Teacher's Book for Oxford Modern English Reader and Workbook 8 Guide

Teachers Book for
Oxford
Modern
English
Reader and Workbook 8
NICHOLAS HORSBURGH
1
1
Introduction
The Reader and Workbook provide enough material for the children. If
you feel that time is limited and that the children cannot complete all the
exercises, feel free to amend, to leave out and to choose whichever
exercises you think they should complete. It is suggested that you may, if
necessary, reduce the number of questions in Exercise A which are based
directly on the reading matter. The questions could be asked orally and
only selected questions may be chosen for written answers. Do not leave
out the grammar exercises unless you know that they are revision exercises and may safely be left out. The sequence and progression of the
language/grammar exercises have been carefully structuredthe children
may find, if the sequence has not been maintained, that the exercises are
difficult to comprehend.
This book will help you to plan ahead. It will also help you when you are
correcting the childrens work.
Reader: page 1 Poem for enjoyment.

Reader: pages 2, 3, 4, 5, 6
ANSWERS: (page 4) Exercise A
I.
1.
2.
3.
4.
5.
6.
7.
The boy is trying to prevent an ant from getting out of a pit and
the girl is trying to help it escape from an ant-lion which is also
in the pit.
We know Morvenna is not too keen on continuing because she
tells Max not to put another ant in the pit. She threatens to kill
the ant-lion if he does.
The descriptions of the ant-lion create an image of a mechanical
beast, whose only purpose is to kill the ants.
We know that the children are completely absorbed in this activity
through the following statements:
a) In their minds the ant and its arena of battle enlarged, filled
the whole world.
b) The two children stared down, lying on their stomachs, heads
almost together.
c) but to the two children all had shrunk to the dimensions
of the pit.
d) Stunned, enraptured, she clung to the tree-root with one hand
and stared.
The two obstacles which the meat-ant has to contend with are,
a) Maxhe keeps pushing the meat-ant back again, and
b) the slippery, sandy slope of the pit.
Morvenna does not really want the meat-ant to suffer. At first
she tries to stop Max from continuing with this game, but part
of her also wants to enjoy the spot.
Morvenna shudders because the ant-lion seems like a machine
when it attacks and kills the meat-ant. She is so absorbed in the
scene that it becomes frightening and hideous.
II. The verbs (which the adverbs qualify) are given in brackets.
1. slowly (sat)
2. truly (kill)
3. gingerly (holding)
4. finally (dislodged)
5. frenziedly (pulling)
6. treacherously (slipped)
7. persistently (slipped)
8. frantically (worked)
9. ruthlessly (pulled)
10. uncertainly (stood).
ANSWERS: (page 5) Exercise B
I.
1.
2.
thrust, push, shifting.

Discuss the words and when to use them. If necessary get the children
to consult their dictionaries to ascertain the different meanings.
3
II. would, should, ought, must, might, could.

The appropriate use of the words above should be discussed with the
children. Given below are the approximate meanings of the sentences
in the Reader.
A. 1. He wishes to kill; the question is how many is he going to
kill?
2. Should expresses will or intention. He is going to kill some;
we wonder how many.
3. He is certainly going to kill some and is obliged to kill; the
question is, how many is it his duty to kill?
4. It is imperative that he kills; he has to kill some, the question
is, how many?
5. He may or may not kill some; if he does kill any, how many
is he going to kill?
B. 1. It is possible for meat-ants to bite.
2. Meat-ants usually do bite.
3. Perhaps this meat-ant is not biting, but they do bite; they
are obliged to bite.
4. Meat-ants have to bite, it is imperative that they bite.
5. Meat-ants sometimes bite and sometimes dont bite; they
are not beyond biting.
III. Individual exercise.
IV. 1.
2.
3.
4.
with the yellow stripes

under the table ............................ on the chair
in the distance ............................ between the two countries
of the tractor
Workbook: pages 1, 2, 3, 4, 5
ANSWERS: (page 1)
Adverbs
1.
4.
7.
10.
dexterously
frantically
ruthlessly
relentlessly
2.
5.
8.
obstinately
monotonously
gingerly
3.
6.
9.
frenziedly
spasmodically
treacherously
ANSWERS: (page 2)
Some oral work first. Go over the text carefully. Get the children to make
up sentences of their own using dare, especially in the past tense.
1.
2.
3.
4.
5.
How dare he lie to me?

How dared she lie to me?
How dared she break my pen?
How dare they throw their rubbish in my garden?
How dare you look at me like that?
ANSWERS: (page 3)
1.
3.
5.
7.
dared not
dare
dare
dare
2.
4.
6.
8.
Dare
dared to
dared not
dared not
Make sure that the children understand the explanation on page 3 before
they attempt to write the next exercise on page 4.
ANSWERS: (page 4)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
I went to see a film last night, but I ought to have (should have) done
my homework.
They came to visit me, but they ought to have (should have) been at
work.
We played tennis, but we ought to have (should have) finished writing
the report.
He spent all his money, but he ought to have (should have) paid off
some debts.
She lay in the Sun, but she ought to have (should have) fed the
chickens.
She ought not to (should not) have teased her sister.
He ought not to (should not) have eaten all the fruit.
They ought not to (should not) have started on their journey so late.
You ought not to (should not) have spent all your money.
You ought not to (should not) have left the front door open.
They boys ought not to (should not) have shouted at me like that.
ANSWERS: (page 5)
Adjective Phrases
The children will make up their own phrases. Make sure a) that the phrases
are phrases and not clauses (containing a finite verb), and b) that the
phrases qualify the nouns in the sentences and not the verbs (in which
case they will be adverb phrases and not adjective phrases).
1.
2.
3.
4.
manwith the large bucket/in a yellow shirt

ladderagainst the wall/with broken rungs
housenear the river/with a chimney
typewriterin a blue case/with no keys
manin a grey suit/with the dog/behind that cart
1.
2.
3.
4.
The boy with the smile on his face is my friend.

The elephant in chains belongs to the temple.
The car in the lead crashed into a tree.
She sold the bicycle with a torn seat.
The two sentences at the bottom of page 5 are wrong because the adjective
phrases have not been put next to the nouns which they are supposed to
describe. In sentence 1 the bicycle is supposed to have a large bell, not
the son. In sentence 2 the aeroplane is in the sky but the phrase is put next
to another nounschool buildingwhich means that the school building
is in the sky!
Reader: pages 7, 8, 9
I.
1.
2.
3.
4.
None of the animals seem to be happy about the newcomer. They

do not know what sort of creature this newcomer is. The main
emotion of the poem is fear.
The effect of the repeated use of no shows how little the animals
understand who or what the newcomer is: they do not have any idea
of what he looks like they only know that he isn
t like them.
Discuss this in class.
Discuss. Talk about the way human beings are invading all the
places these animals live in, and how the animals might feel
about this.

I.
Subject
That boy
the ship
She
Predicate
is my brother
silently left the harbour
can read a book
II. The main clauses are:

1. The children went to the park
2. Irfan went to the library
3. We stopped at the town
6
4.
5.
6.
7.
8.
9.
10.
The boys went out to play football

The actors met the children
He came
The man went
The trees died
We shall all go to the park
The policeman arrested the men
III. Silent letters in the following words.

c a l m,
l
alms
salmon
should
palm
yolk
almond
h y m n,
n
autumn
condemn
damned
hymn
column
s u b t l e,
b
dumb
debt
plumber
numb
subtle
doubt
r e i g n.
g
feign
foreign
resign
Workbook: pages 6, 7, 8, 9
ANSWERS: (page 6)
Main clause
2. they sat down
3. Saras brother is a captain in
the Navy
4. She sold the book
5. We will go on a picnic
6. He said goodbye
7. It began to rain
8. The man is a genius
Subordinate clause
as soon as they entered the room
who was here yesterday
that you gave her
if they come tomorrow
before he left
just as the match started
who painted the picture
ANSWERS: (page 7)
2.
3.
4.
5.
6.
7.
8.
9.
10.
from eight oclock to twelve oclockphrase (adverbial)

which she borrowed yesterdaysubordinate clause (adjectival)
we will surely comemain clause
in this valleyphrase (adjectival)
We dont knowmain clause
on the tablephrase (adverbial)
Whatever you dosubordinate clause (adverbial)
sometime last monthphrase (adverbial)
We are always happymain clause
ANSWERS: (page 8)
1.
4.
7.
10.
simplicity
paucity
velocity
eccentricity
2.
5.
8.
11.
publicity
tenacity
elasticity
opacity
3.
6.
9.
12.
ferocity
electricity
scarcity
city
ANSWERS: (page 9)
Examples
a)
c)
e)
g)
i)
k)
m)
o)
q)
s)
u)
w)
y)
artful, aimless
colourful, careless
eventful, endless
gainful, graceless
ireful*, issueless
, keelless
mournful, meaningless
, objectless
, ,
sorrowful, shameless
useful, useless
wrathful, weightless
youthful,
b)
d)
f)
h)
j)
l)
n)
p)
r)
t)
v)
x)
z)
bashful, blameless
doubtful, dauntless
fearful, faultless
hateful, heartless
joyful, joyless
lawful, luckless
needful, nameless
powerful, pointless
restful, rudderless
tearful, tireless
vengeful, valueless
zestful,
*probably the only -ful word beginning with i

astrologystudy of the influence of the stars on human personality
astronomystudy of heavenly bodies
astrolithologystudy of meteor stones
astronautman who goes into space
astrophysicsphysics concerned with the stars
astronomicalenormous
Reader: pages 10, 11, 12, 13, 14, 15, 16
I.
1.
2.
3.
Danny reasoned that his father might be badly hurt. If this was so,
then he would need help very quickly. The fastest way Danny
could get to him was in the car, which is why he decided to take it.
Danny turned off the station lights but he left an oil-lamp burning in
the caravan. He wanted to make sure that everything looked normal.
a) The motor spluttered once
b) I left the engine running
8
4.
5.
6.
c) It was very dark

d) His big thick tail was flowing in the wind
e) He was driving very fast
Danny avoided the policeman by driving off the road and into a
gap in the hedge. He also turned off all the lights so that the
policeman would not be able to see them.
Danny was worried that he might have damaged the wheels or
the body of the Baby Austin. He checked by listening for any
unusual sounds as he started driving again.
Discuss briefly before setting this to students.
II. Students to write from personal experience.

III. Discuss in class before asking students to write down the answers.
I.
1.
2.
3.
4.
5.
Did the man have three bedrooms?

Wanted by a man, a cheap house with three bedrooms.
The houses are in the sky.
The aeroplane in the sky flew over the houses.
There is water in the bottle and the lemonade tasted like it.
The correct sentence is: The lemonade in the bottle tasted like
water.
The stranger is wearing the collar.
The dog with a collar barked at the stranger.
The mother has a green border.
She wanted a dress with a green border for her mother.
II.
Present
Past
Future
Simple
I talk
I talked
I shall talk
Continuous
I am talking
I was talking
I shall be talking
Present
Past
Future
I drink
I drank
I shall drink
I am drinking
I was drinking
I shall be drinking
Present
Past
Future
he sings
he sang
he will sing
he is singing
he was singing
he will be singing
Perfect
Perfect Continuous
Present
Past
Future
I have talked
I had talked
I shall have talked
I have been talking

I had been talking
I shall have been talking
Present
Past
Future
I have drunk
I had drunk
I shall have drunk
I have been drinking

I had been drinking
I shall have been drinking
Present
Past
Future
he has sung
he had sung
he will have sung
he has been singing

he had been singing
he will have been singing
III. 1.
2.
3.
4.
5.
6.
7.
8.
I had eaten the biscuits by the time the children arrived.

By the time she went to the hospital her uncle had died.
When we reached the cinema hall the film had started and we
missed the beginning.
I wish they had put in their applications earlier.
They had not been there two minutes when the display began.
The dog was hungry because it had not eaten anything for two
days.
I was still weak as I had had a cold the previous week.
The students understood the lesson after the teacher had
explained it.
Workbook: pages 10, 11, 12, 13, 14

ANSWERS: (page 10)
1.
2.
3.
4.
5.
6.
7.
Holes cannot be painted.

Will the police do the drowning?
There are only twenty-four hours in a day.
Must the man wash the two waitresses?
Drops out has two meanings. It will be unfortunate if someone drops
out of the coach.
Should the students stand upside down (or should they stand their
trays upside down)?
Does Lovely and Little describe the gentleman or the bicycle?
10
ANSWERS: (page 11)

Tenses
1.
2.
3.
4.
5.
6.
7.
Salma returned the book to her friend as soon as she had finished
reading it.
arrived, had left.
left, had cleaned.
had recited, closed.
returned, had had.
had lain, went.
lost, had won.
Discuss lay/lie with reference to the text.

ANSWERS: (page 12)
Tenses
The blanks are filled as follows.
was, talked, had, talked, mentioned, had outlined, were,
told, were, had been educated, had, returned, broke, said,
had agreed, had stated, had.
More Sentences
1. spent, had told.
2. begged, had borrowed.
3. had written.
4. explained, had visited.
5. told, had been observing, had found, was.
ANSWERS: (page 13)
able or ible
attributable
remediable
deductible
expressible
quotable
defensible
navigable
enforceable
venerable
estimable
discernible
reversible
appreciable
digestible
11
The tongue-twisters are best said aloud.

