Active English Rev ed (Asia Ed) CB G6 Int Inside_LR

3. Another factor that unifies people is . 4. enrich the multicultural mix of the host nation. B. Answer the following questions.SCHOLASTIC 1. What are the advantages of living in a community? 2. Why does the word “community” look a bit like the word “common”? 3. What do the people of an ethnic community have in common? 4. Why is the Chinese New Year celebrated in some countries outside China? 5. What has been the most significant change in international travel? 6. Why does the global community need to work together? 7. Describe how developments in communications and technology have increased our knowledge and understanding of life in other countries. 8. Can you think of at least two other kinds of communities besides those mentioned in Paragraphs 1 and 2? 9. In Paragraph 3, why does the writer use the word “Sadly” at the beginning of the last sentence? 10. Using the information in Paragraph 5 and your own ideas, write down one possible benefit and one possible problem of having a multicultural mix of people from different ethnic communities living in the same country. 11. What is the “certain sameness” that international businesses bring to cities all around the world? 12. Think of your own neighbourhood. Are there some people you know better than others? Who are these people and why is this so? 13. Do you think that being a part of a community is important? Give reasons for your answer besides those given in the text. 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

C. Check your understanding of Identifying the Main Idea. 1. What is the main idea of Paragraph 1? 2. Match each paragraph with its main idea. a. Paragraph 2 i. the causes and effects of globalisation b. Paragraph 3 ii. the impact of ethnic communities c. Paragraph 4 iii. the influence of religious communities d. Paragraph 5 iv. the development of the global SCHOLASTIC community e. Paragraph 6 v. kinds of communities f. Paragraph 7 vi. language as a unifying factor Vocabulary The English-speaking community comprises not only the inhabitants of Britain, North America, Australia and New Zealand, but also those of many African and Asian nations. Just as the inhabitants of a small community might unite to oppose an undesirable development in their locality, so the inhabitants of the global community must unite to protect the planet as a whole. Certain words and phrases are always used in pairs. Remember, we use not only...but also when we want to talk about two things together and show the link between them. We use just as...so to show a connection or similarity between two actions or situations. Fill in the blanks with not only...but also or just as...so. 1. They lost their suitcase the pouch containing their passports. 2. Karen can repair cars trucks. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 101

3. humans live with their families, animals live with theirs. 4. Anne likes to spend all her time at the beach, Pam likes to spend her time at the library. 5. the tables the chairs have been rented just for tonight. W B Unit 9, pages 42–43 Grammar 1. What is a community? 2. The boundaries of national communities are clear. 3. Some of the most colourful and noisy celebrations of the Chinese New Year are not even held in China! 4. The inhabitants of the global community must unite to protect the planet as a whole. SCHOLASTIC Remember, there are four types of sentences. Each sentence usually ends with a particular punctuation mark or marks. 1. A sentence that asks a question is called an interrogative sentence. An interrogative sentence may begin with words such as what, when, which, who, whom, whose, where, why or how. It ends with a question mark ( ? ). 2. A sentence that makes a statement is called an assertive sentence. It ends with a full stop ( . ). 3. A sentence that expresses strong feelings and ends with an exclamation mark ( ! ) is called an exclamatory sentence. An exclamatory sentence often begins with what or how. 4. A sentence that gives advice or an order, or makes a request is called an imperative sentence. If the subject of an imperative sentence is the word you, it is not usually mentioned in the sentence. Imperative sentences end either with a full stop ( . ) or an exclamation mark ( ! ). 102 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

SCHOLASTICA. Read the sentences below. Write E for Exclamatory, A for Assertive, Im for Imperative and In for Interrogative. 1. Who left their bag on the park bench? 2. I cannot believe you forgot about the meeting! 3. Eat a different fruit every day. 4. The sun is shining brightly today. 5. Make your bed before you leave the room. 6. Wow! This is exciting news! 7. Could you meet me at ten? 8. She wants to travel the world. B. Read each situation given below carefully. Then, write a sentence describing the situation as given in the brackets in your notebook. The first one has been done for you. 1. seeing a young boy with a book (interrogative) Where did you buy this book? 2. hearing the sound of a bell ringing (assertive) 3. noticing a beautiful painting (exclamatory) 4. telling someone to be careful while holding something (imperative) 5. seeing someone with a large bag (interrogative) 6. telling someone to clean up a mess immediately (imperative) W B Unit 9, pages 44–45 Try it out Get into groups of five. Think of a situation. The other members will make any one type of sentence based on the situation. Each member will make a different type of sentence. Take turns to do this. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 103

Punctuation This doesn’t have to be the place where they live. Now it’s possible to fly from one side of the world to the other. Let’s finish our work before we go to the party. Remember, we use an apostrophe ( ’ ) to show that a letter or some letters in a word have been left out. Such words are called contractions. An ’s is usually used as a contraction of the word is. However, sometimes it is also used as a contraction of the word us. SCHOLASTIC A. Insert apostrophes where needed. The first one has been done for you. wont won’t couldnt youre Id wouldve B. Read the following conversation. Insert contractions where possible. Peter : I will never get this homework done on time! Alex : What is it about? Peter : It is about the main rivers that run through Europe. Alex : Why are you so sure you will not be able to finish it on time? Peter : That is because I did not have the time to buy an atlas yesterday. Alex : You will find my atlas useful then. Peter : Thanks! I am really grateful. 104 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

C. Write down the full or short form of these words and phrases. 1. will not 9. there’s 2. we’re 10. I have 3. he is 11. you’re 4. she is 12. wouldn’t 5. that’s 13. has not 6. let’s 14. could not 7. who’s 15. they’ve 8. should not 16. you’ve SCHOLASTIC D. Add apostrophes where needed. “Theyve organised a special party for the twins,” said Mrs Lee to her two children, “and were all invited, so youd better be on your best behaviour.” “But were tired of visiting the twins! It isnt our idea of a party. Lets not go,” the two children moaned. Mrs Lee ignored their complaints. “Since theres likely to be a lot of relatives including cousins, grandparents, aunties and goodness knows who else, youll have to wear your best clothes—and dont get them dirty.” E. Write the full form of the underlined words on the blanks. 1. It’s a shame that you cannot join us for supper. 2. Let’s give Tim a surprise party this weekend. 3. That’s the box you ordered. 4. Since it is getting dark, let’s go back home. 5. He said that there’s nothing in his bag. 6. Who’s playing the guitar? 7. Let’s meet at the museum. 8. Where’s the jar of jam? W B Unit 9, pages 45–46 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 105

