SERVICIO NACIONAL DE ADIESTRAMIENTO EN TRABAJO INDUSTRIAL

AGROINDUSTRIA

FASÍCULO DE APRENDIZAJE

INGLÉS TÉCNICO

CÓDIGO: 89001203

PROGRAMA: FORMACIÓN PROFESIONAL

 AUTORIZACIÓN Y DIFUSIÓN

MATERIAL DIDÁCTICO ESCRITO

FAM. OCUPACIONAL : AGROINDUSTRIA

ESPECIALIDAD : AGROINDUSTRIA

NIVEL : TÉCNICO MEDIO

Con la finalidad de facilitar el aprendizaje en el desarrollo de la formación y capacitación en la

especialidad de AGROINDUSTRIA a nivel nacional y dejando la posibilidad de un mejoramiento y
actualización permanente, se autoriza la APLICACIÓN Y DIFUSIÓN de material didáctico escrito
referido a INGLÉS TÉCNICO.

Los Directores Zonales y Jefes de Centros de Formación Profesional son los responsables de su
difusión y aplicación oportuna.

DOCUMENTO APROBADO POR EL

GERENTE ACADÉMICO DEL SENATI

N° de Página…...........114.................……........

Firma…………………………….....................

Fecha: …………2010-06-28……………....

Registro de derecho de autor:

 INGLÉS TÉCNICO 

INTRODUCTION

Reading Comprehension Strategies.

The following are brief descriptions of the main reading comprehension strategies
presented in this book:

1. Transparency: Cognates.
Cognates are words that look the same in English and Spanish, and are likely
to have a similar meaning. For instance, service and “servicio”, dentist and
”dentista.” Common cognates include the names of countries, numbers, and
first names among many others.

However, certain words may look similar and yet have different meanings.
These words are known as false cognates and we can see why in these two
examples: the English word sensible is “juicioso” in Spanish not “Sensible”, and
compressible translates as “amplio” and not “Comprensivo”. Even when we are
fully aware of the dangers of false cognates, it is essential to remember that no
word has an absolute meaning: the precise meaning of a word depends on its
context.

2. Prediction.
The title of a text may help as make assumptions about its contents.
Understanding the first paragraph of a text may allow us to make a prediction
as to what will follow in the second and so on. Reading as a confirmation of the
reader’s assumptions can be both fast and affective. We should not forget that
the reader brings a certain body of knowledge to any given text and this fact
can be exploited to improve reading efficiency.

3. Skimming.
A cursory reading of a text is not always a bad thing. A fast, superficial reading
can give us the gist of a text, thus revealing how relevant, important or
interesting it is to us. A text’s title and subtitles, its opening and closing
paragraphs, its typography, etc. can help us decipher its meaning. Furthermore,
often a general understanding of a text can be quite adequate for our purposes.
Only in special circumstances do we require an exact understanding of every
word in a text; for example, when reading a legal contract.

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4. Scanning.
Reading with a purpose is effective reading. By first establishing the specific
information required from a given text a reader can maximize effort. Detailed
attention is paid only to those areas of the text which are of utility, as the reader
progressively homes in on the desired information. Text layout, structure and
key vocabulary items can all help in such a focused search.

5. Linguistic function and context.

If we can identify a word’s function within a sentence, it can facilitate our
understanding of that word. This can be done by recognizing the ending of a
word.

Nouns may end in ion, er, ance, nees, hood, ship, etc.
Verbs in s, ed, ing, etc.
Adverbs in ly, lly, ally, etc.

We can identify the function of a word also by its position within a sentence:
Peter (noun-subject) kicked (verb) the ball (noun phrase-object) hard (adverb).
It is important to note that meaning is carried by “open class” words such as
nouns, verbs, adjectives and adverbs rather than “closed class” words such as
articles and conjunctions.

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I. Viewpoints – Discussion*
1. Do you think there is much hunger in the world?
2. How we can feed everyone?
3. Do you know what Tomas Malthus predicted?
4. According to you, which is more important for a country: its industry or its
agriculture?
5. What do you think of a career in agriculture?
6. Which profession would you choose?

II. Reading and understanding.

Read the following statements, then read the text “A career in plant science”
before you mark them true (T) or false (F).

1. Plants are vital to human existence. T F

2. A balanced diet ensures a supply of proteins, vitamins and minerals.

T F

3. About forty percent of deaths in the world are associated with poor nutrition.
T F

4. Green plants use energy from the sun, and with the water and the air they
produced food. T F

5. Green plants are the only living things capable of photosynthesis.

T F

6. An active person needs a diet of about 1,000 calories per day.

T F
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In native language
A CAREER IN PLANT SCIENCE

1 Humans depend on plants. An active person needs a diet of about 2,200

calories per day. This diet must be balanced to ensure a proper supply of
proteins, vitamins and minerals. About 60 to 80 percent of the deaths in the
world are associated with poor nutrition. Tomas Malthus predicted mass
starvation due to rapid population growth.

2 One of today’s greatest challenges is feeding the entire world’s people. Farmers
alone cannot meet this challenge of food production. They rely on the
development of new and better production methods as materials. Education,
research and a thorough knowledge of plants science can help to meet this
challenge…

3 Why are plants so important to human and animals? Green plants are important
because they are the only living things capable of a process called
“photosynthesis”. Only through photosynthesis can green plants use energy
from the sun (light energy) to produce carbohydrates (food) from water and
carbon dioxide from the air…

4 Education in plant science could help your find a rewarding, exciting career in
the agricultural industry … Jobs in this area require knowledge of seeds,
knowing the mineral requirements of plants and the nature of fertilizers. Or you
might have to recognize symptoms of disease and know how various diseases
can be remedied. Or you might be a research scientist.

From: Working In Plant Science

Bishop/Chapman/Carter
Green Division
McGraw-Hill Book Company

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III. Comprehension.

Choose the correct answer, a, b or c.

1. Photosynthesis is:
a. A photograph of a plant.
b. The process through which green plants use the energy from the sun to
produce carbohydrates.
c. A plant that has been reduced in size.

2. In modern times new ways have been found.

a. To reduce people’s need for plants.
b. To use and process plant products.
c. To feed all the world’s people.

IV. Fill in the blanks with suitable words from this list:

Can cannot must may might why because

One’s diet 1) ______________ be balanced to ensure a proper supply of

proteins, vitamins and minerals.
Farmers alone 2) _________________ meet this challenge of food production.
Science 3) ____________ help to meet this challenge.
4) _________________ are plants so important to humans and animals? 5)
____________ they are living things capable of “photosynthesis.” Education in
plant science 6) ___________ helps you find an exciting career in agricultural
industry.
You 7) ___________ have to recognize symptoms of disease and know how
various diseases 8) ____________ be reminded. Or you 9) _______________
be a research scientist.

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V. Identify the paragraph in which your find the following ideas and
information.

1. Education and research can help to meet the challenge of feeding all the
world’s people. Paragraph Nº__

2. About 60 to 80 percent of the deaths in the world are caused by poor nutrition.
Paragraph Nº__

3. Green plants use light energy from the sun to reproduce carbohydrates from
water. Paragraph Nº__

4. A career in plant science could help you to work in the agricultural industry.
Paragraph Nº__

5. Thomas Malthus predicted mass starvation because of the rapid growth of the
world’s population. Paragraph Nº__

6. Jobs in plant science require knowledge of seeds, and the nature of fertilizers.
Paragraph Nº__

7. A normal person needs a diet of about 2,200 calories per day, and a proper
supply of proteins. Paragraph Nº__

VI. Find the right ending (some endings do not match).

1. One of today’s greatest challenges ( )

2. You might to recognize symptoms of disease ( )

3. Education research and thorough knowledge of plant science ( )

4. Green plants are important because ( )

5. Education in plant science ( )

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a. Can help meet this challenge.

b. They are the only living thing capable of “photosynthesis”.
c. Is feeding all the world’s people.
d. Find a rewarding, exciting career in the agriculture industry.
e. Farmers alone cannot meet this challenge of food production.
f. On the development of new and better production.
g. And know how various diseases can be remedied.
h. A research scientist.

VII. Active Recognition.

Which summary reflects the main ideas of the text “A career plant science” better,
A or B? Justify your choice with evidence from the text (you may use your native
language).

Summary A. Summary B.

Thomas Malthus predicted mass A great percentage of deaths

starvation due to rapid in the World are associated
population growth. About 60 to with poor nutrition. One of
80 percent of the deaths in the today’s challenges is
World are associated with poor feeding all the world’s
nutrition. Humans depend on people. Education, research
plants. A thorough knowledge of knowledge of plant science
plant science can help meet the can help to meet this
challenge of food production. challenge, because plants
Education and research into are a source of food.
plant science can help Education in plant science
development new and better can help you find an
production methods and exciting career in the
materials. A career in the agricultural industry, or in
agricultural industry may be scientific research.
exciting and rewarding.

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HOW PLANTS GROW______________________

“Growth” is an increase in size that can’t be reversed. In other words, a plant can’t
grow smaller again. Plants grow because their cells get bigger as they take in food
such as water, minerals and the chemicals made by photosynthesis in the leaves.

When they get to a certain size, the cell may also split into two. One cell may take
on a different shape from the other, and may do a different job. So, as a plant
grows, it develops new parts as well as just getting bigger. Diagram B shows a
plant growing and developing.

The fastest growing parts of a plant are the roots and shoot. Diagram C shows that
the most growth takes place just behind the root tip and the shoot tip.

The direction a plant grows in is called tropism. For instance, shoots grow towards
a source of light. This is called phototropism. Roots grow downwards towards the
Earth. This is called geotropism. Roots also grow towards nearby water in the soil.
This is called hydrotropism.

Plant growth is probably controlled by chemicals made in the leaves. These are
called auxins. The more auxin there is in part of a shoot, the more the part grows.
But strangely, the effect in the root is different. The more auxin in part of a root, the
less growth there is.

The study how plants grow is useful to farmers and gardeners. The more they
know, the more likely they are to make the most of their farms and gardens.

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Summary ______________________
Growth is how living things get bigger in a
non_reversible way. Plants grow fastest just
behind the tips of their roots and shoots.
Shoots grow towards light and away from the
Earth. Roots grow towards water and
towards the Earth.

Things to do:
I. Complete the following sentences.
1. Growth is an ………………………… that can’t be reversed.

2. Plants grow because ………………………………….in food.

3. The plants take food such as ……., ………….and ……………..

4. The fastest growing parts of a plant are …………. and …………..

5. The study of how plants grow is useful to …………. and …………..

II. Read the sentences and write ( T ) or ( F ).

1. A plant can not grow smaller again. ________

2. Plant grow is controlled by chemicals made in the root. ________

3. The direction a plant grows in is called hydrotropism. ________

4. Shoots grow towards a source of light, this is called phototropism. ______

5. The plant food is made by photosynthesis in the leaves. ________

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III. Choose the correct answer.

1. Direction a plant grows in is called …………………..

a. phototropism b. geotropism c. tropismo

2. Roots grow downwards towards the Earth, this is called ………

a. hydrotropism b. geotropism c. tropismo

3. Roots also grow towards nearby water in the soil, this is.
a. geotropism b. develops c. hydrotropism

4. Shoots grow towards a source of light. This is called …………

a. phototropism b. geotropism c. hydrotropism

5. The fastest growing parts of a plant are the shoot and ………
a. leaves b. trunk c. root

IV. Write the name for each part of the plant

leave root shoots flower fruit

V. Use the words in the box to fill in the blanks in the sentences below.

auxins equal growing grass oxygen

1. Phototropism means ………………… towards the light.

2. In poor light photosynthesis and respiration are about …… in a plant.

3. …………… is a gas which re-lights a glowing splint.

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4. Plant growth is probably controlled by chemicals called ………………..

5. Bamboo is a type of woody ………………..

HOW A NEW PLANT GROWS

After the ovules have been fertilized, most of the flower withers and dies. At the
same time, the fertilized ovules grow inside the ovary until they develop into seeds.
Each seed contains a tiny embryo plant. It also contains a food store. Round the
seed is a tough seed coat which.

