Preface

'This
teacher's manual for the Grade lO.English Toxt provides detailed Qxpianatlon
on how'to teach the different compoRFRts of each unit. Esoh'leson usUdfy
plozO ittm'
ccinsist$ of a reading passagq followed by comprehansion questibns,. a
a vocabulary development corfiponentn a punctu4tim exerci$e, a gtammar revlew
section, writing tasks; e*ercises on poems hnd exercises:to develop thp speakiitg
skill of the students.

The n;anual for each unit beg.ins with the aims of the lesson, the time allotted and
the teaehing aids needed, The rgaling passage 'is usually,Rrleded O.r. u l*
reading activity to arouse ,the interest of the students as well as tci providc thon
with ariy hetp needed'to understand the reading material. The man0al shoivs how
studentd sub-skills of reading may be developed and the kinJ of .reading strptegies
that studenjs nged to apply to be able to. deal yvith unknowq vocabulary. Key to
the compreherisibn ex'erbi.es are providea frClp teachers in deciding th-e cbffect
1o
,answor. The rnanual alsorprovides explana.tlon hpw to hblp students deel with
.9n
the cloze itern and fqrther expaqd their vocabulary. B-oJh form as well aP. function
tt iaun *,tn in the grampur ,rniu* spction.'The writing task consis{s of writing p
palagraph, an essay or.a.tettpr aird thg'manual frovidesl techniques based' 9n
proiess *riting go deveiop the writing skill of theistudents. Both teaihers and
studentS witt nled to hunri lot of patiince.in prombting the writrng {tll,'i1!sako
important that.the teacher provides Qoth encoUragqment and',febdbacli t1 stulent$
so th6t students will k49*.whero they havi gone wrong and how their writing
should be improved. .ddditionat grammar exerciSei are provirded in the manual so
that teabhers ean ,give' extra exercises to students to ensure their mastery of a
grammatica! feature or a gructure; Whenever possible,"the teaqher sl t'uld create
opportunhies fsr studenteto use English to convei real information.

It is hoped that the teacher's manualwill be of help to the teacher in improvingthe

quality of their teaching as wetl as in developing the language skills of the
students so that they will become competent users of the English language both in
theii academie pursdits and in their future careers and become highly qualified
human.rbsources for the nation.

The Handbook on. Develbping 'the Four English Lariguage Skills,at the,High
Schogl Level .has been prepared along with the teacher's manual and,, teaghers are
asked to make, frlll use of the Handbook as a means to further enhance the
.t .(

teaghing and promote the English proficienci- of their students.

 CONTENTS Page

THE WHEEL t
A BR,AVEDOY 9

t9

EVAPORATION 23

CIRCI.JLATION OF THE BLOOD 30

39

A FATFIERLESS CHI'I-D 42
,

HOW TO READ SHORT STORIES 54

62

THE LAST LEAF 64

t'
a

norv ro rMPRovE YouR sruDY HABITS 76

8s
':.
EARTHOUAKES 89

TRADITIONAL MEDIC{NE 96

r04

r08

r08
I TI
r 15
a.

r 19
, .125
I

125
 T'NIT I TTIE UHEEL

Aimr of the Lesson : To develop studentu reading skills through the reading
passage lThe Wheel';
To fuh,ittarire.+tudpnt$ witfr the, vocabulary on diffirent
type$ #'funciionsPf the tvheetr
T; tGffih,,th$ gfamm*f
'Oll 'tnot Only ,'.,c but alSO' and
Conditional TyPe l,
Time Allocation '45 minutes xt$ periods
Teaching Aids photos or picturrs *f different kinds of wheels; a flsg-
staffl a cloCk; a hand-drivcn seuling'machiue; a bicycle

Tmching Procedure
READING
Pre-reading Stage
PrcOietirrg from the Title
Rsad the iitle aloud as a model and ask students to ropeat a&r you ulith c'omect
prcaunciation.
wheel fhwi:t/
I Ask' studGnts what $trey expeOt to 'read 'in the f assage after rpading the title.
Accffi ffiy felevant' inswer$.

Doing Pre-reading Tasks

r Aik strdcnts th_t question$:&om,Fre+ead{ng Task in:tho text.
Suggested
*-l. Answe.rlr'
The shapeof a,wheul,flsioipular. (or) A'wheel is circularins]ape.
2. Awh&el moves bY rolling,
3. Skateboards have small iheels; but cars, bioycles and so onhave big wtreels.

Pre,teachlng
; Srf*.t &fficult words in the passage whose me'aning stud€nts may not be able
to guess fiom the'contdxt.
r
Pre-teactr fie words:
Glossary
man human beingsi fvlankind
various fon.ts = a'nurilber *f diff-erenrt forms
the first step towards the= the: fh$i.* step. towafdg the 'developrnent or
wheel invention of the wheel
the thing to be indved : ,the ttrlng whieh.had'to be nio\Ed
 -Ts
.t!
'il

'.

.rods = fairly thin, straight pieces of .wpod, metal or

plastio
rollers = the .raeani,ng of this word is rnade ctear in the
rest of the ilaragraph,
block of stone = largo pieee of nto.ne
ifpoutrythis - ifyoutrytodothis
axle = an axlp is a pieee of,wood 6t..nEtal to. which
a wheel ean be fured ateach end.

a eart such as you have= a oar-t of the kind thai y.pu;have sften seen
ofton seen
a pUf.po$e = athing you want to do
flag-staff = we sometimes use the word flag"pole fox thi$

groove
pulley
] See F'igure l; page l
J
more convenlent = easier
nnake the effort any less = reduce, or lessen, the effort. The effort is the
4mpunJ of work we do for some purpose,
pdterials = things that are used for making other Srinls
gear-wheel = see fig. 2.page?
hand-driven B driven, or made to work, by hand
lhey rnay be fiked - it is possible to fix them
b€lt = afi Endless band, usually made of:.rope, tee,*lei,
rubberor plastic
In both cases :q that is (t) if the wheels ftt together or (2) ifthey
are joined by a chain
aoeordirtg.'to de,pending on
this gan easily'be = this statement can bs tested if we. examine a
{rhecled on a btcyole bic,ycle

Model Reading
. Ask .sludents to, put a slant JinE whenever the. teacher, rnat€$',.[.?hu$E:
r Rofldthe passage in meaningful,ehunks as a.model.

Cfieektng"the Pauses and Ben0tng Aloud

r Be*resi.i eaoh pa,nagraph an$pointorl the,p4uses he/she'has made,
. Ask students to Cheok Whqther ihey have,drawn the slart lines in th'e correct
ptqgoS.
 n
J

r Ask students to read aloud with correct pauses. Note down the words students
cannot pronounce well,

Drilling Unfamiliar Words

r Drill the words that students cannot pronounce well and ask them to listen to
and repeat after the teacher.
Example: axle, groove, sprocket wheels

While-Reading Stage
Sileut Reading, Skimming and Seanning
Example I
, Ask students to read the first paragraph silently.
. Ask students to read the first paragraph quickly and ask them what that
paragraph is about.
Ansrver: about how rollers are used to move heavy objects,
. Select noticeable and specific information in the paragraph. Ask students to tind
it.
What example of large rollers is given?
Ansn'er: tree -trunks.
Example 2
, Ask students to read the second paragraph silently.
r Ask students ta read the second paragraph quickly and ask thenn what that
paragraph is about.
Answer: about the invention of the wheel and axle.
r Select noticeable and specific information in the paragraph, Ask students to find.
it,
\\'hat is an axle?
Answer: the wheel turning round a fixed axle.
r')xample 3
r Ask students to read the third paragraph silently,
. Ask the students to read the third paragraph quickly and as.i them what that
paragraph is about.
Ans'ver: about how a pulley-wheel is used at the top of a flag-staff.
r Select noticeable and specific information in the paragraph. Ask students to find
it.
Where can we find a wheel with a loop of a rope?
Anslver: at the top of a flag-staff.
Example 4
Ask students to rea,l the fourth paragraph silently.
 4

" Ask the students to read the fourth paragraph quickly and ask them what that
paragraph is a'bout"
Answer: ahout the purpose of a pulley at the top of a flag-staff
' Select noticeable and specific inlbrmation in the parggraph. Ask students to find
ir.
Which is tnore convenient, pulling the rope down or climbing the staff and
pulling the flag up?
Answcr: pulling the rope down.
Example 5
. Ask students to read the fifth paragraph silently.
' Ask the students to read the fifth paragraph quickly and ask them what that
paragraph is about.
Answer: about the gear-wheel
r Select noticeable artd specific information in the paragraph. Ask students to find
it.
What exampJes are given for the cornmon places where gear-wheq,ls may be
found?
Answer: an ordinary watch or clock and a harrd-driven sewing machine
Example 6
r Ask students to read.the sixth paragraph silently,
' Ask students to read the sixth paragraplr quickly and ask them whqt that
paragraph is about.
Answer: about the gear-wheels on a bicl'cle
r Select noticeable and gpecific information in the prragrqph. Ask students to find
lt.
What are the gear-wheels on a bicycle called?
Answer: the chain-wheel and the sprockel.-wheel

Dealing with Unfamilinr Words

r Select some unfanliliar. words and ask studer.rts to gue$s their meanings by
breaking the word into diffqrent meaningful parts, guessiirg the meaning of the
word from af{ixes or contextual clues.

Guessing the meaning of a word by bre*king it into meaningful parts

Example: hand-driven
Answers: hand-driven [hand + driven] : driven or made to work'by hand

Guessing.the meaning.of a word from the conte*t

What does the wgrd o'convenient" mean in the given sentence?
 5

Its purpose is simply to change the direction of a putl. To raise a flag to the,top of a
flag-staff, it is more convenient to be able to pull the rope down, than it would be io
climb the staff anC pu{l the flag up, Jhe pulley does not rnake the effort any !ess, and
in this case there is no need to do so because the flag is notleavy, But the pulley is
convenient
Answer: The iitrrd "convenisnt" means "useful, easy orquick to do; not causing
prct'lenrs". In the last two seatences above, the conjunction 'But' gives
the opposite idea of the pulley which does not make the effort any less.
Iherefore, it must be useful in some wavs,

Dealing rr ith Complex Strucfures

' Seiect ine complex structures ihat students may find difficult and explain them.
Exarnple
Horv s6n r ou divide the given sentence into its smaller parts?
.\:ot only cloes il saxe time, bat it alW saves work,
Answ ers
\ot only does it save tims;,bu1 it also sayeg wgrk.
[Not only does it save timeJ + [but it also save$ work.]
= [The pulley saves time]
+ [it also saves work,J
: The pulley saves time and work,

Post-reading Stage
Chec ki n g Comprehension
CO}I PREI{ENSION EXERCISES
A. Complete these sentences with appropriate words.
i. \arious 3.pullryy S.public ?- Ss*r-fuvheel 9. op"pcsite
2, lttrllers 4,.nxl* $. lc*p $, +train-wheel sprcckst-wheel
I 0.

'l Ansrrer tfte following questions in complete sentenr:es.

1. \\'heels have been used for about 5,000 years.
2. Before wheels were invented, men.moved heavy objects b1'rlacing rollers
under the things to be nroved.
L An axle is.a piece of wood'or metal around which the wheel lurns.
4. \\',: can find a flag:staff in many public places,
5. The tlag is tied to the loop when we want to fly it,
5, fhe pulley is used to change the direction of a pull,
- Buildq$ often use a pulley'to lift their materials to the place where they are
w,anted.
3.
'fhe wheels on a hicycle are called'the chain-wheel and the sprocket wheel.
v Cear-wheels fitted together turn in opposite directions.
 6

i0, llhe advantage of gear-wheels, being joined by a chain is that the smaller
one tums faster than the larger one.
V()CABUTARY

A. ompre(e rlle
Complete the rouowlrlg
followine [aDle with the
table ryttn tne adverD
adverb torms
forms of
ot ttre
the woros
words Elve[r
ei
Adiective Adverb Adjective Adverb
v[trtous variously easy easily
probable probably convenient convsniently
fair fairly clear clearly
heavy heavily usual usually
simple simply useful usefully
dire*t directly correct carrectl
posrihle Rossibly impossible impossibly
fast fast complete G*rnpletely

l|. Fill in the blanks with suitable words I'rom th.: table in exercise A.
1. heavy 2.easily 3.usually 4. imposslble 5. various
6. clearly 7"fast S.sinrply 9. directly l0.usually

C. Find the words in the pas$age that are opposite in meaning to the following.
'1.
heavy 2. rough 3..pull 4. better
5. forewtird
6. public 7. top simple
8, 9, different lO.fast

PUNCTUATION
Punqtuate the following.
l. If the road'is rough and'stony, wheel'; pass over the stones more easily.
2. On some buildinls and in many public places, you will find a flag-staff.
3: A wheelof this kind, over-which.a rope passes, has agroovb.
4. 'fo make the larger wheel turn once, the smaller one must make three
complete turns in.the oppoqite direction,
5. Another. gqod eiample of gear wheel is fbr-rnd in a hand-driven sewlng
machine.

GRAMMAR
A. Connective (Not ori'ly .,.but also)

Exerei$ei Rewritc these Fentences using t'not ooly,.. but also".

l.,& nurse n,iist be not only patient tiut also kind.
 7

2. Wh.:els are used today not only tbr carrying things but also for lifting them to
higher places.
3. By using wheels. it saves not only time but also work.
4 Kyaw'fhu is nui only an actor but also a director.
6. llot only'Kaung Myat butalso his brother lives in Yangon.
7. Not only Ko Ko but also Mg'Mg visited,Mandalaylast month.
8, My sister has been not only to'London but also to New York.
9. Tourists like to visit not or{iyBalian but also Inlay lake,
I0.Gear-wheels can be found not only'in an ordinary watbh but also in a hand-
driven serving machine.

B. Conditional'Iype I

Exercise I. Supply the correct form of each veib in brackets.

l. is, rvill go
2, will go, feels
3. asks, will help
fail
4, *,ill not give,
5. offer; will accept
6. will visit, go
7. will scold, do not obey
8. seel will invite
9, will go, does not rain
10. is, will come

Exercise II. Mateh the clauses in Column. A with, those in Columu B and make
' 'ingful sen:t$nces beglnning witli
"[f'.
I. If I get .*f,l will have more time to study ryy lessons.
2. If "o hurry, we rvill miss the train.
we don't
3. If you.practise ha1d, ybu will win thelg$$g,
4. If she meets Ma.Ms, shq will'tell trer thb flews.
5. If you ask me, I will teliyo'r.

Exercise III. C'T qplote the,following senton$gs.

i. If you study regularly,you will pass the examination with high marks
2. You will gair: weight if you eat too ntruch.
3. You must try harder if you want to succeed.
4. If Mg Mg dot s not oome soon, I ivill phone him'
5, She will bemme very'fat if she does not'take any physical exeic ises.
WRITING

A.Using the prompts given, write a shon paragrapir onl "Gear-wheels ,r.

Cear-wheels
-
There are two gear-wheels in a bicycle one in front and the other at the
back. One is large and the ,jther is small. The larger one is called the chain,wheel
and the smaller one the sprocket,wheel. If a chain is not used, slipping is possible. lf
the two wheels on ggar-wheels are not joined by a chain, they tum in opposite
directions. If they are joined by a chain they move in the same direction. in bcith
cases, the smaller one turns faster than the larger one, according to the number of
teeth on cash.

B. Write a letter to yqUl.frienci,. telling hini,her 3i1;,r11 1i1g ,.q,. i",icyole y,:u have
received as a birthday present from your p3r.e ,:::
\o J5. \i;reir.ritt ltoad.
n
]''hi,1,.,, ,on*
DeatZinZin,
Howtare you? I hope you are well. As tbr m... I am Kec, ing myself in good
health. As you know, last Sqnday was my 15'i' birthdar I held a small party at our
heuse. I invited some of py tiiends to my part)'. Thel gave me many lovely gifts.
My parents also gave me a birthday presenl. Can..ou guess r.vhat it is? It rs no.other
than a Crocodile bicycle. It is a'blue ons.
I have wanted a bicycle since I \ryas young. But my parents did not buy me
one as they thought that I was too yuung to rid; a bicycle. Now I am a.Grade l0
student and I am old qnough to go to school on m\ own bicycle. I am very,glad tc
get a bicycle from my fiarents. With this bicvcie. I can save time and energy. 'ffhile
rieiing the bigycle, I feei as if'l were riding a horse. I've heard that riding a bicycle
prevents.hedrt disehse. I'm sure it wil.l make me fit and.healthy; The bicycle my
parents gave mc.lilnow my real companion as I ride it wherever I go, You will alsc
like it when you sEt it.
Well, I'll stop my letter here as I have to do my homework. Do wite to me
when you have time. Please give my love to all at home. With best wishes.

Yolrs lovingly,
{*haw Su
 9

UNIT2 ABRAVEBOY

Aims of the Lcsson ; To study a literary text written in English

]o familiarize dtudents with comp6und adjectives -
rfo
enable sludents to be able to use the structure'*lt took
me . ....t' pnd "lt was like ..."
To teach, the 4dverb. clause of time such as whefi, by the
tiwe andadverb clause of manner
Time Allocation ; 45 nrinutes x l0 periods
Teaching Aids : Reading text, pictures

Tcaehing Proccdurc
READINC
Pre-reading Strge
Predicting from the Title
r Ask students tg read.the title.
. Read the titte aloud as a model and ask students to'repeat after youwith correct
pronunciation.

Rcading the Title

Bravq = /breiv /
Boy = lbct I
. Ask students what they expect to. read .in the passag$ after reading the title.
Accept any relevant answers.

Iloing Pre-rcading Tasks

. A;k s&dents'the questions from Prc-reading Tasks in the text to enable them to
relate their own experience to t'vhat they are going to read.
Pre-Rpading Taqk
Suggested Ans,vers.(Accept any relevant anslvers.)
l. YesA.lo.
2. during or " vaoation / last weeki a year *go llon TV I at horne / at the
cinema.
3. Accept ah..'rslevant answer'
Possibtu answer:.lt is about the brave boy.
4. 't'he tnain character is the brave boy.
 10

Pre.teaching
r Select the difficult words in the passage *rrose meaning students may not be
able to guess from the context.
. Pre-teach the words: cabin, anchorage, mutineers, watchman; sea-tossed
cabin (n) = a small room on a ship in which you live or sleep
anchotage : (n) the place where the ship was anchored or at anciot
mutineers (n) * 8rg seamen rvho have taken charge of the ship from
the captain. Mutineers are men who take part in.a
mutiny.
watchma.n = (n) a man who is on guard or watching for any danger
sea-tosseil = (adj) thrown about bi.the sea
Model Reading
. Ask sfudents to put a slant line whenever the reacher makes ,r pause.
r Teacher reads the passage in meaningfi.rl chr:nks as a model.

Cbeckiagsbc Fauses, and Reading Afoud

. Re-read each paragraph and point out the pauses you have made.
' Ask students to chebk whether they have drawri the slant lines in the correct
places.
' Ask students to read aloud with correet pauses. Note down the words students
cannot pronounce well"

Drllllng the.Ironunciatiou of Unfamiliar W o rd s

r Drill the words'that students cannot pronounce well and ask them io hsten to and
rgpeat after the tgacher,
Extmple; goast, island, qnchorage, stretchec, coracle, mutineers, Hispaniola,
paddle, oar,.glance, sea-tossed.

While'rcading Stage
Silert readingi Skimming and Scannihg
Example I
r Ask students to read paragraph I si.lently.
. Ask students to read paragraph lo quickly and'ask them "What is it About?" /
"What is the main idea of this paragrrrph?"
Answef:.' "lt is aboLit),how the brave boy tried to get to the place where Ben
Gunnls boat was kept.
r Select noticeahle and specific information in the paragraph and ask students to
find it.
When did he {ind the 6oat?
Answers: In, the evening.
 11

Example 2
. Ask students to read paragraph 2 silently.
r Ask students to read th€ paragr4pfr:quielrly and ailsthsm "What is this paiagraph
about?" / "What is it absuf?r' / "WhAt is the rnairrideaof th,is paragra.ph?t'
Answer: (It is a deseription of) Ben 6unn's boat.
r .Selept, noticeable and specific informfiion in. tho paragraph.and ask srfudent5'to
firld it.
What is a coraqlg?
Answcr: It'is a boat whose framework is made. of wood and covered by
goatsl(ins that are stretched across it.
Example 3
. Ask students to read paragraph 3 and 4 sileptly,
. Ask st'udents to read the paragraphs quickly and ask thdm,t'wfifuri6ig '1hiss:s
PaPPgloP[s about[if
Answer:.(They are about) the brave boy's plan to set{he Hispartiota"f,rqe.
Ss,lect nOtioeable,andrsppcifre inforniation in. the'phraguph,and ask:,st+ldCuts to
find,it.
How did he take the boat to.the shore?
Answer:r By, pulting it pverhisshoulders;
Exa.mple 4
r Ask,students to read paragraph 5 silently;
. Ask students to read the paragraph quickly and.ask them "What is this.para$aph
about?" /'iWhat is il about?" 1"What is the main idea.of this paragraph?"
Aniwer: (It is about) how the brave boy got to the Hispaniola..
. Select noticeable and specific information in the paragraph,and:,6sk student$to
find it.
Why could he see only the faint glow of the cabin lighls on the ship?
Answefi Bgeause it was i:.moonless night.
Examplc'5
, Ask students to read.:p-arir$raphs 6, 7 and I silently.
" Ask students tci read the paragraphs quickly and ask them "What are these
paragraphs about?"
.tnswei: (They are about) hsw the brave boy set free the Hispanrola,
n Select noticeable and specific iriformation in the paragraph and ask students to
find itr
l. What did he do when he got to the Hispaniola?
2. What did he see in the cabin?
1,' Why did the two men shout?
Answers: l. He took out his knife and cut one after another of the strands of the
rope.
 t2

2.He saw Israel Hands arrd a sailor with a red cap locked together in
a deadly fight.
3. They discovered that
the ship was free from her anchor.
Example 6
. Aqk studgnts to read'patagraphs 9 and l0 silently.
r Ask students to'read the paragraphs quickly and ask them "What are these
paragraphs about?"
Answer: (They .are about) how.the brave boy spent the whole night in his
coracle in the sea.
' Seleqt'noticeabte and specific information in the paragraph anil.,ask students to
Rha it.
Who do you think is his Maker?
Answers: God.

l)ealloU w itli' Ileferents

' Seleit some ieferents and ask students to llnd their antececlents (what these
pronouns refer to).
l.-Ber.r Gunn's home.made boat was or 1 a lrr: .ework o.f tough wood,.csvs1s6
by goatskins that were stretclred acrcsi it, a..rl it rva-s'quiie sniall, but it lociked
sbrviceable.
2. I sat down near the boat.and ate sonte lood while I waitecl lor:tlre clarkness. I
had a plan to slip out,quietly Io the'llitpt,,,iolo, set her fiee tioln her anchor,
,and let hergo ashore where she lancied.
..Answers; l.' it = IJen Gunn's bpat.
2. her = llispaniola

ealing,wifh U nfamilian Wordg

Pict out'utrfarniliar words ind ask stu(l 'ni, ,.() guess their mcanings fi'om the
context, using reacling strategies. (llt neccs...,l'\,. Lrse synonyrn or ant.onymso or
clraw picturcs on tJrc'board ol break thern into smaller pairtS. or as a last fesort
trirnslalc'thcm itrto Myanrnar to make the rneaning clear.)
fixnfipte: Whai.clocs the word::'crawling'' rncarl in'this sentence? What is the
coffextuai clue?
It too.k me somc tim.e to ge1 there, often c'.raillrng anrong the byshes..to hrde. and
it was evening b1,,the time I lbrrnd the boat. hiddcn in a little tent of goatskins.
Answer:
crawliiig: mclving forward on your hands ancl k,rc'es, vr,ith iour botlv close to
fhe ground.'(clues = &rnotlg the brishc's. hide)'
ssiblc r: nlirmiliar words
(v)
I . lartcy : wanJ something / want to:clo sorncthing
 13

2. laint (adj) : that'cannot be clearly seen; hea{d or'smelt

3. paddle (v) :'move a small boat througlr water using a paddle
4, wonder (v) : think abort something and try to decide what is tnre,
what will happen, whit we should do, etc.
5. glance (n) - a quiik look
6" losked (adj) : be held varl tightly by somebody
Dealing with Comple{ Structures.
' Select the complex sentences that students may find difficrilt to uhderstand and
explain tg.students
Example:
It took me some time to get ihere, often crawling arirong the buslles to hide, and
it.was evening by the time I found the boat, hidden in a little tent of goatskins.
Explanation: : .

Teach students the use of i'geqund", "by the time'l and "omission of .relative
pronoup''. The firs!'part of the sentence is the combination of (he two bentences
"lt td6k me some tin're to get there." and "I often crawlpd among the bushes to
hide." usiri! 'ogerund;' urJ tt.latter )part is the complex sente]nce,.where thd
relative pronoun is omitted. The second part of'the sentence shpuld be'iike :'it.
wai evening by the time I found the boat, whiih was hidden in a little tent of
goat-skin"

Inferring
I Ash.students a question fbr the'ini'cnnation which is not explicitly stated in the
passage.
. Ask them to use their linowJedge of the world and intuition.
I was thrown to and fro upon the waves, so coid and .rfraid by then, that I could
5m!y'put my trust i.n.my Maker, fearing that I might not see the moming dawn.
'Examplc:
Wtrit. do thin'k is me,ant by.'fearing lhuit I might not' see the
.you
morning dawn.'?
Fle is afiaid that he might die on that night while s[eeping.

Post-readi rg Stage
eoM r{tri}TENSIoN uxnnctsEs
A. What do thc rrnderlined words in the passage rcfer to?
. Cl' ck the answers with the class and pgovide with the correct orswors:
.. "it" re.fers to 't lien Gunn's home-macle boat "
1:. "one" refers to " a coracle made bylhe ancient Britons "
3. "ihem" refers.to " the mutineers "
4. "ia
'. refers to " the anchor line "
 t4

5. "each" refers to " Israel Hands or a sailor with a red cap".

6. "she" refers to "the Hispaniola"
. Ask students tb read aloud the given incomplete sentences.