ANSWERS (page 14)
Metaphors and similies.
Discuss each of the phrases and get the children to use them orally first.
The children will make up their own sentences.
Reader: pages 17, 18, 19, 20
I.
1.
2.
3.
4.
5.
6.
The poet, begins his journey in the city of Sendai and ends it in
Sakunami.
The poet begins his journey by bus in Sendai where the streets
are crowded and noisy. The bus passes through widening country
where the poet sees village gardens, trees capped with snow and
trussed with straw, children with red cheeks, old women carrying
bundles, and workmen.
At Sakunami the poet finds himself in a cool room. He has a
drink of rice-wine and then takes a long, hot bath. Back in his
room he is warmed by a brazier and has a meal of soup and fresh
oysters.
The poet says the mountains hump their shaggy backs like
camels. This is an apt image as the mountains and the trees on
them are covered with snow, and they cannot be seen too clearly
through the grey twilight.
Straw-trussed trees/striped bundles down deep/black boughs and
green bamboos/low lantern-light.
Similes:
Wild women in their bristling capes of reeds
Like porcupines plunge through a hedge of flakes/
Hump their backs like camels/
As warm as kisses/
like ghosts . . . . . . etc.
metaphors: shrouds the streets/hedge of flakes/
caves of fruit and toys/mountainous night/
grills us to the bone/cauldrons of the earth/etc.
(Examine all the images and discuss them in class.)
II. Some of the adjectives (+nouns) in the poem are:

packed bus, widening country, Saturday talk, Sunday smiles, village
gardens, straw-trussed trees, endless dreams, red-cheeked country
children, turning snow, wild workmen, muffled clogs, churning air,
bristling capes, dramatic headlamps, grey twilight, shaggy backs,
mountainous night,
12
Roman ease, candid snow, midwinter midnights dream,

ice-fringed windows, cool-screened room, suspended waterfalls, quiet
joy, tranquil room.
(There are many others.)
III. Discuss II first, and get the children to comment on the effectiveness
of certain adjectives. Then discuss each of the topics listed.
I.
The poem only makes sense if the second half of each line is read
with the first part of the following one.
I saw a peacock; with a fiery tail
I saw a blazing comet; drop down hail
I saw a cloud; wrapped with ivy round
I saw an oak: creep upon the ground
I saw a pismire; swallow up a whale
I saw the sea; brimful of ale
I saw a Venice glass; full fifteen feet drop
I saw a well; full of mens tears that weep
I saw red eyes; all of a flaming fire
I saw a house; bigger than the moon, and higher
I saw the sun; at twelve oclock at night
I saw the man that saw this wondrous sight.
II. As bright as a button; as brittle as glass; as brown as a berry;

as changeable as the weather; as dead as a doornail;
as deaf as a post; as different as chalk and cheese;
as fair as the dawn; as fat as a pig; as fine as a fiddle;
as fit as a fiddle; as happy as a lark; as gaudy as a peacock;
as harmless as a fly; as heavy as lead.
(Page 15) Discuss the text with the children.
ANSWERS: (page 16)
Every lady in this land
Has ten fingers; on each hand
five, and twenty on hands and feet.
This is true without deceit.
When the stops are placed aright.
The real sense is brought to light.
13
Sarah and her two friends finally arrived at the waters edge. They were
out of breath because they had been running for quite a long time.
How are we going to get across? gasped one of her companions.
I cant go another yard, stated the youngest girl, collapsing onto the soft
brown mud beside the water. Sarah turned to see if their pursuers were
near but she could see no sign of them.
Well rest for a while and then go on. Perhaps we can get across the
water somehow.
If only I had the energy to swim, sighed the youngest.
There must be some other way! exclaimed the other.
It was then that Sarah saw a dark shape floating on the surface of the
water.
ANSWERS: (page 17)
1.
2.
3.
4.
5.
6.
7.
8.
He asked why the bell rings at ten oclock.

She asked him where he had hidden the book.
I asked what it was for.
The doctor asked when she had died.
He wanted to know what she had given him.
The teacher wanted to know where we had been.
My mother wanted to know if he had told us the truth.
The shopkeeper wanted to know why he hadnt paid the bill.
ANSWERS: (page 18)

I.
wet
war
wear
wart
II. SOAP
SOAR
BOAR
BOOR
eat
ear
FIND
FINE
LINE
LIFE
rate
raw
rat
tear
tare
tar
tea
art
ate
awe
are
at
a
WARM
WARD
WORD
CORD
FAIL
FALL
FILE
RILE
RISE
14
III. Possible solutions. (The children may think of others.)

e.g. C
A
R
E
A
R
E
A
R
E
A
R
E
A
R
N
e.g. O
W
N
S
W
H
A
T
N
A
V
Y
S
T
Y
S
e.g. G
R
I
P
R
O
S
E
I
S
L
E
P
E
E
L
Reader: pages 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
I.
1.
2.
3.
4.
5.
6.
7.
8.
9.
There are four characters in the story. There are three sisters,
Eunice, Tabitha and Ursula Mallow, and their maidservant,
Martha.
Ursula is resigned to her fate, and says that a lonely womans
life is scarce worth living. She adds that she and her sisters have
no hopes or aspirations. They have not had husbands or children
and have lived an isolated life.
Ursula tells her sisters that she will come back for them, each in
turn. She says she will be with them to lead them to where she is
going.
(The question may be answered in a number of ways.)
Tabitha is stolid and avaricious. She is jealous that Eunice has
been left most of Ursulas money. After her sisters death she
becomes more taciturn and even more avaricious. She spends
very little on food or clothes, and become uncouth and hardfeatured. She eventually frightens Eunice to death.
Eunice decided to leave the house partly because she was
frightened and partly because Martha persuaded her to do so.
When Eunice finally consented to leave she felt much better and
gained greatly in health and spirits.
On the last night the occupants could hear the wind and the moan
of the sea. The desolate warning of a bell-buoy could also be
heard. The wind made the windows rattle and doors slam. Eunice
heard the creaking of the stairs and the sound of approaching
steps.
Eunice was frightened to death by her sister, Tabitha who was
pretending to be Ursula.
Tabitha was frightened by some strange woman in the house.
She felt it must have been the ghost of Ursula who had come to
lead away her other sister Eunice. When she suggests this to
Martha, the housekeeper says that perhaps the ghost of Ursula
had come for Tabitha, not Eunice. Tabitha too dies of fright,
when she is approached by the ghost.
15
II. 1.
2.
3.
She (Tabitha) was in no way affected by her sisters concern for

her well-being.
when you die.
Still she could not speak (or shout).
III. painful
clayey
spacious
sleepy
desirous
scandalous
famous
meaningful
lawful
boyish
hopeful
youthful
careful
girlish
childish
poisonous
dough-like(y)
fanciful
dirty
springy
IV. Individual exercise.

ANSWERS: (pages 29, 30) Exercise B
I.
1.
2.
3.
4.
5.
We spoke to his father who is in his nineties.

In the forties Pakistan gained her Independence.
In 92 Salim Malik scored five 50s.
The MNAs who attended the meeting in 86 stayed in the five
DCs houses.
All the PMs speeches at the conference were recorded and filmed.
II. 1.
2.
3.
4.
5.
the VIPs chairs.

the DIGs office.
the RTOs pens.
MPs supporters.
MPs supporters.
III. 1.
2.
3.
4.
5.
It shall go to the sick children, said Tabitha.

Nothing is to be changed, Tabitha, said Ursula.
Why do you not bank your money, Tabitha? asked Eunice.
Whos there? cried Tabitha in a terrible voice.
She has always suffered with her heart, muttered Tabitha; the
night has frightened her; it has also frightened me.

ANSWERS: (page 19)
1.
a) The apostrophe stands in place of the letter o.

b) I do not know whether you observed my bedroom window.
2.
a) The apostrophe stands in place of the letter no.

b) No, I cannot .
3.
a) The apostrophe stands in place of the letters wi.

b) It will be midnight by the time .
16
4.
a) The apostrophe shows possession.

b) The end of my wits.
5.
a) The apostrophe is in place of the words of the.

b) three of the clock. (or 3 p.m.)
6.

b) the room of a friend.
7.
a) The apostrophe stands in place of 19.

b) the year 1995.
8.
a) The apostrophe stands in place of the letters wi or sha.

b) I will not/I shall not.
9.

b) The teatime of Mr. Soames.
ANSWERS: (page 20)

Discuss the text and get the children to think of interesting adjective and
adverb phrases to describe various nouns and verbs of your choice. Remind
the children that adjective phrases should describe the nouns the machine,
the man, the animal, and that the adverb phrases should describe the verbs
burning, bursting (into a room), exploding.
ANSWERS: (page 21)
Words
a.
1.
2.
childish
childlike
puerile, improper for a grown person.

having good qualities, like a child.
b.
1.
2.
effect
affect
result.
move, touch; pretend (to do); produce effect on.
c.
1.
2.
except
accept
not including.
consent to receive.
d.
1.
2.
imminent soon to happen.

eminent important.
1.
4.
7.
10.
continual
counsel
desert
eminent
2.
5.
8.
11.
continuously
beside
dessert
lain
17
3.
6.
9.
12.
council
besides
imminent
laid
ANSWERS: (page 22)

1.
2.
3.
4.
5.
6.
Those children (who are not suitable?) are taking this examination?
All of the children will take the examination?
They will all take this particular examination.
There are only three students who use this stair.
Everyone uses the stairs but three students use these stairs, too.
You stayed in this very place when your master left?
Reader: pages 31, 32, 33, 34, 35, 36

I.
1.
2.
3.
4.
Lord Emsworth was pleased by the beauty and serenity of the

morning, and by the absence of Reverend Rupert Bingham.
Rupert Bingham was awaiting the arrival of the girl he loved.
Lord Emsworth had been putting up with Reverend Bingham
for many days, even though he found the Reverend very
annoying. He was, therefore, furious to find that the Reverend
had even followed him into the lake. He gave vent to this anger
by punching Reverend Bingham in the eye.
Lord Emsworth is portrayed as a slightly eccentric man. This is
shown by his attitude towards medicine: The master of
Blandings was one of those fluffy-minded old gentlemen who
are happiest when experimenting with strange drugs. He is not
very quick witted either. As the text says, Nature has made some
men quicker thinkers than others. Lord Emsworths was one of
those leisurely brains.
II. a)
He looked at the medicine with enjoyment

(Most people dislike medicine.)
b) Swilled about nicely when you shook it
(The word sloshed is not very pretty. It sounds strange when
used with a graceful word like pleasantly.)
c) He thought that maybe he had applied too little the last time
(The reader knows that his leg is hurting because of the medicine,
not because he hasnt put enough.)
d) Lord Emsworth was not very intelligent
(The preceding sentence some men are quicker thinkers than
others makes it seem like the writer is about to praise Lord
Emsworth. Instead, he says that Emsworth is actually one of the
less bright people.)
e) He enjoyed a deep sleep that was a little troubled by a pain like
the biting of sharks
(The expression biting of sharks shows that Emsworth was
suffering from very sharp pains, so that his slumber could not
18
f)
g)
h)
i)
j)
k)
l)
m)
n)
have been very deep at all. He would not just have been
somewhat disturbed, he would have beenvery disturbed! This
shows us that he must have been in great pain before if a pain
like the biting of sharks is relatively comfortable.)
Lord Emsworth was very happy at the idea
(It is funny to see how excited Emsworth gets when Reverend
Bingham is not around. It also shows how much he dislikes the
Reverend.)
A sudden cry that sounded as though the crier was in a lot of pain
(Lord Emsworth is singing, but his unpleasant voice makes it
sound like hes dying!)
Coming to creatures one step better than squirrels
(This description of Reverend Bingham shows him as someone
not much better than animals.)
The human brain stops thinking rationally
(Lord Emsworth is not shown as being very rational.)
Becomes nothing more than strong feelings
(The contrast between the phrases the Infinite and a mass of
seething deleterious passion is funny.)
The strain had been too much
(Again, it is funny to see how much Reverend Bingham annoys
Lord Emsworth. The comparison of Emsworth to murderous
Malays and hysterical women is also funny.)
Irritating young man should always be with him while on land
(Emsworths description of Bingham as a porous plaster of a
young man is comical.)
Punch a guest in the eye
(plug is slang, and sounds funny coming from old Lord
Emsworth. Also, the reader sees that Lord Emsworth must be
really frustrated because normally, it is unacceptable to punch
your guests.)
The light went out
(The Sun sounds like a bulb that can be switched on and off.
Also, the reader realizes here that Lord Emsworth has been
knocked out.)
III. Students to write from personal experience/imagination.

ANSWERS: (page 23)
1.
2.
injudicious
distractions
unwise
diversions
19
3.
4.
5.
6.
spare
acquiescence
deplorable
inscrutable
thin
agreement
regrettable
mysterious
1. nervousness
4. fatness
7. endlessness
2.
5.
8.
steepness
forwardness
closeness
3.
6.
9.
happiness
frankness
thankfulness
Usually adjectives form nouns with the addition of -ness.

For examplethe noun leaf cannot take -ness unless we first make it an
adjective, i.e. leafyleafiness.
ANSWERS: (page 24)
Explain that there are common mistakes in each sentence. Can you give
some explanation for each mistake?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Do you play cricket at school?

