NOTES NEW OXFORD MODREN ENGLISH 6 BY Nicholas Horsburgh Claire Horsburgh 3RD EDITION 2019

NOTES NEW OXFORD MODREN ENGLISH 6 BY Nicholas Horsburgh Claire Horsburgh 3RD EDITION 2019

CONTENTS

 
UNIT: MOTHER TO SON—LANGSTON HUGHES PAGE: 2-5 UNIT: 1- NICOBOBINUS—TERRY JONES PAGE:6-14 UNIT: 2- THE RANSOM OF RED CHLEF—O. HENRY PAGE:15-22 UNIT: THE OLD BROWN HORSE—W. F. HOLMES PAGE:23-26 UNIT: 3- A POLAR EXPLORER PAGE:27-33 UNIT: THE POEM—AMY LOWELL PAGE:34-38 UNIT: 4- THE GREAT TRAIN JOURNEY—RUSKIN BOND PAGE:39-46 UNIT: THE ECHOING GREEN—WLLLIAM BLAKE PAGE:47-50 UNIT: 5- THE TOY-BOX PAGE:51-58 UNIT: 6- THE WHITE MOUSE CIRCUS—ROALD DAHL PAGE:59-66 UNIT: TRESPASS—JOHN CLARE PAGE:67-71 UNIT: 7- HOME, SWEET HOME! PAGE:72-79 UNIT: THE POBBLE WHO HAS NO TOES— EDWARD LEAR PAGE:80-84 UNIT: 8- IN A TUNNEL—EDITH NESBIT PAGE:85-90 UNIT: 9- THE WOLF-CHILDREN (L)—MIKE SAMUDA PAGE:91-97 UNIT: 10- THE WOLF-CHILDREN (LL)—MIKE SAMUDA PAGE:98-104 UNIT: THE WAY THROUGH THE WOODS— RUDYARD KIPLING PAGE:105-109 UNIT: 11- SNAKES ON THE LOOSE PAGE:110-116 UNIT: A HERITAGE OF TREES —DAVID HORSBURGH PAGE:117-121 UNIT: 12- UNCLE PODGER HANGS A PICTURE—JEROME K. JEROME PAGE:122-128 UNIT: THE CLOTHES LINE—CHARLOTTE DRUITT COLE PAGE:129-133 UNIT: 13- MANGOES PAGE:134-136

UNIT: MOTHER TO SON—LANGSTON HUGHES PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a Who is speaking in the poem and to whom are the words addressed?
ANSWER: a. A mother is speaking in the poem and her words are addressed to her son.                
QUESTION:b What does the speaker compare her life with?
ANSWER:   b. The speaker compares her life to a flight of worn down, dimly-lit stairs.
QUESTION:c             What does the speaker encounter on the stairs?
ANSWER:   c. The speaker encounters tacks, splinters, holes, bare boards, and patches of darkness on the stairs.
QUESTION:d Even though there have been obstacles in the way, what has the speaker done to continue her journey?                 
ANSWER:        d. She has kept climbing up.
QUESTION:e e. Which three pieces of advice does the speaker give the boy?              
ANSWER: e. Don’t turn back; don’t sit down, and don’t fall, are the three pieces of advice the speaker gives to the listener in the poem.
QUESTION:f          f. Which sentences are repeated in the poem?
ANSWER: f. The line, ‘Life for me ain’t been no crystal stair.’ is repeated. The speaker also repeats the message that she hasn’t given up with the similar lines: ‘I’se been a-climbin’ on’ and ‘I’se still climbin’’.
QUESTION: g. g. Which line is the shortest? Why do you think the poet made this line so short?
ANSWER: g. The one-word line, ‘Bare.’ is shortest.
QUESTION: h h. What is the mother’s experience Of life?
ANSWER: h. Life for the mother has been very difficult but she has not given up.
QUESTION: I i. Why do you think she is telling her son about her life in this way? b t the words and phrases
ANSWER: i. she wishes to share her experience and encourage him to never give up.
QUESTION: j j. Thinking about the words and phrases used in the poem (the imagery), What points in life would these represent? For example, tacks and splinters might represent hardships of a particular kind. Which hardships? Go through the poem, find other images and write what these may represent in real life.
ANSWER: j. The tacks and splinters might represent hardships and painful moments: if you step on a tack or get a splinter on your hand or foot, it hurts, so perhaps these represent moments of physical or emotional pain. Some examples: boards torn-up could represent opportunities that have been removed from her due to the lack of financial resources; no carpet on the floor could represent lack of comfort and wealth; the lack of light could represent times when she has felt sad, uncertain, or hopeless.

B WORKING WITH WORDS

1. FIND ALL THE NON-STANDARD WORDS USED IN THE POEM. WRITE THEM OUT ALONG WITH THEIR CORRECT MEANINGS AND FORM. DON’T FORGET TO LIST ALL THE WORDS WITH AN APOSTROPHE.

ain’t – has not; I’se – I have; a-climbin’ – climbing; reachin’/landin’/turnin’/goin’ – all missing a g at the end; set down – sit down; ‘cause – because; kinder – kind of. Pupils should also turn the contractions, such as I’ll and Don’t into I will and Do not.

2. WRITE THESE SENTENCES USING STANDARD AND GRAMMATICALLY CORRECT ENGLISH.

a. I am expecting a friend for dinner.

b. I have been waiting at this bus stop for one hour.

c. I am not going to the cinema tonight.

d. They have been kind of sleepy today.

e. She stayed at home because she was ill.

f. You are not doing this at all if you find it is too difficult to do now.

C LEARNING ABOUT LANGUAGE

 SENTENCES

1. PICK OUT THE STATEMENTS, QUESTIONS, COMMANDS, AND EXCLAMATIONS.

a. statement

b. question

c. command

 d. exclamation

e. statement

f. command

g. statement

h. question

2. MAKE QUESTIONS FROM THE SENTENCES BELOW. SOME EXAMPLES:

a. Did it have tacks in it?

b. Were there places with no carpet on the floor?

c. Did he sit down on the grass?

d. Does she find it hard?

e. Are you still working hard?

D LISTENING AND SPEAKING

UNIT: 1 NICOBOBINUS—TERRY JONES PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a               What do we learn about Nicobobinus in the first paragraph?
ANSWER: a. We learn that Nicobobinus is an extraordinary child who stuck his tongue out at the prime minister. We also learn that he lives in Venice and that he could do anything!              
QUESTION:b b. Who is Rosie?
ANSWER:   b. Rosie is Nicobobinus’s best friend.
QUESTION:c c. Why don‘t people pay attention to what Rosie says?           
ANSWER:   c. People don’t pay attention to what Rosie says because she is always having wild ideas.
QUESTION:d                   d. What two things does Rosie suggest that she and Nicobobinus should do?
ANSWER:        d. Rosie suggests that she and Nicobobinus should pull up every weed on his doorstep and discover the Land of Dragons.
QUESTION:e               e. When do the children go on their adventures and what do they take with them?
ANSWER: e. The children go on their adventure the next morning, when it is just starting to get brighter. They take buns and lemonade with them.
QUESTION:f          f. Who do they meet on their journey? Say what happens at each of the two encounters?
ANSWER: f. They meet the Nightwatchman and a dog on their journey. The Nightwatchman tries to stop them from going on their adventure. Rosie trips over the dog and it barks at them until it notices the buns and starts to eat them.
QUESTION: g. g. How does Nicobobinus escape from the Man in the orchard?
ANSWER: g. Nicobobinus escapes from the Man in the orchard by doubling himself up and going backwards as fast as he could, instead of trying to run away, so the man’s legs are knocked from under him, and he lands in a pile of leaves. Then he hides in a shed.
QUESTION: h h. How does Nicobobinus get out of the well?
ANSWER: h. He squirms through a long, narrow passage made of stone.
QUESTION: I i. What shows us that the Man in the orchard doesn’t reall want to break down the door to the shed?
ANSWER: i. This line that shows the man is reluctant to break the door down is: ‘Right! I’m going to break this door down!’ said the Man. And then, because he knew he’d have to repair the door himself, he added: ‘Do you hear?’ Also, he bangs on the door and shouts, but does not break it down.
QUESTION: j j. What are the thoughts Nicobobinus has as he is falling down well? For each one, explain what you think he is feeling?
ANSWER: j. The thoughts Nicobobinus has as he is falling down the well, and some suggestions for what he is feeling (pupils may come up with other plausible ideas) are: 1. ‘Bother!’ He is annoyed/shocked. 2. ‘a rather unkind thought about his best friend, who had instigated the whole expedition, and it involved her dangling over a snake pit, while numerous fierce dragons flew at her chanting’: – he blames his friend and wants to get back at her. 3. ‘Suppose it’s a well? A deep, unused well, with slimy, slippery sides that you could never climb, and icy water at the bottom that…’ – he is starting to feel worried and frightened.

2. WRITE THE LINES OF SPEECH BELOW. PUT THE NAME OF THE SPEAKER AFTER EACH LINE.

a. ‘Ah ha! I’ve got you now!’ The Man

b. ‘Let’s pull up every single weed on your doorstep.’ Rosie 8 1

c. ‘It’s one of the best ideas I’ve ever had!’ Rosie

d. ‘Ow!’ Nicobobinus

e. ‘Open this door at once, d’you hear?’ The Man

 f. ‘You’ll think of something!’ Rosie

B WORKING WITH WORDS

C LEARNING ABOUT LANGUAGE

1. WRITE QUESTIONS FOR THESE ANSWERS.

examples for

a: What was her job? Who was Mrs X? Why did she live in the Secretariat?

2. MAKE UP A STATEMENT, COMMAND, QUESTION, AND EXCLAMATION.

STATEMENT — The cat is near the door.

COMMAND — Let that cat out through the door.

QUESTION — Is the cat behind the door?

 EXCLAMATION — That cat! It has scratched the door!

2. CONVERT THE FOLLOWING EXCLAMATIONS INTO STATEMENTS.

a. That is a lovely dress.

b. You are very brave.

c. She is angry.

d. It is a fine day

D LISTENING AND SPEAKING

1. LISTEN TO THE DESCRIPTION OF VENICE AND ANSWER THE QUESTIONS. MARK THE CORRECT ANSWERS WITH A TICK.

a. Venice is a city in i. Italy.

b. The city is like a i. maze.

c. Venice is famous for its ii. architecture.

d. The city is in danger of: iii. sinking.

e. Venice has lots of i. museums and cafés.

2. WRITE FIVE DETAILED SENTENCES ABOUT WHERE YOU LIVE. THEN, IN A SMALL GROUP, TAKE TURNS TO READ OUT YOUR WORK. MAKE NOTES ON WHAT YOU HEAR FROM OTHERS. NEXT, TAKE TURNS TO ASK QUESTIONS ABOUT WHAT YOU READ OUT. HOW MUCH INFORMATION DID YOUR CLASSMATE RECORD?

UNIT: 2- THE RANSOM OF RED CHLEF—O. HENRY PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION: A
ANSWER: a. The story is set in the state of Alabama in the south of the United States of America.
QUESTION: b
ANSWER: b. The two man decided to kidnap someone because they wanted two thousand dollars to buy some land.
QUESTION: c
ANSWER: c. The first sign that the kidnappers have picked a difficult victim is that he throws a rock at Bill’s head.
QUESTION: d
ANSWER: d. We learn that Ebenezer Dorset is a prominent citizen, known for his wealth, which he made from lending mortgages and making foreclosures.
QUESTION: e
ANSWER: e. Encourage pupils to read through the passage and look for clues about Sam and Bill’s wrongdoings.
QUESTION: f
ANSWER: f. Pupils can pick out any number of details. Some suggestions are: We learn that Johnny Dorset is nine years old, has red hair, talks a lot, is violent (he kicks and bites), has a great imagination, is not popular with his neighbours, and he likes camping.
QUESTION: g
ANSWER: g. He played a game in which he imagined he was a Red Indian.
QUESTION: h
ANSWER: h. Bill tried to release Johnny before they had the ransom because he is being driven mad by the boy (who had been pretending that Bill was his horse!).
QUESTION: i
ANSWER: i. Sam and Bill got Johnny to go home by telling him that they were going to play with a new toy his father had bought him.
QUESTION: j
ANSWER: j. Bill said that he would be over the Canadian border in ten minutes, which has not possible. He meant that he would be going as far away as possible to get away from Johnny.
QUESTION: k
ANSWER: k. Johnny exhausted, enraged, and frightened the two men. Get pupils to give examples of the things he did and the effect his actions had on the men.
QUESTION: l
ANSWER: l. Pupils will give their own reasons for feeling sympathetic to Johnny, Ebenezer, Bill, or Sam.

2. ANSWER THE FOLLOWING QUESTIONS WITH REFERENCE TO CONTEXT.

a. At last, I fell into a troubled sleep, and dreamed that I had been kidnapped and chained to a tree by a ferocious pirate with red hair.

 i. Sam is dreaming about Johnny.

ii. He has kidnapped Johnny but the kidnap is not going according to plan.

iii. Sam is the kidnapper, not the victim, but in his dream the roles have been reversed. b. ‘I think Mr. Dorset is generous for making us such an offer.’

 i. Bill to Sam.

 ii. Johnny’s father. He is offering to take Johnny back if the kidnappers pay him.

iii. It is usually the other way round: the ransom is paid to the kidnappers, not by them!

B WORKING WITH WORDS

1. Use these words and phrases in sentences of your own. Discuss them first.

Pupils will make up their own sentences.

