In 1966, Nepal and thirty other countries set up a bank that lends money not to people but to whole countries, for roads, water pipes, schools and power lines. About thirty years later, the bank opened a small institute in Tokyo with a job that sounds strange for a bank: to think.
This unit is about organizations: what they are, why they were set up and what they do. You will read the profile of that institute, the Asian Development Bank Institute, and a letter of congratulations to a newspaper’s new chief editor. You will learn to say what a thing is for (A spade is used for digging), to join ideas with words of purpose (to, in order to, so that, for), reason (because, because of) and contrast (although, in spite of, despite), and to hear the difference between British and American pronunciation. You will design an advertisement, write messages of congratulations, and listen to a girl talking her father into buying a calculator.
Getting started
The unit opens with three logos. A logo is the small picture an organization uses as its sign, on its buildings, papers, vehicles and website, so that people know it at a glance.
- The first is a figure like a person stretching up, drawn in outline, standing on a blue map of Nepal.
- The second is two yellow hands held up together, holding a cluster of curling shapes.
- The third is a globe inside a wreath of olive leaves, with a snake winding round a staff in front of it, all in light blue.
Which organizations do these logos represent? Discuss why these organizations were established.
Model answers
Reading I: Asian Development Bank Institute (ADBI)
Before you read
- a.What does ADB stand for?
- b.Does this organization work in Nepal?
Model answers
What kind of text it is
Asian Development Bank Institute (ADBI) is an organization profile: a short, factual description of an organization, the kind you find on its website, in a brochure or in a report. A profile answers the reader’s questions in a fixed order:
| A profile tells you… | In this text |
|---|---|
| what it is and who runs it | the think tank of ADB, run by a dean |
| when it was set up and where it is | 1997, Tokyo |
| its objectives (aims) | better development strategies and stronger development agencies |
| its activities (what it does) | research, capacity building and training, outreach |
| its partners and how it reaches people | experts, think tanks, government agencies, civil society; media, publications, its website |
A profile is written in the present simple (ADBI provides…, It conducts…) because it describes what the organization does regularly, and in a formal, impersonal style, with many long nouns (facilitation, dissemination, collaboration). Don’t let them frighten you: each one is a verb in disguise (facilitate, disseminate, collaborate).
The text, part by part
1. What ADBI is
ADBI is the think tank of the Asian Development Bank. A think tank is an organization of experts whose job is to study problems and suggest solutions, mostly to governments: it produces ideas and advice, not goods.
ADBI was set up in 1997 to help build capacity (make people and organizations more able to do their work), skills and knowledge for reducing poverty and for long-term growth and competitiveness (the ability to do as well as other countries in business and trade) in the developing countries of Asia and the Pacific. It is in the government district of Tokyo, Japan.
It is guided by an independent Advisory Council, whose members serve for two years at a time, and it is run by a dean, its chief executive officer, who manages it under the direction of the President of ADB. (A dean usually heads a university faculty: the title shows that ADBI works like a place of learning.)
2. Its objectives
ADBI has two main objectives:
- to find effective development strategies (plans that really work for developing a country), and
- to improve the capacity of the agencies and organizations doing development work in ADB’s developing member countries, which the text shortens to DMCs. Nepal is one of them.
It focuses on what it does best, its strategic advantage: studying emerging policy issues (problems that are just beginning to matter) from both a regional and a medium- to long-term perspective (looking at the whole region and at the years ahead, not just today), and bringing senior policy makers of the DMCs together to talk about policy (facilitating policy dialogue).
It also wants to be better known (visibility), to have more effect (impact) and to be easy to reach (accessibility), through high-quality knowledge products (books, reports, courses). Its aim is to be a trusted source that policy makers, academics (university teachers and researchers) and anyone interested in Asia’s development turn to for advice.
3. What it gives policy makers
ADBI gives intellectual input, that is, ideas and knowledge, to the policy makers of the DMCs in two ways: by research on important medium- and long-term issues, and by capacity building and training (CBT).
Over the years it has built up an extensive network (a large web of contacts) of experts, researchers, think tanks, government agencies, civil society (organizations of citizens that are not part of the government, such as NGOs), private companies and like-minded organizations (ones with the same aims).
