1st Sec Booklet - Term 1 - 2024 Answers

Education
breeds
confidence,
Confidence
breeds
SECONDARY hope,
STAGE Hope
breeds
BOOKLET peace!
1st Secondary
With answers
Sky’s the limit
Module 1 A
New Vocabulary:
Word Meaning
delve into (v.) to explore, to research
connotation (n.) a related idea
colloquial (adj.) informal
counterpoint (n.) a contrast
savvy (adj.) knowledgeable
etiquette (n.) rules of behaviour
recruit (v.) to take on new members.
invaluable (adj.) extremely useful
annual (adj.) happening once every year, or relating to a period of one year
author (n.) the writer of a book, article, play, etc.
sell (v.) [ I or T ] to give something to someone else in return for money
core (n.) the basic and most important part of something
compilation (n.) the act of compiling something
endure (v.) to continue to exist for a long time
relevant (adj.) connected with what is happening or being discussed
aspect (n.) one part of a situation, problem, subject, etc.
the job or series of jobs that you do during your working life,
career (n.)
especially if you continue to get better jobs and earn more money
to jump out of an aircraft with a parachute because the aircraft is
bail out (phrasal v.)
going to have an accident
book which is extremely popular and has sold in very large
best-seller (n.)
numbers
a quality which makes you like or feel attracted to someone or
charm (n.)
something
engage (v.) to interest someone in something and keep them thinking about it
wordy (adj.) containing an unnecessarily large amount of words
accessible (adj.) able to be reached or easily got
the situation within which something exists or happens, and that
context (n.)
can help explain it
vacancy (n.) a space or place which is available to be used
to be greater than a number or amount, or to go past an allowed
exceed (v.)
limit
(The ability to have) a clear, deep and sometimes sudden
insight (n.)
understanding of a complicated problem or situation
mentality (n.) a person's particular way of thinking about things
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initiate (v.) to cause something to begin
tackle (v.) to try to deal with something or someone
relevant (adj.) connected with what is happening or being discussed
elevate (v.) to raise something or lift something up
hold true (v.) to be right
stand out (phrasal v.) to be very noticeable
a person who is the same age or has the same social position or
peer (n.)
the same abilities as other people in a group
examination of and attention to your own ideas, thoughts and
introspection (n.)
feelings
self-awareness (n.) good knowledge and judgment about yourself
something such as energy, money or information that is put into
input (n.)
a system, organization or machine so that it can operate
to increase or make something increase, especially an emotion or
heighten (v.)
effect
lengthy (adj.) continuing for a long time
describes something that is done in a hurry, sometimes without
hasty (adj.)
the necessary care or thought
sibling (n.) a brother or sister
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Words easily confused:
enhance- elevate- boost- exceed:
Enhance to increase or improve

Elevate to improve one’s mood and make them feel happy
Boost to make sth. increase or become better
exceed to be more or greater than
manage- run- operate- undertake:
manage to succeed in doing sth. (especially sth. which involves a certain degree
of difficulty)/ to be in charge of a business
Run to be in charge of a business
operate to know how to use sth., to handle
undertake to start doing sth. for which you are responsible
occupation- profession- position- vocation- career- employment:
occupation a job: this word is especially used in forms

profession job: especially one for which special skills are needed
position a job in a company
vocation your ideal job that you believe would suit you
career a series of jobs in a specific area of work
employment the situation in which people have paid work
economic- economical- financial:
Economic relating to the system of a country’s/society’s/region’s economy

/ relating to money
Economical using money/resources sensibly / cheaper
Financial relating to money
productive- effective- efficient:
Productive doing or achieving a lot

Effective producing the intended result
Efficient capable of producing the desired result without wasting time,
energy or resources.
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Positive and Negative character traits
Positive
promising showing signs of being successful

diligence through and careful effort or work
systematic done according to a careful plan or system in an efficient
articulate expressing thought clearly
wit the ability to use words in a clever and amusing way
focused concentrated on a specific aim
humble not acting or thinking that you are more important than other
people
act on one’s own acts without being encouraged or urged by others
initiative
team player sb. who works well with others, especially at work.
observant good at noticing things that happen
persuasive good at making people do or believe what you tell them
Negative
Procrastinate to delay doing sth. you should do, usually because you don’t
want to do it.
absent-minded tending to forget things, or thinking about sth. different from
what is around you.
Impatient irritated because sth. isn’t happening as quick as you want it to
happen or in the way you want it to happen
Opinionated sb. who has strong feeling about sth. and is willing to change
them, even if they are being unreasonable
Both Positive and Negative
the state of doing things perfectly and not being satisfied with
perfectionism
anything less
Ambitious determined to be rich, successful, etc.
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Grammar:
Present Simple vs Present Progressive:
Present Simple:
Affirmative Negative Questions

I I I
We We we
You + v.(inf.) You + don't + v.( inf.) Do + you + v.(inf.)?
They They they
Form
He He he
She + v.+ (s/es/ies) She + doesn't + v.(inf.) Does + she + v.(inf.)?
It It it
I play tennis. I don't play tennis. Do you play tennis?

Examples Sara works at Sara does not work at Does Sara work at
school school. school?
- usually- always- often- sometimes- rarely- never etc.
- every day / week etc. / all the time.
Time - in the morning / spring / summer etc.
Expressions - on Mondays / Monday morning, etc.
- once / twice / three times, etc.
- a week / day, etc.
Present Progressive:
Affirmative Negative Questions

Form I → am + v- ing I → am not + v- ing Am + I + v- ing?
He He he
he is + v- ing She is not + v- ing Is she + v- ing?
It It it
We We
You are + v- ing You are not + v- ing you
They They Are + we + v- ing?
they
Examples I am reading. I am not reading. Am I reading?
He is reading. He isn't reading. Is he reading?
They are reading. They aren't reading. Are they reading?
Time now- at the moment- today- these days- this week / year- tonight-
Expressions tomorrow, etc. next week, year etc.
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We use the present simple We use the present progressive
 for permanent states  for temporary states.
e.g.: Ben lives in London. e.g.: I'm taking driving lessons this month.
 for habits or actions that happen  for actions happening at the moment of
regularly speaking.
e.g.: We always have breakfast at eight. e.g.: Lucy is sleeping now.
 for general truths.
e.g.: The earth goes round the sun.  for future arrangements.
e.g.: We're flying to Paris tonight.
 to talk about future actions related to
official programmes and timetable.  to talk about annoying action which
e.g.: Our plane leaves at 10. 00 a.m. happen repeatedly (with the adverbs of
tomorrow. frequency, constantly, continually).
e.g.: You’re always interrupting me.
 to refer to a plot of a book, a film. etc.
e.g.: Oliver Twist goes to the workhouse at
the age of nine.
 to describe situations which are changing
or developing at the present time.
 in sports commentaries e.g.: Air pollution is increasing in our city.
e.g.: Taylor shoots and scores.
 in exclamatory sentences with:

Off…/Here…/There…/etc.
e.g.: Here she comes.
 in declarations
e.g.: We regret to inform you that your
application has been rejected.
 in newspaper headlines
e.g.: Police arrest judge on bribery charges.
 in instructions
e.g.: First, you cut the tomatoes and add
them to the mixture.
Stative verbs:
The following verbs are not normally used in progressive tenses.
1. Verbs of the senses: feel, hear, smell, taste, seem, look, etc.
2. Verbs of emotion: like, dislike, love, hate, want, need, prefer , etc.
3. Verbs of perception and opinions: know, mean, think, understand, remember, forget,
imagine, hope, believe, etc.
4. Other verbs which describe permanent states: be, have, own, belong, cost
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Note:
Some of these verbs can be used in continuous tenses, but with a difference in meaning.
Meaning
Verb
Present Simple Present Continuous
They think he will be a good They are thinking about selling their
1) think
teacher (= believe) house. (= are considering)
a) I am having a nice time here (=am
experiencing)
Mum has a long red dress.
2) have b) Dan is having a shower. (=is taking)
(= possesses, owns)
c) Mark is having lunch with Ann.
(=is eating)
a) I can see the park from my room. (=
Dad is seeing Mr Mark at eleven
3) see it is visible )
o’clock. (= is meeting)
b) I see what you mean. (=understand)
The meat tastes delicious. Mum is tasting the soup to see if it
4) taste
(= it is, has the flavour of) needs more salt. (= is testing)
Your perfume smells lovely. Your dog is smelling my shoes.
5) smell
(=has the aroma) (= is sniffing)
My favourite actor is appearing in a
Sara appears to be absent today.
6) appear new play next month.
(= seems)
(= is performing)
The technician is fitting a new air
The pink dress fits her perfectly.
7) fit conditioner on the wall. (= is
(= is the right size)
attaching)
to touch something in order to
to experience something physical or
discover something about it. I was
8) feel emotional I feel happy about living in
feeling in my bag for the keys.
a big city.
*The verbs see, hear, smell, taste and feel are commonly used with “can” to indicate an
action happening now.
-I can hear a strange noise coming from the kitchen.
*Verb like feel, hurt, ache, etc. that are used to say that someone is experiencing an
emotion or sensation can be used in both the Present Simple and The Present Progressive
without any difference.
- I feel great. = I’m feeling great.
- My back aches. = My back is aching.
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Present Perfect Simple
Form: Time Expressions:
has just – yet – already – ever – never – before – always –

+ p.p. how long – for – since – recently – lately – once – twice
have – so far .
Usage:
The Present perfect simple is used:
1 - For actions which happened in the past, but the exact time is not mentioned.
-I've already done the housework.
2 - For actions which started in the past and continued up to the present.
-Mary has had her dog since September.
3 - For actions that happened in the past and finished, but the results are obvious in
the present.
-Tom has washed his car. (It's clean)
4 - For recently completed actions.
-We have just finished dinner.
5- With adjectives in the superlative form and expressions like (the only / first /
second .......... etc.)
-It's the first time I've received an e-mail from Jake.
Note:
We use the Past Simple for actions that were completed in the past and the exact time is
mentioned:
-I have tasted Mexican food.
-I tasted Mexican food last night.
Note:
Have been to: have visited a place and come back
Have gone to: have gone somewhere and not returned yet.
Note:
We use (for) and (since) for actions that stand in the past and continue up to the present:
For a period of time
-I’ve had this car for five years.
Since a specific point in time
-I’ve had this car since 2010.
Present Perfect Simple + since + Past Simple
-Julia has changed jobs three times since she came to Lakewood.
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Present Perfect Progressive
Form: Time Expressions:

has
+ been + v. + ing for – since – how long – all day / week .
have
Usage:
The present perfect progressive is used:
1 - To emphasize the duration of a state or action which started in the past and
continues up to present.
-I've been learning English for 6 years and I'm still learning it.
2 - For actions which happened over a period of time in the past and may have
finished, but the results are obvious in the present.
-We've been walking around all day, that's why we're tired.
3 - To show annoyance resulting from a recent action.

-Who has been wearing my jacket?
Note
We use the Present Perfect Simple to emphasise the result of an action. We use the Present
Perfect Progressive to emphasise the duration of an action.
-I’ve called him three times this morning.
-I’ve been calling him since 9 o’clock.
“It always seems

impossible
until it’s done.”
Nelson Mandela
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Practice on what you learned in MODULE 1-A
Choose the correct word from a, b, c or d
1. The gallery has a wide …of mobile brands for all tastes.
a- competition b- compilation c- confrontation d- foundation
2. The new mobile version … as it is relevant to societies changing over time.

a- endures b- purifies c- delegates d- carbonate.
3. It is forbidden to use … clothes in the conference as there are a lot of highly educated people.
a- formal b- colloquial c- official d- facial
4. Scientists want to …. into the reasons leading to the problem of global warming.
a- involve b- include c- delve d- contain
5. Because of his financial crisis, we had to …... him ….. to start his life again.
a- put … out b- bail … out c- ball … out d- find … out
6. As the plane was going to crash, the pilot had to……

a-bail out b- ball out c- break out d- find out
7. The tickets were not … so many people couldn’t attend the match.
a- available b- acceptable c- accessible d- indispensable
8. The museum is only ……………… by public transportation.

a- acceptable b- accessible c- visual d- motional
Some economists are …… as they give different opinions about the solutions they give.
a- usual b- ordinary c- eccentric d- ethic
9. Paris is just a short time away, providing the perfect ….to the peace environment.
a- counterpart b- counterpoint c- counterattack d- accounting
10. We had to find another hotel as this hotel has no………………

a- vacancies b- complication c- fulfilment d- chances
11. The number of universities graduates…the number or job vacancies.

a- widens b- tackles c- exceeds d- prods
12. He is known for his political….and strong management skills.

a- savvy b- contrast c- contradiction d- interference
13. The government wanted to…discussion on the economic reform.

a- initiate b- invade c- confide d- innovate
14. The government has to ……………all the economic challenges after the world economic crisis.
a- ignore b- tackle c- fluctuate d- delicate
15. We have to …the youth self- awareness of the danger of pollution.

a- lessen b- decrease c- elevate d- valuate
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16. It took a long time and long discussions to …a new chairman for the company.
a- recruit b- renovate c- indicate d- create
17. He ….. to answer all questions that were hard for other students.
a- managed b- succeeded c- ranged d- ran
18. Mr smith is the suitable one to ……………. the company.

a- manage b- succeed c- run d- defeat
19. He is taking courses to…………. his English fluency.

a- enhance b- invade c- delve d- evolve
20. He started telling jokes to …the mood, but everyone still felt awful about the incident.
a- enhance b- elevate c- boost d- exceed
21. Their expenses …. their monthly budget so they have implemented cost-cutting measures.
22. If you want to…. the flavour of vegetables, try adding some herbs and olive oil.
23. In an effort to …productivity, we will allow our employees to choose the working hours.
24. While my colleague was a way I …the task of responding to customer.

a- managed b- ran c- operated d- undertook
25. While trying to …the huge workload, he realized he needed to get better at organizing things.
a- run b- manage c- undertake d- operate
26. Five years ago my cousin moved to Japan to teach, now she … a language school there.
a- operates b- undertakes c- manages d- puts
27. You need to be able to …. heavy machinery to get that job.

a- undertake b- operate c- manage d- run
28. Which would you say is the most…. way to use paper in the office?
a- economic b- economical c- financial d- industrial
29. If you were to ask for his…support for your shop, he would agree immediately.
a- economic b- economical c- financial d- industrial
30. Many countries experienced …. growth when the internet was introduced, due to the ease of
conducting business abroad.
a- economic b- economical c- financial d- official
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Choose the correct word from a, b, c or d
1. There was a (heightened- brightened- lightened- nice) tension among the crowd after the
accident.
2. I didn't recognize Rose. She (has looked- has been looking- is looking- looks) so different with
short hair.
3. He was (opinionated- frustrated- generous- cosy) and selfish, but undeniably clever.
4. Jenny (thinks- is thinking- has thought- has been thinking) of becoming an accountant.
5. He's hoping for a (task- risk- career- course) in the police force.
6. Jack (is finishing- finishes- has finished- has been finishing) his homework and now he's going
to the cinema.
7. What's the most (economic- economist- economised- economical) way of heating this
building?
8. Don't be so impatient! We (only wait- have only been waiting- are only waiting- have only
waited) for them for 10 minutes.
9. A: "That's a new dress, isn't it?"
10. B: "Yes, you are (vibrant- visual- observant- obedient) ".
11. Evelyn is a selfish person who (cares- is caring- has cared- has been caring) about herself and
no one else.
12. I know I've got to deal with the problem at some point - I'm just (procrastinating- proving-
providing- delaying).
13. Joe and I (play- are playing- have played- have been playing) tennis on Sunday. Why don't
you and Ian come so we can play doubles?
14. We've got to be a bit more (fantastic- systematic- mysterious- defeated) in the way that we
approach this task.
15. Geoff is so dull! He (has always been telling- has always told- tells always- is always told) us
these boring stories.
16. Students are required to (undertake- underscore- underestimate- undercover) simple
experiments.
17. This jumper (has suited- is suiting- suits- has been suiting) your complexion more than the
yellow one.
18. The theatre managed to (boost- discourage- defy- breed) its audiences by cutting ticket
prices.
19. Have you seen Billy? I (look- am looking- have been looking- have looked) for him, all day.
20. She hoped that her (laziness- defiance- diligence- pretension) would be noticed.
21. Let's watch another film. I (see- am seeing- have been seeing- have seen) this one before.
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Grammar [ Module 1 a ]
Choose the correct answer:
1. At the moment, they watch- are watching- watched- watch tv.
2. Everything is arranged so Tom travels- will travel- is travelling- travel tomorrow.
3. She revised- has revised- revises- revise English since she arrived home.
4. Students usually come- are coming- comes- have come to school early.
5. The earth is moving- moves- moved- had moved around the sun.
6. She is cleaning- has been cleaning- cleaned- cleaning the room all day.
7. She doesn’t meet- didn’t meet- hasn’t met- not meet the manager yet.
8. The train is leaving- leaves- leave- has left at 7 am.
9. It has been ages for- since- yet- already we met at a meeting.
10. I want- am wanting- wants- has been wanting to drive a car.
11. I think- am thinking- thinking- has thought of travelling abroad.
12. I am seeing- see- seeing- saw the dentist to have my teeth checked.
13. We drives- has been driving- drive- drove my car all night.
14. We listened- are listening- listens- listening to music now.
15. They live- have been living- living- lives in Cairo for seven years.
16. Look, the car comes- is coming- come- has come towards us.
17. We haven’t watched- didn’t watch- never watch- not watch actions movies yet.
18. He never meet- meets- met- meeting his friends on Fridays.
19. The soup tastes- is tasting- has tasted- taste delicious.
20. She is smelling- smells- smelt- smell the perfume to take the best.
Re write the following sentences.

