PR1ME ENGLISH Reading Comprehension Skills L10_U7 TG_LR

SCHOLASTIC TM READING SKILLSCOMPREHENSION Level 10 Teacher’s Guide Reading Skill 10 Text Type Knowledge Unit 7 Text Type Features — Narrative Genre Product code: 9781000116342

Reading Skill 10 Text Type Knowledge Unit 7 Text Type Features — Narrative Genre Resources: • Student Card 1 – What Is It? (1080L) • Presentation 1 – Text Type Features — Narrative Genre Lesson 1 Objectives: • To read a text closely, analyze and understand the specific features of the narrative genre • Identify the theme of a narrative Introduce the Reading Skill (2-3 minutes) SCHOLASTIC • Ask: What movies have you seen lately? What books have you read lately? Elicit © 2018 Scholastic Education International (S) Pte Ltd 9781000116342 answers from students and have them discuss any favorites they have and elaborate on what, in particular, they like about them. • Show Presentation 1 Slide 2 and explain that most narratives share common elements, for example, beginning, rising action, climax, falling action and ending. Guide them to understand that genre is a way of further sorting narratives into more specific groups with similar features and these contribute to an overall theme or idea. Features with details specific to different genres include setting (place, time, background) and characters (name, description, traits or abilities) as well as other features like science and technology in a science fiction narrative. • Show Slide 3 and discuss some of the different narrative genres students might have come across — science fiction, realistic, historical, adventure, fantasy, mystery, humor, horror. Ask if anyone has seen the Star Wars movies. Explain that the genre of these movies is science fiction or sci-fi. Say: Star Wars is set in a fictional galaxy where space travel is as prevalent as alien life forms. These features are specific to the sci-fi genre. Explain and Engage (15 minutes) • Show Slide 4 and say: Writers and readers share a set of expectations for different narrative genres. Analyzing these conventions will help the reader engage with the text in a meaningful way. • Say: Here are some questions you can ask in order to analyze the narrative genre. Show Slide 5. Guide students to understand that by reading carefully and closely for details about setting, characters and any other features specific to a genre, they can realize the theme of a story and therefore gain a deeper understanding. • Distribute/display Student Card 1 – What Is It? and ask students to read the text excerpt silently. • Explain that we can use a graphic organizer to help analyze the features of a text then show Slide 6. The organizer will also show how the features tie into the overall theme and allow the reader to recognize the genre. • Ask: Where do you think the story is set? Elicit answers from students. (Examples: It is set underground. It is set in a cavern.) Show Slide 7 in stages and say: In order to reach the subterranean underworld, the narrator and his uncle have to make a brave journey. This probably links to the overarching theme. • With students, complete the graphic organizer on Student Card 1 then show Slide 8. 2 Remind students of the significance of science and/or technology in a science fiction universe and they should realize they are reading a sci-fi text.

Sample answer: Title: What Is It? How this contributes to the theme Setting Subterranean underworld in ‘the The narrator and his uncle bravely bowels of the earth’ descend into the earth to explore the underworld. Narrator and his scientist professor uncle (no special abilities) Character(s) The journey challenges their bravery and Prehistoric mastodons and a giant personal limits. human Discovery of a giant and the Their discoveries are challenging and the monster mastodons, which seem narrator fears they might encounter ‘large’ Other features as if they come from ancient times; and ‘dangerous’ mammals, which they do. characters effectively travel to They persist regardless. another world Theme: Journey of (self) discovery; perseverance. Genre: Science fiction SCHOLASTIC Wrap up (2–3 minutes) • Say: By closely reading a narrative and thinking about the features of its genre, we can understand its theme(s) and gain a deeper understanding of the work. Show Slide 9 and review with students the questions they can ask to understand the setting and character as well as other features of the narrative genres. STUDENT CARD 1 TM Level Reading Skill 10 Text Type Knowledge The boughs crackled, and the whole masses of leaves and green branches went down the capacious throats of these terrible monsters! READING 10 Unit 7 Text Type Features — Narrative Genre That wondrous dream, when I saw the antehistorical times revivified, when the Tertiary and Quaternary SKILLSCOMPREHENSION periods passed before me, was now realized! STUDENT CARD 1 