Listening Listen to the sentences. Tick the correct answer. 1. Not only do the boys share the same birth date, but also the same . a. birth year b. birth mark 2. Just as Thomas lives with his parents, so Noah lives with . a. his siblings and parents b. his parents and grandparents 3. Both boys speak . SCHOLASTIC a. Bemba b. English 4. read over a hundred books. a. He’s b. They’ve 5. always playing football in the park. a. There’s b. They’re Speaking Min and Amy are talking about the Chinese New Year. Amy : Can you tell me what you know about the Chinese New Year? Min : Well, it’s the most important festival in China and also for Chinese people all around the world. Amy : What else can you tell me about it? Min : It’s based on the ancient Chinese calendar. It’s a time to celebrate family and relationships. Amy : How long does it last? Min : It usually lasts for about fifteen days. Amy : Wow! How is it celebrated? Min : There’re annual reunion dinners held by most families. People also clean their houses and decorate them with red-coloured items. 106 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Try it out Pair up with a classmate. Think of a festival celebrated by a community other than you own. Then, describe it to your partner. Take turns to do this activity. Use contractions where possible. Keep the following points in mind while discussing the festival. What is the origin of the festival? Is it based on religion, an event in the community’s history, an ancient cultural tradition or something else? How long does it last? What are the main events of the festival? SCHOLASTIC Writing A leaflet is usually a small sheet of paper that carries information about something or tells readers about upcoming events. At times, it may be in the form of a large sheet of paper that has been folded to make it smaller. It is usually distributed free among people. Create a leaflet to encourage people to live in your community or neighbourhood. You can write about your own community or invent one. You can also draw or stick pictures of its important features. Here are some points to help you create your leaflet. List all the available facilities such as a community pool or gymnasium. Mention the activities that are done together as a community. Give a brief account of the number of people who are a part of the community along with any other related factors. Say why you think people should become a part of your community. W B Unit 9, page 47 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 107

Review What did you learn? Tick. We use not only...but also when we want to talk about two things together and show the link between them. We use just as...so to show a connection or similarity between two actions or situations. A sentence that asks a question is called an interrogative sentence. It ends with a question mark ( ? ). A sentence that makes a statement is called an assertive sentence. It ends with a full stop ( . ). A sentence that expresses strong feelings and ends with an exclamation mark ( ! ) is called an exclamatory sentence. A sentence that gives advice or an order, or makes a request is called an imperative sentence. Imperative sentences end either with a full stop ( . ) or an exclamation mark ( ! ). An ’s is usually used as a contraction of the word is. However, sometimes it is also used as a contraction of the word us. SCHOLASTIC Project Work Pair up with a classmate. Prepare a list of the advantages and disadvantages of globalisation and of including all nations into one worldwide community. Include your own ideas as well as those mentioned in the text. Then, use the information you have gathered to present a debate in class with one of you arguing in favour of globalisation and the other arguing against it. 108 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

10 New Beginnings Before you read Have you ever lived in or travelled to a new place or country? If so, what was the experience like? Did anything feel strange? Aboard the Ship Mohandas Karamchand Gandhi was a prominent leader of India’s struggle for independence. He became famous worldwide for his dedication to the principle of non- violence. The following is an account of a time in his life when he was young and away from home. SCHOLASTIC I was not used to talking in English, and except for Shri Mazmudar all the other passengers in the second saloon were English. I could not speak to them. I could rarely follow their remarks when they came up to speak to me, and even when I understood I could not reply. I had to frame every sentence in my mind before I could bring it out. I was innocent of the use of knives and forks and had not the boldness to inquire what dishes on the menu were free of meat. I, therefore, never took meals at the table but always had them in my cabin, What impression and they consisted do you form of principally of Gandhi from this sweets and paragraph? fruits, which I had brought with me. saloon: a large public room on a ship where people innocent of: without experience or can sit and relax knowledge of © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 109

Shri Mazmudar had no difficulty, and he mixed with How does Shri everybody. He would move about freely on the deck, Mazmudar’s while I hid myself in the cabin the whole day, only going personality contrast up on the deck when there were but few people. Shri with Gandhi’s? Mazmudar kept pleading with me to associate with the passengers and to talk with them freely. He advised me to take every possible opportunity of talking in English and not mind making mistakes, which were obviously unavoidable with a foreign tongue. But nothing could make me conquer my shyness. An English passenger, wanting to be nice to me, drew me into conversation. He was older than I. He asked me what I ate, where I was going, why I was shy, and so on. He also advised me to come to the table. He laughed at my insistence on not eating meat, and said in a friendly SCHOLASTIC What impression does the English passenger make on Gandhi? way while we were crossing the Red Sea, “It is all very well so far, but you will have to change your decision in the Bay of Biscay. And it is so cold in England that one cannot possibly live there without meat.” “But I have heard that people can live there without eating meat,” I said. “Rest assured it is a lie,” said he. “No one, to my knowledge, lives there without being a meat eater. Don’t you see that I am not asking you to take liquor, though I do so? But I do think you should eat meat, for you cannot live without it.” “I thank you for your kind advice, but I have solemnly promised my mother not to touch meat. If it be found impossible to get on without it, I will far rather go back to India.” pleading: making a heartfelt, emotional request 110 rest assured: be sure of something solemnly: seriously and sincerely associate: mix or meet © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 insistence: continuing to do or believe in something despite facing opposition or difficulties

SCHOLASTICWe entered the Bay of Biscay, but I did not begin to feel the need either of meat or of liquor. We reached Southampton, as far as I remember, on a Saturday. Someone on board had advised us to put up at the Victoria Hotel in London. Shri Mazmudar and I found the hotel to be a trying affair. It was also very expensive. There was, however, a Sindhi fellow passenger from Malta who had become friends with Shri Mazmudar, and as he was not a stranger to London, he offered to find rooms for us. We agreed, and on Monday, as soon as we got our baggage, we paid our bills and went to the rooms rented for us by the Sindhi friend. I remember my hotel bill came to £3, an amount which shocked me. And I had practically starved in spite of this heavy bill! For I could relish nothing. When I did not like one thing, I asked for another, but I had to pay for both just the same. The fact is that all this while I had depended on the foodstuffs which I had brought with me from Bombay. I was very uneasy even in the new rooms. I would continually think of my home and country, and of my mother’s love. At night the tears would stream down my cheeks, and home memories of all sorts made sleep out of the question. It was impossible to share my misery with anyone. And even if I could have done so, where was the use? I knew of nothing that would soothe me. Everything was strange—the people, their ways, and even their dwellings. I was a complete stranger to trying affair: an annoying or difficult event or occurrence dwellings: homes © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 111

