ENGLISH 6 by YOUG JI INTERNATIONAL SCHOOL

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LESSON 1 READING

MR. TUMNUS by C.S. Lewis

Tumnus is a fictional character in C. S. Lewis' series The Chronicles of Narnia. He is featured prominently in The Lion, the Witch and the Wardrobe and also appears in The Horse and His Boy and The Last Battle. He is close friends withLucy Pevensie and is the first creature she meets in Narnia, as well as the first Narnian to be introduced in the series. Lewis said that the first Narnia story,The Lion, the Witch and the Wardrobe, all came to him from a single picture he had in his head of a faun carrying an umbrella and parcels through a snowy wood. In that way, Tumnus was the initial inspiration for the entire Narnia series. Lewis describes Tumnus as having reddish skin, curly hair, brown eyes, a short pointed beard, horns on his forehead, cloven hooves, goat legs with glossy brown hair, a "strange but pleasant little face," a long tail, and being, "only a little taller than Lucy herself." He first appears in the story when Lucy arrives in Narnia at the lamp-post. He introduces himself to Lucy and she tells him who she is, before inviting her back to his cave for dinner. During dinner, they have a conversation about Narnia before Tumnus starts playing his flute and Lucy falls asleep. When Lucy wakes up she sees him break down in tears. He confesses that he is in the pay of the White Witch (Jadis), who rules Narnia and has made it always winter but never Christmas. She had ordered him and the other Narnians to hand over any Sons of Adam or Daughters of Eve - humans - that he sees in Narnia. Tumnus quickly realises that he can't bear to give Lucy up to the Witch, and so he guides her back to the lamp-post to see that she returns safely to her own world.

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When Lucy returns to Narnia a few days later, Tumnus is still there and neither of them can understand how the White Witch hasn't found out about him harbouring her. However, when Lucy and her siblings come to Narnia a while afterwards, they find that Tumnus has been captured by Maugrim, Chief of the White Witch's secret police. However, he had spoken to Mr. Beaver not long before his arrest and told him to act as a guide to the four children if he saw them in Narnia. He had told Mr. Beaver that he feared that he would soon be arrested. A bird witnessed Tumnus's arrest and told Mr Beaver that the chief of the police and Tumnus were last seeing "heading northwards" in the direction of the White Witch's castle. They met Mr. Beaver just after leaving Tumnus's ransacked cave. Later in the story, when the winter has come to an end and Aslan is preparing an army to take on the White Witch, Lucy and Susan find Tumnus as a statue in the Witch's castle, and he is restored by Aslan. He follows the other Narnians to the battle as the Witch is defeated and killed. In The Horse and His Boy Tumnus appears as a royal adviser to the four Pevensie monarchs (fourteen years later, according to Lewis's Narnian Timeline). He devises a ruse for escaping from Calormen, thereby saving Queen Susan from being forcibly married to Prince Rabadash, and the other Narnians, including her brother Edmund, from certain death trying to defend her.

REFLECTION AND DISCUSSION

1. Describe how Lucy discovers Narnia. ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________

2. Explain why it is always winter in Narnia. ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________

3. Who is Mr. Tumnus, and why does he invite Lucy to have tea with him?

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________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________ 4. Describe Mr. Tumnus‘ cave. In what ways does it have ―all the comforts of home‖. ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________

5. Poor Mr. Tumnus bursts out crying. What is his conflict or problem? How does he solve the problem? ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________________

ADD-ON TO VOCABULARY

Rearrange the letters in each word to spell out a word that is associated with the story and write your answer on the blank. Then look for its meaning in the dictionary.

stoop gloomily

jollification inquisitive

wretched trickling

1. evitsiquini ________________________

horrible

melancholy

tongs wringing

6. tionllijocafi

__________________________ 2. lychomelan_______________________

clkingtri____________________________ 3. chedwret ________________________

8. spoto

_____________________________ 4. ringwing _________________________

9. ilygloom

___________________________ 5. rribleho __________________________

10.

stong_____________________________

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Personal narrative

What makes a Good Personal narrative?

A personal narrative tells a story about something that happened to the writer. You can see personal narratives in many kinds of writing. It can be an e-mail from a friend or a personal letter to a relative.

Each example below describes the same event, but each uses a different voice. Read the example. Last night I saw the worldâ&#x20AC;&#x2DC;s most popular rock band, Jelly, performed at the Horse Castle. Fans jammed the entrances and the aisles, but I managed to get a seat. For the first two hours, the performers delighted us with their classic songs. After intermission the high-spirited Jelly pulled out all the stops. Under the flashing lights, the performers stunned us with hits from their recent albums. We lingered long afterwards just to recover from hours of thrills and excitement.

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Spelling:

Study the spelling words.

1. Phrases 2. excited 3. voice 4. taught 5. science 6. readers 7. narrative 8. lingered 9. flashing 10. figure 11. concert 12. aisles 13. details 14. anybody 15. jammed

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LESSON 2 READING

THE SNEETCHES by Dr. Seuss Now, the Star-Belly SneetchesHad bellies with stars. The Plain-Belly Sneetches-Had none upon thars. Those stars weren‘t so big. They were really so small. You might think such a thing wouldn‘t matter at all. But, because they had stars, all the Star-Belly Sneetches Would brag, ―We‘re the best kind of Sneetch on the beaches. With their snoots in the air, they would sniff and they‘d snort ―We‘ll have nothing to do with the Plain-Belly sort!‖ And whenever they met some, when they were out walking, They‘d hike right on past them without even talking. When the Star-Belly children went out to play ball, Could a Plain- Belly get in the game…? Not at all. You only could play if your bellies had stars And the Plain-Belly children had none upon thars. When the Star-Belly Sneetches had frankfurter roasts Or picnics or parties or marshmallow toasts, They never invited the Plain-Belly Sneetches. They left them out cold, in the dark of the beaches. They kept them away. Never let them come near. And that‘s how they treated them year after year. Then ONE day, seems…while the Plain-Belly Sneetches Were moping and doping alone on the beaches, Just sitting there wishing their bellies had stars… A stranger zipped up in the strangest of cars! ―My friends,‖ he announced in a voice clear and keen, ―My name is Sylvester McMonkey McBean. And I‘ve heard of your troubles. I‘ve heard you‘re unhappy. Young Ji International School / College

But I can fix that. I‘m the Fix-it-Up Chappie. I‘ve come here to help you. I have what you need. And my prices are low. And I work at great speed. And my work is one hundred per cent guaranteed! Then, quickly Sylvester McMonkey McBean Put together a very peculiar machine. And he said, ―You want stars like a Star-Belly Sneetch…? My friends, you can have them for three dollars each!‖ ―Just pay me your money and hop right aboard!‖ So they clambered inside. Then the big machine roared And it klonked. And it bonked. And it jerked. And it berked And it bopped them about. But the thing really worked! When the Plain-Belly Sneetches popped out, they had stars! They actually did. They had stars upon thars! Then they yelled at the ones who had stars at the start, ―We‘re exactly like you! You can‘t tell us apart. We‘re all just the same, now, you snooty old smarties! And now we can go to your frankfurter parties.‖ ―Good grief!‖ groaned the ones who had stars at the first. ―We‘re still the best Sneetches and they are the worst. But, now, how in the world will we know,‖ they all frowned, ―If which kind is what, or the other way round?‖ Then came McBean with a very sly wink. And he said, ―Things are not quite as bad as you think. So you don‘t know who‘s who. That is perfectly true. But come with me, friends. Do you know what I‘ll do? I‘ll make you, again, the best Sneetches on beaches And all it will cost you is ten dollars eaches.‖ ―Belly stars are no longer in style,‖ said McBean. ―What you need is a trip through my Star-off Machine. This wondrous contraption will take off your stars So you won‘t look like Sneetches who have them on thars.‖ And that handy machine Working very precisely Removed all the stars from their tummies quite nicely. Then, with snoots in the air, they paraded about And they opened their beaks and they let out a shout, ―We know who is who! Now there isn‘t a doubt. The best kind of Sneetches are Sneetches without!‖ Then, of course, those with stars all got frightfully mad. Young Ji International School / College

To be wearing a star now was frightfully bad. Then, of course, old Sylvester McMonkey McBean Invited them into his star-off machine. Then, of course from THEN on, as you probably guess, Things really got into a horrible mess. All the rest of that day, on those wild screaming beaches, The fix-it-up Chappie kept fixing up Sneetches. Off again! On Again! In again! Out again! Through the machines they raced round and about again, Changing their stars every minute or two. They kept paying money. They kept running through Until neither the Plain nor the Star-Bellies knew Whether this one was that one…or that one was this one Or which one was what one …or what one was who. Then, when every last cent Of their money was spent, The Fix-it-Up Chappie packed up And he went. And he laughed as he drove In his car up the beach, ―They never will learn. No. You can‘t teach a Sneetch!‖ But McBean was quite wrong. I‘m quite happy to say That the Sneetches got really quite smart on that day, The day they decided that Sneetches are Sneetches And no kind of Sneetch is the best on the beaches That day, all the Sneetches forgot about stars And whether they had one, or not, upon thars.

http://www.amazon.com/gp/reader/0394800893/ref=sib_dp_pt/104-2337686-7903916#reader-link

REFLECTION AND DISCUSSION

1. Why do the Star Bellies feel that they are better that the Plain-Bellies? ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________

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2. Who is Mc Bean? ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________

3. At the end of the poem, how have the Sneetches changed? What caused them to change? ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ 4. In your own words, explain this story poem‘s lesson or moral. Do you think it is an important lesson? ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________

GRAMMAR

Nouns Noun is a name of a person, place, animal or thing. A noun can be common, proper, countable, uncountable, collective, or abstract. 1. Common Nouns Represent people, places, animals, or things in general. The bold faced words in the following sentences are common nouns. 

Loreta keeps a diary.



The farmers wake up early.



The school grounds are wide



The actor is very handsome.

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2. Proper Nouns Represents particular persons, places, animals, or things. The bold faced words in the following sentences are proper nouns. •

Classes resume on Monday.

•

Most Filipinos eat rice.

•

Manny Pacquiao is a great fighter.

•

Tourists go to Baguio to see the Panagbenga Festival.

3. Countable Nouns Refer to nouns that can be counted. The bold faced words in the following sentences are countable nouns. •

Dogs like bones.

•

My friend lives in a big house.

•

Paulo collects marbles of different colors.

•

Little boys love to fly kites during summer.

4. Uncountable Nouns Refer to nouns that cannot be counted. The bold faced words in the following sentences are uncountable nouns. •

Mother prefers wooden furniture.

•

Dr. Phil gives advice on various subjects.

•

The scientist experiments with helium and nitrogen.

•

Hot air makes the big balloons fly.

5. Collective Nouns Represent groups of people, animals, or things. The bold faced words in the following sentences are collective nouns. •

There is a colony of ants on the roots of the tree.

•

A crowd of onlookers gathered around the visiting actor.

•

The set of chinaware is perfect wedding gift.

•

Their basketball team is hard to beat.

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6. Abstract Nouns Represent a quality or an idea. The bold faced words in the following sentences are abstract nouns. •

Honesty is the best policy.

•

Cleanliness is next to godliness.

•

A lot of brave Filipinos have died for freedom.

•

Nationalism and love of country were their major concerns.

ACTIVITY A. Underline the nouns in the following sentences. 1. China is a very big country. 2. The National Museum is down the road. 3. The Philippine eagle is an endangered bird. 4. The oranges I bought from the market are sweet and juicy. 5. The queen lives in Buckingham Palace. 6. My cat, Betsy, has very soft fur. 7. The plane is approaching the Ninoy Aquino International Airport 8. Those tourists are from Japan. 9. The terrible earthquake destroyed many buildings. 10. Dr. Perez works in a big hospital.

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B. Write the nouns you underlined in A in the appropriate column.

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C. The nouns in the following sentences are underlined. Write them in the proper columns. 1. Some victims were suffocated the smoke. 2. They have to put on masks because of the dust 3. The sand in my shoes is hurting me. 4. He doesnâ&#x20AC;&#x2014;t like too much sugar in his cookies. 5. Most cars run on gasoline

6. All living things need water to survive. 7. The children are playing happily in the rain. 8. My mother uses flour to bake. 9. The motorist cannot see clearly because of the fog. 10. The erupting volcano throws off a lot of lava.