B. Write the approprl'dte words or groups of'words to complete the sentences.

boat
l, Ben Gunn's 2,. crawjed 3. Ben Gunn
4.serviceable 5. not dark 6. faint glow of the cabin lights
7.loose 8. the,cabin window
shouted
9. 10. the cciracle

C. Answet',the following quoptiqns in'complete sentences.

l. The boy was searching for the white rock to get Ben Gunn's boat.
2. The boy waited for darkness because he had a plan to slip out quietly to the
Hispaniola.
3. He was going to set the Hispaniola free tiorl her anchor and let her go
ashore where she fancied.
4i He wanted to do this to stop the mutineers sailing away in the ship.
5, He carried Ben Gunn's boat to the shore br.putting it over his shoulder.
6. The boy got to lhe Hispaniolaby paddling first one side and then the other
with the little oar.
7. When he found a rope hanging over the side near him, he decided to have
one look through the cabin windou' abor e him.
8. No one gave the alarm when the ship began to drift because the two men in
the boat were locked together in a deadly fight.
9. He dropped carefully down into the coracle after he saw the two men
fighting.
l0 He fell asleep in spite of his fears because he was very tired.

cLo,z,E'
. A.sk.dtudents to read aloud the given wotds and the text.
. Askistodehts to fill,in the b{anks with the correct words chosen from the giVel
list.
. Check their'ans.wers.
l. over 2. have 3. me 4. roPe 5. shiP
6. she 7. had 8. the 9' not I0. Ionger
I l.'vith. r2. deadly 13. other's 14. again l5' but
16. cleadly 17. t 18. siirging t9. and 20. current
VOCABULAR.Y
. Explain to-students the lbrm and use of eompound adjectives.
. Ask- students to study.the compound adjectives and their uses'in the sentE.."es'
 l5

r Ask students to match the two columns to create meaningful sentences.

Coi:'qound Adjectives
E:"(.: rse: Match the two columns to have d'meanlngftl'seuterrge.
" Llheck their answers.
l. The polige offrcer made him,fmy a{housan&kyatfme.
2. Mary-rg rliusbpnd:bought herdthieu.baratdidmofld rin-g:
3. Her brother married a,kind-hearted young gM'i.
4. The teacher set up a hundred-question test.
5. He lent me a five-kyatbill.
6. The secretary tJryed a ten page'report yesterday.
7. Watch out! This is a tivo-w6y street.
8.. Shey bought a house last year. It is an old,-falhioned one.
9. China is one of the most densely-popuJated.counttte$ rn the wot'lil.
10. My bt'o'theii ilikes to tell, neveFending stoftes.

Compound Nouns
. Explain to students compound nouns.
. Ask studeirts;to. study,.the compoutid nounsand:theirr Usi$'ttr dh'a gdnterices.
. Ask students to rewrite the sentenpls,using;oornpodndnoirns,i
r Check their answers,
Exercise: Rewrite thO following usipg,qq4p$$nd,nouns.
1. I rea.l an interestiRg newspaper,article yesterday.;
2. Have you gpt Bny cotton'shirts?.
3" What shalf i do with this oil.botile?
4. Have you got a shopping.b.ag?
5. Is there a shoeshop nparhere?
6. I'd like a coriier table, please.
7. 'I want a silver ring.
8. He bouglit a CD writer (to copy his QDs)
9 . Is there a 'r:tter b'ox at the gate gf ldiii }ilcj|se!
I 0. The muse rirrlfisiar igdoilg,#Afl. ;'

GRAMMAR
It took me ...
I ., The ship tool. only: a lfdw, minutes,toi r.eack, tho shqre.
' 2. You will take a few days to learn,to,ride',abiicycle",
3. Columbus took a long time to reach America...
4. The soldier did not take long to raise the flegto ihe top,{r,frtheflagfstaff,
 t6

5. The mule-drivers.did not'tahe long to. go to a sat'e distance.

6. Would you take lorfi to rsad this booii?
7. The doctor hasn't taken long to reach the. sick man.
L You may take a fong timed'feas, engiirfr *.f f ,-.-
9 fou oughtn't to take very:Lopg,to:lparn the new words rn this passage.
0. I don't take long to eat'my dinnen
What was ittike?
t. 'it is quite big.h is populated, It has many high buildings, It also has mrn),
modern shopping centres.
")
L, It is a two-storey buitding. tt is,in the cenrre of a big garden..It has a light; airy
and sp,acious living lqom dbnmstairs,
3. she is very shy arid quiet. she has few close friends. she does not:want to be
arnorig many people.

When --_-> By the rimg

1. Wr.r-enI hadfinished,wtilingsly:homework, il p35 ;rre.:ti} .,ridnight.
2. Bi the time we got tllqrttrrl,:the:rain,fuad sroppeci.
3. lVhen they anived at tfri station, the tiain had alrerJl' srar ic,J.
4. By the time the examination begins, I will be readl to ans\\er all the questions.
5. \llhen the football niatctr.rvns oierB-it,was dark.
6. lflhen we reached the theatre, theFh"ad sold all the tickets.
7, Fy tte time the bell rang, Mg Mg had answered all rhe questions.
8. By qhe tifne U Mg Mg got home last night, his children had already gon:r to bed.
9. When we had finished our dinner,.the lights wenr out,
I0. By the time I finished cooking, my sister haC ironed the clothes.
-vVh*n
,r,.,. V - ing
I. Fiaving fini^shpd her essay, she wsnt to,.bed.
2. I-laving saver! enough money, Hla Hla.bought a beautiful longyi.
3, Seeing lhe i,1olice, the thieves.ran away,
4. Flaving'done-his homew$rk, Mg Mg went out to pla)'.
5. Hearing the bad ncl rs! she broki intb tears.
6. Aniying home from school; my bro{her rushed iruo the kitchen.
?. B'eing offered a godtt salary, shq. accepted the job.
8. Havir. tidie'lher roorii, Thuzar tool^ a rest-
9. I-Iaviug takea the medicine, L,u'fdlt better.
10, Sceing mq, he came into the.robin.
 t7

WRITING

A. Using the promptg glven, write a short paragraph o:l: uHorv the brave boy-ret
the II ispo n'io I s f{ee" .

How the brave boy set the Hiipqniola fsee

The boy went to the shpre, putting Ben Gunn's boat over his shoutdei when
it became darker. He.could see.only the faint.glr',w of the cabin lights and the
mutineers' campfire. He paddled Ben Gunn's coreicle which was big'enodgh for
him. The tide alSo hglped him get towardS the Hispaniola. When he reiched near the
anchor lihe of the ship, he held onto it. He fcund that the anchor line rvai very thick
and'stiong. However, he made'up his miod quickly and on" ,irund after unuthtt
of the ropp till only tqo were'Ieft. tVhen the wind blew,"uihe felt that the fope went
loose and the ship rtroved towards hirn.'Tlpn, he cut the last strands of the rope qith
all his strengthl At last, he could successfully det the Hispaniola.fuee.

B. Write an essay of THREE paragraphs oh:'"A place 'I would tike to visit"

A placc I would like to visit'

Being an outdoor person, I.enjoy traveiling whenever I have long hqlidays. I

like to viiit places that aiE coof, nice and ple3Sant. 'I have beeri to s{rch-piaces as
1'aungyi, Pyin Oo Lwir,r, Mt. Poppa. i' also likg to go' to "the- plages' that are
histori'cally and religiously sigrrificairt. In'fact, I have .been to many interesting
places'in Myhnmar. But there are still some. places I,intend to visit. One'of these is
Bagan:
Aqtually, I have been, to Bagan when I was ver1l young. But'now,rthe
tncrnory of the. visit to Bagan is very dim. Last wee!, I watched a documgntary
|rograrnrni abori{ Bagan on TV .that makes my desire to visit Bagan become
srrongsr. llagan : : orie of the ancient cities which is situated in Mandalay Division.
h i,; lantous 1or .,:; angient pagodas that are situated ig,every c.rrn6r of,the City.
'fhcrc arc thri.,irsirn :s oI pagocl.as. that are fich-in cultural heiitBge. fhdy .reyeal the
po\\er.ancl gl,ory o'the'Bagari Dyriasty and its periple. Moreover,'rll the pagodas,
lcrrlpL's ancl'iincic l builclings re(lect the amr.ing skills.of the c'chiterts in the
l]agan'era;. Anrorrg all the templcsl.the /.nan{a Temple is thc.finest and'the
Dharnmalangyi is the rtrost massive. '['here 3re mural painlings o,r th0 walls of these
terrrples.'l.hc1'haraba Gate impresscs all the visitors to Bagan. Eac!.pagocia lnd
tcmpic has a:story to tell. For example, the Man tha Telnple tells .the stoiy about
'
King Nianuha and the purpose oI":r.rilding the ternpre.
 I
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18 I
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Ws. car also see traditionril arts and handicrafts in Bagan. Moreover, the I

view of qryset from ? pagoda plaffunn will offtr an unforgettable memory to the
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visitor. Traditional food, which is not expensive is also available in Bagan- Thus, I I

would really like to visitBagann the mosf interesting .place in lt{yrormar. I

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 t9

Teaching Speaking

SPEAKING I: GREDTING, LEAVE.TAKING AND INTRODUCING

Aimt i o tea0h str.ierts the language of greeting, leave-taking artd introducing

', ireeting and Leave-taking

Step l: Tell students that they have tb greet a person dlfferently accordirrg to thu
time of day generally.
Ask students to' shrdy'the fsllowing expressions for two' minutes.

Time Greetin Leave-takfng

06:0S a.m. * 12:00,noon Sgod marning. Good tncr*ing,
t2:00 noon * 06:00 p.m, Good afternoon. Good afternoon.
06:S0 p,nft. * l2;S0 p.m. Goqd evening. Good night.
For any lime of the day FIow ars you?1 fiood..b-fe; By.el
Hello./ Hi. See you.l So lopg."

Step 2r Ask strrdents in what kind of situation they use llHow are ydu?"
Ask students in what kind of situation they use'-'iHi! or Hello!"
Tell students the different,uses of theqe two expressions.
Explain the two terms " formal q' .ana "infor*ul with examples.
'How are you?' is used for formal situations"situations
such'as students greeting
their teacher 'Hi' or 'Iilello' for.infoimal situations suoh as. among'friends
or aequaintances..
Ask the response for'How are you?'.
[Jhe response for'How are you?' can be 'Fine, drtd you?'or'Very well,
and,you?'J
Ask the responso for lGood aftemoon' or 'Hi'.
oHi' can be 'Good.afterRooh' or,
[Thc response fur Good afteryioon' or
,,Hi,
l
Step 3: Ask students how .they greet each other' :if it ,is'ieight o'clobk in the
morl 1n$. ; ;

Ask ;iude4ts how they greet each.other if it is':r.,o o'elock in the

aft.?nroon..
Asx students how they greet each other if it is cig.it o'clock in the
evening.
Ask studcnts how to greet.a friend or someone who is in a hurry.
Step 4: Drill the lollorving'dialogue.s till strdents are able to say the '.arogues
rvith the con'ect streqs and,intonation.
 20

Point out that they can also. do leave+aking by saying "See you
tomorrow, Take care, Have a nice evening, Have-a nice weekind, etc.,;

Zaw Zaw: "Hello, Soe Soe. How are you?

Sae S*e: Fine* thank you. And you?
Zaw Zaw: I'm OK,u thanks,

f,in Zin: Good bye, Kyaw Kyaw,

Siuy Kyaw, Good bye Zin Zin H ave a nics evening,
E!4 Zin: T'hanks, Kyaw Kyaw. See you tomorrow.

step 5: Ask students,to practise the dialogue in pairs using their own names.

B.Introducing
Step 6: Ask students what lhey do when thcy meet someonc rbr 'he first time.
They intqoduce themselvss,
AIso tell thern that *ws also introduce soms,-,nrl to othei psr$oq like
"introducing your friend to your mother. introo rng your brotlrer to your
ftiend, qt0."
Ask studints to stqdy the following dialogr,c,

Dialogue I
Thida: 'Hells,.I don't think we've met before. lrlt'name is Thida.
Wah Wah: Hello, my name is Wah Wah. \ice ,o ,n..t yor.
Thida: i.lice to meet you too.
Dialogue 2
Thidal May I introduce myself to you? I'm Thida.
WahWah: '[Iow do you dg, Thida? I am Wah Wah,
Thida: How do you do?
[Poini Jut that "Hello" and'oHi" are the informal expressions and 'oHow
doyor do?". is the formal exprBssion,]
Step 7: Ask ttient' to,.underline tho expressions'that they use'to introduce
themselves oqthat they use tointroduce someone to andthor person. AIso
ask them how they wo.uld respond when they are introdireed to some6ne.

Step S: ?rill ur.l language given in thc fbllowing table.

Siturltian Intrtduction 'Resno*ss

Introduping your$elf Excuse me. How da ou.d*t
 2L

Situation Introduction Respon$$

I

,
I.do$'t think rry*'v$ rfist.
kly, *am* is ***{
_Hello, Itm ,.,,,". Hello. I'm
i ntroduc ing a friend I'd like ysu tc'rn$et my Hello,
, ci ),'ours to another 'frignd,,.r., Nice/ Pleasedl Glad
This is,..+... tc meet/ see you
Mee{ xny friendf , }, ,..
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Step 9: {sk studeni: to praotise the following dialogue.

lnfairy.
Bo Bo: Hello, Htoo Htoo. Hbw are you?
i{too Htoo: Fine, thank you. And you?
3*--r Bo: I'm'OK:
Hroo Htoo: Bo Bo,.this.is my friend, Ko Ko.
3o Bo: Hello. Nice to meet you.
Ko Kb: Hello, I'rir.Ko Ko. Glad to see you too.
Hroo Htoo: We.are a bit late fbr the cinema. We must go now. Good
Bye.
Bo Bo: Good Bye.
Also point out that normally we say somdthing before we do leave-
taking. We.don't do it very abr-uptly.
Step 10: Ask two.or three pairs to act out the uralogue iffront of the class using
their nariss if time is available.
Step l1: Ask studsnts, working in'gioups of three, to study the following.dialggur
and complete the dialogue.

You and your mother.meet your clas$ teacher at the supermarket.

J"*scher: thAnkS, i r r rr i, l r i.. ! r. r. *,.?

Y uj Verywefl.,..;...,i. .,...rnymother,DawThuzar.
Te rcher: How do you.do?
Mcther: .-.....:......? Nice to meet you.

"ou: Yes. We have to pi+k utri our yoqnger sistc r at school.

Good tsye,
Teacher: Good Bye
Step l2: Give feedback.to the students.
 22

Sample dialogue
You and,youf mother_meei your class tea.cher at the supermarket.
You: Goo-d,afternoon, tiacher. How arc you?
Teacher:' Fine, thanks. And you?
You: Very well. I'd like'you to meet my mother, Daw '['buzar.
Teacher: Howdoyou do?
Mo$gr: How Jo you do? Nice to meet you.
Teacher: Nice to meet you. You seem to be in a hurry.
You: Yes.lile havb to pick up our younger sister at school.
reacher: 8ll3i}!
SIep l3: Ask them to prrctiie the dialogue.
Siep 14: Ask them to introduob their friand on their right to th.: one on their left.if
time is:available.
 23

UNIT 3 EVAPORATION

AimS of the Lesson : To develop the reading skills of students through the
reading pasgage about evaporation.
To"fantiliarize.students with the vocqbulary on phr.asal
verbs *ith'get'
To. tepch . stirdents the. grarntnar. related to 'hs...as/no!
as...as1, 'however + adjectivq/ 4dverb' and 'nouns'in
app6sition'
To practise paragraph writing and essay lvriting
Time Allocation t 45 minutes x'10 periods
Teaching Aids : ,A jug of cold wat0r;. the pictur# drawing of a pctol sf watsr
witli ttre.qun shining brightly and imaginary water.vaPour
'rising from the water (probably with computer effect)

Teaching Procedure
READING
Irre-reeding Stage

Predicting from the Title

' Ask students to read the title.
titli aloud ag a,nrodel and ask students to repeat after you with conect
Read the
prqnunciation.
evaporntion, lt,yop.e'rer..'f n/
. Ask studonts what they expect to read in the pas$age after reading the title.
Accept any relEvant- answers.

n nins Pre-reading Tasks.

' Ask students the questions t-rom Pre-reading Task in the texL
Suggested Answers (Accept auy relei'ant answers.)
-
I . Yes, we have. We have s'een'some in the cold.season;
2. I think it comes from the aii nearby.
3. Yes, we werg. We were taught about it when we were in Grade ..;... .

Pre-teaching
r s^lect the diffrculi lvords'in the passage whose meanings students may not
oe able to guoss from the context,
Fre-teach the,words: hollow. liquid, vapour, take place, lagoon
 24

Glossary
hollow arsa th*t is lawerthan the su -ace around it
liquid substance that flows fieely and is not a solid or a gas
vapour ffiass of very smatrl drops of liquid in the air
take placs tlappen, *ccur
lagoon a small area of fresh .water near a iake or river

Modpl Readlhg
. Ask siudents to,put a slant line.whenever the teacher makes a pause.
. ReS the passage"in meanirrgful chunks as amodel.

Chc*hg the Pauses rnd RefidtngAlgud

. Ro-read each paragraph and point out the pauses.he/she has made.
' Ask students to check whether they have drawn the slant lines in the correct
places.
Ask students to read aloud with coitect parisps.'Note down the words students
cannot pronounce well.

Drilling Unfamiiiar Words

. Drill the,words.lhat students cannot pronounce well and ask them to listen to and
repeat after the.teaeher.
Example: evaporate, evaporation, doubt, r apoqr,. necessary, sweat, lagoon

Whlle-Reading $tage
Silent Roading, Skimming and Scanning
Example 1
. Ask students'to read the first paragraph silently.
'first paragraph quickly and ask them what tr-rt
' Ask studentg tO read the
parq,graph iq about.
Answer: It'.s.abo[t the water in liftle pools getting less and less.
' Select noticeable'irnd specifrc infonnatibn in the paiagraph. Ask,students-torfind
fi.
Where does rain water eollect?
Answer; in hollows in the gr.rund
Exanrplc 2
r Ask students to read the second and third paragraphs silently.
i 4qk,studqnts to read the seqond-and third paragraphs quickly and ask them what
tfuepe paragraphs are about.
.{nswcrl abgu{ changing.of liquid water into water-vapour
 25

r Select noticeabie anc specific information in the paragraph. Ask students to

find it.
Why does rvater in a hole in a rock get smaller ahd smaller?
Ainswei: because it has gone into the air
Example 3
r. Ask srudents ro read the fourth p*ragraph.silently.
r Ask'students to read the fourth, paragraph quickly and ask them wlrat thal
paragraph is about.
Answer: about water'vapour being in the air due tci the process olevaporation
r Select noticeable and'specifis infourrafion in the paragrap.h. Ask students to find
it.
What are some proofs ficrwater-vapour.being in the air?
Ansn'er: water on the grass in the early rnorning
water on the small stones in the early morning
water that.appears-on the outsidE of tlie jug of cold water
Example 4
r Ask students to read the frfth paragraph silentiy.
. Ask students to read the fifth'paragraph. q.uickly and ask them what that
paragraph is about,
Answcr: about the need of heat.for evaporation
r Select noticeable arid specific informdtion in the paragraph. ,{sk students to find
it.
When does evaporation go on quickly?
Answer; Eiraporation goes on quickly-when water receives much heat.
Example 5
. Ask students to read the sixlh, seventh ar.rd eighth paragraphs silently.
r Ask students to read the sixth, sevbnth and eighth paragraphs'quickly and ask
them what these paragraphs are about.
Answer: about the nature of evaporation
-
which takes heat from the things ..*ar
by and makes them cooler
. Select noticeable and specific information in the paragraph. Ask students to
find it.
What are examples which prove the. fact.that evaporation causes things near by
to get cooler?
Answc,-s: the watef frpm our wet frnger takingheat fr.on the finger.to evaporate
and making it cooler
sweat taking heat.from our body to evaporate and making it cooler
water *om thb rivers, lakes and lagoops taking .hpai from the air
nearpy to eyaporate and making the surroundings cooler
 26

.rcaling .with Unfgmlliar Words

r Select some un'familiar words and ask students to'guess their meanings by
breakirlg the woqd into different meaningful parts, guessing the mbaning of the
word from affrxes o1 contextual, clu0s.
Example
Sample Answers:
Guessing thb meaning of a,word''by breaking it into meiningful parts
evaporation '! evaporate. + - ation
(change into a gas) (noun-forming suffix)

Guessing the meaningpf a word from the contfxt

lV{at .does -the pluase'doubtful' mean in the given sentenc;?
You may be doubtful atiout water-vapour being in the air, beoausg'you cannot see it
or smell it.
doubtful = that riray n-ot be believed (the clause, heeaase you cfrnnol see it or smell
Xl, se.rves-as a good example'of context clues forguessing the meaning
of doubtful)

Dorling, w ith Comptex .$trucfiires

r Seleat.the complex structures that students may find diffrcult an{"explairr to
students.
Exumple
Hgw can you divide the given sentence into its smaller parts?
Liquid water, which we can see, has become water-vapour, r,i,hich u,e cannot see.
Answers
Main Clause = Liquid water has become water- vapour
Relative Clause ('l) = which we'can see
Relafive Clause (2) = which we cannot see

Inferring
I Ask students a question,for the information which is not expliiitly stated in
the passage,
r Ask them to use their experiencs and intuition.
Example.
. Seleet a sentence lrom the text, Ask students to read it and'answer the irlference
questioh.
*Itswimq in the air just asa.piece of wood can swim in lvater, because wood is
ligh'er tnan waler,'o
Why can watel-vapour srvirn abotrt in.the air?
W*ter*vapoul swim ahcut in the air bgchuse water. vapour is lighter tfran air.
 27

Post-reading Stage
COMPRETIENSION f XERCISES
A. Answtr these questions in complete sentences.
. Water, disappears tiom the hotlowp in a hard non-porous rock through. t!re;
pft)ce+s of evaporat i on.
2. Wa"ter- vapour can tloat in the air because it is lighter,than air.
3, Ths process of water changing tiom liquid into vapotlr is called e.vaporation.
'called
4, When water evaporates it changes from liquid "state into what is a
tapour.
5. Water sometimes appears on the outside of a jug of.cold water hQsausq ,"water
.on the outside has formed irom the waler-vapour.in.the airround'about.
6. FJeat is needed for evaporalio:r.
7. Evaporation takes place qui;ki1' on a day when the sun is shining bright$,
L Hvaporation takes place slo*l1 on a day when the sun is hidden bEhind the
ciouds..
9. When rve swe4t, we feel cooler because the evaporation of sweat.is taking:hebt
ft'om uur body.
I0. 'l'hc air is sometimcs colder near a lake than that farther away from ii. because
thc air round about is giving hr.'at to:the water when it evaporates.

B. Write the answers in complcte sentences.

l. T'hethird paragraph tells us that w'ater-vapour cannot be seen.
2. The third paragraph tells us that water-vapour is lighter than air.
3, The main idea .of the sixth paragraph is that evaporaiion takes heai from
the things nearby and makes tircm cooler,
4. The sixth paragraph tells u: that when evaporation takgs place there ls loss of
hedt.
5. The main idea of th,; last paragraph is that when water evaporates it causes
things rrearby tq be cooler.

VOCAI}ULA,i,Y
Complete the : cntenccs. Usc the corrcct form of gef.and ene of the'tbltowing
words.
l. get tireti 2. get rvct 3, got marrit,.l
4. got on.witl'r -5, gct to

PUNC'I'UATIOI.i
l. When thc rain stops and lirc sun comcs o'.rt. have vou ncticed what htrppens.to
tl:cse pclols?
?., 1,'es. thc runount ol'r.,'ai-, in'each pool gets snr;rllcr and surallcr. iflno more rain
 28

lirlls,
3. Liquid water, which we can see, has become water-vapour, whic,h we cannot
see,
1. 'f hus, when water receives much heat, much water-vapour is made {tnd
evaporation goes on cluickly.
5. In the same way, when you play a quick game or run hard, your body sends
out a lot of water throurlh your skin,

<;nanaruan'
A. As...as/ not as...as
Exercise: Finish eth sentence in such a way tlrat it means cxactly thc same as
the sentencc that is given.
l. The blue dress is as expensive as the reci one .

2. Ko Ko doesn't pla! tennis as well as Mg Mg.

3. I'lis brother didn:t run as fast as he did.
4. She did not try as hard as her sister to always comc first in class.
5. Mya Mya learns as last as FIIa Hla.
B. Howcysp + adjective /arlverb structurc is used in c'lescribing to whatcver
extent or in whaiever way or clegree, something is usecl.
l.d 2.c 3.a 4'.b

WRIIIING

A. Using the prompts given, write a shofi paragraph on: "The proccss of
c'aporation"'
'l'hc process
'l'evaporetion
When rain has fallen, wc can see little pools of water which coliects in
hort<lws ih the ground. Whcn the rain stops and thc sun comes out, we can see that
thc amount ol r.vrtcr in each pool gets smaller and smaller. It is because the water
has changed lio'n liquid into r,ripour and this water-vapour has moved into the air
round about. It srvims in the air just as a picce of wood, rvhich is lightcr than water,
can swim in water. 'l'his proccss ot'watcr changing ftom r,vatct' inlt> rvater-vapour is
known as evaporation. Orr c sunny clitl' luLan water reccives much heal, much water-
vapour is nraric'rncl evapolllion goes quicl:ly. If there i: no clirect sttnsl ine, although
the watvr ,akes rrecessary heat tlom the rir trcarbl, e vaporation takcs place slowly.
 29

B; Wr.te an essAy of '|HREE paragraphs on "ThO seasons of My$nmar"

The seasons of Myanmar

Thers,are three main seasons in Myanmar. They are the irot season, therainy
:,.'.,'oo and the cold season. The hot season starts in March and ends in June. The
'to seasontggins in_June and ends in October. l-he cold season is from November
,riur,/
February. Therefoie,. each season lasts about four months and has, its qwn
significant features.
The-weather during the ho't season is very hot-and dry and it.is hot and sunny
'every
day. But school children like it for they get long holidavs. Thingyan, the water
festival, is aiso celebrated in this seasoq a,rd both the young and the old take pa{ tn
it. Covernment employces welcome ihis season because the.r- can enjoy the'10.-day
vacation. During the summer holicials. people can travel to different places withsr*
getting wetto'gain knowledge and pleasure. During the rainy season,there is a lotof
rain. We'get wet and dirty because the streets and roads are muddy. Things get damp
an{ moldy, It takes a long time lor the clothes to get dry because.there is only. a
little sunshine. Rivers and lakes arc i.:ll of water, Rain brings water for,fdrmers to
grow rice ih the.rainy;season. Fish, prarvns, fruits and vegetables'are,also plgntifut,
T'he rainy sqason is followed by the cold sf:ason. The weather is csol and,pleasaht in
this.season. The sky is clear and blue. December is the sports month. Some people
take waliting and jogging exercises in the niist and snow of e4rly mornings.,
'l.eenagers have a wonderful time during Christmas and on the New Year night, By
'noy the paddy has ripened and Iarmers harvest their crops. This is a happy time for
farmers. Oranges and apples are ven' plentiful ih this season.
Each season h4s itp own beauty and uselulness. The hot season rnakp.g peqplP
feel warm. The rainy seasen brings relieshing iife-giving rain. The cold ,seasdn
-fherefore,
brings.the most pleasant weather. we can live happily; enjoying ihe ttifee
seaions in Myanm'ar,
 30

UNIT 4 THE CIRCULATION OTTHE. BTOOD

Aims of ffie Lessorr To sxposp students to tiie anatcmy and functions of the
heart'and, circulatory qystem of .the blood which can help
them in studying Biology
To'enable students'to study infonnative writing style
i$ime &$*cation 45.nrinutes x 10 periods
Teaching Aids Reading t€xt, using pictures, drawing circulatory.
:movement of the blood

Teaching ProcGdure
READING
Pre-reading $tage
Predictlng from the Tifle
r ,Ask'stuidehts to read the title,-
r Read the title aloud as a'model and ask sfudenls to repr 'ii. ysu with correct
pronuhCiation:
Reading tlie Titld
circulation :' /,se:.kjatler,Jon /
blood = /blnd/
r Ask students what ttrey expect to read in the passasu *r rr r"cading th* title.
(Accept any relevani answers.)

