered species after the oil spill.
Endanger species__________________________________________________________
8. Climate changes have caused the rise of temperature in many areas.
The rise ________________________________________________________________
9. The discovery of a cheap and non-polluting car would improve the world economy.
The world economy_______________________________________________________
10. Factories mustn’t dump toxic chemicals into river and lake.
Toxic chemicals_________________________________________________________
7
Chapter 1 INTRODUCTION TO ENVIRONMENTAL SCIENCE
UNIT 2 COMPONENTS OF ENVIRONMENTAL SCIENCE
I. IVOCABULARY
VOCABULARY
.
Task 1. Look at the following pictures. Guess what environmental scientists do?
Task 2. Read the text and answer the questions

Environmental science involves different fields of study. Most often, the study of
environmental science includes the study of climate change, natural resources,
energy, pollution, and environmental issues. In environmental sciences, ecologists study
8
how plants and animals interact with each other, chemists study the living and non-living
components of the environment, geologists study the formation, structure and history of
earth, biologists study the biodiversity. Physicists are involved
in thermodynamics, computer scientists are involved in technical innovations and
computer modeling and biomedical experts study the impact of environmental issues on
our health and social lives.
(Source: http://www.conserve-energy-future.com/what-is-environmental-science-and-its-
components.php)
1. List different fields involving environmental science.

2. What do ecologists study?
3. Who study the biodiversity?
4. Do biomedical experts study the formation, structure and history of the earth?
Task 3. Match the terms in A with their appropriate definitions in B.
A B
1 climate change a the power and ability to be physically and
mentally active.
2 natural resources b is a scientist who has specialized knowledge in
the field of biology, the scientific study of life.
3 energy c a person who studies the natural relationships
between the air, land, water, animals, plants.
4 pollution d is a change in the statistical distribution
of weather patterns when that change lasts for an
extended period of time.
5 ecologist e generally refers to the variety and variability of
life on earth.
6 geologist f is the introduction of contaminants into the
natural environment that cause adverse change.
7 biologist g are resources that exist without actions of
humankind. This includes all valued
characteristics such as magnetic, gravitational,
and electrical properties and forces.
8 biodiversity h is a scientist who studies the solid and liquid
matter that constitutes the Earth as well as the
processes that shape it.
IIREADING:
II. READING
.
9
Components of Environmental Science
Ecology
Ecology is the study of organisms and the environment interacting with one
another. Ecologists, who make up a part of environmental scientists, try to find relations
between the status of the environment and the population of a particular species within
that environment, and if there is any correlations to be drawn between the two. For
example, ecologists might take the populations of a particular type of bird with the status
of the part of the Amazon Rainforest that population is living in. The ecologists will
study and may or may not come to the conclusion that the bird population is increasing or
decreasing as a result of air pollution in the rainforest. They may also take multiple
species of birds and see if they can find any relation to one another, allowing the
scientists to come to a conclusion if the habitat is suitable or not for that species to live in.
Geoscience
Geoscience concerns the study of geology, soil science, volcanoes, and the Earth’s
crust as they relate to the environment. As an example, scientists may study the erosion
of the Earth’s surface in a particular area. Soil scientists, physicists, biologists, and
geomorphologists would all take part in the study. Geomorphologists would study the
movement of solid particles (sediments), biologists would study the impacts of the study
to the plants and animals of the immediate environment, physicists would study the light
transmission changes in the water causing the erosion, and the soil scientists would make
the final calculations on the flow of the water when it infiltrates the soil to full capacity
causing the erosion in the first place.
Atmospheric Science
Atmospheric science is the study of the Earth’s atmosphere. It analyzes the
relation of the Earth’s atmosphere to the atmospheres of other systems. This
encompasses a wide variety of scientific studies relating to space, astrology and the
Earth’s atmosphere: meteorology, pollution, gas emissions, and airborne contaminants.
An example of atmospheric science is where physicists study atmospheric circulation of a
part of the atmosphere, chemists would study the chemicals existent in this part and their
relationships with the environment, meteorologists study the dynamics of the atmosphere,
and biologists study how the plants and animals are affected and their relationship with
the environment.
Environmental Chemistry
Environmental Chemistry is the study of the changes chemicals make in the
environment, such as contamination of the soil, pollution of the water, degradation of
chemicals, and the transport of chemicals upon the plants and animals of the immediate
environment. An example of environmental chemistry would be introduction of a
chemical object into an environment, in which chemists would then study the chemical
bonding to the soil or sand of the environment. Biologists would then study the now
chemically induced soil to see its relationship with the plants and animals of the
environment.
(Source: http://www.conserve-energy-future.com/what-is-environmental-science-and-its-
components.php)
10
Task 1. Choose the best answers.
1. The word interacting in line 1 paragraph 1 has the same meaning
with_____________.
A. collaborating B. reacting C. relating D. operating
2. The word they in line 8 paragraph 1 refers to_____________.
A. environmental scientists B. physicists C. ecologists D. scientists
3. The word it in line 1 paragraph 3 refers to_____________.
A. Earth’s atmosphere B. Atmospheric science C. chemists D. biologists
4. The word encompasses in line 3 paragraph 3 has the same meaning
with_____________.
A. includes B. excludes C. combines D. complies
5. The word degradation in line 2 paragraph 4 has the same meaning
with_____________.
A. deterioration B. improvement C. promotion D. increase
Task 2. Read the text again and decide whether the following statements are True
(T) or False (F).
T F
1. Ecology is the study of organisms and the environment interacting with one
another.
2. Ecology, Geoscience together with Atmospheric science and Environmental
chemistry make up environmental science.
3. The ecologists believe that the bird population is increasing or decreasing as
a result of air pollution in the rainforest.
4. Atmospheric science analyzes the relation of the Earth’s atmosphere to the
atmospheres of other systems.
5. Geomorphologists would study the light transmission changes in the water
causing the erosion.
6. The introduction of a chemical object into an environment, in which
chemists would then study the chemical bonding to the soil or sand of the
environment is an example of atmospheric science.
7. Biologists would study the now chemically induced soil to see its
relationship with the plants and animals of the environment.
8. Environmental Chemistry studies the changes of chemicals in the
environment.
Task 3. Fill in the blank with ONE suitable word from the text.
1. Ecologists might take the ______________ of a particular type of bird with the status
of the part of the Amazon Rainforest that population is living in.
11
2. Geoscience concerns the study of geology, soil science, volcanoes, and the Earth’s
crust as they relate to the ______________ .
3. Biologists study how the plants and animals are ______________ and their
relationship with the environment.
4. Geomorphologists would study the ______________ of solid particles (sediments).
5. Environmental Chemistry is the study of the changes chemicals make in the
environment, such as ______________of the soil, pollution of the water, degradation of
chemicals, and the transport of chemicals upon the plants and animals of the
______________environment.
6. The soil scientists would make the final ______________on the flow of the water
when it infiltrates the soil to full ______________causing the erosion in the first place.
LùiIII
III xuống III.LISTENING
LISTENINGAND
ANDSPEAKING
SPEAKING
Task 1. [Pair work]: Ask and answer the following questions?

1. What does the word ecology mean?
2. What are abiotic and biotic factors?
Look at the picture carefully and complete the task.
Task 2. Watch a video about ecology and complete the following sentences with the
given words in the box.
(Source: https://www.youtube.com/watch?v=LgXXmz_c3mM)
categories interaction habitat abiotic apple
layer community ecosystem climate population
12
1. Scientists that study the ______________ of organism and their environment are
called ecologists. They study ecology. It comes from the root word “eco” which means
home.
2. Ecologist like to break the world up into two neat ______________. The first one is
biotic factors- those are the living factors in an ecosystem.
3. The reverse of that is ______________ factors. That “A” means “not” and the bio in
both cases means life. So these are non-living factors and non-living factors would be
like water, rocks and sun.
4. We also like to organize ______________. So let start with a 500-pound herbivore
that lives in the Rocky Mountains and Canada. It’s an elk. It’s one individual.
5. So the first level I want to get to is ______________. The population is all of the elk
in one area.
6. The next ______________ is community. Community is all of the elk plus all of the
other species that live alongside it, including the animals and the plants.
7. The ecosystem is the next layer. And what we’ve done is we’ve taken the
______________ and added in the abiotic factors.
8. The next level is the biome. And biomes are regions of earth that have similar
______________ and they are usually a collection of different eco-system.
9. As we back up all the way, we see the Earth or the biosphere. And if you could shrink
down the Earth so that it sat in your hand like an ______________. The part that actually
supports life is about the thickness of the skin of that apple.
10. Let’s distinguish between two important words that are often confused niche and
______________.
IV. WRITING
IV WRITING
Task 1. Imagine you are an environmentalist. What activities would you do in a

day? Write a short paragraph (100-150 words) to describe your typical day.
Paragraph structure
Topic sentence:
- An environmentalist
- What does he/she does in a day
Supporting sentence :
- An activity that the environmentalist does in a day.
Supporting sentence:
13
Concluding sentence:
Wrap up the paragraph.
Would you like to become an environmentalist?
Useful phrases
First/ Second/ Then/ Next
After/ After that/ Afterwards
Task 2. Translate the following sentences into Vietnamese
1. Environmental science is a field of study that aims to help human society better
understand and manage the fauna and flora that share the natural environment with us.
________________________________________________________________
________________________________________________________________
2. Scientists within this subject focus on the interactions between human society and the
environment, and see how they can improve things.
________________________________________________________________
________________________________________________________________
3. Ecologists, who make up a part of environmental scientists, try to find relations
between the status of the environment and the population of a particular species within
that environment, and if there to be drawn between the two.
________________________________________________________________
________________________________________________________________
4. Geomorphologists would study the movement of solid particles (sediments), biologists
would study the impacts of the study to the plants and animals of the immediate
environment.
________________________________________________________________
________________________________________________________________
5. Atmospheric science is the study of the Earth’s atmosphere. It analyzes the relation of
the Earth’s atmosphere to the atmospheres of other systems.
________________________________________________________________
________________________________________________________________
14
Chapter 2 POLLUTION
PART I WATER POLLUTION
UNIT 1: WHAT IS WATER POLLUTION?

I. VOCABULARY
I VOCABULARY
.
Task 1. Look at the following picture and answer the questions.
1. How do you think of water in this area? Is it clean and safe or contaminated?
2. Make a list of all the different types of water pollution you know.
Surface
TYPES OF
Microbial
WATER POLLUTION
Suspended Matter
Task 2. Here are some types of water pollution and definition. Fill in the gaps in the
definitions with words from the box.
becoming Surface water pollution microorganisms

Nutrients Suspended Matter
15 Pollution physical
1.______________ pollution is the most visible form of pollution and we can see it
floating on our waters in lakes, streams, and oceans.
2. Groundwater Pollution is ______________more and more relevant because it affects
our drinking water and the aquifers below the soil.
3. Microbiological pollution is the natural form of water pollution that is caused by
______________ in uncured water.
4. ______________are usually found in wastewater and fertilizers.
5. ______________occurs when pollutants enter the water and do not mix in with the
water molecules.
6. Water pollution is any chemical, (1)______________or biological change in the
quality of (2)______________ that has a harmful (3)______________ on any living thing
that drinks or uses or lives (in) it. When humans (4) ______________ polluted water it
often (5)______________ serious effects on their health. Water pollution can also make
water unsuited for the desired use.
II. II
READING
READING
The major water pollutants
There are several classes of water pollutants. The first are disease-causing agents.
These are bacteria, viruses, protozoa and parasitic worms that enter sewage systems and
untreated waste.
Second category of water pollutants is The third class of water pollutants is
oxygen-demanding wastes; wastes water- soluble inorganic pollutants such
that can be decomposed by oxygen- as acids, salts and toxic metals. Large
requiring bacteria. When large quantities of these compounds will
populations of decomposing bacteria make water unfit to drink and will
are converting these wastes it can cause the death of aquatic life.
deplete oxygen levels in the water.
This causes other organisms in the
water such as fish, to die.
16
Another class of water pollutants is nutrients; they are water-soluble nitrates and
phosphates that cause excessive growth of algae and other water plants, which deplete the
water's oxygen supply. This kills fish and, when found in drinking water, can kill young
children.
Water can also be polluted by a number of organic compounds such as oil, plastics
and pesticides, which are harmful to humans and all plants and animals in the water.
A very dangerous category is suspended sediment, because it causes depletion in
the water's light absorption and the particles spread dangerous compounds such as
pesticides through the water.
Finally, water-soluble radioactive compounds can cause cancer, birth defects and
genetic damage and are thus very dangerous water pollutants.
Where does water pollution come from?
Water pollution is usually caused by human activities. Different human sources
add to the pollution of water. There are two sorts of sources, point and nonpoint sources.
Point sources discharge pollutants at specific locations through pipelines or sewers into
the surface water. Nonpoint sources are sources that cannot be traced to a single site of
discharge. Examples of point sources are: factories, sewage treatment plants,
underground mines, oil wells, oil tankers and agriculture. Examples of nonpoint sources
are: acid deposition from the air, traffic, pollutants that are spread through rivers and
pollutants that enter the water through groundwater.
Nonpoint pollution is hard to control because the perpetrators cannot be traced.
Task 1. Answer the questions.

1. What are the major water pollutants? Explain.
________________________________________________________________
2. Which water pollutants can cause cancer, birth defects and genetic damage?
________________________________________________________________
3. Where does water pollution come from?
________________________________________________________________
17
4. How many sources water pollution are there? What are they?
________________________________________________________________
5. Where do point sources discharge pollutants?
________________________________________________________________
Task 2. Read the text again and decide whether the following statements are True
(T) or False (F).
T F
1. There is a class of water pollutants.
2. The bacteria, viruses, protozoa and parasitic worms are not disease -causing
agents.
3. When large populations of decomposing bacteria are converting these wastes
it can deplete oxygen levels in the water.
4. Water can be not polluted by a number of organic compounds such as oil,
plastics and pesticides, which are harmful to humans and all plants and animals
in the water.
5. Water- soluble radioactive compounds can cause cancer, birth defects and
genetic damage.
6. Water pollution isn’t usually caused by human activities.
7. Point sources discharge pollutants at specific locations through pipelines or
sewers into the surface water.
8. Nonpoint sources are sources that cannot be traced to a single site of
discharge.
III GRAMMAR FOCUS

III. GRAMMAR FOCUS:
Relative clauses with who, that, which
1. Definition: A relative clause is a clause that usually modifies a noun or noun
phrase and is introduced by a relative pronoun (which, that, who, whom, whose)
There are two kinds of relative clauses – defining and non-defining.
A defining clause limits and defines more clearly the noun before it. A defining clause is
not usually separated from the rest of the sentence by a coma. It is an important part of
the sentence and cannot be omitted without causing misunderstanding the sentence.
E.g. These are bacteria, viruses, protozoa and parasitic worms that enter sewage systems
and untreated waste.
A non-defining clause gives some additional information about the noun before it. A non-
defining clause is separated from the rest of the sentence by a commas and it may be
omitted without affecting the understanding of the sentence.
18
E.g. Water can also be polluted by a number of organic compounds such as oil, plastics
and pesticides, which are harmful to humans and all plants and animals in the water.
2. Relative pronouns who/ that/ which
- When we talk about people, we use that or who
E.g.: I told you about the woman who lives next door.
- When we talk about things or animals, we use that or which
E.g.: Do you see the cat which is lying on the roof?
- That, who or which can be the subject of the relative clause.
E.g.: That is the dog that attacked me.
- That, who or which can be the object of the relative clause
E.g.: The card which Mike sent was nice.
Note: When that, who or which is the object of the relative clause, we can leave them
out.
3. Practice: Combine these sentences using relative clause.
1. Here is the book. It is on wild animals
________________________________________________________________
2. These are the picture books. They interest the pupils
________________________________________________________________
3. Jack has many dictionaries. They are kept for reference
________________________________________________________________
4. The large room is the library. It is near the laboratory
________________________________________________________________
5. The long table is for reading. It is in the middle of the room
________________________________________________________________
6. The books are for reference. They are on the stacks near the librarian
________________________________________________________________
7. We saw the reader. The reader was reading a newspaper
________________________________________________________________
8. I met a man. His sister works in television
________________________________________________________________
9. This library is free for the teachers staff. They come here to do their research
________________________________________________________________
10. A girl was injured in the accident. She is now in hospital
________________________________________________________________
19
IVLISTENING
III. AND AND
LISTENING SPEAKING
SPEAKING
Task 1. Watch a video about water pollution and fill in the blank with ONE suitable
word.
(Source: https://www.youtube.com/watch?v=i_zEZDwTMIo)
Water pollution is the contamination of water bodies (e.g. lakes, rivers,
oceans, aquifers and groundwater). This form of (1)______________degradation occurs
when pollutants are directly or (2)______________discharged into water bodies without
adequate treatment to remove harmful compounds.
A 1996 United States report defined ocean pollution as:
“The introduction by man, directly or indirectly, of substances or energy into the
marine environment, including estuaries, which results or is likely to (3)______________
in such deleterious effects as harm to living resources and marine life, hazards to human
health, hindrance to marine activities, (4)______________fishing and other legitimate
uses of the sea, impairment of quality for use of sea water and reduction of amenities.”
The most obvious (5)______________of water pollution affects surface waters i.e.
oceans, lakes, rivers. For example, a spill from an oil tanker creates an oil slick that can
affect a vast area of the ocean.
Water stored underground in aquifers is known as groundwater. Aquifers feed our
rivers and supply much of our drinking water. They too can become (6)______________
, for example, when weed killers used in people's gardens drain into the ground.
Groundwater pollution is much less obvious than surface - water pollution, but is no less
of a problem.
There are also two different ways in which pollution can occur. If pollution comes
from a single location, such as a discharge pipe attached to a factory, it is known
as point-source pollution. Other examples of point source pollution include an oil spill
from a tanker, a discharge from a (7)______________ stack (factory chimney), or
someone pouring oil from their car down a drain.
A great deal of water pollution happens not from one single source but from many
different scattered sources. This is called nonpoint- source pollution.
Sometimes pollution that enters the environment in one place (8)______________an
effect hundreds or even thousands of miles away. This is known as transboundary
pollution. One example is the way radioactive waste travels through the oceans from
nuclear reprocessing plants in England and France to nearby countries such as Ireland
and Norway.
How do we know when water is polluted?
One is to take samples of the water and measure the concentrations of different
chemicals that it contains. If the chemicals are (9)______________or the concentrations
are too great, we can regard the water as polluted. Measurements like this are known
as chemical indicators of water quality. Another way to measure water quality involves
(10)______________ the fish, insects, and other invertebrates that the water will support.
If many different types of creatures can live in a river, the quality is likely to be very
20
good; if the river supports no fish life at all, the quality is obviously much poorer.
Measurements like this are called biological indicators of water quality.
A great deal of water pollution happens not from one single source but from many
different scattered sources. This is called nonpoint-source pollution.
Answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Task 2. Choose the best answer (A, B, C or D) for the following sentences.
1. Point- sources are sources from which pollutants ______________ from one readily
identifiable spot. Examples include a sewer outlet, steel mill, or septic tank.
A. has released B. are released C. was released D. released
2. Nonpoint - sources are ______________ Example includes fertilizer runoff from a
farm or acid drain from a strip mine.
A. more difficult B. more wonderful C. more diffuse D. more interesting
3.______________ pollution is the contamination of water bodies (e.g. lakes, rivers,
oceans, aquifers and groundwater).
A. Water B. Air C. Watering D. Smoking
4. ______________ pollution is the pollution that originates in one country but is able to
cause damage in another country’s environment, by crossing borders through pathways
like water or air.
A. Water B. point-source C. Transboundary D. nonpoint- source
5. Biological indicators are direct measures of the health of the fauna and flora in the
waterway.
A. are direct measures C. directing measures
B. are not direct measures D. directed measures
Task 3. In pairs, discuss the following questions.

a. What is water pollution?
b. How many types of water pollution are there?
c. How do we know if water is polluted?
IV.VWRITING
WRITING
Write a short paragraph (about 100-120 words) on water pollution.

Suggestion: A paragraph’s structure
21
- Topic sentence:______________________________________________________
- Supporting sentence 1: ________________________________________________
Specific examples/ proof/ details:
_______________________________________________________________
_______________________________________________________________
- Supporting sentence 2:
_______________________________________________________________
_______________________________________________________________
- Supporting sentence 3:
_______________________________________________________________
_______________________________________________________________
- Supporting sentence 4 (if used):
_______________________________________________________________
_______________________________________________________________
- Concluding sentence: __________________________________________________
22
Chapter 2 POLLUTION
PART I WATER POLLUTION
UNIT 2: WASTE WATER TREATMENT

I. VOCABULARY AND SPEAKING
I VOCABULARY AND SPEAKING
Task 1. Look at the pictures and answer the questions:

1. What do you think of the water’s quality on rivers in Vietnam?
2. How important do you think water is to our lives?
Bac Hung Hai River Nhue River
Task 2. In groups, read the Waste Water Sources and Constituents.