English etiquette and continually had to be on my Why did Gandhi guard. There was the additional inconvenience of have to be on his the vegetarian vow. Even the dishes that I could eat guard all the time? were tasteless. I thus found myself between Scylla and Charybdis. England I could not bear, but to return to India was not to be thought of. Now that I had come, I must finish the three years, said the inner voice. –Bharatan Kumarappa (a retelling) SCHOLASTICAfter you read What advice would you have given Gandhi? Reading Comprehension A. Answer the following questions. 1. Why did Gandhi prefer to have his meals in his cabin rather than at the table with his co-passengers? How were Shri Mazmudar’s habits different from Gandhi’s? 2. What advice did the English passenger give Gandhi and what was the latter’s response? 3. How much was the bill at the hotel that Shri Mazmudar and Gandhi stayed at in London? How did Gandhi react to it? 4. What food did Gandhi mainly depend on during his stay at the hotel? etiquette: the code of polite behaviour between Scylla and Charybdis: having to choose associated with a particular society or place between two evils (Scylla and Charybdis were two sea monsters from Greek mythology) 112 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

SCHOLASTIC5. Even though the new rooms were not expensive, Gandhi felt uneasy in them. Why? 6. What was the “additional inconvenience” and how did it affect his stay in London? 7. What did Gandhi’s inner voice say to him? 8. Where was Gandhi travelling to? 9. Would you say that Shri Mazmudar was a good friend? Give reasons for your answer. 10. If you had to move away from your family for a few years, how would you feel? Give reasons for your answer. 11. Do you usually keep the promises you make to other people? How do you feel when you break a promise? Why? B. Check your understanding of Making Inferences. 1. How would you describe Gandhi’s mood while he was on board the ship? 2. What were the other passengers on the ship like? How do you know? 3. Why do you think the English passenger asked Gandhi to eat meat after landing in England? 4. What are the things Gandhi missed about his motherland? What aspect of his personality is expressed through his thoughts and feelings? 5. What does “inner voice” refer to? Why do you think Gandhi listened to it? 6. Why do you think Gandhi went to London? What clues did you find in the extract? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 113

Vocabulary If I cannot get on without meat, I will go back to India. If I cannot manage without meat, I will go back to India. The words in red in both sentences have similar meanings. We often use different words or expressions to convey the same meaning. This makes our speech and writing more interesting. A. Match the words and expressions from the extract Aboard the Ship with their meanings. SCHOLASTIC 1. to my knowledge a. not aware of 2. a trying affair b. be sure 3. out of the question c. as far as I know 4. put up d. a difficult experience 5. rest assured e. stay 6. innocent of f. impossible B. Read the sentences given below. Then, match each phrase with its meaning. You and I are in the same boat: neither of us has finished our assignment! In the first economics class, the students were all at sea, but soon they began to enjoy the subject. Don’t get carried away by all the attention: your fans will forget you as soon as the next new film star comes along. We were at a loose end, so we decided to go cycling. Though they were hard up, the two sisters worked day and night instead of asking relatives for money. He’s a chip off the old block: his paintings are as wonderful as his mother’s. 114 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

1. in the same boat a. like one’s father or mother 2. at sea b. having no money 3. carried away c. confused or puzzled 4. at a loose end d. overexcited 5. hard up e. in the same difficult situation 6. a chip off the old block f. bored and having nothing to do SCHOLASTIC W B Unit 10, page 48 Grammar “You must eat meat once we enter the Bay of Biscay,” he said to me. He advised me to eat meat once we entered the Bay of Biscay. Remember, we follow certain rules when we change a sentence from direct speech to indirect speech. We also use different reporting verbs to show the feeling or mood of the speaker. Here are the rules we follow when we change direct speech to indirect speech. The comma and the quotation marks are removed. The word that is often used after the reporting verb. The reporting verb said to is changed to told. We use said when we do not mention the person spoken to. We use said to or told when we mention the person spoken to. The tense of the verb is changed if the reporting verb is in the past tense. The tense of the verb remains the same if the statement is always true. The tense of the verb does not change when the reporting verb is in the present tense. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 115

The table below shows some other changes we make when we change direct speech to indirect speech. Direct speech SCHOLASTIC→ Indirect speech simple present → simple past present continuous → present perfect → past continuous → past perfect simple past → past perfect I → he/she we → they → you → I/we/he/she/they me → him/her us → them you → my → me/us/him/her/them mine → his/her our(s) → his/hers your → their(s) yours → can/will/may/must → my/our/his/her/their now → mine/ours/his/hers/theirs today → could/would/might/had to yesterday tomorrow then here that day the previous day the next/following day there 116 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

A. Change these sentences from direct to indirect speech. Write them in your notebook. 1. “The dish is tasty,” said Jim. 2. Tina and Adam said, “We are going to France this year.” 3. “Amy may buy this table from me,” said Evan. 4. Jamal said to his brother, “It is foggy today.” 5. She said, “I am at the gym.” 6. “This land is ours,” said the farmers. 7. “Male seahorses have pouches for carrying their young,” said Mum. 8. “Kate took her medicines this morning,” said Uncle Tim. 9. Sam announced, “The books will be distributed tomorrow.” 10. Amanda says, “This bakery sells the best cakes.” B. Change these sentences from direct to indirect speech using suitable reporting verbs. Write them in your notebook. You may use the reporting verbs given in the box below. remarked   complained   boasted   promised   confirmed SCHOLASTIC 1. She said, “I will be there.” 2. “This is a very beautiful house,” said Gus. 3. “This is the building you are looking for,” said the woman to the delivery girl. 4. My aunt said, “Max is always late.” 5. “No one can jump as high as I can,” said the boy. W B Unit 10, pages 49–50 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 117