Doing,Pre-leading Tnsfr
Ask students thr questions from F*e-readins T*$ks:in the text.
.r1.. -' : rt
-a
j

,Fre-Reading Task
*Ugg€st*d Answsr$'(Accept'
" any relevant answers;)
1. Blood '

?. throughout the body

3. Fleart
4. Yes, it is. Because if we have*no blood, we cannot live/ihere is nothing to carry
nutiients throughoul the body.
'51 The roots bf a tree

iPre.teabhing
i Select the difficult words in the passage whose meanings students may'not be
able tt guess from the e:ntext.
. Pre-te'ach the words: physicians, vital, seeped, nourish, patient, dissection, fabric,
valves. membrarie, knoity, virtue, apt to, corrupiion, coagulation, novel '
 3i

GlosSary
physicians : doctors of medicine
vitalspirit E life-giving liquid
seeped * passed through
nourish : feed; sttengthen.
pati€nt (adj) = able to wait lbr a long time
dissection - the act of cutting up a dead person, animalor plantrin gJdEtdo
studY it
labric : the material and the way it is constrttcted
valves : structures rvhich allow a liquid to flow' in one directiqn only
membrane : a thin layer of skin that cdnnects or covets parts inside thehody
knotty : difficult. complicated
virtue : . action
apt to likely
corruption = any lbss of ptirity so that it,can no longcr do its work
coagulation : thickening so that it does no.t lloy easily

Model Reading
. Ask students to put a slant line wheneverthe teacher makes.a pause.
. Teaoher reads the passage in meaningful chunks as a model.
Checking the Pauscs, and Rcading Aloud
.. Re.rread each paragraph and point out the pauses you have rnade. -
r Ask studint$ to check whether they have drawu the slant lines in the.correct
piaces.
. Ask students;to,read,aloud with correct.pauses. Note down the.,yvords sjgdents
cannot pponounce we[I.

Drilling,the'Pron*nciation of Unfam ilia r Wg rd s

Drill the words that students cannot pronounce rvell and ask th6m to listen.to and
repeat after the teacher.
Example: heart, hollgW; muscle,.cavities, auricles, ventriclgs, r'*sq.els,. artery,
joined, pulmonary, physicians, su.rgeons, familiar, r'*99d1t!rrY,
satisfactory,' spirit, philosop-hei, experiment, dissectioosl p![pose;
contiriuously, circlq, virtue, coagulatlotr, die, po*erful, capitlaries;
naked
 i
-1

While-reading Stage
S.ilent reading, Skimming and Scanning
Example I
, Ask students to read.paragrqph I silently.
. Ask students to read palagraph 1 quickly and ask thern 'lWhat is this paragraph
abor.rt?"/"What is it about?" / "What is the main idea of this paragraph?"
Arswer': (It is about) thd heat and.the two liinds of btood vessefs.
. Select noticeable lnd specific inlbrmation in the paragriphs and ask students to
find it.
l. I{ow 6aly cavities is the heart divided into?
2. What age the two kinds of blood vessels?
Ailswersl Lfourcavities
2. arteries and veins
ilxamplo2
'r Ask students to rqad p'aragraph 2 silently.
Ask students to read the paragraph quickly and usk them "What is this paragraph
abou!?" /.'!What is it about?" / 'What is the m rin idea of this paragraph?"
Answer: (lt is about) different opinions on ihe working of the heart and the
btood VbsselS.
" Selict noticeable and specific information in the paragraph;and ask students to
find it.
Who finally.discovered the working of the.heart?
,{nswer: Harvey discovered the working of the'heart.
Example 3
. Ask students to read paragraph 3 silently.
' Ask studentsto read theparagraph quickly and ask them "What is this paragraph
about?" / "What'is it tbout?" / "What is the main idea of this paragraph?"
Answer: (lt is about) the working of the heart.
' Sglect noticeable and specific information in the paragraph and ask students
find.it.
What did Fabrieius discover?
Answer : (Fabrieius'discovered) the valves of the veins.
Example 4
r Ask students to read paragraph 4 silently,
' Ask studentsto read lhe paragraph quickly and ask them "What is this paiagraph
about?" 11'What is it about?" / "What is the main idea of this'paragraph?"
Arrswer: (lt is about) the problem Flarvey was lhced with.- where all tire blo"d
could come frgm and.where it went.
. Select noticeable and specific'information in the paragrr*rh and ask stllLrnts to
frnd it.
 aa
JJ

How much blood is pumped into the aorta every minute?,

Answer z 144 ounceq of blood is pumped into the aorta every minute.
Example 5
. Ask'students to read paragraphs 5, 6 &.7 silently.
. Ask students to read the paragraph quickly and ask them ""What are these
paragraphs about?" / "What are they about?" / "What-is the main idea of these
paragraphs?"
Answcr: (They are about) how the blood passed through the body. I the
circulation of the blood,
. Select noticeable and specific information in the paragraph and ask students to
find it.
In'Baragraph 5, what is the hearl compared to'i Wh1"?
In paragraph 7, what problem did l{arvey face?
An$wcrs:
(ln pirragraph 5, the heart is compared to) a pumpl because it supplies the whole
body with its life-blood,
(ln paragraph 7, Harvey faced) the problem o1' not knowing how the blood.
passed from the arteries to the.veins on its way back to the hear1.

Dealing rvith Referents

' Select some referents and ask students to 'find their antecedents (whal these
pronouns refer to).
Examples:
l) I.larvey's tutor in ltaly, Fabricius, was the lirst to discover the valves of the
veins. These are tiny pieces of membrane iound at intervpls inJhe veins.
21 I'larvey also noticed that every time the hcart-beats, the arteries expand and
cive a pr.rlse. J'he arleries, hc saw, allorv the blood to flow away from, never
touarcls. the lteart,
Ansrr crs: 1. These :'l'he vdlves of the veins
2. he : I'Iarvey
I)caling n ith Unl'rmiliar Words
I : Pick out unlamiliar words and ask students to guess their tneanings tiom the
contexi. using reading stmtegies, (lf necessary, Llse synonym or antonym, use or
draw picturcs on the board or break each of them into its srnaller parts or as a
last rcsoi'l give Myanmar translations to make clear the meaning of some
"lrmiliar w,ords.)
Oxamplc: rr\ihat cloes the uord "aol1a" mean in this sentence? What is the
contcxturl clue?
 --_

3l

J'he main artery cif the ,hdy, I*nown as the dorta, is joined to the left ventricle
u'hiist the main vein is joined tothe right auri'ele;r '

Answer:
aorta: thd main artery of the body because of the structure "noLrns in apposition"
Possible unfamilfur woidt
l) arteries and veinp -: blood vessels. because of the use
2) phitosopher = ;ffi"#Tflo studies narure anc meaning
of the'universe a'rd htrman lit'e because
of the contextual clues "a grcr: Jeal ol'
thinkingt' and "oirinions"
3) angtomy = the scientific siydy of the structure o1
human or.animal bodies because of the
coptoX.tual. clue "dissection'
4) novel = "strangr" becat*e of the cont:rrual clue
'unheriJ"
5) capillaries = tiny.branches of the Brterie: L'e.-ause of'
the structure "nouns in app'..si::-'r

Dealing with Complex Structurcs

r . Select the conrplex sentences that students may Iind diffrcult to LinJi-rstand and
explain them,
Exnmple:
Only by long and patignt observalion anci experiment did he arrive a: 'ine trr.iiir.
Explanation: Teach students thi: us: ol'"'inversion". The teacher r:r cs students
the simple .sentence structure: He arrived at the t:r-rih only by
long and'patient obsclvation and experiment

:'*ffi;t3rrdenrs a clrrcsricn lbr the infbrrnarion which is nor e r:l:;itly' stated in lhe
passage.
r Ask thenr to use llieir knowledge of the world and intuition.
Examptc: Why do you think the blood t'lows always in thc sarne dirccti<rir?
(Accept any'relbvant answers.)

l'ost-rr:aditg St*ge
COM PITNTI'BNSiON T]X fi RCIIiES
',\. What do ;ht: untlcrlincd words in tfie pflssagc rcler to?
l. i''i'hey" rctbrs 1o "z\ll plri,sicians ancl surgeons lting bclorc llan,c)'was i''.1't)."
 35

2. "Thgy" refers to "Many medical me,n who followed the leaching. of

philosophers."
3, "this time" refers to "l-laruey's iime."
4. "I'lere" refers to "ln the.lungs"
5. "Then" refers'to I'Afler the blgod has been purilied by the oxygeh breathed'in
thro.ugh the windpipe".

B. Write the appropriatc wsrds or groups of words to complete the scntences.

1. hollow 2, discovered 3, the heart 4. .the arteries
5. 72 times 6. continuo'usly 7. thecirculation
8. microscopes 9.' Capillaries 10. purified

C. Answer these questions in complete sentences,

l. The heart is divided into four chambers or cavities. (They are the left and'
right ventricles and the left and iight aurielqs;)
2, The two kinds of blood vessels are arteries and'veins.
3, The main artery.is called the aorta.
4, The aorta is joined to the lefl ventilicle of the t.eart.
5, The main vein is.joined to the right auricle of the heart.
6, The pulmonary artery joins the light vOntricle"to"the'lungs.
7. 't'he piutmonary vein joins the lungs to thg left aurigle.
8, '[here were'misconieptions about the Working.of the heart because many
phi[osophers followed the teaching of the philosoph*s'who tived hundreds
o f yeprs,before..them.
9. Flarvey'discoyere{ the working gf the heart'by,long and patient observation
and 6xperiment.
10. The function sf the valves inthe veins is tlirecting'the"flow'of blood always
towards.the nuu6'6nii nevef away from ir.
1 l. Each veritricle hofds two ounces of blood.
12. Harvey dlscoverbd that the movement of the blood mi,$trt be in.a oircle.
13. (No,) Hartey didnt know how the blood,pdssed fr0m the alteries to:the veins
on its way baik to thb heart because powerful microscopes wEre unknown.at
his time.
14. Blood pasies frpm the arteries inlo the vei'ns'throu$h capil:laries.
l5: Impuritie-s from the body are carried'baclt to theiheart'through the pulmonary
vcin.
 36

CLOZE
Fill each numbered blank with a word from the list given.

l. as vein 6. I body
l. 16. Sorne
2. of
v6ntricle 7 . 12. "l'hough 17. called
the
3. 8. to 13. men 18. the.
4.to 9. was 14. nobody 19. to
5. known 10. and 15. working 20. nothing

VOCABULARY
Complete the sentences with a few, (very) l'ew, o little, or (very) tittle,
l. a few, a few, a little 2. (very) few 3. (very) few
4. few 5. a little

Supply a lbrm of''!other" or'.another" .n the ,t,llowing.

l. another, the other 2. other, 3. Othe -, 4. others 5. other

GRAMMAR
A. It is/was * NounAloun Phrase * that/rvho ..........
l. It was l-larvey who saw that the pllrr)ose of the valves is to direct the flow of
blood.
2. It is tlie right ventriqle that is joinecl to the lungs by meahs of an artery./ It is
by means of an artery that the right vr,;ntricle is.ioined to the lungs.,
3. It was llarvey who found out wirat happens when the heart beats through
observation and experiment. / Il rvas tlrrough observation and experinrerrt
' that l{arvey found out rvhat happens when tlre heart beats. '
4. Il was l-larvey who learnt and tar.rght anatomy'not liom books but tiu.rr
clissections.
5. It is the heart that suppties the rvholc borly with its life-bloocl.
6. It is capillaries that carry pure blood liom the arteries to all tlle tiss:r:s -,:d
organs ofthe body.
7.'ltisthenrainarteryol'thebodythatisjoinedtotheleftvet:triclc.'ll:.: i.-..'
letl ventricle that the main artery of the bocly is jdined.
8. It is the arteries that allow the blood to flow away fi'ep the heart.
g. It is lionr lack of lood, water anil medical suppiies that peopl..,.:r -. - -. --:'
ah carlhquakc.
10. .lt is humans who can controt ntany things about nature,
 37

fl..Actirs :-> Passive

l. Heat from the body is taken by the evaporation of sweat.
2. The Ieft ventricle is joined io the lungs by the pulmonary artery.
3. The valves of the veins wero discoverid.by Firbriciub."
4. Blood is pumped into the aorta,and all tlie afteries of the body by'the'heart.
5. The men-at the campfiie iould be,heard singirig.
6. He is not ailowed to go out at;night by his paients.
7 . The child was named Heathcliff by the Eathshaws.
8. Hindley was nursed'as a baby'by Ellen Deun'S'riiother.
g. Mr, Behrman was found in his ibom helpl8ssiwith pa[n and fever*/
Mr. Behrmanr,rms found helpless.with pain and&ver in his room.
10. The thief has not'been caught yet./ Thethief hasnof yet been gaught.

WRITINC

A. {Jsing the prompts givs$, writg a.short paragraph on: "The cireulation of the
bloodtt,
The circulation of the blood
The heart, a hollow m,uscle; is divided into for*r cavities called auricles and
ventricles. th'ere are two.kinds of.blood vessels, arteries and'veiris. .}'abricius who
{iscovefccl the valves of the veins noticed that every time the heart beats, the arteries
expand and {ive a pulse." A man's pulse beats 72 times every minute. Eabh ventricle
of the heart holds two ounces of hlood so that every minute the left ventriclti putnps
144 ounc'es of blood and so 8,640 ounced of blood is pumped every hour into. the
aorta.-The blood flows always in'the same direction, away from the heart in the
arteries and towards the .heart in the veins. Tiny branchqs of the arteries called
capillaries carry pure blood from the artdries 1o all the tissues dnd organs of the
bqdy. Thcy also gather impurities from the body and carry them to the heart. The
'impure blood passes into the capillaries sprcad througkttre lungs.and is purifigd by
,iii;. ox/ger breathed in through the windpipe. ln this way, the flow of the.blocd
goes on always in a circle.

B. Write an essay of THREE paragraphs on: "flow students should keep.

themselves.flt".

How students should kpep themselves'Iit'

Students are'those whd have to work. hard both physticatly and rirentally,
r4r:;f of their'time is occupied with such activities as attending elasses, studying,
-,i.ring lltrrrework.and doing extra curricula activities. Ii can.be said that theirlife is.
 38

iiill of duties and responsibilities. To be able'to perlbrm their duties properly, they
must.be healthy,'slrong-and energetic.
In order to kqep tfremselves fir, they must have good study habits; They
should make a s'ched$le of their,.time, dec.idi4g.611 g,,goo.d, regular time for studying.
I"lowevei, study{qg sho.r,rl{,no[ ooc,upy]*!l,,ol,ih*lo dee tirn,e,Trtaey should set aside
som-e time for entertainm.qnt,-hebbics:erid
4etaxatibn. Studentb;nced to be healthy
starld, strqssful 4nd strppuouq,work. ]-hey,nee,l to ear hcalthi,'
1nd.l1fP"l1e-sngugt.to
food like .tiesh fruits and vegetabl.es, tne+tiand:rni,lk. In.addition, tliey should take
pllysical 'exercise*"to relax'thei{ naupqlqs w}riph are tense due rq studying l<lng hours.
Moreover, they-should not stay,uprlogr.latq. ilt.l, qhouia ggt,,rrp. *autlr illit rJso that
they can sludy better.when their biain.is freSh.
,.- Ir concluqi-o.p, sludents shgUld,hqVp legr*ar study hoursi,r?ed,enolrgh sleep,
take appropriale.physical, erersiSq, efltLit,tr*"p1-,y Oiei.and gi"e r"me"iure for
relaxation in ordcr to keep tfubmselvgs;tit
 39

Teaching Speaking

S!.nAKING 2: DESCRIBtrNG l'nOPLE

,ri, To.teach studehts the language of desiribing people

Step l: Elicit from students how they ask when they wairt to know ltow a person
looks like. Tell them that we usually use the question. 'Wh,at does.helshe,
look like?'
Step 2: Ask stu{ents,to stlrdy the follorving expresdions.
Study the follorving expressidns.
What does he/sheJook like?

beautiful/ gorggous / prelty / handpomei €tc.

tall { shoit / of rnedium he-ight,$tc,
t young'/ old I middte-agqd /.a:,terinager / in;his/her early
ts
40s, etc.
stout,l,slim I thin, l,fgt /, plump l.'well-buiit I over-'
He
wbight,,sts,
She
straight hair / long hair"i/'shb'rt hair I curly h'air / dark
has
hair,/'gref hair / blonde hai'r'' etc.
.got
a beard, I :-o, moustache,'.ot0.
looks niy sister /,rny E6-ttrerTfttbt Htet /'(name of'a person)
like Lwin Moe, BtG,

Step 3: Tell .stude.nts,. that, sornetinies we' igive a. .

.dEscrfpt'ibn oi
specific
informatiori.to identi ff a person lilap the follovgingi''
:

r My qother is'thin and'of medium height)

r Thin ]frin hap gg{,sh9rt,c;91!y [pil,, , ]
, n!y fatheris tall, brown'and handBgl.rrc...
.. Ti4) sister is the one with lor;g.Wavy hair"
. U Kyaw Moe is the fat one.witF,*"blugiqeke.t,
..-" .'
,

- :. ''
Ask sr udents to study the following.dialdgues ind. prdcii,r0 with a partner.
Step 4:
i; .
Dialogue (l)
Swe Swe ; What does your new. leacher look like?
Aye' Aye : ,She's ;pretty;, Shels,aboUt 40.
Swe Swe Is she fat?
Ays.Aye I.lo, she isn't. In fact shels rt thef 'slim,
Swe Swe Ddes she wear glasses?'
.Aye Aye Yes, she ., )es Uut shi wears thern only when she's teaching.
 40

Dialog1e t2)
Mg Mg Which one is T,ur1 Tun?
Aung Aung That's hirn ov$r there, the t)re wearing the blue shirt.
MgMg Who's the boy sitting beside hirn?
Aung Aung I think it's*his Urothei,
MgMg I don't think so but I think he's a new student,

Step 5: Ask students to $cmplete the following dialogue by using the words
given in the box.

4. Complete the following dialogue.by using, the wurd-s given iq tht

-,box,
beautiful plurnp look fat long
like orgeous' is medium

A: What deq ygur alrnt l*gk,. i. - i r,(l).., .,.. ?

B: Oh ... she-is .r',.:..:.(2)........, Shg is miC:]le-aged,
A: re.,rr,.(3)i,,.i she tall?
,'

B: Ntij Shg is of --r1.r,...;{4)f ..:,.,i,,. height,

A: FIas shg .,,,,., . .(5)...*. -,-.',$ufly hair?
B: No. Shg]s got .,,,,.r..(6).a, i.... straight'hair.
A: Is shg,,...,(?),,, r,,,,.,or thin? o

B,: Shg is.,r r.r "..(8)r r-r.,..,.,.

A: Dogs shg :,.,,.,. i,tg)....,. ,,. Iike your mothgr?
B: Yqs. But rny mother is mort$ *..'.,,.,.(10;,. i,r..i.,,.

B. Ask.nnd an$wer the following questions in pairs.

l'.^ Is your mother fu[pr thin?
2. 'What does,your father look like?
3. Who is the girl with long hair?
4. Which (one) is Mg Me?
5. Wirich boy/girl is your best friend?
Step 6: Ask students to comp.are theif answers with their friends and give
feedback to them. Then ask thehr to practices.

A.. Complete the folloWin3 dialoguo by using the'words given ir the

box..
A: 'Oh
What'does your aunl look ff*b?
B: .:. she isbeoitifuL.She is middle-aged.
 4t

A: /s she tall?
B: No. She is of ruedium freight.
A: Ilas she gol curly hair?
B: No. She's got loytg straight hair.
A: Is she/ator thin?
B: She is plump.
A: Does she look.like your mother?
B: Yes. But my mother is more gorgeous,

ll. Ask and answer the follow ing,qucstions in pairs.

Possible ans\\,ers.
l. Is your mother fat or thin?
My mother/ She.is fat.
2. What does your father look like?
My father is tall and handsome,'
3. Who is the girl with l.or,; hair?
'l"he girl with long hair is
my classmate
4. Which (onc) is I.vIe Me?
The one with the blue shirt is Mg Mg.
5. Which bpy/girl is your bes,t friend?
"l-he boy with short. curly hair is my best friend./
The girl with long
straight hair is my best frignd.
Step 7: Ask students to -practiie more by substituting appropriate words or
phrases for the words lJnderlined in the previous exergise.

c. Practisc more by substituting appfopriate'rvords or phrases for

the rvords unclerlined.
 42

UNIT 5 A FATHERLBSS CHILT}

Aims of the Lessan To enable students t(, dev*lqp literary awarensss, and
,appreciate a classic piece of literary work
To familiarize -studertts r+1ith old-fashioned English
To teach studentp the strticturs '*both ... and"
Time Allocation 45 minutes.x l0 periods
Te*ching Aids Reading text, pi*tures ol' old England countrysid*,
picturesr of English people dressed in the tirne af the
storyi a map of England

Tenching Proeedure
REAT}ING
Pre=re*iling $t*ge-
Predicting from the Title
il Ask sfudents to read the title,
il Read the title aloud as a model and ask students to repeat after you with correct
prsnunciation,
r Ask students whag they expect to read in the passrge atter reading the title.
Accept any relevanf answers.

Eoing Pre-rending Tasks

r Ask stqdents the questions' frcim Pie-reading Task in the text. Acoepl any
relevani alswjers,
Sugg0sted Answeis
.'1. Yes I have. I No, I haven't.
2. I would be happy/ jealous/ indifferent/ annofed/ etc.
3, Yes, I have/ No, I haven't. I feel sympathetic/ I pity theml etc.
Pre-tenehing
il Select difficult words in the passage whose rneanings students rnay not be able
to guess from the sontext.
Pre-teach the w.ords and phrases as follows:

Thrus,,ftcrass
Grange The names of two houses
IYuthering
He ights
nursed taken care of (at all tirneso not only when ire was
iil )
 43

fis dt baby when.he wns a b.eby

got used to RemFmbei ttrat these &rs sp*krn pmrds: g:#t arsed
I* iq','thc-spoke* Ianguag* fiIeans the"'*ame thing
as &ec frme ilc€usto*id lo in written language.
riln"errands wen! h, buy ,things. at the shops, delivered
messagqs, etc.
seI rfie lo tell me to do
the beginning af Why is therg no clefinite,article the befbre the
hsrves t word h;frrv€sr? Perhaps because Ellen is speafuing
af it as a time of "ye&r, rather like spring sr.
Aptumn.
One Jine summerr This .sentenssl with its six cs-Inrnas, is perhaps a
gIC liple difficult to trnderstand, [t is not really very
complicated. It cunsists ef, the sentence (a) Onte
rtne summsr morning at 'k* h.egiytning *f harvesr
Mr €s{rg hsw, the *ld '#ffisf.er, *sm€ dourrsf#r'rs,
dressed for a journg'r; and another which is
placed inBide'it: (b):fr 177 I , I think it 14/#*s.
Cathy short forrn of CatherirfuE
my,.. miln A father often addressss his ssn as q miln, no
..i:

m*tter wliat the chil'i-s age may bs.

bonny f,n*; fine-laoking
{et it be littte I had bettsr be something sn*all.
For Becairsq for is rareiy used nowndays in the
spoken langu.assn with this mefrning; it is rather
forrnal sind lit*rary!
u long speit q grea! $isfance. Nowadays ws usc spell {as. a
noun) to refer to a peritrd of lime, not of distarrce,
named a Jiddte said he would like a fidtlle
Il seemed, etc. In this sentence the .w*rds t&s ihres days of his
sbsenbe are in apposition to a 1on5 ,'hile.
in stepped the msster Note the inversion of the Subject t:the m*ster)
and the Verb {stepped).
worried to de*tk gr*atly lv*rripd or ffoubled
bundled up Iike-a bundle
See l:,:re, ,rf*I I'.f*wadays B man would not say this to his wifb.
Instead tre would say: Look here, rtdary (etc.) or
l,**,t here, fi1y rl.**r.
;tlagued bathered; warried; troublertr
We crowded r*u*d we drew nearer, ${-r that we were all *lase
 44

together
I hsd * peep *t I saw far s mornent
Indebd Note that when,this word is used at the beginning
it
of a sentence sr clsuse, is fotloWed' by a
staternent which emphasizes, or adds'something
gtfonger to, the previous ons, Thus, in line 23 we
learn that the child was at leart 3 qr 4 yeais old,
becauss it sould 'walk and talk", [n tlle ,neict
sentence the author goes further and says that 'itb
face lookgd older thun Catherind's'. We knsw
thaf Catherine was about 6 (line I I ), so the
authoi begins: 'indeed .. ,' ,
its face Note that the child- is referred to by the profloun
il'many times in the following lines; indesd, the
sex 'of=the'child'is indicated fo-r thd first tlme in
'of
line 51 by the Lr5e the pronoun him. It is quite
$on'e{ r to r.ef cr to a child b; iireans oj- the
pronopn il ii'the sex is not known; but heie the
speaker, Ellen Dean, knEw, that the child was a
boy, EV using it instead of him, over and over
again, ihe givis us a clear idea of the feelipgr of
tonter$pt and hate that s-he and itr* others first
had for the unfortunate newcomer.
rver and rveF *gain manyt times; time after tirne; again and again
(ccimpar$ the use of this phrise in the note on ifs
.face,line ?3)
gibberish rneaftinglcss ssunds; strangs*$ounding words
out oJ'doors ,out of the house
how he could beqr tG how he cbuld bb so faolish as fo
Brat a disapproving word for a child
what he r?teant . +. , That ',is:' She asked what he meant , . , and- (she
and whether ... asked) r:thether .,.
wheth€fhe'were mad This means .more .or less the sarne thing as
whether he lry*s rnad.
Tiredrre$s
m*ke out Understarid
trs goo,d as (dumb) alrnbst (dumb) : As' g*od s.r can be used with'this
rneaning before a greaf tnany adjectives..
ir;quired for its asked people if they knew who the child
owfi€r belonged to
 45

Not a soul Nobody; Not a single person

his rpongy and time as his money and time were
being
limited of fixed'qupntily (usually ratlier small)
a
he thought it better he thought that it would be better to
to
tun into (usele,.es/ do something which would cost a. Iot of monsy
expense.t (umecess4rily)
llrell In conversation, F*glish people often begin their
sentdnces. with Well. Sometimes it is used to
show that the speaker is coming to the end of a
story or (as. heie) the end of u pa.t of a stgry;
"it
sometimes a speaker usss while he is trying to
think of sometiring to say.
grumbled hers*lf grumbled and gnr-mbled until at.last she became
calm calm
contented therfisstves wsre salisfied iust'to look;' did nothing elss but
with looking luok
What had b,a€rt Somethin$ that t ud been
in attending on while he was looking after
showed her hu.mour showed trow she felt
grinning Here:
l;
it
rneans- showing her teeth, in an
unpleasant manner
-for her pains as a rbward (for her actions)
the landing the flbor between the bedroorn doors and the top

on the morrow the next day, The word ffiorcovir is not used in
modern'English.
or else Or
qttitt:ing going out of
chamber bedroom. The word chamb,er is not used with
thib meaning in modern English.
as to about; concerning
in recompefise usualiy *s # rew**rd. Here; as a punishrnent'
cowerdice A coward'is a person who is without courags'
Cowardice describes the behaviour of a coward.
inhuntanity cruel behaviour
I did not corside r my I
did not consider that my banishment was
banishment perpetual . lo
bsnish somebody: to
send
perpetuat sornebody away (usually from a country) as" a
 46

ppnis}rryent, franishmerct: the narn* cf the kind of

punish**n t, P errytual: permanent; without end,
both f*r C&ruitian botlr' a$''= hii' Ckistian narns 'ung ,ui"hi*' suinarde*
*nd surnilme (ln Eqglaed,,a child's surnemri is the laii:name'of
t i* taiter; ii is given other narneq * its Christian
namb$ :_ by'its parents, In this stoi nobody knew
the falher p{ the phild that Mr. Earnshaw brought
f,ome'fr'om'Liverpool, $o they did not know what
its suiiiame oughi to have been,).
$* say the rru{lt Nowadays ws would say: to tell the truth; that is:
to speak.the iruth.
to feel ny injustic* to understatrd, or real tze, how uqjust {unkind) I
had been
put in a word say something
on his beha$ for him, Here,: in his defence
wronged treated badly
sutlert silent, Lril',appy ar J 'bad-temp*red
fuardeFled ,,, to familiar with or made hard by
*'fgnd p$t up with, suffer; endure {cf, enduranc€} }in*
se)
m*ved him *nly #o affe*ted him orrly so that tre drew in
draw in
and n,ob*dy l,r/fls to and as if it r /as nobodyis fault
blame
*ndur{tnc€ ability ts endLrre, suffer, stand pain (cf. note on
sland,line 5'i )
gJgr.TscruIing t* perse*ute somebody: to tr*at somebody
constantly in a cruel way, giving him no rest or
peass
took to lleathctiff becarne strangely fond of, attach*d tc
straftgely
"{or that maller so far as that is concerned
petting him up treating him with great affectiort
far above Cathy to'a fur greater extent than (he treated) Cathy
to* wti,r*hievaus for to* mischisvous to be, A mischievous child is
sne who is always cloing iirings that it ought not
to d*, but not necessarily with the intention af
doing hafm or of being. disobedient. In ottrer
words a mischievolrs ehild is not- nssessariiy a
naughry child.
 47

Modei rieading
'. Ask students to put a slant line whenever the teaphef males a,pause.
Read the passage in meaningful:chunks as a modell

(j. -\ing the PauSes and Reading Aloud

. t{e-read each paragraph and point qut thg'ilausOs he/she has,made.
I Ask stu{ents to check whcth-er they'have drawn'the slant lines in the comect
places'
. Ask'students to read 'aloud wiih correct pagses'. Note down the word3 shrdbnts
caRnot pronounce well.