2. Look at these sentences from the passage and change them into Standard English:

a. Bill and I had about six hundred dollars.

b. I was ridden like a horse.

c. Is it not awful, Sam?

d. Sand is not edible!

3. FIND TWO OR MORE MEANINGS FOR EACH OF THE FOLLOWING. USE YOUR DICTIONARY.

a. rattle

Verb: make or cause to make a rapid stream of short, sharp knocking sounds

Noun: a thing used to make a rattling sound

b. scalp

Noun: the skin covering the head (excluding the face).

Verb: to take the scalp of an enemy

c. home

Noun: a place where one lives, the native habitat, a headquarters, the starting position

Verb: to go or return to one’s residence: to be guided to a target

d. glance

Verb: to take a brief or hurried look.

Noun: a brief or hurried look

e. figure

Noun: a number. a person’s body shape

Verb: to calculate or work out f. prominent

Noun: important; well-known; sticking out from something

g. store

Verb: to keep or accumulate (something) for future use

Noun: a quantity or supply of something kept for use as needed

h. curse

Verb: to utter offensive words in anger or annoyance

Noun: a solemn utterance intended to invoke a supernatural power to inflict harm or punishment on someone or something

 i. noise

Noun: a sound, especially one that is loud or unpleasant or that causes disturbance.

j. moment

 Noun: a very brief period of time; an exact point in time

1. WRITE THE FOLLOWING SENTENCES IN YOUR EXERCISE BOOK, PUTTING A BOX (OR BRACKETS) ROUND THE SUBJECT AND A LINE UNDER THE PREDICATE.

a. (Bill) rose slowly.

b. Be good, (Johnny).

c. Now (I) want you to go home.

d. (Nobody), got any sleep because of the noise.

e. Just do it. (you)

2. ADD SUITABLE SUBJECTS TO THE FOLLOWING SO THAT THEY BECOME COMPLETE SENTENCES.

Pupils will use their own words. D Listening and Sp

UNIT: THE OLD BROWN HORSE—W. F. HOLMES PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a          a. What do we learn about the horse from his appearance and behaviour’?       
ANSWER:                a. We learn that the horse is weary, old, shaggy, not very well cared for, and a bit sad; but the horse responds to human touch.
QUESTION:b b. What does the poet ask the reader to do?
ANSWER:   b. Stop for a word or two and touch him softly.
QUESTION:c             c. When does the horse feel that life now is not so bad?
ANSWER:   c. The horse feels good when a passer-by strokes its mane and shaggy coat.
QUESTION:d                   d. Why is the horse no longer used for riding? Give at least two reasons.
ANSWER:        d. The horse is old; time has passed and brought new methods of transport such as the motor car.
QUESTION:e          e. Who might have been responsible for neglecting the horse? Why was it neglected?
ANSWER: e. The master. Because he is busy driving his motor car.
QUESTION:f          f. What would you have done to make the horse’s last years comfortable?
ANSWER: f. Pupils will think of ways to make the horse’s last years comfortable.

2. Mark these statements as true (T) or false (F).

a. F

b. T

c. F

d. F

3. ANSWER THE FOLLOWING QUESTIONS WITH REFERENCE TO CONTEXT.

a. ‘Oh, thank you, friend, for the kindly thought For a horse who has had his day.’ The underlined phrase means:

c. has now grown old

4. DO YOU THINK THERE IS A RHYMING PATTERN IN THE POEM? WHAT IS IT? THE ODD LINES RHYME: A B C B D E F E

5. WHICH WORDS AND EXPRESSIONS TELL US THAT THE POET CARES ABOUT THE HORSE? THE POET MAKES THE HORSE SOUND PITIABLE, AND RESIGNED TO ITS FATE THROUGH THESE WORDS EXPRESSIONS:

 ‘I’m simply watching’,

 ‘Nobody seems to mind…

 a horse who is lame and half-blind’,

 ‘makes him feel quite sad’,

‘gives a little sigh’,

 ‘once as full of life as you’, etc.

B WORKING WITH WORDS

C LEARNING ABOUT LANGUAGE

1. ADD SUITABLE PREDICATES TO THE FOLLOWING TO MAKE SENTENCES.

2. UNDERLINE ONLY THE MAIN NOUN AND THE MAIN VERB.

a. The boy walked along briskly.

b. His dog followed closely behind.

c. The long electric train crashed into the back of a goods train.

d. Saima and Alina are playing in the garden.

e. We heard them crying. f. The elephant has large ears.

g. Parvez and Shahid live in Multan

D LISTENING AND SPEAKING

VOWEL S

UNIT: THE POEM—AMY LOWELL PAGE:

A Comprehension

ANSWER these QUESTIONs.

QUESTION: a
ANSWER: a. The twig should be planted, watered, and set where the Sun will be above it, to become healthy and strong.
QUESTION: b
ANSWER: b. If cared for, the twig will develop into a tall bush with many flowers and sparkling leaves.
QUESTION: c
ANSWER: c. A closet is a large cabinet or area like a cupboard, for storage; in it there may be odds and ends such as a mousetrap and blunted tools.
QUESTION: d
ANSWER: d. The closet is not used much; there are mousetraps in it (a mousetrap is not used very often), and the tools are blunt (again, showing that they are seldom used).
QUESTION: e
ANSWER: e. The twig will not grow in a closet, because it is too dark and there is little fresh air inside.
QUESTION: f
ANSWER: f. The twig is compared to an old, twisted nail.
QUESTION: g
ANSWER:  g. Look after and encourage something, even if it is small and appears useless.

2. FIND WHERE THESE EXPRESSIONS ARE USED IN THE POEM. READ THE LINES A NUMBER OF TIMES, AND TRY TO UNDERSTAND THE MEANINGS OF THE EXPRESSIONS. EXPLAIN THE MEANINGS IN YOUR OWN WORDS.

 A. IT IS NOTHING MORE; IT APPEARS INSIGNIFICANT. EXAMPLE: HE IS ONLY A SMALL BOY; HOW CAN HE BE EXPECTED TO DO THIS HARD TASK.

b. And plant it (place it) where the Sun will…

c. grow (sprout) vigorously and healthily all over the place

d. regain their upright posture

e. brush against, collide with each other

3. REFERENCE TO CONTEXT

With mousetraps and blunted tools,

It will shrivel and waste.

a. The word ‘it’ refers to the twig.

b. The mousetraps and blunted tools are in the closet.

c. The twig might look like an old, twisted nail.

1. Find words of the opposite meaning in the poem.

a. large/little

b. short/tall

 c. below/above

d. few/many

e. staleness/freshness

f. sharpened/blunted

g. strengthen/waste (shrivel)

h. straight/twisted i. still (not moving)/blowing

j. close/open

2. Think of suitable adjectives to go with these nouns.

a. dusty, dark, rarely-used closet

b. rusty, twisted, iron nail

c. blowing, cold, harsh wind

d. green, lush grass-blades

e. long, twisted, thirsty, withered roots

f. rustling, green/red/yellow/brown, new/old leaves

C LEARNING ABOUT LANGUAGE

SENTENCES

1. WHICH OF THE FOLLOWING ARE COMPLETE SENTENCES? WHICH ARE NOT COMPLETE? GIVE A REASON FOR YOUR ANSWER EACH TIME.

a. She laughed pleasantly. (Complete: there is a subject and a predicate; there is a finite verb. It makes complete sense.)

b. The large, black dog (Incomplete: There is no verb of any kind; there is no predicate.)

c. Walking along slowly (Incomplete: There is no finite verb; there is no subject; we do not know who or what is performing the action.)

d. Sit down. (Complete: There is a finite verb; there is a subject and a predicate. The subject is understood… ‘You’.)

e. The engine’s whistle (Incomplete: there is no finite verb; there is no predicate.)

f. They played cricket on Sunday (Complete: there is a finite verb; there is a subject and a predicate.)

NOUN

2. UNDERLINE THE PROPER NOUNS IN THE FOLLOWING SENTENCES.

a. Raheel and Hanif are going to Karachi on Tuesday.

b. They are going on the train, which leaves Lahore at two o’clock.

c. From Karachi they are going to fly to Dubai on an Emirates plane.

d. They will stay with their friends, Mr and Mrs Jenkins at 5, Park Lane, Dubai.

3. MAKE A LIST OF THE COMMON NOUNS IN THE FOLLOWING PASSAGE.

day, children, hill, bicycles, top, grass, rocks, road, river, way, village, figures, toys, land

UNIT:3- A POLAR EXPLORER PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION: a             a- what is needed for the twig to become healthy and strong?
ANSWER: a. Amundsen’s mother wanted him to be a doctor. He followed her wishes until she died.              
QUESTION:b b- to what ways will the twig develop if it is cared for?
ANSWER:   b. Amundsen was inspired by famous British explorers. As a child, he prepared for life as an explorer by playing a lot of sports, sleeping with his windows open, and reading about explorers. As an adult, he worked as a ship’s crew member where he watched, listened, and learned useful skills (on board and from the Inuit people) such as how to prevent scurvy, how to keep warm, and how to use dogs to travel by sledge.
QUESTION:c c- what is a closet and what might be found there?           
ANSWER:   c. Amundsen learned some useful survival skills (See b.) but he was also very determined and well prepared. He made sure he knew how to survive before setting off on his own expeditions.
QUESTION:d                   d- is the closet mentioned in the poem used much? How do we know?
ANSWER:        d. Very cold temperatures, shallow seas and sea-ice made it difficult to pass through the Northwest Passage. Amundsen’s boat, Gjøa, helped him pass through it because it was small enough to pass through these waters and over the shallow areas.
QUESTION:e                e- will the twig grow in a closet? Why?
ANSWER: e. 1926
QUESTION:f          f- what isw the twig compared to in the second stanza?
ANSWER: f. Amundsen’s companions mistook the Inuit for Caribou because they were so far away.
QUESTION: g. g- do you think the poet has a message (or messages) for the reader?
ANSWER: g. Amundsen ‘talked’ to the Eskimos by using a mixture of simple expression, body language, and tone of voice: ‘expression of the fact, nods and shakes of the head, gestures and tones of the voice’.
QUESTION: h
ANSWER: h. Amundsen disappeared on a rescue mission so we cannot be sure of how he died.

2. COPY THE SENTENCES THAT ARE TRUE. CORRECT THE SENTENCES THAT ARE WRONG AND REWRITE THEM.

a. Scurvy is caused by a lack of vitamin C. True

b. Getting to the North Pole was false difficult.

c. Amundsen was the first person to be able to claim that he had been to both Poles. True

d. There is no sunlight from March to September at the South Pole. (False)

e. The North Pole is not on land.

f. Polar bears, seals, and walruses are native to the North Pole. (False)

3. ANSWER THE FOLLOWING QUESTIONS WITH REFERENCE TO CONTEXT.

a. ‘Some other “two-legged caribous” joined the first, until five figures were outlined against the sky.’ i. Inuit/Eskimo people ii. 3

b. ‘Their leader, seeing this pacific move, imitated it by turning to his followers and uttering a command.’ i. When the leader of the Inuit people saw Amundsen make the peaceful move of instructing his men to put their weapons aside, he did the same with his men.

4. LOOK AT THE TWO FACT FILES ABOUT THE POLES. WRITE FOUR SENTENCES IN WHICH YOU COMPARE THE POLES.

 For example: The South Pole is colder than the North Pole.

B WORKING WITH WORDS

1. LOOK AGAIN AT THE EXTRACT FROM AMUNDSEN’S BOOK. FIND OUT WHAT THESE WORDS MEAN AND USE EACH ONE IN A SENTENCE. 

a. steadfastly: in a resolutely or dutifully firm and unwavering manner

b. ostentatiously: in a showy way that is designed to impress

c. pacific: peaceful in character or intent

d. reciprocate: respond to an action or gesture by making a corresponding one

2. YOU HAVE LEARNT THESE PROVERBS. CAN YOU COMPLETE THEM?

a. The early bird catches the worm.

b. Look before you leap.

c. Learn to walk before you run.

d. Don’t count your chickens before they are hatched.

e. You may lead a horse to water but you can’t make it drink.

3. CHOOSE ONE OF THE PROVERBS AND EXPLAIN THE MEANING TO THE CLASS.

C LEARNING ABOUT LANGUAGE

 PARTS OF SPEECH

1. COPY THE TABLE. GIVE YOUR OWN EXAMPLES FOR EACH PART OF SPEECH.

2. WRITE THE FOLLOWING SENTENCES AND GIVE THE FUNCTION OF EACH UNDERLINED WORD.

a. Yellow describes snake and crawled tells of an action.

b. Shoaib is the name of a person and large describes the company.

c. Tap is the name of a thing; yesterday tells when it was leaking (helps describe the action).

d. Me stands in place of a noun (the person speaking) and morning is the name given to the early part of the day.

e. And joins two parts of the sentence; are fed tells of an action (continuing).

f. Saw tells of a past action; in shows the relationship between peacock and forest.

g. Oh! Shows a feeling or emotion; new describes the car.