The ovary grows, too. The developed ovary, with the seeds inside it, is called a
fruit. A pea pod, a plum and a sycamore propeller are all fruits.

Scattering the seeds

In many plants, the seeds are scattered. Often the whole fruit is scattered, with the
seed inside. This scattering is important. Plants which are overcrowded don’t grow
well. Scattering gives the plants more room to grow.

Germination
If the conditions are right, a seed will begin to grow or germinate. The seed which
is scattered from the plant has very little water in it. A new plant begins to grow
when the seed takes in water.

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1. When the bean seed takes in water, the root begins to grow, using the stored
food for energy.
2. The root continues to grow. The root hairs begin to take in water from the soil.
3. The shoot begins to grow. Then leaves appear.

Did you know?

• A strawberry isn’t a real fruit. The fruits are the
“pips” on the outside.
• In 1954, 10 000 year old seeds were found in frozen
ground in Canada. In 1966, they germinated!

Things to do:

I. Are these statements true or false? Match T for true and F for false.

1. Plants which are overcrowded don’t grow well. T F

2. After the ovules fertilized the flowers dies. T F
3. Each seed contains two or more embryo plants T F
4. During the fertilization the ovary doesn’t grow. T F
5. The ovary with the seed inside it is called a fruit. T F

II. What happen to these parts after fertilization?

a. The flower: ………………………………………………………………………..
b. The ovule: ………………………………………………………………………...
c. The ovary wall: …………………………………………………………………...

III. Read the text again and answer the following questions.
1. What happens when a seed germinates?
……………………………………………………………………………………
……………………………………………………………………………………
2. Where does the growing embryo get its energy from?
…………………………………………………………………………………..
…………………………………………………………………………………..
3. Give three ways in which seeds are scattered?
………………………………………………
………………………………………………
………………………………………………

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4. Seeds don’t germinate in the packet. Why is this?

………………………………………………………………………….
………………………………………………………………………….
5. Do you like plants? Make a list of five plants that like best to you then write a
paragraph to explain your likes and dislikes.
1) ………………………………………………………………………………….
2) ………………………………………………………………………………….
3) ………………………………………………………………………………….
4) ………………………………………………………………………………….
5) ………………………………………………………………………………….

STARTING TO GROW.

Where Do Plants Come From?

Plants come from seeds. Each seed contains a tiny plant waiting for the right
conditions to germinate, or start to grow.

What Do Seeds Need to Start to Grow?

Seeds wait to germinate until three needs are met: water, correct temperature
(warmth), and a good location (such as in soil). During its early stages of growth,
the seedling relies upon the food supplies stored with it in the seed until it is large
enough for its own leaves to begin making food through photosynthesis. The
seedling's roots push down into the soil to anchor the new plant and to absorb water
and minerals from the soil. And its stem with new leaves pushes up toward the light:

The germination stage ends when a shoot emerges from the soil. But the plant is
not done growing. It's just started. Plants need water, warmth, nutrients from the
soil, and light to continue to grow.

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Things to do:
I. Find the following adjectives in the Word Search.

right good early large intelligent new down Light tiny expensive

N G M D D H J J H H H E W A
D H S G S C H F V X T Z Z X
F T E D O W N N E N Q E X T
M I D V V Y G G E Y S K H A
N J N B F Y F G H W R G A C
M Y S Y L E I T H G I R R R
T Y N R S L I H O L R P R I
A I A I L L C L G I I M G F
T E J E L U A A S I L O J R
M U T E Y R R E H O O T N I
S N T Y G I L S A D V T B E
I N N E H O S A T M E T A N
I O U O E V I S N E P X E D
N L P L P L C N G T U T S U

II. Complete the following sentences.

1. Seeds wait to ________________ until ___________ needs.

2. The germination stage ends when a _______ from the soil.

3. Leaves begin making ________ through __________________.

4. Plants need _______, ________, __________ from the soil.

5. Plants come from _________. Each _______ contains a tiny

__________.

III. Language Work

Complete the table

Adjective Comparative form

Small smaller than

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1. cheap __________________________ than

2. modern __________________________ than

3. exclusive __________________________ than

4. big __________________________ than

5. expensive __________________________ than

6. good __________________________ than

7. large __________________________ than

8. tiny __________________________ than

9. right __________________________ than

10. light __________________________ than

IV. Look at these jumbled letters for words about the text; try to figure out
what each word is.
1. Eslaev __________________

2. Otsro __________________

3. Imanetger __________________

4. Deses __________________

V. Work in groups and match the next words with the right definitions.

1. Plants ( ) measurement in degrees of how hot or cold a thing is.

2. Seeds ( ) a flat green part of a plant, growing from a stem

3. Germinate ( ) hard part produced by a plant, from which a plant grow

4. Temperature ( ) living thing that grows in the earth.

5. Leaf ( ) when the seed of a plant starts to grow.

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PLANT PARTS.

What Do Different Plant Parts Do?

Plant parts do different things for the plant.

1. Roots. Roots act like straws absorbing water and minerals from the soil. Tiny
root hairs stick out of the root, helping in the absorption. Roots help to anchor the
plant in the soil so it does not fall over. Roots also store extra food for future use.

2. Stems. Stems do many things. They support the plant. They act like the plant's
plumbing system, conducting water and nutrients from the roots and food in the
form of glucose from the leaves to other plant parts. Stems can be herbaceous
like the bendable stem of a daisy or woody like the trunk of an oak tree.

It's easy to see the "pipes" that conduct Here the "pipes" are dyed red
water, nutrients, and glucose in a stalk of so you can easily see them.
celery.

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3. Leaves. Most plants' food is made in their leaves. Leaves are designed to
capture sunlight which the plant uses to make food through a process called
photosynthesis

4. Flowers. Flowers are the reproductive part of most plants. Flowers contain
pollen and tiny eggs called ovules. After pollination of the flower and
fertilization of the ovule, the ovule develops into a fruit.

5. Fruit Fruit provides a covering for seeds. Fruit can be fleshy like an apple or
hard like a nut.

6. Seeds. Seeds contain new plants. Seeds form in fruit.

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Things to do:
I. Reading and Speaking. Read the text and answer these questions.
1. What are the parts of the plant?
a) ____________________________

b) ____________________________

c) ____________________________

d) ____________________________

e) ____________________________

f) ____________________________

2. Mark the sentences T (true) or F (false).

a) Roots absorb water and minerals from the nutrients. T F
b) Stems act like the plant's plumbing system. T F
c) Leaves are designed to capture water and minerals. T F
d) After fertilization the ovule develops into a fruit. T F
e) Fruits only can be fleshy like an apple or like a banana. T F

3. Match the parts of the plant to the definition.

a. Root 1 It contains the new plants and form in fruit.

b. Flower 2 it provides a covering for seeds.
c. Fruit 3 it helps to anchor the plant in the soil.
d. Seed 4 it contains pollen and tiny eggs called ovules.
e. Leaves 5 are designed to capture sunlight for making food.

4. Complete these sentences with the parts of the plant according with the
information that you read.

a. Tiny ____________ hairs stick out of the __________, helping in the

absorption. ___________ help to anchor the plant in the soil.

b. __________ can be herbaceous like the bendable __________ of a daisy

or woody like the trunk of an oak tree.

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c. Most food is made in their ________. _________ are designed to capture

sunlight which the plant uses to make food.

d. _________ are the reproductive part of most plants. _________ contain

pollen and tiny eggs called ovules.

e. _________ provides a covering for seeds. _________ can be fleshy like

an apple or hard like a nut.

II. Writing and speaking.

a) What kind of plants do you like, write the names:
…………………………….. ………………………….

……………………………. …………………………
.
……………………………. …………………………

b) What kinds of fruits do you like most? Write a list and compare with your
classmate.
……………… ……………………. ………………..

……………… ……………………. ………………..

……………… ……………………. ………………..

………………. ……………………. ………………..

3. Draw a plant and write its parts.

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NATURAL AND ARTIFICIAL POLLINATION

POLLINATION:

The fragrance, nectar, and color of flowers attract insects, birds, and mammals.
They carry pollen to the stigma, resulting in pollination. Flowers lacking showy
petals, as in many deciduous trees, are usually pollinated by the wind. The structure
of the flower often gives clues about the mechanism for pollination.

Pollination is the carrying of pollen from one plant to another; pollination increases
genetic variability. Genetic variability means that offspring plants carry the genetic
information for new characteristics not seen in the parent plant New Color, shape,
size, disease resistance, and other plant characteristics many result. Plant breeder
whose searches for new and better plants use pollination as one technique in their
work.

Things to do:
I. Write the right names for each picture use the words in the box.

Insect bird mammal flour tree stigma

1. _____________ 2. _______________ 3. _____________

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 INGLÉS TÉCNICO 
4. ____________ 5. _______________ 6. _____________

II. Complete the following sentences.

1. Pollination is carrying ________ from one ________to another.

2. Pollination increases ________________ variability.

3. Plant breeder use pollination as one ___________ in their work.

4. The fragrance, nectar, and color of flowers attract _________, _________,

and ____________.

5. The flower often gives clues about the _________ for ___________.

III. Match the following words with their definitions.

1. Nectar ( ) an illness affecting humans, animals or plants,

often caused by infection.

2. Pollen ( ) the units in the cells of a living thing that control its
physical characteristics.

3. Disease ( ) fine powder yellow formed in flowers carried to

other flowers by wind insects to produce seeds

4. Genetic ( ) the part in the middle of a flower where pollen is

received.

5. Stigma ( ) a sweet liquid that is produced by flowers and

collected by bees for making honey.

IV. Are these statements true or false? Put T for true and F for false.

1. The fragrance, nectar, and color of flowers attract insects. T F

2. Birds and insects don’t carry pollen to the stigma. T F

3. Pollination is the carrying of pollen from one plant to bird T F

4. The genetic help to identify the characteristics of plants T F

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5. Plant breeder doesn’t use pollination as technique for new plants. T F

V. Find the meanings of the following words.

1. Showy: ______________________________________________________

2. Carry: ____________________________________________________

3. Deciduous: __________________________________________________

4. Increases: __________________________________________________

5. Wind: ___________________________________________________

VI. Write down the little and the subtitle of the text and the first sentence of
each paragraph.

• Title _____________________________

• Subtitle __________________________

• First Paragraph, first sentence ___________________________

• Second paragraph, first sentence __________________________

• First paragraph, last sentence __________________________

• Second Paragraph, last sentence __________________________

VII. Put the following words in the correct order to make five sentences.

1. pollen stigma they the to carry.

____________________________________

2. the flower pollination often for gives the structure of clues.

_____________________________________________________________
___________________________________________________________

3. the pollen of one plant pollination is another carrying from.

_____________________________________________________________
___________________________________________________________

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4. genetic variability increases pollination.

__________________________________________________________

5. carry the characteristics genetic for information plants new.

_____________________________________________________________
___________________________________________________________

SOIL

In general, most plants grow by

absorbing nutrients from the soil.
Their ability to do this depends on
the nature of the soil. Depending on
its location, a soil contains some
combination of sand, silt, clay, and
organic matter. The makeup of a soil
(soil texture) and its acidity (pH)
determine the extent to which
nutrients are available to plants.

Soil Texture (the amount of sand, silt, clay, and organic matter in the soil).
Soil texture affects how well nutrients and water are retained in the soil. Clays and
organic soils hold nutrients and water much better than sandy soils. As water drains
from sandy soils, it often carries nutrients along with it. This condition is called
leaching. When nutrients leach into the soil, they are not available for plants to use.

An ideal soil contains equivalent portions of sand, silt, clay, and organic matter.
Soils across North Carolina vary in their texture and nutrient content, which makes
some soils more productive than others. Sometimes, the nutrients that plants need
occur naturally in the soil. Other times, they must be added to the soil as lime or
fertilizer.

- Soil pH (a measure of the acidity or alkalinity of the soil) Soil PH is one of the
most important soil properties that affect the availability of nutrients.

• Macronutrients tend to be less available in soils with low pH.

• Micronutrients tend to be less available in soils with high pH.