1. IT’s ages since we cleaned our house. [for]
____________ We haven’t cleaned our house for ages. ____________
2. He is still listening to music. [yet]
_____________He hasn’t stopped listening to music yet. ____________
3. It started raining and it hasn’t stopped raining yet. [been]
_____________ It has been raining. ____________________________
4. Everything is arranged for Jack to travel tomorrow. [travelling]
_____________ Jack is travelling tomorrow. ______________________
5. The sun is providing us with heat. [correct]
____________ provides _____________________________________
6. They revise for the final exam at the moment. [correct]
_____________ are revising ____________________________________
7. We are still dusting the tables. [yet]
_____________ We haven’t finished dusting the tables yet. _____________
8. The last time we met at club was three days ago. [since]
_____________ It’s three years since we met at club. _________________
9. We last played music when we were at the party. [since]
_____________ We haven’t played music since we were at the party. _______
10. We went to the cinema, and we came back. [been]
______________ We have been to the cinema. _________________________
11. They went to London, but we never came back. [gone]
_______________ We have gone to London. __________________________
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12. We haven’t eaten sushi since we went to Japan. [when]
____________ We last ate sushi when we went to Japan. ______________________
13. The train to Alex will leave at 8 pm. [correct]
____________ leaves _________________________________________________
14. We started reading short stories and we are still reading. [been]
_____________ We have been reading. ____________________________________
15. He is still chatting with his friends. [yet]
_____________ He hasn’t stopped chatting yet. _____________________________
16. I am thinking the dentist is very clever. [correct]
______________ think ________________________________________________
17. He tastes the soup. [correct]
______________ is tasting _____________________________________________
18. She never wastes her time. [Never]
______________ Never does he waste her time. _____________________________
19. We have been using this app for ages. [since]
_______________ It’s ages since we used this app. __________________________
20. He didn’t send the email yet. [correct]
_______________ hasn’t sent __________________________________________
21. Mary's at the shops and she won't be back till much later. (gone)
______________ Mary has gone to the shops… __________________________
22. I am used to drinking tea in the morning. (always)
______________ I always drink tea in the morning. _______________________
23. Margaret is busy with her homework right now. (doing)
_____________ Margaret is doing her homework… _______________________
24. It's been three years since James last went to Paris. (for)
_____________ James hasn’t been to Paris for three years. __________________
25. They started arguing an hour ago and they haven't stopped. (been)
_____________ they have been arguing for an hour … ______________________
26. She is in the annoying habit of talking to me at the same time I'm on the phone. (always)
_____________ She always talks to me at the same … ______________________
27. Is it your habit to get up early? (usually)
_____________ Do you usually get up early? ____________________________
28. The plane's engine failed, and the pilot was forced to jump from the plane with a parachute.
(bail)
_____________ … and the pilot had to bail out from the plane. ________________
29. The black lettering is really noticeable on that orange background. (stands)
______________ The black lettering really stands out on … ___________________
30. It's not always a good idea to examine someone's past. (delve)
_______________ … to delve into someone’s past. _______________________
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Sky’s the limit
Module 1 - B
New Vocabulary:
Word Meaning
any of the parts into which something (especially a circle or sphere)
segment (n.)
can be divided or into which it is naturally divided
curriculum (n.) the group of subjects studied in a school, college, etc
appealing (adj.) attractive or interesting
feedback (n.) information or statements of opinion about
pieces of information that is discovered during an official
findings (n.)
examination of a problem, situation or object
to increase the range of things that someone knows about or has
broaden horizon (n.)
experienced
an idea or explanation for something that is based on known facts but
hypothesis (n.)
has not yet been proved
understanding of or information about a subject which a person gets
knowledge (n.) by experience or study, and which is either in a person's mind or
known by people generally
using another person's idea or a part of their work and pretend that it
plagiarism (n.)
is your own
deadline (n.) a time or day by which something must be done
comprehend (v.) to understand something completely
extent (n.) area or length; amount
macroeconomics(n) the study of financial systems at a national level
submit (v.) to give or offer something for a decision to be made by others
when something becomes less in amount, importance, quality or
decline (n.)
strength
all the living things in an area and the way they affect each other and
ecosystem (n.)
the environment
a long piece of writing on a particular subject, especially one that is
dissertation (n.)
done as a part of a course at college or university
a result of a particular action or situation, often one which is bad or
consequence (n.)
not convenient
vocational (n.) providing skills and education that prepare you for a job
sarcastic (adj.) using sarcasm
-of the greatest importance to the way things might happen
critical (adj.)
-extremely serious or dangerous
pedagogically (adv.) concerning the study of the methods and activities of teaching
gap year (n.) a year between leaving school and starting university which is usually
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spent travelling or working
describes university studies or students at a more advanced level than
postgraduate (adj.)
a first degree
exceptional (adj.) Outstanding
inception (n.) the beginning
certified (adj.) having the official documents that prove that you are qualified
expertise (n.) special skill or knowledge in a particular area
disciplined (adj.) able to control your behaviour
favourable (adj.) Positive
someone who starts their own business, especially when this involves
entrepreneur (n.)
seeing a new opportunity
an area of science which deals with developing and producing
nanotech (n.) extremely small tools and machines by controlling the arrangement of
separate atoms
utilise (v.) to use something in an effective way
rephrase (v.) to say or write something again in a different and usually clearer way
overdue (adj.) not done or happening when expected or when needed; late
collaborate (v.) to work with someone else for a special purpose
sceptical (adj.) doubting that something is true or useful
a period of ten years, especially a period such as 1860 to 1869, or
decade (n.)
1990 to 1999
shrinking (adj.) becoming smaller
(The ability to have) a clear, deep and sometimes sudden
insight (n.)
understanding of a complicated problem or situation
passionate (adj.) having very strong feelings or emotions
a general development or change in a situation or in the way that
trend (n.)
people are behaving
fierce (adj.) physically violent and frightening
to show or state that something is very important or worth giving
emphasise (n.)
attention to
-a close connection joining two or more people
-an official paper given by the government or a company to show that
bond (n.)
you have lent them money that they will pay back to you at an
interest rate that does not change
to persuade someone to work for a company or become a new
recruit (v.)
member of an organization, especially the army
demanding (adj.) needing a lot of time, attention or energy
heart-breaking (adj.) causing extreme sadness
subordinate (adj.) having a lower or less important position
a plan to show how much money a person or organization will earn
budget (adj.)
and how much they will need or be able to spend
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Phrasal Verbs
Phrasal verbs are commonly used in everyday speech an informal writing. They should be
avoided in academic writing and more formal conversations.
Some phrasal verbs are inseparable (verb and particle remain together)
-I came across and overdue library book as I was cleaning my desk.
Some phrasal verbs are separable and can sometimes follow two sentence patterns.
-Kelly handed her report in on time.
-Kelly handed in her report on time.
When the phrasal verb is a personal pronoun, it usually goes between the verb and the
particle.
-Kelly handed it in on time.
catch up to improve so as to reach the same level as sb. or sth. Else

scrape through to succeed in doing sth. but with difficulty
pore over to look at or read sth. carefully for a long time
to quickly improve your skill or knowledge of sth. you have
brush up on
already learnt but partly forgotten
drop out of to leave school or university without finishing one’s studies
sail through to succeed in a test or exam very easily
catch on to understand or realise sth.
put across to convey a message successfully
Collocations related to education:

-gain an understanding
-submit a paper
-present our findings
-avoid plagiarism
-acquire knowledge
-receive feedback
-extend the deadline
-broaden the horizon
-confirm the hypothesis
-grasp the meaning
Page 17 of 89
Vocabulary related to character traits:
strive hard to succeed try hard to achieve sth.

set long-term goals decide on sth. you want to achieve after a long time
to do sth. even though you know it could have an unpleasant or
take risks
dangerous ending
be a quitter sb. who gives up easily
have strong motivation have a strong willingness and eagerness to do sth.
narrow-minded unwilling to listen to ideas different from your own
conscientious sb. who works hard and is careful to do everything correctly
knowledgeable sb. who knows a lot about one or more subjects
studious sb. who spends a lot of time reading and studying
sb. who spends a lot of time and effort on sth. usually because it is
dedicated
important to them
(in)competent (not)capable of doing sth. Effectively
meticulous sb. who pays careful attention to details
diligent sb. who works hard and is careful
Idioms related to learning:
to learn from one’s own unpleasant experience rather

learn the hard way
from the advice of others
I know it like the back of my hand to be familiar with sth.
learn to walk before you can run to learn a basic skill before you do sth. more difficult
pass with flying colours to do very well
show sb. the ropes to show sb. to do a specific job
to experience the negative effects of your actions and
teach sb. a lesson
improve your future behaviour
to possess the skill and knowledge needed to be able to
know all the angles
deal with sth. and sb.
cover a lot of ground to deal with a great deal of information
Word Webs
Employ
Word families synonyms antonyms Definition

employed (adj.) recruit make sb. redundant to pay sb. to work
employer/employee(n.) take on lay off for you
employment (n.) appoint sack/give sb. the sack
unemployment (n.) hire fire
Page 18 of 89
Grammar
Future forms
Future (will):
Form: will +inf.
Time expressions
Tomorrow – next – soon – in the future – tonight - This
month / year /week - In an hour / year.
Usage:
1. To make predictions about future, usually with perhaps and probably or after the verbs believe,
think, hope, expect , ( be ) sure:
e.g. She will probably be here tomorrow.
2. To talk about spontaneous decisions:
e.g. We have run out of milk; I'll go and buy some.
3. For promises:
e.g. I'll be on time, don't worry.
4. For offers and request:
e.g. I'll do the washing up after dinner.
e.g. Will you help me carry my bag?
5. For threats and warnings:
e.g. I won't speak to you again if you don’t eat your sandwich.
6. For statements of fact or things that are generally true.
e.g. The sun will set at 7.30 this afternoon.
e.g. Accidents will happen.
7. To express willingness or insistence on doing sth.
e.g. I will give you back the money I owe you- don’t worry!
Shall is used only with I and we in formal English or for suggestions and offers.
e.g. Shall we go out tonight?
e.g. Shall I make some coffee?
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Future (going to):
Form: am / is / are + going to + inf.
Usages:
1. To talk about future plans:
e.g. My brother is going to study biology.
2. To make predictions based on evidence:
e.g. Look out! You are going to trip over that chair.
3. For actions we have already decided to do in the near future.
e.g. Lyn is going to visit Disneyland.
Notes:
1- The present Simple is used for future actions related to official timetables and
programs:
e.g. The plane arrives at seven.
2- The present Continuous is used for planned future actions related to personal
arrangements:
e.g. I'm travelling to London tomorrow.
3-Tke Present Progressive and Future going to are usually interchangeable. However
there is a slight difference in emphasis. While Present Progressive places emphasis on
the fact that sth. has already been decided, the Future going to places emphasis on the
intention.
e.g. I’m meeting Mr Collins at the restaurant. (arrangement)
e.g. I’m going to meet Mr Collins at the restaurant. (Intention-the arrangement may
not have been made)
4- We do not use Present Progressive when it is apparent that sth. is an intention.
e.g. When I see him, I’m asking him why he is so angry. (wrong)
When I see him, I’m going to ask him why he is so angry. (right)
5-After the words before, after, as long as, by the time, if, providing, until, while,
when, etc.
We use the Present Simple/Present Progressive/ Present Perfect Progressive when
referring to the future, never The Future Will.
e.g. Call me when you finish work.
e.g. I’ll order pizza if we get hungry.
e.g. Tina will watch TV after she has cooked.
Page 20 of 89
Future progressive:
Form: will be + V. +-in
Usages:
1. To talk about actions that will be in progress at a specific time in the future:
e.g. At 9 O'clock tomorrow, she will be flying to Egypt.
2. To talk about actions which will definitely happen in the future as the result of a routine or
arrangements.
e.g. He will be going home to visit his parents at the weekend.
Future perfect simple:

Form:
will have +p. p
Time expressions:
By+ a point of time - by then - before - by the time.
Usages:
To talk about actions that will be completed before specific time or another action in the
future. The action which follows the first one is in the present simple.
e.g. She will have returned by the time you leave.
Future perfect progressive:

Form:
will have been + v-ing
Time expressions:
By ……… (midnight)
Usage:
To show the duration of an action up to a certain point of time in the future. The action may
continue further.
e.g. By midnight we will have been flying for seven hours.
Time clauses
(as soon as, when, after, before, until, by the time, as, while)
Page 21 of 89
Expressions with future meaning
1-We use be (just) about to + base form for actions that will happen very soon.
e.g. The ship is about set sail. Wave goodbye!
2-We use be on the verge/ point/ brink of + noun/ -ing form to express sth. that is likely to
happen soon.
e.g. The two companies are on the verge of signing the new deal
3-We use be to + base form:

*To express arrangement (formal)
e.g. The prime minister is about to meet with the President.
*To express future obligation

e.g. You are to leave the premises by noon.
*In newspaper headlines (without be)
e.g. SUGARE FACTORY TO HIRE 1000 EMPLOYEES.
*We use be due to + base form to express that sth. is expected

e.g. My new book is due to be published in the summer.
e.g. When is the baby due?
4-We use be likely/unlikely to + base form and expect (sb./sth.) to + base form to express
probability.
e.g. Tina is likely to get promotion next month.
e.g. I expect Tin to get a promotion next month.
5-We use be bound/sure to + base form to express certainty.

e.g. If she’s lied to you in the past, she’s bound/sure to do it again.
“The expert
in anything was once a
beginner.”
Helen Hayes
Page 22 of 89
Practice on what you learned in MODULE 1-B
Choose the correct word(s) in brackets:
1. Brightly coloured packaging made the pens especially ……to children.
a. appealing b. feedback c. comprehend d. submit
2. I prefer to work to a ………….
a. dead zone b. deadline c. extent d. decline
3. The simplest definition of an …….is a group of living organisms that live with each other in a
specific environment.
a. pedal b. consequence c. ecosystem d. inception
4. ………. is the art or science of teaching and educational methods.
a. Bond b. Entrepreneur c. STEM d. Pedagogy
5. There were accusations of ……………….
a. expertise b. vocational c. plagiarism d. happiness
6. The changes will affect only a small ………of the population.
a. experts b. feedback c. segment d. vocational
7. The teacher will give you ………on the test.
a. explaining b. system c. criticism d. feedback
8. It broadens …….and encourages exploration of all subjects from a global perspective.
a. thinking b. horizons c. context d. vacancy
9. There must be a ………….for such actions
a. punish b. decline c. consequence d. knowledge
10. There is little evidence to support these ……….
a. punish b. hypotheses c. consequence d. knowledge
11. I………. to the book fair to buy the books I need. This is my intention.
a. will have gone b- am going to go c- am going d- will go
12. I feel terrible with a severe stomach ache. I think I………. be sick.
a. should b- am going to c- am to d- will
13. This time next week, I will be on holiday. I ………. on the beach.
a. am lying b- am going to lie c- will be lying d- will lie
14. By next month, my elder brother ………. for 10 years.
a. will be marrying b- is going to marry c- will marry d- will have been married
15. I don’t think the exam ………. difficult.
a. will be b- is going to be c- will have been d- is being
16. I ……. for my results all the next month.
a. will be waiting b- wait c- will wait d- will be waited
17. If you find the shoes that I have told you about …. them?
a. you will buy b- would you have bought c- would you bought d- will you buy
18. I haven’t made up my mind yet. But I think I……something nice in my wardrobe.
a. find b- am going to find c- will find d- am finding
19. I studied a lot for the exam. I ……….
a. am not failing b- am not going to fail c- don’t fail d- won’t be failing
20. Ali will be working in the garden while Hala …….
a. will cook b- was cooking c- is cooking d- cooks
Page 23 of 89
21. Several (hypertexts- hypotheses- hyperlinks- hatchets) for global warming have
been suggested.
22. Can you believe it? This time tomorrow we (will swim- are going to swim– will be
swimming- will have been swimming) in the crystal-clear waters of Panari Island.
23. The Swedes regard (factional- fictional- provisional- vocational) training as a part of a
youngster's education.
24. By next September, Paul (will have learnt- will learn- will be learning– will have been learnt)
Arabic for two years.
25. There isn't the slightest (degree- mark- sight- number) of doubt that he's innocent.
26. I promise that I (will bring- will have brought- am bringing- bring) you some Swiss
chocolates when I return from Switzerland.
27. There's no way I can meet that (deadline- headline- airline- bar line).
28. Martin (won’t be saving- isn't saving- doesn't save- won't have saved) enough by the end of
the year to go to Australia.
29. He came (across- cross- out- over) some of his old love letters in his wife's drawer .
30. (As- When- While- Until) Jack comes back from work, we will tell him the news.
31. Having my car stolen really (showed- lent- taught- bought) me a lesson I'll never leave it
unlocked again.
32. Tomorrow, Iris (will be cooking- will have been cooking- cooks– will have cooked) the whole
morning because she wants to prepare dinner for her family.
33. Have you had any (feedbag- feedback- feeder- favour) from customers about the new soap?
34. I think I (get- am getting- will get- am going to get) a coffee instead of an orange juice.
35. He was a (studious- lazy- strayed- stuffed) child, happiest when reading.
36. I (will buy- am going to buy- bought- buy). That’s my plan.
37. Charities such as Oxfam are always trying to (recruit- force- pull- frighten) volunteers to help
in their work.
38. (Will we have seen- Will we see- Will we be seeing- Are we seeing) every place worth
seeing by the end of the week?
39. She has considerable (experiment- expertise- expiry- expedience) in French history.
40. Don't worry, Mark will call us as soon as he (will arrive- is going to arrive– arrive- has
arrived) at the airport .
Rewrite the following sentences using the words in brackets to give the same meaning.
1. Are you inviting Gary to your barbecue? (going)
------------------------------ Are you going to invite … -------------------------------------------
2. This time tomorrow we'll be on a plane to Australia. (flying)
------------------------------- This time tomorrow, we will be flying … ------------------------
3. I may finish my homework before the game starts. (will have)
------------------------------- I will have finished my homework before …. ------------------
Page 24 of 89
4. We have planned to visit our uncle in Athens. (are)
---------------------------- We are visiting our uncle … ----------------------------------------
5. This time next week John will be on his way to Brazil. (travelling)
----------------------------, … John will be travelling to Brazil. --------------------------------
6. My father decided to visit Paris next month. (going)
---------------------------- My father is going to visit Paris…. ---------------------------------
7. Are you going to travel abroad? (Do)
---------------------------- Do you plan to travel abroad? --------------------------------------
8. He doesn't take hints very easily, but he'll understand eventually. (catch)
----------------------------- He is not very catchy, but… -----------------------------------------
9. I thought I'd improve my French before going to Paris. (brush)
------------------------------- I thought I’d brush up on my French …. ----------------------------
10. Lynn spent an afternoon telling the new girl how to do the job. (ropes)
-------------------------------- Lynn spent the afternoon showing the ropes… ----------------
11. We have arranged to travel to the Red Sea next holiday. (travelling)
------------------------------- We are travelling to the … -------------------------------------------
12. Do you intend to buy a new jumper? (Are …?)
---------------------------------Are you going to buy… -----------------------------------------------
13. By the end of the next week, they will have finished the project. (When?)
--------------------------------- When will they have finished… ------------------------------------
14. Some people will probably build a colony on the moon. (by 2062)
------------------------------ Some people will have built a colony on the moon by 2062. --
15. We decided to watch a movie. (going to)
------------------------------ We are going to watch a movie. --------------------------------------
16. Come to my house at 6 o'clock. Will you finish your homework by then? (by then)
-------------------------------- Will you have finished your … -----------------------------------------
17. He will take his exams. (by the next month).
-------------------------------- He will have finished his exams by next month. ------------------
18. We have a barbecue tomorrow. It's all planned, so I hope it won't rain. (going to)
------------------------------- We are going to have a barbecue tomorrow. ----------------------
19. I am meeting a friend from Cairo on Monday. I've called him. (arranged)
-------------------------------- it is arranged to meet my friend from… -----------------------------
20. The baby is closing his eyes. He is going to sleep. (intending)
----------------------------------- he is intending to sleep. ---------------------------------------------
Correct the verbs:
21. Jack (be) ………21 next Friday.
------------------------- … will be … ------------------------------------------------------------------------
22. Don't worry I……….(help) you.
-------------------------- … will help … ----------------------------------------------------------------------
23. A: What ……….(you/ do) tonight?
----------------------------- … will you do … ----------------------------------------------------------------
Page 25 of 89
24. B: I ……….(leave) at 7 o’clock to go to the airport.
------------------------ … leave … -------------------------------------------------------------
25. The manager (finish) ………….before 2 p.m. tomorrow.
--------------------------------- … will have finished … ------------------------------------------------
26. Sue has planned and she (travel) ………….to Luxor next mid- year vacation.
---------------------------------- … and she is going to travel…. -------------------------------------
27. Dad has arranged everything and we ………….(travel) to Spain next Saturday.
----------------------------------- …. And we are travelling to Spain … -----------------------------
28. Watch out! You (hit) ………….the cat.
----------------------------------- You are going to hit… ------------------------------------------------
29. I think the Bulls (win) ……….the next cup.
------------------------------------ … will win the …. -----------------------------------------------------
30. Look at those clouds, it (rain) …………heavily
-------------------------------------- … it is going to rain… ----------------------------------------------
“Learning is not attained by

