1. Do you keep a journal? Given beneath under 'A' are a few terms we use to depict a set up account of individual experience. Might you at any point coordinate them with their depictions under 'B'? (You might look into the terms in a word reference on the off chance that you wish.)
1. Do you keep a journal? Given beneath under 'A' are a few terms we use to depict a set up account of individual experience. Might you at any point coordinate them with their depictions under 'B'? (You might look into the terms in a word reference on the off chance that you wish.)
Explanation:
2. Here are a few sections from individual records. Utilize the definitions above to conclude which of the sections may be from a journal, a diary, a log or a journal.
(I) I got up extremely late today and quickly got a chastening from Mum! I can't resist — how might I miss the FIFA World Cup matches?
(ii) 10:30 a.m. Went to the workplace of the Chief
01:00 p.m. Eaten with Director
05:45 p.m. Gotten Rahul at the air terminal
09:30 p.m. Supper at home
(iii) The ride to Ooty was routine. We rested for some time each 50 km or something like that, and utilized an opportunity to catch the heavenly scene with my HandyCam. From Ooty we happened to Bangalore.
What a differentiation! The commotion and contamination of this once-lovely city truly made meextremely upset.
(iv) This is the manner by which Raj Kapoor tracked down me — all wet and battered external R.K.Studios. He was then searching for just somebody like this for a little job in Mera Naam Joker, and he cast me on the spot. The rest, as it's been said, is history!
2. Here are a few sections from individual records. Utilize the definitions above to conclude which of the sections may be from a journal, a diary, a log or a journal.
(I) I got up extremely late today and quickly got a chastening from Mum! I can't resist — how might I miss the FIFA World Cup matches?
(ii) 10:30 a.m. Went to the workplace of the Chief
01:00 p.m. Eaten with Director
05:45 p.m. Gotten Rahul at the air terminal
09:30 p.m. Supper at home
(iii) The ride to Ooty was routine. We rested for some time each 50 km or something like that, and utilized an opportunity to catch the heavenly scene with my HandyCam. From Ooty we happened to Bangalore.
What a differentiation! The commotion and contamination of this once-lovely city truly made meextremely upset.
(iv) This is the manner by which Raj Kapoor tracked down me — all wet and battered external R.K.Studios. He was then searching for just somebody like this for a little job in Mera Naam Joker, and he cast me on the spot. The rest, as it's been said, is history!
Explanation:
(i) Diary
(ii) Log
(iii) Journal
(iv) Memoir
3. What compels writing in a journal a peculiar encounter for Anne Candid?
3. What compels writing in a journal a peculiar encounter for Anne Candid?
Explanation:
Writing in a journal was a weird encounter for Anne Blunt in light of the fact that she composed nothing before in a journal as she had gotten it as a present on her thirteenth birthday celebration. She believed the journal to be her closest companion, where she could compose everything she thinks and sentiments. In any case, she likewise felt that nobody would be keen on the thoughts of a thirteen-year-old student. Subsequently she could compose uninhibitedly in the journal to get every one of her concerns out into the open.
4. For what reason does Anne need to keep a journal?
4. For what reason does Anne need to keep a journal?
Explanation:
Anne generally used to feel desolate and steamed as she had no companions. She needed to get every one of the weights and stresses out into the open. Consequently she chose to keep a journal where she could trust her mysteries and treat it as a genuine companion.
5. For what reason did Anne figure she could trust more in her journal than in individuals?
5. For what reason did Anne figure she could trust more in her journal than in individuals?
Explanation:
Anne had an unmistakable inclination that paper had more persistence than individuals to pay attention to her psychological state. It was more straightforward for her to pen down everything she thinks and wishes that she had to her in a journal. Consequently, to trust her privileged insights, she felt her own journal was the best friend, and it was likewise not implied for any other individual to peruse.
6. For what reason does Anne give a short sketch of her life?
6. For what reason does Anne give a short sketch of her life?
Explanation:
Anne gave a short sketch of her life since she needed to portray her family, school and herself. Perusing her journal would assist the peruser foster some kind of association with her and every one of the exercises that were occurring around her around then.
7. What lets you know that Anne cherished her grandma?
7. What lets you know that Anne cherished her grandma?
Explanation:
Anne inhabited Aachen with her grandma while her folks settled down in Holland. She was very near her grandma and expounded on her in her journal. Be that as it may, when her grandma kicked the bucket in January 1942, she said, "Nobody knows how frequently I think about her despite everything love her". She needed to pass on through this message how beyond a doubt she cherished her grandma. On her thirteenth birthday celebration, she illuminated one flame alongside the rest to offer her adoration and thanks for her darling grandma.
