Diary of an oxygen thief pdf free download

Fill in the blank with the past continuous tense form of the verb given in the bracket. Identify the tense used in the sentence. Present perfect tense B. Past indefinite tense C. Past perfect tense D. Present indefinite tense. SET-4 Choose the right option: 1. Future perfect tense B. Present indefinite tense C. Future indefinite tense. Choose the past perfect continuous tense form of the sentence. George has been travelling around the world. George had been travelling around the world. George shall have been travelling around the world.

George was travelling around the world. SET-5 Choose the right option: 1. Identify the tense used in the given sentence. Past perfect tense B. Present perfect continuous tense C. Past indefinite tense D. Present indefinite tense B. Future perfect continuous tense C. Future perfect tense D. Present continuous tense. He visit the temple frequently.

He visits the temple frequently. He had visiting the temple frequently. He have had visited the temple frequently. Choose the present continuous tense form in the given sentences.

He is going to Chandigarh. He must be going to Chandigarh. He had gone to Chandigarh. He will be going to Chandigarh. A shall B may C might D ought to. A should B could C must D need to. Choose the correct alternative for underline part Would you like to have some water? Choose the correct modal verb to fill in the blank. A may B shall C will D would. A might have acted B may act C might acted D may have acted.

A would B could C will D might. Our country ………………. This dress suits her style. The soup is hot. It is big news! The C. That D. This 2. None of the above 5. All B. Much C. Enough D. Some 2. Each B. Every C. Many D. Much 5. The D. A little SET-3 Fill in the blanks with suitable determiners: 1. Most B. Many C. Every D. Each 2. A few B. Few C. The few D. Many 5. SET-4 Fill in the blanks with suitable determiners: 1. Some D.

The 4. None of the above 2. Somebody B. None C. Everybody D. Anybody 3. None of the above 4. Any C. Choose the correct indirect form of the given sentences. Rowling is her favourite writer. Rowling her favourite writer? Sarah got uncomfortable.

Shopkeeper: What do you want to buy? Customer: I want to buy a white dress. Shopkeeper: I do not have any white dress just now, Would you like to see something else? Customer: No, thank you. I will try in another shop. I saw Shuppandi standing in the field. One day Emperor Akbar told Birbal that as the Emperor, he met only wise and learned men, never a fool.

Everything is fine here. Your son Ravindra. Choose the correct option to replace the italicised error word in the sentence. Past perfect tense Sub. Present perfect tense Sub. Future indefinite tense Sub. George had been travelling around the world Sub. Present perfect continuous tense Sub. Present continuous tense Sub. B may strong possibility 2. C must obligation 3. D No improvement 4.

A May permission 5. B Will simple future SET A might have acted uncertainty 4. C will promise 5. All includes every person or thing 2. Each indicates every one of two or more persons 5. Most indicates nearly all of a group 2. The particular thing 4. Somebody any person 3. The clause contains the question, in normal word order and with the necessary tense change. While reporting present perfect tense is to be changed into past perfect tense. While changing into indirect speech, here present continuous tense is changed into past continuous tense.

This tense indicates that something changed or was added after the action took place. Structurality of the sentence should also be kept in check. Sometimes the verb may have to be changed and an additional word added. Since the auxiliary verb did is coming in the answer it should be followed by verb form without s examine.

While changing direct speech into indirect speech Present tense will change to Past tense, Present continuous tense will change to Past continuous tense, Present Perfect tense will change to Past Perfect tense and Past tense will change to Past Perfect tense. The plural subject they given the sentence indicate that the auxiliary verb to be used is have. The house- the only one in the entire valley -sat on the crest of a low hill.

From this height one could see the river and the field of ripe corn dotted with the flowers that always promised a good harvest. The only thing the earth needed was a good downpour or at least a shower.

Throughout the morning Lencho -who knew his fields intimately- had done nothing but see the sky towards the north-east. The field of corn dotted with flowers means that a not a single flower was bigger than a dot b the flowers were scattered across.

Lencho wished for a downpour or a heavy shower. Pick the option that correctly lists the correct match for kinds of rain. Based on the given extract, what is Lencho not likely to think while looking at his field? Which quote supports the idea in the given extract? When he finished, he went to the window to buy a stamp which he licked and then affixed to the envelope with a blow of his fist. The moment the letter fell into the mailbox the postmaster went to open it.