Lime can be added to the soil to make it less sour (acid) and also supplies
calcium and magnesium for plants to use. Lime also raises the pH to the
desired range of 6.0 to 6.5

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In this pH range, nutrients are more readily available to plants, and microbial
populations in the soil increase. Microbes convert nitrogen and sulfur to forms
that plants can use. Lime also enhances the physical properties of the soil that
promote water and air movement.

It is a good idea to have your soil tested. If you do, you will get a report that
explains how much lime and fertilizer your crop needs.

Things to do:

I. Write down the little and the subtitle of the text and the first sentence of each
paragraph.

- Title _____________________________

- Subtitle __________________________

- First Paragraph, first sentence ___________________________

- Second paragraph, first sentence __________________________

- Third paragraph, firs sentence __________________________

- Fourth Paragraph, first sentence __________________________

II. Complete the following sentences with information from the text.

1. Most _______ grow by absorbing _______ from the _______.

2. Soil contains some combination of _____________________.

3. Soil acidity (pH) determines which nutrients are

_______________________.

4. Soil texture affects how well nutrients and water are

___________________________.

5. Clays and organic soils hold nutrients and water much better

than________________.

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 INGLÉS TÉCNICO 

6. This condition is called ___________________.

7. When ___________________ into the soil, they are not available for

__________________.

8. An ideal soil contains equivalent portions of

_____________________________________ matter.

9. The nutrients that plants ________ occur naturally in the _____________.

10. Lime also raises the ________ to the desired range of ______ to ______.

11. Microbes convert nitrogen and sulfur to forms that ________________.

12. It is a good idea to have your __________________.

III. Read the following statements about the text, and then read the text and
mark them true (T) or false (F).

1. Most plants grow by absorbing nutrients from water. T F

2. Soil texture and acidity determine which nutrients are not available to plants.
T F

3. Soil contains sand, silt, clay and organic matter. T F

4. Soil texture affects how well nutrients and water are retained in the soil.
T F

5. Clay holds nutrients and water better than sandy. T F

6. When water drains from sandy soils and carry nutrients along it is called
leaching. T F

7. When nutrients leach into the soil, they are available for plants to use.
T F

8. An ideal soil contains much silt than other soils. T F

9. Texture and nutrients determine the type of soil. T F

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 INGLÉS TÉCNICO 

10. The nutrients that plants need are added by the gardener. T F

11. Lime supplies calcium and magnesium. T F

12. pH is not important soil property. T F

IV. Find 12 cognates in the text.

1. ___________ 2. __________ 3. ____________

4. ___________ 5. __________ 6. ____________
7. ___________ 8. __________ 9. ____________
10. ___________ 11. __________ 12. ____________

V. Linguistic function and context.

Look at the following list of open class words and identify their function (noun, verb,
adjective or adverb) in the text.

1. plants __________________ 7. nature ___________________

2. ability __________________ 8. soil ______________________

3. plants __________________ 9. and ______________________

4. silt _____________________ 10. they _____________________

5. some ___________________ 11. along ___________________

6. better __________________

VI. Match the picture with the definitions.

1. ___ a white substance obtained by heating

limestone, used in building materials and to
help plants grow.

2. ___ sand, mud, etc. that is carried by

flowing water and is left at the mouth of a
river or in a harbour

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 INGLÉS TÉCNICO 

3. ___ a substance that consists of very small

fine grains of rock. Sand is found on
beaches, in deserts, etc.

4. ___ produced by or from living things:

Improve the soil by adding organic matter.
Organic compounds.

5. ___ a type of heavy, sticky earth that

becomes hard when it is baked and is used
to make things such as pots and bricks.

VII. Homework.
Find four types of soil and their definition.

PLANT NUTRIENTS.

Sixteen chemical elements are known to be important to a plant sixteen and

survival. The sixteen chemical elements are divided into two main groups: non-
mineral and mineral.

1. Non-Mineral Nutrients:

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 INGLÉS TÉCNICO 

The Non-Mineral Nutrients are hydrogen (H), oxygen (O), & carbon (C).

These nutrients are found in the air and water.

In a process called photosynthesis, plants use energy from
the sun to change carbon dioxide (CO2 - carbon and
oxygen) and water (H2O- hydrogen and oxygen) into
starches and sugars. These starches and sugars are the
plant's food.
Photosynthesis means "making things with light".

Since plants get carbon, hydrogen, and oxygen from the air and water, there are
little farmers and gardeners can do to control how much of these nutrients a plant
can use.

2. Mineral Nutrients:

The 13 mineral nutrients, which come from the soil, are dissolved in water and
absorbed through a plant's roots. There are not always enough of these nutrients in
the soil for a plant to grow healthy. This is why many farmers and gardeners use
fertilizers to add the nutrients to the soil.

The mineral nutrients are divided into two groups: macro and micronutrients.

a. Macronutrients:

Macronutrients can be broken into two more groups: primary and secondary
nutrients.

The primary nutrients are nitrogen (N), phosphorus (P), and potassium (K).
These major nutrients usually are lacking from the soil first because plants use
large amounts for their growth and survival.

The secondary nutrients are calcium (Ca), magnesium (Mg), and sulfur
(S).there are usually enough of these nutrients in the soil so fertilization is not
always needed. Also, large amounts of Calcium and Magnesium are added when
lime is applied to acidic soils. Sulfur is usually found in sufficient amounts from
the slow decomposition of soil organic matter, an important reason for not throwing
out grass clippings and leaves.

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 INGLÉS TÉCNICO 

b. Micronutrients:
Micronutrients are those elements essential for plant growth which are needed in
only very small (micro) quantities. These elements are sometimes called minor
elements or trace elements, but use of the term micronutrient is encouraged by the
American Society of Agronomy and the Soil Science Society of America. The
micronutrients are boron (B), copper (Cu), iron (Fe), chloride (Cl), manganese
(Mn), molybdenum (Mo) and zinc (Zn). Recycling organic matter such as grass
clippings and tree leaves is an excellent way of providing micronutrients (as well as
macronutrients) to growing plants.

Things to do:

I. Find 15 cognates words in the text; then write each one.

1. _______________ 2. ____________ 3. ____________

4. _______________ 5. ____________ 6. ____________

7. _______________ 8. ____________ 9. ____________

10. _______________ 11. ___________ 12. ____________

13. _______________ 14. ___________ 15. ____________

II. Write the correct name for each picture use the words in the box.

Sun gardener roots leaves tree water

1. _____________ 2. _______________ 3. ____________

4. ____________ 5. ______________ 6. ____________

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III. Complete the following sentences with information from the text.

1. Sixteen chemical elements are known to be important to a

____________________.

2. The sixteen chemical elements are divided into two main groups:
_____________________________.

3. The Non-Mineral Nutrients are_______________________________________

4. These nutrients are found in the ________ and ________.

5. The 13 mineral nutrients come from the ______________.

6. Farmers and gardeners use fertilizers to add nutrients ___________________.

7. Sulfur is found in amounts from the slow decomposition of

_____________________.

8. The Micronutrients are those elements essential for ___________________.

9. The mineral nutrients are divided into _______________.

10. Recycling organic matter is an excellent way of providing micronutrients

to______________________.

IV. Skimming

1. Write down the title of the introductory paragraph, also the first and the last
sentence of the paragraph.
- Title ________________________________

- First sentence ______________________________

- Last sentence _______________________________

2. Write down the subtitle, the first and the last sentence of the second paragraph
of the text.
- Subtitle ________________________________

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 INGLÉS TÉCNICO 

- First sentence ______________________________

- Last sentence _______________________________

3. Write down the subtitle, the first and the last sentence of the third paragraph of
the text.
- Subtitle ________________________________

- First sentence ______________________________

- Last sentence _______________________________

V. Answer the following statements orally. You may consult the text.

- How many chemical elements are important to a plant’s growth and

survival?
_________________________________________________________
_________________________________________________________

- How are divided the sixteen chemical elements?

_________________________________________________________

- What are the Non-Mineral Nutrients?

_______________________
_______________________
_______________________

- What does mean photosynthesis?

_________________________________________________________

- What are the primary nutrients?

____________________________
____________________________
____________________________

- What are the Secondary Nutrients?

____________________________

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 INGLÉS TÉCNICO 

____________________________
____________________________

- What are the micronutrients?

_________________________________________________________
_________________________________________________________

VI. Vocabulary.
Read the following pairs of words and decide if the words in each pair have the
same or different meanings.

1. Important Benefit S D
2. Survival Exist S D
3. Divided Split S D
4. Main Major S D
5. Farmer Farm S D
6. absorbed Preserve S D
7. Grow Increase S D

VII. Linguistic function and context.

Complete the box

ADJECTIVES COMPARATIVE SUPERLATIVES

1. organic _________________ _________________

2. excellent _________________ _________________
3. large _________________ _________________
4. important _________________ _________________
5. light _________________ _________________
6. small _________________ _________________
7. little _________________ _________________

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I. Look at the picture and answer the questions.

Where are the people in the picture?

Who do you think they are?
What are they wearing on their heads?
What are they doing? Why?
Are they all concentrating?

II. Is learning a foreign language easy?

- How long does it take?

- Which aspect of language learning do you like best/least?
- What is the best way to learn a foreign language?

III. Read the following questions and the text, and then mark the correct
answers with a circle.

1. Do we know how human beings learn a language?

2. What was Skinner’s definition of learning?
3. Who uses Skinner’s ideas?
4. Who disagreed with Skinner?
5. What did Chomsky say all human beings have?

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LANGUAGE LEARNING.

No one knows how human beings learn a language. In the 1950’s a famous
psychologist, E.F. Skinner, said that learning was simply the acquisition of new
habits. He taught animals to perform actions by rewarding them when they
performed well and punishing them when they performed badly. His ideas were
widely used in language teaching.

Noam Chomsky disagreed with Skinner, and in 1959 he proposed what becomes
the basis for a new theory of language learning. Chomsky said all human beings
have a special mechanism in their brains which is basis of speech. This mechanism
decays as we grow older, which may explain why children frequently have fewer
problems when learning a language than adults do.

Since 1959 psychologist and teachers have produced variations on Skinner’s and
Chomsky’s ideas but there is still no general agreement on how we learn language.

Things to do:
ANSWERS:

1. A. Yes. B. No.

2. A. Thinking. B. Acquiring new habits.

3. A. Teachers. B. Scientist.

4. A. Everyone. B. Chomsky.

5. A. A habit. B. A special mechanism in their brain.

PREFIXES. Prefixes come before a root word and have and

adverbial effect. That is, they modify the meaning of the root
word.