Meena is the taller of the two sisters.
She bought the dress for a hundred rupees.
Either our neighbour or his friend has plucked these flowers.
Two times six is twelve.
She danced for two hours last night.
Mr Jinnah is one of the eminent people in the country.
I have not seen him since I left Lahore.
Can you tell me where the police station is?
The girls brought a small black dog to school.
His father wants to see you and me.
He has been coming to this school for eight years.
The boys brother made him do it again.
A bus hit him while he was walking down the road.
Theirs is the house on the corner.
The teacher taught the children how to use the present continuous
tense.
ANSWERS: (page 25)

1.
2.
3.
4.
5.
6.
What exactly is she worried about?

What subject is she good at?
Who is she waiting for?
What job is she applying for?
What programme is he listening to?
What did she complain about?
20
7.
8.
9.
10.
What did she apologise for?

Who does this car belong to?
who was she shouting at?
What kind of films is she interested in?
Students to write own answers for the above questions.

ANSWERS: (page 26)
1.
2.
3.
4.
5.
6.
c
j
a
l
h
b
7.
8.
9.
10.
11.
12.
d
k
g
i
e
f
Prepositional phrases
Individual work.
Reader: pages 37, 38, 39, 40
I.
1. The poem is about an old man.

2. He is compared to a dry stream-bed. This is because he was once
full of life and energy, but now he is useless and uncared for.
3. It means that he stays alive by thinking of the good times he has
had in his life.
4. He is sent to his room so that he does not embarrass his sons and
daughters in front of their guests.
5. He probably does not live in the same house all the time. Part of
the second stanza says that he lives on
the hospitality
Now given, now revoked
Of his sons and daughters
His children take him and throw him out as it suits them; he has,
therefore, no fixed home.
6. The old man gives his grandchildren friendly punches and
damp kisses on their scrubbed cheeks.
7. The children do like the punches and kisses. Not only do They
understand him, but, as the last line says, They sail to the
harbour of his knees; they enjoy sitting and playing with him.
21
8. The poem is not a happy one. The old mans grandchildren are
his only source of pleasure. Other than that, he is sad and
dependent on his children for his needs and they consider him
an embarrassment and a burden.
9. Students to write from personal experience.
10. Discuss in class before asking students to write down their
answers.
II.
Idiomatic Phrases
again and again
by and large
far and away
far and wide
first and foremost
here and there
in and out
more or less
by and by
on and on
out and out
through and through
off and on
to and fro
up and about
now and again
III. 1.
5.
9.
optimist
genius
widower
repeatedly
mostly
absolutely
covering a large area
at the beginning
in this place and that
inside and outside
nearly
soon
continued
complete
completely
stopping and starting
moving backward and forward
out of bed and walking
sometimes
2. bachelor
6. hypocrite
10. pilgrim

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
may
might
May
May
might; may
may
might
May
may
Might
22
3. customer
7. pessimist
4. donor
8. widow
Workbook: pages 27, 28, 29, 30, 31

ANSWERS: (page 27)
1. A man, who was thought to be a thief, was arrested yesterday driving
a cow down the road.
2. When the man went into the bank, he put all his money, which he
had kept in a tin box at home, on the table.
3. Rehan threw a stone, which he had kept concealed in his pocket, at
the mans head.
4. The large man, who was a coward, ran away from the dog.
5. He opened the door, which he closed after him, and walked down
the long corridor.
6. The team who challenged us arrived in a large yellow coach.
7. My youngest brother Ali, who is on holiday with us, is seriously ill
with influenza.
8. The final attack, which we had long been anticipating, began in the
field at the back.
9. I saw the carpet, which has now been removed, on the stair yesterday.
10. The drowning man whom he rescued was shouting his sons name.
ANSWERS: (page 28)
Adverb Phrases
1.
3.
5.
7.
9.
11.
By and large
to and fro
By and by
far and wide
more or less
on and on
2.
4.
6.
8.
10.
12.
here and there

Now and again
up and about
round and round
off and on
over and over
ANSWERS: (page 29)

People
1. is a person who is fond of (something); not an expert
or a professional.
2. is a person who does not belong to the place he is in.
3. is a person who is devoted to or dependent on a
specific habit.
4. is a person who is a partner in crime.
5. is a person who owes a lot of money and cannot pay
his creditors.
6. is a person who leaves his/her own country to live in
another.
23
7. is a person who is an idle talker and who spreads

rumours.
8. is a person who journeys to a sacred place as an act
of religious devotion.
9. is a child whose both parents have died.
10. is a person who is fighting against another.
1.
3.
5.
7.
9.
egoist
consultant
refugee
vegetarian
model
2.
4.
6.
8.
10.
contemporary
conscript
connoisseur
busybody
usher
ANSWERS: (page 30)

Vocabulary
The children will make their own choice of words. Perhaps you could
read them some poems about streams and talk about the words that they
would choose for the subject. Repeat this exercise with the subject of a
battle.
ANSWERS: (page 31)
1.
4.
7.
10.
crack
flap
quack
screech
2.
5.
8.
11.
crash
mumble
plop
whizz
3.
6.
9.
12.
cuckoo
pop
squelch
ping-pong
Reader: pages 41, 42, 43, 44, 45, 46

I.
1. The author picked up the eggs because he was a collector and

didnt have any nightjar eggs. He put them in his left hand and
packed them round with moss.
2. The author handed his rifle to the men so that he could slide
down the slope.
3. The author did not hear the tigers growl because of the noise he
made sliding down the slope.
4. We learn that tigers do not betray their presence by growling
when looking for their dinner.
5. The ravine was sandy because in the monsoon it was a riverbed
and the sand is a deposit of the water.
6. The author slides down a slope and goes down the ravine. As he
24
7.
8.
9.
10.
steps clear of a giant rock and looks to his right, he comes face
to face with the tigress.
The authors first reaction when he saw the tigress was that it
was up to him to make the first move and that he had better
move in such a way as not to make the tigress nervous.
The author had the gun held diagonally across his chest and the
nightjar eggs in his left hand. These two factors were a handicap
to him.
The author felt he was in the grip of an awful nightmare because
although he was sure he had hit the tigress, she didnt move.
The nightmare was that he had pulled the trigger and the gun
had not gone off.
They knew instinctively that the author had seen the tigress and
judged from the authors behaviour that she was close at hand.
II. Discuss and get the children to use the words in sentences.
III. While the game was in her hands while the tigress was still in
control of the situation. The tigress could easily have killed the author if
she was quick enough.
Idioms
1.
3.
5.
7.
9.
c
b
j
i
h
2.
4.
6.
8.
10.
g
f
a
e
d
IV. Individual work.

These are possible ways of splitting the words if they occur at the end of
a line.
I.
sometimes,
bicycle,
grammar,
catastrophe,
exaggerate,
turnip,
English,
misuse,
exaggerate,
accident,
turkey,
tremendous,
irregular
impossible
inflexible
irresponsible
inconsistent
illegible
prolong
ninety,
philosophical
hardy.
Prefixes
II. impractical
immortal
insufficient
25
illegal
irreligious
impartial
indirect
immobile
inadequate
imbalanced
illiterate
immature
impersonal
indefinite
III. Are the senior citizens for sale or are they running the sale?
Does the farmer have a tail?
If the woman has committed suicide she would be dead and unable
to deny it.
Bachelors are not married so they dont have wives.
Does this mean that now they are married (at the altar) the friendship
will end?
Workbook: pages 32, 33, 34, 35, 36
ANSWERS: (pages 32, 33)
Make sure that the questions are answered in the correct tense.
1.
2.
3.
4.
5.
6.
7.
8.
He would have been holding his rifle with both hands.

He would have instinctively tried to swing round to face her.
The tiger would have sprung at him.
He would not have been able to move it as was necessary.
Had the tiger not been a man-eater it would have made for the opening.
Corbett had been trying to get a shot at the tigress.
His luck had changed after he picked up the eggs.
He returned the eggs to the nest because they had saved his life.
A short reading passage for comprehension. Can the children see the
humour in the story about Rehan and Danish, on their first reading of the
passage?
ANSWERS: (page 34)
brushes
valleys
selves
turfs
buses
scarves
oxen
lice
crises
stimuli
memoranda
termini
fathers-in-law
plateaux (or s)
rubies
berries
leaves
wharves (f)
toys
piano
paisas
geese
bases
nuclei
nebulae
fungi
menservants
26
gases
chiefs
roofs
wolves
babies
archipelagoes
pennies
indices
formulae
antennae
courts-martial
Analogies
Some explanation may be necessary.
E
wide
foot
iron
ditch
cotton
up
lion
arm
:
:
:
:
:
:
:
:
:
letter
width
sole
metal
shallow
soft
down
den
elbow
fish
heavy
knife
able
narrowed
small
foot
awfully
orange
:
:
:
:
:
:
:
:
:
swim
weight
cut
positive
decreased
dwarf
toe
adverb
peel
ANSWERS: (page 35)

The italicized parts in the passage should be replaced with the following
in this order.
pulled a face; on the face of it; I lost face; keep a straight face; said to his
face; In the face of.
ANSWERS: (page 36)
Adverbs
temporarily
evasively
sufficiently
literally
despicably
literarily
astronomically
voluntarily
Do the children know what the above words mean? Can they use them in
sentences?
These are examples. Ensure that in the sentences made up by the children,
the adjectives qualify the nouns and the adverbs qualify the verbs.
1.
a) He woke up early. (adv.)

b) He took the early train. (adj.)
2.
a) It was hard to leave the mountains. (adv.)

b) The bicycle had two hard tyres. (adj.)
3.
a) The bird flew high up into the tree. (adv.)

b) She sang some high notes. (adj.)
4.
a) Ali arrived late for school. (adv.)

b) He arrived on the late bus. (adj.)
27
5.
a) The children thought long and hard. (adv.)

b) The giant took long strides across the country. (adj.)
6.
a) The rice ran short because of the number of guests. (adv.)

b) The short, thin boy ran down the steps. (adv.)
7.
a) The ball whizzed straight down the field. (adv.)

b) The girls straight hair was tied with a ribbon. (adj.)
Reader: pages 47, 48, 49, 50, 51, 52, 53

I.
1.
2.
3.
4.
5.
No, the poet didnt mind waiting at the water trough. He was
glad the snake had come like a guest in quiet to drink and depart
peacefully, pacified and thankless.
The snake lifted its head as cattle do and gazed vaguely at the
poet, as cattle do.
The poets education and the voices within him tell him to kill
the snake because snakes are dangerous and repulsive. The poet,
however, likes the snake, but because this goes against the normal
feelings he should have towards the snake, he feels a bit ashamed.
This is why he confesses that he likes the snake.
The poet feels honoured that the snake should seek his hospitality
and drink at his water trough.
When the snake goes into the black hole in the earth, the poet
feels a horror at the snake withdrawing into the darkness
underground and he then throws a stick at the snake.
II. a) strange-scented shade

sipped with his straight mouth
straight gums, into his slack long body, silently
flickered his two-forked tongue
earth-brown, earth-golden
fissure in the wall-front
b) Discuss in class before asking students to write down their answers.
III. Discuss in class before asking students to write down their answers.
I.
1.
2.
She noticed a snake sliding into a hole.

They heard a peacock shrieking out loud.
28
3.
4.
II. 1.
2.
3.
4.
5.
6.
7.
8.
The man spied a ship sailing into the harbour.

The boys watched the bees flying into the hive.
In the house and in the garden small bees were flying and
speeding about in confusion, causing much distress to the family.
When we were walking along the quiet path last night the
crescent/moon looked beautiful.
A small rabbit was hopping along, chasing butterflies in the
garden.
They arrested the demonstrators shouting loudly outside the City
Hall.
When everything was ready the pistol went off for the race to
start.
While the children were walking through the forest this afternoon,
they saw five rose bushes.
The old man sat on a bench all day, waiting for his family and
watching the passengers carefully.
While I was cycling across the field a ball suddenly appeared in
front of me.
Workbook: pages 37, 38, 39, 40, 41

ANSWERS: (page 37)
Adverbs
Adjective : later
meaning : after the
time
short
measuring
only a little
direct
straight
strong
having strength
Adverb
meaning
shortly
soon
directly
at once
strongly
forcefully
: lately
: not long ago
The children will write their own sentences; make sure the words are
used in the correct context.
a soft bed
good luck
a mild winter
an easy sum
a calm sea
a smooth surface
skilled/careful workmanship
a domestic/tame cat
a cultivated plant
a shaded light
a dull/faded colour
a silly idea
29

Reptiles
1.
2.
3.
4.
5.
6.
7.
rattlesnake
chameleon
alligator
turtle
lizard
serpent
tortoise
8.
9.
10.
11.
12.
13.
14.
dinosaur
python
mamba
dragon
crocodile
reptile
cobra
ANSWERS: (page 40)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
On a hot, hot day, and I in my pyjamas for the heat.

