Lesson 6.

Aamer's Cafe

Words Meanings in Urdu Meanings in English

Adjacent Close to, lying near
Assumed Taken on ; adopted
Cobbled Made of cobblestone
Culinary Releated to cooking
Mingled Mixed or came together
Negotiations Discussion, agreements
Protruding Thrusting or sticking out of
Pulsating Throbbing, expanding
Rubble A loose mas of fragments
Strewn Spread, scattered
Throng A large crowd
Venture Proceeded with something

“Comprehension”:

Answers the following questions. On notebook

1. Why had the site not been developed?

Ans: The site had not been developed because everyone had assumed it was part of the adjacent park. It

belonged to an old lady who probably had no need for it.

2. In what ways had the site been neglected?

Ans: The site had been badly neglected. Where the house one stood, there was only a heap of rubble Three
or four walls still remained, these too were in danger of crumbling.

3. How did Aamer earn his livelihood?

Ans: Aamer learned his livelihood by dealing in bars. His work involved hard bargaining and selling his
wares which he carried on his bicycle.

4. How did Maham react when Aamer first told her his plans? Why?

Ans: Maham reactions was to say “yes” and offer on other comment. She had heard him voice his plans
before, and these had usually come to nothing. She took what he said in good humour and laughed it off,
because she was registered to this state of affairs.

5. What were the some of things that Aamer had done to accomplish his dream?

Ans: Aamer had found a place to build his café and knew who the owner was, the money was in the bank,
the deposite was secure, the owner had assured him that he could pay the rest in his own time.
6. In what way did Aamer feel relieved, and why?

Ans: Aamer felt relieved that he has told his wife about his plans for the cafe. He had kept this to himself for
a long time, and felt the strain, but he was now comfortable in himself because Maham could now help him

achives his goal.had.

7. Do you think Aamer was a dreamers or a practical man? Give reasons for you answers.

Ans: Aamer was both a dreamer and practical man, He had many plans before and nothing had come of
them, on his bicycle that morning he was stilling about the café, and the other hand he had gone about the
business of finding the owner and securing the money to buy the property, so in this respect he has been
practical.

Reference to context:

Simply a quite resignation.

(i)About whom was this statement made?

Ans: The statement was made about Maham, Aamir‟s wife.

(ii) In what ways had the subject shown resignation?

Ans: Maham showed her resignation by not commenting or laughing at Aamer‟s comment.

(iii) Is the sentence of a complete sentence? Give a reason for your answer.

Ans: The sentence is not a complete sentence because it does not have a subject. We do not know what has
this resignation from.

All the final negotiations and visits to……………peace of minde.

(i)About whom was this statement made?

Ans: The statement was made about Aamer‟s dealings acquire the property.

(ii) Why might all this now be possible?

Ans: All this might now be possible because all the ground work (with the dealing) had already been done
and finally Maham had been informed.

(iii) What were the reason for further negotiations and visits to the bank?

Ans: The reason for further negotiations and visit to the bank were for the Aamer to finalise the deal and
realize his goal of buildings a cafe.

Working with Words:

1. Make your own sentences: On notebook

a) Subscribe: The course has been fully subscribe.

b) Suburb: Life is much better in suburb.

c) Substitute: All 11 players and three substitutes were outstanding.

d) Subsequent: The theory was developed was developed subsequent to the earthquake of 1906‟.

e) Subdue: She managed to subdue an instinct to applaud.

f) Subordinate: We are subordinated to a lot of different things.

Prefixes

Find these words in your dictionary and use them in sentences.

subscribe: write one’s name at the bottom of a document

make or promise a contribution

engage to take a newspaper for a certain time

suburb: outlying district of a city

substitute: make a person or thing take the place of anothersubsequent: following an eventsubdue:
bring into subjection; discipline; conquer

subordinate: of minor importance (adj), put into lower position (vb)

Discuss the text and examples of the comparative and superlative forms for adjectives. Introduce
other adjectives, too.1. Write out the three forms.

happy happier happiest.

talkative more talkative most talkative

depressed more depressed most depressed

quiet quieter quietest

lonely lonelier loneliest

few fewer fewest

clever cleverer cleverest

hopeless more hopeless most hopeless

shabby shabbier shabbiest

rugged more rugged most rugged

Unit: 6 London’s Summer Morning

Words Meanings in Urdu Meanings in English

1. Answer the following questions.

a. Pupils will list at least 5. Discuss a range. Make sure you cover the ones in bold as the pupils

will need to have an understanding of them for E. chimney-boy - cleans chimneys, housemaid

