4. From the Diary of Anne Frank ANNE FRANK
BEFORE YOU READ
Anneliese Marie ‘Anne’ Frank (12 June 1929 – February/March 1945) was a German – born Jewish girl who wrote while in hiding with her family and four friends in Amsterdam during the German occupation of the Netherlands in World War II. Her family had moved to Amsterdam after the Nazis gained power in Germany but were trapped when the Nazi occupation extended into the Netherlands. As persecutions against the Jewish population increased, the family went into hiding in July 1942 in hidden rooms in her father Otto Frank’s office building. After two years in hiding, the group was betrayed and transported to the concentration camp system where Anne died of typhus in Bergen-Belsen within days of her sister, Margot Frank. Her father, Otto, the only survivor of the group, returned to Amsterdam after the war ended, to find that her diary had been saved. Convinced that it was a unique record, he took action to have it published in English under the name The Diary of a Young Girl.
The diary was given to Anne Frank for her thirteenth birthday and chronicles the events of her life from 12 June 1942 until its final entry of 1 August 1944. It was eventually translated from its original Dutch into many languages and became one of the world’s most widely read books. There have also been several films, television and theatrical productions, and even an opera, based on the diary. Described as the work of a mature and insightful mind, the diary provides an intimate examination of daily life under Nazi occupation. Anne Frank has become one of the most renowned and discussed of the Holocaust victims.
1. Do you keep a diary? Given below under ‘A’ are some terms we use to describe a written record of personal experience. Can you match them with their descriptions under ‘B’? (You may look up the terms in a dictionary if you wish.)
|
A |
B |
|
(i) Journal |
A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day |
|
(ii) Diary |
A full record of a journey, a period of time, or an event, written every day |
|
(iii) Log |
A record of a person’s own life and experiences (usually, a famous person) |
|
(iv) Memoir(s) |
A written record of events with times and dates, usually official |
Answer:
|
A |
B |
|
(i) Journal |
A full record of a journey, a period of time, or an event, written every day |
|
(ii) Diary |
A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day |
|
(iii) Log |
A written record of events with times and dates, usually official |
|
(iv) Memoir(s) |
A record of a person’s own life and experiences (usually, a famous person) |
2. Here are some entries from personal records. Use the definitions above to decide which of the entries might be from a diary, a journal, a log or a memoir.
(i) I woke up very late today and promptly got a scolding from Mum! I can’t help it — how can I miss the FIFA World Cup matches?
Answer: Diary (A record of daily experiences and feelings)
(ii)
|
10:30 a.m. |
Went to the office of the Director |
|
01:00 p.m. |
Had lunch with Chairman |
|
05:45 p.m. |
Received Rahul at the airport |
|
09:30 p.m. |
Dinner at home |
Answer: Log (A written record of events with times and dates, usually official)
(iii) The ride to Ooty was uneventful. We rested for a while every 50 km or so, and used the time to capture the magnificent landscape with my HandyCam. From Ooty we went on to Bangalore. What a contrast! The noise and pollution of this once-beautiful city really broke my heart.
Answer: Journal (A full record of a journey, including thoughts and feelings)
(iv) This is how Raj Kapoor found me — all wet and ragged outside R.K.Studios. He was then looking for just someone like this for a small role in Mera Naam Joker, and he cast me on the spot. The rest, as they say, is history!
Answer: Memoir (A personal account of life experiences, typically written by a famous person)
WRITING in a diary is a really strange experience for someone like me. Not only because I’ve never written anything before, but also because it seems to me that later on neither I nor anyone else will be interested in the musings of a thirteen-year -old schoolgirl. Oh well, it doesn’t matter. I feel like writing, and I have an even greater need to get all kinds of things off my chest.
‘Paper has more patience than people.’ I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out. I finally stayed where I was, brooding: Yes, paper does have more patience, and since I’m not planning to let anyone else read this stiff-backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit of difference. Now I’m back to the point that prompted me to keep a diary in the first place: I don’t have a friend.
Let me put it more clearly, since no one will believe that a thirteen-year-old girl is completely alone in the world. And I’m not. I have loving parents and a sixteen-year-old sister, and there are about thirty people I can call friends. I have a family, loving aunts and a good home. No, on the surface I seem to have everything, except my one true friend. All I think about when I’m with friends is having a good time. I can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other. In any case, that’s just how things are, and unfortunately they’re not liable to change. This is why I’ve started the diary.