LESSON 1 And there we were alone, far down in the bowels of the earth, at the mercy of its ferocious inhabitants! Unit 7: Text Type Features — Narrative Genre My uncle paused, full of wonder and astonishment. “Come!” he said at last, when his first surprise was over, “Come along, my boy, and let us see them nearer.” © 2018 Scholastic Education International (S) Pte Ltd 9781000116342 Read the passage. Excerpt from JOURNEY TO THE CENTER OF THE EARTH by Jules Verne. Illustration: side 1: “No,” replied I, restraining his efforts to drag me forward, “we are wholly without arms. What should we © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-83-5 © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-83-5 Édouard Riou / Wikimedia Commons / Public Domain. do in the midst of that flock of gigantic quadrupeds? Come away, Uncle, I implore you. No human creature can What Is It? with impunity brave the ferocious anger of these monsters.” “No human creature,” said my uncle, suddenly lowering his voice to a mysterious whisper, “you are For a long and weary hour we tramped over this great bed of bones. We advanced regardless of mistaken, my dear Henry. Look! look yonder! It seems to me that I behold a human being — a being like everything, drawn on by ardent curiosity. What other marvels did this great cavern contain — what other ourselves — a man!” wondrous treasures for the scientific man? My eyes were quite prepared for any number of surprises, I looked, shrugging my shoulders, decided to push incredulity to its very last limits. But whatever might my imagination lived in expectation of something new and wonderful. have been my wish, I was compelled to yield to the weight of ocular demonstration. Yes — not more than a quarter of a mile off, leaning against the trunk of an enormous tree, was a human being The borders of the great Central Ocean had for some time disappeared behind the hills that were — a Proteus of these subterranean regions, a new son of Neptune keeping this innumerable herd of mastodons. scattered over the ground occupied by the plain of bones. The imprudent and enthusiastic Professor, Immanis pecoris custos, immanior ipse!* who did not care whether he lost himself or not, hurried me forward. We advanced silently, bathed in Yes — it was no longer a fossil whose corpse we had raised from the ground in the great cemetery, but a waves of electric fluid. giant capable of guiding and driving these prodigious monsters. His height was above twelve feet. His head, as big as the head of a buffalo, was lost in a mane of matted hair. It was indeed a huge mane, like those which By reason of a phenomenon which I cannot explain, and thanks to its extreme diffusion, now belonged to the elephants of the earlier ages of the world. complete, the light illumined equally the sides of every hill and rock. Its seat appeared to be nowhere, in In his hand was a branch of a tree, which served as a crook for this antediluvian shepherd. no determined force, and produced no shade whatever. We remained profoundly still, speechless with surprise. But we might at any moment be seen by him. Nothing remained for us but instant flight. The appearance presented was that of a tropical country at midday in summer — in “Come, come!” I cried, dragging my uncle along; and, for the first time, he made no resistance to my wishes. the midst of the equatorial regions and under the vertical rays of the sun. [ . . . ] A quarter of an hour later we were far away from that terrible monster! Now that I think of the matter calmly, and that I reflect upon it dispassionately; now that months, years, After we had walked about a mile farther, we came to the edge of a vast forest not, have passed since this strange and unnatural adventure befell us — what am I to think, what am I to believe? however, one of the vast mushroom forests we had discovered near Port Gretchen. No, it is utterly impossible! Our ears must have deceived us, and our eyes have cheated us! We have not seen what we believed we had seen. No human being could by any possibility have existed in that It was the glorious and wild vegetation of the Tertiary period, in all its superb subterranean world! No generation of men could inhabit the lower caverns of the globe without taking note of magnificence. Huge palms, of a species now unknown, superb palmacites — a genus of fossil those who peopled the surface, without communication with them. It was folly, folly, folly! Nothing else! palms from the coal formation — pines, yews, cypress and conifers or cone-bearing trees, the whole bound together by an inextricable and complicated mass of creeping plants. * The keeper of gigantic cattle, himself still more gigantic! A beautiful carpet of mosses and ferns grew beneath the trees. Pleasant brooks A. Think about the different features in the narrative and write details of these in the first