Countable Nouns 1. _____________________________ 2. _____________________________ 3. _____________________________ 4. _____________________________ 5. ____________________________ 6. _____________________________ 7. _____________________________ 8. _____________________________ 9. _____________________________ 10. _____________________________

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Uncountable Nouns

1. _________________________ 2. _________________________ 3. _________________________ 4. _________________________ 5. _________________________ 6. _________________________ 7. _________________________ 8. _________________________ 9. _________________________ 10. _________________________

D. Fill in the blanks with the correct collective nouns. 1. Mr. Nicolas left his ________________________ keys on the table. 2. I bought a _______________________ of seedless grapes from the market. 3. The mechanic has a complete ______________________ of tools. 4. This _______________________ of islands is uninhabited. 5. They are cutting down the ____________________________ of trees. 6. The farmerâ&#x20AC;&#x2014;s dogs are protecting his _______________________ of sheep. 7. The coach wants a ___________________________ of disciplined players. 8. The old man fell from a ________________________ of steps. 9. The magician can perform many tricks with his ______________________ of cards. Young Ji International School / College

10. Mr. Dizon is very proud of his ___________________________ of old coins.

E. Underline the abstract noun/s in each sentence. 1. His childhood was filled with fun. 2. He has not experienced poverty. 3. In everything they had, he found sufficiency. 4. He grew up in a family where happiness is treasured. 5. His memory is full of laughter. 6. Love was taught in his home. 7. His parents told him that love and charity are the same. 8. He was taught that kindness is a virtue. 9. Kindness is not only giving money to beggars. 10. Kindness is showing affection to everyone.

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LESSON 3 READING

ADVENTURES OF TOM SAWYER by Mark Twain Aunt Polly searches and screams for Tom Sawyer: she wants to confront her nephew about some missing jam. Tom, however, is able to outwit his aunt and slips away. But Aunt Polly loves him so much she cannot be too harsh with him. She is concerned that he will play hooky that afternoon, and sure enough he does.

During the afternoon, Tom meets a boy from St. Louis with whom he fights. That night at home, Tom's clothes are so soiled from the fight that Aunt Polly punishes him by taking away his Saturday's freedom and assigns him the unpleasant task of whitewashing the fence.

On Saturday morning, the forlorn Tom begins his tedious task of whitewashing the fence, fully aware that all of his friends are playing in the town's square. As he begins his task, Aunt Polly's slave, Jim, comes by and Tom tries to bribe him into helping, but Aunt Polly sends Jim on his business. Suddenly, Tom is horrified because one of his friends is about to come by and see him actually working on a Saturday morning. Tom pretends that what he is doing is not work because he is so thoroughly enjoying himself. Soon Ben wants to try his hand and offers Tom his apple. As Ben is painting, other friends come by and also want to try their hands at this fun game. Each boy gives Tom some sort of prize for allowing him to do some whitewashing, and Tom ends up with his fence whitewashed and a small treasury of gifts.

After the fence is painted, Tom heads for the square and, on the way, stops to watch a very pretty young girl who is moving into a house down the street. He shows off for her, and she pretends to ignore him. He is attracted to her and finds out her name is Becky Thatcher. He joins his friends in fun and games where he is the leader of an Young Ji International School / College

army which defeats the opposing army. The next day, Sunday, he is forced to attend Sunday school and is bored with the tedium but finds ways to distract himself.

Monday, after offering many excuses for not going to school, he is finally forced to go. On the way, he meets Huckleberry Finn, the son of the town drunk. Huck never goes to school and is the envy of all the boys because of his complete freedom. Huck arranges for Tom to meet him that night so they can bury a dead cat in the cemetery. At school, Tom is punished for being late and is required to sit in the "girls' section." This pleases him because the only empty seat is next to Becky Thatcher. At lunch, he meets her, and they pledge their troth to each other.

At midnight, Huck arrives, and they go to the cemetery where they come upon Dr. Robinson, Injun Joe, and Muff Potter who are digging up a recently buried corpse. There is an argument, Muff is knocked unconscious, and Injun Joe murders the doctor and places the murder weapon next to Muff. The horrified boys flee and take a blood oath never to reveal what they have seen. The next day, the town is in an uproar (school is dismissed), and Injun Joe identifies Muff Potter as the murderer. Tom is fearful that Injun Joe will discover that he was a witness.

Tom, his friend Joe Harper, and Huck Finn decide to become pirates. The three boys find a raft and establish camp on Jackson's Island, where they enjoy a carefree life of fishing, swimming, smoking, and exploring and playing. When a steamboat filled with most of the important townspeople passes by firing cannons over the water, the boys realize that they are presumed to be drowned. Tom sneaks home at night in order to leave Aunt Polly a reassuring note that they are all right, but he changes his mind when he overhears that church services are planned for the "deceased boys" if they are not found by Sunday. The funeral services are secretly attended by the boys, and all rejoice when the dead boys casually stroll down the aisle.

Back at school, Tom finally wins Becky's heart when he takes the blame for one of her indiscretions and heroically suffers the punishment for her misdeeds.

At Muff Potter's trial, it is generally accepted that Muff Potter killed Dr. Robinson and will be hanged. Tom, in spite of his oath with Huck to not reveal what he has seen, cannot stand to see an innocent person hanged for a crime he did not commit. He Young Ji International School / College

bravely relates what actually happened. Injun Joe makes his escape by jumping out the second story window.

One day, while Tom and Huck are looking for buried treasure, they explore an old abandoned house. When two men arrive, the boys are trapped upstairs. One man is Injun Joe in disguise. The two criminals retrieve a box of silver coins they had concealed and then, by chance, discover a horde of gold coins that had been buried by some outlaws long ago. They decide to take the gold coins to Injun Joe's other hideout. The terrified boys overhear Injun Joe planning a horrible revenge before leaving the country. The boys fear that they are the subject of his planned vengeance but are fortunate enough to narrowly escape detection. The boys try to discover a place in town that would be the other hideout, but they only find a room filled with an abundant supply of whiskey in a Temperance Tavern.

At the picnic celebrating Becky Thatcher's birthday, several of the boys and girls enter McDougal's Cave. Tom and Becky wander away from the others in search of privacy and become hopelessly lost.

Meanwhile, Huck Finn, who is watching to discover Injun Joe's hideout, follows the two men toward Cardiff Hill, the home of the Widow Douglas and of a Welshman named Jones. Hiding behind a bush, he overhears Injun Joe telling of his intentions to mutilate the Widow Douglas because her husband, the judge, had once had him publicly horsewhipped. Huck hastens to inform Mr. Jones of the plot, and the Welshman and his sons drive off the vicious Injun Joe and his cohort. Huck has been so frightened that he becomes seriously ill, and the Widow Douglas comes to the Welshman's home and nurses the homeless boy back to health.

At the same time, it is discovered that Tom and Becky are missing; they have not been seen since the cave. All the available men in the community meet and carry out a thorough search of the cave. Tom and Becky hear the search party in the distance but are too weak to call loudly enough to be heard. At one point in their ordeal, Tom catches sight of Injun Joe in a nearby passage. After they have been underground for about three days, Tom discovers a way out of the cave. He and Becky then make their way back to the town.

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Both are sick for a while, but Tom recovers more quickly than does Becky. Tom also discovers that Judge Thatcher has had the second exit to the cave completely sealed off. Tom reveals that Injun Joe was in the cave. In spite of Injun Joe's evil, Tom cannot let any human face the ordeal of starving that he and Becky just endured. The men go back to the cave and discover Injun Joe's body just inside the cave where he had futilely tried to dig his way out with a knife.

Later, Tom and Huck return to the cave and search for Injun Joe's treasure. After many false starts and using various clues, they recover approximately $12,000 worth of gold coins. This money is invested for them, and they are rich. The Widow Douglas takes Huck into her home to educate him and train him in the ways of civilization. Huck finds schooling, not cussing, and all other things connected with civilization to be completely intolerable, and he runs away. He eventually agrees to give civilized living another try if he can join Tom's band of robbers. http://www.cliffsnotes.com/literature/a/the-adventures-of-tom-sawyer/book-summary

REFLECTION AND DISCUSSION

1. Why did the school master send Tom to sit on the girlsâ&#x20AC;&#x2DC; side of the schoolroom? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Describe how Tom felt about having to sit next to the girls. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Organize the details that you see in the story under these headings: a) Huckâ&#x20AC;&#x2DC;s appearance ______________________________________________________________ ______________________________________________________________ Young Ji International School / College

b) Huck‘s speech ______________________________________________________________ ______________________________________________________________ c) Huck‘s action ______________________________________________________________ ______________________________________________________________

d) What other people think about Huck? ______________________________________________________________ ______________________________________________________________

e) What the writer tells you directly about Huck? ______________________________________________________________ ______________________________________________________________

GRAMMAR

Singular and Plural Nouns A noun names a person, place, thing, or idea.

Usually,

the

first page of

about nouns. Nouns give names of

concrete

a or

grammar book tells abstract

things in

you our lives.

As babies learn "mom," "dad," or "milk" as their first word, nouns should be the first topic when you study a foreign language.

For the plural form of most nouns, add s. 

bottle – bottles

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

cup – cups



pencil – pencils



desk – desks



sticker – stickers



window – windows

For nouns that end in ch, x, s, or s sounds, add es. 

box – boxes



watch – watches



moss – mosses



bus – buses

For nouns ending in f or fe, change f to v and add es. 

wolf – wolves



wife – wives



leaf – leaves



life – lives

Some nouns have different plural forms. 

child – children



woman – women



man – men



mouse – mice



goose – geese

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Nouns ending in vowels like y or o do not have definite rules. 

baby – babies



toy – toys



kidney – kidneys



potato – potatoes



memo – memos



stereo – stereos

A few nouns have the same singular and plural forms. 

sheep – sheep



deer – deer



series – series



species – species

ACTIVITY

Choose the correct form of the noun in each sentence.

I have three (child, children).

There are five (man, men) and one (woman, women).

(Baby, Babies) play with bottles as toys.

I put two big (potato, potatoes) in the lunch box.

A few men wear (watch, watches).

I put a (memo, memos) on the desk.

I saw a (mouse, mice) running by.

There are few (bus, buses) on the road today.

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LESSON 4 READING

The Sea by James Reeves The sea is a hungry dog, Giant and grey. He rolls on the beach all day. With his clashing teeth and shaggy jaws Hour upon hour he gnaws The rumbling, tumbling stones, 'Bones, bones, bones, bones! ' The giant sea-dog moans, Licking his greasy paws. And when the night wind roars And the moon rocks in the stormy cloud, He bounds to his feet and snuffs and sniffs, Shaking his wet sides over the cliffs, And howls and hollows long and loud. But on quiet days in May or June, When even the grasses on the dune Play no more their reedy tune, With his head between his paws He lies on the sandy shores, So quiet, so quiet, he scarcely snores.

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REFLECTION AND DISCUSSION

1. How is the sea like a ―hungry dog‖? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. How would the sea ―roll‖ on the beach? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. What would its ―clashing teeth and shaggy jaws‖ be? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4. What are the ―bones‖ the sea dog gnaws? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5. When the sea dog ―howls and hollos‖, why is the sea compared to the dog‘s quiet snore? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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GRAMMAR

Articles (a, an, the) The 3 articles in English are a, an and the. The learner has to decide noun-by-noun which one of the articles to use*. In fact, there are 4 choices to make, because sometimes no article is necessary. Native-speakers, of course, use the articles correctly without thinking. English learners, on the other hand, need to have some guidelines for making the right choice - particularly those learners whose own language does not have articles, such as Japanese or Korean. The guidelines that follow here should help ESL students to a basic understanding of English article use. The most important first step in choosing the correct article is to categorize the noun as count or uncount**: - A count noun is a noun that can have a number in front of it: 1 teacher, 3 books, 76 trombones, 1,000,000 people. - An uncount noun is a noun that cannot have a number put in front of it: 1 water, 2 lucks, 10 airs, 21 oils, 39 informations. Once you have correctly categorized the noun (using your dictionary if necessary), the following "rules" apply: Uncount nouns 

You cannot say a/an with an uncount noun.



You cannot put a number in front of an uncount noun. (You cannot make an uncount noun plural.)



You use an uncount noun with no article if you mean that thing in general.



You use the with an uncount noun when you are talking about a particular example of that thing.

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Count nouns 

You can put a number in front of a count noun. (You can make a count noun plural.)



You can put both a/an and the in front of a count noun.

1. You use an uncount noun with no article



I need help!

if you mean all or any of that thing.



I don't eat cheese.



Do you like music?



Thanks for the help you gave me

2. You use the with an uncount noun when you are talking about a particular example of that thing.

yesterday. 

I didn't eat the cheese. It was green!



Did you like the music they played at the dance?

3. You usually use a/an with a count noun



Can I borrow a pencil, please?

the first time you say or write that noun.



There's a cat in the garden!



Do you have an mp3 player?



