DELHI PRIVATE SCHOOL, DUBAI2016 -2017

SUBJECT – ENGLISHTERM II

GRADE: V

DELHI PRIVATE SCHOOL DUBAIASSIGNMENT FOR THE MONTH OF OCTOBER 2016-17

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THEME-FOOD

It is easy to make a delicious-looking hamburger at home. But would this hamburger still look delicious after it sat on your kitchen table under very bright lights for six or seven hours? If someone took a picture or made a video of this hamburger after the seventh hour, would anyone want to eat it? More importantly, do you think you could get millions of people to pay money for this hamburger?

These are the questions that fast food companies worry about when they produce commercials or print ads for their products. Video and photo shoots often last many hours. The lights that the photographers use can be extremely hot. These conditions can cause the food to look quite unappealing to potential consumers. Because of this, the menu items that you see in fast food commercials are probably not actually edible.

Let’s use the hamburger as an example. The first step towards building the perfect commercial hamburger is the bun. The food stylist—a person employed by the company to make sure the products look perfect—sorts through hundreds of buns until he or she finds one with no wrinkles. Next, the stylist carefully rearranges the sesame seeds on the bun using glue and tweezers for maximum visual appeal. The bun is then sprayed with a waterproofing solution so that it will not get soggy from contact with other ingredients, the lights, or the humidity in the room.

 Next, the food stylist shapes a meat patty into a perfect circle. Only the outside of the meat gets cooked—the inside is left raw so that the meat remains moist. The food stylist then paints the outside of the meat patty with a mixture of oil, molasses, and brown food colouring. Grill marks are either painted on or seared into the meat using hot metal skewers.

Finally, the food stylist searches through dozens of tomatoes and heads of lettuce to find the best-looking produce. One leaf of the crispest lettuce and one centre slice of the reddest tomato are selected and then sprayed with glycerine to keep them looking fresh.

So the next time you see a delectable hamburger in a fast food commercial, remember: you’re actually looking at glue, paint, raw meat, and glycerine! Are you still hungry?

 Questions

1. The author’s primary purpose is toa. convince readers not to eat at fast food restaurants

b. explain how fast food companies make their food look delicious in commercials

c. teach readers how to make delicious-looking food at home

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d. criticize fast food companies for lying about their products in commercials

2. According to the passage, fast food companies use things like glue and glycerine on hamburgers that appear in advertisements because

I. no one actually has to eat the food used in the commercial

II. it is important that people who see these advertisements would pay for the food being advertised

III. filming a commercial or a print ad can take a very long time

a. l only

b. I and II only

c. II and III only

d. I, II, and III

3. As used in paragraph 2, something is edible if it

a. can safely be eaten

b. looks very delicious

c. seems much smaller in real life

d. tastes good

4. According to the passage, a food stylist working on a hamburger commercial might use glue to

a. make sure the meat patty stays attached to the bun

b. keep the sesame seeds on the bun in perfect order

c. arrange the lettuce on the tomato

d. hold the entire hamburger together

5. Based on information in the passage, it is most important for the lettuce and tomato used in a fast food hamburger commercial to

a. have a great taste

b. be the perfect shape and size

c. appear natural

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d. look fresh

6. Imagine that the author decides to change this passage so that it talks about a cheeseburger instead of a hamburger. Assume that the cheese goes directly on top of the hamburger patty. If the author wants to include a paragraph about how the food stylist designs the cheese and places it on the meat patty, this new paragraph would best fit into the passage

a. between paragraph 2 and paragraph 3b. between paragraph 3 and paragraph 4c. between paragraph 4 and paragraph 5d. between paragraph 5 and paragraph 6

7. As used in the final paragraph, which is the best synonym for delectable?

a. disgusting b. familiarc. faked. delicious

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ACTIVE / PASSIVE VERB FORMS

Sentences can be active or passive. Therefore, tenses also have "active forms" and "passive forms." You must learn to recognize the difference to successfully speak English.

Active Form

In active sentences, the thing doing the action is the subject of the sentence and the thing receiving the action is the object. Most sentences are active.

[Thing doing action] + [verb] + [thing receiving action]

Examples:

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Passive Form

In passive sentences, the thing receiving the action is the subject of the sentence and the thing doing the action is optionally included near the end of the sentence. You can use the passive form if you think that the thing receiving the action is more important or should be emphasized. You can also use the passive form if you do not know who is doing the action or if you do not want to mention who is doing the action.

[Thing receiving action] + [be] + [past participle of verb] + [by] + [thing doing action]

Examples:

Active / Passive Overview

  Active Passive

Simple Present

Once a week, Tom cleans the house.

Once a week, the house is cleaned by Tom.

Present Continuous

Right now, Sarah is writing the letter.

Right now, the letter is being written by Sarah.

Simple Past Sam repaired the car. The car was repaired by Sam.

Past Continuous

The salesman was helping the customer when the thief came into the store.

The customer was being helped by the salesman when the thief came into the store.

Present Perfect

Many tourists have visited that castle.

That castle has been visited by many tourists.

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Past Perfect George had repaired many cars before he received his mechanic's license.

Many cars had been repaired by George before he received his mechanic's license.

Simple FutureWILL

Someone will finish the work by 5:00 PM.

The work will be finished by 5:00 PM.

Future ContinuousWILL

At 8:00 PM tonight, John will be washing the dishes.

At 8:00 PM tonight, the dishes will be being washed by John.

Future PerfectWILL

They will have completed the project before the deadline.

The project will have been completed before the deadline.

Ex 1.Copy out each of these sentences and then write whether it is in active or passive voice. (Hint: In these sentences look for the person who is carrying out the action).

1. Mark was eating an apple.2. The pizza was eaten by Bob.

3. Tina opened the can of tuna.

4. The blender was being used by Mr. Thomas.

5. The cheesecake was made by Fred.

6. James wrote a creative writing on healthy food.

7. She baked the chocolate muffin to perfection.

8. Daniel is eating an apple.

Ex 2.These are all written in passive voice; change each sentence into active voice.

1. The pie was licked by the baby.

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2. The knife was left on the table by Luqman.

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3. The milk had been knocked over by a cat.

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4. The vegetables were washed thoroughly by the cook.

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5. These food items have been bought already.

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6. The eraser had been thrown by the student.

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7. The cake was cut by Jibran.

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8. The blue tie was worn by Raib.

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Ex 3.The following paragraph is written in active voice. Rewrite it using passive voice.

Nicole collected all the ingredients for the cake. She then placed them on the table. She mixed them in the mixing bowl. Next, she poured the batter in an ovenproof dish. Finally, she baked the cake. Her children devoured the cake in no time!

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PREFIX AND SUFFIX

Prefix -A prefix is a group of letters placed before the root of a word. For example, the word "unhappy" consists of the prefix "un-" [which means "not"] combined with the root (stem) word "happy"; the word "unhappy" means "not happy."

A Short List of Prefixes:

PREFIX

de-dis-ex-il-im-in-

mis-non-pre-pro-re-un-unibi-tri-

semi

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multi many, several multinational, multiculturaltrans- Across transfer, transforminter between, among interschool, interclass, interact

Below are rules regarding the addition of prefixes and suffixes to words.

Prefixes

Prefixes are those additions that usually do not change the spelling of the word. The prefix is attached to the word despite any consonant duplications, accents, or syllabication. Examples are:

- Unavailable - the prefix is the "un" and it is easy to see that the remainder of the word, available, does not change.

- Misspell - Ironically, this word is the most misspelled word. A great way to remember how to spell misspell is that "mis" is the prefix and "spell" is the main word. The spelling of the main word does not change at all, but it is amazing how often this word is not spelled correctly.

Suffixes

When adding a suffix, the main part of the word usually changes the spelling of the word, but sometimes there are exceptions. Take the word treatment, for instance. "ment" is the suffix of the word and "treat" is the original word. Simply add the "ment" to "treat" and you have treatment without any spelling modifications.

For those words that have a short vowel sound and end with a single consonant, the consonant is doubled when adding on a suffix that starts with a vowel. These suffixes can be ed, ing, or er. Some examples:

- Biggest- big is the main word that has a short vowel sound and ends in a single consonant. As a result, we add another "g" and then the "est" since it starts with a vowel.

There are exceptions, though. There are some words that end in r, x, w or y and don't require doubling. Such a word is blowing. The suffix is "ing," but because the single consonant is a 'w', there is no need for doubling.

If there are two consonants at the end of your main word, or two vowels, the consonant doesn't need to be doubled. An example is the word keeper. The vowels are e+e, so the "er" can be added on without doubling the consonant. Another thing to keep in mind is that when a suffix is added that begins with a vowel and the main

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words ends with a silent "e", that silent "e" should be dropped like it is in the words pricing and surprising. However, if the suffix used begins with a consonant, the silent "e" should be kept such as in the words likeness and advancement.

It is also necessary to drop the final "Y" in the main word when adding a suffix if the "Y" has a consonant before it. The word worry becomes worried and supply becomes supplies. But this rule does not apply to words ending in why in which the "ing" suffix is added. Examples are: Crying and obeyed.

