CLASS NINE
ENGLISH
UNIT 1. MAKING
PLANS AND EXPRESSING INTENTIONS
Listening
Look at the
picture, and write what you think is happening.
a. Who are
these people? -------------------------------------------.
b.
How are they communicating? ------------------------------------.
c.
What are they talking about? --------------------------------------.
a. Listen
to the conversation and match the expressions under A with the right ones under
B.
a)
Amrit i)
is going to prepare dinner for all.
b) Ankita ii) is at home.
c)
The party iii)
are best friends.
d)
Ankita’s mother iv) has
birthday.
e)
Ankita and Amrit v)
gives a call
b. Listen
to the conversation again, and fill in the blanks with suitable words or
phrases.
i. Amrit wants to know how Ankita is
going to------------------------- her birthday.
ii. --------------------other friends are attending
the party.
iii. Ankita wants Amrit to
come-------------------------than others.
iv. They will------------------------after the dinner.
v. The birthday is----------------days later.
Put into
Practice
Listen to the conversation once
again, and summarise the dialogue for your friends in class.
Begin: Amrit and Ankita are best friends.
Ankita--------------------------.
UNIT 2
REPORTING
STATEMENTS
Writing
Think and Act
a. Have you ever written or received emails? What is your email ID?
b. Do you think writing an email is similar to writing a letter? If not, in
what ways are they different?
Study Time
Read the following email, and compare it with Nima’s letter on the basis of
the following points.
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Layout
salutation language used closing
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To:
learningeng@edunet.com
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Cc:
cdcbktpur@edunet.com
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Subject:
Query about audio materials
|
|
Dear Ms.
Adhikari,
I am a student of grade IX at Shree Bhageswor
Secondary School
in Shirsa VDC of Dadeldhura district. I am
contacting you to ask
about the audio materials your Co. develops. I am
interested to know
whether the materials come in DVDs/CDs or if we have
to download them.
Could you please send me some more information
regarding the
materials as I am not sure which would be the most
useful for a
student like me studying in a remote village school
in Nepal?
I would also be thankful if you could tell me
whether the materials have to be bought or are available free of charge.
Looking forward to your reply.
Best regards,
Kiran Thapa Magar
Shree Bhageswor Secondary School
Shirsa -1, Gwanni, Basauti
|
Note: Use a
short but informative subject line of two or more words. Don’t forget to acknowledge
the emails you have received. Use very formal, personal and very
polite tone for formal emails. Some abbreviations can
be used for less formal emails.
Put into
Practice
a. Imagine that you are Ms. Adhikari. Write a reply email to Kiran Thapa
Magar giving him all the information he has asked for. Use the format as in the
model email.
b. Imagine that you are living away from home. Your
sister at home is rather carefree about food, work and rest and is spoiling her
health. Write her a persuasive letter telling her how she can improve her
health
Creative Task
There are several ways of circulating the messages. Letters,
emails, social
networks, post cards, SMS and MMS are some of them.
Interview any three of your friends and complete the table below.
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S.N.
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Names of
the
interviewees
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Preferred
way of
message circulation
|
Reason
behind
their preference
|
Remark
|
|
1.
|
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2.
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3.
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Fun Corner
a. Look at the following ways to circulate the message, and write the
correct numbers of the names in the blanks below them.
1. Personal
letter 2. Email 3. Application letter 4. Invitation card
5. Chat box 6. Post card
Prepare
any one of the above and send it to one of your friends.
UNIT 3
MAKING REQUESTS AND RESPONDING TO THEM
Reading
An
Interview with a Doctor
Think and
Act
There are many fatal diseases. Taking precautions and safety measures may
help us to keep ourselves safe.
a. Write down the names of any four fatal diseases you have heard of.
------------------ ------------------
------------------ ------------------
b. Write down any four important healthy habits you
adopt personally.
------------------ ------------------
------------------ ------------------
Study Time
Here is an interview with Dr. Imran Ansari, a senior pediatrician and
Associate Professor at Patan Academy of Health Sciences, Patan Hospital, Lalitpur.
Read the interview and learn about the pandemic of avian influenza.
Reporter : The term
‘bird flu’ is heard quite frequently these days. Could you please tell us what
exactly bird flu is, doctor?
Dr. Imran : Bird flu is
the commonly used term for avian influenza which is a viral infection
transmitted from bird to bird. Particularly, a deadly strain of bird flu-H5N1
continues to spread among poultry in different parts of Asia and Europe.
Reporter: What exactly
is H5N1? Would you mind telling us how it affects humans?
Dr. Imran : Not at all.
Technically, H5N1 is a highly pathogenic avian influenza (HPAI) virus. It’s as
deadly to most birds as to humans and other mammals that catch the virus from
birds. Although the virus is not easily transmitted in the same
ways as most human flu bugs, H5N1 has killed nearly
60% of those infected since the first human case in the late 90s. It is seen
transmitted among people like butchers and poultry farm workers who have had
exceptionally close contact with the infected poultry. Besides, no effective
medicine has so far been discovered.
Reporter : The spread of
this flu seems to be so fast it is. Is it transferred by air? I wonder if you
could tell us how it spreads so fast.
Dr. Imran : Yes,
certainly. Actually the flu virus is not transmitted through respiration. Most
notably the natural carriers of bird flu viruses are migratory water fowls like
the wild ducks. The infection can later spread from wild fowls to domestic
ones. During 2011, the disease got widely spread in
Asia. Nepal too could not remain away from its dark shadow as its carriers are
the birds that may fly hundreds of miles in a single day.
Reporter: Could you
possibly tell us how humans get bird flu, doctor?
Dr. Imran : As I told you
earlier, humans catch the flu by close contact with birds or bird droppings.
Some have been reported to have caught the virus from cleaning or plucking
infected birds. Let me make it clear this way. Think a person with
an open wound or cut on their hand handles the infected
poultry; he/ she can get infected by the virus that gets in their blood through
the wound or cut. Others have been infected after swimming or bathing in water
contaminated
with the droppings of infected birds. People don’t
catch the virus from eating fully cooked chicken or eggs. So far
there
hasn’t been sustained type of human-to-human spread cases.
Reporter : I see. Would
you possibly let us know the common symptoms of the flu in humans, doctor?
Dr. Imran : Good
question! Since the commonly seen symptoms of
the
influenza are similar to those of seasonal influenza, people seem to be rather
suspicious and worried. Fever, cough, sore throat and muscle aches are the
major symptoms yet sometimes there could be diarrhoea, eye infections and even
serious respiratory diseases. If these symptoms persist for longer than
expected, people need to consult a doctor.
Reporter : Finally, I’d
appreciate it if you could tell us what precautions we should take against this
fatal pandemic.
Dr. Imran : Sure. We
should wash hands thoroughly and frequently,
for
15-20 seconds, preferably with soap and water. Contact with possibly infected
poultry ought to be avoided. If exposed, appropriate Personal Protective
Equipment (PPE) like disposable gloves, protective clothing, shoes that can be
disinfected and safety goggles should strictly be used.
Reporter : Thank you,
indeed, doctor for your time.
Dr. Imran : Thank you,
Mr. Joshi.