To enhance the image of this long-awaited friend in my imagination, I don’t want to jot down the facts in this diary the way most people would do, but I want the diary to be my friend, and I’m going to call this friend ‘Kitty’.
Since no one would understand a word of my stories to Kitty if I were to plunge right in, I’d better provide a brief sketch of my life, much as I dislike doing so.
My father, the most adorable father I’ve ever seen, didn’t marry my mother until he was thirty-six and she was twenty-five. My sister, Margot, was born in Frankfurt in Germany in 1926. I was born on 12 June 1929. I lived in Frankfurt until I was four. My father emigrated to Holland in 1933. My mother, Edith Hollander Frank, went with him to Holland in September, while Margot and I were sent to Aachen to stay with our grandmother. Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.
I started right away at the Montessori nursery school. I stayed there until I was six, at which time I started in the first form. In the sixth form my teacher was Mrs Kuperus, the headmistress. At the end of the year we were both in tears as we said a heartbreaking farewell.
In the summer of 1941 Grandma fell ill and had to have an operation, so my birthday passed with little celebration.
Grandma died in January 1942. No one knows how often I think of her and still love her. This birthday celebration in 1942 was intended to make up for the other, and Grandma’s candle was lit along with the rest.
The four of us are still doing well, and that brings me to the present date of 20 June 1942, and the solemn dedication of my diary.
Saturday, 20 June 1942
Dearest Kitty, Our entire class is quaking in its boots. The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back. Half the class is making bets. G.N. and I laugh ourselves silly at the two boys behind us, C.N. and Jacques, who have staked their entire holiday savings on their bet. From morning to night, it’s “You’re going to pass”, “No, I’m not”, “Yes, you are”, “No, I’m not”. Even G.’s pleading glances and my angry outbursts can’t calm them down. If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.
I’m not so worried about my girlfriends and myself. We’ll make it. The only subject I’m not sure about is maths. Anyway, all we can do is wait. Until then, we keep telling each other not to lose heart.
I get along pretty well with all my teachers. There are nine of them, seven men and two women. Mr Keesing, the old fogey who teaches maths, was annoyed with me for ages because I talked so much. After several warnings, he assigned me extra homework. An essay on the subject, ‘A Chatterbox’. A chatterbox — what can you write about that? I’d worry about that later, I decided. I jotted down the title in my notebook, tucked it in my bag and tried to keep quiet.
That evening, after I’d finished the rest of my homework, the note about the essay caught my eye. I began thinking about the subject while chewing the tip of my fountain pen. Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking. I thought and thought, and suddenly I had an idea. I wrote the three pages Mr Keesing had assigned me and was satisfied. I argued that talking is a student’s trait and that I would do my best to keep it under control, but that I would never be able to cure myself of the habit since my mother talked as much as I did if not more, and that there’s not much you can do about inherited traits.
Mr Keesing had a good laugh at my arguments, but when I proceeded to talk my way through the next lesson, he assigned me a second essay. This time it was supposed to be on ‘An Incorrigible Chatterbox’. I handed it in, and Mr Keesing had nothing to complain about for two whole lessons. However, during the third lesson he’d finally had enough. “Anne Frank, as punishment for talking in class, write an essay entitled — ‘Quack, Quack, Quack, Said Mistress Chatterbox’.”
The class roared. I had to laugh too, though I’d nearly exhausted my ingenuity on the topic of chatterboxes. It was time to come up with something else, something original. My friend, Sanne, who’s good at poetry, offered to help me write the essay from beginning to end in verse and I jumped for joy. Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.
I finished my poem, and it was beautiful! It was about a mother duck and a father swan with three baby ducklings who were bitten to death by the father because they quacked too much. Luckily, Mr Keesing took the joke the right way. He read the poem to the class, adding his own comments, and to several other classes as well. Since then I’ve been allowed to talk and haven’t been assigned any extra homework. On the contrary, Mr Keesing’s always making jokes these days.
Yours,
Anne
[Extracted from The Diary of a Young Girl, with slight adaptation]
*****************************************
listless: with no energy or interest
confide: to tell personal things privately to a person that one trusts
plunked down: (an informal word) put down in a casual way
quaking in its boots: shaking with fear and nervousness
old fogey: an old-fashioned person
ramble on: talk or write aimlessly for long
convincing argument: a statement made in such a manner that people believe it
inherited traits: qualities (physical or mental) that one gets from one’s parents
incorrigible: something that cannot be corrected (usually a bad quality)
ingenuity: originality and inventiveness
*****************************************
Oral Comprehension Check
1. What makes writing in a diary a strange experience for Anne Frank?
Answer: Writing in a diary is strange for Anne because she has never written anything before, and she feels that no one, including herself, would be interested in what a 13-year-old schoolgirl writes.