Waste water can be broadly classified a" municipal/ Domestic and Industrial
wastewater. Domestic wastewater is derived principally from dwellings, business
buildings, institution etc. which also includes sanitary wastewater and sewage. Industrial
wastewater is process and non- process wastewater from manufacturing, commercial,
mining, and silvicultural facilities or activities, including the runoff and leachate from
areas that receive pollutants.
23
The characteristics of the waste water streams depend on the source or the type of
process from which it emerges. The composition of the wastewater also varies on
seasonal basis, reflecting different water uses.
Water polluting sources are of two folds. They are:
Point sources are those which can be monitored and regulated. Municipal and
industrial wastewaters come under this category.
Non point sources are those which cannot be regulated and enforced, but can be
minimized or managed through appropriate policy interventions. Agricultural run-off
containing ammonia, nitrates and pesticides, storm water containing washouts etc. come
under this category.
A detailed discussion on the physical, chemical and biological characteristics of
waste water from certain industries is provided in Table 1.
Table 1
S1. Sector/Industry Source for waste water Constituents and
No characteristics
1 Domestic waste Spent water originating Surfactants, Suspended
water from all human matters.
sanitary water usage
activities (Like:
Kitchen Bathroom,
laundry etc.).
2 Agriculture and Irrigation and run off. Organics, Pesticides,
food processing Fertilizers and
herbicide residues.
3 Textile Industry Dyeing, washing, Color, Dissolved and
bleaching, desizing of suspended solids, High
yarns and cloth pH, High BOD Sulphides
and Heavy metals
Sodium.
4 Tannery Dehairing, Organic and Hair and flesh, organic
chemical tanning solids sludges, High pH,
operations, soaking, High BOD, odor sulphides
washing and Heavy metals
(especially chromium).
5 Pulp and Paper Pulp manufacture, Colour, fibers and
bleaching, paper suspended solids Chlorine
making. compounds, High BOD
NaOH, Na2S, Na2CO3.
6 Metallurgical Coking ovens, blast Suspended solids,

plants including furnace and steel dissolved solids oil and
iron and steel plant melting, rolling mill. grease, fluorides heavy
metals.
24
7 Dairy unit Production of milk High BOD, colloidal solids,
powder other milk offensive odours, dissolved
products. and suspended solids.
8 Fertilizer plant Ammonia, urea Nutrients like N, P and K,

manufacture, phosphatic acids dissolved solids.
fertilizer manufacture.
9 Petroleum industry Atmospheric distillation, Grease, oil, emulsions,

(Refining and chemical processing, solids phenols and
transport) transport by pipelines, sulphides. Odour toxicity,
tankers and ocean liners. high pH, and thermal
pollution. Also contains
phosphates and non-
degradable organics.
10 Drugs and Manufacture of fine Total solids, Toxic organics,
Pharmaceuticals chemicals. metal pollutants.
II.II READING
READING
Treatment of Waste Water
The main aim of wastewater treatment is the removal of contaminants from water
so that the treated water can be used for beneficial purposes or can be discharged in to
local water bodies or sewer lines without affecting the environment. It is imperative that
the treated water satisfies the norms prescribed by statutory authorities like Pollution
control boards (PCB), Environmental Protection Agency (EPA). As quoted earlier the
characteristics of wastewater significantly vary for industries and domestic sector. Hence
the treatment strategy and process involved also vary. Most of the treatment schemes
follow the sequence illustrated by Figure 1. The selection of process for different stages
like preliminary, primary and secondary treatments will be specific to the industry and
will depend mainly on the pollution load involved and the necessary outlet characteristics
of treated waste water.
Waste Colleting Preliminary Secondary

System Treatment Treatment
water
Treated water Tertiary

to municipal Disinfection Advanced
sewers or reuse Treatment
Figure 1: A generalized scheme for waste water treatment

A brief outline of the different stages involved in the preliminary, secondary &
Tertiary treatment is enumerated in Table 2.
25
Table 2
Treatment category Equipment / Process Nature of the treatment
Preliminary Screening, Grit Chambers, Physical
Skimmers
Primary Sedimentation, Flocculation Physical Chemical
Neutralization Coagulation,
Equalization
Lagoon, Trickling Filter, Chemical and Biological
Secondary Activated sludge process,
Oxidation ditch, Oxidation
pond, Anaerobic digestion,
Rotating Biodisc
Tertiary or treatment Evaporation, Adsorption, Physical
Electro- dialysis, Reverse
osmosis
Ion Exchange Chemical
The nature of treatment may be physical, chemical or biological or any one of the
advanced treatment methods.
In physical treatment, the pollutants are removed using physical phenomena like
settling, surface adhesion, filtration etc. without employing a chemical reaction and
biochemical agent.
Chemical treatment involves processes like neutralization, precipitation, oxidation
and coagulation which employs selected chemicals to condition or modify the
characteristics of the waste water according to the requirements.
Biological treatment resembles the natural bio-degradation of organics in the
environment which occurs slowly (may take few weeks). With proper technical design
and maintenance of optimum conditions, biodegradation process can be speeded up
so that it is completed within few hours/days. This technique is very common in
the treatment of municipal waste water and also applies equally for the treatment of
Industrial waste water. Here most of the treatment is done by microorganisms (mostly
bacteria), which uses the organic materials in the waste water as substrate for energy and
as a source of carbon for new bacterial cell growth. Such microorganisms require a
variety of nutrients for growth.
Preliminary, Primary and secondary treatment handles most of the non-toxic waste
waters; other waters have to be pretreated before being added to this flow. Preliminary
and primary treatment prepares the wastewaters for biological treatment. Large solids are
removed by screening and the grit is allowed to settle out. Oils, greases are removed by
skimmers. Equalization, levels out the time-to-time variation of volume of inflows and
concentrations. Neutralization, where required, follows equalization to balance pH of the
effluent. Suspended solids are removed by settling and sedimentation or floatation
at appropriate stage.
26
Figure 2: A typical arrangement of Pre and preliminary treatment
Flotation
Grit Screening
Chamber Chemical
Equalization Neutralization Coagulation Sedimentation
Spill
Basin Filtration
Centrifugation
Task 1. Say whether these statements are True (T) or False (F).
T F
1. The main aim of wastewater treatment is the removal of contaminants from
air so that the treated water can be used for beneficial purposes or can be
discharged in to local water bodies or sewer lines without affecting the
environment.
2. The nature of treatment may be not physical, chemical or biological or any
one of the advanced treatment methods.
3. In physical treatment, the pollutants are removed using physical phenomena
like settling, surface adhesion, filtration etc. without employing a chemical
reaction and biochemical agent.
4. Chemical treatment involves processes like neutralization, precipitation,
oxidation and coagulation which employs selected chemicals to condition or
clean the characteristics of the waste water according to the requirements.
5. Biological treatment resembles the natural bio-degradation of organics in the
environment which occurs quickly.
6. Most of the treatment is done by microorganisms.
7. Preliminary and primary treatment prepares the wastewaters for chemical
treatment.
8. Oils, greases are removed by skimmers. Equalization, levels out the time-to-
time variation of volume of inflows and concentrations.
Task 2. Answer the following questions:

1. What is the main aim of wastewater treatment?
________________________________________________________________
2. Which processes does Chemical treatment involve?
________________________________________________________________
3. According to Table 2, which stages are mentioned to treat waste water?
________________________________________________________________
27
4. What is the nature of waste water treatment?
________________________________________________________________
III. LISTENING
III LISTENING
Watch a video about Treating groundwater for drinking and fill in the blank with
ONE suitable word.
(Source: https://www.youtube.com/watch?v=BSYA-1Ctb9g)
1. In Perth, we have______________ main sources of drinking water, surface water
groundwater, and seawater and groundwater replenishment.
2. Seawater is a resource that______________ rely on the climate, and now seawater
desalination plants make a sizeable contribution to our drinking water supply.
3. Groundwater replenishment is the newest water source, ______________ involves
treating wastewater to drinking water standards and recharging it into existing
groundwater supplies.
4. There are ______________ processes for treating water depending on where it comes
from and the quality of the water to begin with.
5. Bores are ______________ vertical pipes going down into aquifers. Aquifers are an
area underground where water is stores ______________ rock formations.
6. When the groundwater comes into the plant, the first process is called aeration as you
can see, air is being blown______________ the water and this increases the oxygen
levels.
7. The oxygen helps to______________ out the iron and hydrogen sulphide both of
which occur naturally in the groundwater.
8. The Wanneroo Treatment Process ______________ an innovative water treatment
process – MIEX after aeration.
9. At the clarifiers, a chemical called “alum” is used to ______________ separate the
colour and turbidity particles in the water.
28
10. The water goes through deep bed filters, which______________ carbon, sand, and
blue metal to remove any particles that may have carried over from the clarifiers.
IVWRITING
IV.
WRITING AND SPEAKING
AND SPEAKING
Task 1. [Groupwork] Discuss then translate the following paragraphs into
Vietnamese.
Wastewater treatment is a process used to convert wastewater - which is water no

longer needed or suitable for its most recent use - into an effluent that can be either returned
to the water cycle with minimal environmental issues or reused. The latter is called water
reclamation and implies avoidance of disposal by use of treated wastewater effluent for
various purposes. Treatment means removing impurities from water being treated; and some
methods of treatment are applicable to both water and wastewater. The physical infrastructure
used for wastewater treatment is called a wastewater treatment plant (WWTP).
The treatment of wastewater belongs to the overarching field of Public Works -
Environmental, with the management of human waste, solid waste, sewage treatment, storm
water (drainage) management, and water treatment. By-products from wastewater treatment
plants, such as screenings, grit and sewage sludge may also be treated in a wastewater
treatment plant. If the wastewater is predominantly from municipal sources (households and
small industries) it is called sewage and its treatment is called sewage treatment
Task 2. The following diagram demonstrates the drinking water treatment process.
Match the steps with their appropriate descriptions.
29
A. Settling: Settling is the process in which solid particles settle out and are removed
from water.
B. Biologically active filtration: The water is slowly filtered through 24 inches of
anthracite coal and 12 inches of crushed sand to remove very small particles.
C. Ozone disinfection: Ozone is bubbled through the incoming lake water. Ozone
destroys disease-causing microorganisms including giardia and cryptosporidium, control
taste and odor and reduces chlorinated disinfection byproducts.
D. Coagulation: Very fine particles in water adhere together to form larger particles as
the coagulant alum is mixed into the water. Large particles are removed more effectively
during the settling and filtering processes.
E. Corrosion control: A phosphorous compound is added to help control corrosion of
pipes. This helps prevent lead and copper from leaching from plumbing into the water.
F. Clearwell: Treated water is stored in deep underground tanks and pumped as needed
through the distribution system.
G. Chloramine protection: Ammonia changes the chlorine to chloramine, a disinfectant
that maintains bacteriological protection in the distribution system.
H. Fluoridation: Flouride, when administered at low levels, is proven to help prevent
tooth decay.
I. Chlorine disinfection: After filtration, chlorine is added as secondary disinfectant. This
provides extra protection from potentially harmful microorganisms.
Task 3. Give a small presentation about the drinking water treatment process steps.
Task 4. Write a short paragraph to describe the drinking water treatment process,
basing on what you have learnt above.
30
Paragraph structure
Topic sentence:
- Drinking water treatment process involves many steps
Supporting sentence 1:
- Step 1
- Useful expressions: The first step is/ Firstly/ First
- Step 2:
- Useful expressions: The second step is/ The next step is/ Secondly/ Second/ Next
- Step 3:
- Useful expressions: The third step is/ The next step is/ Thirdly/ Third/ Then/
Next/ After that/ Afterwards.
- Step 4:
- Useful expressions: The fourth step is/ The next step is/ Fourthly/ Then/ Next/
After that/ Afterwards
- Step 5:
- Useful expressions: The next step is/ Then/ Next/ After that/ Afterwards
Supporting sentence........
Concluding sentence:
- Wrap up the paragraph.
31
Chapter 2 POLLUTION
PART II AIR POLLUTION
UNIT 1: COMMON AIR POLLUTANTS AND SOURCES OF AIR POLLUTION

I
I. VOCABULARY
VOCABULARY
Task 1. Do the quiz.

CROSSWORD PUZZLE
1
2
3
4
5
6
7
8
9
10
11
12
1.Natural ______________ is a hydrocarbon, which means it is made up of compounds

of hydrogen and carbon.
2. ______________ is used for transportation fuels, fuel oils for heating and electricity
generation, asphalt and road oil.
3. People use ______________ to run machines, heat, cool their homes.
4. The synonym for “provide” is ______________
5. Water ______________ occurs in the air naturally.
6. An active ______________ may erupt at any time.
7. The adjective from the noun “volcano” is ______________
8. An example of air pollution is ______________ storms.
9. A volcanic ______________ is one of the causes of air pollution.
10. Man cannot exist without ______________ ,food and water.
32
11. ______________ means “to get rid of somebody /something that we don’t want or
cannot keep”.
12. O is the symbol of ______________
KEY WORD: _______________________________________________________
Task 2. [Pair work]: Look at the picture carefully and fill in the sources of air
pollution.
Task 3. Match the terms with their appropriate meanings.
A B
1 air pollutant a a poisonous brown gas, formed when some metals
dissolve in nitric acid.
2 acid rain b the poisonous gas formed by the burning of carbon,
especially in the form of car fuel.
3 carbon dioxide c a gas that has a strong, unpleasant smell and dissolves in
water. It is used in various industrial processes and can
cause air pollution.
4 carbon monoxide d rain that contains large amounts of harmful chemicals as
a result of burning substances such as coal and oil.
5 nitrogen dioxide e a substance that pollutes
6 sulphur dioxide f the gas formed when carbon is burned or when people or
animals breathe out.
II. READING
Task 1. Pair work: Think of as many as pollutants you can then fill in the diagram.
33
Task 2. Read the text and answer the questions.
An air pollutant is a substance in the air that can have adverse effects on humans and the
ecosystem. The substance can be solid particles, liquid droplets, or gases. A pollutant can
be of natural origin or man-made. Pollutants are classified as primary or secondary.
Primary pollutants are usually produced from a process, such as ash from a volcanic
eruption. Other examples include carbon monoxide gas from motor vehicle exhaust, or
the sulfur dioxide released from factories. Secondary pollutants are not emitted directly.
Rather, they form in the air when primary pollutants react or interact. Ground level
ozone is a prominent example of a secondary pollutant. Substances emitted into the
atmosphere by human activity include:
• Carbon dioxide (CO2) - Because of its role as a greenhouse gas, it has been described
as "the leading pollutant" and "the worst climate pollution". Carbon dioxide is a
natural component of the atmosphere, essential for plant life and given off by the
human respiratory system.
• Sulfur oxides (SOx) - particularly sulfur dioxide, a chemical compound with the
formula SO2. SO2 is produced by volcanoes and in various industrial processes. Coal
and petroleum often contain sulfur compounds, and their combustion generates sulfur
dioxide.
• Nitrogen oxides (NOx) - Nitrogen oxides, particularly nitrogen dioxide, are expelled
from high temperature combustion, and are also produced
during thunderstorms by electric discharge. They can be seen as a brown haze dome
above or a plume downwind of cities.
• Carbon monoxide (CO) - CO is a colorless, odorless, toxic yet non-irritating gas. It is
a product of incomplete combustion of fuel such as natural gas, coal or wood.
• Volatile organic compounds (VOC) - VOCs are a well-known outdoor air pollutant.
They are categorized as either methane (CH4) or non-methane (NMVOCs). Methane
is an extremely efficient greenhouse gas which contributes to enhanced global
34
warming. Other hydrocarbon VOCs are also significant greenhouse gases because of
their role in creating ozone and prolonging the life of methane in the atmosphere.
• Particulates, alternatively referred to as particulate matter (PM), atmospheric
particulate matter, or fine particles, are tiny particles of solid or liquid suspended in a
gas.
• Persistent free radicals connected to airborne fine particles are linked to
cardiopulmonary disease.
• Toxic metals, such as lead and mercury, especially their compounds.
• Chlorofluorocarbons (CFCs) - harmful to the ozone layer; emitted from products are
currently banned from use. These are gases which are released from air conditioners,
refrigerators, aerosol sprays, etc.
• Ammonia (NH3) - emitted from agricultural processes. Ammonia is a compound with
the formula NH3. Ammonia contributes significantly to the nutritional needs of
terrestrial organisms by serving as a precursor to foodstuffs and fertilizers.
• Odours — such as from garbage, sewage, and industrial processes
• Radioactive pollutants - produced by nuclear explosions, nuclear events,
war explosives, and natural processes such as the radioactive decay of radon.
Secondary pollutants include:
• Particulates created from gaseous primary pollutants and compounds in
photochemical smog. Classic smog results from large amounts of coal burning in an
area caused by a mixture of smoke and sulfur dioxide. Modern smog does not usually
come from coal but from vehicular and industrial emissions that are acted on in the
atmosphere by ultraviolet light from the sun to form secondary pollutants that also
combine with the primary emissions to form photochemical smog.
• Ground level ozone (O3) formed from NOx and VOCs. Ozone (O3) is a key
constituent of the troposphere. At abnormally high concentrations brought about by
human activities (largely the combustion of fossil fuel), it is a pollutant, and a
constituent of smog.
• Peroxyacetyl nitrate (C2H3NO5) - similarly formed from NOx and VOCs.
(Source: https://en.wikipedia.org/wiki/Air_pollution)
1. What is an air pollutant?
_______________________________________________________________
2. How many types of pollutants are there? What are they?
_______________________________________________________________
3. When do secondary pollutants occur in the air?
_______________________________________________________________
4. Which pollutant has been described as "the leading pollutant"? Why?
_______________________________________________________________
5. Which gases are also produced during thunderstorms by electric discharge?
35
_______________________________________________________________
6. Which pollutant is formed by the incomplete combustion of fuel?
_______________________________________________________________
7. Does classic smog come from vehicular and industrial emissions?
_______________________________________________________________
8. At which condition is ozone a pollutant and a constituent of smog?
_______________________________________________________________
Task 3. Put the following pollutants in the correct category: Primary pollutants or
secondary pollutants.
CO HNO3 SO3 NO H2SO4 H2O2 O3 SO2
NO2 Most NO3- and SO42- Most hydrocarbons Most suspended particles
Notes:
- Primary pollutants are any types of pollutant emitted directly into the environment.
- Secondary pollutants are any types of pollutant that is formed in the atmosphere.
III. LISTENING
III LISTENING
[Pair Work]: Watch a video about air pollution and answer the questions.
(Source: https://www.youtube.com/watch?v=e6rglsLy1Ys)
1. What does air pollution consist of?
2. What causes air pollution?
3. Does higher temperature intensify some types of air pollution?
4. Why does climate change increase smog?
5. How many categories can smog be divided into? What are they?
36
6. List some serious health problems caused by toxic air pollution?
IVWRITING
IV.
WRITING AND SPEAKING
AND SPEAKING
Task 1. [Group work]: Discuss the following questions.
1. What causes air pollution?
2. How does air pollution affect the environment? Use the following picture as a
suggestion.
Task 2. Write a short essay about the effects of air pollution on the environment.
Suggested Effect Essay format
37
Useful words/expressions
- As a result/ To result in
- Therefore/ Thus/ Hence/ So/ Consequently/ As a consequence/ For that reason
- Due to/ Owing to/ On account of/Because of + noun/_ing
- To have an effect on.
-To affect
38
Chapter 2 POLLUTION
PART II AIR POLLUTION
UNIT 2: GREENHOUSE EFFECT

I
I. VOCABULARY
VOCABULARY
Match the terms with their definitions.

1. Atmosphere A. A gradual increase in the average temperature of
Earth's atmosphere
2. Greenhouse gases B. Water in the form of a gas
3. Greenhouse effect C. Harmful substances in the air, water or soil
4. Global warming D. The envelope of gases that surrounds earth
5. Pollutants E. The process by which heat is trapped in the
atmosphere by gases that form a 'blanket' around earth
6. Temperature F. Gases in the atmosphere that traps energy
7. Thermometer G. An instrument used to measure temperature
8. Water Vapor H. A measure of how hot or cold something is
II.II READING
READING
Task 1. Fill in the diagram below with the correct steps of greenhouse effect.
Step 1: Solar radiation reaches the Earth's atmosphere - some of this is reflected back into
space.
39
Step 2: The rest of the sun's energy is absorbed by the land and the oceans, heating the
Earth.
Step 3: Heat radiates from Earth towards space.
Step 4: Some of this heat is trapped by greenhouse gases in the atmosphere, keeping the
Earth warm enough to sustain life.
Step 5: Human activities such as burning fossil fuels, agriculture and land clearing are
increasing the amount of greenhouse gases released into the atmosphere.
Step 6: This is trapping extra heat, and causing the Earth's temperature to rise.