Punctuation I said that if it was impossible to get on without meat, I would rather go back to India. “If it is impossible to get on without meat, I will rather go back to India,” I said. Remember, we follow certain rules of punctuation when we change a sentence from indirect speech to direct speech. Look carefully at the punctuation marks used in these sentences. Bob said that his brother likes hiking. Bob said, “My brother likes hiking.” SCHOLASTIC Here are the punctuation rules we follow when we change indirect speech to direct speech. We put opening and closing quotation marks ( “ ” ) at the beginning and end of the spoken words. We begin the first word with a capital letter (My). If the spoken words state something, we use a full stop ( . ) at the end. For example, Bob said, “My brother likes hiking.” If the spoken words ask a question, we use a question mark ( ? ) at the end. For example, Bob asked, “Does my brother like hiking?” If the spoken words express strong feeling, we use an exclamation mark ( ! ) at the end. For example, Bob shouted, “My brother likes hiking!” If the spoken words come after the speaker and verb, we put a comma ( , ) after the verb, before the opening quotation marks ( “ ). For example, Bob said, “My brother likes hiking.” If the spoken words come before the speaker and verb, we put the punctuation mark ( , ), ( ? ) or ( ! ) after the spoken words, before the closing quotation marks ( ” ). For example, “My brother likes hiking,” said Bob. 118 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

A. Add the missing punctuation marks in the passage. Here comes the big one said Jenny with a broad smile as she hit the ball with a loud thud. Someone catch that ball shouted Cynthia as she watched it zoom across the playing field. Sara gave chase but lost the ball near the boundary fence. I wonder where the ball is said Sara as she searched for it among the scattered bushes. Suddenly, I’ve found it she shouted. She stood up with the ball in her hand. She flung the ball towards the centre, yelling loudly let’s go team! SCHOLASTIC B. Change these sentences from indirect to direct speech. Write them in your notebook. 1. I said that I had heard that people could live there without eating meat. 2. Irma told her sister that she thought the new dress was too long. 3. He insisted that he had been present at the meeting. 4. The man complained that the room was too cold. 5. The woman exclaimed that she had won the lottery. W B Unit 10, page 51 Listening Listen to the sentences. Match each sentence with the feeling or mood of the speaker. 1. Sentence A a. joyful 2. Sentence B b. angry 3. Sentence C c. disappointed 4. Sentence D d. hopeful 5. Sentence E e. surprised © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 119

SCHOLASTICSpeaking Arthur is offering advice to his sister Amanda. Arthur : Why do you look so upset? Amanda : I am facing a problem and I don’t know what to do about it. Arthur : If you like, you can share your problem with me. Maybe I can help you with it. Amanda : I haven’t made any friends in school. I don’t know how to go about it. Arthur : Iwould suggest that you try and find people who share the same interests as you. Then, you will have something in common to talk about. Amanda : How do I do that? Arthur : I think that the best way to do this would be to join activity clubs at school such as photography or drama. You will easily make friends that way. Amanda : That is a brilliant idea! Thank you, Arthur. Arthur : You’re welcome, Amanda. You can offer advice to someone in a similar way by using the words in bold. Try it out Pair up with a classmate. Imagine that you are facing a problem at home or at school. Take turns to give each other advice to deal with that problem. Keep these points in mind. Always ask if your advice is needed. Listen carefully to what the person has to say before sharing your thoughts with him or her. Do not force your ideas and thoughts on the person. Let him or her make the final decision. 120 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Writing Remember, an informal letter is a letter you write to a family member or friend. Imagine that you are Gandhi. Complete the letter given below, describing your time in England to your mother back home. Remember to end with a final greeting. SCHOLASTIC You may use the words and phrases given in the box below. lonely      still find it difficult to communicate met some interesting people       taking care of myself so much to learn      slowly adjusting to change 71 Victoria Street London 10 September 1888 Dear Mother, It hasn’t been all that long since I moved here, yet it feels as though I have been away from home for years. I miss you and everyone else at home every single day. I am glad to tell you that despite a few difficulties, I have kept my vow to you… W B Unit 10, pages 52–53 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 121

Review What did you learn? Tick. We follow certain rules when we change a sentence from direct speech to indirect speech. We also use different reporting verbs to show the feeling or mood of the speaker. We follow certain rules of punctuation when we change a sentence from indirect speech to direct speech. Project Work Imagine you are making a trip to another country. Create a chart about the main features of that country, such as its location, currency, customs and languages spoken. You can also use pictures to decorate your chart. If another classmate has made a chart on the same country as the one you have chosen, pair up with him or her and compare your charts. If there are more than two of you, then form a group. Talk about what you have learnt from each other’s charts. SCHOLASTIC 122 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

11 Family Ties Before you read Why do you think family relationships are important for a child? What are some of the occasions when family relationships have mattered the most to you? My Relationship with My Father My earliest memory is of waking up screaming with fright at finding a strange man in strange clothes leaning over my cot staring at me. The strange man, I was shortly to find out, was my father and the funny clothes were his sergeant’s uniform. It was August 1945, the war was over and he was home from the front. I would, therefore, have been almost three years old at the time. SCHOLASTIC I mention this episode not just because it is the first thing I remember, but also because it was, somehow, representative of the relationship which I was to have with my father for the rest of his life. I was terrified of him and I was a complete mystery to him. The man who hung over my cot was, indeed, a Why did the writer stranger to me since my father had not been home feel that his father for more than two years. The reasons for this are not was a stranger? known to me. Like so many others, my father was reticent about the details of his war experiences and I never asked him to account for his absence. Soldiers usually get some sergeant: a rank of an officer in the army or air force representative: a typical example of something the front: the furthest position that an army reaches in reticent: unwilling to express thoughts and order to fight the enemy feelings openly episode: an event that is a part of a sequence of events account for: give a satisfactory explanation for something © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 123

form of leave, but perhaps this was not always the case in times of conflict. For whatever reason, he was completely unknown to me when he returned. Sadly, he was to remain a stranger to me, even when I grew to boyhood, and later to manhood. Completely different in personality, we just never seemed to get close to each other or to find out what made the other tick. His return home was a rude awakening for me, as, during his absence, I had enjoyed the full attention and companionship of my beautiful, gentle and artistic mother. SCHOLASTIC On his return home from the front, my father simply swapped one uniform for another. He joined the police force. My father never seemed happy in ordinary clothes, civvies, as he called them. It was as though he needed a uniform to endow him with an identity and, indeed, when he was in an ordinary suit he seemed to shrink in stature. I am sure that one of the main reasons for my father’s love What kind of of uniforms was that they were symbols of authority. My person is a strict father was nothing if not an authoritarian. This made him disciplinarian? a strict disciplinarian, even a bully, as a father, and I bear the emotional and mental scars of his treatment of me to this day. I am lucky that I do not also bear physical scars, because he sometimes beat me quite severely with a cane. In view of this, it is fortunate that my father was never much of a presence in my life. This was partly because he was as busy as a beaver and worked long irregular hours. conflict: a war that continues for a long time endow: provide with a quality, the ability to do something or with something of rude awakening: a feeling of extreme disappointment significant value or use that comes when one discovers that something is not as good as one believed it to be stature: the natural height of a person artistic: having good imagination or original ideas authoritarian: demanding that people obey one’s authority completely and not allowing swapped: replaced something with something else them to act as they want to 124 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