2. Why does Anne want to keep a diary?
Answer: Anne wants to keep a diary because she feels the need to express her thoughts and emotions. She doesn't have a true friend to confide in, so she treats the diary like her friend.
3. Why did Anne think she could confide more in her diary than in people?
Answer: Anne believes that paper has more patience than people. She feels that she can write down her true thoughts and feelings in the diary without worrying about others judging her or misunderstanding her.
Oral Comprehension Check
1. Why does Anne provide a brief sketch of her life?
Answer: Anne provides a brief sketch of her life so that anyone reading her diary in the future will understand her background and know a bit about her family and experiences. She feels it's important to give some context before sharing her deeper thoughts.
2. What tells you that Anne loved her grandmother?
Answer: Anne’s love for her grandmother is shown when she writes about how often she thinks of her grandmother and how much she still loves her, even after her grandmother passed away. She also mentions lighting a special candle for her grandmother during her birthday celebration in 1942, which shows how important her grandmother was to her.
Oral Comprehension Check
1. Why was Mr Keesing annoyed with Anne? What did he ask her to do?
Answer: Mr. Keesing was annoyed with Anne because she talked too much during class. As punishment, he asked her to write an essay on the topic "A Chatterbox."
2. How did Anne justify her being a chatterbox in her essay?
Answer: Anne justified being a chatterbox by arguing that talking is a student’s trait and that she inherited this habit from her mother, who also talked a lot. She said it was an inherited trait that she couldn't help.
3. Do you think Mr Keesing was a strict teacher?
Answer: While Mr. Keesing seemed strict at first because he gave Anne extra homework as punishment, he was also fair and had a good sense of humor. He allowed Anne to express her ideas creatively and eventually softened his approach, showing he wasn't too harsh.
4. What made Mr Keesing allow Anne to talk in class?
Answer: Mr. Keesing allowed Anne to talk in class after she cleverly responded to his essay assignments, especially the funny poem she wrote about ducks and swans. He appreciated her creativity and took the joke in good humor, which made him more lenient with her after that.
Thinking about the text
1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?
Answer: Anne was not entirely right when she said that the world would not be interested in the musings of a thirteen-year-old girl. Although she initially believed her thoughts and experiences were unimportant, her diary became one of the most famous and important personal accounts of life during World War II. People around the world have been deeply moved by her writing, and her diary has become a powerful symbol of hope, resilience, and the human experience during difficult times.
2. There are some examples of diary or journal entries in the ‘Before You Read’ section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne’s diary different?
Answer: Anne Frank's diary entries differ from typical diary or journal entries in several ways:
1. Language and Original Context:
Anne Frank's diary was originally written in Dutch. Her diary entries are detailed and personal, providing deep insights into her thoughts, feelings, and daily experiences during a very difficult period of history.
2. Differences:
o Personal Reflection: Anne's diary entries are more introspective and reflective compared to many diary entries, which might focus more on daily events or simple observations.
o Historical Context: Her diary provides a unique perspective on life during World War II, including the impact of living in hiding and the fear and hope associated with it. This historical context gives her diary a significant depth and importance beyond personal musings.
o Literary Quality: Anne's writing is more literary and crafted, often including thoughtful observations, philosophical reflections, and creative expressions, such as the poems she wrote. This distinguishes her diary from more straightforward or factual diary entries.
o Emotional Depth: Her diary captures profound emotional experiences, including feelings of loneliness, longing, and hope, making it more than just a record of daily events.
Overall, Anne’s diary stands out for its combination of personal insight, historical significance, and literary quality.
3. Why does Anne need to give a brief sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider?
Answer: Anne provides a brief sketch of her family to give context to her diary entries. This background helps her imaginary friend 'Kitty' understands her life and experiences better, making her reflections and feelings more meaningful. It also provides future readers with insight into her background and the people important to her.
Anne treats 'Kitty' as an insider. She writes to Kitty as if Kitty is a close and trusted friend who is familiar with her life and feelings. By sharing detailed personal experiences and emotions, Anne considers Kitty to be someone who understands and is part of her inner world, rather than an outsider.
4. How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing? What do these tell you about her?
Answer: Anne feels about each of these people and what it reveals about her:
1. Her Father:
Anne describes her father as the most adorable father she has ever seen. This shows that she has a deep affection and admiration for him, highlighting her positive and loving relationship with him.