It is important to know the rules regarding prefixes and suffixes when learning English. It is easy to see that there is more involved with adding a suffix than a prefix, but with practice suffixes can be added on without even thing about them. These rules are vital for effective communication, so knowing the rules is very important.

Ex 1: Write a single word with a prefix that matches each definition.Example: to pay back – repay

1. not polite - _____________________ 2. charge again - __________________ 3. not safe - ______________________ 4. spell wrong - ___________________ 5. behave badly - __________________ 6. tie again - ______________________ 7. not certain- _____________________ 8. not normal- _____________________ 9. not logical- _____________________10. not legal- ______________________

Ex 2: Highlight the prefix in each word. Then use the word to make a meaningful sentence.Example: refill – You can refill your water bottle from this dispenser.

1. unusual -

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2. misunderstand -

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3. reheat -

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4. semifinal -

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5. unimportant-

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6. misguide-

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7. underestimate-

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8. recycle-

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9. unsuitable-

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10. misjudge-

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Suffix -A suffix is a group of letters placed after the root of a word. For example, the word flavorless consists of the root word "flavor" combined with the suffix "-less" [which means "without"]; the word "flavorless" means "having no flavor."

A Short List of Suffixes: ness, ly, ous, ful, less, tion, sion

SUFFIX MEANING EXAMPLES-able able to, having the quality of comfortable, portable-al relating to annual, comical-er Comparative bigger, stronger-est Superlative strongest, tiniest-ful full of beautiful, grateful-ible forming an adjective reversible, terrible-ily forming an adverb eerily, happily, lazily-ing denoting an action, a material, or a gerund acting, showing-less without, not affected by friendless, tireless-ly forming an adjective clearly, hourly

-ness denoting a state or condition kindness, wilderness-y full of, denoting a condition, or a diminutive glory, messy, victory,

-ous having the quality of superstitious, furious-ful full of harmful, wonderful-tion  act of, state of, result of  formation, duration-sion  result of  expansion, invasion

A poem on suffixes-Listen up, I don't know if you heard, 

But if you have a need for the meaning of a word, 

Just take a look and check at the end; 

If a suffix is there then that'll be your friend. 

Like -able or -ible, it's able to be done, 13

If it's visible it’s able to be seen like the sun. 

I'm capable of having fun but now I’ve to run to 

'-A-L', -al is another one. 

That means it relates to the root word, 

Like natural is all about nature; observe 

How the suffix, -en means made of whatever, 

Wooden is made out of wood, now that’s clever. 

I dig golden nuggets like a miner, ‘cause 

-er or -or means one who does. 

A baker, no doubt, that’s the one who bakes, 

What about the suffix -ful? Let’s get it straight. 

Of course it means full of, I hope that's helpful, 

I mean full of help with this lesson,

What about -ous — ‘O-U-S’? 

That also means full of; there’s no need to guess. 

Like someone who's gracious is full of grace, 

If you’re feeling nervous, you might want to meditate. 

If it ends with -y that means it tends to be, 

You tend to feel good when you’re cheery, so cheer for me. 

Suffixes, these are the suffixes — 

At the end of a word, they tell you what it is. 

If you need the meaning of a word, you can trust: 

If you look at the end, you can tell by the suffix. 

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Ex1. Write the correct suffix in the gap.

1. Jake slowly walk_____ (ed, ing) down the street, hope_____ (ed, ful) of finding the

keys that he had lost so care_____ ly (ful, less).

2. Although Jill was the fast_____ (est, er) runner in the class, she was far young____

(er, est) than the others.

3. Kim’s room is the untidi_____ (est, er) I have ever seen but she is always very

care_____ (less, ful) with her appearance.

4. Mom always recycl_____ (ed, ing) the wrappings after she pack_____(ing, ed) away the groceri_____ (s, es).

5. The shop_____ (s, es) in this street were the old_____ (er, est) in town. They all

need_____ (ing, ed) care_____ (less, ful) cleaning and painting.

Ex2. Write a single word ending with -ful or -less to complete each sentence.

1. Martha thought she was _____________ at math. (without hope)

2. Don’t be afraid of the dog, it’s ____________ . (without harm)

3. Jane said the lawnmower was a ____________ piece of junk. (without any worth)

4. Pranav was ____________ that his project would do well at the Science fair. (full of hope)

5. The ______________ rainbow seemed to be just over the next hill. (full of beauty)

6. The medicine was white and ______________ . (without any odour)

7. Mom said it was ______________ to see Robert swimming so confidently. (full of wonder)

8. Please be ____________ when you go into the forest and don’t pick any of the mushrooms. (full of care)

Ex3. All of the words below contain a root word. Look at the example.

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Wrongfully root word - wrong

Underline or highlight the root word in each example.

foolish, gardening, disapprove, disorder, documentary, unusual, rewrite, dishonest, photography, interested, clearer, dearest, suspension, creating, suitable, sweeter.

Ex4. See how many words you can grow from each root, as in the example.

Act- acting, acted, react, reaction, actor, reactor, active, reactive.

1. heat:

2. bake:

3. cook:

4. serve:

5. taste:

6. create:

7. sweet:

8. salt:

9. freeze:

Ex5. Next to each root word are three suffixes. Only one suffix is right for the root word. Choose the correct suffix and add it to the root word to make a new word.

decide able/ est/ sion

hope er/ less/ ible

act ful/ ly/ or

confuse ion/ tion/ cian

soft ing/ less/ ly

health est/ y/ ary

prime ary/ ery /ly

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CHANGING THE ENDING OF A STORY

Fiction Writing Exercises

Fiction writing exercises help improve your writing by challenging you, providing you with fresh ideas, and forcing you to approach fiction writing from new angles.

This is a flexible writing exercise that could also be called Change the Tale, but interestingly, we’re going to refer to it as “change the tale by changing the tail”.

The idea is to take an existing plot and change the ending to make it completely different. This will help you understand the basics of story structure, particularly the part where you bring the story to a close.

Ending Matters

Think of a story as a reference point, for example- “The Hare and the tortoise”, then ask yourself the following questions-

a. Who are the main characters in the story?

b. What type of ending does the original story have?

c. What if the hare had not slept?

e. What happens if the setting or the events of a story change?

A few known stories / movies are discussed and students are asked to categorize the ending. Cinderella, Sound of Music (happy ending), Hare and The Tortoise (twist ending), Mr. Beans, Daffy Duck (comical ending), Shrek, Aesop’s Fable (moral ending)

Ask yourself the following questions:

a. What if Cinderella had not lost her slipper in the ball?

b. What if the Hare had not slept?

c. What if the grapes had been within the reach of the fox? 17

d. What if Snow White had not been as beautiful as she was?

e. What happens to the original story when the ending changes?

Types of endings

1. Happy Ending: An ending where all the problems of the main character are resolved. E.g. The Ugly Duckling

2. Twist /Dramatic/ Suspense Ending: An ending where something dramatic happens. E.g. The Three Little Pigs

3. Moral Ending: An ending with a message. E.g. Hare and the Tortoise

4. Comical or Humorous Ending: An ending that makes the readers laugh. e.g. Akbar and Birbal.

Now, take the tail end of a story, right after the climax, and change it to something else. Choose a story from a book, magazine, newspaper, or film, and change the ending!

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DELHI PRIVATE SCHOOL, DUBAIASSIGNMENT FOR THE MONTH OF NOVEMBER 2016-17

THEME-SHELTER AND COMMUNITY

Read the passage given below and answer the questions that follow.Cesar Estrada Chavez (1927-1993) was a Mexican- American labor leader who used non-violent methods to fight for the rights of migrant farm workers in the southwestern United States. Migrant workers often move from farm to farm or from town to town to find work. It is usually difficult work and does not pay a high wage. Chavez was influenced greatly by the peaceful philosophies of St. Francis of Assisi and Mohandas Gandhi.Chavez was born in Arizona. When he was ten-years- old, his parents lost the family farm because of the Great Depression. They were forced to become migrant workers themselves. Chavez worked part-time in the farm fields with his family in Arizona and later in California, when his family lived there. After graduating from 8th grade, Chavez worked full-time to help support his family.He served in the U.S. Navy during WWII, married Helen Fabela in 1948. He and his wife helped teach Mexican immigrants to read and helped them with voting registration.Chavez was concerned over the health and working conditions of the migrant population. He did not like the use of pesticides, the name of the chemicals used to kill bugs on the crops. He knew that pesticides could make human beings sick. He organized a group of people to help work for the rights of farm workers. They worked on many goals like increasing the wages for the workers, improving their working conditions, and improving the safety for the farm workers.Chavez helped organize strikes, whereby the workers chose to stop working to protest some important issues related to work. For example, the migrant workers went on strike to protest the poor wages, poor working conditions, and lack of safety on their jobs. They refused to work until something changed regarding their salary and these working conditions. The public, that is consumers like you, sometimes chooses to support the strike by not buying certain products or not buying from a certain store, etc. This is called a boycott. Boycotts put pressure on the people who make decisions regarding those who are protesting and striking.