It is likely that he spent longer at his job than was strictly necessary because he was extremely ambitious and would have wanted to impress his superior officers with his zeal. This zeal and, to be fair, probably also his ability, paid off, and he ascended the police career ladder quite rapidly, becoming a chief inspector when he was still relatively young. However, it was not just work which kept him away from me. He simply wasn’t the kind of man who liked to spend much time at home. When he wasn’t at work, he would be out indulging in one of his many hobbies. These tended to reflect the fact that he was what would now be known as a physical fitness freak. This was well before the modern obsession with gyms and working out, but he did weight training, boxed, swam, played football and golf and went hillwalking, all on a regular basis. When he was not indulging in physical exercise himself, he was encouraging others to do so. Thus, he trained the local junior football team and ran a local boys’ club where he coached some of them in boxing and others in swimming. SCHOLASTIC What might have passed through the father’s mind as he coached the boys at the club? What, you may ask, was his only son, indeed only child, doing when all this activity was taking place? I was indulging in the hobbies which I enjoyed. These were sedentary and thus diametrically opposed to those of my active father. I loved drawing, painting, reading and writing, admirable early pursuits for one who was to become an zeal: great energy or eagerness shown when striving sedentary: marked by a lot of sitting and towards a particular cause or goal little physical activity indulging in: fulfilling or giving in freely to a desire or interest diametrically: completely obsession: the state of having one’s mind continually pursuits: specific kinds of activities, filled with thoughts of something or someone especially ones taken up for pleasure © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 125

artist and art critic, as I have, but pursuits which did not endear me to my father. I was indeed a disappointment to him. He despised the What was the one kind of activities which I enjoyed and he had to face thing the writer the fact that a strong fit man like himself had somehow shared with fathered a weakly child who was often ill. If I had not his father? so strongly resembled him in facial features, he might well have doubted that he was my biological father. After you read Do you think the writer remained a disappointment to his father for the rest of his life? Why or why not? SCHOLASTIC Reading Comprehension A. Answer the following questions. 1. Where was the writer when he first recalls seeing his father? 2. What two reasons does the writer give for mentioning the day his father returned from the war? 3. Why was it fortunate that the writer’s father was not often at home? 4. What three qualities helped the writer’s father gain a rapid promotion in the police force? 5. How did the writer’s relationship with his father differ from his relationship with his mother? 6. In what year was the writer born? How do you know? 7. Which word in Paragraph 3 tells us that the writer’s father did not like talking about the war? Why do you think he felt this way? endear: cause someone to be loved or liked by others despised: felt a strong dislike for something or someone 126 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

SCHOLASTIC8. What is “sedentary” about the writer’s hobbies, and why does this make them “diametrically opposed” to those of his father? 9. From whom did the writer inherit his drawing and painting skills? How do you know? 10. The writer had a variety of feelings towards his father. Using at least four adjectives from the box, write a few sentences about these feelings and the reasons for them. afraid       puzzled       resentful proud      upset      ashamed 11. Explain in your own words what probably caused the mental and emotional scars that the writer mentions in Paragraph 6. 12. Do you think the father was right to despise his son? Give reasons for your answer. 13. How were your childhood experiences? List some of your happy and sad experiences. B. Check your understanding of Distinguishing between Fact and Opinion. Read the second part of My Relationship with My Father given below and answer the questions that follow. Although my father spent little time at home, my mother showed no sign of resenting his absence. What did become evident as I grew into adulthood myself was the loving bond between my parents. My father may have been strict with me, but I never heard him raise his voice to my mother. In 1994 my mother died quite suddenly, after a short illness. My father was then seventy-five years old, and it was as if the light had gone out of his life. He was still as strong as an ox, but he seemed to lose the will to live. Unable to cope on his own, he moved into a residential care home. I visited my father there once a month, more from a sense of duty than anything else. We had never had much to say to each other, and now there was even less. However, I gradually noticed a change in his attitude © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 127

SCHOLASTICtowards me. Without actually saying so, he seemed genuinely pleased to see me and sad when it was time for me to leave. On what was to be my final visit—although I did not know it at the time—my father took both my hands in his. I noticed how weak his grip had become, and how the skin stretched over his bony knuckles like thin parchment. “You’ve done well, son,” he said. It was the only compliment he ever paid me, and I will treasure it for the rest of my life. 1. What is the writer’s opinion of his parents’ marriage? What evidence is this opinion based on? Do you think he was right? 2. The writer gives us a number of facts and opinions about the closing years of his father’s life. Find one fact and one opinion. 3. Complete the following opening sentences giving your own opinions about families in general. a. I honestly think that... b. From my point of view... c. If you look at things from any mother’s point of view... d. I have a lot of experience about... and I can tell you that... e. If we’re talking about families, I would say that... Vocabulary This was partly because he was as busy as a beaver. Her face shone like the moon. A simile draws a comparison between two or more things using words such as like or as to show how they are similar. A. Find one simile in the passage given in Exercise B on pages 127–128. (Note that when “like” or “as” is used, it does not always make a simile.) 128 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

B. Underline the similes. 1. Her hands were as cold as ice. 2. The thief was as sly as a fox. 3. These biscuits taste like candies. 4. The tired traveller was sleeping like a log. 5. My brother stood beside me like a pillar of strength. C. Create your own similes using the following ideas. Write the ideas and your similes in a table like the one given below. Mention the ideas briefly. The first one has been done for you. 1. an old shop that sells interesting things 2. railway lines 3. a fast-moving stream 4. a horse (or buffalo) pulling a cart 5. picking berries (or wild fruit) in the countryside SCHOLASTIC Idea Simile as cluttered as an old shop old shop—full of antiques, interesting (cluttered?) D. Make sentences with the following similes and write them in your notebook. 1. as blind as a bat 2. like two peas in a pod 3. like a panda 4. like a giant among dwarfs 5. as different as night and day W B Unit 11, pages 54–55 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 129