murmured beneath umbrageous boughs, little worthy of this name, for no shade did they column. Then, explain how these details contribute to the theme of the narrative in the give. Upon their borders grew small treelike shrubs, such as are seen in the hot countries second column. Finally, complete the last two rows by writing in the theme and the genre. on our own inhabited globe. Title: How this contributes to the theme The one thing wanting in these plants, these shrubs, these trees — was color! Forever deprived of Setting the vivifying warmth of the sun, they were vapid and colorless. All shade was lost in one uniform tint, of Character(s) a brown and faded character. . . Other features Theme: My uncle ventured beneath the gigantic groves. I followed him, though not without a certain amount Genre: of apprehension. Since nature had shown herself capable of producing such stupendous vegetable supplies, why might we not meet with mammals just as large, and therefore dangerous? 2 I particularly remarked, in the clearings left by trees that had fallen and been partially consumed by time, many leguminous (beanlike) shrubs, such as the maple and other eatable trees, dear to ruminating animals. Then there appeared confounded together and intermixed, the trees of such varied lands, specimens of the vegetation of every part of the globe; there was the oak near the palm tree, the Australian eucalyptus, an interesting class of the order Myrtaceae — leaning against the tall Norwegian pine, the poplar of the north, mixing its branches with those of the New Zealand kauris. It was enough to drive the most ingenious classifier of the upper regions out of his mind, and to upset all his received ideas about botany. Suddenly I stopped short and restrained my uncle. The extreme diffuseness of the light enabled me to see the smallest objects in the distant copses. I thought I saw — no, I really did see with my own eyes — immense, gigantic animals moving about under the mighty trees. Yes, they were truly gigantic animals, a whole herd of mastodons, not fossils, but living, and exactly like those discovered in 1801, on the marshy banks of the great Ohio, in North America. Yes, I could see these enormous elephants, whose trunks were tearing down large boughs, and working in and out the trees like a legion of serpents. I could hear the sounds of the mighty tusks uprooting huge trees! 1 1080L 3

Reading Skill 10 Text Type Knowledge Unit 7 Text Type Features — Narrative Genre Resources: • Student Card 2A – The Chapter Ends (970L) • Student Card 2B – The Eve of the War (1360L) • Presentation 2 – Text Type Features — Narrative Genre Lesson 2 • Answer Key Objectives: • To read a text closely, analyze and understand the specific features of the narrative genre • To plan a science fiction narrative of their own, including details specific to the genre Recap (Up to 5 minutes) SCHOLASTIC • Ask: What are some of the features in a narrative that can help you recognize its genre? © 2018 Scholastic Education International (S) Pte Ltd 9781000116342 Elicit answers from students then show Presentation 2 Slide 2 to review. Engage – Differentiated Practice (20 minutes) Set-Up • Split the class into 2 groups according to students’ reading proficiency. Students with a reading level of 1075L or below should be given Student Card 2A — The Chapter Ends. Students with a reading level of 1076L or above should be given Student Card 2B — The Eve of the War. • Ask each group to read the text on their card either silently or to take turns reading a paragraph aloud. Remind them to pay attention to the features that will help them categorize the genre of the narrative. Student Card 2A – The Chapter Ends • Check in with the group to ensure they are reading the text, and to check if there are any words they need help understanding. • Have students complete the Check your understanding questions. • Have students discuss the Think about it! question. Check in with the group to hear some of the students’ answers. • Ask students to complete the Word work activity. When students are finished they should correct their answers using the Answer Key. • Have students draw an organizer like the one they completed on Student Card 1. Show Slide 3. • Have students reread the text closely. Say: Keep the features of genre in mind. Remember to consider setting, characters and other features as you read. • Have students fill in the graphic organizer on their own. Monitor their progress and help them if necessary. 4