chance;
it must be sought for
with
ardour and diligence.”
Abigail Adams
Page 26 of 89
Module 2 (a)
Animal Planet
New Vocabulary:
Word Meaning
stubborn (adj.) describes someone who is determined to do what they want and
refuses to do anything else
cunning (adj.) describes people who are clever at planning something so that they
get what they want, especially by tricking other people, or things that
are cleverly made for a particular purpose
cheeky (adj.) slightly rude or showing no respect, but often in a funny way
graceful (adj.) moving in a smooth, relaxed, attractive way, or having a smooth,
attractive shape
documentary (n.) a film, television or radio programme that gives facts and information
about a subject
authentic (adj.) if something is authentic, it is real, true, or what people say it is
celebrated (n.) famous for some special quality or ability
carnivore (n.) an animal that eats meat
reputation (n.) the opinion that people in general have about someone or something,
or how much respect or admiration someone or something receives,
based on past behaviour or character
food chain (n.) a series of living things which are connected because each group of
things eats the group below it in the series
misconception (n.) an idea which is wrong because it has been based on a failure to
understand a situation
capture (v.) to take someone as a prisoner, or to take something into your
possession, especially by force
anonymity (n.) when someone's name is not given or known
stage (v.) -to arrange and perform a play or show
-to organize an event
authenticity (n.) the quality of being real or true
instinct (n.) the way people or animals naturally react or behave, without having
to think or learn about it
audience (n.) the group of people together in one place to watch or listen to a play,
film, someone speaking, etc.
footage (n.) (a piece of) film especially one showing an event
unsynchronised (adj.) not happening at the same time
shoot (v.) to use a camera to record a film or take a photograph
fast-paced (adj.) happening quickly
frown (v.) to bring your eyebrows together so that there are lines on your face
above your eyes to show that you are annoyed or worried
interfere (v.) to involve yourself in a situation when your involvement is not
Page 27 of 89
wanted or is not helpful
revolutionise (v.) to completely change something so that it is much better
falsify (v.) to change something, such as a document, in order to deceive people
genre (n.) a style, especially in the arts, that involves a particular set of
characteristics
ruinous (adj.) causing great harm and destruction
diehard (adj.) someone who is unwilling to change or give up their ideas or ways of
behaving, even when there are good reasons to do so
ethical (adj.) relating to beliefs about what is morally right and wrong
harass (v.) to continue to annoy or upset someone over a period of time
shot (n.) -a photograph
-the action of firing a gun or another weapon
deception (n.) when people hide the truth, especially to get an advantage
edit (v.) to prepare a text or film for printing or viewing by correcting mistakes
and deciding what will be removed and what will be kept in, etc
prey (n.) an animal that is hunted and killed for food by another animal
predator (n.) an animal that hunts, kills and eats other animals
conform (v.) to behave according to the usual standards of behaviour which are
expected by a group or society
docile (adj.) quiet and easy to influence, persuade or control
cub (n.) a young lion, bear, wolf, etc.
Prefixes and suffixes

words with suffixes or prefixes root words
interfere (nce ) interfere
increase (ing ) ( ly ) increase
(un ) edit ( ed ) edit
fact (ual ) fact
(mis ) represent( ation ) represent
enhance (ment ) enhance
justify (cation ) justify
(mis ) concept ( ion ) concept
ruin (ous ) ruin
(re ) creat ( ed ) create
conserve (ation ) ( ist ) conserve
(pre )-exist ( ing ) pre-exist
(un ) justify( able ) justify
(re ) introduce( tion ) introduce
(un ) event ( ful ) event
biolog (ical ) biology
repeat (ed ) ( ly ) repeat
Page 28 of 89
(in ) active ( ity ) active
purpose (ful ) ( ly ) purpose
Access (ibil ) ( ity ) access
Verbs and prepositions

disapprove of
head toward-for
collaborate with
warn against
contribute to
discourage sb. from
distinguish between
criticize sb. for
protect sb. from-against
experiment on
Phrasal verbs with * down *

go down …. With be received … by
narrow down. reduce
come down depend on
lay down officially state
break down separate or change
wind down relax
tie sb. Down limit sb’s freedom
step down leave an important position
Verbs used in figurative sense

Some verbs relating to animals can be used in figurative sense, not literally.
beaver out to work hard at sth.
chicken out to decide not to do sth. because you are frightened
badger sb. into to persuade sb. to do sth. because you repeatedly tell them
Bug to annoy or irritate
fish out to take sth. out of a bag, a pocket, etc.
monkey around to behave in a funny or silly way
Hound to harass sb. continually especially because you want sth.
from them
clam up to become silent suddenly, usually because you are
embarrassed or nervous, or do not want to talk about a
particular subject
Page 29 of 89
Grammar:
Articles
The Indefinite article (a- an ) is used before singular countable nouns .

A- An is used:
1- before nouns when we refer to them in their general sense.
e.g.: A pilot flies an aeroplane.
2- when we mention something for the first time.
e.g.: I got a letter yesterday.
3- when talking about someone's job.
e.g.: My wife is a shop assistant.
4- in certain numerical expressions “a couple/dozen, a quarter/half,
a thousand/million, etc.
e.g.: We need a hundred copies.
e.g.: My essay takes up a page and a half.
5- When referring to frequency, distance, price, etc.
e.g.: They eat out twice a month.
e.g.: My car does 130 kilometre an hour.
e.g.: These apples cost 5 pounds a kilo.
6- When talking about certain illnesses
e.g.: Jane has a toothache.
A/An can be used with some uncountable nouns in certain expressions

e.g.: What a relief!
e.g.: A good knowledge of French is required for this job.
e.g.: She has a love/fear of flying.
Page 30 of 89
The definite Article (the)
Use (the)
1. with nouns when talking about something specific.
-Christina has got a book and a pen.
-The book is green, and the pen is blue.
2. with nouns that are unique (the moon, the Earth, etc).
3. with names of newspapers (the Times), cinemas (the Coronet) , theatres
(The Art Theatre), museums- art galleries (the Natural History), ships
(The Titanic), organisations (the United Nations).
4. with the names of rivers (the Thames), groups of islands (the Virgin Islands),
mountain ranges (the Alps), deserts (the Gobi), oceans (the Indian) , canals
(The Suez Canal), countries when they include words such as States, Kingdom,
Republic (the UK), names or nouns with of (the Houses of Parliament),
in geographical terms such as the Antarctic/ Arctic- equator, the North of Ireland,
the North- East- South- West.
5. with the names of musical instruments and dances (the piano, the rumba).
6. with the names of families (the Smiths) and nationalities ending in -sh, -ch or-ese (the
French ) . Other nationalities can be used with or without the (the Egyptians /Egyptians).
7. with titles (the King, the Prime Minister) BUT not with titles including a proper
name (Queen Elizabeth).
8. with adjectives/adverbs in the superlative form (the best book I have ever read)
BUT when most is followed by a noun, it doesn't take the
-Most people enjoy watching DVDs.
9. with the words “day, morning, afternoon and evening”.
-It was late in the evening when they left.
BUT at night, at noon, at midnight, by day- night
10. with historical periods- events (the last Ice Age, the Vietnam war).
BUT World War
11. with the words only, last and first (used as adjectives).
She was the only one who didn't believe me.
12. with the words station, cinema, theatre, library, shop, coast, sea (side),
beach, country (side), city, jungle, world, ground, weather.
-Let's go to the park.
Page 31 of 89
Don't use (the)
1. with uncountable and plural nouns when talking about something in general.
Ships are a safe means of transport. Many people drink coffee.
2. with proper nouns.
-Anthony works as a clerk.
3. with the names of sports, games, activities, days, months, celebrations,
colours, drinks and meals. We had dinner with the Robinsons on Saturday.
4. with languages, unless they are followed by the word language. Bob speaks
German, Spanish and English fluently. BUT the French language is spoken
in parts of Canada.
5. with the names of countries which don't include the word: State, Kingdom or
Republic. Germany, India, Australia. BUT there are some exceptions:
the Vatican, the Riviera.
6. with the names of streets (Oxford Street, Penny Lane) . BUT the M6, the A42,
squares (Trafalgar Square) , bridges ( London Bridge ) BUT the Golden
Gate Bridge, parks (Hyde Park ), railway stations ( Euston, King's Cross ) , mountains Mount
Olympus ) , individual islands ( Corfu ) , lakes ( Lake Erie )
and continents ( Europe ) .
7. with possessive adjectives or the possessive case.
-That is my computer.
8. with the names of restaurants, shops , banks , hotels , etc which are named after
the people who started them (Harrods , Mario's Restaurant ) .
9. with the words bed, hospital , college , court , prison , school , university when we refer to
the purpose for which they exist .
- The injured boy had to be taken to hospital.
BUT. We went to the hospital to visit Douglas.
10. with the word: work ( = place of work ) .
- I must leave work by 12 o’clock.
11. with the words: home , mother , father , etc
when we talk about our own home /parents.
12. with by + means of transport (bus- ferry- train- car etc) .
- We travelled to America by plane.
13. with the names of illnesses.
- He's got chicken pox.
- BUT flu- the flu, measles- the measles, mumps- the mumps.
Page 32 of 89
When referring to nouns in general sense, there are three possible cases.
We use:
*The indefinite articles a/an to refer to one example or a member of the group/category
(mostly used in definitions) This should be limited to ‘classifying‘ contexts.
e.g.: A computer can store a great amount of information. (right)
e.g.: The computer has changed the way we work. (right)
A computer has changed the way we work. (wrong)
*The definite article the in formal contexts (technical or scientific writing)

e.g.: The computer can store a lot of information.
*No article with the plural form of the noun
e.g.: Computers can store a lot of information.
“The beautiful thing about

learning is
that no one can take it
away from you.”
B.B. King
Page 33 of 89
Practice on what you learned in MODULE 2-A
1. A hawk hovered in the air before swooping on its (predator - prey - pray - prick).
2. Do you think that (no article - some - the - a) man will one day live in cities at the bottom
of the sea?
3. The (documentary - studio - dogma - doctrine) took a fresh look at the life of Darwin.
4. How much time is needed to take care of (no article - some - the - a) pet, such as a dog?
5. We narrowed the list of candidates (up - down - over - out) from ten to three.
6. The Parthenon is a world-famous monument in (a - an - the - no article) Greece.
7. He was found guilty of obtaining money by (inception - reception - deception - conception)
8. Taking the metro is (a - an - the - no article) quickest way to the city centre.
9. It is (instinct - wish - hope - loss) that tells the birds when to begin their migration.
10. Do you go to (a - an - the - no article) work by car.
11. It's important to protect your skin (from - of - after - for) the harmful effects of the sun.
12. I'm going for (a - an - the - no article) dinner with Sarah. Do you want to join us?
13. The owl is a (predator - mediator - preacher - pet) which kills its prey with its claws.
14. He's an engineer but he hasn't got (an - a - the - no article) job at the moment.
15. The children were bored and started (monkeying - delving - leaving - thinking) around.
16. (A - An - The - No article) Mediterranean Sea faces a serious pollution problem.
17. Come to the meeting if you feel you have something to (contribute - attribute - distribute -
refute)
18. Can you give me information about (an - a - the - no article) train to London?
19. The reporters wouldn't stop (mounting - jumping - hounding - catching) her.
20. In 2005 (a - an - the - no article) United Nations celebrated their 60th anniversary.

1. Female deer (draw- discourage- protect- criticize) their young from predators by hiding them
in long grass.
2. Donkeys have a(n) (dramatic- slothful- opposing- docile) affectionate nature and are good
pets for young children.
3. Whether the initiative has a profitable outcome (lives up to- comes down to- lays down-
steps down) how prepared a sizable minority of the conversationists are to compromise.
4. By interfering with fragile food chains, intensive commercial fishing (collaborates-
experiments- distinguishes-contributes) to the extinction of marine life.
5. Our teacher might not badger us into doing our homework, but he never lets us (bug- hound-
monkey- irritate) around in the classroom.
6. The reporter was heavily criticized (on- to- for- at) getting too close to the wild animals.
7. If you don’t travel as much as you can now, you certainly won’t do so when you find yourself
tied (on- with- down- of) by family.
8. Many people feel that the charity has failed to live (on- with- into- up) to its responsibilities.
9. This symbol guarantees that the company does not experiment (for- into -on- to) animals.
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10. The new discovery calls (by- into- for- with) question everything we thought we
knew about whale evolution.
11. Mona’s favourite place is (a- an - the - no article) Egyptian Museum.
12. Scientists have found a new animal that lives in (a- an- the -no article) Brazil.
13. They all went to (a- an - the -no article) lunch organized by their uncle.
14. He goes to (a- an -the -no article) bed to sleep.
15. We went to (a- an- the- no article) hospital to visit my ill sister.
16. I met Ahmed whose (a- an - the -no article) car is very expensive.
17. France is (a- an -the - no article) European country on the Mediterranean Sea.
18. My father went to (a- an - the- no article) school to meet my teachers.
19. The rich should help (a- an -the -no article) poor.
20. Suddenly, it fell off the 6th of October Bridge and crashed to (a - an - the - no article) ground.
Rewrite using the words in brackets to give the same meaning.
1. I've never seen such an exciting film. (the)

-------------------- This is the best film I’ve ever seen. ---------------------------------------------------
2. If you leave earlier, it will be easier to find a parking space. (The)
------------------- The earlier you leave, the easier you find a parking space. ---------------------
3. No one arrived before John at the meeting. (first)
------------------- John is the first one to arrive to the meeting. ---------------------------------------
4. I went to the park in a taxi. (by)
-------------------- I went to the park by taxi. --------------------------------------------------------------
5. Helping poor people is a must in our society. (the)
---------------------The society must help the poor. -------------------------------------------------------
6. Computers are very important inventions. (is)
--------------------- A computer is a very important invention. -----------------------------------------
7. The woman lives longer than the man. (women)
---------------------- Women live longer than men. --------------------------------------------------------
8. He has decided to leave his position as captain of the team. (step)
------------------------ … decided to step down from his position … ------------------------------------
9. He took a coin from his pocket. (fished)
----------------------- He fished out a coin from his pocket. ----------------------------------------------
10. I was going to go bungee jumping, but I decided not to go. (chicken)
--------------------------, but I chickened out. -----------------------------------------------------------------
11. We were all late for the party, but Sally arrived before everyone. (first)
-------------------------- Sally was the first to arrive to the party. ----------------------------------------
12. The man sent the dish back when he found hair in his soup. (correct)
---------------------------- … when he found a hair in the soup. -------------------------------------------
13. She has bought a nice flat. (an)
----------------------------- bought an apartment, and it is nice. -------------------------------------------
14. My mother cooks well. (a)
-----------------------------My mother is a good cook. ---------------------------------------------------------
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15. Bring me water, please. (a)
------------------------ Bring me a glass/ bottle of water, please. ---------------------
16. Hala who lives next door is architect. (lady)
---------------------------------- Hala, the lady who lives next door, is an …. ---------------------
17. We saw Zebra in Zoo. (Correct the error)
--------------------------------- We saw a zebra in the zoo. -------------------------------------------
18. My head hurts. (a)
--------------------------------- I have a headache. ------------------------------------------------------
19. My car does 130 kilometre in 60 minutes. (an)
--------------------------------- My car does 130 km an hour. -----------------------------------------
20. She didn’t believe me. (only)
-------------------------------- She was the only one who didn’t believe me. ----------------------
21. I've never seen such an exciting film. (the)
--------------------------------- iI was the most exciting film I have ever seen. --------------------
22. If you leave earlier, it will be easier to find a parking space. (The)
------------------------------- The earlier you leave, the easier it will be to find…. ---------------
23. No one arrived before John at the meeting. (first)
------------------- John is the first one to arrive to the meeting. ---------------------------------------
24. I went to the park in a taxi. (by)
-------------------- I went to the park by taxi. --------------------------------------------------------------
25. Helping poor people is a must in our society. (the)
---------------------The society must help the poor. -------------------------------------------------------
26. Computers are very important inventions. (is)
--------------------- A computer is a very important invention. -----------------------------------------
27. The woman lives longer than the man. (women)
---------------------- Women live longer than men. --------------------------------------------------------
28. He has decided to leave his position as captain of the team. (step)
------------------------ … decided to step down from his position … ------------------------------------
29. He took a coin from his pocket. (fished)
----------------------- He fished out a coin from his pocket. ----------------------------------------------
30. I was going to go bungee jumping, but I decided not to go. (chicken)
--------------------------, but I chickened out. -----------------------------------------------------------------
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Module 2 (b)
Animal Planet
New Vocabulary:
Word Meaning
-to put something in a particular position
place (v.) -to recognize someone or remember where you have seen them
or how you know them
cognitive (adj.) connected with thinking or conscious mental processes
exhibit (v.) to show something publicly
Seek to try or attempt
a large group of animals of the same type that live and feed
herd (n.)
together
an old and powerful woman in a family, or the female leader of a
matriarch (n.)
society in which power passes from mother to daughter
extremely important or urgent; needing to be done or given
Imperative (adj.)
attention immediately
(An event which results in) great harm, damage or death, or
disaster (n.)
serious difficulty
drought (n.) a long period when there is little or no rain
to come close together in a group, or to hold your arms and legs
huddle together (v.)
close to your body, especially because of cold or fear
encounter (v.) to experience, especially something unpleasant
to prevent something unpleasant from harming or coming close
ward sth. off (phrasal v.)
to you
containing information, especially about a crime, which makes
circumstantial (adj.)
you think something is true but does not completely prove it
factor (n.) a fact or situation which influences the result of something
to make certain that you know what is happening or has
keep track of (phrasal v.)
happened to someone or something
to move about or travel, especially without a clear idea of what
roam (v.)
you are going to do
utilitarian (adj.) designed to be useful rather than decorative
-to cause something, especially a problem or difficulty
pose (v.) -to move into and stay in a particular position, in order to be
photographed, painted, etc
reunite (v.) to bring together again
a movement of the hands, arms or head, etc. to express an idea
gesture (n.)
or feeling
an animal, such as a frog, which lives both on land and in water
amphibians (n.)
but must produce its eggs in water
domesticate (v.) to bring animals or plants under human control in order to
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provide food, power or companionship
venomous (adj.) poisonous
flora and fauna (n.) The flora and fauna of a place are its plants and animals.
nocturnal (adj.) happening in or active during the night, or relating to the night
any of various small mammals with large sharp front teeth, such
rodents (n.)
as mice and rats
aquatic (adj.) living or growing in, happening in, or connected with water
an animal or plant that lives on or in another animal or plant of a
parasite (adj.)
different type and feeds from it
omnivores (n.) an animal that is naturally able to eat both plants and meat
a bone, a shell or the shape of a plant or animal which has been
fossil (n.)
preserved in rock for a very long period
skeleton (n.) the frame of bones supporting a human or animal body
herbivores (n.) animals that eat only plants
the process by which more and more people leave the
urbanization (n.)
countryside to live in cities
to cook something such as a fish, or an egg with its shell
poach (n.)
removed, by putting it in gently boiling water or other liquid
veterinary (adj.) connected with taking care of the health of animals
to add fuel to a large, closed fire and move the fuel around with
stoke (v.)
a stick so that it burns well and produces a lot of heat
extinction (n.) a situation in which something no longer exists
logging (n.) the activity of cutting down trees for wood
the industry or activity of removing substances such as coal or
mining (n.)
metal from the ground by digging
insatiable (adj.) (especially of a desire or need) too great to be satisfied
dietary (adj.) relating to your diet
a residential road, area, etc. has only private houses, not offices
residential (adj.)
and factories.
a person who is very interested in and involved with a particular
enthusiast (n.)
subject or activity
recreational (adj.) related enjoying yourself when you are not working
enrich (v.) to improve the quality of something by adding something else
sizeable (adj.) large
an action that breaks or acts against something, especially a law,
violation (n.) agreement, principle or something that should be treated with
respect
preventative (adj.) intended to stop something before it happens
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Words that describe groups of animals, people and things
Flight a group of birds in the air
-a country or area controlled politically by a more powerful and
often distant country
Colony
- a group of animals, insects or plants of the same type that live
together
-a group of sheep, goats or birds, or a group of people
flock (n.) (v.)
- to move or come together in large numbers
-a large group of animals of the same type that live and feed
together
Herd
-a large group of people that is considered together as a group and
not separately
-a group, set or collection of something
- a group of animals such as dogs, which live and/or hunt together
Pack
- a group of similar people, especially one which contains people
with a common interest
-a large group of insects all moving together
Swarm
-a large group of people all moving together
Idioms with animals

a leopard doesn’t change a person’s character, especially a bad one, does not change
its spots
a lone wolf sb. who prefers to be alone
a fish out of water to feel awkward because you are not like the people around
you or because you are in an unfamiliar situation
crocodile tears tears that are not really an expression of hurt, worry; fake
eat like a horse to always eat a lot of food
elephant in the room a very obvious problem/ a situation that people do not want
to discuss
the lion’s share the largest or best part of sth.
butterflies in the stomach to feel nervous, especially because of sth. you have to do
Collocations
-on the brink of extinction