In the deep, strange-scented shade of the great dark carob-tree.
He reached down from a fissure in the earth wall.
And trailed his yellow-brown slackness soft-bellied down.
He sipped with his straight mouth.
Softly drank through his straight gums, into his slack long body,
silently.
Being earth-brown, earth-golden from the burning bowels of the
earth.
He drank enough, and lifted his head, dreamily, as one who has
drunken . . . . . . . . . . . . . . . . .
Seeming to lick his lips, and looked around like a god.
And threw it at the water-trough with a clatter.
Individual exercise.
ANSWERS: (page 41)
Compound words
1.
2.
3.
4.
n
a
n
n
5.
6.
7.
8.
a
a
a
a
9.
10.
11.
12.
verb
n
a
n
More compound words

(n)
(n)
(n)
(n)
(n)
(a)
(n)
(n)
(a)
(n)
(a)
(a)
30
(n)
(a)
(a)
(n)
(a)
(n)
(n)
(a)
(n)
Forming compounds
1.
2.
3.
4.
5.
6.
7.
8.
The high-jump, high-flying, high-spirits, high-life.

low-lying, low-brow, low-bred, low-class, low-down.
soft-bellied, soft-skinned, soft-hearted, soft-spoken, soft-boiled.
hand-knitted, hand-writing, hand-towel, hand-picked.
leg-guard, leg-rest, leg-room.
paper-chase, paper-bag, paper-boy, paper-clip.
turn-about, turn-down, turn-out, turn-up.
long-term, long-winded, long-legged, long-coat.
Reader: pages 54, 55, 56, 57, 58, 59, 60

ANSWERS; (page 58) Exercise A
I.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Keats was left in charge of a guardian when he was 14 because

both his parents were dead.
When he was 18, his friend Charles Clarke lent him Spensers
Faerie Queen and soon afterwards Keats brother George
introduced him to people interested in Literature. He began to
write regularly and gradually turned away from medicine.
Keats read Spensers Faerie Queen with great enjoyment. He
described his joy as that felt by a young horse in a spring meadow.
Keats first book of poems like his next long work, Endymion
may have been hasty and immature. It was a failure because
nobody knew of Keats and not many would have bought the
book.
The reviewers attacked Keats and his poem Endymion because
they did not think that a medical student could be a poet. The
powerful Blackwoods Edinburgh Magazine criticized his work
because they had conducted a series of attacks on Leigh Hunt
and his friends. Keats was one of his friends.
Keats was at first undisturbed by the reviewers comments.
His guardian thought that Keats should not be a poet and was
angry that Keats had given up studying medicine. His guardian
had probably spent a lot of money trying to give Keats a good
education.
The year between September 1818 and September 1819 was the
most amazing years work by any English poet, as no other poet
has ever produced such inspired work and so much work in so
short a time.
Keats many letters show him to be as great a prose writer as a poet.
31
II. 1.
2.
3.
4.
5.
6.
KEATS is the surname and is the headword in the encyclopedia.

Leigh is the first name.
Because the surname has been given first.
Leigh Hunt will come first in the encyclopedia.
These figures indicate the years of his birth and death.
q.v. is an abbreviation for quod vide which means which see.
This tells the reader that he should look up the theme (or thing) in
the same encyclopedia in order to find out more about the subject.
Ansari, S.
Anthony, M.
Chaudhry Aleem
Chowhan, N.
Khan, A.
Potter, P.
Rais, A.
Saleem, W.
Shah, G.K.
Shah, K.
Shah, Murad
Thackeray, W.
Thomas, K.I.
Thomas, P.E.
III. An ode is a poem which is meant to be sung. It is also a lyric, usually

rhymed, often in the form of an address. It is usually of an exalted
style and often in varied or irregular metre. An ode usually consists
of between 50 and 200 lines.
Keats wrote Ode to Autumn, Ode to a Nightingle, Ode to Psyche,
and odes On a Grecian Urn, On Melancholy, and On Indolence.
I.
Cocompany, county,
ffeet,
hhour,
kwkilowatt,
lbpound,
II. 1.
3.
5.
7.
9.
c/ocare of,
FFahrenheit,
k.p.h.kilometres per hour,
Llatin, Liberal,
LtdLimited.
active (wrote)
passive (was loved)
passive (was published)
passive (was undisturbed)
passive (was loved)
2.
4.
6.
8.
10.
passive (was planned)

active (died)
active (conducted)
active (began)
active (have blamed)
III. 1. Tasty biscuits are sold here.

2. The bicycle was sold by him yesterday.
3. The garden is kept clean and the flowers are planted by a
gardener.
4. Soon he will be sent a reminder by someone.
5. The elections will be postponed until next month.
32
6. The matter will be looked into by a committee.

7. Mt Everest was conquered by Hillary and Tensing.
8. Treasures are being brought up from the bottom of the ocean by
divers.
9. Salman is being scolded by the headmaster.
10. This antique chair has been eaten by termites.
Go over the text carefully. The children should have no great difficulties
in understanding it. Use a dictionary in class to show more clearly what is
meant.
ANSWERS: (page 45)
1.
The entry indicates that the subject of CRICKET can be read about
in VOLUME 2, Comics to Ghana, page 35.
Entries about individual batsmen and bowlers (famous names in
cricket) can be found in VOLUME 6BIOGRAPHY. The entries
on individual cricketers can be found on different pages.
2.
Jinnah, Mohammad Ali: VOLUME 6, BIOGRAPHY.

Churchill, Winston: VOLUME 6, BIOGRAPHY.
Taj Mahal: VOLUME 5, SEA to ZULUS.
Red Cross: VOLUME 4, MONSTERS to SCULPTURE.
Battle of Hastings: VOLUME 3, GHOSTS to MONSOON.
Battle of Waterloo: VOLUME 5, SEA to ZULUS.
Reader: pages 61, 62, 63, 64

ANSWER: (page 62) Exercise A
I.
1.
2.
3.
The poet welcomes the west wind because it reminds him of

home.
The poet is leading a very busy life, his feet are tired and his
eyes ache from lack of sleep. His heart is bruised.
The poet is reminded of apple orchards, cool green grass and
bird song. The sun is bright and the rain is warm. Wild bees buzz
there and sweet flowers grow.
33
4.
5.
We know the poet is from the west country by these lines:

I never hear the west wind but tears are in my eyes.
Will ye not come home, brother? Ye have been long away.
So will ye not come home brother, and rest your tired feet?
In the fine land, the west land, the land where I belong.
a) Meansthe wind brings inspiration and great comfort.
b) Meansthe wind makes the poet feel a great desire to return
home. (It makes him homesick.)
II. artare
dothdoes
nayno
nighnear
pritheepray; please,
tell me
quoth hesaid he
thineyour (plural)
thouyou (singular)
thyyour (singular)
yeyou
yeayes
yonsituated over there
yonderover there

I.
II. 1.
2.
3.
4.
5.
6.
When the bell rang the children let out a shriek of delight.
Without warning the bomb exploded and the bridge collapsed.
It was the best thing they ever had, that meal of roast duck.
Silently, from the dark cave, the monster emerged.
Out of the fog, just in front of the jeep, loomed a huge grey
elephant.
When I was sitting alone, reading, suddenly from next door there
was a loud scream.
(Discuss the various ways in which the above sentences may be framed.
Which, according to the children, is the most emphatic/dramatic/dull way
of framing them?)
e looked/again/and found/it wa s
III. H
le t/te r from/his wife.
A
At length/I re alize/he said,

The bit/ter ness/of life.
(Note that looked is not pronounced look-ed, but look!one syllable.)
34

ANSWERS: (page 46)
Prefixes
biped
polyclinic
monocle
multiracial
tricycle
multiply
quadrilateral
cent
bisect
century
monorail
quadruplets
octopus
bi-weekly
decade
percent
millennium (thousand years)
Ask the children to find other words beginning with bi-, di-, multi-, etc.
ANSWERS: (page 47)
Metre/Rhyme
a) a
b) a
a
a
Get the children to clap in time to rhythm. ti Ta/ti Ta/ti Ta/ti Ta

ANSWERS: (page 48)
Writing poetry
Examples are given below. The children will, of course write their own
verses.
I.
1.
II. 1.
We see (a)
The be e (a)
nd fly (b)
A
Go by (b)
2.
The bird (a)

i s heard (a)
T o sing (b)
n wing (b)
O
o per/son knows (a)

N
a /li sew
s (a)
Ho w L
He r st it/che s neat (b)

s t i/ny fe et (b)
A
2.
jun/gle cat
A
So sle ek/an d fat
Th e ti/ge r roars
nd shows/its claws
A
35
III. b) The cham/ping horse/then swift/ly ran (tetrameter)

cross/the grass/y green (trimeter)
A
c) True ease/in writ/ing comes/fro m art/no t chance (pentameter)
d) To day
(monometer)
The cats/away
(diameter)
The mice/at play
(diameter)
Hurray
(monometer)
ANSWERS: (page 49)
Abbreviations
c/ocare of
Dept.Department
J.P.Justice of the Peace
p.c.postcard
U.N.United Nations
G.M.T.Greenwich Mean Time
viaviamedia, through; between
(by way of)
k.o.knock out
A.A.Automobile Association
H.R.H.His Royal Highness
R.S.P.C.A.Royal Society for the
Prevention of Cruelty to Animals
in.inches
Tel.Telephone
v.verse; versus
viz.videliet; that is to say, in other
words
N.B.nota bene; take notice.
Idioms
Examples.
1.
2.
3.
4.
5.
Aunt had been so difficult we were glad to see the back of her.
Because they were late home, Pervaiz sent his younger brother into
the house first to see how the land lay.
The headmaster didnt believe the boys and went to see for himself.
When the teacher explained it again, I suddenly saw the light.
Mr. Saleem thought he could see his way clear to help launch the
boat by Saturday.
Reader: pages 65, 66, 67, 68

I.
1.
2.
3.
Jock was a better trainee because he, at least, completed the tasks
he was given. Bill, however, refused to do anything at all.
The narrator felt that Bill would not do as he was told because
he was not a very intelligent dog.
She means to say that Bill always looked and acted a little bit
like a puppy.
36
4.
5.
6.
The New regime of training Jock and Bill outdoors was begun
to soothe the childrens father; he thought that the dogs were
useless and not worth keeping.
She did not help in the training of the dogs; she only went along
to praise her brother. He, however, was in charge of the dogs
lesson.
a) After coaching the dogs for about an hour, my brother would
leave.
b) A cute, chubby puppy.
c) Very solemn because he was given the important job of
training the dogs.
d) Common grouping (of a man and his dog).
e) Wishing to be included.
f) The mass of black flies over the pile of garbage seem to be
the visual equivalent of the smell.
II. The writer has accompanied her brother on his mission to train the
dogs. It is a purely masculine pursuit, but she wants to participate
actively in training the animals. However, she realizes that as a female,
her sole role is that of an onlooker and admirer. This role clashes
with the innermost desire of her heart and she speaks of it as an
uncomfortable combination.
I.
The children can make up sentences orally first.

The main clauses have been underlined in the sentences below.
II.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
He arrived at the station after the train had left.

Richard decided to go home early because he was very tired.
The men cannot do the work as they have no tools.
When they had their dinner the children came home.
The students stood up smartly as soon as the teacher came into
the room.
Whenever he visited his parents he took them presents.
Since there were no customers the shopkeeper went home.
The problem was difficult to solve although the clever boy had
the answer very soon.
The shopkeeper kept the shop open till the last customer left.
If you dont like chocolates, dont buy any.
37
Workbook: pages 50, 51, 52, 53, 54

ANSWERS: (page 50)
Adverbs
ANSWERS: (page 51)
Punctuation
The potholes here were always full. The water was stained clear brown
and the mud bottom had a small movement of creatures, while over the
brown ripples skimmed blue jays and hummingbirds and all kinds of vivid
flashing birds that we did not know the names of. Along the lush verges,
lolled pink and white water lillies on their water-gemmed leaves.
This paradise was where the dogs were to be trained.
During the first holidaylong ones of six weeksmy brother was
indefatigable and we set off every morning after breakfast. In the great
vlei, I sat on a pools edge under a thorn tree and daydreamed to the tune
of the ripples. My swinging feet set moving across the water, while my
brother armed with rifle, various sizes of stick and lumps of sugar and
biltong, put the two dogs through their paces.
ANSWERS: (page 52)
Compound sentences
1. She shouted to her friends but they did not hear her.
2. The man could neither see us nor hear us.
3. Not only did he take the children to the theatre but he also paid for
their tickets.
4. Amir is very tired for he has been working very hard.
5. We dont have any food in the house, therefore we cannot give you
a meal.
6. She is rich and beautiful, yet she is not happy.
7. It was raining hard so we decided to stay at home and play cards.
8. You may either stay with us or stay at a hotel.
9. Asad, you must finish your work soon or your teacher will be angry.
10. He knows he is not welcome here, nevertheless he comes and tries
to talk to us.
11. He failed the examination, still he was given a place in this college.
38
ANSWERS: (page 53)

Nouns
1.
2.
3.
4.
5.
Lubna, the Generals wife, is the woman with the beautiful smile.
(or, Lubna, the woman with the beautiful smile, is the Generals wife.)
Her brother, the famous economist, travels abroad every year.
Tourists always like staying at the Victoria Hotel, one of the most
popular hotels in town.
Hajra, one of the best artists in Pakistan, painted this picture.
Karachi, a sprawling city in the south of Pakistan, was once a small
fishing village.
ANSWERS: (page 54)

