NOTES NEW OXFORD MODREN ENGLISH 5 BY Nicholas Horsburgh Claire Horsburgh 3RD EDITION 2019
NOTES NEW OXFORD MODREN ENGLISH 5 BY Nicholas Horsburgh Claire Horsburgh 3RD EDITION 2019
CONTENTS
| Page | Detailed Contents | Sr |
| 1-The World in a wall- Gerald Durrell | ||
| Stopping by Woods on 0 Snowy Evening-Robert Lee Frost | ||
| 2. Does He Remember? | ||
| This Morning is Our History Test-Kenn Nesbitt | ||
| 3-Robinson Crusoe-Daniel Defoe | ||
| Sour Grapes-Anonymous | ||
| 4. Collecting Things | ||
| The Skylark-Christina Rossetti | ||
| 5. Perseus and the Gorgon | ||
| A Misspelled Tale – Elizabeth T. Corbett | ||
| 6- Bahlol | ||
| 7- Uncle Shams | ||
| Everyone Sang-Siegfried Sassoon | ||
| 8- A Flush of Light | ||
| The Road Not Taken—Robert Frost | ||
| 9- Karate Parrot | ||
| Loveliest of Trees, the Cherry Now-A.E. Housman | ||
| 10- The Block Spot-R.L. Stevenson | ||
| Break, Break-Alfred, Lord Tennyson | ||
| 11. My Side of the Mountain-Jean Craighead George | ||
| 12. The King Keeps His Appointment-Sir Anthony Hope Hawkins | ||
| Grandma Climbs A Tree—Ruskin Bond |
UNIT: 1-The World in a wall- Gerald Durrell PAGE: 2-10
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. Where does Gerald hunt for animal and why is it a good place to find them? |
| ANSWER: a. Gerald hunts for animals in an ancient, crumbling wall that surrounds his garden. It is a good place to find animals because many different creatures live in the cracks of the wall and under the bulges of the old plaster. |
| QUESTION:b b. Make two’ lists of animals under the following headings. i-animal that Gerald finds during the day ii- animals that Gerald finds at night |
| ANSWER: b. Animals that Gerald finds: i. in the day: hunting wasps, caterpillars, spiders, flies, dragon-flies, wall lizards ii. at night: toads, geckos, crane-flies, moths |
| QUESTION:c c. Explain who the following characters are and find information about what happens to them in the text? i- Larry ii- Roger |
| ANSWER: c. i. Larry: Gerald’s older brother; he talks a lot; he is an adult; he smokes and thinks the matchbox that Gerald has used is one full of matches; he flings his arm out when he sees the scorpion; he does not share Gerald’s love of animals; the shock of the incident makes him scared of matchboxes. ii. Roger: a pet dog; Gerald likes him and feeds him at mealtimes even though he is not supposed to; he barks wildly when the incident happens; Gerald takes him on walks – he is a companion to Gerald. |
| QUESTION:d d. What does Gerald think the female scorpion is wearing? What gives that appearance? |
| ANSWER: d. Gerald thinks the female scorpion is wearing a pale fawn (brown) fur coat. All her babies are clinging to her back which is what creates the impressions that she is wearing a fur coat. |
| QUESTION:e e. Why does Gerald forget about the scorpions after he has put them in matchbox? |
| ANSWER: e. Gerald forgets about the scorpions because he gets busy with feeding his dogs lunch. |
| QUESTION:f f. What happens to Gerald’s mother during the chaos at the end of lunch? |
| ANSWER: f. Gerald’s mother is soaked by water after Margo tries to throw it at the scorpions and misses. Gerald’s mother is so shocked that she is left gasping and unable to speak. |
| QUESTION: g. g. Why does Gerald stay away from the family in the afternoon? |
| ANSWER: g. Gerald stays away from the family in the afternoon because he knows they blame him for the incident that happened earlier, at lunch, and wants to keep out of their way. |
| QUESTION: h h. What are the repercussions of the incident? |
| ANSWER: h. The repercussions of the incident are that Gerald develops a phobia of matchboxes and his mother decides to stop Gerald from exploring the animal world by getting him a tutor. |
| QUESTION: I Why do you think that this chapter is called The World in a Wall? |
| ANSWER: i. The chapter is called ‘The World in a Wall’ because Durrell describes a whole ‘world’ of animal life which lives in it. There are many different creatures co-existing in it. |
| QUESTION: j j. Work with others to fill in the Venn diagram below with the names of creatures mentioned in the story. |
| ANSWER: Prey: crane-flies, moths, beetles, caterpillars, flies Predators: lizards Both: spiders, toads, geckos, hunting wasps, dragon flies |
B WORKING WITH WORDS
1. USE THE FOLLOWING WORDS IN SENTENCES OF YOUR OWN TO SHOW THAT YOU UNDERSTAND WHAT THEY MEAN. YOU WILL FIND THE WORDS IN THE STORY.
a. bulging: swelling outwards; sticking out; (verb)
b. reluctantly: with hesitation; unwillingly (adverb)
c. enraptured: extremely pleased by (verb)
d. surreptitiously: secretively, sneakily (adverb)
e. oblivious: unaware (adjective)
f. inhabitant: a person or animal that lives in a place (noun)
g. dawdling: being slow (verb)
h. confetti: small pieces of coloured paper traditionally thrown on birthdays and marriage ceremonies (noun)
2. There are some common collective nouns. Can you match them correctly, and write them in your notebook?
a range of hills
a litter of puppies
a colony of ants
a school of fish
a heap of stones
a deck of cards
a flock of sheep
a bunch of keys
a herd of cows
a pack of wolves
a pack of hounds
C LEARNING ABOUT LANGUAGE
1. REMIND YOURSELF ABOUT THE FIRST SEVEN PARTS OF SPEECH. TRY TO GIVE AN EXAMPLE OF EACH.
NOUNS: bed, train, sandwich, tree pronouns: you, me, him, they
ADJECTIVES: big, attractive, tiny, stiff, fluffy verbs: think, sleep, went, showed, plays
ADVERBS: quietly, loudly, sweetly, shakily
PREPOSITIONS: to, in, on, behind, in front of
CONJUNCTIONS: and, but, though, or, because
INTERJECTIONS: What! Hey! Wow! Yummy!
2. MAKE LISTS OF NOUNS, PRONOUNS, AND ADJECTIVES IN THE FOLLOWING PASSAGE.
NOUNS: day, Merlin, Wizard, valleys, Wales, stoneway, London, man, way, London, bishops, meeting, Abbey Church, Church, Church, stone, stone, anvil, anvil, sword (These may be sub-divided into proper nouns and common nouns, if you like.)
PRONOUNS: he, one (person), him, he, he, they, everyone
Adjectives: one, deep, green, famous, great, great, shining
D LISTENING AND SPEAKING
UNIT: Stopping by Woods on a Snowy Evening-Robert Lee Frost PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a.To whom did the woods belong? |
| ANSWER: a. The woods belong to a man who lives in the village. |
| QUESTION:b b. Did the rider see a farmhouse? |
| ANSWER: b. No. |
| QUESTION:c c. During which season (or month) do you think this event took place? Give a reason for your answer. |
| ANSWER: c. Winter. It is snowy. The ‘darkest evening of the year’ could be a reference to the longest night of the year. (Winter ….. December.) solstice in the northern hemisphere is usually the 21/22nd December). |
| QUESTION:d d. What mood or atmosphere does this poem create? |
| ANSWER: d. Mysterious, raises questions; thoughtful/quiet, the snow and being alone (apart from the horse and its bells); |
| QUESTION:e e. Why do you think the rider stopped by the woods? |
| ANSWER: e. The rider stopped by the woods to watch them fill up with snow. |
| QUESTION:f f. Why was the horse puzzled? |
| ANSWER: f. The horse was puzzled because they had stopped in the woods without a farmhouse near, on the darkest evening of the year. |
| QUESTION: g. g. Where do you think the rider was going? |
| ANSWER: The repetition of the line gives the impression that there really is a long way to go before the narrator sleeps. It is similar to saying, ‘it is a very, very, long way.’ (Repetition is used for emphasis.) |
B WORKING WITH WORDS
Suffixe
1. Add the suffix -y to these words, and then use the new words you have made in sentences of your own. Be careful with the spelling!
a. fluffy
b. funny
c. leafy
d. sugary
e. bendy
2. Add the suffix -y to the following, where possible. Not all the words can take the suffix -y, so check in a dictionary. And be careful about some spelling changes.
a. red (ruddy)
b. runny
c. shady
d. close (x)
e. shout (x)
f. thorny
g. weighty
h. cold (x)
i. snowy
j. sunny
3. Abbreviations
a. M.Sc (M.Sc.)
b. HM
c. MP
d. MA (M.A.)
e. SLC
f. MD
g. TU
h. PhD (DPhil.)
i. SE
j. BEd (B.Ed.)