D LISTENING AND SPEAKING

fill feel pill peal it eat sit seat lip leap still steal mill meal ill eel

UNIT: 4- THE GREAT TRAIN JOURNEY—RUSKIN BOND PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a                  a. How do we  know that Sajid likes trains?
ANSWER: a. We know that Sajid likes trains because he spends time watching them, waving to them, and wondering about the people on the trains. We learn, in the fifth paragraph, that he is fascinated by all trains.              
QUESTION:b b. What time of year is it?
ANSWER:   b. It is summertime; the story takes place during the summer holidays.
QUESTION:c             c. How do we know that Sajid is bored?
ANSWER:   c. We know that Sajid is bored because he has been wandering about all day, alone, and still does not know what to do with himself.
QUESTION:d                   d.What sort of things make Sajid curious and how does he react to what makes him curious?
ANSWER:        d. Sajid is made curious by things that are bolted or nailed down, or in some way concealed from him, such as parcels, locked rooms, carriage doors, and crates. He reacts by trying to see what is inside the crates.
QUESTION:e                e. Why does Sajid think that the trees  are walking?
ANSWER: e. Sajid thinks that the trees are walking because he had not noticed that the train had started moving.
QUESTION:f          f. Who else is in the carriage?
ANSWER: f. A man, who describes himself as a hippy, is also in the carriage.
QUESTION: g. g. Where does Sajid say that he would like to go?
ANSWER: g. Sajid says that he would like to go everywhere, to England, China, Africa, and Greenland. He wants to go all over the world!
QUESTION: h h. What warning does the man give to Sajid?
ANSWER: h. The man warns Sajid to keep out of sight if he doesn’t want to be caught!
QUESTION: I i. When Sajid thinks about his parents for the first time what does he imagine that they will think?
ANSWER: i. When Sajid thinks about his parents for the first time, he imagines that they will think that he had run away, or been kidnapped, or been involved in an accident.
QUESTION: j j. What presents does Sajid imagine that he will bring back for his friend?
ANSWER: j. Sajid imagines that he will bring back an African lion or a transistor-radio for his friend.
QUESTION: k k. When Sajid thinks about his parents‘ reaction to his disappearance he feels a few different emotions. What shows us that he is excited at first? How does he feel later on?
ANSWER: k. When Sajid thinks about his parents’ reaction to his disappearance, he feels a few different emotions. At first, he images that he will become famous for being the boy who disappeared; this shows that he finds the idea exciting. Later on, he feels sorry for them because he realizes that they will miss him.
QUESTION: l l. Why do you think the man was on the train?
ANSWER: l. He had been sleeping in the carriage because it was comfortable, safe, or cosy, or perhaps he was trying to get a free ride somewhere.
QUESTION: m m. How does Sajid feel after the conversation about getting to China?
ANSWER: m. Sajid does not react immediately to the conversation about going to China. Perhaps he is thinking about the skills he does not have. After a while, he thinks that he is not really sure if he really wants to go to strange, new, faraway places.
QUESTION: n n.Why doesn’t the man tell Sajid that the train takes a circular route?
ANSWER: n. Pupils will give their own reasons why the man doesn’t tell Sajid that the train takes a circular route. Perhaps he can see how excited Sajid is about going on a journey and, because he knows Sajid will be safe, he allows him to enjoy his adventure.

2. LOOK AT THESE WORDS. STARVE CONSUME DEVOUR SNACK NIBBLE GOBBLE FEAST MUNCH CHEW

 a. Which is the odd one out? Why? Starve is the odd word out.

The other words are ways of eating, whereas starve means to suffer or die from hunger.

b. Pick three of the words above and use each one in a sentence.

Example: I always nibble chocolate to make it last longer.

B WORKING WITH WORDS

1. FILL IN THE BLANKS WITH SUITABLE WORDS FROM THE LIST BELOW.

a. stationary

b. anticipation

c. increased

d. astonished

e. awkward

f. sauntered

C LEARNING ABOUT LANGUAGE

COLLECTIVE NOUN

a. sheep – herd

b. ships—fleet

c. sailors—crew

d. bees – swarm

e. wolves—pack

f. stars—galaxy

g. barbarians—horde

h. cattle—herd

i. criminals—gang

j. people in a theatre—audience

k. directors—board

 l. musicians—orchestra

 m. flowers – bunch

n. eleven footballers—team

o. mountains—range

ABSTRACT NOUNS

1. PICK OUT THE ABSTRACT NOUNS FROM THE FOLLOWING.

pride friendliness lightness victory peace

2. FORM ABSTRACT NOUNS FROM THE FOLLOWING ADJECTIVES.

 freedom delicacy width thinness height awkwardness sweetness breadth honesty

3. STATE WHAT QUALITY IS POSSESSED BY A PERSON WHO IS:

 tidiness helpfulness laziness quietness foolishness loyalty accuracy hardiness

VERB

1. PICK OUT THE VERBS IN THE FOLLOWING.

a. ‘Run to the shop and buy me a box of matches, please.’

b. The children in the crowd shouted and cheered.

c. ‘If you want to go to Karachi you must book a seat on the bus.’

d. The book fell to the floor. e. ‘Be careful or you might fall.’

f. Malik spent two weeks in hospital after the fall.

g. The boys go for a run every day.

h. The children crowded round the teacher.

D LISTENING AND SPEAKING

UNIT: THE ECHOING GREEN—WLLLIAM BLAKE PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a                  a. What time of day is it at the beginning of the poem?
ANSWER: a. At the beginning of the poem, the Sun is rising so it is early in the morning.              
QUESTION:b b. Which words from the first stanza create a cheerful mood?
ANSWER:   b. Words from the first stanza which create a cheerful mood are: happy, merry, welcome, sing, and cheerful.
QUESTION:c             c. In the second stanza what are the older people doing? and what does it make them remember?
ANSWER:   c. In the second stanza, the older people are laughing at the children playing. It makes them remember when they used to play happily on the green when they were young.
QUESTION:d                   d. In the final stanza, what time of day is it?
ANSWER:        d. In the final stanza, the Sun is going down so it is the evening.
QUESTION:e                e. In the final stanza, what happens to the children?
ANSWER: e. In the final stanza, the children are tired and ready for rest so they sit with their mothers instead of playing.
QUESTION:f          f. In the final stanza, children to a type of animal. What animals are they compared to? What are they doing? What is the effect of using this comarision?
ANSWER: f. In the final stanza, the poet compares the mother and her children to birds in a nest. The children sit with their mothers. The effect of the comparison is that we can picture the children with their mothers, getting comfort and warmth and feeling safe.
QUESTION: g. g. Make a list of the animals mentioned in the poem?
ANSWER: g. Birds are mentioned in the poem; the sky-lark and thrush are named.
QUESTION: h h. Make a list of sounds mentioned in the poem. which stanza doesn’t have any sounds mentioned in it?
ANSWER: h. A list of sounds mentioned in the poem: bells ringing, bird-song, laughter, voices of the old folk, the echoing green (is it echoing with the sounds of play?). No sounds are mentioned in the final stanza. These questions are more difficult. Discuss them first.
QUESTION: I i. What do you notice about the last line of the stanza? say how they are similar and how they are different
ANSWER: i. The last line of each stanza is almost the same. In stanzas one and two, the same words are used: ‘On the Echoing Green’. But, in the second stanza, this is a line of speech rather than a description. In the third stanza, the word echoing is replaced with the word darkening.
QUESTION: j j. How does the difference in the last line effect the mood of the end of the poem?
ANSWER: j. The pupils should discuss the impact of the word darkening – does it create a quiet, calm mood? Can it be read in other ways, for example, as signifying the end of life or an era?

B WORKING WITH WORDS

3. WRITE A DEFINITION FOR EACH WORD IN THE LIST. THEN USE YOUR DICTIONARY AND TRY TO WRITE A MORE ACCURATE DEFINITION.

word definition

dawdle — slowly, wasting time

hobble — as if old or lame

limp — as if lame

march — in a military manner, smartly

pace — with slow or regular steps, as if exercising

plod — slowly and laboriously

ramble — across the countryside, for pleasure

roam — without purpose, aimlessly shuffle — dragging one’s feet

slouch — droopingly and lazily

stride — with long steps, purposefully

stroll — in a leisurely way

strut — in a proud way, showing off

toddle — like a small child with short, tottering steps

trudge — laboriously and wearily, as if wearing heavy boots

waddle — like a duck, in a slow, side to side motion

Punctuation

4. Rewrite the following sentences putting in punctuation marks where necessary.

a. In his shop, he sells: nuts, bolts, screws, pins, and paper.

b. During the holidays, he visited his brother, his uncle, his father’s friend, his grandfather, and his grandmother.

c. The leaf floated with the current, whirled round and round, twisted over, stopped for a brief moment, and then disappeared.

d. The bells on the tree, streamers of every colour hanging from the ceiling, balloons of all shapes, a large star, and millions of sparkling lights completed the decoration in the hall.

5. MAKE UP YOUR OWN SENTENCES, USING THE WORDS IN EACH ROW.

C Learning about language

Add the suffixes -ing and -ed to the following.

 laughing/laughed

stopping/stopped

hitting (Note: hit)

boxing/boxed

catching ((Note: caught)

thinking (Note: thought)

fixing/fixed

 running ((Note: ran)

boiling/boiled

sitting ((Note: sat)

posting/posted

flipping/flipped

shipping/shipped

joining/joined

fattening/fattened

paying (Note: paid)

chatting/chatted

placing/placed

trapping/trapped

D LISTENING AND SPEAKING

UNIT: 5- THE TOY-BOX PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a          a. what sounds did the children hear after entering the grounds in their car?      
ANSWER: a. The children heard the birds twittering, bees buzzing, and the crunching of gravel under the car wheels after entering the grounds.              
QUESTION:b b. How do we know that the children like the week in their old house before they moved out?
ANSWER:   b. We know that the children liked the week in their old house before they moved out because it is described as a magical playground in which they had fun living with boxes everywhere.
QUESTION:c             c. In what way was Matilda’s first impression of the new house different from Tom’s?
ANSWER:   c. Matilda’s first impression of the new house was different from Tom’s in that she described it as beautiful, went straight in, and started unpacking. Tom, on the other hand, says it looks scary.
QUESTION:d                   d. When and where did Tim first hear a cry? What was his reaction?
ANSWER:        d. Tom heard a cry on the first day when he was alone in the playroom. His reaction was to think it was a cat or his imagination.
QUESTION:e                e. What did Tom see out of the window? How did this contrast with the inside?
ANSWER: e. Tom saw the garden outside the window; Everything in it looked bright and warm, and green and fresh. The house, in contrast, is described as dark and cold, with echoing rooms and strange sounds.
QUESTION:f          f. What did Tom’s mother tell Tom to encourage  him to return to playroom and checked for any strange sounds there?
ANSWER: f. Tom’s mother told him not to be a scaredy-cat and said that the sounds must have come from outside.
QUESTION: g. g.  How did Tom’s constant screaming affect his parents and Matilda?
ANSWER: g. Tom’s constant screaming made his parents come running to check on him.
QUESTION: h h. What did Tom’s father take with him to investigate the coaibunker and why?
ANSWER: h. Tom’s father took a 3-iron, a golf club, with him when he went to look in the coalbunker. He took it as a form of defense against the intruder the family had heard through the vent.
QUESTION: I i. Where did all the rubbish at the side of the house come from?
ANSWER: i. The rubbish at the side of the house had been dumped there when the house was being renovated. These questions are more difficult. Discuss them first.
QUESTION: j j. Tom describes the house in his own way. What is his view about the house? Does this view change? when and why?
ANSWER: j. Tom describes the house in his own way. His view of the house is that it is a cold, scary, rambling mansion that is towering and spooky, with echoing rooms. Pupils should be encouraged to collect quotes that describe Tom’s view of the house. His view changes when the mystery of the moaning toy-box has been solved and the family have settled in. He says that, ‘the spooky house became a warm and comforting home.
QUESTION: k. The woman, her husband, and daughter were obviously taken care of in the end. What is your view about how  and why they got there in the first place?
ANSWER: k. Pupils will give their own views about how the family got there. There could be many possible answers.

2. CHOOSE THE BEST ANSWER.

 a. Tom did not like the house because iv. it was cold, damp, and spooky.

b. Tom’s parents were annoyed with Tom because iii. they thought he had made up a story to get their attention.

3. ANSWER THE FOLLOWING QUESTIONS WITH REFERENCE TO CONTEXT.

a. ‘And, just in case, I’m taking a golf club.’

i. Tom’s father

 ii. He takes it as a precaution. He is worried about who he might find in his coalbunker.

 iii. He takes a 3-iron and he swings it in the air as they walk along.

b. Father entered the room at a gallop.

i. He is responding to his son’s scream.

ii. He found Tom, Matilda, and their mother/his wife.

iii. He starts speaking in the room but stops when he sees his wife indicating with one finger on her lips for him to be quiet. They all go into the living room where Tom’s mother explains what they have heard. Then Tom’s father goes to the playroom to investigate.

B WORKING WITH WORDS

1. Here are some nouns from the passage, but the letters are jumbled. What are they?

a. lawn

b. toys

c. blossoms

d. rubbish

e. playroom

f. medicine

g. staircase

h. husband

2. WRITE DOWN THE ADVERBS FORMED FROM THESE ADJECTIVES; THEN USE THE ADVERBS IN SENTENCES OF YOUR OWN.

a. tearfully

b. spookily

c. steadily

d. cautiously

e. purposefully Pupils will write their own sentences.

3. Give the full form and explain the following abbreviations. BA Bachelor of Arts Dir Director Dr Doctor ºF degrees Fahrenheit Fri Friday Jan January mph miles per hour Mr Mister Mrs Mistress Nov November NW North West kg kilogram Mar March

4. TRY TO WRITE YOUR OWN EXPLANATIONS FOR THE FOLLOWING PROVERBS.

a. ALL ROADS LEAD TO ROME. There are many ways of achieving the same aim or the same results.

 b. EVERYTHING COMES TO HIM WHO WAITS. If a person tries hard enough and is patient, he/she will have success in the end.

c. IF AT FIRST YOU DON’T SUCCEED, TRY, TRY, TRY AGAIN. A good result can be achieved with perseverance.

d. IT NEVER RAINS BUT IT POURS. Misfortunes seldom come alone.

e. MAKE HAY WHILE THE SUN SHINES. Make use of good opportunities when they present themselves

C LEARNING ABOUT LANGUAGE

SUBJECT, VERB, AND OBJECT

Add further examples to a similar table drawn on the board.