Where's

4. You use the with count nouns the second and subsequent times you use the noun, or when the listener already knows

pencil

lent

you

yesterday? 

what you are referring to (maybe because there is only one of that thing).

the

I think the cat belongs to the new neighbours.



I dropped the mp3 player and it broke.



Please shut the door!

5. You use a plural count noun with no



I don't like dogs.

article if you mean all or any of that thing.



Do they have children?



I don't need questions. Give me

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answers!

6. The above rules apply whether there is



I don't eat German cheese.

or there is not an adjective in front of the



Can I borrow a red pencil, please?

noun.



There's an extremely large cat in the garden!



I don't like small, noisy children.



You must put an article** in front of a singular count noun.



You use a plural count noun with no article if you mean all or any of that thing.



You usually use a/an with a count noun the first time you say or write that noun.



You use the with count nouns:

the second and subsequent times you use the noun in a piece of speech or writing

when the listener knows what you are referring to (maybe because there is only one of that thing)



You use an (not a) when the next word (adverb, adjective, noun) starts with a vowel sound.

Note: 

The above rules apply whether there is or there is not an adjective in front of the noun.



Some nouns can be either count or uncount, depending on the context and meaning:

Do you have paper? I want to draw a picture. (uncount = a sheet of paper)

Can you get me a paper when you‘re at the shop? (count = a newspaper)



Uncount nouns are often preceded by phrases such as: a lot of .. (luck), a piece of .. (cake), a bottle of .. (milk), a grain of .. (rice). * Instead of an article, the noun can also be preceded by a determiner such as this, that, some, many or my, his, our, etc.

Following are some of the most important guidelines listed above, with example sentences: http://esl.fis.edu/grammar/rules/article.htm

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Choose the correct definite or indefinite article: "the", "a", "an" or "x" (zero article) . 1. I bought

pair of shoes.

2. I saw

movie last night.

3. They are staying at 4. I think

hotel.

man over there is very unfriendly.

5. I do not like

basketball.

6. That is

problem I told you about.

night is quiet. Let's take a walk!

price of gas keeps rising.

9. John traveled to 10. Juan is

Mexico. Spanish.

11. I read

amazing story yesterday.

12. My brother doesn't eat

chicken.

13.

beautiful thing.

love is such

14. I live in

apartment.

15. I would like

apartment is new.

piece of cake.

16. I was in

Japanese restaurant.

17. Sara can play

restaurant served good food.

guitar.

http://www.myenglishpages.com/site_php_files/grammar-exercise-articles.php#.VFhxADSUe8A

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LESSON 5 READING

The Lady, or the Tiger by Frank R. Stockton In the very olden time there lived a semi-barbaric king, whose ideas, though somewhat polished and sharpened by the progressiveness of distant Latin neighbors, were still large, florid, and untrammeled, as became the half of him which was barbaric. He was a man of exuberant fancy, and, withal, of an authority so irresistible that, at his will, he turned his varied fancies into facts. He was greatly given to self-communing, and, when he and himself agreed upon anything, the thing was done. When every member of his domestic and political systems moved smoothly in its appointed course, his nature was bland and genial; but, whenever there was a little hitch, and some of his orbs got out of their orbits, he was blander and more genial still, for nothing pleased him so much as to make the crooked straight and crush down uneven places. Among the borrowed notions by which his barbarism had become semified was that of the public arena, in which, by exhibitions of manly and beastly valor, the minds of his subjects were refined and cultured. But even here the exuberant and barbaric fancy asserted itself. The arena of the king was built, not to give the people an opportunity of hearing the rhapsodies of dying gladiators, nor to enable them to view the inevitable conclusion of a conflict between religious opinions and hungry jaws, but for purposes far better adapted to widen and develop the mental energies of the people. This vast amphitheater, with its encircling galleries, its mysterious vaults, and its unseen passages, was an agent of poetic justice, in which crime was punished, or virtue rewarded, by the decrees of an impartial and incorruptible chance. When a subject was accused of a crime of sufficient importance to interest the king, public notice was given that on an appointed day the fate of the accused person would be Young Ji International School / College

decided in the king's arena, a structure which well deserved its name, for, although its form and plan were borrowed from afar, its purpose emanated solely from the brain of this man, who, every barleycorn a king, knew no tradition to which he owed more allegiance than pleased his fancy, and who ingrafted on every adopted form of human thought and action the rich growth of his barbaric idealism. When all the people had assembled in the galleries, and the king, surrounded by his court, sat high up on his throne of royal state on one side of the arena, he gave a signal, a door beneath him opened, and the accused subject stepped out into the amphitheater. Directly opposite him, on the other side of the enclosed space, were two doors, exactly alike and side by side. It was the duty and the privilege of the person on trial to walk directly to these doors and open one of them. He could open either door he pleased; he was subject to no guidance or influence but that of the aforementioned impartial and incorruptible chance. If he opened the one, there came out of it a hungry tiger, the fiercest and most cruel that could be procured, which immediately sprang upon him and tore him to pieces as a punishment for his guilt. The moment that the case of the criminal was thus decided, doleful iron bells were clanged, great wails went up from the hired mourners posted on the outer rim of the arena, and the vast audience, with bowed heads and downcast hearts, wended slowly their homeward way, mourning greatly that one so young and fair, or so old and respected, should have merited so dire a fate. But, if the accused person opened the other door, there came forth from it a lady, the most suitable to his years and station that his majesty could select among his fair subjects, and to this lady he was immediately married, as a reward of his innocence. It mattered not that he might already possess a wife and family, or that his affections might be engaged upon an object of his own selection; the king allowed no such subordinate arrangements to interfere with his great scheme of retribution and reward. The exercises, as in the other instance, took place immediately, and in the arena. Another door opened beneath the king, and a priest, followed by a band of choristers, and dancing maidens blowing joyous airs on golden horns and treading an epithalamic measure, advanced to where the pair stood, side by side, and the wedding was promptly and cheerily solemnized. Then the gay brass bells rang forth their merry peals, the people shouted glad hurrahs, and the innocent man, preceded by children strewing flowers on his path, led his bride to his home. This was the king's semi-barbaric method of administering justice. Its perfect fairness is obvious. The criminal could not know out of which door would come the lady; he opened Young Ji International School / College

either he pleased, without having the slightest idea whether, in the next instant, he was to be devoured or married. On some occasions the tiger came out of one door, and on some out of the other. The decisions of this tribunal were not only fair, they were positively determinate: the accused person was instantly punished if he found himself guilty, and, if innocent, he was rewarded on the spot, whether he liked it or not. There was no escape from the judgments of the king's arena. The institution was a very popular one. When the people gathered together on one of the great trial days, they never knew whether they were to witness a bloody slaughter or a hilarious wedding. This element of uncertainty lent an interest to the occasion which it could not otherwise have attained. Thus, the masses were entertained and pleased, and the thinking part of the community could bring no charge of unfairness against this plan, for did not the accused person have the whole matter in his own hands? This semi-barbaric king had a daughter as blooming as his most florid fancies, and with a soul as fervent and imperious as his own. As is usual in such cases, she was the apple of his eye, and was loved by him above all humanity. Among his courtiers was a young man of that fineness of blood and lowness of station common to the conventional heroes of romance who love royal maidens. This royal maiden was well satisfied with her lover, for he was handsome and brave to a degree unsurpassed in all this kingdom, and she loved him with an ardor that had enough of barbarism in it to make it exceedingly warm and strong. This love affair moved on happily for many months, until one day the king happened to discover its existence. He did not hesitate nor waver in regard to his duty in the premises. The youth was immediately cast into prison, and a day was appointed for his trial in the king's arena. This, of course, was an especially important occasion, and his majesty, as well as all the people, was greatly interested in the workings and development of this trial. Never before had such a case occurred; never before had a subject dared to love the daughter of the king. In after years such things became commonplace enough, but then they were in no slight degree novel and startling. The tiger-cages of the kingdom were searched for the most savage and relentless beasts, from which the fiercest monster might be selected for the arena; and the ranks of maiden youth and beauty throughout the land were carefully surveyed by competent judges in order that the young man might have a fitting bride in case fate did not determine for him a different destiny. Of course, everybody knew that the deed with which the accused was charged had been done. He had loved the princess, and neither he, she, nor Young Ji International School / College

anyone else, thought of denying the fact; but the king would not think of allowing any fact of this kind to interfere with the workings of the tribunal, in which he took such great delight and satisfaction. No matter how the affair turned out, the youth would be disposed of, and the king would take an aesthetic pleasure in watching the course of events, which would determine whether or not the young man had done wrong in allowing himself to love the princess. The appointed day arrived. From far and near the people gathered, and thronged the great galleries of the arena, and crowds, unable to gain admittance, massed themselves against its outside walls. The king and his court were in their places, opposite the twin doors, those fateful portals, so terrible in their similarity. All was ready. The signal was given. A door beneath the royal party opened, and the lover of the princess walked into the arena. Tall, beautiful, fair, his appearance was greeted with a low hum of admiration and anxiety. Half the audience had not known so grand a youth had lived among them. No wonder the princess loved him! What a terrible thing for him to be there! As the youth advanced into the arena he turned, as the custom was, to bow to the king, but he did not think at all of that royal personage. His eyes were fixed upon the princess, who sat to the right of her father. Had it not been for the moiety of barbarism in her nature it is probable that lady would not have been there, but her intense and fervid soul would not allow her to be absent on an occasion in which she was so terribly interested. From the moment that the decree had gone forth that her lover should decide his fate in the king's arena, she had thought of nothing, night or day, but this great event and the various subjects connected with it. Possessed of more power, influence, and force of character than any one who had ever before been interested in such a case, she had done what no other person had done - she had possessed herself of the secret of the doors. She knew in which of the two rooms, that lay behind those doors, stood the cage of the tiger, with its open front, and in which waited the lady. Through these thick doors, heavily curtained with skins on the inside, it was impossible that any noise or suggestion should come from within to the person who should approach to raise the latch of one of them. But gold, and the power of a woman's will, had brought the secret to the princess. And not only did she know in which room stood the lady ready to emerge, all blushing and radiant, should her door be opened, but she knew who the lady was. It was one of the

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fairest and loveliest of the damsels of the court who had been selected as the reward of the accused youth, should he be proved innocent of the crime of aspiring to one so far above him; and the princess hated her. Often had she seen, or imagined that she had seen, this fair creature throwing glances of admiration upon the person of her lover, and sometimes she thought these glances were perceived, and even returned. Now and then she had seen them talking together; it was but for a moment or two, but much can be said in a brief space; it may have been on most unimportant topics, but how could she know that? The girl was lovely, but she had dared to raise her eyes to the loved one of the princess; and, with all the intensity of the savage blood transmitted to her through long lines of wholly barbaric ancestors, she hated the woman who blushed and trembled behind that silent door. When her lover turned and looked at her, and his eye met hers as she sat there, paler and whiter than any one in the vast ocean of anxious faces about her, he saw, by that power of quick perception which is given to those whose souls are one, that she knew behind which door crouched the tiger, and behind which stood the lady. He had expected her to know it. He understood her nature, and his soul was assured that she would never rest until she had made plain to herself this thing, hidden to all other lookers-on, even to the king. The only hope for the youth in which there was any element of certainty was based upon the success of the princess in discovering this mystery; and the moment he looked upon her, he saw she had succeeded, as in his soul he knew she would succeed. Then it was that his quick and anxious glance asked the question: "Which?" It was as plain to her as if he shouted it from where he stood. There was not an instant to be lost. The question was asked in a flash; it must be answered in another. Her right arm lay on the cushioned parapet before her. She raised her hand, and made a slight, quick movement toward the right. No one but her lover saw her. Every eye but his was fixed on the man in the arena. He turned, and with a firm and rapid step he walked across the empty space. Every heart stopped beating, every breath was held, every eye was fixed immovably upon that man. Without the slightest hesitation, he went to the door on the right, and opened it. Now, the point of the story is this: Did the tiger come out of that door, or did the lady? The more we reflect upon this question, the harder it is to answer. It involves a study of Young Ji International School / College

the human heart which leads us through devious mazes of passion, out of which it is difficult to find our way. Think of it, fair reader, not as if the decision of the question depended upon yourself, but upon that hot-blooded, semi-barbaric princess, her soul at a white heat beneath the combined fires of despair and jealousy. She had lost him, but who should have him? How often, in her waking hours and in her dreams, had she started in wild horror, and covered her face with her hands as she thought of her lover opening the door on the other side of which waited the cruel fangs of the tiger! But how much oftener had she seen him at the other door! How in her grievous reveries had she gnashed her teeth, and torn her hair, when she saw his start of rapturous delight as he opened the door of the lady! How her soul had burned in agony when she had seen him rush to meet that woman, with her flushing cheek and sparkling eye of triumph; when she had seen him lead her forth, his whole frame kindled with the joy of recovered life; when she had heard the glad shouts from the multitude, and the wild ringing of the happy bells; when she had seen the priest, with his joyous followers, advance to the couple, and make them man and wife before her very eyes; and when she had seen them walk away together upon their path of flowers, followed by the tremendous shouts of the hilarious multitude, in which her one despairing shriek was lost and drowned! Would it not be better for him to die at once, and go to wait for her in the blessed regions of semi-barbaric futurity? And yet, that awful tiger, those shrieks, that blood! Her decision had been indicated in an instant, but it had been made after days and nights of anguished deliberation. She had known she would be asked, she had decided what she would answer, and, without the slightest hesitation, she had moved her hand to the right. The question of her decision is one not to be lightly considered, and it is not for me to presume to set myself up as the one person able to answer it. And so I leave it with all of you: Which came out of the opened door - the lady, or the tiger?

http://www.eastoftheweb.com/short-stories/UBooks/LadyTige.shtml

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REFLECTION AND DISCUSSION

1. In your opinion, what did the princess decide to do? ___________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________ 2. Describe the character of the princess. ___________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________ 3. Assume that you are the princess in The Lady or the Tiger? It is the night before your love will go into the arena and you have decided which door you will have him open. Write you decision and the reasons you have made it as if you were writing in your diary. ___________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________

GRAMMAR

Interrogative Pronouns Interrogative pronouns are used to ask a question. Usually, thereâ&#x20AC;&#x2DC;s no antecedent (if there was, there would be no need to ask the question). The interrogative pronouns are who, which, what, whom, and whose. Youâ&#x20AC;&#x2DC;ll usually find interrogative pronouns at the beginning of the sentence.