Sample answer: Title: The Chapter Ends How this contributes to the theme Setting Earth, thousands of years into the Jorun in conflict about his involvement in future moving the last humans from Earth Character(s) Jorun, super human with ability to Julith and her people have to leave Earth fly in spaceships; they have no adaptations or alien crew from various planets/ other abilities, unlike aliens and Jorun, who worlds pities this last group of humans Julith, a human child who lives on Earth Different planets; description of Earth as a haven in space; space Earth means different things to different travel; aliens (i.e. Chuli and Cluthe); ‘people’; Jorun calls himself a ‘sentimental superhuman abilities, such as fool’ for feeling sad about the end of © 2018 Scholastic Education International (S) Pte Ltd 9781000116342Other features SCHOLASTIC ability to fly, mind power to control habitation on Earth nervous system, etc. Theme: Departure Genre: Science fiction Student Card 2B – The Eve of the War • Check in with the group to ensure they are reading the text, and to check if there are any words they need help understanding. • Have students complete the Check your understanding questions. • Have students discuss the Think about it! question. Check in with the group to hear some of the students’ answers. • Ask students to complete the Word work activity. When students are finished they should correct their answers using the Answer Key. • Have students draw an organizer like the one they completed on Student Card 1. Show Slide 3. • Have students reread the text closely. Say: Keep the features of genre in mind. Remember to consider setting, characters and other features as you read. • Have students fill in the graphic organizer on their own. Monitor their progress and help them if necessary. 5

Sample answer: Title: The Eve of the War How this contributes to the theme Martians have been watching Earth and Setting Earth, in the early twentieth planning to take over; consider humans century under a Martian invasion lowly and insignificant, as lesser beings (author mentions that humans have Character(s) Narrator, a human, describing treated other humans and animals in the humanity same way) Martians (mentioned) Narrator’s description of humans as vain, complacent and arrogant (not expecting any intelligent life on other planets); Martians face similar problems to humans, such as environmental changes and overcrowding and need a new place to live Lack of technology and knowledge of aliens meant humans have no idea anything is about to happen and will not be able to do anything to protect themselves or prevent the invasion. SCHOLASTIC Alien life forms (i.e. Martians), their Other features technology (far more advanced © 2018 Scholastic Education International (S) Pte Ltd 9781000116342 than human technology) Theme: Colonization Genre: Science fiction Whole class • Bring the class back together. Have volunteers share features from the texts and how these contribute to the theme. • Explain to students that they can improve their own writing skills by utilizing the features of narrative genre. Say: Knowing the conventions of a genre gives the writer a structure to work within. Of course, once a writer is proficient with the rules, he or she can begin to challenge and break those rules. • Tell students that they will be planning their own narrative in the science fiction genre. Show Slide 4 and review the importance of genre within a narrative. Point out the tips for thinking about the features specific to the science fiction genre. • Have students plan their narrative using the Write now section. Wrap up (5 minutes) • Have volunteers share ideas from their plans. Have other students suggest whether they think the plans include strong features of the science fiction genre and whether the details planned help them to understand the theme. They might have some further suggestions that volunteers could incorporate into their plans. 6

STUDENT CARD 2A TM Level Reading Skill 10 Text Type Knowledge She was some thirteen or fourteen years old, a freckle-faced child with a shy smile, and steady green eyes. There was a certain awkward grace about her, and she seemed more imaginative than most of her stolid READING 10 Unit 7 Text Type Features — race. She curtsied quaintly for him, her bare foot reaching out under the long smock which was daily female Narrative Genre dress here. SKILLSCOMPREHENSION STUDENT CARD 2A LESSON 2 “Are you busy, good sir?” she asked. “Well, not too much,” said Jorun. He was glad of a chance to talk; it silenced his thoughts. “What can I do Unit 7: Text Type Features — Narrative Genre for you?” “I wondered —” She hesitated, then, breathlessly: “I wonder if you could give me a lift down to the beach?...” Read thReepaadstshaegep.assage. [...] The Chapter Ends “Why do you want to go to the beach, Julith?” There were more beautiful planets in the Galaxy’s swarming myriads — the indigo world-ocean of “We’ll be busy packing up,” she said. “Starting tomorrow, I guess. This is my last chance to see it.” Loa, jeweled with islands; the heaven-defying mountains of Sharang; the sky of Jareb, that seemed to Jorun’s mouth twisted a little. “All right,” he said; “I’ll take you.” drip light — oh, many and many, but there was only one Earth. “You are very kind, good sir,” she said gravely. He didn’t reply, but held out his arm, and she clasped it with one Jorun remembered his first sight of this world, hanging free in space to watch it after the gruelling hand while her other arm gripped his waist. The generator inside his skull ten-day run, thirty thousand light-years, from Corazuno. It was blue as it turned before his eyes, a responded to his will, reaching out and clawing itself to the fabric of forces burnished turquoise shield blazoned with the living green and brown of its lands, and the poles were and energies which was physical space. They rose quietly, and went so crowned with a flimmering haze of aurora. The belts that streaked its face and blurred the continents slowly seaward that he didn’t have to raise a wind-screen. were cloud, wind and water and the gray rush of rain, like a benediction from heaven. Beyond the planet “Will we be able to fly like this when we get to the stars?” she asked. hung its moon, a scarred golden crescent, and he had wondered how many generations of men had “I’m afraid not, Julith,” he said. “You see, the people of my civilization looked up to it, or watched its light like a broken bridge across moving waters. Against the enormous are born this way. Thousands of years ago, men learned how to control the cold of the sky — utter black out to the distant coils of the nebulae, thronging with a million frosty great basic forces of the cosmos with only a small bit of energy. Finally they points of diamond-hard blaze that were the stars — Earth had stood as a sign of haven. To Jorun, who used artificial mutation — that is, they changed themselves, slowly, over came from Galactic center and its uncountable hosts of suns, heaven was bare, this was the outer fringe many generations, until their brains grew a new part that could generate this where the stars thinned away toward hideous immensity. He had shivered a little, drawn the envelope of controlling force. We can now even fly between the stars by this power. But air and warmth closer about him, with a convulsive movement. The silence drummed in his head. Then your people don’t have that brain, so we had to build spaceships to take you away.” he streaked for the north-pole rendezvous of his group. “I see,” she said. “Your great-great-great-grandchildren can be like us, if your people want to be changed thus,” he said. Well, he thought now, we have a pretty routine job. The first expedition here, five years ago, “They didn’t want to change before,” she answered. “I don’t think they’ll do it now, even in their new home.” prepared the natives for the fact they’d have to go. Our party simply has to organize these docile Her voice held no bitterness; it was an acceptance. peasants in time for the ships. But it had meant a lot of hard work, and he was tired. It would be good Privately, Jorun doubted it. The psychic shock of this uprooting would be bound to destroy the old traditions to finish the job and get back home. of the Terrans; it would not take many centuries before they were culturally assimilated by Galactic civilization. Assimilated — nice euphemism. Why not just say — eaten? Or would it? He thought of flying with Zarek, his team-mate, from the rendezvous to this area assigned as theirs. Glossary Plains like oceans of grass, wind-rippled, darkened with the herds of wild cattle whose hoofbeats were a thunder in the earth; forests, hundreds of kilometers of old and mighty trees, rivers piercing them Word Meaning in a long steel gleam; lakes where fish leaped; spilling sunshine like warm rain, radiance so bright it artificial made by people rather than existing in nature hurt his eyes, cloud-shadows swift across the land. It had all been empty of man, but still there was a assimilated vitality here which was almost frightening to Jorun. His own grim world of moors and crags and spindrift blazoned caused someone or something to become part of a group, country or seas was a niggard beside this; here life covered the earth, filled the oceans and made the heavens euphemism society clangerous around him. He wondered if the driving energy within man, the force which had raised him to legacy the stars, made him half-god and half-demon, if that was a legacy of Terra. nebulae displayed prominently or vividly Well — man had changed; over the thousands of years, natural and controlled adaptation had fitted swarming him to the worlds he had colonized, and most of his many races could not now feel at home here. Jorun vitality an indirect word or phrase used instead of a harsh or blunt one when thought of his own party: round, amber-skinned Chuli from a tropic world, complaining bitterly about referring to something unpleasant or embarrassing the cold and dryness; gay young Cluthe, gangling and bulge-chested; sophisticated