Try it out Pair up with a classmate. Think about the last time you went out with a group of family members or friends. Describe your experience using similes. For example, As we made our way to the campsite, the wind began to howl like an angry wolf. Grammar I saw a man in strange clothes leaning over my cot. She hung the raincoat on the nail. A concrete noun is a noun that refers to things that we can see or touch. SCHOLASTIC It was one of the main reasons for my father’s love of uniforms. Marco sensed the cause of Misha’s unhappiness. An abstract noun is a word representing an idea, quality or emotion. Abstract nouns refer to things that we cannot see or touch. A. Given below are some nouns taken from My Relationship with My Father. Write them down in the following table under the correct headings. gym   work   absence   cot   suit   treatment hobbies  cane  disappointment  home  uniform  mystery Concrete nouns Abstract nouns 130 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

B. Now choose a concrete noun and an abstract noun from the list and combine them to form a single sentence like the one below. Write four such sentences in your notebook. How the baby climbed out of its cot remains a mystery. C. Write an abstract noun to match each picture given below. a. c. b. d. SCHOLASTIC W B Unit 11, pages 55–56 He had to face the fact that a strong man like himself had fathered a weakly child. The guests helped themselves to the food on the table. The singular pronouns myself, yourself, himself, herself and itself and the plural pronouns ourselves, yourselves and themselves are called reflexive pronouns. They refer to the person, animal or thing that is the subject of the verb. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 131

Fill in the blanks with suitable reflexive pronouns. 1. He bought a book on gardening for  . 2. We booked a flight to London. 3. The goat dragged through the mud. 4. I will be dressing up for the play. 5. You should look after  . 6. She assembled the entire cupboard  . 7. Kittens cannot look after  . 8. Children, come in and find  a seat. SCHOLASTIC W B Unit 11, page 56 Try it out Pair up with a classmate. Think of a project that you completed with a group of people. Describe the experience of working on the project using reflexive pronouns. Listening Listen to the sentences and tick the correct sentences. 1. Extended families consist of  . a. several relatives living together b. only grandparents, aunts, uncles and cousins 2. Nuclear families refer to families that include  . a. relatives besides a mother, a father and their children b. immediate relatives 3. A family can sometimes consist of just a  . a. child and his or her guardian b. child 132 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

4. A kibbutz is a type of extended family found in  .  . a. large communities b. Israel 5. Some animals tend to live with  . a. species that are not related to them b. members of the same species 6. Animals are also known to form partnerships with a. pet animals b. animals of other species SCHOLASTIC Speaking What kind of a family do you live with, nuclear or extended? Do you think it is important to live in a family? Think carefully and answer the following questions. Note down your answers. 1. Do you have brothers and sisters? Describe a favourite brother or sister. You can choose a cousin if you don’t have a sibling. 2. Do you have relatives living with you apart from your parents or guardians? Describe them briefly. 3. Do you have pets? If so, what are they like? Do you think pets are like family members? Why or why not? 4. What are the things you enjoy doing with your family? Describe a happy family moment. 5. Describe any one of your grandparents. Is there anything you would like to do for them? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 133

Here are some tips to keep in mind when describing something in front of a group of people. Speak clearly and naturally. Be confident. D o not look directly into the listeners’ eyes, as doing so might cause distraction. If you make a mistake, correct yourself and carry on. Try it out Get into groups of four. Each group member will prepare a short talk about his or her family based on the answers he or she has noted down. Keep the following points in mind. Describe the people you live with and what they are like. Mention their appearance and their personality. Use similes where you can. Don’t forget to include your pets if you have any. Finally, remember to be polite when you are talking about others. SCHOLASTIC Writing A character sketch is a written description of a person, or even an animal, that briefly outlines his or her main qualities. Write a character sketch of members of an imaginary family. You may write about a grandmother, parent (mother or father) and two children, or an aunt, uncle and cousins, and so on. Make sure the family has at least two members. Add a pet to the family. It could be any kind of pet—a cat, a rabbit or even an elephant! You can jot down points by creating a diagram outlining the character traits of each family member, including the pet. 134 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Place the character’s name in the centre of the diagram as shown below and the information about him or her at the end of each arrow. position in the family main personality traits Name of strengths character weaknesses appearance Here are a few points you should include in your character sketches. SCHOLASTIC 1. Position in the family (Mention whether the character is the youngest or oldest in the family, if the subject is a child; mention “pet” if that is your subject.) 2. Appearance 3. Main personality traits (Give the reason why you have included each trait. For example, He is bad-tempered because he gets angry quickly and over the smallest things.) 4. Strengths and weaknesses (Mention instances or reasons why you think your subject has a particular strength or weakness. For example, She is good at cricket because she has won many matches.) When you have completed all your diagrams, use them to compose a one-page sketch of each character. You can use a computer for the task. Assemble your character sketches in the form of a booklet. You will need to print out the pages in case you are using the computer. Design an attractive cover for your booklet with the name of the family and your name as the author on the front. You can make your booklet available for others to read. W B Unit 11, pages 57–58 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 135

Review What did you learn? Tick. A simile draws a comparison between two or more things using words such as like or as to show how they are similar. A concrete noun is a noun that refers to things that we can see or touch. An abstract noun is a word representing an idea, quality or emotion. Reflexive pronouns refer to the person, animal or thing that is the subject of the verb. SCHOLASTIC Project Work Read the two extracts from My Relationship with My Father again and write a list of ten significant events in the father’s adult life, ending with the final visit from his son. You can add some that are not specifically mentioned, such as his departure for war. Then, imagine that you are the father and write a note about your feelings at the time of each event. The first one has been done for you. Events Feelings 1. Marriage Happiness and love for new wife 2. 3. 4. 5. 6. 7. 8. 9. 10. 136 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

12 An Unusual Friend Before you read Who is a bully? What would you do if you faced a bully? A Horse Called LightningSCHOLASTIC Jeremy stood in front of the class, dumbstruck. He had a poem in his head all ready but no words came out of his mouth. “The…The…The…,” stammered Jeremy and then he stopped. It was easier to say that he ate his poem. “I didn’t do it, Miss Parker,” murmured Jeremy. “I can see that!” stormed Miss Parker. “This is the third time in as many days, Jeremy Smalling. I want to see your parents!” With downcast eyes, he trudged back to his seat. “Well done, Smalling. You shrunk so much you look like a mouse with its tail in between its legs,” said Ally, with a sneer. “Yeah Smalling. You’re so tiny it’s pathetic,” laughed Tina. Ally—the resident school bully—sat behind him. Ever since he started school, she had taunted him, made fun of his surname and made sure everyone else in the class knew dumbstruck: unable to speak because one is sneer: a smile that shows you do not approve of or very shocked or surprised respect something or someone stormed: shouted something angrily pathetic: not good enough, worthless downcast: looking downwards taunted: used insulting remarks in order to hurt or trudged: walked slowly and with heavy steps anger someone © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 137

