Insert the required form of gerund of the verb in brackets. Mind prepositions.

1. He had that dislike … (stare) at which never leaves the commonplace. 2. He had … (write) a pad on his knee. 3. Before … (write) you should clean your fountain- pen. 4. But it’s no good … (ask) me about his wife’s will. 5. “Very well”, he said and went on … (fish).6. There is only one thing in the world worse than … (talk about) and that is not (talk about). 7. She is a very practical woman and … (run) things.8. He could not bear the idea … (reproach) by him any more. 9. He appeared almost to dislike … (hear) music.

Exercise 6.

Find in the texts A and B sentences where Gerund is used and translate them into Kazakh.

Exercise 7.

Use the gerund of the verb in brackets in the active or passive form.

1. (talk) to him was like (play) upon the exquisite violin. 2. It seems awful (plant) myself on you. 3. Then suddenly she stopped (laugh) and frowned. 4. There is no sense in (talk) to him. 5. No one likes (make) to look a perfect damned fool. 6. I don’t mind (tell) you what I do know. 7. We did not mind (question) by the police. 8. I really shouldn’t dream of (ask) her. 9. He didn’t go without (congratulate) by Amy. 10. The door opened quietly and he went without (say) a word. 11. Even a criminal must be told the nature of his crime before (convict). 12. The boy is fond of (play) with pebbles.

Lesson 8

Grammar: 1. Absolute Participle Construction § 9. 2. Text: Water

1. Read and translate the following words:

substance, cover, surface, breathe, consist, begin, wash, shape, soil, help, absorb, release, breeze, warm, rise, fall, fail, starvation, spread, destruction, property, slave, clean, cook, bath, carry, waste, irrigate, dry, wet, fresh, salty, icecaps, glaciers, evaporate, pollute, flood.

II. Match the words with their definitions below:

substance, absorb, starvation, irrigate, evaporate, pollute, breeze, glacier, flood,

spread

1). supply(land, crops) with water(by means of rivers, pipes)

2). (particular kind of) matter

3). (cause to) change into vapour

4). mass of ice, formed by snow on mountains, moving slowly along a valley

5). suffering or death caused by having no food

6). make dirty, impure

7). take in or suck in

8). wind, especially a gentle wind

9). (coming of a) great quantity of water in a place that is usually dry

10). extend the surface or width of something by unfolding or unrolling it

III. From the list below – pick up words which have the same meaning and which are the opposites:

a). synonyms:

substance, earth, pollute, soil, wet, begin, matter, muddy, dry, start

b). opposites:

salty, small, hot, evaporate, rise, fresh, cold, absorb, fall, large

IV. Read and translate the text A:

“ WATER”

Water is the most common substance on earth. It covers more than 70 per cent of the earth’s surface. It fills the oceans, rivers, and is in the ground and in the air we breathe. Water is everywhere. Without water, there can be no life. In fact, every living thing consists mostly of water. Your body is about two- thirds water. A chicken is about three- fourths water, and a pineapple is about four- fifths water. Most scientists believe that life itself began in water – in the salty water of the sea.

Ever since the world began, water has been shaping the earth. Rain hammers at the land and washes soil into rivers. The oceans pound against the shores, chiseling cliffs and carrying away land. Rivers knife through rock, carve canyons, and build up land where they empty into the sea. Glaciers plow valleys and cut down mountains. Water helps keep the earth’s climate from getting too hot or too cold. Land absorbs and releases heat from the sun quickly. But the oceans absorb and release the sun’s heat slowly. So breezes from the oceans bring warmth to the land in winter and in winter and coolness in summer.

Throughout history, water has been people’s slave – and their master. Great civilizations have risen where water supplies were plentiful. They have fallen when these supplies failed. People have killed one another for a muddy water hole. They have worshiped rain gods and prayed for rain. Often, when rains have failed to come, crops have withered and starvation has spread across a land. Sometimes the rains have fallen too heavily and too suddenly. Then rivers have overflowed their banks, drowning large numbers of people and causing enormous destruction of property.