-take measures
-natural habitats
- (preserve-protect-restore) habitats
- (animal-threatened-endangered) species
-mass extinction
- (necessary-urgent) measures
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Grammar:
Nouns
Countable nouns
*Countable nouns can be counted and have a singular and plural forms. We can use a/an, one in
the singular and some/any, (a) few, etc. in the plural.
e.g.: A meeting has been scheduled for 3 p.m. today.
e.g.: All meetings have been cancelled till further notice.
*The following nouns are always in the plural and take a plural verb:
1- people, clothes, goods, police, contents, belongings, customs, scales, stairs, surroundings
(environment), earnings, premises, thanks, etc.
e.g.: His clothes are always clean.
e.g.: The company’s earnings have dropped recently.
2-Nouns that consist of two parts:

glasses, sunglasses, trousers, jeans, shorts, pyjamas, scissors, binoculars, pliers, etc. We use a
pair of to express quantity.
e.g.: Angie wears glasses.
e.g.: George has bought two new pairs of jeans.
Uncountable nouns
Uncountable nouns are used only with a singular form verb, and we can’t use a/an or numbers
with them. To express quantity we use some, any, much, little, a lot of, etc.
e.g.: The weather is getting worse.
e.g.: There is a lot of furniture in this room
1- Fluids
Water Coffee Oil Milk Soup blood
2- School subjects
History Physics Chemistry Biology Geography Psychology
3- Abstract nouns
Beauty Confidence Courage Enjoyment Progress Evidence
Patience Honesty Peace Poverty Love hatred
4- Sports
Tennis Football Hockey Volleyball Swimming squash
5- Gases
Oxygen Hydrogen Nitrogen Ammonia Carbon dioxide
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6- Languages
English Arabic French Italian Spanish German
7- Nouns ending in -ing

Reading Smoking Writing Studying Shopping Eating
8- natural phenomena
Lightning Heat Snow Thunder Light rain
9- Other nouns
luggage equipment Furniture cash Jewellery Rubbish
Money Traffic work Clothing News electricity
10- Meals
breakfast lunch dinner supper
11- diseases
measles chickenpox cancer diabetes
Some nouns ending in - (s) may seem plural, but in fact take a singular verb.
Athletics- politics- gymnastics- mathematics- maths- news- economics-
statistics- physics- genetics- classics- electronics
e.g.: Politics was my best subject at university.
e.g.: Athletics is my favourite sport.
Note
Statistics is not easy to pass. (it is a subject)
Statistics show that unemployment is rising. (it is not a subject)
Certain words like hair, light, glass, wood, experience, time, chicken, iron, rain, life, work can also
be used the plural or as singular countable nouns with a difference in meaning.
e.g.: I’d like some writing paper.
e.g.: I’m going to buy a paper. (= a newspaper)
e.g.: The window’s made of unbreakable glass.
e.g.: Would you like a glass of water?
e.g.: Have you got any coffee?
e.g.: Could I have two coffees? (Cups of coffee)
e.g.: Don’t hurry. There’s plenty of time.
e.g.: He went to London three times.
e.g.: Don’t go out in the cold without a coat.
e.g.: I’ve got a bad cold.
e.g.: There are two oranges on the table.
e.g.: I don't like orange. I prefer red.
e.g.: This table is made of iron.
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e.g.: She bought an iron yesterday.
e.g.: Do you like chicken? (= chicken meat)
e.g.: Mum asked me to buy her a chicken from the supermarket.
e.g.: The sun gives us light
e.g.: We need two lights in this room.
e.g.: This table is made of wood.
e.g.: Would you like to go for a walk in the woods.
e.g.: she loves walking in the rain.
e.g.: How often do the rains come in tropical countries?
e.g.: I’ve known Sally all my life.
e.g.: Ten people lost their lives in the avalanche.
e.g.: I still have lots of work to do.
e.g.: The motorway is closed due to road works.
Words such as team, committee, family, class, army, company, couple,

crew, crowd, gang, group, navy, population, staff, university, etc. are
collective nouns may take either a singular or a plural verb. This depends on
whether we are referring to the noun as a unit or as on separate individuals.
e.g.: The home team is winning the match.

e.g.: The team are travelling tonight to their next match.
The quantity of uncountable nouns is defined by other words/phrases that we put in front of
them.
a piece of
a piece of luggage a piece of furniture a piece of jewellery
information
a slice of cake-
a cup of coffee a jar of jam a loaf of bread
cheese
a sheet of paper a bar of soap a tube of toothpaste a glass of lemonade
a piece of advice a bar of chocolate a bottle of milk
We can also use the following phrase:
-All the residents have been

notified.
-None of the neighbours like
all (of) (likes) gardening.
plenty of -The majority of people in my
a number of town have lost their jobs.
+ plural noun/pronoun +
a quantity of But: (when *of * is omitted)
plural verb
a/the majority of The majority approve/approves of the new
a/the minority of plan.
none of -A large number of houses were destroyed
by the hurricane.
But: The number of female students has
increased.
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all (of) -A considerable amount of money
plenty of is being spent on things we don’t
an amount of actually need.
a quantity of + uncountable noun -A good deal of patience is
a good/ great deal of + singular verb required in the teaching profession
none of -None of the advice was very
good.
Determiners and Pronouns

Some- any- no
 Some + uncountable- plural uncountable
Some: is used in affirmative sentences with countable and uncountable nouns
e.g. I have some pens.
e.g. There is some orange juice in the fridge.
 But some is used in the requests and offers:
e.g. Can you give me some money?
e.g. Would you like some Pepsi?
 Any + uncountable- plural uncountable
Any: is used in questions and negative sentences:
e.g. I don't need any money.
e.g. Do you have any books in this bag?
 No (not any) + uncountable- plural countable nouns.
No: is used in affirmative sentences to give negative meaning.
e.g.: There is no cheese in the fridge.
e.g.: There are no pupils in the class.
(Some ) can be used when a person or a thing is unknown, unimportant or

irrelevant.
-Some girl called and asked for you while you were out.
(Any ) can be used in affirmative sentences to refer to sb/sth of a particular kind

when it doesn’t matter which.
-You can visit us any day next week.
(Some of ) and ( any of ) + plural verb

-Do any of your friends speak Italian?
(Not a ) ( Not any ) are usually not used at the beginning of a clause. Instead, we
use no, none (of), no one.
-No person should ever have to go through that.
-No one showed up in the end.
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every- each
 Every and each are used only with singular countable nouns
Every is used:
*When we consider people or things as a group.
-Every car has a steering wheel.
 *With nearly, almost, particularly, virtually and not

-Nearly every house in this area has a garden.
-Not every room has a nice view.
Each is used when we consider people or thing separately.
-Each student came up with a different idea
every one (of) + plural noun/pronoun
-I found every one of these books interesting.
each (one) of + plural noun/pronoun

-Each (one) of them received free copy of the magazine.
every single + singular noun = all

-I found every single dish delicious.
each and every + singular noun = every person- thing in a group

-Each and every one of us should protect the environment.
 Compounds of some/any/no
The compounds of some (someone-somebody-something-somewhere), no (no one-nobody-
nothing-nowhere), any (anyone-anybody-anything-anywhere) are pronouns and take a singular
verb- no noun can be used with them.
-Someone wants to see you.
-Is anything wrong?
(else) can be used meaning ‘more’ or ‘different’
-Someone else wants to speak to you.
(Someone/somebody, anyone/anybody, no one/nobody and everyone/everybody )
refer to both genders, so we use plural nouns and possessive adjectives.
-They didn’t take any photos because no one had brought their camera with them.
 many /much- a lot (of)- lots of- plenty (of)

(many + plural countable nouns ) is used mainly in questions and in negative sentences.
-Were there many people at the meeting yesterday?
-I didn’t see many students at the lecture.
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 (much+ uncountable nouns) is used mainly in questions and in negative
sentences.
-Is there much unemployment in your town?
-I didn’t manage to learn much information from him.
a lot- lots- plenty are always used with (of) when they are followed by a noun and are used with
plural nouns and a plural verb or uncountable nouns and a singular verb.
-Lots of time is needed to complete the project.

-Have you got enough money? Yes, plenty.
Many (A number of) + countable nouns

Much (A great deal of ) + uncountable
can be used in affirmative sentence for a more formal style, as a lot (of), A number of,
plenty (of) are quite informal.
-Many- A number of people believe that recent developments have improved our lives.
-It Is said that work in that office often experience much- a great deal of stress.
In affirmative sentences many and much can be used with too, so, how and as.
-There is too much sugar in my coffee.
-I have so many things to do today.
Before articles (a, an, the), possessive adjectives or pronouns (my, your, them, etc.) and
demonstrative (this, that, these, those) we can use much of (a large part of) and many of
(a large number of)
-He spent much of his life travelling.
-Many of those who volunteered did a great job.
The following can also be used: the- possessive pronoun + many + plural noun
-I am one of the many fans that football team has.
Much is used with very as an adverb (or on its own in negative sentences).
-I miss my family very much.
-She didn’t like the food (very) much.
*With measurements of time or distance we use many, not (a lot (of)- lot (of) /plenty of).
-I was ill for many weeks.
 a few- a little- few- little

a few (a small number) is used with a plural noun and a plural verb.
-I need a few more things from the supermarket.
-There are a few coins on the table.
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a little (some, but not a lot) is used with uncountable nouns and a singular verb
-There is a little cake left.
few (not many) is used with a plural noun and a plural verb.
-Very few people disagreed with me.
little (not much) is used with uncountable nouns and a singular verb
-There was little evidence to support his claim.
 hardly any
hardly any is used with plural countable nouns and uncountable nouns and means very few and
very little.
-There’s hardly any coffee left.
For emphasis we can use:
very, so, too + little/few
-There’s very little milk in my coffee.
only a little/a few
is used with uncountable nouns and a singular verb
-He’s got only a few friends.
some, any, much, a little, a few, a lot, lots, plenty can be used before nouns as
determiners, but they can also be used without nouns, as pronouns.
-Have you got any money?
No, I haven’t got any.
 Both- Either- Neither

Both, either and neither are used for people, things, etc.
Both (of) is used in affirmative sentences and takes a plural verb.
-Both my brothers are engineers.
-Which one should I order? why not both of them?
Either (of) means one or the other (it doesn’t matter which one of the two). Either takes a
singular or plural verb.
-Paris or London? Either city is beautiful.
-Either of these cities is/are beautiful
*Neither (of) is used in affirmative sentences and gives them a negative meaning. It means
meaning. It means ‘not one and not the other. Neither of takes a singular (formal) or plural
(informal)
-Neither book was interesting.
-Neither of my parents works/work at weekends.
Both, either, neither can be used on their own, as pronouns
A: Should we order Italian or Chinese?
B: Either. I don’t mind.
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 All- Most- Whole- None
All, most and none are used for more than two people, thing, etc.
All (of) (the whole amount of)- Most (of) (the majority) are used in affirmative sentences an take
a plural verb.
-All children should wear a life jacket on the boat.
-All of students want to go on a picnic.
-Most young men here speak English.
-Most of my friends live in London.
None is used in affirmative sentences and gives them a negative meaning. None is not followed
by a noun. None of is followed by a plural noun- an object pronoun and takes a singular verb or a
plural verb. With uncountable nouns, none of takes a singular verb.
-Any questions? No, none.
-None of my friends likes/like. None of them likes/like tea.
-None of the advice was useful.
All + that-clause + singular verb means (the only thing )
-All (that) he does is criticize me.
Do not make negative sentences using all …not Use not all (of) instead
-All of the teachers have experience with young children.
-All of the teachers don’t have experience with young children. (wrong)
-Not all teachers have experience with young children. (right)
Be careful with the difference in meaning with none of.

-Not all of the teachers have experience with young children. (Some do)
-None of the teachers have experience with young children. (Not even one)
The whole (all of something-entire) is followed by a singular countable noun.

-She spent the whole evening watching TV.
 It- There
We use the pronoun it:
1-as the subject of a sentence when talking about time, distance, weather and temperature.
-It’s about 10 kilometres to the beach.
-It’s only 5 degrees outside.
2-as the subject or object of a verb when the real subject or object appears later in the sentence.
This is done especially when the subject or object is very long.
-It is not wise to lend money to strangers.
Instead of: To lend money is not wise.
-Kimberly finds it easy to paint portraits of other people.
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Instead of: Kimberly finds painting portraits of other people easy.
3-in the structure it takes + object + full infinitive to say how much time, money, effort, etc. is/was
needed for a particular activity to happen or succeed.
-It takes an hour to drive to the airport. (Randy took an hour to drive to the airport)
-It took Randy a lot of time and energy to close that deal. (Randy took a lot of time and energy to
close that deal.)
4-in the following phrases

it’s no use + -ing form it’s no coincidence (that)
It’s no good + -ing form it’s no secret (that)
it’s no fun it’s no surprise (that)
-It’s no fun travelling when you are ill.
We use the pronoun ‘there’

1-with the verb be when we want to introduce a new topic and say that something exists or
happens.
-There were two problems we need to solve before continuing.
-There was a big crowd outside the town hall this morning.
-There used to be a bookcase here but we moved it to the basement.
2-in the following phrases:

there’s no point in + -ing form there’s no doubt (that)
there’s no need + to +base form there’s no knowing
there’s no reason + to + base form there’s no better way
there’s no choice but + to + base from there’s no excuse for
-There’s no knowing that she’ll do when she finds out the truth.
-There’s no better way of dealing with the situation.
Reflexive Pronouns
Reflexive Pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves,
themselves) are used:
1-with the verbs behave, cut, educate, enjoy, help, hurt, kill, teach, like, etc. if the subject and
object of the sentence are the same.
-He has taught himself how to play the guitar.
2-after certain verbs with prepositions (talk to, say to, take care of, etc.)
-He was sitting in the darkness talking to himself.
3-after the verbs (look, seem, etc.) to describe emotions or behaviour.

-you don’t look yourself today; is there anything wrong?
4-for emphasis (emphatic pronouns); they are placed after the subject or the object of the verb, or
at the end of the sentence.
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-The president himself visited the hospital.
5-after by and mean alone, without help

-The scouts built the boat by themselves.
Reflexive pronouns are normally used:

1-with the verbs concentrate, rest, relax.
-You have to concentrate more.
2-with the verbs describing actions that people usually do for themselves (wash, dress, shave,
wake up, etc.)
-She woke up, washed her face and had breakfast.
3-after prepositions of place.

-He was watching the woman in front of him.
Reflexive pronouns are used after certain verbs to form idioms.

enjoy yourself = have a good time
behave yourself = be good
help yourself = you are welcome to have an amount of sth.
make yourself at home = make yourself comfortable
make yourself heard/understood = speak loudly/clearly
Note
the difference between themselves and each other both referring to people
-They were looking at themselves in the mirror.
-They were just sitting looking at each other. (At one another)
 Other
Other means (additional ) or ( different )
-Are there any other questions you would like to ask?
-I think you should go to London some other time.
1-The other (s) = the rest, the remaining

-I’m buying the black boots. I don’t like the other ones.
2-every other day/week
-Plants should be watered every other day.
3-the other day = a few days ago, recently

-Kelly called me the other day.
4-the other side/way, etc. = the opposite side/way, etc.