Send me the rest, since I need it very much. Pick the option that lists the option corresponding to—'with a blow of his fist. Pick the most suitable quote for this extract. Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write. The following Sunday, at day break, he began to write a letter which he himself would carry to town and place in the mail.

Lencho was an ox of a man. It means that: a he has an ox. He began to write a letter on:. For an hour the hail rained on the house, the garden, the hillside, the cornfield, on the whole valley.

The field was white, as if covered with salt. Not a leaf remained on the trees. The corn was totally destroyed.

The flowers were gone from the plants. The hail has left nothing. This year we will have no corn. The house. From this height, one could see the river and the field of ripe corn dotted with the flowers that always promised a good harvest.

The only thing the earth needed was a downpour or at least a shower. Throughout the morning Lencho. Why had Lencho kept looking towards the north-east? Given below are two statements marked as Assertion A and Reason R. Read both the statements carefully and choose the correct alternative from the following:. Reason R : The postman and the postmaster laughed at the letter and the man who wrote the letter and send the money to make fun of him. Why did Lencho need money? Who read the letter sent by Lencho?

What is the irony in this lesson? What did Lencho think of the post-office employees? Why was Lencho not surprised on seeing the money in the envelope? We thank all of our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity.

The guests at the spectacular ceremony are being called distinguished because they. How do you think Nelson Mandela feels in the lesson? Choose the option that best fits his state of mind. At first as a student I wanted freedom only for myself, the transitory freedoms of being able to stay out at night, read what I pleased and go where I chose. Later, as a young man in Johannesburg, I yearned for the basic and honourable freedoms A part of the extract has been paraphrased.

Choose the option that includes the most appropriate solution to the blanks in the given paraphrase of the extract. I felt that day, as I have on so many other days, that I was simply the sum of all those African patriots who had gone before me. That long and noble line ended and now began again with me. Who is speaking the above lines? What was the speaker feeling that day?

What happened to the long and noble line? Why was the speaker pained? The moments before, the highest generals of the South African defence force and police, their chests bedecked with ribbons and medals from days gone by, saluted me and pledged their loyalty. What type of government was chosen in South Africa? How was the government chosen? How has their attitude changed?

Why did their attitude change? Who is the speaker of the aforementioned lines? Tenth May dawned bright and clear. For the past few days I had been pleasantly besieged by dignitaries and world leaders who were coming to pay their respects before the inauguration. The inauguration would be the largest gathering ever of international leaders on South African soil.

The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria. Before 10th May, the seat of President was occupied by the white. A few international leaders came for the inauguration ceremony on 10th May. Anti-racist came to power without any hard struggle.

Who among the following is the narrator of this extract? Reason R :The ceremony saw the largest gathering of leaders from all around the world, present in South Africa to bear witness to such an extraordinary event. Reason R : In the last decade of the twentieth century, and my own eighth decade as a man, that system had been overturned forever and replaced by one that recognised the rights and freedoms of all peoples, regardless of the colour of their skin.

Why is it easy to learn to love? Which flame can be hidden but never extinguished? What has the Nelson Mandela achieved?

What is the dream of Nelson Mandela for the future of South Africa? How does Nelson Mandela define the meaning of courage? The day before, all day long, he had watched his parents flying about with his brothers and sister, perfecting them in the art of flight, teaching them how to skim the waves and how to dive for fish.

He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning the whole family had walked about on the big plateau midway down the opposite cliff taunting him with his cowardice. Based on the given sentence, pick the option that corresponds to what human parents would say.

Imagine that the young gull attended a workshop on inspiration and confidence building and received a couple of pieces of advice. Choose the option that reflects these pieces of advice, most relevant to his situation. Which of the following feelings did the young gull, NOT feel according to the given context? But he kept calling plaintively, and after a minute or so he uttered a joyful scream. His mother had picked up a piece of the fish and was flying across to him with it.

He leaned out eagerly, tapping the rock with his feet, trying to get nearer to her as she flew across. But when she was just opposite to him, she halted, her wings motionless, the piece of fish in her beak almost within reach of his beak. The young seagull cried begging his mother to bring him: a some good news b some support c some leaves d some food.