1. IN YOUR NOTEBOOK, MAKE A TABLE AND WRITE IN IT THE SUBJECT, VERB, AND OBJECT OF THE SENTENCES BELOW. YOU MAY LEAVE OUT WORDS THAT DO NOT FORM PART OF THE SUBJECT, VERB, OR OBJECT.

Subject Verb Object Other words
a. The packers b. My sisters  c. I d. I e. Mother a. packed b. blamed c. pulled d. felt e. put a. the boxes b. me c. a couple of toys d. the breeze e. the clothes a. all . b. for their moodiness. c. from the box. d. again. e.  in the cupboard.
The policeman A strong pair of bullocks you Took Pulls did break the dog our cart the glass for a long walk. to market on Sunday. How?

2. FIND THE VERB AND THE OBJECT IN THE FOLLOWING SENTENCES. THE VERBS ARE IN BOLD; THE OBJECTS HAVE BEEN UNDERLINED.

a. Matilda SCOLDED her brother.

 b. The woman WANTED the medicine.

c. The children’s father FOUND an air vent.

d. The father HIT the door with his club.

e. The mother PUT the clothes in the cupboard.

3. FILL IN THE BLANKS WITH SUITABLE OBJECTS.

 Pupils will write their own objects.

D LISTENING AND SPEAK

UNIT:6- THE WHITE MOUSE CIRCUS—ROALD DAHL PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a          a. What reason did the grandmother give for going to Bournemouth?       
ANSWER:                a. The grandmother decided to go to Bournemouth in order to obey her doctor’s orders.
QUESTION:b b. How does the boy describe the hotel?
ANSWER:   b. ‘It was an enormous white building on the sea-front and it looked to me like a pretty boring place to spend a summer holiday in’ he describe the hotel as, ‘The ground floor of the hotel was a maze of public rooms, all of them named in gold letters on the doors.’
QUESTION:c         c. Why had the grandmother given the boy a pair of white mice?
ANSWER:   c. The grandmother had given the boy a pair of white mice as consolation because Bournemouth was a boring place.
QUESTION:d           d. What was the first trick the boy taught the mice?       
ANSWER:        d. The first trick the boy taught the white mice was to creep up the sleeve of his jacket and come out by his neck.
QUESTION:e                e. Why did the hotel manager get angry with the boy and his grandmother?
ANSWER: e. The hotel manager was angry with the boy and his grandmother for suggesting that the hotel was full of rats.
QUESTION:f          f. What made the boy confident that he had  found a good place to train his mice?
ANSWER: f. The boy was confident that he had found a good place to train his mice because the ballroom was large and empty. The room had been used for a meeting of the members of the RSPCC, and even if these members were to come into the room while he was there, they would be good, kind people. 
QUESTION: g. g. In what ways was the grandmother a clever and thoughtful lady?
ANSWER: g. The grandmother outwitted the hotel manager by suggesting that there were rats in the hotel and it might be closed down if this fact was reported to the Public Health Authorities.
QUESTION: h h. What difficulties might you come up against, if you were training mice?
ANSWER: h. Pupils will come up with their own ideas about what difficulties they might come up against if they were training mice.

2. FOR EACH OF THE FOLLOWING

i. say when the statement was made, to whom it was made, and what it refers to;

ii. say what is meant.

a. The grandmother to the boy when he asks her if it is true that a place like Bournemouth keeps people healthy.

Meaning: It’s nonsense!

b. The boy says this about the mice his grandmother has given him.

Meaning: They are lots of fun. Terrific means of a great amount, or intensity.

c. The boy says this about the manager.

Meaning: Bristly here means a) with thick set hair (bristles), and b) with a temper, ready for a fight.

 d. Mr Stringer, the manager, says this to the grandmother when she tells him there are rats in his hotel. Meaning: Going mauve in the face—getting very angry.

e. The manager says this when the grandmother asks him whether or not they are going to be allowed to keep the white mice in the hotel.

Meaning: The manager is afraid that if the grandmother carries out her threat, there may be more trouble to deal with, so he suggests a simpler solution which will suit both parties.

 f The boy says this when describing the hotel and his discovery of all the different rooms on the ground floor.

Meaning: There were so many rooms, and so many corridors, that the ground floor of the hotel appeared like a maze (a place in which to easily get lost) to the little boy.

B WORKING WITH WORDS

1. WHY DOES MR STRINGER TURN MAUVE? WHAT DOES THIS TELL US?

DISCUSS THE QUESTIONS FIRST.

2. WHICH OTHER COLOURS ARE USED TO DESCRIBE PEOPLE’S FEELINGS OR MOODS?

It tells us that the manager is very upset indeed! He is livid with rage, surprise, indignation, and many other emotions, so much so that he turns mauve. If he were merely embarrassed, he would have ‘turned pink’; ‘If he were filled with rage, he may have ‘turned red’; if he were in a thunderous mood, he would have taken on ‘a black look’.

3. MAKE A LIST OF ALL THE COLOURS YOU CAN THINK OF. THEN TRY TO USE THEM IN SENTENCES TO DESCRIBE HOW PEOPLE FEEL.

fear: white, ashen, grey, (yellow for cowardice)

anger: red, puce, purple, black

rage: (see above)

sadness: blue

sickness: white,

ashen, colourless

 envy: green

Alternatively, if we look at colours first and see which emotions and other ideas these convey, we get: purple—dreams, wealth, royalty, sophistication (born to the purple), intelligence, excessively elaborate (empurpled literature), a purple patch or stretch (things going well),…

red—fear, warning, blood, danger, excitement, fire, passion, debt, heat, warning,…

blue—sky, openness, quietness, serenity, truth, cold, cool, ice, melancholy,…

black—sophistication, evil, darkness, elegance, power, rebellion, mystery, mourning, death,…

white—sickness, purity, cleanness, luminosity, emptiness,…

yellow—warmth, sun and sunshine, brightness, light, cowardliness, weakness,…

green—calm, serenity, nature, freshness, growth, vegetation, health, envy, everlasting, natural,…

orange—warmth, energy, sunsets, happiness,…

pink—feminine, nurture, security, good health (in the pink), softness, sweet,…

silver: steel-like, hard, cold, rich, scientific,…

2. HERE ARE SOME WORDS USED BY THE AUTHOR TO DESCRIBE MOVEMENT. TRY TO FIND THEM IN THE PASSAGE. USE THE WORDS IN INTERESTING SENTENCES OF YOUR OWN.

a. pop (in): casually visit, for a moment or two, without any specific purpose, unexpectedly

b. bursting (in): entering suddenly, without warning

c. sidled: edged along in a furtive way d. marched: moved smartly forward, with a military bearing

e. wandered: moved from place to place without purpose, without destination

f. creep: move silently and stealthily

g. run: move fast, at a rapid pace

h. scuttling: moving or running quickly with short steps

 i. pouring (in): moving like a flow of water, en masse

 j. tiptoed: moved quietly, stealthily on the balls of the feet, cautiously, to avoid detection.

k. ventures forward: moves forward on a trip that is unpleasant, risky, dangerous

3. WHEN WOULD YOU USE THESE WORDS DESCRIBING MOVEMENTS? CHECK THE MEANINGS IN A DICTIONARY, THEN USE THE WORDS IN SENTENCES.

a. scrabble climb by scrambling, in disorderly haste; clamber

b. scramble move or climb hurriedly, especially on the hands and knees

c. scrape pass by while coming into contact in an abrasive or sliding manner

d. weave move in and out or sway from side to side

e. stampede move forward in a sudden, frenzied rush; come all at once at great speed

C LEARNING ABOUT LANGUAGE

REWRITE THE FOLLOWING SENTENCES SO THAT EVERY UNDERLINED NOUN OR GROUP OF WORDS IS REPLACED BY THE CORRECT PERSONAL PRONOUN.

Example: the man watered the rose bush every day. He watered it every day.

a. She gave it some food.

b. They bought them.

c. She took us to see it.

d. It must have been cut down by you.

e. He spoke to them about it.

 f. He said, ‘Let me have it.’

g. We wanted to stop it.

D LISTENING AND SPEAKING

UNIT: TRESPASS—JOHN CLARE PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a                  a. Find four words in the first four lines that indicate that the walker is worried.
ANSWER: a. Four words in the first four lines that indicate that the walker is worried: dreaded, cautious, wary, feared.              
QUESTION:b b. What is the walker worried about?
ANSWER:   b. He is walking across a meadow swath (a path cut through an area of grassland) which is privately owned so he is worried that the owner will come and reprimand him.
QUESTION:c      c. Why does the walker keep on going even though he is worried?
ANSWER:   c. The walker keeps on going even though he is worried because everything around him ‘appeared so beautiful’.
QUESTION:d      d. The walker meets people as he walks. What   does he think they are thinking about him them first.            
ANSWER:        d. The walker thinks that the people he meets as he walks are thinking disapproving thoughts about him because he has trespassed.
QUESTION:e               e. What does the walker wish for?
ANSWER: e. The walker wishes that he could have such a place for himself. These questions are more difficult. Discuss them first.
QUESTION:f          f. The poet has used the same word to start six of the fourteen lines in the poem. What is the word? What impact does it have? 
ANSWER: f. The poet has used the word ‘and’ to start six of the fourteen lines in the poem. The impact is that it creates the sense of an ongoing journey, his walk, and the sense of connected thoughts that walking often produces.
QUESTION: g. g. How many sentences are in the poem? Is there a different mood or feeling in the last two sentences?
ANSWER: g. There are two sentences in the poem. The first sentence contains longer sections that run over the line ends. It contains the connective ‘and’ numerous times and creates a sense of his ongoing walk. The pace is faster in the second sentence because it is shorter; it also contains a lot more punctuation which makes it seem like he is being more decisive. It also contains negatives, ‘cannot,’ ‘never,’ and ‘naught’, which convey a sense of loss or negativity. Perhaps this reflects the end of his walk and less freedom for him.
QUESTION: h h. What does the walker decide in the final lines of the poem?
ANSWER: h. In the final lines of the poem, the walker decides that he cannot walk on another person’s land because he has not got the freedom to do so; he is not wealthy enough to have the right to walk freely without judgment.

2. WHAT IS THE RHYME SCHEME OF THIS POEM?

 The poem is written in rhyming couplets.

3. COUNT THE NUMBER OF SYLLABLES IN EACH LINE. WHAT DO YOU NOTICE?

Every line has ten syllables. Pupils might notice that the poem has a rhythm to it. If they do, you can introduce the concept of the iambic pentameter. If you wish, you can teach pupils about sonnet form (iambic pentameter, fourteen lines) which has been used here.

4. ANSWER THE FOLLOWING QUESTIONS WITH REFERENCE TO CONTEXT. ‘AND WHEN I GAINED THE ROAD WHERE ALL ARE FREE’

i. Walking on private land, a meadow.

ii. He passes strangers and thinks that they know he has been trespassing.

iii. Pupils will give their own views – to explore, to see different sights, to be ‘off the beaten track’…

 5. LOOK AT THE WORDS GIVEN IN A BOX ON THE NEXT PAGE.

Discuss them and look up any that you do not know the meaning of. Then, place them on a scale that goes down from the strongest emotion at the top. If you have words that you think are on a similar level, put them next to each other. Pupils will choose their own order and should be able to justify their choices. They should look up the words and discuss them, comparing their lists to those of others.

B WORKING WITH WORDS

Prefixes

Discuss the prefixes in the example.

1. See if you can write the negative forms of the following.

a. unable

b. unavoidable

c. disrespectful

d. invisible

e. nonviolent

 f. disunited

g. incorrect

h. disapproving

i. discourteous

 j. inconsiderate

 k. uncooperative

l. undefeated

2. How many words can you find of the same type as described above? The words should all be negatives. You may use your dictionary. Who can find the most words?

3. Make a chart for your classroom wall. Make boxes on the chart with the headings: dis-, non-, in-, and un-. Add words to the boxes when you can think of any new ones. Perhaps pupils might start without the dictionary, see how many words they can come up with, then consult the dictionary to add words. Examples: unexpected, unconscious, unhelpful, ungrateful distasteful, discomfort, disallow, disorderly incapable, inelegant, indecisive, insecure non-cooperative, non-aligned, non-vegetarian, non-religious The chart need not contain the words with the prefix already added; only the box or section needs to be marked with the prefix. Some words will undoubtedly find their way into two (or more) boxes. Example: count (dis- mis-), countable (un-, dis-,), considerate (dis-, in-).