2. Her Grandmother:
Anne expresses a profound sense of loss and love for her grandmother, who passed away. She often thinks of her and still loves her, indicating that her grandmother had a significant impact on her life and that Anne values her memory deeply.
3. Mrs. Kuperus:
Anne fondly remembers Mrs. Kuperus, her sixth-form teacher, and the emotional farewell they had. This suggests that Anne respected and had a strong emotional connection with Mrs. Kuperus, valuing her role as a teacher and mentor.
4. Mr. Keesing:
Anne’s view of Mr. Keesing evolves from seeing him as a strict teacher to appreciating his sense of humor. Initially annoyed by his punishment, she later respects and even enjoys his ability to take a joke and respond with good humor. This reflects Anne’s adaptability and her ability to find and appreciate positive aspects in people, even if they are initially strict or challenging.
These feelings reveal that Anne is a sensitive and appreciative person who values her relationships with those around her. She is capable of deep affection and respect and is open to seeing the good in people, even when their actions might be difficult for her.
5. What does Anne write in her first essay?
Answer: In her first essay, Anne writes about the topic "A Chatterbox." She justifies her talking habit by arguing that it is an inherited trait. She explains that talking is a natural behavior for students and attributes her tendency to talk to her mother, who also talks a lot. Anne suggests that it is a trait she cannot completely change, even though she will try to control it.
6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?
Answer: Yes, Mr. Keesing is depicted as unpredictable. Initially, he is strict and assigns Anne extra homework as a punishment for talking in class. However, he later shows a different side when he appreciates Anne’s creative response to his punishment. After Anne writes a humorous poem about a chatterbox, Mr. Keesing finds it amusing and shares it with other classes, showing a more lenient and playful side. This shift from strict punishment to appreciating Anne’s creativity highlights his unpredictable nature.
7. What do these statements tell you about Anne Frank as a person?
(i) We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other.
Answer: This statement reveals several aspects about Anne Frank as a person:
1. Self-Reflection: Anne shows a strong sense of self-awareness and introspection. She recognizes that there is a problem with her relationships and is willing to consider that she might be at fault for the lack of deeper connection with others.
2. Desire for Closer Relationships: Anne expresses a longing for closer, more meaningful relationships. She feels a sense of distance between herself and her friends and is troubled by the inability to confide in them.
3. Responsibility and Guilt: Anne takes personal responsibility for the situation, suggesting that she might be the reason why her relationships are not as close as she would like them to be. This indicates that she holds herself accountable for her social interactions and their outcomes.
Overall, this statement shows that Anne is thoughtful, seeks deeper connections with others, and is introspective about her relationships and her role in them.
(ii) I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.
Answer: This statement reveals several key aspects of Anne Frank’s character:
1. Desire for Emotional Connection: Anne wants her diary to be more than just a record of facts. She sees it as a potential friend, indicating her need for an emotional connection and a space where she can freely express her feelings.
2. Creative Approach: Anne’s intention to make her diary a friend rather than just a factual record shows her creativity and imagination. She aims to use her diary as a personal outlet where she can share her thoughts and emotions in a more intimate and expressive manner.
3. Need for Confidentiality: By treating the diary as a friend, Anne values the privacy and confidentiality it offers. She uses it as a safe space to confide her deepest thoughts and feelings without the fear of judgment or misunderstanding.
Overall, this statement highlights Anne’s desire for a deep, personal connection through her diary and her creative approach to using it as a means of emotional expression.
(iii) Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.
Answer: This statement provides insight into Anne Frank’s feelings and perspective:
1. Sense of Displacement: Anne’s reference to being “plunked down on the table” as a birthday present for Margot suggests that she felt somewhat like an afterthought or an addition rather than an eagerly awaited member of the family. This indicates a possible feeling of displacement or being secondary.
2. Family Dynamics: The way Anne describes her arrival in Holland reflects the dynamics within her family. It implies that Margot’s birthday was a significant event, and Anne’s arrival was somewhat incidental to this celebration.
3. Childlike Perspective: The statement conveys a childlike simplicity and honesty in how Anne describes her own arrival. It shows how she perceived and interpreted the situation from her young age, adding a personal touch to her recounting of the event.
Overall, this statement gives us a glimpse into Anne’s experience of moving to a new country and how she perceived her arrival in relation to her sister’s birthday, reflecting her feelings of being an additional part of the family’s significant event.
(iv) If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.