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Chavez went on many hunger strikes, too, which is another type of strike to prove a point and draw attention to what his concerns were. In a hunger strike, you basically do not eat until the demands are met. Chavez was able to use the hunger strikes to move legislators to change the laws to improve the lives of farm workers. Because of Chavez’s actions, he was jailed many times. Despite this, he continued his goal of helping to fight for the migrant worker.Chavez, with aid from Dolores Huerta and Gilbert Padilla, started a union called the National Farm Workers Association (NFWA) to help fight for social justice. He organized a national boycott of lettuce and grapes.The name NFWA was changed to the United Farm Workers (UFW) in 1974. In 1978, some of the demands for better wages and working conditions were met, so the boycott for the lettuce and grapes was lifted. Throughout his life, Chavez’s motto was “Si, se puede”. This meant, “Yes, it can be done”. Chavez proved that it could be done. His work for fair treatment and better pay for migrant workers helped make the lives of millions of people better.After a lifetime of working to help these people, Chavez died in 1993. He received the Presidential Medal of Freedom after his death. Chavez’s children and grandchildren continue in his footsteps to help fight for the rights for migrant workers.

I. Multiple-Choice Questions Put a tick in front of the correct answers.1. What are the 3 reasons that there were migrant farm worker “strikes” mentioned in the text?a. to protest poor wages b. to protest working conditions c. to protest safety conditions d. to be able to go on vacation

2. What is the name of the union that Chavez started?a. The Migrant Association b. The National Farm Workers Association c. Farmers All United d. All for One

3. The union name changed to ______ in 1974.a. Si, Se Puede b. United Farm Workers c. Workers All d. Farming for All

II. Vocabulary - Write the meaning of each word as it is used in the text.1. migrant- _______________________________2. boycott- _______________________________3. pesticides- _____________________________

III. Detailed question answers1.What were some of Chavez’s non-violent methods used to fight for the rights of

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farm workers? Were these successful? If so, how? _____________________________________________________________________

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2. What did Chavez and his wife Helen do to help Mexican immigrants regarding literacy (i.e., the ability to read and write)?_____________________________________________________________________

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3. What were some of the concerns regarding farm work? How did Chavez’s motto play a role in his action toward changing the working conditions for the migrant farmer?_____________________________________________________________________

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4. What is the big idea of the passage? Relate it to the theme of the month._____________________________________________________________________

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SIMILES AND METAPHORS

Both similes and metaphors are forms of comparison that compare words in a sentence. They can be used to make your sentences more interesting. How are they different from each other?

A simile is a phrase that uses the words like or as to describe someone or something by comparing it with someone or something else that is similar.

1. Don ate his salad like a vacuum cleaner. 2. His arms were weak and felt like noodles. 3. The thunder was as loud as fireworks.

Like a simile, a metaphor compares words in a sentence; however, instead of saying that one thing is like something else, a metaphor actually makes one thing become something very different by renaming it.

He was a walking encyclopedia.

1. You are my hero. 2. The sun was a furnace. 3. Rooney is a goal machine.

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Ex1. Below are sentences that contain similes and metaphors. Underline the two words in each sentence that are being compared and write whether it denotes a simile or a metaphor.

1. The cat’s fur was a blanket of warmth.

2. The lamp was a beacon of sunshine.

3. The fireworks were a lantern in the sky.

4. Mary was as sweet as pie.

5. George is lightning as he runs the race.

6. Gwen sings like an expert.

7. Mark’s voice is velvet.

8. Cindy is a fish when she swims.

9. Tom is like a computer when he does his math.

10. The twins are as alike as two peas in a pod.

Ex2. Do as directed-

a. Mom said my bedroom is a pig pen. What does she mean?

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b. My friend Joey is a clown. Explain.

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c. Everyone calls me an angel. What do they probably mean?

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d. Write a metaphor about your pet dog.

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e. Write a metaphor about your sister.

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Ex3. Complete these similes. Use your creativity. Try to write four or more words on each line.

As happy as __________________________________________________________________

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As white as __________________________________________________________________

As smart as __________________________________________________________________

As slow as

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As beautiful as

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Ex4. Write a simile about a community helper. See the given example.

1. My bus driver is as gentle as a dove.

2. The nurse is ______________________________________________________

3. My dentist is _____________________________________________________

4. The plumber is ____________________________________________________

5. The policeman is __________________________________________________

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PHRASAL VERBS

Phrasal verbs are usually two-word phrases consisting of verb + adverb or verb + preposition. Think of them as you would any other English vocabulary. Study them as you come across them, rather than trying to memorize many at once. Use the list below as a reference guide when you find an expression that you don't recognize. The examples will help you understand the meanings. If you think of each phrasal verb as a separate verb with a specific meaning, you will be able to remember it more easily. Like many other verbs, phrasal verbs often have more than one meaning.

As well as learning their meanings, you need to learn how to use phrasal verbs.

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The following is a list of most commonly used phrasal verbs. Please see the meanings and make an effort to use them in your daily conversations.

No. Verb Meaning Example

1. back someone up support My wife backed me up over my decision to quit my job.

2. break in force entry to a building

Somebody broke in last night and stole our stereo.

3. call something off cancel Jason called the wedding off because he.

4. calm down relax after being angry

You are still mad. You need to calm down before you drive the car.

5. come across something find unexpectedly

I came across these old photos when I was tidying the closet.

6. wear off fade away Most of my make-up wore off before I got to the party.

7. do away with something

discard It's time to do away with all of these old tax records.

8. drop in/by/over come without an appointment

I might drop in/by/over for tea sometime this week.

9. drop out quit a class, school etc.

I dropped out of Science because it was too difficult.

10. figure something out understand, find the answer

I need to figure out how to fit the piano and the bookshelf in this room.

11. get along/on like each other I was surprised how well my new girlfriend and my sister got along/on.

12. get over something overcome a problem

The company will have to close if it can't get over the new regulations.

13. give something up quit a habit I am giving up smoking as of

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January 1st.

14. go over something review Please go over your answers before you submit your test.

15. hand something in submit I have to hand in my essay by Friday.

16. let someone down fail to support or help, disappoint

I need you to be on time. Don't let me down this time.

17. look forward to something

be excited about the future

I'm looking forward to the Christmas break.

18. look up to someone have a lot of respect for

My little sister has always looked up to me.

19. pass away die His uncle passed away last night after a long illness.

20. put up with someone/something

tolerate I don't think I can put up with three small children in the car.

21. run into someone/something

meet unexpectedly

I ran into an old school-friend at the mall.

22. run over someone/something

drive a vehicle over a person or thing

I accidentally ran over your bicycle in the driveway.

23. run out have none left We ran out of shampoo so I had to wash my hair with soap.

24. take after someone resemble a family member

I take after my mother. We are both impatient.

25. turn up appear suddenly

Our cat turned up after we put posters up all over the neighbourhood.

Exercise 1-Pick five phrasal verbs from the ones given above and use them in your own sentences-

1. ________________________________________________________________

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2. ________________________________________________________________

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3. ________________________________________________________________

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4. ________________________________________________________________

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5. ________________________________________________________________

__________________________________________________________

Exercise 2-Fill in the blanks using the most suitable phrasal verbs from the list given below.

to come across, to look forward to, to put up with, to get over, to drop out, to wear out, to pass away, to get along, to drop in, to calm down

1. How are you __________________ with your new neighbours? Are they okay?2. Their grandfather ______________________, so we are going to offer our

condolences.3. She __________________________ all his tantrums.4. Please __________________________, it’s all over!5. Diana was _______________________ to the New Year’s party.6. Sana _______________________ a cute puppy when she was out for her walk.7. He ____________________________ his phobia of great heights.8. The tyres of the car ________________________ in two years.9. We will ________________________ tomorrow to see you.10. Nehad ________________________ of his music class as he found it boring.

INTERVIEWING A PERSONALITY

Interviewing high profile people is certainly a challenge. These are the people who are famous and have probably worked hard to achieve success in life. It is very important that you frame your questions carefully and get out the information that you really want to share with your viewers or readers.

A few important tips-

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1. Don’t be nervous- Be confident and smile often.2. Ask open-ended questions so that your guest has an opportunity to

respond.3. Don’t obsess about the next question you are going to ask. You need to

listen so that you can make your interview successful. If you stick to your questions, you can miss the best stories, and the exclusive stories.

4. Remember that they’re human.So often we are lead to believe that high profile aren’t actually people at all. If you address real human emotions, you will be able to connect with your subject on a deeper level.

5. Keep the conversation light- Add your wit and sense of humour to make the interview interesting.

6. Do not get personal- Do not ask questions related to personal life, unless it is of extreme importance.

These are a few questions that you might ask a celebrity at an interview-

1. Who influenced you? 2. What is your favorite childhood memory? 3. What is the one thing that you would like to redo in life? 4. Who is your role model? 