Humour
The humour in the book is presented in the form of puns based on the
names of the authors. Read each book title along with the authors name.
The names are:
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
Nora Bonegnaw a bone. (When speaking, we often have an r

sound between wordse.g. I saw a ship, when said fast, it can come
out as, I sor a ship.)
Justin Thymejust in time. (Note that thymethe herbis
pronouncedtime.)
General Lee Speakinggenerally speaking.
Maxie Mummmaximum.
The word play is on midget and novelist. A novelist is a story-writer
and midget means short. So the meaning can be short (midget) storywriter.
Mrs. Ahmed praises Mrs Ranas husband as being a man possessing
special talents/skills. Mrs. Rana, however, complains that her husband
rarely gives her presents.
to draw can mean to pull.
A has changed (altered) his opinion but B takes the literal meaning
exchanged his mind (brain) for a new one.
going out can mean becoming extinguished as a fire does. When the
first speaker (the son or daughter) says Dads going out we assume
that the father is leaving the house. We are surprised by the mothers
answer and realize that poor Dad must be on fire!
Missed means absent from. The boy, however, says he did not
feel sad/homesick about school.
liver can mean person who lives or the organ in the body.
39
Daft definitions
Some examples.
cabbage
person
kidnap
guest
humbug
hymn
:
:
:
:
:
:
the date (age) of a taxi (cab)

with money bags (purse-on)
a childs short sleep (kid-nap)
a past conjecture (guess-ed)
the singing (hum) insect (bug)
nor her (him)
Reader: pages 69, 70, 71

I.
1.
2.
3.
4.
5.
6.
Single in the fields, solitary, by herself, alone, melancholy.

The poet is addressing someone by the field in which the Reaper
is at work.
The poet doesnt know what the Reaper is singing about. He
imagines it to be of old, unhappy far-off things or a battle or a
song about everyday affairs. He appeals to a listener, Will no
one tell me what she signs?
The nightingales note is welcome as it tells travellers of rest
and shade ahead.
The cuckoos song is thrilling as it is the herald of springtime.
melancholy, plaintive, old, unhappy, far-off things, battles long
ago, natural sorrow, loss or pain.
Long after the poet has passed out of hearing he can still hear
the music in his heart.
II. a)
The rhyming scheme of the poem is a b a b c c d d. Note the

unrhymed words in line 3 of verses 1 and 4. (field, herself; sang,
work)
b) All the lines have eight beats (four feet) except the fourth line in
each verse, which contains only six beats (three feet).
III. Discuss the words and use them in sentences orally, first.
I.
1.
4.
7.
10.
13.
misbehave
disappear
mis-spelling
misgovern
disobey
2.
5.
8.
11.
14.
disinfect
misfortune
discourtesy
disapprove
mismanage
40
3.
6.
9.
12.
15.
disloyal
mis-spend (misspend)
disbelieve
dissatisfied
mistrust
II. How doth/the lit/ tle croc/o dile (8)

Im prove/his shin/ing tail, (6)
An d pour/the wa t/ers of/the Nile (8)

On ev/ery gold/en scale! (6)
III. The list may be divided up as follows:
Iambic ( )
(stress on second syllable)
belong
again
balloon
except
perhaps
Trochaic ( )
(stress of first syllable)
hundred
forward
fashion
westwards
empty
happy
merry
canter
follow
brother
blossom

ANSWERS: (page 55)
I.
The words/phrases can be put into a) Iambic ( ) or b)

Trochaic ( ) feet.
1.
4.
6.
7.
a boy (a) 2. to day (a) 3. pe rhap s/we should (a)

pheno /me no n (a) 5. No bly /no bly /C a pe St./Vincent (b)
An d the bo oks/o n the shelves (neither a nor b)
To be/o r not/to be;/that is/the ques/tion (ab)
Note that 5 is quite clearly trochaic. The stress is on the first part of Nobly.
(TA ti/TA ti/TA ti) but in 6 we leave two short sounds followed by one
long(ti ti TA/ti ti TA) and in 7 the first part is Iambic and the second
part is a mixture of both. When the children have got used to the rhythm
of the lines refer back to page 47 of the Workbook and recall the names
for the meter.
ANSWERS: (page 56)
Scanning
1.
2.
For her/to tell/su ch dread/ful lies. (Iambic tetrameter)

I hope/she do es/no t stay (Iambic trimeter)
41
3.
4.
5.
6.
The air/bites shrewd/l y; it/is ve/ry cold. (Iambic pentameter)

On the/morning/of her/birthday/party (Trochaic pentameter)
Simple/Simo n/met a /pieman (Trochaic tetrameter)
To days/the day (Iambic diameter)
ANSWERS: (page 57)

Direct Speech
Examples.
The children will write their own sentences. Make sure the content is
appropriate to the verbs and adverbs given.
1.
2.
3.
4.
5.
6.
7.
8.
I didnt want to come with you in the first place,

Im sorry if I shouted at you,
Please dont move me, I think my leg is broken.
I have never ever used that door,
You must be quiet, the monster will hear us.
Wait for me,
What do you think you are doing there?
I didnt break the window, what makes you think I
did?
Countries
1.
3.
5.
7.
Greece, Greeks, Greek.

The Swiss.
Danish, Denmark, Danish, Danes.
Irishman, the Irish, Irish.
2.
4.
6.
8.
The Chinese.
Finns, Finnish, Finnish.
Spaniards, Spanish.
The Scots.
ANSWERS: (page 58)

Adverbs
Go through the list with the children. Firstly, can they use the adjectives
as adjectives? When the words have been changed into adverbs see if the
children can give suitable verbs which the adverbs can qualify.
considerably
constantly
continually
precisely
extravagantly
exclusively
expensively
conveniently
42
Reader: pages 72, 73, 74, 75, 76, 77, 78, 79, 80
I.
1. A rogue, according to the narrator, was not one of the usual callers
at the house. He was a beggar who asked for too much.
2. It didnt sound natural because the boy was not used to hearing
English being spoken well.
3. According to B. Wordsworth a poet could cry for everything.
4. The narrators mother didnt have time to like poetry. She
wouldnt pay four cents for the poem.
5. B. Wordsworth said that he wandered about so that he could
watch many things and he always hoped to meet other poets.
6. B. Wordsworth felt like a poet but could not write anything down.
He certainly had the heart of a poet; he was sensitive, loving and
thoughtful.
7. The policeman wants to know what they are doing lying on the
grass on the race course. B. Wordsworth answers his question,
What are you doing here? as if the policeman has asked what
he is doing on this planet. He interprets the question as having a
much deeper significance.
8. The real characters were B. Wordsworth and his wife. The young
poet is B. Wordsworths child who was never born. He later says
the story is not true so that the narrator will not mourn for him.
9. The world became an exciting place for the narrator because B.
Wordsworth taught him how to look at things in a different way.
10. B. Wordsworth thought that the famous poets full name was
White Wordsworth. It is ironic that he claimed to be a poet and
yet he did not know the correct name of W. Wordsworth.
II.
1. What do you want? (Verb is incomplete).

2. Stay here and watch him while he watches the bees.
(I watch, you watch, he/she/it watches.)
3. I havent got the time/I dont have the time. (aint is incorrect
usage.)
4. What do you do, Mister. (Word order is wrongI do, you do,
he/she/it does.)
5. Why are you crying? (wrong tense)
6. When she isnt beating me. (is is missingverb is not complete.)
7. Ma, do you want to buy a poem for four cents?
(verb incompletepoetry is used incorrectly.)
8. My mother says she doesnt have four cents. (aint is incorrect.)
9. Do you really think I am a poet. (do+think-I am, you are, he/
she/it is.)
10. You do write a lot, then? (I do, you do, he/she /it does).
43
11. Have you sold any poetry yet, (wrong tenseincomplete.)

12. Where were you? (Wrong order or wordsyou were.)
III. watch 1. wakefulness at night 2. alert state 3. man or body of
men for patroling the streets at night 4. small time-piece
worn on the wrist 5. be vigilant
round 1. circular 2. involving circular motion 3. entire 4. circular
object 5. allowance of something distributed (to each
member of a group)
palm 1. tropical tree 2. part of hand between wrist and fingers
3. impose fraudulently
stars 1. celestial body appearing as a luminous point 2. famous
actors
lie
1. false statement 2. speak falsely 3. direction 4. have
ones body in horizontal position along a surface
right 1. straight 2. just, good 3. correct, true 4. good condition
5. restore to original position 6. exactly 7. opposite of
left
blows 1. air being moved along by wind 2. bursts 3. hard strokes
with fist
chest 1. large strong box 2. part of body, enclosed in ribs
Examples of homonyms.
lead, back, rest, saw, forge, fair, head, ear, late, last, organ, pat, sound,
found, spade, etc.
Examples of homophones.
dear/deer, flower/flour, plain/plane, die/dye, write/right, sole/soul, heal/
heel, tide/tied, etc.
I.
The children will make up their own sentences. Make sure that each
conjunction is used once.
II. perceive
receipt
height
sheikh
field
receive
deceit
achieve
ceiling
conceive
deceive
chief
grief
believe
sieve
The rule is : i before e except after c.

44
relieve
relief
shriek
yield
thief
Workbook: pages 59, 60, 61, 62, 63

ANSWERS: (page 59)
Homophones
1.
3.
5.
7.
9.
11.
bale, board
boulder
descent, ascent
assent
bail, air
bored
2.
4.
6.
8.
10.
crews
heir, cheque
check, cruise
bolder
dissent
The meanings of the words are given below. The children should make
up sentences using the words in the right context (with the right spelling).
1.
2.
3.
4.
5.
6.
cedegive up
seedflowering plants unit of reproduction
insightable to see into things
incitestir up
practicerepeated action (n)
practiseexercise (v)
ANSWERS: (page 60)

Punctuation
1.
2.
Master, Sahib, he begged the Postmaster, Have you a letter from

my Miriam?
The Postmaster wanted to get out to the country and was in a hurry.
What a pest you are, brother! he exclaimed.
My name is Ali, answered Ali, absent-mindedly.
I know, I know, but do you think weve got your Miriams name
registered?
Abdullah ! called the postmaster, for such was the name of the clerk
to whom Ali had given his money.
Yes, sir,
This is for your old coachman, Ali. Where is he now?
I will find out, sir.
The postmaster did not receive his own letter all day. He worried all night,
and, getting up at three, went to sit in the office.
45
ANSWERS: (page 61)

Writing Letters
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Dear Brother; Dear Ahmed

Dear Uncle; Dear Uncle Danish
Dear Aunty; Dear Aunt Rehana
Dear Sir
Dear Dr. Rehan
Dear Headmaster; Dear Sir
Dear Madam; Dear Miss/Mrs/Mr
Dear Sir
Dear Mr Saeed
Dear Mrs. Pasha
ANSWERS: (page 62)

a)
b)
c)
d)
e)
love from
love from
from your loving niece/nephew
yours sincerely
yours sincerely
f)
g)
h)
i)
j)
yours sincerely/faithfully
yours sincerely
yours sincerely
yours faithfully
yours sincerely
Dear Sir,
Please excuse my son, Zaid, from school today. He cant come because
he is acting as timekeeper for his father, and it is all your fault. His
homework said, If a field is ten miles round, how long will it take a man
walking three miles an hour to walk round it ten times?
Zaid is not a man, so we sent his father. His father is walking round
while Zaid times him. So, please dont give him homework like that
anymore, because his father has to go to work.
Yours sincerely,
(Zaids mother)
46
ANSWERS: (page 63)

Adverb Phrases/Clauses
1. When Ali sighted the earth-brown partridge, it was as good as in his
bag. (adverb clause)
2. Alis eyes would catch sight of it when even the dogs failed to see it.
(adverb clause)
3. A loneliness had come into his life since the day Miriam had gone.
(adverb clause)
4. In his whole life he had never received a letter. (adverb phrase)
5. When people got to know of his habit they laughed at him. (adverb
clause)
6. In the midst of this procedure a jesting voice from inside called,
Coachman Ali! (adverb phrase)
7. He did not move from his seat when the door was opened. (adverb
clause)
8. At last they had all gone out. (adverb phrase)
9. After listening a little, the postmaster got up and smiled. (adverb
clause)
10. He laughed as he spoke the last words. (adverb clause)
11. For several days Ali had not come to the post office. (adverb phrase)
12. It will be useful if a letter should come when I am not here. (adverb
clause)
13. Do you think we are going to eat your letter when it comes? (adverb
clause)
14. Tears were in Alis eyes as the clerk slowly left him. (adverb clause)
15. One day trouble came to the post master. (adverb phrase)
16. At the stroke of five he heard a soft knock on the door. (adverb
phrase)
17. Abdullah had heard the postmasters words as he come towards the
office. (adverb clause)
18. At last he turned to Abdullah. (adverb phrase)
Reader: pages 81, 82, 83, 84
I.
1.
2.
3.
The airman knows that he is going to die because he starts the

poem by saying, I know that I shall meet my fate.
We know the airman is not really bothered about the war or its
outcome when he says no law or duty made him fight, it was just
an impulse of delight.
The war will not affect the people of Kiltartan Cross. He says,
No likely end could bring them loss or leave them happier than
before.
47
4.
5.
6.
The airman is involved in the war because he loves to fly.