 C LEARNING ABOUT LANGUAGE

 ADJECTIVES

See if you can pick out and name all the adjectives in the following sentences.

a. dangerous—quality, thick—quality

b. her—possessive, yellow and red—quality

c. His—possessive, grey-haired—quality, delightful—quality

d. This/that—demonstrative, big—quality, small—quality

e. Our—possessive, amusing—quality, every—distributive

f. four—quantitative, each—distributive, our—possessive

g. poor—quality, blind—quality

D LISTENING AND SPEAKING

UNIT: 7- HOME, SWEET HOME! PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a          a. What were the children doing in the house?       
ANSWER: a. The children were playing their musical instruments in the house.              
QUESTION:b b. What were Monica and Janko doing at this time?
ANSWER:   b. At this time, Janko had been trying to read the newspaper and Monika had been in the small kitchen.
QUESTION:c             c. What effect did the children’s music have on Janko?
ANSWER: c. The children’s music had given Janko a headache and made him irritable. 
QUESTION:d                   d. In what ways did Monica show that she was on the side of the children?
ANSWER:        d. Monica showed that she was on the side of the children by winking at them and by making a joke.
QUESTION:e                e. What made the children giggle?
ANSWER: e. Monika’s description of Janko’s snoring made the children giggle.
QUESTION:f          f. How had Wise Eva helped Janko before?
ANSWER: f. Wise Eva had helped Janko before by giving him advice about how to keep the birds out of his garden.
QUESTION: g. g. What did Eva look like? Give a full description of her.
ANSWER: g. Pupils can write their own description or lift the words from the text: ‘Eva was small, like (his) Janko’s wife, but much older. Her white hair, parted in the middle and flowing over her shoulders, made her look a little like a witch. All she needed was a cloak and a broom to complete the picture.’ She probably also looks friendly because she smiles.
QUESTION: h h. Did Janko tell Eva a lie about his wife? What was it?
ANSWER: h. Yes. He says that his wife snores.
QUESTION: I i. How did Janko feel after the animals were removed from the house?
ANSWER: i. Janko felt good after the animals had been removed from the house; he was able to appreciate his home and his family. 
QUESTION: j j. What statements and clues are there to indicate that the house was indeed small? 
ANSWER: j. Statements and clues that indicate that the house was indeed small: the cupboard in the room, ‘the kitchen too was small-not much larger than a cupboard’, The crockery rattles when a cart goes past, and the fact that the children are kept awake by Janko’s snoring.
QUESTION: k. What was Janko’s real problem and how did Eva sort it out? How do you think she solved his first problem?
ANSWER: k. Janko’s real problem was that he could not appreciate what he had. Pupils will come up with their own ideas about how Eva solved Janko’s problem with birds coming into his garden.

2. ANSWER THE FOLLOWING QUESTIONS WITH REFERENCE TO CONTEXT.

a. ‘Anywhere, but in my ear!’

i. Janko

ii. Where else are they to play?

iii. Snoring. All night.

b. ‘Your expression tells me there is something on your mind …’

i. Wise Eva to Janko

ii. He looks forlorn.

iii. He wishes that he had a bigger house so that he could have some space and some peace.

1. USE THESE WORDS AND PHRASES IN SENTENCES OF YOUR OWN.

Pupils will write their own sentences. Discuss the words and phrases they do not know the meaning of, after they have looked up the precise meaning in a dictionary.

2. WRITE THE OPPOSITES OF THE FOLLOWING.

You will find all the opposites in the story (if you can’t think of them yourself). Pupils can come up with their own, valid, opposites. Here are the ones from the story.

a. imprecisely/exactly

 b. sadly/jovially

c. quietly/loudly

d. disobedient/obedient

e. unkindly/softly/kind

 f. worse/better

g. dirtying/cleaning up

h. abnormal/normal

 i. foreground/background

j. shrank/stretched

k. unexcited/excited

l. disagree/agree

m. ugly/pretty

n. gradually/quickly

 o. started/stopped

3. FIND TWO OR MORE MEANINGS FOR EACH OF THE FOLLOWING. USE YOUR DICTIONARY.

a. drumming

Noun: a percussion instrument sounded by being struck with the hands or sticks;

Verb: playing on a drum

b. clanging

Noun: the loud, resonant metallic sound or series of sounds.

Verb: making or causing to make a clang

c. fresh:

adjective. (of food) recently made or obtained; not tinned, frozen, or otherwise preserved.

adv. Newly; recently

d. noise:

Noun: a sound, especially one that is loud or unpleasant or that causes disturbance.

Noun: Random fluctuations that obscure or do not contain meaningful data or other information

e. aloft

Adverb: up in or into the air; overhead.

adv. up the mast or into the rigging of a ship

f. moment

Noun: a very brief period of time.

Noun: an exact point in time g. holding

Noun: an area of land held by lease.

Verb: grasping, carrying, or supporting with one’s arms or hands

h. home Noun: a place where one lives, the native habitat, a headquarters, the starting position.

Verb: go or return to one’s residence, to be guided to a target

i. pretty Adjective: (of a person, especially a woman or child) attractive in a delicate way.

Adverb: to a moderately high degree; fairly

j. problem

Noun: matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome. (in chess) an arrangement of pieces in which the solver has to achieve a specified result

B WORKING WITH WORDS

Indirect object

Go through the text with the pupils. Give further examples.

1. Find the direct and indirect objects in the sentences. Mark them as follows. verb direct object

a. Sameer told us a story last night.

b. My uncle sent me a calendar for Christmas.

c. The lady showed her son the presents.

d. The builder built Bill a building.

e. When the principal left the school the teachers gave him a clock.

f. ‘Please bring me a bunch of roses.’ Adverbs Discuss the different types of adverbs.

2. Pick out the adverbs in the following and say whether the adverb tells us where, when, or how often the action of the verbs takes place. a. adverb—carefully (it tells us how he looked)

b. adverb—tomorrow (it tells us when)

c. adverb—here and there (it tells us where)

d. adverb—just (it tells us when) e. adverb—slowly (it tells us how)

f. adverb—now (it tells us when) g. adverb—yesterday (it tells us when)

3. Add interesting adverbs to the following.

a. cough noisily/loudly/rudely/discreetly

b. creep silently/stealthily/surreptitiously/sneakily

c. leave immediately/abruptly/unwillingly

d. stands easily/uneasily/upright/proudly

 e. balance carefully/acrobatically/precariously

 f. imitate perfectly/expertly/realistically

g. punish severely/unreasonably/harshly/lightly

h. whisper quietly/secretively/conspiratorially Introduce other words too. Example: cry bitterly/inconsolably/piercingly laugh wildly frenziedly uncontrollably raucously

D LISTENING AND SPEAKING

1. HERE ARE SOME PROVERBS. DISCUSS WHAT THEY MIGHT MEAN. PUPILS SHOULD BE ENCOURAGED TO TAKE PART AND CONTRIBUTE TO THE DISCUSSION.

a. All’s well that ends well. If the final result is good, the previous difficulties and failures are forgotten. What happens in the end is most important.

b. Beauty is only skin deep. The inner qualities, not the outward appearance, show the true nature of a person.

c. Every dog has its day. Every person will have success or good fortune some time.

d. A new broom sweeps clean. A new person doing a job makes a lot of changes and does the job well.

e. It’s easy to be wise after the event. It is easy to say what should have been done to avoid failure after the failure has happened.

f. First come, first served. The person who finishes something, or arrives first, has the best chance of success.

UNIT: THE POBBLE WHO HAS NO TOES— EDWARD LEAR PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a          a. What suggestions does poet make about the manner in which the Pobble lost his toes?       
ANSWER: a. Lear suggests that the Pobble’s toes may have been carried away by shrimps, crawfish, or crafty mermaids. How they disappeared is anybody’s guess.              
QUESTION:b b. What did Aunt Jobiska do for the Pobble?
ANSWER:   b Aunt Jobiska made the Pobble drink lavender water tinged with pink, gets him to wrap his nose in a piece of scarlet flannel and then sends him off to swim the Bristol Channel to find her ‘runcible cat with crimson whiskers’.
QUESTION:c             c. What do you think a Pobble looks like’?
ANSWER:   c. Pupils will give their own ideas, with reference to what they have read in the poem. They could also draw a picture.

2. REFERENCE TO CONTEXT

For his Aunt Jobiska said, ‘No harm Can come to his toes if his nose is warm;

a. Aunt Jobiska said this after he set off across the Bristol Channel.

b. Before the Pobble set out, he wrapped his nose in a piece of scarlet flannel.

c. No—he lost his toes anyway!

B WORKING WITH WORDS

1. MAKE A LIST OF THE SILLY WORDS AND IDEAS IN THE POEM.

Pobble (without toes),

Fish fiddle de-dee,

wrapped his nose in a scarlet flannel,

tinkledy-binkledy winkled,

runcible cat,

crimson whiskers,

eggs and buttercups fried with fish

2. WHAT DO THE FOLLOWING PEOPLE DO TO GET THESE NAMES?

poacher—poaches;

captures animals unlawfully on someone else’s property

magistrate—a civil officer who administers law

philanthropist—one who loves people; who exerts himself on behalf of his fellows

biographer—a person who writes about the lives of others

dramatist—a person who writes plays

martyr—one who undergoes death or suffering for any great cause

bursar—a person who looks after the money matters of a college or school

traitor—one who acts disloyally to his country, king, or himself

escapologist—a person who makes a living from escaping from bonds of various kinds

philatelist—a person who collects stamps

caterer—a person who provides food for others

tinker—a person who mends pots and pans

3. REWRITE THE SENTENCES, USING ONE OF THE WORDS FROM THE LIST IN PLACE OF THE ITALICIZED WORDS IN THE SENTENCES.

 Note that alternatives are possible, but the jigsaw has to be completed, so no words should be left dangling and then inserted inappropriately at the end!

a. The mouse in the trap squeaked, ‘Let me out!’

b. ‘Get out of here!’ yelled the angry lady.

c. ‘He won’t give me another cake,’ moaned the little boy.

d. ‘Where have you been?’ thundered the giant angrily.

e. I am the king of the jungle!’ roared the lion.

f. ‘We are lost! We are lost!’ wailed the tearful woman.

 g. The large policeman bellowed at the boys across the field.

h. ‘Help me! Help me!’ screamed the man who was hurt.

 i. ‘Quick! Pass the ball!’ cried the boy to his team mate.

 j. ‘We’ve won the match!’ the children whooped. C Learning about l

ADVERBS

2. Find interesting adverbs to go with these verbs from the poem. Use them in sentences of your own.

UNIT:8- IN A TUNNEL—EDITH NESBIT PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a                  a. Why were the carriage windows pulled up when the train was going through a tunnel?
ANSWER: a. The carriage windows were pulled up when the train was going through the tunnel to prevent the smoke from the engine coming into the carriage. (1. It is a steam train. 2. In old carriages the window frames were pulled up and hooked up with a short leather strap.)              
QUESTION:b b. what kinds of things do you see in a tunnel (when you are on foot)?
ANSWER:   b. When you are on foot in a tunnel you can see water dripping down the walls. The bricks are a dull, sticky, sickly green. The light from outside shines in for quite a long way.
QUESTION:c          c. How many children were there in the tunnel? d. Which child was the most frightened?  
ANSWER:   c. There were three children in the tunnel.
QUESTION:d   d. Which child was most frightened?               
ANSWER:        d. Phyllis was the most frightened.
QUESTION:e                e. Peter asks the others; ‘and what’s that?’ What is the that he refers to?
ANSWER: e. Peter is referring to the noise of the train.
QUESTION:f          f. What were the wires over which Phyllis stumbled?
ANSWER: f. The wires are those which connect the points or signals to the signal box.
QUESTION: g. g. How does the auther describe the train ‘hurtling by’?
ANSWER: g. With the words: rush, roar, rattle, blast, hurtled, clanging, jangling, echoing, whiz.
QUESTION: h h. Why does Phylis compare the train to a dragon? In what ways is it similar to a dragon? Do you think this is a good comparison?
ANSWER: h. Phyllis compares the train to a dragon because it roars and puffs out smoke and fire like a dragon. Also, the train’s lights look like eyes glowing in the dark.
QUESTION: I i. The train described here is a steam train. These days it is usual to find electric or diesel trains on railway lines. Are these better? How? Are these less romantic to travel on?
ANSWER: i. Pupils will give their own views about train travel or the idea of train travel. They should discuss the differences between travelling on an electric or diesel train and travelling on a steam train.

2. IN YOUR OWN WORDS, EXPLAIN WHAT IS MEANT BY THE FOLLOWING.

a. The wire between two telegraph poles sags and then catches at the top of the pole. From a moving train, the wires seem to dip and rise.

b. The hawthorn hedges have been clipped and trimmed to keep them neat and tidy.

c. A green which is very pale, like the skin-colour of a sick person.

d. The gathered material of a skirt where it meets the waistband (especially common in old-fashioned skirts).

e. A mild term of ridicule.

f. A cavity or recess in the wall which workmen can shelter in as trains go by. (There are also manholes on streets; these are cavities underground for sewers, etc. and the top is covered by a metal manhole cover.)

B WORKING WITH WORDS

1. FIND WORDS IN THE STORY THAT MEAN THE FOLLOWING.

a. a loud noise—roar

b. tearing—ripping

c. pulled—dragged

d. quietness—silence

e. a person who is not brave—coward

 f. tripped over—stumbled over

g. slowly—gradually

h. humming like a bee—buzzing

i. held on tightly—clung

 j. bright—dazzling

k. moving forward—advancing

l. moist and slippery—slimy

2. CAREFULLY READ THE LAST TWO PARAGRAPHS OF THE STORY AND PICK OUT ALL THE WORDS FOR SOUNDS AND NOISES.

Can you fit seven words into the grid below, exactly as they appear in the passage? rush, roar, rattle, blast, hurtled, clanging, jangling, echoing, whiz BLAST ECHOING ROAR RATTLE WHIZ CLANGING JANGLING

3. Can you add any other words for sounds to the list you have made? Pupils have already learnt a number of words for sounds of various kinds. How many can they remember? Here are a few: bang, bark, bawl, bay, bellow, bleat, boo, bray, buzz, cackle, call, caterwaul, caw, cheep, cluck, coo, crash, crow, crunch, cry, gobble, groan, growl, grunt, hiss, holler, honk, howl, lament, mewl, moan, moo, neigh, peep, pipe, roar, rumble, scream, screech, shout, shriek, snore, squawk, squeak, squeal, tinkle, titter, trill, tweet, ululate, utter, wail, whimper, whine, whinny, whir, whoop, woof, yell, yodel

4. COMPLETE THE FOLLOWING IN YOUR OWN WORDS. PUPILS MAY USE THEIR OWN WORDS OR THOSE FROM THE STORY.

5. WITH THE HELP OF YOUR DICTIONARY, FIND AS MANY MEANINGS AS YOU CAN FOR EACH OF THE FOLLOWING WORDS.

 Say whether they are nouns or verbs. Encourage the pupils to find out, and then ask them to discuss the meanings.