Who is going on the trip to India?

b) With whom will you be going to India? c)

Which house is yours?

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What did you do?

Whose pen is this?

Fill in the blanks with suitable interrogative pronouns 1.

———————- did you invite to preside over the meeting? a)

Which

Whom

Who

Whom

Whose

None of these

What

Which

That

Whom

What

Whose

Which

Whom

That

Whose

Whom

What

Which

Whose

Who

Whom

What

Which

Whom

Who

Which

That

Who

Whom

Which

Whose

Whom

Who

——————– did he come here for? a)

12.

That

——————– do you want to see? a)

11.

Of ——————— boy are you speaking? a)

10.

Who

———————- said these words? a)

Whose

I don‘t know —————— of them will actually get it? a)

——————- of these books will you take? a)

What

———————- shall I give this to? a)

——————- do you want to do? a)

Whom

Of ———————- are you speaking? a)

She asked ——————- I preferred, tea or coffee? a)

Who

Why

What

——————-, do you think, is the correct answer to this question? a)

What

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Which

Who

Whom 37

13.

To ——————- did she give her necklace? a)

14.

What

Which

What

That which

Who

Which

Whom

What

Which

Who

That

Whom

That

Whom

Which

Who

———————— of them wants to see me? a)

18.

———————– is better, honor or riches? a)

17.

Whose

With ——————– were you exchanging pleasantries? a)

16.

——————– do you think he is? a)

15.

Whom

Which

What

To ———————- do you pass on the notes? a)

Who

Whom

What

Read more at http://www.englishpractice.com/quiz/interrogative-pronouns-exercise/#wEcR1oXxIflVZIz8.99

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LESSON 6 READING

Snapshot of a Dog by James Thurber

I RAN across a dim photograph of him the other day, going through some old things. He's been dead twenty-five years. His name was Rex (my two brothers and I named him when we were in our early teens) and he was a bull terrier. "An American bull terrier," we used to say, proudly; none of your English bulls. He had one brindle eye that sometimes made him look like a clown and sometimes reminded you of a politician with derby hat and cigar. The rest of him was white except for a brindle saddle that always seemed to be slipping off and a brindle stocking on a hind leg. Nevertheless, there was a nobility about him. He was big and muscular and beautifully made. He never lost his dignity even when trying o accomplish the extravagant tasks my brothers and myself used to set for him/ One of these was the bringing of a ten-foot wooden rail into the yard through the back gate. We would throw out into the alley and tell him to go get it. Rex was as powerful as a wrestler, and there were not many things that he couldn't manage somehow to get hold of with his great jaws and lift or drag to wherever he wanted to put them, or wherever we wanted them put. He could catch the rail at the balance and lift it clear off the ground and trot with great confidence toward the gate. Of course, since the gate was only four feet wide or so, he couldn't bring the rail in broadside. He found that out when he got a few terrific jolts, but he wouldn't give up. He finally figured out how to do it, by dragging the rail, holding onto one end, growling. He got a great, wagging satisfaction out of his work. We used to bet kids who had never seen Rex in action that he could catch a baseball thrown as high as they could throw it. He almost never let us down. Rex could hold a baseball with ease in his mouth, in one cheek, as if it were a chew of tobacco.

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He was a tremendous fighter, but he never started fights. I don't believe he liked to get into them, despite the fact that he came from a line of fighters. He never went for another dog's throat but for one of its ears (that teaches a dog a lesson), and he would get his grip, close his eyes, and hold on. He could hold on for hours. His longest fight lasted from dusk until almost pitch-dark, one Sunday. It was fought in East Main Street in Columbus with a large, snarly nondescript that belonged to a big colored man. When Rex finally got his ear grip, the brief whirlwind of snarling turned to screeching. It was frightening to listen to and to watch. The Negro boldly picked the dogs up somehow and began swinging them around his head, and finally let them fly like a hammer in a hammer throw, but although they landed ten feet away with a great plump, Rex still held on. The two dogs eventually worked their way to the middle of the car tracks, and after a while two or three streetcars re held up by the fight. A motorman tried to pry Rex's jaws open with a switch rod; somebody lighted a fire and made a torch of a stick and held that to Rex's tail, but he paid no attention. In the end, all the residents and storekeepers in the neighborhood were on hand, shouting this, suggesting that. Rex's joy of battle, when battle was joined, was almost tranquil. He had a kind of pleasant expression during fights, not a vicious one, his eyes closed in what would have seemed to be sleep had it not been for the turmoil of the struggle. The Oak Street Fire Department finally had to be sent for-I don't know why nobody thought of it sooner. Five or six pieces of apparatus arrived, followed by a battalion chief. A hose was attached and a powerful of water was turned on the dogs. Rex held on for several moments more while the torrent buffeted him about like a log in a freshet. He was a hundred yards away from where the fight started when he finally let go. The story of that Homeric fight got all around town, and some of our relatives looked upon the incident as a blot on the family name. They insisted that we get rid of Young Ji International School / College

Rex, but we were very happy with him, and nobody could have made us give him up. We would have left town with him first, along any road there was to go. It would have been different, perhaps, if he'd ever started fights, or looked for trouble. But he had a gentle disposition. He never bit a person in the ten strenuous years that he lived, nor even growled at anyone except prowlers. He killed cats, that is true, but quickly and neatly and without especial malice, the way men kill certain animals. It was the only thing he did that we could never cure him of doing. He never killed, or even chased, a squirrel. I don't know why. He had his own philosophy about such things. He never ran barking after wagons or automobiles. He didn't seem to see the idea in pursuing something you couldn't catch, or something you couldn't do anything with, even if you did catch it. A wagon was one of the things he couldn't tug along with his mighty jaws, and he knew it. Wagons, therefore, were not a part of his world. Swimming was his favorite recreation. The first time he ever saw a body of water (Alum Creek), he trotted nervously along the steep bank for a while, fell to barking wildly, and finally plunged in from a height of eight feet or more. I shall always remember that shining, virgin dive. Then he swam upstream and back just for the pleasure of it, like a man. It was fun to see him battle upstream against a stiff current, struggling and growling every foot of the way. He had as much fun in the water as any person I have known. You didn't have to throw a stick in the water to get him to go in. Of course, he would bring back a stick to you if you did throw one in. He would even have brought back a piano if you had thrown one in. That reminds me of the night, way after midnight, when he went a-roving in the light of the moon and brought back a small chest of drawers that he found somewherehow far from the house nobody ever knew; since it was Rex, it could easily have been half a mile. There were no drawers in the chest when he got it home, and it wasn't a good one-he hadn't taken it out of anybody's house; it was just an old cheap piece that somebody had abandoned on a trash heap. Still, it was something he wanted, probably because it presented a nice problem in transportation. It tested his mettle. We first knew about his achievement when, deep in the night, we heard him trying to get the chest up onto the porch. It sounded as if two or three people were trying to tear the house down. We came downstairs and turned on the porch light. Rex was on the top step trying to pull the thing up, but it had caught somehow and he was just holding his own. I suppose he would have held his own till dawn if we hadn't help him. The next day we carted the chest miles away and threw it out. If we had thrown it out in a nearby alley, he would Young Ji International School / College

have brought it home again, as a small token of integrity in such matters. After all, he had been taught to carry heavy wooden objects about, and he was proud of his powers. I am glad Rex never saw a trained police dog jump. He was just an amateur jumper himself, but the most daring and tenacious I have ever seen. He would take on any fence we pointed out to him. Six feet was easy for him, he could do eight by making a tremendous leap and hauling himself over finally by his paws, grunting and straining; but he lived and died without knowing that twelve- and sixteen-foot walls were too much for him. Frequently, after letting him try to go over one for a while, we would have to carry him home. He would never haven up trying. There was in his world no such thing as the impossible. Even death couldn't beat him down. He died, it is true, but only, as one of his admirers said, after "straight-arming the death angel" for more than an hour. Late one afternoon he wandered home, too slowly and too uncertainly to be the Rex that had trotted briskly homeward up our avenue for ten years. I think we knew when he came through the gate that he was dying. He had apparently taken a terrible beating, probably from the owner of some dog that he had got into a fight with. His head and body were scarred. His heavy collar with the teeth marks of many a battle on it was awry; some of the big brass studs in it were sprung loose from the leather. He licked at our hands and , staggering, fell, but got up again. We could see that he was looking for someone. One of his three masters was not home. He did not get home for an hour. During that hour the bull terrier fought death as he had fought against the cold, strong current of Alum Creek, as he had fought to climb twelve-foot walls. When the person he was waiting for did come through the gate, whistling, ceasing to whistle, Rex walked a few wobbly paces toward him, touched his hand with his muzzle, and fell down again. This time he didn't get up.

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REFLECTION AND DISCUSSION

1. Think for a minute about Rex‘s unusual character. Then go back through the story and list at least three Thurber says Rex did. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

2. Next, list at least three things Thurber says Rex did not do. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________

3. Finally, list at least three direct statements that Thurber makes about Rex‘s character. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________

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4. When taken together, all of these details should give you a good summary of Rexâ&#x20AC;&#x2DC;s character. Did Rex remind you of any pets you have known and loved? Draw Rex below.

GRAMMAR

Indefinite and Reflexive Pronouns Indefinite Pronouns The indefinite pronouns(everybody/anybody/somebody/all/each/every/some/none/one) do not substitute for specific nouns but function themselves as nouns (Everyone is wondering if any is left.) One of the chief difficulties we have with the indefinite pronouns lies in the fact that "everybody" feels as though it refers to more than one person, but it takes a singular verb. (Everybody is accounted for.) If you think of this word as meaning "every single body," the Young Ji International School / College

confusion usually disappears. The indefinite pronoun none can be either singular or plural, depending on its context. None is nearly always plural (meaning "not any") except when something else in the sentence makes us regard it as a singular (meaning "not one"), as in "None of the food is fresh." Some can be singular or plural depending on whether it refers to something countable or noncountable. Refer to the section on Pronoun Consistency for help on determining the number of the indefinite pronouns (and the number [singular/plural] of the verbs that accompany them). There is a separate section on the uses of the pronoun one. There are other indefinite pronouns, words that double as Determiners: enough, few, fewer, less, little, many, much, several, more, most, all, both, every, each, any, either, neither, none, some  

Few will be chosen; fewer will finish. Little is expected.