The poet sees the past and the future as being the same. In the
same way, life is balanced by death. If there is life there must be
death and vice versa.
fight/guard, hate/love, loss from war/gain (happiness) from war,
cheering crowds/loneliness, the years to come/the years behind,
life/death. These are the ideas relating to balance in the poem.
II. The rhyme scheme is a b a b for each verse of the poem. Each verse
consists of a different idea or point.
III. happier (3) countrymen (3) seemed (1)
lonely (2)
IV. There are four feet in each line. The meter is Iambic tetrameter.
V. 1.
2.
3.
I know/that I/shall meet/my fate.

Those that/I guard/I do/not love.
I bal/ance with/this life/this death.
VI. (The macrons and breves have been included in the lines below for
your benefit. Perhaps the children will be able to put them in, too).
1. We hissed/along/the pol/ished ice
2. I know/you know/they know/that
3. A voice/so thrill/ing neer/was heard
4. Good King/Wences/las looked/out
5. This wish/of mine.
The use of the apostrophe makes the word have one syllable less.
neer (one syllable) never (two syllables)
Help the children with their lines of poetry. Make sure the new lines have
the same number of feet and rhyme with those already given.
VII. Individual exercise.
I.
1. b 2. c 3. a 4. b
II. 1.
2.
Events will not wait for man to make up his mind.

If you wait long enough you will get whatever you want.
III. as drunk as a lord

as free as a bird
as dumb as a statue as fleet as a deer

as graceful as a swan as grasping as a miser
48
as grave as a judge
as greedy as a hunter as hoarse as a crow
as hot as pepper
as hungry as a wolf as innocent as a dove
as cool as a cucumber as large as life
as loud as thunder
Workbook: pages 64, 65, 66, 67, 68
ANSWERS: (page 64)
Proverbs
1. A large fuss made about a small incident.
2. When waiting for something to happen it seems to take a long time
before it actually happens.
3. Someone who is very grown-up and sensible for their age; usually
said of a youngster.
4. On the wrong track, rather like a dog barking under one tree when
the cat it is chasing is up another.
5. Taking a long time to get to the point.
6. Dont take risks; do things safely and carefully and they will be
donedo them hastily and thoughtlessly and you will be sorry.
7. Look after your family first before you start giving away money or
helping others.
8. Treat others as you would like them to treat you.
9. Some good will come out of every misfortune.
10. If we know in advance what to expect we can prepare for it.
Half a loaf is better than no bread.
Honesty is the best policy.
I have other fish to fry.
It never rains but it pours.
Necessity is the mother of invention.
The road to hell is paved with good intentions.
Make hay while the Sun shines.
To keep ones nose to the grindstone.
His bark is worse than his bite.
ANSWERS: (page 65)
Similes
Examples.
1. His voice was like a rusty door-hinge.
2. When the children came home, mother ran around the kitchen like a
broody hen.
3. The tigers eyes glowed like embers in the dark.
49
4.
5.
6.
7.
8.
9.
10.
Salma cowered in the corner like a frightened animal.

The circus acted like a magnet; people came from far and near.
The water from the well was as clear as crystal.
The tunnel was as black as night.
The people on the bus were packed together like a tin of sardines.
After the explosion bits of debris came down like confetti.
His speech put us all to sleep; it was as dull as ditchwater.
Similes/Metaphors
1.
2.
3.
4.
5.
Her insult stung me.

The Moon sailed across the sky.
He is the black sheep of the family.
The ship ploughed through the waves.
She has a piercing laugh.
ANSWERS: (page 66)

Poetry
Curly locks, Curly locks,
Wilt thou be mine?
Thou shalt not wash dishes
Nor yet feed the swine.
But sit on a cushion
And sew a fine seam,
And feed upon strawberries,
Sugar and cream.
ANSWERS: (page 67)
Poetry
1.
2.
3.
He obviously has a problem with his eyesight.

A fife is a small flute.
He is a pessimist.
e thought/he saw/an E/le phant

4/5. H
That prac/tised on/a fife:
e looked/a gain,/an d found/it wa s
H
let/te r from/his wife
A
t length/I re /alise/he said,
A
The bit/terness/of life!
50
a
b
c
b
d
b
H e thought/he saw/a Bu /ffalo

pon/the chim/ney-piece
U
H e looked/ag ain/an d found/it was
His sis/ters hus/bands niece
nless/yo u leave/this house,/h e said,
U
Ill send/fo r the/po lice

6.
7.
8.
9.
a
b
c
b
d
b
It is a tetrameter.
No, it is a trimeter.
Yes it is.
Iambic ( ).
ANSWERS: (page 68)

Synonyms
Check the words in the poem on page 94 of the Reader, and look carefully
at the sense implied.
fight
love
guard
bring
happy
:
:
:
:
:
battle
affection
protect
provide/get
joyful
cheer
delight
seem
waste
leave
:
:
:
:
:
salute/applaud
joy
appear
exhaling
depart
:
:
:
:
:
below
love
unlikely
take
gain
before
cheering
balanced
life
public
:
:
:
:
:
after
booing
unstable/unbalanced
death
private
Antonyms
above
hate
likely
bring
loss
Aeroplanes
2
6
7
nose
tailplane
rudder
crew
ground crew
air crew
cabin
cabin staff
pilot
9 fuselage
5 hatch
3 undercarriage
:
:
:
:
:
:
11 aileron
4 wing
1 cockpit
10 flap
8 fin
people who work aboard a plane (or ship).

people who work in an airport maintaining aircraft.
the people who work in the aircraft while it is flying.
space aboard an aircraft for passengers.
air crew who look after the passengers.
the man who controls the aircraft.
51
joystick
co-pilot
navigator
captain
steward
airhostess
propeller
airfield
:
:
:
:
:
:
:
:
control lever in an aircraft.

shares the control of the aircraft.
man who directs the course of the aircraft.
the man in charge of the plane.
man who looks after passengers.
woman who looks after passengers.
revolving shaft with blades which propels the aircraft.
large area within which planes take off and land, with
buildings for crew, passengers and aircraft.
runway
: straight tarred strip for aircraft to gather speed on before
taking to the air.
control tower : where the people direct the landing and taking off of
aircraft.
airport
: buildings for passengers and crew on an airfield.
Reader: pages 85, 86, 87, 88, 89, 90, 91, 92, 93
ANSWERS: (pages 91, 92) Exercise A
I.
1.
2.
3.
4.
5.
6.
7.
8.
It was important that everything went according to plan because

if they had been discovered, they would have been imprisoned
and would never get another chance to leave the country.
The family had to leave the dog behind but they could not tell anyone.
They just had to leave it behind at the station, at the last minute.
It was quiet in the railway carriage because people were afraid
to speak to each other. No one knew who ones co-passengers
were; they may have worked for the government or may easily
have given the game away.
If the couple had been concerned they would have offered them
food and a place to stay.
Christine was more irritated than alarmed because the guide had
less to fear than they had. She and her parents were already very
alarmed and possibly, Christine felt she couldnt be more
frightened than she was already. She was irritated because he
had already caused them enough concern.
The guard never stopped grumbling because he was doing it
only for the money. He was also afraid, and the old people were
delaying him.
He doesnt really mean it. He would do it again if he was offered
enough money.
The main danger was the border guard and the main obstacles
were the distance, the darkness and the unfamiliar countryside.
In the darkness the old couple could not see very well and then,
when the Moon came out, there was the danger that they might
be seen. The rain made the ground slippery which was a further
obstacle to their quick progress.
52
II. Use the words orally first. Discuss the meanings and consult a
dictionary where necessary.
III. engage
enfold
embrace
encircle
enforce
entrance
enclose
embed
embitter enlarge
empower enable
endanger encourage
enslave
embody
enact
embalm

Compound words/Hyphens
The meanings are:
a) booking-office clerk refers to the clerk who works in the bookingoffice.
booking office clerk refers to the office-clerk who does the
booking.
b) ill-lit streets means streets which are not lit well.
ill lit-streets means the lit streets which are ill.(!)
c) fleshy chinned, peasant means a peasant who has a fleshy chin.
fleshy-chinned peasant means a peasant who is fat (fleshy) and
who has a chin.
a), b) and c) are governed by rule no. 6. They are all compound adjectives
which describe nouns (clerk, streets, peasant).
Can the children provide further example for each group, 1-7?
II.
1. The blue-eyed lady bought three pairs of shoes.

2. My uncle is the vice-president of that bank.
3. Farookh scored seventy-five runs which was four-fifths the total
score of the home team.
4. He does not speak to his good-for-nothing brother.
5. The scientists talked about the re-creation of their experiment.
6. The examiners had to re-mark the English papers.
7. The Eastern countries have re-established trade with the SouthWestern islands.
8. The corner-shop sells ready-to-wear garments all at half-price.
9. Mr. Jones is the ex-ambassador who likes watching armswrestling contents.
10. The artist is well known for her landscape painting, she is also a
well-known cartoonist.
53
Workbook: pages 69, 70, 71

ANSWERS: (page 69)
Hyphens
I.
1.
4.
7.
II. 1.
2.
3.
4.
5.
fishing-rod
2. dining-room
three-quarters
5. half-dead
two-edged (double-edged)
3.
6.
8.
house-proud
sewing-machine
pre-war
The stranger was a dark-haired, long-legged girl.

The black-coated attendant opened the door for the new arrivals.
His mother-in-law has a devil-may-care attitude.
Nevertheless, she is quite co-operative and friendly, and often
entertains us in her newly-decorated dining-room.
She is a well-known poet and is well known because she travels
all over the world to far-flung places, reading her poems to anyone
who will listen.
III. co-operative, non-resident, barefoot, goldfish, farewell, broadshouldered, stick-in-the-mud, post-war.

ANSWERS: (page 70)
Verbs
The correct words are given below.
1.
6.
will
is
2. was
7. would
3. was
8. will
4. were
9. was
5. would
10. should
would/should/could
could, would, should, should, would, should, would.
ANSWERS: (page 71)
Prepositions
1. to
6. at, with
11. with
2. for
7. of
12. by
3. with
8. from
13. of
54
4. at
9. in, at
14. by
5. with
10. to
1.
3.
5.
7.
9.
11.
shun, avoid
void, emptiness
luminous, shining
consternation, dismay
infernal, hellish
overwhelmed, assailed
2.
4.
6.
8.
10.
12.
solitude, loneliness
disentangled, extricated
heavenly, celestial
repose, rest
lift, hoist
brusque, blunt
Reader: pages 94, 95, 96, 97, 98, 99

1.
2.
3.
The descriptions of the carps in the first stanza makes them seem
like huge, evil monsters; their teeth are like chips, their eyes as big
and red as plums, their tongues as long as lies. Their surroundings
are dark and dreary: They live deep in the middle of the lake and in
deepest mud. Also frightening is the bloody description of the way
they suck down passing cygnets/And suck their cygnet blood.
a) Lies are considered evil, so the comparison to lies heightens the
image of the carps devilishness. The simile also makes their
tongues sound very snakelike.
b) The simile conveys the bright colour of the float very clearly.
The comparison to fire also creates a sense of danger.
c) Again, the simile creates a sense of danger and fear: a fishing
line that is as thick as string would only be needed to catch a
very big fish indeed.
a) With scales as gold as crowns,/With leathered lips
b) And teeth like chips/And gills as red as blood
c) Theres carps in Boxers Lake they said/
Theres carps in Boxers Lake they say
d) They live deep in the middle/They live in deepest mud
e) And suck down passing cygnets
and suck their cygnet blood
f) Four hours we stood in Boxers Lake
Four hours our Wellies leaked
g) We watched our fireglow balsa cork
we watched it still and quiet
h) But me and Maurice stayed
and watched the float,
and changed the bait,
and watched the shadows go.
i) Its lips adorned with hooks,
its fleshy tail
its evil eye
and fungoid festered looks.
55
j)
I never saw that massive carp

or saw his cork float fly
or saw its evil eyes.
k) He wrote it up in newstime,
He wrote of tangled lines
He wrote of shriekings in the lake
He wrote of carpfish eyes,
l) and splashing mud,
and carpfish blood,
and carpfish howls and whines.
Repetition is used mainly for emphasis in this poem; it shows the
slowly passing time, the growing darkness and the struggle with the
carp. All the descriptions are magnified by the repetition.
4.
The fireglow balsa cork was an indication that the boys were about
to attack the carps, just like the signal from an army that is about to
attack its enemy in battle.
5.
The poet creates such a verb at the end of the poem:

And Miss Gardner in her teacher way
red biroed
See me!
LIES.
Creating the verb adds to the dramatic effect. Red biroed fits in
with the last two lines which are also very short. Similarly, huskied
sounds more dramatic than said would have done. It also adds to
the slightly spooky atmosphere.
6.
The couplet describes Maurices struggle to catch the carp.
7.
a)
The word But is isolated to heighten its effect; Maurice says

that he caught the carp but no one ever sees it except him.
b) The ellipses divide the stanzas.
c) The narrators saying never hints at his doubt; he does not
believe Maurices story completely. The repetition of or stresses
this doubt, making it more obvious. The narrator lists all the
things he didnt see: he never saw the carp, or the cork float
fly, or its lips or its eyes.
II. Discuss in class before asking students to write down their answer.
56
III. 1.
2.
3.
4.
5.
6.
7.
Who snap at anglers fibre rods

The reedbed creaked its song
And Maurice in his husky voice
Began his Kenny whine
We heard the sucking carp
And carpfish howls and whines
He wrote of shriekings in the lake

Discuss the text. The three kinds of clauses introduced here are:
1.
2.
3.
Condition (if, unless)

Reason (because, since, as)
Place (where, wherever)
When the children have made up their own clauses and have completed
the sentences get them to read some of the sentences aloud. Can the position
of the clauses be changed? Does the sentence sound better?
e.g. 1.
e.g. 7.
We will go to the cinema without you if you are not here on time.
If you are not here on time, we will go to the cinema without
you.
Dinas small white dog goes wherever she goes.
Wherever she goes, Dinas small white dog goes.
Would the second sentence sound better like this? Wherever Dina goes,
her small white dog goes. Or, like this? Wherever she goes, Dinas small
white dog goes, too.
Discuss the childrens sentences with them.
ANSWERS: (page 72)
The children should supply their own clauses. Make sure that clauses and
not phrases are added to the sentences.
ANSWERS: (page 73)
Adverb Clauses of Place
1.
2.
The hunters lived where the forest was thick and dark.
We always go where we can relax and enjoy the sea.
57
3.
4.
5.
6.
The children go where I go.