Drilling Unfamiliar Words

' Drill the u ords that students cannot pronounce rvel'l md ask thern to listen to,and
repeat after the teacher.
. Example: fiddle, fatigue, frightened

While-Reading Stngo
r Silent Reading, Skimming and $canning
i, Example I
r Ask students to read-the first paragraph silentlyr
i r Ask students to rcad the 'first paregraph quick'ly and ask them what that
paraeraph is about.
Answer: about EllenDeanls ro'lg at Wuthering Heights.
r Select noticeable and specific infofmation in the paragraph. Ask studertts to find
ir.
What did Ellgn Dean's mother c:o at Thrrushcross 6raugo?
Answer: Ellen Dean's mother nursed the baby at Thrushcross Grange.
Exa.mple 2
. Ask students to read'the secondparagraph silently,
' Ask the sttirlents to read the iecond parrigraph quickly and ask them what,th.
paragraph i.' ibout.
Ansrve r: abr ut the day on which Mr Earnshaw set off to Livgrpool,
. Select notice,;6le artd:speCificlrforrnation in the paragraph, rirsk sttfdents:to frnd
it.
I-low lar rv rs Wuthering Hcights from Lir,rcryool?
Ansrvcr: Si;:ty miles.
Example 3
r Ask studenls. to read the third paragraph bilently.
. .,\ 3k students to fead the, third parirgraph.'quickly' .und,,ask
'them
whar th.ar
paragraph is about:
 48

Aniwer: ttre *ings Mr Earnshas,promi$ed to bripg fbr his children, Hindley.

and CathY
. SelecJ rtoticiilble nrid speciflc information in the paragraph. dsk stuilerts:to find
it.
What were the things Hindley and Cathy asked their father to biing?
Answsr: a fiddle and a *1if
Example 4
. . Ask students to read thp'fourth paragrqpbsilentty,
r Ask stirdents to re4d the fourth p*ugruph {uickly an$.,Qs,}, them vvhat that
phragraph is alout, ' ; '

Answer:,about Mr Earnshaw's refurn from Liverpocil

'gelegt.no.ticeeble
. and specific. informatio.n in the paragraphq Ask students to find
'

it, ' 'r'

At whdtlime of the day did Mr Eamshaw returil home?
Answir: at eleven o'clock at night.
Example 5
r Ask studgnls to rdad the fifth and sixth paragrap.lrs silently.
. Ask student$ to'read the {ifth'and sixth paragiaphs.quictcty and ask ther$ Yhat
ih'at oaiasraph is about.
enswsriwlrut Ur Eamshaw brought home instgad of the things he had.promised
i serecrnJ"r$i:t;tr#:Jftli,ffuaroh.in the paragpaph. Ask students to hnd
it.
Where-did hdr Earnshaw.find Sg 'gypsy brat'?
Answer: ip.the streets. of Live.rpool
Examptg 6;
. Ask students to read. the seventh paragraph sllent'ly. l
. A;i; rt"au"i- i;r-"d the sevdnth piragraph quickly and adk them what thal
paragr'aPh is about.'
i;;+ how the family at Wuthering'Heights responded to the introduction of
ithe stranger'.
* ,select notieeabie'unilp"iinc information in'the paragraph. Ask students to find
it.
Howold wds HindleY?
Aisivcr: fourteen Years old, '

ExamPte'7
. eri silently' . . .
studdnts to readthe eight paragraph 'what that
, Ask students ,o-r*O the-seventti.iqagtuph quickly and ask therh
paragraph is about.'
 Answer: about how 'the strangerr got his name and about his relationship with
the people a! WutherirrgHeights.
Select nbticeable and specific information in the paragraph. Ask students to find
t.
.'&o was named 'Heathcliff formerly?
Answei: Mr and Mrs Earnshaws' $on who had diecl in.childhood.
Exampte I
. Ask students to read thB ninth paragraph sitently.
. Ask $tudents to read the.seventh paragraph quickly-and ask them,what that
paragraph is about.
Answ er ; abo ut H eattrcl i ff s character/personal ity.
r Select noticeable and speciftc information in the paragraph. A$k students to frnd
it.
Why didn't Cathy become Mr. Eamshaw?s favourite?
Answcr: becauSe she was very mischievolrs.

Dealing with Unfarniliar lVords

' Pick out uqfamiliar w.ords and ask students to guess their meanings from the
context; using readihg strategies. (If necessarry, uJe synonym ot,pltonym, ug€ or
draw pictures on the board or break eaQh of them into its smCller parts o.tls a
laSt risort give Myanmar'translaiioils'to make cleai the meunitnfi AfJo*"
unfamiliar'wcirds.)
'Exampte:
What does.the phrase'ran errands'mean in this sentence? What is the
contextual clu€?
It means 'to go out to buy or do something'.
[xample: After school he runs enands for his father.
We can guess'thd qneaning by reading the whti-le sentence: 'l ran enands,
too; and helped to make hay, ready for any work on the farm that
anybody would set.me to'.

.Dealing with Complex Structurpq

' Sel'ect the complex s€nteriies'that students may frnd'diflierlt to understand and
explain thenr.
Example: Mrs Earnshaw never, put in a word ,on hi's .behalf ilhen she saw hlm
wronged.
Explanation:
Hxplain the use of "passive voice". Expand the clause as 'when she saw that he was
wronged (abused) by her children; to make the meaning clear.
 50

Fost-reading $tage
COMN*EHENSIOD{ EXEBCISES
A. W..m*fdo.the underllheg words in the pass_at;e refer to?
l. 'he' refers to 'Mr Earnshaw''.
2. 'The former' refers to.'Hindley'.
3. 'the stranger' refers to 'Heathcliff/ a,dirty, ragged, black-haired child'.
4. 'hist refers tn 'Mr Eafnshaw's / of Mr Earnshaw',
5. 'it' rpferg r.o 'Heaihciiff/ a dirfy, ragged; black-haired child:.
6. 'it' ref-ers to 'the name of 'Heathcliff .

B, Complete the followlng sentences.

l. Ellen.Dean 6, Live.rpool ll,-qheddingatear

2, Wuthdring Heights 7. a fiddle, a whip 12. sullen, paJient
3. sixtymiles 8. a gipsy:boy/ FleathclilV a l3..furiou"s
fatherless shild
4. a nurse (a ba-bysiner/ 9. (Miss) Cathy / Catherine
a housemaid)
5. Hindley, Cathy/ I0. treated
/ Catherine

C. Answer the following questions in complete sentences.

l. Mr Earnshaw prorhised, Hindley, Cathy and Ellen.to bring presents / gifts (a

fidd.tc, a wiip, a pocketful of apples) before he left for Liverpool'
2. He wenf there on foot and he was away for tlrree days.
3. Heathcliff, a gtpsy boy, was in the coat which Mr Earnshaw carried bundled up
in his ann.
4. Mrs Eamshaw didn't'want the child because they had their own children to feed
and look after.
5. Mr Earnshaw found the child in the,streets of Liverpool'
6. He brougrrt the child home o-ecause he couldn't find its owner
(parentslguardians).
2.. Hindley antl'Cathy were more interested in the presents / gifts his. father had
promised them,
8. Hindleyf-c S ldl'e was crttshed to pieces in the $reatcoat.
9. Hi' ey was fourteen years old then.
10. .\4r Earnshaw lost Cathy's whip becaose he had to be attsnding on t{eathcliffl ',i
the t'atherless chil l

Il. Cathy showed her disappointment by grinning and spitting at Heathcliff.

I
 51

12, The child was left on the landing that night because ttrhdley and,Cathy refused
to have it in bed with them.
I .r Mr Earnshaw found the child at the door of his bedroom in the ma$ingi,
'. .'
Mr Earnshaw punished Ellen for leaving the child on tlte lending by-:sen0lhg
her out ofthe house.
15. The Earnshaws named him 'Heathcliff because it.was the name of their son
who had died in childhood.
16, Hindley and Ellen treated Heathcliffbadly bscause.!\eJ hated him"
t7, The fact that Heathcliff stoqd / would stand $mdldy's blows.withorrt shedding
a tear made Ellen think that Heathclifrrvas used to ill-:treatment.
'discoyerqd,
18. Mr Earnshaw was furiqps whbn he tllal Hindley Was misheatlng
Heathcliff beoause Heathcliff endured / stood fltndley's ill-heatnlent (withotit
shedding a tear),
19. Mr Earnshaw believed whatever Heathcliff said Secause he / Heathsliff said
very little, ancl.(whatever he said wris) generdlly the truth.
20, Mr Earnshaw preferred Heathcliff to Cathy because she was very mischievous.

VOCABULARY
Old-fashioned Englkh.
The language used. in this unit is in many ways old.fashioned, and some of
the convcrsations is very formal.
StuOy the example carefutly ahd rewrite the following spntences,as they might
be wrificn by a modern author.
Exarrplc:''Ybu m.ay choose what you like: only let it be little, for I sha[ walk there
'and'back.'
Answer: 'You rnay choose whpt lo,l anything) you.like: only it had better be small
(or only choose something small), beeauss I'm going to walk there and
back.'
Possiblb answers
l. Sixty miles is a long distance.
2. Flindley ask,.:d his father to buy a fiddle.
3. See herQ, wit! I was never worried aboul priyhing in my lifc
4, When Cathy learrit that the m4ster had lost-her whip in d.genrii.rg-on the stranger,
she showel how she'feh by grinning and.spitting at the stupid ,,ttle thing.
5. tler father gave her a blow to teach her cl'eaireg m.anngls;
U. 1'purt it on the lancling, hoping it.would gci away tornofrow.
7, It crept to Mr EarnshBw's door, and there he found it going out of his chamber.
8. {s a punishment for my iowardice, I was sel t out'of the house'
9. Flindley hated him, and to t:ll the ruth, I did the same.
 52

10,, Earnshaw took to Heqthcliff strangdly, treating him with greater affection tharr
Cathy.'

PUNCTUATION.
P.unctir ate ihe. following.
i, And at tlie'qnd of it, to be worried to death!'he said.
2. To his lon he saidi.'Xow; my bonny maq I'm going to Liverpool today; what
shatl t bring you?
3. We crowdsd round; atrd over'Miss*Cathy's head.l had a peep at a dirty, lagged,
black:haiied child, big'enough both to walk and'talk.
4. He sbem,bd a sulleil; patienj childl hsrdened pelhaps to ill-treatment:
S. Ttii;;;d;;re nraili old Earnsna-w furiduslwhtn h" discovered his son Hindley
peiseCuting thg poor, fatherless child, as he called him.

GRAMMAR
Bslh :---," 6n{
-i. gutf,
Now rowiite these sBntences using 'f both.,,,,,,,, ancl ",
fufyu*ur and Vietnam ai. agricillturaliorintries'
,, Ogut-*itt"ls can'be found both in an ordinary watch and in a hand-driven
sewing machine,
3. Bpth ir-teri$ and veins sprea$ through every paft'of the'body'
4. Both Sue and Johnsy were ar'tists.
5. Both the'yotrng artijrs [nd Mr Behrman tiveC il Crreenwich village'
6. goth ihaungtfia and.Ngwesaung are beautiful beaches'
7: Both Mya ltiya and Hla Hla have done their work'
8. A cornputrir is both a useful'and an essehtial device:
;: isaw ilih ZittMwand Lwin Lwin al tho Fun Fair'
10. Both Thura a4d Thlha usually go to school at 9'oblock'

WRITING
t'Ileathcliffs arival at
A. using ths plompts giveh, write a short paragraph oni
Wuthcring'Heights'

Ileathctlffs Arrival at Wuthering Heights

Heathcliff #-i;;d-in itie strgqts of Liverpo'l b.v tvtr !ays!rawr:'1he
and had neither
rhaster of Wuifr.ring'Heights. He was :tarting,'homeless
parents ,or eutfi;i to inl[ *er fiim.' So Mr Earishaw decided
to bring him
Ellen'Dean was askeC to
horire un,i Urdrght'tri* b'rndled up'in his greatcodt.
 53

clean hirn and give hirn food and clean clpthes. Mr Earnshaw's ehildren did no1
Iike him and refused to have hini in thgir,rdom, :Sp Ellen D,eAUJeft him qnrtbe '
landing of the "stairs, but this made Mr Eprnshaw fuioui Y!.n he-came t9_f"9y
.rbout It the next day. After a few days, the family nalllgd him 'Heathptif! a{91
their late ron. ettf,ough l"leathqliftdid net qell.ryf.+ welcome froni.the familv
on his arrival, Catherine and he bdcame gogd 'friends'later.

B. you are Catharine Earr.lshaw. You.live at,Wuthoring.Heights, Yorksh:i'*e,'WritF

to your friend, Edgar, Linton from Thrushcross Grangeltelling hirn about
Heathclitf, whom your father hds brought from Liver.pool.

Wutheriqg.Heights'
Yorkshire,
'4.8'1771
ut?:l
'*t are you? I hope you 1r9 in ggog h-9{th apd everyo,ne i1 thp rd,pilv arq
fiiie.' What havc you'beerr doing ttrese d-hys? We got a surprise at hbme,the other
day and-l'd like to tell you about it.
, ,,.
' We were waiting for o'r1q fathei's.,retyq1,:ftoT LiVerpogl tha! dlY, -a1 held
promi'sed to bring us giftC. ,He came home very iate. Can you girgps whathi,blOqsht
iqr us? A gipsyloyiOirty and ragged! Of course, fre loo(q olderthan.mel blt we
iouidn't.unairstanO whgt he wassaying.' ,My fathet:said, llsld foun{ hirn in the
stregts of .Liverpool, starying -uli hgu1elels.. tA,ld:lpgry:?h: couldn't find its
par.htr and guaidians; he decided t9 bring,it !ome.,ftrg, fiddlJs for my htothsr got
'My ftither said to my moth6r to
crushed to pGces anct the wJrip for me was lost. lake
'it' as a giflof God. But t iOuHn't Fland it. So I spat at hirn, for which I gol,4 blow
'
lrom my'father. We didn't.let him sleep in.our ropm, either, . Yesterday, my.parents
named him ${cathcliff afler oui lqte brother. I don't like hirn vety much buf,I think t
. can play with h:m sombtiines begause*
he said he would teagh nie new.garitel i

gbing dowl to tl';e galde{r to play with him.

a.

Your loving friencl,

Cathy
 54

UNIT 6 ,ItrOW TO READ SHORT STORIES

Atm.s df'trp,Lesson: To'develop the ireading skills of students

To'familia.rize students with the vocabulary on self-seryice
stgNS
:T0 'Ip$h'them thp:grarnrrar on adverb clause of pu{pose,
+ v-erb-ing
rime Arrocation , *Ti ffiq*,i?111,;jlhout
Teaffing Aids : Phgtos,of a sttfdy room and a clhsrroorit.

foaching Procodure
R,EADING
Pre-reading Stage
Fredicting from the Title
. 'Ask students to read the title.
. Read'the title. aloud as 'a model and ask st0dents to repeat aft.er you with correct
proriunciaiion.
r Aqk students what they expect to read in the pa-ssngu after'readinp the title.
ficgept any relevant'aiiswers.

Doip g Pre'redding Tagk's

r Ask,sttrdertls'the questions'frorqr Prd-reading Task in.the text. Acgept any

' Suggested Answers

parsugu i'ThelNecklace!! from the'.English textbook in Giade 9 is
l. the,reading
.
a short story-:I enjoyed rdadi4g it; :

, 2.Yes,I think reading shofl stories''is enjoyable,

Pre-teichipg
. 'silpct itie'dimrdt rfords in the passage whose meanings, students will not be
able loguess from the cbntext.
.Pid-teach
r the words: i

Glossaty
situations anA everits that affect and influence.'l
person's Ii'b
u rypt of l:Leratuie that describes imaginary people
lp ,,
Ilcuon
a4d events, not real ones.
call upon'sb/sth to visit sOmegne for a short time, to formally ask
someone to do something '
 55

suspense a feeling of worr), or expitemelt.,fh?t,,Ypu have

wlren yeu feel thal somet--h11g,,lt S.glP[t",1r,qP,P*1
sketch a shori iepoh or btory that'gives tinl$'basic details
'about something
conflict ..a'situatibn'irr wlieh it is difficqlt to c-4-oose
*frrri*g'a .
. t-

curious qtrong depire' to'kiiow aloqt M'tlljnt

. the seiiet of even'ti whigh forrn the slory of'the

engrossed (in something)

climax r E the most exciting part of a PIaY

difficult to understrind
'

complicatEd
unconsciouslY
; without being aware
tingle
: smfll qrnouitt of feeling
: .

run across (something) 'i to' find sorn,ething by chance

reflection = a description of something
tragic
: making you feei very tal
overwhelm
3': gvgrpower ,,
'^: i

reversal
: an exchange of positions
so forth
reward
som.ething good
encgqttter -: to experienie something

Model Reading
. .fr;il#
Ask students to,put a slant line wtbnever thq teaCher makes
a paUse'
: pr"di;.;*hinetur chulks ai'a model'
.Chccki;igqhePausesrndR9adihgAloud.,-.
.t . ,lu-rutud each paragfaph and point out the pauSes he/she has made:
. -.
. Rrt rtoa.otr'to Jfi.if. wnelngr,they lave drarvn the plan! lines in the cofrect
. places. , :
i Ask students'to read.aloud with coriect puurur. Note doim the words students
cpnot PronoUnce qPIl. .

Drilling.UnfamiliarWords
; .tD;il"l the,wortls ihut riud.ntt canngrt pronounoe well andt apk .t,-,.- -- t,^t^-
-r. them Jo listen to and
re' -at afier the teacher.
:,Xnnrple: circumstahces, cutious, con{lict, enjroSsed, tingle, ovenrhelm' reversal
 56

While-Readlng $tage
Silent Rea,di4g,. S.kimming and Scanning
Examplc I
. ' Ask studgnts tq read the first parpgraph sllbntly.
' .Ask ifpflep1s-to,readl,the Srst.peragrflph guickly. and ask them,what that
paragraph is abput.
Ahswerr about the ways to read short stdrieq.
I , felgct noti-.ee.eble and.specifl.c inforr.nEtion in the paragraph. Ask students tq find
It. :

Wt ui are short stpries compared.with?

-i
Ansrier:,windows on the wofld. : .

: Ask-studeirts to read the second paragraph silently.

r ':Ask studqnts to read'fhe seqo0d paregraph quickly agd. ask them what that
paragraph is abput.
Andwer: the riason to repd short stories.
,SElect notlgeable and specinr inf"**tion in rhe paragraph. Ask students tq.fihd
it." .

Yhat is a bicigraphy?
Anynie.l: a,factual ieoord qf a.n actUel personls life
Examplc.3

: ff['H,.1J:;'Ti:J]',iH'i,xf i?,1l,.Xl'#'h*u,, and ask rhem what thar

paragrgph is about.
Answer: ih-e bgsinnlng of thq story,,
I Select noticeabie and specifip information in the p?ragraph, Ask studpnts to find
it.
I{ow do you feel when yop learn about theiproblem, $, the start of the story?
Answcr: ' We are curious to see how,it will be worke'd out,
Examplp 4.,
r 'Ask students tq read the fourth priragraph silently,
. A,$k. sflldents,to rfatt thg .fourth.paralraph qujckly.and psk th'em what.that
paragiaph,is About. :

I Select noticeable a;d specific information in the pfragraph.'Ask students,to find

itt
What docs 'The'plot thickens' mean?','
Answer3 qh?racters get more and rrrore involved in a particular
ffi*L*lat'the
 57

Example'5
. Ask students to read the fifth paragraph silently.
r Ask students'. to redd, the ,frfth ryrqgraph, qulbkly and as!< them wti,at that
paragraph'isabout;''' -'' l

Answery; about thti climo< in a siory

, Select notice.able and spdcifi.c infonriation in lhe paragraph, As!,stude5rtq 1o find
'
it.
What:is climax?
r' .:
Apswsr: the point where something is bound to laappen ong way or another to
)

end'the conflict or solve tfie problem.

Example 6
t Ask students to read the sixth paragraph silently,
. Ask students to read the sixth patagraph quickly and ask them whllt ttiat,.
paragraph is about.
Answcr: about the ending of a story
. Select noticeable and s.pecific informaticin in the paragraph. Ask'studbntb to frnd
it.
What kind of ending should we'look fo'wllen we read a short story?
Answer: an enditigthht is true to the characters and'event$ in'the story.
1-

Example 7
. , 'Ask studerfis to read the seventh paragraph silently.
. Ask studenls to read the seventh paragraph quickly and ask thern what that
paragraph is about.
An'svier: about charricters in ticlion.
. Suiwt noticeabte anO speciRc information in the paragraph, Ask students to find
it.
Whit are the three things to obthin a rounded picture qf acharacter? .
Answer I wha.t the eharacter says, what he does, and what'is said about him by
othets.
[,.l,amp,le 8
. Ask students to read the eighlh paragraph silently,
. Ask. students to rgad the eighth'par4graph (utckly and ask them what that
paialtaphisbbout. L .

ensier, about the great reward that $hprt stories'will offer yotr.
. Sglect,noiiceable and specific information in'the paragraph. Ask students to find
it.
What.are the advantages that short stories offer you?
Answer :l'taking'us into diffdrent places, introducing us to'new and different
kirids:of people, facing us with different but rreai' problems 'thht we
have nevet'encolrntered before.
 58

Dealing with Unfemitiar Words

I p.ele9! some unfamiliarr-words' and ask students to guess their mganingp, by
bieaking the woid into difftrent meaningtul parts, guelsing the me.qning 6f ttl
word from affrxes or contextual clues.

Giipss the meaning of tho.word frorh the context

'' Ask students to read the following sentence and find the meaning of the'word
'biography'.
Of course, the p'eople in stiiries arg not 'real' in the ordinary spnse of the word;4
story is noj, like a biography, a factual reeord of an actr.al person's life,
In the sentence the appositive construction shows that 'a biography' is 'a factual
record of an actual person's life?,
' Ask iitUdents'to rbad the follbwing sehtence and find the meaning of the word
'climax',
The breaking point ip q slory ;'t!p poip! w_herq scmgthingis bound to happen one
way or aiirither to end the'cbnflici or solve the pr:oblem : is cdlled the ctimax.
The meaning of the yord 'oclimax'l qe4 be.gueqped frqm the,claqse,in tho trvo
dashes "the ppinf whdre somethihg is brp.und io tqpp"rl oiii *li or anotftgr.tg.end
the'ponfl lct"or' solve' the pioblem:i. The' word "ciima*;' mbanj' the niost' bxciting
part of a play.