5. How do you define "happiness"?

6. Whom would you like to attribute your success to?

7. What, in your opinion is the most essential quality for a human being to have?

8. What message would you like to give to the youngsters of today?

BIOGRAPHY

A biography is a written account of the series of events that make up a person's life. It is simply the history of a lifetime. It narrates the most important facts of someone’s life, his or her childhood, adolescence, military service, wars he or she lived through, educational background, professional life, marriage, children, and most outstanding achievements. It also speaks about character, feelings, trips and dearly cherished moments. A biography involves a whole life, building a bridge between generations,

29

bringing us close to our grandchildren, great grandchildren and future generations. Many students are turned off to history because it is old, dry and boring. One way to connect with students is to have them discover the real people behind history. Biographies can do that. However, biographies don't have to be limited to history classes. Read on to find out why.

Reasons for Using BiographiesBiographies can bring history to life. When we find out what motivated great individuals from the past it helps us understand their actions. We keep them alive by reading about them, learning from their mistakes and success stories.

Every student will write a biography at some point, but the level of detail and sophistication will differ. A fourth grade biography will be much different from a middle school-level biography or a high school or college-level biography.

However, each biography will include the basic details. The first information you should gather in your research will include biographical details and facts. You must use a trustworthy resource to ensure that your information is accurate.

Basic details include: Date and place of birth and death

Family information

Lifetime accomplishments

Major events of life

Effects/impact on society, historical significanceWhile this information is necessary, these dry facts, on their own, don't really make a very good biography . Once you've found these basics, you'll want to dig a little deeper.You choose a certain person because you think he or she is interesting, so you certainly don't want to make it boring. Your goal is to impress your reader!

You'll want to start off with a great first sentence.It's a good idea to begin with a really interesting statement, a little known fact, or really intriguing event.

You should avoid starting out with a standard but boring line like:

"Mahatma Gandhi was born in 1869"Instead, try starting with something like this:

In 1869, the Earth witnessed the birth of a legend, Mahatma Gandhi……

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You'll have to make sure your beginning is motivating, but it should also be relevant. The next sentence or two should lead in to the main message of your biography.Now that you've created an impressive beginning, you'll want to continue the flow. Find more intriguing details about the man and his work, and weave them into the composition.Fill the body of your biography with material that gives insight to your subject's personality. For instance, in a biography about Mahatma Gandhi, you would write about his principles of non-violence and tolerance.

Questions to consider in your biography: Was there something in your subject's childhood that shaped his/her

personality?

Was there a personality trait that drove him/her to succeed or impeded his progress?

What adjectives would you use to describe him/her?

What were some turning points in this life?

What was his/her impact on history?Be sure to link your paragraphs and make your composition paragraphs flow. It is normal for good writers to re-arrange their sentences to create a better impact.The final paragraph will summarize your main points and re-assert your main claim about your subject. It should point out your main points, re-name the person you're writing about, but it should not repeat specific examples.

Sample of a biographyMubarakka truly testifies the saying “Attitude, not aptitude determines altitude”.

Mubarakka was born on September 26th in Mumbai. She has one sister and speaks about her with great passion. I recall, once she said to me “I missed my sister so much when she was away on a school trip that I would not get out of bed!” Her father is a very famous doctor. Her mother is an English teacher and this could be one of the reasons why she uses such impeccable vocabulary.

A typical Libran at heart, she admires beauty and is always very fair to everyone. This is another reason why she is very popular in class. She is also very helpful and goes out of her way to help others. On one occasion, she missed her school bus because she was tending to an injured bird!

She lives her life by following her father’s wise words. To sum it all, Mubarakka has a heart of gold and never misses an opportunity to help others!

Writing a Biographical SketchSample Student Questionnaire (Biography)

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Name________________________ Date _______________________

Interviewer’s name (that’s you!)___________________________________________________________________

Interviewee’s name (your friend!)___________________________________________________________________

Please provide me with some information about your family. ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What is your favorite subject in school and why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What hobbies do you enjoy? (Swimming, sports, sewing, models, skateboarding, etc.)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Tell me something interesting or funny about yourself/ funny incident of your life.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What is your ambition in life?32

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

DELHI PRIVATE SCHOOL, DUBAIASSIGNMENT FOR THE MONTH OF DECEMBER 2016-17

THEME-TRANSPORT AND COMMUNICATION

A cloze test is an exercise, test, or assessment consisting of a portion of text with certain words removed (cloze text), where the participant is asked to replace the missing words. Cloze tests require the ability to understand context and vocabulary in

33

order to identify the correct words or type of words that belong in the deleted passages of a text.

Giving Directions

Cloze Passage-

Put the words in the box into the blank spaces below:acrossyour

cornerdownexitfar

fronthowleft

lookinglost

missmoment

nextoffon

taketo

transferway

where

Directions by Street Name and Nearby Landmarks:A: You look like you are _________________. Can I help you?B: Yeah. I’m __________________ for the Caprice Theater. Do you know ______________ it is?A: It’s on the _________________ of Elm Street and 22nd Avenue. It’s ______________ to the Art Gallery. You can’t _________________ it.

Directions by Subway or Bus:A: Excuse me. Can I trouble you for a _____________?B: Sure. What’s wrong? A: I’m lost. Do you know _________ to get ________ the Stadium?B: The easiest _________ to get there is probably by subway. Just ___________ the Central Line to Broadway Station. ______________ to the Green Line and get __________ at Harbour Station. If you go out from ___________ number four it should be right in ____________ of you.

Directions by Foot or Car: A: Can I get to the Harlton Hotel from here _____________ foot?B: Sure. It’s not that ______________. Just go ______________ 4th Avenue to Main Street. Turn ______________ on Main. It should be on ______________ right. It’s _______________ from the park.

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HOMOPHONES, HOMONYMS AND HOMOGRAPHS

Explanation

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Homonyms: Words that have the same spelling and same pronunciation, but different meanings.

Example:  I hope you are not lying _(a)_  to me.  (a) telling a lie

My books are lying _(b)_ on the table.     (b) being in a horizontal position

Homographs: Words that have the same spelling, but different pronunciations and meanings.

Directions:  Choose (a) or (b)

Example:  The wind _(a)_ is blowing hard.          (a) moving air   

 I have to wind _(b)_ my clock.                 (b) turn the stem (rhymes with find)

Homophones: Words that have the same pronunciation, but different spelling and different meanings.

Example:  Please try not to (waste, waist) paper. 

Exercise1- The following words are homonyms (have two different meanings). Write out their meanings and use them suitably in two different sentences, bringing out their correct meaning-

play- 1st meaning- __________________________

__________________________________________________________________

2nd meaning- _______________________________

__________________________________________________________________

bit-1st meaning- ___________________________

__________________________________________________________________

2nd meaning- ______________________________

__________________________________________________________________

pen-1st meaning _______________________________

__________________________________________________________________

2nd meaning ___________________________________

__________________________________________________________________

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hit- 1st meaning-____________________________

__________________________________________________________________

2ndmeaning-_____________________________

__________________________________________________________________

watch- 1st meaning_______________________________

__________________________________________________________________

2nd meaning-____________________________________

__________________________________________________________________

lying- 1st meaning________________________________

__________________________________________________________________

2nd meaning ____________________________________

__________________________________________________________________

Homographs: Words that have the same spelling, but different pronunciations and meanings.

Ex2- Find out the meanings of the underlined homographs in the following pairs of sentences and check out the two different pronunciations too-

1. The wind is blowing hard. wind- _______________________________________________________

2. I have to wind my clock. wind- _______________________________________________________

1. The singer made a low bow to the audience. bow- ________________________________________________________

2. Maria placed a red bow on the birthday gift. bow- ________________________________________________________

1. All the students are present today.present- ______________________________________________________

2. The boss will present the award at 10:00.present- ______________________________________________________

1. The rope was wound around his ankles. wound- _______________________________________________________

2. The soldier received a wound in the battle. wound- _______________________________________________________

1. I don’t know if I will live or die.

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live- _________________________________________________________

2. Last night I saw the band play live in concert.

live- _________________________________________________________

Homophones: Words that have the same pronunciation, but different spelling and different meanings.

Ex-3: Choose the correct word from the brackets-

Example: Please try not to (waste, waist) paper.

1. Can I go to the party ____________ (to, too, two)?

2. This is my favorite _____________ (pare, pair, pear) of jeans.

3. I _____________ (sent, scent, cent) a letter to my aunt in Vietnam.

4. The children got ____________ (bored, board) during the lecture.

5. Mr. and Mrs. Rodriguez like to work in ____________ (there, they’re, their) garden.

6. Alec is going to______________ (wear, ware) his work boots today.

7. Do you think it is going to _______________ (rein, rain, reign) this afternoon?

8. I saw a restaurant just off the ________________ (rode, road) about a mile back.

9. David’s brother is in a ______________ (band, banned) which plays Russian music.

10. The teacher walked down the ____________ (aisle, isle) between the rows of desks.

12. Hadil has a __________________ (pane, pain) in her shoulder.

13. The school _________________ (principal, principle) spoke to a group of parents.

14. I need to take a ______________ (break, brake) from this exercise!

15. Humans have hands. Dogs have ____________________ (paws, pause).

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PREPOSITIONAL PHRASESEvery prepositional phrase is a series of words made up of a preposition and its object. The object may be a noun, pronoun, gerund or clause. A prepositional phrase functions as an adjective or adverb.