I go where the children go.
Wherever you may try to hide I shall find you.
Wherever his father is transferred he must be prepared to go.
The children play games wherever they like.
Adverb Clauses of Time

Examples.
1.
2.
3.
4.
5.
Saira ran to the lake when she heard the sailors singing.
Whenever the children play they seem to get dirty.
When money is short people have little or no entertainment.
We picked up their tools and started to work when they were asleep.
The horse died as soon as it passed the winning post.

Adverb Clauses of Reason
I.
1.
2.
3.
4.
5.
6.
II. 1.
2.
3.
4.
5.
They did not visit us as they had had some visitors themselves.
Since you have refused to help me, I will do it myself.
The thieves left quickly because they were startled by the
watchman.
Because she was very ill they had to postpone their trip.
As you havent understood a word Ive said I will repeat the lesson.
We will take the small taxi since the big one is too expensive.
The trains have been cancelled because there is a strike.
Since she had passed the test she was given the job.
I shouted at the driver because he was driving carelessly.
As her leg was broken, she could not take part in the play.
Since he was Chief Minister he had to appoint the others.
Sounds
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
the crack of a whip

the roar of a furnace
the gurgle of a waste-pipe
the swish of skirts
the grinding of brakes
the fizz of lemonade
the patter of little feet
the rustle of silk
the howling of the wind
the clanking of chains
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
58
the wail of a siren

the babble of a stream
the creak of floorboards
the lapping of sea waves
the whir of a propeller
the hum of a sewing-machine
the crinkle of new bank-notes
the sizzling of frying fish
the clatter of hoofs
the hiss of steam
The children should write their own sentences; make sure the sound words
used are appropriate to the context.
Reader: pages 100, 101, 102, 103, 104, 105
I.
1.
2.
3.
4.
5.
6.
7.
8.
II.
1.
2.
3.
4.
Scent is what most attracts bees in their search for food. As the bee
flies nearer to the source the scent increases, encouraging the bee.
Bees can smell scent from much further distances than humans.
This is possible due to the more highly developed olfactory sense
of the bee.
Scent guides are found on the petals of plants. These increase in
strength towards the nectaries.
The bee gathers pollen partly by accident as it passes the pollen
anthers of the flower. The pollen sticks to its furry body. (Pollen
helps to fertilize other plants, so this benefits the bee as well as
being one of the ways in which plants reproduce.)
The bee performs a dance to let other bees know where the source
of food is situated.
Bees will only work in good weather, and at seasons when plants
they like are flowering. Bees cannot carry heavy weights and
they cannot fly too far.
The distinction is that a simple message can be sent by dabbing
the bee with paint. This would be in the form of a code.
Discuss. The children should be free to agree or disagree, but
they should attempt to give valid reasons.
discoveredexposed, made known
possiblecan be done
informationknowledge
perceiveobserve, understand
5. scentdiscover by smelling,
sweet smelling odour
6. limitationsdisabilities
7. attachedjoined, fastened
8. exactlyprecisely
9. continuallyuninterruptedly
10. usualcustomary
11. communicatetransmit
59
foundcame across
probablemay be done
newsfresh events
seediscern objects
with the eyes
smellnasal sense by
which odours are
perceived
restrictionsboundaries,
confines
tiedsecured
correctlyin the right
way
continuouslyunbroken
normalconforming to
standard
correspondcommunicate by letters
Discuss the differences before the children write their own sentences.
IV. a/caccount
assoc.associator
cwthundred weight
G.P.General Practitioner
B.Sc.Bachelor of Science
cccubic centimetre
Esq.Esquire
H.Q.Headquarters
I.O.U.I owe you
a.d.anno domini
mgmilligram(s)
DeptDepartment
H.E.His Excellency
C.century
ed.edited
G.M.T.Greenwich Mean Time
Hr.(s)hour(s)
V. Individual exercise.
Adverbial Clauses
I.
1.
2.
3.
4.
5.
6.
7.
8.
so that it might fly around the roompurpose

Though he is only fourconcession
as hard as her sistercomparison
although it was being sold at half priceconcession
as I have shown youcomparison
as though he is illcomparison
in order that we might talkpurpose
though we asked him not toconcession
Workbook: pages 76, 77, 78, 79, 80

ANSWERS: (page 76)
Adverb Clauses of Concession
2.
3.
4.
5.
6.
7.
Although he promised, he has not come.

(main clausehe has not come)
Although she had had an accident she won the race.
(main clauseshe won the race)
Though his performance was fine he did not win the prize.
(main clausehe did not win the prize)
Though his behaviour is eccentric he is a hard worker.
(main clausehe is a hard worker)
Though she is brilliant she came last.
(main clauseshe came last)
Although he tried hard he failed to get permission to build a house.
(main clausehe failed to get permission to build a house)
60
8.
9.
Though he is old his brain is alert.

(main clausehis brain is alert)
Though he has failed in the past he is the right man for the job.
(main clausehe is the right man for the job)
ANSWERS: (page 77)

I.
Adverb Clauses of Purpose

1.
2.
3.
4.
5.
6.
II. 1.
2.
3.
4.
5.
He opened the door and shouted in order that we should come

inside.
He is picking some coconuts for us so that we should not starve.
I have built a bridge in order that I might cross the river.
I have bought a television set so that you might watch the tennis
game.
She went to Lahore by train in order that she might see the
countryside.
He put the saucer of milk on the floor so that the cat might drink
it.
They spoke softly in order that they might not wake the child.
She paid money so that she might see the film.
He shouted loudly in order that the bus should stop.
You must eat well so that you should not feel hungry.
Work hard in order that you might pass the examination.
ANSWERS: (page 78)

Discuss each excerpt. Look at the context, the metre, the rhyme scheme.
ANSWERS: (page 79)
Adverbs Clauses of Result
1.
2.
3.
4.
5.
6.
7.
He was so clever that he passed all his examinations.

She cried so much that her eyes became sore.
The car stopped so abruptly that the passengers were thrown out of
the front.
The dog barked so loudly that the thief ran away.
It was so hot that the children went for a swim.
He grew so fat that he could not go through the door.
I was so confused that I got on the wrong bus.
61
Such . . . . . . . . . that
1.
2.
3.
4.
5.
It was such a rainy day that we could not go out to play.

It was such a small ant that we could not find its feet.
He was such a talkative boy that we could not get a word in.
She was such a beautiful girl that she was chosen to play the leading
role.
It is such a hot morning that I think Ill go for a swim.
ANSWERS: (page 80)

Adverb Clauses of Manner
Recall work done on page 105 of the Reader. The children will make up
their own sentences. Encourage them to make interesting sentences.
Abbreviations
E.
F.
ex.
L.
G.
Gk.
v.
n.
sp.
pron.
p.p.
English
French
example
Latin
German
Greek
verb
noun
spelling
pronoun
past participle
v.t.
v.i.
nn.
pp.
pref.
act.
pass.
arch.
obs.
f.
suf.
verb transitive
verb intransitive
nouns
pages
prefix
active
passive
archaic (old, seldom used)
obsolete (not used)
from
suffix
If a thing is divided into halves, each half is equal to the other.

Readers: pages 106, 107, 108, 109
I.
1.
2.
3.
4.
a) try to keep calm when others are panicking.

b) dont tell lies when others are lying.
c) dont hate people if they hate you.
a) to be able to dream and yet hold onto reality.
b) to be able to think and yet be a person of action.
According to the poet a man should have:
a clear head, belief in himself, patience, honesty, forgiveness,
intelligence, modesty, tolerance, and should live to the full.
Triumph and Disaster are passing moments. We should not
give way to either.
62
5.
II.
We must not become conceited with Triumph or downhearted in

Disaster. Both should be regarded as phases.
1. I think it was Johns cousin who put the idea into his head.
2.
3.
4.
5.
6.
7.
8.
9.
10.
.................... talked over their heads ....................

.................... to lose their heads.
.................... come to a head.
.................... put their heads together ....................
.................... has a good head on his shoulders.
.................... he has gone off his head.
.................... keeping his head above water.
.................... is head and shoulders above any of ....................
.................... has a good head for ....................

I.
There was the noise of a bolt shot back and the door opened a few
inches, enough to show a long snout and a pair of sleepy blinking
eyes.
Now, the very next time this happens, said a gruff and suspicious
voice, I shall be exceedingly angry. Who is it this time disturbing
people on such a night? Speak up!
O Badger, cried the Rat, let us in, please. Its me, Rat, and my
friend, Mole, and weve lost our way in the snow.
II.
1. without a doubt
2.
4. through thick and 5.
thin
7. in vain
8.
10. by dint of
11.
in the balance
3.
in the last
6.
resort
in the lurch
9.
in one fell swoop 12.
by no means
at a premium
at your service
up to the hilt
The children should make up sentences using the phrases.

The meanings of the idiomatic phrases are given below.
1.
3.
5.
7.
9.
11.
certainly
2. remaining uncertain
in no way
4. at good times and bad
as a last measure
6. above the usual charge
uselessly; to no purpose
8. deserted (by friends or allies)
ready to do anything for you 10. by force or means of
in a single (deadly) action
12. completely
63
III. Artificial Intelligence

Central Intelligence Agency
British Broadcasting Company

Criminal Investigation
Department
European Economic Community Food and Agricultural
Organization
Federal Bureau of Investigation
General Post Office
International Labour Organization International Monetary Fund
World Bank
Irish Republican Army
IV. Only a small selection of common phrases have been given.

Practise these and introduce some more which you will be able to find in
any good book of idioms/English usage.
ANSWERS: (page 81)
Adjective with Prepositions
Examples.
1.
2.
3.
4.
5.
6.
7.
8.
The speakers words were inconsistent with his actions.

The sugar bowl is infested with ants.
Crossing the river is fraught with danger; the current is very strong.
This time the thief is innocent of the crime he is accused of.
Sugar is preferable to honey in tea.
Salma was surprised at the mans audacity.
The editors were so vexed with the author they refused to publish his book.
The carpenter is skilful in the art of chair-making.
The Unforgiving Minute

A minute will pass no matter what we do; we have no control over time
but we can use our time wisely and profitably.
Examples of words used metaphorically.
1.
2.
3.
4.
5.
6.
Mr. Mehmood snapped angrily at Mr. Pervaiz.

The black coat made Alis arms look like leathery wings.
Tahir is as thin as a skeleton.
Tongues of flames leapt out of the fire and licked the side of the hut.
The crowd of people heaved and rocked like the sea.
Mr. Pervaizs anger at Mr. Mehmood boiled over and he stalked away.
64
ANSWERS: (page 82)

Conditional clauses
The children will write their own sentences. They should also enter the
number (1, 2, or 3) after each sentence to show which Condition has been
used.
ANSWERS: (page 83)
Infinitive Phrases
1.
2.
3.
4.
5.
6.
7.
She has something to give you.

He considers you to be wrong.
I expect you to do well.
They arrived on time to find everyone there.
We believe him to be the thief who stole the bangle.
He soon showed his method to be the best.
They were pleased to be of some help.
Spelling
bitten
habit
bitter
debit
Make time to play the game in class so that the children learn how to play
it properly. The game can be played by teams, and you could allow the
use of dictionaries.
ANSWERS: (page 84)
Prefixes
I.
extinguish
except
preface
pretend
content
concise
II. prevention
exploration
connection
explain
concept
concede
contend
extent
conserve
prepare
precept
exceed
extend
prevent
preserve
conversation
exception
detection
converse
concert
precede
preposition
convent
consume
continuation
corruption
operation
65
consult
excuse
expire
confine
precise
presume
contribution
execution
investigation
III. Practise in class.

Reader: pages 110, 111, 112, 113, 114, 115
I.
1. Mrs. Anderson is referring to the Scotch terrier puppy.

