ENGLISH LANGUAGE,

COMPREHENSION &
COMPOSITION
GRADE VIII
WORKBOOK 2
 Table of contents
Second Term

English Language
Kinds of sentences
Finite and non finite verbs
Verbs and its types
Idioms
genre and subgenre
literal and figurative language
Direct & indirect speech
Clauses and its types
Synthesis of a sentence
Rules of agreement

Comprehension

Reading Comprehension 1
Reading Comprehension 2
Reading Comprehension 3
Reading Comprehension 4
Reading Comprehension 5

Composition
Persuasive writing
Opinionated writing
Directed writing
Kinds of sentences

Exercise 1 – Identify the type of sentence

Directions: Read the following sentences and identify the type of
sentence.

Please shut the windows and doors.

Do you like chocolate pastries?

My name is Astrid Gracy.

Where are you going?

Such a beautiful place!

Go and try this new flavour.

Today is Monday.

Please clean your cupboard today.

Turn off all the lights and fans when you leave the room.

May I come in?

How would you like your coffee?

I love reading storybooks.

Never tell lies.

The Earth revolves around the Sun.

Alas! We lost the trophy.

Exercise 2 – Punctuate
Directions: Go through the following sentences and punctuate them
appropriately.

Wow, such a beautiful dress

Do you want to go to the cafe

Please bring me a cup of tea

Sarah is an intelligent girl

Did you meet Mr Stephen Hawking

Alas, my dog died

The rainbow is so beautiful

You should respect the views of others

Captain America saved the little boy

Please follow the traffic signals

Can you tell me the time

What a splendid match

Emily Bronte wrote Wuthering Heights

Do not run in the corridors

Always help the poor

Exercise 3 - Identify different types of sentences used in the paragraph.

Directions: Read the paragraph carefully and identify the different types
of sentence.

1. She walked into the room, confidently introducing herself to the

audience. Why did you choose this particular field of study? How
amazing it is to see someone pursue their passion with such
determination! The report clearly outlines the key findings of the
research. Please remember to submit your assignments by Friday.
 2. The city skyline at night is a mesmerising sight. Have you ever
wondered about the stories hidden behind those glittering lights? Oh,
what a magical world we live in! The concert tickets are selling out fast.
Join us for an unforgettable night of music and joy.

FINITE & NON FINITE VERBS

Exercise 1 – Identify the finite and non-finite verbs

Directions: Locate the verbs in the following sentences and identify
if they are finite or non-finite verbs.

1. I had alfredo pasta for lunch today.

Finite verb – Had

2. They brought us some homemade cookies.

3. Getting down from his caravan, Jack waved to his fans.
4. My parents have decided to move to New Zealand by the end of this year.
5. The waves kept hitting the rocks at regular intervals.
6. Noorin was happy to be there at her best friend’s birthday.
7. Peaches is the name of the baby mammoth in the movie ‘Ice Age: Dawn of
the Dinosaurs’.
8. Waking up from my nap, I realised I was late to pick up my son from school.
9. Martha was listening to her favourite songs as she continued to work.
10. Alex’s phone screen was broken.
11. The teacher noticed that the students were not ready for the test, so she
let them revise.
12. As it was raining, the programme was cancelled.
Exercise 2 - Identify the finite and non-finite verbs in the
following sentences and state whether they are infinitives,
participles or gerunds.

1. Singing is his pastime.

(is – finite verb; singing – non-finite – gerund)

2. I like to read.
3. It is easy to find faults with others.
4. He went to work in London.
5. She doesn’t like to do anything.
6. I enjoy reading.
7. The boys are decorating the room.
8. I am doing my homework.
9. We all enjoy eating ice-cream in the summer.
10. Smita has done her homework.
11. The little girl tried to imitate the steps of the famous singer.
12. Mother took out a crumpled letter from the drawer.

Exercise 3 – Fill in the blanks with finite verbs

Directions: Go through the following sentences and fill in the blanks
with the appropriate conjugated finite form of verbs given in
brackets.

1. _______ she _______ (bring) all the necessary documents for verification?
2. They _______ (reach) home late.
3. Maria _______ (love) the new phone that her parents _______ (buy) her.
4. The song you released recently _______ (to be) so heart-warming.
5. The cow _______ (give) milk.
6. I _______ (have) a yellow cable but I _______ (to be – negative) sure if
that_______(to be) the one you need.
7. Danny _______ (have) a client panel interview today.
8. Jannet _______ (to be) the first one to arrive.
9. Your hair _______ (look) great today.
10. Jeena and Kiran _______ (go) to Singapore for the holidays
Exercise 4 – Fill in the blanks with non-finite verbs
Directions: Read through each sentence carefully and fill in the
blanks with the most suitable non-finite form of the verbs given in
brackets.