4. Write the short form (contractions) for the following.
a. I’m
b. haven’t
c. they’ve
d. we’re
e. can’t
f. they’ll
g. shan’t
h. it’s
i. they’re
j. won’t
k. I’d
l. she’ll
C LEARNING ABOUT LANGUAGE
NOUNS AND VERBS
1. USE THE WORDS IN SENTENCES OF YOUR OWN—ONCE AS A NOUN AND ONCE AS A VERB.
a. Line your shelves with paper to protect your books. (v)
The man was standing on the line in the middle of the road. (n)
b. He surfaced from his dive near the side of the pool. (v)
The surface of the water was cut by the shark’s fin. (n)
c. I water the garden every day. (v)
The water in the lake is clear and sparkling. (n)
d. The people could sense that the shark was near, but could not see it. (v)
Some people have no sense. (n)
e. A potter can shape clay into pots. (v)
The shape of a pot is not always the same. (n)
f. The taste of mangoes is delicious. (v)
Afzal tasted the lime juice and found it was sour. (n)
g. ‘Let’s all go for a swim,’ shouted Aamer. (n)
We like to swim in the sea. (v)
2. STATE WHETHER THE UNDERLINED WORDS ARE NOUNS OR VERBS.
a. Time should not be wasted. (n)
b. We can easily time how long it will take by using a stopwatch. (v)
c. The flies settled on the piece of bread. (n)
d. He flies to many different countries each year. (v)
e. She pays rent for her apartment. (n)
f. We rent an apartment. (v)
D LISTENING AND SPEAKING
UNIT: 2. Does He Remember? PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a What did Mike see when he arrived at the gate? |
| ANSWER: a. When Mike arrived at the gate he saw a sign that said ‘Beware of Dogs’. |
| QUESTION:b Give two reasons why Mike did not climb over the gate. |
| ANSWER: b. Mike did not climb over the gate because he knew that the sign might be true and because he was too old. |
| QUESTION:c Had Mike been to the house before? How do we know? |
| ANSWER: c. Yes, Mike had been to the house before. We know because it says that he was, ‘thinking about all the occasions he had visited this very house’ and because he remembers Nabil’s dogs as puppies. |
| QUESTION:d What kind of room was Nabil sitting in? |
| ANSWER: d. Nabil was sitting in a large, dark living room. |
| QUESTION:e How did Marmaduke react to Mike? |
| ANSWER: e. Marmaduke reacted angrily to Mike as soon as he smelt him. |
| QUESTION:f How did Mike leave the property? |
| ANSWER: f. Mike left the property by running out and leaping over the gate. – |
| QUESTION: g. g. Which words and phrases tell us that Mike was frightened of Marmaduke? |
| ANSWER: g. ‘Mike made sure to keep close to the old man’ we tend to stay close to someone when we are frightened. ‘Mike edged forward’ – his movement is slow which tells us that he is scared rather than confident. ‘aghast, stopping dead in his tracks’ – aghast means to be filled with horror or shock; he is scared stiff. A few more suggestions: ‘‘I … I do,’ stuttered Mike.’ ‘No, no!’ whispered Mike.’ ‘‘Stop him! Do something!’ screamed Mike, as he too scrambled behind a large armchair.’ ‘shot outside’ ‘shakily’ ‘trembling hands’ ‘wiped the sweat off his brow’ |
| QUESTION: h h. How do you think Marmaduke recognized Mike? |
| ANSWER: h. Marmaduke recognized Mike by his smell. |
B WORKING WITH WORDS
1. COPY AND COMPLETE THE FOLLOWING. YOU WILL FIND THE WORDS IN THE PASSAGE, BUT TRY TO DO IT WITHOUT LOOKING!
a. determinedly b. convinced c. squeaked, screeched d. scrambling
2. WHICH OF THE FOLLOWING WORDS ARE INCORRECT? CORRECT THE MISTAKES.
a. collapsed b. obviously c. cacophony d. annoyed e. apparent f. illuminated g. ferocious h. scrawled
C LEARNING ABOUT LANGUAGE
PUNCTUATION
1. WITHOUT LOOKING AT THE STORY, COPY THE PASSAGE BELOW, BUT PUT IN THE CORRECT PUNCTUATION MARKS AS YOU DO SO. WHEN YOU HAVE FINISHED, READ WHAT YOU HAVE WRITTEN TO SEE IF IT ALL MAKES GOOD SENSE.
2. MAKE LISTS OF VERBS AND ADVERBS IN THE FOLLOWING PASSAGE.
VERBS: came, gazed, found, written, pulls, will, be, tried, to pull, could move
ADVERBS: wonderingly, round, beautifully, out, hard, out
3. FIND SIX INTERESTING VERBS AND SIX INTERESTING ADVERBS IN THE CHAPTER DOES HE REMEMBER?
D LISTENING AND SPEAKING
UNIT: This Morning is Our History Test-Kenn Nesbitt PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a Which items of clothing did the child write notes on? |
| ANSWER: a. The items of clothing the child wrote notes on are: inside his/her coat and, possibly, in his/her socks and (shirt and jacket) sleeves. Talk about all the items of clothing mentioned and the words used with your students. |
| QUESTION:b Find two phrases to show that the child has written the notes in such a way that others will not be able to read them. |
| ANSWER: b. Two phrases to show that the child has written the notes in such a way that others will not be able to read them are: ‘that only I can understand’ and ‘in secret code.’ |
| QUESTION:c , What emotions does the child usually feel before a test? |
| ANSWER: c. The child says the she/he ‘wasn’t nervous, wasn’t scared’ so we can presume that these are the emotions she/he usually feels before a test. |
| QUESTION:d Why can’t the child read the notes? |
| ANSWER: d. The child could not read the notes because he/she left his/her glasses at home. |
| QUESTION:e ls it a good idea to cheat in exams? What should one do instead of cheating? |
| ANSWER: e. It is a never a good idea to cheat in exams. One should study instead of cheating. Let your students discuss this in detail during the class discussion. – |
| QUESTION:f This poem uses exaggeration to create humour. Which things that the child says he has done are unlikely to be true in your opinion? |
| ANSWER: f. They can pick out exaggeration – all the winners of every Olympic Games! – and say why they think it is unlikely to be true. |
| QUESTION: g. If the child had written all these notes, would he or she need to cheat? |
| ANSWER: g. The time and effort it would take to write out all the things mentioned would have been better spent on studying the relatively short amount of content needed for a school history test!. |
| QUESTION: h Is there a moral to this poem? |
| ANSWER: h. Yes, cheats never prosper |
B B WORKING WITH WORDS
Comparison
1. MATCH THE IDIOMS GIVEN ABOVE WITH THE DESCRIPTIONS GIVEN BELOW.
a. as firm as rock b. as cool as a cucumber c. as bold as a lion d. as dead as a doornail e. as cold as ice f. as changeable as the weather
2. USE THE COMPARISONS IN INTERESTING SENTENCES OF YOUR OWN.
C LEARNING ABOUT LANGUAGE
More about parts of speech.
1. Make lists of conjunctions, prepositions, and interjections in the passage below.
| CONJUNCTIONS so and! and but to | PREPOSITIONS Over Of From From | INTERJECTIONS Listen Heavens |
2. COPY THE PASSAGE INTO YOUR NOTEBOOK, ADDING ARTICLES WHERE NECESSARY.
Sir Ector, the father of ( ) Kaye and ( ) Arthur, asked Kaye where he got the sword and ( ) Kaye told him. ‘Where did you get the sword?’ Sir Ector asked ( ) Arthur. Arthur said, ‘I got it from the stone.’ ‘Then put it back into the anvil’, said Sir Ector, ‘and take it out( ) again.’ When Arthur put the sword back into the anvil no one could take it out again. Arthur drew the sword out easily. Sir Ector knelt before his son and said, ‘Now I know that you are the King of the whole of ( ) England.’
D LISTENING AND SPEAKING
UNIT: 3-Robinson Crusoe-Daniel Defoe PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. Who was Daniel Defoe? |
| ANSWER: a. Daniel Defoe was famous writer, merchant, journalist, and spy, as well as a novelist and poet. He was born in 1660. Defoe worked at a number of trades before starting to write at the age of forty. |
| QUESTION:b b. What happened about two weeks after Robinson Crusoe started his voyage? |
| ANSWER: b. He clambered into a boat (with three others) and rowed towards the shore. A gigantic wave sank the boat, and he was the only one who managed to swim ashore. |
| QUESTION:c c. What did Robinson Crusoe take from the ship? In your opinion, Which items would have proved most useful? |
| ANSWER: c. Robinson Crusoe swam back to the ship to get some things. He took bread, rice, cheese, tools, wood, rope, nails, sails, and clothes; guns and ammunition; and sugar and flour. |
| QUESTION:d d. How did Robinson Crusoe discover he lived on an island? |
| ANSWER: d. Robinson Crusoe discovered that he was on an island when he walked up a little hill and looked around. From there he could see that he was on an island. |
| QUESTION:e e. What are some of the tasks Robinson Crusoe did on the island? |
| ANSWER: e. Some tasks that Robinson Crusoe did on the island were building a house with a strong stockade round it, exploring, making a boat, learning to make pots, growing corn, rice, and wheat, and making bread. |
| QUESTION:f f. What are some of the things he found on the island? |
| ANSWER: f. Some things he found on the island were wild grapes and limes, wild animals and goats, water, and clay. |
| QUESTION: g. g. What do you think happened to the others in the boat? |
| ANSWER: g. Perhaps some escaped somehow; others will have drowned. |
| QUESTION: h h. Robinson Crusoe did not take the gold coins. Do you think that they would have come in useful? |
| ANSWER: h. . |
B WORKING WITH WORDS
1. COMPLETE THE FOLLOWING IN YOUR OWN WORDS; EACH SENTENCE SHOULD NOT BE ABOUT ROBINSON CRUSOE ON THE ISLAND, BUT ABOUT SOMETHING QUITE DIFFERENT.
a. Every day I brought items to take on my journey.
b. One day I set out to explore the streets of the old city.
c. I collected a quantity of berries from the garden.
d. I picked up the strong walking stick that my father had once used.
e. I grew a number of crops because the ground was so fertile and there was a good supply of water.
f. Suddenly, I saw the ship turn on its side and sink.