- domestic work, dustman - a collector/remover of domestic refuse, ashes, etc., driver - for

the horse drawn hackney-carriages, waggons and carts, tinman - a tinsmith (sales and repairs

of tin items), trunk-maker - makes trunks, knife-grinder - sharpens knives and tools, cooper -

makes wooden barrels, fruit/vegetable vendor - sells fruit/vegetables, shop keeper - sells goods,

apprentice - someone who is learning a trade from a skilled employer, neat girl - a maid or servant,

lamp-lighter - lights, and takes care of, the oil lamps, pot-boy - a youth employed to serve
drinks or clear up/wash up in an inn, old-clothes-man - a person who deals in second-hand

clothes, porter - a door or gatekeeper, poet - writes poems.

b. summer, sultry, hot

c. Look at lines 27–32. the lamp-lighter. Trimming the lamps - filling them with oil, checking the wicks,

cleaning the lamps. The pot-boy is yelling.

d. According to the last two lines of the poem, the ‘poor poet’ ‘wakes to paint the summer morning’ -

wakes up and writes a poem.

These questions are more difficult. Discuss them first.

The poet has painted a picture with words, creating a vivid image of a busy city full of sounds and

sights.

e. Pupils will work with a classmate to collect a list of words and phrases in the poem which help

the reader imagine the sounds of the city. Busy sounds, noisy, shrilly bawls his trade, the milk-pail

rattles, tinkling bell proclaims, din, noisy (again) squeaking, cries…fill the air, humming insects, yells

discordant, cries in tone monotonous.

Alliteration: use of the same sound to begin a number of words that are close together

Onomatopoeia: words that sound like the things they are or that they describe

f. Pupils should discuss their choices (above) and state which they think are most effective, and

which are onomatopoeic.

g. Pupils will find two examples of alliteration in the poem and write them in their book. They should

copy the lines carefully and underline the letter that has been repeated. They should notice the use

of S in the first sentence (and less so in the second sentence); V in ‘vegetable-vendors…varied’;

and other examples. S, T, and P are also used in other lines/sentences/sections of the poem.

h. bawls, rattles, tinkling, squeaking, humming

2. Reference to context

a. Now pastry dainties catch the eye minute

Of humming insects, while the limy snare

Waits to enthral them.

i. catch, snare, enthral

ii. they are for sale to anyone who can afford to buy them

iii. It is likely that many of them are caught in the ‘limy snare’ - the insect trap.

b. the old-clothes-man cries

In tone monotonous, while sidelong views

The area for his traffic, now the bag

Is slyly opened, and the half-worn suit

(Sometimes the pilfered treasure of the base

Domestic spoiler), for one half its worth,

Sinks in the green abyss.

i. The old-clothes-man is shouting to get the attention of people who might wish to buy the

clothes he has for sale.

ii. He does not seem to be an honest man!

c. The image of the suit sinking in a ‘green abyss’ is an interesting way of showing us that the value

of goods goes down once they have been bought. Discuss this passage and work together to

come up with an explanation of what the poet is describing in simple English. Here are some

helpful sentence openers that you can use if you want to.

• The second-hand clothes seller…

• Some of the clothes he sells have been… by…

• The clothes are sold for …

• Once something has been bought, its value …

Pupils can write simple endings to the sentence openers. Some pupils may be able to develop their

ideas further. If they have worked through b. they should be aware that the poet is describing a
different aspect of the busy city – the dishonest business that is also happening (and perhaps she is

also commenting on corruption, economics, and capitalism! But pupils need not be too concerned

with these aspects.).

B Working with words

Spelling

1. Read the list of words below.

Words that are not known should be checked in a dictionary (e.g. decanter, flagon). (a)

The words are all containers or receptacles of one kind or another. (b and c)

Pupils may think of more receptacles/containers: tank, pot…1

2. Make a table with three columns in your notebook.

They follow the form:

word

word + ful

word + fuls

spoon

spoonful

spoonfuls

Note the difference:

i. There were three spoons full of salt on the table.

ii. There were three spoonfuls of salt on the table.

In i. There were three spoons on the table, and each was filled with salt.

In ii. The amount of salt put onto the table (not now contained in the spoon itself) was three spoonfuls.

3. Suffixes

Add -ish or -y to the following.

funny
whitish

biggish

streaky

dopey

blackish

jumpy

runny

greyish

shiny

greenish

waxy

icy

bluish/blueish

yellowish (yellowy)

edgy

pinkish (pinky)

velvety

reddish (ruddy)

misty

Can you add other words to the list above?

Ask the pupils to add the names of more colours: purple, bronze, orange, tan, vermillion, silver, gold,

maroon, mauve…

C Learning about language

Fill in the blanks with the appropriate form of the word given.

1. a. cruelty
b. cruel

c. cruelly

2. a. honesty

b. honest

c. honestly

3. a. ignorance

b. ignorant

c. ignorantly

4. a. wit

b. witty

c. wittily

5. a. business

b. busy

c. busily

6. a. rudeness

b. rude

c. rudely
Lesson 7. The machine stops

Comprehension