Unit 14
Growing Tomatoes First, trays were prepared for planting the seeds. Small holes were cut in the bottom for drainage, and the trays were filled with well-fertilised soil. Next, small furrows were made in the soil and the seeds were planted in them. The seeds were covered with a thin layer of earth and the seed trays were watered. We put plastic covers on the trays to keep the soil moist. The trays were left on a table under a window, as seeds need light in order to grow. Then we prepared the nursery beds in the school garden for the young plants. The soil was dug and the stones were removed. Then the soil was mixed with compost and raked.
After a few days the seeds began to germinate, and we saw small shoots appearing. When the seedlings were about 10 centimetres tall, they were transplanted to the nursery beds we had prepared. We planted them in rows about 75 centimetres apart. The tomato plants were watered every day. The beds were weeded regularly. The plants grew very quickly and soon flowers appeared on them. After the flowers disappeared, tiny tomatoes began to grow on the plants. They were green at first but soon they began to turn red. Within six weeks, the tomatoes were ready to be harvested. Some of the best tomatoes were kept and their seeds were dried. They will be used to grow more tomatoes.
1 What exactly did the students put in the seed trays? 2 The students cut small holes in the trays: a) to water the seeds. b) to see the seeds growing.
c) to let moisture drain away. d) to put fertiliser in the soil.
3 Why did the students leave the seed trays under the window? 4 What preparations did they make for planting the seedlings outside? 5 What did the students do daily? 6 How did the students know the plants were ready to be harvested? 7 According to the report, what is needed to grow tomatoes successfully? 8 What new information about growing plants did you learn from the report? 9 What do you think are the most important things you should do when growing plants? 10 Suggest different ways in which you could find out more about growing plants.
• Students can compare what they read in the report with the sentences they made about the diagrams. • Identify sequencing words in the report, e.g. first , after , next .
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