Commonly Used Prepositional Phrases According to the weather forecast Across many deserts After many tries Amid the confusion Around the world Before we start the meeting Between a rock and a hard place By the light of the moon Like a beautiful swan Near the ocean Of my boss Off the top Through the looking glass Throughout the thick forest To the amusement park

Prepositional Phrases that Function as an Adjective  The book with the tattered cover has been read many times. All the passengers aboard the runaway train were frightened. The present inside the big box is mine. Our boss put out a memo regarding the new rule. The clues within the first few chapters will lead to the murderer. His is only one voice among many, but it will be heard.

Ex1- Now underline the prepositional phrases that function as adjectives in the following g sentences-

1. The extra blanket is in the box under the bed.2. Saul, unlike many others, will remain there.3. The car beside the red one is the one I want to buy.4. The area outside the boundary is dangerous to cross.5. All rooms below deck are for sleeping.6. Tell me the story about the dragon slayer.

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Prepositional Phrases that Function as Adverbs  Racing toward the finish line, Sarah realized she just might win. My shopping list needs to be put into my purse. Without a GPS , we will lose our way. Until today , I had never heard that. The balloon drifted up the stairs. Put the fresh flowers upon a high shelf.

Ex2- Now underline the prepositional phrases that function as adverbs in the following sentences-

1. Despite warnings, she tried to ski down Devil’s Run.2. Against all odds, our team won the tournament.3. The tiger crept slowly over the grass.4. We will order pizza during halftime.5. I will climb up the highest mountain tomorrow.6. I love to take my jeep off the road.

Ex.3-Complete the following sentences using appropriate prepositional phrases.

1. I would rather have coffee ……………………………… tea.a) instead of b) instead from c) instead to

2. ………………………….. the rains, we went out.a) in spite of b) in spite c) in spite on

3. ………………………… fire, break glass to escape.a) in case of b) in case c) in case with

4. I am standing here ………………………… my friends.a) in behalf of b) on behalf of c) on behalf

5. We solved the problem ……………………………. a new device developed by our engineers.a) by means of b) by means c) by means to

6. ………………………., I had a happy childhood.a) in the whole c) on the whole c) the whole of

7. Can you help me ………………………….?a) in anyway b) in any way c) any way

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8. She didn’t allow cancer to discourage her,. …………………………., she began to work twice as hard.a) on the contrary b) in the contrary c) to the contrary

9. ………………………., we are impressed with her performance.a) in general b) on general c) in generally

10. They climbed …………………………….with all the equipment.a) on the mountain b) up the mountain c) the mountain

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DELHI PRIVATE SCHOOL, DUBAIASSIGNMENT FOR THE MONTH OF JANUARY 2016-17

THEME-AIR AND WATER

Water on Earth can be found in three different forms, or states. These states are solid, liquid and gas. When it is frozen, it is solid ice. When it is liquid, it is liquid water.When it is a gas, it is water vapor. The water cycle is the set of processes that water goes through as it changes from one state to another.

When the heat of the sun shines on the water in oceans, lakes, rivers and streams, the water evaporates, rising up into the air as water vapor. As it moves higher into the sky, it cools. The cooled water vapor begins to form liquid drops, which gather together as clouds. This process is called condensation. Little by little, more microscopic drops of water join together in the cloud. Finally, the cloud becomes so heavy that the drops start to fall. Any form of water that falls from the sky is called precipitation.

Precipitation will take on different forms. The form depends on the conditions that exist inside the clouds and the condition of the air the water travels through on its way to the ground. Drops of liquid water fall as rain, the most common form of precipitation.

If the drops of water fall through air that is warmer than water’s freezing point, they will remain as rain. Sometimes cold temperatures inside clouds produce ice crystals that melt in warmer air on their way down, ending up as rain as well.

If raindrops fall through air that is below the freezing point of water, they form tiny frozen drops known as sleet. If the air inside the cloud and the air on the way down are both below the freezing point, ice crystals will form and fall as snowflakes. There is a lot of variation in snow, depending on how cold it is when it falls. Warmer temperatures mean “wetter” snow, while colder temperatures mean drier, fluffier snow.

Perhaps the most interesting form of precipitation is hail. Hail forms when windy conditions combine with freezing temperatures. Drops of frozen rain begin to fall, and are then repeatedly caught up by the wind and pushed back up through the clouds where they gather more and more layers of ice. When they become too heavy for the wind to lift, they fall to the ground as hail.No matter what form the precipitation takes, much of it will become runoff and find its way back to the sea. Most of the rest will join surface water in lakes and streams or soak into the ground and become groundwater. Some will spend some time atop tall mountains as ice and snow.All water awaits its turn to participate once again in each state of the water cycle.Water continually changes from one state to another. The water cycle never ends.

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Answer the following questions based on the reading passage. Don’t forget to go back to the passage whenever necessary to find or confirm your answers.

1) How does the water cycle ensure that we have water?

_____________________________________________________________________

_____________________________________________________________________

2) What are the three stages of the water cycle?

_______________________________

_______________________________

_______________________________

3) Describe the conditions that are necessary for snow to fall.

_____________________________________________________________________

_____________________________________________________________________

4) How does precipitation return to the water cycle?

_____________________________________________________________________

_____________________________________________________________________

5) What is your favourite form of precipitation? Why?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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NEWSPAPER REPORT- WRITINGIf you are writing a news report, you need to concentrate on the four important points of a new story - the news, context, impact and emotion. The way you combine these four elements will determine the success of your news report.

 Tips on Writing a News Report 

Readers need to know the facts and who or what may be affected by them. Related stories and background information make up the context and the emotional parts of the story show the human side of it.

Following are tips on writing an interesting and gripping news report.

Facts: The facts will answer the: who, what, when, where, why, and how of the news event. A writer has a responsibility to make sure his facts are accurate. If you have to write a report before you get all the facts, then say that in the report.

Style: When writing a news report, use the active voice. The active voice is more understandable and has more impact. Make short, concise sentences with action verbs. Your language needs to be simple and not have extra words that don’t really contribute to the focus of the story. For example, the weather or how someone is dressed doesn’t need to be included unless it has a bearing on the overall story. While you are writing, try to anticipate any questions a reader might have while reading your story.

Writing a Good LeadThe lead is the first few sentences of the story. It needs to be strong so it will grab the readers and make them want to read more.

If it is a hard news story, which is the breaking news or up-to-the-minute news, then you include as many facts as you can in the summary of the story.

If it is a soft news story, which is of human interest, then you put the facts in the body of the story. 

Leads need to tell the reader what the story is about and why it is important. The lead tells the reader why he should read the story. It needs to sound like you are having a conversation; that you are telling a friend about the latest news.  

Some errors that are found in leads include the lead having more than one main idea. When this happens, the reader is unclear as to what the story is about.

Some leads are lifeless, and need some tension or something that pushes the reader to read on, like dangling a carrot in front of a hungry rabbit.

Leads are sometimes dull and predictable. It’s good to make the reader smile or be surprised sometimes.

Lastly, leads can exclude certain readers if they are full of technical terms. Make sure the news report is suitable for everyone to read.     

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Tips for Better WritingHere are a few additional tips for writing that apply to writing in general:

Words should not be too long or complicated. A news story is not the place to try and impress people with your intelligence or your command of the English language. Pick your words carefully so they are concise and you will use fewer words overall.

Make sure your sentences are under 25 words and contain only one idea. Use a simple subject verb object form. Don’t use too many commas. Paragraphs need to say something new and, like sentences, be short and to the

point. Never put more than three prepositional phrases into one sentence. Never put more than three numbers in one sentence.These will help your writing be clearer and easier to understand.

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FORMING ANTONYMS USING PREFIXES

An antonym is a word  which means the opposite of another word. For example, the following are antonyms:big ↔ smallfat ↔ thinmale ↔ female

Some words will have more than one antonym depending on the context. For examplebig ↔ small, tiny, miniature

What is the antonym of antonym? That is synonym - a word which has the same meaning as another word.

Forming AntonymsIn many cases there's no obvious relationship between a word and its antonym. For example these two words are completely different from each other-hot ↔ coldHowever, English also sometimes forms antonyms by using prefixes  such as:de-dis-il-im-in ex-ir non-re-un-

Examples of opposite pairs formed like this include:arm ↔ disarmcode ↔ decode

complete ↔ incompleteinternal ↔ external

legal ↔ illegalpossible ↔ impossible

regular ↔ irregularsense ↔ nonsense Worksheet Two: Antonym Prefixes

This worksheet accompanies slides 8–10 of Prefixes.ppt

Ex1. Find out the meaning of the following words?