2. USE YOUR DICTIONARY TO FIND OUT THE DIFFERENCE IN MEANING OF THE FOLLOWING PAIRS OF WORDS.
a. hurricane—a storm with a violent wind of 75 kilometres per hour tornado—a violent storm in a small area with a circular motion which often has a funnel shaped cloud
b. stockade—an enclosure or barrier of stakes and timbers fort—a fortified enclosure, building, or position able to be defended against an enemy
c. mast—a vertical spar for supporting sails, rigging, flags above the deck of a vessel pole—long, slender, usually round piece of wood, metal, or other material
d. island—a mass of land that is surrounded by water and is smaller than a continent islet—a small island
e. resolved—determined firmly solved—found the explanation or solution to a problem
f. pistol—a short-barrelled handgun rifle—a firearm having a long barrel with a spirally-grooved interior, which imparts to the bullet spinning motion and thus greater accuracy over a longer range
3. CHALLENGE:
In the first paragraph of the story you will find many words for movement of one kind or another. Some tell us of simple actions, others tell us that there is movement along with sound. Make a list of all these ‘action’ words. Note how they are used.
The following words and phrases from the first paragraph describe some kind of motion, or hint at motion:
started off
a violent tornado came
rose high
the wind howled through
the sails were washed
overboard
began to leak
changed our course
drove out
hurricane
terrible storm attacked
the sea was very rough
the rain dashed down
approach
clamber
row
sank
jumped
rowed with all our might
the waves were like mountains
struggled on
a gigantic wave hurled
C LEARNING ABOUT LANGUAGE
Adverbs – comparative and superlative The comparative forms of adverbs
1. SEE IF YOU CAN COMPLETE THE FOLLOWING.
a. quickly more quickly most quickly b. fortunately more fortunately most fortunately
c. hastily more hastily most hastily
d. pleasantly more pleasantly most pleasantly
2. NOW TRY THESE. THESE ARE MORE DIFFICULT.
a. hard harder hardest
b. high higher highest
c. early earlier earliest
d. late later latest/last Irregular a
1. Some adverbs are irregular. They do not follow the pattern given on the previous page. Copy these adverbs into your notebook.
2. COMPLETE THE SENTENCES USING ADVERBS.
a. He drove hastily to the station because he was already late.
b. She made a cake early this morning.
c. He speaks English fluently.
d. They regularly come to see us at the weekend.
e. We rarely see them during the week.
D LISTENING AND SPEAKING
UNIT: Sour Grapes-Anonymous PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a Did the fox really want the grapes? |
| ANSWER: a. Yes, the fox really did want the grapes. He was eager, and he tried to snatch them. |
| QUESTION:b What was so attractive about the grapes? |
| ANSWER: b. The grapes were rich, ripe, and purple-red. |
| QUESTION:c Which words are used to describe the grapes in the first verse? Which words are used in the third verse’? |
| ANSWER: c. In the first verse: lovely, rich, ripe, and purple-red grapes. In the third verse: mean and common fruit, sour. |
| QUESTION:d What is the moral (Lesson) that the poem teaches us? |
| ANSWER: d. The moral (lesson) the poem teaches us is that people who cannot get what they have been trying for quite often say they did not really want it anyway. |
| QUESTION:e Why do you think the fox curled his nose’? |
| ANSWER: e. The fox curled his nose because he could not reach the grapes and he now wanted to show that he no longer cared for them. |
| QUESTION:f Give other examples from daily life that explain the saying sour grapes? |
| ANSWER: |
B WORKING WITH WORDS
Discuss the words in the poem which have an apostrophe in them. They are contractions. The apostrophe stands in place of a letter or letters that have been left out.
1. CAN YOU WRITE THE FOLLOWING IN FULL?
a. he will
b. has not
c. that will
d. you will
e. does not
f. I would/I had
g. they are
h. might not
i. they have
j. who would/who had
2. Discuss the meanings of these proverbs. Then try to write your own explanations.
a. A bad workman always blames his tools. Someone who does a job badly will blame anything rather than himself.
b. Barking dogs seldom bite. Those who make a lot of noise and fuss will seldom do you real harm.
c. Cross the stream where it is shallowest. Choose the easiest way to do something rather than the hard way. d. Don’t put all your eggs in one basket. Spread things around so that if something happens to one part, the others are safe.
1. UNDERLINE THE SUBJECTS IN THE FOLLOWING SENTENCES.
a. The boy climbed the mountain.
b. The (beautiful) girl sang for half an hour.
c. The man (in the car) wore a fine cap.
d. A bird (in a tree nearby) was building a nest.
e. It was a very cold morning in January. (‘It’ refers to the morning.)
2. PICK OUT THE OBJECTS IN THE FOLLOWING SENTENCES. (FIND THE VERB, AND THEN ASK: VERB + WHAT OR WHO?)
a. The boy kicked the football.
b. The man saw a ghost.
c. The girl played cricket.
d. Fourteen girls sang the national anthem.
e. Unfortunately, we never saw him in the dark.
f. We sometimes let the dog out.
3. PICK OUT THE PREDICATES IN THE FOLLOWING SENTENCES.
a. The bird sang sweetly in the trees.
b. The old man sat under the tree.
c. He listened to the singing of the birds with great joy.
d. He slowly closed his eyes.
e. He fell asleep with his head on a stone
C LEARNING ABOUT LANGUAGE
D LISTENING AND SPEAKING
UNIT: 4. Collecting Things PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a What kind of things do people collect? |
| ANSWER: a. People collect anything and everything. Stamps, shells, butterflies, hats, feathers, leaves, stones, matchbox covers, antiques, plates, costumes, cars, and a thousand and one other things are collected by people in every corner of the world. |
| QUESTION:b Why was stomp collecting so popular? |
| ANSWER: b. Stamp collecting was (and still is) so popular because stamps are easily obtained; most people have some friends in distant places or foreign countries who write letters to them. |
| QUESTION:c What are some of the things you will need in order to start d collection of flowers? |
| ANSWER: c. In order to start a collection of flowers you will need a notebook, an album or scrapbook, two pieces of hardboard (approx. 25 cm x 20 cm), newspaper, and a magnifying glass (…and some flowers). |
| QUESTION:d Why do you think one should not pick more flowers than one needs? |
| ANSWER: d. One should not pick more flowers than needed because some flowers are rare. Flowers make the environment look beautiful, and provide nectar for bees. |
| QUESTION:e Why is d magnifying glass useful but not essential? |
| ANSWER: e. A magnifying glass is useful if we want to study the leaves carefully. For most purposes our eyes are good enough. |
| QUESTION:f What ore the details you could write in your record book? |
| ANSWER: f. In our record book, we could write the name of the flower, where and when it was found, its size, colour, and shape, and its scent. |
| QUESTION: g. Why do you think newspaper is used in the flower press? |
| ANSWER: g. Newspaper is used in the flower press because it can soak up the plant juices (to dry the flowers). It is more absorbent than most other types of paper. |
| QUESTION: h h. Con you think of any reasons for not collecting things? Make d list of reasons against collecting things. |
| ANSWER: h. If everyone collected certain types of shells, for example, they might become rare, it might have an impact on an ecosystem…etc; it would be cruel to kill butterflies or other small creatures for a collection (this is what collectors used to do); collections take up a lot of space – it would not be a good idea for someone with a small amount of space to start collecting large items! |
B WORKING WITH WORDS
1. Use these words in sentences of your own.
C LEARNING ABOUT LANGUAGE
1. PUT ADVERBS IN THE SENTENCES BELOW, EITHER AFTER THE VERB OR AFTER THE OBJECT. EXAMPLES:
a. He slept soundly/fitfully. (NOT: He happily slept.)
b. He went back immediately/eventually. (He finally went back.)
c. She made a new dress instantly/easily. (She hurriedly made a new dress.)
2. CHANGE THE FOLLOWING INTO INDIRECT SPEECH USING ASKED.
a. My mother asked me if I were going to school today (that day).
b. She asked me where my books were.
c. (Then) She asked me if I had had (had eaten) my breakfast.
D. SHE ASKED ME IF I HAD TIDIED MY ROOM.
3. CHANGE THE FOLLOWING INTO DIRECT SPEECH. DON’T FORGET THE INVERTED COMMAS.
a. ‘Where are you going?’ she asked (me).
b. ‘Are you going to the market?’ she asked (me).
c. ‘No, I am not,’ I replied. (I told her.)
d. Then she asked, ‘Are you going to the park?’