The interview
was taken at Patan Hospital , Lalitpur on 24 March, 2015
1. Enrich Your Vocabulary
What do these words used in the text mean?
a. frequently (Reporter -1)
i. often ii. regularly iii. occasionally
b. deadly (Dr. - 1)
i. related to the dead ii.
likely to cause death iii. as of the
dead ones
c. migratory (Dr. - 3_
i. having the habit of migration ii. having migraine iii. having the habit of immigration
d. plucking (Dr. - 4)
i. picking ii. Pulling
the feathers off iii. picking
someone from danger
e. droppings (Dr. - 4)
i. things dropped ii.
solid waste matter of birds iii.
falling of something
f. pandemic (Reporter - 6)
i. disease that spreads over a whole area ii. disease that causes pain
iii. disease that is regularly found in a particular area
2. Read and Match
Match the expressions under column A with those under B so that they match the
ideas as expressed in the interview.
A B
a. H5N1 i.
is one of the precautions against the influenza.
b. bird flu ii.
is available for the flu.
c. no effective medicine iii.
is one of the symptoms of bird flu.
d. fever iv.
is a strain of the virus.
e. avoiding contact with infected poultry v. is the common name of avian influenza.
3. True or
False
Read the
interview again, and decide whether the following sentences are true or false.
a. Bird flu is not as lethal to humans as to the birds.
b. Nearly 60% of the total deaths in the world have
been caused by bird flu.
c. During 2011 Nepal had only the shadows of infected
flying birds.
d. Consumption of well cooked chicken does not
transmit H5N1virus to humans.
e. All kinds of fever blended with sore throat are not
the symptoms of bird flu.
f. PPE as mentioned in the interview should be used
while consuming poultry.
4. Read and Answer
Read the interview once again, and answer the questions below.
a. What is bird flu? When was it first detected among humans?
b. Who are most prone to get bird flu virus, according
to the doctor?
c. Mention any two possible ways humans can get
infected by the avian influenza?
d. What are some of the indications that one is
infected with the bird flu?
e. Which of the precautions, as mentioned by the
doctor, do you usually adopt? Why?
Speaking
Think
and Act
Go through at the interview under reading section once again, and mark
the questions asked by the reporter. All the questions are polite requests.
What words does the reporter use to make the requests?
List
the expressions he uses. One has been listed for you.
a.
Could you please tell us what exactly bird flue is doctor?
(b)
-----------------------------------------------------------------------------------------
Study
Time
For making requests, we use:
Could/Would
you (please/possibly)+ verb-------?
Would
you mind+ verb - ing ------------?
I
wonder if you could+ verb-------?
I
would appreciate it if you could+ verb---------.
Requesting
for permission, we may use:
Is
it Ok if I+verb-------------?
Do
you mind if I+ verb-----------?
Look at the examples and repeat the dialogues in pairs.
Example:
Maghu wants Dhansara to lend him her pen.
Excuse
me, could you please lend me your pen? Of course! Here you are.
Example: Menuka wants permission to speak in Nepali in English class.
Put into Practice
Work in pairs. One of you make requests and the other responds to
the requests. You can swap your roles in order to have further practice.
|
A wants B to:
Pass the book.
Allow him/her to use her/his pencil.
Give permission to close the window.
Switch on the light.
Lend him her note copy.
Get permission to ask a question.
|
B responds
positively
negatively
positively
positively
negatively
positively
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UNIT 4.
EXPRESSING
CONDOLENCE AND SYMPATHY
Reading II
Look at the pictures below and guess the answers to these questions.
a. What do the first two pictures show?
b.
What are people doing in the third picture? Why do you think they
are
doing this?
c.
Who are the people in the last picture? What are they doing there?
Now read
the one act play “A Disaster” and attempt the questions that
follow.
A Disaster
Characters:
Pratik: 18 year old boy Kumar: Pratik’s father Paru: Pratik’s mother
Gayatri: Pratik’s grandmother Dharmendar: neighbour
Rajamati: neighbour
Setting: at 11:55, Saturday morning,
Baishak 12, 2072 BS, Pratik, Kumar and Paru are on the top floor of the three
storey building enjoying the
weekend. Suddenly they are hit by a powerful earthquake.
SCENE I
Pratik
: Baba, earthquake! (He screams! He tries to run but
can’t.)
Kumar
: Yes!
Paru
: Oh my god! (She goes to Pratik and Kumar. They
hold each other.) It’s very big. Oh God! What is going to happen?
Where is mother? She must be frightened. Let’s go down.
(All
struggle down to second storey and find Gayatri yelling and trembling.)
Kumar : Let’s go down! Hurry up! (All run down
to an open field nearby)
SCENE
II
(People
trying hard to make calls, running towards the open fields, children crying,
elderly people praying. Again they feel an aftershock. All scream)
Pratik : (Tries to make a call but network is busy. Meanwhile
he receives a call) Hello! Yes, don’t worry, we all are
safe here. I can’t believe, it’s ... (Line disconnected)
Gayatri:
Who’s that?
Pratik
: My friend, Norbu from Australia. (Keeps trying
to get updates from F.M. radio. As he gets some he informs people around him.). It’s 7.8 on
the Richter scale and its epicentre is Gorkha.(All look
shocked and scared Pratik keeps listening to radio.)
Gayatri:
Oh God! Have mercy upon us? Is this the end of our life? What shall I do?
Pratik
: Everyone listen! Do you know what this massive earthquake did?
Dharahara, Basantapur Durbar Square, Patan Durbar Square, temples and many
houses have collapsed.
Paru
: Oh! Dear. What a pity. Today is Saturday and there must have been
so many people on the tower. What is going to happen? What’s next?
Kumar
: That’s too bad. Any human casualty? Perhaps a lot!
(All
shocked. Other people also join the crowd.)
SCENE III
(In
the evening, people are sitting talking about whatever they have heard during
the day. Some are moaning and sobbing. Young people are pitching tents and
fetching mats and blankets to stay overnight in the field. Tremors keep
continuing)
Dharmendar: I don’t think we can get into our houses tonight. It’s
better to
stay
under the open sky.
Rajamati : I’m not going
anywherefrom here. There is always chance of
tremors
similar to that. Every tremor will definitely make us run out of our houses. (She unfolds
her mattress and blanket.)
Paru : Pratik, have
you got any further updates?
Pratik : Aama, you
can’t hear this all. The updates will make youburst into tears. Anyway we
should stay strong. Many houses, public buildings and monuments in Kathmandu, Bhaktapur
and Lalitpur have been brought down. So far
some
150 deaths have been confirmed in the valley itself. It is feared that the
death toll would be much higher than what we recon.
Kumar : I’m really
sorry. But the reports say there must have been
much
more devastation in Sindhupalchok and Gorkha.
(Everyone is
silent. All of them spend the night in the field with their family.)
SCENE IV
(Baishak 13, people gather and share their views on post
earthquake situations. Most look dumbfounded because of the frequent
aftershocks)
Dharmendar: I have heard that almost
all the houses in Sindhupalchok have been destroyed.
Rajamati : Gorkha is anothermore
seriously hit district. Death toll is on the rise. Reports say tremors are felt
further west too; however, damage is not as serious as in the central region
and Gorkha in the western region.
Kumar : Are skyscrapers in the
valley safe? I doubt. Old and poorly constructed buildings must have crumbled.
Why do people neglect basic things at the time of construction? It’s a pity
that our own houses are turned into our own graveyards.
(Children are playing hide and seek. They look care free. The
fear is high in
grown-ups.)