-We live on the other side of the town.
Page 49 of 89
5-other than = apart from
-Tony can be bossy, but other than that, he’s a nice guy.
6-another = one more or a different one

It can also be used with expressions of time, distance and money
-I’d like another glass of orange juice.
-Can you come another time? I’m busy.
-We must drive for another ten miles.
7-one another = each other

-I have a good relationship with my brother. We look after one another.
Generic pronouns
The pronouns you, one, we, they can be used in a way to mean (people in general)
one + 3rd person singular is more formal and not often used in spoken English. We can also be
used and includes the reader, writer or listener. They refer to others or people in authority. In
many cases, we use they, them and their when we do not know the gender or want to avoid using
‘he’, ‘she’, ‘him’, ‘her’, etc.
-You can lose weight if you exercise daily.
-One should always behave politely.
-When we take part in a meeting, we should always take notes.
-They say I look exactly like my sister, but I don’t think so.
-They are going to build a new shopping centre in the area.
-I f a student wants to sign up for the course, they have to show their ID.
“ Success is not final; failure is

not fatal: it is the courage to
continue that counts.”
Winston Churchill
Page 50 of 89
Practice on what you learned in MODULE 2-B
1. Starting to panic, Judie (cognate- huddle- roam- sought) some escape route.
2. It was (circumstantial- imperative- domestic- imminent) that everyone understands the rules,
so that this wouldn’t happen again.
3. The government should (direct- deepened- take- broadened( measures to face the
overpopulation crises.
4. She didn’t do much, but she got (the lion’s share- butterflies in her stomach- crocodile’s tears-
lone wolf) of the attention from the teachers.
5. Our fields and open areas are being swallowed by (deforestation- utilitarian- urbanisation-
poaching) as a result of overpopulation.
6. In 59 B.C. (a colony- a herd- a swarm- a flock) was established hereby Caesar.
7. A person’s health is often (cognitive- matriarch- genetically- nocturnal) predetermined.
8. As a child my mother only let me play with games that aid in (exceptional- cognitive-
imperative- reunite) development.
9. She was awarded for her (exceptional- imperative- utilitarian- venomous) bravery to save her
family.
10. Our grandmother is the (rodent-matriarch- herbivores-parasite) of our family.
11. His success was (imminent- broadened- measures-deepened) and it was thought his
appointment as the chief minister was assured.
12. This type of China is rather hard to (cognitive-categorise- adopt- drastic). It is very unusual.
13. Because the tiger was (matriarch-omnivores- aquatic -domesticated) at birth, It was more like
a house cat than a wild feline.
14. The law may allow him to do that, but it isn’t (drastic- urgent-morally-imminent) accepted.
15. I wasn’t impressed by what appear to be (crocodile tears-fish out of water- lone wolf- the
lion’s share) over the loss of the company.
16. This software lets you (categorise-swarm- deepened- adopting) your photographs in many
different ways.
17. Bats are (nocturnal-aquatic- rodent- domesticated) and they migrate to warmer climate or
hibernate.
18. I don’t want to be a (herbivores- omnivores - parasite- matriarch) I must earn my own way of
life.
19. These are (omnivores- herbivores- aquatics- rodents) they feed on a wide range of insects,
berries and nectar.
20. (Poaching- breeding- urbanisation- sanctuaries) threatens the survival of the rhino.
21. I can’t say that for sure, but only because there’s no direct proof only (slaughter- domesticated
- circumstantial- exceptional) evidence.
22. We walked in silence up a (bunch - flight- swarm- pack) of stairs and down a long corridor
before we got to the meeting room.
23. When Danny first moved to a big city from the countryside, he was like a (lion’s share-
elephant in the room- fish out of water- leopard doesn’t change its spot).
24. There are fears that the situation might (deteriorate- domesticate-endangered- adopt) into
full scale war.
25. Snakes kill their victims with (venomous- imminent- urgent- drastic) fangs.
Page 51 of 89
26. Farmers were encouraged to keep their livestock in pens rather than letting
them (poach – parasite- roam- hibernate) freely .
27. Using a stress ball throughout the day can help you (ward off- deepen-develop- adopt) the
stiffness that can occur when you don’t use these joints frequently.
28. students that are searching for a /an (imperative- utilitarian- drastic- circumstantial) backpack
may be interested in the new collection in our stores.
29. He is a/an (lion’s share- elephant in the room- lone wolf-fish out of water). He doesn’t like
people getting close to him.
30. Cellular phone use is (threatened- prohibited- urgent- necessary) during the exam. You are not
allowed to use it.
Grammar:
Complete the following sentences using an appropriate determiner.
1. Is there .......................... water in the pond?
any - some - no
2. There isn't ......................... hope.
no -any - some
3. I haven't had ........................... rest since morning.
any -some -no
4. Get ............................ rest and you will feel better.
any - some - no
5. You have ........................... reason to be unhappy.
any - some - no
6. I would like ......................... time off next week.
any - some - no
7. There is ......................... sugar left. (Please select 2 correct answers)
any - some - no
8. She didn't show ............................. remorse at all.
any - some - no
9. She showed ............................. remorse at all.
any - some - no
10. There is ............................. justification for being rude all the time.
any - some - no
Few, Little, A Few, A Little
11. He was not a popular guy. He had very ........................... friends.
few- a few- little
12. I have met him only ........................... times.
few- a few- little
13. We have ............................. money. We can't eat out tonight.
little- a little- a few
14. There are ............................ apples in the fridge if you are hungry.
few- a few- little
15. There was ............................. oil in the tank. It was almost empty.
little- a little- few
16. He has .......................... patience.
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17. I have got ............................ money so you can buy that shirt if you want.
Each, Every, All
18. .................. classroom has a computer.
Each- Every- Either could be used here
19. Read ............. sentence carefully.
each- all- Either could be used here
20. ................... time I see you, you look more and more beautiful.
Each- Every- Either could be used here
21. I have read .....................book on that shelf.
every- all- many
22. He has been to .................... continent in the world.
every- each- all
Both, Either, Neither
23. .......................... of us were ill so we didn't go to work.
Both- Either- Neither
24. I like ....................... of these colours.
both- either
25. I don't like ............................... of my maths teachers.
neither- either
26. He ........................... smokes nor drinks.
neither- both- either
27. 'I can't swim.' I can't ..........................'
both- either- neither
28. 'I can't speak English.' '........................... can I.'
Neither- Either- Both
29. How ............................ brothers and sisters do you have?
many- much- Either could be used here
30. She doesn't have .............................. money. (Please select 2 correct answers)
much- many- a lot of
31. He did ............................. for me when he was alive.
much- a lot- Either could be used here
32. She doesn't read ................................
many- much- a lot of
33. She has ................................. friends.
a lot of- much- a lot
34. There aren't .............................. apples on the tree. (Please select 2 correct answers)
many- much- a lot of
35. I have been watching ............................... movies recently. (Please select 2 correct answers)
a lot of- lots of- many
36. I ate ................................ food.
a lot- a lot of- Either could be used here
37. ....................................... social problems are caused by poverty.
A lot of- Much- A lot
38. Her condition hasn't improved ................................ (Please select 2 correct answers)
much- many- a lot
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Rewrite the following sentences using the words in brackets to give the same
meaning.
1- There is almost no water in the glass. (hardly)

____________ There is hardly any water in the glass. _______________________
2- His suitcases are scattered in the room. (luggage)
____________His luggage is scattered… __________________________________
3- We had a nice time at the party last night. (enjoyed)
____________ We enjoyed ourselves at the party … _________________________
4- How much coffee did you drink yesterday? (many)
____________ How many cups of coffee di you have yesterday? _______________
5- I asked my father for some advice before I went to the job interview. (a)
____________ … my father for a piece of advice before … ____________________
6- Friends should be helpful to each other. (another)
____________ helpful to one another… ___________________________________
7- The two boys don’t like staying at home. (Neither)
_____________Neither of the two boys likes staying at home. _________________
8-My sister has had so many different jobs; I find it hard to know what she's doing. (keep)
_______________ … I find it hard to keep track of her jobs. ___________________
9- In the winter I take vitamin C to prevent colds. (ward)
_______________ … vitamin C to ward off colds. ___________________________
10- Tom spends most of his pocket money on toys. (lion’s)
_______________ Tom spends a lion’s share of his pocket … __________________
11- Neither Nada nor her sister speaks Spanish. (...doesn’t…)
____________ Nada doesn’t speak Spanish, and her sister doesn’t either. ________
12- I carry a bag in each hand. (...both…)
_____________ I carry a bags in both hands. _______________________________
13- All of the teachers have experience with young children. (not)
_____________ No teacher doesn’t have experience… ________________________
14- I’m buying the black boots. I don’t like the other ones. (others)
_______________ …. I don’t like the others. ________________________________
15- It is not important to read this review. (...point…)
________________ There is no point in reading this review. ___________________
16- Do you like playing with me? (Would…)
_________________ Would you like to play with me? ________________________
17- The players have much stress. (...of…)
_________________ The players have a lot of stress. _________________________
18- The players have many skills. (...of…)
__________________ The players have a lot of skills. ________________________
Page 54 of 89
Pygmalion
Main Character Analysis
Eliza
First introduced as the flower-girl in Act One, and called variously Liza, Eliza, and Miss
Doolittle, Eliza is the subject of Higgins and Pickering's experiment and bet. While not formally
well-educated, she is quick-witted and is a strong character, generally unafraid
to stand up for herself. She is a quick learner, and under the teaching of
Pickering and Higgins she easily learns to act like a lady and pass as a member
of the upper class. It is unclear to what degree she really transforms by doing
this, and to what degree she merely learns to play a role. In Act Five, she
insists that she really has changed and cannot go back to her old way of
behaving or speaking, though Higgins thinks otherwise. Eliza desires
independence but finds herself under the control of men like Pickering,
Higgins, and her father. At the end of the play, she stands up to Higgins and leaves him, but he is
confident that she will come back to him. The play thus leaves it somewhat ambiguous as to
whether or not she ever really achieves some of the independence she wants.
Henry Higgins
Higgins is a brilliant linguist, who studies phonetics and documents different dialects and
ways of speaking. He first appears in Act One as the suspicious man in the back of the crowd
jotting down notes on everyone's manner of speech. Higgins is so focused on his academic
interest that he lacks empathy and fails to consider other people's
feelings or concerns. Instead, he sees people mainly as subjects of study.
He views Eliza, for example, as an experiment and a "phonetic job." He
doesn't so much invite Eliza to stay with him and learn to speak like a
lady, but rather orders her to. Higgins is rude not only to Eliza, but
generally to everyone he meets. He is impatient with class hierarchy and
the Victorian obsession with manners. As he tells Eliza in Act Five, he
treats everyone the same (that is, rudely) regardless of social class. Thus,
while an inconsiderate character—and often a misogynist—Higgins at least sees through the
hypocrisy and fallacies of the Victorian social hierarchy and relishes the opportunity to beat high
society at its own game by making Eliza pass as a lady.
Colonel Pickering
A gentleman, a colonel and an academic, who studies Indian dialects. While he
shares Higgins' interest in linguistics, he is not as extreme in his devotion to his intellectual
pursuits. While he gives Higgins the idea for the bet involving Eliza, he treats Eliza kindly and
considers her feelings. (It is his calling her Miss Doolittle, we learn in Act Five, that actually
encourages Eliza to really change.) At the end of the play, he apologizes to Eliza for treating her
like the subject of an experiment, unlike the selfish Higgins who never apologizes.
Mrs. Higgins
Henry Higgins' mother, who hosts the Eynsford Hills at her wealthy home in Act Three. She is
initially upset by Eliza's intrusion into her polite company, but is kind to her. She tries to tell her
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son not to treat Eliza like an object or possession, but to instead to consider Eliza's
feelings. While Higgins doesn't listen to her, she does her best to resolve things in Act
Five, at least patching things up with Mr. Doolittle, Eliza, and Pickering. On stage only in her
drawing room, she plays an important role and exerts some agency in the play even while
constrained by the oppressive gender roles of Victorian society.
Alfred Doolittle
Eliza's father, who appears at Higgins' house in Act Two, asking for money (but not too much
money) in return for allowing Eliza to stay with him. Eliza doesn't trust her father, and he doesn't
seem to show very much fatherly love (although this changes to some degree at the end of the
play, when he invites her to his wedding). After Higgins, as a joke, mentions Doolittle's name as
Britain's most "original moralist" to a wealthy American named Ezra Wannafeller, Wannafeller
leaves Doolittle a substantial amount of money. However, his newfound wealth and social
standing irritate Mr. Doolittle, who thinks little of "middle class morality" or the responsibilities
brought on by having any significant amount of money, though at the same time he doesn't have
the courage to give up his newfound money.
Clara Eynsford Hill

From a rather wealthy family, Clara is fed up with all of the rules of proper manners for her
class. In Act Three, she enjoys Eliza's inappropriate conversation (and tells her mother that it is a
new, fashionable form of small talk). She comments that manners are simply a matter of habit,
and that there is no such thing as right or wrong manners.
Freddy Eynsford Hill

Clara's brother, who becomes fond of Eliza in Act Three. In Act Five, we learn that he has
been writing her love letters, and Eliza perhaps wants to marry him. He represents a way for Eliza
to escape the control of Higgins, although by marrying him she would in a sense be entering into
Freddy's control, rather than finding her own independence.
Mrs. Pearce
Mrs. Pearce has been Higgins's housekeeper for some time—long enough to know his
singular ways and, without fear, to reproach him when needed for his lack of social graces. She
has a strong sense of propriety and takes it upon herself to be sure that Eliza is cared for properly
while in the house. A bond between them grows, and Mrs. Pearce frequently pushes Higgins to
show consideration for Eliza and to think about her future.
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Pygmalion Themes
Class
The social hierarchy is an unavoidable reality in Britain, and it is interesting to watch it play
out in the work of a socialist playwright. Shaw includes members of all social classes from the
lowest (Liza) to the servant class (Mrs. Pearce) to the middle class (Doolittle after his inheritance)
to the genteel poor (the Eynsford Hills) to the upper class (Pickering and the Higginses). The
general sense is that class structures are rigid and should not be tampered with, so the example
of Liza's class mobility is most shocking. The issue of language is tied up in class quite closely; the
fact that Higgins is able to identify where people were born by their accents is telling. British class
and identity are very much tied up in their land and their birthplace, so it becomes hard to be
socially mobile if your accent marks you as coming from a certain location.
Gentility and Manners
Good manners (or any manners at all) were mostly associated with the upper class at this
time. Shaw's position on manners is somewhat unclear; as a socialist, one would think that he
would have no time for them because they are a marker of class divisions. Yet, Higgins's pattern
of treating everyone like dirt--while just as democratic as Pickering's of treating everyone like a
duke or duchess--is less satisfactory than Pickering's. It is a poignant moment at the end of
Pygmalion when Liza thanks Pickering for teaching her manners and pointedly comments that
otherwise she would have had no way of learning them.
Myths of Creation
Of all Shaw's plays, Pygmalion has the most references to Greek and Roman
mythology. Higgins represents Pygmalion, a Greek sculptor who lived alone
because he hated women. Pygmalion created a sculpture of a perfect woman
and fell in love with it; after he prayed, Aphrodite brought it to life for him. This
statue is named Galatea, and it is represented in Shaw's play by Liza. Unlike the
myth, Shaw's play does not end in a marriage between the pair, and Liza is
infuriated with Higgins's suggestion that her success is his success and that he
has made her what she is. She has worked to recreate her identity as well.
Language
In this play and in British society at large, language is closely tied with class. From a person's
accent, one can determine where the person comes from and usually what the person's
socioeconomic background is. Because accents are not very malleable, poor people are marked
as poor for life. Higgins's teachings are somewhat radical in that they disrupt this social marker,
allowing for greater social mobility.
Professionalism
At the time that this play was written, the idea of female professionals was somewhat new.
Aside from the profession of prostitution, women were generally housewives before this period,
and there is some residual resistance to the idea of normally male professions being entered by
females in the play.
Moreover, Pickering is initially horrified by the idea of Eliza opening a flower shop, since
being involved in a trade was a mark of belonging to the lower class. Pickering is shaken similarly
after his experience of watching Eliza fool everyone at a garden and dinner party, saying that she
played her part almost too well. The idea of a professional female socialite is somehow
threatening to him.
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Act 1
Summary, Analysis, Questions and Quotations
Summary:
Late one rainy night in Covent Garden, London, a variety of pedestrians seek shelter under
the portico of a church, including a wealthy woman and her daughter, Clara. The mother and
daughter are waiting impatiently for Freddy, Clara's brother, to get a taxi. A bystander informs
them that there probably won't be any taxis available. Freddy suddenly rushes under the portico
and tells the two women that he can't find a single cab.
Freddy says he has looked all over for a taxi, but the mother and daughter are insensitive to
his efforts and tell him to go look again and not come back until he has found a cab. Freddy
protests but then finally goes. As he leaves, he bumps into a flower girl, who calls him Freddy.
The mother asks the lower-class flower girl how she knows her son's name.
The flower-girl says that she'll tell the mother in exchange for some money. The mother
agrees and gives her six-pence. The flower-girl says that she just called the man Freddy because
that is how she would refer to any random person she doesn't know. Clara is frustrated at the
waste of money. An elderly gentleman comes under the portico for shelter.
The flower-girl asks the gentleman to buy a flower, but he says he doesn't have any change.
He searches in his pockets and finally finds some small coins, which he gives to her. A bystander
tells the girl to be sure to give the gentleman a flower for the money, because there's someone
standing at the back of the portico watching and taking notes.
The flower-girl worries that she is in trouble but the man taking notes steps forward and asks
what the matter is. A bystander tells him the flower-girl thought he was a policeman. The man
doesn't understand the slang. He reads his notes, which copy down exactly what the girl said
previously in her lower-class dialect.
Some of the bystanders think the man is a policeman and tell him not to worry about
the flower-girl. One bystander says the man isn't a policeman and the man asks him how his
people at Selsey are. The bystander is shocked that the man knows where he's from. The man
then guesses correctly where the flower-girl is from. Still thinking she is in trouble, the flower-girl
insists that she is "a good girl."
The note-taker continues to guess where everyone is from, to all the bystanders' surprise.
The rain begins to stop and Clara and her mother wonder where Freddy is. The man guesses
where both of them are from. He then offers to whistle for a taxi. Clara tells him not to speak to
her. As people notice that the rain has stopped, the crowd under the portico goes away.
The gentleman asks the note-taker how he knows where everyone is from, and he answers
that he studies phonetics. The flower-girl tells the man to mind his own business, and the man
gets angry with her, telling her that someone who speaks with "such depressing and disgusting
sounds has no right to be anywhere—no right to live."
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The note-taker then says to the gentleman that the flower-girl's accent and dialect
will keep her in the lower class, but that he could teach her to speak so well in three
months that she would pass for a noble lady. He explains that this is his main job, teaching people
to speak well.
The gentleman says that he himself is "a student of Indian dialects." He introduces himself
as Colonel Pickering, and the note-taker introduces himself as Henry Higgins. The two are already
familiar with each other's work in linguistics.
Higgins and Pickering leave to get dinner together. Higgins reluctantly gives the flower-
girl some money. Freddy finally returns with a cab, only to find that his mother and sister have
left him to walk to a bus. The flower-girl takes the cab he has brought, leaving Freddy alone.
Analysis
The rain forces people from a variety of different social classes, who normally don't interact
with each other, to come together under the portico. Freddy is fulfilling the role of the brave
gentleman, going out into the rain to find a taxi for his sister and mother.
The mother's misunderstanding arises from her lack of knowledge of the flower girl's lower-
class dialect. The gentleman's social standing is instantly identifiable by his appearance.
The interaction between the gentleman and the flower girl makes their positions in the social
pyramid very clear, as she must beg for whatever change he can spare.
The bystander misinterprets the note-taking man's appearance, thinking that he is a