Place Time
Ab - sent Pre - meditated
- duct - view
Ad - jacent
- vade Post - natal
In - vert - mortem

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 INGLÉS TÉCNICO 

Note: This table is

Negation not exclusive. There
are many more
suffixes which denote
Un - done parts of speech.
- well
Dis - agreed
- pleased

In - complete
- correct
Ir - responsible
- replaceable

Im - perfect
- pede

SUFFIXES. Suffixes have two functions:

1. They show grammatical inflexion.

- This mechanism decays ________________ 3rd person singular

- Chomsky’s ideas ______________________ genitive

- They performed well __________________ simple past

2. They denote parts of speech.

VERB NOUN
- pose propose - ion action
- duce produce - is basis
- ate create - ism mechanism
- ize recognize - ment agreement

ADJECTIVE ADVERB
- ial special - ly badly
- al general - ally diametrically
- able capable - ward(s) backward(s)
- ive secretive - wise likewise

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 INGLÉS TÉCNICO 

IV. Read the following statements and the text, and then mark each statement
true (T) or false (F).

1. Reading texts in a foreign language is not easy. T F

2. The reader has to recognize every word. T F
3. If we do not know a word, we must guess it. T F
4. There’s only one way to guess the meaning of words. T F
5. Prefixes and suffixes are base words. T F
6. Pleased and displeased are antonyms. T F
7. Affixes can help us guess the meaning of words. T F
8. If we know the function of a word, we can guess
its meaning. T F
9. “Rassly” is an English word. T F
10. Rapidly is a synonym for quickly. T F

Reading text in a foreign language is not easy. The reader has to recognize
the structures which appear in the text and a good number of the words too.
Very often we do not need to know the exact meaning of all the words, if we
can understand the ideas they contain. Nevertheless, a specific word can be
5
essential for our understanding of an idea. Therefore, if that word is not
already a part of our vocabulary, we have to guess its meaning.
There are various ways of guessing the meaning of words, but understanding
affixes (prefixes and suffixes) is one of the most useful. They are particles or
words joined to a root or base word to create a new word.
10
Prefixes go before the root word, and suffixes follow it. For example, take a
root word like APPEAR. We can add a prefix DIS to it and make a new word_
DISAPPEAR. Then we can add a suffix, ANCE, to make another new word_
DISAPPEARANCE.
Now, how does this help us guessing the meaning of words? Well, if we know
15
that the root word, APPEAR, means to became visible, when we see it with
the negative prefix DIS it must mean the opposite of the root (it has become
the antonym of the original.) similarly, when we add the suffix, ANCE, which
makes words into nouns (the names of things), we know that the new word

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 INGLÉS TÉCNICO 

must mean THE NAME OF THE OPPOSITE OF TO BECOME VISIBLE. If we

20
understand the function of a number of common affixes, this will help us to
guess the meaning of words.
Understanding the function of a word in a sentence helps us arrive a synonym
for it (a word with the same or a similar meaning). For example, read the
following sentence: He saw the fire and ran away RASSLY. Rassly is a
25
nonsense word. It has no meaning in English; however, from its function in
the sentence and its function in the sentence and its context we can guess a
meaning for it. LY is a suffix which denotes an adverb and an describes a verb,
so RASSLY must describe ran. The person is running away from a fire, so we
imagine that RASSLY must mean quickly, or its synonym rapidly.
30
In this way we can use affixes to guess the meaning of words in text.

Things to do:

I. Now read the following, choose the best answer (a, b or c) and put a circle
around it.

1. When reading a text we must understand.

a. Structures.
b. Words.
c. Structures and words.

2. Understanding prefixes and suffixes is

a. The only way to guess the meaning of words.
b. The most useful way of guessing the meaning of words.
c. One way of guessing the meaning of words.

3. The suffix ANCE makes words into

a. Negatives.
b. Nouns.
c. Adjectives.

4. Suffixes come
a. Before a root word.
b. Before and after a root word.
c. After a root word.

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 INGLÉS TÉCNICO 

5. Ly is a
a. Prefix denoting an adverb.
b. Suffix denoting an adverb.
c. Prefix denoting an adjective.

II. Reference

1. “Its” in line 6 refers to

a. A specific word.
b. Our vocabulary.
c. Our understanding.

2. “They” in line 8 refers to

a. Various ways.
b. Affixes.
c. One of the most useful.

3. “This” in line 20 refers to

a. The suffix ANCE.
b. The number.
c. Understanding the function.

4. “It” in line 23 refers to

a. The function.
b. A word.
c. A sentence.

5. “It” in line 27 refers to

a. A nonsense word.
b. Rassly.
c. English.

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 INGLÉS TÉCNICO 

III. Read the following pairs of words and decide if the words in each pair
have the same or different meanings.

1. Meaning Function S D
2. Specific Particular S D
3. Unknown New S D
4. Root Base S D
5. Negative Antonym S D

IV. Read the text again, and find five words related to the word TEXTS.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

V. Read the following statements and mark them true (T) or false (F).
1. Guessing is very important in reading comprehension. T F
2. Words are often made of roots plus affixes. T F
3. Understanding the function of words helps us arrive at a synonym for it.
T F
4. Prefixes to after the root word. T F
5. a specific word can be essential for understanding. T F

VI. Read the following sentences and complete them with the correct words
or phrases.

1. The reader has to ________ the structures which appear in the texts.
a. Decognize
b. Recognize
c. Recognize

2. Nevertheless, a specific word can be _________ for our understanding of an

idea.
a. Essentours
b. Essentance
c. Essential

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 INGLÉS TÉCNICO 

3. _______, if that word is not already part of our vocabulary, we have to guess its
meaning.
a. Wherefore
b. Therefore
c. Theirfore

4. There are various ways of guessing the _________ of words.

a. Mean
b. Meaning
c. Meaningful

5. Now, how does this help us ________ the meaning of words?

a. Guess
b. Guessing
c. Guessed

6. Here is a lust of a few common ___________

a. Offixes
b. Affixes
c. Effixes

7. Understanding the _________ of a word in a sentence helps us arrive at a

synonym for it.
a. Functible
b. Functly
c. Function

8. For example, read the ______ sentence: He saw the fire and ran away rassly.
a. Following
b. Followed
c. Follows

9. The person is _________ a way from the fire, so rassly must mean quickly.
a. Run
b. Runner
c. Running

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 INGLÉS TÉCNICO 

10. In this way we can _________ affixes to guess the meaning of words.
a. Use
b. Uses
c. Used

VII. Put the following words in the correct order to make five sentences.

1. is texts not a Reading language in foreign easy

______________________________________________________

2. words Prefixes root it suffixes go follow before an the

_______________________________________________________

3. DISAPPEARANCE Then suffix, add we another, can a word make to ANCE new
______________________________________________________________

_____________________________________________________________

4. become the original of antonym has It the

_______________________________________________________

5. can we in texts In this guess the use affixes way to meaning words of
_______________________________________________________________

_____________________________________________________________

VIII. Read the following beginnings and endings, and make five sentences
from them.

1. Nevertheless, a specific word can be essential

_______________________________________________________

2. They are particles or words joined to root or base word

_______________________________________________________

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 INGLÉS TÉCNICO 

3. If we understand the function of a number of common affixes

____________________________________________________________

_________________________________________________________

4. Understanding the function of a word in a sentence

_______________________________________________________

5. However, from its function in the sentence

_______________________________________________________

1. _______ a) we can imagine a meaning for it.

b) this will help us guess the meaning of words
2. _______ c) for our understanding of an idea.
d) if we can understand the ideas they contain.
3. _______ e) to create a new word.
f) helps us arrive at a synonym for it.
4. _______ g) it has no meaning in English.

IX. Interaction

A. Constructing words: Team A gives team B a root word and time limit to
make new words from it. If team B finds the required number of words in
the time limit, it gains one point. If it finds more then the required number
it gains two points.

e.g. “mark” six words in two minutes:

marking remarkable remark unmarked remarked marked

B. Practice asking and answering the following questions.

1. Do you like learning foreign languages?

2. How many can you speak?
3. Where did you learn them?
4. Which is your favorite foreign language?
5. Do you use it often?

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 INGLÉS TÉCNICO 

6. Where?
7. With whom?
8. What is the most difficult part of learning a foreign language?
9. What learning aids do you use? (books, pictures, tapes, records, etc.)
10. Which is/are the most useful?

X. Write a short paragraph about the foreign language(s) you can speak.

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PLANT PROCESSES

There are three major processes that are the basis for plant growth and
reproduction.
All life on our planet depends on the first process, photosynthesis.

I. Warm up questions*

What can you see in the picture?

Where is it?
What do you think is happened with the plant?
What is the plant doing?
What do you know about photosynthesis?
Do you is it important?
Name three of your favorite plants.

*---------------------------------------------------------------------------------------------------
Use your native language.

II. Prediction
- Read the title. Then make a note of what you think the text might contain.
____________________________________________________________
____________________________________________________________
_________________________________________________________

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 INGLÉS TÉCNICO 

- Read the text. Then modify your notes if necessary.

____________________________________________________________
____________________________________________________________
_________________________________________________________

PHOTOSYNTHESIS _________________________

1
Photosynthesis is the process by which light energy is utilized to convert
carbon dioxide and water into food to be used by plants. Oxygen is released
into the air during the process. Light or solar energy is captured by chlorophyll,
the green pigment in leaves. It is then converted into chemical energy which is
5
stored as starch or sugar. Starch and sugars are stored in roots, stems, and
fruits. They are available to the plant as food or fuel.

Plants differ from animals in that animals cannot manufacture their own food
from light energy. The word photosynthesis means "to put together with light":

6CO2 + 6H2O + energy -> C6H12O6 (glucose) + 6O2

Because all plants need light to grow them often compete for light. Shading of
10
one plant by another should generally be avoided when planting out.

Some plants such as Hosta and ivy are shade-adapted and may even be
injured by high light conditions.

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If we can understand and control the intricacies of the photosynthetic process,

we can learn how to increase crop yields of food, fiber, wood, and fuel, and
15
how to use better our lands.

Photosynthesis is arguably the most important biological process on earth.

Things to do:

I. Cohesion, Match (X) the appropriate word or expression.

1. “Which” in line 1 refers to

a. Light
b. Process
c. Photosynthesis

2. “Light” in line 3 refers to

a. Sun
b. Energy
c. solar energy

3. “It” in line 4 refers to

a. Light
b. Chlorophyll
c. Leaves

4. “Which” in line 4 refers to

a. Stored
b. Sugar
c. chemical energy

5. “They” in line 6 refers to

a. starch or sugar
b. fruits
c. roots

II. Find twelve cognates in the text

1. ______________ 2. ____________ 3. _____________
4. ______________ 5. ____________ 6. _____________
7. ______________ 8. ____________ 9. _____________

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10 ______________ 11. ___________ 12. ____________

RELATIVES IMPERATIVES
a. Relatives
He usually writes about ordinary people who have problems.
One of Pinter’s most interesting plays is “The Party” which was
written in 1957.
Find a theatre where there is a Pinter play at the moment.
Who – persons
Which - things
Where - places
b. Imperatives

III. Read the following sentences and complete them with the correct words
or phrases.

1. ______________ is the process by energy is utilized to convert carbon

dioxide and water into food.

2. Solar energy is captured by ___________, the green pigment in leaves.

3. Oxygen is released into the _________ during the process.

4. ____________ is the most important biological process on earth.

5. Plants need _______ to grow them often compete for light.

IV. Find the following vocabulary in the Word Search.

- root - light - stems
- fruits - plants - animals
- wood - photosynthesis - leaves
- chlorophyll

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 INGLÉS TÉCNICO 

L S V F G G G S L A M I N A T G H C Q
I C H L O R P H Y L L S T O I O R H S
E R L E A V E S E S R A O E L B O L A
G S O P O S E F N R T R R O O P S O S
T T T S I S E H T N Y S O T O H P R D
L E U T T E M S D A T E M S A L A O P
M M T I A W O O S H V A E L A R T P H
Y S H U N T O S G I U R F N L C Y H O
K E B R E W S I L E A V T R O E H Y T
E C S F S A L T A E B S A H H X M L H
V. Write the correct name for each picture use the words in the box.

Fruit Wood leaves animal earth roots

1. _________________ 2. ____________ 3. _____________

4. ______________ 5. ___________ 6. ______________

HOW PLANTS BREATHE (respiration).

Aahh! What a Loreley day.

You can’t beat a breath of
fresh country air!

A. Plants can ´ breathe’.

Cartoon A shows the plants breathe just like people! They take in the gas oxygen
and give out water and the gas carbon dioxide. This is called respiration.

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 INGLÉS TÉCNICO 

The plants can also ‘breathe’ in almost exactly the opposite way. That was called
photosynthesis. Diagram B shows the two types of ‘breathing’ and when they
happen.

The difference between the two types of ‘breathing’ is that when photosynthesis
takes places, sunlight energy is stored in the plant.

When respiration takes place this energy is realized to do the jobs needed to keep
the plant alive.

B. When photosynthesis and respiration happen.

This is what happens in respiration:

Sugar + oxygen = carbon dioxide + water + energy Quite a lot of the energy is given
off as heat.

Energy is also needed to build new chemicals called proteins and fats from sugars,
water and minerals. It is needed to ‘suck’ water and minerals from the soil into the
roots, and up to the leaves. And it is needed to allow the plant to grow.

You can tell what is going on inside a plant by the gases which it gives off and takes
in. If it is giving off oxygen, for instance, it is storing energy. If it is giving off carbon
dioxide, it is releasing the energy to do work.