Review transitive and intransitive verbs using the text and examples of your own.
• Transitive verbs have an object.
• Intransitive verbs do not have an object.
• Many verbs can be both transitive and intransitive.
4. MAKE A LIST OF THE TRANSITIVE VERBS IN THE FOLLOWING. ASK THE QUESTION ‘WHAT?’ WITH THE VERB, E.G.
They saw what? They saw a boy. Object = boy. The verb is, therefore, transitive. Once there was (vt) a boy. He lived (vi) in a huge forest. His house was (vi) very small and his mother and father lived (vi) there too. One day he walked (vi) down the path. Suddenly he saw (vt) a tiny snail. He picked up (vt) the snail and took (vt) it home. When he reached (vt) home he showed (vt) the snail to his mother.
D LISTENING AND SPEAKING
UNIT: The Skylark-Christina Rossetti PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a Where was the skylark? |
| ANSWER: a. The skylark was hanging between the earth and the sky, and soaring and singing. |
| QUESTION:b Who is listening to the bird’s song? |
| ANSWER: b. The poet and, perhaps, the skylark’s mate |
| QUESTION:c When does the skylark sing and when is it silent? |
| ANSWER: c. The skylark sings when it is flying up and when it is hanging between the earth and sky. It is silent when it flies down (sinks). |
| QUESTION:d Which words and phrases in the poem tell us what time of gear it is? Make a list. |
| ANSWER: d. It is early summertime or spring: tender green corn, butterflies danced, the earth was green, the sky was blue, one sunny morn, swift the sunny moments. |
| QUESTION:e e. What do you think the poet wants to tell us about the skylark’s mate? |
| ANSWER: e. Like the poet, the skylark’s mate too was somewhere nearby, marvelling at the song and flight of this bird. |
| QUESTION:f f. Do you like the poem? Say why or why not. |
| ANSWER: f. |
B WORKING WITH WORDS
1. MATCH THE IDIOMS (PHRASAL VERBS) IN A WITH THE MEANINGS IN COLUMN B. USE BOTH TERMS (IDIOMS/PHRASAL VERBS) WHEN EXPLAINING THE TASK.
a. iv b. vii c. vi d. ii e. i f. v g. iii
2. USE THE IDIOMS ABOVE IN SENTENCES OF YOUR OWN.
1. Say whether the verbs in the sentences below are in the past, present, or future tense. The words in brackets are additional information for you, specifying the tense.
a. She went to the circus last week. PAST (simple)
b. She usually goes to the circus when it comes here. PRESENT (simple)
c. What is she doing now? PRESENT (continuous)
d. She’s doing her washing. PRESENT (continuous)
e. Will she come to the cinema with us? FUTURE (simple)
f. She’ll come if you ask her nicely. FUTURE (simple)/ PRESENT (simple)
g. I’ll go and ask her tomorrow. FUTURE (simple)
h. I’m doing my homework now. PRESENT (continuous)
2. WRITE SENTENCES OF YOUR OWN, USING THE WORDS BELOW AND THE TENSE SHOWN IN BRACKETS. EXAMPLES:
a. I go to school every day.
b. I am going to school now.
c. I usually give my mother a present on her birthday.
d. I am writing a letter to my uncle.
e. I eat a lot of rice on Sundays.
f. I am wearing a new pair of trousers today.
C LEARNING ABOUT LANGUAGE
D LISTENING AND SPEAKING
UNIT: 5. Perseus and the Gorgon PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. What can we see in the night skies today that has the same name as the hero in this Greek myth? |
| ANSWER: a. In the Northern skies, if you look up on a clear night, you can see a constellation of stars called Perseus. |
| QUESTION:b b. How is Dictys described, and what did he do that demonstrates his personality? |
| ANSWER: b. Dictys is described as kind. He allows Perseus and Danae to live on his land. |
| QUESTION:c c. Who was Dictys related to? |
| ANSWER: c. Dictys was related to King Polydectes. |
| QUESTION:d d. What present did King Polydectes ask his guests for, and then what did he ask Perseus to get him? |
| ANSWER: d. King Polydectes asked his guests to bring him a horse. Then he asked Perseus to get him the head of Medusa. |
| QUESTION:e e. What did Perseus feel when he saw the witches? Why? |
| ANSWER: e. Perseus felt repulsed when he saw the witches because they were hideous. |
| QUESTION:f f. Why did Perseus steal the witches’ eyeball? |
| ANSWER: f. Perseus stole the witches’ eyeball so that he could get them to tell him how to get to the nymphs of Hera. |
| QUESTION: g. g. Why did Zeus, Hermes, and Athena help Perseus? |
| ANSWER: g. Zeus, Hermes, and Athena helped Perseus because Polydectes was being unfair. Perhaps they wished to see the end of Polydectes. |
| QUESTION: h h. Why did Perseus help Andromeda? |
| ANSWER: h. Perseus helped Andromeda because he admired her bravery and did not want to see her killed. |
B WORKING WITH WORDS
1. MAKE QUESTIONS TO GET THE FOLLOWING ANSWERS; USE THE WORDS IN BRACKETS. SUGGESTIONS:
a. How many young people help Perseus?
b. Why are the people helpful?
c. How does Perseus use the shield?
d. Will Perseus win the battles?
e. What was the water like (after Perseus killed the serpent)?
C LEARNING ABOUT LANGUAGE
1. SEE IF YOU CAN SAY WHICH OF THE FOLLOWING VERBS ARE ACTIVE AND WHICH ARE PASSIVE.
a. sang (active)
b. was thrown (passive)
c. were taken (passive)
d. took (active)
e. was chased (passive)
f. chased (active)
g. was knocked (passive)
h. was built (passive)
i. built (active), was knocked (passive)
2. CHANGE THE FOLLOWING INTO PASSIVES.
a. The football was kicked by the boy.
b. The jeep was painted by the girl.
c. The jeep was driven by the man.
d. The kite was flown by the boy.
e. Some letters were written by my father.
f. The parcels were brought by the postman.
g. The money was sent by Brian.
h. The prize was won by Jameel.
i. The swing was broken by Shahid.
j. The dress was sewn by Shazia.
D LISTENING AND SPEAKING
UNIT: A Misspelled Tale – Elizabeth T. Corbett PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a .What reasons did the boy give for wanting to go out’? |
| ANSWER: a. The boy said that the sun was bright, the air was clear, and that is why he wished to go out. |
| QUESTION:b b. What warning was the boy given’? |
| ANSWER: b. He was warned not to lose his way. |
| QUESTION:c c.What mood was the boy in when he went out? |
| ANSWER: c. He was keen to go outside and play. He must have been happy when he was given permission to do so. |
| QUESTION:d d.How was the weather in the morning and in what way did it change? |
| ANSWER: d. In the morning the sun was bright; then the weather changed. It started snowing. |
| QUESTION:e eWhat factors made the boy feel that things were not right? |
| ANSWER: e. He was on his sleigh, going through snowdrifts and watery pools but normally he would have walked. Now he was lost and looking at a ‘treacherous hole’ in the road; his progress had been too slow and he wanted to meet ‘some kindly soul’ because he had lost his way. – |
| QUESTION:f f.What is the effect of the use of incorrect spellings? |
| ANSWER: It creates confusion; it makes it humorous… |
| QUESTION: g. g. Do you like this poem? |
| ANSWER: |
B WORKING WITH WORDS
1. THINK OF HOMOPHONES (WORDS WITH THE SAME PRONUNCIATION BUT WITH A DIFFERENT SPELLING) FOR THE FOLLOWING WORDS.
a. feet/feat
b. pain/pane
c. site/sight/cite
d. sent/scent
e. sees/seize
f. saw/sore
2. WRITE THE FULL FORMS OF THESE ABBREVIATIONS.
a. exampli gratia
b. kilogram
c. Before Common Era
d. Mister
e. Mistress
f. Anno Domini
C LEARNING ABOUT LANGUAGE
Try to join the pairs of sentences below; use the words and, but, so, or because.
a. He could not swim because he had a bad cold.
b. She was not at home so we were not able to meet her.
c. Mr Shah went to the market and he bought some eggs.
d. She is very tall but her sister is quite short.
e. Atif did not have a pen so he could not sign the cheque.
f. Alia could not read the book because she had lost her glasses.
g. Rahila wrote the letter but she did not post it.
h. Rahim got a headache because he had done too much work.