Answer: This statement from Anne Frank provides insights into her views and personality:
1. Critical View of Classmates: Anne expresses a candid and somewhat critical opinion about her classmates, suggesting that many of them are not performing well and should be held back. This reflects her honest and sometimes blunt assessment of her peers' abilities.
2. Frustration with Unpredictability: Anne’s comment about teachers being “unpredictable creatures” shows her frustration with the inconsistency and unpredictability she perceives in their decisions. It reveals her skepticism about how educational judgments are made and her awareness of the variability in teacher behavior.
3. Realism and Humor: The statement has a touch of humor in Anne’s characterization of teachers as “unpredictable creatures.” It suggests that she approaches situations with a mix of realism and a sense of humor, using these traits to cope with and critique her environment.
Overall, this statement highlights Anne’s critical thinking, her frustration with the educational system, and her ability to use humor in her observations.
(v) Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
Answer: This statement from Anne Frank reveals several aspects of her personality and approach to challenges:
1. Analytical Thinking: Anne demonstrates her analytical skills by recognizing that merely filling pages with words is not enough. She understands that making a compelling argument requires thoughtful consideration and convincing reasoning.
2. Determination and Creativity: Her focus on finding convincing arguments to justify talking shows her determination and creative approach to problem-solving. Instead of taking the easy route, she strives to craft a well-reasoned and effective essay.
3. Self-Awareness: Anne’s awareness of the need to provide convincing arguments indicates a level of self-awareness and a desire to address the topic in a meaningful way. It also reflects her confidence in her ability to articulate and defend her perspective.
Overall, this statement highlights Anne’s critical thinking, creativity, and determination to tackle challenges thoughtfully and effectively.
I. Look at the following words.
|
headmistress |
long-awaited |
homework |
|
notebook |
stiff-backed |
outbursts |
These words are compound words. They are made up of two or more words. Compound words can be:
• nouns: headmistress, homework, notebook, outbursts
• adjectives: long-awaited, stiff-backed
• verbs: sleep-walk, baby-sit
Match the compound words under ‘A’ with their meanings under ‘B’. Use each in a sentence.
|
A |
B |
|
1. Heartbreaking |
obeying and respecting the law |
|
2. Homesick |
think about pleasant things, forgetting about the present |
|
3. Blockhead |
something produced by a person, machine or organisation |
|
4. Law-abiding |
producing great sadness |
|
5. Overdo |
an occasion when vehicles/machines stop working |
|
6. Daydream |
an informal word which means a very stupid person |
|
7. Breakdown |
missing home and family very much |
|
8. Output |
do something to an excessive degree |
Answer:
1. Heartbreaking – producing great sadness
2. Homesick – missing home and family very much
3. Blockhead – an informal word which means a very stupid person
4. Law-abiding – obeying and respecting the law
5. Overdo – do something to an excessive degree
6. Daydream – think about pleasant things, forgetting about the present
7. Breakdown – an occasion when vehicles/machines stop working
8. Output – something produced by a person, machine, or organisation
Sentences:
1. Heartbreaking: The end of the novel was so heartbreaking that I couldn’t stop crying.
2. Homesick: After being away for a month, she felt incredibly homesick.
3. Blockhead: He acted like a complete blockhead when he forgot to bring the tickets.
4. Law-abiding: As a law-abiding citizen, she always follows the rules and pays her taxes on time.
5. Overdo: If you overdo it at the gym, you might injure yourself.
6. Daydream: During the lecture, he would often daydream about his upcoming vacation.
7. Breakdown: The old bus had a breakdown on the way to the field trip, causing a delay.
8. Output: The factory’s output doubled after they installed new equipment.
II. Phrasal Verbs
A phrasal verb is a verb followed by a preposition or an adverb. Its meaning is often different from the meanings of its parts. Compare the meanings of the verbs get on and run away in (a) and (b) below. You can easily guess their meanings in (a) but in (b) they have special meanings.
(a) • She got on at Agra when the bus stopped for breakfast.
• Dev Anand ran away from home when he was a teenager.
(b) • She’s eager to get on in life. (succeed)
• The visitors ran away with the match. (won easily)
Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.
(c) Our car ran out of petrol just outside the city limits.
(d) The government wants to reach out to the people with this new campaign.
1. The text you’ve just read has a number of phrasal verbs commonly used in English. Look up the following in a dictionary for their meanings (under the entry for the italicised word).
(i) plunge (right) in
Answer:
Plunge (right) in
· Meaning: To start something quickly and with enthusiasm, often without hesitation.