1. inaccurate- ____________________________________

2. impolite- ______________________________________

3. illegal- ________________________________________

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4. unhelpful- _____________________________________

5. irregular-______________________________________

6. immoral-______________________________________

7. disqualify-______________________________________

8. misinform- _____________________________________

9. deseed- ________________________________________

10.unintentional- _________________________________

Ex2. Add prefixes to these words to form their antonyms-

1. _____legible

2. _____polite

3. ____satisfactory

4. _____qualify

5. _____understand

6. ____code

7. ____perfect

8. _____behave

9. _____active

10._____employed

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DELHI PRIVATE SCHOOL DUBAIASSIGNMENT FOR THE MONTH OF FEBRUARY 2016-17

THEME-SEASONS AND FESTIVALS

Winter ClozeFill in the blanks with words from the box:

snowmenseason icicles

hot chocolateslide

snowfall scarves

frostbreaking

snow angels heavybelow forms catch

blizzards fireplaceblackouts

enjoyfreezes keepboots

buildslip

glovessnowball

dropcovershockey

Winter Weather:

Winter is the _________________ when temperatures ________________, snow

_____________ the ground, ________________ covers windows and

________________ hang from roofs. When the temperature is _______________

zero, water ___________________ and ice ________________ on puddles, ponds

and lakes. Children have great fun _________________ the ice in puddles on their

way to school.

Winter Fun:

After a heavy __________________, children play in the snow. They _____________

snow forts, make _______________ and ______________, and have

_________________ fights. People also ________________ skiing, skating, and

sledding in the winter. Another popular winter sport is _______________.

Winter Dangers:

The cold weather can also be dangerous; people ______________ on the ice and cars

______________ down hills crashing into each other. As well, heavy snowstorms

called _________________ can knock down power lines and cause

_________________. Some people also _________________ a cold when they stay

out in the cold.

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Keeping Warm:

Because winter is so cold, people have to find ways to

________________ warm. People wear ___________

coats, ______________ for their necks,

_______________ for their hands, and ______________

on their feet. Children drink __________________ when

they come in from the cold. And families sit around the

_________________ at night and talk about what they did

during the day.

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CONNECTORS

A connector is a word that is used to join words or sentences.

And, as well as, but, or, yet, nevertheless, however, so that, as long as, while, until, as if, because, when, after, though, before- are called connectors/conjunctions

A boy and a girl An elephant and a giraffe

A toy or a book

The music was loud nevertheless it was enjoyable.

Types of connectors-

Coordinating conjunctionsCoordinating conjunctions join together clauses of equal importance.Some examples of coordinating conjunctions are - and, but, or,

Use of 'and'-'And' is used as a conjunction when the words or phrases are of equal importance and both conditions exist. Other words that can be used in place of and are: moreover, in addition to, along with, plus, as well as, further more

Tom and Harry play hockey. A lion and a fox live in this cave.

We need some gloves and a ball in addition to bats.

The soldiers rose moreover they cheered the leader.

We found the thief along with the bags.

The gurgling stream along with the howling wind added to the charm of the place.

Use of 'but'

The conjunction 'but' is used to show a contradiction between two phrases. Let's say the first phrase leads you to expect a certain event and the second phrase tells you quite a contradictory outcome. In such an event, but, is used.

Other words like: nevertheless, yet, however, can be used in place of 'but'

He ran, but he missed the bus. She studied hard but could not score well in the test.

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The hill was very steep but the old man could climb it easily.

Sharon fell from the horse nevertheless she did not cry.

The lion was hungry yet it did not attack Andre.

He is from England however he speaks Chinese very well.

Use of 'Or'When we need to express a choice between two words or phrases we use 'or'. Here only one of the two conditions exists.

Example:Would you take a cup of tea or coffee?

Shall we buy a book or a toy?

Sit on the bench or on the grass.

Are you tired or shall we go out for a walk?

We can learn to talk English or we can depend on sign language.

Correlative conjunctions:Conjunctions used in pairs are correlative conjunctions

Either..... or Either Peter or John has taken the book.Neither.....nor It is neither hot nor tasty.Both.....and My sister is both smart and intelligent.Whether..... or Tell me whether you know the route or not.Not only..... but also Not only is she stupid but also stubborn.

Compound conjunctionsCompound conjunctions are groups of words that behave like conjunctions.

In order that, on condition that, provided that, as soon asConjunction UsageIn order that I bought all the books in order that you may studyOn condition that

The teacher excused him on condition that he would not repeat the mistake.

Even if Sarah would not marry him even if he proposed to her.So that I kept away my work so that I could spend time with my daughtersProvided that You can take leave provided that you work overtime laterAs though Rex behaves as though he is the boss.As well as Monica as well as veronica was present thereAs soon as Mr. Ford plans to pay off his loan as soon as he gets his bonus.As if It looks as if there is going to be a storm.

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Subordinating conjunctionA subordinating conjunction joins a clause to another on which it depends for its full meaning. The chief subordinating conjunctions are after, because, if, that, though, although, till, before, unless.

I will not go to the market if it rains. You could go and play after you have done the dishes.

King Midas was unhappy because his daughter turned to gold.

You must dig the earth till you find water.

Exercise-1 Fill in the blanks with suitable connectors-

1. Lydia likes to sing _______ dance.2. We can paint our house red or white, ______ we must select a good painter.

3. Harry is intelligent __________ he is lazy.

4. I left the party ___________ I was bored.

5. He is cheerful ____________ he has worked the whole day.

6. I allowed him in as I thought he was a friend _____ he tried to rob me.

7. You will do well ___ you study hard.

8. My daughters either watch TV _____ sleep on Sundays.

9. Susan is fat ________ very active.

10. I met by friend in the park _______ invited her to tea.

Ex-2 Choose the best option from the brackets and fill in the blanks-

1. A student must obey _____ he may leave. (either/or)

2. Jane ______ Peter have been chosen to receive the guest. (or/and)

3. After the trip Sam came to work ________ he was very tired. (still/but)

4. Bring some sandwiches ______ you will be hungry. (or/and)

5. They jumped over the stream _______ ran home. (yet/and)

6. The dog ran after the rabbit _______ could not catch him. (and/but)

7. My aunt is ill ____ I will visit her tomorrow.(because/so)

8. The show started _____________ the chief guest arrived. (as soon as/so)

9. You will enjoy the concert ________ you love music. (yet/since)

10. The bridge fell _________ it was made of stones. (though/and)52

11. You will pass _____ you work hard. (if/and)

12. He will not try __________ he is forced to. (so/unless)

ADVERBS AND ADVERBIAL PHRASES

We have already been introduced to adverbs earlier. A brief recapitulation-

Adverbs are words that describe or modify verbs, adjectives and other adverbs. They often answer the questions HOW- (adverb of manner), WHERE- (adverb of place), WHEN-(adverb of time), HOW MUCH-(adverb of degree)

For example:

Even after one year of lessons, Luke plays the piano badly.(adverb of manner)“Badly” is an adverb that modifies the verb “play” and tells us how Luke plays the piano.

The class is very difficult. Many students don’t pass it.“Very” is an adverb that modifies the adjective “difficult” and tells us how difficult the class is. (adverb of degree)

There is also adverb of frequency which can be categorized as adverb of time that tells you how frequently something occurs-

Eg- She rarely calls me up. (rarely- adverb of frequency)

 Ex1-Complete the sentences with the best adverb from amongst the following-

slowly     carefully   beautifully      well        loudly        carelessly       easily      

excitedly       finally      suddenly       quickly           quietly

Ex1-Complete the sentences with the best adverb from amongst the following-

1. Come here ____________. You have to see this!2. We knew that she had got the job when we saw her _________ talking on the

phone.3. He ______________ put the vase on the table. It fell to the floor.4. Sharon is throwing a party on Saturday. She ___________ finished her PhD.5. Let’s walk ________________. I don’t want to be the first one at the meeting.6. Alex _____________ put up the bookshelves. It was too difficult for me to do

on my own.7. Everything happened so ______________. We had to move to California in less

than a month.53

8. Why does he always have to talk so ____________. You can hear him in the next room!

9. Although she speaks five languages, she did not do ___________ on the translation exam.

10. I was so surprised. His new apartment was _____________ decorated. 

An adverb phrase is simply two or more words that act as an adverb. It can modify a verb, adverb, or adjective and can tell “how”, “where”, “why”, or “when.”

Adverb Phrases Describing How

Examples:

With great regret In dismay Like a monk in meditation As if I care In silence With a song in my heart Like greased lightningAdverb Phrases Describing WhereExamples:

At the corner In the world Through the looking glass Over the rainbow Under the sea By the light of the moon Around the sunAdverb Phrases Describing WhyExamples:

To understand better For making cookies Since she was getting married So that I won’t get lost Lest she forgetAdverb Phrases Describing WhenExamples:

In an hour Any time Before next week

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After they go to bed Never at midnight After the sunset Only two days ago

Adverb Phrases in SentencesAdverb phrases can be used in any position in a sentence.

Here are adverb phrase examples (shown as underlined) in various places in sentences:

Bob nodded as if he understood. Meet me at the mall. Without thinking, he turned down the road. They must return before sunset. She went online for more information.