WING

—a limb of a bird (n)

—supporting part of an aeroplane (n)

—to wound someone slightly on the arm (v)

—addition to a building (n)

—in football or hockey, a person who is to the side of the centre (n)

—two or more squadrons of aeroplanes (n)

—pilot’s badge (n)

SIGHT

—faculty of vision (n)

—being seen (n)

—space within which object or person can be seen (n)

—show, spectacle (n)

—take observation of something with an instrument (v)

—something worth seeing (n)

POUND

—a measure of weight; 2.2 pounds equals 1 kg. (n)

—enclosure for stray animals (n)

—crush as with a pestle (v)

—walk or run heavily (v)

—beat with fists (v) foot

—end part of leg beginning at the ankle (n)

—step, pace, tread (n)

—infantry soldiers (n)

—lower end of bed (n)

—unit of length (n)

—lower, usually projecting, part of something (n)

MATCH

—person equal to another in some quality (n)

—contest of skill (n) —matrimonial alliance (n)

—short piece of wood tipped with combustible material (n)

—to pair one thing with its equal (v) race

—to compete in speed with (v)

—group of persons or animals connected by common descent (n)

—root of ginger (n)

—onward movement esp. water (n)

C LEARNING ABOUT LANGUAGE

UNIT:9- THE WOLF-CHILDREN (L)—MIKE SAMUDA PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a a. Why do you think one of the men licked his lips?
ANSWER: a. One of the men licked his lips because he was nervous and his lips were dry with fright.              
QUESTION:b b. Why does the author say that demons lived in the ant-hill?
ANSWER:   b. People knew they were not wolves but did not know what they were, so they called them demons.
QUESTION:c             c. Write down four sentences from the first part of the passage which tell you that it is evening.
ANSWER:  c. Now in the gathering twilight,… Sunset was time for the demons to appear. The forest was bathed in a deep red glow from the setting sun. The first of the large fruit bats flapped past the waiting men.
QUESTION:d              d. How do we know that Mr Singh kept a diary of some sort?
ANSWER:        d. Mr Singh made notes so we know he kept a diary of some sort.
QUESTION:e                e. How do Mr Singh know that the children had been living with the wolves for a long time?
ANSWER: e. Mr Singh knew the children had been living with the wolves for a long time because both ran on all fours.
QUESTION:f          f. Why did the villagers refuse to help?
ANSWER: f. The villagers refused to help because they believed that evil spirits, not the children, were in the wolves’ home.
QUESTION: g. g. Why did the hunting party beat the ground in front of them?
ANSWER: g. The hunting party beat the ground to frighten the wolves out of their lair.
QUESTION: h h. Why did Mr Singh feel bitter and angry with himself?
ANSWER: h. Pupils will pick out sections. They need to be able to explain the reasons for their choices. The weaker pupils will learn a lot from listening to the better explanations given by others.
QUESTION: I i. Which parts of the passage create a sense of suspense and how? Make your own observations and then share them with the others in class.                 
ANSWER:  

2. EXPLAIN THE ITALICIZED WORDS AND PHRASES IN YOUR OWN WORDS.

Pupils will use their own words. Let them do this, then discuss their suggestions. The weaker pupils will learn a lot from listening to the better explanations discuss in class.

a. attention was focused: focused is a word generally used with cameras and taking photographs. When something is in focus it is clear and detailed.

b. bathed is used in a metaphoric sense. We generally bathe in water; here the whole scene is flooded with light from the setting sun. It is a good word to use in this context as we get a clear picture of what it was like.

c. stiffened: became apprehensive, showing they were scared, ready, alert, and uncomfortable!

d. bared her teeth: showed, revealed all her teeth by pulling back her lips (like an angry animal, warning off an enemy).

3. REFERENCE TO CONTEXT ONE QUICKLY SIGNALLED THEM NOT TO SHOOT.

a. Mr Singh

b. Two men, part of a group of five who agreed to go with Mr Singh

c. Two feral children, ‘demons,’ and some wolves have come out of the wolves’ lair.

d. He wrote in his notebook.

B WORKING WITH WORDS

1. DO YOU KNOW WHAT THESE ABBREVIATIONS STAND FOR?

April, Assistant, Avenue, Brothers, Certificate, December, Diploma, dozen February, July, Monday, Professor, Saturday, Society, University, miscellaneous

2. USE THE FOLLOWING WORDS IN SENTENCES OF YOUR OWN AND SAY WHICH PART OF SPEECH THEY ARE.

Pupils will write their own sentences. Watch out for where these adverbs are placed in the sentences. What part of speech are these words? They are all adverbs.

C LEARNING ABOUT LANGUAGE

 1. USE THE FOLLOWING VERBS TRANSITIVELY AND INTRANSITIVELY IN SENTENCES OF YOUR OWN.

Pupils will write their own sentences; make sure the verbs used transitively do have an object,

example: rides a horse, charged an amount, rest her head, played a game, is stopping me.

2. Supply suitable nouns which can be described by these adjectives.

a. a humid afternoon

b. a mature person c. a powerful wrestler

d. an adhesive resin

e. an excessive amount

f. an obsolete machine g. an ancient building

h. a spectacular display

i. a defective rifle

Pronouns

Discuss pronouns and recall what the pupils have already learnt about various other categories of pronouns.

1. USE A RELATIVE PRONOUN TO COMBINE THESE SENTENCES.

a. The bus took the children to the cinema which was in the town.

b. These are the happy boys whose paintings were displayed in the exhibition.

c. This is Asif, who is a good pianist.

d. We went to see the patient who had malaria.

e. Give me the knife which I bought yesterday.

f. Sakina is the girl whom I spoke to you about.

 2. PUT SUITABLE RELATIVE PRONOUNS IN THE SPACES BELOW.

a. who

b. which

c. whose

d. which

e. whom

HOMOPHONES

UNIT: 10- THE WOLF-CHILDREN (LL)—MIKE SAMUDA PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a          a. Was Mrs Singh surprised by the children? How do we know?       
ANSWER:                a. Yes, she was surprised by them. She could ‘hardly believe her eyes’.
QUESTION:b b. How did the two children move about?
ANSWER:   b. The two children moved about on all fours. Sometimes they moved on their knees and elbows, but if they wanted to run, they used their feet and hands.
QUESTION:c             c. Why did the children drink milk by lapping it up with their tongues?
ANSWER:   c. Wolves drink by lapping with their tongues, and this was what the children had learnt, so they also lapped milk with their tongues.
QUESTION:d                d. In what ways did the children behave like animals?  
ANSWER:        d. They used their knees and elbows to move short distances; they used their hands and feet when running; they lapped milk from a dish; they howled and did not like being bathed; they crouched in the shade or stood motionless with their faces to the wall; they tried to escape and hurled themselves against the wall; they ate like wild animals, taking raw meat and liquids in a crouching position; they treated other children like wolf-cubs.
QUESTION:e                e. What did the Singhs decide to do and why?
ANSWER: e. The Singhs decided to keep the discovery of the wolf-girls a secret. They did not want people coming to see them out of curiosity.
QUESTION:f          f. Why did the girls become active only at night?
ANSWER: f. Wolves are active at night and sleepy during the day, and the girls were used to following this pattern of behaviour.
QUESTION: g.  
ANSWER: g. When Amala died, Kamala missed her greatly. She howled for many days and refused to eat. All she would do was sniff around for Amala’s scent.
QUESTION: h  
ANSWER: h. It took Kamala almost 9 years to learn about fifty words.
QUESTION: I  
ANSWER: i. Mrs Singh had to leave the orphanage because her aunt was ill.
QUESTION: j  
ANSWER: j. The important thing that Kamala learned was how to love a human being. This question is more difficult. Discuss it first.
QUESTION: i
ANSWER: k. Pupils will give their own opinions and reasons.

2. USE WORDS AND PHRASES FROM THE PASSAGE TO COMPLETE THESE SENTENCES.

a. …believe her eyes.

 b. …discovery…

c. …preferred…

d. …behave like wolves

e. …upright.

f. …her old ways.

g. …writing up…

3. REFERENCE TO CONTEXT

 a. His wife agreed that this was best for the girls. She agreed that keeping their discovery a secret was best for the girls in order to try and protect them from the townspeople.

b. This was far more difficult than Mrs Singh had imagined. i. That the girls thought they were wolves. The Singhs had to somehow get it across to them that they were humans. ii. Mrs Singh deliberately played with the other children in front of Kamala and Amala; she gave them toys to play with; and then, after Amala died, she persevered with Kamala, showing her patience and kindness.

c. Mrs Singh had to rush over and rescue him from their playful attack. i. One little orphan boy ii. He tried to make friends with the wolf-girls. iii. They treated him like a wolf-cub and attacked him playfully.

B WORKING WITH WORDS

1. USE A DICTIONARY TO FIND THE MEANINGS OF THE FOLLOWING WORDS.

orphanage—institution which cares for children with no parents

miracle—marvellous event due to some supernatural agency e

cho—repetition of sound by reflection of sound waves

lap (v)—take up liquid by scooping with the tongue

deliberate (v)—consider carefully, intentional, not impulsive

progress (n)—forward or onward movement

setback (v)—impede or reverse progress

respond—give an answer

faltering—stumbling, staggering, unsteady

mourn—feel sorrow or regret for the dead

2. USE THE WORDS IN SENTENCES OF YOUR OWN.

3

4. GIVE THE OPPOSITES OF THE FOLLOWING WORDS.

VERBS

a. to succeed/fail

b. to hinder/help

c. to oppose/support

d. to increase/decrease

NOUNS

 a. amateur/professional

b. arrival/departure

c. danger/safety

d. lies/truth

e. wealth/poverty

ADJECTIVES

a. common/rare

b. negative/positive

c. delicate/hardy

d. stale/fresh

e. tame/wild

ADVERBS

a. everywhere/nowhere

b. fast/slow

c. frequently/infrequently

d. early/late

e. always/never

C LEARNING ABOUT LANGUAGE

1. Pick out the verbs in the following and say whether they are in the active or the passive voice.

a. looked—active

b. ate—active; were locked—passive

c. was given—passive d. boiled—active

e. arrived—active; was being cleaned—passive

f. filled—active

2. CHANGE THE FOLLOWING FROM THE ACTIVE TO THE PASSIVE VOICE.

a. The children were scolded by the teacher.

b. The troops were ordered by the general to retreat.

c. The musicians were asked to play by me.

d. Mt. Everest was conquered by Sir Edmund Hillary, the mountaineer.

e. The world speed record was broken by Kashif’s new racing car.

f. The rubbish was thrown over the garden wall by the cleaners.

g. Thousands of people were helped by Dr Khan’s invention.

D LISTENING AND SPEAKING

UNIT: THE WAY THROUGH THE WOODS— RUDYARD KIPLING PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a                  a. What is hidden in the woods?
ANSWER:                a. An old road that was shut seventy years ago is hidden in the woods.
QUESTION:b b. How is it hidden?
ANSWER:   b. Weather, rain, and plants have hidden it.
QUESTION:c             c. Why do the animals ‘fear not men in the woods?
ANSWER:   c. The animals do not fear men in the woods because they see so few of them.
QUESTION:d                   d. What mysterious sounds might you hear in the woods?
ANSWER:        d. Mysterious sounds you might hear in the woods are: an otter whistling to its mate, the beat of a horse’s feet, and the swish of a skirt in the dew.
QUESTION:e                e.Does he poem have a rhyme scheme?
ANSWER: e. Yes. The rhyming scheme is: a b c b / a d e d / d a (not quite!) d a a b c b / a d e d / d f d a /a
QUESTION:f          f. How is the word anemones pronounced?
ANSWER: f. Pupils should look up the word in a dictionary. (an/em/en/eez)
QUESTION: g. g. Where might the road have led? Why do you think it became disused?
ANSWER: g. Pupils will give their own answers and guess where the road led and why the road may have been closed. A possible clue is in the line: ‘You will hear the beat of a horse’s feet, and the swish of a skirt in the dew.’ Who was riding along this road and what happened? Was there an accident or did some unfortunate incident take place?
QUESTION: h h. Do you like the poem? Can you say?
ANSWER: h. Pupils will give their own opinions.