D LISTENING AND SPEAKING
UNIT: 6- Bahlol PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. What kind of person was Bahlol? |
| ANSWER: a. Bahlol was always calm, he seldom smiled or showed his feelings, and he was a wonderful cook. |
| QUESTION:b b. Why was there no food in the house that day? |
| ANSWER: b. There was no food in the house that day because the next day was market day. |
| QUESTION:c c. Why was Bahlol asked to feed the chickens? |
| ANSWER: c. Bahlol was asked to feed the chickens because if the chickens ate the tin food and did not fall ill, then the food would be safe for the guests to eat. |
| QUESTION:d d. Did the councillor and his wife expect to stag for supper? |
| ANSWER: d. If the students answer ‘no’, then ask them for a possible reason. If they answer ‘yes’, then a possible answer could be: The hostess says, ‘They made no sign of wanting to leave.’ |
| QUESTION:e e. What did the lady think when she heard the news that the chickens were dead? |
| ANSWER: e. When she heard the news that the chickens were dead, the lady thought the food in the tin was bad and had poisoned them. |
| QUESTION:f f. How did the chickens die? |
| ANSWER: f. The chickens were killed and carried off by a fox. – |
| QUESTION: g. g. What can you say about the storyteller? Write a short paragraph about her. |
| ANSWER: g. Ask them to go through the story and pick out words and phrases that relate to her. The storyteller was a lady who had lived on a plantation for many years. She has a calm temperament. (Only once did she feel like killing the cook.) She must be a fairly good employer because the cook has been with the family for years; she is also considerate towards her guests and offers them supper, although there is none in the house. She is polite and is concerned about Bahlol as well as the chickens. She is in control of her emotions. |
| QUESTION: h h. What makes this story humorous? |
| ANSWER: h. The strange situation, Bahlol’s calm answers, and the hilarious confusion; |
B WORKING WITH WORDS
C LEARNING ABOUT LANGUAGE
D LISTENING AND SPEAKING
UNIT: 7- Uncle Shams PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. Which words used by Mr and Mrs Malik does the workman misinterpret? How does he react? |
| ANSWER: a. The workman misinterprets ‘degrees’. He says he does not have a degree. He then misinterprets ‘fine’ and is worried he will be fined. |
| QUESTION:b b. In what wag is Uncle Shams a walking disaster zone? What does this mean? |
| ANSWER: b. Uncle Shams causes havoc by trying to help. The wall cracks, the ladder crashes to the floor, the hammer falls and breaks a tile, he breaks a chair, and when he is on his way out of the room, he knocks over a coffee table and breaks a vase. In no time at all, he has caused a great deal of damage; when he is around, the place becomes a disaster zone. |
| QUESTION:c c. What reasons do Mr and Mrs Malik give for wanting to get rid of Uncle Shams? |
| ANSWER: c. The Maliks think that Uncle Shams has eccentric ways; he has come far too early for the wedding; he eats like a horse, and the cost of keeping him will rise; he will undoubtedly break other things and they will have to pay for the damage. It was for these reasons they wanted to get rid of Uncle Shams quickly. |
| QUESTION:d d. in what wag is Mrs Malik sarcastic? |
| ANSWER: d. When Mr Malik calls Uncle Shams for lunch, Mrs Malik sarcastically calls Uncle Shams Mr Voracious and asks him to come and eat all the lunch, and break a few plates, cups, and saucers at the same time. |
| QUESTION:e e. Which word best describes Uncle Shams’s mood when he leaves the house? (Choose more than one, if necessary.) i. aggrieved ii. deceived m. harmed iv. angry v. hurt |
| ANSWER: e. i. aggrieved v. hurt – |
| QUESTION:f f. Did Uncle Shams really have an appointment to keep? |
| ANSWER: f. No, Mr and Mrs Malik are not completely frank and honest with Samina. Mrs Malik hides his letter behind her back, and pretends not to know about Uncle Shams. Mr Malik asks her why she brought up his name. At first, they tell Samina the bare minimum about Uncle Shams. |
| QUESTION: g. g. What might have been said in the letter? |
| ANSWER: g. Uncle Shams explained that he was there to give all his late wife’s jewellery to Samina for her wedding. |
| QUESTION: h h. How do you think Mr and Mrs Malik felt in the end? |
| ANSWER: h. Mr and Mrs Malik must have felt upset that they had not treated Uncle Shams with more tolerance because he had been so generous |
B WORKING WITH WORDS
1. IN THE PLAY, FIND EXAMPLES OF THE FOLLOWING:
a. honesty: Mrs Malik: Well, I think he became quite upset with something we said. He is a nuisance to have around, you know. Mr Malik: And we could not keep our comments to ourselves. He must have overheard us.
b. clumsiness: The workman: (The workman, who is now up the step-ladder, drops the hammer and gives Uncle Shams a nervous look.) Uncle Shams: (A large crack appears, then the ladder wobbles and he comes crashing down.)
c. cheekiness: Uncle Shams: I’ve come to grace Samina’s wedding with my presence. Mr Malik: You don’t have to bring your suitcase to the dining table, Uncle.
d. scheming: Mr Malik: We shall have to devise a plan to get rid of him.
e. hesitation: Mr Malik: No, no. It’s fi… it’s all right. Mr Malik: And the worst thing is… he was going to leave you a small gift.
f. confusion: Postman: Sorry, sir. Sorting office problem, sir. Motorbike problem, sir. Late starting problem, sir.
g. misunderstanding: Workman: Degrees, madam? I have no degree, madam. And fine? I will get a fine?
h. concealment: Mrs Malik: And for goodness sake, don’t ask your Uncle Shams to fix it. I know he means well. Mr Malik: Shhhh! He might hear you. Mrs Malik: (Aside) Unless you want to pack some for a snack later? Uncle Shams: I won’t be staying for lunch, I’m afraid. I suddenly remembered I have an appointment to keep back at home. Mrs Malik: (Hiding the letter behind her back.) Uncle Shams? What about Uncle Shams? Mr Malik: Well, quite a largish gift.
2. FIND THE OPPOSITES OF THESE WORDS IN THE PLAY.
a. straight
b. horizontal
c. presence
d. careful
e. exit f. worst
g. welcome
h. strange
i. departed
3. WHAT ARE THESE ANAGRAMS?
a. wedding
b. largish
c. precious
4. PUNCTUATION REVIEW ALL THE PUNCTUATION MARKS.
Rewrite this passage putting in the correct punctuation. ‘Oh dear!’ said Alice, ‘I do want to talk to the White Rabbit.’ She ran down the passage, stopped, started again, and stopped again. ‘Here’s his coat button!’ she cried, ‘and his purse, too! It contains four pennies, two half pennies and a key.
C LEARNING ABOUT LANGUAGE
DO YOU KNOW THE NOUNS FORMED FROM THE FOLLOWING VERBS?
a. destruction
b. choice
c. imagination
d. arrival
e. comparison
f. rejection
g. avoidance
D LISTENING AND SPEAKING
UNIT: Everyone Sang-Siegfried Sassoon PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a.Where do gou think the people in the poem are? |
| ANSWER: a. The people in the poem are in a war zone, probably in a trench. |
| QUESTION:b b.What comparison does the poet make in the first stanza? |
| ANSWER: b. In the first stanza, the poet says his feeling of delight in the singing is just the same as imprisoned birds must feel when suddenly being able to fly in the open air. |
| QUESTION:c c.How did beauty come? |
| ANSWER: c. Beauty came, like the setting Sun. |
| QUESTION:d d.What did the poet feel when he heard the singing? |
| ANSWER: d. When he heard the singing, the poet felt that his heart ‘was shaken with tears’. |
| QUESTION:e e.What feeling left the poet when he heard the singing? |
| ANSWER: e. The feeling of the horror of the war left the poet when he heard the singing. – |
| QUESTION:f f.Which words and phrases does the poet use to get across the idea that the birds are actually free? |
| ANSWER: f. The words and phrases the poet uses to get across the idea that the birds are actually free are: ‘Winging wildly across the white/ Orchards and dark fields’ and ‘on-on-on and out of sight’. |
| QUESTION: g. g.How might the soldiers have felt before the singing started? What was their like at the time and how would this have affected how they felt? |
| ANSWER: g. Encourage pupils to imagine what it would have been like for the soldiers in the trenches—the constant bombardment, and the lack of cleanliness, sleep, and supplies. |
B WORKING WITH WORDS
1. FIND WORDS IN THE POEM THAT ARE ANAGRAMS OF THE FOLLOWING.
a. WORDLESS
b. EVERYONE
c. DRIFTED
d. FREEDOM
e. SUDDENLY
f. DELIGHT
2. THE CORRECT ORDER:
WORDLESS DRIFTED SUDDENLY FREEDOM DELIGHT EVERYONE
C LEARNING ABOUT LANGUAGE
1. SEE IF YOU CAN COMPLETE THE FOLLOWING TABLE.
Base form Simple past Past participle smell smelled smelt break broke broken read read read blow blew blown send sent sent
2. MAKE A SIMILAR TABLE IN YOUR NOTEBOOK FOR THE FOLLOWING.
a. throw threw thrown
b. show showed shown
c. buy bought bought
d. fight fought fought
e. see saw seen
D LISTENING AND SPEAKING
UNIT: 8- A Flush of Light PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a.Where was Valentine and what was he thinking about? |
| ANSWER: a. Valentine was in a neighbourhood he was not very familiar with. He was on his way home and was thinking about the warm room and the glowing fire that would greet him on his arrival. |
| QUESTION:b b.How did Valentine come to meet the beggar? |
| ANSWER: b. Valentine met the beggar when he stepped onto the pavement and heard a rustling sound behind him. |
| QUESTION:c c.How much moneg did Valentine give to the beggar? |
| ANSWER: c. A franc. The beggar called Valentine back again because he thought Valentine had made a mistake by giving him a franc instead of a sou. (He thought Valentine had given him too much money by mistake.) |
| QUESTION:d d.How did the blind beggar know what the coin was? |
| ANSWER: d. The blind beggar knew what the coin was by passing his finger over its raised surface. |
| QUESTION:e e.How was Valentine able to start a school for the blind? |
| ANSWER: e. Valentine was able to start a school for the blind with the help of money donated by the public. |
| QUESTION:f f.Which are some of the common words that have their own Braille symbol? |
| ANSWER: f. Some of the common words that have a Braille symbol each are, ‘and’, ‘it’, ‘if’, ‘for’, ‘the’. |
| QUESTION: g. g. When Valentine first met the beggar, why did he give the beggar money? |
| ANSWER: g. Valentine was a kind, soft-hearted man and had thought a lot about the problems of blind people. He wanted to help. |
2. SAY WHETHER THE FOLLOWING STATEMENTS ABOUT THE PASSAGE ARE TRUE OR FALSE.
a. False. Valentine thought a lot about the problems of blind people.
b. False. Blind people can distinguish any sign that is raised.
c. False. Valentine gave the blind beggar a franc.
e. False. A franc was worth more than a sou.