What is greenhouse effect?
The greenhouse effect is the process by which radiation from a planet's
atmosphere warms the planet's surface to a temperature above what it would be without
its atmosphere.
Greenhouse effect - the mechanism
The sun radiates solar energy on the earth. The larger part of this energy (45%) is
radiated back into space. Greenhouse gases in the atmosphere (table 1) contribute to
global warming by adsorption and reflection of atmospheric and solar energy. It is agreed
that the greenhouse effect is correlated with global temperature change. If greenhouse
gases would not exist earthly, temperatures would be below –18 oC.
Table 1: Natural and anthropogenic greenhouse gases
Natural greenhouse gases Anthropogenic emissions
40
H2O (water vapor) CO2 (carbon dioxide)
CH4 (methane) CH4 (methane)
CO2 (carbon dioxide) N2O (nitrous oxide)
O3 (ozone)
N2O (nitrous oxide)
After the industrial revolution of the 1700’s, the greenhouse effect was enhanced
by greenhouse gas emissions of anthropogenic nature (table 1). The main source of
anthropogenic greenhouse gas emissions is fossil fuel combustion. The contribution of
greenhouse gases to the greenhouse effect varies (figure 2).
Figure 2: relative contribution of greenhouse gases

to the greenhouse effect (2004)
Non-governmental organizations (NGO’s) such as the IPCC (Intergovernmental
Panel on Climate Change) are attempting to predict and project the severity and
consequences of global climate change caused by the greenhouse effect. The IPCC
expects that annual greenhouse gas emissions will double in the next 50-100 years. This
results in a cascade of environmental effects.
Examples include:
- Melting of polar ice and oceanic expansion. This results in flooding of coastal areas,
swamps, wetlands and river deltas. Some small islands may even vanish completely
consequential to flooding
- Cold and warm gulf stream alteration caused by desalination of the Atlantic Ocean,
possibly causing a new Ice Age
- Increase in number and severity of tropical storms and cyclones
- Flooding and erosion of agricultural plots. This damages crops and soils and decreases
harvest
41
- Major shifts in ecosystems and decreasing biodiversity
- Evaporation of water supplies, causing drinking water scarcity
- Saltwater penetration of groundwater zones
- More extreme weather, causing hotter and drier summers and colder winters
- More contagious diseases because the environment is more positive for pathogens and
some dangerous insects, such as the malaria mosquito.
Ironically, an increase in greenhouse gases has been predicted to cause a cooling of the
stratosphere. This phenomenon would occur because most thermal infrared is absorbed at
low altitudes, and little is left over to warm the stratosphere. Additionally, at stratospheric
temperatures CO2 emits more thermal infrared to space than it absorbs.
The greenhouse effect not only impacts the environment. It also has social and
environmental consequences, such as large-scale migration and mitigation issues between
countries.
(Source: http://www.lenntech.com/greenhouse-effect/greenhouse-effect-
mechanism.htmv)
1. What is greenhouse effect?
________________________________________________________________
2. How much is the solar energy radiated back into space?
________________________________________________________________
3. How do greenhouse gases in the atmosphere contribute to global warming?
________________________________________________________________
4. What is the main source of anthropogenic greenhouse gas emissions?
________________________________________________________________
5. What effects does greenhouse have on the environment?
________________________________________________________________
6. What has been predicted to cause a cooling of the stratosphere?
________________________________________________________________
7. Why would a cooling of the stratosphere occur?
________________________________________________________________
8. Do greenhouse effects have impacts on society?
________________________________________________________________
Task 3. Choose the best answers without looking at the text again.
1. If greenhouse gases would not exist earthly, temperatures would be ______________
-18 oC.
A. below B. above C. behind D. equal to
2. After the industrial______________of the 1700’s the greenhouse effect was enhanced
by greenhouse gas emissions of anthropogenic nature.
A. renovation B. revolution C. struggle D. combat
42
3. The IPCC______________that annual greenhouse gas emissions will double in the
next 50-100 years.
A. hopes B. wishes C. wants D. expects
III GRAMMAR FOCUS

III. GRAMMAR FOCUS
Comparative adjectives
1. Study these following phrases and sentences taken from the text
-More extreme weather, causing hotter and drier summers and colder winters.
- More contagious diseases because the environment is more positive for pathogens and
some dangerous insects, such as the malaria mosquito.
- Additionally, at stratospheric temperatures CO2 emits more thermal infrared to space
than it absorbs.
* Comparative adjectives are used to compare differences between the two objects they
modify.
2. The comparative
a. Short adjectives (one syllable):
Add -er to the end of most one-syllable adjectives to form the comparative
Short adjectives Comparative
old older
long longer
nice nicer
new newer
slow slower
fat fatter
hot hotter
big bigger
b. Long adjectives (two syllables or more):

Use more (format) before most long adjectives
Long adjectives Comparative
famous more famous
difficult more difficult
careful more careful
expensive more expensive
c. Adjectives ending with -y
43
happy - happier
hungry - hungrier
d. Irregular adjectives
good - better
bad - worse
far - farther/ further
3. To compare things, we use a comparative adjective + than
Gorillas are more intelligent than cows.
Paris is more beautiful than London.
4. Practice
Complete each sentence with the correct comparative form of the adjective in
parentheses. Add than when necessary.
1. New cars are much ______________ (quite) old cars.
2. Do you think money is ______________ (important) good health?
3. This coat is ______________ (nice) that one.
4. My old laptop was a lot ______________ (big) my new one.
5. Gas is so expensive! I want a ______________ (efficient) car.
6. Many people think modern life is ______________ (good) life in the past.
7. Communication is a lot ______________ (easy) it was 50 years ago.
8. The pollution in my city is much ______________ (bad) it used to be.
9. I prefer ______________ (hot) temperature. That’s why I love summer.
10. My new school is a little ______________ (far) my old one.
11. A holiday by the sea is ______________ (good) than a holiday in the mountains.
12. Skateboarding is a dangerous hobby. Bungee jumping is ______________
(dangerous) skateboarding.
IV. LISTENING AND SPEAKING
IV LISTENING AND SPEAKING
Task 1. [Group work]: Discuss the following question

1. How does greenhouse gas affect nature and human’s life?
2. What can you do to reduce greenhouse effects?
Task 2. Watch a video about “Reducing Greenhouse Gas Emissions in the United
States” and fill in the blank with a suitable word.
(Source: https://www.youtube.com/watch?v=uh2tBPu-T7s)
1. A new analysis by the world resources institute or WRI brings______________to the

importance of regulatory tools in any approach.
44
2. This analysis is important in light of President Obama’s commitment to reduce US
emissions in the range of______________percent below 2005 levels by 2020.
3. Our analysis answers the question what emissions reductions can the US get without
new federal ______________.
4. We have a range of possible policies including new source performance standards that
apply to power ______________, vehicle emission standards under title 2 of the Clean
Air Act.
5. Those standards are expected to get significant______________from light and medium
and heavy-duty vehicles as well as off highway sources.
6. Federal Aviation Administration can work together to use existing policies to reduce
emissions at the federal level by about______________percent.
7. We think this analysis is going to be______________because as Congress turns to
look at hybrid measures where perhaps only the power sector is cover or power sector
and plus large industrial combustion source.
8. We have to think______________do we get to the 83 85 90 percentage of reductions
that we’re going to need by 2050.
Task 3. Give a small presentation about ways to reduce greenhouse effect.
V. WRITING
V WRITING
Task 1. [Pair work]: Look at the chart about “Global carbon dioxide emissions by
country” carefully and discuss the following questions.
1. List top six emitting countries made up for about two-thirds of the world's
annual energy-related CO2 emissions.
2. Which country has the highest portion of CO2 emissions? Can you think of the
reasons why?
Task 2. Write a short paragraph to explain why China accounted for nearly one-
thirds of the world's annual energy-related CO2 emissions.
45
Chapter 2 POLLUTION
PART III SOLID WASTE
I
I. VOCABULARY
VOCABULARY
Task 1. Look at the following pictures and answer the questions.
1. What is solid waste?

2. Make a list of all the different types of solid waste that you know.
46
Task 2. Match the terms with their appropriate definitions.
1. Household waste A. consists of unwanted material produced directly or

incidentally by the construction or industries. This includes
building materials such as insulation, nails, electrical
wiring, shingle, and roofing as well as waste originating
from site preparation such as dredging materials, tree
stumps, and rubble.
2. Industrial waste B. waste generated at institutions such as schools, libraries,
hospitals, prisons, etc.
3. Commercial waste C. is waste debris from destruction of a building.
4. Institutional waste D. is the waste produced by industrial activity which
includes any material that is rendered useless during a
manufacturing process such as that of factories, industries,
mills, and mining operations.
5. Construction waste E. solid waste comprising of garbage and rubbish (such as
bottles, cans, clothing, compost, disposables, food
packaging, food scraps, newspapers and magazines, and
yard trimmings) that originates from private homes or
apartments. It is also called domestic waste or residential
waste.
6. Demolition waste F. is defined as waste collected and treated by or for
municipalities. It covers waste from households, including
bulky waste, similar waste from commerce and trade, office
buildings, institutions and small businesses, as well as yard
and garden waste, street sweepings, the contents of litter
containers, and market cleansing waste if managed as
household waste.
47
7. Municipal waste G. consists of waste from premises used mainly for the
purposes of a trade or business or for the purpose
of sport, recreation, education or entertainment, but
excluding household, agricultural or industrial waste.
II
II. READINGREADING
An introduction to solid waste management.
What is Solid Waste?

Solid waste refers to the range of garbage arising from animal and human
activities that are discarded as unwanted and useless. Solid waste is generated from
industrial, residential and commercial activities in a given area. As such, landfills are
typically classified as sanitary, municipal, construction and demolition or industrial waste
sites. Waste can be categorized based on its contents, including such materials as plastic,
paper, glass, metal, and organic waste. Categorization may also be based on hazard
potential, including radioactive, flammable, infectious, toxic, or non-toxic. Categories
may also pertain to the origin of waste, such as industrial, domestic, commercial,
institutional or construction and demolition. Whatever the origin, content or hazard
potential is, solid waste must be managed systematically to ensure environmental best
practices. As solid waste management is a critical aspect of environmental hygiene, it
needs to be incorporated into environmental planning.
What Is Solid Waste Management?
Solid Waste Management is defined as the discipline associated with control of
generation, storage, collection, transport or transfer, processing and disposal of solid
waste materials in a way that best addresses the range of public health, conservation,
economics, aesthetic, engineering and other environmental considerations. In its scope,
solid waste management includes planning, administrative, financial, engineering and
legal functions in the process of solving problems arising from waste materials. The
solutions might include complex inter-disciplinary relations among fields such as public
health, city and regional planning, political science, geography, sociology, economics,
communication and conservation, demography, engineering and material sciences. Solid
waste management practices can differ for residential and industrial producers, for urban
and rural areas, and for developed and developing nations. The administration of non-
48
hazardous waste in metropolitan areas is the job of local government authorities, on the
other hand, the management of hazardous waste materials is typically the job of the
generator, subject to local, national and even international authorities.
Objectives of Waste Management
The primary goal of solid waste management is reducing and eliminating adverse
impacts of waste materials on human health and environment to support economic
development and superior quality of life.
(Source: https://www.thebalance.com/an-introduction-to-solid-waste-
management-2878102)
1. What does solid waste refer to?
________________________________________________________________
2. How can waste be categorized?
________________________________________________________________
3. Why must solid waste be managed systematically?
________________________________________________________________
4. Why does solid waste management need to be incorporated into environmental
planning?
________________________________________________________________
5. How do people define solid waste management?
________________________________________________________________
6. Are planning, administrative, financial, engineering and legal functions included in
solid waste management?
________________________________________________________________
7. Who are in charge of non-hazardous waste in metropolitan areas?
________________________________________________________________
8. What is the main goal of solid waste management?
________________________________________________________________
Task 2. Fill in the blank with suitable words and phrases.
1. Solid waste is generated from industrial, ______________ and commercial activities
in a given area.
2. Categorization may also be based on hazard potential, including radioactive,
flammable, infectious, toxic, or ______________ .
3. Whatever the origin, content or hazard potential is, solid waste must be managed
______________ to ensure environmental best practices.
4. The ______________ might include complex inter-disciplinary relations among fields
such as public health, city and regional planning, political science, ______________ ,
49
sociology, economics, communication and ______________ , demography, engineering
and material sciences.
5. The management of ______________ materials is typically the job of the generator,
subject to local, national and even international authorities.
III
III. LISTENING
LISTENING AND AND SPEAKING
SPEAKING
Task 1. Group work: Discuss and answer the following questions:
1. What are the impacts of solid waste on our daily life and the environment?
2. What causes solid waste pollution?
3. How to solve the problem of solid waste?
Task 2. Watch the video about solid waste treatment in Malaysia and check the
answers to task 1.
(Source: https://www.youtube.com/watch?v=gPBuSeN7eJI)
Task 3. Watch the video again and reorder the sentences.
1. In Malaysia, a person is estimated to generate 1 KG of waste per day.
______________
2. It’s time for us to take action and care for our mother earth. ______________
3. Solid waste is defined as the useless and unwanted products in the solid state that is
discarded by the society. ______________
4. Water quality will also be affected when decomposing solid wastes comes in contact
with water. ______________
5. The easiest way is to start recycling by separating our wastes, we could help reduce the
waste generated. ______________
6. Climate change is not only caused by deforestation and human activities.
______________
7. Malaysia projected solid waste production by 2020 is 33,000 tons per day.
______________
8. It includes food waste, construction debris, household appliances, discarded furniture,
scrap metal and so on. ______________
50
IVWRITING
IV. WRITING
Task 1. [Pair work]

Composting is the most responsible technical solution for many developing countries
especially where the climate is arid and the soils is in serious need of organic
supplements.
Watch the figures carefully and answer the questions.
1. How many components involve in the composting process?
2. How many steps are included in the composting process?
3. What happens during the composting?
Figure 1. Composting stages
51
Figure 2. Composting process
Task 2. Write a short paragraph (150-200 words) to describe the composting
process.
Useful expression:
- Firstly/ Secondly/ Thirdly/ Finally/ Lastly
- First/ Next/ Then/ Finally
- Once (action 1), (action 2)
- Having (action 1), (action 2)
52
Chapter 2 POLLUTION
PART IV CLIMATE CHANGE
I. IVOCABULARY
VOCABULARY
Task 1. Pair work: Do this puzzle.
Task 2. Match the terms with their English meanings/ definitions.

1. Tropical A. a forest in a tropical area that receives a lot of rain
2. Trade winds B. the sea surrounded by southern Europe, North Africa,
and Western Asia
3. Rainforest C. from or relating to the area between the two tropics
4. Desert D. containing extremely small drops of water in the air
5. Polar front E. a large, flat area of land covered with grass, usually with
few trees, that is found in hot countries, especially in Africa.
53
6. Mediterranean F. are the prevailing pattern of easterly surface winds found in
the tropics, within the lower portion of the Earth's
atmosphere, in the lower section of the troposphere near the
Earth's equator.
7. Humid G. an area, often covered with sand or rocks, where there is
very little rain and not many plants.
8. Savanna H. is the boundary between the polar cell and the Ferrell
cell in each hemisphere.
II READING
II. READING
Task 1. What causes climate change? Fill in the following diagram.
Task 2. Read the text

What is climate change?
Climate change is a natural phenomenon and has been occurring since the earth
came into being. Over the last 400 000 years, the earth’s climate has been unable, with
well-marked warm and cold periods. Even during the period of human existence and
civilization, there have been a number of fluctuations in the climate. Climate change is a
change in the average weather of a given area or region. This includes temperature, wind
patterns and precipitation. This change is referred to in a global sense and concerns the
earth as a whole.
What causes climate change?
The earth’s climate is dynamic, always changing. In the past few million years,
there have been spells of Ice Ages and warm periods. The causes of these changes in
climate have been natural. What the world is more worried about now is the impact of
human activities on climate change. To study changes that are occurring in the climate
54
today and changes that have been occurred in the past, scientists rely on evidence
revealed by studies of tree rings, ice cores, pollen samples, sea sediment and fossils.
Effects of climate change
The impacts of climate change will undoubtedly depend on the level of change
and the speed at which it occurs. When we look back at the history of the earth through
millions of years, we see that during periods of rapid change in the climate, there has
been widespread extinction of species and collapse of natural ecosystems (as during the
Ice Ages). However, when climate change occurred at a slower rate, the earth adapted
well to it. Today, the rate at which the earth is heating up is much faster than at any time
in the past. This rapid warming has given rise to serious problems and will lead to more
in the coming years if some solutions are not found.
All things important to our existence on the earth-ecological systems, water
resources, food sources, coastal systems, health, and human settlements- are sensitive to
climate change. This rising human population has led to an ever-increasing demand on
natural resources, unsustainable management practices, and pollution, which have
affected these vital systems. Impacts of global warming are evident all over the world -
floods and droughts are increasing, glaciers are melting, local weather is becoming
severe, and disease is spreading. If the world does not wake up and take action, there will
be extensive loss of biodiversity, increase in air pollution, changes in agricultural
patterns, and damage to coastal areas, which will collectively impact the lives of people.
(Source: Ranjana Saikia, Making Sense of Climate Change- A beginner’s guide to
global warming)
Task 3. Choose the best answers
1. Climate change is a change in the______________ weather of a given area or region.
A. average B. minimum C. severe D. local
2. In the past few million years, there have been______________of Ice Ages and warm
periods.
A. time B. spells C. intervals D. distances
3. The word ‘it” in line 2, paragraph 3 refers to______________
A. climate change B. impact C. effects D. level
4. The word “glacier” in the fourth paragraph has the closet meaning to______________.
A. water B. ice C. snow D. iceberg
5. Today, the rate at which the earth is heating up is much______________than at any
time in the past.
A. faster B. more quickly C. slower D. more slowly
Task 4. Read the text again and answer the questions.
1. What does climate change include?
________________________________________________________________
2. Is the earth’s climate changeable?
________________________________________________________________
55
3. How do scientists study changes that are occurring in the climate today and changes
that have been occurred in the past?
________________________________________________________________
4. What will the impacts of climate change depend on?
________________________________________________________________
5. What will happen in the next coming years if some solutions to climate change are not
found?
________________________________________________________________
6. What has the rising human population led to?
________________________________________________________________
7. What will happen if the world does not wake up and take action against climate
change?
________________________________________________________________
III
III. LISTENING
LISTENING
Task 1. Pair work: Explain the meaning of the words in the box in English.
collapse pumping drought evidence
spiraling destabilize human emissions occasionally
Task 2. Watch a video and fill in the blanks with suitable words from task 1.
(Source: https://www.youtube.com/watch?v=ifrHogDujXw)
1. The average temperature on the surface of the planet has already increased 1.7 degrees
Fahrenheit since 1880, which may not seem like much, but think about it this way, the
heat from______________is roughly equal to 400,000 Hiroshima atomic bombs
exploding across the planet every single day.
2. But longer- term, if emissions continue to rise unchecked, the climate disasters will be
so severe that they will______________entire nations.
3. All this could take centuries, but something like the sudden______________of
agriculture would trigger immediate chaos in society.
4. Worst case, the collapse of food production causes______________prices and - as our
capitalist utopia breaks down- billion starve as our world gets violent and messy real
quick.
5. Scientists only have Earth’s history to base their predictions on, which suggests that
the rate has______________hit 1 foot per decade.
6. Computer forecasts only give us a range of future possibilities, the most important
______________ comes from the study of past climate conditions which clearly show
that every time the amount of carbon dioxide in the air rises, the Earth warms up, ice
melts, and the ocean rises.
56
7. Humans are______________carbon dioxide into the air far faster than nature has ever
before us.
8. Scientists have been publishing strong evidence that warming is making
______________and heat waves more frequent, causing heavier rainstorms, and more
severe coastal flooding.
Task 3. Watch the video again and check the answers.
IV WRITING AND SPEAKING

IV. WRITING& SPEAKING
Task 1. Pair work: Look at the picture carefully
Student A: Study the causes of climate change
Student B: Study the effects of climate change
Then student A talks to student B about the causes of climate change and student B talks
to student A about the effects of climate change.
Task 2. Write a short paragraph (120-150 words) about effects of climate change.
Use the following suggestions.
- What effects does climate change have on weather?
- How are ecosystems affected by climate change?
- Are wildlife affected by climate change? If yes, in what ways?
- How does climate change affect food and agriculture?
- How is human’s health affected by the climate change?
Task 3. Translate the following sentences
1. Climate change is a natural phenomenon and has been occurring since the earth came
into being. Over the last 400 000 years, the earth’s climate has been unable, with well-
marked warm and cold periods.
________________________________________________________________
________________________________________________________________
2. Climate change is a change in the average weather of a given area or region. This
includes temperature, wind patterns and precipitation.
57
________________________________________________________________
________________________________________________________________
3. What the world is more worried about now is the impact of human activities on climate
change.
________________________________________________________________
________________________________________________________________
4. Today, the rate at which the earth is heating up is much faster than at any time in the
past. This rapid warming has given rise to serious problems and will lead to more in the
coming years if some solutions are not found.
________________________________________________________________
________________________________________________________________
5. If the world does not wake up and take action, there will be extensive loss of
biodiversity, increase in air pollution, changes in agricultural patterns, and damage to
coastal areas, which will collectively impact the lives of people.
________________________________________________________________
________________________________________________________________
58
ENVIRONMENTAL IMPACTS OF TRANSPORT
Chapter 3
AND CONSTRUCTION
UNIT I ENVIRONMENTAL IMPACTS OF TRANSPORT
I. IVOCABULARY
VOCABULARY
Task 1: Try to guess the meaning of the following words based on the illustrative
images below
1. Transport modes
2. Environmental crisis
3. Exhaust fumes
59
4. Terrestrial ecosystems
5. Aquatic ecosystems
Task 2: Match the words in column A with their meanings in Column B

A B
1 energy consumption a A reaction or process which entails only partial
burning of a fuel. This may be due to a lack of
oxygen or low temperature.
2 fuel efficiency b The rate at which biomass is produced by
organisms which converts inorganic substrates
into complex organic substances
3 atmospheric pollution c Amount of energy consumed in a process or
system, or by an organization or society
4 incomplete combustion d The chemical compounds of living things which
have the association with organisms and contain
carbon
5 dust particles e The sound created by a disc brake
6 organic compounds f The disturbance of a natural ecosystem through
natural processes like eruption of a volcano, large
scale floods, etc.
7 break squeal g The introduction of harmful particulates,
biological molecules or chemical molecules into
the Earth’s atmosphere.
8 Ecological degradation h A navigable river, canal, or sound; a system of
navigable inland bodies of water
60
9 Primary productivity i Dry fine powdery material, such as particles of
dirt, earth or pollen
10 inland waterway j That proportion of energy released by a fuel
combustion process which is converted into
useful work. For vehicles, it is measured in miles
per gallon or kilometers per liter.
II. II
READING
READING
MAJOR ENVIRONMENTAL IMPACTS OF TRANSPORT DEVELOPMENT