Post-ioadihg Stage
COMPREHENSION EXERCISES

l, .WindowF .3..action 5. plot ,

7. hints
2. biography 4. plot 6. the climax 8. reflection

B, Ancy-er the foll'owing questions in complete sentepces.

l.
A,biography i.s a factual recold of.an'actual pe.rson's life.
2. A'.climax comes arid goe's qtiickly iii"a short story. This is io becatise there is
not much room for a l6ng ana corpticated plot,
3. Thc twc mqioq questionS:we adk ourselves u.ftti r.uding a phgrt story arei "Was
I surprised by the endiiig?'1and "Did the eniling satisff mg?"
4. No. all storios do not have a surprise qnding.
J,
I'h"o we cpme sQross one with a surprisg eiding,, we feel a certdin pleasant
tinglc.
 s9

6. We find ourselves engtossed in ths tqrn of events in a good short story besause
we all tend to identifu ourselves with a character in a short story and.choose
sides in the probiem or o.onflict presented.
7. 81' a 'tragic end', we inean ta very unhappy and sad'ending'
8. \\'hen we want to pbtain a complete picture of a character, the tliree things we
have to watch ollt foJ are what the character says,.what he does, and what is
said about him by othefs.
9. We can lay that we have really eqioyed a short story.when we have understood
the sharaotprs in it.
10, Short,sloqies canbe llke'windows en.the world'by dcing us !o new.and
differEnt .kin$s o.f people, facing us.with diff,ereni Uut hdmtroblims that we
have never encountered before.

chozE
Ffll tn'each trumbsred blankwith a word from,thedistglvsn.
l. happens 6, qf I plot
l. 15. If
2. are 7. problem 12. get 17. or
3.' matter 8. then i3. situation '18. characters
4. character 9. will 14: it 19. story
5. him 10. once 15, of 20. yourself

VOCABULAR.Y
A. Verb/ AdJective + To-insnitive
Fill in bach blank with,the*p*roct form of one of the verbs giveh in the box to
get tte best freanlng.
l; needs 2. agree 3. managed 4. failed 5. tends
6.-try 7. intend 8. offered 9. . curious 10. want

O GRAMMAR

Nouns in Apposltions
Exircise: Combine the two sentences, using'the appositive construction.
1.. Hindley, Mr, Eblnshaw's son, hated He.athcliff.
2. Football, a popular game, is played all over the world.
3.. Cathy, Hindley's sister, befriended Heathcliff.
4'. Many tourists visit Bagan, an ancient city in Upper Myanmar.
5. Fabricius, Harvey's tutor in Italy, discovered the valves of the veins.
(,. Shwe Wah, my cat,loves fried fish. '

: . I {any artisis.u*t io Greenwich v!}lage, a section of New York city.

8. Jumbo,'my dog, doesn:t bite.

 60

9. There was an epidemic of pneumopia, a serious disease.

10" MnEehumti.rt"itl.slxty,.year old paifltg'f,,trydg a fii{ure in art

WRITING
A. Using the prompgrilivoriil:wfiilb a.shoit'paragraph ori: Il'ow'td EilIol I'leadi[,g
,S},qrt$$onlpsr

Vt\ U

8.. Write enrg$.saf ofTHREE paragrapHsion the following

An interesting story I have read

Storigs are not real, But we need to read stodes,to lEar'rt abodtsllf0i'fhbf'?fg
gqpdp,Eppln-q&dlbei* p.e,qple'inithe *rrld, 'Lly'r1rsi6irg,a itbry;'We:U6hiq€1j$h$0di
;*;6:i ffi;;# ,frnv, stories in:my childhlod. onJ of them is?nyr'f6q6tifitti'+hd
.name of the:$.tetV, i8 'tThe Rabbit and the,.flish<risdl'.
I found,thfu:story. in the bbok. "F'olli,.Tal6s". It ls Written in simple Er{dlisl,
The story is aboul a race between a rabbit.and h tortoise. The rabbit is a pst,runner'
but fhe iortoir" is very slow. The tortoise meves very slowly. because ffi lbgt arU
very short. The'rhbbit can run fast and'also jump. In the. story., the rdbbit is very
proud because it can run really fast. It askb'the tortoise.to haveaildge:rtThertabbit
ininfs that it,saui;rpfurithe;iriob.eesj,ly",{t. thinks-that the -slowrtortoisE'witl iaveribE
;di; ;;;i ilirl:lq iris surprise, tr,i ilortJise 'agrees,to' mn the rac'e. Froin ,1!rg.s1bn,
the rabbi:runs at high speed. lf,he tortoisecan just move very slbwlyrTherfatplt is
-Helthinks
proqd of its.speed, that the,tortoiJd will,never fifllih'the'rr$abi" Sd he
iecides to take a nap. Whilethd rabbit is:sleeping;,the'iortoiselieeps m6vihg stowly
but steadily and finiehesrthe.raoe.
The tortoise teaches me a lessonr I learn that I should.not stop trying ev'eii'if
the-task is difficu,ttr:If.l Work.steadily; Iroan suCUe'ed,in rvhatever'I do:][n'the iboe;the
 6l

winner is the tortoise. When the rabbif wakes up, he cannot see the tortoise. The
tortcise i^.as passed the finishing line. From this, I leanr,.that Lshould nol Joehaner,like
:he rabcit and look down on ather peoplg,.somepeoplo.r4ay not be very briltiant
r::r as they are diligent they sugceed reach their,,gqd,;As. the,s-tpry.givos.rne-ia.
'.:- r'ahrable lesgon for my life and is and
interesting, it isihe slory I like best.
 62

Teaching Speaking

SPEAKING 3I OFFERING, NEQUESTTNG, THANKING AND

ExPREssrt{c appilECrATIoN
Aim: To famitiari2e students with the language of offering, requesting, thanking
and expressing appreciation
A. Offeritrg
Step l. TeIl students that when someone.offers them something, they may accept
or decline the offer. While doing so, thel' need ti' u.. upp*priaie
expressions.
Ask students to studl the frollowin ressions.
0fferin Acccpting 'l ,Declinin
Would you like me to ,..? Yes, please, No. thank you.
Shall/Could I ..,? That's \/er\,' kind of Thank you, but
How about ., . ? / What about i'ou. no.
t . .', . . ..?

Step 2: Explain different ways of making an offer aird how to aceept or decline
an offer to students.
Ask students to study.the.following dialogues and practice.thep in pairs,
Study the following dlalogucs and practise therir with a partner;
(l) A Shall I carry ttie briefcase for you?
.B Thank you. That's very kind of you.
(2) A Would you like me to call you a tdxi?
B Thank you, but r1o"
|. Requesting
Itep J: Ask students how t[ey will respond when someone requests therh to do
someth[ng. T\eir response can be positive'or negatiVe,
tep 4: Ask students to study the following expre$sions.
rlr!!il
#tu

Requestin Positive Ne
Can/Could you ..,'? Yes,,of course. ['rn sorry [ can't. I

Will/Would you ,..? Certainly. I'm afraid not. I

I ryoq4%ir,yggleslq Sure,lAllri ht.

-J
tep 5: Explairi different ways of inaking a request and how to respond.
Ask sttrdents to study the following dialogue'and practise in pairs.
'Study the following
diatogues and practise them with a partner.
(l) A : Could you retum this book ttr the library?
, B : Yes, of course.'
(2) A : I wonder if'yotr could post this letter for me?
 63

B : I'm-qftaid not. I'rn late for olass.

C. Thatiklng and Expressi4g Apprpgiotion
St.:i6: Elicit frorii students different ryays of expressing your thanks and
appreciation and hbw to respond to someonels thbnks.
Ask students to study the follorvlng expressions.

reciation ResRonse
Thank you (vbry rnuch). You're welcome.
It's/Thaf s very kind of you. Don't,mentibn it,
Thanks (a lqt That's all rieht.
:

Step 7: Ask students to study the following dialogue and practise it with their
partners.
Study the following dialogue and practise it wit[ a partner.
A : 'Would you like me to photocopy these essays for you?
B :
Yes,'that's vEry kind of you. By the way, could you lend me,your
English text for tonight?
A I'm sorry I can't. I need it'to do some homeu/ork,
B Thanks any way.
A You're welcome.
Step 8: Ask students to do the following exercise in pairs arr( then compare their
answers with their partqers;
Complete the following dialogue.
You. meet your teacher at the school gate.
A 9arry the basket for you, teacher?
B No, thank you. fetqh soms chalk from tny room?
A , teacher.
B Thank you.
A
ciuffistudents,
Sumple answersi .
You meet your teacher at the school gate.
A : Cowld I sarry the-basket for you, teacher?
B : I{o, thank you , Could you fet*h some c}ralk frorn my room?
A Cert$in ly, teacher.
B Thank you,
A You're welcome,

Step 9: Ask students to practise the dialogue in pairs.

 64

LTNIT 7 THE LAST LEAF

Aims of the Lesson : To expose students to reading stories
To teach students the sirnilar and opposite meaning of a
word
To enable students to be able to use the reported speech
and the 'neither.. nor' corlstnrctiorr
Time Allocation 45 Minutes x 14 periods
Teachirrg Aids Illustrations, photos

Tceching PropEdpre ,

REAI}ING Pre-reading Stage

Pri'readlng Stags
Pnbdlctltgrff o m; th e Titte
. Ask students to read the title.
r Read the.titlts'atou'd,aS a maUUl and ask students to repeat
aftsr the teacher with
,
the corect proriunciatidrt:,

Reading the titte

The= I 6e /
Last: = tlqtst'l
Leaf - /litf /
r Ask students what they expgct to read in the passage+ff.fter,reading,the :tiTle.
r Accept any relevant answers,

Iloing Pre-reading Task

I Ask studerlts the questions'from the,Pre+eading Task in the text,
suggested Answers (Accept any relevant answeis)
L In our country leaves fall in the cqld sgason.
2. When I seg leaves falling, I feel huppy because after that season the long
vacation wilt come./ No, it doesn't affect rne,
3,In th.e season.lvhen leaves fall, the common illnesses people usual,ly suf r from
are the cold and the flu.
4, Yes/ No ...,.

Pre-teaching
' Select the. difficult rvords in the passage whose meanings studints may not be
able to guess from the coatext.
Pre4each the words: bohemiah, pndumonia, autqmn, sin, mast'erpiece, failure
 65

_Glossary
bohemian involvsd, wifh ghe artsg witli' * very inforrnal Tvay
wiihout following accepted rules of behaviour
t,. - rnOnia a serious illne$si affeoting,'one .or,both:'lungs that makes
breathing difficult
autumrt the season of the year between summer and wintef, :when-
I,gaves qhange: colour and thd woathst'rs,bcofies:ccildlir
sin an pffence against God or'againstta,religiotis or rirota['f"aw
maSterpiece a work of art that is an excellent;iori'the'best;'examilt*'of the
+r{istls wgrk .
failure lack, lf success in doing or achieving sornbthi'rlg

Model Reading
r $pk ,stpde,ltf. to.put e slant; line
.whenever the leacher makes a'pause,
. Read the passage in.meaningfulchunks as a model.
,t

Checking the Pauses, and Reading.Aloud

r Re-read each parag{ephtand, ppint:out the.pagses he/bho'.hhs,made,
' Ask.studgltp to checik wheqhgr the,yi have-drawn'the.slatrt:lines"in"lhe correqt
places.
. , Ask studentb to' read 'ator,rd,rwi-th:
the:rcorrect padses;'Note dovftr thb'"ifoids
students canhot pronpunce well.

Drillip-g the Propunciation of Unfamiliar Words

' Drill the words that students calmot proriounce well and ask them to listen to and
repeat after the teacher.
Examplc:
bohemian = / beu'hi:.mi.an /
pneumorria : / nju:'mau.ni, a/
autumn : ltc .tem /
sin, i, , +'/ stni/
masterpiece :/ 'r.io:.sto.pi:s i
failure: l'fet.ljar /
Whil6-rcading Stage
Silent Reading, Skimming and .sbanning
Examplc I
. ' Asf, studerrts to read Paragrnph I from Part I silently.
' Ask students to reao Parag:'aph I quickly and ask them what the,paragraph ,is
about.
 66

Answer: about Greenwich viilage and its'i.nhabitants

i $elect hoticbtible and specific'information in.the paragraph. Ask students tofind
It.
What sqrJ ofpeople Game to Greenwich village?
Auswer: artists/ people who were interested in art
S,xample 2
.itAsk studgnts to read Paragpaph 2, 3, and 4 from Part I sil.ently.
A#k studpnts to read Paragraphs 2, 3 and 4 from Part I quickly and ask them
uihit the paragraphs are about,
Answer: abgut Sue and johf,sy, the spreading of pneumoriia in the village, and
Johnsylsiillness
r Select noticeable ahd specific information in the parqgraplr. Ask students to find
it'
.Lqok at Paragraph 3 ftom Part I and find when pneumonia spread to Greenwich
village.
Anriwer: in November
Exqplte 3
r- Askstudents lo:read frorn Pdragrap,h 5 tp l3 from part I silently.
r, Ask. s$aqnts to ,read the .givin'Reragraphg quickii, anid ast thern what the
-paragraphs are about.
[pswer: aSotrt :Johnsy's.illness and her strange behaviour.
i' Select noticeable and specific information'in the paragraph. Ask students to find
it.
Look at.Paragpph 6 from Part I ind find what Johnsyls chance to liVe depegils
,otr,.
Ancwei: her desire to get better
Look atParagraph 6 to 9 from Part I and find what Johnsy's wish was.
{pswer:,to paint the picture of the Bay of Naples
Examplc 4
. Ask shidents:tp read from Paragraph'l to t2 from.Part II silently;
L ' .Ask students to read Paragraph I to 5 from Part II quickly and ask them what thp
palagraphs are about.
Answ.er: Johnsy's foolish belief
. Sglect noticspble and specific information in the paragraph, Ask students to find
G
it. s
C

Look at.Pdragraph'l from Part II and firqd where the old vine was, n
Anpwer: on'the wall'of the opposite house r'
II
Look at'Paragraph !,. ftom Part and find how Sue. lied about J<ihnsy's cr(
I
l

condition.
Answer: by telling her that her chances of getting well soon were excellent
t

v
fT
I

v
 67

Examplc 5
. Ask'students to read Paragraph 13 from Part II..
. Ask students to read Paragraph 13 from Part II quickly and ask them what.the
paragraph is about.
,\nswer; about Mr. Behrman
I Select noticeable and specific information in the paragraph. Ask students to find
it.
Look at Pzu'agraph 13 from Part II and find what Mr, Behrman had \Manted to'
paint.
Answcr: a masterpiece
Lo6k at Paragraph-l3 from Part II and find how he earned his Iiving.
Answcr: by posing as a.model for young artists who could not pay for regular
models

:t-Xt':,:dents to read from paragraph I to 4 frorn part III sitently.

. Ask students to read Paragraph I to 4 of Part Ill quickly and ask them what the
paragraphs are about.
Answer: about Sue letting llehrrnan know about .lohnsy's foolish belief
r Select noticeable and strrecilrc information in the paragraph. Ask students to find
it.
l.ook at Paragraph I from Part III and find what Suels fear was.
Answe r: Johnsy wourld really die when the last leaf fell
I-ook at Paragraph 2 to 3 from Part III and find why Johnsy had such silly ideas.
;tnsrvcr: the lever has left her mind full of stran[e ideas
Iixamplc 7
. Asli stuclents to read frorn paragraph 5 to l4 from Part III silently and.ask them
what fhese paragraphs are about,
Answer : Johnsy having hopcs again after seeing the last leaf o.l the wall
. Setrect noticcable and specific information in the paragraph. Ask students to find
ir.
Look at l?aragraph 7ll'onr Parl III.and firrd whcre the last leaf was found.
Ansrfcr: on a branch some twenty fbet above the ground
I.,ook at Paragraph l3 from Part III and find what Johnsy's real,ization was.
Ansu,cr: she lrad been a bad girl and her desirq to die was a siii
F)xamplc ll
. Ask studen:s to reacl fi'om paragraph 15 to 1.7 fiom Part III silcntl5, and as thcrn
r,,rhat thc marn'idea of these paiagraphs is?
Ansrver; Behrmanls sacr'itice for itre two girfs/ I{ow Rehrman saved .}ohnsy's
life
 68

r Seiect noticeable and specific information in the paragraph. Ask students to find
it.
Look at Paragraph 15 from Part III and findwho told Johnsy about Behrman?
Answer: the doctor
Look at Paragraph 17 from Part'III and find what Behrman's.real masterpiece
luas.
Ansrver: a green leaf painted on the wall of the house opposite

Dmliug with Referents, Unfamiliar Words and Complex Structures

Dcaling with Referents
r' Select some referents (pronouns) and ask studehts to find their antecedents (what
these pronouns refer to).
Exnmple
What do the underlined words in the passage refer to?
l. The word 'they' in line 2 of part I refers to "many people who were interested in
afi".
2. 'the uaord "He' in'line I I of part I refers to "pneumonia".
3.. The word'Theyi in line 6 of part II refers tb "the leaves from the vine".
4. The word'who'in line 36 of part I[ refers to "the yourlg artists".
5. The word'which'in line 3 of part III refers to "the strange idea of Johnsy'i

Doaling with Unfamilirr Words

' Select some unfamiliar words and ask students to gless their meanings by
breaking the word into different mearningful parts,.guessing the meaning o(the
word from affixes, or from eontextual clues.
Examplor
bcdclothes, backyard, unseen, wonderful

Guessing the meaning of a word by bneaking it into meaningful parts

clothes

a piece
ll
orru*itu* for sleeping on t ,nrrt, and covers
bedclothes the sheets and covers you ptit on'a bed or a place
r
where yau sleep
= blck
C

b*ckynrd + y?rd C

t
the part sr area of something that
+
atr area outside a building,
r
o
I
I

is Iilrthest from the front usually with a hard surface C

and a surrounding wall

I
v
t:
I

tr
 69

backyard an area with ir,hard surface behind a.house, often

surrounded by a wall

Guessing the meaning of a word from aflixes

i:ti een : uf- +seln
YV
not ( prefix with negative'sense) to become aware'of sb,ot sth. by using
'your eyes
unseen that c4nnot be seen
wonderl'ul=wonder+-fuI
+
a feeling of surprise and
I
admiration
that you have when
full of

you see or experience something beautiful, unusual or unexpected

wonderful -------+ making you feel surprised / having full of surprise

Guessing thb meaning of a word from the context

subtract
Way in: To guess the meaning of o'subtract", ask students .to read the whole
paragiaph.
"Well, peiha'ps it is a result of hei fever and her general physical weakness.
I
But when a patient begins to feel sure that she is going to die thdn subtract fifty
percent from the powgr of medicines. If you can succeed in making her interested in
something, in asking, for instance, about the latest styles in women's clothes,-then I
can promise yoLl'one-to-five chahce fbr her instead ijf one-to-ten.'1Aller the doctor
had ggnc, Sue went into her own ioom and cried, Later, trying not to show her
sadness, she went into Johnsyts room, whistling.
In the given patagraph, the doctor is talking about Johnsy's chances of living.
I-le talks in percefitages and everybody knows that the full percentage is hundred.
Ilere Johnsy is ngt very'enthusiastic about getting better. So, the"doctor says he will
subtract fift! percqnt from the power 'of medicines. Tlierefbre we cdn know that
subtract is reducing fi'om the original amount of hundred percent.
Answer:
sulitract '= lo take a number or amount away f}om another numbc,' ;rr amount
scvere
Way in: Ask stuclcnts to read the sentence tltar comes after the sentencc that carries
the word "severe".
'['he doctor came in the aftemoon, "You are.,doing fine,".he said, taking
.loh.rsy's tl'rin hand in his, "lrt anothcr week or so yolr wilibe perf'ectly well. And
 70

now I must go to-see another patient downstairs. His name is Behrman. He is some
kind of aftist, I believe. Pneumonia, too. He is an old, weak rhan, and the attack is
very severe. There is no hope for him, but I am sbnding him to the hospital in order
to make him more comfortable."
We can guess the meaning of the word "severe" from its context. The phrase
'not
"no hope for hint" is the clue to this word. We can see that Behrman *ill
recover form his illness as tl.e attack is very severe. So, severe means very bad or
serious.
Answer: severe = extremely bad or serious

Denling with Complex Stnuctures

. Select complex sentences that students may find difficult and explain them.
Example
In November, a cold, unseen stranger, whom the doqtors ,:alled pneumonia,
visited the city, touching one here and one there with his icy finger.
: ln November, pnedmonia (an unusual disease) affected the people. llis coming
could not be seen. It spread in the city and made people dic one b.,, one.
Example
He was a fierce, intense little man who considered hinrs;li' as a watch-dog
and protector for the two young artists living above him, of whom lre was very fond.
= Mr. Behrman had a frightening look. Ile was also a serious - looking man.,I.le was
so fond of the two young trrtists who lived above him that he protected them.

Inferring
r Ask students a question lbr the information which is not explicitly stated in the
passage.
. Ask them to use their experience and intuition.
Exam-ple: Do you think pneumonia is a severe illness'?
Yes.

Post-reading Stage
COMPRE.HENSION EXERCISES
{nswer the following questions in domplete sentences.
Paft I
1. l'his storytakes place in Greenwich Village'.
2. Grcenwir.:h Village is famous for the bohemian life of the villagers.
3. Sue and Johnsy had come to New.York to inake their living
4. '[he story toncerned with two young artists and the. old neighbour who
ii
considered himself as their faithful watch-dog.
 7l

5. There was an epidemic of pneumonia that stuck the people of the city that
winter.
6. Johnsy lay on her bed, suffering firrm pneumonia.
7. The doctor thought that Johnsy.'s chances of recovery were bad.
8. Johnsy was indifferent to her condition-
9. Sue tried to hide her sadness by whistling.
10. When Sue entered, Johnsy was lying with her face toward the window.

Part II
1. Johnsy was looking out of the window.
2. Johnsy was counting the leaves (from an old vine which was dead at the roots
and was climbing halfiray up the wall of the opposite house) as she locked out
of the window.
3. An old vine climbed halfivay up the wall.
4. Almost a hundreil ieaves were left three days ago,
5. The cold breath ofautumn wascausing the leaves to fall rapidly.
6. The weather was cold at this time of the year.
7. Johnsy. used to love the old.vine.
8. Johnsy thought that she would die when the last [eaf fell.
9. Mr. Behrman would sit as Sue's model.
10. Old Behrman was a painter and a fierce, intense little man who lived on the first
floor beneath the two young artists-and who was very fond of them.

12. Mr. Behrman had always wanted to paint a masterpiece.

13. Behrman earned his living by serving as a model for those young artists who
could.not pay the price for regqlar models.
14. Whenhe was drunk, he alwiys talked abput the gfeat masterpiece he was going
to paint.
15. Johnsy said these words to Sue when Sue went into Johnsy's rbom because she
thought that she would die when the last leaf of the vine fell.

Pgrt III
l. Only one leaf remained on the vine'the following moming.
2. The remaining leaves had fallen.
3. The last leaf remained on the vine.
4. Her interest in her painting revived because she told Sue about her desire to
paint a picture of thi Bay of Naples after realizing that the,thought she had had
was foolish
5. She wanted to paint a picture of ihe Bay of Naples.
The Bay of Naples is located in ltaly.
 72

7. The doctor had to go to see Mr Behrman.

8. This patient was suf,f,ering from pheumonia.
9. The doitor said that there was no hope?cir Behrmanlg recovery.
10. Finally, Behrman died in the hospital.'
'
1 l. His illness was of short duration.
12. Behrman had become sick for (only) fwo days.
13. He had painted a green leaf on the wall opposite Johnsy?s room.
14. Behrman's last act was a generous one.
I5: Sue said these wordi to Johnsy on the day of Behrman's. death/ when she knew
that Johnsy would be perfectiy well again because she wanted tri let Johnsy
knbw that the leaf hanging on the vine was not a real leaf. It was the picture of
a green leaf painted by Behrman who wantdd to save Johnsy's life, Thbse
Words mean that Sue wanted to let Johnsy know that there was no connection
between her death and the iast leaf on the Vinr.
These words mean that the leaf on .the wall was not a real leaf although it was
very much like a real one. It was painted by Mr. Behrman on the viry night
whenthe last leaf on the Vine fell,

VOCABIJLARY
A. Give antonyms (words ryith opposite meanings) of the following words from
the passage.
1. young 2. h.ot 3. difficult/hard 4, silent/quiet 5.clean

B. Fill in the blanks with suitable words fiom Exercise A.

l. young 2, cold 3, dirty 4, quiet 5.difficult

PUNCTUATION
Punctuato the folf owing.
l. "What is it, dear'7" asked Sue.
2. "Five what, dear? Tell me!" said Sue.
3. "Can't you cil'aw in your room?" said Johnsy coldly.
4. "['d rather stay. here r.vith you," said Sue.
5. "Try to sleep," said Sr.re a Iittle later.
GR,A.MMAR
Exercisc: Finish each sentcnce in such a way that it means exactly the same as
the sentencc that is given.
1. Ilarvcl.'said that he professcd.both to lcarn ancl teach anatorny rtot tioin books
but fi'onr r! issr:ctit"rns.
2. U [la Kaung said'thaf he was going to Mandalay that day,
 73

3. Sue told Johnsy that she wpuld rather stay with her.
4. Sue asked what it was.
5. Sue told Johnsy not to be silly.
6.. Sue told"Johnsy not to move and to promise her not to look out of the window.
7. Johnsy asked Sue if she couldn'f draw in.{rer room.
8. Jotnry told Sue to plrt up the curtain.
9. OId Behrman asked Sui why she penqritted such silly ideas to come into her
mind.
10. Johnsy told Sue that she had been a bad girl.

B. Neither... nor
r Tell students that they are going to'study the use of the form "Neither ... nor'
and explain the uses of the form with examples.
r Ask the students to do the exercise and check their answers,

Exercise: Finish eacH sentence in such a way that it means exactly the srme as
the gentence that is given,
l. This:pen is neither mine nor hers.
2. Neither Aung Aurrg nor Naung Naung loves dogs.
3. The teacher saw neither Yu Yu nor Ko Ko,
4. These farmers use neither'fertilizers nor pestisides.
5. Neither a letter nor a postcard was sent to me.
6. I have seen neither he nor his wife.
7, Neither she nor.I want fame.
8. Neither Mg Soe nor Mg Moe read a lot.
9. The stranger neither went to the village headmdur's house nor to the monastery.
10. Neither I can go out nor she can come to me./ Neither can I can go out nor cah
she come to me.

WRITING
A. Usiug the prompts given, write a short paragraph on: "The life of au old
painter".

The life of an old painter

Old Mr Behrman was a painter who lived on the first floor heneath the two
young artists. He was more than sixty years old and was a failure in art. 'Flowever,
ire always wanted to paint a rnasterpiece. He earned a little money by serving as a
otrel. When he drank a lot of whisky, he talked about the great rhasterpiece he was
going to paint. He was a fierce and intense li*le man who considered himself as a
watch-dog and a protector of Sue and Johnsy whom he was very fond of. One cold,
 74

windy and rainy night, he climbed up the. wall of the opposite house and painte.d a
green leaf. The picture of the,"green leaf he painted on the wall saved'Johnsy:5 11L
but when he did this,-ihere was heavy rain and strong wind that made him wet and
icy cold. As he was an old weak man, he was attacked by pneumonia and his illness
wds very severe. He died of pneumonia in the hospital.