Paru : If people were aware to
go in the safe places at the time of earthquake, human causalities would not be
so high. At the time of emergency we should either be under safe constrution or
we should reach safe places like parks or open fields. Another important thing
I have learnt now is we should always have an emergency bag ready. At least we
could feel a little secure.
Gayatri : I’m terribly sorry about
the deaths .It’s nothing other than sin of sinful people in this world. The
very sin is now having us all cry and lament.(A
truck of army passes by.)
Dharmendar: They must be going for
rescue operations. Poor quality of land might be the reason of some
destruction. So many houses have been illegally erected. They get permission
for two or three storey construction but they go beyond that. So this was sure!
(Old citizens are sitting together in the sun.)
Pratik : Nepal’s earthquake is the
top story in the world. Our government has already sent rescue and relief
teams. We are getting
national and international level help and support for rescue, relief and
resettlement. People have started
raising
donations, goods, food, clothes and other materials through local clubs,
institutions and organizations.
(The siren of an ambulance is heard.)
Gayatri : This ambulance takes my
breath.
Paru : We should all co-operate from
our quarters to help the nation carry out the rescue, relief and resettlement of
the needy ones. Hope these skilled rescue teams, relief materials and donations
arrive on time to the real victims.
(They feel another tremor. All keep silence in fear.)
1. Read
and Group the Words
Read the play
again and put the following word in the right groups.
tremors
praying rescue shocks donations yelling aftershocks relief shocked dumbfounded
tensed screaming resettlement Richter scale ambulance
Words related to
the earthquake ---------------------------------------------------.
Words showing people’s
reaction -----------------------------------------.
Words related to
helping the needy---------------------------------------------.
2. Read and
Answer
a. How would
you describe Pratik. Sketch his character in some sentences.
b. What two
things does Paru seem to have learnt?
c. According to
Dharmendar, what are the major reasons behind the heavy loss of life and
property?
d. What does
Gayatri think of the earthquake? Why does she think that way?
e. If you
were one of the youths there, how would you help the people?
3. Read and Mark
Read the play once again and underline the expressions that show the
condolence and/or sympathy expressed by the characters.
Put into Practice
1. Bir Bahadur’s students have published a message of condolence
mentioning that Bir Bahadur was a helpful and popular teacher.
Look at the list of the dead ones you have prepared in the beginning and
write a paragraph about one of them describing their contributions in the
society/in the country.
You may begin: The neighbor who died two years ago was …. .
He/she
was………………………………………………. .
OR
The
person who died one year ago in my neigh bourhood was . . . .
He
was………………………………………………. .
2. Act out the play ‘A Disaster’ in your class.
Speaking
Think and Act
Remember: A condolence is always a form of sympathy, but
expressing sympathy is not always an example of a condolence. Condolence is
expressed to someone who has lost their relatives or friends whereas sympathy
can be expressed to anyone who has had bad luck, misfortune or loss of something.
Study Time
Divide the roles and act the dialogues in pairs.
Example: lost job/ so sad
A : Hello friend! How is everything?
B : Not that good. I lost my job.
A : Oh! That’s so sad.
Example: Grandfather passed
away/extremely sorry
A : Hey, Sandeep. Why haven’t you been coming to school?
B : I lost my grandfather last week.
A : Gosh! I’m so sorry to hear that.
Put
into Practice
Work in pairs. Use the clues given in the box below and express condolence
or sympathy.
look sad/ failed the exam/what a pity
absent from school/ grandmother died/ ever so sorry
didn’t come to picnic/ fever/ too bad
missed a paper/ close relative passed away/ heart
broken by that news
UNIT 5
EXPRESSING CONGRATULATIONS
Grammar
Think and Act
These sentences have been extracted from the texts above. Read them and
examine what kinds of sentences they are.
a. The help of her son fascinates the audience. ( gives information)
b. Has
Nepalese society really passed through such inhuman tradition? (asks question)
c.
Don’t miss it. (gives negative command)
d.
Which is better-to have rules and agree, or to hunt or kill? ( asks information
question)
4.
What a transformation from innocence to experience it is! (Expresses
exclamation)
Study Time
Sentences can be affirmative, negative, interrogative, imperative or exclamatory.
a. Look at the examples and change the sentences given below into negative
and interrogative:
Example : He is an early riser. (Affirmative)
He
is not an early riser. (Negative)
Is
he an early riser? (Interrogative)
Example
: She looks slim in this dress. (Affirmative)
She
does not look slim in this dress. (Negative)
Does
she look slim in this dress? (Interrogative)
i.
He can write a formal letter.
ii.
It is raining outside.
iii.
She works in the field.
iv.
It barked at night.
v.
They have completed their task on time.
vi.
She will ask you a funny riddle.
b. Look at
the examples and change the sentences given below into negative.
Affirmative
Negative
Let him dance on the stage. Let
him not dance on the stage.
Shut
the door. Don’t shut the door.
She
has brought some pencils. She has not brought any pencils.
Some of them entered the cinema hall.
None of them entered the cinema
hall.
Either
he or his mother will help me. Neither he nor his mother will help
me.
i. Either she
or her friends went there.
ii. Somebody
messed this up.
iii.
She always wears a blue dress.
iv. I have
written several poems.
v.
Let her sing a Bhojpuri song.
vi.
Let them play cricket on this field.
vii. He likes
ice- cream, too.
viii.
Turn the key in the anticlockwise direction.
ix. Do it
carefully.
c. Change
the following sentences into Affirmative sentences.
i. Don’t speak so loud.
ii. Will he
not be available in the meeting?
iii.
She won’t appear for her board exam.
iv.
They didn’t get any food in the hotel.
v.
Has she not written any novels?
vi. There
isn’t anything important to say.
vii.
Does she not hear anybody crying?
viii.
Have you not sent a mail?
Put into
Practice
Have you ever heard the story of the Fox and the Grapes? Here is the same
story but the sentences are not in the correct forms. Change the sentences into
affirmative or negative as required so that the story becomes meaningful. You
can give it a suitable title and read it
out.
One afternoon a fox was not walking through the forest and spotted a
bunch of grapes hanging from over a lofty branch.
“Just the
thing to quench my thirst! I will not jump high and get the whole bunch,”
thought he. Taking a few steps back, the fox did not jump and just missed the
hanging grapes. Again the fox took a few paces back and did not try to reach
them but still failed.
Finally, giving up, the fox did not turn up his nose
and said, “They’re not probably sour anyway. Unripe fruit does me good. If I
eat them, I will not be sick”. With this thought the fox did not proceed to
walk away.
Moral: It’s
not easy to despise what you can have
Speaking
Think
and Act
Look at the picture below and discuss it with your friend. What is happening
?
Study Time
Two friends are talking on the phone. Read and find out what they are talking
about.
Dhiraj : Hello! May I talk to Bhim?
Bhim : Oh, Dhiraj!
Congratulations!
Dhiraj : Oh my god! I can’t
believe it. How did you know about it?
Bhim : I’m your best pal. What
do you think? I do have all updates about you though you are abroad.
Dhiraj : Oh! Many thanks, my
dearest friend. I miss you.
Bhim : I miss you too.
Dhiraj : I’m so happy that you
have topped your university. We are proud of you. My parents also wanted to
congratulate you on your success. They are also very happy. Your hidden talents
are unfolded. I’m really proud of you, friend!