The growth of speedy transportation is man’s greatest achievement in minimizing
distances but at the same time it has also become a cause of environmental degradation.
Concern over the environmental consequences of transport development is long-standing.
In considering the relationship between transport and the environment we are
immediately confronted with a potential paradox: on the one hand, modern industrial
societies pursue economic growth through the open exchange of people, goods and
services, on the other, the transport systems required to allow such exchange may be
exerting pressures on the environment that degrade the functional integrity and quality
of natural ecosystems.
Energy Consumption in Transport and Environmental Pollution
Transport requires energy mainly for vehicle operation and to some extent also for
manufacturing of the vehicle.
61
Figure 3.1: Transport Energy System and Pollution
The energy consumption in transport sector is the main cause of pollution. There
are significant differences in fuel efficiencies between various modes of transport, for
example, consumption of energy in cars is more among urban transport modes. Although
there has been a significant improvement in the fuel efficiency in cars and other
automobiles.
Air Pollution
Transport is a major source of air pollution not only in developed but in
developing countries also. Ecologists believe that the rapid increase in the number of
vehicles on our roads, which has taken place without any real restriction, is fast
developing into an environmental crisis. Exhaust fumes are the major source of
atmospheric pollution by the motor vehicle.
The main pollutants are outlined below:
Figure 3.2: Pollutants Emitted by Petrol and Diesel Driven Vehicles

(i) Carbon monoxide (CO): This is a poisonous gas caused as a result of incomplete
combustion;
(ii) Un-burnt hydrocarbons (HC): This is caused by the evaporation of petrol and the
discharge of only partially burnt hydrocarbons;
(iii) Other gases and deposits: Nitrogen oxides, tetraethyl lead and carbon dust particles;
(iv) Aldehydes: Organic compounds containing the group CHO in their structures.
It is clear that a very large amount of pollutants are being emitted from various
forms of transport into the air that we breathe. These emissions are also responsible for
the increase in ‘global warming’.
Noise Pollution
Another side effect of transport systems is noise pollution. The sources of noise
from road vehicles are many and varied, including break squeal, door slam, loose loads,
horns, over-amplified music systems, etc. Rail noise depends on the form of propulsion,
the nature and load, the speed of train and the type of track. noise pollutions around
airports are well known.
62
Figure 3.3: Transportation sources of noise pollution
Land Consumption and Landscape Damage
Major impact of transport-related land loss and land use change may be a decline
in the visual amenity or aesthetic attraction of the landscape. Visual impact may be
essentially linear in nature for road, rail and inland waterway developments, or nodal in
character as with the large terminal installations of sea and airports. Obviously, however,
the impact of adverse landscape change is likely to be much more significant in areas of
high scenic value, such as national parks and mountain passes, or where a flat topography
allows visual intrusion over a wide area.
Ecological Degradation
The degradation of terrestrial and aquatic ecosystems, as measured by indicators
such as reduced habitat/species diversity, primary productivity or the area extent of
ecologically valuable plant and animal communities, provides one of the most emotive
aspects of the tension between transport development and environmental quality.
Task 1: Decide whether these statements are True (T) or False (F)
T F
1. The fuel efficiencies of various modes of transport are similar.
2. The rapid increase in the number of vehicles on our roads, which has taken
place without any real restriction, can cause significant environmental damage.
3. The sources of noise from road vehicles are many and varied, excluding
from airports.
4. The impact of adverse landscape change is likely to be much more
significant in national parks and mountain passes.
5. The degradation of terrestrial and aquatic ecosystems provides one of the
most emotive aspects of the tension between transport development and
environmental quality.
Task 2: Answer the following questions
63
1. What is the potential paradox in the relationship between transport and
environment?
________________________________________________________________
2. What does transport mainly require energy for?
________________________________________________________________
3. How do various forms of transports cause air pollution?
________________________________________________________________
4. Where does noise from road vehicles come from?
________________________________________________________________
5. What is the main impact of transport-related land consumption?
________________________________________________________________
IIILISTENING
III LISTENING
Task 1: Work in groups and list down all the environmental impacts of aviation
Task 2: Watch a video and fill in each blank with one suitable word (k nói số từ )
1. Despite emission reductions from automobiles and more (1)______________and less
polluting turbofan and turboprop engines, the rapid growth of air travel in recent years
contributes to an increase in total (2)______________ attributable to aviation.
2. There is an ongoing debate about possible taxation of (3)______________and the
inclusion of aviation in an (4)______________ trading scheme with a view to ensuring
that the total external costs of aviation are taken into account.
3. US airlines alone burned about (5)______________ billion gallons of
(6)______________ during the 12 months between October 2013 and September 2014.
4. In addition to the CO2 released by most aircraft in flight through the
(7)______________of fuels such as jet-A or avgas, the aviation industry also contributes
(8)______________gas emissions from ground airport vehicles and those used by
passengers and staff to access airports as well as through emissions
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(9)______________by the production of energy used in airport buildings, the
manufacture of aircraft and the construction of airport (10)______________
Task 3: Watch the video again and answer the following questions
1. Why do the environmental impacts of aviation occur?
________________________________________________________________
2. How did greenhouse gas emissions from aviation change between 1990 and 2006
?
________________________________________________________________
3. Why do most forms of aviation contribute to the acceleration of global warming
and ocean acidification?
________________________________________________________________
SPEAKINGSPEAKING
IV
Task 1: Work in pairs, discuss sources of transportation air pollution based on the
following diagram.
65
Figure 3.4: Sources of Transportation air pollution and solutions
66
Task 2: Work in groups to discuss solutions for transportation air pollution for each
type of vehicles.
WRITING
V WRITING
Task 1: Choose one mode of transport and write a short passage (about 150 words)
describing its environmental impacts and the solutions for these impacts.
Paragraph structure:
Introduction
Sentence 1- Paraphrase question
Sentence 2- Outline sentence (say what you will discuss)
Environment impacts
Sentence 3- State the impact
Sentence 4- Explain what impact is
Sentence 5- What is the problem of this impact
Sentence 6- Example
Solution
Sentence 7- State solution
Sentence 8- Explain how solution will solve the problem
Sentence 9- Example
Conclusion
Sentence 10- Summary of main points
Sentence 11- Prediction or recommendation
67
ENVIRONMENTAL IMPACTS OF TRANSPORT
Chapter 3
AND CONSTRUCTION
UNIT 2 ENVIRONMENTAL IMPACTS OF CONSTRUCTION
I VOCABULARY
VOCABULARY
Task 1: Fill in the blanks with suitable phrases in the following box
non-renewable resource land disposal extensive hazardous
resources depletion disturbances substances
fossil fuel urban life-cycle agricultural hydrologic
derived energy expansion assessment intensification system
1. ______________ is an increase in the productivity of existing land and water
resources in the production of food and cash crops, livestock, forestry, and aquaculture.
2. Urban growth boundaries involve the drawing of mapped lines that separate areas
designated for ______________from open space and, beyond that, agriculture.
3. ______________are used worldwide to create electricity, heat homes, power
vehicles and manufacture goods.
4. The reduction in the use of ______________ and nutrients will reduce the ability
to manage directly environmental stress.
5. ______________ is the consumption of a resource faster than it can be
replenished.
6. A ______________unit is a site in which hazardous waste is remedied through
natural and man-made processes.
7. ______________ is a system of interrelated components, including the processes
of precipitation, evaporation, transpiration, infiltration, groundwater flow, stream flow,
etc.,
8. A ______________ (LCA) is a tool that can be used to evaluate the potential
environmental impacts of a product, material, process, or activity.
9. The most ______________involve landscape-scale events, such as glaciation,
which can affect entire continents.
10. The use of all ______________should involve precautions, which need to be
followed to avoid accidents and reduce risks.
II
READING
READING
The Impacts of Construction and the Built Environment

Around half of all non-renewable resources mankind consumes are used in
construction, making it one of the least sustainable industries in the world. However,
mankind has spent the majority of its existence trying to manipulate the natural
environment to better suit its needs so today our daily lives are carried out in and on
constructions of one sort or another: we live in houses, we travel on roads, we work and
socialize in buildings of all kinds. Contemporary human civilization depends on
68
buildings and what they contain for its continued existence, and yet our planet cannot
support the current level of resource consumption associated with them.
Energy Use, Global Warming and Climate Change
Figure 3.5: Energy use due to buildings

Construction industry related energy use accounts for approximately half of
national energy use in the UK. The use of fossil-fuel-derived energy in the production of
materials, during the construction process, and by the occupants or users of the building
or structure throughout its lifetime is a source of significant quantities of carbon dioxide.
Though not the most potent of the so-called greenhouse gases, it is the one produced in
the greatest quantities. These climatic changes themselves may necessitate changes in
construction practice.
Resource depletion, waste and recycling
69
Figure 3.6: Construction cycle
The construction industry is a conspicuous user of resources. Materials are derived
from numerous sources and suppliers, and minimization of waste presents particular
problem. Although many of the materials in use are common to most sites, the
fragmented nature of development constrains the practical extent of recycling.
Furthermore, despite the long life of its products, their eventual demolition or
redevelopment can produce significant waste for land disposal unless re-used.
Construction also has a major impact on the environment in its consumption of
energy, both directly and embodied in the materials that it uses. Throughout the
construction cycle, and especially at the end of a structure’s life, large quantities of waste
are produced. Significant quantities of waste are also generated by the construction
process itself. Much of this wastage is avoidable on site, but inattention to design
detailing, inappropriate material, dimensions, late variations, over-ordering, etc. also
contribute to waste.
Pollution and hazardous substances in the natural and built environment
Pollution can be defined in many ways: pollution arising from the built
environment (sewage, waste etc.); pollution caused during the manufacture of materials
and products; pollution and hazards from the handling and use of materials or from the
site itself; and other construction and operationally related The design and construction
phases involve the specification of materials, and the use of plant, processes and
techniques. Most also involve extensive disturbances to the existing environment,
whether on green field or previously developed sites.
70
Figure 3.7: Common construction site hazards
Planning, land-use and conservation
There is a wide range of environmental issues concerned with the interaction of
the land use, planning system and the construction industry. Almost all development
undertaken by the construction industry requires planning permission. The interaction
between the built environment and the natural environment also has a significant impact
on the hydrological system. The combined effect of urban expansion and agricultural
intensification has exceeded the capacity of the land to absorb exceptional levels of
rainfall. At the same time, rainfall has become more intensive, concentrated and erratic
due to global climate change. This negative interaction is highlighted by an increasing
rate of severe flooding witnessed in the UK, Italy, Germany, Cambodia, Vietnam and
India in the period 2000–8.
71
Figure 3.8: Impacts of buildings on the hydrological system
Our built environment and its interactions with the natural environment are
complex and have a massive impact on the world around us. Hence sustainability is a
complex concept which encompasses not just energy but all the resources needed to
support human activity. A large part of building sustainably is concerned with addressing
the global warming that is driving climate change; using energy conservation and
techniques such as life-cycle assessment to maintain a balance between capital cost and
long-term asset value. It is also about enhancing biodiversity, creating spaces that are
healthy, economically viable and sensitive to social needs. Rather than constantly battling
against the natural environment, we need to start respecting natural systems and learning
from ecological processes: creating a better balance between human need and the wider
environment.
T F
1. The use of fossil-fuel-derived energy in the production of materials and
during the construction process releases a small amount of carbon dioxide.
2. Although most construction sites use common materials, the fragmented
nature of development constrains the practical extent of recycling.
72
3. The end of a structure’s life in the construction cycle can produce large
quantities of waste.
4. The effect of urban expansion or agricultural intensification has exceeded the
capacity of the land to absorb exceptional levels of rainfall.
5. Addressing the global warming that is driving climate change; using energy
conservation and techniques such as life-cycle assessment to maintain a balance
between capital cost and long-term asset value aren’t necessary in sustainable
construction.

1. Why is construction assumed the least sustainable industry in the world?
________________________________________________________________
2. What can produce significant waste for land disposal unless re-used?
________________________________________________________________
3. What do the design and construction phases involve?
________________________________________________________________
4. What is a significant impact of the relationship between natural environment and
built environment in the hydrological system?
________________________________________________________________
5. How can we have sustainable construction?
________________________________________________________________
III LISTENING
LISTENING
Task 1: Watch a video about Environmental Impact Assessment (EIA) and fill in
each blank with one suitable word
1. An environmental impact assessment provides (1)______________with the
information in order to consider the environmental impact of a (2)______________
2. First is (3)______________and this is there to determine whether or not an
environmental impact (4)______________is needed at all.
3. A (5)______________ study, this is a way of collecting data on the current state of
the area at the (6)______________situation.
4. (7)______________ factors are not strictly the environment but they are relevant
to creating one of these (8)______________ and they are often included.
5. There should be (9)______________of the environmental condition which may be
continuously (10)______________as the project continues.
Task 2: Watch the video again, look at the chart and answer the following questions
73
Figure 3.9: EIA process
1. What does an EIA provide decision makers?
________________________________________________________________
2. How many stages are there in the EIA process?
________________________________________________________________
3. How is scoping going to vary?
________________________________________________________________
4. Which physical factors might we need to take into consideration?
________________________________________________________________
5. What are the objectives of impact prediction stage?
________________________________________________________________
6. How is a non-technical summary presented?
________________________________________________________________
IV
WRITING WRITING
Task 1: Base on the following flow chart, write a passage describing the procedures
of the EIA (200 words)
74
Some useful expressions:
Introducing the topic
• The graph shows… / The table reveals…
• The chart displays… / The diagram illustrates…
• Some interesting facts concerning… are revealed in the diagram.
75
• Several key trends are revealed by the graph showing…
Introducing the first stage
• Beginning with the…
• To begin with the…
• Let me begin by describing the…
Introducing the next stages
• Meanwhile, the… shows that…
• As for the… , it shows that…
• Turning to the… , it can be seen that…
Exceptions to the main trend
• However, this was not always the case.
• However, it should be pointed out that…
• There was one noticeable exception, however.
Concluding and summarizing
• To sum up, … / In summary, … / In short, …
• Overall, … / On the whole, …
• The main thing that can be observed here is that…
SPEAKING
V SPEAKING
Imagine that you need to prepare an EIA report of the following construction
projects. Work in pairs, using the scope of the projects below to discuss what your
friend will do to help prepare for different stages of an EIA process.
STUDENT A
SCOPE OF THE PROJECT
Vinhomes The Harmony is designed with various type of properties including
villas, both type semi and detached and shop-house.
Total land area: 96ha; including 4 areas: Phong Lan, Hướng Dương, Nguyệt
Quế và Tulip with the corresponding architectural styles like French, Venice –
Itali.
Total number of units: 1500 units detached villa, semi-detached villa, terrace
house, shop-house.
Land area/each unit: from 90m² to 368m²
Construction density: 39%
Detention Basin: 12.4ha
Total long ways of canal in this project: 6km
Type of ownership: Redbook long term
76
Image A: Vinhomes The Harmony
STUDENT B
SCOPE OF THE PROJECT
Cocobay Danang project owns a perfect living space than ever, giving you an
authentic resort experience on the 5-star Truong Sa road linking Da Nang –
Hoi An, which has become a modern construction of many Resort real estate
aspirations, a tourist complex focusing on high-class quality in Vietnam.
Total land area:, 51.5 hectares seaside
Total capital of 14.000 billion VND
Located: on the prime location of Truong Sa Road, Hoa Hai Ward, Ngu Hanh
Son District.
This project lies between Co Co River and the East Sea, nearby Hoi An
Ancient Town.
It’s surrounded by 2 famous international golf courses (Da Nang Golf Club
and Montgomerie Links).
From Cocobay, it’s easy to access Da Nang center areas and tourist
attractions, such as:
♦ 15 minutes driving to the city center
♦ 20 minutes driving to Da Nang international Airport
77
Image B: Coco Bay Resort
78
Chapter 4 ENVIRONMENTAL SOLUTIONS
UNIT 1 GREEN BUILDING
Image 4.1: A green building

I VOCABULARY
VOCABULARY
Task 1: Here are some green buildings in the world. Note down the similarities
among these buildings.
79
Task 2: Work in groups to find the relevant terms in Vietnamese for the following
components of a green building
Figure 4.1: Conceptual drawing of a green building

80
II LISTENING
LISTENING
I
Task 1: You are going to watch a short video introducing Green Building by U.S.
Green Building Council. Listen and fill in the blanks with one to three suitable
words
Source: https://www.youtube.com/watch?v=MyIOtsx3wDs
1. Green building is an integrated process that ______________ on the relationship
between the ______________ environment and the natural environment.
2. Buildings can have both positive and negative impacts on their ______________ as
well as the people who ______________ them every day.
3. Reduced ______________ and water use, healthy______________ environment
quality, smart______________ selection and the building effects on its site are keys
consideration of green buildings.
4. These buildings cause less ______________ and do more good which create a
better ______________ environment for all.
5. LEED acts as a decision making framework for project team during the life cycle of
the building which include ______________ , design, construction and______________
6. LEED rewards best practice______________ and recognizes excellent
performances with different levels of ______________ .
III
READING READING
I
CONCEPT OF GREEN BUILDING
81
Construction, maintenance and use of buildings have significant impact on
environment. People’s concern about environment and energy has necessitated the
development of the concept of green building. A green building is broadly defined as the
building which is sited, designed and operated to reduce negative environment impacts
and has a profound positive impact on natural environment, economy, health,
productivity and society over its life cycle.
The green building is evaluated by holistic approach where each component is
considered in context of the whole building and its social and environmental impacts.
The important components of green building are: materials, energy, water and health.
The materials to be used in the green building should be ecofriendly. These should
be obtained from local renewable resources with minimum embodied energy and should
be causing minimum waste during its use. These should be recyclable. Such materials
will reduce greenhouse gas emissions.
82
Green buildings use reclaimed materials i.e., use of materials which have been
used in previous buildings. Materials such as bricks, doors, windows, frames etc. can be
used for another purpose depending on the size and strength, in the new building. This
reduces the embodied energy and reduces environment impacts.
Toxic materials such as paints, preservatives, thickeners, thinners and driers can
cause indoor pollution and are harmful to human health. These should be replaced by
ecofriendly natural products.
The green buildings conform to energy efficient guidelines. They use 40-60% less
energy than baseline buildings. Solar panel can meet the hot water requirements and
efficient lighting. Natural day light reduces electricity requirement during day time.
Heating and cooling costs of such buildings can be reduced by passive solar designs. The
energy performance rating of windows, doors and skylights is done in terms of potential
for gaining and loosing heat and transmitting sunlight into the building. Insulation for
heat is an important factor for energy efficient building. During day time the material
absorbs heat and the outer exposed side keeps the inside cool while during night time it
radiates the absorbed heat to the interior.
A green building can also have green roof system. The roof can provide natural
substrate and processes for plant growth. A water proof layer (material for water
retention) and proper drainage helps plant growth and at the same time protects the roof
and building from damage.
83
Reducing energy consumption and saving energy will reduce fossil fuel
consumption and thereby reduce the threat of global climate change.
In green buildings the use of ecofriendly construction material with low embodied
energy helps in reducing carbon emission. This is an important consideration as the
building sector contributes a substantial percentage of greenhouse gases. Carbon
emission can further be reduced by reducing energy consumption for heating, cooling and
lighting and use of energy efficient gadgets.
Reduction in energy consumption in green building will not only reduce global
warming and pollution but will also provide financial savings as the cost of fast depleting
fuel will increase in near future.
Water requirement in the green building is minimized. Water is used efficiently by

employing water efficient appliances like low flush toilets, waterless urinals etc. The
waste water is treated and used for gardening and flushing by the use of double plumbing
84
system. Permeable pavements and rainwater harvesting technology help in recharging
ground water.
Green buildings can help residents avoid various types of diseases causing by
indoor pollution. It provides sufficient air circulation and state air is replaced by fresh
one. The non-toxic materials and breathable walls help maintain good indoor air quality.
Moreover, green buildings with proper ventilation for air circulation are good for health
and well-being. Natural day light while reduces electricity requirements, also improves
productivity e.g., students studying in day light classrooms are known to perform better
(20-26% better) than those study with least day light.
Buildings are evaluated on the basis of a number of parameters of environmental
importance. Different ratings are given to such green buildings. A completed building
may be rated with different levels as Leadership in Energy and Environment Design
certified, Silver, Gold or Platinum. “Platinum rating” is the highest rating for green
buildings.
85
(Source: C.P. KAUSHIK, Environmental Engineering, Basic Civil and Environmental
Engineering, New Age International Publishers, 2010)
Task 1: Here a drawing introducing some factors of a green building. Try to find
these Vietnamese equivalents of these factors
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
86
Task 2: Read the article and answer the following questions
1. How is “green building” defined in the article?
________________________________________________________________
2. How is a green building evaluated?
________________________________________________________________
3. What are important components of green buildings?
________________________________________________________________
4. What types of material should be used in green buildings?
________________________________________________________________
5. Is toxic material suitable for green buildings? Why?
________________________________________________________________
6. How many percents of energy can a green building saved in comparison with
baseline buildings?
________________________________________________________________
7. How can we reduce electricity requirements in green buildings?
________________________________________________________________
87
8. What does “it” refer to?
________________________________________________________________
9. Does reducing energy consumption affect global climate change process? How?
________________________________________________________________
10. How can we save the water requirements in green buildings?
________________________________________________________________
11. Why are green buildings good for health of residents?
________________________________________________________________
12. How many levels may a green building be rated? Which is the highest one?
________________________________________________________________
IV WRITING
WRITING
Task 1: Here are some advantages and disadvantages of green roof system. Write a
short essay discuss about this issue (about 200 words)
Advantages:
• Absorbs atmospheric CO2
• Improves energy efficiency
• Causes cooling in summer and provides insulation in winter
• Absorbs noxious pollutants, sound and noise from atmosphere.
• Absorbs rainwater which may otherwise flood the sewer lines
• Preserves biodiversity, attracts butterflies, bees and local birds
• Improves aesthetics of the building
Disadvantages
• Installs with higher initial cost
• Attracts pest insects which could easily infiltrate a residential building through open
windows
• Weakens the structural support of a building
88
• Requires a better waterproofing system of the structure (because water is retained
on the roof and due to the possibility of roots penetrating the waterproof membrane)
You can use the following useful words and phrases to write your essay:
Useful words and Main ideas
phrases
Introduction Currently, people’s concern
about environment and energy
has necessitated the
development of the concept of
green building.
One of the most important
factors of green building is its
green roof system which have
both advantages and
disadvantages.
Body Advantages Firstly,.../ the first •Absorbs atmospheric CO2
advantage is... •Improves energy efficiency
Secondly,.../ •Causes cooling in summer
Moreover.../ and provides insulation in
Furthermore.../ winter
Additionally.../ •Absorbs noxious pollutants,
...... sound and noise from
Last but not least.../ atmosphere.
•Absorbs rainwater which may
otherwise flood the sewer lines
•Preserves biodiversity,
attracts butterflies, bees and
local birds
•Improves aesthetics of the
building
Disadvantages In contrast,.../ •Installs with higher initial
However,.../ cost
In the other side,.../ •Attracts pest insects which

could easily infiltrate a
Firstly,.../ the first residential building through
advantage is... open windows
Secondly,.../ •Weakens the structural
Moreover.../ support of a building
Furthermore.../
•Requires a better
Additionally.../ waterproofing system of the
Last but not least.../ structure
89
Conclusion In conclusion,.../ To sum up, green roof system
To sum up,.../ brings both benefits and
drawbacks to the residents. In
In short,.../ my opinion,...
In brief,.../
V
SPEAKING
SPEAKING
Task 1: [Pair work] Here are some tips to make a green building. Work in pair ask
and answer about this issue
Example:
CLIENT: What should I do to save energy in my new
building?
ARCHITECT: Solar panel is a solution for your problem.
Solar panel can be on the roof and it can heat bath water.
Task 2: [Groupwork] Imagine that you’re an architect planning to build a green

building. Discuss about how you are going to make it green.
90
Chapter 4 ENVIRONMENTAL SOLUTIONS
UNIT 2 SUSTAINABLE TRANSPORT
I VOCABULARY
I. VOCABULARY
Work in pairs to guess the meaning of 10 principles for sustainable urban transport
based on the following diagram.
Figure 4.4: Principles for sustainable urban transport