Today, more than ever, water is both slave and master to people. We use water in our homes for cleaning, cooking, bathing, and carrying away wastes. We use water to irrigate dry farmlands so we can grow more food. Our factories use more water than any other material. We use the water in rushing rivers and thundering waterfalls to produce electricity.

Our demand for water is constantly increasing. Every year, there are more people in the world. Factories turn out more and more products, and need more and more water. We live in a world of water. But almost all of it – about 97 per cent – is in the oceans. This water is too salty to be used for drinking, farming, and manufacturing. Only about 3 per cent of the world’s water is fresh (unsalty). Most of this water is not easily available to people because it is locked in icecaps and other glaciers. By the year 2000, the world demand for fresh water may be double what it was in the 1980's.’But there will still be enough to meet people's needs.

V. Answer the following questions:

1) What is water? What forms of water do you know?

2) How much per cent does water cover the earth’s surface?

3) Where does water flow?

4) Can we live without water? Why?

5) Every living thing consists mostly of water, doesn’t it? Do you know any facts about it?

6) Is water slave or master to people?

7) What negative or positive sides of water do you know?

Interesting facts about water.

1 mile = 1.609 km (one thousand 6 hundred and 9 km.)

1 gallon (gal) = 4.546 litres (British)

= 3.785 litres (US)

VI. Read and translate text B:

“ Water Is Life.”

Water is the natural resource we all know very well. We know its many forms – rain, snow, ice, hail, vapour, fog. Yet, water is the natural resource we least understand.

How does water get into the clouds? What happens when it reaches the Earth? Why is there sometimes too much and other times too little of it? And, most important, is there enough water for all the plants, and all the animals, and all the people?

Water covers nearly three fourths of the Earth, most being sea water. But sea water contains various salts, including those that are harmful to most land plants and animals. Still, it is from the salty seas and oceans that most of our fresh water comes- no longer salty and harmful. Water moves from clouds to land and back to the ocean in a never- ending cycle.

Ocean water evaporates into atmosphere leaving salts behind, and moves across the Earth as water vapour. Water in lakes and rivers also evaporates and rises into the air. Having cooled in the air the water vapour condenses and falls to the Earth as rain, hail or snow, depending on region, climate, season and topography. This part of the cycle is very important because man can use water stored in the atmosphere only when it falls to the land.

Every year about 450,000 cubic kilometers of water evaporates from the oceans and about 61,000 cubic kilometers from land sources.

Water is an unchanging and ever renewing resource but its distribution on the surface of the globe varies greatly – there is either too little or too much water. Many problems are caused by too much water when we do not want it or too little when we do want it.

No natural resource on our planet has so many uses as water. We need water to support our lives, to grow our crops, to water our stock, to power our industries and for many other purposes.

Our water needs are great and they continue to grow. Agriculture requires great quantities of water to provide food and raw materials for industry. Industry consumes not less water than agriculture. Per capita use of water is increasing rapidly in the world.

There is plenty of water on the Earth. But the amount of fresh water available to man is very small.

In socialist society measures are taken against waste of water and pollution of water. We have to use water more efficiently in industry, towns and cities, in agriculture and irrigation. All life depends on water.

VII. Find definitions to the following words:

Air, Earth, water, sea, nature, plant, vegetable, moisture, soil, ground, land

1. Salt water which covers most of the Earth’s surface. 2. The planet on which we live. 3. The system of things of which we ourselves are a part. 4. The mixture of gases that surrounds the earth. 5. The common liquid which fills the rivers, lakes, seas and oceans. 6. Water vapour either in the air or condensed on a surface.7. Any form of vegetable life. 8. Any kind of plant which is used for food. 9. The earth in which things grow. 10. The surface of the Earth. 11. The solid part of the Earth’s surface contrasted with water and sea.