Bhim : It’s always pleasant to
hear from you. The credit of my success goes to you. We used to share
everything, didn’t we? But this time I’m really sorry. I was quite busy. Hope
you understand.
Dhiraj : Never mind.
Bhim : But actually how did you
come to know about it?
Dhiraj : Stupid! I read about it
from a daily news paper, the News Express. Your photo startled me. When I went
through the lines, I was almost crying. Dear, I can’t express in words how
happy I was. Again I would like to congratulate you on your great success. Keep
up the spirit, man!
Bhim : Thank you so much.
Dhiraj : You’re most welcome. Bye
for now.
Bhim : Bye !
Put into Practice
Work in pairs. Take it in turns. You and your partner play the
role of A and B and soon swap it up. Look at the examples and use the clues
likewise.
A : win the race-sports day
B : Congratulations!
A : Response
Example:
A : I won the 200
metre race in the Sports Day at school and got the gold medal.
B : Did you?
Congratulations!
A : Thank you,
indeed.
Get a good
job/I’d like to congratulate
Elected
captain in the class/accept my sincere congratulations
Win
the first prize/I’d like to congratulate
Stand
first in the final examination/accept my heartiest congratulations
Fully
recovered from serious illness/congratulations
Get
a scholarship to study abroad/I’d like to congratulate
UNIT 15
APOLOGIZING
AND RESPONDING TO
AN APOLOGY
Listening
Think
and Act
Look at the picture above and tick
the correct sentences.
a. How do you choose a book to read?
i. I choose only the books that are recommended by my
friends.
ii. I choose books which are recommended by my
teachers, elders and friends.
iii. I choose according to my area of interest.
iv. I don’t choose. I read all types of books.
v. I always choose books according to my interests,
habits, likes and dislikes.
vi. I seldom read because I don’t find good books.
vii. I rarely read because reading does not give me
pleasure.
Study
Time
a. Listen to the audio material and answer the following:
i. Note down important ways of choosing books.
ii. What makes your reading pleasant?
iii. Why should one choose appropriate books to read?
iv. How should one read books?
b.
Listen again and correct the given incorrect statements.
i. Reading books is a boring pastime.
ii. It is not necessary to select suitable books to
read.
iii. If you read a preview and review of any book
before going through the book, it gives you pleasure.
iv. Reading books makes you less creative.
v. There are no particular steps of selecting books
that can give you pleasant experience.
Put
into Practice
a. Do you know any other better steps so that one can enjoy reading books
besides these steps of reading?
b. Listen to the audio and note down the main ideas.
You may agree or disagree. Write your view separately and present in the class.
UNIT 14
Reading
Think
and Act
Books are for information, knowledge and facts. Likewise games and sports
are for fit and healthy body. The complete development of mind and body is only
possible by their unison. Do you agree? Write down two points each showing the
importance of books and games and sports.
Books:
a……………………………………….
b……………………………………….
Games
and Sports:
a……………………………………….
b……………………………………….
ASKING FOR
PERMISSION
Study Time
Read the following conversation and observe distinct views on books and
sports. Find out how the sons ask for their mother’s permission.
Permission Granted!
(It’s winter. Saurab and Saswot are twins. Saurab is busy with his laptop
in a sitting room. Saswot is doing assignment in his study room. Their mother,
Tripta, is watering plants in the garden. Sports day invitation card is lying
on the table. Suddenly Saurab happens to see the invitation card and his eyes
sparkle.)
Saurab: Hurrah! Only seven days to the Sports day! (Looking at
Saswot) Good heavens! Saswot! Come out, shut up all books, and let’s have some
practice for sports day.
Saswot:
(in a low voice) I know; but you must remember that our examination is
near. I want to use every single minute I can get for study. I’m sorry. I can’t
join you. Is it OK if we go for practice in the evening?
Tripta
: (Enters) Hey! (growls)Are you going to make a fuss?
Saurab:
Mom, absolutely not!
Saswot:
Actually, he’s just insisting that I go for practice. Mom, I prefer to
study rather than pratise sports because our examination is near. Please tell
him not to disturb me.
Tripta
: Oh! Saurab, I know! You’re planning to go for a practice,
aren’t you?
Saurab: (smiles) Yes,
mom.
Tripta: (sits) You
don’t say so! Well, you are good at sports. Even if
you don’t practice, you will bag at least four gold
medals.
Saurab: (boastfully)
Hmmm. In fact, I am thinking of hat-trick in 400 metre race.
Saswot:
Oh, I see! (Murmurs)
Saurab:
(goes near Tripta) Don’t you know mom, all a man needs to get on in the
world is some brains, common sense and plenty of push. (looks at Saswot) One
can’t learn these things from books.
Tripta
: Aren’t you spoiling your intellectual growth for the sake of
sports?
Saurab:
I loathe a thin, pale, narrow chest, poor eyesight and hunchback. I love
living the moments. Look at my broad chest and feel my biceps! I like to live
in the present. It’s all possible because of my sports. They make me alive.
Sticking oneself at heap of books is out of my imagination.
Saswot:
(angrily) I know! You mean to say I’m to consumed in books! My dear,
don’t forget what is important in the present time. You’re master of your soul.
Do what you feel like
doing. For me, my mind is far more important than my
body. I cultivate my mind; you develop your body…
Tripta
: (Interrupts) Can you please stop this argument? Well, you
both are right and both wrong. Saurab, you need to be little cautious about
your study. And Saswot, you have to have little physical exercise for your
holistic development.
Saswot:
Ok, mom. is it alright if I carry on with my studies now?
Saurab:
If so, may I go for practise now? I’ll be back soon.
Tripta
: So, for today, both of you practice for sometimes and after
wards settle down for thorough revision.
Saswot:
Sure! I’ve already done half of it.
Tripta
: Saurab, what about you?
Saurab:
Would you mind if I start my study after the games practice? Is it OKY,
if I wear my new jersey?
Tripta
: It’s OK.
Saurab:
Mom, would it be possible for us to go on a bike? This way we can save
our time.
Tripta : Oh no! Are
you kidding? You must have your driving license first. You’d better go by bus.
Saswot:
I think we’ll be late. Do you mind if I request you to drop us there?
Tripta
: Hmm! Is it alright if you return by bus? Saswot and Saurab:
It’s Ok. Thank you, mom!
(All
exit.)
1. Enrich Your Vocabulary
Match the phrases under column with A their meanings under
column B. Find the sentences consisting of the phrases in the book and
read them to confirm their meanings.
A B
a. Make a fuss i. in
order to get or keep
b. Plenty of
push ii. begin to give
attention to something
c. For the sake of iii.
complete/all-round progress
d. Settle down iv. show anger or complaints about something
unimportant
e. Cautious
about v. a lot of encouragement
f. Holistic development vi. careful about
2. Look at the following table and make as many sensible sentences as
possible.
|
May I
Is it OK
Would you mind
Is it alright
Would it be possible
|
(if)
|
for us to
go on your bike?
you return by bus?
go for practice now?
I request you to drop us there?
wear my new jersey?
|
3. Put the
following sentences in correct order:
a. Mother allows her sons to go for practice.
b. Saurab asks for permission from his mother.
c. Saswot
prefers cultivating his mind rather than going for practice.
d.
Saswot does not like to go by bus and requests his mother to drop them.
e.