II READING
5 ELEMENTS OF SUSTAINABLE TRANSPORT
Transport is responsible for around a seventh of greenhouse gas
emissions globally. Of these emissions almost two thirds are the result of passenger
travel while the rest is due to freight.
So passenger travel is a big deal for climate.
91
Figure 4.5: The carbon intensity of carbon
In the chart above, we compare carbon intensity of different types of passenger transport
on a per passenger kilometer basis. Using it we can explain some elements important to
the development of a sustainable transport system.
Fuel Economy
The chart compares the carbon intensity of different transport modes, per
passenger kilometer. The better fuel economy gets the lower emissions go. If you just
look at the cars, you’ll see the large car (15 MPG) has emissions almost three times that
of the hybrid car (45 MPG).
By improving fuel economy, we can get the same mileage while generating fewer
emissions and something that is achieved by making engines more efficient, vehicles
lighter and bodies more aerodynamic. But even then combustion engines remain
relatively inefficient and produce emissions at the tailpipe, so improving them is really
just a stop-gap en-route to sustainable transport.
92
Figure 4.6: Carbon emission density from different types of car
Occupancy
The cheapest and simplest way to lower the carbon intensity of a passenger
kilometer is to stick more people in the vehicle. In each of the figures above car
occupancy is assumed to be an average of 1.6 passengers (including the driver). But
most cars are designed for 5 people.
Image 4.3: Shared ride

If you take a look at the bus examples, the importance of occupancy becomes even
more stark. The local bus, for example, has emissions seven times higher than the school
bus. While those routes may vary a little they are both diesel buses. The main difference
is that the school bus has very high occupancy.
93
With notable exception of flying public transport tends to have quite low carbon
emissions, due largely to having relatively high occupancy.
Electrification
In the absence of breakthroughs in second generation biofuels electrification is the
most important pathway to low carbon transport.
Electric cars using low carbon power have footprints less than half that of the
best hybrid, even after you account for their larger manufacturing footprint. Right down
the bottom of our chart is the high-speed Eurostar rail which used low carbon French
electricity. Though not on our chart the lowest carbon transport on earth is probably
electrified public transport in a place like Norway where electricity generation is almost
carbon free.
Image 4.4: Components of an electric car

While there is a natural tendency to obsess about the electrification of cars, there
are lots of interesting innovations occurring in the electrification of rail, motorbikes,
scooters and bikes.
Pedal power
They may be a bit low tech for some, but when it comes to carbon emissions,
bicycles are pretty cutting edge. Even when you account for the foodprint of excess
energy used when cycling, the humble bike is incredibly low carbon.
Bikes have obvious limitations around speed and distance, but for short trips in
places with good infrastructure they are hard to beat in terms of carbon. They also have a
great synergy with public transport systems like intercity rail.
94
Image 4.5: A pedal powered vehicle
Urbanization
Each of the first four elements we have described above refers to improving the
carbon intensity of transport. But emissions are a function of both how we travel and
how far we travel. One thing that tackles both of these issues is the trend towards
urbanization.
People who live in cities have lower transport emissions. Fuel economy may be
lower in city traffic but that is more than made up for by the fact that city dwellers drive
far less. Electrification of public transport is more economic and practical in cities.
Occupancy on public transport systems is much higher. And access to infrastructure for
both cycling and walking is often better.
In 1950 less than 30% of the world’s population lived in cites, by 2010 that figure
was over 50%, and by 2030 it is expected to surpass 60%. This natural trend to
urbanization is a huge opportunity to for lowering both distance travelled per person and
the carbon intensity of that travel.
Those are our five elements of sustainable transport: fuel economy, occupancy,
electrification, pedal power and urbanization.
(Source: http://shrinkthatfootprint.com/5-elements-of-sustainable-transport)
T F
1. If the fuel economy isn’t improved, we can get the same mileage while
generating fewer emissions.
2. With notable exception of flying, public transport which has high occupancy,
tends to have quite high carbon emissions.
95
3. Electric cars using low carbon power have footprints less than two third of
the best hybrid, even after you account for their larger manufacturing footprint.
4. Even when you account for the foodprint of excess energy used when
cycling, the humble bike is incredibly low carbon.
5. Emissions are a function of how we travel or how far we travel.
6. What types of transport do greenhouse gas emissions come from?
________________________________________________________________
7. How does the fuel economy affect the amount of emissions of transport modes?
________________________________________________________________
8. What is the cheapest way to lower carbon intensity?
________________________________________________________________
9. Why do the local buses have higher emissions than the school buses?
________________________________________________________________
10. Why do people who live in the cities have lower transport emissions?
________________________________________________________________
III
LISTENINGLISTENING
Task 1: Watch the video and fill in each blank with one suitable word
1. The need for transport of people and (1)______________are increasing, but so is
(2)______________, air pollution, road accidents and climate change.
2. Outside the city: vehicles and autonomous (3)______________are operating
within safe and confined areas, electric vehicles are (4)______________ while
goods are loaded.
3. A mobile (5)______________ center the transport system is enabled through an
integrated cloud platform connecting______________people, infrastructure and
logistic partners.
4. The future is (7)______________zero emission and low noise gives the electric
compact excavator access to (8)______________ zones in the city.
5. With silent (9)______________buses, we can bring public transport closer to
people and even drive inside of (10)______________
Task 2: Watch the video again and answer the questions.
1. How is the world changing ?
________________________________________________________________
2. What do the sensors of autonomous truck in the city detect?
________________________________________________________________
96
3. How do we build the cities and the infrastructure of tomorrow in a more
sustainable way?
________________________________________________________________
IV SPEAKING
II. SPEAKING
Task 1: Work in pairs to ask and answer about the advantages and disadvantages of
the following solutions for sustainable transport.
V
III. WRITING
WRITING
Choose one solution for sustainable transport in the Speaking part to write a
paragraph presenting the advantages and disadvantages of the solution.
In my opinion/view,
To my mind,
Personal opinion:
To my way of thinking,
I am convinced that,
97
One advantage of,
To list advantages Another advantage of / One other advantage of
and disadvantages: A further advantage of,
The main advantage of /The greatest advantage of
Firstly, First of all, In the first place, Secondly, Thirdly,

Finally. To start/begin with, we have to address the
To list points:
inadequacies within the education system before we can
tackle unemployment fully.
Indeed,
To emphasize a Naturally, Clearly,
point: Obviously/ Of course,
Needless to say,
For instance,
To give examples:
For example,
Finally,
Lastly,
To conclude: All in all,
Taking everything into account/consideration,
On the whole,
In short,
Summarizing:
Briefly,
98
APPENDIX I: FURTHER READING
FURTHER READING 1: WHAT DO ENVIRONMENTAL SCIENTISTS DO?
Did you know that in recent years we have had some of the worst weather since
records were first compiled? In 2005, hurricane Katrina laid waste to large areas of
Louisiana in the Southern United States, and in the same year drought brought misery to
thousands of communities across the UK. The sheer scale and complexity of current
environmental problems in the 21st century has created a need for scientists and
researchers with a background in environmental science. Environmental scientists are
increasingly playing an important role in helping to manage and avert changes to our
natural environment. But what exactly do environmental scientists do?
Environmental science is a field of study that aims to help human society better
understand and manage the fauna and flora that share the natural environment with us.
Scientists within this subject focus on the interactions between human society and the
environment, and see how they can improve things. By drawing on these fields of study,
the environmental scientist attempts to solve problems by providing sustainable solutions
where man has a negative impact on the ecology of a region. This role is multi-facted and
may include such tasks as identifying sources of pollution, assessing the level of flood
risk to a new housing development or perhaps sampling soils from brown field sites that
could be turned over to new uses.
What kind of jobs do you find environmental scientists working in?
Environmental science is a broad subject and you find that people tend to specialize in
one area, although they will often change during their career. The greatest number of
environmental scientists is employed by government, but more and more posts are
appearing in the private sector because of the need for public companies to adhere to new
environmental rules and regulations.
One common career path is in environmental analysis. In this field, specialists
research the impact on environments of proposed new building developments. They
consider the way these developments may create new sources of pollution, propose
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preventative measures and decide upon ways the project can be completed without
damaging local ecosystems.
Another common area for environmental scientists is environmental compliance.
Here they make sure that companies who impact on the environment-like nuclear plants
and oil refineries- are not breaking environmental laws. They help these big polluters
reduce inefficient production methods and cut the amount of hazardous waste they
produce. Environmental scientists can also work as educators in parks and areas devoted
to conservation and ecology, where they teach people about the ecosphere and how to
live in a more eco-friendly manner.
Finally, environmental scientists manage the use of natural resources in both the
private and public sphere. For example, they may manage areas of outstanding natural
beauty for land which belongs to the military or they may look after fishing stocks in
rivers on a private estate.
What is the future for environmental science? As humans increasingly affect
fragile ecosystems in many places around the world, and as we become more aware of
the interconnectedness of ecosystems, it is clear that environmental scientists will play an
ever-increasing role.
(Source: Richard Lee- English for environmental science)
READING COMPREHENSION: Answer the following questions
1. What happened in the Southern United States and the UK in 2005?
________________________________________________________________
________________________________________________________________
2. Is there an urgent need for scientists and researchers with broad knowledge of
environmental science in the 21st century? Why?
________________________________________________________________
________________________________________________________________
3. What does environmental science aim at?
________________________________________________________________
4. What do environmental scientists focus on?
________________________________________________________________
5. Are environmental scientists only employed by the government now?
________________________________________________________________
6. How do environmental scientists help nuclear plants and oil refineries not to break the
environmental laws?
________________________________________________________________
7. In which sector do environmental scientists manage the use of natural resources?
________________________________________________________________
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FURTHER READING 2:
CLIMATE CHANGE: THEN AND NOW
The warmest spell on the earth was about 100 million years ago, when global
temperature was an estimated 10°C higher than it is today. Sea level rose, making the
continents much smaller. This warm spell is believed to have been due to the enormous
quantities of CO2 (carbon dioxide) emitted from a large number of volcanic eruptions.
Two million years ago, the earth’s average temperature was about 5 0C lower than
what it is today. Scientists study the climate of the past by analyzing air bubbles trapped
inside ices cores and ice sheets. An ice core is the accumulation of snow and ice over
thousands and millions of years that trapped air bubbles from previous time periods. An
ice sheet is a thick, permanent layer of ice that covers a very large area, like Antarctica.
Ice cores and ice sheets reveal that the concentrations of CH4(methane) and CO2 were
much lower than they are today, thus, proving that the greenhouse effect was not so
strong as it is today and the temperatures were lower.
Scientists have come to the conclusion that approximately every 100,000 years,
the earth goes through periods of dramatic change in weather patterns. This conclusion
has been reached on the basis of extensive studies of the geological records of mountains,
valleys, riverbeds, glacial debris, and fossils.
These “natural records” provide evidence of the conditions on the earth over the
past few million years. The last deglaciation period- when glaciers melted to uncover the
land- took place about 10 000 years ago. This period saw the extinction of a large number
of species. Glaciers melted in large parts of Europe and North America. The ice gradually
melted, as the climate became warmer. There was a trend towards warming between the
10th and the 14th centuries, when the global temperature rose about 10C above what it is
today. This was followed by a mini Ice Age period, which continued into the 19th
century. During this period mountain glaciers expanded and the global temperature was
cooler, especially in the Alps, Scandinavia, Iceland and Alaska.
Thus, the earth’s climate changes naturally, and life forms adapt to this change.
However, in the last 150-200 years, it has been observed that the change has been a little
too rapid, unlike the earlier natural phases, when changes occurred in the last few
decades is causing particular worry to scientists and climatologists. This acceleration has
mainly been attributed to interventions by humankind. This human-induced climate
change is a cause of grave environmental concern because it will have an impact on each
and every life form on the earth. The change is occurring too rapidly for some species to
adjust, thereby leading to their extinction.
(Source: Ranjana Saikia, Making Sense of Climate Change- A beginner’s guide to
global warming)
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READING COMPREHENSION: Decide whether the following statements are True
or False
T F
1. About 100 million years ago, the global temperature was 100C higher than it
is today
2. It is believed that the warmest spell on earth about 100 million years ago was
caused by the enormous quantities of CO2 emitted from some huge volcanic
eruptions.
3. Scientists study the climate of the past by analyzing air bubbles trapped
inside ice cores and ice sheet.
4. An ice sheet is a thin, permanent layer of ice that covers a very large area,
like Antarctica.
5. The greenhouse effect in the past was as strong as it is today.
6. The latest deglaciation period- when glaciers melted to uncover the land-
took place about 10 000 years ago.
7. Since the ice gradually melted, the climate became warmer.
8. Due to the rapid change of the earth’s climate, some species aren’t able to
adjust and become extinction.
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FURTHER READING 3:
RENEWABLE ENERGY
Global Energy Scenario
Energy is like an essential dynamic in a nation’s development to achieve its
economic growth. According to The International Energy Outlook 2013 (IEO2013)
report, the global energy use will increase by 56 percent in the period from 2010 to 2040.
The report states, the economic growth in the developing countries, such as China and
India, will add most to the increase. The extrapolate projections, on the global energy use
through 2040, indicate that around 80 percent of the energy will be generated using fossil
fuels. The report states, the increase in intake of coal in China will make its use dominant
in the energy generation till 2030. The report predicts that the demand for deployment of
natural gas will grow fastest in the fossil fuel segment.
While, the resultant economic growth is an encouraging factor, the over-
dependence on fossil fuel generated energy will have direct consequences on
environment. According to IPCC (Intergovernmental Panel on Climate Change) report,
published in March 2014, the continuous reliance on fossil fuels, since the beginning of
first industrialization, has caused global warming and induced drastic changes in global
climate. It warns of the failure to limit the raise in temperature levels within 2oC and
allowing it to go beyond 4oC. This will lead to drastic consequences in global food
production. The report cautions about extreme climatic conditions, such as rise in sea
level, powerful storms, heavy rainfall, drought, and severe heat events. It further suggests
for a rapid shift to increase the renewable energy use and advocates for significant
changes in the global energy mix.
Renewable energy
The use of renewable energy, primarily started as an alternative support to

depleting fossil fuel sources, has come a long way. The Global Status Report on
Renewable Energy points out an encouraging shift in the use of renewable energy. It
explains that despite the challenges, such as waning policy support, economic
uncertainty, recession in European countries and in US, restraints in linking the generated
power to the distribution grid, and high level lobbying by fossil fuel companies, the
renewable energy showed positive developments in the year 2013. The report observes
that the renewable power generation has increased by over eight per cent in 2013 and
contributed to over 56 percent of net increase in the global power content.
Today, the renewable energy sources are not seen as a mere alternative to fossil
fuel generated energy. They are regarded as effective tools to cut down the environmental
impacts to give a boost to energy security, to produce more job opportunities, and to
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bring down the levels of greenhouse gas emissions. Energy from renewable sources has
already joined the mainstream of traditional power generation. Though, the renewable
energy technologies offer a host of advantages over fossil fuel power generation, yet
technology suffer from inherent failings either in the form of cost or ecological impact.
(Source: Jyothi Mahalingam, Energy Future)
VOCABULARY
dynamic (n) a force that stimulates change or progress within a
system or process.
extrapolate (v) extend the application of (a method or conclusion,
especially one based on statistics) to an unknown
situation by assuming that existing trends will continue
or similar methods will be applicable.
intake (n) an act of taking in something, especially breath.
dominant (adj) more important, strong, or noticeable than
anything else of the same type.
industrialization (n) the process of developing industries in a country.
significant (adj) sufficiently great or important to be worthy of attention;
noteworthy.
alternative (n) one of two or more available possibilities.
restraint (n) a measure or condition that keeps someone or
something under control or within limits.
mainstream (n) the ideas, attitudes, or activities that are regarded as
normal or conventional; the dominant trend in opinion,
fashion, or the arts.
inherent (adj) existing in something as a permanent, essential, or
characteristic attribute.
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FURTHER READING 4
ECOSYSTEMS
The term ecosystem is an abbreviated form of "ecological system”. Ecosystems
consist of organisms (biotic "living” factors), their environment (biotic "non-living"
factor), and all the interaction which take place between them. An ecosystem is,
therefore, a complex and dynamic system, constantly in motion. Nutrients are continually
recycled within the ecosystem, whilst energy flows eats through it.
The boundary of an ecosystem is usually "in the eye of the beholder". At one
extreme, the biosphere may be regarded as a global ecosystem.
The land masses of the words may be divided into areas of similar climate and
vegetal. These vast areas are referred or to as terrestrial ecosystems or biomes. On a more
scale, a pond or wood may be considered to be an ecosystem for the purposes of practical
study.
In ecosystems, the feeding relationships between animals and plants are of
fundamental importance to the functioning of the system as a whole, facilitating the flow
of energy and the cycling of nutrients. Very simple, plants and animals may be arranged
in a hierarchy based on “who eats who” known as a food chain. The myriad feeding
relationships which exist between and animal and plant species within an ecosystem are
more accurately described by the term food web.
The primary productivity of ecosystems, i.e. the rate at which autotrophic green
plants can generate new biomass by the process of photosynthesis, is highly variable.
Limiting factors such as scarcity of light or nutrients play a key role in influencing
productivity at this level. Much less is known about the levels of secondary productivity
i.e. the rate of production of new biomass by the animal community, and the factors
which may limit it.
The concept of stability is a very important one in the study of ecosystems.
Ecosystems are not static entities but dynamic ones, constantly shifting and altering. The
stability of an ecosystem describes its capacity to return to an equilibrium state after
being temporarily disturbed.
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The response of ecosystems as a whole to change is dependent on and paralleled
by the individual responses of their constituent species. Therefore, adaptations at the
species level play an important role in determining the relative stability of the ecosystem
of which they are part.
Task 1. Choose one suitable word to fill in each of the blank in the sentence.
divided consist of biosphere nutrients
feeding considered food chain
food web take place terrestrial relationships
equilibrium state photosynthesis stability
1. Ecosystems ______________Organisms, their environment and all the interactions
which______________between them.
2. ______________are continually recycled within the ecosystem, while energy flows
through it.
3. At one extreme, the______________may be regarded ecosystem a global ecosystem.
4. The land masses of the world may be______________into areas of similar climate and
vegetation.
5. These vast areas are referred to as______________ecosystems or biomes.
6. In ecosystems, the______________relationships between plants and animals are
important.
7. Plants and animals may be arranged in a hierarchy based on "who who" as
a______________
8. The myriad feeding______________which exists between plant and animal species
within an ecosystem are more accurately described by the term.
9. The concept of ______________ is a very important one in the study of ecosystems.
10. The stability of an ecosystem describes its capacity to return to an
______________after being temporarily disturbed.
Task 2. Reading Comprehension
1. Find out the terms in the reading passage that are described or defined as below.
a. A series of living creatures, each of which feeds on the one below it in the series.
b. The capacity of an ecosystem to return to an equilibrium state after being temporarily
disturbed.
c. Terrestrial ecosystem in such area of similar climate and vegetation.
d. The total quantity or weight of living creatures in a given area or volume.
e. Living creatures, their environment and all the e- interactions between them.
f. The large number of feeding relationships which exist between living creatures within
an ecosystem.
g. A thing with distinct and independent existence.
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h. The process by which green plants convert carbon dioxide and water into food using
energy from sunlight.
i. Global ecosystem
2. True or false
a. An ecosystem is a complex and dynamic system.
b. An ecosystem is unlimited.
c. The biosphere is the biggest ecosystem.
d. According to the writer, a lake can be considered as an ecosystem.
e. Ecosystems are not constantly changing and altering.
f. The stability of the ecosystem depends on the adaptations of the constituent species
with the environment which they are part.
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FURTHER READING 5:
BIO – DIVERSITY
What is biological diversity?
Biological diversity or bio-diversity refers to the variety of life forms the