B WORKING WITH WORDS
1. LOOK AT THE BRAILLE ALPHABET. WRITE THE FOLLOWING NAMES: USE A DIFFERENT COLOUR TO SHOW THE RAISED DOTS.
a and b: Pupils will write ‘a’ using a different colour to show the raised dots
c. Pupils will write their own name in Braille form.
2. CHOOSE WORDS OR PHRASES OF YOUR OWN AND USE THEM IN PLACE OF THE ITALICIZED WORDS IN THE SENTENCES BELOW.
a. The blind beggar muttered an acknowledgement of gratitude (1), and Valentine departed/strolled off (2).
b. ‘Surely, sir,’ said the honest/truthful beggar.
c. Valentine was amazed/astounded/taken aback.
d. If the blind can differentiate/discriminate/make out/ with a mere feel a piece of money, why should they not distinguish a mark, a letter, or a figure?
e. With the help of public contributions, Valentine Hauy was able to start a school for the blind.
C LEARNING ABOUT LANGUAGE
1. CHANGE THE FOLLOWING INTO INDIRECT SPEECH.
a. He called me a fool.
b. He wished me a good afternoon.
c. She wished me a happy birthday.
d. He congratulated me on passing my exam.
e. He wished me a good trip.
2. FILL IN THE BLANKS WITH SUITABLE CONJUNCTIONS FROM THE LIST BELOW.
a. until b. or c. if d. where e. although f. whether g. unless h. after
3. JOIN THE SENTENCES BELOW USING THE CONJUNCTIONS AS, FOR, SINCE, OR WHILE.
a. The Sun was very hot for it was still summer.
b. She can find the way since she is so clever.
c. He began to get frightened as it was getting dark.
d. While the baby slept, Mona read a book.
4. CAN YOU FIND OUT WHAT THE MISSING NOUNS ARE? HOW WILL YOU FIND OUT?
| VERBS | NOUNS |
| Satisfy Injure Injury Explain | Satisfaction Explanation complain complaint |
5. SENTENCE COMPOSITION. USE THE WORDS IN SENTENCES OF YOUR OWN. WRITE TWO SENTENCES FOR EACH WORD.
D LISTENING AND SPEAKING
UNIT: The Road Not Taken—Robert Frost PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. What exactly does the traveller do when he sees two roads in the wood? |
| ANSWER: a. He stands for a long time looking down the paths as far as he can while deciding which to go down. |
| QUESTION:b b. In what wags were the roads similar? |
| ANSWER: b. Both paths looked ‘just as fair’ as each other, they were ‘really about the same’ and both were ‘equally’ covered in untrodden leaves. |
| QUESTION: c. What reason does the poet give for taking one path and not the other? |
| ANSWER: c. The path taken by the poet had ‘the better claim’. It was grassy and wanted wear. |
| QUESTION:d d. Which phrase or sentence tells us that the poet would still like to take the other path? |
| ANSWER: d. Oh, I kept the first for another day! |
| QUESTION:e e. Was the poet curious about the path he did not take? How do we know he was curious? |
| ANSWER: e. Yes, the poet was curious about the path he did not take. We know he was curious because he stood for a long time deciding which path to take. Even when after a long time had passed, he still wondered what would have happened had he taken the other path. – |
| QUESTION:f f.Why did the poet doubt he would ever walk on the other path? |
| ANSWER: f. The poet doubted he would ever walk on the other path since the path he had taken led him elsewhere. He would probably never come back to that point again. |
| QUESTION: g. g. Do you think the poet regrets not having taken the other path? |
| ANSWER: g. He says that he will tell others about the choice he has made ‘with a sigh’, which suggests that he might always wonder where the other path in life would have led him. However, he also says that his path ‘has made all the difference’, which could be seen as a positive or negative statement on how things have turned out for him. |
| QUESTION: h h. What are some of the things that gou regret not having done? |
| ANSWER: h. |
2. LOOK AT THE RHYMING SCHEME OF THE POEM. A. A B A A C
b. There are nine syllables in each line; however, the second and third lines contain eight and ten syllables respectively
B WORKING WITH WORDS
1. LOOK AT THE FOLLOWING WORDS AND DISCUSS THEIR MEANINGS. .
2. WRITE TWO SENTENCES FOR EACH WORD, USING THE WORD IN A DIFFERENT WAY EACH TIME.
3. MATCH THE FOLLOWING SYNONYMS:
Point out that synonyms are not exactly the same in meaning; one word may suit a particular context and a synonym might suit another context. mad — insane assist — help reply — answer centre – middle top — summit Further examples: lucky — fortunate; leave — abandon
4. CAN YOU THINK OF A SYNONYM FOR EACH OF THE WORDS IN THE LIST BELOW?
a. inquire ask
b. cease end/stop
c. moist damp
d. intelligent clever/wise
e. strong tough/powerful
f. enormous huge/great/gigantic
g. slim thin/slight/slender
h. generous kind
C LEARNING ABOUT LANGUAGE
1. WRITE SUITABLE SUBJECTS BEFORE EACH OF THESE PREDICATES.
a. The villagers caught the thief red-handed.
b. Cinderella cleaned the dirty floor.
c. The determined man was willing to take the bull by the horns.
d. The builder had to find another job.
2. WRITE OUT THE INFINITIVES IN THE FOLLOWING SENTENCES.
a. to go b. to give c. to swim d. to catch
3. REWRITE THESE SENTENCES. USE AN INFINITIVE INSTEAD OF THE UNDERLINED WORDS.
a. She wants to sleep in the afternoons.
b. The dog was overjoyed to see his master.
c. Naima asked to borrow some sugar.
d. The children laughed to see the tricks of the monkey.
e. Sheila was told to come home early.
D LISTENING AND SPEAKING
UNIT: 9- Karate Parrot PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. How do we know that the three friends often met at the cafe? |
| ANSWER: a. We know that the three friends often met at the café through the statements like: Adil and Babar were sitting in their usual seats by the window. Sameer says, ‘especially when I am in here, most of the time, with you two’. |
| QUESTION:b b. Who showed an interest in Sameer’s foot? |
| ANSWER: b. Babar asks him what he has been up to. The waiter looks curiously at his foot. |
| QUESTION:c c. What was the main reason Sarah wanted to keep a pet? |
| ANSWER: c. Sarah wanted a pet to keep her company because she was lonely. |
| QUESTION:d d. Where did Sarah go to purchase a pet? |
| ANSWER: d. Sarah went to the pet shop on the corner of GT Road and Flowers Street beside the milk depot to purchase a pet. |
| QUESTION:e e. How did the assistant demonstrate the parrot’s skill? |
| ANSWER: e. The assistant demonstrated the parrot’s skill by placing an old chair in the middle of the shop, letting the parrot out of its cage, and saying in a loud voice, ‘Parrot! Karate chair!’ |
| QUESTION:f f. How did Sarah test the parrot’s ability? |
| ANSWER: f. Sarah tested the parrot’s ability by allowing the parrot to practise its skills on her old boxes, crockery, and other useless items. |
| QUESTION: g. g. Why did Babar and Adil remain silent throughout the story? |
| ANSWER: g. Babar and Adil remained silent throughout the story because they found it all too incredible. |
| QUESTION: h h. How did the parrot come to attack Sameer? |
| ANSWER: h. When Sameer returned home, he asked his wife about the parrot. When he heard it was a ‘karate parrot’ he expressed his disbelief by saying, ‘Parrot! Karate? My foot!’ The parrot immediately attacked his foot. |
| QUESTION: I i. What was Sameer’s view about keeping pets? Do you agree with this view’? |
| ANSWER: i. Sameer’s wife had to beg him to allow her to keep a dog or a cat as a pet, and Sameer did not get her one. This shows he was not too keen on keeping a pet. He thought a flat was too small for a pet, and it would be unfair to keep one there. (After the ‘accident’ he would probably have been very much against the idea of keeping any kind of animal in the flat.) He calls the parrot ‘vile’. |
2. EXPLAIN THE FOLLOWING IN YOUR OWN WORDS.
a. I was amazed. (filled with disbelief)
b. boasted
c. a parrot that can do karate
d. most amazing (far-fetched and unbelievable)
e. unable to speak from surprise; speechless
B WORKING WITH WORDS
1. CAN YOU COMPLETE THE FOLLOWING PROVERBS?
b. Half a loaf is better than no bread.
c. Barking dogs seldom bite.
d. The early bird catches the worm.
e. A stitch in time saves nine.
f. Better late than never.
g. Too many cooks spoils the broth.
h. Once bitten, twice shy.