His mother had picked up: a a twig b a piece of nut c a piece of fish d a piece of straw. Even when each of his brothers and his little sister, whose wings were far shorter than his own, ran to the brink, flapped their wings, and flew away, he failed to muster up courage to take that plunge which appeared to him so desperate. His father and mother had come around calling to him shrilly, upbraiding him, threatening to let him starve on his ledge unless he flew away. But for the life of him he could not move.

Who threatened the young seagull to starve on the ledge? What could happen to him if he tried flying? Everything was going well — it was an easy flight. Paris was about kilometres behind me when I saw the clouds. Storm clouds. They were huge. They looked like black mountains standing in front of me across the sky. I knew I could not fly up and over them, and I did not have enough fuel to fly around them to the north or south.

I wanted that breakfast. Read the statements given below and then select the option that best describes the given statements. Statement II — The narrator was unaware of the threat that the adversarial storm clouds presented. I was safe! I turned to look for my friend in the black aeroplane, but the sky was empty.

There was nothing there. The black aeroplane was gone. I could not see it anywhere. I landed and was not sorry to walk away from the old Dakota near the control tower. I went and asked a woman in the control centre where I was and who the other pilot was. She looked at me very strangely, and then laughed. Up there in this storm? No other aeroplanes were flying tonight. Yours was the only one I could see on the radar.

Select the option that correctly tracks the progression of emotions experienced by the narrator in the given extract. Why do you think the woman in the control centre laughed? Please contact the Dakota pilot at Every cloud has a i The narrator really wanted to have a hearty English breakfast, silver lining. To be on cloud ii the man in the other plane waved at the narrator and asked nine.

To have your head iii The compass and other instruments stopped working. The in the clouds. And there it was — the well-lit runway. An airport. The narrator 4. Who gave Young Seagull a piece of fish? What risk did the pilot take? What was the purpose behind calling Paris Control? Why did his mother stop midway while giving him the fish? This implies that Anne a believed in the power of writing more than speaking to people.

I handed it in, and Mr Keesing had nothing to complain about for two whole lessons. What convincing argument was made by Anne? It means that he a celebrated his ability to make Anne write the essay. Based on this extract, pick the option with the list of words that best describe Mr Keesing. This was so because he expected a Anne to express her inability to elaborate on such a topic. How did Anne feel when she was punished the third time by Mr Keesing?

She a was happy as she had to write three essays on the same topic. Keesing in her own way. It was time to come up with something else, something original. Why did Mr Keesing her teacher ask her to write another essay? Why did Anne want to write the essay with the help of her friend Sanne? The word ……. My sister Margot was born in Frankfurt in Germany in My father emigrated to Holland in When and where was Anne Frank born?

To whom was Anne and her sister Margot stay with in Aachen? Who was the long awaited friend of Anne? What did she provide in her diary? Why did she not want to give a brief in the diary at first? Q1- Why was writing in a diary a strange experience for Anne? Q2- Who would Anne allow to read her diary? A her sister B her parents C a real friend if she got one D no one.

Q3- Why does Anne want to keep a diary? A she has no close friends B she loves to write C she wants people to read about her later D she likes the idea of it.

Q4- What did she name her diary? Q5- Why does she give a brief sketch about her family in the diary? Q6- Which topic was she to write an essay on as a part of her punishment? Q7- What language was the diary originally written in? Q8- How did Anne justify her being talkative in the essay? A she still thinks about her B she misses her C she let her birthday pass with little celebration D both 1 and 2.

How many dresses did you say you had hanging up in your closet? Peggy gave her friend a nudge because a she wanted to push her away from the scene. Regarding Wanda being teased, Miss Mason was a in denial that such behaviour was possible by her students. Unfortunately, Wanda has been absent from school for some days and is not here to receive the applause that is due to her.

Let us hope she will be back tomorrow. Now class, you may file around the room quietly and look at her exquisite drawings. She was pretty, she had many pretty clothes and her hair was curly. Maddie was her closest friend. What kind of a girl Peggy was? She was very helpful and very close to Maddie. Peggy was not really cruel. She protected small children from bullies. And she cried for hours if she saw an animal mistreated. Why did the girl say she had a hundred dresses?