Mother asks her sons to go by bus.
f.
Mother objects to Saurab’s proposal.
g.
Saurab is excited because of an approaching sports day.
4. Read the text again and answer these questions.
a. How are Saswot and Saurab different from each other?
b.
What according to Saurab are the benefits of involvement in sports?
c.
Which do you think is more important, books or sports? Support your answer with
a reason.
d.
What should we do for holistic development?
e.
If you were the mother, how would you convince Saswot to go for practice?
Put into Practice
a. Work in groups. Collect as many points as possible on importance
of sports in human life. Present your idea in class.
b. Work in groups. Discuss the role of education in human life and
prepare a short speech on it
Speaking
Think and Act
Think for a minute and try to remember what your teacher said a few days
ago. Write down a statement, a command and a question that he/she asked, and
report it to your friends.
Study Time
Kumari is one of your senior students. You met her on your way home. The
things Kumari said are in the speech bubbles. Work in pairs. Take it in turns
to read the speech bubbles and report them.
My name is
Kumari. I am 20 years old.
What is your
name? How old are you?
Don’t waste
too much time in sports only.
I was a
football star of the school when I was in grade X.
Do you like
sports? What do you play?
Did you
participate in any competition last year?
Are you in
grade IX or X?
What do you
want to be in your life?
Put into
Practice
Prepare a questionnaire to get basic information about one of your
friends. Interview him/her and note down the sentences as he/she says. Later
change the sentences into indirect speech and develop it in the form of a
paragraph.
UNIT 6
MAKING
OFFERS AND RESPONDING TO THEM
Listening
Think and Act
List out the Nepali consonant sounds and identify the similar sounds
found in English.
Study Time
1. How many consonant sounds are there in English? Complete the
following table listening to the audio material.
|
/P/
pin
|
/b/
bad
|
/t/
tin
|
/d/
dog
|
|
|
/q/
thin
|
/ð/
that
|
|
/m/
man
|
/n/
nose
|
/b/
thing
|
/h/
hat
|
|
/d3/
Jam
|
/k/
cat
|
/g/
goat
|
|
/s/
say
|
/z/
zoo
|
|
/3/
mea
sure
|
/l/
leg
|
/r/
Run
|
/w/
work
|
|
2. Try to
pronounce the sounds above. Can you find similar sounds in Nepali?
Put into Practice
Work in groups. Prepare a list of words consisting of English consonants
/f/, /v/, /k/, and /p/. Then, list out the Nepali words which begin with similar
sounds.
Writing
Think and Act
Go through the following CV and note down its main components.
|
Er. Nabin Subedi
Phedikhola, Syanjya
+977 9800000000
nabin_subedip@gmail.com
PROFILE
I am an Engineering graduate with a background in civil
engineering
and some valuable experience of designing maps. I’m looking for a
rewarding position that will allow me to build on my knowledge and
qualifications.
EDUCATION
2009 – 2013 Western Regional College, Tribhuvan University,
Bachelor in Civil Engineering
2006- 2008 Bhairab
Higher Secondary School, HSEB, 10+2 in Science
1995 – 2005 Manohar Higher Secondary School, class Nursery to
SLC
EMPLOYMENT
Feb 2014 –
Jan 2015: Engineer,
B & B Construction Company,
Nepal (Major Responsibilities: Designing
Maps and Survey construction sites)
SKILLS AND
QUALIFICATIONS
• Fluent
English, Nepali and Hindi.
• Good at graphic design and other basic software, e.g. MS Word; Ms
Excel; Adobe PageMaker 7.0; MS PowerPoint; Adobe Photoshop;
Freehand Mx; Tally; Nepali and English Typing; and Email and
Internet.
REFERENCES
Er. Bachan
Joshi
President
Public Engineering Council, Nepal
+977 9800000000
|
Study
Time
Write a similar CV for yourself. When you are satisfied with the for mat,
present it to the class.
Put into Practice
Work in pairs. Compare each other’s CVs and suggest the areas to be improved
to your partner.
Creative Task
Use the Internet or other sources to collect different
formats of CV. Choose the best one and present it to the class.
UNIT 9
GIVING
DIRECTIONS
II.
Manechauka: A Place that Holds a Memory
Read
the following text about Manechauka and note down its important features.
People have memories that are sparked by many situations. Places often
make people remember experiences from the past. Many places hold memories for
me: the river, school, hills, mountains, terai, etc. One particular place that
reminds me of my childhood is Manechauka bazaar in Tanahun District.
Manechauka
bazaar is located near my house. It is very special to me for many reasons. I
learned to enjoy the beauty of nature there. The cool streams- Naudi Khola and Paudi Khola- taught me
how to swim. Trees and rocks over there taught me to climb up and down the
hills. The school, Shree Tribhuvan Secondary School, taught me to read and
write. People living there taught me to adjust myself in a society of total
harmony.
This
very special place is situated in the northern part of Tanahun district. It is
peacefully located on the lap of Khalte and Ulyhahar in Rupakot
Village Development Committee. The neighbouring district, Lamjung, surrounds it
in the North and Sabadi Khola in the west. The beautiful green
forest adds beauty to this place. The pure natural drinking water of
these
streams is another salient feature of Manechauka.
This
bazaar is unique for a variety of reasons. People from different castes and
religions are happily and peacefully living there. Everybody respects each
other. They enjoy many different cultural programmes. They respect all
occupations. Professional farming has also become a part of people living
there. Not only this, emphasizing the significance of education, they have
established a school and a campus in Manechauka. It has really helped people
get higher education whilst living in their homes. In addition to these
facilities, people are enjoying electricity, telephones and the Internet
services there.
Thus,
Manechauka is a place of beauty, harmony and peace. It always reminds me how to
survive and get other people to survive in the society where I live. When I see
people respecting each other, it brings me back to the memory of my childhood.
Additionally, it has taught me to enjoy and live in multicultural society
sharing about and caring about each other’s culture and religion.
Read and
Answer
1.
Read the text above, and answer the following questions:
a. What does Manechauka remind the writer of ?
b.
Where is it located?
c.
Why is it unique for the writer?
d.
What has the writer learned from the place?
e.
Write down any five facilities that a person can enjoy there.
2. Read the text again, and decide whether the
following sentences are true or false.
a. The writer learnt to swim in Manechauka.
b.
He started his schooling from there.
c.
Only Hindus live there.
d.
People have a feeling of fraternity.
e.
Manechauka is situated in the western part of Tanahun district.
Listening
Think and Act
a. Who are the people in the picture?
b.
What might the girl be asking about?
c.
What might the man be telling her about?
Study
Time
In this part of the listening activity, you will listen to a conversation
between
a woman and a traffic police officer. Look at the map carefully before
you
listen.
1. Listen to the conversation, and decide whether the
following sentences are true or false.
a. Hasina wants to buy some souvenirs.
b.
She prefers a gift store.
c.
The supermarket is opposite the park.
d.
There is the Cine Hall on the King’s Way.
e.
The policeman talks about Hospital Road.
2. Listen to the conversations again, and complete the following
dialogue.
A: Excuse me. Where can I buy some …………….?
B:
In a ……………. or in the …………….?
A:
I prefer the ……………. Where is it?
B:
Well, go straight along the University Road. After you reach ……………., turn
right. Go straight until you get to ……………. Then, turn left.
A:
Is the market there?