2. WRITE THE OPPOSITES OF THESE WORDS.
a. seldom
b. quiet
c. friend
d. wide
e. forget
f. sink
g. tight
h. few
i. idle
j. weak
k. first
l. alive
3. HERE ARE SOME ADJECTIVES. FIND OUT WHAT THEY MEAN AND USE THEM IN SENTENCES OF YOUR OWN. DO NOT FORGET THAT YOU SHOULD THINK OF A SUITABLE NOUN WHICH EACH ADJECTIVE DESCRIBES.
a. fragrant pleasant or sweet smelling
b. devoted strongly attachment/loyal
c. customary in accordance with custom/usual practice
d. colossal huge, gigantic
e. deafening very noisy/very loud
f. affectionate having or displaying tender feelings, loving
4. SEE IF YOU CAN MATCH THE COLUMNS TO MAKE PROVERBS.
| A | B |
| All that glitters is not gold. A bird in the hand is worth two in the bush. Help a lame dog over a stile. Many hands make light work. Beggars cannot be choosers. It never rains but it pours. Everything comes to him who waits |
C LEARNING ABOUT LANGUAGE
SAY WHETHER THE VERBS (IN ITALICS) DO THE WORK OF A NOUN OR AN ADJECTIVE.
1. noun
2. adjective
3. noun
4. noun
5. adjective
D LISTENING AND SPEAKING
UNIT: Loveliest of Trees, the Cherry Now-A.E. Housman PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. What is the narrator’s opinion of cherry trees? |
| ANSWER: a. The narrator likes cherry trees and says that they are the ‘loveliest’ of all the trees. |
| QUESTION:b b. What season is it in the first stanza? Trg to give two pieces of evidence to support your answer. |
| ANSWER: b. Spring. The tree is in bloom; this usually happens in spring. The narrator says that it is Eastertime. |
| QUESTION:c c. in the second stanza, which two tines tell us that the narrator expects to live for seventy years? |
| ANSWER: c. The first and third lines of the second stanza tell us that the narrator expects to live for seventy years: ‘three score years and ten’ and ‘seventy springs’. |
| QUESTION:d d. In the last stanza the poet mentions two seasons. What are they’? |
| ANSWER: d. In the last stanza, the poet mentions spring. The poet also mentions snow which is associated with winter. We can presume that the seasons are changing, moving from winter to spring. |
| QUESTION:e e. Which phrase has the poet used that means the same as: there isn’t much space and time. |
| ANSWER: e. The phrase the poet has used that means the same as: ‘there isn’t much space and time’, is ‘little room’ |
B WORKING WITH WORDS
1. USING A DICTIONARY, FIND THE MEANINGS OF THE WORD BLOOM. WRITE DOWN TWO DEFINITIONS THAT APPLY TO THE POET’S USE OF THIS WORD.
Noun
a flower, especially one cultivated for its beauty the state or period of flowering the state or period of greatest beauty, freshness, or vigour
2. ADD A WORD TO EACH OF THE FOLLOWING TO MAKE A NEW WORD.
a. Sunday
b. dentist
c. fellow/felled
d. bargain
e. butter/matter/sitter/letter, etc.
f. tender/wonder/redder, etc.
g. courage
h. ranger/singer/manger, etc.
C LEARNING ABOUT LANGUAGE
USE SUITABLE INFINITIVES IN THE SPACES BELOW.
a. The man helped to save my friend.
b. They wanted to put their books on the shelf.
c. The policemen helped the boy to cross the road.
d. The child asked to go home.
e. The dog tried to eat the bone.
f. To tame tigers is very difficult.
g. The boys worked hard to earn some money.
D LISTENING AND SPEAKING
UNIT: 10- The Block Spot-R.L. Stevenson PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. Who is telling the story? When did the storg take place? |
| ANSWER: a. Jim Hawkins is telling the story. It happened in the past when he was a boy. |
| QUESTION:b b. Where did the storyteller live’? |
| ANSWER: b. The storyteller lived in the Admiral Benbow Inn on the cliffs above Black Hill Cove. |
| QUESTION:c c. Who came to stay? |
| ANSWER: c. An old seaman, a captain, came to stay. |
| QUESTION:d d. What question did the visitor ask every day? |
| ANSWER: d. Every day, he asked if any seamen had gone along the road. |
| QUESTION:e e. What did the visitor look like? |
| ANSWER: e. He was a tall, strong man with a scare across one cheek. |
| QUESTION:f f. What differences were there between the captain and Dr Livesey? |
| ANSWER: f. The doctor had white hair and a pleasant way of speaking, and the captain was a dirty, heavy, redfaced seaman. |
| QUESTION: g. g. How do we know that the captain is scared bu the stranger’s arrival’? |
| ANSWER: g. We know that the captain is scared by the stranger’s arrival because it says that the colour went from his face and he looked old and sick. |
| QUESTION: h h. What is unusual about the stranger’s appearance? |
| ANSWER: h. The unusual thing about the stranger’s appearance was that he only had three fingers on his left hand. |
| QUESTION: I i. Why are Jim’s parents not around to help’? |
| ANSWER: i. Jim’s mother was busy caring for Jim’s father, who was ill. This question is more difficult. Discuss it first. |
| QUESTION: j j. What are Jim’s first impressions of the blind man’? When and how does his opinion change? |
| ANSWER: j. Jim’s first impressions of the blind man is that he is harmless and soft-speaking – he calls him, ‘my good man.’ His opinion changes when the blind man grabs Jim’s hand and threatens to break his arm. |
B WORKING WITH WORDS
1. FIND WORDS WHICH ARE ANAGRAMS OF THE FOLLOWING, AND ENTER THEM IN THE GRID BELOW.
TREASURE, OCEAN, PIRATE, BLACK SPOT, SHIP, BEACH, ISLAND, CAPTAIN
2. FIND TEN ADJECTIVES IN THE STORY AND USE THEM IN SENTENCES OF YOUR OWN.
3. FIND OUT THE MEANINGS OF THE FOLLOWING (USE A DICTIONARY) AND USE THE EXPRESSIONS IN SENTENCES.
C LEARNING ABOUT LANGUAGE
1. WRITE DOWN THE PRESENT PARTICIPLES IN THE FOLLOWING SENTENCES. THEY ARE ALL BEING USED AS ADJECTIVES.
a. amusing b. crying c. walking d. flying e. barking
GERUNDS
2. PICK THE ACTION WORDS FROM THE FOLLOWING SENTENCES. THEY ARE DOING THE WORK OF NOUNS. THEY ARE CALLED GERUNDS.
a. Shouting in the class is not allowed. (What is not allowed? Shouting in the class is not allowed.)
b. Painting is a good way to relax. (What is a good way to relax? Painting is a good way to relax.)
c. I don’t remember seeing you before. (What do I not remember? Seeing you before.)
d. The room needs cleaning. (What does the room need? The room needs cleaning.)
e. We like to watch good dancing. (What do we like to watch? We like to watch good dancing.)
D LISTENING AND SPEAKING
UNIT: Break, Break-Alfred, Lord Tennyson PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. Who is the poet addressing in the first stanza? |
| ANSWER: a. The sea |
| QUESTION:b b. Why cannot the poet sag what is in his mind? |
| ANSWER: b. The poet cannot speak due to the grief he feels. |
| QUESTION:c c. What does the poet wish for in the third stanza? |
| ANSWER: c. He wishes for the chance to hear his friend’s voice and touch his hand. |
| QUESTION:d d. Who in the poem is having a pleasant time? |
| ANSWER: d. The fisherman’s son and daughter are having fun; they are playing. |
| QUESTION:e e. ls the poem a happy one or a sad one? Give reasons for your answer. |
| ANSWER: e. I think the poem is sad because the poet is missing his friend; we can see this in his wishes expressed in stanza three, ‘O for the touch of his vanished hand…’ |
| QUESTION:f f. Why do you think the poet uses the sea, and the waves especially, to contrast with the feelings that he has? |
| ANSWER: f. They could start by making a list of things about the tides/waves and then comparing it with feelings. The tides of the sea are continuous, so are his feelings of loss; both keep rising up/coming. Waves are strong and overwhelming, as feelings can be, etc |