about it. No one else wanted to talk to him. No one wanted to talk to someone Ally didn’t like. It didn’t help that Tina, who was huge, thought of Ally as her best friend. It’d only been a month since the Smallings moved to Do you think Australia. Every day since then had been a day of misery Jeremy liked it in and loneliness. Jeremy missed his old home in Australia? Why or Canada. He missed reading by the old fireplace, the why not? swing in the flower garden, his school, his friends and Mrs Potts, their neighbour. She used to bring scones for him every week. SCHOLASTICJeremy gazed out of the window and imagined himself at his old house. He thought of the smell of Mrs Potts baking. “Jeremy!” shouted Miss Parker. “What is so fascinating outside?” “Er…err…nothing, Miss Parker.” “Indeed. You will stand for the rest of the lesson and I will make sure your parents hear of this!” Jeremy stood up and turned back to his book. That What did Jeremy’s just made this day worse. How could he tell his parents parents expect that he hated this place, especially when his father him to do? finally got the job he wanted here? His parents couldn’t understand. They wondered why he couldn’t simply adapt to the place, after all, it was not as if the people here spoke a different language. Today would make it the second time this week that Miss Parker would have called his parents. His parents had been furious with him for skipping classes the last time. This next scones: small cakes made from flour, fat and milk (unsweetened or slightly sweetened) 138 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

infringement would result in him getting severely punished for sure. That was all that was on his mind. The bell rang—break time—and Jeremy felt spittle on the back of his neck. “See you at the playground Smalling,” hissed Ally. “And you’d better bring our money.” That was all he needed—another day of Ally and Tina. He wished he could be an ostrich and bury his head in the sand. Maybe he wouldn’t have to face them that way. Jeremy mustered all the courage that he had and made his way to the playground. Ally and Tina were already waiting for him. SCHOLASTIC “Where’s our money?” demanded Ally as she bent down towards him. “Yeah, come on Smalling, cough it up! We’re hungry,” What are Ally and snarled Tina, Ally’s sidekick. She was as big as Ally, Tina like? and looked even meaner. She glowered at Jeremy, who suddenly felt like a dwarf about to be eaten by a troll. He fumbled for the five dollars that he had managed to get from his mother the day before on the pretext that he needed new stationery. Ally snatched the money from him infringement: the action of breaking a law or rule glowered: had an angry or bad-tempered expression on the face spittle: saliva that has been forcefully spit out of the mouth troll: an imaginary ugly-looking creature that can be either very large or very small mustered: gathered fumbled: moved the hands about clumsily while snarled: said something in an angry, bad- looking for something tempered voice pretext: excuse sidekick: a person’s assistant, usually someone who is less important than that person © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 139

and sneered, “Thanks for lunch! We’ll see you here again tomorrow. You’d better bring another five.” They left him there, shivering. He was terrified of Ally Why did Jeremy and Tina. They were a good head taller than he was hide the bruises and much bigger. He had to hide the bruises he he received? received from Tina the other day from his mother. He was running out of ideas. He’d just about managed to get those five dollars and another fifteen the other day for a supposed school T-shirt. What was he going to do now? Sooner or later his mother would find out the truth. SCHOLASTIC There wasn’t much time to think. Break was over and he dragged himself to the stables for the next lesson—horse riding. He was troubled and worried about the next day’s payment. As he walked into the stable, he saw a beautiful brown stallion. The instructor was explaining the safety regulations to the class but all Jeremy could see was the stallion. He looked at it straight in the eye. It was almost as if the horse was talking to him. He felt a strange connection with this creature that seemed to understand the desperation and isolation that he was feeling. “His name is Lightning,” said the instructor. “He might be small for a full-grown horse but he sure is fast. Used to be bullied by some of the other horses but they couldn’t outrun him if they tried. If you like, you could try sitting on him and I’ll lead you around the track.” desperation: a feeling of extreme hopelessness isolation: the condition of being alone and, as a result, unhappy 140 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

One by one, they took their turns sitting on the horses and going for a walk around the small track. It came to Jeremy’s turn and he walked towards Lightning. “Hey Smalling, you sure you want to sit on that horse? Why did Ally think He certainly suits you since you’re so small, but even the horse suited that horse might be too big for you,” mocked Ally. Jeremy? Everyone else laughed at him. “You’d better sit on the pony here.” Jeremy turned the colour of a beetroot, but he continued walking towards Lightning. Then, he felt himself being thrown to the ground. Ally had walked ahead of him and pushed him down onto the mud. SCHOLASTIC “Let me show you how it’s done, kid.” The instructor had just returned and he asked, “Who’s next? Ally, you want to go?” “Sure, Mr Jones, I’ll ride that brown horse over there,” said Ally with a smirk on her face. Mr Jones helped Ally up onto Lightning, but before he could hold the reins, Lightning sped off with Ally clinging on for dear life. They went one round and everyone could hear Ally screaming and crying. Mr Jones was frantic and ran after Lightning. Finally, Lightning came back with a terrified Ally—safe but shaken. “What’s the matter with you, boy?” asked Mr Jones. “You’ve never done that before.” smirk: smile that shows that one is too pleased or frantic: very worried and upset because one is knows something someone else doesn’t know scared or anxious © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 141

SCHOLASTICLightning turned to look at Jeremy and strode up to the small boy. He nuzzled his nose into Jeremy and nudged him. “I think Lightning wants you to ride him,” said a surprised Mr Jones. Jeremy knew in an instant that he had found a friend—a horse, no doubt—but a friend who understood him. He climbed onto the brown stallion and Lightning took him around the track calmly and slowly. Jeremy had never felt so comforted or proud. When they finished the round, he noticed that the rest of the class looked at him differently, almost with an unspoken respect. “Can I come back to see Lightning, Mr Jones?” asked Jeremy. “You can come by anytime you want to,” replied Mr Jones. Ally was still sobbing and looked at Jeremy angrily. Lightning took a step forward with his head above Jeremy’s and glared down at Ally. She stepped backwards, tripped and landed on the ground. Jeremy looked up at Lightning and thought that maybe he might enjoy being in this place after all. After you read Do you think that an animal can be just as good a friend as a human being? Give reasons for your answer. nuzzled: rubbed or pushed against something glared: stared in an angry way gently with the nose and the mouth tripped: caught one’s foot on something, causing one to lose balance or fall nudged: touched or pushed gently © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 142