Photosynthesis needs light, so it takes place in daylight. This means that during the
day most plants give off oxygen. They are ‘trapping’ and storing energy. At night,

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 INGLÉS TÉCNICO 

however they give off carbon dioxide. They are using up the energy they stored in
the daytime.

Plants do not have mouths and lungs as we have for breathing. They breathe
through tiny holes, or pores, in their leaves. These pores are called stomata. You
cab see some of these, much bigger than they really are, in photo C.

C Stomata on the surface of a leaf.

Summary_________________________
Respiration is the way plants make use of
the energy made in photosynthesis. In
respiration, plants breathe in respiration;
plants breathe in oxygen and give out
carbon dioxide and water.

Things to do:

I. Are these statements true or false? Write T for true and F for false.

1. The plants breathe just like people. _______

2. The sunlight energy is stored in the plant. _______
3. Photosynthesis doesn’t need light. _______
4. During the day most plants give off oxygen. _______
5. The plants breathe through tiny pores in their roots. _______

II. Look at these jumbled letters for words / phrases about the text.

Try to figure out what each word is.

Tenispro proteins__
1. irrtpiosena __________ 2.synsitshoethpo __________
3. ngoyxe __________ 4. Geryne __________
5. nlisugth __________ 6. Ineaghtrb __________
7. anlpt __________ 8. Selave __________
9. samatto __________ 10.nelasrim __________

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III. Word work: word search

Look for verbs in the present simple and words and phrases about the text.
Then write them in the correct column. You can go across or down.

G G P L A T U S E T A N E S
O R E S P I R A T I O N S O
G W O E V B T A Y H G I V E
R C G E P O H L O I S L L M
O B H N G M G V U E R L K B
W N Y E N M I A T A E M A R
O M M Z M K L N C H T Y T E
P D E E N I Y R E N G M A A
H E Y N P S C O C R H A M T
T A T D O L K A E A A D O H
O R E T A W A N L D V L T E
S K O X Y G E N D S E V S K
I H T E R K K L T A K E K C
P E B U I L D V U S A N T W

VERBS WORDS / PHRASES

1. _________________ 1. ___________________
2. _________________ 2. ___________________
3. _________________ 3. ___________________
4. _________________ 4. ___________________
5. _________________ 5. ___________________
6. _________________ 6. ___________________
7. _________________ 7. ___________________
8. _________________ 8. ___________________
9. _________________ 9. ___________________
10. _________________ 10. ___________________

IV. Language work.

Sort these verbs into their principal parts (infinitive form, past simple and past
participle) in alphabetical order. Try to do this quickly!

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take needed lose did had give lost build gone grow cut
went found use spent made found spoken drank gone
bought built have cut need took made been go
see used spent find was given drink bought spend
used spoke done make built grown needed went

Infinitive Past simple Past participle Infinitive Past simple Past participle

................ …………… ……………… ………… …………… ……….............

................ …………… ……………… ………… …………… ……….............
................ …………… ……………… ………… …………… ……….............
................ …………… ……………… ………… …………… ……….............
................ …………… ……………… ………… …………… ……….............
................ …………… ……………… ………… …………… ……….............
................ …………… ……………… ………… …………… ……….............

V. Word builder.

Use suitable words from the text to complete these sentences.

1. The plant takes in the _____________ and gives out ______ and the
_________ dioxide. This is called ______________.

2. When photosynthesis takes places, ______________ is stored in the

_________.

3. ___________ is also needed to build new ___________ called

_____________.

4. Respiration is the way _______ make use of the ________ made in

__________.

5. The plants give out _____________________ and ____________.

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VI. Talking
Look at the picture and answer the questions.*

- Do you like flowers?

- Name the flower you like?

- Which flowers do you know?

- What color of flower is your favorite? Why?

- What do you know about flowers?

- Are flowers important?

- What can you see in the picture?

- How many parts have a flower?

- What are the reproductive organs of the flower?

- What is the title?

- What is the subtitle?

Flower Anatomy

The Flower:
1
The flower is the reproductive unit of some plants (angiosperms). Parts of the
flower include petals, sepals, one or more carpel (the female reproductive organs),
and stamens (The male reproductive organs).

The Female Reproductive Organs:

2
The pistil is the collective term for the carpel(s). Each carpel includes an ovary
(where the ovules are produced; ovules are the female reproductive cells, the
eggs), a style (a tube on top of the ovary), and a stigma (Which receives the pollen
during fertilization).

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The Male Reproductive Organs:

3
Stamens are the male reproductive parts of flowers. A stamen consists of an
anther (which produces pollen) and a filament. The pollen consists of the male
reproductive cells; they fertilize ovules.

Fertilization:
4
Pollen must fertilize an ovule to produce a viable seed. This process is called
pollination, and is often aided by animals like bees, which fly from flower to flower
collecting sweet nectar. As they visit flowers, they spread pollen around, depositing
it on some stigmas. After a male's pollen grains have landed on the stigma during
fertilization, pollen tubes develop within the style, burrowing down to the ovary,
where the sperm fertilizes an ovum (an egg cell), in the ovule. After fertilization, the
ovule develops into a seed in the ovary.

Types of Flowers:
5
Some flowers (called perfect flowers) have both male and female reproductive
organs; some flowers (called imperfect flowers) have only male reproductive organs
or only female reproductive organs. Some plants have both male and female
flowers, while other has males on one plant and females on another. Complete
flowers have stamens, a pistil, petals, and sepals. Incomplete flowers, lack one of
these parts.

Things to do:
I. Look up in the text, eight words which begging with consonant and consonant
sound.
1._________________ 2. ________________
3. ________________ 4. ________________
5. ________________ 6. ________________
7. ________________ 8. ________________

II. Look up eight words with vowel or vowel sounds.

1. __________________ 2. ________________
3. __________________ 4. ________________
5. __________________ 6. ________________
7. __________________ 8. ________________

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III. Reading Understanding.

Read the following statements, then read the text on “The Flower” before you mark
them true (T) or false (F).

1. The flower is not the reproductive unit of plants. T F

2. Ovules are the male reproductive cells. T F
3. Stigma receives the pollen during fertilization. T F
4. The style is a tube on the top of the ovary. T F
5. Pistil is not a collective term for the carpel. T F
6. Stamens are the female reproductive parts of flowers. T F
7. The pollen consists of the male reproductive Cells. T F
8. Male reproductive cells fertilize the ovules. T F
9. Flowers only have one reproductive organ. T F
10. Imperfect flower have only male or female organs. T F

IV. Read the following sentences and complete them with the correct word or
phrase.

1. The flower is the __________ unit of some plants.

a. Male
b. Reproductive
c. Flower

2. Each carpel includes an _______ where ovules are produced.

a. Female
b. Ovaries
c. Ovary

3. Stigma receives the pollen during _____________.

a. Reproduction
b. Fertilizarion
c. Fertilization

4. The pollen consists of the male _____________ cells.

a. Reproduction
b. Reproductive
c. Reproduce

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5. Pollination is ___________ aided by animals like bees.

a. Usually
b. Often
c. Always

V. Reference

1. “Reproductive unit” in paragraph 1 refers to:

a. Plants
b. Flowers
c. Angiosperms

2. “Where” in paragraph 2 refers to

a. Ovules
b. Carpel
c. Ovary

3. “Which” in paragraph 2 refers to

a. Stigma
b. Pollen
c. Fertilization

4. “Which” in paragraph 3 refers to

a. Filament
b. Pollen
c. Anther

5. “They” in paragraph 3 refers to

a. Pollen
b. Cells
c. Filaments

6. “Which” in 4 paragraph refers to

a. Bees
b. Animals
c. Flowers

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7. “Where” in paragraph 4 refers to

a. Tube
b. Style
c. Ovary

VI. Find fifteen cognates in the text

1. __________ 2. ___________ 3. _________ 4. _________

5. __________ 6. ___________ 7. _________ 8. _________

9. __________ 10.___________ 11. ________ 12. ________

13. __________ 14. __________ 14. ________ 15. ________

VII. Complete the following box with the correct word or phrase.

Nº NOUNS DEFINITION

01 FLOWER

02 ANGIOSPERMS

03 CARPEL

04 STATEMENS

05 PISTIL

06 OVARY

07 STIGMA

08 ANTHER

09 POLLEN

10 BEES

VIII. Answer the following questions according with the text.

1. What are the parts of a flower?

_________________________________________________________
_________________________________________________________
_________________________________________________________

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2. Which are the female reproductive organs?

_________________________________________________________
_________________________________________________________

3. What are the male reproductive organs?

_________________________________________________________

4. Write the correct flower’s parts.

ROOTS.

Roots are usually below ground and lack nodes, shoots, and leaves. Roots:

- Absorb NUTRIENTS and water from the soil.

- Anchor the plant in the soil, providing support for the stem often store food.

Diagram  of  cross 

section of a root 

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a. ROOTS DEVELOPMENT

The greatest numbers of plants are roots in the top foot of soil, with major feeder
roots occurring in the top six inches his knowledge is important for irrigation,
fertilization, and cultivation. The amount and location of roots may be influenced
by soil characteristics.

The fact that roots cannot be seen does not mean they should be neglected.

- Since roots take in nutrients and water for a plant, it is important to promote
good root development.

- The roots of established plant may extend far beyond the spread of branches
or foliage.

- If planted in rows, the roots of cultivated crops usually overlap.

Things to do:
I. Read the following sentences and complete with the correct word.

1. Roots are usually below ________ and lack nodes, shoots, and leaves.

2. Roots take in ___________ and water for a plant.

3. The amount of ________ may be influenced by soil characteristics.

4. The greatest numbers of ________ are roots in the top foot of _______.

5. Roots absorb _________ and ___________ from the soil.

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A. Modals May/ Might/ Can

B. Why? / Because

a. Modals

These auxiliaries show a range of attitudes or feelings about a

possible state or action.

May/Might (possibility)

I We
You You
He/She/It They

One day we may not have a job. ____ Pres/Fut

We might become angry. ____ Pres/Fut/Past/Cond.

Can (Possibility/ability)

I We
You You
He/She/It They

We cannot imagine how we would feel. --- Pres.

If we could not find another job we might become angry.--Cond.
One group could not stand life without work. --- Past.

Note: Formation of negative and interrogative normal.

( _ ) Neg. - addition of not We cannot
( ? ) Int. - inversion with subject We could. . .
Could we . . .?

b. Why / Because

Why were some of them enjoying unemployment?

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II. Reading and Understanding

A. Read the questions and the text and then mark the correct answer with a
circle.
1. Roots are usually below __________
a. Nodes
b. Ground
c. Leaves

2. The root in the soil provide _______ for the stem.

a. Food
b. Root
c. Support

3. ________ absorb nutrients and water from the soil.

a. Plants
b. Soil
c. Roots

4. When a plant is actively growing what would move from the leaves to the roots?
a. Water
b. Food
c. Nutrients

5. Most plants have the roots in the top foot of

a. Soil
b. Roots
c. Plants

III. Look at the picture and complete it.

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IV. Find twelve cognates in the text

1. __________ 2. ___________ 3. _________ 4. _________

5. __________ 6. ___________ 7. _________ 8. _________

9. __________ 10.___________ 11. ________ 12. ________

B. ROOT HAIR.

Root hairs are small hair – like extensions of the outer layer of root cells.

Roots can have an amazingly large number of root hairs. Roots hairs increase the
surface area of the roots, increasing the capacity to absorb nutrients and water.

- Roots hair greatly increase the surface are of roots.

- Roots hairs absorb.

- Roots hairs are often destroyed when a plant is dug from the soil. New root will
quickly form as a long as the roots themselves are undamaged.

I. Read the following statements and mark true (T) or false (F).

1. Roots can have a large number of roots hairs. T F

2. Roots hair doesn’t absorb nutrients and water. T F
3. R.H. are destroyed when a plant is dug from soil. T F
4. The root hairs are big hairs. T F
5. The root hair is not important for absorbing. T F

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II. Match the words with the right definition. (Use your dictionary if it is
necessary).