Anybody could tell that was a lie. Why did she want to lie? Anyway, they never made her cry. Peggy was not cruel. Why did Peggy tease Wanda? Did Wanda lie about her hundred dresses? Suddenly she paused and shuddered. She pictured herself in the school yard, a new target for Peggy and the girls. Why was Maddie afraid of speaking to Peggy to stop teasing Wanda? Where did Maddie get her dresses from?

Why does Maddie stand by and not do anything? Who secretly disliked how Wanda was being treated? Who lived in Boggins Heights? How many drawings did Wanda draw? What did the drawing and colouring contest mean for the girls and boys? What reason did Maddie give herself to justify teasing Wanda? Which classroom did they all sit in? Dear Teacher My Wanda will not come to your school anymore. Jake also.

Now we move away to big city. No more ask why funny name. Plenty of funny names in the city. Yours truly,.

Migration involves the movement of people birds, fish etc. This migration helps bears to use their stored energy much more slowly. Weeks went by and still Wanda did not answer. This is not fun anymore. How about her faded dress? This is unacceptable. Why do you trouble her?

She means no harm to anyone. Miss Mason read it several times and studied it thoughtfully for a while. Then she clapped her hands. Everyone back to their seat.

The teacher adjusted her glasses slowly and deliberately. Everybody listened closely as Miss Mason read the brief note. What did the monitor bring? Who was Miss Mason? Pick out the words from the passage which mean the same as pointed out- a deliberately b indicated c adjusted d important. I prefer to think that what was said was said in thoughtlessness.

I know that all of you feel the way I do, that this is a very unfortunate thing to have happened—unfortunate and sad, both. And I want you all to think about it. Who is the speaker in the passage? Bsor Ester c Principal d none. What had been unfortunate? Critelli says. If most letters. Whatever shrinkage e- cause of choices created by the you have just moved, for example, mail has caused in personal corre- Internet.

In turn, hanks, telecommu- that may mean mail from your new spondence, it is not likely to do much nication companies, insurance com- area's window-cleaning or handyman more. He says response rates to The Internet and allied technolo- more mail. Everyone takes for The most touching artifact among The first follows the Netflix exam- granted that FedEx and the United these e-mail studies is a survey con- ple: Postal Service fulfillment of trans- Parcel Service can track the move- ducted by the Postal Service called actions made on the Internet.

About ment of each item through their sys- "The Mail Moment. The Postal Service has now "Two thirds of all consumers do roughly one-fifth of the total—are de- installed similar scanning equipment, not expect to receive personal mail, livered by first-class mail. EBay's and in principle it can bar-code and but when they do, it makes their vendors list five million new items scan every envelope or postcard and day," it concluded. In real- keeps them coming back each day.

One Pitney Bowes ity, it does this mainly for a fee, for Even in this age of technology, ac- study found that online retailers were businesses that want to know their cording to the survey, 55 percent of increasingly using paper catalogs sent material has reached the right audi- Americans said they looked forward through the mail to steer people to ence at the right time—for instance, to discovering what each day's mail their sites.

The second force also involves fi- a local store. Now I'll confess my bias. My first nance. Many studies conclude that In Internet terms, this and related real job was at the post office. On the people are more and more willing to improvements are intended to make day when 1 was paroled from the sort- make payments online, but that they advertising mail less like spam—un- ing floor to substitute for an absent strongly prefer to receive the original wanted and discarded—and more like letter carrier, I felt as if I were bringing bills on paper, by mail.

It's nice to think that such households from credit card compa- "Over time, there is an increasing moments will survive the Internet. Source: The New York Times. September 4, A. Write any unfamiliar words that made comprehension difficult and write their dictionary definitions.

Compare your words with those of another student. Do you have any of the same words? Discuss the article with another student. Consider these questions. Where does the writer tell you what this article is about? What do you already know about this? Were there any parts of the article that you did not understand? Read the article again. Then discuss these questions with a group of three or four students. Why does the writer believe that the Internet is not the death of the Post Office?

Do you agree with the writer? Why or why not? What evidence does the writer give to support his ideas? How do you use the post office? Do you ever buy things over the Internet? Before you read, discuss these questions with another student. Have you ever heard of this author? Have you read any of his stories or books or seen movies made from them?