2. ANSWER THE FOLLOWING QUESTIONS WITH REFERENCE TO CONTEXT.

a. Weather and rain have undone it again

i. the road through the woods

ii. They shut it.

iii. Now you would never know that there was once a road through the woods. Trees have been planted; it is overgrown; badgers and other animals roll about over where it once passed.

b. As though they perfectly knew The old lost road through the woods…

 i. The horse and rider – are they real?

ii. went through the woods

iii. Pupils will say whether they think they are or were real and why they think that

3. Underline the stressed syllables in the following words. Say them aloud first.

 colour

honest

never

admit

 about

awake

instant

 control

avoid

 human

 people

 insect

 complete

 below

 table

4. DIVIDE THE FOLLOWING WORDS INTO SYLLABLES AND MARK THE SYLLABLES THAT ARE STRESSED.

 dis-play-ed,

 sand-al-wood,

ma-gic-ians,

peace-ful-ly,

un-time-ly,

hor-ri-ble,

max-i-mum,

pos-sib-le,

distress,

dis-tress-ing

5. READ THE LIST CAREFULLY AND DIVIDE THE WORDS INTO TWO GROUPS ACCORDING TO THEIR VOWEL SOUND.

 Short medial vowel sound:

 bread tread stead read lead dead ready wealth health meant deaf death spread

Long medial vowel sound:

bead read lead bean mean cream team beam lean dream These can be in either group, depending on the context and meaning: read lead

B WORKING WITH WORDS

Singular and plural nouns

1. WRITE DOWN THE PLURALS OF THE FOLLOWING NOUNS. THE NUMBERS BELOW REFER TO THE GROUPS IN THE LIST OF RULES.

i. views, beliefs, nieces, receipts, jokes, bridges, widths, cliffs, storeys

ii. flashes, taxes, gases

iii. keys, directories, families, fairies, duties, companies

iv. zoos, potatoes, cargoes

v. shelves

vi. mice

2. FIND OUT THE PLURAL FORMS OF THE FOLLOWING.

 spoonfuls, cupfuls, crises, bases, formulae (formulas), apparatuses, brothers-in-law, sisters-in-law Pupils should consult a dictionary.

Here are some ways of forming the plural, with examples.

Regular plural forms,

-s, -es: boys, beds, tails, shirts, bands, books, trays, shadows, horses, edges, prizes, couches, buses, masses, inches

-y becomes -ie: spies, poppies, babies, hobbies, ladies, cries

-y becomes -ys: bays, days, ospreys -f or

-fe becomes -ves: calves, hooves, shelves, wives, thieves, wolves, loaves

men, firemen, teeth, mice, geese, children, oxen, lice, feet, women

-o becomes -os: autos, kilos, photos, solos, tattoos, studios, videos, zoos, kangaroos

-o becomes -oes: echoes, potatoes, torpedoes, tomatoes, heroes, vetoes No change for the plural: deer, fish, offspring, cod, perch (and other types of fish), sheep Some are already in the plural: crossroads, barracks, headquarters, gallows, means, species, series

-a becomes -ae or -as amoebae/amoebas, formulae/formulas, larvae, vertebrae, antennae/antennas

 -us becomes -i: alumni, cacti, foci, nuclei, stimuli, syllabi/syllabuses, octopi/octopuses

-um becomes -a: addendum/addenda, curriculum/curricula, datum/data, medium/media

-ex and ix becomes -ices or -xes: apices/apexes, appendices/appendixes, indices/indexes

-is becomes -es: analyses, axes, bases, diagnoses, crises, theses, oases

-on becomes -a: phenomena, criteria, automata

C LEARNING ABOUT LANGUAGE

AUXILIARY VERBS

1. PICK OUT THE AUXILIARY VERBS IN THE FOLLOWING:

a. is

b. are

c. will be

d. have

e. was, were

 f. have

g. will have been

D LISTENING AND SPEAKING

UNIT: 11- SNAKES ON THE LOOSE PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a                  a. How can you find out what happened on the day you were born?
ANSWER:                a. You can find out about what happened on the day you were born by looking back through old newspapers or searching on the Internet
QUESTION:b b. Which singer was born and which singer died on 16 September?
ANSWER:   b. On 16 September, 1977, opera singer Maria Callas died, aged 53.
QUESTION:c             c. What is Wall Street and what happened there in 1920?
ANSWER:   c. Wall Street is a street in New York where the stock exchange and major banks are located. On 16 September 1920, a bomb exploded there, killing 38 people.
QUESTION:d                   d. Which tragic events occurred on 16 September during the years listed?
ANSWER:        d. The following tragic events occurred on 16 September in the years listed: 1920: A bomb on Wall Street kills 38 people. 1951: A stunt plane crashes in the USA, killing 19 people. 1978: An earthquake kills 26,000 people in Iran. 1986: A major fire in a gold mine in South Africa kills 175 miners. 2004: After causing havoc in Jamaica, Granada, and Cuba, hurricane Ivan lashes the Gulf Coast of the USA killing 45. 2007: A plane crash in Thailand causes 90 deaths.
QUESTION:e                e. Where precisely is the village of Shijiao?
ANSWER: e. Shijiao Township is in the Chongqing municipality in southwestern China.
QUESTION:f          f. Were the snakes captured or killed?
ANSWER: f. Most of the snakes were captured or killed. Some are unaccounted for.
QUESTION: g. g. Where were the snakes being kept, why, and by whom?
ANSWER: g. The snakes were being kept in an abandoned schoolhouse. They were being kept there in order to breed them so that they could be sold. A man named Cai Yong admitted to running the ‘illegal breeding factory’.
QUESTION: h h. What is a tourniquet? How might it prove to be helpful in the case of a snakebite?
ANSWER: h. A tourniquet is a tight bandage to temporarily stop the flow of blood; it might prove useful in the case of a snakebite because it stops the venom spreading until anti-venom can be administered.
QUESTION: I i. Who is Mr Yan and how does he come into the report?
ANSWER: i. Mr Yan is a country official who gave a statement to say that no one had been injured and the majority of the snakes had been rounded up. These questions are more difficult. Discuss them first.
QUESTION: j j. Which report, in your view, is the best? Say why.
ANSWER: j. Pupils will give their own views. To help them they should recall their contributions to the While reading question.
QUESTION: K.  k. Why do you think the breeder was ‘given a break’? What does this mean?
ANSWER: k. Given a break means given accommodating treatment. The breeder was ‘given a break’ because the snakes didn’t do much harm or cost the government much money, and they cost a lot to raise, so the government did not punish him.

2. READ THE FOUR NEWS REPORTS AGAIN, THEN ANSWER THE FOLLOWING.

a. The cobras were found in outdoor toilets, in people’s kitchens, and on the streets.

b. Report 3.

c. The breeder escaped punishment because no one was harmed and the incident did not cost the government much money, but because the villagers were frightened, they might have felt that the breeder deserved some punishment.

d. Allow the pupils time to discuss and compare the headlines. Report 4 is the most sensational: it uses the word ‘terror’ which exaggerates the events. Reports 1 and 2 are similar – they both use the word ‘deadly’ to describe the cobras. All the headlines report the escape and potential danger in order to grab our attention, even though the incident was resolved quickly. Report 3 includes the words ‘illegal lab’ which provides more information (sensational/exaggerated information).

e. Report 4 gives us a good idea about why Cai Yong decided to breed cobras: there is a rising demand for cobra meat and traditional medicines made from the venom, so breeding cobras is tempting because the breeder can make lots of money.

3. ANSWER THE FOLLOWING QUESTIONS WITH REFERENCE TO CONTEXT.

a. It came up with the answer: 12 April 1954.

i. A computer programmed by a scientist in Cambridge came up with it.

ii. The question it was trying to answer was ‘Which day since 1900 was the most boring day?’.

iii. The answer was ironic because now that day has become significant as a result of people knowing that nothing happened on that day.

b. Some of them suggest that government officials had to convene them ….

i. The villagers.

ii. They were not as forgiving as the government had been towards the illegal breeder.

iii. They were told how to avoid being bitten and how to treat a wound if bitten. Get pupils to explain to each other how to avoid being bitten and how to treat a wound.

B WORKING WITH WORDS

1. Use the following in sentences of your own. Find the meanings of the difficult words in a dictionary. Pupils will form their own sentences.

 tragedy – an event resulting in great loss or misfortune allay the fear – relieve, calm, or pacify the fear

terrorizing – creating and maintaining a state of extreme fear in someone

significance – importance lucrative

source – something that produces a profit

abandoned – some place or thing which is no longer being used

rounded up – brought together or gathered in from various places

identified – established who or what someone or something is

convene – bring or come together for a meeting illicit

operations – unlawful activities; illegal activities

2. FILL IN THE BLANKS WITH APPROPRIATE WORDS FROM THE LIST BELOW. USE EACH WORD ONCE ONLY.

a. boosting

b. tourniquet

c. catastrophe decimated

d. havoc

e. illicit penalized

f. breeding

3. What do the following abbreviations stand for? Three are used in the passage about snakes. Can the pupils identify the ones used in the passage?

p.m. – post meridiem

P.O. – Post Office

Pres. – President

WBA – World Boxing Association

Rev. – Reverend

AFP – Agence France Press

Sci. – Science

SE – South East

Sept. – September

sq. – square

PG – Parental Guidance

SW – South West

CNN – Cable News Network

Tues. – Tuesday

TV – television

VIP – Very Important Person

C LEARNING ABOUT LANGUAGE

PREPOSITIONS

1. PICK OUT THE PREPOSITIONS IN THE FOLLOWING SENTENCES.

 a. up —connects cat (n) and tree (n)

b. into —connects bus (n) and garage (n)

c. to —connects Ali and Faiz (n) and cinema (n)

d. under —connects thermometer (n) and patient’s tongue (n)

 e. between —connects train (n) and the two towns (n)

ADJECTIVES AND PREPOSITIONS

2. COMPLETE THE FOLLOWING SENTENCES WITH THE CORRECT PREPOSITIONS.

a. to b. by c. of d. at e. by f. of g. of

NOUNS

3. UNDERLINE THE NOUNS IN THE FOLLOWING.

a. The elephant rose to its feet.

 b. The rose on the bush was large.

c. The rose bush grew in the back garden.

d. The water was taken from the tank.

e. It is the gardener who has to water the plants.

 f. The water tank is near the wall.

D LISTENING AND SPEAKING

UNIT: A HERITAGE OF TREES —DAVID HORSBURGH PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a          a. What does attack  How was the man ‘attacking’ the tree?      
ANSWER: a. Attack means to assault or to set upon savagely. The man was hacking down the tree.              
QUESTION:b b. Which words in  tell us that the poet admires trees’?
ANSWER:   b. There you’ll see a tragic sight. A line of noble trees Those noble trees Let all enjoy them Trees are our heritage
QUESTION:c             c. Which words  and phrases In the poem tell us that the poet feels that trees have been misused or hurt by men?
ANSWER:   c. Attack a tree tragic sight Mutilated branches ripped Untimely from their trunks wounded, lacerated Cripples some have died scabs and scars
QUESTION:d       d. Why do you think is meant by the poet says, ‘Let them come now  to look once more on their life’s work”?             
ANSWER:        d. The poet means that those kings and kind people who lovingly planted trees in the past should now come and see what is happening to their trees. They would be very upset.
QUESTION:e            e. What do you think is meant by the phrase ‘More peaceful shade’? Where is this shade’?   
ANSWER: e. More peaceful shade refers to where these people have gone. They are now dead, and if there is life after death, then they are enjoying a more peaceful shade somewhere in heaven.
QUESTION:f     f. What do you understand by the last time?      
ANSWER: f. Trees have been planted (either naturally or by some kind person in the past) and they have been left in our care. They have been passed down from generation to generation in the form of an inheritance. heritage: 1. property inherited; an inheritance 2. something passed down from past generations; a tradition 3. the status acquired by a person through birth; a birthright All this implies that we should take good care of something that has been left to us.
QUESTION: g. g. Do you think the incomplete sentences in the poem add to the impact or lessen the impact of  the poem?
ANSWER: g. Pupils will give their own views and reasons for them.

B WORKING WITH WORDS

1. FILL IN THE BLANKS WITH WORDS TAKEN FROM THE POEM.

a. attack

b. tragic

c. royal/noble d. untimely

e. defied

f. patronage

g. heritage

2. WORK OUT THE ANAGRAMS AND WRITE THE WORDS IN COLUMN B. MATCH THE WORDS IN B WITH WORDS OF THE OPPOSITE MEANING IN C.

a. repair/damage

b. work/idleness

c. untimely/opportunely

 d. plant/uproot

e. peaceful/turbulent

f. sweet/hateful

g. holy/wicked

h. noble/undignified

C LEARNING ABOUT LANGUAGE

1. UNDERLINE THE PHRASES IN THE FOLLOWING SENTENCES. SAY WHETHER THEY ARE ADJECTIVE PHRASES OR ADVERB PHRASES. DISCUSS THE VARIOUS TYPES OF PHRASES, AND ASK PUPILS TO SUPPLY EXAMPLES. UNDERLINE THE PHRASES IN THE FOLLOWING SENTENCES.

 a. in a modern way—adverbial phrase

b. of great talent—adjective phrase

c. with very little vegetation in it—adjective phrase

d. at the correct time—adverbial phrase

e. with yellow and gold marks on it—adjective phrase

 f. at my sister’s house—adverbial phrase

g. at great cost—adverbial phrase

h. made of gold—adjective phrase

2. USE THESE ADJECTIVE PHRASES IN SENTENCES OF YOUR OWN. PUPILS WILL WRITE THEIR OWN SENTENCES.

3. REWRITE THE FOLLOWING SENTENCES REPLACING THE ADVERBS WITH ADVERBIAL PHRASES.

a. The boys behaved in a rude manner.

b. The manager served me with promptness.

c. The woman spoke to the boys in a kind way.

d. Asad went to that place.

D LISTENING AND SPEAKING

Read the passage about Abdul Sattar Edhi at the end of the student’s book. Pupils may already have read it. Pupils should listen to it carefully with their books closed. During the second reading, pupils may make some notes of the information they think is of importance.