B. Write an essay of THREE paragraphs on: "The story I like best"

The story I like best

'I have read many stories since I was young. Some stories give me pleasure
but some give' lessons. Some stories have happy endings but some have'tragic
endings. As I am a person who loves to read stories, I read different sorts of stories
both Myanmar as wsll as foreign ones..
Among the'stories I have read, the. story I like best is !'The Last Leaf ' written
by O Henry,. In the story, there are three main ciraracters * Sue and Johnsy who were
artists and who shared a flat, and Mr Behrman wh,r earned his living as a model. Mr
Behrman was more than sixty years.old, Although he earned lris living as a model,
his desirc was to draw a masterpiece. One day, Johnsy suffered lir.rm pneumonia and
she had to stay in bed. She was too weak to'rvalk:so thg only thing she could do was
look tJrrough the .window. 'Ihere was an old vine creeping on the wall of the
opposite building. Johnsy saw.the vine and its leaves. As the virte was dead at its
roots, the leaves gradually fell onto the'ground, Johnsy counted the leaves every
day. She became very fond of the vine that she saw from her.bed. As she was very
weak Because of her illness, a strange idea came into her mind. She believed,that
she would die when the last leaf of the virie lbll. Sue talked to Mr Behrman about
Johnsy and hel straRge idea. Both of thenr fblt very woffied about Johnsy. When
there was only one leaf on the vine, Johnsy believed that she would"die soon, Wher,
niglit carnc, the strong- wind and the heavy rain made the last leal' fall br-rt ivh
Behnnan climberl up the wall using.a Iadder during the terrible night and painted a
picture of a green leal. The next morning, Johrrsy saw the green leaf'but she thought
that it was the leaf she had .seen the day before. Johnsy thought the leaf would
actually fall that night. On the following day, the'leaf was still hangins orl the vine
altho:ugh the rveather had becn very severe during the previous night. .lolursy was
surprised. 'She.realized that she had had a silly arrd foolisll idea. lj,r, she made up
her mind to try to get better. 'l'hen, her heal$ improved. Flowever, lr4r Behrman
who savcd Jphnsy's life died of pneumonia. }'Iis. painting of the leat'was his.real,
masterpiece because everyone thought it was a real one; and it not only showed his
excellent'wofk as well as his talent but also represenied his kindness.
 75

' The story highlights affectiou,and:kindness that bind people. It is a good

story because it gives not only ple*sure but also.a lesson to the readlrs. Wtrat'l learn
from reading tl're story is that foolishness and selfishness are bad things that can give
trouble both to the person who has:the'i"negative thoughts as well as the people
around him. MorEover, in the stcir!, althoUgh'Mf.Behrman wds poor, he was rich in
kindness. So, I'also learn that although thefe are people who are self-centred, there
arc also people who are kind-heaHed and who'il#e tb sacrifice their lives for the
good of others.
 76

LTNIT 8 HOW TO IMPROYE YOUTI STUDY HABITS

Aims of the Lesson : 'fo teach students the techniques that help them with
studying
To expose students to infonnative writing style and the
use of imperatives in giving instructions
'fo give students practice in the use of 'either .., or'
Time Allocation : 45 minutes x 8 periods

'feaching Procedure
RIIADING
I're-reading Stage
Predicting from the Title
. Ask students to read the title.
. Rcad the title aloud as a rnodel and ask students to repeat after the teacher with
correct pronunciation.

Reading the Title

inrprove : /lm'prulvl
study : /'stndi/
habit : l'hrbiil
Ask students what they expect to read in the passage after reading the title. (Accept
any'relevant answers.)

Doing pre-reading tasks

. Ask students the questiorrs l'ronr the Pre-reading'fasks in the text.
Pre-rcading 1'ask
Suggcstctl Anrro.r. (Accept any rclevant irnswcrs.)
l, Yes, I do.
2. Istudy nry lessonswith rny l'riends.i Istudy my lessons regularly.
3. Yes, I do,
4. Its rneaning is sonrething you do witirout thinking too much about it,
5. 'l'hey are gctting up early iri the morning, going to bed early at night. taking
physical exercise. attcncling the class regr,rlarly, studyirrg the lessorrs regularly
and so on.

Prc-tcaching
. Scloct the dil'ficult rv<lrds in thc passage whose mcanings stuclents rnay not be
ablc to guess fronr tlre context.
oI

I
 77

r Prdteach the words: hiking, enthusiastic, committed, aside, assigned; occupy,

schedule, advantage, permanent

Glossary
hiking : the activity of going for long walks in the countryside
enthusiastic = feeling a lot of interest about something/somebody
committed = willing to give your time to something
set aside = to save or kgep time for a pahicular purpose
assign = give somebody some work
ocsupy : fill your time doing something
schedule : timetable
advantage : a thing that helps you to be bptter
permanent = lasting for a long time or for all time in the future

Model Re.ading
. Ask students to put a slant line whenever the teacher makes a pause.
. Teacher reads the passage in meaningful chunks.as a model.

Checking the Pauses, and Reading Aloud

. Re-read each paragraph and point out the pauses he/she has made.
. Ask students to check whether they have drawn the slant lines in the correct
places.
r Ask students to read aloud with cbrrect pauses. Note down the words students
cannot pronounce well.

Drilling the Pronunciation of Unfamiliar Words

. Drill the words that students cannot pronounce well and ask them to'listen to and
repeat after the teacher.
Example: average, intellect, pass, subjects, occasionally, interested, sports,
scholarship, enthusiastic, first, relaxation, idea, improve, permanent,
technique

While-reading Stage
Silent lleading, Skinrming and Scanning
Example I
. ASk students to read paragrapim I and 2 silently.
. Ask students to read these paragraphs quickly and ask them "What is it about?" /
"What is the main idea of these paragraphs?"
Answer: (lt is about) how one can become a better scholar without doing any
extra work.
 78

. S,elect noticeable and speoific information in the paragraphs and ask students to
find it.
-1. What are people usually interested in?
2, When can a person become a better scholar?
Answers:'
l. hiking and sports
2. when he/she wants to be a better scholar
Example t
'. Ask students to read the paragraph "Plan your time carefully" silently.
Ask students to read the paragraph quickly and ask them 'iWhat is this paragraph
about?" / "What is it about?" / "What is the rnain idea of this paragraph?"
Answer: (lt is about) the importance of planning our time carefully; / We
should plan our time carefully in everything we do.
I Select noticeable and specific information in the paragraph and ask students io
find it.
What should. you do when you plan your week? Why?
Answer: We should make a l.ist of things we have to do when we plan our
week because we ma1, forget to leave Onough time to complete an
important task.
Examplc 3
, Ask students to read the paragraph "F'ind a good place to study'r silently.
r .Ask studenfs to read the qaragraph quickly inA aik them "What is this pamgraph
about?" / "What is it aborit?" / "What is the main idea of this paragraph?n
Answer: (lt is about) the importance of study area in -studying. / We should find
a good place to study,
. Selcct noticeable and specific infornration in the paragraph and ask studentS to
find it.
L When should you go to your study area?
2. What kind of'placc is a good stutly arca?
Answers:
1, 'We should go to our study area wlren we are ready to study.
2, A good.study arca is a place wherc the re ma! be a clesk or simply a corner of'
our room, lree of everything.but study nratcrials and there rnustn't be eny
games, or radio or television.
Example 4
, Ask students to read the paragraph "Make good use ol- your time in class"
silently.
" Ask .students to read the paragraph quickly anrJ ask them "What is this paragraph
about?" / "What is it about?" / "What is the main idea of this paragraph'?"
Arswer: (lt is about) the advantage of spending time usefully in class.
 79

. .Select noticeable and specific infgfmation.in the.paragraph and ask students to

find it.
'What'benefit can you-get if you listen to'your teacher carefully,iq elass!
Answer: We need to db less work if we listen'to our teacher carefully in class.
t,rample'5
. Ask students to read the paragraph'"Study regularly" silently.
r Ask students to rsad the paragraph quiekly and ask them ""What is'this paragraph
about?" / "What is it about?" / "What is the main idea of this paragraph?"
Answer: (lt is about) the benefits of studying regularly,
. Selest'noticeable and.specific information in the paragraph and ask students to
find it.
L What should you do if you know what your teacher is going to,discuso tlre
he)it day?
2, What will happen if you scan and read the material regularly before yoirr
teacher teaches you?
Ansvers:
l. We should scan'and'read-that matbrial.
2. The material will be rnore inbaiithgful'if we scan and read it regularly before
. our teacher teaches us.
Examplc 6
. Ask students to read the paragraph "Scan before you readl'sitently,
' Ask students to read the paragraph quickly and ask them "What is this paragraph
about?'/ "What is it about?" / "What is the main idegof lhis paragraph?"
. Answer:.(lt is.about) the advantage of scanning befo;e readlqg.
' Select noticeable and specific inforrnation in the paragraph and ask students to
find it.
What are the benefits of scanning?
Ansrvor: Scannirrg a passhge letq us preview the material and get a general idea
of the cohlent, and it wi!l allow us to skip less important material when
we begin to read, and it will help us doubie our reading speed and
improve our comprehension.
Exampl}T
'Ask.studentsto read the paragraph "Develop a good attitude about tgsts" silently,
.' Ask students to read the paragraph quickly and ask them "what is this paragraph
about?" / "What is it about?" / "What is the main iclea of this paragraph?;' -
dnswer: (lt is about) how we should'devetop a good attitude a$ilut tests.
' Select noticsable and specific informatiotr in the paragraph arC ask students to
find it.
llow do tests help you withyo,ur-knorylgdge?
Arswcr; Tests help us make oui'knowledge permanent.
 80

Example 8
. Askstudents to read the last paragrafh silently.
. Ask students to read the paragraph quickly and ask them "What is the main idea
ofthis paragraph?"
Answerl The main idea of the paragraph is to give.the knowledge of having more
techniques than those mentioned in the lesson.
. $steef{lgiheabie and specific information in the paragraph and ask students to
find it.
When can you discover other techniques?
Answers: We can discover other techniques after we have tried the techniques
mentioned in the lesson.

Dealing with Referents

Examples:
L You occasionally get good grades, but they are usually just a.verage.
2. Anyone can become a better scholar if [g or she wants to.
3. If you know what your teacher is going to discuss the next day, scan and read
that material, too. This will help you understand the next class.
Answers:
L they = the grades
2. he : anyone
3. 'fhis : scanning and reading the material

. Dealing with Unlhmiliar Words

. Pick out unfamiliar words and ask students to guess their meanings from the
confext, using reading strategies. (lf necessarl, use synonym or antonym, use or
draw pictures on the board or break each of them into its snraller parts or as a
last resort give Myanmar translations to make clear the meaning of some
unfamiliar words.)
Example: What does the word "scholarship" mean in this sentence? What is the
contextual clue word?
You pass most of your subjects. You occasionally get good grades, but they are
usually just average. You are more interested in hiking'than in history and in
sports than in scholarship. The fact is that you don't study very much.
Answer:
scholarship.: sonrething to do with studying/learning because of the contextual
cl'ue words "subjects", "good grades" and "history"

Possible unfamiliar words

l. intellect ability because of the contqxtual clue words "average
 81

student", "pass"r "subjects"

2. concentrate = pay attention because of the contextual clue words
"work" and "subject"
3. review : revise because of the contextual clue wc'rds "important
points" aild "mentioned in class"
';. related = connected because of the contextualclue words uread"
and "material"
5. techniques = ways because of contextual clue words "o-ther" "help"
and studying

Dealing with Complex Structures

. Select the complex sentences that students may find difficult to understand and
explain them.
Examlle: This is not necessarily so, however.
Explunalion: Teach students the use of "so" and the connective "however".
Explain to them that actually the sentence means "lt is not
necessary for you to think that you'll never be a top student".
' Ask .,itudents a question for the information which is not explioitly stated in the
passage.
, Ask them to use their knowledge of the world and intuition.
Example: What do you think of studying alon6 without careful planning of
time? Do you think studying alone can improye your grades?
(Accept any relevant answers,)

Post-rcading Stage
COMPREHENSION EXERCISES
A. What do the underlined words in the passage refer to?
l. l'he word 'that' refers to "a list of things".
2.'lhc rvord 'it' refbrs to."a weel<ly schedule".
3..'l'he word 'this space' refers to "a good study area".
4.'l'he word'it'refers to "the material",
5, I-he word 'they'refers [o "t6sts".
Ii. Complcte the following sentences.
l. list of things 6. go over
2. entertainment 7. Scanning
3. a good study area L content
4. Really listeriing 9. good attitude
5. Taking notes 10. pernn';nent
 82

C. Answor the following qusstions in complete sentences,

l.'We.can improve our gmdes'Without'additional work by using our time
properly.
2. tf we do not make a list of things to tlo, we may forget to leave enough time to
complete an important task.
3. We shoutd set aside enough time fortntertainment, hobbies and relaxation.
4. J'he use.of*having u *e"i'ly schedufe is'that it will force us to realize what is
happening to our time.
5. *ltUioui'Oo't [b.p gu*es, radio oG television in the space set aside a's study
area.
6. We should sit where we can see and hear well in class.
7, We should take notes because it will help us remember what the teaclier says.
E. We should review ournotes when we get home.
9. Scanning is looking a passage over quickly but thoroughly before we begin to
read it more carefully.
l0.,TestS let usknOw what'We need to study more and they help make oui new
knowledgepermaiienl.'i

CLOZB
Flll eac'h numbered blank.with a word from the list given.
. l. you 6;'make I I . time 16' occPPY
2. things 7: have 12. forth l7.lo
3. list 8. leave 13. for l8' and
4. you 9. After 14. time 19. maY
5. at 10. schedule 15. normally 20. force

VOCABULARY
r Ask students to read aloud the given words and the sentences.
. A'sk students to replace the undertined words in the following sentences with
suitable words.
r Che:k their answers.
.1. stops teaching 2, interested in 3. timetable
4. take a rest 5. adequate

GRAMMAR
A. Either..... or
l. Lasers can be used either in delicate surgical operations or in making different
kinds of measurements.
 83

2. A reflector on the moon either catChes laser beams projected from the earth or
rotufns them to our planet.
3. By means of lasers, we can measure either time or distance.
4, We apply holograms either in fingerprint identification or in measuring mental
stress and fatigue.
5. Either Ohnmar or her sister does.the washing up.
6. Mother, eithei cooks something special foi ui at weekends or takes us to a
restaurant.
7. Either do your homework, or you will be punished.
8, Mother is either in the kitchen or in the garden.
9. You must give up either watching TV or playing computer games.
10. Either my sister or I clean our room every weekend.

WITITING

A. tJsing the prompts given, write a short paragraph on: 'iHow to manage our
timet'

How to.manage our time

When we are planning for a trip, we have to inake a list of things to take. If
we dp not do it, we may leave things behind. In this way, when we are planning for
a week, we have to make a list of things to do. lf we do not do it, we may leave'
things undone. So it is necessary for us to schedule our" time. We draw a timetable
filling in the time committed for daily rouJines. Moreover, we have to decide a good,
regular time to study and also to include time to relax. Thus; planning time helps irs
in sglving problerns.

B. You are Thura. You live at 53, Shwe Pyi Aye Street, Yangbn. Write 4 letter to
your cousin brother, who lives in Pathein and studying in Crade 9. Give him
advice on how to study better.

53, Shwe Pyi Aye Street'

Yangon
3-?-2007
Dear Nyi Nyi,
I{ow are you? I hope you are well. As for ffie, i'rn fine tt o. ,ln vour last
letter, you asked rne to give you advice on how to study your Iessons, So I'nt
rvriting tlris letter to give you son"rc aclvice on how to study better.
 84

First of all, you should study your lessons regularly. ln the mornings, you
should study two hours before you go to school and in the evenings, another two
hours after having your dinner. You should also study your lessons in a quiet study
area where you can concentrate on your lessons. You should also pay attention to
your teacher when she teaches you so that you can have less work later and you can
study your lessons very easily at home. Moreover, you should review or revise your
lessons when you get back home from school. You should also have a positive
attitude to tests. You should not be afraid of them. They let you know not only what
you h.ave learned about a subject but also what you need to study more" So, if you
take adVantage of tests you will'be a better student.
Let me stop my letter here besause I have to help mother with the
housework. If I find time, I'll write and give you some more advice. Give my best
wishes to your family.

Yours lovingly,
Thura

g
c

t
 85

Teaching Speaking

SPEAKING 4: INVITING AND APOLOGIZING

Aim: To train studbnts to be able to use the language of inviting and apologizing
A.Inviting
Step l: Ask studepts to stddy the fsllowing dialogue,
A. Inviting ard aecept-ing air invitation
Ko Ko: ,Would you like to come for dinner with us?
Mg Mg: T'hanks, I 'd love to,
Ko Ko: I'll pick yqu gp 4t your house at 6 o' clock.
Mg Mg: Irine. Thank you.

B.' Inviting and declining invitntion

Kay Thii How about going to a sonQert tomorrow?
Niiar: 'l'hanks; buil'm-afraid I Can't. I have to'see'my father offat
, the airport.

Step 2: Elicit ideas abotit how to make,invitation, how to accept invitation and
decline invitation.
Step 3: Ask them to study the following expressions for two minutes.
Inviting Accepting D**li*ing Invitation
+;+***+'*-- ry lny:Isjiqs
Would you like to Thank yolr vgry Thank yolt,. But I'm
much. afraid I can't,
How about ...? 'l'd lovg to , . ,,
Why don't you,, ..? 'fhat's a good idea.
What about .. nll

Step 4: Practise the two dialogues in step 1 with a partnct'.,

i!, Inviting find acccpting an invitation

Ko Ko: Would yprf Iike to come out for dinner r,vitlr us?
Mg Mg: Thanks, I 'd l*ve to,
Ki: Ko: ['ll pick yoil rrp at your ]tousn'al 6 o'*locL,
'i\49
Mgr lrin*, 'l'hank you,
B, Inviting end declining in.,'lfation
Kay Ttri: I{ow aboui going to a conoolt tornt:rrolv'l
 86

Nilar: Thanks, but I'm afraid I can't. I have to see my father off at
the airport.
Step 5:. Ask students to do the following exercise,
Complete the following dialogue.
Your friend lnvites you to have something at the school canteen.
A: s*me with ffie t* have Mshimga?
B: Non ffisffi. Invs just had ffiy breakfast.
A: ffi just having a f,up *f coffee then?
S: ?hanks,

Step 6: Give them feedback on the exercise.

Complete the fo[o*ing dialogue.
Your frierd invites you to have scmething at the school canteen.
A: lYould you like ro come with me to have Mohinga?
B: No, thank you. I've just had my breakfast.
A: How aboxt justhaving a cup of coffee then?
B: Thanks, I'd love to.
Step 7: Ask students to work in pairs (A and B). Ask A to invite B to hidher
birthday party which will be celebrated coming Friday. Ask B to invite A
to sec a film. Tell them that they can accept or decline the invitation.

B. Apologizing
Step 8: Ask students to study the following dialogue.

Iff a sc&arf cfint€8fi

Girl I'd like some chocalate i*e-cream, please.
Salesrnan I'nr $orrli' We haven't got any lefl.
GirI Then I'I1 haye soms strawberry ice-cream, plsase,
Salesman I'm afraid, s s have no strawirerry ice crealn left
either, '

Girl Then what have you got?

$elesman 0ntry vanitrla and crange,
GirI I'trI havs ora*Ss, please.

ln * c{nssro 0m
Student Please ex*$$s r?Ifi, T,*a*her. fuIay I ccffis in?
T*acher Yes, ssms in. Wtry er* 3'*)u late?
Studen Sur sar had a flat tyr* #r; trutr 1trffiy t* sch*ol. I do
apslogize, Teach*r.
T*a*her That*s OK but yo$ sl:qirxlci }:ave I*ft ysur house
e Afl ^df .
I 87

Step 9: Ask students to underline the expressions that are used to make apologies
and to accept them.
Step 10: Ask them to study the fcllowing expressions.

Study the following expressiors.

Apolasising Aceeptimg ffil apology
Itnt {very} $orry ,. . Tlt*t-s quite all right,
Itm afraid ... Never mind,
$ do apologize i, . It doesn't matter.
Flease ex$uss rne. b$ot at all. / Not to worry.

Step 1 1: Practis* the dialogues in step I with a partner.

{n a s*IrrcI canteen
Girl I'd likfl some chocoiate ice-cream, please.
Salssman Iom sonry, We haven't got any left.
Girl Then I'll havs some strawberry ice*crearn, please.
Salesman I'n'l afraid we have no strawberry ice-cream left
either.
Girl Then what have you got?
Salesrnan Only vanilla and srangs.
Girl I'11 have oratrSs, please.

Iu n classrs$m
Student ' Ptrease sxcuss ITr*, Teacher. May I come in?
T**cher Yes, c*rne in. Why are y*,E late?
$tudsnt *ur car had * flat fyr* ffn *ur wff.y to school. I do
apologize, T*a*her.
Teacher That's *K hut you shculd have left from your house
earlier.
Step I7: Ask students to do the following exercise.

Complete the following dialogues.

A. You are a't the school canteen. The waiter doesn't have what yo.r
want.
You Can I have fried rice, pleasc?
I

. We havennt got any ftied rice left.

lri.F r

w atter
You Well, can I have fried naodles then?
'Waiter
. Ws have no frisd na*dles left
_itlr*
 88

You Oh, it doesn't matter then, I'll have a cup of coffre,

please.

I]. The tea cher asks yolr whether yoil have dore yopr homework,
Teacher Have you done your homework?
You
Teacher @|I*-n't'Teacher'
Youi I leflt my exsrcisc book inside my desk.
., teachsr,
Teacher , S'ee that you don't do it again,

Step I3: Cive students feedback cin the exercise.

A. You are at the school canteen. The waitcr doesn't have what you
want.
You Can I have fried ricen please?
Waiter I'm *fraid. We havrn't got any fried rice left.
You Wel[, can I hnve frled noodles then?
lVaiter I'm stirry,. We hav': no I'ried ngodles left either.
You Oh, it dpesil't mattcr then. I'll have a crrp of coffee,
please

B, The tea cher asks yo$ wlrether you haye done your horncrvork.
'feacher I-lave you done your.hornework?
You I do ttpologize. I havefi't, 'fcaeher.
'l-eacher Why haven't you? !
You: I leflt rny Exercise boolr inside nry clesk,
I'm very strr!, Teacher.
'feachet' See' that )otr tJon't do it again.

Step l4: Ask students to piactise making apologies'io each other in the fcrllowing
. sitrmlion.,
r You broke your friend's calculator while you were using it.
r You fbrgot to bring the.umbrella that you borrowed from your friend
yesterday.
r You are l5 minutes late for clags.
 89

UNIT 9 EARTHQUAKES

Aims of theLesson : To inform students about earthquakes and their

consequences
To introduce students to scientific writing style
To enable students to be able to use the correct form of a
word
To teach students "so that, enough to, v-ing
constructions
TirteAltocation : Tperiods
TeachingAids : Pictures of natural dlsasters like earthquake, volcanic
eruption, flood, etc.

Teaching Pr.oceduro
READING
Pre-rgqgling $tage
Predicting from fhe Title
. Ask stud&nts to read the title:
. .Rdad the'fitle aloud as a model and aSk students d reprit after the teache,r with
correo-t pronunc iatl on,

Reading the title

earthquhkes. /'e:0. kwerkp/
. Ask students y.hat they qxpect to read in the passage after'reading the iitle.
. , (Accept hny relevant answers.)
'
Doiiig Fre'r€adlng Task.
:

r Ask students questionb from Pre+eading Task.'

lhe-

Pre-rea{ing task . '

Suggested Answers (Accept any relevant a,nswers.)
l. 'Yes, I have.
2. I heard or read about them in the newsphper "and on TV.
3. The incident.took place in Japan, Indonesia, ets.
4. Yes. I have.
, 5. No, We can't,

Pre-teachiilg
' Selcct the diffieuit words in the passege whose meanitrg studentS may not be
able to guess from the context. .
 90

. Pre-teach the words: damage, destroy, strip. Richter Scale, predict, erupt
Glossary
damagc : phvsical harm caused to something which makes it less
athactive, useful or valuable
destroy to damage something so badly that it no longer exisls,
works, etc.
strip [o remove a layer fronr something, especially.so that it is
completely exposed
the Richter Scale = a system of measuring how strong an earthquake is
predict = to say that something rvill happen in the future, forecast
erupt = when a volcano erupts, the burning rocks, etc. are thrown
out from the volcano

Model Readlng
. Ask students to put a slant line whenever the teacher makcs a pause.
. Teacher reads ths passage "Earthquakes" in meaninglirl chunks as a rnodel.
Checking the Pauses, and lleading Atoud
. Re-read each.paragraph and point out the pauses he/she has made.
.. Ask students to check whether they have drawn thc slant lincs in the correct
places.
. Ast( students to read aloud with correct pauses. Note down thc words students
cannot pronounce well.

Ilrilling the Pronunciation of l"lnlhmiliar Words

. tlrill the words iirat students cannot pronounce well and ask thern to listen to and
repcat atter the teacher.
lixample: violent, seismic waves, epicenter,'tsunamis, tremenclous, the Richter
Scale, scaitered, eruption, seisrlologl'

While-Rcading
Silent ltcadingo Skimming, and Scanning
Examplc I
r Ask students to read "l)aragraph I to 3" silently.
: Ask students to read paragraph 2 quiikly and ask them "Wha1 is it about?"/
"What is the main idea?"
Answcr: (lt is) about seismic waves,
. Selcct noticeable and specific inlbrrnation in the paragraph and ask students tcl
lind i:.
Where do the seismic waves start?
 9L

Answer: (They staft) at the epicentel.'

Example 2
, Ask students tq read Paragraph,4.to6 sil'e.ntly.
. Ask students "lVhat is paragraph 6:abo.ut?'!
Answer:Gt is; abouJ why eaithquakes happen irl certain afeasl
, Selcct noticEable and specific information in the paragraph and ask students to
find it.
. Ask students to read Paragraph 5 and answer thp follpwing questign.
What is the measurement of a seriously destructive earthquake?
Answer: A seriously destructive earthquake measures..$.5.or higher on the
Richter Scalc.
Examplc 3.
, Ask students to read Paragraph 7 to 9 silently.
. . Ask stu.dertts to read Paragraph 8 and ask them what the,paragraph iS about.
Answeri 0t is) about an barthquake in the, city of l-laicheng in'ribrtheastern
China.
' Selcct noticeable and specific information in the raragraph and ask stude'nts to
fincl it.
Horv long did it take the earthquake to deslroy 90 percent of the buiklings in,the
citl' of llaicheng?
Answer: It toolithe earthquake seconds to destroy 90 percent of the buildings in
the city of I-laicheng.
Examplc 4
'. Ask students to rcad Paragraph l0 to l3 silently.
Ask students to read Paragraph I I arrd ask them what thb paragraph is about.
Answer: (lt is) a.bout precaution measures of earthquakes.
r Selcct noticeable and qpecific information in the paragraph and ask students to
find it.
Why do peoplg livp in earthquakq zones?
Answer: People live in earthquake zongs because'of'natural beauty,. productive
soil, and lalge exjsting centrcs of population.