1. We are planning _______ (watch) a movie together.

2. _______ (have) finished his homework, Sam went out _______ (play).
3. Binsha and Aroush love _______ (spend) their weekends at the beach.
4. _______ (satisfy) with our work, our teacher gave us chocolates _______
(appreciate) and encourage us.
5. The police asked us _______ (be) alert always.
6. All the people have been advised _______ (stay) indoors in order _______
(avoid) anyone _______ (get) sick.
7. Leena had _______ (leave) before the programme ended as she had a
family emergency.
8. They are here _______ (teach) us about the precautions _______ (take).
9. _______ (find out) about the accident, Jane rushed to the hospital.
10. Manisha is always the one _______ (plan) surprise parties.

Verbs & its types

Exercise 1 - Identifying the main verb and determining its type

Directions: Read the sentence and write its verb type.

Example: She ran a marathon yesterday. (Action)

The flowers smelled delightful. (Linking)

1. He is playing the piano beautifully.

Main Verb:
Type:

2. The cake looks delicious.

Main Verb:
Type:
3. They have finished their homework already.

Main Verb:
Type:

4. The stormy weather made her feel anxious.

Main Verb:
Type:

5. The coffee smells amazing.

Main Verb:
Type:

6. She had been waiting for hours.

Main Verb:
Type:

7. The students seem excited about the field trip.

Main Verb:
Type:

8. He is running late for the meeting.

Main Verb:
Type:

9. The cat has been sleeping all day.

Main Verb:
Type:

10. The chef prepared a delicious meal for the guests.

Main Verb:
Type:
Exercise 2 - Complete the sentence
Directions: Complete the sentences with appropriate verbs (action,
linking, or auxiliary/helping):

1. The children ___________ in the playground after school.

2. The soup ___________ delicious with the added spices.
3. My car ___________ a strange noise yesterday.
4. The teacher ___________ the students with their assignments.
5. The mountain air ___________ crisp and refreshing.
6. The chef ___________ carefully as he prepared the intricate dish.
7. The baby ___________ peacefully in the crib.
8. The committee ___________ discussing the proposed changes.
9. The storm ___________ the power lines, causing a blackout.
10. The detective ___________ the crime scene for any clues.

Exercise 3 - Transform it by changing the verb type

Directions: Transform the given sentences by changing the verb
type mentioned in the parenthesis.

1. The chef prepared a delicious meal for the guests. (Linking)

2. The students studied diligently for the exam. (Linking)

3. She painted a beautiful landscape on the canvas. (Linking)

4. The flowers smelled sweet in the garden. (Action)

5. The children seemed excited about the upcoming field trip. (Action)

6. The cat looks content on the couch. (Action)

Idioms

Exercise 1 - Write the meaning of each idiom below and then write
a sentence.

Example
Jump the gun
Meaning: to judge or start too quickly.
Sentence: The football player jumped the gun and was declared off-sides by
the referee.

1. To bury the hatchet _______________________________________

Sentence:

2. Hold your horses_______________________________________

Sentence:

3. Sitting on top of the world__________________________________

Sentence:

4. Keep in the dark___________________________________

Sentence:

5. Bury head in the sand__________________________________

Sentence:

6. Open a can of worms_____________________________________

Sentence:

7. A close shave____________________________________

Sentence:
Exercise 2 - Circle the idiom in each sentence below and write its
meaning.

Example
John felt down in the dumps because he did not pass his test.
Idiom: down in the dumps
Meaning: to be sad

1. Sharon had butterflies in her stomach before the championship game.

2. My dad blew his stack when he saw my poor grades on my report card.

3. Jennifer was a bundle of nerves before getting her driving test results.

4. Last night, it was raining cats and dogs.

5. My parents rolled out the red carpet for our visiting relatives.

6. When I tried to get into a good school, the process involved a lot of red
tape.
Exercise 3 - Idioms Match-Up

1. costs an arm and a leg a. make me go crazy

2. eat a horse b. there is no such thing as free gifts

3. let the cat out of the bag c. tell what happened

4. couch potato d. expensive

5. spill the beans e. extra benefit that was unexpected

6. don't look a gift horse in the mouth f. hungry

7. his bark is worse than his bite g. tell someone a secret

8. drive me up the wall h. he is not as fierce as he looks

9. on the fence i. cannot make up my mind

10. icing on the cake j. a person who does not move from
the TV
Genre and subgenre

Exercise 1 - Genre and Subgenre Identification

Directions: Read each passage and identify the genre and subgenre. Choose
from the options provided. Write your answer and explain it in a sentence or
two.