See the section on Pronoun Consistency for help in determining the number (singular/plural) characteristics of these pronouns. Intensive Pronouns The intensive pronouns (such as myself, yourself, herself, ourselves, themselves) consist of a personal pronoun plus self or selves and emphasize a noun. (I myself don't know the answer.) It is possible (but rather unusual) for an intensive pronoun to precede the noun it refers to. (Myself, I don't believe a word he says.) Reflexive Pronouns The reflexive pronouns (which have the same forms as the intensive pronouns) indicate that the sentence subject also receives the action of the verb. (Students who cheat on this quiz are only hurting themselves. You paid yourself a million dollars? She encouraged herself to do well.) What this means is that whenever there is a reflexive pronoun in a sentence there must be a person to whom that pronoun can "reflect." In other words, the sentence "Please hand that book to myself" would be incorrect because there is no "I" in that sentence for the "myself" to reflect to (and we would use "me" instead of "myself"). A sentence such as "I gave that book to myself for Christmas" might be silly, but it would be correct. Be alert to a tendency to use reflexive pronoun forms (ending in -self) where they are neither appropriate nor necessary. The inappropriate reflexive form has a wonderful name: the untriggered reflexive. "Myself" tends to sound weightier, more formal, than little ol' me or I, so it has a way of sneaking into sentences where it doesn't belong.   

Bob and myself I are responsible for this decision. These decisions will be made by myself me. If you have any questions, please contact myself me or Bob Jones.

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When pronouns are combined, the reflexive will take either the first person 

Juanita, Carlos, and I have deceived ourselves into believing in my uncle. or, when there is no first person, the second person:



You and Carlos have deceived yourselves.

The indefinite pronoun (see above) one has its own reflexive form ("One must have faith in oneself."), but the other indefinite pronouns use eitherhimself or themselves as reflexives. (There is an entire page on the pronoun one.) It is probably better to pluralize and avoid the clumsy himself or herself construction.  

No one here can blame himself or herself. The people here cannot blame themselves. http://grammar.ccc.commnet.edu/grammar/pronouns1.htm

Fill in the blanks with indefinite pronouns: Someone, Anyone, No one, Everyone, Nothing, Anything, Nobody, Something.

1. There is ---- in the clothes basket. It is empty.

2. I've tried phoning but every time I tried there was ---- in.

3. I have prepared ---- for dinner which you will like very much.

4. Would you like ---- to start with before the main menu?

5. He sat at the table but didn't have ---- to eat.

6. You can do ----. I don't really care.

7. I met ---- you know last night. She told me she had missed you very much.

8. That's a very easy job. ---- can do it.

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9. Did you turn the oven off? I think I can smell ---- burning.

10. ---- offered help. They probably didn't have time.

11. ---- arrived in good time and the meeting started promptly at 3:30.

12. When the show finished there was complete silence. ---- clapped.

13. ---- likes being poor.

14. ---- told me that Tom was leaving London but later I found out that it was not true.

15. Of all the people I met in my life, ---- is more important to me than you.

http://www.grammarbank.com/indefinite-pronouns-worksheet.html

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LESSON 7 READING

The Rum Tum Tugger by T.S. Eliot CHORUS: The Rum Tum Tugger is a curious cat TUGGER: If you offer me pheasant, I'd rather have grouse If you put me in a house, I would much prefer a flat If you put me in a flat, I would rather have a house If you set me on a mouse, then I only want a rat If you set me on a rat, then I'd rather chase a mouse CHORUS: The Rum Tum Tugger is a curious cat TUGGER: And there isn't any need for me to shout it CHORUS: For he will do as he do do TUGGER: And there's nothing doing about it SOLO: The Rum Tum Tugger is a terrible bore TUGGER: When you let me in, then I want to go out I'm always on the wrong side of every door And as soon as I'm at home, then I'd like to get about I like to lie in the bureau drawer And I make such a fuss if I can't get out

CHORUS: The Rum Tum Tugger is a curious cat TUGGER: And there isn't any need for you to doubt it

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CHORUS: For he will do as he do do TUGGER: And there's no doing anything about it SOLO: The Rum Tum Tugger is a curious beast TUGGER: My disobliging ways are a matter of habit If you offer me fish, then I always want a feast When there isn't any fish, then I won't eat rabbit If you offer me cream, then I sniff and sneer For I only like what I find for myself So you'll catch me in it right up to my ears If you put it away on the larder shelf CHORUS: The Rum Tum Tugger is artful and knowing The Rum Tum Tugger TUGGER: Doesn't care for a cuddle But I'll leap upon your lap in the middle of your sewing For there's nothing I enjoy like a horrible muddle! CHORUS: The Rum Tum Tugger is a curious cat The Rum Tum Tugger doesn't care for a cuddle The Rum Tum Tugger is a curious cat TUGGER: And there isn't any need for me to spout it CHORUS: For he will do as he do do TUGGER: And there's no doing anything about it!

REFLECTION AND DISCUSSION

1. The Tugger is a curious cat. Find at least three examples of the Tuggerâ&#x20AC;&#x2DC;s peculiar behavior in stanza 1. ______________________________________________________________________ ______________________________________________________________________ ________________________________________________________________ Young Ji International School / College

2. Why is the Tugger also a bore according to stanza 2? ______________________________________________________________________ ______________________________________________________________________ ________________________________________________________________ 3. How does the Tugger show that he is not interested in obliging or pleasing his own owner according to stanza 3? ______________________________________________________________________ ______________________________________________________________________ ________________________________________________________________ 4. It is said that all of T.S. Eliot‘s cat poems are really about people. Do you know a person who is like the Tugger? ______________________________________________________________________ ______________________________________________________________________ ________________________________________________________________

GRAMMAR

Tag Questions A tag is a small piece attached to something larger. A tag question is added to the end of a statement in order to seek confirmation of the statement‘s accuracy. Using a tag question is the same as asking, ―Do you agree?‖ or ―Am I correct?‖ Tag questions are usually structures as follows: STATEMENT

QUESTION TAG

Positive Statement

Negative question tag

This is her dream wedding.

isn‘t it?

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Negative statement

Positive question tag

He can‘t give racing up,

can he?

Note: The questions tag uses the auxiliary verb or the to be verb from the main statement and transforms it into its opposite – whether positive or negative. Negative Sentences: •

John can‘t play tennis, can he?

•

You don‘t cook, don‘t you?

•

Corinne didn‘t call, did she?

Positive Sentences: •

We are going to win, aren‘t we?

•

Jessica does sing like an angel, doesn‘t she?

•

Kay and Iris have sent off the invitations, haven‘t they?

The pronoun in the tag must match the subject. The auxiliary in the question tag must agree with the tense in the preceding sentence. A positive sentence must be paired with a negative sentence question tag paired with a positive question tag.

ACTIVITY A. Identify the tag question. 1. He‘s rich, ___________________________ he? 2. These are your glasses, ____________________________ they? 3. You live in Fairfield, ___________________________ you? 4. It‘s a lovely day, _________________________________ it? 5. I‘m late, _____________________________ I? 6. You paint, _______________________________ you? 7. They walk to work, ________________________________ they? Young Ji International School / College

8. Bill likes chocolate, ________________________________ he? 9. Those flowers are beautiful, _________________________________ they? 10. Anna is from Sweden, ___________________________________ she? B. Provide the missing question tags. 1. You didn‘t go to school yesterday, _______________________________? 2. I am not a nurse, _______________________________? 3. She doesn‘t cook well, _______________________________? 4. You can speak English, _______________________________? 5. I am your bestfriend, _______________________________? 6. The sun is shining, _______________________________? 7. They haven‘t seen him for ages, _______________________________? 8. She visited her grandmother, _______________________________? 9. Susan and Peter arrived late yesterday, _____________________________? 10. She wasn‘t there, _______________________________? C. Complete the sentences by choosing a subject that agrees with the pronoun in the tag question. 1. ______________ has a cookbook, doesn‘t she? 2. ______________ knows how to cook, doesn‘t he? 3. ______________ don‘t fly kites, do they? 4. ______________ doesn‘t ride a bike, does he?

Reading Comprehension questions are designed to test a wide range of abilities that are required in order to read and understand the kinds of prose commonly encountered in graduate school. Those abilities include: 

understanding the meaning of individual words and sentences



understanding the meaning of paragraphs and larger bodies of text

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

distinguishing between minor and major points



summarizing a passage



drawing conclusions from the information provided



reasoning from incomplete data to infer missing information



understanding the structure of a text in terms of how the parts relate to one another



identifying the author's assumptions and perspective



analyzing a text and reaching conclusions about it



identifying strengths and weaknesses of a position



developing and considering alternative explanations As this list implies, reading and understanding a piece of text requires far

more than a passive understanding of the words and sentences it contains; it requires active engagement with the text, asking questions, formulating and evaluating hypotheses and reflecting on the relationship of the particular text to other texts and information. Each Reading Comprehension question is based on a passage that may range in length from one paragraph to several paragraphs. The test contains approximately 10 passages, the majority of which are one paragraph in length and only one or two of which are several paragraphs long. Passages are drawn from the physical sciences, biological sciences, social sciences, business, arts and humanities and everyday topics and are based on material found in books and periodicals, both academic and non-academic. Typically, about half of the questions on the test will be based on passages, and the number of questions based on a given passage can range from one to six. Questions can cover any of the topics listed above, from the meaning of a particular word to assessing evidence that might support or weaken points made in the passage. Many, but not all, of the questions are standard multiple-choice questions, in which you are required to select a single correct answer; others ask you to select

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multiple correct answers; and still others ask you to select a sentence from the passage. Reading Comprehension Practice Questions â&#x20AC;&#x201D; Section 3 The Reading Comprehension section contains reading passages and questions about the passages. The questions are about information that is stated or implied in the passage and about some of the specific words in the passages. Because many English words have more than one meaning, it is important to remember that these questions concern the meaning of a word or phrase within the context of the passage.

Before completing these practice questions, you might wish to print out an answer sheet. Directions and Practice Questions for Reading Comprehension

Directions and examples of the types of questions you will find in the Reading Comprehensionsection of the TOEFLÂŽ test follow. Use the answer key to see the correct answers for the Reading Comprehension questions.

Section 3 measures your ability to read and understand short passages similar in topic and style to those that students are likely to encounter in North American universities and colleges. This section contains reading passages and questions about the passages.

Directions: In the Reading Comprehension section you will read several passages. Each one is followed by a number of questions about it. You are to choose the one best answer, A, B, C or D, to each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.

Answer all questions about the information in a passage on the basis of what is stated orimplied in that passage.

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Read the following passage: The railroad was not the first institution to impose regularity on society, or to draw attention to the importance of precise timekeeping. For as long as merchants have set out their wares at Linedaybreak and communal festivities have been celebrated, people (5) have been in rough agreement with their neighbors as to the time of day. The value of this tradition is today more apparent than ever. Were it not for public acceptance of a single yardstick of time, social life would be unbearably chaotic: the massive daily transfers of goods, services, and information would proceed in fits and (10) starts; the very fabric of modern society would begin to unravel.

Example I What is the main idea of the passage? A. In modern society we must make more time for our neighbors. B. The traditions of society are timeless. C. An accepted way of measuring time is essential for the smooth functioning of society. D. Society judges people by the times at which they conduct certain activities.

The main idea of the passage is that societies need to agree about how time is measured in order to function smoothly. Therefore, you should choose answer C. Example II In line 6, the phrase "this tradition" refers to A. the practice of starting the business day at dawn B. friendly relations between neighbors Young Ji International School / College

C. the railroad's reliance on time schedules D. people's agreement on the measurement of time

The phrase "this tradition" refers to the preceding clause, "people have been in rough agreement with their neighbors as to the time of day." Therefore, you should choose answer D. Now begin work on the questions. PRACTICE PASSAGE The Alaska pipeline starts at the frozen edge of the Arctic Ocean. It stretches southward across the largest and northernmost state in the United States, ending at a remote ice-free seaport village nearly Line800 miles from where it begins. It is massive in size and extremely (5) complicated to operate. The steel pipe crosses windswept plains and endless miles of delicate tundra that tops the frozen ground. It weaves through crooked canyons, climbs sheer mountains, plunges over rocky crags, makes its way through thick forests, and passes over or (10) under hundreds of rivers and streams. The pipe is 4 feet in diameter, and up to 2 million barrels (or 84 million gallons) of crude oil can be pumped through it daily. Resting on H-shaped steel racks called "bents," long sections of the pipeline follow a zigzag course high above the frozen earth. (15) Other long sections drop out of sight beneath spongy or rocky ground and return to the surface later on. The pattern of the

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pipeline's up-and-down route is determined by the often harsh demands of the arctic and subarctic climate, the tortuous lay of the land, and the varied compositions of soil, rock, or permafrost (20) (permanently frozen ground). A little more than half of the pipeline is elevated above the ground. The remainder is buried anywhere from 3 to 12 feet, depending largely upon the type of terrain and the properties of the soil. One of the largest in the world, the pipeline cost approximately (25) $8 billion and is by far the biggest and most expensive construction project ever undertaken by private industry. In fact, no single business could raise that much money, so 8 major oil companies formed a consortium in order to share the costs. Each company controlled oil rights to particular shares of land in the oil fields and (30) paid into the pipeline-construction fund according to the size of its holdings. Today, despite enormous problems of climate, supply shortages, equipment breakdowns, labor disagreements, treacherous terrain, a certain amount of mismanagement, and even theft, the Alaska pipeline has been completed and is operating.