1 Layer ( ) to make a hole in the ground or to move soil from one

place to another using your hands, a tool or a machine.

2 Increase ( ) the outside top layer of an area of water or land.

3 Surface ( ) a quantity or thickness of something that lies over a

surface.

4 Dug ( ) not damaged or spoilt.

5 Undamaged ( ) to become or to make something greater in amount,

number, value, etc.

III. Viewpoints – Discussion*

1. What can you see in the picture?
2. What kind of fruits and vegetables can you see in the picture?
3. Do you like fruits and vegetables? Why?
4. What can you do whit fruits?
5. Make a list with your favorite fruits?
6. Make a list of your favorite vegetables?
7. Ask to your classmates about his/her favorite fruit. (Use these questions)

- What is your name?

- Do you like fruits?

- What are your favorite fruits?

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FRUITS AND VEGETABLES _____________________

The terms fruit and vegetable are somewhat

confusing because they have both a botanical and a
common usage. Botanically, a fruit always develops
from a flower and is composed of at least one ripened
ovary. Botanically, a vegetable is any edible part of a
plant other than the flower.

In popular usage a fruit is an edible plant part that

is sweet and eaten as a dessert. The popular use of
the term vegetable is a plant part that is edible, but
not particularly sweet.

Many fruits, such as tomatoes, squash, cucumbers,

Things to do:

I. Look the following fruits and put their names.

1. _____________ 2. _____________ 3. _____________

4. _____________ 5. ______________ 6. ____________

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II. Look the following vegetables and write the correct name.

1. _______________ 2. _____________ 3. ____________

4. ______________ 5. _____________ 6. ______________

III. Match the word with the correct definition.

1 Fruit ( ) connected with the science of botany.

2 Vegetable ( ) sweet food eaten at the end of a meal.

3 Botanical ( ) part of a plant that consists of one or more seeds and

flesh, can be eaten as food and usually tastes sweet.

4 Dessert ( ) fit or suitable to be eaten; not poisonous.

5 Edible ( ) plant or part of a plant that is eaten as food. Potatoes,

beans and onions are all vegetables.

IV. Find nine cognates in the text.

1. ______________ 2. ____________ 3. _____________
4. ______________ 5. ____________ 6. _____________
7. ______________ 8. ____________ 9. _____________

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V. Talking

A. Look at picture and answer the questions.

- What can you see in the picture?

- What is happened?

- What is your favorite station?

WHY PLANTS NEED WATER

1
Water acts as a SOLVENT for minerals and stored food that must be moved
through the plant. Water evaporation on the leaf surface helps cool the plant during
very hot weather in the same way that perspiration keeps us cool.

Plants even require water during winter. Water is absorbed through and stored in
5
roots for winter. When soil is frozen, water movement is very restricted. On windy
winter days, leaves of broadleaf evergreens, such as rhododendrons, may curl to
reduce water loss. Curling reduces the amount of leaf surface exposed to drying
winds, reducing evaporation. Continued water loss may cause tissue to die and turn
brown. This kind of plant injury is called desiccation. It is critical that broadleaf
10
evergreens have an adequate supply of soil moisture going into winter.

Things to do:

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I. Find the right synonym for these adjectives.

1. Cool: a. weather b. hot c. cooler
2. Frozen: a. preserve b. strong c. ice
3. Hot: a. hotter b. hot c. cool
4. Reduce: a. decrease b. increase c. reduce

II. Complete the following sentences.

1. Water acts as a ______________ for minerals and stored food.

2. Water _____________ on the ________ surface helps cool the plant.

3. Plants even require ___________ during ___________.

4. _________ is absorbed through and stored in _________ for winter.

5. This kind of plant injury is called ___________________.

III. Match the words with the right definition.

1. Solvent ( ) a liquid evaporates it changes into a gas.

2. Evaporation ( ) drops of liquid that form when is hot.

3. Perspiration ( ) with a lot of wind (natural forces).

4. Desiccation ( ) substance that can dissolve another substance.

5. Windy ( ) the process of becoming completely dry.

IV. Write the correct name for each station.

1. _________________ 2. __________________

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3. _________________ 4. __________________

V. Read the following statements and circle true (T) or false (F).

1. Water acts as a solvent for plants. T F

2. The perspiration keeps people cool. T F
3. Plants need water during winter. T F
4. Water is absorbed and stored in roots. T F
5. Frozen soils water movement is very restricted. T F
6. Water loss causes to die or turn brown a leaf. T F
7. Desiccation is when a plant turn brown. T F
8. On winter leaves increase water loss. T F

VI. In which paragraph can you find the following ideas and information?

1. Water evaporation on the surface helps the plants during very hot weather.
Paragraph Nº __
2. Water acts as a solvent for minerals and stored food that is moved through
plant. Paragraph Nº __
3. Water is absorbed through the plant and stored in roots for winter.
Paragraph Nº __
4. Water loss may cause tissue to die and Turn brown.
Paragraph Nº __

ADJECTIVES

Size Activity Appearance Type

Small quiet beautiful agricultural
Fairly small fairly quiet nice commercial
Large busy ugly industrial
Very large very busy very ugly residential

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About 70% of the earth’s surface is covered with water.

Ninety-seven percent of the water on the earth is salt water.

Salt water is filled with salt and other minerals, and
humans cannot drink it. Although the salt can be removed,
it is a difficult and expensive process.

Two percent of the water on earth is glacier ice at the

North and South Poles. This ice is fresh water and could be melted; however, it is
too far away from where people live to be usable.

Less than 1% of all the water on earth is fresh water that we can actually use. We
use this small amount of water for drinking, transportation, heating and cooling,
industry, and many other purposes and it is very useful in our daily live.

I. Are these statements true or false? Put (T) for true and (F) for false.

1. 90% of the water on the earth is. ……..…

2. Salt water is filled with salt and other minerals. ……..…

3. Human can drink salt water. ……..…

4. Two percent of the water on earth is not glacier ice. ……..…

5. Every day we use fresh water for drinking and cooking. ……..…

II. Read again the text and complete the following sentences.

1. The salt can be removed; it is _____________ and _____________process.

2. At the North and South Poles the water _________________.

3. Less than 1% of on earth is fresh water that we _____________.

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4. The salt can be removed; it is a difficult __________________.

5. About 70% of the earth’s surface is covered with ____________.

III. Write all the adjectives that you find in the text.

1. ____________________

2. ____________________

3. ____________________

4. ____________________

5. ____________________

IV. Complete the following box according with the headings.

ADJECTIVES COMPARATIVES SUPERLATIVES

V. Work in groups and match the word with the correct definition use your
dictionary.

1 Earth ( ) a liquid without color, smell or taste that falls as rain,

is in lakes, rivers and seas, and is used for drinking,
washing, etc.

2 Ice ( ) a white substance that is added to food to give it a

better flavour or to preserve it.

3 Melted ( ) the world; the planet that we live on.

4 Water ( ) water that has frozen and become solid.
5 Salt ( ) to make something liquid as a result of heating.

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VI. Reference

1. “It” in line three refers to:

a. freshly water b. salt water c. humans

2. “It” in line four refers to:

a. water b. salt c. salt water

3. “It” in line six refers to:

a. Fresh water b. glacier water c. ice

4. “This” in line nine refers to:

a. water b. fresh water c. earth

5. “It” in line ten refers to:

a. industry b. daily live c. fresh water

VII. Draw water at its different forms.

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I. Talking

A. Look at the picture and answer the questions.*

What can you see in the picture?
How many of them are there?
What kind are they?
Where they live?
Do you think that they are important?
What are they doing?
Which one is your favorite and why?
Which you have at home?
Did you eat one of them?

|}

____________________
* In native language

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THE FOOD CHAIN

An ecosystem is a living community which depends on each member and its

surrounding environment. The living part of an ecosystem is sometimes called a
food chain.

Every participant in an ecosystem has an important part to play and if one becomes
more dominant than the others, the ecosystem can develop problems.

We'll start with the producers. These are living things which take the non living
matter from the environment, such as minerals and gases and uses them to support
life. Green plants are considered producers and there are at the beginning of the
food chain.

Next are the consumers. These living things need the producers to be their food.

Animals that eat plants are called herbivores. They are considered consumers and
are next in the food chain.

Animals that eat other animals are called carnivores. They also considered
consumers and are a link father along on the food chain since they need the
herbivores for their food.

Animals and people who eat both animals and plants are called omnivores, and
they are also part of the consumer piece of the ecosystem.

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Finally, the last part of the ecosystem is the decomposers. These are the living
things which feed off dead plants and animals and reduce their remains to minerals
and gases again. Examples are fungous, like mushrooms, and bacteria.

I. Write the animals’ names.

1. _____________ 2. _____________ 3. ______________

4. ____________ 5. _______________ 6. ______________

9. ____________ 10. ______________ 11. _____________

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II. Write a short description of these animals.

III. Complete the following sentences.

1. An ________________ is a living community which depends on each

member and its surrounding environment.

2. The living part of an ecosystem is sometimes called a ______________.

3. Green plants are considered _________________.

4. Plants are at the beginning of the ________________.

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5. Animals that eat plants are called ______________.

6. Animals that eat other animals are called_______________.

7. Animals and people who eat both animals and plants are called
__________________.

IV. Read the article and circle the correct option.

The following point is not made in the article.

a. Recycling is great.

b. A lot of trash can’t be recycled.

c. Recycling is a commercial operation.

d. It’s good to recycle everything you can.

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Recycling is great!! We can all recycle all the glass, paper, metal, and plastic in our
trash, and it will magically save the Earth, right? Not really. Consider these points:

Recycling is a commercial operation, it cost money to collect recyclables, separate

them, and pass them on to the next user. Many recyclables materials are not worth
the cost of collecting them. Some materials can be recycled only once. Plastics
recycled into clothing end up in the landfill the next time they are thrown away.
Other materials in our trash can’t be recycled at all.

And we produce so much garbage. Even if everything recyclable were really

recycled, there would be a lot of trash left.

There are some bright spots in this gloomy

picture. Paper is good to recycle and it really does
save trees, aluminium cans are recycling Stars.
Making aluminium from raw materials takes twenty
times the energy of making it from cans. You can
also save the land destroyed by mining and reduce
the size of landfill where the cans didn’t go.

It is certainly worthwhile to recycle

everything you can, but recycling on its own is not
going to save the Earth. We need to consume less and
generate less garbage too.

Things to do:

I. What can kind of things we can recycle; write a list.

1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________

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II. Read the text and circle True or False for the conclusions below it.

1. When we recycle we save our planet. T F

2. We can recycle everything like glasses, papers, cans, bottles, etc. T F

3. Recycling is not a commercial operation. T F

4. Some materials can be recycled only once. T F

5. We need to consume less and generate less garbage every day. T F

III. Complete the following sentences with information from the text.

1. We can all ___________ all the ______, _____, ______, and ______ in our
_________.

2. __________ recycled into ________ end up in the landfill the next time they are
thrown away.

3. In these days all people produce so much _____________.

4. Paper is good to _________ and it really does save ________.

5. We need to _______ less and generate less _________ too.

IV. Complete the sentences with if or unless.

1. The oceans will probably raise _________ global warming continues.

2. The oceans probably won’t raise ________ global warming continues.

3. More trees and lakes will die _______ we stop acid rain.

4. More birds and fish will die _____ we don’t stop oil spills.

5. More people with skin cancer will die ____global warming continues.

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V. Match the two parts of the sentence.

1. She doesn’t go swimming a. if it’s cloudy.

2. If it rains, b. we go skiing.
3. I turn on the air conditioner c. I take an umbrella.
4. If it snows, d. if it’s cold.
5. You can’t see the starts e temperature seems cooler.
6. If it’s foggy, f. diving is dangerous.
7. If it’s windy, g. if it’s hot.

FISRT CONDITIONAL

We use first conditional to talk about things that are

possible in the future.
We use the present simple in the if clause and the future
in the result clause.

If we produce less trash, we’ll need fewer landfills.

If we don’t dramatize the situation, people won’t pay
attention.
We’ll collect a lot of cans if we all work together.