VIII. Tell about “Water cycle ”.

IX. Find opposite words:

a) to fall, to appear, to heat, to evaporate, moist, cold, to give, far, always, easy, heat, to decrease, to produce, to die, useful, inefficient, salt.

b) To disappear, to rise, to cool, efficient, harmful, to live, never, difficult, to condense, to take, hot, dry, fresh, near, cold, to increase, to consume.

X. Find odd words:

1. heat, light, motion, surface; 2. a plant, a crop, an animal, a hat, a man; 3.

soil, water, land, ground, Earth; 4. autumn, summer, sunlight, winter, spring;

5. quickly, directly, fast, slowly, rapidly; 6. an ocean, a lake, an inch, a river, a sea; 7. to plow, to sow, to plant, to harm, to cultivate, to harvest.

XI. Read and translate text C:

“ Mice Under Water.”

Words To Help You Understand the Passage

temperature Temperature is how cold or how hot something is. It is usually

measured by a thermometer.

carbon dioxide Carbon dioxide is a gas that is passed out of the lungs during

breathing

fluid-filled Fluid is another word for liquid. Fluid- filled means something is

filled with a liquid.

Mice can live for many hours under water. A team of scientists has found that rodents can breath under water if two conditions are met. The water must contain salts and it must have more oxygen than is usually found in water.

The scientists were led to their experiments by a study of how animals and people drown. Mice were put under water and were watched until their breathing stopped. When the tank was filled with ordinary sea water or tap water, the mice died quickly. When it was filled with a salt solution in which the salt solution in which the salt was equal to that in the mouse’s body and when oxygen was bubbled into it, the mice lived for as long as four hours. When the temperature was held at 20º C. and a chemical was added to improve carbon dioxide exchange, the mice lived to a maximum of nearly 18 hours.

The water- breathing rodents may provide a means of studying breathing problems in newborn infants who live in a fluid- filled womb up to the moment of birth.

It is far to conclude from the experiment described in this passage that

(1) mice like water that is high in oxygen and salt.

(2) if certain conditions are met, mice can breathe under water.

(3) people would not drown if water had more oxygen and salt in it.

(4) mice are like newborn infants.

2. What is the purpose of this passage?

(1) to describe how babies stay alive until they are born

(2) to describe how people drown

(3) to describe an experiment about the length of time mice can live under water

(4) to describe breathing problems in newborn infants

3. Which of the following is NOT a condition that helps mice live under water for 18 hours?

(1) The tank is filled with sea water

(2) The tank is filled with a salt solution in which the salt is equal to that in the mouse’s body

(3) Oxygen is pumped into the water.

(4) The temperature is held at 20ºC.

4. What does “maximum” mean in this passage?

(1) equal to

(2) slowly

(3) less than

(4) the most

5. What does “ ordinary” mean in this passage?

(1) unusual

(2) constant

(3) normal

(4) the same

XII. Give a short summary of the text.

“ Aqua words”

Water is central to all life and life activities. Plants and animals must have water to survive. Water represents about 75 % of a person’s body weight and covers nearly 75% of the earth’s surface. Nearly everything on earth can be directly or indirectly traced to a connection with water. Rocks channel water into streams and rivers carry water across the land. Ponds, lakes, marshes, and swamps often hold water in place. Trees draw water from the soil and transport it up into leaves and out again into the air. Clouds are airborne carriers of water across the sky.

Wildlife water for survival. The water must be clean and free of toxic contamination. Humans use water for many purposes other than drinking. Care must be taken to protect water quality.

Water is a source of beauty and recreation. It is the basis of a massive planetary transportation system. Water grows our food, cools, our cars, and is one of the first things on the list of substances the astronauts take into space. The driest desert take into space. The driest desert has water - and there are 320,000,000 cubic miles of water in the oceans. The tiny plants that live in the earth’s oceans – phytoplankton – produce one-third or more of our oxygen, a gas vital to vertebrate respiration.