Taliuvenna of the flowing dark hair and the lustrous eyes — no, to them Earth was only one more planet, out of thousands something handed down from one generation to another they had seen in their long lives. And I’m a sentimental fool. bright areas made up of stars or gases and dust that can be seen in the night sky 2 He could have willed the vague regret out of his trained nervous system, but he didn’t want to. This gathering or moving in large numbers was the last time human eyes would ever look on Earth, and somehow Jorun felt that it should be more to him than just another psychotechnic job. a state of being strong and lively “Hello, good sir.” He turned at the voice and forced his tired lips into a friendly smile. “Hello, Julith,” he said. It was a wise policy to learn the names of the townspeople, at least, and she was a great-great-granddaughter of the Speaker. 1 970L © 2018 Scholastic Education International (S) Pte Ltd 9781000116359 ExcerptSCHOLA fromSTHECHAPTERENDSbyTPoulAnderson.IC © 2018 Scholastic Education International (S) Pte Ltd 9781000116359 2 Check your understanding Post-reading activity Literal E. Draw an organizer like the one you completed for Student Card 1. Think about the A. Write the answer using words or phrases. different features in the narrative. Write details of these features then explain how these 1. Which planet is described as having ‘heaven-defying mountains’? details contribute to the theme of the narrative. Finally, write the theme and the genre. 2. Where did Jorun come from? Write now 3. Where was Jorun’s group’s rendezvous place? F. Plan a science fiction narrative of your own. First, decide what your theme will be. 4. When was the first expedition? Then plan details specific to the science fiction genre that you could include to 5. What is the name of the great-great-granddaughter of the Speaker? contribute to this theme. 6. Why does Julith want to go to the beach? Theme Inferential B. Write the answer in full sentences. Setting 1. Why is Jorun in two minds about finishing the job and going home? Characters 2. Why does Jorun say that ‘assimilated’ is a euphemism for ‘eaten’? Other features (e.g. science and technology) © 2018 Scholastic Education International (S) Pte Ltd 9781000116342 Think about it! 4 © 2018 Scholastic Education International (S) Pte Ltd 9781000116359 C. How would you feel about leaving Earth forever? Explain your answer. 7 Word work D. Complete the sentence. Use a word from the word bank. euphemism vitality artificial legacy assimilated swarming blazoned nebulae 1. On a clear night, it is possible to see of great beauty in the night sky. © 2018 Scholastic Education International (S) Pte Ltd 9781000116359 2. Many different cultural groups have been into the community here. 3. I have my club group name on my bag. 4. You could tell that the flowers were because they were all exactly the same and never drooped. 5. There were so many wasps in our garden that we had to call pest control. 6. I don’t believe in using a when I can say something directly instead. 7. Puppies are full of life and . 8. My father had a small cottage by the sea that he left as a for his children. 3

STUDENT CARD 2B TM Level Reading Skill 10 Text Type Knowledge And we men, the creatures who inhabit this earth, must be to them at least as alien and lowly as are the monkeys and lemurs to us. The intellectual side of man already admits that life is an incessant struggle for READING 10 Unit 7 Text Type Features — existence, and it would seem that this too is the belief of the minds upon Mars. Their world is far gone in its Narrative Genre cooling and this world is still crowded with life, but crowded only with what they regard as inferior animals. SKILLSCOMPREHENSION To carry warfare sunward is, indeed, their only escape from the destruction that, generation after generation, STUDENT CARD 2B LESSON 2 creeps upon them. Unit 7: Text Type Features — Narrative Genre And before we judge of them too harshly we must remember what ruthless and utter destruction our own species has wrought, not only upon animals, such as the vanished bison and the dodo, but upon its Read the passage. inferior races. The Tasmanians, in spite of their human likeness, were entirely swept out of existence in a war of extermination waged by European immigrants, in the space of fifty years. Are we such apostles of mercy The Eve of the War as to complain if the Martians warred in the same spirit? No one would have believed in the last years of the nineteenth century The Martians seem to have calculated their descent with amazing subtlety — their mathematical learning is that this world was being watched keenly and closely by intelligences evidently far in excess of ours — and to have carried out their preparations with a well-nigh perfect unanimity. greater than man’s and yet as mortal as his own; that as men