different plants, animals micro –organisms, the genes they contain, and the ecosystems
they form.
This living wealth is the product of hundreds of millions product of years of
evolutionary history.
In places as ancient as Australia, this history can still be today in "living fossils'
whose origins date back hundreds of millions of years.
The process of evolution means that the poor of living diversity is dynamic: it
increases when new genetic variation is produced, a new species is created or a novel
ecosystem formed; it decreases when the generic variation within a species decreases, a
species, becomes extinct or an ecosystem complex is lost.
The concept emphasizes the interrelated nature of the living world and its
processes.
Biological diversity is usually considered at three different level genetic
diversity, species diversity and ecosystem diversity.
- Genetic diversity refers to the variety of genetic information contained in all of the
individual plants, animals and micro-organisms. Genetic diversity occurs within and
between population of species as well as between species.
- Species diversity refers to the variety of living species.
- Ecosystem diversity relates to the variety of habitats, biotic communities, and ecological
processes, as well as tremendous diversity present within ecosystems in terms of habitat
differences and the variety of ecological processes.
The significance of bio-diversity
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Economic benefits. The most politically appealing and economically attractive argument
in favor of maintaining bio-diversity is that i provides enormous direct economic benefits
in the form of food medicines, and industrial raw materials, and has the potential for
generating many more. (Ehrlich and Wilson 1991; Mc Neely 1988). Thus tropical forests
produce timber, as well as an extraordinary range of plant and animal products that do
not, for most part, pass through formal economic markets (de Beer McDermott 1989).
The genetic richness of wild plants is indispensable for developing new agricultural and
medicinal varieties. In addition, many countries earn substantial foreign exchange from
natural ecosystems with touristic values. These direct economic values of bio-diversity
are, conceptually of at least, rather easy to quantify and value, even though scientific and
economic data are lacking in all but a handful of example
Services to humanity. Bio-diversity supplies the working ingredients for natural
ecosystems that provide an array of essential services to humanity: keeping the air clean,
modifying climatic extremes, degrading wastes, recycling nutrients creating soils
controlling diseases, regulating hydrological cycles, and so on Although these services
have yet to be systematically evaluated and quantified, they are clearly basic to economic
growth and development, and scientists and conservationists fear that destruction of
natural ecosystems and their associated species may in the long run undermine the earth's
ability to support diverse form of life, including human life.
Ethical and Aesthetic Justifications. Despite the fact that they are the least quantifiable,
for many people ethical and aesthetic arguments in favor of bio-diversity conservation
are the most compelling of all. The ethical viewpoint is that plants and animals have an
intrinsic value for humanity and, therefore, that monetary valuation are not the most
appropriate criteria on which to base bio-diversity conservation decisions. The aesthetic
justification is that many species of wild plants and animals, and the ecosystems of which
they are integral parts, are a source of irreplaceable wonder, spiritually, and inspiration to
humanity. (Ledec and Goodland 1988).
The decline of bio-diversity
In Asia, as elsewhere, the most important direct cause of bio- diversity loss is
habitat destruction from clearing and burning for and filling wetlands, destroying coastal
areas developments, and converting natural ecosystems for agriculture industry, and
human settlement. Other reasons for loss the over - exploitation of plants and animals,
invasion by introduces species, air and water pollution, and the prospect of climate
change complex variety of underlying social, economic, political, and cultural forces and
trends operating on local, national and international scales. These influences are complex
that it is probably not an overstatement to refer to them as being “rooted in the
contemporary human condition" (Soule 1991). Economic externalities, adverse
government policies, human population growth, and factors are among the most powerful
of influences, and these factors are themselves strongly interconnected.
Rapid population growth is often cited as the basic cause of habitat destruction,
with loss of bio- diversity. This is of fundamental importance in Asia, where 13 percent
of the land area supports 50 percent of the world's population, and where 60 million
people are added to the region's population each year. But the relationship between
population growth and environmental degradation is complex and variable. It is clearly
mediated by social economic, and institutional factors that influence how people use
natural resources as well as by the technologies employed.
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Poverty is a second factor affecting bio-diversity loss in the Asia-Pacific region.
Although it is by no means clear whether poverty with its pressures to survive, or
affluence, with its pressures to consume, ultimately leads to great environmental
degradation, it does seem clear that poor people will not, in deed, cannot, conserve bio-
diversity if this requires looking beyond their immediate needs. Those in poverty have
limited access to resources and few income generating opportunities, and usually their
living conditions are affected by laws, policies, social changes, and economic forces over
which they have little or no control.
Poorly conceived and inconsistent governmental policies are another root cause
of bio-diversity loss. For example, one governmental agency may be charged with halting
deforestation, while another attempts to encourage crop export by subsidizing farmers to
clear land. Policies that award titles to settlers or ranchers to "improve" land by clear
cutting forests generally lead to the loss o bio-diversity, as do modern land-laws that
destroy the community property systems of the few remaining hunting and gathering
societies. Furthermore, the activities and policies of industrial countries and multinational
companies may cause as much more, if not more, of the bio-diversity loss in developing
countries as do factors originating within the countries themselves (Stone Hamilton
1991).
Market forces tend to undermine bio-diversity by undervaluing the use of
environmental resources, whether by the poor or the rich accounts because of is almost
totally ignores in national economic accounts because of the difficulty of placing an exact
value on the services it provides (Repetto and others 1989). Furthermore, there is often a
basic conflict between private resource use and long-term social and environmental
goals. Private costs and benefits guide the decisions made by the users of natural
resources, but the costs of that resource use are frequently borne by someone other than
the user often by society as a whole. Because of this conflict, the socially desired
outcome - conservation of ecosystems yielding valuable services to humanity -will not be
reached by the operation of market forces that depend on private values. The promise of
long-term economic benefits to countries and the international community can appear
abstract to the people, politicians, and corporations who are more concerned with short-
term economic gains, particularly where poverty is widespread. Even wealthy countries
continue to justify the conversion and degradation of their natural areas to satisfy short-
term economic interests. Until economic system take into account the value of bio-
diversity, these conflicts will remain.
Task 1. Match the definition with the correct word or phrase
1. Bio-diversity a. a plant that only last a year
2. A species b. an end to birth
3. Genetic resources c. many different forms of life
4. A perennial d. a legal year agreement between countries
5. An annual e. a plant that grows every
6. Extinction f a group of animals, plants or microorganisms sharing a
common genetic structure.
7. A treaty g.the great variety of different species of animals, plants, and
microorganisms.
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8. A predator h. somebody or something that hunts.
Task 2. fill in the blanks with suitable words or phrases (you may change the forms
of the words)
Interactions scavengers decomposers carnivore
Recycle heterotrophy pyramids parasitism
The sun biotic products nutrition
An ecosystem is a unit of the biosphere (1)______________ occur between the
(2)______________ and physical factors in ecosystems. Materials are
(3)______________within an ecosystem, but energy is not. Energy enters an ecosystem
from (4)______________and is passed from (5)______________to heterotrophs through
a series of (6)______________until it reaches the top(7)______________. Most of the
energy is lost as from one trophic level to the next. (8)______________and
(9)______________obtain energy from waste (10)______________and dead bodies.
This process returns (11)______________material to the environment.
Food chain illustrating the various trophic levels can be identified and represented as
ecological (12)______________. Pyramids based productivity, numbers, and mass are
three different way relationships.
Biotic relationships can be identified in three kinds of symbiosis. These are
(14)______________ mutualism, and (15)______________ .
Task 3. Write the words or terms that fit these definitions descriptions.
l. a study of the interaction of living organisms with their environment.______________
2. temperature, weather conditions, altitude, availability of water and
light.______________
3. a group of plants that dominates a region of a biome.______________
4. a resource in short supply.______________
5. substances obtained from the biosphere that are required for life, growth, and
reproduction.______________
6. a grassland with scattered trees.______________
7. a thin layer on the crust of the earth where life exists.______________
8. animals that eat other animals.______________
9. the position of an organism in a food chain.______________
10. the accumulation of energy in a trophic level.______________
11. the passing of the sun's energy from one trophic level to another.______________
12. a unit of biosphere in which living and nonliving things interact and materials are
cycled.______________
13. the organisms living together and interacting in an ecosystem.______________
14. animals that eat both plants and other animals.______________
Task 4. Speaking
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1. How do we benefit from biodiversity?
2. List the categories of damage to biological resources caused by human.
3. Describe ways that human directly or indirectly cause biological losses.
112
FURTHER READING 6:
ENABLING COMMUNITIES TO CARE FOR THEIR OWN ENVIRONMENTS
Cares for the Earth and sustainable living may depend on the beliefs and
commitment of individuals, but it is through their communities that most people can best
express their commitment. People who organize themselves to work for sustainability- in
their own communities can be a powerful and effective force, whether their community is
rich, poor, urban, suburban or rural.
A sustainable community cares for its own environment and does not damage
those of others. It uses resources sustainably, recycles materials, minimizes wastes and
disposes them safely. It conserves life-support systems and the diversity of local
ecosystems. It meets its own need so far as it can, but recognizes the need to work in
partnership with other communities.
Community is used here to mean the people of a local administrative unit, such as
a municipality; of a cultural or ethnic group, such as a band or tribe; or of a local
urban or rural area, such as the people of a particular neighborhood or valley.
People can do this if they make it priority, and if they are given the necessity
powers to make full use of their own intelligence and experience. The process by which
communities organize themselves, strengthen their capacities for environmental care, and
apply them in ways that also satisfy their social and economic needs has been termed
Primary Environmental Care (PEC).
The objective is to sustain productive local environments, managing soil, water
and biological diversity for the benefit of local people. Conservation action, pollution
control, rehabilitation of degraded ecosystems and the improvement of urban
environments are all essential elements in a community plan.
Communities must be guided in these tasks by the ethic of living sustainably.
They must have secure access to the resources required to meet their needs, and an
equitable share in managing them. Community environmental action will not work unless
all citizens have a right to participate in decisions that affect them. Education, training
and access to information will be needed. Programmed of action may require initial
outside financial support but many should become increasingly self-supporting.
Communities vary in their ability to care for their environment. Lack of
consensus, organization, knowledge, skills, suitable technologies and practices, funds or
other resources can all undermine their capacity. So can adverse local, national and
international policies, laws, institutions, and economic conditions. Many community
problems are caused by external factors and cannot be solved by community action alone;
the external factors must be addressed as well.
Problems also arise because of conflict within a community. Individual needs,
perspectives and roles differ. There are wide variations in cohesion, sense of identity,
consciousness of problems, and access to resources. Some communities exclude women
and ethnic or religious minorities from major decisions. In some cases a lengthy process
of community-building may be necessary before any common environmental action can
be undertaken. Every interest group should be identified and enabled to participate.
113
Task 1. [Groupwork]: Give a small presentation (about 5 minutes) on how
communities care for their own environment.
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FURTHER READING 7
THE ENVIRONMENTAL IMPACT OF ROADS
Roads are increasingly common in today's world as human development expands

and people increasingly rely on cars for transportation on a daily basis. The United States
contains over 4 million miles of roadways and an estimated 20% of land in the country is
impacted by the presence of roads. This large network of roads has dramatically altered
the landscape and can impact wildlife in a number of deleterious ways. In addition to
causing mortality, roads can also shift population demographics and be a source of
pollution into the environment. Studying the ecological impacts of roads is an important
area of study in conservation biology and environmental science, as the impacts often
extend far beyond the surface of the road itself.
Mortality & Population Declines
When animals cross roads, mortality is often the result. In fact, road mortality is
the leading source of mortality to many wildlife populations and an estimated 1 million
vertebrates die on roads every day in the United States. This rate of mortality can
severely threaten animals and has been identified as a leading cause of decline in some
populations.
While the consequences of road mortality can be severe, many factors influence
the degree to which roads impact particular animal populations. When a road crosses
through an animal's preferred habitat, the chances increase for road mortality. For
example, Highway 27 in Florida that passes over a lake inhabited by many turtles has
been shown to have very high turtle mortality rates and be one of the most dangerous
roads for wildlife in the country. Particular behaviors also put some animals more at risk.
Chimney swifts eat insects and fly close to the ground as they follow prey. When these
birds follow prey that fly over roads, it increases their chances of being struck by a
car. Groups of animals like amphibians that have regular mass migrations are also
particularly vulnerable.
Some animals are prone to road mortality due to their natural defense mechanisms,
which although effective when dealing with natural predation, are often poorly equipped
to handle the dangers posed by cars. Turtles often perceive cars as a threat and draw into
their shell to protect themselves, which can put them at risk for getting struck by a car
because they stay on the road longer. Snakes may also become immobilized when
approached by a car and may remain immobilized for a minute after a car passes.
Venomous snakes may be less inclined to flee from a perceived threat because they
typically use venom for defense. Turkey vultures that normally fly away from predators
may be unable to initiate flight quickly enough when approached by a fast-moving
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vehicle. The way in which animals naturally respond to threats may increase their risk of
being stuck by cars.
Animals may also be attracted to the road surface. Reptiles like snakes and turtles
sometimes bask on the warm asphalt of the road to regulate their body
temperatures. Many scavengers prey on the carcasses of animals that have been killed on
the road. These kinds of behavior increase the risk of mortality as they cause animals to
spend more time around the road.
Rates of mortality are closely linked with movement patterns, as more movement
generally incurs a greater chance of coming into contact with a road. Animals with large
home ranges, such as Florida panthers with ranges of up to 630 km2, have a high chance
of encountering roads as they traverse such large distances. Movement during particular
life stages can also result in peaks in mortality. These patterns are often associated with
reproduction, as when gravid turtles undergo migrations to seek out a site to nest. In some
snake species, the male can increase its home range up to 6 times as it searches for a
mate. Many reptiles begin dispersing immediately after hatching, which also results in
mortality peaks. In red foxes, the female repeatedly visits cubs at breeding sites,
sometimes up to 10 times in a single night, which increases the chance for mortality.
Some studies have reported movement rates as the single greatest factor influencing the
risk of road mortality.
These specific factors that influence mortality can also result in demographic
shifts in the population when particular segments of the population are killed. For
example, aquatic female turtles make egg-laying migrations that males do not make,
which puts them at a greater risk for mortality. As a result, turtle populations near roads
can become male-biased as females are differentially killed. These types of shifts can
further exacerbate population declines and threaten population viability. In some
populations, the presence of roads has been identified as a component in the “extinction
vortex” by amplifying the threats animals already face.
Habitat Fragmentation & Alteration
In addition to causing direct mortality, roads can have a number of indirect
impacts such as habitat fragmentation. This can result from either animals not being able
to cross the road without being killed or through avoidance of the road. For example,
some snakes have been shown to turn around and not cross the road when they encounter
it. Some animals avoid the surface of the road even when there are no cars driving on it.
Birds that typically fly short distances from one tree to the next may also be hesitant to
fly across a large open space, which restricts their movements across roads.
When roads create barriers to movement they can impact animal populations in
many ways. One of these is through prohibiting gene flow. For example, in timber
rattlesnakes, a study of genetics at hibernacula showed that in hibernacula that were
blocked off by roads, genetic diversity was lower than in those that occurred across
contiguous habitats. Additionally, some male snakes follow trails of pheromones along
the ground in order to locate mates. Roads can disrupt the pheromone trail and make it
difficult for males to follow the trails and find a mate.
Animals may also suffer by not being able to access particular habitats. In times of
drought, roads can prohibit animals from reaching water. A study of turtles showed that
roads could prevent gravid females from reaching their preferred nesting sites. As a
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result, they were relegated to suboptimal habitats where predation on their eggs was
higher, which decreased reproductive success.
In addition to fragmenting habitat, constructing a road alters the habitat. When a
road runs through a forest, it creates an edge habitat along the portion of the forest that
fringes the road. This can have consequences for birds, as predation rates on bird nests
are sometimes higher in edge habitats. This is because predators can prey on nests better
in the edge, where the forest canopy offers less protection to nests. Some species of
turtles prefer to nest along the edge of the road because it creates an ideal nesting habitat.
In highly degraded wetlands, the edge of roads may be the only viable nesting habitat left
available to these turtles. Unfortunately, the nesting turtles put themselves at greater risk
of mortality as they cross roads, and hatchlings may also be struck by cars as they
disperse from the nest after hatching. Frogs have also been shown to experience higher
predation rates closer to roads. Through altering the habitat and creating an edge, roads
can impact animals even when direct mortality is not a result.
Pollution
Roads can also be a conduit for pollutants into the environment. The debris from
tires on the road can decrease the time to metamorphosis of wood frogs. Deicing salts
that run off from roads into adjacent ponds can decrease survivorship of wood frogs and
spotted salamanders. Frogs have been shown to have higher skeletal abnormalities closer
to roads, possibly as a result of contamination. In addition to causing mortality, deicing
salts can alter the behavior of frogs and decrease locomotor performance. This can
impact fitness, as they may be less adept at catching prey or eluding predators. Roads
also carry oils from cars that travel across them, which have the potential to harm wildlife
when they enter the environment.
Pollution from roads extends beyond just chemicals, as light and noise pollution
from roads can be detrimental as well. Noise from cars can impact birds by disrupting
acoustic communication and interfering with warning signals, leading to bird population
declines in the proximity of roads. Not all birds are equally affected, however, as those
that have song frequencies similar to car frequencies are more likely to be absent from
roadside areas. In addition to decreasing the numbers of birds, road noise can alter the
community composition of birds as certain species are differentially excluded. Similarly,
roads can interfere with the calling of frogs and make it difficult for them to find a mate.
Animals that rely on light for the control of biological activities can be impacted
by the lights along roads. Robins that use sunlight as a cue to initiate songs in the
morning can mistake lights for the sun and sing in the middle of the night. Road lights
can also alter the routes that bats fly. Exposure to artificial lights at night may delay the
time to metamorphosis in some frog species. Hatchling sea turtles that use light to
navigate to the ocean can also be confused by road lights and go toward the road instead
of going to the water. When this happens, they often die from dehydration, predators or
get hit by cars on the road and they never reach the ocean. Nesting females that emerge
onto the beach to lay their eggs can also become disoriented by road lights and have
difficulty making it back to the water.
When land is cleared for roads, it often facilitates the spread of invasive species.
Cane toads are incredibly invasive in Australia and they have used roadside areas for
movement, which has increased their range. The area along the road also provides an
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ideal habitat for invasive fire ants that build mounds by the road. Several invasive species
of plants also infiltrate habitats using roads. Roads can facilitate invasions because these
plants face less competition from plants in a newly cleared area.
(Source: Jacob Hill, The Environment Impact of Roads. Retrieved from
https://www.environmentalscience.org/roads)
VOCABULARY
[Pair work]. Study the meaning of the following words. Use the dictionary to help if
necessary.
Words Meanings
mortality
vertebrate
migration
habitat fragmentation
hibernacula
predator
contamination
detrimental
acoustic communication
metamorphosis
dehydration
facilitate
infiltrate
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FURTHER READING 8: ECO COMMUNITIES
The green movement is catching on in many pockets of the world. This is

especially true in the construction industry. Today's buzz words, which include global
warming and zero emissions, are causing everyday people (not just celebrities) to look
for ways to reduce their carbon footprint. Purchasing an environmentally-friendly home
is a good investment for those who are concerned about their own health and the well-
being of our planet. Based on this trend, entire districts, known as eco-communities, are
being designed with green initiatives in mind. One of these communities is Dockside
Green in the Canadian province of British Columbia. Its goal is to become the world's
first zero-emission neighborhood.
Dockside Green is a mostly self-sufficient community along the harbour front of
Victoria, the capital city of British Columbia. The community is home to around 2,500
people and includes residential, office, and retail space. It includes a variety of
environmental features, some of which are unprecedented.
The planners and builders of Dockside Green have the environment in mind with
every choice they make. They ensure proper ventilation and guarantee residents clean air
indoors. Interior and exterior building materials, such as paints and wood, are natural
and non-toxic. One of these is bamboo which is used because it's very durable and can
be grown without the use of dangerous pesticides.
Energy efficiency is one of the top priorities in eco-communities like Dockside
Green. Not only do energy-efficient appliances and light fixtures reduce the
environmental impact of heating, cooking and lighting, they also save residents money.
Dockside Green claims that home owners use 55% less energy than the average
Canadian. Though many residents are sharing space by investing in condo-style living,
they have their own individual utility metres for electricity and gas. Studies show that
people use around 20% less energy when they are billed for exactly what they use.
Eco-communities also take the future into account by recycling waste and
reducing carbon emissions. At Dockside Green, waste water is treated and reused on-site
for flushing toilets, and a biomass gas plant converts waste wood into a renewable form
of gas for hot water systems, stoves and gas heaters. The community also reduces carbon
emissions by using local suppliers for all their transport and maintenance needs, and
residents are encouraged to use a mini transit system and join the community's car
share program.
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The first two stages of development at Dockside Green were completed in 2011,
and additional plans to increase sustainability are in the works. Similar green
communities are now found all over the world, especially smaller ones known
as ecovillages or "intentional communities". Most have 50 to 150 residents, all of whom
are trying to reduce their carbon footprints and create a model for sustainable living in the
future.
1. VOCABULARY
Word Meaning
bamboo noun a woody plant that grows quickly without pesticides

and has many uses
biomass noun organic material or waste that can be used to make