Grammar exercises

Forms of Participle I. Absolute Participle Construction.

Participle Forms	Active Voice	Passive Voice
Non – Perfect	Asking	Being asked
Perfect	having asked	Having been asked

Exercise 1.

Compare the following sentences under the letter a) and b), paying attention to the forms and functions of Participle I. Translate them.

a). 1. Ocean water being evaporated by the Sun….; ocean water evaporating into the atmosphere….; 2. Cold air condensing water vapour….; water vapour being condensed in the air; 3. Salts polluting fresh water….; fresh water being polluted by harmful salts…; 4. Heating the Earth’s surface, the Sun…; being heated by the Sun, the Earth…; 5. Having been stored in the lake, water…; being stored in the lake, water…; 6. Having distributed fresh water, we began…; having been distributed, fresh water was given…; 7. Rising into the air, water vapour…; while rising into the air, water vapour…

b). 1. Growing plants need water. 2. Plants growing in the fields must be fertilized. 3. Living in England, he improved his knowledge of English. 4 Having lived in England for five years, he knew English very well. 5. While going home he thought of his friends. 6. Going home he thought of his friends. 7. When opening the window he saw that it was raining. 8. Having opened the window he left the room.

Exercise 2.

Match left and right parts:

1.The Sun heating the surface of the ocean, a). precipitation takes place.

2.The water vapour being cooled, b). the water vapour rises into the air. 3.The total amount of water on our c). man can neither increase nor

planet being constant, decrease it.

4. The amount of fresh water being small, d).we must use fresh water efficiently.

5. The distribution of water on our e). some places get too much water

planet varying greatly, or too little.

Exercise 3.

Pick out Participial Constructions. Comment on their structure. Translate the sentences.

1.She was found lying in the street. 2. The two men were heard descending. 3. A man could be seen advancing from the outskirts towards them. 4. The musicians were heard tuning up. 5. And in the slight pause young Nickolas was heard saying gently that Violet was taking lessons in pastel. 6. The children were seen playing in the garden. 7. She could feel her hands trembling. 8. I looked up and saw him watching my reflection in the looking-glass. 9. She could hear her stepmother breathing heavily. 10. The wounded man had his leg amputated. 11. “You were an unusual child. You liked caviar,” – “I still do.” Said Celia, “though I don’t get it offered to me very often”. 12. If you want things done well, do them yourself.

Exercise 4.

Point out the Nominative Absolute Participial Construction. Define the function it expresses. Translate the sentences.

1.The duty performed he came home. 2. And people would pass the house, going off in wagonettes and coaches, as jolly and merry as could be, the Sun shining out.3. He began the ascent, Basil Hallward following close behind. 4. The carriage stopped, the horse’s head hanging in the rain. 5. We passed a long column of loaded mules, the drivers walking along beside the mules. 6. He stared at her, his smile disappearing. 7. Dorian bowed to him shyly, a flush of pleasure stealing into cheek. 8. We saw three cars looking very small, the dust rising from the wheels. 9. Well, all things considered, she had got through this ordeal very well. 10. I watched him, his brush hovering over the small palette. 11. The stone staircase was typically Norman, each step being built into the wall at one end, leaving a round piece at the other. 12. I ran very lightly, my toes hardly touching the ground.

Exercise 5.

Point out the prepositional Absolute Participial Construction. Translate the sentences.

1. He was slowly walking in the direction of the lake, with his dog following him. 2. She was sitting still, with her arms crossed on the breast. 3. He wore a thick brown sweater and a brown cap, with the peak pulled down low over his eyes. 4. The day was glorious, with a fresh wind blowing from the sea. 5. She looked very fresh and attractive that morning, with her hair beautifully done in a new style. 6. She crept into the room on tiptoes, with her heart beating at twice its usual speed. 7. The girl entered the room, with her eyes fixed on George. 8. The child ran to her father with her arms outstretched. 9. He sat there alone with his head drooping.

