Friday, July 29, 2022

Solution of English Grade IX || Unit 5 Why “I’m Sorry” Doesn’t Always Translate || Reading I

Unit 5

Solution of English Grade IX || Unit 5 Why “I’m Sorry” Doesn’t Always Translate ||  Reading I

Why “I’m Sorry” Doesn’t Always Translate

A. Find the words/phrases from the text for the following meanings. The first letter has been given.

a. t……........ to have difficulty saying something clearly or correctly

trip over

b. e………… showing too much emotion

effusive

c. b………… became annoyed or offended

bristled

d. i………... accustomed to do something

inured

e. c……….. the fact of being responsible

culpability

f. a…..... ... a statement saying that you strongly believe something to be true

assertion

g. a…....... to say or believe that something is the result of a particular thing

attribute

h. s……… connected with the meaning of words and sentences

semantic

i. n……… a very slight difference in meaning

nuances

B. Match the first halves in column A with their endings in column B to make complete sentences.

a. Americans didn’t show- iv. sympathy to Akio Toyoda’s effusive apologies.

b. People are accustomed- iii. to an apology in Hong Kong.

c. Japanese use an apology- v. to repair their damaged relationship.

d. American participants seemed - i. less interested in a second research.

e. Researchers found- ii. similar patterns in East Asian countries.

C. Answer the following questions.

a. Why did Japan become annoyed with the US submarine commander?

Japan became annoyed with the US submarine commander because a US submarine commander didn’t immediately apologise after colliding with and sinking a Japanese fishing boat off Hawaii in 2001.

b. How do Americans and Japanese perceive an apology?

Americans and Japanese perceive an apology as an expression of eagerness to repair a damaged relationship, with no culpability necessarily implied.

c. What, according to the survey, is the average result of an apology in Japanese and American students?

According to the survey, Japanese students recalled issuing an average of 11.05 apologies in the previous week, whereas US students recalled just 4.51.

d. What was displayed in a video show?

An applicant for an accounting job apologised for having deliberately filed an incorrect tax return for a prior client, was displayed in a video show.

e. Who were the respondents of the second study?

Undergraduates from US and Japan were the respondents of the second study.

f. How can the executives apply an apology?

The executives can apply an apology as a tool for facilitating negotiations, resolving conflicts, and repairing trust.

Grammar I

Present Continuous Tense

Structure: subject + auxiliary be + present participle (-ing)

The present continuous is used to talk about:

- activities at the moment of speaking

- future plans or arrangements

Signal Words:

- now

- tonight

- at the moment

- at present

- right now

- Look!

- Listen!

nowadays and these days - present simple

B. Use the correct form of the verbs in brackets to complete the sentences.

a. Be quiet! The baby ……….. (sleep).

The baby is sleeping.

b. It ……….. (rain) cats and dogs here in the Monsoon season.

It rains cats and dogs here in the Monsoon season.

c. John is busy. He …………. (work) at the moment.

He is working at the moment.

d. Please keep quiet, I ..................... (listen) to the radio. You know I ................. (listen) to the news in the mornings.

I am listening to the radio. I listen to the news in the mornings.

e. What time ............. the first bus ................. (leave) for Kathmandu?

What time does the first bus leave for Kathmandu?

f. I usually .................. (not wear) a scarf, but today I .............. (wear) one because it's unusually cold.

I usually do not wear a scarf, but today I am wearing one because it's unusually cold.

g. She …………… (travel) to Dhangadhi next weekend.

She is travelling to Dhangadhi next weekend.

h. Pasang is in the classroom at the moment. He …….. (study)History.

He is studying History.

i. These days most people ….(write) emails instead of writing letters.

These days most people write emails instead of writing letters.

j. What sort of clothes ............ teenagers ................(wear) nowadays?

What sort of clothes do teenagers wear nowadays?

k. What ............ you ................. (do) tonight? Would you like to come and watch the game?

What are you doing tonight?

l. You look worried. What ..............you…............. (think) of?

What are you thinking of?

m. She usually drives a taxi. But today, she is …………. (drive) a lorry.

But today, she is driving a lorry.

n. These kids (not do) what I've asked them to do.

These kids are not doing what I've asked them to do.

Writing I

B. The pie charts below show the information about household expenditure in Nepal in 2004 and 2011. Write an interpretation of the charts making comparisons where necessary.

The pie charts show differences in Nepalese household spending in four categories in 2004 and 2011.


According to the data, food had the largest percentage in the chart in 2004 and 2011, which accounted for 59% and 61.5 % respectively. There was a rise with a minor increase of 1.5%. The second most spent sector of the expenditure in 2004 was non food items with 28.7 %, but surprisingly it reduced to 22.2 % of the whole expense in 2011. In both 2004 and 2011, education and housing represented the lowest and second-lowest spending categories, respectively. There was a slight increase by 1.5 % and 2.5 % in the expenditures on housing and education, and made up 11% and 9.5% respectively.


Overall, food and non food items remained the largest categories in both years, with housing and education remaining the smallest. The change to the household budget share of non food was particularly noticeable.

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