policeman. Again, lack of knowledge about another social group's dialect causes confusion. The
man is interested in the bystander's and the flower girl's accents and dialect.
The bystanders continue to think (wrongly) that the man is a policeman, based on his
appearance and behavior. The man is able to guess where everyone is from by their speech,
though these guesses perception of certain condescension, as if by knowing where they are from,
he thinks he knows who they are. The flower girl insists on what she is: a good girl.
The note taker is able to deduce a surprising amount of information about various bystanders
based only on their manner of speaking. Clara does not want to speak to him perhaps because
she is not sure of his social class (and finds him a bit rude).
The note taker is an educated academic, who studies phonetics. While he studies all sorts of
accents and dialects, he shows a shockingly extreme prejudice against the flower girl's lower-
class speech.
Note that the note taker insists not that he could make the girl into a duchess, but that he
could teach her to pass as a duchess. He both insists on the power of speech to affect how one is
perceived, but at the same time thinks that the flower girl would always still be a flower girl
besides this change in other people's perceptions of her.
Pickering and Higgins' friendship is built upon their mutual admiration and respect for each
other's academic work. Higgins never shows the same respect for Eliza because she is a woman.
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In a minor, humorous reversal of expectations, it is the lowly flower girl, not the
well-off Freddy, who ends up taking the taxi. All of Freddy's brave searching for the cab,
meanwhile, gets him nothing but abandoned.
Act 1
Discussion questions:
1. Discuss why did Shaw choose a heavy summer rain setting?
2. How are Victorian social classes represented in act 1 of Pygmalion?
3. What are the characteristics of Eliza in Pygmalion act 1?
4. Higgins displays his passion and respect for the English Language. Explain
5. Higgins' character reflects the social problems in Victorian standards. Illustrate
6. What does Higgins' allusion to "Shakespeare, Milton and the Bible" suggest about his true
character? Discuss
7. In act 1 of Pygmalion, what statement by Higgins foreshadows events later in the play?
8. Why do bystanders challenge Higgins to apply his language skills to a gentleman like
Pickering?
9. Higgins uses Eliza as an experiment to show his talents in changing people's social class.
Discuss
10. In what ways are both Higgins and Pickering similar and different?
Quotations
Comment on the following quotations:
11. "Now don't be troublesome. There is a good girl I really haven't any change. Wait here is
three halfpence. If that's any use to you".
12. "I ain't done nothing wrong by speaking to the gentleman. I've a right to sell flowers if I
keep off curb. I'm a respectable girl, so help me."
13. "He is no right to take away my character. My character is the same to me as any lady's".
14. "Simply phonetics. The science of speech. That's my profession, also my hobby. Happy is the
man who can make a living by his hobby!"
15. "A woman who utters such depressing and disgusting sound has no right to be anywhere-
no right to live".
16. Remember that you're a human being with a soul and the divine gift of speech, that your
native language is the language of Shakespeare and Milton and the Bible".
17. "You see this creature with her poor English- the English that will keep her in the gutter to
the end of her days".
18. "In three months, I could pass that girl off as a duchess at an ambassador's garden party".
19. "I could even get her a place as lady's maid or shop assistant, which requires better English".
20. "Never you mind, young man. I'm going home in a taxi. I have money, Charlie".
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Act 2
Summary:
The next day at 11:00 a.m., Higgins and Pickering are at Higgins's place on Wimpole Street.
Higgins has just shown Pickering his Universal Alphabet, when Mrs. Pearce shows Liza in. She has
cleaned up somewhat and wants it to be known that she arrived in a cab. She wants to take
language lessons from Higgins, and she offers to pay him back some of the money that he threw
into her basket the night before in exchange. Ultimately, she wants to work in a flower shop,
which requires that her accent become more genteel. The idea of teaching someone like Liza
grows on Higgins, especially after Pickering bets him he could not pass her off as a lady at the
Ambassador's Ball in six months. Pickering offers to pay the full costs of the experiment, having
Liza live in the house to become a full-time pupil. Mrs. Pearce protests that the arrangement
would be improper. She urges Liza to go home to her parents, but Liza replies that her parents
turned her out of their home once she was old enough to make a living. Pickering protests that
the girl might have some feelings, but Higgins claims that she has none at all .
Liza attempts to leave, but Higgins offers her a chocolate. As a pledge of good faith and to
settle her fear that it is drugged, he cuts it in half, eats one half, and gives her the other. He says
that if she is a successful student, he will give her some money to start life as a shop lady. She
accepts. She is hustled away by Mrs. Pearce to be given a bath .
Pickering asks Higgins if he is to be trusted around women and Higgins rejected the idea of
being attracted to Liza. Pickering feels assured of his honorable intentions. Mrs. Pearce re-enters
the room and makes Higgins promise to act as a role model for Liza by not swearing and
maintaining his own personal cleanliness. The training is to be about culture and manners rather
than language alone.
Liza's father, Alfred Doolittle, arrives at the house. Higgins amazes Alfred by immediately
guessing that his mother was Welsh. Undeterred, Alfred claims that he wants his daughter back.
Higgins says that she is upstairs and that her father may have her at once. Alfred, taken aback,
says that Higgins is taking advantage of him. Higgins claims the reverse, arguing that Alfred is
trying to blackmail him. Higgins says that Alfred sent Liza there on purpose. Alfred claims that he
has not even asked for money yet, saying that he only found out where Liza was because she
took the son of her landlady for a ride in the cab on the way over to Higgins's house. He stayed
around hoping to get a ride home, and she sent him to get her luggage when she decided to stay
at Higgins's house. The boy reported to Alfred that she only wanted her luggage, but not to
bother with any clothes. Alfred says that this report naturally made him anxious as a father .
Higgins, seeing that Alfred has brought his daughter her luggage, asks him why he would do
that if he wanted to bring Liza back home. In not too subtle language, Alfred says that he does
not mind if Liza becomes Higgins's prostitute so long as he gets some money out of it, too. He
asks for five pounds. He adds that his life is very hard because he is one of the "undeserving
poor ".
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Higgins, who finds this character delightful, offers him ten pounds, but Alfred takes
only five, saying that ten is too much and might make him feel so prudent that he would
want to save the money. Five pounds is just enough for a spree for himself and his "missus."
Pickering says that he should marry his missus. Alfred replies that he is willing, but the missus
likes being unmarried because it means that he has to be nicer to her and give her presents .
Liza enters wearing a stylish Japanese kimono, now that she is clean from her bath. She asks
her father if he recognizes her, and Pickering and Higgins express surprise that she has cleaned
up so well. Higgins invites Alfred to come back, saying that he would like his brother the
clergyman to talk with him. Alfred makes a quick escape, however, and Higgins explains to Eliza
that he said that so that her father would not return anytime soon .
Mrs. Pearce announces that the new clothes have come for Eliza to try on and she rushes out
excitedly. Pickering and Higgins remark about how difficult their job will be .
Analysis:
Even though Higgins is immediately obvious as the Pygmalion figure in this play, what this act
reveals is that there is no way his phonetic magic could do a complete job of changing Eliza on its
own. What we see here is that Mrs. Pearce and Colonel Pickering are also informal Pygmalions,
and the alliteration of Pygmalion, Pearce, and Pickering would support this notion. Only with Mrs.
Pearce working on the girl's appearance and manners, and with Pickering working, unknowingly,
on her self-respect and dignity, will Eliza Doolittle become a whole duchess package, rather than
just a rough-mannered common flower girl who can parrot the speech of a duchess. We learn in
this scene, quite significantly, that while Higgins may be a brilliant phonetician, Mrs. Pearce finds
fault with his constant swearing, forgetful manners, quarrelsome nature, and other unpleasant
habits .
Act 2
1. Higgins says, 'What is life but a series of inspired follies? The difficulty is to find them to do.
Never lose a chance; it doesn't come every.' What does this tell you about Higgins character
and the way he views Eliza ?
2. Explain why Mrs. Pearce is concerned about the bet that Higgins and Pickering are
proposing .
3. What does Colonel Pickering ask Higgins? How does Higgins respond ?
4. According to Mrs. Pearce, Which of Higgins characteristics may be a problem while he is
teaching Eliza?
5. According to Mr. Doolittle, people who believe in middle class morality look down on him
and refuse to help him. Why ?
6. How much money would Mr. Doolittle like to take away from Wimpole Street? Why
doesn't he want more ?
7. Higgins warns Eliza about something. What is it? What issue is raised ?
8. In Doolittle's speech on the undeserving poor. Does Shaw sympathize with this "class" of
people, or should we view his presentation of each character uniquely?
9. Explain the numerous intentional violations of manners on Higgins' part!
10. Does Alfred Doolittle's theory about the "undeserving poor" have any merit? Is he just a
good speaker, or is he simply addressing a problem that most people ignore?
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Quotations:
11. “Shall we ask this baggage to sit down, or shall we throw her out of the window "?
12. "I'll say you're the greatest teacher alive if you make that good. I'll bet you all the expenses
of the experiment you can't do it. And I'll pay for the lessons ".
"It's almost irresistible. She's so deliciously low—so horribly dirty."
13. "Take all her clothes off and burn them. Ring up Whiteley or somebody for new ones. Wrap
her up in brown paper till they come".
14. "Oh you are a brute. It's a lie: nobody ever saw the sign of liquor on me. [She goes back to
her chair and plants herself there defiantly."
15. "I don't want no gold and no diamonds. I'm a good girl, I am".
16. "Of course I know you don't mean her any harm; but when you get what you call interested
in people's accents, you never think or care what may happen to them or you. Come with
me, Eliza".
17. "Does it occur to you, that the girl has some feelings"?
18. “What! That thing! Sacred, I assure you. [Rising to explain] You see, she'll be a pupil; and
teaching would be impossible unless pupils were sacred. I've taught scores of American
millionairesses how to speak English: the best-looking women in the world. I'm seasoned.
They might as well be blocks of wood. I might as well be a block of wood.
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Act 3
Summary
This act opens in Mrs. Higgins' drawing room on the day that she is receiving guests. She is
frustrated and upset to find that her son has paid a call on her during her "at-home day." He
promised her never to come when she had company because he and his manners always offend
her guests. Today is no exception. He distresses his mother immediately by telling her that he has
invited a girl to call on her, a girl whom he "picked up" and taught to speak properly in the matter
of only a short time. Higgins wants his mother to notice not only how the girl pronounces her
words, but also what she pronounces as she speaks.
The parlour maid enters and announces the arrival of Mrs. and Miss Eynsford-Hill, whose
accents Higgins remembers, but he cannot remember where he actually met them. After
introductions, Colonel Pickering is shown in, and he is followed shortly by Freddy Eynsford-Hill.
Higgins is delighted that the company has expanded so that Eliza will be better tested in front of a
moderately large group. After some brief exchanges, Miss Doolittle is announced, and Eliza,
exquisitely dressed, enters with remarkable poise and distinction, exuding an air of complete self-
possession. She has been warned to speak about only two subjects — the weather and health.
(This will be especially comic later when she does indeed confine herself to the topic of her aunt's
health, but her aunt's health is indeed bizarre.)
As Eliza is introduced, she greets each person with an elaborate "How do you do"; her
pronunciation is uttered with impeccable precision. When the subject of the weather is
mentioned, Eliza volunteers her observations in such an erudite and precise manner that it
astonishes everyone. To the simple question, "Do you think it will rain?" Eliza answers: "The
shallow depression in the west of these islands is likely to move slowly in an easterly direction.
There are no indications of any great change in the barometrical situation."
Having exhausted the subject of the weather, she thus ventures onto her other restricted
subject — health — and announces the circumstances surrounding her aunt's death in the most
precise English. The precision of her diction, of course, only heightens the lurid aspects of her
aunt's death as Eliza narrates her tale in perfectly enunciated slang terms from the slums,
exposing all of the bizarre and extraordinary aspects of her aunt's death. Higgins tries to cover
some of Eliza's mistakes by referring to her language as the "new small talk," but Freddy,
however, is delighted with the entire performance. He is clearly anxious to hear more and to
accompany Miss Doolittle home, but Eliza, noticing Higgins' "Ahems," announces that she must
go, that she must catch a taxi. "Suffering from shock" (Shaw's phrase), Mrs. Eynsford-Hill sighs,
"Well, I really can't get used to the new ways."
After Eliza leaves, Mrs. Eynsford-Hill continues to expound on the younger generation's way
of talking, and her daughter Clara maintains that it is really quite up-to-date to talk in such a
manner. Higgins mischievously encourages the young lady to try out some of the new slang on
some of her mother's friends.
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After the Eynsford-Hills leave, Higgins is exhilarated about Eliza's performance, but
his mother points out that Eliza is not yet presentable — that is, Eliza is merely a "triumph
of your art and of her dressmaker's," but that she reveals her social origins in every sentence that
she speaks. Part of the trouble, she says, is that Eliza is adopting Henry's mode of speech, a mode
which is acceptable on a canal barge, but one which is not proper for a garden party.
Mrs. Higgins then inquires into the nature of the household arrangement, or more
specifically, where does Eliza live? Higgins bluntly and openly confesses, "With us, of course."
Mrs. Higgins then points out to the two men a problem that neither of them has considered:
what is to be done with Eliza after they have finished their little experiment? They are giving Eliza
"the manners and habits that disqualify a fine lady from earning her own living without giving her
a fine lady's income." Soon Eliza will be so well trained and be such a lady that no one will hire
her, and she will have nothing to live on — and no job. Mrs. Higgins is assured by both men that
there is nothing to worry about; they will do whatever is right by her. After all, Eliza is such a
mimic that she keeps them constantly laughing by her imitations of other people's accents and
affectations. As her son and his friend leave, Mrs. Higgins returns impatiently and angrily to her
work at her writing table, but she cannot concentrate. "Oh, men! ! men! ! men! !" she exclaims.
Analysis
Between Act II and Act III, an undisclosed amount of time has elapsed, enough time to allow
Eliza to master some of the basics of pronunciation but not enough time for her to master proper
subject matter or the theme of discussion. When she appears at Mrs. Higgins', there is an obvious
contrast. No longer is she the flighty Eliza of the first two acts; now, she is the reserved Eliza; she
is "exquisitely dressed," and she "produces an impression of such remarkable distinction and
beauty" that everyone is quite taken aback. The contrast on stage has to be tremendous or else
the Eynsford-Hills would recognize her as the flower girl from the encounter in the first act.
Accordingly, we, the audience, are delighted that they are so inept that they do not recognize
her. The new Eliza seemingly fits in well in these new contrasting surroundings; that is, Mrs.
Higgins' drawing room is described as being very formal with exquisitely refined furniture of the
Chippendale style, furnished with excellent oil paintings and other art objects. Thus, the artificial
formality of Eliza's speech blends well with the stiff formality of the highly decorative setting.
Commentary:
-Shaw uses the technique of detailed description to Mrs. Higgins’ house to let the reader
visualize the scene and can predict such a character of such a woman.
-The audience/ readers can predict also the relationship between Higgins and his mother and
how she herself didn’t like his manners and thought he was rude embarrassing her guests,
himself and her as the hostess.
-Mrs. Higgins attitude towards the eccentric manners of her son is so humorous.
-We can notice the difference between Eliza’s appearance in act 1 and now so the audience
can have a note of alarm for fear that Eliza could be recognized.
-The Eynsford family acts as a symbol of how the upper middle class was a hypocritical one
at the time.
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-Clara represents many shallow hollow ladies of the upper middle class at the time
in how naive she was in believing that Eliza’s cursing and way of talking was indeed “a
new style” and that she should imitate Eliza.
Act 3
1. Both Mrs Pearce and Mrs Higgins seem very conservative concerning the experiment as
they pity Eliza’s future. Comment stating your own opinion .
From your point of view of Mr and Mrs Higgins homes analyse the difference of their
characters.
2. Clara and Eliza attempt to appear as ladies at Mrs. Higgins' at-home. Contrast their
behaviour to that of Mrs. Higgins.
3. In Act 3, Pickering and Higgins try to outdo each other in telling Mrs. Higgins about Eliza and
her abilities What does their behaviour indicate about them?
4. Discuss the relationship between Higgins and his mother .
5. How does the audience appreciate dramatic irony in the play? For instance, what does it
mean when Clara swears using the term "bloody?"
6. What is the dramatic importance of phonetics in all of the acts?
7. Discuss how Mrs Higgins's impression about Eliza is after their first meeting. Show Mrs
Higgins concerns about Eliza and how Higgins replies.
8. Explain how the Mrs. Eynsford Hill, Clara & Freddy felt about Eliza's use of slang terms while
explaining her aunt's death circumstances.
9. Compare and contrast the characters of Clara & Eliza at Mrs. Higgins' house .
10. Mr. and Mrs. Higgins are two different characters explain the difference between the two
characters in relation to how different their houses are .
11. Higgins relationship with his mother is a complex one" Discuss .
12. Both Higgins & Pickering are childish immature old bachelors" Explain using examples to
support your answer.
13. Both Mrs. Pearce and Mrs. Higgins are the voice of reason." Discuss.
14. Discuss Eliza's transformation at Mrs. Higgins' house and how different it was from Covent
Garden.
15. Higgins is blinded by his masculine Egotism." Explain.
16. Compare Shaw’s description of Mrs. Higgins’ room with his description of her son’s
laboratory at the beginning of act 2. How are the very different natures of the two people
reflected in the furnishings and decorations of their room ?
17. Make a note of four ways in which Higgins’ behaviour is uncivilized by his mother’s
standards.
18. It is generally agreed that incongruity is potentially comic and can set people laughing.
What incongruities do you note in Eliza’s manner and conduct in Mrs. Higgins’ drawing
room?
Quotations:
19. “You see, we are all savages, more or less.”
20. “What do you know of poetry? What do you know of Science What does he know of Art,
Science or anything else?”
21. “It’s all matter of habit … I find the new small talk delightful and quite innocent.”
22. “Oh, I can’t be bothered with young women. My idea of a lovable woman is something as
like you as possible” Comment.
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23. Describe Eliza’s behaviour at the social party. What does she reveal about
herself? What do the visitors think of her?
24. “She has strict orders as to her behaviour. She’s to keep to two subjects: the weather and
everybody’s health “Comment.
25. “What are you doing here today? it’s my at-home day you promised not to come
“Comment?
26. “I feel sure we have met before, Miss Doolittle. I remember your eyes “Comment .
27. “Oh, that’s the new small talk to a person in means to kill them “Comment.
28. “Walk! Not bloody likely. I am going in a taxi “Comment.
29. “Such bloody nonsense!” comment
30. “You, silly boy, of course she isn’t presentable. She a triumph of your art and her
dressmaker’s “comment.
31. “You certainly are pretty pair of babies, playing with live doll” Comment.
32. “She can go her own way; with all the advantages I have given her.” Comment .
33. “The advantages of that poor woman who was here just now! the manners and habits that
disqualify a fine lady from earning her own living without giving her a fine lady ‘s income!”
Comment.
34. “Men! Men! Men! “Comment
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Act 4
Summary
Act IV begins sometime later and takes place in Higgins' laboratory-living room. The scene
opens on the night after there has earlier been a great success where Eliza was presented as a
duchess at an ambassador's garden party, as was stipulated in the original wager between
Higgins and Pickering. Eliza has been a smashing success. Thus, when the scene opens, Higgins
and Pickering are celebrating their triumph. (By this time, the actual financial terms of the wager
are insignificant; Pickering has helped train Eliza and is sharing in the triumph, even though he
has lost the wager.)
Eliza enters; she is brilliantly dressed in impeccable taste but her "expression is almost
tragic." Immediately, Higgins begins to look for his slippers, and he is so busy congratulating
himself on his great success that he is unaware that Eliza has left the room and has returned with
his slippers; to fetch Higgins' slippers is apparently another accepted aspect of her training.
As Higgins and Pickering sit down and discuss the great triumph of the day, we hear that Eliza
has been a tremendous success not only at the garden party, but also at the dinner party and at
the opera later. Higgins then admits that after the first few minutes, it became obviously
apparent that he was going to easily win his bet with Pickering, and, as a result, he was bored for
the rest of the time. In contrast, Pickering rather enjoyed himself, especially the very professional
manner in which Eliza carried the entire charade off. Pickering then retires for the evening,
followed by Higgins, yelling to Eliza to put out the lights.
Alone, Eliza gives vent to her pent-up fury as she flings herself furiously onto the floor, raging.
At that moment, Higgins returns, looking for his slippers, which Eliza hurls at him with all her
force. He is totally baffled by her display of anger. He is furthermore astounded by her calling him
a "selfish brute" who is ready to throw her back into the gutter now that she has won his bet for
him. Higgins is dumbfounded at her presumptuous claim; he refuses to acknowledge that she had
anything to do with his winning the bet. The entire feat was accomplished by his coaching and his
brilliance. When she physically attacks him, asking what is to become of her, Higgins restrains her
and says, "What does it matter what becomes of you?" Higgins' brusqueness, however, subsides,
and he relents enough to question her about her anxieties and to offer a glass of champagne to
relieve the strain of the day. He assures her that she will feel better now that the garden party is
over. Eliza's concerns, however, clearly and seriously involve the future. She asks: "What am I fit
for? What have you left me fit for? Where am I to go? What am I to do? What's to become of
me?" Even though both Mrs. Pearce and Mrs. Higgins have warned Higgins about this dilemma,
he has obviously never given it a moment's thought. He can't imagine that she will have any
difficulty in finding something to do — or even in marrying someone. After all, not all men are
"confirmed old bachelors" like Higgins and Pickering. Maybe Mrs. Higgins could find a young chap
for her. Eliza then informs him that all that she has ever done is sell flowers; now, as a lady, she
can't even sell flowers; all she can hope to do is sell herself. She wishes Higgins had left her where
he found her. (She has apparently forgotten that she came to see Higgins, not the other way
around.)
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Higgins returns to Eliza's original desire to work in a flower shop, and he suggests
that Pickering could perhaps set up Eliza in her own shop. Higgins thinks this solution
settles everything, and once again, looking for his slippers, he prepares to retire. But Eliza has one
more question. She wants to know what clothes belong to her, personally — that is, what clothes
may she keep and what clothes belong to the "experiment." After all, Higgins and Pickering might
need some of the clothes for the next girl they pick up to experiment on. She reminds Higgins of
her past: "I'm only a common ignorant girl; and in my station I have to be careful." Higgins tells
her that she can take all the clothes, but she cannot have the jewellery; it was rented. She
antagonizes him further by asking him to take the jewellery to his room so there will be no "risk
of their being missing." She also returns a ring which he bought her, but he throws the ring so
angrily into the fireplace that Eliza crouches over the piano, her hands over her face, crying,
"Don't you hit me." Higgins now feels wounded, and when Eliza tells him that he had better leave
a note for Mrs. Pearce because she (Eliza) won't do his errands anymore, he leaves, slamming the
door savagely and calling Eliza "a heartless guttersnipe." Alone, Eliza senses her triumph over the
master; thus, she quickly kneels and digs the ring out of the ashes. She finds it, considers it for a
moment, and then flings it down and goes upstairs in a rage.
Analysis
This act presents the completion of the artist's masterpiece; here is the fully realized Galatea
that Pygmalion created in the form of the living Eliza. Here, we see a person completely
transformed from the "guttersnipe" that we saw in Covent Garden in the first act. At the
beginning of the act, both Pickering and Higgins are so absorbed in their own triumph that both
fail to realize that the success of the experiment belongs as much to Eliza as it does to their
teaching. In fact, when Eliza suggests that she won their bet for them, Higgins repudiates her
claim vehemently: "You won my bet! You! Presumptuous insect! I won it." What neither Pickering
nor Higgins takes into account is the stupendous effort that Eliza herself has contributed to the
entire endeavour. As we shall see in the next act, Mrs. Higgins certainly recognizes Eliza's
contribution, but both men are so absorbed in their own achievement that they fail to grasp the
fact that Eliza has worked exceedingly hard to be able to speak like a lady; as a result, she
developed an intense devotion and loyalty towards her two masters — not a love devotion, but a
deep and sincere devotion and also a strong desire to please. Thus, at the beginning of this act,
when the men ignore her, her pent-up fury turns to rage. The image which Shaw uses is that of a
well-trained puppy dog fetching its master's slippers. At the beginning of the act, Eliza does, in
fact, fetch Higgins' slippers. The men, however, fail to pet and admire the "puppy" for her
achievements, and therefore the trained puppy turns on its masters. In the next act, this image of
the trained dog fetching slippers will be continued and will be developed as a central metaphor.
Here, the slippers are dropped, literally, by having Eliza throw them at the master. However
much Eliza has changed outwardly, this act of rage aligns her with the Eliza of Covent Garden of
the first act.
In the original myth, Pygmalion had to pray to the gods to give his creation a soul. What
Higgins as a creative artist did not realize was that his Galatea had a soul already. He has been
able to polish the outside to a high degree of mechanical perfection, but he failed to note that at
the same time, his creation was developing an inner soul and a mind of her own.
Whereas Mrs. Pearce's and Mrs. Higgins' first concern was what would happen to Eliza after
the transformation, this has now become a question of major importance for Eliza. In a
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conventional type of romantic comedy, the ending would probably show the total
success of the experiment with the audience leaving the theater with the knowledge of
Eliza's triumph at the ambassador's party and with Eliza and her master's falling in love, just as it
happened in the myth. However, Shaw was interested in what happened after the triumph. And
Eliza herself asks, what is she fit for, and where is she to go, and what will become of her? Higgins
has been so completely involved with his experiment and the success of it that this question has
never seriously entered his mind. Even now, when it is pointed out to him, he cannot take it
seriously. Eliza knows that she absolutely cannot return to her old way of making a living, for she
is now trained to be a lady and has no visible means to support herself in the position for which
she is now trained. Thus Higgins has created a work of art without considering what he will do
with this work of art after its exhibit is over. When Higgins suggests some sort of marriage, Shaw
is making another dig at social standards. That is, when Eliza was a flower girl, she sold flowers
and not her person; now that she is Lady Eliza, she can't sell flowers anymore (that would be
beneath her) but she can sell herself.
At the end of the act, Eliza needles Higgins in a desperate attempt to break through his outer
veneer. In her own repressed emotions, she wants to see him hurt just like she has been hurt;
she wants to penetrate the god-like distance that Higgins surrounds himself with; thus, she
taunts him until she makes him lose his temper, and she is able to enjoy the spectacle of a so-
called, self-proclaimed god losing his self-control — that is, Higgins is a "god" now made human,
with human emotions and fury.
Act 4
Discussion Questions:
1. Eliza appeared in a totally “new way or new appearance” from the old flower girl. Discuss.
2. Discuss the importance of the slipper scene.
3. Eliza shivered violently, what made her afraid.
4. Why was Eliza angry from Higgins?
5. Eliza kept on asking “what to become of me” why?
6. “What am I fit for? What have you left me fit for? Where am I to go? What am I to do?
What is to become of me?” Discuss why Eliza asked all these questions.
7. Eliza reflects feminism. Discuss throughout the act.
8. Higgins was trying to comfort Eliza. Why?
9. Eliza started to collect her belongings from Higgins’ house, discuss related to her character.
10. Why did Higgins feel offended when Eliza told him “you are going to hit me”?
Quotations:
11. I wonder where the devil my slippers are !”
12. “Oh come! The garden party was awfully exciting. My heart began beating like anything.”
13. “I would like to kill you, you selfish brute. Why didn't you leave me in the gutter.”
14. “I know you don't care. You wouldn’t care If I was dead. I'm nothing to you.”
15. “It's only imagination. Low spirits and nothing else. Nobody is hurting you. Nothing is
wrong.”
16. “What am I fit for? What have you left me fit for?”
17. “most men are the marrying sort, and you are not that looking. It is quite pleasure to look at
you.”
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18. “I want to know what I may take away with me. I don’t want to be accused of
stealing.”
19. “How dare you accuse me of such a thing? It is you who have hit me. You have wounded me
to the heart.”
20. “Come you will be alright. I must clear off to bed I am devilish sleepy.”
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Act 5
Summary
This act returns to Mrs. Higgins' drawing room as the parlor maid comes in to tell Mrs.
Higgins that the Professor and the Colonel are downstairs telephoning the police and that Mr.
Henry is "in a state." Mrs. Higgins sends word upstairs to Eliza to remain in her room until she
sends for her. Higgins enters, loudly proclaiming Eliza's disappearance, which has distracted his
entire routine since he has relied on her to keep up his appointment book for him. Mrs. Higgins is
expressing her disapproval of their having informed the police when the maid announces the
arrival of Mr. Doolittle, whom she describes as being a gentleman dressed brilliantly in a new
frock coat and other elegant attire. He enters and begins immediately accusing Higgins of being
responsible for his present affluent condition; that is, he has come into a very large amount of
money which has forced him to become respectable. It has, he says, "ruined me. Destroyed my
happiness. Tied me up and delivered me into the hands of middle-class morality." It seems that
for a joke, Higgins mentioned Doolittle's name to a wealthy American as being "the most original
moralist at present in England," and, as a result, the American, in his will, left an immense trust
fund to Doolittle if he would lecture six times a year on moral reforms. As a result, Doolittle has
lost his free and easy ways and is now forced to conform to middle-class morality, along with its
confining respectability. The sum is so large that Doolittle is intimidated and can't properly give it
up. Mrs. Higgins is pleased and sees now that Eliza can return home and live with her father in his
new wealthy status, but Higgins protests strongly that he bought Eliza for five pounds and that
Doolittle can't interfere unless he is a rogue, which Doolittle readily admits that he is — that is,
he's part honest and part rogue, "a little of both . . . like the rest of us."
Mrs. Higgins then informs them that Eliza is upstairs, but before she is to be sent for, Higgins
must promise to behave. Mrs. Higgins then reprimands both Higgins and Pickering for being so
completely self-centered and inconsiderate of Eliza's feelings. She asks Doolittle to retire for a
moment until Eliza becomes reconciled with Higgins and Pickering. Eliza enters and addresses the
two men in a refined, distant, and assured manner. Her dignified carriage and her ease of manner
unnerves Higgins, who immediately attempts to treat her as his "property," as something he
created "out of the squashed cabbage leaves of Covent Garden." Eliza, however, does not allow
Higgins to rattle her by his insulting manners; instead, she thanks Colonel Pickering for his having
always treated her as a lady and never as a guttersnipe. She says furthermore that everything
that she has learned about manners has been due to the Colonel, and she now realizes that it is
not what a person does, but how she is treated that makes her a lady: "The difference between a
lady and a flower girl is not how she behaves, but how she's treated. I shall always be a flower girl
to Professor Higgins, because he always treats me as a flower girl, and always will, but I know I
can be a lady to you, because you always treat me as a lady, and always will." She learned
grammar and pronunciation from Professor Higgins, but it was from Colonel Pickering that she
learned self-respect. When she refuses to return to Wimpole Street, Higgins predicts that she will
"relapse into the gutter in three weeks" without him. Eliza, however, says that she could not
utter the old sounds if she tried and, at that moment, her father, Mr. Doolittle, appears at the
window in all his splendid attire, and Eliza spontaneously emits one of her old guttural sounds —
"A-a-a-a-ah-ow-ooh!" — an exclamation that utterly delights and vindicates Higgins.
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Doolittle has come to announce his marriage and to ask Eliza to attend the
wedding. He explains that, like himself, his common-law wife has also been defeated by
middle-class morality: "respectability has broken all the spirit out of her." When Eliza goes
upstairs to get ready to accompany her father to his wedding, Doolittle confesses that he is
nervous because he has never been married before — not even to Eliza's mother — but he has
never told this to Eliza. Mrs. Higgins says that she will also attend the wedding with Eliza, and
Pickering leaves with the bridegroom.
As Eliza is about to leave, Higgins blocks the doorway. He says that he wants Eliza to come
back, but he will not change his manners, which he maintains are exactly the same as the
Colonel's. Eliza disagrees: "That's not true," she says, "He treats a flower girl as if she was a
duchess." To which Higgins replies, "And I treat a duchess as if she was a flower girl." Higgins
continues, maintaining that good manners or bad manners are not important; instead, it is more
important to have the same manners for all people. If he has treated her badly, she has to admit
that she has never seen him treat someone else differently or better. He is proud that she is now
independent — in fact, it's one of the basic things that he has wanted her to hear — but he insists
that he can get along quite well without her, even though he admits: "I have grown accustomed
to your voice and appearance." Eliza then reminds him that he has both her voice and her
"appearance" in numerous photographs and recordings; when he feels lonesome, he can turn on
one of his recordings of her. Higgins counters, however, that he can't turn her "soul" on, and he
says, furthermore, that he values quality more than service, and he points out that Eliza cannot
buy a claim on him "by fetching my slippers and my spectacles." In fact, her "little dog's tricks of
fetching and carrying slippers" can in no way compared to the greatness of his creation — that is,
the Duchess Eliza.
At this point, Eliza is absolutely confused as to what course her life is to take. She sorely
regrets the loss of independence which she once had. Higgins offers to adopt her or settle money
on her, but he is horrified when he hears that Freddy Eynsford-Hill is romantically interested in
her; Freddy, Higgins says, can't "make anything of" her. Eliza responds that maybe she can do
something for Freddy; after all, she only wants to be natural, and she wants a little kindness,
which Freddy can certainly give to her. She knows that she cannot return to her old way of life,
and she cannot stand the idea of living "with a low common man after you two" (Higgins and
Pickering), and she certainly doesn't intend to go to her father's house to live; thus, as soon as
possible, she will marry Freddy.
Higgins is horrified at her conclusion, and he loudly asserts, "I'm not going to have my
masterpiece thrown away on Freddy." But Eliza is determined to have her independence, and
therefore she decides that she will teach. What in heaven's name will she teach, Higgins asks, and
he is totally astonished when she announces that she will teach phonetics. She reminds him what
a good ear she has, and, furthermore, she has more manners than he has and, therefore, she will
be able to advertise and can thus become financially independent. Eliza is no longer frightened of
Higgins, and she defies him to strike her. Suddenly Higgins reverses himself; he admires her for
her independence: her defiance is far "better than fetching slippers and finding spectacles." But
even after she has asserted her independence, Higgins assumes that she will decide to return to
Wimpole Street and they — Higgins, Pickering, and Eliza — will be "three old bachelors" together
instead of their living together formerly as, in Higgins' words, "two men and a silly girl." At that
moment, Mrs. Higgins returns to say that Eliza's carriage is waiting. Higgins, who knows that he
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cannot behave himself in church, has decided to stay behind, and so Eliza bids him
goodbye, saying that they will not see each other again. Higgins ignores this comment
and, instead, he gives Eliza some errands to do on the way home. Eliza disdainfully leaves, telling
him to buy the gloves and the tie himself. Mrs. Higgins fears that Henry has spoiled the girl, and
she volunteers to do his errands, but Higgins is confident that Eliza will buy them herself.
Analysis
Act V presents the fully realized Galatea, the creation of the artist, alive in all of her
splendour. The "romance" of the play's subtitle refers, of course, to the complete transformation
of the "guttersnipe," the "squashed cabbage leaf' of the first act, into this delightful creature who
is more magnificent than any real duchess — more real because, as it develops during the course
of this act, Eliza has manners which are better and more polished than most duchesses.
Furthermore, unlike the original Liza, the flower girl, this new Eliza has learned to control her
emotional outbursts completely; now, her calculated calm and her poised reserve cause the
normally self-contained and super-rational Higgins to lose his temper. We can now say
confidently that the work of art has become superior to the creator.
The opening of the act implies that the creator, Higgins, could never conceive of the fact that
his creation would, of her own volition, walk out on him. His colossal conceit (an assessment that
is supported by Colonel Pickering) makes Higgins assume that Eliza has been kidnapped or that
something horrible has happened that will require notifying the police. His colossal ego will not
or cannot entertain the idea that she might have now gained enough independence to strike out
on her own. In fact, it is not until the end of the act that Higgins finally recognizes that the work
of art is now independent of its creator and is thus separate from him; she has no further need of
him. Therefore, for any but the most sentimental readers, there is nothing in these acts that
could possibly suggest a romantic entanglement between the two. Higgins will never accept Eliza
as an equal; he will always try to bully her, even though he says that he likes her better now that
she no longer fetches his slippers and spectacles. Eliza, having learned that manners involve not
only her own conduct but also how other people treat her, could never become involved with a
man who constantly treats her as though she were a flower girl.
This act also shows the comical transformation of Alfred Doolittle. Earlier, he was completely
content to be a member of the "undeserving poor," and he took special delight in ridiculing and
flouting the morals of the middle class. Now he is thrust completely into this morality, which
necessitates that he obeys some of their dreadful conventions, such as dressing properly and
marrying the woman with whom he has been living. It has, as he feared earlier, placed him in a
position of responsibility and it has, therefore, destroyed his cherished independence. Whereas
earlier he was frightened to accept ten pounds rather than five pounds because ten might
necessitate some degree of responsibility, now he is in control of an immense sum and,
consequently, the dreadful poor will be badgering him constantly for handouts. Now he fears
that not only will he have to marry, but that he might have to help support Eliza, whom he threw
out over two years ago. He can even tell Higgins: "Have some consideration for my feelings as a
middle-class man." Thus, with this inverted statement, Doolittle has sunk completely into the
horrible complacency of middle-class morality.
At the end of the play, the two opposing forces are clearly before us: Higgins ends up so
devoted to improving mankind in general that he lacks the ability to be decent to a single
member of mankind, to a fine human being such as Eliza. He can teach her to be a magnificent
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duchess, a Galatea, a work of art, but he lacks sufficient tact in their personal
relationship to avoid constantly hurting her feelings. In his devotion to reforming the
entire human race, he trots innocently and unmercifully on a single individual human being.
When Eliza remarks that she will not be walked on, Higgins answers her in his usual bullying
fashion: "Then get out of my way; for I won’t stop for you."
Even though Higgins has "grown accustomed to [her] face and voice," it is only because they
are convenient pieces to be used, but he can get along without them. Thus the central conflict of
the play is now stated: Higgins is the crusading scientist who is determined to save the world,
even though he might have to hurt those closest to him. Eliza, on the other hand, wishes to be
the recipient of a little loving kindness, and if it means marrying Freddy Eynsford-Hill in order to
find this human companionship and warmth, then she will do so.
Consequently, with the conflict clearly stated for Higgins, the essence of human life is
through mutual improvement; for Eliza, it is through human loving and commitment — then only
the most sloppy, sentimental reader could ever think that their relationship will ever change
Act 5
Study Questions:
1. At the beginning of this act, how does Shaw let us know where Eliza is?
2. - How has Doolittle been transformed? Why is he miserable with his new station in life?
3. - Higgins is "thunder stuck " at the idea of Eliza's marrying Freddy? How do you feel about
this idea?
4. - Shaw reveals through certain stage directions of how vulnerable Higgins is when he and
Eliza is finally alone. Cite 2 examples.
5. - Explain Higgins theory. What do you make of his theory?
6. - What are Higgins and Eliza really arguing about?
7. - According to Eliza, what really turned her into a lady?
8. - How does Higgins flatter Eliza in act 5?
9. - Are you convinced by Eliza's transformation from someone who wants to be cared about
to someone who is independent? Explain
10. - Do you see any evidence that Higgins has also changed? explain
Choose the suitable answer:

11. How is Pickering feeling after he realizes how upset Eliza was?
a. Self possessed
b. Conscience stricken
c. Passionate
d. lacking self-restraint.
12. What challenge is Eliza now faced with? `

a. People see her as a fraud.
b. Henry's plan has failed.
c. Her father is coming to get her.
d. She has status but no money.
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13. How did Alfred Doolittle jump to middle class?
a. An American left him money if he promised to lecture on morality.
b. He stole it all.
c. Liza has secretly been teaching him everything and buying him clothes
d. He won money in scratch-offs.
14. What does Eliza say made all the difference in her becoming a lady?
a. Higgins ignoring her.
b. Wearing the fancy dresses.
c. Pickering treating her as a lady.
d. Freddy falling for her.
15. Why does Alfred Doolittle ask Pickering to come with him to the wedding?
a. He needs a best man.
b. He's nervous because he's never been married before.
c. He hopes Eliza will come if Pickering does.
d. He wants to show off his new wealth.
16. Eliza mentions in Act 5 that Mrs. Pearce would like to quit but hasn't. Why hasn't she quit?
a. She needs the money.
b. She is carrying Higgins' love-child.
c. Higgins tricks her into staying.
d. She's worried Higgins wouldn't survive without her.
17. Why doesn't Higgins want Eliza to marry Freddy?

a. Freddy isn't good enough for her.
b. Higgins is in love with her.
c. Higgins hates Freddy.
d. Higgins loves Freddy.
18. At the end, Eliza says she wants _________ but will settle for _________.
a. kindness, independence
b. marriage, teaching
c. Higgins, Freddy
d. chocolate, money
19. Henry's rudeness could BEST be described by saying,

a. He is only rude to lower class people.
b. He is only rude to upper class people.
c. He is only rude to people he does not like.
d. He is rude to everyone, only apologizing to his mother.
20. Where does Higgins find Eliza after she's gone missing?
a. Mrs. Higgins' home
b. At 27A Wempole St
c. Back at Covent Garden
d. In Trafalgar Square
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21. Why does Alfred have to marry?
a. His girlfriend is pregnant.
b. His girlfriend wants his money.
c. Middle class morality dictates that they should marry.
d. His girlfriend is a wealthy heiress.
22. At the beginning of Act 5, Mr. Doolittle expresses his desire to

a. purchase the finest clothes.
b. regain his freedom.
c. acquire more money.
d. regain control of Eliza.
23. Eliza claims that the real difference between upper and lower classes is how they
a. speak.
b. behave.
c. treat others.
d. are treated by others.
24. In Act 5, Eliza tells Henry that she wants to

a. sell flowers.
b. teach speech.
c. write poetry.
d. marry Pickering.
25. Why does Eliza turn to Mrs. Higgins in act five?