Lesson 9

  Grammar: Subjunctive Mood § 10 Text: Plants

I. Read and translate the following:

Stem, root, hold (held, held),crown, derive, nutrition, transpiration, digest, send (sent, sent), bark, respiration, aid, deteriorate, heartwood, sapwood, coniferous, deciduous, injure, resistance, fungus, content, cut (cut, cut), season (v), circle, split, weight

II. Match the words with their definitions below:

Stem, root, crown, derive, digest, bark, respiration, heartwood, sapwood, deciduous, injure, fungus, resist, season (v), split, deteriorate, weight

1). Harm; damage, wrongful treatment circle or wreath of flowers or leaves worn on;

2). the head, esp. As a sign of victory, or as a reward;

3). breathing;

4). Make or become of less value or worse (in quality);

5). Plant without leaves, flowers, or green coloring matter, growing on other plant or on decaying matter, e.g. old wood;

6). Make or become suitable for use;

7). How heavy a thing is; this expressed in some scale(e.g. tons, kilograms) as measured on a scale, weighing – machine;

8). That part of a plant, tree, etc. Which is normally in the soil and which takes water and food from it;

9). Oppose; use force against in order to prevent the advance of;

10). Part of a plant coming up from the root;

11). outer coverings or skin on the trunks, boughs and branches of trees;

12). (of food) change, be changed in the stomach and bowels, so that it can be used in the body;

13). Break, cause to break, be broken into 2 or more parts, esp. From end to end along the length or the line of natural division;

14). Get, have as a source or origin;

15). The outer structure of wood;

16). The earlier structure of wood;

17). Broadleaf.

III. From the list below – pick up words which have the same meaning and which are the opposites:

a). synonyms: stem, hold, thanks to, broadleaf, breathing, help, trunk, keep, respiration, aid, hence, therefore, owing to, deciduous

b). opposites: deciduous, circle, send, humid, coniferous, square, get, dry

IV. Read and translate text A:

“ How A Plant Lives”

Trees are woody plants, growing with a single stem. They are the largest members of the plant world, ranging in height from 20 to 300 feet or more, according to species and conditions of growth. Trees may be said to consist of three parts:

- the roots which hold the tree in place and take up from the soil water and certain mineral substances needed for the trees growth;

- the trunk or stem which supports the crown and supplies it with water and food from the roots; and

- the crown. In this part the most important processes are taking place.

The materials upon which a tree feeds are derived from the soil and the air. The roots of a tree absorb water from the soil and with it the necessary nutrition and elements of the soil. The amount of water taken up by the roots is usually much larger than is required in the chemical processes which go on in the leaves. The tree gives away this unused water by a process known as transpiration. Great quantities of water vapor tend to keep the air in the forests humid and favorable to growth.

In the lives the food necessary for the trees’ growth is manufactured. The raw food materials which reach the tree through the roots and the leaves are digested in the leaves. They are then sent to all living parts of the roots, stem and crown where they are either used at once or stored away for later use.

Like all other plants and like animals trees breathe. The breathing is done through the leaves and the bark. Respiration is the factor supplying the energy with the aid of the green matter in the leaves. The energy is supplied by sunlight; the plant takes up carbon dioxide gas of which there is always a small amount in the atmosphere. The carbon is used to elaborate the organic compounds. The carbon assimilation is a most important biochemical process. The air would deteriorate rapidly if plants did not take up carbon dioxide and give off oxygen.

The earlier structure of wood is known as heartwood the outer, later sections as sapwood. The difference is in the moisture content and aging. Heartwood is found in all species of coniferous trees such as pine, fir, spruce, larch and in certain deciduous trees, for example, in oak, ash, elm, poplar, as well as in tropical trees.