Do these titles help you to guess what kind of fiction Bradbury writes? Think about the title of this story, "All Summer in a Day," and try to imagine what the title might refer to. Guess what type of story this will be. Read the story all the way to the end.

Mark any confusing parts of the story with a question mark? Make notes in the margin about your reactions. Then complete the exercises that follow. All Summer in a Day Ready? Will it happen today, will it? It rained. It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands.

A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives.

They were all nine years old, and if there had been a day, seven years ago, when the sun came out for an hour and showed its face to the stunned world, they could not recall.

She knew they thought they remembered a warmness, like a blushing in the face, in the body, in the arms and legs and trembling hands. But then they always awoke to the tatting drum, the endless shaking down of clear bead necklaces upon the roof, the walk, the gardens, the forests, and their dreams were gone.

All day yesterday they had read in class about the sun. About how like a lemon it was, and how hot. And they had written small stories or essays or poems about it: I think the sun is a flower, That blooms for just one hour.

That was Margot's poem, read in a quiet voice in the still classroom while the rain was falling outside. But that was yesterday. Now the rain was slackening, and the children were crushed in the great thick windows. Margot stood alone. She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair. She was an old photograph dusted from an album, whitened away, and if she spoke at all her voice would be a ghost.

Now she stood, separate, staring at the rain and the loud wet world beyond the huge glass. Margot said nothing. But she did not move; rather she let herself be moved only by him and nothing else. They edged away from her, they would not look at her. She felt them go away. And this was because she would play no games with them in the echoing tunnels of the underground city.

If they tagged her and ran, she stood blinking after them and did not follow. When the class sang songs about happiness and life and games her lips barely moved. Only when they sang about the sun and the summer did her lips move as she watched the drenched windows. And then, of course, the biggest crime of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio.

And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. But Margot remembered. But she remembered and stood quietly apart from all of them and watched the patterning windows. And once, a month ago, she had refused to shower in the school shower rooms, had clutched her hands to her ears and over her head, screaming the water mustn't touch her head.

So after that, dimly, dimly, she sensed it, she was different and they knew her difference and kept away. And so, the children hated her for all these reasons of big and little consequence.

They hated her pale snow face, her waiting silence, her thinness, and her possible future. And what she was waiting for was in her eyes.

Is it? But this is the day, the scientists predict, they say, they know, the sun. They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door. They stood looking at the door and saw it tremble from her beating and throwing herself against it.

They heard her muffled cries. Then, smiling, they turned and went out and back down the tunnel, just as the teacher arrived. Are we all here? They crowded to the huge door. The rain stopped. It was as if, in the midst of a film concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders, and then, second, ripped the film from the projector and inserted in its place a peaceful tropical slide which did not move or tremor.

The world ground to a standstill. The silence was so immense and unbelievable that you felt your ears had been stuffed or you had lost your hearing altogether. The children put their hands to their ears. They stood apart. The door slid back and the smell of the silent, waiting world came in to them. The sun came out. It was the color of flaming bronze and it was very large.

And the sky around it was a blazing blue tile color. And the jungle burned with sunlight as the children, released from their spell, rushed out, yelling, into the springtime. You wouldn't want to get caught out! It was a nest of octopi, clustering up great arms of flesh-like weed, wavering, flowering in this brief spring.

It was the color of rubber and ash, this jungle, from the many years without sun. It was the color of stones and white cheeses and ink, and it was the color of the moon. The children lay out, laughing, on the jungle mattress, and heard it sigh and squeak under them, resilient and alive. They ran among the trees, they slipped and fell, they pushed each other, they played hide-and-seek and tag, but most of all they squinted at the sun until tears ran down their faces, they put their hands up to that yellowness and that amazing blueness and they breathed of the fresh, fresh air and listened and listened to the silence which suspended them in a blessed sea of no sound and no motion.

They looked at everything and savored everything. Then, wildly, like animals escaped from their caves, they ran and ran in shouting circles. They ran for an hour and did not stop running.

And then— In the midst of their running one of the girls wailed. Everyone stopped. The girl, standing in the open, held out her hand. They came slowly to look at her opened palm.