2. The tests were to make sure the dog had not brought any germs
from Earth. The tests would also help to tell whether the puppy
was going to be fit for life on the Moon.
3. Jimmy had been born on the Moon so he was accustomed to the
lunar gravity.
4. We know that Jimmy had been in the crater before because he
knew the location of every one of the few rocks there.
5. Jimmy was confident because Robutt was with him and he knew
the crater well.
6. They had to wash the dust and germs off before entering the
city.
7. Jimmys father expected him to be very pleased about the dog.
8. Robutt is a combination of Robot and mutt (dog).
9. As far as Jimmy is concerned the new Scotch terrier is inferior
to Robutt. The new dog was a real one whereas Robutt was a
robot, a mechanical imitation. Robutt was programmed, but the
new dog was alive. Jimmy felt that Robutt loved him, and to
him the dog was real, alive, and loving.
10. Jimmy holds Robutt tightly because he loves him and is worried
that his parents might get rid of him. Roubutt reacts by squeaking
in delight.
II. See how the phrases and words are used in the passage. Get the
children to make up sentences orally before they begin to write.
1.
2.
3.
4.
5.
6.
She hoped he didnt mind.

He asked her where she had been.
Rehan asked the boy how he could know what a thing was like if he
never tried it.
When they returned home, Ahmed told hs wife he hadnt found out
whether they had seen the film.
In a hushed voice Sarah asked her father if he had any idea what was
going on.
The father told Sarah he didnt know what was happening but they
were finding out.
66
7.
8.
The boy exclaimed to the old woman that she had paid for the house
with all that gold and all those diamonds.
Amna protested that it would disappear in a flash.

ANSWERS: (page 85)
Direct/Indirect speech
Stop talking, he told her.
Will you please mind your own business? she replied politely.
Stand in a straight line, he ordered.
We are already standing in a straight line, replied one boy.
Will you lend me your bicycle? she asked her bother.
No, you cant borrow it, he said.
Please may I have a dozen apples? she asked.
Why dont you buy two dozen? asked the man.
Why is your nose so large? he asked.
It is no bigger than your large swollen head, she told him.
(Note: The children should be free to choose their own words, e.g. she
told him, she retorted, she answered quickly: these are all acceptable.)
ANSWERS: (page 86)
Direct/Indirect Speech
1.
2.
3.
4.
5.
6.
7.
8.
9.
The teacher ordered the children to sit down immediately.

The girl standing in the front row thought the teacher was very fussy.
The boy behind her whispered to his friend to watch out as the big
man was there.
The sleeping boy dreamed of his bicycle!
The mouse in the corner squeaked in fright.
The boy sitting in the front put his hand up to ask the teacher if they
could go out to play.
The girl next to Ali told him it was time to go out to play.
The bald-headed man asked the children to listen to the teacher.
The headmaster, who had just come in, wanted to know what was
going on.
67
ANSWERS: (page 87)

ize / ise
chastise
compromise
demise
improvise
:
:
:
:
surmise
punish
settlement of dispute by mutual concession
convey or grant by will or estate; death
compose, extemporise; make up (speak or do)
something without preparation
conjecture, guess
Many examples can be givenhere are a few

1.
2.
3.
4.
civilize
civilization
authorize
centralize
5.
6.
7.
8.
realize
realization
improvization
sterilize
9.
10.
11.
12.
computerization
fantasize
mobilize
patronize
Reader: pages 116, 117, 118, 119, 120

I.
1.
2.
3.
4.
5.
The boding sound is that of the creaking step and of the knock
at the door. It signals the arrival of the familiar.
The second time we read the words, we are no longer sure that the
author is talking of some other person. He may be talking about
himself, and how he dislikes the personality he sometimes is.
Familiar means someone or something that is very well known;
a friend. However, it can also refer to someone who is overfamiliar. The title of the poem is appropriate because the visitor
is over-familiar, much to the poets irritation. Also, a familiar
is a demon supposedly attending a witch.
a) Petty, malicious commentary.
b) Critic with only a superficial understanding of the text.
c) Makes (himself) too much at home.
d) Keep the evil being (in this case, death) away.
e) God protect me.
a) He tells me of the things he likes and dislikes.
b) And can remember every word of the paragraph.
c) I sulk and hint at all the important things I have to do, but it
makes no difference.
d) Imply to John that I am going to be away from home for a
month or so.
68
II. Discuss in detail before setting to students. Talk about how the familiar
could be a side of his own self that the poet dislikes, or simply an
acquaintance whose over-familiarity annoys him.
III. deposited
pivoted
revealed
deferred
fidgeted
interpreted
deserted
conferred
deterred
differed
concealed
ballotted
repeated
transferred
benefitted

I.
1.
2.
3.
4.
5.
II. 1.
2.
3.
4.
Though he had eaten a dozen bananas he was still hungry.

Though he is a poor man and does not earn very much, he often
gives money away.
Although Ali and Erum bought a house, they never lived in it.
Although the children had measles they were allowed to sit in
the garden.
Although we have never been to see the Taj Mahal, we know
what it looks like.
The doctor gave the patient an injection so that he would go to
sleep.
They took a taxi to the station so that they could meet their friend.
The teacher wrote the instructions clearly in order that the
children would not make a mistake.
The shopkeeper locked his shop in order that burglars would be
kept out.
Noun Clauses
IV. The children will write their own sentences.
ANSWERS: (page 88)
Noun Clauses
ANSWERS: (page 89)
69
Examples:
1.
2.
3.
4.
That he will come is certain.

What he is doing is inexcusable.
When they will come again is uncertain.
Why he wrote the letter is puzzling, indeed.
Stress.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ob
pro
pro
pro
per
tor
tor
in
in
re
jects
gress
test
test
mit
ment
ment
crease
crease
cord
(noun)
(noun)
(noun)
(verb)
(verb)
(verb)
(noun)
(noun)
(verb)
(noun)
re
pro
in
in
per
jects
gress
sult
sult
mit
ANSWERS: (page 90)

A tongue-twister to be practised and recited aloud.
Anagrams
point
train
nuclear
ideals
waitresses
one+twelve
punishment
angered
ocean
on tip (in top)

it ran
unclear
ladies
A stew, sir?
two+eleven (=13)
nine thumps
enraged
canoe
ANSWERS: (page 91)

Adverb Clauses of Purpose
1.
2.
3.
4.
5.
She baked some bread for him to eat.

She tied the rope for us to swing on.
He gave his watch to the shop for them to mend.
The tunnel was built for the train to go through.
Saba has brought some books for us to read.
70
(noun)
(verb)
(verb)
(noun)
(noun)
6.
7.
8.
9.
10.
Please buy a toy for the baby to play with.

Have you a dry shirt for me to wear?
She put the box on the floor for the children to see.
They opened the gates for us to go in.
She brought home lots of puzzles for the children to solve.
Reader: pages 121, 122, 123, 124

I.
1.
2.
3.
4.
5.
6.
7.
Treloar is a loud man, as compared to Joe Tapp. He is slightly

unmannerly, but not very offensively so. He is also not very
sensitive to other people; he fails to notice that Joe Tapp is a
little uncomfortable with the presence of the men in his camp. In
fact he invites himself to stay on for tea.
We know that Joe Tapp is a quiet man and he is very sensitive to
sounds and dislikes noise. He speaks very little and thinks that
Treolar talks too much even before Treloar has barely said
anything. He is also startled by his own voice because it seems
so loud. And after only a few minutes of Treolars arrival, Joe
wonders what else to say, showing that he is not very good at
making conversation.
Treloar was a talkative man, but not as much as Joe believed
him to be. He was also a loud man, which made him sound more
talkative than he really was. In the text, Treloar does speak fairly
often, and his voluble manner of speaking makes it seem even
more frequent than it already is.
His camp was in a barren, desert-like spot. It was very hot, and the
whole place was littered with his equipment. It was a funny place
for a camp because it was not pretty or pleasant in any way.
a) Bathing the ground in very strong sunlight
b) Very noisy
c) Fell onto the tray with a sharp sound
d) Echoing in Joes ears
Treloar grinned at Joe.
The sentence shows the return of complete silence and stillness
to the scene.
II. Discuss before asking students to write the answers.

IV. Oral.
71

ANSWERS: (page 92)
Abbreviations
cf
cont.
diff.
e.g.
enc.
et al.
etc.
ibid.
i.e.
compare (L. confer)

continued
difference
for example
(L. exempligratia)
enclosed; enclosure
and others (L. et alia)
etcetera; and the rest
ibidem; in the same
book, passage,
chapter etc.
id est; that is to say
MD
M.Sc.
Ph.D
C
Doctor of Medicine
Master of Science
Doctor of Philosophy
Centigrade
cc
cwt
F
f
cubic centimetre
hundred weight
Fahrenheit
female: folio
h
hp
hr(s)
in
hour
horse power
hour(s)
inch
misc. miscellaneous; of
various kinds.
NB. nota bene; notice well kg
kilogram
p.
page
kph
kilometres per hour
PS
postscript
kw
kilowatt
P.T.O. please turn over
Ib
pound
q.v.
quod vide; which see m
metre
ref.
reference
oz
ounce
viz.
(L. Videlicet) in other B.Sc
Bachelor of Science
words; that is to say
vol. volume
Dip. Ed. Diploma of Education
B.A. Bachelor of Arts
D.Phil. Doctor of Philosophy
Dip. Diploma
L.L.B. Bachelor of Laws
D.Litt. Doctor of Literature
Dr.
Doctor
FRS Fellow of the Royal Society
M.A. Master of Arts
K.G.B. Komitet Gosudarstvennoi Bezopasnosti (State Security
Committee) U.S.S.R. Secret Police.
M.I.5 Military Intelligence Branch (dealing with security) in Great
Britain.
N.A.S.A. National Aeronautics and Space Administration (in
U.S.A.)
N.A.T.O. North Atlantic Treaty Organization
O.P.E.C. Organization of Petroleum Exporting Countries
S.E.A.T.O. South-East Asia Treaty Organization
72
S.A.A.R.C. South-Asian Association for Regional Cooperation

U.N.O.
United Nations Organization
I.L.O.
International Labour Organization
ANSWERS: (page 93)
a brood of chicks (any small birds)
a covey of pheasants
a nest of ants
a drove of cattle
a shoal of fish
a gaggle of geese
a chain of islands
a flight of birds
a bouquet of flowers
a litter of puppies
as sweet as sugar
as sharp as a knife
as obstinate as a mule
as light as a feather
as plump as a partridge
as poor as a churchmouse
as smooth as silk
as merry as a sandboy
as mad as a hatter
as warm as toast
paddle your own canoe

no news is good news
still waters run deep
strike while the iron is hot
where one door shuts another one opens
a rolling stone gathers no moss
it never rains but it pours
many hands make work light
fine feathers make fine birds
clothes do not make a man
dont have too many eggs in one basket
every dog has its day
barking dogs seldom bite
better late than never
you cant have your cake and eat it
while theres life theres hope
you scratch my back, Ill scratch yours
the road to hell is paved with good intentions
you cant teach an old dog new tricks
it takes all sorts to make a world
73
ANSWERS: (page 94)

Authors Wordsquare.
A
74

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Teachers Book for

Reader: page 1 Poem for enjoyment.

thrust, push, shifting.

II. would, should, ought, must, might, could.

with the yellow stripes

How dare he lie to me?

manwith the large bucket/in a yellow shirt

The boy with the smile on his face is my friend.

None of the animals seem to be happy about the newcomer. They

ANSWERS: (page 8) Exercise B

II. The main clauses are:

The boys went out to play football

III. Silent letters in the following words.

from eight oclock to twelve oclockphrase (adverbial)

*probably the only -ful word beginning with i

c) It was very dark

II. Students to write from personal experience.

Did the man have three bedrooms?

I have been talking

I have been drinking

he has been singing

I had eaten the biscuits by the time the children arrived.

Workbook: pages 10, 11, 12, 13, 14

Holes cannot be painted.

ANSWERS: (page 11)

Discuss lay/lie with reference to the text.

The tongue-twisters are best said aloud.

II. Some of the adjectives (+nouns) in the poem are:

Roman ease, candid snow, midwinter midnights dream,

II. As bright as a button; as brittle as glass; as brown as a berry;

He asked why the bell rings at ten oclock.

ANSWERS: (page 18)

III. Possible solutions. (The children may think of others.)

She (Tabitha) was in no way affected by her sisters concern for

IV. Individual exercise.

We spoke to his father who is in his nineties.

the VIPs chairs.

It shall go to the sick children, said Tabitha.

Workbook: pages 19, 20, 21, 22

a) The apostrophe stands in place of the letter o.

a) The apostrophe stands in place of the letter no.

a) The apostrophe stands in place of the letters wi.

a) The apostrophe shows possession.

a) The apostrophe is in place of the words of the.

a) The apostrophe shows possession.

a) The apostrophe stands in place of 19.

a) The apostrophe stands in place of the letters wi or sha.

a) The apostrophe shows possession.

ANSWERS: (page 20)

puerile, improper for a grown person.

imminent soon to happen.

ANSWERS: (page 22)

Reader: pages 31, 32, 33, 34, 35, 36

Lord Emsworth was pleased by the beauty and serenity of the

He looked at the medicine with enjoyment

III. Students to write from personal experience/imagination.

Usually adjectives form nouns with the addition of -ness.

Do you play cricket at school?

ANSWERS: (page 25)

What exactly is she worried about?

What did she apologise for?

Students to write own answers for the above questions.

1. The poem is about an old man.