8. For what reason was Mr Keesing irritated with Anne? What did he request that she do?
8. For what reason was Mr Keesing irritated with Anne? What did he request that she do?
Explanation:
Mr Keesing was irritated with Anne since she was an exceptionally loquacious young lady. He frequently rebuffed her by allocating her additional schoolwork to compose papers on subjects that were connected with her temperament to keep her quiet.
9. How did Anne legitimize her being a motor-mouth in her exposition?
9. How did Anne legitimize her being a motor-mouth in her exposition?
Explanation:
Anne legitimized her being a bigmouth in her exposition by plainly bringing up that she had acquired it from her mom, who was likewise pretty much as garrulous as her or significantly more. She likewise expressed that no one could make a difference either way with such acquired qualities.
10. Do you suppose Mr Keesing was an unforgiving instructor?
10. Do you suppose Mr Keesing was an unforgiving instructor?
Explanation:
No, Mr Keesing was not an excessively stringent instructor, but rather he anticipated that his class should keep up with quiet and discipline while he was giving his talk to the class. Truly, an instructor generally ponders the government assistance of his understudies. Any educator will be irritated assuming that the kids continue to talk during the class. Mr Keesing was irritated with Anne since she was extremely garrulous. So to rebuff her, he would give her additional schoolwork to do and frequently advised her to compose expositions on her loquacious nature. Furthermore, it ought to be noticed that had he been severe, then he could not have possibly snickered at Anne's interesting contentions.
11. What compelled Mr Keesing permit Anne to talk in class?
11. What compelled Mr Keesing permit Anne to talk in class?
Explanation:
Anne's last paper, named 'Quack, Quack, Quack, Said Paramour Loudmouth' and written as a sonnet, showed Mr Keesing the lighter side of Anne. He was dazzled with the manner in which she introduced her contentions in a cadenced way. It helped overcome any issues between Mr Keesing and Anne, and from that point she was never doled out additional schoolwork by him.
12. Was Anne right when she said that the world couldn't be keen on the thoughts of a thirteen-year-old young lady?
12. Was Anne right when she said that the world couldn't be keen on the thoughts of a thirteen-year-old young lady?
Explanation:
A human inclination kids are frequently not thought about genuinely by older folks. Being a thirteen-year-old young lady, Anne believed that a great many people wouldn't give significance to a kid's viewpoint towards the world since they thought kids were too youthful to even consider discussing common matters. In any case, Anne Blunt's journal was well known among the majority and was converted into various dialects, and she became one of the most eminent and talked about Holocaust casualties.
13. There are a few instances of journal or diary passages in the 'Before You Read' segment. Contrast these and Anne's message in her journal. What language was the journal initially written ready? How is Anne's journal unique?
13. There are a few instances of journal or diary passages in the 'Before You Read' segment. Contrast these and Anne's message in her journal. What language was the journal initially written ready? How is Anne's journal unique?
Explanation:
Anne's journal was initially written in Dutch. It was not quite the same as different passages in a few perspectives. She had named her journal 'Kitty'. She wrote in a casual tone that radiated a youngster's lighthearted nature. She trusted her sentiments and mysteries in it as she believed her journal to be her dearest companion. She composed a great deal of individual occasions and recollections in her journal, which made it not the same as different journals.
14. For what reason does Anne have to give a short draw of her loved ones? Does she regard 'Kitty' as an insider or an untouchable?
14. For what reason does Anne have to give a short draw of her loved ones? Does she regard 'Kitty' as an insider or an untouchable?
Explanation:
Anne momentarily presented her family in the 'journal' since she felt that it was difficult to cause others to understand that a youngster like her could expound on dejection and every one of the occasions occurring around her in a developed way. She discussed her cute dad, sympathetic mother, adored grandma and cherishing senior sister in her journal, which she tended to 'Kitty'.
Kitty was skilled to her by her folks on her thirteenth birthday celebration, and she considered it as her dearest companion and regarded it as an insider as she could trust every one of her sentiments and feelings by composing on it.
15. What is Anne's opinion about her dad, her grandma, Mrs Kuperus and Mr Keesing? What do these inform you regarding her?
15. What is Anne's opinion about her dad, her grandma, Mrs Kuperus and Mr Keesing? What do these inform you regarding her?
Explanation:
Anne had affectionate recollections of her cute dad, her grandma, Mrs Kuperus, and Mr Keesing, her Maths educator, who had permanent impacts at the forefront of her thoughts and significantly affected her life. The manner in which she expounded on every one of them in her journal uncovered that Anne was exceptionally joined to every one of these individuals and was very great at figuring out individuals. She had fostered a never-ending bond and a brilliant relational relationship with every one of them.