Fiction: historical fiction, science fiction, realistic fiction, fantasy

Nonfiction: informational writing, persuasive writing, biography,
autobiography
Folklore: fable, fairy tale, tall tale, myth, legend

1. The Man Behind the Moon by Shelton Pacer

This text tells the true life story of Richard Proctor, who argued in the 1870s
that the dark spots on the Moon's surface were craters formed by collision, not
volcanoes as previously believed.

Genre: _________________ Subgenre: _________________

Explain your Answer

2. The Basketball Player by Terry Rudder

Chris Bosworth has just moved from the farm to the city, and he may be the
most awkward freshman in the history of high school. He is lanky,
unfashionable, and his voice keeps changing pitch when the teacher calls on
him in class. But when Chris starts playing for the school's underdog
basketball team, things start to change for him in a big way.

Genre: ____________________ Subgenre: ____________________

Explain your Answer
3. Science is Fun by Allan Mallon

This exciting science text teaches readers to conduct scientific experiments

using common household items.

Genre: ___________________ Subgenre: ___________________

Explain your Answer

4. I Want a Puppy by Shirley Douglas

Second-grade student Shirley Douglass argues as to why her parents should

buy her a puppy.

Genre: __________________ Subgenre: ____________________

Explain your Answer

5. Sleeping Beauty retold by Brent Lansing

In Lansing's retelling of this classic story, a wicked fairy casts a spell that
causes a princess to sleep for a hundred years. A young prince overcomes
monsters and sorcery to save his beloved.

Genre: __________________ Subgenre: _____________________

Explain your Answer
Exercise 2 - Matching genre
DIRECTIONS: Match each genre with its characteristics.

Fantasy thriller mystery Science fiction adventure

1. A story about events that happen outside the course of a heroic

protagonist's ordinary life.

2. a story that features elements that are not realistic.

3. a story involving an event or situation that is puzzling (often a crime).

4. a story with a purpose to arouse excitement or suspense in the reader.

5. a story rooted in science and technology, based on at least partially true

scientific laws or theories.

Exercise 3 - Naming genre

Directions: Read each book description below and decide whether you think
each is fiction or nonfiction. Provide supporting evidence for your
choice, then write your answer on the line.

1. Where the Wild Things Are by Maurice Sendak is a book about a

young boy named Max whose bedroom turns into a jungle where
beasts called “wild things” live.
Genre: _____________________________

2. The Diary of a Young Girl by Anne Frank is a book written by a

thirteen-year-old girl who went into hiding during the Holocaust in
1942.
Genre: _____________________________

3. Charlie and the Chocolate Factory by Ronald Dahl is a story about a

boy from a poor family who wins a golden ticket to visit Willy Wonka’s
chocolate factory. He visits the chocolate factory where he sees
strange things, including short orange men called Oompa Loompas, a
machine that shrinks you, and gum that turns you into a blueberry.
Genre: _____________________________
literal and figurative language

Exercise 1 - Identification worksheet

Directions: Identify the type of figurative language used in each example.
Choose from the options: simile, metaphor, personification, alliteration,
hyperbole, onomatopoeia, oxymoron.

● The stars danced in the night sky like diamonds.

● Time is a thief that steals our youth.

● The detective found herself dealing with a virtual reality of clues and
contradictions in the mysterious case.

● The wind whispered secrets through the trees.

● The silence was so deep you could hear a pin drop.

● His laughter echoed through the empty hallways.

● The river's roar could be heard from miles away.

● In the living dead movie, zombies roamed the streets, causing chaos
and panic among the survivors.

● The sunflowers nodded their heads in agreement.

● The room was filled with a deafening silence.

● The raindrops tap-danced on the rooftop.

● The idea was a spark that ignited their creativity.

● The news about the company's financial troubles was an open secret
among the employees.
Exercise 2 - Construct your own sentences
Directions: craft your own sentences using each type of figurative language.

Simile:

Metaphor:

Personification:

Alliteration:

Hyperbole:

Onomatopoeia:

Oxymoron:

Exercise 3 - In the examples below, identify the phrases as literal or figurative.

If phrases are figurative, explain what it is suggesting, implying, or meaning.

phrase literal or figurative language

I’m so hungry, I could eat a horse.

She is as fast as a cheetah!

That dog is a clown; it makes us

laugh all the time.
He was late to dinner.

I stayed up late last night, I’m so

tired!

Time is money.

They are as busy as bees.

They sky is pale blue with few clouds

The sky is full of dancing stars.

The field is calm and quiet.

The dawn crept across the sky in

pink clothing.

The darkness surrounded them with

a cold embrace.
Direct and Indirect Speech

Activity 1: Direct into Indirect speech

Directions: Turn the following sentences into indirect speech.