In the center of it, cupped and huge, was a single raindrop. She began to cry, looking at it. They glanced quietly at the sky. The sun faded behind a stir of mist. A wind blew cool around them. They turned and started to walk back toward the underground house, their hands at their sides, their smiles vanishing away. A boom of thunder startled them and like leaves before a new hurricane, they tumbled upon each other and ran. Lightning struck ten miles away, five miles away, a mile, a half mile.

The sky darkened into midnight in a flash. They stood in the doorway of the underground for a moment until it was raining hard. Then they closed the door and heard the gigantic sound of the rain falling in tons and avalanches, everywhere and forever. They looked at each other and then looked away. They glanced out at the world that was raining now and raining and raining steadily. They could not meet each other's glances. Their faces were solemn and pale.

They looked at their hands and feet, their faces down. They walked slowly down the hall in the sound of cold rain. They turned through the doorway to the room in the sound of the storm and thunder, lightning on their faces, blue and terrible. They walked over to the closet door slowly and stood by it. Behind the closet door was only silence. They unlocked the door, even more slowly, and let Margot out.

Discuss these questions with another student. You may look back at the story if necessary. Did you enjoy reading the story? Explain your answer. Were there any parts of the story that you did not understand? Which ones? Were there any unfamiliar words that you need to look up in order to understand the story?

Why do you think the author decided to call this story "All Summer in a Day"? Read the story a second time. Then, working with two or three other students, retell the story to each other in your own words. In this exercise you will analyze the story for the way the writer sets the scene and tells us "who," "when," and "where. Main characters list and describe : Setting time : Setting place : B.

Compare your work with that of another pair of students. If you disagree, look back at the story to check your answers. Listed below are the events that make up the plot of "All Summer in a Day. They let Margot out of the closet. The children stood at the window waiting for the sun.

The children remembered that Margot was in the closet. All day the children read and wrote about the sun in class. The teacher left the classroom.

The children put Margot in the closet. William and the children began to mistreat Margot. The whole world seemed silent and the sun came out.

Raindrops began to fall and a boom of thunder startled the children. The children went inside. The children ran and played in the sunlight.

Compare your answers with those of another pair of students. In the chart below you will find the terms that are often used to discuss the main elements of the plot in a work of literature.

Look again at the events listed in Exercise 3 and decide where they belong in the chart. Write the letters a-k of the events in the appropriate box. The first one has been done for you. Note: Like many other stories, this story can be interpreted in several different ways, depending on the reader's point of view.

Therefore, a variety of different answers is possible in this chart. Be prepared to explain your choices. Exposition Where the writer provides essential information about the story: "who," b "where," "when," and "what. Climax The moment of greatest tension, usually also the turning point in the story.

Resolution The ending, which may or may not be happy, and may even be left open for the reader to imagine. Compare your answers in the chart with those of two or three other students. If the answers are different, explain them to each other.

Discuss these questions with two or three other students. Did the children have any doubts about whether or not they should be locking Margot in the closet? How can you tell? How do you think Margot feels being locked in the closet? Was the author trying to teach a lesson to the readers of the story? If so, what was the lesson? How would you describe the ending of this story?

Happy, sad, or inconclusive incomplete? Could this story have an alternate ending? Try to imagine one and describe it. In "All Summer in a Day" Bradbury used rich descriptive language. Working with another student, look back at the story to find examples of the way he used words to create images and tell the story.

The setting when and where a. Margot a. The children a. William a. The sun a. The rain a. The sky a. If you disagree, look back at the story and explain your choices. First of all, your reading comprehension improves when you talk about what you read. And second, sharing ideas and information about your book with others is enjoyable, and this enjoyment can motivate you to read more.

This unit gives you suggestions for how to share books with your classmates and teacher. Book Conferences A book conference is a one-on-one conversation about your book with the teacher. Since a book conference is not a test, you will not need to remember details from the book.

There is no need to prepare notes in advance of the conference. Your teacher may ask various questions, including: Why did you choose this book? What was your reaction? Did you enjoy it? What do you already know about the subject? Does the book relate in any way to your own life?