B WORKING WITH WORDS
1. WRITE A MEANING FOR EACH WORD IN THE FOLLOWING PAIRS.
a. write — draw or mark symbols, usually letters, on a surface, usually paper right — correct (the opposite of left)
b. steal — take something without permission steel — any of various alloys based on iron, containing carbon and small quantities of other elements
c. wait — stay in one place, inactive in expectation of something or someone weight — a measure of the heaviness of an object; what something weighs
d. hole — an area hollowed out in a solid; an opening in or through something whole — complete e. peace — harmony; absence of war piece — a small part of a whole
f. feet — plural of foot feat — daring action, remarkable skill
2. WRITE TWO MEANINGS FOR EACH OF THE FOLLOWING.
a. break — damage something so it cannot be used; bring to an end
b. utter — speak; as an adjective an intensifier, an utter fool a complete fool
c. play — entertainment with actors on a stage; occupied in sport or diversion
d. bay — a deep howl; wide semicircular indentation of a shoreline
e. tender — easily broken or crushed, damaged; kind or sympathetic
C LEARNING ABOUT LANGUAGE
1. WHICH OF THE FOLLOWING ARE PHRASES AND WHICH ARE CLAUSES?
a. a few bananas—phrase
b. as they came into the room—clause
c. jumping from the tree—phrase
d. waiting to see—phrase
e. the egg which was stolen—clause
f. as he stopped talking—clause
g. a rainy day—phrase
h. when she saw her father—clause
i. eating ten apples—phrase
j. the letter I received—clause
D LISTENING AND SPEAKING
UNIT: 11. My Side of the Mountain-Jean Craighead George PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. Where does the narrator live? Describe his home. |
| ANSWER: a. The narrator lives inside a huge, hollowed out, old hemlock tree. |
| QUESTION:b b. Why is the narrator unsure of the exact date? |
| ANSWER: b. The narrator has lost track of time (kept by marking notches on a tree) due to being busy trying to gather food for the winter ahead. |
| QUESTION:c c. How long has the narrator been living in the wild? |
| ANSWER: c. The narrator has been living in the wild for over eight months. |
| QUESTION:d d. What activities keep the narrator busg? |
| ANSWER: d. The narrator is busy with finding and preparing food, improving his home, and tending to his fire. |
| QUESTION:e e. Which two animals has the narrator given names to and what are the names? |
| ANSWER: e. The narrator gave names to a falcon and a weasel. ‘Frightful’ is a trained falcon, and ‘The Baron’ is a weasel. |
| QUESTION:f f. How long has the narrator been inside because of the snowstorm? |
| ANSWER: f. The narrator is stuck inside the tree for two days because of the snowstorm. |
| QUESTION: g. g. What does the narrator do once the snowstorm has passed? |
| ANSWER: g. He pokes his head into the soft snow and stands up; he laughs. |
| QUESTION: h h. How does he feel during the snowstorm? |
| ANSWER: h. He is frightened. |
| QUESTION: I i. How does he feel after the snowstorm? Give evidence about What he said and did to support your answer. |
| ANSWER: i. He is very happy and relieved: he laughs and shouts that he did it because he is so relieved to have survived. He whistles. He is carefree. |
| QUESTION: j j. What skills does the narrator have that have helped him survive in the mountains? |
| ANSWER: j. He has been preparing since May, learning how to make a fire with flint and steel, finding what plants he can eat, how to trap animals and catch fish. |
B WORKING WITH WORDS
1. CHANGE THE FOLLOWING VERBS TO NOUNS BY ADDING THE CORRECT SUFFIX: OR OR ER. LOOK UP ANY WORDS YOU DO NOT KNOW.
a. creator
b. discoverer
c. inventor
d. investor
e. protector
f. detector
g. commentator
h. inheritor
i. inspector
j. objector
k. actor
l. contractor
2. USE THE FIRST FIVE WORDS YOU HAVE MADE ABOVE IN SENTENCES OF YOUR OWN.
C LEARNING ABOUT LANGUAGE
If clause
1. COMPLETE THESE SENTENCES USING THE CLAUSES ABOVE.
a. I would buy this house if I had the money.
b. The rat could go through the hole if the hole was a little bigger.
c. We could play in the garden if the weather was better.
d. I would hear you better if the others stopped making such a noise.
e. We could move into the house if the builders worked faster.
CONJUNCTIONS OR RELATIVE PRONOUNS
2. JOIN THESE SENTENCES USING SUITABLE CONJUNCTIONS OR RELATIVE PRONOUNS.
a. We wanted to see the film but we had no money.
b. The dog ran into the road where it was run over by a lorry.
c. The girl was crying because she had hurt her leg.
d. Nasir had a broken toe and was unable to play in the match, so he stayed at home and read a book.
e. The cat is drinking the milk (which) I put in the saucer.
f. Eating the grapes off the branch was a fox whose tail was very bushy.
g. The man stopped the girl because she had dropped a purse.
h. The elephants ate the bananas that were growing in our garden.
i. The car was driven by a man who was very old.
j. The letter was brought by a boy to whom I gave ten rupees.
D LISTENING AND SPEAKING
UNIT: 12. The King Keeps His Appointment——Sir Anthony Hope Hawkins PAGE:
A Comprehension
- ANSWER these QUESTIONs.
| QUESTION:a a. Who was Sir Anthony Hope Hawkins? |
| ANSWER: a. Sir Anthony Hope Hawkins was an English novelist and playwright – he wrote the Prisoner of Zenda from which this extract was taken. |
| QUESTION:b b. How does Sapt wake Rudolf up? |
| ANSWER: b. Sapt wakes Rudolf up by throwing a bucket of water over him. |
| QUESTION:c c. What time of day is it when Rudolf wakes up? |
| ANSWER: c. Five o’clock |
| QUESTION:d d. What is wrong with the Prince? |
| ANSWER: d. The prince has been given sleeping tablets to make him sleep soundly. |
| QUESTION:e e. What plan do the men make? What does Rudolf need to do to make it work? |
| ANSWER: e. The men plan to make Rudolf pretend to be the prince. He will attend the coronation so that the prince’s wicked brother is not able to steal the throne. |
| QUESTION:f What will happen if the Prince misses the coronation? |
| ANSWER: f. The prince’s brother will take the crown if the prince misses the coronation. |
| QUESTION: g. What will happen to Rudolf, Sapt, and Fritz if Black Michael finds out what they have done? |
| ANSWER: g. They will be killed. |
| QUESTION: h h. What problems might Rudolf come across at the coronation? |
| ANSWER: h. What if someone who knows the prince speaks to Rudolf? |
| QUESTION: I i. Why does Rudolf agree to pretend to be the King? Try to come up with at least two answers. |
| ANSWER: i. The prince is his friend. He is under pressure from Sapt and Frizt. Sapt says it is his fate. To prove he is not afraid. To stop Black Michael from taking the throne. To help the prince because otherwise the prince will be put into prison. |
B WORKING WITH WORDS
1. COMPLETE THE FOLLOWING IN YOUR OWN WORDS; EACH SENTENCE SHOULD NOT BE ABOUT RUDOLF, BUT ABOUT SOMETHING QUITE DIFFERENT.
a. Then I suppose we will have to wait and see what happens.
b. For a moment or two I waited for the man to pause, then I had to interrupt.
c. It was six o’clock now and they were still talking.
d. Then I burst out laughing because it was such a funny sight.
e. He darted from the room when he remembered that he had left the tap on.
f. I leapt to my feet when the teacher came in.
a. a sneering smile – a mocking smile, a hateful smile. The shop assistant gave me a sneering smile; she knew I could not afford to buy anything.
b. hot in spirit – feeling angry. We were hot in spirit when we took part in the protest because we were tired of not being heard.
c. awoke with a start – to wake suddenly, usually because of fear or surprise. She awoke with a start when the fireworks began.
d. burst out laughing – to laugh suddenly and spontaneously. The child burst out laughing when the clown pretended to fall over.
e. pale as a ghost – to be frightened/to be pale (due to shock, illness, fear). The man in the hospital waiting room was as pale as a ghost.
f. smelt a rat – to sense that something is bad/wrong; to be suspicious. They told me that they knew nothing about the broken window, but I smelt a rat when I saw the cricket bat under the sofa.
C LEARNING ABOUT LANGUAGE
SIMPLE TENSE
1. HERE ARE SOME SENTENCES WRITTEN IN THE SIMPLE TENSES. SAY WHETHER THEY ARE IN THE PAST, PRESENT, OR FUTURE.
a. Yesterday Moshin played football with his friends. (past)
b. Sajid will return to England on Tuesday. (future)
c. Moshin fell on the grass. (past)
CONTINUOUS TENSES
2. HERE ARE SOME SENTENCES IN THE CONTINUOUS TENSES. SAY WHETHER THEY ARE IN THE PAST, PRESENT, OR FUTURE.
a. Salim is walking to the market at the moment. present
b. Yesterday the children were playing in the rain. Past
c. She will be seeing the headmaster in a few minutes. future
d. They were playing but he was sleeping. past / past
e. Rehan will be flying to New York in an aeroplane. future
f. The dog is barking at the thief. present
3. MAKE YOUR OWN SENTENCES USING THE FOLLOWING VERBS IN THE PERFECT TENSE.
4. PUPILS MAY COMPLETE TABLES LIKE THE ONE BELOW, WITH ANY GIVEN VERBS.
D LISTENING AND SPEAKING
UNIT: Grandma Climbs A Tree—Ruskin Bond PAGE:
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