SCHOLASTICReading Comprehension A. Answer the following questions. 1. What was the name of Jeremy’s teacher? 2. Why was Jeremy’s teacher furious with him? 3. Who teased Jeremy about his surname? Why? 4. Why did the other students in the class not talk to Jeremy? 5. Where had Jeremy moved to and from which place? 6. Who or what did Jeremy miss? 7. Why was Jeremy worried when Ally asked him to bring money? 8. Describe Ally’s encounter with Lightning. 9. Why do you think Lightning and Jeremy seemed to understand each other? 10. What do you think Ally was trying to do when she walked ahead of Jeremy to take a ride on Lightning? 11. How do you think Ally felt at the end of the story? 12. Do you think Jeremy changed his mind about living in Australia? If yes, what do you think made him change his mind? 13. If you were Jeremy, what would you have done when you got bullied? 14. According to you, who is a true friend? B. Check your understanding of Drawing Conclusions. 1. Who is the main character of the story? Describe the person based on his actions in the story. a. Name of the character: © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 143

b. Appearance and personality: 2. Which of these qualities describe Jeremy’s parents? Tick the correct boxes. Give reasons for your answer.  understanding  insensitive  unsympathetic  kind SCHOLASTIC 3. What kind of teacher do you think Miss Parker is? Give reasons for your answer. 4. a. Complete the table. Ally Tina Who is she? What does she say about Jeremy? What does she do? (Give a specific example.) What does Jeremy say about her? What is her relationship like with the other bully? b. Use the information in the table to write character sketches of both girls. 144 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Vocabulary “I didn’t do it, Miss Parker,” said Jeremy. “I didn’t do it, Miss Parker,” murmured Jeremy. “I can see that!” said Miss Parker. “I can see that!” stormed Miss Parker. Overused words can be avoided by replacing them with other words. This helps to avoid repetition and makes writing interesting. A. Find four other words in the story that have been used in place of the word said. B. Replace the word said with suitable words in the following sentences. 1. “Get out of my way—now!” said Ally. 2. “Why are you staring out of the window?” said Miss Parker. 3. “How am I going to tell Mum that I need more money?” said Jeremy, with his head in his hands. 4. “I don’t know what is wrong with him!” said Jeremy’s mother. 5. “What’s the matter with you Lightning?” said Mr Jones. SCHOLASTIC C. Find an alternative to the words from the story given below. Then, write another two words or phrases that can replace each of these words. Overused Alternative word used in Other words to replace the word walked the story overused word looked told scared W B Unit 12, page 59 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 145

Grammar J eremy ate his poem. (subject) (action) (receiver) Mr Joseph teaches English. (subject) (action) (receiver) When the subject performs an action upon someone or something, the receiver of the action is called the object. SCHOLASTIC Underline the subject and circle the object. W B Unit 12, page 60 1. Alex’s father baked a cake yesterday. 2. The guard locks the gates at night. 3. Mr Lloyd is training the team. 4. The workmen were repairing the bridge. 5. Layla will sing a song at the function tomorrow. 6. She has taken her pet cat to school. Ally snatched the money. (subject) (verb) (object) Everyone else laughed at him. (subject) (verb) (object) Remember, when the doer of the action is the subject of the sentence, we say that the sentence is in the active voice. The object or receiver comes after the action. The verbs in active sentences are active verbs. 146 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Some of the horses bullied Lightning. (doer) (verb) (object) Lightning was bullied by some of the horses. (subject) (verb) (doer) The instructor was explaining the safety regulations. (doer) (verb) (object) The safety regulations were being explained by the instructor. (subject) (verb) (doer) Remember, when the action in a sentence is done to someone or something, we say that the sentence is in the passive voice. Passive sentences contain passive verbs (a form of the verb be and the past participle of the main verb). When an active sentence changes into the passive, the object becomes the subject and the doer (the original subject) is mentioned using the preposition by. SCHOLASTIC The table below shows how passive verbs are formed. Tense Active voice Passive voice Simple present Present Jamaica produces sugar. Sugar is produced by Jamaica. continuous Present perfect May is painting a picture. A picture is being painted by May. Simple past The thieves have stolen all All the jewellery has been Past continuous the jewellery. stolen by the thieves. Past perfect Leonardo da Vinci painted The Last Supper was painted Simple future The Last Supper. by Leonardo da Vinci. The dentist was examining The patient was being the patient. examined by the dentist. The police had arrested The bank robbers had been the bank robbers. arrested by the police. The principal will make a A speech will be made by the speech shortly. principal shortly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 147

SCHOLASTICA. Read the sentences below. Write A for Active or P for Passive. 1. Joy finished her breakfast before her brother. 2. The village was covered in snow and ice. 3. The neighbour’s pet rabbit was found by Chen and his little sister. 4. The horse kicked Bob in the leg. 5. The bus will pick up passengers along the route. B. Change these sentences to the active voice. 1. A page of homework was done by all the students. 2. The houses and flats are being built by local builders. 3. Bread, cakes and biscuits are made by the baker. 4. The tree was being cut by the workmen. C. Change these sentences to the passive voice. 1. Paul will play the piano. 2. The gardener has planted a cherry tree. 3. The family had finished dinner. 4. Mist surrounds the mountains. W B Unit 12, pages 61–63 Try it out Pair up with a classmate. Make a list of three action verbs and make sentences in the active voice with them. Then, ask your partner to change them to sentences in the passive voice. Take turns to do this activity. 148 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Listening Listen to the sentences. Tick the word that is opposite to the given description. 1.  grumpiest  happiest 2.  disappointed  delighted 3.  lazy  active 4.  warmest   most unpleasant 5.  poor  excellent SCHOLASTIC Speaking Damien is describing his best friend to his neighbour Jill. Damien : I can’t wait to introduce you to my best friend Dave. Jill : And I can’t wait to meet him. Tell me something about him. Damien : Dave is the funniest person I know. I sometimes laugh so hard at his jokes that my stomach hurts. Jill : He sounds like he is fun to be around. Damien : He is. You’ll enjoy playing word games with him too. He knows a lot of words! Jill : Maybe I can learn a few new words from him then. Damien : Yes, I’m sure you can. There is one thing about him that upsets me. He is always late. He wastes time till he has only about fifteen minutes left to get dressed and then he runs around trying to get ready. Jill : Let’s see if that will be the case today. Here are a few points to keep in mind when describing someone. Always start by describing the person’s positive qualities. Give a reason why you think the person has a particular quality. Never be mean or harsh in your description. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 149