16. What does Anne write in her most memorable paper?
16. What does Anne write in her most memorable paper?
Explanation:
Mr Keesing had requested that Anne compose an exposition on the subject 'A Bigmouth' as a discipline for her chatty nature. In the article, she expounded on the impacts of being chatty and furthermore contended that she had acquired it from her mom, who was additionally extremely garrulous. She supported this by saying that no one could make any kind of difference with acquired characteristics. It was, thusly, challenging to surrender a propensity with such ease, and it likewise framed a piece of an understudy's characteristic. Understanding this, Mr Keesing likewise enjoyed a loud chuckle at the contention given by Anne.
17. Anne says educators are generally unusual. Is Mr Keesing erratic? How?
17. Anne says educators are generally unusual. Is Mr Keesing erratic? How?
Explanation:
Anne refered to the ideal illustration of Mr Keesing as an erratic instructor since she felt that Mr Keesing was detached towards her way of behaving and consistently reproached her for her chatty nature. In spite of the fact that he rebuffed her at first by relegating additional schoolwork, subsequent to perusing her papers, he partook in a decent snicker and from there on never gave her such discipline and permitted Anne to talk in class.
18. What do these assertions educate you concerning Anne Blunt personally?
(I) We don't appear to be ready to draw any nearer, and the issue lies with that. Perhaps it's my issue that we don't trust in one another.
(ii) I would rather not write down current realities in this journal the manner in which a great many people would, however I maintain that the journal should be my companion.
(iii) Margot went to Holland in December, and I continued in February, when I was plunked down on the table as a birthday present for Margot.
(iv) If you were to ask me, there are such countless fakers that about a fourth of the class ought to be held back, yet educators are the most unusual animals on the planet.
(v) Anybody could chatter and leave large spaces between the words, yet the stunt was to thought of persuading contentions to demonstrate the need of talking.
18. What do these assertions educate you concerning Anne Blunt personally?
(I) We don't appear to be ready to draw any nearer, and the issue lies with that. Perhaps it's my issue that we don't trust in one another.
(ii) I would rather not write down current realities in this journal the manner in which a great many people would, however I maintain that the journal should be my companion.
(iii) Margot went to Holland in December, and I continued in February, when I was plunked down on the table as a birthday present for Margot.
(iv) If you were to ask me, there are such countless fakers that about a fourth of the class ought to be held back, yet educators are the most unusual animals on the planet.
(v) Anybody could chatter and leave large spaces between the words, yet the stunt was to thought of persuading contentions to demonstrate the need of talking.
Explanation:
(I) These lines show that Anne had no dear companions in whom she could trust her mysteries. Subsequently, she faulted herself for her saved nature.
(ii) This line suggests that Anne thought of her as journal 'Kitty' to be her closest companion and composed every one of her feelings and privileged insights on it instead of just writing down realities like others do.
(iii) This assertion infers the clever idea of Anne. She had a clever character and composed the line in an entertaining tone. The words 'plunked down' display her awareness of what's actually funny.
(iv) This line infers that Anne felt that a fourth of the class were dumbheads, and she was savvy to the point of coming to the following class. She called the instructors the most unusual animals on earth since it was very questionable who might come up short or pass and come to the following grade.
(v) This assertion infers that Anne was looking at composing. She was given additional schoolwork to compose papers by Mr Keesing as a discipline for her garrulous nature. Albeit that was additional work for her, she needed to do it with full power. She would have rather not passed on enormous spaces between the words to make the article look voluminous. She needed to compose persuading contentions to demonstrate the pith of talking. Like that, her way to deal with composing was unique in relation to other people.
19. Look at the following words.
These words are compound words. They are made up of two or more words.
Compound words can be:
• nouns: headmistress, homework, notebook, outbursts
• adjectives: long-awaited, stiff-backed
• verbs: sleep-walk, baby-sit
Match the compound words under ‘A’ with their meanings under ‘B’. Use each in a sentence.
19. Look at the following words.
These words are compound words. They are made up of two or more words.
Compound words can be:
• nouns: headmistress, homework, notebook, outbursts
• adjectives: long-awaited, stiff-backed
• verbs: sleep-walk, baby-sit
Match the compound words under ‘A’ with their meanings under ‘B’. Use each in a sentence.