· Example: She decided to plunge right in and start her new job immediately.
(ii) kept back
Answer:
Kept back
· Meaning: To remain in a place or be held from moving forward or progressing, often used in the context of being held behind or delayed.
· Example: Due to the heavy traffic, the students were kept back at school for an extra hour.
(iii) ramble on
Answer:
Ramble on
· Meaning: To talk or write at length in a confused or aimless manner, without a clear purpose.
· Example: He tends to ramble on about his hobbies without ever getting to the point of the conversation.
(iv) get along with
Answer:
Get along with
· Meaning: To have a friendly relationship with someone; to be compatible or have a good relationship.
· Example: She gets along with all her colleagues and enjoys a pleasant working environment.
2. Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings. (You have already found out the meanings of some of them.) Are their meanings the same as that of their parts? (Note that two parts of a phrasal verb may occur separated in the text.)
|
(i) plunge in |
speak or write without focus |
|
(ii) kept back |
stay indoors |
|
(iii) move up |
make (them) remain quiet |
|
(iv) ramble on |
have a good relationship with |
|
(v) get along with |
give an assignment (homework) to a person in authority (the teacher) |
|
(vi) calm down |
compensate |
|
(vii) stay in |
go straight to the topic |
|
(viii) make up for |
go to the next grade |
|
(ix) hand in |
not promoted |
Answer:
Phrasal Verbs and Their Meanings:
(i) Plunge in
· Meaning: Go straight to the topic
· Example from the text: “Since no one would understand a word of my stories to Kitty if I were to plunge right in…”
· Are their meanings the same?: Yes, in this context, "plunge in" means to start directly without delay.
(ii) Kept back
· Meaning: Not promoted
· Example from the text: “Half the class is making bets...about who’ll move up to the next form and who’ll be kept back.”
· Are their meanings the same?: Yes, it refers to being held back from promotion.
(iii) Move up
· Meaning: Go to the next grade
· Example from the text: “Half the class is making bets...about who’ll move up to the next form and who’ll be kept back.”
· Are their meanings the same?: Yes, "move up" means to advance to the next grade or level.
(iv) Ramble on
· Meaning: Speak or write without focus
· Example from the text: “Anyone could ramble on and leave big spaces between the words...”
· Are their meanings the same?: Yes, it describes talking or writing in a lengthy and unfocused manner.
(v) Get along with
· Meaning: Have a good relationship with
· Example from the text: “I get along pretty well with all my teachers.”
· Are their meanings the same?: Yes, it means to have a good relationship.
(vi) Calm down
· Meaning: To become less agitated or anxious
· Example from the text: There is no direct example in the provided text, but in general, it means to relax or regain composure.
· Are their meanings the same?: Yes, it means to become less upset or anxious.
(vii) Stay in
· Meaning: Remain indoors
· Example from the text: “I finally stayed where I was, brooding...”
· Are their meanings the same?: Yes, it means to remain at home rather than going out.
(viii) Make up for
· Meaning: Compensate
· Example from the text: “This birthday celebration in 1942 was intended to make up for the other...”
· Are their meanings the same?: Yes, it means to compensate for something missed or lost.
(ix) Hand in
· Meaning: Give an assignment (homework) to a person in authority (the teacher)
· Example from the text: “I handed it in, and Mr Keesing had nothing to complain about for two whole lessons.”
· Are their meanings the same?: Yes, it means to submit something, such as an assignment, to a person in charge.
III. Idioms
Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together. (Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English? It means to meet someone who is as good as oneself, or even better, in some skill or quality. Do you know what it means to ‘let the cat out of the bag’? Can you guess?
1. Here are a few sentences from the text which have idiomatic expressions. Can you say what each means? (You might want to consult a dictionary first.)
(i) Our entire class is quaking in its boots. ________________
Answer:
Our entire class is quaking in its boots.
· Meaning: The class is very nervous or scared.
· Explanation: "Quaking in its boots" is an idiom meaning to be very frightened or anxious.
(ii) Until then, we keep telling each other not to lose heart. ________________
Answer:
Until then, we keep telling each other not to lose heart.
· Meaning: We keep encouraging each other to remain hopeful and not give up.
· Explanation: "Not to lose heart" means to continue to stay optimistic and not become discouraged.
(iii) Mr Keesing was annoyed with me for ages because I talked so much. ________________
Answer:
Mr Keesing was annoyed with me for ages because I talked so much.
· Meaning: Mr Keesing was irritated with me for a long time because of my excessive talking.