Mom said, "Clean your room."

"I love playing with my toys," said the little boy.

"Let's go to the park," suggested Dad.

"I saw a rainbow," exclaimed Lily.

Sarah asked, "Did you finish your lunch?"

John said, ‘I am very busy now.’

‘I know her name and address,’ said John.

‘German is easy to learn,’ she said.

He said to me, ‘I don’t believe you.’

‘Where is the post office?’ asked the stranger.

He said to me, ‘What are you doing?’

He says, ‘I am glad to be here this evening.’

John said to Peter, ‘Go away’

She said to me, ‘Please wait here till I return.’

"Don't touch that," warned the sign.

He said to me, “I can’t recall your name.”

“We planted it ourselves,” said the grandfather.

The boys said, “It has been raining since morning. We cannot play today.”

He said, “My goal is to climb Mt Everest.“

She said, “We have been living here for two years.”

Clauses and its types

Exercise 1 - Underline the subordinate clause and state whether it is an

adjective clause, adverb clause or noun clause.

1. She said that I will have to go.

2. The constable asked me what I was searching for.
3. Although they searched everywhere they could not find him.
4. If the driver had been more careful, the accident would not have occurred.
5. Last week I visited some old friends whom I had not seen in years.
6. I talked to the boy who complained of bullying.
7. As it was a hot afternoon, I was sweating profusely.
8. I waited so that I would be able to meet them.
9. Things will not improve unless you do something.
10. Do you know any store where they sell used books?
Exercise 2 - Identify the clauses and point out whether it is a Noun Clause,
Adjective Clause, Adverb Clause.

a.The bankers need to know what they should do.

b. The books, which are lost, are not really necessary.

c. Whether you like it or not, you have to go to bed now.

d. Students who are intelligent get good grades.

e. No one knows he is.

f. When I was younger, I thought so.

g. I went to see what had happened.

Synthesis of a sentence

Exercise 1 - Combine the following sentences using an appropriate

conjunction or a participle.

1. The thief heard the noise. He ran away.

2. He is very fat. He cannot walk fast.

3. The villagers caught the thief. They handed him over to the police.

4. Rahim is a doctor. He was my student at college.

5. You have to submit your application before Friday. Otherwise, it will not be
accepted.

6. He has to start coming on time. Otherwise he will lose his job.

7. He is unwell. Still he attends the office regularly.

8. It may rain. We will get wet.

9. I bought these apples yesterday. They are ripe.

Exercise 2 - Combine the given sentences using the word given in the
brackets.

1. I bought some mangoes yesterday. They were very sweet. (which)

2. As the weather was fine, we went out for a walk. (use ‘being’ instead of
‘was’)

3. It is very hot. I can’t go out now. (too)

4. Peter did not work hard. So he failed the test. (if)

5. Both the students are intelligent. They are good too. (as well as)

6. Sam was suffering from fever. He could not attend the class. (as)

7. He worked very hard. Yet he failed. (despite)

8. He is honest. Everybody respects him. (since)

9. He is very ill. The doctors do not expect him to survive. (so…that)

10. Every time he saw a dog, he threw stones at it. (whenever)

Exercise 3 - Combine the following groups of Simple Sentences into one
Simple Sentence by using a Preposition before a Gerund or Noun :

1. My brother is ill. He has a high fever.

2. He saw the moon. He became glad.

3. I bought a watch. I paid Rs 500 for it.

4.You helped me. I would have been drowned.

5. He behaved rudely with me. I was quite displeased.

6. I bought a pen. I got it for ten rupees.

7. I reached the station. I bought tickets.

8. He returned safely. All were glad.

9. She met an old man in the street. He had a book in his hand.
Subject Verb Agreement

Exercise 1 - Choose the correct form of the verb that agrees with the subject.

● Three __________ grazing there. (deer are / deers are)

● The jury _________ unanimous in its verdict. (is/are)
● His hair _________ grey. (is / are)
● I have __________ of work at home. (a piece/pieces)
● The prices of stationery __________ doubled. (has/have)
● The gentry __________ to go there. (was/were)
● He has twenty __________ rupees. (thousand/thousands)
● First innings __________ played. (was/were)
● Your spectacles __________ old. (is/are)
● Two miles __________ a long distance. (is/are)
● Vermin __________ diseases. (spread/spreads)
● The teacher with the students __________ going to park. (is/are)
● The horse and the carriage __________ gone. (has / have)
● These poultry __________ mine. (is/are)
● Summons __________ been reached. (has/have)
● Fifty pounds __________ a huge weight. (is/are)
● Either you or I __________ mistaken. (are/am)
● The students of this class _________ in time. (come/comes)
● Neither he nor his relatives __________ rich. (is/are)
● He did many __________. (kindness/acts of kindness)

Exercise - 2 Complete the sentences using correct underlined verbs.

