WORKING
WITH THE TEXT PAGE
62
A. Put
these sentences from the story in the right order and write them out in a
paragraph. Don’t refer to the text.
- I
shall be so glad when today is over.
- Having
a leg tied up and hopping about on a crutch is almost fun, I guess.
- I
don’t think I’ll mind being deaf for a day —at least not much.
- But
being blind is so frightening.
- Only
you must tell me about things.
- Let’s
go for a little walk.
- The other bad days can’t be half as bad as this.
Answer:
Let’s go for a little walk. Only you must tell me about things. I shall be glad when today is over. The other bad days can’t be half as bad as this. Having a leg tied up and hopping about on a crutch is almost fun, I guess. I don’t think I’ll mind being deaf for a day – at least not much. But being blind is so frightening.
B. Answer the following questions
1. Why do you think the writer visited Miss Beam’s school? (1)
Answer: The writer heard a lot about teaching methods of Miss Beam’s school. So, he visited to see the teaching methods personally.
2. What was the ‘game’ that every child in the school had to play? (9)
Answer: They had to play the role of being blind, deaf, dumb, lame and injured once in a term.
3. “Each term every child has one blind day, one lame day…” Complete the line. Which day was the hardest? Why was it the hardest? (9, 11, 15)
Answer: “Each term every child has one blind day, one
lame day, one deaf day, one injured day and one dumb day”. The blind day was
the hardest day for the students because they were worried about being hit and
getting hurt by something all the time.
Some children also mentioned that the dumb day was the most difficult day as their mouths could not be bandaged, so their will-power was highly needed.
4. What was the purpose of these special days? (5, 9)
Answer: The purpose of those special days was to teach
‘thoughtfulness’ to the students, so they can understand and appreciate
misfortune. Also, they can help the needy and become responsible citizens.
WORKING WITH THE LANGUAGE Page 63
A. Match the words and phrases with their meanings in the box below.
Answer:
1. homesick (wanting
to be home)
2. practically (almost)
3. it pains me (it hurts
me)
4. appreciate (understanding
the difficulties)
5. thoughtless (not very
caring)
6. exercise (test
the strength of)
7. relief (a welcome change)
8. ghastly (Terrible)
B. Re-word these lines from the story:
1. I had heard a great deal about Miss Beam’s school.
Answer: The writer had heard good practices of teaching at Miss Beam’s School.
2. Miss Beam was all that I had expected — middle-aged, full of authority.
Answer: Miss Beam was the same lady that the writer thought of. She was in the middle years of her life and very authoritative.
3. I went to the window which overlooked a large garden.
Answer: I reached the window and had a view of a large garden from the above.
4. “We cannot bandage the children’s mouths, so they really have to exercise their will-power.”
Answer: The children’s mouth can not be put into bandages, so they require an exercise of will-power.
C. 1. Given below is a page from a dictionary. Look at it carefully and
(i) find a word which means the same as ghastly. Write down the word and its two meanings.
Answer: terrible – (a) causing fear (b) very bad
(ii) find a word meaning a part of the school year.
Answer: term – (a) a fixed length of time (b) a part of the school year
(iii) find a word that means examination.
Answer: test –
(a) to look at something to see if it is correct
or will work properly
(b) to ask someone questions
2. Now make lists of
(i) all the words on the page (plus any more that you can think of) that begin with terr-
Answer: terrace, terrible, terrify, territory, terrain
(ii) five words that may follow the last word on the page, that.
Answer: therefore, this, though, those, through
(iii) write down your own meaning of the word thank. Then write down the meaning given in the dictionary.
Answer: We use the word ‘thank’ to express or offer
thanks to someone for something.
In the dictionary, thank means
- express gratitude to
(someone), especially by saying ‘Thank you’.
SPEAKING AND WRITING Page 66
B. Look at your hands carefully. Now, write down for each finger one action for which that finger is particularly important. For example, the second (or index) finger helps to hold the knife down firmly when cutting.
Answer:
|
Fingers |
Actions |
|
1. Thumb |
To press the remote
button, to text a message |
|
2. Index finger |
To point at
something |
|
3. Middle finger |
To turn over pages of
a book |
|
4. Ring finger |
To wear a ring |
|
5. Little/pinky finger |
To put special effects
while playing guitar |
Poem: Where Do All the Teacher Go By Peter Dixon
WORKING WITH THE POEM Page 68
1. Answer these questions.
(i) Why does the poet want to know where the teachers go at four o’clock?
Answer: The poet thinks that his teachers are super or special human beings. So, he wants to know where the teachers go at four o’clock and what they do.
(ii) What are the things normal people do that the poet talks about?
Answer: The poet talks about the things normal people do such as, living in houses, washing socks, wearing pyjamas, watching TV, picking their noses, living with parents, making spelling mistakes, getting punishments, pinching chocolate flakes, losing books and scribbling on the desktops.
(iii) What does he imagine about
(a) where teachers live?
Answer: He imagines that the teachers live in the houses.
(b) what they do at home?
Answer: He imagines that the teachers wash their socks, wear pyjamas and watch TV.
(c) the people with whom they live?
Answer: He imagines that the teachers live with their parents.
(d) their activities when they were children in school?
Answer: He imagines that the teachers would also pick their noses, make spelling mistakes, pinch chocolate flakes, loose books and scribble on the desktops.
(iv) Why does the poet wonder if teachers also do things that other people do?
Answer: When the poet looks upon the teachers, they look perfect in every respect. They are disciplined, strict and do not make mistakes. That’s why he wonders if teachers also do things that other people do.
(v) How does the poet plan to find out? What will he do once he finds out?
Answer: The poet plans to find out what his teachers do after school by following one of his teachers. Once he finds out, he will write it in his poem for the benefit of other children.
2. What do you think these phrases from the poem mean?
(i) punished in the corner
Meaning: stand in the corner of the classroom as a
punishment.
If you make noise in the classroom, your teacher will be punished to stand in the corner.
(ii) leave their greens
Meaning: leaving/not eating cooked green vegetables
Some children leave green vegetables here and there during lunch break.
Comments
Post a Comment
Need English Assistance, Have Doubts or Any Suggestions? Do let us know.