Dealing with Refercnts

. Selcct sonre' referents and ask students to fi4d their antecetlents (what ihese
pionounS refer to).
Examples:
''lhcy'l (l.ine 2)
"its" (Line 8)
Answers: ' rr;;',.rr'.(Line 2) = large pieces of layers of earth
 92

"its" (Line 8) = an eardrquake's

Deallng rvlth Unfamlliir \Uords

. Pic[ o ut u nfamiliar words and a sk, students t o g uess t heir m eanings from the
:contoxl; using retr{ing sirategies. (If necess&ry, use synonyms or antonyms, use
or draw pictures on the board or as-a last resort, give Myanrhar tran$lations to
make clea'r.the meaning of unfamiliar words.)
Example What does.the word *violent'' mean in this sentence? What is the
sontextual clue word?
A
large movement causes a violent earthquarce-, but a. small
movement causes a mild'one.
Answer: violent = strohg because of the contextual clue words "large", "smalt"
and "mild"

Potsible unfnmillar words

l. seismic waves rolling tnovemsnts because of the.verb phrase
"are called"
2. damage physical harm caused to something which rnakes
it less attractive, useful or val'uable
'af
i. tsunami a -kind \lravss because of the contextual clue
words'owaYeso' and "ca.lled"
4. batter hit' / reach because of the contextual clue words
"coastt' and o*with,..t'
5, tremsndous gfeat bicause of the contextual clue words
rT*,rrramis'i *'batter" and "amount"
'liecsuse
6- strip rernove of the iontextual clue words
*'from" and *'beaches"
7.'lack 'not having because of the contextual clue- words
"die"o 'ofrornn' and
*'food"
8. Richter Scale an instrument because of the contextual clue wsrds
"usingn' and "mfifr$ure"
9. destnr,;tive make something bad because of the contextual
*'earthqualcq"
clue word
10. not scattered not Spread because of the contextual clue words
"and
"happsfl", "cettain'n
I 1. countryside places because of . the c*tltextual clue words
"rnove" and'*surrsunding" ci
C,

12. disaster soinething whieh causes bad ttrings i:t +:ut ,:s of the c
contextual clue w<irds "kill" and "pettple" t.r

13. productive ip?oduct (root) + ..ive {adjective forming strffix} = oc

(r.

t{
I
v
f:
I

t
 93

can make things / can produce products

14. protected proteot (root) * -qd. (adiectiye forming suffix) =
something which is prolected
Cort ple:: Str::.:tur*s
' S,:leur th ccirl'rlcx sentences that students may'find diflicult to understand and
explgin 'lcm.
Example:
Another w{y to. predict ehrthquakes is to look for.changes in the earthns surfaca,
like a sudden drop of water level in the ground.
Explanation: Teaeh students the use of "like'i in giving examples. In'the given
sentenie, the phrase "a sudden drop of water" is an example of the changes in
the earth's surface.

Post-reading Stage
COMPREHpNSION EXERCISES
A. What do thc underlined words in thc passage refer to?
l. T'he word 'they' in line I I refers to "huge sea waves".
2;'I'he word'it'in line.22 refers to "the earlhquakgr'.
3. The word 'its' in line 27 refers to "of the earthquake in northern China".
4. The word'their' in line 38 refers toJ'sna[es' ",
5.I'he rvord ''fhey'in line 56 ref,ers to "people living in earthquake zones".

B. Write the appropriate wqrds or groups of words to complete the sentences,

I. largg pieces 6. measures I L seismologist
2, seismic wavcs T, surface 12. control
3. epJcentre 8. predict 13, protect
4, eamhquake 9., fields 14. volcanic eruptions
5. Riohter Scale 10. volc'anoes 15. seismology

C. Answer the following questions in conrplete sentences.

l. An earthQuake occurs when'the large pieces of the eqgh'sJayers,Eteye
against each other.
2. .Yiql,,'l, earthquakes are caused when there.is.a large movemgntl
3. Seismic waves are thb rolling.movements.
4. An epicenter is a place where theseismis.Wave5 sta.rt;
5. It takes about twenty rtrinutes fcir,dsdisrniC wate'to'tta.vel'arbund'the'eafth.
6; Peopte can die after.an'earthquake Jr,icause of ifib U[t of fb6d; water, and
medical. iupplies,
7. 'l'sunamis arb huge slea waves-which is l5,motres falil':iind'it',:lsoreatbdrby
epicentres at the bottom of the ooean.
 94

8. When huge sea waves hit land, they flood coastal areas far from {he
opicenter of the earthquake.
9. Tsunamis can strip sand from beaches, tear up trees and destroy whole
towns on lahd:
10. The study of earthquake is called seismology.
ll. Seismologists are trying to make use of their knowledge to save lives and
to help solve the world's energy shortage.
12. People !ive in earthquake zones beca,;se of natural beauty, pr"cclrrctive soi!,
$rnd large existing centresof population.
13. People who live there should expect earthquakes and they should be
'prepared to protect their lives and pioperty.
14. People should run to open ground or stay in protected areas like doonvays
or even bathtubs ag soon as.an earthquake starts.
15. About 20,000 people can be saved each year if earthquakes can be
predicted.

VOCABULARY
l, causes 6. movement
2, create 7. measurement
3. flooded 8. causes
4, predict 9, creation
5, msasured 10. prediction

PUNCTUATION
Punctuate the following.
l, The seismic waves start.in one place, called the epicentre, and roll outward.
2. ln 1935, scienlists started using the Richter Scale to measure seismic waves,
3. For example, earthquakes often occur on the west coasts of l.lorth and South
America.
4. In late I984, strong earthquakes began shaking the Nevado del Ruiz volbano in
Columbia every day.
5, On November 14, 1985, it erupted.
GRAMMAR
A, So...., that<-----+ Enoirgh to
l. Our father is wise enough to solve most of our problems.
2. The basket is large enough to hold five pounds'of onion.
3. The radio is small enotgh'to be carried in the pocket.
4. Ko Ko is ta[lenough to reach the ceiling.
5. U Htun is rich enough to send his sons to the university.
 95

B. V-ing Constiuctlon
L Seeing the cat, the mouse ran away.
2. Hearing the news, she fainted.
3. Having finished his homework, Ko Ko went to bed.
4, Having watered the plants, he took a nap.
5. Finishing'the course, Mi Mi applied for a job.

WRITING
A. I.JBi.ng the prompts given, write a short paragraph on: "What happens ryhen an
earthquake occurs'!.

"What happens when an eartiiquake occurs"

The sur.face of the earth, which is formed of layers, is made of targe.pieces,
An egrthquake occurs when they move against eadh other, Ehrthquakes, which
cau$esi rolling movements, are called seismic waves;,and the starting point of
.these waves is called the epicenter. The epicenters at the bottom sf the ocean
sometimes create huge sea waves which can destroy Small' islands and ships.
When they hit land; coastal areas bocome flooded. After an earthquake, people
can die from lack of food, waterand medical supplies..Thd'amount of destruction
depends on when and where it happens. It also depends on how strong it is, and
on types of buildings, ssilcondifions, and population ofthe area.

B. Write an essay of TURPE paragraphs on "The place I don't want to live in".
The pl-ace I don't want to tive in
I am not partieular about the place'l have to live in. I don't mind living in
any place, and with any kind of people, But I am afraid of natural disasters like
flobds, earthquakes, storms, volcanio eruptions, etc. If something happens, I am sure
that I will not survive. Fear will.stop me from taking some precaution measures.
'Iherefore, I do not want to live in an earthqdake ione, or by the sea, or by a
volcano.
Although t love to look ai and appreciate mountain sceneries, I dare not even
take a llance of an active volcano. Though I like gazing.at the white foams of the
sea, I cannot flice furious waves. I am also sure that I cannot stand an earfhqirake and
I think I will faint if I suffer from dizziness becatjse of an earthquake. nmong the
natural disasteri mentioned above, I.am.afraid of earthquakes most because of their
'destructive power. The high buildings being built nowa{ays in the major cities are
very tall, and I am worried that they may'not be strong enough to stand an
earthquake.
For these reasons, I do not want to live in a place where earthquakes occur
flrequently.
 96

I'NIT IO TRADITIONAL MEDICINE

Aimsof theLesson : To inform students about the usefulness of traditional

. medicine
To give praclice in the use of no sooner ...;,than, too...to,

rimeArocation, lltJJlJl:ll',3#:11':'e.pronouns'
Aids : Advcrtisements of some Myanmar traditional
Teaching medicines

Teaching Procsdurc
READING
Pre-reading Stage
Predicting from the Title
! ASk studgnti to read.the-title.
. Read the title albud as a model and ask students repeat after the teacher with the
correct pronunoiation

Reading the title

traditional /tra'dlJ.'n."1/
medicine /'med.l.san /
. Ask students what ttiey expect to read in the passage after reading the title.
Accept any relevant answers.'

Doing Pre-readingTask
r Ask students the questiorrs lrom the Pre-reading Task in the teit.
l. Accept any possible dnsivers.
2. Acuept any reasonable answer.
3. Accept any relevant answers.
Pre-teaching
I Seloct the difficult words in the passage rvhoss meanings students may not be
ablc to gueis from tlrc contcxt.
I Pre-tcach the words: developin[ countrics, hir.rdir,*r.sity
Glossary
countries
developing L countries that arr-' poor and havc fr:rry industrr' :
biocliversity = the cxlstcncs r;f a lalge number' of different
kinds of arrimals tnd . plants rr lrich. make a
baianced enyironment
f--
I

Model'Reading
. Ask students to put a slant li.ne whenever the teacher makes a pause.
. Read the passage in meaningful chunks as a model.

Checking the Pauses, and.Roading Aloud

. Re-read each paragraph and point out the pauses he/she has made.
r Ask Students to.check whether they have drawn the slant lines in the correot
places.
Ask students to read aloud with the correct pauses. Note down the words
students cannot pronounce wrill.

Drilling the Pronunciatlon of Unfamiliar Words

. Drill the words that students cannot pronounce well and ask them to listen to and
repeat after the teacher.
'Examplc:
biodiversity = / bal.au.dat'vgl.sa.ti/
sustainabitity 3 /sb,stet.nerbtl.a.ti/

While-reiding Stage'
Silent lteading, Skiniming nnd Scanning
Example I
. Ask students to read Paragraph I silently.
' Ask students to read Paragraph I quickly and ask them what the main idea of the.
paragraph. is.
Answer: WHO's encouragement to develop traditional medicine
. Select noticeable and specific. infornration in the paragraph. Ask students to find
it.
What did WHO believe 6botrt traditional medicine?
Answer: WHO believed'that the people in developing countries who could not
afford or find msdern rnbdicil doctors were better offusing traditional
medicine father than no medicine at all.
Examplc 2
. Ask students to read Paragraph'Z silently.
. Ask students to read Paragraph 2 quickly gnd ask them what the main idea of the
paragraph is.
Ansiver: populariry of traditional medicine
. Select noticeable and spebific informatioir in the paragraph. Ask students to find
it.
How much money ,is spenl on traditiorial remedies annually in th.e United
Kingdom?
 98

Answer: US $230 million is spent on traditional remedies annually in the

United Kingdom.
Example 3
. Ask students to read Paragtaph 3 silently.
. Ask students to read Paragraph 3 quickly and ask them what the main idea of the
paragraph is.
Answer: modem medicine ,which is made from plants used in traditional
medicine
. Select noticeable 3nd specific information in the paragraph. Ask students to find
it.
What is the use of another traditional plant in South Africa?
Answer: In South Africa, the use of another traditional pl6nt is to'heat patients
With AIDS.
Example 4
r Ask students to read Paragraph 4 dilently.
. Ask students to read Paragraph 4 quickly and.ask them what the main idea of the
paragraph is.
Answer:'launching a haditional medicine strategy and safety concerns
. Select noticeable and specific information in the paragraph. Ask students to find
it.
What doei WHO.recommend for traditional medicine?
Answer: WHO recommends more scienti{ic testing on traditional medicines.
Example 5
. Ask students to rea.d Paragraph 5 silently.
r Ask students to read Paragraph 5 quickly and ask them what the main idea of the
paragraph is.
Answer: worries about plants beccming, endangered
.. Select noticeable and specific information.in the paragraph. Ask students to find
it.
Why has a species of wild potato become endangered?
Answer: A species of wild potato has becomri endangered because of reports
that it is effective in the treatment of AIDS.
Example 6
. Ask students to read Paragraph 6.silently.
. Ask students to read Paragraph.6 quiclly and ask..them what the main irlea of the
paragraphis; ,

Answer: localbultlrres having rights to share profit from drug

. Select noticeable dnd specifrc information in thc paragraph. Ask stud'ents to find
it.
g
Where are large drug companies mostly based?
)
I

l
(
)
 99

Answer: Large drug companies are mostly based in Western countries.

Inferring
. Ask students a question forthe information which is not explicitly stated in the
passage.
. Ask them to use the ir experience and intuition,
Example: Do you. think all people have coniidence in using traditional
medicine?
No.

Post-rending St*ge
COMPREH ENSION EXI-:RCIS ES
A. Tht foltawing sentencss trre f[orn the p*l+sflgs. Chcose th* best
expr$ssi*ns that *uit ttre rnsnning of thc words nnd phrascs underlined.
I, b ?.a 3. c 4,a 5.*
B. What do the underlined words in the passage refer to?
l. The word 'it' refers to " the new policy ".
2. The word'who'refers to "people in the developing countries".
3. The word'which'refers to'rone Chinese herbal remedy".
4. l'he word'they' refers to "the plants that herbal medicines are inadq from"
5. The word'they' refers to'ilarge drug companies".

C. Thcre are six paragraphs in the rendi*g text. Match each partgraph with
the appropriate main idca with-the ones given below. Just write thc numher
of the main idea you have chosen.
Paragraph t = (e) WHO's encouragement to develop traditional medicine
Paragraph 2 = (i popularity of traditional medicine .

Paragraph 3 = (c) mo{.e1n medicile which is made from plapts used in

traditional medicine
.a
Paragraph 4 = (h) launching Traditional Medicine Strategy and safety
' eoncerns
Paragraph 5 = (a) worry about plants becoming endangered
Paragraph 6 = (g) local cultures having rights to share profit

D. Apswer the following qucstions in complete sentenees.

I. The new policy adopted'by WHO in 1974 is to encoura$e developing countries
to develop their own traditional forms of medicine
2. According to WHO, a third of the global population do not have modern'drugs.
3. 'fraditional medicihe and treatments are popular not only in developing countries
but also in North America and Europe today.
 100

4. The global market for taditional medicines is nearly $ 60 billion.

5. Twenty-five percent of modern medicines make use of plants used in traditional
medicine.
6. One Chinese herbal remedy has been found to be affective for Malaria and
AIDS.
7. WHO introduced a Traditiona'l MeCicine Strategy in 2003.
8. There is a ooncern about safety of traditiohal medicine because not all traditional
medisines are helpful and some can be harmful.
9. A species of wild potato has become endangered in eastern and southem Africa.
10. ThEre is a problem of rights to drugs because large drug companies, mostly
based in Western countrips, might claim to have the rights to the medicine.

CLOZE
l. only 6. of the
I l. 16. million
2. in 7. traditiondl12. which 17. South
3. the 8. every 13. has 1'8. to
4. spent 9. made 14. r,arieties 19. of
5. herbal 10. traditional 15. drugs 20. traditional

YOCABUI"ARY
r Explaitr students phrasal verbs/ ftsed verbs.
r Ask students to do the bxercise and'chcck their answers.
Exerclse: Rewrite the followlng sentences using the coreet forms of the
phrasal verbs mentloned above.
l.looting fonrard to 2. looks down on
3. look back to 4. loolted up to
S.looking forward to 6. looking forward to
'
7. looking fonvard to 8. look up to
9.'looks down on 10. Iook out for

GRAMMAR
. Tell students that they are going to study "No $ooner .......than" and explain the
uses of
t'No gooner........ than" with examples.
A. Np sooner *-..*..thall
r Ask students todo the exercise and check their answers.
Exeiclse: Finish each sentence in such a way that it means exaetly the
same as the sentence that is given.
l. No sooner did.the WHO adopt a new polioy of using tradi.tional
medioine than it became popular especially in developing countries.
 101

2. No sooner had traditional medicine become popular than several areas of

concern appeared,
3. 'No sooner did Kalyar get spare time than she visited Lashio to see her
parents.
4. No sooner had Tartee stopped playing games than he felt painful.
5. No sooner had U Tun sold the caf6 flran he opened a restaurant.
6. No sooner had she passed the entrance exam than she left for yangon.
7. No sooner had they arrived home thah the phone rang.
8. No sooner did the boys start playing football than the rain fell.
9. No sooner did his head touch the pillow than he fell asleep.
10. No sooner did her father arrive back home than they had their dinner.

' Tell students that they are going to study the use of the form f'not enough .... to,,
and explain the uses of the form with examples.

B. Too.......to ---+ not........enough to

Exercise: Rewrite the following sentences using the " structure
"not......enough to,r.
l. He is not rich enough to own a house.
' 2. The book is not interesting enough to read to the end.
. 3. The bag of rice is not light enough for him to carry.
4. He did not run fast.enough to win the race.
5. The test is not easy enough for us to take.
6. You are not old enough to understand what I mean.
7. The water in this stream is not clean enough to drink.
8. He is not brave enough to go out alone in the dark.
9. His hand writing is not good enough for me to read.
10. The road is not broad enough for the truck to go thruugh,
' Tell students that they are going to study "Relative Pronouns" irnd explain the
of Relative Pronouns witlr r:xanrples.

C. Relative Pronouns
Exercise: Combine each pair of sentences by using an appropriate relative
pronoun from the list given: who, whom, whose, that, rvhich,
whcn and whcre.
L You must respect people rvho are older and wiser than you.
2. 1960 is the year rviren my parents got married.
3. I rvili never forget the day on which I met you.
4. I sarv the man who stole her bicycle.
5. The man whom I saw yesterday was Mr. Jones.
 t02

6. T'he book which is on the table is rnins.

7 .l
know the girl whose mothe r is 'a famous fr lm star.
8. The student who sits next to me is from China,
9. The building where he lives is very old,
10. Ths rnovie which we saw last night wasn't vsry good.

WNITING

A. Using tlre prompts given, write,a .very short paragraph oni 'rtVhy traditional
medicine should be developedrr.

I'Why traditional medicine should be developed"

There are health problems in poor countries, and .western medicines are
expensive, In some countries it is difficult to find modern doctors and use modem
medicines. In such situation, people can use traditionat medicine to get beffer from
iltnesses. Tiaditional medicine is clieaper and fopular in many places. There is a
growing global market for traditional medicine. Moreover, the plants thaf were $sed
in traditional medicine are now used in modErn medicine. One Chinese herbal.
remedy, for instance, has been used to treat.Malaria and in South Africa, there is
another traditional medicinal plant which is being used to treat patients with AIDS.
In 2003, WHO laun0hed a'Iladitional Medicine Strategy and this is the reason why
traditional medicines arp being developed.

B. Write an essay of THREE paragraphs or1:."Myanmar trlditional medicines",

using the guidelines given.

"Mya nmar traditional medicines"

Traditional medicines have long been used in Myanrnar by the people of
diff'erent walks of life. In fact, TV commercials advertising Myanmar traditional
medicines are indicatqrs of how much popularity these mpdicines are.snjoying.
Myanmar traditional medicines are of dilferent kinds, and the most
established ones are herbal medicines. Myanmar Traditional medicines are use( for
many purposes such as to supplement energy (for all genders and ages), to prevent
and cure diseases. l-here are several diseases that Myanmar traditional medicines
claim to be able to heal: diseases concerning bowel problems like constipa'ion and
loose motion; nerve problcms like headaches and stroke; intOrnal,organ problems 'f
heart, tiver, lungs; pains and aches of different parts of thc body. Organizations ancl
manufacluring and'distributing companies have been established; a lot'of research
work has been done; hospitals and clinics have been opened; literature and TV
 103

programmes for Myanmar traditional medicines have been produced; and

exhi',itio's and conferences have been held,
NowadayS, these medicines have become an important medical re$ource
and.support {i:'ltt* neople. The development of Myanmar traditional medicines will
aril :n tJ:r u; ,ir.i'rf, o{'the national health standard as well as reducing reliance on
hign-c<,stin. rnportcd foreign medicines.
 104

Teaching,$peaking

SPEAKING 5: ASKING FOR AND GIVING INFORMATION/ DIRECTIONS

Aim: To teach students the tanguage of the functions asking for and giving
information / directions.

A. Asking for and Giving Information

step l: Tell students that you are going to practise how to ask for and give
information
Ask students to study the folgwing dialogue.
A: rExcuse me, could you tell me where the school library is?
B: YeS, it's next to the principal's office.
A: I'm a new student. So, could you tell me where the principai's office
is, too?
B: It's just round the corner. Come with me.
A: Thanks a lst, Are there manybooks in the library?
B: Sure. We have a variety of books. Not only books but also audio
tapes, yideo tapes ancl Cb-ROnas are available in the library.
A: Creat! I am so happy that our school has a modern library.
Step 2: Ask them to underline the lartguage expressions that are used to ask for
information and the ones that are used to give information. l-lelp them if
they cannot do so by asking questions like "Where does A want to go?
What.does he say? How does B reply?., etc."
Step 3: Drill the following language expressions. Also point out the formal and
the informal expres'sions.

Asking for informatisn Giving Btbtmatiql

Excuse ITIe, tr'd like ta know .,,,, It's ngxt t* . . ...
,.

Wherg is.,.,.,?. It's 0pposite ..,..

Could you te ll me where .,*.? It's just round th$ corner
V/ould you mind tellir:g ms .,."?
Are there ..... .? Yes, of cour$e,l SLrre. I Certainl
Step 4: Tell them to repeat after the dialogue and drill till students are able to say
it with correct pronunciation.
A; Excuse me, can yo': help ms? I-low do I gst to the Nati$rial Museuffi?
B: Ah, yes. Turn rigtrt, then take the second turnirr,ll ilu,vrlrir lefl, It's or"i
the right-hand side.
A: Thnnk you. And \l/here 'S the Central Bank, plsels'r?.
 t0s

B: It's on this street. Keep walking for two blooks and it's on the comer
on your left.
A: Thanks very much.
B: \'ou're welgome,
Step 5 Ask thern to complete the. following dialogue and practise snying it.
..ou tre at the $chool Family Ilay celebration and you want to know
where the.computer show room is.
,You: Excuse me. ..... ..........?
'Girl: It's ne$ to the Book Exhibition Hall,
You: ' I'm afrald, I don't l<now .
Girl: .........,.... the multi-media room.
You: Thank you very much.
Girl: It's my pleasure.
Step 6: Cive feedback to,the students.
Sample dialogue
You are at the School Family Day celebration and you want to krow
where the computer show room is.
Your Excuse me. Could you tell me where the compuler, show rcom
is?
Cirl' It's next to the Book Exhibition Hall.
You: I'm afraid, I don't know the Book Bxhibitian HalL
Cirl: Itls nuct ro the multi-media room.
Yon: Thank you very much.
Cirl: It's my pleasure.
Step 7; Ask students to study the fullowing dialogue,
A; Excuse tne, can.you lrelp me? llow do I get to the National Museum?
B: Ah, yes. Turn right, then take the second tuming on your left. lt's on
the right'hand side.
A: Thank you. And where's the Central Bank, please?
B: It's on this street. Keep walking lbr trvo blocks and its'on the corner
on your left.
A: Tl:anks very much.
B:' You're welcome.
Step 8: Ask them to underline the language exprcssions that are used to ask for
dircctions and the ones that are used lo gir,r.'rJircctions. llelp thern if they
canilot do so by asking questions l,r<e "Wherq does A u,ant to go? What
does he say? What does B reply'/, etc."
 106

Step 9; Drill the following language expressions, Also point out the formal and
informal expressions.'

Asking the wfl Givins directions

Excuse rne. Go downlstraight down this' road/
I-low can I get to the ....,? street until you gst to the , , r,
Could you tell me the way to Keep walking in this direction . . *,
thg , . .o..? T'urn teftlright at the intersectionl
Can you tell rrs how to get to junction/ the traffic lights.,
thg . . ...? It is one your [eft/ right.
Could you tell me where the Tlre .,.., is the firs# second/ third
. . .., is? building on your left/ right.
Where is the .....?

Step I0: Tell students to repeat after the dialogue and drill till students are able to
say it with correct pronrrnciation.

$tnp I l: Ask students to practise saying the dialogue in pairs.

A: Excuse me! can you help me? How do I get to the National Museum?
B: Ah, yeb, 'Iurn'right, then fake the scconcl turning.on yottr left. It's on
the right-hand side .
'

A: T'hank you. And rvhere's the Central Bank, please?

B: It's on this street. Keep walking fbr two blocks and it's on the corner
on y.our left,
A: I-hanks very mugh
B: You're welcome,
Step 12: Ask them to practise the clialogue substituting the following.

Substitute
National Swimm ing llool
Railway Station
Bogyoke Market

ingalar Cinema l-lal

l
Traders l.lotcl Ivl I I
t

_J

.with
Step I 3: Ask students to *oit their partner. Ask thent to ask for and give
directions to get to variotts places on the map below fi'ont Point X.
 r07

$kx; Frrrn
,f*gu tt'sh
f,mfwtl+mry
St*lf$m*rf

,t''
r
$ht+r Sln J**=Srrp
iil* Erd{ Cdd
Ttf* Shop Srl*ltr
*hw
Venr* *.qa, $rloou #upittr Hurk S*nl*rt

ff*r frrhlng

Win Tlruc*r
tl*jnrta*rili Smr-t,

Step.14: Ask studcnh to vr.ork ln puiqt, Tell thcm [o think of a plasc rroHnd theh
schsol ald ask tlreir frknd rrrhtre it ie. Tcasher monitrprs thcrn if thcy ap
using tht langungc Sioy havr l*Erffi rd help tfiosc rvtro qrc wcak..
 108

POEMS

I. I,IGHT
The poem was wriiten by F. [Francis] W. [William] I]oirrdillon.'l'he poem
tells us about how essential lovb is in life. In the poen/r, 11'ts,poet compares life with
thc worlcl and love with thc surr.
There are 2 slanz.as in tiris poem. Each stanza has 4 lines irr it. The rhyming
is cycs - dies / one - sun - clone. [fhe teacher may use a recording sf the poem if i1
is avdilable.l

Stcp l: Tell students that youtre'going to read a: pogrrl. Ask;thenr not to lor-lk at
their books and just' tb Iiiten'.