Explanation:
Find the words used in the sentences below:
1. Her companion's flight was heartbreaking information to her.
2. Staying in the inn away from her folks, Riya felt homesick.
3. Rihan is such a blockhead that he is the object of everybody's scorn.
4. One of the goals of training is to sustain law-abiding residents.
5. If you are attempting to satisfy somebody, never overdo it; the vast majority wouldn't care for it.
6. The young lady sat daydreaming in class, ignorant that the educator was seeing her.
7. There was a traffic block as a vehicle had a breakdown in the street.
8. The government found a way multiple ways to increment rural output.
20. Phrasal Verbs
A phrasal verb is a verb followed by a preposition or an adverb. Its meaning is often different from the meanings of its parts. Compare the meanings of the verbs get on and run away in (a) and (b) below. You can easily guess their meanings in (a) but in (b) they have special meanings.
(a) • She got on at Agra when the bus stopped for breakfast.
• Dev Anand ran away from home when he was a teenager.
(b) • She’s eager to get on in life. (succeed)
• The visitors ran away with the match. (won easily)
Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.
(c) Our car ran out of petrol just outside the city limits.
(d) The government wants to reach out to the people with this new campaign.
1. The text you’ve just read has a number of phrasal verbs commonly used in English. Look up the following in a dictionary for their meanings (under the entry for the italicised word).
(i) plunge (right) in (iii) ramble on
(ii) kept back (iv) get along with
2. Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings. (You have already found out the meanings of some of them.) Are their meanings the same as that of their parts? (Note that two parts of a phrasal verb may occur separated in the text.)
20. Phrasal Verbs
A phrasal verb is a verb followed by a preposition or an adverb. Its meaning is often different from the meanings of its parts. Compare the meanings of the verbs get on and run away in (a) and (b) below. You can easily guess their meanings in (a) but in (b) they have special meanings.
(a) • She got on at Agra when the bus stopped for breakfast.
• Dev Anand ran away from home when he was a teenager.
(b) • She’s eager to get on in life. (succeed)
• The visitors ran away with the match. (won easily)
Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.
(c) Our car ran out of petrol just outside the city limits.
(d) The government wants to reach out to the people with this new campaign.
1. The text you’ve just read has a number of phrasal verbs commonly used in English. Look up the following in a dictionary for their meanings (under the entry for the italicised word).
(i) plunge (right) in (iii) ramble on
(ii) kept back (iv) get along with
2. Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings. (You have already found out the meanings of some of them.) Are their meanings the same as that of their parts? (Note that two parts of a phrasal verb may occur separated in the text.)
Explanation:
plunge in: “Since no one would understand a word of my stories to Kitty if I were to plunge right in, I’d better provide a brief sketch of my life, much as I dislike doing so.”
kept back: “The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back.”
move up: “The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back.”
ramble on: “Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
get along with: “I get along pretty well with all my teachers.”
calm down: “Even G.’s pleading glances and my angry outbursts can’t calm them down.”
stay in: “I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out.”
make up for: “This birthday celebration in 1942 was intended to make up for the other, and Grandma’s candle was lit along with the rest.”
hand in: “I handed it in, and Mr. Keesing had nothing to complain about for two whole lessons.”
21. Idioms
Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together. (Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English? It means to meet someone who is as good as oneself, or even better, in some skill or quality. Do you know what it means to ‘let the cat out of the bag’? Can you guess?
1. Here are a few sentences from the text which have idiomatic expressions. Can you say what each means? (You might want to consult a dictionary first.)
(i) Our entire class is quaking in its boots. __________________________________________
(ii) Until then, we keep telling each other not to lose heart. ______________________________
(iii) Mr Keesing was annoyed with me for ages because I talked so much. ____________________
(iv) Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him. _____________________________________________________________
2. Here are a few more idiomatic expressions that occur in the text.
Try to use them in sentences of your own.
(i) caught my eye (iii) laugh ourselves silly
(ii) he’d had enough (iv) can’t bring myself to
21. Idioms
Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together. (Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English? It means to meet someone who is as good as oneself, or even better, in some skill or quality. Do you know what it means to ‘let the cat out of the bag’? Can you guess?
1. Here are a few sentences from the text which have idiomatic expressions. Can you say what each means? (You might want to consult a dictionary first.)
(i) Our entire class is quaking in its boots. __________________________________________
(ii) Until then, we keep telling each other not to lose heart. ______________________________
(iii) Mr Keesing was annoyed with me for ages because I talked so much. ____________________
(iv) Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him. _____________________________________________________________
2. Here are a few more idiomatic expressions that occur in the text.
Try to use them in sentences of your own.