busied Had our instruments permitted it, we might have seen the gathering trouble far back in the nineteenth themselves about their various concerns, they were scrutinized and century. Men like Schiaparelli watched the red planet — it is odd, by-the-bye, that for countless centuries Mars studied, perhaps almost as narrowly as a man with a microscope might scrutinize the transient creatures that swarm and multiply in a drop of has been the star of war — but failed to interpret the fluctuating appearances water. With infinite complacency men went to and fro over this globe of the markings they mapped so well. All that time the Martians must have about their little affairs, serene in their assurance of their empire over been getting ready. matter. It is possible that the infusoria under the microscope do the same. No one gave a thought to the older worlds of space as sources [...] of human danger, or thought of them only to dismiss the idea of life As I watched, the planet seemed to grow larger and smaller and to upon them as impossible or improbable. It is curious to recall some of advance and recede, but that was simply that my eye was tired. Forty millions the mental habits of those departed days. At most, terrestrial men of miles it was from us — more than forty millions of miles of void. Few people fancied there might be other men upon Mars, perhaps inferior to realize the immensity of vacancy in which the dust of the material universe themselves and ready to welcome a missionary enterprise. Yet across swims. the gulf of space, minds that are to our minds as ours are to those of Near it in the field, I remember, were three faint points of light, three the beasts that perish, intellects vast and cool and unsympathetic, telescopic stars infinitely remote, and all around it was the unfathomable regarded this earth with envious eyes, and slowly and surely drew darkness of empty space. You know how that blackness looks on a frosty starlight their plans against us. And early in the twentieth century came the night. In a telescope it seems far profounder. And invisible to me because it great disillusionment. was so remote and small, flying swiftly and steadily towards me across that incredible distance, drawing nearer every minute by so many thousands of The planet Mars, I scarcely need remind the reader, revolves miles, came the Thing they were sending us, the Thing that was to bring so about the sun at a mean distance of 140,000,000 miles, and the light and heat it receives from the sun is much struggle and calamity and death to the earth. I never dreamed of it then barely half of that received by this world. It must be, if the nebular hypothesis has any truth, older than our as I watched; no one on earth dreamed of that unerring missile. world; and long before this earth ceased to be molten, life upon its surface must have begun its course. The fact that it is scarcely one seventh of the volume of the earth must have accelerated its cooling to the temperature at which life could begin. It has air and water and all that is necessary for the support of animated existence. Yet so vain is man, and so blinded by his vanity, that no writer, up to the very end of the nineteenth century, expressed any idea that intelligent life might have developed there far, or indeed at all, beyond its earthly level. Nor was it generally understood that since Mars is older than our earth, with scarcely a quarter of the superficial area and remoter from the sun, it necessarily follows that it is not only more distant from time’s beginning but nearer its end. The secular cooling that must someday overtake our planet has already gone far indeed with our neighbour. Its physical condition is still largely a mystery, but we know now that even in its equatorial region the midday temperature barely approaches that of our coldest winter. Its air is much more attenuated than ours, its oceans have shrunk until they cover but a third of its surface and as its slow seasons change, huge snowcaps gather and melt about either pole and periodically inundate its temperate zones. That last stage of exhaustion, which to us is still incredibly remote, has become a present-day problem for the inhabitants of Mars. The immediate pressure of necessity has brightened their intellects, enlarged their powers and hardened their hearts. And looking across space with instruments, and intelligences such as we have scarcely dreamed of, they see, at its nearest distance only 35,000,000 of miles sunward of them, a morning star of hope, our own warmer planet, green with vegetation and gray with water, with a cloudy atmosphere eloquent of fertility, with glimpses through its drifting cloud wisps of broad stretches of populous country and narrow, navy-crowded seas. 1 1360L © 2018 Scholastic Education International (S) Pte Ltd 9781000116366 Glossary ExcerptSCHOLA