LIGHT
1'he night has a thousancl eyes,
And,the day but one;
Yet ths light ol'the bright world dies
With the dying sun.

The mind has a thousand eyes,

And the. heart:but onel
Yet fhe lightof'a,whole li'fe dies
When love,is done.

IF.W. Ilourclillon]
Ask studcnts what this poern is ab<;ut.
Answer: 'Ihis poem is about horv essential love is'in life.
Step 2: 'I'ell students that you are going to read tlrc poern again ancl that they
must follow you silently: in their books. Ask strrclents to unclerline any
rvord or plrrase they don't understand, zrrrri lelI them to look tlrose lvords
tup in the glossary.

Glossary:
('l'hc night) a thousand eyes -- thc nurnircr ol'stars at night
(thc day) but one : onlv r,r)e clc (i,c., the sun)
(1'he minil) il thousand c)'es - thc , ,rrlillcr of thouglrts ol iclcas in
il PC; irr'i"; 111 i61l
(the hcarr) but one =- ,,)rtl), orl,.: r'yr (i.c. one love)
 109

When love is done = when love'"is'finished, when love is

over,'wheh tlhgre is no Fote love.
Step 3: Ask students to answer the following queiilons.
(a) What does the poct mean by 'a thousand eyes'?
(b) What two things does the:poet co'mpare ifl the iifst stanza?
(c) Can you guess what the poet means by 'the dllhg Sun'?
(d) What happens when the sun sets?
(e) Which do you feel is more impbftant,'tfte light of''tl4e'Si.ip ot that of
thestars? Why?
(0 What two things does tlre poet compare'in the second stimza?
(g) What does'a thousand eyes' itr'thiS staflza suggest?
(h) In the second stanza the poet tatks about sorttbthing thafthe heart can
feel. Can you guess wlrat it is?
(i) What does'When love is done' mean'?
0) What is the meanihg oIthe llist two lines?
Step 4: Aslc students to chedk their anSwers with their'friends. Give feedback to
the,sttrdents:
:

(a) The poet means''stars' by 'a thousrnd eyus'.

(b)'ln the first'starlzi; the poet compares'stars'and'sun;. /'liiight and day'.
,(c) The poet:means the setting'bun by'the ily.ing sun' '
(d),:t'tre world becomes dark when the sun.sets
,(e),1'lbel the light of the sun is more importanl'bei.arjs'e,.wh'qn the sun
sets, the world becornes dark.
(l) ln the second stanza,'thb poer compards t'he'l]iindhhO'tiie heart.
(g) 'a thousand eyes' in this stanza suggsstq thought$lideas..
(h) In the second Stanza the poet talks qbout;,lgve,
(i) When love is done, it is finished. Thatrmeans :,there.is an end to love'
or 'a person'does not love anymorc'.
0) fhe meaning of the tast two lines is thzit'life beb'omes meaningless
when there is no more love,
Step 5: 'l-cll students that you are going to read the po'ern,tigainrand ask them ro
repeat afler you rvhen ycu pause'j lRead, the,lfoim accorcling.to '

m.:aninglu I un its, 2 or 3 [ines at a tin]e, r,vith tfte ,c l4qf l-epqating after you
until tlTc poenr encls. 'l'lris can be rlone chorally, grallp, py group, rorv by
row or individually. [Jse a rectrrding of tlre prem if it is available].
 110

LIGI{T
The night has a thousand eyes,
And the day but one;

Yet the light of the bright world dies

Witfr the dy,ing sun.

The mind has a thousand eye$'

And the heart but one;

Yet the light of a whole life dies

When love is done.

Step 6: Give students'some writing to do.

r'. Ask students to palaphrase the poem.
The poern bcgins with the statement.tft4t there are many staps
at night. whgreas there ls only the sun in the daytime, But the
brigtitness of thc world depends on the sun, for the light of the bright
world disappears and.it becpmes da* as soon as the s-un:sets. In the
same way, rve have maqy thougirts and we imagine, many things
whersas we experience. only one lbeling, calletl love, iri,gonneotion
with the hearl..But thc happirress in lifc.disapp,ears: whe.n.love is
finished. In other.words, rve cannolenjuy our life'unless we possess
Ioye. Life would be meaninlless without love.
2. Ask students what the followini; lints nrcan:
(a)The. night has a thousani! eyes.
And.the day but one;
(b) Yet the light of the bright worid dies
With the dying sun.
(c) The mind has a thousand eyes,
And the heart but one;
(d) Yet the ligtit of a whole life dies
When love is done.
3. Ask students to cornplelc the fbllowing lines.
(a) The night.has e . , ,. . .. .., . ..,
And the day birt one:
 111

(b) Yet the light of the bright world dies

With thg rr.,.ri.,.i,,
ic] The mind has a
And the heart but one;

(d) Yetthe light of awhole life dies

When love .............
Step 7: Ask students to check their answers with their friends. Give them
feedback.

2. THE RAINBOW
The poern'ilhe Rainbow'; written by W. [.WilliamJ Worclsworth, is about the
beauty of nature. The poet desciibes how he wishes to retain his love of nature
throughout his whole life, [The tsacher.may use a recording of thc poem if it is
available.l
Step l: Tell'students that you're going to read a poem. Ask thenr nol lr.r look at
their books and just to listen.

THE RAINBOW
My' heart leaps up whsn I behold
A rainbow in the sky:
So rvas.it when my life began,
So is it now I am a man,
So be it when I slrall grow old
0r let me diel
-fhe
ChiltJ is father of the Manr
,tnd I i:ould wish nry dals to be
Bound e,:ch to each by natural piety.

[W. WonlsrvorthJ

Ask students rvhat this poem is about.

Answer::fhls poenr is about a/the rainbo'r.
Stcp2; Tef.[ students.that yog.idrg.Soinl; to,read the poem again and that they
nlust lollow you',silontly"in ttreir books. Aek'strldents,toruhderline any
 112

vvsfid or phraw thcy do not undcrstend, and.fcll th*nr fii lsok lhnse uords
up in thc glosrrry.
Glomnryr
lesp$ = jumps
. brhold = sce
hound {p,p. af biwl) = held tngether; linked
piely = devotion to God md good works
nmural piety : the po$['$ tlgvoiinn to and revcrence fot natnrc; ]ris
appreciation of b*auty in nature
Tlre Shild... the Man = the charaEter of, a pcrson is deHnntn*d by thc
training" dim,ipline and expericncs he hns hrd end
the habit$ fue hac fornrcd in his ysungcr days. ln
other words,.if h+ is gnod as a child, hs witl be gorrJ
as fl mff?.
$t*p3t Ask students to answcr the folloiringquestions.
{a) What does the poct feel when he $teta rainbow in thc *kS
{b) What words tell you thnt he i* excitcd?
{c} Can you find the expresrion which mefins the samr as 'when I w&s
young'?
(d) Eid thc 1mt, as a child, Ibelcxsitd when he saw a rainbow? l"low do
you know?
(*) l"low does hc l+cl, norv thst he is * grown mf,n. on seeing a rainbow?
(f). IIow does lre still want lo fcel when he hcsorflcs an old rnan?
{g} Whlch lin{:s tsll you that ttre poet would prcfer to die if hs eould no
Ionger l+vc heautifirlthingt in nrturs?
(h) Which lin+s rugglc$l thil the. froet wishcs hls lifr t* bc one filltd with
lorrr for lrcauty in nntute?
(i) fiinrl thn rxprcssion that me&n$ thc same ss 'lovs of bsauty in nalure..
fi) fhc poel $fly$ rhat hc r+qnts his days in lifc to be hcld togethcr or
'hsld
linked b-v hi* luvr: of nalure. llt/hatr+ord do*s hc usc instead of
Iogt{hcr' ur' linh,erl'?
$t*p4: Ask *trrdrnts lu eher:k their nnswers with thcir flricnds. $ivc lcsdhack to
thern.
ta) The pcct fbels *x*itttl wlr+n he $ee$ a rainbort in tlru sky.
{h} 'l'ht wonls'lcaps itp' tell us llrat hc is ercitetl.
{c} 'rvhen rny lifc bcgan'
{d} Ycs, lhe poet, "r a child telt cxcitcd wh(in he sflw fi nainh+u keaust
the poet says'5c wa* it rrhcn my life h+gan'.
(e) He still* f+sl* excittd, nsw lhet he is a Srowm ln&ili cE srcing a
rainbow,
 113

(f fle stills wants to feel c.xcited when he becomes an old man.

(g) Lines,,5 ancl 6:lSo be it when I shall $rorv otd/ Orletime die!'tellus
that the:poet would rather die if hc coulcl no longer tove beautiful
:rrlrgs in nature.
(h) il:': last two lines,suggest that the poet wlshes his lifb to be one filled
u !ilr lovc {br beauty in nature.
(i) The expression that means the sanre as 'love of beauty in nature' is
'natural piety'.
O f le uses the worc{ 'bound' instead of"held'togetherr'or"linked'.
'fell students that you are goirrg to read the poem again and ask them to
Stcp 5:
repeat after you rvhen you pause. ,[ReaO . the poen. according tcr
meaningfirl units, 2 or 3 lines at a time, with the class.repeating after you
until the poem ends. This can be done chola!!1, grorp by group, row by
row or inclividually. Use a recording of the. pocrn if it i$ available.]

TIIE RATNBOW

My heart leaps up lvhen I behold

A rainbow in the,sky:

So was it wlren lny lifb began,

So is it now I aln a meln,

So be it ,,vhen I shall gror,v old

()r let me die!

'l'he Child is lirtlre r of'thc i'.{[arr:

Ancl ' celrld,rvish it:,v dA],s, i-, bc

lJouncl q:ach to eaci-r iry nitrLu'al lrict,r

Step 6: Cive stuclcnts sornc rvriting,to tlo.

l. Aslc studcnts to paraplrrasc the pocnr,
'.|'hc rroct statcis'ttuit his hcart bcats as if it junrped or he is very
happy ancl excitecl rvhehcver 1'c Sces a rainbow in the sky. 'l-his was
I

(D'
0)
true wlren his lile began ol ire rvaS vcry you,r I l:lc 0on111ues to say
(1

o
-t
31
Lhat it is alsr: true at the rnomcnl of spcal<ing whqr hc i.s,aman. And
Ia he wants to cxpcriencc thc sarne f'celing cvcn when he grovs clld, II'
'o

.1 )
I
\o
tI

(.rl
 tt4

2.' A$k students what the lbllowiryg lines meanl

(a) MV hbart leaps up whsn,l behsld
,,A_rainbow in the sky:
(b) Sb was it when my lilb began,
So ii it new I'aih'a.nrild,
So be it'when I shait gtotn'old
Or let nle die! .'
(c) The Child is father of the Man:
(d) And I cpuld wish my. days to be
Bcund each to each by'iratural piefy.

3. Ask students to complete the lollowing lines.

(a) My hgart'leaps up ...,|.....,,,i.,.
A'rainbow in the qky:
(b) So was it when my life bqgan,
So is it now
(c) So.;......... when I shall grow,old,
Or lel me die!
(d) The Child is father of the Man:
And I cbuld wish my days to be .

Bound each to etichiby ...........,...i....

Step 7: ,Ask.students to check their answers with'their friends'. Cive thern
feedback.

THE BLII{D BOY

3.
:poem 'The Blind Boy', written by C. [Collel'J
As .the title sqggeQts, th.?
Cihher, is about the feeiings of a'blind boy/ a boy who was born' blind. [:The teachcr
rnay usc e recording of the poem if it is available J

Stcp t:tell students that you are going to read a poem. Ask Students not to look at
, their books and just to listeh.
 115

THE tsLINS BOY

O say what is that thing call'd Light,"
}\'hie h I. rnust n*'er e*j*y;
\,."$*#: il.,'*= ti :; blessings af the sight,
(] ,*ll y-orlr Flsor blind boy!

You talk of wondrous.things ysu see,

You say the sun shines bright;
I leel him warm, but how can he
Or make it day or night?

lvly day cr night mS,self I m*ke

Whens*er I sle*p or pluy;
And e ou [d I ever keep awake
With rne 'twere always day.

With heavy sighs I often hear

You mourn nny hapless woe;
But sure wlth patience I can bear
A. loss I ne'er can know.

Then let not what I cannot havs

My cheer of nrind destroy:
Whilst thus I siftB, I am a king,
Although a poor blind boy.

[C" Cibber]

Ask students what this poem is about.

Answer: This po*rtr is about the l-eelings of,a blind boy.
Step 2 r Tell students that you are going to read the poem again and that they
musr iollow you silently in their books. Ask students to underline any
aruord or phrase they do not understand, and tell them to look those words
uir in the glossary.

Glossaryt
call'd : called
ne'er : nsver
wheRe'er : whenever
 116

'twere : it were (it would always be)

blessing (n) = thing that brings happiness
sight (n) = being able to sce;powef of Seeing
sigh (n) : sound'made indicating/ showing pity or.sadness
mourn (n) = feel sorry or shpw.sOrrow
hapless (adj) : (archaic\ unlucky
woe (n) : sorrow; loss; trouble
patience (n) : ability to endilre or suffer without complaining
cheer (n) : (archaic\ happiness
whilst (conj) : while
Step 3: Ask stridents.to answer the following questions.
(a) What are the two things.the blind boy wahts to know in the flrst
stanza?
(b) Does he know the diffe'rence between day and night?
(c) What is his idea of the sun?
(d) When is it day for him?
(e) When is it night for him?
(f) Does he kirow that people whocan see; feel sorry for hirn?
([) How does he bear a loss he never ean know?
(h) Does he feel sorry for.himself although.he cannot see?'Why?
(i) How does the boy regard himsetf in s6iite of his handicap?
fi) Why does he regard himself like this?
Stcp 4: A3k students te clteck their answers with their f,riends. Give feedback to
the students
(a) The t*o things the blind boy wants to know in the first stanza are
what light is and the blessings of the sight.
(b) No, he does not kno* the difference between day and night.
(c) His idea of the sun is that it makes him wann.
(d) It is day for him when he is awake/ when he is playing.
(e) It is night for him wheh he is asleepl when he is sleeping.
(fl Yes, he knows that people who can see, feel sorry for him.
(g) With patience, he be,rrs a loss he never can know.
(h) No, he do.es not feel sorry for himself although he cannot see because
he does nol miss what he has never had.
ii) The boy regards himself as a king in sprte of his handicap.
fi) He regards.himself like this because he can still sing.
Step 5; Tell studenis that you are going to read the poem again and ask them to
!"epeat after you when you pause. flRead the poem according to meaningful
units, 2 cr 3 iines a1 a timd. with the class reDeating alter you until the
 tL7

poem ends. T-his can be done chorally, group by gro'tp, row by rnw or
individually. use a recording of-the poem if it is available.l

O say \,vhat is that thing call'd Light,

Which I must fie'er enjoy;
. r a a a t r t | . . a r t t ! r ! t r r r a a ? t . r t { t t B i I ! a a t r + e * d o p I I + I tr

What are tfre blessings of tlre sig*rt,

O tell your poor btrind h*yl

You talk of lvondrous things you see,

I {bel him wsrm, but lrow can he

Or rnake it day or,nlght?

My day-or night myself f make

Whene'sr I sleep or piuy;

And coulcl I ever keep awake

With me 'twere always day.

With heavy sighs I often hear

YoLr mourn my hapless woe;

But $ure with p.atience I can bear

A lcss I ne'e r can know.
o, a, r a ra a t ra r ar t a l a r a r a r f ! t a f a f . , a t +a a t I t l a t t: a l r.t t a l a
"

'l-hen let not what tr cannot have

N4y clreer ol mind destroy:

Whilst thus I sing, I am a king,

' Although a poor blind boy,

Ste p S: *ive students so*re writing t* cio.

i . .,\sK rtuflcnts tO paranitrase Int $oem,
 118

The poem is about a blind boy and begins with the question as
to what light means. The blind boy wants to know what the thing
called light is. He says that he has never enjoyed or experienced light.
He wishes for the blessings of sight and asks the reader to 'rell hinr
abaut it.
He then tells the reader how he feels when people talk about
wonderful and surprising things they see. People say that the sun
shines brightly, but the blind boy does not understand how the sun
can make dav and night. FIe only feels the warmth of the sun. As for
him, he makes his own day and night himself. When he sleeps, it is
night for him and when he plays, it is day. So if he could always keep
awake. then it would always be day for him,
The blind boy goes on to say that he often hears people sigh
over his unlucky situations. Howevpr, ho is sure that he can be patient
enough to ptt up with the loss of sight. This is because he has never
possessed sight and he can never understand what this loss rneans.
In the last stanza of the poem, the poEt expresses his attitude
towards life, He says that although he is a poor blind boy, he is as
happy as a king because he can sing and he will not allow anything to
destroy his cheerful mind. Therefore, the blind boy does not want his
loss of sight to destroy his happiness or contentment in life.
2. Ask students what the following lines mean;
(a) O say what is that thing call'd Light,
Which I must ne'er enjoy;
What are the blessings of the sight-
O tell your poor blind boy!

(b) My day or night myself I make

Whene'er I sleep or play;
And could I ever keep arvake
With me'fwere always day.
(c) With heavy sighs I often hear
You mourn my hapless woe;
(d) ,.,,.|et not what I cannot have
My cheer of mind destroy:
Whilst thus I sing, I am a king,
Although a poor blind boy.
3. Ask students to complete the following lines.
 119

(a) O say what is that thing .r..........r..,

Which I must ne'er enjoy;
(b) You talk of you see,
You say the sun shines bright;
I feel him warm, but how can he
Or make it ....................?
(c) ..................... myself I make
Whene'er I sleep or play;
And could I ever keep awake
With me

(d) Then let not what I cannot have

,..... destroyi
Whilst thus I sing, I am a king

Step 7: Ask students to check their answers with their friends. Give feedback to the
students.

4. TTIE DAFFODILS
The poem 'The Daffodils' by W. [William] Wordsworth is mainly about the
daffodils he had once seen an( the pleasure he felt on recalling the scene.
ln this poem, there are.4 stanzas, Each stanza consists of 6 lines. The first
and third lines end with the same vowcl sound; the sesond and fourth lines end with
the same vowelsound; the fifth and sixth lines end with the same vowel sound. [The
instructor may use a recording of the poem if it is available.l

Step I: Tell students that they are going to read a poem. Ask them not to look at
their books and just to li$ten.

THE NAFFONILS
I wandcr*d l*nely as a cl**d
That floats cn high oler vales *nd hills,
When all at oncs I saw a crowd,
A host of golden daffodils,
Besid* the [ake, beneath the trees
Flutteri*g and dancing in the breeus.
 t20

Continuous as the stars that shine

And twinkle on the milky way,
They stretch'd in never-endiqg line
Along the margin of the bay:
Ten thousand,saw I at a glance

Tossing their heads in sprightly.dance.

The waves beside them danced, but they
Out-did the sparkling waves in glee: -
A Poet could not but be gay
In such a jocund eompany!
I gazed - and gazed but little thought
-
What wealth the show to me had hrought.

Fdr oft, when on my cbuch I lie

In vacant or in pensive mood,
They flash upon that inward eye
V/hich is the bliss of solitude;
And then my heart with pleasure fills
And dances with the daffodils.

[w' wordsworth]
Ask students what this poem-is qbout.
[nsvi,erq This poem is about daffijdils.

Step2:Tell them that you're going to read the poem'ugain and that they must
foUbw you silently in their books. Ask them to underline pny woid or
phrase they don't understhnd, and tell them to look those words up in the
glossary.
Glossary:
Wander'd : wandered
o'gr : ovgr
stretch'd : stretcht:d
oft : often
vale : valley
host =' a great number.
rnilky way : a bright band of stars encircling the sky, the galary
(+drGt,oir)
 t2r

bay = part of a large lake enclosed by a wide curve of the

shore, bank ofa lake
sprtghtly = lively
out-did (p.t. of outdo) = did better than
glee = feeling ofjoy; happiness
jocund = rnerry; sheerful; happy
vacant = (of mind) unoccupied with thought
pensive = thoughtful
flash - (upon that inward eye) come into the poet's mind
(Heie, it Suggests that the poet rc,members the scene
very vividly or clearly.)
solitude = being without companions; alone

Step 3: Ask students to answer the following questions.

(a) What did the poet compare himself to in the.first'stanza?
(b) The poet talked of himself as a cloud.that.floats over hills and vates.
What.are 'vales'?
(c) What did he suddenly see'l
(d) How did the poet feel at the sight of the daffiodi{s?
(e) What colour were they?
(0 Which words suggest 'a great number of daffodils'?
(g) What words did he use to describe the movement of the daffodils?
(h) Wh{t caused the flunering and dancing movement of the daffodils?
''W[ere
(i) were the daffodils?
() What is the main.idea of thp second stanza? ts it about the stars in the
Milky Way or is about the great number qf c'affqdils.that the poet
saw?
$tep 4: Ask stude.nts to check their answers with their friends. Cive them feedback.
(a) Th'e poet ccimpared,himselPto'a,0loud in'the first $tanza.
(b) 'vales' are valleys.
(c) He suddenly saw daffodils.
(d) The poet felt happy at tho sight of thbdaffodils.
(e). They *ere yellow.or Bolden in colour.
(0- The wopds'crowdi ald 'host' Suggest 'a great,nuthber of daffodils'.
(g) To describe the movement of the daffuils, he iised the words.
'flufteringf and'dancing'.
(h) The breezel The wind caused the fluttering and dancing movemertt of
the daffodils.
.
(i) The daffodils were beside the lake. beneath thO'trtes.
 t22

0) The main idea of the second stanza is the gr€at number of daffodils
that the poet saw.
Stcp 5: Tell students that you are going to read the poem again and asl.t them to
repeat after you when you pause. [Read the poem according to meaningful
units, 2 or 3 lines at a time, with the class repeating after you until the
poem ends. This can be dc,re chorally, group by group, row by row qr
individually. Use a reoording of the poem if it is available.l

THE DAFFODILS

I wander'd lonely as a cloud

That floats on high o'er vales and hills,

lVhen all at once I saw a crowd,

A host of golden daffodils,

' Beside the lake, beneath the lrees

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,

They stretch'd in never-ending line

Along'the margin of the bay:

'l-en thousand saw I at a glance

Tossing their heads in sp-rightly dance.

The waves beside them danced, but they

Out-did tlre sparkling waves in glee: -
A po*t c*uld not but be Sny
In +ush a jocund company!

I gazed * and gazed * but liftle thought

What w,e6J'd? fhe shpw to me had brought.
 r23

For oft, when on my couch I lie

ln vacant or in pensive mood,
They flash upon that inward eys
Which is the bliss of solitude;

And then my heart with plgasure fills

And dances with the daflMils.

Step 6: Give them some writing to do.

l. Ask students to paraphrase'the poem.
The poet at first says that when he was walking here and there
alone, he felt as lonely.asthe lone cloud afloat and high up in the sky
over the valleys anrl iriHs. At that mofflqnt, hq suddeily saw a group
of yellow daffodils bene.'lih the trees lresiite ttic lake. Tlhe flol..,ers
were nroving in the soft wind as if they were dancing.
'lhcre rvc''re numerous flowers stretching endlessly along the
bank ofthe lakc. The poet conrpared them to the countless stars that
shine in the Milky Way. 'l he movement of the daffodils rcminded the
poeJ of the movement of girls as they danced in a cheerful and lively
manner. It also secmcd to:the poe* that the wavcs in the lake were
dancing but the daffodils seemed to be happier than the waves. The
poet believed that a poct cannot fecl anything excepr happiness in
suqh a merry or cheerful company. Thus, the poet continued to gaze
at the flowers. Hb cbuld not eiipreis"how happyhi was with:suo{r.a
scene. Furthermore, the poet often rcmemtre* the daffodils,
whenever he lies ih a thoughtful mood on a couch or lies idle.
According to the poet, as soon as he rtcalls that particular scene to
his mind, his loneliness disappears and turns into bliss. Then his heart
is filled with pleasuie. Finally, he feels happy as if his heaft were
dancing together with the daffodils.
2. Ask students what the following lines mean;
(a) I wandcrrd lonely as a cloud
That floate on high o,er vales and hills,
(b) Continuous as the stars that shine
And twinkle on thc milky way,
They srretchU in never-ending line
Along the margin of the bay:
 124

(c) Ten thousand saw I at a glance

Tossing their heads in sprightly dance.
(d) A poet could not but be gay
In such a jocund company!
3. Ask them to complete tlre follqwing lin€s.

That floats on ..., r, .....,,..t,,...)

When all at once I saw a lrowd,
A hOSt,rr.......i.............rorrrrrrr/

(b) .,,..,.,r..r,,....,rr.ri, bengatfr tfle tregs

Fluttering and danci'rg in the breeze'
Continuous as r,irr: $t&rs that shin*
And hrrinko'c .,! r,r,o..r.o.3.,,.rrrrrr!

(c) They stretclt'ci,,,,.,r...,.,,,,r,(..,, r..,

Along the rnargin of tlre bay:
"l'en thousand saw I at a giarrce
-l'ossing thgir hgads in ..r..,,.,.r,.,...!....

(d) A Fogt could not,...,..,.,,....,!

In such a jocuntl company!
I gazed - and gazed - but little thought
What wealth the show ....,,,.,t,!.r,,..,ir..
$tep. 7: Ask students to check their answers with their friends, Give them
feedback,
 t25

'[IME ALLOCATION
The number of periods per week allocated to teaching English is 5. 'Ihe
duration of each period is 45 minutes. Since the total number of actual teaching
weeks in one academic year is 36,'time allocation for the English text is 180 periods
and 105 hours.

MONTHLY CONTENI'S
Months Contemts

Jrre & July Unit I The Wheel

Unit 2 A Brave Boy
Spc;aking I
Potrrr t : tyii!_
July & August Urr it 3 [lrr;1ir,:i'*'r icil
Un it 4 'fhr: C ircu latio,: r: I t!re B icuJ
SpeakingZ
Poent 2: Rcyinbow
August & Septenrt:er Unii 5 A Fetiri:r'lessCIiilC
Unit 6 ltrir,i to Read Short Stories
Spraking 3

4 October Unit 7 Thc. I.art [-eaf --

5 November unit I l"tor- 6 Impr.r)G V;;r study llatriii'-_--
Speaking 4
Unit 9 Earthquakes
Poem 4: T'he DaflMils
6--- Decembe r unittffiIMedicfie ---
seeikine 5