ANSWERS:

1. The Edhi Foundation runs clinics, blood banks, orphanages, maternity homes, homes for the physically and mentally challenged, a cancer hospital, and mobile dispensaries.

2. Edhi’s mother suffered from diabetes.

3. Edhi’s mother gave him two paise to spend each day, one on himself and the other on a needy person.

4. The Edhi Foundation works in Pakistan and in other countries. 132 1

5. As a youth, Edhi showed his generosity by giving his friend half the money his mother gave him each day. He set up a dispensary; he encouraged his friends to give free lessons in literacy to those who could not read; he cared for his mother in her illness; he set up many caring organizations for the poor and needy; he drove one of his ambulances himself.

6. Edhi received the Nishan-e-Imtiaz, the Ramon Magsaysay Award for Public Service, the Lenin Peace Prize, and many other awards and honours, including an honorary doctorate from the Institute of Business Administration in Karachi.

7. He worked for the good of others, wore simple clothes of homespun cotton, swept his own room, and prayed every day.

Which of the following statements is true? 1. T 2. F 3. T 4. F 5. F

UNIT: 12- UNCLE PODGER HANGS A PICTURE—JEROME K. JEROME PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a                  a. How do we first  Uncle Podger does not do things in a very organized  manner? 
ANSWER: a. When Uncle Podger sends the girl out for nails, he forgets to tell her what size. He has to send one of the boys after her. This is when we first learn that he is not organized.              
QUESTION:b b. What are the tws that the ‘girl’ has to doll
ANSWER:   b. The girl has to get sixpen’orth of nails and a bit of picture cord.
QUESTION:c             c. How does Uncle Podger lose his coat and then find it again?
ANSWER:   c. Uncle Podger loses his coat because he is sitting on it, and only finds it again when he stands up.
QUESTION:d            d. Uncle Podger  much credit to his  Give two examples to show this      
ANSWER:        d. Uncle Podger says—‘Might just as well ask the cat to find anything as expect you people to find it’. Later he says ‘Great heavens! Seven of you gaping round there and you don’t know what I did with the hammer!’ These examples show that Uncle Podger does not give much credit to his helpers.
QUESTION:e                e. Which statement s that the narrator does not think much of Uncle Podger’s intelligence? 
ANSWER: e. ‘When the old fool was leaning over the chair at an angle of forty-five and trying to reach a point three inches beyond what was possible for him to reach,’ tells us the author does not think much of Uncle Podger’s intelligence.
QUESTION:f          f. How long didn’t, it take Uncle Podger to hang the picture? How long does Aunt Podger  think it will take him hang it up?
ANSWER: f. It took Uncle Podger most of the day and half the night to hang the picture. Auntie Podger thinks it may take him a week. This question is more difficult. Discuss it first.
QUESTION: g. g. By his actions and words Uncle Podger to hang the picture? How long does Aunt Podger short assessment of his character?
ANSWER: g. Pupils can use their answers to a – f and further examples from the text to do this. They should discuss it first so that they can ensure their written response is succinct.

2. READ THROUGH THE PASSAGE AGAIN AND MAKE A LIST OF THE VARIOUS THINGS THAT GO WRONG.

Podger tries to save the glass and cuts himself.

He loses his handkerchief. He drops the nail.

He loses the hammer.

He loses sight of the mark on the wall.

Trying to do a sum in his head drives him mad.

He forgets the original number.

While using a piece of string to measure, he falls off the chair onto the piano.

After that he smashes his thumb with the hammer.

At the second attempt he drives the nail and hammer into the wall.

This nearly flattens his nose.

B WORKING WITH WORDS

1. MATCH THE WELL-KNOWN IDIOMS IN A WITH THEIR MEANINGS B.

a—3 b—5 c—2 d—1 e—6 f—4

SIMILES

 2. THESE SIMILES ARE ALL WRONG! CAN YOU REWRITE THEM USING THE WORDS GIVEN BELOW SO THAT THEY MAKE GOOD SENSE?

a. as agile as a monkey

b. as bright as a lark/peacock

c. as faithful as a dog/hound

d. as slow as a snail

e. as timid as a mouse

 f. as clumsy as an elephant Hy

3. LOOK THROUGH THE READING PASSAGE AND FIND WORDS WITH HYPHENS.

frame-maker, dining-room, step-ladder, kitchen-chair, spirit-level, picture-cord, semi-circle, thirty-one, forty-five

4. USE THE FOLLOWING IN SENTENCES OF YOUR OWN. PUPILS WILL FORM THEIR OWN SENTENCES.

5. Where will you add a hyphen to make these sentences correct?

a. A green-fingered gardener…

b. The top-heavy sack …

c. …with a hair-raising trick.

d. His brother-in-law was a hard-working office manager.

e. …has left-wing ideas.

 C Learning about language

 1. Change the following sentences from the present continuous tense to the past continuous tense. Add a suitable time phrase to each sentence.

a. The captain was shouting at his crew this morning.

b. The workers were on strike last week. (The workers were striking last week.)

c. Yesterday, the customer was complaining about the slow service.

d. This morning, Shiraz was waiting patiently to see the doctor.

e. Manzoor was helping his father build a house last year.

2. CHANGE THE FOLLOWING SENTENCES FROM THE PAST CONTINUOUS TENSE TO THE FUTURE CONTINUOUS TENSE.

a. Tomorrow the gardener will be watering the plants with a hosepipe.

b. Tonight, Atif will be entertaining us with his songs.

c. Next Sunday, policemen will be checking driving licences on the highway.

d. The participants in the race will be motoring across the desert next month.

e. Next year, the ship will be sailing between Karachi and Singapore.

LISTENING AND SPEAKING

 MAKING A PRESENTATION

UNIT: THE CLOTHES LINE—CHARLOTTE DRUITT COLE PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a                  a. what is the subject of the poem?
ANSWER: a. The poem is about clothes drying and flapping on a clothes line and about a handkerchief that blows away.              
QUESTION:b b.Make a list of the things the poet compares the clothes?
ANSWER:   b. flipping and flapping like fluttering creatures, white as snow, capering and prancing like restive horses, dancing like fairy-tale witches, flying like a bird, like a sail in the sun
QUESTION:c             c.Which words describe the movement of the clothes ? Can you find ten?
ANSWER:   c. dance, hither and thither, to and fro, flip, flap, flop, fluttering, caper, prance, shiver, skip, struggling, flew,…
QUESTION:d                   d. In what way dothe clothes resemble witches?
ANSWER:        d. The clothes resemble witches in the way they dance wildly.
QUESTION:e           e. Which item of clothing flew like a bird? What happened to it?
ANSWER: e. The poet’s handkerchief flew like a bird. It danced excitedly, and struggled till it was free, then, leaving pegs and clothes line behind, it flew like a bird, and no one can find it. The poet guesses that the handkerchief may be in some ditch or drowned in the sea.
QUESTION:f          f. Explain the difference in meaning of the words : flip, flap, and flop. Use the words in three sentences to bring out the difference in meaning.
ANSWER: f. flip: throw or toss with a brisk motion; turn over or around; move in twists and turns flap: move with a fluttering motion; move or sway while fixed at one end flop: fall down or land heavily; move about limply or loosely

B WORKING WITH WORDS

1. Use the following in sentences of your own.

Pupils should use the words in sentences that are grammatically correct. 1 143

2. WHAT ARE THE MISTAKES IN THE FOLLOWING? PUPILS SHOULD FIRST CORRECT THE MISTAKES AND THEN USE THE PHRASES CORRECTLY IN SENTENCES.

a. is departing for foreign (shores)/is going abroad

b. in two or three days

c. you all know (know, see, and other sense verbs are not used with the present continuous.

e.. I see that…, I observe that…, I know that…, I hear that… NOT I am seeing that… I am knowing that…, etc.)

d. his wife cooked well (nice and nicely are overworked words, and misused)

 e. with both men and women/ gentlemen and ladies/ with gentlemen and ladies too (No need for repetition)

 f. to improve her prospects (prospects means ‘something expected; a possibility’: it is used in the plural.)

g. will sum up (a formal way of ending an official meeting; Mr Ahmed is going to say a few words in conclusion. not sum up.)

C LEARNING ABOUT LANGUAGE

CLAUSE

1. PICK OUT THE CLAUSES IN THE FOLLOWING AND SAY WHETHER THEY ACT AS NOUNS, ADJECTIVES, OR ADVERBS.

a. where it was cool— noun clause

b. because he won the lottery— adverb clause

c. which is not very difficult— adjective clause

d. what I heard— noun clause

e. who robs banks— adjective clause Tenses:

3. COMPLETE THE FOLLOWING. USE THE PAST CONTINUOUS TENSE. PUPILS WILL COMPLETE THE SENTENCES IN THEIR OWN WORDS. EXAMPLES:

a. He was coming round the corner…

b. While Kabir was cleaning the car…

c. As he was walking across the courtyard in the dark…

d. While the woman was feeding the child…

e. I was making no noise at all but the baby woke up!

D Listening and speaking .

  1. Read this list quickly. Are the ‘o’s short or long? Be careful! Concentrate on the vowel sounds.

Short :

 foot, rook, shook, crook, took, look, brook, book, cook Long : fool, soon, stool, pool, tool, spoon, cool, drool, moon 2 and 3. Read this list of past participles aloud. Note that the pronunciation of the final

–ed is not the same for all the words.

Do you think you pronounced all the endings correctly?

—d —id —t

reigned seated tricked

 wrinkled crooked booked

pickled wicked walked

 bottled knighted hooked

drowned haunted picked

dared darted stopped

 failed salted dropped

UNIT: 13- MANGOES PAGE:

A Comprehension

  1. ANSWER these QUESTIONs.
QUESTION:a               a. How does Mrs Asghar get the children to return to their homework?  
ANSWER: a. Mrs Asghar gets the children to return to their homework by telling them that their father will be most dissatisfied when he gets home and finds that they have not done their work. She reminds them what will happen then.              
QUESTION:b b. What kind  of homework is Nina doing?
ANSWER:   b. Nina is obviously doing her maths homework because she wants to know the answer to a multiplication sum.
QUESTION:c             c. Which words with double meanings are used in the play by the characters?
ANSWER:   c. Right, Left, arm/aam, cheap/cheep, sweet, harmless/aamless/armless/harmful, man go/mango, leave
QUESTION:d                   d. What makes Aslam return to the window?
ANSWER:        d. The temptation to see the mangoes draws Aslam to the window again.
QUESTION:e                e. Does lhe Mango Seller speak correct English? What mistakes does he make?
ANSWER: e. The Mango seller does speak standard English, apart from a couple of mistakes; the repetition of ‘much’, and ‘… and that man going round with a knife!’
QUESTION:f          f. What does the Mango Seller find amusing? Give two examples.
ANSWER: f. The Mango seller laughs loudly when he understands Aslam’s pun on the words aam/armless, harm/harmless. He giggles later when he hears the same joke again. And finally, he laughs when he says that Mrs Asghar is not buying mangoes from him and Majid is going round with a knife.
QUESTION: g. g.Why does Mr Asghar think that everybody has gone mad?
ANSWER: g. Mr Asghar thinks that everybody has gone mad because he cannot get a straight answer to any of his questions and all the members of his household, including Majid, are behaving very strangely.
QUESTION: h h. Why does Mrs Asghar collapse in the end?
ANSWER: h. Mrs Asghar collapses in the end because there has been complete confusion in the house. She has been shocked by Majid, thinking that he is going to kill the Mango seller with a knife.

2. REFERENCE TO CONTEXT THEN HOW CAN WE SET THE DOG ON HIM?

a. Mr Asghar speaks these words to Mrs Asghar.

b. Mr Asghar asks this question because Mrs Asghar has just reported to him that she told the Mango seller to leave, otherwise she would set the dog on him.

c. Mrs Asghar, in order to get rid of the Mango seller, tells him that she will set the dog on him. Nina asks her, ‘What dog?’, and says that they have a cat but not a dog. A little later, Mrs Asghar tells the Mango seller that they may not have a dog, but that they have a strong servant, who is then summoned. d. Mr Asghar does not get an answer to the question. (But Mrs Asghar has already explained why she had used the threat.)

B WORKING WITH WORDS

1. FIND THE MEANINGS OF THESE WORDS, THEN MAKE UP WORDS WITH THE OPPOSITE MEANINGS.

 a. dishonourable

b. unambitious

c. uncivilized

d. dissatisfied

e. impatient

f. unfaithful

g. impossible

h. disappearance

 2. USE THESE WORDS IN SENTENCES OF YOUR OWN.

PUPILS SHOULD LOOK UP THE MEANING OF ANY WORD THEY DO NOT KNOW, AND THEN USE THE WORDS IN SENTENCES.

C LEARNING ABOUT LANGUAGE

THE PERFECT TENSES

1. USE THE PERFECT TENSES FOR THE VERBS GIVEN IN BRACKETS AND COMPLETE THE FOLLOWING:

 a. had eaten

b. have studied

c. had learnt

d. have (never) told

e. had drunk

f. will have spoken

g. will have finished

2. MAKE FOUR SENTENCES FROM THE WORDS GIVEN (IN BRACKETS). USE THE FIRST VERB IN THE SIMPLE PAST TENSE AND THE SECOND IN THE PAST PERFECT TENSE.

Examples:

a. When I arrived, he had already prepared the meal.

b. By the time she got to the theatre, the play had already begun.

c. Since I took my father to see the bicycle in the shop, they had increased the price.

d. I passed him in the street, but did not recognize him because he had grown a beard.

D LISTENING AND SPEAKING

==========================ALHAMDOLILLAH===================

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