Dead or heartwood trees no longer perform a function in the living tree. Hence, if the tree is injured by fire, the heartwood trees are in greater danger; the sapwood trees have greater resistance to fungus attack owing to their nature and content. On the other hand, when a tree has been cut and the timber seasoned the heartwood trees are more resistant to fungi and insect pests. The pores through which a leaf breathes are surrounded with tiny cells which serve to open and close the pores as the weather changes and as moisture and life vary. Trees grow from the top and in diameter; the side growth is also called secondary growth. Wood has layers of growth which appear as circles around the center. They are actually elongated cells and cluster of tubes. This makes it possible to split the wood vertically and prevent splitting across the grain. Wood varies in weight and in specific gravity. Some wood is heavier than water as, for example, the black iron in Florida, which will sink in water. With a few exceptions dry wood is lighter than water, but the moisture content of wood greatly affects its weight.

V. Work in pairs. Ask questions according to the model:

What do you call the part of a plant coming up from the root? --- We call it a stem.

1. the part of a plant or a tree which is normally in the soil; 2. The part of a tree covered with leaves; 3. The outer covering of the stem and branches; 4. The layer between the outer bark and the wood; 5. The darker part in the center of a tree; 6. a tree which is green in all seasons; 7. a tree that loses leaves every year; 8. Loss of water vapor from the surface of leaves

V. Find in the text A words and word combinations close to the following:

Trunk, breathing, with the help of, therefore, due to, specific weight, a dead tree, small cells, growth in diameter, influence, to occur, quantity, broadleaf trees

VII. Using the text A tell about the functions of each part of the tree.

VIII. Ask questions. The following sentences will be answers:

1.Trees consist of three main parts. 2. Some trees reach the height of 300 feet.3.The trees breathe through the leaves and the bark. 4. One may know the age of a tree by its annual rings.

IX. Read and translate the poem. Complete the sentences using the words below the poem.

What do we plant when we plant a tree?

We plant the ship which will cross the …,

We plant the mast to carry the …,

We plant the planks to withstand the gales.

What do we plant when we plant a tree?

We plant the … for you and me,

We plant the rafters, the doors and floors.

We plant the spire that out – towers the crag.

We plant the staff for our country’s ….,

We plant the shade from the hot … free,

We plant all these when we plant the tree.

X. Write a composition “ If I were the farmer (forester, president) of …”

XI. Translate text B without dictionary.

“ How a Tree Grows “

A tree in three directions: trunk and branches grow upward, roots grow downward, and all grow laterally, that is in diameter. As with all living things, trees are made up of cells, and growth occurs by means of cell division. Vertical growth is of little interest, because the most part of the wood in the tree trunk is formed by lateral growth. Growth in diameter, also called secondary growth, takes place in a very narrow zone between the wood of a tree trunk and the bark. This area, called cambium, is only a few cells thick, but it produces all the different types of cells in both the wood and the bark. The cambium itself consists of a layer only one cell thick, but as the cells divide and mature, there is a region on each side of the cambium which contains living cells in various stages of development.

When a wood cell is mature, it is technically dead, for it contains no nucleus or protoplasm. Thus, even the wood of a living tree is made up mainly of dead cells, although certain kinds of cells in the sapwood remain alive longer than others.

During a normal growing season, the cambium produces millions of cells, and a layer of new wood is formed. Since the cambium is a cover surrounding the tree trunk, the layer of wood produced each year is in the same form, and when the tree is only a year or two old, the layer of wood is a cone as high as the tree. During each successive growing season, another cone – shaped layer of wood is added around underneath. Thus, in order to find the age of a tree by the time- honored method of counting growth rings, one must cut the tree very near the ground or the first year or two is missed.

During each growing season, a layer of bark is also added, but it is added to the inside of the bark. It would seem, then, that since a tree enlarges in diameter each year, the outer layers of bark must stretch. But what actually happens is that the outer layers of bark become dry and, instead of stretching, they crack.. This accounts for the scaly appearance of the bark of most trees.