fuel
buzz word noun a word that's popular at a certain time, especially in

the media
carbon- a greenhouse gas that's released when fossil fuels are

dioxideor carbon(colloq.) noun burned
carbon footprint noun a measurement of the total amount of carbon a person

adds to the atmosphere by travelling by air, driving a
car, using fossil fuel-generated power, etc.
car share program noun a program that allows members to share one or more
cars instead of buying their own car
durable adj. strong, long-lasting
eco- prefix related to the protection of the natural environment

and ecosystems
eco- a community with environmentally-friendly

community orecovillagenoun buildings, technology, and energy sources like solar,
wind, biomass, etc.
energy-efficient adj. able to use less energy (esp. of vehicles, appliances,

buildings, etc.)
global warming noun increasing temperatures and the rising sea levels,
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Word Meaning
melting ice caps, coral reef bleaching, unstable

weather, etc. this is causing
green adj. 1. concerned with protecting the natural environment

and the planet
2. having the colour of grass
green initiative noun an effort to protect the natural environment
in the works idiom being developed now
non-toxic adj. not harmful to people or the environment, esp. of

chemicals, waste products, etc.
pesticide noun a chemical used to prevent insects from destroying

crops
self-sufficient. able to function, or produce all that's needed, without

outside help
Unprecedented noun never done or achieved before
utility Mertz noun a device that records how much water, electricity or
gas is being used in a house, apartment or building
Ventilation noun the replacement of unclean air or smoke with clean

air
zero-emission adj. releasing no waste products, esp. carbon-dioxide (or

"carbon")
2. READING COMPREHENSION
Choose the best answers to fill in the blanks
1. You can reduce your carbon footprint by _______ less.
A. walking B. driving C. talking
2. By reducing your carbon footprint, you are helping to _______ the problem of global
warming.
A. create B. worsen C. solve
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3. Which aimed to become one of the world's first zero-emission neighborhoods?
A. British Columbia B. Victoria C. Dockside Green
4. People live in eco-communities because they're concerned about _______ issues.
A. environmental B. buzz word C. investment
5. The builders of Dockside Green only used non-toxic
A. residents B. building materials C. bamboo
6. Which can save you money?
A. environmental impacts B. energy-efficient appliances C. higher energy prices
7. What's used to flush toilets at Dockside Green?
A. toxic waste B. carbon emissions C. treated waste water
8. What does the biomass plant at Dockside Green produce?
A. gas B. electricity C. stoves and heaters
9. Smaller eco-communities are sometimes called ecovillages or _______ communities.
A. inefficient B. intentional C. international
10. Who would be most likely to support the development of eco-communities?
A. climate scientists B. fossil fuel companies C. coal mining investors
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FURTHER READING 9:
WATER, AIR AND SOIL CONTAMINATION
Pollution is an environmental concern for people throughout the world. One
university study suggests that pollutants in the water, air, and soil cause up to 40% of the
premature deaths in the world's population. The majority of these deaths occur in
developing countries.
Water in many developing countries is contaminated with toxic chemicals, also

known as toxins. The World Health Organization (WHO) estimates that 1.1 billion
people have little or no access to clean water. In many of these regions the water that is
used for drinking, cooking, and washing is the same water that is used for dumping
sewage and hazardous waste. Most developing countries cannot afford water treatment
facilities. Approximately 80% of infectious diseases in the world are caused by
contaminated water.
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Air pollution is a growing problem throughout the world. Indoor air pollution is
one of the leading causes of lung cancer. Families in developing countries use open
stoves for cooking and heating their homes. These homes do not have proper ventilation.
The smoke, which is full of chemicals and carcinogens, gets trapped inside where
families eat and sleep. Outdoor pollution also causes disease and illness, especially in
industrial cities such as Beijing, China, where cancer is the leading cause of death. China
relies heavily on coal, which is considered the dirtiest source of energy. According to the
European Union, only 1% of urban dwellers in China breathe clean air on an average day.
Neighbouring countries including Japan and Korea receive much of China's pollution in
the form of acid rain. This pollution results mainly from the coal powered factories,
which produce inexpensive goods for North American and European consumers. Outdoor
air pollution is also a concern in many wealthy countries. Those who live and work in
urban centres such as Los Angeles or Toronto experience many warm days beneath a
layer of smog.
Soil pollution is also a major concern, both in industrial and developing countries.
Pollutants such as metals and pesticides seep into the earth's soil and contaminate the
food supply. Soil pollution causes major health risks to entire ecosystems. This type of
pollution reduces the amount of land suitable for agricultural production and contributes
to global food shortages. Dumping of industrial and domestic waste products produces
much of the world's soil pollution, though natural disasters can also add to the problem.
In wealthy countries such as the US, protection agencies monitor the food supply. The
public is generally warned before major disease outbreaks occur. Developing countries
do not have this luxury. Farmers in poor nations grow food in contaminated soil both to
earn a living and to avoid starvation.
As more people move to urban centres, premature deaths caused by pollution are
expected to increase worldwide. Today, the developed nations who achieved their wealth
at the expense of the environment will be held accountable for protecting the earth's
resources for future generations.
1. VOCABULARY
Word Meaning
acid rain noun rain that contains harmful chemicals that collect in the
atmosphere when fossil fuels are burned
Carcinogen noun a substance that has been linked to causing one or more types of
cancer
contaminated adj. has come in contact with organisms or substances that cause
disease
developing a nation that is working towards becoming more economically

country noun and socially advanced
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Word Meaning
domestic waste noun garbage that is produced by people in a household
dumping verb placing waste in an area that is not appropriate ( e.g. dumping
chemicals in oceans)
hazardous a form of garbage that is harmful to health of plants, animals or

waste noun humans and requires careful disposal (e.g. batteries or paint)
industrial adj. related to industry and the production of fuel, power and
materials used to manufacture goods, esp. in factories
Pesticides noun chemicals that are sprayed on crops to prevent insects from
destroying them
Pollutant noun a substance or material that damages the natural environment
Pollution noun the contamination of the environment, esp. by industrial waste

products and chemicals like pesticides
premature adj. happening before the expected or normal time
priority noun something that's of most concern or the greatest importance
sewage noun human waste from toilets
smog noun air pollution caused by a reaction between chemicals in the

atmosphere and sunlight
toxic chemicals poisonous substances that can cause disease

(toxins) noun
Ventilation noun the replacement of unclean air with fresh air
2. READING COMPREHENSION
Choose the best answers to fill in the blanks
1. A university study suggests that up to 40% of the world's premature deaths are caused
by
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A. developing countries B. disease outbreaks C. pollutants
2. In many developing countries people use _______ contaminated by hazardous waste
and sewage.
A. water B. air C. facilities
3. _______ regions are often contaminated with air pollution.
A. Chemical B. Carcinogenic C. Industrial
4. What do open windows and fans that extract smoke provide?
A. contamination B. ventilation C. indoor pollution
5. The article implies that most of China's air pollution is caused by…………..
A. Japan and Korea B. burning coal C. acid rain
6. According to the article, where is cancer the leading cause of death?
A. Beijing B. Los Angeles C. the European Union
7. Which is NOT mentioned as a source of soil pollution?
A. hazardous wastes B. use of pesticides C. smoke from factories
8. Soil pollution is a major concern in _______ countries.
A. industrial B. developing C. industrial and developing
9. Industrial metals and pesticides seep into the earth's soil and contaminate our………
A. food supply B. food shortages C. disease outbreaks
10. Premature deaths caused by pollution are expected to increase as more people move
to…………………..
A. developed nations B. urban centres C. country towns
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FURTHER READING 10: SUSTAINABLE DEVELOPMENT
"Sustainable development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs."
Sustainable development is thus the ability to meet the needs of the present while
contributing to the future generations’ needs. It focuses on two goals:
1. To improve the quality of life for all of the Earth's citizens.
2. To stop using up the natural resources beyond the capacity of the environment to
supply them indefinitely.
Green development is generally differentiated from sustainable development in that

Green development prioritizes what its proponents consider to be environmental
sustainability over economic and cultural considerations. In addition to that, sustainable
development has underlying concepts: the concept of 'needs', in particular the essential
needs of the world's poor, to which overriding priority should be given; and the idea of
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limitations imposed by the state of technology and social organization on the
environment's ability to meet present and future needs. There is an additional focus on the
present generations' responsibility to improve the future generations' life by restoring the
previous ecosystem damage and resisting to contribute to further ecosystem damage.
Sustainable development requires action on the part of world states, governments and
people. The detrimental situation of the environment, the enormous stress upon our
natural resources and the huge gap between developed and underdeveloped countries,
necessitate practical strategies to reverse the trends. The World Commission on
Environment and Development suggested seven critical objectives for environment and
development policies that follow from the concept of sustainable development:
• Reviving growth
• Changing the quality of growth
• Meeting essential needs and aspirations for jobs, food, energy, water and
sanitation
• Ensuring a sustainable level of population
• Conserving and enhancing the resource base
• Reorienting technology and manage risk
• Including and combining environment and economics considerations in decision-
making
These recommendations are still valid; not to do things differently is dangerous and
condemnable. Slow actions would be detrimental.
READING COMPREHENSION
1. Sustainable development refers to the harmony between the environment, society and
economy
a. True
b. False
2. Sustainable development stresses upon:
a. the relationship between man and development,
b. a development that takes into consideration the needs of future generations.
3. Action to implement the concept of sustainable development is:
a. slow
b. already taking place at a reasonable pace
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FURTHER READING 11: CLIMATE CHANGE AND GLOBAL WARMING
Climate change
Climate encompasses the statistics of temperature, humidity, atmospheric
pressure, wind, rainfall, atmospheric particle count and other meteorological elements in
a given region over a long period of time. Climate can be contrasted to weather, which is
the present condition of these same elements and their variations over shorter time
periods.
Climate may be inherently variable as evidenced by the irregularity of the seasons

from one year to another. This variability is normal and may remain partially understood.
It is related to changes in ocean currents, volcanic eruptions, solar radiation and other
components of the climate system. In addition, our climate also has its extremes (such as
floods, droughts, hail, tornadoes and hurricanes), which can be devastating. However, in
recent decades, a number of indicators and studies show more and more evidence of
climate warming across the globe. A disturbing phenomenon that challenges human
habits and activities which are responsible for greenhouse gas emissions.
The greenhouse effect
The greenhouse effect is the process by which absorption and emission of infrared
radiation by gases in the atmosphere warm a planet's lower atmosphere and surface. It
was proposed by Joseph Fourier in 1824 and was first investigated quantitatively by
Svante Arrhenius in 1896.
Naturally occurring greenhouse gases have a mean warming effect of about 33 oC
(59 oF). But Human activity since the Industrial Revolution has increased the amount of
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greenhouse gases in the atmosphere, leading to increased radiative forcing from CO2,
methane, tropospheric ozone, CFCs (chlorofluorocarbon) and nitrous oxide. The
concentrations of CO2 and methane have increased by 36% and 148% respectively since
1750. These levels are much higher than at any time during the last 650,000 years, the
period for which reliable data has been extracted from ice cores. Over the last three
decades of the 20th century, GDP (Gross Domestic Product) per capita and population
growth were the main drivers of increases in greenhouse gas emissions. CO2 emissions
are continuing to rise due to the burning of fossil fuels and land-use change.
Consequences of global warming
There are two major effects of global warming: the increase of temperature on the
earth by about 3o to 5 o C (5.4o to 9o Fahrenheit) by the year 2100 and Rise of sea levels
by at least 25 meters (82 feet) by the year 2100. Other consequences are listed below:
• Sea levels are rising due to thermal expansion of the ocean, in addition to melting
of land ice.
• Amounts and patterns of precipitation are changing.
• The total annual power of hurricanes has already increased markedly since 1975
because their average intensity and average duration have increased.
• Changes in temperature and precipitation patterns increase the frequency,
duration, and intensity of other extreme weather events, such as floods, droughts,
heat waves, and tornadoes.
• Higher or lower agricultural yields, further glacial retreat, reduced summer stream
flows, species extinctions.
• Diseases like malaria are returning into areas where they have been extinguished
earlier.
READING COMPREHENSION
1. Climate is by definition variable.
a. True
b. False
2. Climate change observed in the last decades is natural.
a. True
b. False
3. Global warming is caused by industrialization.
a. True
b. False
4. Greenhouse effects have no impacts on our health.
a. True
b. False
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APPENDIX 2: GLOSSARY
Chapter 1 Unit 1
Words Parts of Transcription Meanings

speech
Affect v /ə'fekt/ làm ảnh hưởng đến
Conservation n /,kɔnsə:'veiʃn/ sự bảo tồn, sự bảo toàn
Chain n /tʃeɪn/ chuỗi
Deposit n /dɪˈpɒzɪt/ khoáng sản; mỏ
Endanger v /in´deindʒə/ gây nguy hiểm
Extinction n /iks´tiηkʃən/ sự tuyệt chủng
Ecosystem n /ékou´sistəm/ hệ sinh thái
Green belt n /ˈɡriːn ˌbelt/ vành đai xanh
Interaction n /¸intər´ækʃ(ə)n/ sự tác động với nhau, sự
tương tác
Organism n /'ɔ:gənizm/ sinh vật
Overuse v /ˌəʊ.vəˈjuːz/ lạm dụng
Pace n /peis/ tốc độ tiến triển
Pressure n /'preʃə/ áp lực, áp suất
Replenish v /ri´pleniʃ/ Được cung cấp thêm,
được bổ sung
Skyrocket v /ˈskaɪˌrɒk.ɪt/ tăng vọt
Smog n /smɔg/ sương mù
Chapter 1 Unit 2
speech
atmosphere n /'ætməsfiə/ Khí quyển
biodiversity n /baiəʊdai'vɜ:səti/ Đa dạng sinh học
biologist n /bai´ɔlədʒist/ Nhà nghiên cứu về sinh
vật học
circulation n /ˌsɜrkjuˈleɪʃən/ sự lưu thông, sự tuần
hoàn
climate change n /ˈklaɪ.mət ˌtʃeɪndʒ/ biến đổi khí hậu
conclusion n /kənˈkluʒən/ Sự kết luận, phần kết
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luận
contamination n /kən¸tæmińeiʃən/ ô nhiễm
correlation n ¸kɔri´leiʃən/ Sự tương quan
crust n /krʌst/ vỏ trái đất
ecologist n /i'kɔləʤist/ Nhà sinh thái học
encompass v /in´kʌmpəs/ bao quanh, bao gồm,
chứa đựng
erosion n /i´rouʒən/ Sự xói mòn
formation n /fɔ:'mei∫n/ Sự hình thành
geomorphologist n /¸dʒi:oumɔ:´fɔlədʒist/ nhà Địa mạo học
geoscience n Khoa học trái đất
infiltrate v /'infiltreit/ Rỉ qua, lọc, thấm
innovation n /¸inə´veiʃən/ sự cải tạo
sự cải tiến
Sự đổi mới
involve v /ɪnˈvɒlv/ Gồm, bao hàm
issue n /ɪʃuː/ Ðề tài; Vấn đề
meteorology n /¸mi:tiə´rɔlədʒi/ khí tượng học
multiple adj /'mʌltipl/ Nhiều
non-living adj vô sinh
organism n /'ɔ:gənizm/ sinh vật
particular adj /pə´tikjulə/ Riêng biệt, cá biệt; đặc
biệt
relation n /ri'leiʃn/ mối quan hệ, mối tương
quan, mối liên hệ
sediment n /´sedimənt/ trầm tích (như) cát, sạn,
bùn..
species n /'spi:ʃi:z/ loài
thermodynamics n /,θɜ:məudai'næmiks/ Nhiệt động lực học
volcano n /vɔl'keinou/ Núi lửa
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Chapter 2 Part I Unit 1
speech
absorption n /əb'sɔ:pʃn/ Sự hút, sự hấp thu, sự
hấp thụ
algae n /'ælgə, 'ælgi/ (Thực vật) Tảo
aquifer n /´ækwəfə/ lớp ngậm nước, tầng
ngậm nước
bacteria n /bæk'tiəriə/ vi khuẩn
decompose v /¸di:kəm´pouz/ phân huỷ
defect n /di'fekt/ Thiếu sót, sai sót,
nhược điểm; khuyết
điểm
deplete v /di'pli:t/ Tháo hết ra, rút hết
ra, xả hết ra;
deposition n /,depə'zi∫n/ bồi tích
kết tủa
sự lắng đọng
discharge v dɪsˈtʃɑrdʒ tháo ra, tiết ra, bốc ra,
đổ ra
groundwater n /´graund¸wɔ:tə/ nước ngầm

indicator n /ˈɪndɪˌkeɪtər/ Vật chỉ thị
legitimate v /li´dʒitimit/ hợp pháp hóa
microbiological adj /¸maikrou¸baiə´lɔdʒikl/ thuộc vi sinh vật học
microorganism n vi sinh vật
nutrient n /ńju:triənt/ Chất dinh dưỡng, chất
nuôi dưỡng
parasitic adj /¸pærə´sitik/ ký sinh
perpetrator n /´pə:pə¸treitə/ Thủ phạm, kẻ gây ra
pesticide n /´pesti¸said/ thuốc trừ sâu
protozoa n /¸proutə´zouə/ ngành động vật
nguyên sinh
radioactive adj /¸reidiou´æktiv/ Phóng xạ
relevant adj /´reləvənt/ Thích đáng, thích
hợp; xác đáng
sediment n /´sedimənt/ trầm tích (như) cát,
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sạn, bùn..
sewage n /´sju:idʒ/ Chất thải; nước cống,
rác cống
soluble adj /´sɔljubl/ có thể hoà tan, hoà
tan đượ
suspended adj /səs´pendid/ Lơ lửng;
Bị hoãn lạ
visible adj /'vizəbl/ Hữu hình, thấy được,
có thể nhìn thấy, có
thể thấy; trong tầm
mắt
Chapter 2 Part I Unit 2

speech
adhesion n /əd´hi:ʒən/ Sự dính chặt vào, sự
bám chặt vào
anthracite n ´ænθrə¸sait/ antraxit, than antraxit
broadly adv Rộng, rộng rãi
/´brɔ:dli/
by-product n /´bai¸prɔdəkt/ Sản phẩm phụ, phó
phẩm
Clearwell n giếng lắng
coagulant n /kou´ægjulənt/ chất đông tụ
coagulation n /kou¸ægju´leiʃən/ sự đông cứng
sự đông tụ
sự gelatin hóa
sự kết tủa
cryptosporidium n Bào tử ẩn
(Một loại vi khuẩn đơn
bào liên quan đến bệnh
nhiễm độc bào tử ẩn ở
người)
degradation n /¸degrə´deiʃən/ Sự suy biến, sự thoái
hoá
(địa lý,địa chất) sự rã
ra, sự mủn ra (đá...)
disinfection n /,disin'fekʃn/ sự khử trùng
134
Domestic waste- n nước thải sinh hoạt
water
dwelling n /´dweliη/ chỗ ở
effluent adj /éfluənt/ Phát ra, tuôn ra
n Nhánh, dòng nhánh,
sông nhánh
emerge v i´mə:dʒ/ Nổi lên, hiện ra
filtration n /fil´treiʃən/ Sự lọc; cách lọc
floatation n /flou´teiʃən/ Sự nổi; sự trôi
Fluoridation n /¸fluəri´deiʃən/ cho florua vào nước để
ngừa sâu răng; cấp fluor
giardia n động vật nguyên sinh
hình trái lê ký sinh
trong ruột non người
(ký sinh trùng giardia)
grit n /grit/ Đá mạt
handle v /hæn’dl/ Vận dụng, sử dụng
imperative adj im'perətiv/ Cấp bách, khẩn thiết
intervention n /ˌɪntərˈvɛnʃən/ Sự xen vào, sự can
thiệp
leachate n dung dịch lọc
Metallurgical adj /¸metə´lə:dʒikl/ luyện kim
municipal adj /mju:'nisipəl/ đô thị
thành phố
neutralization n /¸nju:trəlai´zeiʃən/ sự trung hoà
non-toxic adj /ˌnɒnˈtɒk.sɪk/ Không độc
norm n /nɔrm/ chuẩn tắc
định chuẩn
định mức
reflect v /ri'flekt/ phản xạ
regulate v /'regjuleit/ Điều chỉnh, sửa lại cho
đúng
sanitary adj /ˈsænɪˌtɛri/ Vệ sinh, không bẩn
silvicultural adj thuộc lâm học; lâm
nghiệp
screening n /ˈskrinɪŋ/ sự che chắn
135
sự phân loại
Tannery n /'tænəri/ Xưởng thuộc da
Textile Industry n /'tekstail 'indəstri/ ngành công nghiệp dệt
Chapter 2 Part II Unit 1

speech
adverse adj /ædˈvɜrs, ˈædvɜrs/ Ngược
aerosol n bình phun son khí
spray container
combustion n /kəm'bʌstʃn/ Sự đốt cháy; sự cháy
constituent adj /kən´stitjuənt/ Cấu tạo, hợp thành, lập
thành
n Phần tử, yếu tố cấu tạo,

thành phần
decay n /di'kei/ Tình trạng thối rữa; chỗ
thối (quả)
Tình trạng sâu, tình trạng
mục
dissolve v /dɪˈzɒlv/ Rã ra, tan rã, phân huỷ
droplet n /´drɔplit/ Giọt nhỏ
erupt v /iˈrʌpt/ Phun (núi lửa)
expel v /iks´pel/ phóng ra
phun ra
thải ra
haze n /heiz/ Mù, sương mù, khói mù,
bụi mù
non-irritating adj không làm phát cáu, không
kích thích
photochemical n sương mù quang hóa
smog
Primary pollutant n /'praiməri pə´lu:tənt/ chất ô nhiễm sơ cấp
prominent adj /´prɔminənt/ lồi lên, nhô lên
dễ thấy, nổi bật
prolonge n /prə´lɔη/ Sự kéo dài; sự được kéo
dài
136
respiratory adj /rɪˈspɪr.ə.tər.i/ (thuộc) hô hấp; để thở,
để hô hấp
Secondary pollutant n /´sekəndəri chất ô nhiễm thứ cấp
pə´lu:tənt/
substance n /'sʌbstəns/ vật chất