PRACTICE QUESTIONS

1. The passage primarily discusses the pipeline's 1. operating costs 2. employees 3. consumers Young Ji International School / College

4. construction 2. The word "it" in line 4 refers to 1. pipeline 2. ocean 3. state 4. village 3. According to the passage, 84 million gallons of oil can travel through the pipeline each 1. day 2. week 3. month 4. year 4. The phrase "Resting on" in line 13 is closest in meaning to 1. Consisting of 2. Supported by 3. Passing under 4. Protected with 5. The author mentions all of the following as important in determining the pipeline's route EXCEPT the 1. climate 2. lay of the land itself 3. local vegetation 4. kind of soil and rock 6. The word "undertaken" in line 26 is closest in meaning to 1. removed 2. selected 3. transported 4. attempted 7. How many companies shared the costs of constructing the pipeline? Young Ji International School / College

1. 3 2. 4 3. 8 4. 12 8. The word "particular" in line 29 is closest in meaning to 1. peculiar 2. specific 3. exceptional 4. equal 9. Which of the following determined what percentage of the construction costs each member of the consortium would pay? 1. How much oil field land each company owned 2. How long each company had owned land in the oil fields 3. How many people worked for each company 4. How many oil wells were located on the company's land 10. Where in the passage does the author provide a term for an earth covering that always remains frozen? 1. Line 3 2. Line 13 3. Line 19 4. Line 32

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Name ___________________________________ ©edworksheets.com 1 Keys to Comprehension Game (Level B) - Companions Read the story. Then answer the questions below.

Main idea 1. This story mainly tells a. how to be an Ice Cream Man. b. why kids love ice cream. c. about a man who became his city‘s Ice Cream Man.

Facts 2. Where does Danny Dive live? ______________________________________________

context 3. What does the word jingles mean in this story? a. ―a catchy rhyme, verse, or song used in commercials‖ b. ―to make a metallic ringing sound‖ c. ―to shake up and down‖

Sequence 4. What did Danny do after he filed coolers with ice cream treats _____________________ _______________________________________________________________________

conclusion 5. From this story, you can tell that a. the police didn‘t want the ice cream. b. the kids didn‘t like the ice cream Danny sold. c. Danny did not sell all of the ice cream.

Inference 6. Which of these statements is probably true? a. The Ice Cream Man is not allowed in Indianola. b. People do not like eating ice cream in Indianola. c. The police threw the ice cream away. d. Danny Dive took on city law Tuesday afternoon. Danny, of Indianola, e. Indiana, was sick of kids crying over not having an Ice Cream Man. Young Ji International School / College

f. He filed 10 large ice coolers with ice cream treats. He piled into his g. van and drove around the city blasting Ice Cream Man jingles. Danny h. got off with a warning after he gave police all the leftover ice cream.

Name ___________________________________ ©edworksheets.com 2 Keys to Comprehension Game (Level B) - Companions Read the story. Then answer the questions below.

Main idea 1. This story mainly tells a. how dogs came to bark. b. how dogs learned to talk. c. how dogs were created.

Facts 2. What kind of stories does this story come from? _______________________________ _______________________________________________________________________

context 3. What does the word bark mean in this story? a. ―having a thick, rough cover‖ b. ―to bump against‖ c. ―made a harsh sound‖

sequence 4. What happened right before the dogs stopped talking? ___________________________ _______________________________________________________________________

conclusion 5. From this story, you can tell that a. the Great Spirit didn‘t listen to the people. b. telling secrets is not a good thing. c. dogs used to walk like humans.

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Inference 6. Which of these statements is probably true? a. People did not like their secrets being told. b. People did not like their dogs. c. The dogs liked barking better than talking. d. Old Native American stories say that dogs used to talk like people. e. The only problem was that the dogs talked about everything. They f. even told secrets! People did not like this. They asked the Great Spirit g. to do something about it. One morning, the dogs stopped talking. h. Instead, they barked! People say the dogs didn‘t know how to use their i. talking for good. That is why it was taken away from them.

Name ___________________________________ ©edworksheets.com 3 Keys to Comprehension Game (Level B) - Companions Read the story. Then answer the questions below. Main idea 1. This story mainly tells a. what some people believe spitting on a bat will do. b. how to play baseball and softball. c. when to get a new bat. Facts 2. What sports are mentioned in this story? ______________________________________ _______________________________________________________________________ context 3. What does the word home run mean in this story? a. ―hit the ball down the line‖

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b. ―hit the ball outside the foul line‖ c. ―hit the ball out of the ballpark‖ sequence 4. What should you do after you get a new bat? __________________________________ conclusion 5. From this story, you can tell that a. some people believe that spitting on the bat will make it unlucky. b. some people believe that spitting on the bat will make you turn into Babe Ruth. c. some people believe that spitting on the bat will make it lucky. Inference 6. Which of these statements is probably true? a. Babe Ruth was a famous baseball coach. b. Babe Ruth hit a lot of home runs. c. Babe Ruth wasn‘t a very good hitter d. If you are a baseball or softball player, you probably wish you could hit a home run. e. There might be a way to help you slam it out of the ballpark! f. The next time you get a new bat, spit on it. Yes, that‘s right, spit on it! g. Who knows, you might just turn out to be the next Babe Ruth or Barry Bonds!

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Name ___________________________________ ©edworksheets.com 4 Keys to Comprehension Game (Level B) - Companions Read the story. Then answer the questions below. Main idea 1. This story mainly tells a. what people eat on their birthday. b. about a birthday tradition in New Zealand. c. where the song ―Happy Birthday‖ was invented. Facts 2. What do kids in New Zealand get on their birthdays? ___________________________ context 3. What does the word off-key mean in this story? a. ―not in tune‖ b. ―not having car keys‖ c. ―not correct‖ sequence 4. What happens right before the birthday kid gets claps? __________________________ _______________________________________________________________________ conclusion 5. From this story, you can tell that a. if you are 10, you get 13 claps. b. if you are 10, you get 11 claps. c. if you are 10, you get 10 claps.

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Inference 6. Which of these statements is probably true? a. Giving claps shows how much people in New Zealand care about the birthday kid. b. Giving claps shows how much people in New Zealand don‘t like the birthday kid. c. Giving claps shows how much people in New Zealand like birthday parties. d. Kids in New Zealand get birthday claps on their birthday. e. Everyone gathers around the birthday cake. f. They sing ―Happy Birthday‖ very loudly and very off-key. Then, everyone gives them a clap. g. They get one clap for every year alive. Then, they get one more clap for good luck. h. What a loud way to celebrate a birthday!

Name ___________________________________ ©edworksheets.com 5 Keys to Comprehension Game (Level B) - Companions Read the story. Then answer the questions below. Main idea 1. This story mainly tells a. about the life of Thomas Adams. b. what Thomas Adams did for a living. c. how Thomas Adams invented something. Facts 2. When did Thomas get his idea? _____________________________________________ context 3. What does the word flavor mean in this story? a. ―a color‖

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b. ―a taste‖ c. ―a plant‖ sequence 4. What did Thomas do after he learned that he liked the taste of the sap? _____________ _______________________________________________________________________ conclusion 5. From this story, you can tell that a. Thomas invented candy. b. Thomas invented chewing gum. c. Thomas invented a new kind of ice cream. Inference 6. Which of these statements is probably true? a. Thomas was trying to invent things made of rubber. b. Thomas loved to cook. c. Thomas thought that his invention wouldn‘t do well. d. In 1869, Thomas Adams got a great idea. He was using the sap from a Mexican tree to try making things like rubber boots and bike tires. One day, he popped a piece of sap into this mouth. He liked how it tasted. He decided to add flavor to it and sell it. Now, we love blowing bubbles with flavors like Spearmint, Cinnamon, and Cotton Candy. Answer key ©edworksheets.com 6 Keys to Comprehension Game (Level B) - Companions PG 1 1) C 2) Indianola, Indiana 3) A 4) piled into his van and drove around the city blasting Ice Cream Man jingles 5) C 6) A PG 2 1) A 2) old Native American stories 3) C 4) People asked the Great Spirit to do something about the dogs talking. 5) B 6) A

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PG 3 1) A 2) baseball and softball 3) C 4) spit on it 5) C 6) B PG 4 1) B 2) birthday claps 3) A 4) Every one sings ―Happy Birthday‖ to the birthday kid very loudly and very off-key. 5) B 6) A PG 5 1) C 2) in 1869 3) B 4) He decided to add flavor to it and sell it. 5) B 6) A

Performance Objective Correlations: • Choose the correct meaning/definition • Demonstrate understanding of words and ideas • Determine the sequence • Draw conclusions • Expand vocabulary • Find relevant facts • Identify the main idea • Locate the answer • Make inferences • Read for details • Understand the meaning of words and ideas • Use context clues to derive meaning • Use context clues to fill in the missing word Brother Wolf is written like a letter from wolves from humans. The letter tells of the change in the relationship between the wolf and the human species over the millennia as humans became civilized and started taming animals and destroying nature. Thousands of years ago wolves and humans shared a kind of friendship. The forests were huge and there were few humans. This meant that the two species could live side-by-side and share the food of their hunts. During this time some wolves went to live permanently

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with humans and became tame. Slowly, the humans grew in number and started killing more and more wolves, and cutting down their forests. Wolves now avoid humans and no longer feel affinity with them or with their dogs.

Being a Team Player

Overview

The Challenge in Working Together

“Each man’s joy, is joy to me, Each man’s grief is my own.”

You must be familiar with the song, ―No Man Is An Island.‖ The lyrics of that song tells us that we cannot live on our own. We need the help of other people to survive, to get to where we want to be, to lift a heavy load that we carry.

Getting in conflict with someone is natural.

Since it is true that no two people

are alike, differences are most likely to occur. Even leaves coming from the same branch do not look the same, but they stick together. So do people.

We may vary in looks, in ways of life, in beliefs or principles; nevertheless, we have the same needs. No one wants to be rejected, everyone wants to be loved. We all have certain needs that could only be met if we learn to work with others.

Working together is healthy.

While working, we learn a lot of things.

make mistakes along the way but we become better workers on the process.

develop better relationships since we try to find solutions to conflicts that arise. Together we share in the failures and successes in life. Young Ji International School / College

God commanded, ―Love your neighbor as yourself.‖ If you love your neighbor as yourself, you will not do anything that will hurt the person for you wouldn‘t want to hurt yourself either. Objectives

Welcome to another module which will allow you to develop the skills you will need to face this particular challenge of working together. The following will be our goals:

To establish harmonious relationship with others

To aspire to become a productive citizen of the country

To practice scanning in gathering information from a reading material

To determine the meaning of words through context

To note down details

To infer character traits and feelings

To arrange the events of a story in chronological order

To construct descriptive sentences using appropriate words or phrases

To use two-word verbs for everyday expressions

To write interesting advertisements using descriptive words or phrases

Let us review how you are going to accomplish this module. Read the instructions very well. Remember, if you follow instructions carefully, you are assured of better results. Instructions

1. Keep a separate notebook for your Reflective Journal. 2. Read each section carefully. If you have not read the first two sections, go over them first. 3. Each module begins with an Overview or brief introduction followed by a list of Objectives that you are expected to learn. 4. Before working on the activities answer the Pretest first. 5. As you work on the Activities, try to relate them to the objectives of this module. What skill or strategy does the activity develop? 6. Pay attention to the items you missed. Learn from your mistakes. Young Ji International School / College

7. After working on all activities, take the Posttest. Pretest

We are ready to begin with a reading selection.

I. Read the following selection very carefully, then answer the questions that follow. (1)

Manâ&#x20AC;&#x2DC;s gregarious nature cannot be denied.

No matter how

masterfully he handles himself, he cannot live alone; he needs to associate with others. But living in a society entails problems, and problems call for solutions â&#x20AC;&#x201C; a situation which is actually a challenge in itself.

(2)

What is the key to harmonious social interaction? Is it cooperation,

which is the backbone of progress? If so, where does competition come in? Should the majority always win? What rights does an individual have in a society where the will of the majority is the law?

(3)

As living in a social group becomes more and more complex, more

questions and problems arise. When

individuals

and

groups

society

assert

themselves, social living becomes a struggle â&#x20AC;&#x201C; a struggle for recognition, for power.