Use can to talk about things that are possible in the

future. Use the simple infinitive of the verb after can.

I can join a club and meet new people.

I can study English and travel to the USA.

VII. Write sentences with the first conditional.

1. air/ increases/ more children/ pollution/ get sick/If/will.

___________________________________________________________

2. will/ The streets/ recycle/ bottles and cans/ cleaner/ be/ if/ we.
___________________________________________________________

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3. the neighborhood/ be/ attractive/ If/ trees/ we/ much more/ plant/ will.
_______________________________________________________________
_______________________________________________________

4. aluminum/ save/ we/ We/ recycle/ if/ energy/ will

_________________________________________________________

VIII. Think of two possibilities for each situation. Use we and can.

1. You want to help reduce air pollution.

___________________________ or ________________________

2. You want to involve more people in your club.

__________________________ or _________________________

3. You want to increase recycling in your country.

__________________________ or _________________________

4. You want to reduce littering at your school.

__________________________ or _________________________

VIII. Put a tick in the logical sentences. And cross in the sentences that are
not logical.

1. If is rains, the streets will be dry. ________

2. If is difficult to breathe if there is a lot of air pollution. ________

3. If we don’t litter, our school will be dirty. ________

4. If we aren’t careful about air pollution, we will have a lot of water to drink.

________

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CONVERSATION

Listen and practice.

Keith : Ugh! I feel awful. I really have to stop smoking.

Mark : So why don’t you quit?
Keith : Well, if I quit, I might gain weight!
Mark : A lot of people do, but. . . .
Keith : And if I gain weight, I won’t be able to fit into any of my clothes!
Mark : Well, you can always go on a diet.
Keith : Oh, no. I’m terrible at losing weight on diets.
So if my clothes don’t fit, I’ll have to buy new ones. I’ll have to get a
part-time job, and . . . .
Mark : Listen, it is hard to quit, but it’s not that hard.
Do you want to know how I did it?

“I really have to stop smoking”

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Conditional sentences with if clauses

Conditional sentences can describe situations and consequences that are possible in
the present or future.

Possible situations (with present tense forms)

If I quit smoking,
If I gain weight,
If my clothes don’t fit,
If you get a part-time job,

Consequences (with future modals will, may, or might)

I might gain weight.

I won’t be able to* fit into my clothes.
I’ll have to buy new ones.
You may be able to* save some money.

*Be able to be often used with other modals: will or won’t be able to, may be able to, might be able to.

I. Match the clauses in column A with the appropriate information from

column B. Then compare with a partner.

A B

1. If you eat less sugar, __ a. you may feel more relaxed.

2. If you walk every day, __ b. you might feel healthier.

3. If you don’t sleep, __ c. you’ll stay in shape.

4. If you own a pet, __ d. you’ll have more money to spend on yourself.

5. If you don’t get married, __ e. you won’t be able to stay awake in class.

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II. Add your own information to the clauses in column A.

Then practice with a partner.

- If you eat less sugar, you’ll lose weight.”

- “If you study more English, you’ll speak English.”

- ______________________________________________________

- _______________________________________________________

- _______________________________________________________

A Pair work Can you find 2 consequences for each possible event?

Complete the chart with information from the list.

- Be able to buy expensive clothes

- Feel better about yourself

- Feel hungry a lot

- Feel jealous sometimes

- Feel more energetic

- Feel safer in your home

- Have to give up your favorite snack

- get request for loans from friends

- have to learn a new language

- have to take it out for walks

- lose touch with old friends

- gain weigh

Possible event Consequences

Buy a large dog

………………………………………………………………………………
………………………………………………………………………………

Fall in love
………………………………………………………………………………
………………………………………………………………………………

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Go on diet
…………………………………………………………………………………
…………………………………………………………………………………

Inherit a lot of money

…………………………………………………………………………………
…………………………………………………………………………………

Move to a foreign country

………………………………………………………………………………..
………………………………………………………………………………..

Quit smoking

………………………………………………………………………………

……………………………………………………………………………..

B Give your opinion about some issues

Nº Issue I agree I don´t agree It dpends

If they raise the price of cigarettes a lot,
1 
people will stop smoking.         
If the price of gas goes up a lot, people
2 
will drive less.         
If people work only 4 days for week, their
3 
lives will be better.         
If women do not work outside the home,
4 
children will be happier.         
If a woman becomes a leader of this
5  country a lot of things will change for the
better.         
If peoples watch less TV, they will spend
6 
more time with their families.         
If teachers don´t give tests, students don´t
7 
will study.         

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Are You in
Love?
What is the difference between “having a crush” on someone and
falling in love?

ou think you’re falling in love. You’re really attracted to a certain person.

But this happened before, and it was just a “crush.” How can you tell if it’s
real this time? Here’s what our readers said:

If you’re in love, . . .

You’ll find yourself talking to or telephoning the person for no reason.

(You might pretend there’s a reason, but often there’s not.)

You’ll find yourself bringing this person into every conversation. (“When I was in
Mexico _, ” a friend begins.

You interrupt with, “My boyfriend made a great Mexican dinner last week.”)

You might suddenly be interested In things you used to avoid. (“When a Woman
asks me to tell her all about football, I know she’s fallen in love,” said a TV sports
announcer.)

Ok,so you’ve fallen in love. But falling in love is one thing, and staying in love is
another.

How can you tell, as time passes, that you’re still in love? If you stay in love, your
relationship will change.

You might not talk as much about the person you are in love with. You might not
always call him or her so often. But this person will nevertheless become more and
more important in your life.

You’ll find that you can be yourself with this person. When you first fell in love, you
were probably afraid to admit certain things about yourself. But now you can be
totally honest. You can trust him or her.

To accept you just as you are. Falling in love is great – staying in love is even
better!!!

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I. Read the article. What happens when you fall in love compared to when you
stay in love? Check ( ) the correct boxes.

Falling in Staying in
Nº Issue
love love
1  You call the other person for no reason.      
2  You can be honest about yourself.      
3  You feel you can completely trust the other person.      
4  You suddenly have a new interest.      
5  You talk about the other person at every opportunity.      

New Vocabulary
- Ozone : a poisonous gas with a strong smell that is a form of oxygen.
- Layer : a quantity or thickness of sth that lies over a surface or
between surfaces.
- Ozone layer : a layer of ozone high above the earth’s surface that helps to
protect the earth from harmful radiation from the sun.
- Surrounds : to be all around something or somebody.
- Harm : damage or injury that is caused by a person or an event.
- Skin : the layer of tissue that covers the body.
- Eye : either of the two organs on the face that you see with.
- Diseases : an illness affecting humans, animals or plants, often caused
by infection.
- Hole : a hollow space in sth solid or in the surface of sth.
- Ozone Hole : an area in the ozone layer where the amount of ozone has
been very much reduced so that harmful radiation from the sun can pass
through it.
- Radiation : powerful and very dangerous rays that are sent out from
radioactive substances.

Find these words in your dictionary or internet.

- Acid rain: ______________________________________________________

______________________________________________________________

- Smog:________________________________________________________
________________________________________________________________

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- Deforestation:_________________________________________________
_______________________________________________________________

- Global warming:________________________________________________
_______________________________________________________________

- Greenhouse effect: _______________________________________________

_________________________________________________________________

- Biodegradable: _________________________________________________
________________________________________________________________

- Ozone friendly: _________________________________________________

________________________________________________________________

What is the WHOLE story about OZONE layer?

The ozone layer is a layer of ozone gas which surrounds the

Earth some 15 to 35 km above its surface. This 20 km wide
layer acts like a natural filter because it prevents most of the
sun's ultraviolet rays from reaching the Earth. These rays could
harm us if the ozone filter were not in place. For example, more
people would get skin cancer and eye diseases. As well,
animals would be affected and so would farmers' crops and the
top layer of our oceans.

So now you can see why it is very important to have this ozone
layer around our planet and why a HOLE in the ozone can be a
problem.

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Things to do:

I. Complete the following sentences.

1. The ozone layer is a layer of _____________.

2. Layer acts like a natural _____________.
3. Layer prevents most of the sun's _____________.
4. These rays could harm us if the _____________ were not in place.
5. A ___________ in the ozone can be a problem.

II. Read the following sentences and circle true (T) or false (F).

1. The ozone layer is very important us. T F

2. Ultraviolet rays are good for our skin. T F
3. The ozone layer is 15 to 35km. from earth. T F
4. People would get skin cancer and eyes diseases by ultraviolet rays.
T F
5. We protect the earth by cutting trees. T F

1. How old is the earth?

a. 4.6 billion years
b. 6.7 billion years
c. 10.5 billion years

2. The earth is considered to have a maximum of seven continents. What are

they?
______________________________________________________________

3. How many countries are there in the world?

a. 123
b. 146
c. 193

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4. Which continent has the most countries?

_______________________________________________

5. What is the population of the world?

a. billion people
b. 5.1 billion people
c. 6.1 billion people

6. Which country has the largest population?

_________________________________________________

7. What proportion of the earth is covered by water?

a. 61%
b. 71%
c. 81%

8. How many oceans are there? What are they?

_______________________________________________

9. How much of the earth’s land surface is used to grow food?

a. 11%
b. 16%
c. 21%

10. Where is the world’s largest desert? What is it called?

_______________________________________________

11. What is the difference between a political and a physical map?

_______________________________________________

12. Which is the world’s largest island?

a. Greenland
b. Iceland
c. Madagascar

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POLLUTION

1
Pollution is a harmful change in the natural environment caused by human
activities.
This may be the release of substances which are toxic to either animals or plants,
or it may be the release of energy (heat, Light, radiation, or sound) which interferes
with the development of animals or plants.
6
Pollution is usually harmful to one or more species of animal or plant. However,
releasing nutrients into rivers may be beneficial to some organisms while it is
harmful to others.

Here are some general examples:

ƒ Automobile exhaust emissions.

ƒ Oil spills.
ƒ The dumping of industrial wastes in the water supply.
ƒ The overuse of pesticides.
ƒ The overuse of chemical fertilizers.
ƒ Improper disposal of solid wastes.

16
Releasing raw sewage into a river causes pollution. Sewage contains lots of
organic substances which are a source of food for bacteria and fungi. The result is
that the bacteria and fungi thrive. Since they use up all the oxygen in the water,
most of the animals will die.
20
Pollution may occur naturally, as when an erupting volcano emits sulphur dioxide,
but the term usually refers to the negative effect of human activities

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Things to do:

REFERENCE

1. “This” in line 3 refers to

a. human activities
b. substances
c. pollution

2. “Which” in line 3 refers to

a. substances
b. toxic
c. animals or plants

3. “It” in line 4 refers to

a. animals or plants
b. pollution
c. energy

4. “Which” in line 4 refers to

a. pollution
b. radiation
c. energy

5. “It” in line 7 refers to

a. organisms
b. nutrients
c. rivers

6. “Which” in line 17 refers to

a. organic substances
b. source of food
c. bacteria and fungi

7. “They” in line 18 refers to

a. the oxygen
b. bacteria
c. bacteria and fungi

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II. Write four examples of pollution according with the text.

1. __________________________
2. __________________________
3. __________________________
4. __________________________

Add five examples of pollution that you do or see every day.

1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________

III. Adjectives and Nouns

Complete the table, Use dictionary to help you.

Noun / verb Synonym Antonym

1 change _different_____ __unchanged__

2 release ____________ _____________
3 sound ____________ _____________
4 light ____________ _____________
5 heat _____________ _____________
6 beneficial ____________ _____________
7 improper ____________ _____________
8 raw ____________ _____________
9 thrive ____________ _____________
10 effect ____________ _____________

ENDQUOTE
“Reporters thrive on the world’s
misfortune. For this reason they often take
an indecent pleasure in events that dismay
the rest of humanity”.
Russell Baker (Journalist)

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IV. Match the words and definitions.