thunderstorm n /'θʌndəstɔ:m/ cơn giông
ultraviolet light n /¸ʌltrə´vaiəlit lait/ ánh sáng cực tím
Chapter 2 Part II Unit 2

speech
absorb v /əb'sɔ:b/ Hấp thu
adsorption n /æd'sɔ:pʃn/ sự hấp phụ
sự hút bám
altitude n /´ælti¸tju:d/ độ cao
anthropogenic adj ˌ/æn.θrə.pəˈdʒen.ɪk do tác động của con
người
average adj / ˈævərɪdʒ / Trung bình
blanket n /ˈblæŋkɪt/ chăn
Lớp phủ
cascade n /kæs'keid/ nối
sắp xếp theo tầng
sự nối tầng
contagious adj /kən´teidʒəs/ truyền nhiễm
correlate v ˈkɔrəˌleɪt , Có tương quan với nhau
cyclone n /'saikloun/ Lốc, gió xoáy
delta n /'deltə/ vùng châu thổ
desalination n /di:¸sælińeiʃən/ sự khử mặn
sự khử muối
envelope n /'enviloup/ màng bao, vỏ bao
Greenhouse effect n /´gri:n¸haus i'fekt/ Hiệu ứng nhà kính
Greenhouse gas n /´gri:n¸haus gæs/ khí nhà kính
instrument n /'instrumənts/ Dụng cụ
malaria n /mə´lɛəriə/ Bệnh sốt rét
137
migration n /maɪˈgreɪʃən/ Sự di trú
mitigation n /¸miti´geiʃən/ Sự làm nhẹ, sự làm dịu
penetration n /,peni'treiʃn/ Quá thình thâm nhập;
sự thâm nhập
Sự thấm vào, sự thấm
qua
radiation n /,reidi'eiʃn/ Sự bức xạ, sự phát xạ,
sự toả ra
reflection n /ri´flekʃən/ Sự phản chiếu, sự phản
xạ
scarcity n /´skɛəsiti/ Sự khan hiếm
severity n /si´veriti/ Tính khốc liệt, tính dữ
dội, tính gay go, tính ác
liệt
stratosphere n /´strætou¸sfiə/ tầng bình lưu
swamp n /swɔmp/ Đầm lầy, vũng lầy
Thermometer n /θə'mɔmitə/ Nhiệt kế
trap v /træp/ Làm cho mắc kẹt
Giữ, chặn lại
vanish n /'væniʃ/ Biến mất
water vapor n /'wɔ:tə 'veipə/ hơi nước
wetland n /ˈwet.lənd/ đất ngập nước
Chapter 2 Part III

speech
aeration n /ɛə´reiʃən/ sự quạt gió, thông hơi
commercial waste n /kə'mɜ:ʃl weɪst/ chất thải thương nghiệp
debris n /´debri:/ Mảnh vỡ, mảnh vụn

deforestation n /di¸fɔris´teiʃən/ Sự phá rừng
demolition n /¸demə´liʃən/ sự phá hủy
demography n /di´mɔgrəfi/ Nhân khẩu học
destruction n /dis'trʌk∫n/ sự phá hủy, sự tiêu diệt
directly adv /dai´rektli/ Thẳng, ngay, lập tức
138
discard v /dis´ka:d/ loại bỏ, vứt bỏ
discipline n /'disəplin/ Kỷ luật
disposable adj /dis´pouzəbl/ dùng một lần
disposables Hàng hoá chỉ dùng một
lần
eliminate v /ɪˈlɪməˌneɪt/ Loại ra, loại trừ, loại
bỏ, thải trừ
exothermic adj /¸eksou´θə:mik/ toả nhiệt
flammable adj /´flæməbl/ Bén lửa, dễ cháy
household waste n /´haushould weɪst/ Chất thải sinh hoạt
hygiene n /'haidʒi:n/ Vệ sinh
incidentally adv /insi´dentəli/ Ngẫu nhiên, tình cờ, bất
ngờ
incorporate v /in'kɔ:pərit/ Sáp nhập, hợp nhất, kết
hợp chặt chẽ
Industrial waste n /in´dʌstriəl weɪst/ rác thải công nghiệp
Institutional waste n /,insti'tju:ʃənl weɪst/ chất thải cơ quan
insulation n /¸insju´leiʃən/ Sự cô lập, sự cách ly
municipality n khu tự quản
municipal waste n /mju:'nisipəl weɪst/ rác thải đô thị
shingle n /ʃiηgl/ Đá cuội
Chapter 2 Part IV

speech
atomic bomb n /ə'tɔmik bɔm/ bom nguyên tử
biome n /ˈbaɪ.əʊm/ quần xã sinh vật
collapse v /kə'lӕps/ suy sụp, sụp đổ
desert n /ˈdɛzərt/ Sa mạc
disaster n /di'zɑ:stə/ thảm hoạ
doldrums n /´dɔldrʌmz/ Đới lặng gió xích đạo
drought n /drauθ/ Hạn hán
dynamic adj /daɪˈnæmɪk/ Năng động, năng nổ,
sôi nổi
139
extinction n /iks´tiηkʃən/ Sự tuyệt chủng
evidence n /'evidəns/ bằng chứng
fluctuation n /ˌflʌktʃuˈeɪʃən/ Sự dao động
heat wave n /hi:t weɪv/ sóng nhiệt
hemisphere n /´hemi¸sfiə/ Bán cầu
mediterranean adj /¸meditə´reiniən/ Địa Trung Hải

melt v /melt/ tan ra, chảy ra
precipitation n /pri¸sipi´teiʃən/ lượng mưa (khí quyển)
lượng giáng thủy (khí
quyển)
prediction n /prɪdɪkʃn/ Sự dự báo, sự dự đoán;
lời dự đoán, lời tiên tri
sensitive adj /'sensitiv/ Dễ bị thương, dễ bị
hỏng
spell n /spel/ Một đợt
starve v /stɑ:v/ Chết đói
subarctic adj /sʌbá:ktik/ Cận Bắc cực
trade winds n gió mậu dịch
tree ring n vòng cây
trigger v /´trigə/ Làm nổ ra, gây ra;
undoubtedly adv /n'dautidli/ Rõ ràng, chắc chắn,
không thể tranh cãi
được
utopia n /yuˈtoʊpiə/ sự không tưởng
140
speech
Environmental Adj /in,vairən'mentl/ Môi trường
Crisis n /'kraisis/ Khủng hoảng
Exhaust fumes n /ig'zɔ:st fju:mz/ Khí thải
Terrestrial Adj / tə'restriəl / Ở trên cạn, sống trên cạn
Ecosystem n /,eikou'sistəm/ Hệ sinh thái
Aquatic Adj /ə'kwætik/ Sống ở dưới nước
Energy n /'enədʒi/ Năng lượng
Consumption n /kən'sʌmp∫n/ Sự tiêu thụ
Fuel n /fjuəl / Nhiên liệu, chất đốt
Efficiency n / i'fi∫ənsi / Tiết kiệm, sử dụng hiệu quả
Atmospheric Adj / ,ætməs'ferik / Không khí
Pollution n /pə’lu:∫n/ Ô nhiễm
Incomplete Adj /,inkəm'pli:t/ Chưa hoàn thành
Combustion n / kəm'bʌst∫n / Đốt cháy
Dust particle n /dʌst 'pɑ:tikl/ Bụi
Organic compounds n /ɔ:'gænikəl Hợp chất hữu cơ
'kɔmpaund/
Ecological Adj /,ikə'lɔdʒikəl/ (Thuộc) Sinh thái
Degradation n /,degrə'dei∫n/ Suy thoái
Inland waterway n /'inlənd 'wɔ:təwei/ Đường thuỷ nội địa
Primary n /'praiməri / Sơ cấp
Productivity n /,prɒdʌk’tivəti/ Năng suất
Biomass n /’baiəʊmæs/ Sinh khối
Organisms n /'ɔ:gənizm / Sinh vật
Disturbance n /dis'tə:bəns / Xáo trộn
Eruption n /i'rʌp∫n / Phun trào
Avolcano n /vɔl'keinou / Núi lửa
Release v /ri’li:s/ Giải phóng
Vehicles n /'vi:hikl / Phương tiện giao thông
Achievement n /ə't∫i:vmənt/ Thành tựu
Consequeces n /'kɔnsikwəns/ Hậu quả
Confront v /kən'frʌnt/
141 Đối mặt
Potential Adj /pə'ten∫l/ Tiềm tàng
Paradox n /'pærədɔks/ Nghịch lý
Pressure n /'pre∫ə(r)/ Áp lực
Degrade v /di'greid/ Làm suy giảm
Functional Adj /'fʌηk∫ənl/ Chức năng
Intergity n /in'tegriti/ Tính toàn vẹn
Extent n /iks'tent/ Phạm vi
Significant Adj /sig'nifikənt/ Có ý nghĩa
Ecologists n /i'kɔlədʒist/ Nhà sinh thái học
Restriction n /ri'strik∫n/ Sự hạn chế
Evaporation n /i,væpə'rei∫n/ Sự bay hơi
Varied Adj /'veərid/ Đa dạng
Rail n /reil/ Đường ray tầu lửa
Landscape n /'lændskeip/ Cảnh quan
Amennity n /ə'mi:niti/ Sự dễ chịu
Aesthetic Adj /i:s'θetik/ Thẩm mỹ
Essentially Adv /i'sen∫əli/ Cơ bản
Scenic Adj /'si:nik/ Cảnh quan đẹp
Indicators n /'indikeitə/ Chỉ số
Habitat n /'hæbitæt/ Môi trường sống
Species n /'spi:∫i:z/ Giống loài
Emission n /i'mi∫n/ Khí thải
Attributable Adj /ə'tribjutəbl/ Liên quan đến cái gì đó
Aviation n /,eivi'ei∫n/ Hàng không
Chapter 3 Unit 1
142
Chapter 3 Unit 2
speech
Resources n /ri’zɔ:s/ Tài nguyên
Depletion n /di'pli:∫n/ Cạn kiệt
Disposal n /dis'pouzəl/ Xử lý
Extensive Adj /iks'tensiv/ Sâu rộng
Disturbances n /dis'tə:bəns/ Rối loạn
Hazardous substances n /'hæzədəs 'sʌbstəns/ Chất độc hại
Fossil Adj /'fɔsl/ Hoá thạch
Assessment n / ə'sesmənt/ Thẩm định, đánh giá
Agricultural Adj /[,ægri'kʌlt∫ərəl/ Nông nghiệp
Hydrologic system n /,haidrou'lɔdʒik 'sistəm/ Hệ thống thuỷ lợi
Boundary n /'baundəri/ Ranh giới
Separate Adj /'seprət/ Riêng biệt
Manufacture n /mænju'fækt∫ə/ Sự sản xuất
Nutrients Adj /'nju:triənt/ Chất dinh dưỡng
Replenish v /ri'pleni∫/ Bổ sung
Remediable Adj /ri'mi:diəbl/ Xử lý
Precipitation n /pri,sipi'tei∫n/ Mưa
Transpiration n /,trænspi'rei∫n/ Thoát hơi nước
Infiltration n /,infil'trei∫n/ Thấm nhập
Groundwater flow n /graund 'wɔ:tə flou/ Nước ngầm
Streamflow n /stri:m flou/ Dòng chảy
Glaciation n /,gleisi'ei∫n/ Sự đóng băng
Precaution n /pri'kɔ:∫n/ Đề phòng
Sustainable Adj /səs'teinəbl/ Bền vững
Majority n /mə'dʒɔriti/ Đa số
Existence n /ig'zistəns/ Sự tồn tại
Global warming n /'gloubəl 'wɔ:miη/ Nóng lên toàn cầu
Climate change n /ˈklaɪ.mət ˌtʃeɪndʒ/ Thay đổi khí hậu
Necessitate v / ni'sesiteit/ Bắt buộc
Materials n /mə’tiəriəl/ Nguyên vật liệu
Minimisation n /,minimai’zeiʃn/ Giảm thiểu
143
Fragment n / 'frægmənt/ Phân mảnh
Embodiment n /im'bɔdimənt/ Thể hiện
Inappropriate Adj / ,inə'proupriit/ Không thích hợp
Contribute v /kən'tribju:t/ Góp phần
Interaction n /,intər'æk∫n/ Sự tương tác
Witness v /'witnis/ Ghi nhận
Encompass v /in'kʌmpəs/ Bao gồm
Structure n /'strʌkt∫ə/ Cấu trúc
Intensification n /in,tensifi'kei∫n/ Sự tăng cường
Interdisciplinary Adj /,intə'disiplinəri/ Liên ngành
Consideration n /kən,sidə'rei∫n/ Sự cân nhắc
Mitigate v /'mitigeit/ Giảm bớt
Implement n /'implimənt/ Thể hiện
Alternatives n /ɔ:l’tɜ:nətiv/ Lựa chon thay thế
Promo n /'prɔmou/ Quảng bá
Transparency n /træns'pærənsi/ Minh bạch
Potentially Adv /pə’ten∫əli/ Tiềm ẩn
Eliminate v /i'limineit/ Loại bỏ
Influence n /’ìnluəns/ Ảnh hưởng

Assign v /ə’sain/ Giao cho
Permit v /'pə:mit/ Cho phép
Consist v /kən'sist/ Bao gồm
Culmination n /,kʌlmi'nei∫n/ Cực đại
Controversial Adj /,kɔntrə'və:∫əl/ Gây tranh cãi
Specificity n /,spesi'fisiti/ Tính cụ thể
Accurately Adv /'ækjuritli/ Chính xác
Evaluation n /i,vælju'ei∫n/ Đánh giá
Screening n /'skri:niη/ Sàng lọc
Warrants v /'wɔrənt/ Đảm bảo
Particularly Adv /pə,tikju'lærəli/ Đặc biệt
Preliminary Adj /pri'liminəri/ Sơ bộ
Scope n /skoup/ Phạm vi
144
Stage n /steidʒ / Giai đoạn
Opportunity n /,ɒpə’tju:nəti/ Cơ hội
Reveal v /ri'vi:l/ Tiết lộ
Vicinity n /vi'sinəti/ Lân cận
Accordance n /ə'kɔ:dəns/ Phù hợp
Ideally Adv /ai'diəli/ Lý tưởng
Predict v /pri'dikt/ Tiên đoán (dự toán)
Agency n /'eidʒənsi/ Cơ quan
Clearance n /'kliərəns/ Giải toả
Accompanied v /ə'kʌmpəni/ Đi kèm
Fulfill v /ful'fil/ Hoàn thành
Reclamation n /.reklə’mei∫n/ Khai hoang
Appendix n /ə'pendiks/ Phụ lục
Summarize v /'sʌməraiz/ Tóm tắt
Implementation n /,implimen'tei∫n/ Thực hiện
Administrative Adj /əd'ministrətiv/ Hành chính
Monitor n /'mɔnitə/ Giám sát
Validate v /'vælideit/ Xác nhận
Chapter 4 Unit 1
speech
Similarities n /,simə'lærəti/ Điểm tương đồng
Council n /'kaunsl/ Hội đồng
Necessitated v /ni'sesiteit/ Vần thiết
Pro found Adj /prou faund/ Sâu sắc
Holistic Adj /hou'listik/ Toan diện
Approach n /ə'prout∫/ Tiếp cận
Components n /kəm'pounənt/ Thành phần
Recyclable Adj /,ri:’saikləbl/ Có thể tái chế
Reclaim v /ri'kleim/ Khai hoang
Bricks n /,briks/ Gạch
Frames n /freim/ Khung
Thickeners n /’θik ənə/ Chất làm đặc
145
Thinners n / 'θinəz/ Chất làm loãng
Harmful Adj /'hɑ:mful/ Có hại
Guidelines n /'gaidlain/ Hướng dẫn
Solar paner n /'soulə pæn/ Tấm pin năng lượng
mặt trời
Gain v /gein/ Thu được
Absorbed Adj /əb'sɔ:bd/ Hấp thụ
Interior Adj /in'tiəriə/ Bên trong
Roof n /ru:f/ Mái nhà
Substrate n /'sʌbstreit/ Bề mặt
Growth n /grouθ/ Sự phát triển
Proof n /pru:f/ Bằng chứng
Sector n /'sektə/ Ngành
Flush Adj /flʌ∫/ Xả ra (tuôn ra)
Breathable Adj /’bri:ðəbl/ Thở
Noxious Adj /'nɔk∫əs/ Độc hại
Infiltrate v /'infiltreit/ Thâm nhập
Chapter 4 Unit 2
speech
Freight n /freit/ Vận chuyển
Intensity n /in'tensiti/ Cường độ
Aerodynamic n /,eəroudai'næmik/ Khí động học
Tailpipe n /'teilpaip/ Ống xả
Occupancy n /'ɒkjʊpənsi/ Sự chiếm
Electrification n /i,lektrifi'kei∫n/ Điện khí hoá
Biofuels n /’baiə ʊfju:əl/ Nhiên liệu sinh học
Innovation n /,inou'vei∫n/ Sự đổi mới
Geothermal adj /,dʒi:ou'θə:məl/ Địa nhiệt
Harness n /'hɑ:nis/ Khai thác
Abundant adj / ə'bʌndənt/ Dồi dào
Tremendous Adj / tri'mendəs/ To lớn
Experiment n /iks'periment/ Thử nghiệm
146
Fermenting Adj /fə:'mentiη/ Lên men
Otherwise Adv /'ʌðəwaiz/ Nếu không thì……
Nuclear Adj /'nju:kliə/ Nguyên tử
Advocate v /'ædvəkit/ chất ô nhiễm thứ cấp
Reconsider v /,ri:kən'sidə/ Xem sét lại
147
References
An introduction to environment. Retrieved from
http://www.ed.gov.nl.ca/edu/k12/curriculum/documents/science/highschool/ES3205_stud
ent_text_chapter_1.pdf)
Artiola, J.F., Pepper, I.L., Brusseau, M. (Eds.). (2004). Environmental Monitoring and
Characterization. Burlington, MA: Elsevier Academic Press.
Australian Government, Department of the Environment and Energy. Greenhouse effect.
Retrieved from http://www.environment.gov.au/climate-change/climate-
science/greenhouse-effect
The Charles River Watershed Association. (2008). Science-Based Management.
Retrieved from http://www.crwa.org/aboutus.html
The Community-Based Environmental Monitoring Network (CBEMN). (2010). The
Environmental Stewardship Equipment Bank. Retrieved from
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FOREWORD

UNIT 1 WHAT IS ENVIRONMENTAL SCIENCE?

Air Environment Ocean Resources

What is Environmental Science?

2. English Tenses in Passive voice

7. Simple Future S + will + be + Ved/3 + By O

UNIT 2 COMPONENTS OF ENVIRONMENTAL SCIENCE

Task 2. Read the text and answer the questions

1. List different fields involving environmental science.

Task 1. [Pair work]: Ask and answer the following questions?

Task 1. Imagine you are an environmentalist. What activities would you do in a

PART I WATER POLLUTION

UNIT 1: WHAT IS WATER POLLUTION?

becoming Surface water pollution microorganisms

Task 1. Answer the questions.

III GRAMMAR FOCUS

Task 3. In pairs, discuss the following questions.

Write a short paragraph (about 100-120 words) on water pollution.

PART I WATER POLLUTION

UNIT 2: WASTE WATER TREATMENT

Task 1. Look at the pictures and answer the questions:

Task 2. In groups, read the Waste Water Sources and Constituents.

6 Metallurgical Coking ovens, blast Suspended solids,

8 Fertilizer plant Ammonia, urea Nutrients like N, P and K,

9 Petroleum industry Atmospheric distillation, Grease, oil, emulsions,

Waste Colleting Preliminary Secondary

Treated water Tertiary

Figure 1: A generalized scheme for waste water treatment

Task 2. Answer the following questions:

Wastewater treatment is a process used to convert wastewater - which is water no

PART II AIR POLLUTION

UNIT 1: COMMON AIR POLLUTANTS AND SOURCES OF AIR POLLUTION

Task 1. Do the quiz.

1.Natural ______________ is a hydrocarbon, which means it is made up of compounds

Task 3. Match the terms with their appropriate meanings.

CO HNO3 SO3 NO H2SO4 H2O2 O3 SO2

PART II AIR POLLUTION

UNIT 2: GREENHOUSE EFFECT

Match the terms with their definitions.

Task 2. Read the text and answer the questions.

Natural greenhouse gases Anthropogenic emissions

CH4 (methane) CH4 (methane)

CO2 (carbon dioxide) N2O (nitrous oxide)

N2O (nitrous oxide)

Figure 2: relative contribution of greenhouse gases

III GRAMMAR FOCUS

b. Long adjectives (two syllables or more):

Task 1. [Group work]: Discuss the following question

1. A new analysis by the world resources institute or WRI brings______________to the

PART III SOLID WASTE

Task 1. Look at the following pictures and answer the questions.

1. What is solid waste?

1. Household waste A. consists of unwanted material produced directly or

An introduction to solid waste management.

What is Solid Waste?

Task 1. Group work: Discuss and answer the following questions:

Task 1. [Pair work]

Figure 1. Composting stages

PART IV CLIMATE CHANGE

Task 1. Pair work: Do this puzzle.

Task 2. Match the terms with their English meanings/ definitions.

Task 2. Read the text