B: No, it isn’t.
Go straight; pass the ……….....and ..……. on your right.
A:
Is it the place?
B:
It’s near. Go straight for a while. The market is ………..……. the park on
your …………..............…. Did you get it?
A:
Yes, I think so. Thanks.
B:
You’re welcome.
Put into Practice
Listen to the conversation again and play the role of A and
B.
UNIT 7
GIVING INSTRUCTIONS AND DESCRIBING PURPOSE
Reading
Think and Act
1. List the words that occur frequently while sending and receiving
emails.
2. Share your list to the class and prepare a final list of words. Study
Time Read the text below, and answer the following questions.
i. What is the text about?
ii.
What does email stand for?
iii.
What kinds of messages are distributed electronically via email?
I. Email
Electronic mail is most commonly referred to as email or e-mail. Email
generally refers to a method of exchanging digital messages from a sender to
one or more recipients. It is distributed by electronic means from one computer
user to one or more recipients via a network. It is claimed that people started
sending and receiving email from 1993. However, it has recently been popular in
our country. Today’s email systems are based on a store-and-forward model.
Email servers accept, forward, deliver, and store messages. Neither the users
nor their computers are required to be online simultaneously. They need to
connect to a server for as long as it takes to send or receive messages. Thus,
email is an information and
communication
technology. In this technology, users use email differently, based on how they
think about it. There are many software platforms available to send and receive
messages. Popular email platforms include Gmail, Hotmail, Yahoo! Mail, Outlook,
and many others.
Adapted
form: http://en.wikipedia.org/wiki/Email
Creating an
email ID
Let us learn about creating a new email ID or email address using Gmail.
You have to follow the following instructions:
First open a Web browser (Internet explorer or Google
Chrome or Mozilla, etc.). Write in the address bar www.gmail.com.
Now, click on
“Create an account”. After clicking on “Create an account” button, you will get
a window image with ‘Create your Google Account?
Fill in all
the details. Here, the user name is the desired user ID which you want to
create. After filling in all the details, click on “Next step” button. After
next step, it will ask for phone number for verification. Enter your cell phone
number and click on “Continue” button. Now your ID is almost created. There is
an option for uploading your image. Upload your image. Finally, click on the
“Next step” button and you will get your inbox on the screen.
Congratulations!
You have created your new Gmail ID. Use it to exchange messages, documents,
images, etc.
1. Enrich Your Vocabulary
a. Put the phonemic transcription of the following words as
they occur in a dictionary. The first one is done for you.
|
exchange
distribute
platforms
ID
Upload
|
digital
means
Email
desire
inbox
|
recipient
simultaneously
image
verification
|
b. Put the
numbers 1 to 14 against the words above to show their order as they occur in a
dictionary.
c. Find out the number of syllable (s) each word has. Put a stress mark
where necessary.
d. Check the meanings of the words above in the dictionary and write them
next to each word.
2. Read
and Order
Read the text again, and rearrange the following instructions
as they actually happen while creating a new Gmail account.
… Click on “Create an account”.
… Open a Web browser. Write in the address bar www.gmail.com.
… Fill in all the details.
… After filling in all the details, click on “Next
step” button.
… Your ID is almost created. There is an option for
uploading your image.
… Now, you will get a window to fill up your details.
… After the next step, it will ask
for phone number for verification. Enter
your cell phone number and click on “Next step” button
and you will
get your inbox
… Click on next.
3. Read and Answer
Read the text again, and answer these questions.
i. What is email?
ii. When did people start using email?
iii. Write down the role of email in communication.
iv. List all the software platforms mentioned in the
text.
v. What is needed to send and receive email?
Put into Practice
Facebook is social media which is widely used
to join people electronically. It has many advantages when we use it properly.
Some people are misusing it and violating the legal provision of the country.
They are punished as per the degree of their criminal activity. So, we should
use Facebook as a means of communication without violating social and legal
norms. To
use Facebook, we need to create our Facebook account.
Now, create your Facebook account and present the instructions to create it.
UNIT
TALKING
ABOUT THE PAST: NARRATING PAST EVENTS
Listening
Think and Act
i. Look at the signs below, and guess the answers to the
questions:
a. What is
the text about?
b.
What is the speaker talking about?
d.
Can you give the meanings of the signs in the table above?
Study Time
i. In this part of the listening activity you listen to instructions to
draw pictures. Listen to and follow the instructions, and draw what is
instructed.
ii. Work in pairs. When you have finished, exchange and check each
other’s drawings in class.
Put into Practice
Explain what the traffic signs in the table above mean in Nepal.
Writing
Think and Act
Recall a memorable event that happened in your life. Collect as much
information about the event as possible and complete the diagram with the
information you have collected.
Study Time
Now, put the events in a chronological order. Then, write a story about
Memorable Event in my Life.
Put into Practice
Collect religious stories from different sources. Read them and narrate
the story you like the most in your own words to the class.
UNIT 11
DESCRIBING
AN OBJECT OR A PLACE: TALKING ABOUT PRESENT
Speaking
Think and Act
Refer back to ‘How Fruits Taste the Best’.
Imagine what the writer looks like? Imagine her age, eyes, hair, complexion and
height. Draw the picture of the writer as you imagine her.
Study
Time
Study this example.
Rohit : Aishwarya,
would you mind receiving my nephew? He’s returning from Dubai: but I am unable
to go to the airport.
Aishwarya : No problem.
but I don’t know him. How can I recognize him? What’s he like?
Rohit : He seems like
a gentleman. He’s lanky. I guess he is about six feet tall.
Aishwarya : What’s his
face like?
Rohit : His
complexion is fair. He has a long face with a pointed nose.
Aishwarya : Oh I see. Can
you please describe him clearly so that it will be easier for me to recognize
him from a distance?
Rohit : Humm… He has
curly hair. He has black and sparkling eyes. He is popular for his pinkish
lips.
Aishwarya : Is that it?
Now, I won’t have any difficulty except in one case.
Rohit : What’s that?
Aishwarya : If he has a
beard and moustache... What do you think?
Rohit : Don’t worry.
He is always clean-shaven !
Aishwarya : Ok.
Rohit : I hope you
will get him on time and take him home. Thank you for your kind help.
Aishwarya
: You’re welcome!
Put into Practice
Work in pairs. One of you asks and the other describes. Prepare a similar
dialogue describing a new teacher/ staff member of your school.
|
A
|
: How do I/ recognize/ somebody?
|
|
B
|
: describe age/ complexion/ height / build
|
|
A
|
: What somebody looks like?
|
|
B
|
: height/ complexion/ special features/ age
|
|
A
|
: What the new member looks like
|
|
B
|
: describe sex/age/ height/ etc.
|
|
A
|
: How a particular place (college/ school, etc.) looks?
|
|
B
|
: describe size/ location/ dirty, clean/ special features, etc.
|
|
A
|
: How a particular place (a village/town/ picnic spot, etc) is?
|
|
B
|
: describe location/ climate/ special features
|
UNIT 10
INTERPRETING
GRAPHS, CHARTS AND DIAGRAMS
Reading
Greeting Cultures Around the World
Think and Act
1. What are the people doing in the pictures?
2. Why do you greet people?
3. How do you greet people?
Study Time
a. Read the text below and do the following activities.
i. Find out what is the text about.
ii. Underline the names of the places given in the text.
iii. Out of the following greetings, tick the ones that you find in the text.