(4)

Who will take charge? Should it be every man for himself or should

there be one who will impose his will upon the others?

How can the members of a

society resolve their differences? By force, by decree, or by choice?

(5)

Many societies have risen or fallen. In the main, their fate depended

on their choice of means for attaining the goals they set for themselves. As an emerging society, we look to the societies that have come and gone before us. A. Vocabulary

The following words are found in the selection. The paragraph number where it is located is given before the word. On the opposite column are the possible synonyms. Copy the letter that gives the synonym of each word in the list. Young Ji International School / College

1. (1) gregarious

A. developin

2. (1) entails 3. (2) interaction

B. demand g C. destiny

4. (3) assert 5. (4) impose

D. include E. sharing

6. (5) fate 7. (5) emerging

F. sociable G. declare

B. Comprehension Check

1. Paragraph 1 tells us that: A. Man denies his need for others. B. Man is basically a social being. C. Man lives in a society that is full of problems. D. Man needs to live with others although problems go along with it.

2. What happens when man insists on what he wants? A. Living with others becomes more difficult. B. It gives rise to competition. C. Man becomes powerful. D. The majority will protest against him.

3. Paragraph 5 could be restated as: A. The future of a society depends on the choices its people make. B. The success of a society cannot be achieved without help from other nations. C. The failure of a society is caused by wrong choices.

4. The best title for the selection is A. Cooperation Among People B. The Challenge of Society C. Harmonious Social Interaction D. The Rise and Fall of Society

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II. Grammar

Choose the correct words for these sentences:

1 . One of the (more, most) important elements in writing a good description is maintaining a single point of view. 2. An author decides that one impression is probably (more, most) important than another. 3. This is a (fine, finest) characteristic of Dickensâ&#x20AC;&#x2DC; writing. 4 . The Marquis is represented as the (more, most) contemptible of noblemen. 5 . The impression is (complete, most complete). 6. Probably no one has done (better, best) in this technique than

Washington

Irving. 7 . His readers (quickly, most quickly) get the feeling of life as it was in the days of Rip Van Winkle and Ichabod Crane. 8. Which do you think is the (greater, greatest) character? 9. Could Irving have done (better, best) in his descriptions of them? 10. They embody a singleness of impression that makes them (more charming, most charming) than realistic.

Reading Adventure Words Unlocked

First, get familiar with some of the words you will come across as you read the story. A. Choose the correct meaning of the underlined word as used in the sentences.

1. Julio prodded the carabao with a stick as it hesitated to cross the stream. a. pricked

b. stirred

c. beat

2. Jose was a puny load on the carabaoâ&#x20AC;&#x2DC;s back. a. small

b. heavy

c. unimportant

3. It was so hot that we splashed our faces with water from the rivulet until it almost ran dry. a. spring Young Ji International School / College

b. brook

c. river 72

4. Julio had come to Mindoro from Tablas because he was interested in applying for a homestead. a. an ancestral home b. a business permit c. a tract of land

B. Match the underlined word in Column A with its appropriate meaning in Column B.

Column A 1. The wild animal quenched its thirst in a nearby stream. 2. During fiestas there seems to be a stream of food coming from the kitchen. 3. A stream of sunlight filtered through the half-open window. 4. The scientist watched the stream

of heavenly bodies through the telescope.

5. She was so angry that she uttered a stream of invectives against the boy. 6. I saw a meteor streaming through the sky. 7. When I saw May in the kitchen, tears were streaming down her cheeks because of the onions. 8. At the funeral of the mentally-retarded girl, the nurse‘s eyes streamed with tears. 9. The marchers streamed

their banners of various colors as they marched

down EDSA. 10. You must be getting famous as mail is supply streaming everyday. 11. In this age of computers and rap music the numbers stream worldwide seems to be ―Live and let Live.‖

Column B A. to emit freely B. to exude a bodily fluid C. a ray of light D. to trail out at full length E. a body of running water flowing on the earth F. a prevailing attitude G. to display by waving H. a steady succession I. to leave a bright trail J. a constantly renewed K. to pour in large Young Ji International School / College

Pre-reading Before reading the entire story try to fish for information from the selection by scanning through the given paragraphs. Answer the questions that follow.

Paragraph 1

Paragraph 17

When and where did the story

Why did Julio not accompany his son to town?

happen? Where did Julio‘s family

a. He was ashamed to face his

come from? What was Julio‘s

compadre. b. He had to finish planting

occupation?

the fields.

a. a farmer who owns the land he

c. He did not want to leave his wife

tills b. a tenant farmer

and baby girl alone.

c. a landlord Paragraph 13

Paragraph 23

How old was Julio‘s

How did the son feel as he read and

son? How was he going

understood his father‘s letter to his compadre?

to town?

a. excited and happy

a. on foot

sad and homesick

b. on a bicycle

c. proud and grateful

c. on a carabao‘s back

Reading Proper

The story you are going to read was divided into three parts. Each part is followed by a series of questions. Be sure that you have answered them before you proceed to the next part.

The paragraphs are numbered for easy reference.

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The Happiest Boy in the World N.V.M. Gonzales

(1)

Julio, who had come from Tablas to settle in Barok, was writing a

letter to, of all people, Ka Ponso, his landlord, one warm June night. It was about his son Jose, who wanted to go to school in Mansalay that year. Jose was in the Fifth Grade when Julio and his family had left Tablas the year before and migrated to Mindoro; because

the father

had

some difficulty in getting some land

of his own to farm, the boy had to stop schooling for a year. As it was, Julio thought himself lucky enough to have Ka Ponso, who happened to be visiting his property then, offered to become its godfather. After that they began to call each other compadre.

(2)

―Dear

Compadre,‖

Julio

started

to write in Tagalog, bending

earnestly over a piece of paper which he had torn out of Jose‘s school notebook. It was many months ago when, just as now, he had sat down with a writing implement in this hand. That municipio

was when

had

gone

the

in Mansalay to file a homestead application, and he had used a pen,

and to his great surprise, filled in the blank forms neatly. Nothing came of the application,

although

Ponso

had assured him he had looked into the

application and talked with the officials concerned. Now, with a pencil instead of pen to write with, Julio was sure that he could make his letter legible enough for Ka Ponso.

(3)

―It‘s about my boy, Jose,‖ he wrote on. ―I want him to study this

June in Mansalay. He‘s in the Sixth Grade now, and since he‘s quite hand

at looking

after

poor

your carabao, I thought it would be best that he go to

school in the town.‖

(4)

He sat back and leaned against the wall.

He had been writing

on a low wooden form, the sole piece of furniture in the one- room house. There he sat in one corner.

A little way across, stood the stove; to his right,

Fidela and the baby girl Felipa lay under the hempen mosquito net. Jose, who had been out all afternoon looking for one of Ka Ponso‘s carabaos that had Young Ji International School / College

strayed away to the newly- planted rice clearing along the other side of the Barok river, was here too, sprawling beside a sack of palay by the doorway. He snored lightly, like a tired youth; but he was only twelve.

Here are the questions for paragraphs 1-4.

1. Who is the character referred to by the underlined word?

When my wife gave birth to a baby, the landlord, who appeared to be visiting his property then, offered to become its godfather.

Read paragraph 3, then answer the following questions.

2. Who is the letter writer? a. a master who wants to get rid of a lazy servant b. a parent who values the education of his son c. a farmer who wants his helper to get an education

(5)

The

kerosene

lamp‘s

yellow

flame flickered ceaselessly. The

dank smell of food, of fish broth particularly, that had been spilled from many a bowl and had dried on the form, now seemed to rise from the very texture of the wood itself. The stark

truth about their poverty, if Julio‘s nature had been

sensitive to it, might have struck him with a hard and sudden blow then; but as it was, he just looked about the room, even as the smell assailed his nostrils, and stared now at the mosquito net, now at Jose as he lay there by the door. Then he continued with his letter.

(6) lad.

―This boy Jose, compadre,‖ he went on, ―is quite an industrious

If you can only let him stay in your big house, compadre, you can make him

do anything you wish - any work. He can cook rice, and I‘m sure he‘ll do well washing dishes.‖

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(7)

Julio recalled his visit to Ka Ponso‘s house

about three months

ago, during the fiesta. He had seen that it was a big house of many servants; the floors were so polished you could almost see your own image under your feet as you walked; and always there was a servant who followed you about with a piece of rag to wipe away the smudges of dirt which your feet had left on the floor.

(8)

―I hope you will not think of this as a great bother, ―Julio continued,

trying his best to phrase his thoughts. He had a vague fear that Ka Ponso might not favorably regard his letter.

But he wrote on, slowly and steadily, stopping

only to read what he had put down.

―We shall repay you for whatever you can do for us, compadre. It‘s

true

we already owe you for many things, but your comadre and I will do all we can indeed to repay you.‖

(9)

Reading the last sentence and realizing that he had made mentioned

of his wife, Julio recalled that during the very first month after their arrival from Tablas they had received five cavans of rice from Ka Ponso and that later he had been told that at harvest time he should pay back twice the number of cavans. This was usurious but was strictly after the custom in those parts, and Julio was not the sort who would have thought of Ka Ponso as anything else than his compadre spiritual, as they called it, a true friend.

(10)

Suddenly he began wondering how Jose would move about in

Ka Ponso‘s household, being unaccustomed to so many things there. The boy might even stumble over a chair and break some dishes. He feared for the boy.

(11)

―And I wish you would treat Jose as you would your own son,

compadre. You may beat him if he should commit some wrong, and indeed I want him to look up to you as a second father.‖

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(12)

Julio felt he had nothing more to say, and that he had written the

longest letter in his life. For a moment the fingers of his hand felt numb, and this was a funny thing, he thought, because he had scarcely filled the page. He sat back again and smiled to himself.

Again, you are directed to answer the questions first before moving on to the final stage of the story. Here are the questions for paragraphs 5-12.

In paragraph 5, what kind of family lives in this place? a. poor

b. ignorant

c. primitive

5. What Filipino value is shown in paragraph 8? a. pakikisama

b. utang na loob

c. ningas kugon

6. In paragraph 11, what kind of father is described? a. trustful

b. submissive

c. caring

7. As you read paragraph 12, you can conclude that the person described. a. is not used to writing letters. b. does not know how to write letters. c. has never written letters. 8. What kind of person is Ka Ponso as described in paragraph 9? a. indifferent

b. usurious

c. sympathetic

Now, continue on reading the last part of the story. Pay close attention to the message it wants to convey.

(13) About six

oâ&#x20AC;&#x2DC;clock

the

following morning, a boy of twelve

was riding a carabao along the river-bed road to town.

He was a very puny

load on the carabaoâ&#x20AC;&#x2DC;s broad back.

(14)

Walking close behind the carabao, the father accompanied him up

to the bed of the river. When the beast hesitated in crossing the small rivulet that cut the road as it passed a clump of bamboo, the man picked up a stick and prodded the animal. Then he handed the stick to the boy as one might give a precious gift. Young Ji International School / College

(15)

The father did not cross the stream but only stood there by the bank.

―Mind to look after the letter,‖ he called out from where he was. ―Do

you

have

it there, in your shirt pocket?‖

(16)

The boy fumbled for it. When he had found it, he said, ―No, Tatay, I

won‘t lose it.‖

(17) ―And take good care of the carabao,‖ Julio added. I‘ll come to town myself in a day or two to get that carabao back. I just wanted to get through first with the planting.

(18)

Then Julio started to walk back to his house, thinking of the work

that awaited him in his clearing that day.

But he thought of something more

to tell his son, and so he stopped and called out to him again.

(19) reach town.

―And that letter,‖ he shouted, ―Give it to Ka Ponso as soon as you Then be good, and do everything he asks you to do. Remember,

everything.‖

(20)

From atop the carabao, Jose yelled, ―Yes Tatay, yes,‖ and rode

away. A stand of abaca plants, their green leaves glimmering in the morning sun, soon concealed him from view.

(21) Fastened to his saddle was his bundle of clothes and a little package of rice, food for his first week in town. It was customary for school boys from the barrio or farm to provide themselves in this simple manner; in

Jose‘s

case,

although he was going to live at Ka Ponso‘, it could not be said that his father had forgotten about this little matter concerning food.

(22)

Thinking

his

father,

letter he carried in his shirt pocket.

Jose

grew suddenly curious about the

He stopped his carabao under a shady

tree by the roadside. Young Ji International School / College

(23) A bird sang in a bush nearby. Jose could read

hear it even as he

the letter, jumping from word to word, for to him the dialect was quite

difficult. But as the meaning of

each sentence became clear to him, he

experienced a curious exultation.