· Explanation: The phrase "annoyed with me for ages" means he was irritated or displeased with me for a prolonged period.
(iv) Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him. ________________
Answer:
Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.
· Meaning: Mr Keesing was attempting to make a joke at my expense with the silly topic, but I planned to turn the joke around and make him the target instead.
· Explanation: "Make sure the joke was on him" means to ensure that the joke or prank would end up affecting or embarrassing Mr Keesing rather than the person it was intended for.
2. Here are a few more idiomatic expressions that occur in the text. Try to use them in sentences of your own.
(i) caught my eye
Answer:
Caught my eye
· Sentence: The bright red dress in the shop window caught my eye as I was walking down the street.
(ii) he’d had enough
Answer:
He’d had enough
· Sentence: After hearing the constant complaints about the project, Mark had had enough and decided to speak up.
(iii) laugh ourselves silly
Answer:
Laugh ourselves silly
· Sentence: We laughed ourselves silly while watching the comedy show last night; it was absolutely hilarious.
(iv) can’t bring myself to
Answer:
Can’t bring myself to
· Sentence: I can’t bring myself to tell her the truth because I know it will hurt her feelings.
IV. Do you know how to use a dictionary to find out the meanings of idiomatic expressions? Take, for example, the expression caught my eye in the story. Where — under which word — would you look for it in the dictionary?
Look for it under the first word. But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word. That is, look for the first ‘meaningful’ word in the expression. In our example, it is the word caught.
But you won’t find caught in the dictionary, because it is the past tense of catch. You’ll find caught listed under catch. So you must look under catch for the expression caught my eye. Which other expressions with catch are listed in your dictionary?
Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word. For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005.
Eye
• Noun
• Part of Body 1 [C] either of the two organs on the face that you see with: The suspect has dark hair and green eyes.
• Ability to See 3 [sing.] the ability to see: A surgeon needs a good eye and a steady hand.
• Way of Seeing 4 [C, usually sing.] a particular way of seeing sth: He looked at the design with the eye of an engineer.
• Of Needle 5 [C] the hole in the end of a needle that you put the thread through.
IDM be all eyes to be watching sb/sth carefully and with a lot of interest before/in front of sb’s (very) eyes in sb’s presence; in front of sb: He had seen his life’s work destroyed before his very eyes. Be up to your eyes in sth to have a lot of sth to deal with: We’re up to our eyes in work.
You have read the expression ‘not to lose heart’ in this text. Now find out the meanings of the following expressions using the word ‘heart’.Use each of them in a sentence of your own.
1. break somebody’s heart
Answer:
Break somebody’s heart
o Meaning: To cause someone great emotional pain or sadness.
o Sentence: It broke her heart to see her childhood home being sold to strangers.
2. close/dear to heart
Answer:
Close/dear to heart
o Meaning: Something that is very important to someone and that they care deeply about.
o Sentence: The charity project is very dear to her heart because it helps children in need.
3. from the (bottom of your) heart
Answer:
From the (bottom of your) heart
o Meaning: Sincerely or genuinely.
o Sentence: I want to thank you from the bottom of my heart for all your support during my difficult times.
4. have a heart
Answer:
Have a heart
o Meaning: To be compassionate or empathetic towards others.
o Sentence: Please have a heart and give the homeless man a few dollars to buy some food.
5. have a heart of stone
Answer:
Have a heart of stone
o Meaning: To be emotionally cold and unfeeling.
o Sentence: It seemed like he had a heart of stone when he refused to help the injured dog on the side of the road.
6. your heart goes out to somebody
Answer:
Your heart goes out to somebody
o Meaning: To feel sympathy or compassion for someone.
o Sentence: My heart goes out to the families affected by the recent natural disaster.
V. Contracted Forms
When we speak, we use ‘contracted forms’ or short forms such as these:
can’t (for can not or cannot)
I’d (for I would or I had)
she’s (for she is)
Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
Writing a diary is like speaking to oneself. Plays (and often, novels) also have speech in written form. So we usually come across contracted forms in diaries, plays and novels.
1. Make a list of the contracted forms in the text. Rewrite them as full forms of two words.
For example:
I’ve = I have
2. We have seen that some contracted forms can stand for two different full forms:
I’d = I had or I would
Find in the text the contracted forms that stand for two different full forms, and say what these are.
