Paragraph 1
For many years, people believed that trees and forests acted like the
"lungs of the Earth." This idea suggested that forests ______
(1. produce /
create / destroy) most of the oxygen we breathe. However, recent studies show
this might not be entirely true. Scientists now argue that marine plants, such
as phytoplankton, play a ______ (2. bigger /
smaller / slower) role in oxygen production. Forests are still vital, but their
job is more about absorbing carbon dioxide. Without this process, global
warming could ______ (3. increase / worsen /
disappear) much faster. This new research encourages us to rethink how
ecosystems work. It also reminds us that nature’s balance is ______ (4. complex / simple /
boring).
Paragraph 2
The ocean’s phytoplankton are tiny organisms that float near the water’s
surface. They use sunlight to ______ (5. convert / reduce / avoid) carbon
dioxide into oxygen through photosynthesis. Surprisingly, these organisms
contribute about 50–80% of the Earth’s oxygen. In comparison, forests and land
plants ______ (6. provide /
remove / ignore) only 20–30%. This discovery has shocked many
environmentalists. It shows that protecting oceans is just as ______ (7. important / optional
/ dangerous) as saving forests. Yet, pollution and climate change threaten
phytoplankton populations. If they decline, the planet’s oxygen supply could
______ (8. drop /
rise / stay).
Paragraph 3
Forests still play a critical role in Earth’s health. They absorb large amounts
of carbon dioxide, which helps ______ (9. slow / speed / freeze) climate change.
Trees also provide habitats for animals, prevent soil erosion, and clean the
air. However, calling them the "lungs of the Earth" might be ______
(10. misleading /
correct / funny). Unlike lungs, which take in oxygen, forests actually ______
(11. consume /
release / hide) oxygen at night. This process is part of their natural
respiration cycle. Scientists now prefer comparing forests to a "carbon
sink" because they trap CO2 ______ (12. instead / ahead / aside).
Paragraph 4
The debate about Earth’s "lungs" teaches us an important lesson:
ecosystems are interconnected. For example, rainforests recycle water through
transpiration, which creates clouds and ______ (13. rain / snow / wind).
Meanwhile, oceans regulate temperatures and weather patterns. If one system
fails, others might ______ (14. collapse /
thrive / laugh) too. Protecting both forests and oceans is essential. Governments
should ______ (15. invest /
waste / steal) in conservation efforts for both. Individuals can help by
reducing plastic use and supporting reforestation. Every small action ______
(16. counts /
fails / sleeps).
Paragraph 5
Why did people misunderstand forests’ role for so long? One reason is
visibility—trees are easy to see, but phytoplankton are ______ (17. invisible / colorful
/ loud) to the naked eye. Another reason is cultural storytelling; forests
often symbolize life and growth in myths. Additionally, early science education
focused ______ (18. more /
less / never) on land ecosystems than oceans. Today, technology like satellites
helps researchers study marine life ______ (19. accurately / poorly
/ angrily). This shift shows how scientific knowledge evolves. What we learn
today might ______ (20. change /
repeat / confuse) tomorrow.
Paragraph 6
Climate activists worry that this new finding could ______ (21. distract / encourage
/ blame) people from protecting forests. However, scientists clarify that both
ecosystems need attention. Deforestation still releases stored carbon dioxide,
which ______ (22. fuels /
stops / cleans) global warming. Similarly, ocean acidification harms
phytoplankton. The solution isn’t to choose one ______ (23. over / under /
beside) the other but to protect both. Policies like banning single-use
plastics and planting trees can work ______ (24. together / apart /
alone). Collaboration is key to solving environmental ______ (25. crises / games /
songs).
Paragraph 7
What can students do to help? Learning about ecosystems is a good start.
Schools should teach kids about plankton, forests, and how they ______
(26. connect /
separate / fight). Students can join beach cleanups or tree-planting events.
Reducing energy use at home also ______ (27. lowers / raises / mixes) carbon
footprints. Social media can spread awareness by sharing facts or ______
(28. inspiring /
boring / deleting) videos. Even small habits, like recycling, make a
difference. The goal is to stay informed and ______ (29. act / wait /
complain).
Paragraph 8
In conclusion, Earth’s ecosystems are more complicated than we once thought.
Forests are not the planet’s lungs, but they’re still irreplaceable.
Phytoplankton, though tiny, are ______ (30. heroes / villains / strangers) in the
oxygen cycle. Both systems face threats from human activities. To secure a
healthy future, we must ______ (31. balance /
ignore / attack) conservation efforts. Education, policy changes, and
individual actions can ______ (32. protect /
harm / abandon) these natural wonders. Let’s work together to keep Earth’s air
clean and its life ______ (33. thriving /
fading / resting).
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Which
Paragraph:
- explains
that phytoplankton contribute 50–80% of Earth’s oxygen?
- mentions
that forests consume oxygen at night?
- states
that early science education focused more on land ecosystems?
- discusses
the role of forests in preventing soil erosion?
- warns
that ocean acidification harms phytoplankton?
- says
that satellites help study marine life accurately?
- compares
forests to a "carbon sink"?
- mentions
that reducing energy use lowers carbon footprints?
- explains
that rainforest transpiration creates rain?
- says
cultural storytelling contributed to misunderstandings about forests?
- advises
banning single-use plastics and planting trees?
- states
that phytoplankton are invisible to the naked eye?
🌲🌳🌱🍃🌊🫧💦💧
Match
the Title with the Paragraph
Match the titles (A–H) to the
correct paragraph (1–8):
Titles:
A. The Tiny Heroes of Oxygen Production
B. Forests: Not Lungs, but Carbon Absorbers
C. Why We Misunderstood Forests for So Long
D. How Students Can Help the Planet
E. Oceans and Forests: Both Matter
F. The Risks of Ignoring Phytoplankton
G. Scientific Knowledge Changes Over Time
H. Earth’s Interconnected Systems
🌲🌳🌱🍃🌊🫧💦💧
Order
the Statements
Arrange these mixed-up statements
(A–H) in the order they appear in the passage (Paragraphs 1–8).
Statements:
A. Forests absorb carbon dioxide but aren’t Earth’s lungs because they use
oxygen at night.
B. Phytoplankton produce most of Earth’s oxygen, but pollution threatens them.
C. Students can help by learning, joining cleanups, and reducing energy use.
D. Early science focused on forests, but technology now studies oceans better.
E. Protecting both forests and oceans requires policies and individual actions.
F. Rainforests create rain, and collapsing ecosystems harm the planet.
G. Earth’s ecosystems are complex, and both forests and plankton need
protection.
H. People misunderstood forests due to visibility and cultural stories.
🌲🌳🌱🍃🌊🫧💦💧
Which Paragraph Answers:
1. Paragraph 2 | 2. Paragraph 3 | 3.
Paragraph 5 | 4. Paragraph 3 | 5. Paragraph 6 | 6. Paragraph 5 | 7. Paragraph 3
| 8. Paragraph 7 | 9. Paragraph 4 | 10. Paragraph 5 | 11. Paragraph 6 | 12.
Paragraph 5
Match Statements Answers:
1. G | 2. A | 3. B | 4. H | 5. C |
6. E | 7. D | 8. F
Correct Order:
Paragraph 3 → A
Paragraph 2 → B
Paragraph 7 → C
Paragraph 5 → H
Paragraph 6 → E
Paragraph 4 → F
Paragraph 1 → G
Paragraph 8 → D