On a cross- sectional surface we can see the growth rings. These are the concentric layers of wood added each season to the diameter of the trunk. The rings are usually quite distinct because in the temperature climates, the wood formed during the early part of the growing season is different from the wood formed later. The wood formed in the spring when growth is more rapid is called earlywood or springwood, and is characterized by cells which are larger and thin – walled, making a rather porous layer of wood. Slower growth later in the growing season produces latewood or summerwood, which has smaller thick-walled cells, forming relatively more dense wood.

Besides, on the surface of hardwoods, fine lines can be seen radiating from the centre of the tree outward. These are wood rays made up of cells oriented horizontally in the tree instead of vertically, as the majority of the cells are. The horizontal orientation of ray cells helps to conduct food materials laterally in the tree.

XII. Answer the following questions:

1. In what three directions does a tree grow? 2. Where does the secondary growth occur? 3. What part of a tree produces cells? 4. How can one know the age of a tree? 5. Why are the annual rings well seen in temperate climate? 6. What are wood rays? What is their function?

XIII. Read text C.

“ Plants do strange things”

by Hedda Nussbaum

II. Plants that move

Have you ever seen a plant walk? Of course not. Plants don’t walk. They stay in one place. But that doesn’t mean that plants don’t move. They DO move.

Flowers open and close. Some close in the rain. They open again when the rain stops. Many flowers close up at night and open in the morning. Others open and close at different times.

You can tell the time by watching the flowers in a garden. Get up early one morning, at about five o’clock. If you can stay awake, you will see some morning glories opening. If you wait until about 8:30, you will see pumpkin flowers close and dandelions open. At 4:00 in the afternoon. four o’clock will open.

The leaves of plants move too. They move toward light. Put a house plant by a window. Then look at the plant in a few days. You will see that the leaves will be facing the window. Turn the plant around so that the leaves face you. The next day the leaves will be facing the window again. The leaves move toward the light all alone.

Some leaves do a lot of moving. The leaves of the sensitive plant close up when anything touches them. The leaves of the clover plant fold together at night. The telegraph plant keeps moving all day long. Its leaves grow in sets of three. Two of the leaves move up and down in the daytime, as if they are sending signals. At night the leaves droop.

Who ever said that plants don’t move!

III. Plants That Glow

Some plants glow in the dark.. They give off light, like little bulbs. These plants shine in the daylight too. But then we cannot see them.

Some glowing plants shine with a green light. Some shine with an orange light. And some shine with a yellow light.

Which plants glow? Many mushrooms do. Some very small plants that live on old wood do. And many, many plants that live at the bottom of the ocean glow too.

No one knows why these plants glow. Some scientists think that glowing helps the plants live. Others say that glowing helped the plants live. Others say that glowing helped the plants a long time ago, but that it no longer does.

Would you like to see some plants that glow? You can sometimes find them in the woods at night. Look for little patches of pale light glowing in the dark. The plants’ light is strange and beautiful. People call this light fox – fire.

XIV. Comprehension Check

1. Why do the leaves of a plant lean toward a window?

2. How can you tell the time by watching the flowers in your garden?

3. Why can’t you see plants glow in the daylight?

4. What kind of plant would you like to own?

Grammar exercises.

Subjunctive Mood.

Exercise 1.

Compare these sentences. Which is the difference between them, explain.

1. If the population of one animal a). If the population of one animal

increases, there is not enough increased, there would not be enough

food and water for all the animals. Food and water for all the animals.

2. If fire destroys the vegetation in b). If fire destroyed the vegetation in

a region, there will be certain a region, there would be certain

changes. changes.

3. First grass and some flowers c). First grass and some flowers would

will grow. grow.

4. Then insects will appear. d). Then insects would appear.

5. The wind blow the seeds e). The wind would blow the seeds

of small trees. of small trees.

6. These trees will grow and birds f). These trees would grow and birds and

and animals will appear. animals would appear.

7. Life is impossible without g). Life would be impossible without a

a layer of ozone. layer of ozone.

Exercise 2.

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