1. Everyone has / have problems in life. Countries also has / have problems, and
so does / do the world. One of the greatest problems is / are the growing
population. The population in some countries is / are huge. Both India and
China has / have populations of over one billion people. Both is / are growing,
too.
2. A few of my friends owns / own cars. One of my friends is / are rich. Much of
his money comes / come from his parents. His parents runs / run three
companies that sells / sell products. I don't know what kind of products the
companies deals / deal with or who their customers is / are.

3. A number of my friends loves / love riding bicycles, but neither my brother nor
my sister owns / own a bicycle. At 4 o'clock, either my mother or father is / are
coming to pick me up in a car.

4. The pair of shoes on the floor is / are mine. The shoes was / were made in
Italy. The 300 dollars I spent on them was / were worth it.
Reading comprehension passage 1

Indonesia
The thousand islands

Read the passage and answer the questions:

They are called The Thousand Islands, but the actual number of islands is
only around 110. They are all situated in the area of North Jakarta - the closest
is just 25 minutes from the mainland. With a total area of 108.000 hectares.
The Thousand Islands are a part of a national sea garden in order to ensure
preservation; only 45 islands can be used for recreation and tourism.

Things to do
There are so many things to do - from diving and snorkelling to going
on a banana boat and fishing. You can also learn about mangrove trees and
sea turtle conservation, watch wildlife and visit archaeological sites.

Islands to see
Rambut Island is a bird-watcher's paradise. It is best known as a shelter for
migrating birds as they fly from north to south, from cold to warm, in
September and October. During the opposite season, around April and May
they make the return journey.

Untung Jawa Island is the most visited by tourists. As you arrive, you are
greeted by traditional music played by boys using tambourines, and during
your stay you can enjoy the fantastic seafood. Don't forget to try the
mouth-watering coconuts!

Pramuka Island is the best place for learning about the conservation of sea
turtles. To help more of them survive, their eggs are buried 50 centimetres
deep in the sand. Within 40-60 days, the eggs hatch and two days later baby
turtles start showing up on the surface of the sand.

Tourist Information
Boats to all these islands leave from Jakarta Marina every hour between 8.00
am and 4.00 pm. It is not necessary to book the boat trip but if you wish to
spend the night on one of the resort islands, then reserving a room in advance
is advisable. This can be done by visiting the website www.javatourism.ac.id
or at the information office at Jakarta Marina.
Questions:

How long does it take to go from the mainland to the nearest island?

Why are many of the islands closed to tourists?

In which months are you most likely to see birds as they fly from south to
north?

How are the visitors welcomed to Untung Jawa Island?

What time does the last boat leave the marina to visit the islands?

Why might one need to make a reservation in advance?

Directed writing:

Prepare a leaflet encouraging tourists to visit a place recently developed for

tourism.

Include:
1. Features of the place (attractions & activities)
2. accommodation
2. How to reach (transportation)
3. Cost

Use persuasive techniques to attract the tourists.

Reading comprehension passage 2

People and Animals

1 Since earliest times, large animals have been used as a means of human
transport, with camels ferrying riders over vast areas of dry desert, and
lavishly decorated elephants carrying people of rank. Because of their sheer
physical strength, some animals, either harness or pack animals, were used to
move objects around. Harness animals included oxen pulling ploughs or
elephants hauling logs out of forests, while pack animals, such as llamas,
horses and reindeer, carried heavy loads on their backs.

2 Early humans hunted the hairy mammoths, bears, deer and other animals
that shared their environment, and at some point learned how to use the thick,
furry hides from these animals to keep themselves warm and dry. With this
discovery, clothing developed and was later improved by the invention of
needles made from slivers of animal bones. From very early times, people
hunted animals for food; a breakthrough came when people domesticated a
wide range of animals, such as goats and sheep, to raise them, rather than
hunt them, for food. Animals have a long history of being useful in the hunting
of other animals; for example the domestic cat is one of the oldest working
animals, having protected food supplies from pests since the foundation of
human agriculture, and tamed cheetahs have been used by humans to chase
down prey for food.