If so, how? What are your favorite characters in the book? What was your favorite part? Reading Circles A reading circle is a small group of four to six students who meet regularly to talk about their extensive reading books and compare reading experiences. Instructions for Reading Circles 1. Form a group with about four other students. Take turns telling the other students in your group briefly about your book not more than five minutes. Include the following: Title, author and genre fiction, non-fiction, biography, etc.

Is the subject familiar or new for you? One student in the group should time the student who is talking. While each student is talking, the others should listen carefully, take brief notes, and ask questions afterward. Follow the same procedure for each meeting of your group. Include the following in your talk: number of pages read so far; your reaction at this point Are you enjoying it so far?

Read aloud to your reading circle a short passage about half a page that you especially like or that you find surprising. When you finish a book, tell your teacher and schedule a book conference. To prepare a presentation, make five note cards, one for each of the following points.

About the book and the author: Title, author, and year first published; information about the author from the back of the book or the Internet ; genre and number of pages 2. Difficulty: Language use of technical or unusual vocabulary, use of dialect, complicated sentences ; plot or point of view multiple points of view or multiple time frames 3. Key elements of the plot very briefly 4. Your reaction to the book: Did you enjoy it? Would you read another book by the same author?

Would you recommend this book to your classmates? One or two of the following topics: A part of the book or one of the characters that interests you particularly; one of the characters that you like and identify with; personal experiences or thoughts related to the book; larger issues that are dealt with in the book e. Here is an example of a note card for the first point. Paul Farmer pages When you have completed the note cards, try out your presentation aloud several times to practice the way you will present your ideas.

Time yourself to see how long the presentation takes. If it takes more than five minutes, cut out some parts and try again. If it takes less than five minutes, think of more information to add to some of your note cards.

Were you glad that you decided to read it? What did you like best about this book? What did you like least? Would you recommend this book to a friend? On a scale of , how difficult was this book for you?

The more words you recognize and understand in a text, the better your comprehension will be. What do you do when you encounter meet a new word in your reading? Ask another student about the meaning. Try to guess the meaning of the word from the context.

Look up the definition in a dictionary. Skip over the word and continue reading. Analyze the word for clues to its meaning.

In fact, a good reader does all of the above at different times, depending on the word, the text, and the reason for reading it. In this unit you will learn and practice five important strategies for building your vocabulary.

Strategy 1: Check your knowledge of the words used most frequently in English Advances in computer technology have made it possible for researchers to analyze thousands of English-language texts containing millions of words. From this research they have learned that a small percentage of words—about 2,—are used much more frequently than all the other words.

In fact, these 2, most frequent words account for almost 80 percent of most texts. If you know these words, you have a much better chance of understanding what you read. Before you look at the list of the 2, most frequent words in English, answer this question: How many unfamiliar words do you think you will find on the list? Make a guess. Now turn to the list of the 2, most frequent words in Appendix 1 on page How many of these words did you mark? Compare this number with your guess in Part A.

Did you have a good idea of the extent of your vocabulary? If you have marked many words on this list, you probably have some difficulty understanding what you read. You need to spend extra time working on your vocabulary. These words allow academic writers to explain or generalize their ideas or research, and to compare them with the work of others.

Learning these academic words can improve your comprehension of academic materials. Before you look at the Academic Word List, answer this question: How many of the words on the list do you think you will recognize? Turn to the Academic Word List in Appendix 2 on page Read through the list and mark the words that you DO recognize. If you have marked some of the words in the Academic Word List, you have a good start on building your academic vocabulary.

In Part 2 and in the Focus on Vocabulary sections in the units in Part 3, you will work on learning more words from this list. Strategy 3: Use the dictionary effectively Along with the definition, a dictionary provides a great deal of other information about a word. It tells you the part of speech of the word noun, verb, adjective, etc. An example sentence is often included as well.

Use this dictionary page to answer the questions. How many syllables are there in scrutinize? I The children's freshly-scrubbed faces beamed up at us. What part of speech is scrupulous? When your teacher scrutinizes your very dry soil 2 scrubs [plural] INFORMAL a loose green shirt and pants worn by doctors during work, how do you feel?

What food do you consider scruffy i'skrAfil adj. How do you spell the past tense of , about right and wrong that prevents you from doing something bad: He has absolutely no scruples about the verb scrub?