Answer:
1. List of Contracted Forms in the Text:
1. I’ve = I have
2. I’m = I am
3. don’t = do not
4. can’t = cannot
5. won’t = will not
6. she’s = she is
7. you’re = you are
8. it’s = it is
9. they’re = they are
10. we’ll = we will
2. Contracted Forms with Two Different Full Forms:
1. I’d
o Full Forms: I would or I had
2. He’d
o Full Forms: He would or He had
3. We’d
o Full Forms: We would or We had
4. She’d
o Full Forms: She would or She had
Speaking
Here is an extract adapted from a one-act play. In this extract, angry neighbours who think Joe the Inventor’s new spinning machine will make them lose their jobs come to destroy Joe’s model of the machine.
You’ve just seen how contracted forms can make a written text sound like actual speech. Try to make this extract sound more like a real conversation by changing some of the verbs back into contracted forms. Then speak out the lines.
[The door is flung open, and several men tramp in. They carry sticks, and one of them, HOB, has a hammer.]
MOB: Now where is your husband, mistress?
MARY: In his bed. He is sick, and weary. You would not harm him!
HOB: We are going to smash his evil work to pieces. Where is the machine?
SECOND MAN : On the table yonder.
HOB: Then here is the end of it! [HOB smashes the model. MARY screams.]
HOB: And now for your husband!
MARY: Neighbours, he is a sick man and almost a cripple. You would not hurt him!
HOB: He is planning to take away our daily bread… We will show him
what we think of him and his ways!
MARY: You have broken his machine… You have done enough…
Writing
Now you know what a diary is and how to keep one. Can you keep a diary for a week recording the events that occur? You may share your diary with your class, if you wish to. Use the following hints to write your diary.
• Though your diary is very private, write as if you are writing for someone else.
• Present your thoughts in a convincing manner.
• Use words that convey your feelings, and words that ‘paint pictures’ for the reader. Be brief.
‘Diary language’ has some typical features such as subjectless sentences (Got up late in the morning), sentence fragments without subjects or verbs (…too bad, boring, not good), contracted forms (they’re, I’ve, can’t, didn’t, etc.), and everyday expressions which people use in speech. Remember not to use such language in more formal kinds of writing.
Listning
Your teacher will read out an extract from The Diary of Samuel Pepys (given on the next page) about the great fire of London. As you listen complete this summary of the happenings.
Summary
This entry in the diary has been made on _________ by _________. The person who told Pepys about the fire was called _________. She called at _________ in the morning. Pepys went back to sleep because _________. Pepys rose again at _________ in the morning. By then about _________ houses had been burned down. The fire had spread to _________ by London Bridge. Pepys then walked to the _________ along with Sir J. Robinson’s
In the Lesson
WHAT WE HAVE DONE
1.Diary writing is one of the best ways to practise writing. Students do not have to think up or imagine what to write about; they only have to find words to write about what has happened. Initiate your students into the habit of keeping a diary.
2.Anne Frank’s diary became a public document after World War II. Discuss with your students diaries which became historical documents, such as Samuel Pepys’s diary. You may draw students’ attention to different types of diaries, e.g. private diary, general diary. Army officers, businessmen, doctors, executives, lawyers, motorists, police officers keep a general diary to record events that happen during the day and events that are scheduled for the day, such as appointments, meetings, things to be done, etc.
3.Passage for listening exercise:
The Great Fire of London [1666]
September 2nd (Lord’s Day). Jane called us up about three in the morning, to tell us of a great fire they saw in the city. So I rose and slipped on my nightgown, and went to her window, and thought it to be on the backside of Marke-Lane at the farthest; but being unused to such fire as followed, I thought it far enough off, and so went to bed again and to sleep.
About seven rose again to dress myself, and then looked out of the window, and saw the fire not so much as it was and further off. By and by Jane comes and tells me that she hears that above 300 houses have been burned down tonight by the fire we saw, and that it is now burning down all Fish Street, by London Bridge.
So I made myself ready presently, and walked to the Tower, and there got up upon one of the high places, Sir J. Robinson’s little son going up with me; and there I did see the houses at that end of the bridge all on fire, and an infinite great fire on this and the other side of the bridge.
[From The Diary of Samuel Pepys ]
WHAT YOU CAN DO
After they have completed the lesson, including the writing exercise, students can be asked to make a diary jotting for the previous day. Perhaps you could also write a diary entry describing what happened in school/class on the previous day, to share with the class — try and make it amusing and interesting! Collect students’ pages (they may be allowed to sign their names or make it anonymous, as they wish) and put them up on the class notice board, together with your page, for everyone to read.
No comments:
Post a Comment