3 In ancient times, animals had a role to play in warfare, and records exist
showing that horses pulled wagons in battle some 5000 years ago, and later
carried armed soldiers on the battlefield. Elephants were used to charge the
enemy and the psychological effect of these huge beasts, used by civilisations
such as those of the Persians and the Carthaginians, cannot be
underestimated. Sacrificing animals to a god or gods was an integral part of
most religions; animals were offered as tributes to please or placate these
deities, or to give thanks for their kindness in, for example, the safe birth of a
child. Animals were used in sports in early civilisations. The ancient Greeks
and Romans used horses for chariot races, and animals featured in many
kinds of sporting activities, such as horse jumping, polo and even camel
racing.
4 While such sporting activities still occur, in our own time animals are also
used for educational purposes, such as allowing people to view, through trips
to zoos or safari parks, animals which they would otherwise be unlikely ever to
see in their natural habitat. Entertainment is provided by going to see animals,
like lions and elephants, performing in circuses, although using animals solely
for entertainment is definitely cruel and unnatural.

5 Some animals have extraordinarily heightened senses. Horses can be

trained to search for people lost or trapped in dangerous terrain, using their
keen hearing, smell and vision; the horse’s behaviour will indicate it has noted
something unusual, thus alerting the rider to a useful clue to the missing
person’s whereabouts. For centuries there have been accounts of animals
behaving bizarrely before earthquakes. Now, for the first time, scientists have
filmed the behaviour of wild animals prior to a quake, finding that animals in
Peru, such as pumas, ran for cover days before the earthquake took place.
This important study could help improve short-term forecasting of
earthquakes.

6 In the fight against crime, some animals can be trained to sniff out drugs and
explosives, perhaps the most surprising of these being rats, which can be
cheaply trained within two weeks, a system which has been pioneered by
Dutch police. Animals such as rats, rabbits and monkeys are used in the
scientific testing of, for example, medicines and cosmetics. Although the
medical benefits for humans certainly outweigh animal suffering, opponents
take the view that alternative testing methods should be implemented. In rural
communities in some parts of the world, selling animal products such as milk,
eggs, wool and meat allows people to pay for education for their children.

7 Many people derive emotional benefits from keeping animals as pets; for an
elderly person, or someone living alone, a cat can provide companionship and
the sense of purpose which comes from taking care of it. The most exciting
innovation in modern medicine is animal-assisted therapy, such as swimming
with dolphins, which can improve a patient’s social, emotional and cognitive
functioning.
Questions:
Instructions: answer the given question from each section:

Transportation and Labor:

a. What are some examples of large animals used for human transport
mentioned in the passage?

b. How were harness animals, like oxen and elephants, utilised in different
tasks?

Clothing and Early Uses of Animals:

a. How did early humans use animal hides for their benefit?

b. What played a crucial role in the improvement of early clothing?

Domestication and Hunting:

a. How did the role of animals change when humans domesticated them?

b. Give examples of animals that were used for hunting purposes in ancient
times.

Animals in Warfare and Religion:

a. What role did animals play in ancient warfare?

b. How were animals involved in religious practices, according to the
passage?

Animals in Sports and Entertainment:

a. In what ways were animals used in sports in ancient civilizations?

b. What are the ethical considerations mentioned regarding the use of animals
in circuses?

Animals' Senses and Earthquake Prediction:

a. How do some animals' heightened senses contribute to human safety?

b. What scientific study is mentioned regarding animals' behaviour before

earthquakes?

Animals in Crime Detection and Scientific Testing:

a. How are animals trained to contribute to crime detection?

b. What are the arguments mentioned regarding the use of animals in

scientific testing?
Animals as Companions and in Therapy:

a. How can animals, particularly pets, benefit individuals emotionally?

b. What is animal-assisted therapy, and what benefits can it provide to

patients?

Reading comprehension passage 3

Rice

1 It is astonishing that there is archaeological evidence of rice cultivation in

China around 8000 years ago. Settlements in rice-growing areas became
sophisticated cultures, often with advanced social and political structures.
Such was the importance of rice that it quickly spread from China to many
other parts of the world, for example the Philippines and Taiwan, Borneo and
the Malay Peninsula, and parts of Africa. By the first century, rice was so
widespread that grains dating from that time have been recovered from a
grave in Iran and also found in the Po valley in Italy.

2 In many cultures, rice was used to mark celebrations; even today,

sometimes relatives and friends scatter rice over the bride and groom during
or after their wedding as a symbol of good luck, and in the Philippines rice
wine is drunk on special occasions such as harvest celebrations. In Indonesia,
the rice goddess Dewi Sri is associated with life and prosperity because rice is
the staple food of the country. Thailand has a similar rice goddess, thus
showing the ancient links between rice and religious belief.

3 Down through the ages, rice has been an important source of food, and
today it provides a fifth of the calories people consume globally, making its
rate of cultivation the world’s third highest, outstripped only by sugar and
maize. Rice growers in some countries are disadvantaged because poor
infrastructure or inadequate storage facilities mean they are unable to get their
produce to markets or preserve it for long enough for it to be sold. But many
governments show their awareness of the importance of rice by legislating to
solve rice-production problems by, for example, building better roads in
rice-growing areas. Acknowledging that rice is the staple food of more than
half the world’s population, the United Nations declared 2004 to be the
International Year of Rice, thus affirming the importance of rice in alleviating
global poverty and malnutrition.