1 change
2 release
3 sound
4 light
5 heat
6 beneficial
7 improper
8 raw
9 thrive
10 effect

a. something that you can hear.

b. without the usual covering
c. a change that sb/sth causes in sb/sth else
d. the process of replacing sth with sth new or different
e. the quality of being hot
f. to become, and continue to be, successful, healthy, etc.
g. the energy from the sun, a lamp, etc. that makes it possible to see things
h. to let sb/sth come out of a place where they have been kept or trapped
i. improving a situation; having a useful effect
j. dishonest, or wrong not appropriate to the situation.

V. Answer the questions.

1. How or which caused pollution?

________________________________________________________
________________________________________________________

2. What can you do as students for helping our environment?

__________________________________________________________
__________________________________________________________

ENDQUOTE
“An economist
ENDQUOTE
is an expert who will know
tomorrow why the things he predicted yesterday
didn’t happen today”
Laurence J. Peter (Educator and writer)

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1
The discovery of sugarcane, from which sugar as
it is known today, is derived dates back unknown
thousands of years. It is thought to have originated
in New Guinea, and was spread along routes to
Southeast Asia and India. The process known for
creating sugar, by pressing out the juice and then
boiling it into crystals, was developed in India
around 500 BC.

9
Its cultivation was not introduced into Europe until the middle-ages, when it was
brought to Spain by Arabs. Columbus took the plant, dearly held, to the West
Indies, where it began to thrive in a most favorable climate.

12
It was not until the eighteenth century that sugarcane cultivation was began in the
United States, where it was planted in the southern climate of New Orleans. The
very first refinery was built in New York City around 1690; the industry was
15
established by the 1830s. Earlier attempts to create a successful industry in the
U.S. did not fare well; from the late 1830s, when the first factory was built. Until
1872, sugar factories closed down almost as quickly as they had opened. It was
1872 before a factory, built in California, was finally able to successfully produce
sugar in a profitable manner. At the end of that century, more than thirty factories
were in operation in the U.S.

“Study the past if you would

define the future. . . .”

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Things to do:

I. Complete the following sentences.

1. Sugar as it is known today, is derived dates back unknown

___________________.

2. Sugar is thought to have originated in _________.

3. The process known for creating sugar was developed in _____ around _____
BC

4. Columbus took the plant, dearly held, to the ____________.

5. Sugar cultivation was not introduced into _________ until the middle-ages.

6. The very first refinery was built in _______________

7. The first refinery was built around ___________.

8. The first factory was built in ___________.

9. More than __________________ were in operation in the U.S.

10. Columbus took the sugar cane plant to _________________.

II. Write fifteen cognates

1. ____________ 2. ___________ 3. ____________
4. ____________ 5. ___________ 6. ___________
7. ____________ 8. ___________ 9. ___________
10. ___________ 11. ___________ 12. ___________
13. ___________ 14. ___________ 15. ___________

III. Unscramble these words.

1. gecrasuna _________________
2. ugras _________________
3. iceju _________________
4. vanitioclu _________________
5. tlanp _________________

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6. firenyre _________________
7. actoryf _________________
8. decropu _________________
9. tuydrins _________________
10. buscomlu _________________

IV. Find six verbs in simple past.

1. ________________ 2. _______________
3. ________________ 4. _______________
5. ________________ 6. _______________

V. Complete the following chart

Present and infinitive Simple Past

1 derive _______________
2 originate _______________
3 think _______________
4 spread _______________
5 develop _______________
6 introduce _______________
7 bring _______________
8 take _______________
9 begin _______________
10 be _______________
11 plant _______________
12 establish _______________
13 close _______________
14 open _______________

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VOCABULARY
VI. Read the following pairs of words and decide if the words in each pair
have the same or different meaning.

1. Discovery Find S D
2. Derived Derisive S D
3. Know Realize S D
4. Boiling Freezing S D
5. Begin Finish S D
6. create Make S D
7. Around Round S D
8. Manner Behaviour S D

VII. Are these statements true or false? Put T for true and F for false.

1. Sugar cane was originated in New Guinea. T F

2. Discovery of sugar cane is unknown thousands of years. T F
3. The first process of creating sugar was developed in Guinea around 500 BC.
T F
4. Cultivation in Europe was during middle-ages. T F
5. Columbus took the sugar to the West Indies. T F
th
6. Until 19 century sugarcane cultivation began in the Unites States. T F
st
7. The 1 refinery was built in New Orleans around 1690. T F
8. The industry was established by the 1830. T F
9. The fist factory was built until 1830. T F
10. In 1872 many sugar factories closed down. T F

VIII. REFERENCE.
1. “Which” in line 1 refers to
a. Discovery
b. Sugarcane
c. Sugar

2. “It” in line 2 refers to

a. Sugar
b. Sugarcane
c. known today

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3. “It” in line 3 refers to

a. thousands of years
b. sugar cane
c. New Guinea

4. “It” in line 7 refers to

a. Juice
b. Boiling
c. Crystals

5. “It” in line 12 refers to

a. Sugarcane
b. middle ages
c. Spain

6. “Where” in line 11 refers to

a. West Indies
b. Columbus
c. plant

7. “Where” in line 13 refers to

a. cultivation
b. United States
c. New Orleans

8. “It” in line 14 refers to

a. Sugarcane
b. Cultivation
c. Planted

9. “It” in line 17 refers to

a. fare well
b. first factory
c. last factory

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Crystallize Evaporation Grinding

Entrance of sugar cane Packing

IX. According with your previous knowledge write a number for each picture.
(Use the information in the previous box).

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Drying is the process of simultaneous heat and moisture transfer. It is the removal
of excess moisture from the grains. Once dried, the rice grain, now called rough
rice, is ready for processing. Proper drying results in increased storage life of the
grains, prevention of deterioration in quality, reduction of biological respiration that
leads to quality loss of grains, and optimum milling recovery.

In the country three methods are used for drying the paddy grains, namely:

- Sun Drying

- Mechanical drying

- Chemical drying

Sun Drying

Sun drying is a traditional method of drying the paddy grains. In fact, the major
quantity of produce is being dried in the country by this method. Sun drying is the
most economical method of drying grains. Grains are spread on drying surfaces
such as concrete pavement, mats, and plastic sheets and even on fields to dry
naturally.
Mechanical drying
Mechanical drying process means drying the grains by ventilating natural or heated
air through the grain mass to get it evaporated the moisture from it. Mechanical
dryers are more reliable since drying could be done anytime of the year.

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Chemical drying
Chemical drying method involves the spraying of common salt solution with specific
gravity of 1.1 to 1.2 on the ears of the mature paddy crop. This treatment reduces
the moisture content from 29% to 14.5% after four days.

Things to do:

I. Match the words with the correct definition.

1 Dry

2 Heat

3 Moisture

4 Removal

5 Rough

6 Storage

7 Grains

8 Milling

9 Paddy

10 Fields

a. simply made and not finished in every detail.

b. the process of keeping something in a particular place until it is needed
c. moving around in a large mas
d. a field in which rice is grown
e. not wet, damp or sticky; without water or moisture.
f. the small hard seeds of food plants such as wheat, rice.
g. the quality of being hot, pressure in something to do.
h. the act of taking sb/sth away from a particular place.
i. an area of land in the country used for growing crops or keeping animals in,
usually surrounded by a fence.
j. very small drops of water that are present in the air, on a surface or in a
substance.

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II. Complete the following sentences according with the text.

1. Drying is the process of simultaneous _________ and ________ transfer.
2. Once dried, __________________ now called rice rough.
3. Sun drying is a _________________ of drying the paddy grain
4. Sun drying is the most ___________________of drying grains.
5. Mechanical dryers are more _______________.
6. Chemical drying method involves the spraying of ______________
solution.

III. Answer the following questions.

1. What are the methods used for drying grains?
______________________________
______________________________
______________________________

2. In Sun Drying; grains are spread on drying surfaces such as:

______________________
______________________
______________________
______________________

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IV. Complete the following chart.

VERBS SYNONYMS

1 Dry _______________
2 Transfer _______________
3 Reduce _______________
4 Increase _______________
5 Prevent _______________
6 Spread _______________
7 Heat _______________
8 Get _______________
9 Spray _______________
10 Involve _______________

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List of Irregular Verbs

Compounds of irregular verbs form their past tenses and past participles in the
same way as the original verb:

come came come

overcome overcame overcome
set set set
upset upset upset

Present and Simple Past Past Participle

infinitive

be was/were been
bear bore borne/born
become became become
begin began begun
bleed bled bled
blow blew blown
break broke broken
bring brought brought
build built built
buy bought bought

can could been able

catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut

deal deal dealt

dig dug dug
do did done
drink drank drunk
drive drove driven

eat ate eaten

fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten

get got got/gotten

give gave given
go went gone
grow grew grown
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have had had

hear heard heard
hide hid hidde
hit hit hit

keep kept kept

know knew known

lay laid laid

lead led led
learn learned learned
leave left left
let let let
lie lay lain
lose lost lost

make made made

mean meant meant
meet met met

put put put

read read read

ride rode ridden
rise rose risen
run ran run

say said said

see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
shine shone shone
shoot shot shot
sing sang sung
sit sat sat
sleep slept slept
smell smelled smelled
speak spoke spoken
spend spent spent
spread spread spread
spring sprang sprung
stand stood stood
steal stole stolen
stick stuck stuck
strike struck struck/stricken
strive strove striven
swear swore sworn
sweep swept swept

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swing swung swung

take took taken

teach taught taught
tear tore torn
tell told told
think thought thought
understand understood understood
undertake undertook undertaken

wake waked /woke waked/woken

wear wore worn
weep wept wept
win won won
write wrote written

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PARTS OF A MICROSCOPE.
The compound microscope is a delicate instrument composed of many parts.

1. Ocular of eyepiece lens. The ocular lens is the lens you look through, it is
inserted at the top of the body tube. If your microscope has one ocular, it is a
monocular microscope, if it has two, it is binocular. Its magnification is written on
it.

2. Body tube. Body tube is the optical housing for the objective lenses.

3. Objective lenses. The objective lenses are a set of three to four lenses mounted
on a rotating turret at the bottom of the body tube. The four objective lenses of
your microscope and their magnifications are:

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Scanning lens 4X magnification

Low power lens 10X magnification
High power lens 40-45X magnification
Oil immersion lens 100X magnification

The magnification of the objective lens is written on the lens

Note: with the exception of the oil immersion lens all the objective lens is used
dry.
The magnification of oil immersion lens requires using the lens with special
immersion oil for proper resolution.

4. Stage. The horizontal surface on which the slide is placed is called the stage. It
may be equipped with simple clips for holding the slide in place or with a
mechanical stage, a geared device for precisely moving the slide. Two knobs,
either on top of or under the stage, move the mechanical stage.

5. Condenser lens. Condenser lens system, located immediately under the stage,
contains a system of lenses that focuses light on your specimen. The condenser
may be raised or lowered using the condenser knob. An older microscope may
have a concave mirror instead.

6. Iris diaphragm. Iris diaphragm is located below the condenser or immediately

below the stage in microscopes without a condenser. It functions in regulating the
light intensity passing through to the stage. More light is required at higher
magnification.

7. Light source. The light source has an (ON/Off) switch & may have adjustable
lamp intensities & color filters.

8. Base. Base – also called the supporting stand, rests on the bench.

9. Body Arm. The body arm is used when carrying the instrument.

10. Nose piece. Nosepiece is the mounting for the objective lenses which rotates
to bring the desired objective into position.

11. Coarse adjustment. Coarse adjustment knob is a large knob located at either
side of the microscope which functions in controlling the distance between the
objectives and the stage. Use the coarse adjustment only with the scanning
(4X) & low- power (10X) objectives. Why?

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So coarse adjustment is used for rapid focusing of the specimen until the
specimen is roughly in focus & then left alone, in which the fine adjustment
knob controls precise focusing of the object.

12. Fine adjustment. Fine adjustment is a small knob located at either side of the
microscope. This is used for the control of the object, precise focusing you
should use just the fine adjustment knob with the higher magnification objective
lenses; Because using the coarse adjustment knob with the higher objective
lenses may damage the lens &/or the slide you are observing.

Remember, microscopes are

expensive scientific
instruments. Handle them
properly and carefully and the
will last for many years!

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I. Write the parts of the microscope.

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