Ex-1. Now underline the adverb phrases in the following sentences-

1. I will never do that, not in a million years.2. Dad spoke softly to calm her fears.3. They have a house by the ocean.4. She slammed the door in a huff.5. We will meet on the 25th of next month.6. I saw a lot of trash beside the highway.7. He decided to join a gym to get in shape.8. Every time Jane uses the can opener, the dog barks.9. We strolled through the garden.10. He made his decision, after careful consideration.

Ex-2 Now read the following sentences and reflect upon the adverb phrases that are underlined. Write- how, when, where and why, at the end of the sentence to show me you have understood the concept-

1. Mary learned, after a while, to drive slowly.2. To see the view, Harry climbed up the peak.3. The mysteries were placed next to the crime dramas.4. For answers to all your questions , just do a Google search.5. The parade coursed around the town square.6. The children opened their presents with delight.7. In order to lose weight, he cut out most carbs.

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8. This product is available in all places.9. She responded in a very rude manner.10.He stood on this very spot and lied.

Ex-3 Try and add an adverbial phrase to make the following sentences complete and sensible-

1. Put the flowers ________________________________________________

2. Jose always arrives _____________________________________________

3. She flew the plane ______________________________________________

4. Michelle turned up the microphone ________________________________

5. The seamstress mended the hem ___________________________________

6. Sometimes I don’t clean _________________________________________

7. He performed the tasks __________________________________________

8. Come closer __________________________________________________

9. Take this medication for pain _____________________________________

10.The car took us ________________________________________________

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WRITING A BOOK REVIEW

A book review is both a description and an evaluation of a book. It should focus on the book's purpose, contents, and authority. Scan the Book's Preliminaries Before beginning to read, consider the following:

1. Title - What does it suggest?2. Preface - Provides important information on the author's purpose in writing the

book and will help you to determine the success of the work.

3. Table of Contents - Tells you how the book is organized and will aid in determining the author's main ideas and how they are developed - chronologically, topically, etc.

 Read the Text Record impressions as you read and note effective passages for quoting. Keep these questions in mind:

1. What is the general field or genre, and how does the book fit into it? (Use outside sources to familiarize yourself with the field, if necessary.)

2. From what point of view is the work written?

3. What is the author's style? Is it formal or informal? Does it suit the intended audience? If a work of fiction, what literary devices does the author use?

4. Are concepts clearly defined? How well are the author's ideas developed? What areas are covered/not covered? Why? This helps to establish the book's authority.

5. If a work of fiction, make notes on such elements as character, plot, and setting, and how they relate to the theme of the book. How does the author delineate his characters? How do they develop? What is the plot structure?

6. How accurate is the information in the book? Check outside sources if necessary.

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7. If relevant, make note of the book's format - layout, binding, typography, etc. Are there maps, illustrations? Do they aid understanding?

8. Check the back matter. Is the index accurate? What sources did the author use - primary or secondary? How does he make use of them? Make note of important omissions.

9. Finally, what has the book accomplished? Is further work needed? Compare the book to others by this author or by others. (Use the listing in the bibliography.)

 Consult Additional Sources Try to find further information about the author - his/her reputation, qualifications, influences, etc. - any information that is relevant to the book being reviewed and that would help to establish the author's authority. Knowledge of the literary period and of critical theories can also be helpful to your review. Your professor and/or reference librarian will be able to suggest sources to use. Prepare an Outline Carefully review your notes and attempt to unify your impressions into a statement that will describe the purpose or thesis of your review. Then, outline the arguments that support your thesis. Your arguments should develop the thesis in a logical manner. Write the Draft Skim your notes again; then, using the outline as a guide and referring to notes when necessary, begin writing. Your book review should include the following:

1. Preliminary Information - the complete bibliographic citation for the work ie. title in full, author, place, publisher, date of publication, edition statement, pages, special features (maps, colour plates, etc.), price and ISBN.Example:

Rory MacleanUnder the DragonTravels in a betrayed landLondon: Harper Collins, 1998224pp. $37.500 00 257013 0

2. Introduction - Try to capture the reader's attention with your opening sentence. The introduction should state your central thesis, and set the tone of the review.

3. Development - Develop your thesis using supporting arguments as set out in your outline. Use description, evaluation, and if possible explanation of why the

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author wrote as he/she did. Use quotations to illustrate important points or peculiarities.

4. Conclusion - If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new material at this point.

 

Revise the Draft1. Allow some time

to elapse before going over your review, to gain perspective.

2. Carefully read through the text, looking for clarity and

coherence.

3. Correct grammar

and spelling.

4. Verify quotes for proper foot-noting.

5. Express your own opinion and justify it.

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MODALS

Modal verbs and their meaning

What are modal verbs?

Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries) are special verbs which behave irregularly in English. They are different from normal verbs like "work, play, visit..." They give additional information about the function of the main verb that follows it.

Here are some characteristics of modal verbs:

They never change their form. You can't add "s", "ed", "ing"…. They are used to indicate modality allow speakers to express certainty,

possibility, willingness, obligation, necessity, ability

List of modal verbs

Here is a list of modal verbs:

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can, could, may, might, will, would, shall, should, must

The verbs or expressions dare, ought to, had better, and need not behave like modal auxiliaries to a large extent and might be added to the above list

Use of modal verbs:

Modal verbs are used to express functions such as:

1. Permission2. Ability

3. Obligation

4. Prohibition

5. Lack of necessity

6. Advice

7. possibility

8. probability

Examples of modal verbs

Here is a list of modals with examples:

Modal Verb Expressing Example

mustStrong obligation You must stop when the traffic lights turn red.logical conclusion / Certainty

He must be very tired. He's been working all day long.

must not prohibition You must not smoke in the hospital.

canability I can swim.permission Can I use your phone please?possibility Smoking can cause cancer.

couldability in the past When I was younger I could run fast.polite permission Excuse me, could I just say something?possibility It could rain tomorrow!

maypermission May I use your phone please?possibility, probability It may rain tomorrow!

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Ex1-Choose the right modal verb-

1. There are plenty of tomatoes in the fridge. You _________ buy any more!

2. It's a hospital. You ________ smoke.

3. He _________ be tired since he has been working so hard.

4. I _____________ speak Arabic fluently as a child.

5. The teacher said we ___________ read this book for our own pleasure.

6. _______ you stand on your head for more than one minute?

7. If you want to learn to speak English fluently, you ________ to work hard.

8. It ______ rain today, please carry an umbrella.

9. _________ I ask you a question?

10. Drivers _________ stop when the traffic lights turn red.

Ex-2 Choose the correct option from the brackets and fill in the blanks-1. __________ (may/can) I go the movies?

2. He ___________ (should/could) speak five languages!

3. Where __________ (can/may) I find a good pair of socks?

4. You _______ (must/may) watch the film; it is really good.

5. Please do not play outside, there _______ (may/should) be ants.

6. __________ (may/can) you speak Italian?

7. We _________ (can’t/shouldn’t) speak loudly in the library.

8. You don’t look so well, _________ (can/may) I call a doctor?

9. Sit still, I _________ (shall/should) tell you a story.

10. You __________ (ought/should) to save some money.

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DELHI PRIVATE SCHOOL, DUBAIASSIGNMENT FOR THE MONTH OF MARCH 2016-17

THEME- UNIVERSEFew scientists know about condors, but many are aware that these giant birds of incomparable majesty have dwindled to less than 35 in the 1970s. In an effort to solve the mystery and save this species, scientists gathered for a brainstorming session. Abe and a few others proposed fitting some condors with radio transmitters to tack them and learn about their nesting and feeding habits. With radio telemetry, they could also locate dead birds and discover the cause of their death. Other condors would be trapped for breeding in captivity. To produce a captive stock rapidly, Abe suggested taking eggs from nests to hatch in incubators. He knows that most bird species will 'double-clutch' and lay a second egg in the same breeding season if the first is lost. He thinks that condors are no exception.As expected, Abe's proposals sparked off a howl of protest from a group of equally concerned conservation groups. They claimed that a bird raised in captivity would never adjust in the wild. One even proclaimed that the condor 'is not an electric toy to play with, blindfold, manhandle, peer into, wire for sound, or put behind bars'. After months of bureaucratic infighting, Abe was finally granted a permit to carry out his program. With a few members of the rescue condor team, Abe set out the task of tracking the bird. Before long, they spotted two condors at a nesting cave. Watching through a telescope, they were enthralled to see one of the birds lay a pale blue egg. 54 days later, a member saw a beak cutting through the shell. On the morning of the 56th day, there was a new born chick. With the parents away foraging, Abe decided to weigh and measure the nestling.The scientists continued to observe the bids from afar. By photographing each bird in flight, they developed method of individual identification that led to an accurate census. They managed to have two condors flying with a radio transmitter and a numbered tag on each wing. The captive-breeding program was also fully launched in the early 1980s as the scientists began pulling eggs from nests. All were successfully hatched at the San Diego Zoo. The breeding pairs in the wild promptly laid second, even third, eggs proving Abe right about double-clutching. One day, a transmitter signal alerted scientists that a condor in the High Sierra was not moving. The bird's frost-covered body was found. A post-mortem revealed a silver of a lead bullet in the bird's gut plus toxic levels of the metal in its blood. The condor had probably ingested