4 Rice continues to be a popular crop for a variety of reasons. It comes in a

choice of flavours, which depend on the type of rice used or spices added to it;
arborio, basmati, jasmine and coconut rice are but a few of the options. It is
impossible to become bored with eating rice. It is popular because of its
variety of food uses; it can be broadly divided into three main cooking types,
according to whether the grain is long, medium or short. Long grains remain
separate when cooked, medium grains become sticky and can be moulded
into, for example, sushi, while short grains are used to make rice pudding,
which is a delicious combination of rice, milk, sugar and spices such as
cinnamon. Some people prefer brown rice to white because brown rice is less
processed. However, although brown rice is high in fibre and nutrition, white
rice is gentler on the digestive system and often has nutrients added anyway,
so, whatever choice is made, rice is a healthy option in our diets.

5 The traditional method of growing rice is to plant seedlings and then flood
the fields in 5–10 centimetres of water. This method is labour-intensive but,
because it reduces weeds and deters vermin, it is an inexpensive way to
obtain food, particularly in parts of the world where labour costs are low.
Another reason why rice is a popular crop to grow is that it can be harvested
for many seasons through a process called ratooning, where, after the
harvest, the roots are left in the ground to sprout again; the ratooning process
can produce a crop for up to thirty years. As long as the temperature is
relatively high, rice can be grown almost anywhere, even on a steep
mountainside.

6 Rice straw, left behind after harvest, is used as feed for farm animals, and to
make bedding, mats and roof-hatching. Hulls – the protective covering of
newly-harvested rice grains – can be used as fuel, and rice bran oil, extracted
from the hulls, is suitable for high-temperature cooking methods. Thus the
popularity of rice is also a result of its useful by-products. Rice is also noted
for its medicinal properties. In some countries, the green part of the plant is
boiled to produce an eye lotion or a cure for inflammation of internal organs,
and powdered rice has been known to cure some skin ailments.
Questions:

Q1: According to the passage, when did rice cultivation begin in China, and
what impact did it have on settlements in rice-growing areas?

Q2: Provide examples from the passage of places where rice quickly spread
to China.

Q3: How is rice used to mark celebrations in various cultures, and can you
provide an example from the passage?

Q4: According to the passage, why are rice growers in some countries
disadvantaged, and how do some governments address these issues?

Q5: Why did the United Nations declare 2004 to be the International Year of
Rice, according to the passage?
Q6: What are some reasons mentioned in the passage for the continued
popularity of rice as a crop?

Q7: Describe the traditional method of growing rice mentioned in the passage,
and why is it considered an inexpensive way to obtain food?

Q8: What are some by-products of rice mentioned in the passage, and how
are they used?

Q9: According to the passage, what medicinal properties are associated with
rice, and how is it used medicinally in some countries?
Reading comprehension passage 4

In the Old Graveyard

by Mark Twain from The Adventures of Tom Sawyer

The Adventures of Tom Sawyer is the story of Tom, an orphan boy living with
his aunt in Missouri in the mid-1800s. Tom is a little wild and full of mischief,
but his friend Huckleberry Finn is more wild and more mischievous. In the
passage, Tom and Huck sneak out late at night to go to a graveyard in order
to test a cure for Huck’s warts on his hands.

It was a graveyard of the old-fashioned Western kind. It was on a hill, about a

mile and a half from the village. It had a crazy board fence around it, which
leaned inward in places, and outward the rest of the time, but stood upright
nowhere. Grass and weeds grew over the whole cemetery. All the old graves
were sunken in, there was not a tombstone on the place; round-topped,
worm-eaten boards staggered over the graves, leaning for support and finding
none. “Sacred to the memory of” So-and-So had been painted on them once,
but it could no longer have been read, on most of them, now, even if there had
been light.

A faint wind moaned through the trees, and Tom feared it might be the spirits
of the dead, complaining at being disturbed. The boys talked little, and only
under their breath, for the time and the place and the pervading solemnity and
silence oppressed their spirits. They found the sharp new heap they were
seeking, and ensconced themselves within the protection of three great elms
that grew in a bunch within a few feet of the grave.

Then they waited in silence for what seemed a long time. The hooting of a
distant owl was all the sound that troubled the dead stillness.Tom’s reflections
grew oppressive. He must force some talk.
Questions:

1.Each of the vocabulary words below are used in the reading passage. As
you read the passage, pay attention to context clues that suggest the word’s
meaning.