fromSWAROFTHEWORLDSTbyH.G.Wells.Illustrations:Iside1:WarwickCGoble/Theornamentalist/Wikimedia Word Meaning © 2018 Scholastic Education International (S) Pte Ltd 9781000116366 Commons / Public Domain; side 2: H.G. Wells / Theornamentalist / Wikimedia Commons / Public Domain.accelerated increased in rate, amount or extent a feeling of being satisfied with how things are and not wanting to try complacency to make them better continuing without stopping incessant having no pity or sympathy ruthless examined something or someone carefully especially in a critical way scrutinized relating to or occurring on the earth terrestrial lasting for only a short time transient not feeling or showing sympathy toward someone or something unsympathetic 2 Check your understanding Post-reading activity Literal E. Draw an organizer like the one you completed for Student Card 1. Think about the A. Write the answer using words or phrases. different features in the narrative. Write details of these features then explain how these 1. Which two species of animals does the author suggest we remember? details contribute to the theme of the narrative. Finally, write the theme and the genre. 2. What is the planet Mars also known as? Write now 3. Why did humans have no idea that the Martians were going to invade Earth? F. Plan a science fiction narrative of your own. First, decide what your theme will be. 4. Why do the Martians need to leave Mars? Then plan details specific to the science fiction genre that you could include to 5. Why should humans show understanding of the Martians’ intent for invasion? contribute to this theme. 6. How long have the Martians been preparing to come to Earth? Theme Inferential B. Write the answer in full sentences. Setting 1. Why would the inhabitants of Mars consider humans lowly? Characters 2. Why would ‘the Thing’ that the Martians are sending bring struggle to Earth? Other features (e.g. science and technology) Think about it! 4 © 2018 Scholastic Education International (S) Pte Ltd 9781000116366 C. Do you believe that there is intelligent life on other planets? Explain your answer. © 2018 Scholastic Education International (S) Pte Ltd 9781000116342 Word work D. Complete the sentence. Use a word from the word bank. terrestrial unsympathetic incessant complacency accelerated ruthless scrutinized transient © 2018 Scholastic Education International (S) Pte Ltd 9781000116366 1. He has managed to maintain his spot as top student because of his lack of and always wanting to improve himself. 2. His teacher was quite when he explained that his dog had eaten his homework. 3. She quickly to join the highway. 4. She had a illness, which was over within a few days. 5. The drilling noise from construction site continued through the weekend. 6. While humans are beings, they are always looking to the stars and wanting to explore outer space. 7. The dictator was a man and would punish anyone on a whim. 8. She the exam paper for ten minutes before starting to write. 3 8

TM 10Level Reading Skill 10 Text Type Knowledge READING Unit 7 Text Type Features — SKILLSCOMPREHENSION Narrative Genre Answer Key STUDENT CARD 2A : The Chapter Ends Check your understanding A. 1. Sharang 2. Galactic center 3. At the North Pole 4. Five years ago 5. Julith 6. It would be her last chance to see it. B. Answers may vary, for example: 1. He is struck by the unique beauty of Earth and saddened that no one will live there again. 2. He feels that it will be as if Julith’s people are chewed up and destroyed by the new civilization; ‘assimilated’ is too gentle a word to describe the experience. © 2018 Scholastic Education International (S) Pte LtdS9781000116373CHOLASTIC Word work 2. assimilated D. 1. nebulae 4. artificial 6. euphemism 3. blazoned 8. legacy 5. swarming 7. vitality 5STUDENT CARD 2B :Level The Eve of theReaWdinagrSkill 9 Main Ideas and Details Check your understanding LESSON 2 A. 1. Bison and dodo 2. The red planet 3. Humans were so vain that they did not think it likely, if possible at all, that life would exist on another planet./ They did not have the instruments/ technology to be able to observe space closely enough to see signs of a future invasion. 4. Their planet is cooling and the Martians cannot survive there anymore. 5. Humans have behaved similarly and wiping out certain species of animals and races of people on Earth. 6. For centuries B. Answers may vary, for example: 1. The Mars inhabitants would consider humans lowly because of their own advances in technology, given that they have the capability to watch Earth with plans for invasion. 2. The Martians are not coming in peace but coming to wipe out humanity, so the missile they are sending is destructive. Word work 2. unsympathetic D. 1. complacency 4. transient 6. terrestrial 3. accelerated 8. scrutinized 5. incessant 7. ruthless AEP RS SC G10 U7 Ans.indd 1 24/9/18 1:44 PM