Bow and shake hands Pat on the shoulders Put hands together
Touch each other’s nose Kiss on the
cheeks Touch nose
Giving flowers Put
hands in a praying position Lifting a
hand
Hug each other
The way
people greet one another reflects their custom. It gives
insight into their history and values. There is a wide range of greetings
around the world. These range from the common handshake to other strange rituals found in some
countries. Let’s observe how the simple action of greeting someone
differs greatly from place to place.
In
some Eastern countries, including Korea and Japan, bowing is the traditional
greeting. In Japan, it is accepted that the deeper the bow, the deeper
the respect shown. In Nepal and India, people bend or nod and say Namaste or Namaskar joining palms
together as if praying. Handshakes are also popular in these countries. In
Tibet, people opt to stick out their tongue
to greet others which may seem strange to us.
In
the United States, people shake hands firmly and make direct eye contact. It
means a simple handshake is the normal greeting there. Shaking
a person’s right hand while looking him or her in his or her eyes is the usual
method. Handshakes are also common in other parts of the world, including
Canada, Britain and Russia. When Canadians first meet, they often shake hands
and introduce themselves by stating their name. In Russia, males grasp other men’s
hands very strongly during the handshake.
Similarly,
most people in New Zealand greet each other by shaking hands. However, the native
Maori people of that country display more physical contact: they press
their noses together in a sign of trust and closeness.
In
other countries, such as France and Belgium, hugging and kissing are more
common when two people meet. In those cultures, people kiss each other on the
cheeks. The number of times varies depending on the particular country. In
Saudi Arabia, men might hug and kiss each other
(but not a woman), on the cheek. Men also shake hands with other men there.
Thus,
greetings vary from culture to culture and the place to place where they live.
These cultures teach us how to assimilate in a society. It also helps us to
know each other’s way of life. Moreover, learning about other’s culture can be
a reliable tool for keeping peace and social harmony.
1. Enrich Your Vocabulary
a. Choose the synonym (s) of the underlined word(s).
i. John greeted his friend with a warm smile and firm handshake.
A. demonstrated B.
presented C. welcomed D. offered
ii. The old man grasped his young grandson’s hand
tightly, so he couldn’t run onto the road.
A. touched B.
held C. observed D. kissed
iii. I’m interested in learning more about the customs
of other countries.
A. attractions B.
language C. traditions D. people
iv. Remember, when you meet Mr. Robin, he doesn’t like
any physical contact.
A. gossip B.
touching C. greeting D. discussion
b. Choose the best options and fill in the blanks.
i. A ................... can be used to greet someone or to show
agreement.
A. hug B.
nod C. kiss D. custom
ii. Jimba ................................ his hand
towards the woman, but she refused to shake it.
A. depended on B.
turned down C. held on D. stuck out
iii. Ken hurt his back after his deep
.................... to the foreign visitor.
A. bow B.
shake C. contact D. effect
iv. The styles in this store
................................ from old-fashioned to modern.
A. price B.
accept C. range D. come
V. Getting down on your knees is a
...................... to honour the dead in this country.
A. closeness B.
range C. suggestion D. ritual
2. Read
and Tick
a. Read the text again, and tick the best answers.
i. What is this text mainly about?
A. The importance of handshakes all around the world
B. The origins and histories of various greetings
C. The strangest types of greetings on Earth
D. The wide range of greeting customs in the world
ii. Which of the following is true?
A. People in Russia, but not England, shake hands.
B. The number of times people kiss on the cheek
varies.
C. In the past, people nodded if they weren’t carrying
a weapon.
D. You shouldn’t look at people when shaking their
hands in the
United States.
iii. How do most people in New Zealand greet each other?
A. With a kiss on the cheek
B. By pressing noses together
C. With a handshake
D. By sticking out their tongues
iv. How do people greet in India and Nepal?
A. With a handshake
B. By pressing noses together
C. With a kiss on the cheek
D. By saying Namaskar/Namaste
v. How do Saudi Arabians greet people?
A. Men might hug and kiss each other (but not a woman) on the cheek.
B. It’s not proper for men to kiss women when they
meet.
C. Women do not kiss other women when they meet.
D. Women can kiss men, but men can’t kiss women when
themeet.
b. Read
the text again and fill in the blanks with the following words.
[hand / hug and kiss / customs / stick out / greeting / bow]
If you are travelling to another country, you should
learn a bit about its ......... before you go there. This includes getting to
know the proper form of ......... people. It can differ a lot. If you go to
America, don’t be surprised if someone shakes your ......... In Japan people
might ......... when they greet. Finally, if you travel to Saudi Arab, men
might ......... each other (but not a woman), on the cheek.
3. Read and Answer
Read the text again, and answer these questions.
a. How do the Nepalese greet each other?
b. What are the different ways of greeting people in
the USA, Canada, and Japan?
c. What do greetings reflect?
d. What is the significance of understanding other’s
culture?
e. Supply a suitable title to the text.
Put into Practice
Collect as many greetings as possible from different
communities of your country. Find out the similarities and differences between
them.
UNIT 5
CRITICIZING
AND EXPRESSING DEGREES OF PROBABILITY
Reading
I
A Debate
Think and Act
a. Think of
an issue or topic where your views differ from your friend.
Issue:-------------------------
What you
think What your friend thinks
b.
Look at the pictures and guess:
i. Who are these people? ii. What are they debating over?
iii.
Whose point of view do you like?
Study
Time
I. Go through the views in the boxes below and find the answers to these
questions.
Ajmera : Oh ! Uttar, a new mobile set?
The previous week I saw another one and today it’s another. Aren’t you
troubling your family like this? Doesn’t satisfaction have any space in you?
You should learn to be satisfied with what you have. You shouldn’t …………..
Uttar : Excuse me!! I’m not troubling
my family and, self satisfaction is not everything. We should try to keep up
with the changing world. We should strive for success. If people believe in what
you say then the world will come to a standstill,--------------------
Chandra: Ymm…!! You are right but it’s
not that we should always long for progress and forget to cherish what we have.
One should always have self satisfaction, for every progress is made to achieve
satisfaction. Both satisfaction and progress are equally important. However,
it’s our progress that introduces us to the world, not our self acceptance. Do
we make progress for satisfaction or-----------
Bhim: Hey guys! All
of you are trying to be Aristotle. It seems to be a chicken and egg situation
to me but I think self satisfaction and progress should go hand in hand. I will
give you an example of a great man, Abraham Lincoln who had the quality of self
acceptance along with a strong flare for progress. He failed in business at the
age of 21; was defeated in a legislative election at the age of 22; failed
again in business at age 24; lost a congressional race when he was 34; lost a
senatorial election at 45; failed in an effort to become vice-president at age
47; lost a senatorial race when he was 49; and was elected president of the United
States at the age of 52.
Uttar:Humans are by-instinct never satisfied
and always inquisitive for progress. Our minds should always be striving for
new inventions. The development of the world to this stage from the Stone Age
has been possible only due to our need for progress. Our self acceptance as
advocated by Ajmera, can turn us into self satisfied ambitionless mammals. What
do --------------
Ajmera: I beg your
pardon. If you only go for success and progress then a day will come when you
will stand alone without friends and families because you will have lost them
all in the never ending race to prosperity and success. That’s the reason why I
think satisfaction is far more valuable than progress. You should be satisfied
with what you have because the things which you possess now were once part of your
progress and now you don’t value them. I strongly suggest you not to—
Chandra: This will
never end. Let’s go. We’re getting late.