1. staggered
2. pervading
3. solemnity
4. ensconced
5. oppressive

2. The graveyard that Twain describes is in a state of disrepair. Give

explanation from the passage that supports this.

2. Why does Tom feel he needs to “force some talk”?

3. What is the setting described in the passage?

4. Why did the boys talk little and only under their breath in the graveyard?

5. What sound broke the dead stillness in the graveyard?

Reading comprehension passage 5

Friendship in a Bottle

Ari was a lonely lad who lived on a large island called Iceland. His village was
a fishing hamlet along the green, rugged coastline, and Ari often wondered
what lay beyond the horizon. The days were long and cold, and he spent
many hours of silence in his tiny cottage thinking about what life would be like
in a warm, sunny place.

“I shall find a true friend far away from here,” Ari mused, and he began writing
a letter.

He described himself as a loner who had few visitors, yet he had a warm
heart. It was his hope to find true friendship with someone who understood his
sadness. Ari described the volcanos on his snowy island and the magnificent
glaciers. He wrote about the sky turning green, blue, yellow, and pink at night
when the Northern Lights swirled in the heavens like silk.

For days, Ari poured his soul and innermost thoughts into the letter. Then he
rolled the parchment, placed it into a bottle, and sealed it tightly. At high tide,
Ari flung the bottle out into the sea and wished upon the brightest star that a
true friend would find the letter.

A year later, many cold nights after tossing his message into the sea, Ari
received a letter in the mail. He had no idea who would be writing to him, but
with glee, he ripped open the envelope.

Dear Ari,
I found your simple but lovely letter. Imagine my surprise when your little bottle
from so far away washed up on my shore. I, too, live on an island. It is called
Sardinia. My island is warm and filled with mountains, crystal white beaches,
and emerald waters. Most of the people I know are my family, and I, too, long
for a true friend. Now that you have found a friend far away, I do hope that you
will write and tell me more about your life and people.
Your new friend,
Renata
For three years, Ari and Renata exchanged letters. They wrote about their
customs, traditions, and holidays and described their favourite foods. The two
shared secrets about their villages and wrote about their festivals and music.

Their words were poetry to Ari, and Renata’s letters breathed fresh air into his
lonely existence. Ari knew that he had found more than a best friend.

Without notifying Renata, Ari embarked on a long journey by ship from Iceland
to the Mediterranean—to Sardinia—to meet his true friend in person.

When Ari found Renata, her warm hazel eyes twinkled as his heart fluttered
like a swan in flight. Renata instantly recognized Ari, and his sapphire blue
eyes melted her heart. The two were married at a wedding filled with dancing,
music, and food. They wrote their vows on parchment paper and placed them
in the small bottle Renata had kept for all these years.

It was fate that caused them to meet with a simple message of friendship in a
bottle. Their story spread far and wide. And now, it is a common sight to see
young maidens searching the beaches for secret messages sealed in bottles,
hoping to find their one true friend.

Questions:

1. Where does Ari live, and what is his village like?

2. Why does Ari decide to write a letter and send it in a bottle out to sea?

3. Describe what Ari writes about in his letter.

4. How does Renata respond to Ari's letter, and where does she live?

5. What do Ari and Renata exchange in their letters over the three years?

6. What prompts Ari to embark on a long journey, and where does he go?

7. How do Ari and Renata finally meet in person, and what happens after they
meet?

8. What is the significance of the parchment paper and the small bottle in Ari
and Renata's story?

9. What is the message or moral conveyed by the story of Ari and Renata?
COMPOSITION

Topic: Persuasive Writing

1. Why should students eat breakfast every day?

2. Why should people exercise?

Topic: Opinionated writing

1. Is social media more harmful or beneficial for teenagers?

Write an opinionated essay discussing the impact of social
media and argue for your position on whether it should be
regulated or not.

2. Is technology making people more or less connected? Share

your opinion on how technology affects interpersonal
relationships in today's society.

3. Is it important for students to participate in extracurricular

activities? Express your opinion on the benefits of being
involved in extracurriculars.
Topic: Directed Writing

Narrate a story of at least 200 - 250 words about a fire that you were caught in.

Helpful hints to get you started:

● What you saw when you caught sight of the fire

● What was the situation before the fire engines came?

● Describe the process to put out the fire

● What was the reaction of the people?

● How you felt in the end

You were feeling bored and decided to take a stroll down the beach in the evening.
Describe in detail what you saw there as you strolled along the beach in about 200
words.

Helpful hints to get you started:

● The first thing that struck you about the beach

● Describe in detail the sea, sand, people and trees

● Describe the activities found at the beach

● Describe the scene of the setting sun

● Express your feelings of catching such a remarkable sight