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the bullet fragment while feeding on a hunter-killed deer.In captivity, the wild birds bred easily. Their keepers worked behind one-way mirrors and used hand puppets, shaped and textured like an adult condor's head and neck, for feeding and preening. This was done so that the chicks would not catch a glimpse of people and could not imprint to them. When a total of 13 chicks hatched in 1990, the scientists were convinced that the captive condor flock would continue to increase rapidly. They were also encouraged by the arrival on the market of all-copper bullets that had superior ballastics to lead bullets. If hunters chose them and if copper proved less toxic to condors, the bullets might be a major step in saving the majestic birds.In late 1991, four young condors were flown by helicopter to a high ridge in a sanctuary. They were freed into a spacious roost box, stuccoed to simulate a cave. Outside the door was a nylon-netted feeding ledge from which the four could gaze out over the mountains and fell the wind in their feathers. They remained in the pen for two months to become acclimatised. On the day the scientists were waiting for, a cloudless morning, the door from the roost to the ledge was opened. During the night, the nylon mesh had been taken away, and now nothing stood between the birds and freedom. One after the other, heads bobbing in curiosity, the birds spread their glossy wings and hopped into the air. Clumsily plopping back to the ledge, they flapped and hopped until, one by one, they managed a brief wobbly flight.A month later, the four condors were spotted near the cliffs, soaring and gliding in the thermals. By December 1992, eight condors had been freed. More birds would be freed in the coming years. The scientists knew that they were right on schedule and that the California condor would be back.From paragraph 1 :

 1.(a) Why do scientists worry about the condors?

____________________________________________________________________

____________________________________________________________________

(b) How would scientists learn about the nesting and feeding habits of condors?

____________________________________________________________________

____________________________________________________________________

  From paragraph 2 :

 2.(a) Who did not accept Abe's 'double-clutch' proposal?

____________________________________________________________________

(b) Why?

____________________________________________________________________

____________________________________________________________________

  From paragraph 3 :

 3.(a) How did Abe and his team manage to get an accurate census of the condors?

____________________________________________________________________64

____________________________________________________________________

____________________________________________________________________

(b) How successful was the captive-breeding program?

____________________________________________________________________

____________________________________________________________________

  From paragraph 4 :

 4.Explain why the keepers had to use hand puppets shaped like an adult condor's head

and neck.

____________________________________________________________________

____________________________________________________________________

  From paragraph 5 :

 5.(a) How did the condors react when the nylon mesh was removed?

____________________________________________________________________

____________________________________________________________________

(b) How successful were the condors in learning to fly initially?

____________________________________________________________________

____________________________________________________________________

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STORY WRITING

How to Write a Short Story:

1. Collect ideas for your story. Inspiration can strike at any time, so carry a notepad with you wherever you go so that you can write down story ideas as they come to you.

Most of the time, you’ll just think of small snippets of information (a catastrophic event around which you can build a plot, a character’s name or appearance, etc.), but you will sometimes get lucky and a whole story will reveal itself to you in a couple of minutes.

If you have trouble finding inspiration or if you need to write a story in a hurry (for, as an example, a class), learn how to brainstorm. If you can't come up with any ideas, you might have to look to family and friends for inspiration.

Experience usually helps to build good plots. Many of Isaac Asimov's mysteries came from experience of certain incidents.

2. Begin with the basics of a short story. After you've chosen an idea, you need to remember the basics of a short story before writing one. The steps to a good short story are:

Introduction: introduce characters, setting, time, weather, etc. Initiating action: the point of a story that starts the rising action. Rising action: events leading up to the climax or turning point. Climax: the most intense point or turning point of the story. Falling action: your story begins to conclude. Resolution: a satisfying ending to the story in which the central

conflict is resolved—or not! You don't have to write your short story in order. If you have an idea for a great conclusion, write it down. Move backward or forward from your starting idea (it may or may not be the beginning of the story) and ask yourself questions. “What happened before this?” and “What happens next?”

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3. Find inspiration from real people. If you have trouble understanding or finding attributes of a character, turn to your life. You can easily borrow attributes of people you know or even strangers you notice.

For example, you might notice that someone is always drinking coffee, talks in a loud, booming voice, is always typing away at the computer, etc. All of these observations would together make a very interesting character. Your character can even blend attributes of a number of people.

4. Know your characters. For a story to be believable, the characters have to feel genuine and realistic. It can be a difficult task to create interesting and realistic characters. But here are a few strategies to create "real people" to populate your story:

Write a list, titled with the character's name, and write all the attributes you can think of, from their position in the orchestra to their favourite colour, from their central motivations to their favourite foods. Do they talk with an accent? Do they have any quirky mannerisms? You won’t include all this information in your story, but the more you know, the more your characters will come to life, both for you and for the reader.

Make sure your characters' personalities are not perfect. Every character needs to have some flaws, some problems, some imperfections and some insecurities. You might assume that people wouldn't like to read about a character with a lot of flaws, but that couldn't be farther from the truth. Batman wouldn't be The Dark Knight if he weren't a borderline sociopath!

People can relate to characters with problems, as that's realistic. When trying to come up with flaws, you don't need to give your character some huge, bizarre issue (although you definitely can). For most characters, try to stick with things you know about. For example, the character could have anger issues, be afraid of water, be lonely, dislike being around other people, smoke too much, etc. Any or all of these could be developed further.

5. Limit the breadth of your story. A novel can occur over millions of years and include a multitude of subplots, a variety of locations, and an army of supporting characters.

The main events of a short story should occur in a relatively short period of time (days or even minutes), and you typically won’t be able to

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develop effectively more than one plot, two or three main characters, and one setting. If your story has much more breadth, it probably needs to be a novella or novel.

6. Decide who will tell the story. There are three main points of view from which to tell a story: first-person (“I”), second-person (“you”), and third-person (“he” or “she”). In a first-person story, a character in the story tells the story; in the second-person the reader is made a character in the story; and in the third-person, an outside narrator tells the story. (Second-person narration is rarely used.)

Keep in mind that first-person narrators can only tell what they know (which will be limited to what they see firsthand or are told by others), while third-person narrators can either know everything and explore every character’s thoughts, or be limited to only that which can be observed.

You can also mix and match. For example, you could switch between a first-person narrative in one chapter, and third-person in another, or even have more than one first-person point of view. An excellent example of this is the short story "Rashōmon", by Akutagawa Ryunosuke[1]. This was later turned into a movie of the same name by Akira Kurosawa.

7. Organize your thoughts. After you've prepared the basic elements of your story, it can be helpful to make some sort of time-line to help you decide what should happen when.

Your story should consist at least of an introduction, initiating incident, rising action, climax, falling action, and resolution. You can draw or write a visual with very simple descriptions of what should happen in each of these stages. Having this done will help you keep focused when writing the story, and you can easily make changes to it, so that you are able to keep a steady flow as you write the full story.

8. Start writing. Depending on how thoroughly you've sketched out your plot and characters, the actual writing process may simply be one of choosing the right words.

Generally, however, writing is arduous. You probably won’t know your characters and plot as well as you thought, but it doesn't matter—in a

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sense, they will tell you what they need, even if you paint them into a corner. Plus, there's always the second draft!

9. Come out swinging. The first page—some would say the first sentence—of any writing should grab the reader’s attention and leave him/her wanting more.

A quick start is especially important in short stories because you don’t have much room to tell your story. Don’t dillydally with long introductions of the characters or uninteresting descriptions of the setting: get right into the plot, and reveal details about the characters and setting piece-by-piece as you go along.

10. Keep writing. You’re almost certain to hit some bumps in the road to finishing your story. You've got to work through them, though. Set aside a time to write each and every day, and make it a goal to finish, say, a page each day. Even if you end up throwing away what you wrote on that day, you've been writing and thinking about the story, and that will keep you going in the long run.

Consider participating in writing groups or activities. One very good activity for writers of all kinds is "National Novel Writing Month," or NaNoWriMo. Every year, from November 1 through November 30th, you are tasked with writing a novel of at least 50,000 words. Brilliance and quality are off the table—the goal is the act of writing. Check out the reference link for more information.

11. Let the story write itself. As you develop your story, you may want to turn your plot in a different direction than you had planned, or you may want to substantially change or remove a character.

Listen to your characters if they tell you to do something different, and don’t worry about scrapping your plans altogether if you can make a better story as you go.

12. Revise and edit. When you've finished the story, go back through it and correct any mechanical mistakes, as well as logical and semantic errors. In general, make sure the story flows and the characters and their problems are introduced and resolved appropriately.

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If you have time, put the completed story down for a few days or weeks before editing. Distancing yourself from the story in this way will help you see it more clearly when you pick it back up.

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