Source: Longman Advanced American Dictionary. A small notebook is preferable so you can carry it around with you. This notebook will help you study vocabulary more effectively. With all your words in one place in the notebook, you can easily check your knowledge of words you have studied before. How to organize and use the notebook 1. Decide on a method for putting words in order.

Many students prefer alphabetical order, though you may also order words according to other categories, such as topic or source words from extensive reading books, words from Advanced Reading Power, and words from other course books. Use two pages in the notebook. On the left-hand page, write a word, the part of speech, and the word in syllables. Under the word, write the sentence in which you found it.

Then, on the right-hand page, write the meaning. Note: If you can learn the words more quickly using definitions in your native language, and your teacher agrees, you may write the meanings in that language. Check your knowledge of the words by covering one of the pages and trying to remember the information on the other. Example: 1. Something that you think is true o How could you make an assumption although you have no proof about their family without meeting them? When you have made a set of cards, carry them with you and test yourself often.

Add new words that you encounter and want to learn. You should not remove a word from your set until you are completely sure of the meaning and can recall it instantly. To make study cards, you will need small, blank cards 3 x 5 inches or about 7 x 12 cm. Example: On one side of the card write a word, the part of speech, the word in syllables, and the phrase or sentence in which you found the word.

Fill in the information for five study cards, following the example. If you remember the definition, say it aloud, too. If you do not remember the definition, look at the back of the card. Then say the word and the definition aloud. Then repeat it aloud. Put cards for especially difficult words in a separate group and quiz yourself on them. Then return the cards to the large group.

Research has shown that in order to learn a word, you must encounter it many times. Each time you see the word in context, you build up a stronger sense of its meaning.

The best way to increase the number of encounters with words and to learm how words are used is by reading extensively. Simply noticing the word and looking up the meaning is not enough.

You need to analyze the word and use it in speaking and writing. If you look closely at the context and write down the sentence where you found the word, you are more likely to remember it. Choosing Words to Learn Since it would be impossible to learn all the new words you encounter in your reading, you should decide which ones would be the most useful for you and try to learn those. A word will be useful for you if it is included in one of the word lists Appendices 1 and 2 , or if you have encountered it several times and think you will encounter it again.

In this unit you will practice selecting words from short passages. Example: A. Read the excerpt from a textbook and complete the tasks that follow. Cross-cultural research shows that cultures have in text organization between English and the varying attitudes about language in general and Korean, German, Japanese, Arabic, and that these differences are reflected in the printed Athabaskan languages.

It is logical to conclude word. As a result, the way ideas are organized in from this that when people read in a second expository writing e. Originally called to our attention by meet their beliefs and expectations about the Kaplan , this suggestion has inspired patterns of written language. To the extent that research in several different languages. Ostler, the patterns in the text of a second language are for example, found that the patterns of different from those of the first language, the expository writing in a language "reflect the reader is likely to have difficulty patterns valued in the native culture.

Texts such as essays have the same form in every language. Different cultures have different ways of organizing texts. When you read in a second language, you can find the same patterns as in your first language.

It is easier to read in a language that has text patterns similar to those in your first language. Read the passage again and underline the words that are new to you. Look at the word lists in Appendices 1 and 2 pages and for the words you underlined. Choose two of your underlined words that are on the lists and write them below. Then write the part of speech and the dictionary definition that best fits each word as it is used in the passage.

Word Definition 1. Read the excerpt from a newspaper article and complete the tasks that follow. How Culture Molds Habits of Thought egorization and an urge to understand situations and By Erica Goode events in linear terms of cause and effect. Recent work by a social psychologist at the University For more than a century, Western philosophers and of Michigan, however, is turning this long-held view of psychologists have based their discussions of mental life mental functioning upside down.

In a series of studies on a cardinal assumption: that the same basic processes comparing European Americans to East Asians, Dr. Richard underlie all human thoughf, whether in the mountains of Nisbett and his colleagues have found that people who Tibet or the grasslands of the Serengeti.

The book has been awarded with , and many others. Please note that the tricks or techniques listed in this pdf are either fictional or claimed to work by its creator. We do not guarantee that these techniques will work for you. Some of the techniques listed in Diary of an Oxygen Thief may require a sound knowledge of Hypnosis, users are advised to either leave those sections or must have a basic understanding of the subject before practicing them.

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