a. She has no one else.
b. They are good friends.
c. She wants to hurt Higgins.
d. They meet abruptly.
26. How has Mr. Doolittle has changed since the last time we saw him?
a. He is completely poor.
b. He is ill.
c. He's wealthier.
d. He is extremely kind.
27. Why does Higgins refuse to let Mr. Doolittle provide for Eliza?
a. He paid 5 pounds for her.
b. He doesn't know where she is.
c. He is married to her.
d. She doesn't want help.
28. Which subject do you think Shaw would consider as the most important in school?
a. art
b. English
c. theater
d. foreign language
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Poetry
RUDYARD KIPLING
If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you
But make allowance for their doubting too,
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise…
If you can dream—and not make dreams your master;

If you can think—and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build ‘em up with worn-out tools,
If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss…
If you can force your heart and nerve and sinew

To serve your turn long after they are gone,
And so hold on where there is nothing in you
Except the Will which says to them: ‘Hold on!’
If you can talk with crowds and keep your virtue,

Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much,
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my son!
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Glossary
Verse 3: Triumph and Disaster — victory, and an event that causes great damage.
Verse 4: knaves — an old-fashioned word for dishonest men
Verse 4: build ‘em up — build them up; rebuild the broken parts of your life.
Verse 6: sinew — a part of your body that connects a muscle to a bone; in a literary meaning,
something that gives strength or support.
CENTRAL IDEA:
The central idea of this poem is that success comes from self-control and a true sense of the
values of things. In extremes lies danger. A man must not lose heart because of doubts or
opposition, yet he must do his best to see the grounds for both. He must not be deceived into
thinking either triumph or disaster final; he must use each wisely--and push on. In all things he
must hold to the golden mean. If he does, he will own the world, and even better, for his personal
reward he will attain the full stature of manhood.
SYNOPSIS
“If” is a didactic poem, a work meant to give instruction. “If” gives an instruction in
cultivating several specific traits of a good leader. Kipling offers this instruction not through listing
specific characteristics, but by providing concrete illustrations of the complex actions a man should
or should not take which would reflect these characteristics. The poem is about moral lessons and
conduct. It contains advice from a father to a son on how to grow up to be a better person and a
true man. He reminds his son that he will be a Man if he can hold on to his values and not be
swayed by others. If he follows his advice, he will have a rewarding and enriching life. He will have
everything he can wish for.
Paraphrase
If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you
But make allowance for their doubting too,
The first stanza wastes no time in setting up the if-then scenario. Kipling writes, “If you can
keep your head when all about you/Are losing theirs and blaming it on you…” In this first “if”
scenario, Kipling reminds the reader of the importance of maintaining a level head even when
those around the reader do not have one and are blaming the situation on the reader. It should be
noted here that the reader soon realizes the poem is really one long sentence. The poem ends on
a particularly high note, which Kipling emphasizes with his use of an exclamation point. The third
and fourth lines present the next “if” situation. Kipling writes, “If you can trust yourself when all
men doubt you, /But make allowance for their doubting too…” Here, the speaker emphasizes two
traits that all people must possess: self-trust and the ability to understand the thoughts and
feelings of others, even if that means understanding that people will not always like or agree with
you. The final four lines of the first stanza flow together nicely, almost sounding as though they are
one complete thought. Kipling writes:
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If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise…
In these lines, the speaker is telling the reader to have patience. In addition, he informs the reader
that even if he or she is lied about, he or she should not stoop to the level of a liar. If he or she is
hated, he or she must not become hateful, and finally, the reader should not appear to be better
than he or she actually is, nor should he or she talk in a manner that does not reflect who they are
morally or spiritually.
If you can dream—and not make dreams your master;

If you can think—and not make thoughts your aim,
Here, Kipling urges his reader to dream and think, but to not get so caught up in dreams and
thoughts that the reader loses his grasp on reality. Kipling uses personification in his next two
lines:
If you can meet with Triumph and Disaster

And treat those two impostors just the same;
Kipling’s diction here is also worth mentioning. The word impostor suggests a pretence or
disguise. Perhaps he uses this word to showcase the fleeting nature of both: success never stays,
nor does disaster. Additionally, he could possibly be suggesting that with these two words often
comes a disruption or change. In any case, the reader should not dwell too much on either triumph
or disaster because they will soon disappear. Kipling continues right on to his next “if” clause:
If you can bear to hear the truth you’ve spoken

Twisted by knaves to make a trap for fools,
The speaker informs the reader that he or she must be able to endure hearing his or her
words being twisted by dishonest and harmful people in order to serve their own agendas. He
continues this thought in the last two lines of the stanza, writing,
Or watch the things you gave your life to, broken,

And stoop and build ‘em up with worn-out tools,
The speaker demonstrates in these lines the importance of being able to pick oneself up
and start again if they fail—even if the thing they’ve failed at has taken all of their life to attempt.
The reader must always be prepared to start again.
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The third stanza starts with the “if” clause continuing on into the first four lines.
Kipling writes:
If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss…
The theme in these lines is very similar to the one in the last two lines of the previous
stanza: if you lose everything, you must be willing to begin again. Not only that, but you must also
be willing to forget about the loss and not dwell on it.
The next four lines of the third stanza are also tied together. The speaker states,
If you can force your heart and nerve and sinew

To serve your turn long after they are gone,
And so hold on where there is nothing in you
Except the Will which says to them: ‘Hold on!’
These lines are particularly powerful. The speaker is imploring the reader to endure, even if
that feels both physically (sinew) and emotionally (heart and nerve) impossible. It is also worth
noting the capitalization of “Will.” Perhaps Kipling wanted to emphasize the resilience of the
human spirit here by making it a power that is separate from the person who possesses it.
In the fourth stanza, the consequence of doing all of these “ifs” is finally revealed, but not
before Kipling presents us with three more scenarios. The first one deals with how to treat others,
regardless of their station in life. He writes,
If you can talk with crowds and keep your virtue,

Or walk with Kings—nor lose the common touch,
It should not matter with whom the reader is walking; he or she needs to treat the lowest of
the low and the highest in society exactly the same: with kindness. Kipling then dives right into the
next “if”:
If neither foes nor loving friends can hurt you,

If all men count with you, but none too much,
Kipling is reminding his reader that is important to be able to bounce back from
disappointment or pain. One must not dwell on his enemies or the hurt a loved one could
potentially cause. Finally, the poet gives the reader his final piece of advice:
If you can fill the unforgiving minute

With sixty seconds’ worth of distance run,
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He is telling his reader to never give up or waste even a single second of time. If
you are given a minute, make sure you use all sixty seconds of it. Finally, in the last two lines, the
outcome of abiding by all of these titbits is revealed:
Yours is the Earth and everything that’s in it,

And—which is more—you’ll be a Man, my son!
If one is able to keep all of these things in check, one will have the world at one’s fingertips.
FIGURES OF SPEECH used in ‘IF’

The poem is forthright and written in a simple language.
The key word “If” is repeated to emphasize that we need to work hard to reap the rewards of life.
a) Personification
- Dreams: masters who can control our lives. In this case, dreams assume a human role/quality,
that of being a master.
- Triumph and disaster are imposters who can lead us astray. Success is personified as “Triumph”
and can make us complacent. Failure is personified as “Disaster”. It can influence us to believe that
failure is permanent.
- Will is personified as a person who encourages us not to give up.
b) Metaphor
- Unforgiving minutes refer to time that waits for no man, it is like a race where every second is
important.
- Worn out tools refer to the feeling of total exhaustion that can force someone to give up.
- Make one heap of all your winnings is compared to a pile of money won at the gambling table.
- Walk with Kings means to socialize with important people.
- Talk with crowds refers to mixing with all kinds of people.
c) Symbol
A symbol represents an idea
- Knaves represent scoundrels, liars or conmen.
- Crowds symbolize the common folk/people.
- Kings represent the important people in society.
- Common touch represents humility.
Answer the following questions:

1. What does this poem remind you of in your life?
2. What feelings does the poem awaken in you? How do your feelings connect with those of the
poet?
3. What is the poem about? Consider speaker, symbols, comparisons, contrasts and conflicts.
4. What are the poetic form, figurative language and poetic structure?
5. What feelings does the poem awaken in you? How do your feelings connect with those of the
poet?
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Sonnet 18
William Shakespeare
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometimes too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometimes declines,
By chance, or nature's changing course, untrimmed;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest;
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.
Stanza One
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May
And summer's lease hath all too short a date:
Vocabulary
thee: you
temperate: moderate: mild
thou art: you are
rough: wild; not soft
buds: young rolled-up flowers or leaves before they open
lease: rent: (summer 'rents' a certain amount of time)
hath: has
date: time
Paraphrase
Shakespeare begins his sonnet asking whether he should compare his beloved to a
summer's day. The answer comes immediately: his beloved is more beautiful and more delightful.
Then the poet begins to point out the imperfections of summer. He says that even in May, it is
sometimes windy, and the strong winds shake the small fragile buds. Moreover, summer does not
last for long: it is far too short and gives way to the other seasons.
Literary terms
A. Metaphor
Line 4
"And summer's lease hath all too short a date:"
• Summer is compared to something leased for a short time.
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B. Repetition:
Line 2
"Thou art more lovely and more temperate:"
• The word 'more' is repeated twice.
C. Contrast:
Lines 1 - 2
"Shall I compare thee to a summer's day?"
Thou art more lovely and more temperate:"
• The image of hot summer is contrasted with the delightful image of his beloved.
D. Assonance:
Line 4
"And summer's lease hath all too short a date:"
• The same vowel sound "o" is repeated in "too" and "short".
Rhyme scheme
ABAB
Stanza Two
Sometimes too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometimes declines,
By chance, or nature's changing course, untrimmed ;
Vocabulary
eye of heaven: the sun
complexion: the natural colour of the skin, especially of the face.
dimm'd: (dimmed) made not bright.
fair: beauty; beautiful thing
declines: to become less; decays.
untrimmed: deprived of beauty; unpleasant.
Paraphrase
The second quatrain (stanza) continues to develop the argument and discusses the flaws
of the summer, which is described as a season of extremes and disappointments. A summer's
day is ruined when the sun shines too brightly and makes the weather too hot, or when the sun
is dimmed by clouds. This suggests that the sun is rarely or never in a desirable medium. A
summer's day is finally darkened by night, and darkness replaces sunshine. The poet states that
every beautiful creature will eventually lose its beauty, either through some accident or because
it is natural for all living things to grow and die.
Literary terms
A. Metaphor
Line 1
"Sometimes too hot the eye of heaven shines,"
• The sun is likened to the eye of heaven.
B. Personification:
Line 1
"Sometimes too hot the eye of heaven shines,"
• Heaven is personified as a human being who can see.
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Line 2
"And often is his gold complexion dimm'd;"
The sun is personified as a human being with a face and complexion.
C. Alliteration:
Line 3
"And every fair from fair sometimes declines,"
• The consonant sound 'f' is repeated in 'fair', 'from', and 'fair'.
D. Repetition:
Line 3
"And every fair from fair sometimes declines,"
• The word 'fair' is repeated twice.
Rhyme scheme
CDCD
Stanza Three
But thy eternal summer shall not fade,
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest;
Vocabulary
thy: your
eternal: lasting forever; without an end
fade: lose freshness and brightness; became pale
lose possession: no longer have
owest: have; own
brag: boast; talk too proudly
thou growest: you will have immortality; you continue to live
Paraphrase
In this quatrain, the poet states that the beauty of his beloved will last forever and is never
dimmed. Death will never be able to boast that it possesses his beloved, or that it takes her under its
power. Death will never claim her for its own. The reason is simple: the beauty of the poet's beloved
will be immortalized in the lines of his sonnet.
Literary terms
A. Metaphor
Line 1
"But thy eternal summer shall not fade",
The poet compares the beauty of his beloved to summer.
B. Personification:
Line 3
"Nor shall Death brag thou wander'st in his shade," Death is described as a braggart, boasting of his
power.
C. Alliteration:
Line 4
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"When in eternal lines to time thou growest;" The consonant sound 't' is repeated in 'to'
and 'time.'
D. Repetition:
Lines 2, 3, 4
"Nor lose possession of that fair thou owest;
When in eternal lines to time thou growest";
Both "nor" and "thou" are repeated twice.
Rhyme scheme
EFEF
Couplet
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.
Paraphrase
The couplet confirms the poet's belief in the immortality of both his poetry and his beloved.
The poet states that as long as there are people on this earth, both his verse and his beloved will be
linked together and will live forever.
Literary terms
A. Alliteration:
Line 2
"So long lives this, and this gives life to thee".
•The consonant sound 'I' is repeated in 'long', 'lives' and 'life.'
B. Repetition:
Lines 1 and 2
"So long as men can breathe, or eyes can see ,
So long lives this, and this gives life to thee".
• The phrase 'so long' is repeated twice.
• The word "this" is repeated twice.
C. Assonance:
Line 2
"So long lives this, and this gives life to thee."
The same vowel sound "i" is repeated in "lives", "this" and "gives". d- Hyperbole:
The poem is based on an extended hyperbole. Shakespeare says that the beauty of his beloved
outlasts and outshines a summer's day and stands the test of time and death.
Rhyme scheme
GG
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Reading Comprehension Passages
Directions: Read the following passage and answer the questions that follow. Refer to the text to
check your answers when appropriate.
Televisions show sounds and pictures. They

get data from cables, discs, or over-the-air
signals. They turn this data into sounds and
images. People watch news and shows on
them. You probably call them TVs.
John Baird made the first TV in 1925. It had
one colour. It could only show 30 lines. This
was just enough room for a face. It didn't
work well, but it was a start. By 1948 there were 4 big TV networks in
America. They aired their shows from 8 to 11
The first TV station was set up in 1928. It was each night. Local shows were aired at other
in New York. Few people had TVs. The times. Most of the time, nothing was shown at
broadcasts were not meant to be watched. all. TV was not "always on" like it is now.
They showed a Felix the Cat doll for two hours
a day. The doll spun around on a record player. Colour TVs came out in 1953. They cost too
They were experimenting. It took many years much money for most. Also, shows were aired
to get it right. in black and white. By 1965, colour TVs were
cheaper. TV stations started airing shows in
By the end of the 1930s, TVs were working colour. People had to switch if they wanted to
well. America got its first taste at the 1939 see the shows.
World's Fair. This was one of the biggest
events ever. There were 200 small, black and Now most TVs are high-def. This means that
white TVs set up around the fair. The U.S. they have many lines on them. This makes the
President gave a speech over the TVs. The image clear. TVs have come a long way since
TVs were only five inches big, but the people Baird's 30-line set. High-def TVs have 1080
loved it. lines. There are state of the art sets called 4K
They wanted TVs. But World War II was TVs. These TVs have 3,840 lines. Some
going on during this time. Factories were busy people watch TV in 3D. I wonder what they
making guns and bombs. When the war was will come up with next. Smell-o-vision
over, TV spread across the country. anyone?
1. When did colour TVs come out?

a. 1925 b. 1953
c. 1939 d. 1965
2. Which was not true about the first TV?
a. It could only show one colour. b. It only had 30 lines.
c. It did not have sound. d. It did not work well.
3. When did networks start showing programs in colour?
a. 1948 b. 1953
c. 1965 d. 1939
Page 87 of 89
4. Why did the first TV station only show Felix the Cat for two hours a day?
a. They were running tests. b. Felix the Cat was really popular.
c. Felix the Cat had been a big radio star. d. Felix the Cat was the only show that they had.
5. Which of these events slowed the spread of TVs?
a. The World's Fair of 1939 b. The Civil War
c. The election of the U.S. President. d. World War II
6. What is the author's main purpose in writing this?
a. He is trying to explain how a TV works. b. He is telling readers how TVs became popular.
c. He is describing the history of the TV. d. He is trying to get people to watch more TV.
7. Why did many families switch to colour TVs in 1965?
a. Colour TVs cost a lot of money. b. Many shows were only shown in colour.
c. Colour TVs came out in 1965. d. World War II ended, and troops returned home.
8. Why was 1939 an important year for TV?
a. Many Americans were introduced to TV. b. The first colour TV was released.
c. The first TV station began broadcasting. d. John Baird created the first TV.
9. How many lines does a 4K TV have?
a. 30 b. 1,080
c. 4,000 d. 3,840
10. Which happened first?
a. The 1939 World's Fair b. The release of high-def TVs
c. The end of World War II d. The release of colour TVs
10. Why would watching TV have been boring in 1928?

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11. Why did the 5-inch black-and-white TVs at the World's Fair impress people?
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Page 88 of 89
12. Why would it have been a bad idea to buy a colour TV when they first were
released?
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“Kindness is a
language that the
deaf can hear and
the blind can see.”
– Mark Twain
Page 89 of 89

1st Sec Booklet - Term 1 - 2024 Answers

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Education

enhance- elevate- boost- exceed:

Enhance to increase or improve

manage- run- operate- undertake:

occupation- profession- position- vocation- career- employment:

occupation a job: this word is especially used in forms

economic- economical- financial:

Economic relating to the system of a country’s/society’s/region’s economy

productive- effective- efficient:

Productive doing or achieving a lot

promising showing signs of being successful

Both Positive and Negative

Affirmative Negative Questions

I play tennis. I don't play tennis. Do you play tennis?

Affirmative Negative Questions

 in exclamatory sentences with:

Form: Time Expressions:

has just – yet – already – ever – never – before – always –

Form: Time Expressions:

3 - To show annoyance resulting from a recent action.

“It always seems

2. The new mobile version … as it is relevant to societies changing over time.

6. As the plane was going to crash, the pilot had to……

8. The museum is only ……………… by public transportation.

10. We had to find another hotel as this hotel has no………………

11. The number of universities graduates…the number or job vacancies.

12. He is known for his political….and strong management skills.

13. The government wanted to…discussion on the economic reform.

15. We have to …the youth self- awareness of the danger of pollution.

18. Mr smith is the suitable one to ……………. the company.

19. He is taking courses to…………. his English fluency.

24. While my colleague was a way I …the task of responding to customer.

27. You need to be able to …. heavy machinery to get that job.

Re write the following sentences.

catch up to improve so as to reach the same level as sb. or sth. Else

Collocations related to education:

strive hard to succeed try hard to achieve sth.

Idioms related to learning:

to learn from one’s own unpleasant experience rather

Word families synonyms antonyms Definition

Form: will be + V. +-in

Future perfect simple:

Future perfect progressive:

will have been + v-ing

3-We use be to + base form:

*To express future obligation

*We use be due to + base form to express that sth. is expected

5-We use be bound/sure to + base form to express certainty.

“Learning is not attained by

Prefixes and suffixes

Verbs and prepositions

Phrasal verbs with * down *

Verbs used in figurative sense

The Indefinite article (a- an ) is used before singular countable nouns .

A/An can be used with some uncountable nouns in certain expressions

*The definite article the in formal contexts (technical or scientific writing)

“The beautiful thing about

Choose the correct answer:

Rewrite using the words in brackets to give the same meaning.