(i) caught my eye (iii) laugh ourselves silly
(ii) he’d had enough (iv) can’t bring myself to
Explanation:
(i) Our entire class is quaking in its boots. – shaking with fear and nervousness
(ii) Until then, we keep telling each other not to lose heart. – not to lose hope or expectation
(iii) Mr Keesing was annoyed with me for ages because I talked so much. – for a long time
(iv) Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him. – he was outwitted by her
2. (i) caught my eye: A yellow school bus with balloons all over it caught my eye.
(ii) he’d had enough: Harry suffered a lot due to his illness. He’s had enough of mental trauma.
(iii) laugh ourselves silly: My best friend and I had a hearty laugh watching the comedy show and laughed ourselves silly.
(iv) can’t bring myself to: I was unable to bring myself to have less carbs in my diet.
22. Do you know how to use a dictionary to find out the meanings of idiomatic expressions? Take, for example, the expression caught my eye in the story.
Where — under which word — would you look for it in the dictionary?
Look for it under the first word. But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word. That is, look for the first ‘meaningful’ word in the expression. In our example, it is the word caught.
But you won’t find caught in the dictionary, because it is the past tense of catch. You’ll find caught listed under catch. So you must look under catch for the expression caught my eye. Which other expressions with catch are listed in your dictionary?
Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word. For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005.
You have read the expression ‘not to lose heart’ in this text. Now find out the meanings of the following expressions using the word ‘heart’. Use each of them in a sentence of your own.
1. break somebody’s heart
2. close/dear to heart
3. from the (bottom of your) heart
4. have a heart
5. have a heart of stone
6. your heart goes out to somebody
22. Do you know how to use a dictionary to find out the meanings of idiomatic expressions? Take, for example, the expression caught my eye in the story.
Where — under which word — would you look for it in the dictionary?
Look for it under the first word. But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word. That is, look for the first ‘meaningful’ word in the expression. In our example, it is the word caught.
But you won’t find caught in the dictionary, because it is the past tense of catch. You’ll find caught listed under catch. So you must look under catch for the expression caught my eye. Which other expressions with catch are listed in your dictionary?
Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word. For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005.
You have read the expression ‘not to lose heart’ in this text. Now find out the meanings of the following expressions using the word ‘heart’. Use each of them in a sentence of your own.
1. break somebody’s heart
2. close/dear to heart
3. from the (bottom of your) heart
4. have a heart
5. have a heart of stone
6. your heart goes out to somebody
Explanation:
1. break somebody’s heart: to hurt or upset someone deeply
It is never a good idea to break someone’s heart.
2. close/dear to heart: someone close to you
My best friend is very close to my heart.
3. from the (bottom of your) heart: feel for someone genuinely
I love my parents from the bottom of my heart.
4. have a heart: to evoke feeling and help someone in pain
The beggar on the roadside asked the shopkeeper to have a heart and give him some food to eat.
5. have a heart of stone: a person with no feelings or sentiments
The man beat up the beggar on the road as he has a heart of stone.
6. your heart goes out to somebody: to sympathise with someone
My heart goes out to the little boy who lost his parents in the air crash.
23. When we speak, we use ‘contracted forms’ or short forms such as these:
can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is)
Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
Writing a diary is like speaking to oneself. Plays (and often, novels) also have speech in written form. So we usually come across contracted forms in diaries, plays and novels.
1. Make a list of the contracted forms in the text. Rewrite them as full forms of two words.
For example:
I’ve = I have
2. We have seen that some contracted forms can stand for two different full forms:
I’d = I had or I would
Find in the text the contracted forms that stand for two different full forms, and say what these are.
23. When we speak, we use ‘contracted forms’ or short forms such as these:
can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is)
Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
Writing a diary is like speaking to oneself. Plays (and often, novels) also have speech in written form. So we usually come across contracted forms in diaries, plays and novels.
1. Make a list of the contracted forms in the text. Rewrite them as full forms of two words.
For example:
I’ve = I have
2. We have seen that some contracted forms can stand for two different full forms:
I’d = I had or I would
Find in the text the contracted forms that stand for two different full forms, and say what these are.
Explanation:
(i) I’ve – I have
(ii) Can’t – Cannot
(iii) I’m – I am
(iv) Won’t – Would not
(v) Don’t – Do not
(vi) Doesn’t – Does not
(vii) Didn’t – Did not
(viii) Who’ll – Who will
(ix) You’re – You are
(x) There’s – There is
(xi) I’d – I would
(xii) We’ll – We will
(xiii) He’d – He had
(xiv) That’s – That is
(xv) Who’s – Who is
(xvi) Haven’t – Have not