1.
Enrich Your Vocabulary
Some of the words and phrases used by the speakers have the following meanings.
Read the views of the different speakers above and write the words/ phrases
next to the meanings.
a. contentment (Ajmera) ---------------------
b. make progress at the same rate(Uttar) -----------
c. a situation in which every activity has stopped(
Uttar) --------------
d. love, appreciate and protect something (Chandra)
--------------------
e. connectedly and simultaneously
(Bhim)------------------------
f. far more eager to know or explore (Uttar 2)
---------------------------
2. Read, Match and Add
Read the following views and compare them with what the speakers say. After
this match the views with the speakers and add a view of your own.
A B
a. Uttar is
of the opinion that -progress should be
made for the cause of satisfaction.
b. Ajmera
strongly believes that -both satisfaction and progress should go ahead side by
side.
c. Chandra
opines that -success is not the ultimate goal of our life.
d. Bhim
stresses that -satisfaction
eventually leads us to aimlessness.
e. I think
--------------------------------------------.
3. Read and Complete
Read the debate once again and complete the sentences with appropriate
words.
a. Uttar keeps changing----------------------------.
b. Ajmera--------------------------------self-acceptance.
c. Abraham Lincoln possessed both self acceptance and
a flare for -------------------.
d. Our
activities for progress should be heading towards- ------ .
e.
Bhim doesn’t know whether self-satisfaction or -----------
comes
first.
4. Read and Answer
Read the debate once again and answer the questions given below.
a. Why does Uttar always try to possess new things? Why does he suggest
that we shold not be self-satisfied?
b.
What is a never ending race according to Ajmera? How is it so?
c.
What does Bhim mean by saying “It seems to be a chicken and egg situation”.
d.
How is Chandra’s point of view different from that of Uttar or Ajmera?
e.
If you were one of the speakers, how would you express your thoughts?
Listening
Think and Act
Look at the following diagram and see where the letters A, B, C, D,
E, F, G, H,
and X are in relation to one another. Read the sentences
beside the diagram and compare your sentences with them.
X is in the
middle
A is at the top
B is at the bottom
X is between C and D
C and D are on either side of X
E is above X
F is under X
G is in the right-hand top corner
H is in the left-hand bottom corner
2. Look at the pictures below, and answer the following questions.
a. Have you ever tried to draw and complete the picture after listening
to the description?
b. Is picture - 1 complete? What’s missing?
c. What different shapes does the second picture have?
Study
Time
1. Listen to the description of the two pictures and complete them
drawing what is missing.
2. Answer the following questions briefly.
a. Where is the house?
b. What is behind the house?
c. Where are the flowers?
d. How many windows are there?
e. What do the arrows point to?
Put into Practice
Work in pairs. Draw a picture of your choice. Write a description below
it. Then read it to your partner so that he/she can draw a similar picture.
After completion, compare your friend’s picture with your own.
Speaking
Think and Act
Look at your friends in the class. Write down any two things they are
doing that you think are not good.
Now criticize them using should/should not be + v-ing.
Study Time
Work in pairs. Take turns as in the example to criticise what’s
happening in the picture.
A: They
should not be littering the park.
B:
You are right. They should be disposing the garbage in a proper place.
A: Gaurab should not have been late for the assembly.
B:
Yes, he should have left for school on time.
Put into Practice
Look at this little boy and read what he is saying sobbingly. Criticise
him
using: You should/should not: you should have/should not have
-I have lost the money mother gave me
for buying tiffin. I put it in my shirt pocket and came to school playing with
my friends on the way. Now it’s not there. I am hungry.
UNIT 12
EXPRESSING IN
/ ABILITY
Listening
Think and Act
Look at the following pictures and guess the answers to these questions.
a.
What do you see in the picture?
b.
Who are the people?
c.
What are they doing?
Study Time
a. Listen to the audio material and write ‘True’ for the true statements
and ‘False’ for the false ones.
i. The daughter is helpful
ii. Her mother wants her children to be independent.
iii. There are three members in the family.
iv. Hira Devi is a single mother.
b. Listen again and answer the following questions:
i. Who wants to drink water?
ii. Why did Hira Devi not give water to Dilrupa?
iii. Did mother allow Dilrupa to help her brother? Why? Why not?
iv. Who has the sense of caring and helping? How do you know it?
v. Why didn’t they call the father?
Put into Practice
You want people to do their things independently as Hira Devi
does. Listen to the audio material once again and respond to the following
situations using suitable reflexive pronouns like: yourself, yourselves,
themselves, himself, herself, etc.
Your friend : Please
go and tell the class teacher I want to go home.
You : --------------------------------------------------------------------------.
Your Mother : Your
brother can’t wash his clothes properly. Go and wash them for him.
You : -------------------------------------------------------------------------.
Class captain : The
group of Mandira, Krishna and Rajnarayan can’t write the report to be submitted
to the teacher. Can you prepare it for them?
You : -------------------------------------------------------------------------.
Rojina : Laxmikant told me to request you to write his leave application
and give it to the class teacher.
You : -------------------------------------------------------------------------.
Speaking
Think and Act
a. Do you help your parents at home and teachers at school? How do you
help them?
b.
You can do many things independently. Time has taught you to be able to do.
Make a list of any three things which you can do yourself.
i.
……………………………
ii.
……………………………
iii.
…………………………..
Study Time
Read what Sharada has to say about her sister, Manju and mark
her ability and inability.
Manju,
my sister, grew from not being-able to now-she-can. When
she
was very little, she was too scared to go down the stairs. Time went by, and
now she can. When she was little, she couldn’t pour milk on her cereal bowl without
spilling. Time passed, and now she is able to do so. She once wasn’t able to
colour inside the lines but now she can. She wasn’t able to make a call, and now
she can do video calls. Manju couldn’t solve even the simplest problems of
Mathematics at primary level but now she can solve her mathematical problems
herself. Once my head was too high for her, now she can rest her head on it.
What she can’t do yet is stay away from me. I am sure with the passage of time she
will be able to do that too.
Put
into Practice
a. Study the example and have similar conversation in pairs.
Example: sing/ English songs? yes/ no
A : Can you sing
English songs?
B : Yes, I can. Or No I can’t but I can sing Nepali songs.
Example: wash
clothes/ when ten? Yes/ no
A : Could you
(were you able to) wash your clothes when you were ten years old?
B : Yes, I could
wash my clothes myself. Or No, I couldn’t/ wasn’t able to then but I can wash
them now.
i. Speak
Japanese/ Hindi/ Maithili/ Bhojpuri ? Yes/ no
ii. Play
volley ball/ football/ basketball/ madal/ flute/ guitar? Yes/ no
iii. Go to school alone/ carry your bag/ do your homework/ put on your
dress when five? Yes /no
iv. Write letters/ draw pictures/ ride bicycle/ make rice/ work on computer
when you were in the middle school? Yes /no
b. Do you have your younger brother/sister/cousin/niece/nephew? You must
have seen them growing. Remember some interesting activities which they
could/couldn’t do when they were small. Collect the real information you have
about them and tell them in such a way that they smile listening to your
description.
THE END