It was as though he were the happiest

boy in the world and that the bird was singing for him.

He heard

the

rumbling of the stream far away. There he and his father had parted. The world seemed full of bird song and music from the stream.

The final set of questions follow. Answer them as best as you can.

Who are the characters referred to by the underlined words? 9. ―And take good care of the carabao. I‘ll go to town myself in a day or two, to get the carabao back. I just want to be through first with the planting.

10. As the meaning of each sentence become clear to him, he experienced a curious exultation. It was as through he were the happiest boy in the world and that the bird was singing for him.

11. What must the father be feeling, as you read through paragraph 18-19? a. worried about his son b. disappointed with his son c. afraid of the boy

12. What did the father want the boy to be? a. obedient

b. kind

c. humble

13. In the following line, how does the person feel? ―As the meaning of each sentence become clear to him, he experienced a curious exultation. The world seemed full of bird songs and music from the stream.‖ a. surprised Young Ji International School / College

b. inspired

c. victorious 80

14. Why did Jose feel happy after reading the letter? a. because he was going to study again b. because he would stay in town with Ka Ponso c. because he realized how much his father loved him.

15. Which of the following best describes Jose? a. patient

b. humble

c. obedient

16. What is the focus of the story? a. love for education b. usurious practice in the country c. condition of tenant-farmers in the Philippines

Post Reading Arrange the following events as they appeared in the story. Use letters A to D.

17. He felt very, very happy when he understood what the letter meant. 18. On his way to town, Jose read the letter of his father to Ka Ponso. 19.

Julio wanted his son, Jose, to receive his elementary

education, so he wrote a letter to Ka Ponso. 20. The father accompanied his son up to the riverbend.

Language Focus

Often the use of appropriate modifiers can do much to make a listener or a reader know how something looks, feels, sounds or smells.

This lesson will help you decide on the best word modifiers to make your Young Ji International School / College

sentence clearer and more interesting.

Activity 1

Change the following words to adjectives by using the correct suffixes.

1. sleep

8. create

2. benefit

9. origin

3. glory

10. help

4. bounty

11. odor

5. response

12. patriot

6. temper

13. quarrel

7. rely

14. profit

Activity 2

15. force

Fill in the blank with an adjective formed from the word before each

sentence.

sulfur

1. The picnic resort boasts of its

force

2. Make your voice more

profit

3. Baking can be a

scandal

4. What a

law

waters. . hobby.

outfit she is wearing.

5. The Philippine National Police vows to weed out elements of society.

bounty

6. We are expecting a __________________ harvest.

advantage

7. Being a college graduate is

power

8. Hitler was a

create

9. Donâ&#x20AC;&#x2DC;t imitate; be

identity

10. They are

help

11. The child in the picture looks so

observe

12. Small children are very

cure

13. Many forms of cancer are

insist

14. I didnâ&#x20AC;&#x2DC;t accept his invitation but he was

symbol

15. The three stars in our flag are

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. leader. .

twins. They look very much alike.

We make use of adjectives to modify a noun or a pronoun. They are sometimes formed from nouns and verbs by adding suffixes such as the following:

able

comfortable

heroic

ible

responsible

ish

childish

natural

ous

adventuruous

ary

imaginary

cloudy

Asian

nuclear

ory

compulsory

ant

defiant

ful

beautiful

ive

impressive

some

troublesome

Activity 3

On your notebook, write the correct adjectives for the sentences that have choices. Many books have 1. (less, fewer) characters than ―Ivanhoe‖ does. Often we see in 2. ( those, them ) books a 3. (kind of a, kind of) dearth of characters. But Scott was 4. (more generous, more generouser ) that the authors of those, them )

books.

5. (

There are more characters in ―Ivanhoe‖ than in 6. ( any,

any other) book I know. In his descriptions, it seems to me, Scott is 7. (more careful, more carefuller ) than 8. ( any, any other ) novelist to make his readers see the 9. (sort of a, sort of ) person each character is. Apparently he had 10. ( a, an )

unusual awareness for small details which help to make 11. ( a,

am) character real.

If a character looks

12. ( beautiful, beautifully ) at the

tournament, or if she feels 13. ( sad, sadly ) at the sight of 14. ( a, an ) injury, each detail is given. We find in Scott a clever and 15. ( a, an, no article ) accurate author.

Activity 4

Rewrite the following sentences, placing the phrase and clause modifiers in

the parenthesis in correct position.

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Example :

The man is a lawyer. (with an attaché case) The man with an attaché case is a lawyer.

1. The lady is a professor. (with the beautiful hairdo) 2. The lecture was cancelled. (on Philippine music) 3. Did Tony get tickets? (for the basketball game) 4. Where are the paper napkins? (that I bought) 5. The girl looks worried. (in green) 6. The people enjoyed the concert. (who came) 7. The knives are sharp. (that are in the drawer) 8. We met interesting people. (who work in television) 9. He puts the letters in this folder. (that he has answered) 10. This is about the best book in the library. (that I have read) 11. The news is depressing. (about the Hacienda Luisita strike) 12. The method of heat transfer is different. (in solids and fluids) 13. The electric fan needs repair. (which is on the stand) 14. The house is theirs. (which is at the corner) 15. The woman is my teacher. (who is holding an umbrella)

Degrees of Comparison

Adjectives have different forms to show degrees of comparison: positive when not used to compare, comparative – used to compare two things, and superlative – used to compare three or more things.

POSITIVE slow disagreeable good

COMPARATIVE slower more disagreeable better

SUPERLATIVE slowest most disagreeable best

Modifiers of one and two syllables are formed using

-er

to form the comparative degree, and –est or most to form the superlative degree.

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However, for three or more syllables, use more or most to from the comparative and superlative degrees, respectively.

For phrases and clauses, the adjectival phrase always follows the noun being modified.

Example:

the money in the box the man beside the door

the adjectival phrase in the box follows the noun money

beside the door modifies the man

Write Thing

Write a short but catchy advertisement or commercial for the following products.

Example:

My secret Lotion

Wash-ever So soft, so gentle to your skin.

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detergent

Fries oil en c h

Best Fries cooking oil

Q u en c er h er

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Da nd My My M secret yDandruff ser cu r Out Lotion re eftf Lo Lo Otuition oshampoo t n shampoo

Everyday Expressions:

Choose the correct idiom from the pool to complete the thought of the sentences that follow.

give in

- surrender give

away

- give for free give

- stop trying

give–and–take – an exchange, equal terms give out

– used up

1. He decided to

after his second attempt to pass the bar.

2. It has to be a

relationship between a husband and wife, for

marriage to succeed. 3. The organizers are willing to

the materials because the participants

paid for them. 4. It was easy to

to her whims because she‘s too lovely to be rejected.

5. The figurines on the table are for

after the wedding.

Posttest Young Ji International School / College

I. Reading

Read the selection very carefully. Answer the questions that follow. If you have a hard time answering questions, try to go back to the selection and you‘ll definitely find the answer.

There are approximately 20, 000 species of bees. They can be divided into two main groups – social bees and solitary bees.

Social bees live in

colonies, while solitary bees live alone. Most kinds of bees are solitary.

Social bees live in colonies that have as few as 10 or as many as 80, 000 members. Many bees seem to have more highly developed societies than other species. At the heart of the hive is the queen. The queen may lay as many as 2,000 eggs a day – about one every 43 seconds. No wonder, laying eggs is the queen‘s only job. But each of the 80,000 has its duty to fulfill.

The forager bees encounter the perils of the outside world to collect food.

The guard bees protect the hive entrance form intruders.

The

undertakers remove dead bodies from the hive. The water collectors moisten the hive to regulate humidity.

The plasterers take charge of repairs inside.

Then, the fanners send scent signals to lost or disoriented bees of any danger outside.

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On the other hand, solitary bees sometimes gather in a small area and build their nests close together. There are no workers and each female is like a queen that does her own work. She builds her own nest and stores pollen and nectar in it. There are different kinds of solitary bees.

The carpenter bees build their nests in branches

with the female

digging a tunnel where she puts pollen and nectar at the bottom and lays egg. The leaf cutting bees cut out pieces of leaves and pack them into small nests in tunnels. The mining bees dig tunnels in the ground, then each female digs a short tunnel in the side walls, providing it with pollen and nectar, and lays an egg on the food. The mason bees, however, build their nests in decaying wood or in small shells, with one kind strengthening the shell using saliva and small bits of stone, and the female lays an egg that she covers with dried grass, twigs or pine needles. Finally, the cuckoo bees do not build their own nests. They also cannot provide food for the young because they do not have pollen baskets on their hind legs. 1. What word in the first paragraph could be replaced by the expression, â&#x20AC;&#x2022;more or less?â&#x20AC;&#x2013; A. divided

B. colonies

C. solitary

D.approximately

2. In paragraph 3, what word is synonymous to dangers? A. perils

B. encounter

C. intruders

disoriented

3. What about the word which could refer to those entering without permission? A. intruders

B. collectors

C. guard

D. encounter

4. What are the two main groups of bees? A. social and alone

C. social and solitary

B. forager and undertakers

D. carpenter and leaf cutting

5. Who is responsible for laying eggs? Young Ji International School / College

A. guard

B. forager

C. queen

D. mason

6. Who leads a disoriented bee back to its hive? A. plasterers

B. fanners

C. undertakers

D. guards

7. What human value could very well describe the behavior of bees? A. teamwork

B. industry

C. polite

D. organized

8. Choose the best title for the selection. A. Bee Sting

C. Bees and their Roles

B. Types of Bees

D. Being Like Bees

II. Language

A. Choose the letter of the correct arrangement of the single word modifiers of the underlined nouns.

1. apples:

1. crunchy

2. California

A. 45132

2. road :

1. the

3. red

B. 41532

2. narrow

4. two dozen 5. large

C. 42513

3. country

D. 43251

4. open

dusty

A. 15324

3. girl:

1. tiny

2. very

A. 54132 4. trees:

1. acacia

B. 14523

3. cute

B. 52143

2. very

C. 13452

D. 12453

4. baby

C. 52314

5. a

D. 51324

3. spreading 4. tall

several

A. 52341 Young Ji International School / College

B. 54312

C. 53421

D. 52431 90

5. car:

1. blue

2. a

A. 24531

3. German

B. 25413

4. fast

C. 21543

5. very

D. 23451

B. Choose the letter of the best sentence arrangement.

1. A. The boy lent his generous classmate his red new ballpen. B. The generous boy lent his classmate his new and red ballpen. C. Generous, the boy lent his new classmate his red ballpen.

2. A. The angry young man changed his faded shirt for a new one. B. The young angry man changed his shirt for a new faded one. C. The angry faded man changed for a new one his young shirt.

3. A. In the literacy contest won a junior student the first prize. B. A junior student in the literacy contest won the first prize. C. A junior student won the first prize in the literacy contest.

4. A. On the blackboard, the difficult question could not answer the exhausted student. B. Exhausted, the student on the blackboard could not answer the difficult question. C. The exhausted student could not answer the difficult question on the blackboard.

5. A. The pretty girl looking out of the window had a new book in her hand. B. Looking out of the window, the pretty girl in her hand had a new book. C. The new girl looking out of the window had a pretty book in her hand.

6. A. Down the dusty long road walked the old tired man. B. The tired old man walked down the long dusty road. C. The old man tired walked long down the dusty road.

7. A. That novelty pin is an expensive object of great value. Young Ji International School / College

B. Of great value that novelty pin is an expensive object. C. The expensive pin is a novelty pin of great value.

8. A. Many exciting incidents has a science fiction novel. B. Exciting incidents has many a science fiction novel. C. A science-fiction novel has many exciting incidents.

9. A. The angry owner of the car complained to the police officer at the station. B. At the police station the owner of the car complained to the angry officer. C. To the police officer the angry owner complained at the station of the car.

10. A. The water in the winding long river shone in the moonlight. B. In the moonlight, the long water in the winding river shone. C. In the moonlight, the water in the long winding river shone.

C. Write the letter of the appropriate form of adjective inside the parentheses.

1. My handwriting is ( A. best

B. better

2. That was the ( A. difficult B. more difficult

C. good ) than yours. C. most difficult ) test we

had for years. 3. Benedict is the ( A. intelligent

B. more intelligent C. most intelligent )

child I know. 4. That decision was the ( A. ridiculous

B. more ridiculous C.

most ridiculous) decision he ever made. 5. Failing in high school could be the ( A. bad

B. worse

C. worst )

nightmare in his life. 6. The road was ( A. narrow B. narrower C. narrowest ) than we expected. 7. Sarah feels ( A. sleepier B. sleepy

C. most sleepy ) in the

morning than at night.

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