4. Programs and activities
Its programs are run both in-house (inside the institute, in Tokyo) and in the member countries, in collaboration with (working together with) international, regional and national institutes and agencies. There are three kinds:
Research. ADBI does high-level research on issues with strategic implications (important effects in the long run) for development in Asia and the Pacific. It invites distinguished (famous and respected) experts to give talks, holds regional and international seminars and conferences, and publishes books and papers. This research feeds the debate on development policy and helps countries find better strategies. Its topics are chosen from ADB’s priority sectors (the areas it thinks matter most), a yearly needs survey (asking countries what they need), and suggestions from policy makers and partners: for example, housing for everyone, how central and local governments work together, the growth of cities, financial inclusion (bringing everyone into banking), education, and how economies cope with external shocks (sudden blows from outside, such as a pandemic or a sharp rise in oil prices).
Capacity building and training. For mid- and senior-level officials from the DMCs, ADBI runs training that makes them more aware of the region’s important development issues, suggests suitable policy proposals (formal plans) to deal with them, and helps reach consensus (general agreement) among policy makers and stakeholders (everyone affected by a decision) on what matters most. It takes three forms: policy dialogues (meetings to discuss policy), course-based training and e-learning (courses online). These give officials a forum (a place to exchange ideas) to share good practices and their own countries’ experiences.
Outreach and knowledge dissemination. ADBI disseminates (spreads widely) what it learns, its research results and the outputs of its training, seminars and conferences, through many channels: the media, publications, its website and social media. It also keeps close links with numerous (many) think tanks and other organizations in Asia and the Pacific.
What does a think tank mostly produce?
Pick an answer to see why.
Who does ADBI train?
Pick an answer to see why.
Words from the text
Words linked here open in English Vocabulary, where you can see an example and practice them in the word game. The meanings below are the ones the words have in this text.
| Word | Meaning here |
|---|---|
| think tank | an organization of experts who study problems and give advice, mostly to governments |
| capacity building | making people and organizations better able to do their work |
| strategy | a plan to achieve a particular purpose |
| strategic | important for reaching a long-term aim |
| emerging | just beginning to appear or to matter |
| perspective | a way of looking at something; a point of view |
| enhance | to make better or greater |
| strive | to try very hard |
| insight | a deep, clear understanding of something |
| intellectual | to do with thinking and knowledge |
| extensive | large; covering a wide area |
| collaboration | working together with another person or group |
| implication | a possible effect of a decision or an action |
| distinguished | famous and respected for excellent work |
| seminar | a meeting for discussion or training |
| conference | a large official meeting, often of several days |
| proposal | a formal plan or suggestion |
| consensus | an opinion that everyone in a group agrees with |
| stakeholder | a person or group affected by a decision, who has a reason to care about it |
| forum | a place or meeting where people exchange opinions and ideas |
| disseminate | to spread information widely |
| numerous | many |
| implementation | putting a decision or a plan into action |
A. Crossword
Find the words from the text and solve the crossword puzzle. (The answers, with the book’s numbering, if you are working on paper.)
Across: 2. a medium where people exchange their opinions and ideas 3. a plan to achieve a particular purpose 4. utilization of a decision 6. a common opinion 7. a large official meeting 8. viewpoint
Down: 1. working with another group of people 3. a meeting for discussion 5. a formal plan
Answer
B. Fill in the gaps
Fill in the gaps with correct words/phrases from the text.
- a.The ……… works under the direction of the ADB President.
- b.The organization emphasizes its activities in the areas where it has ……….
- c.It provides ……… for policy makers in its developing member countries.
- d.The basis for research topics are ADB’s ……….
- e.ADBI has close relations with various ……… think tanks.
Answer
C. Answer the questions
What does ADBI stand for?
Answer
Who is this organization supported by?
Answer
State any two objectives of ADBI.
Answer
How does ADBI run its programs?
Answer
What do ADBI’s research programs contribute to?
Answer
What are the forms of ADBI’s capacity-building and training programs?
Answer
How does it distribute its research results and outputs?
Answer
D. International organizations in Nepal
Name any three international organizations that are working in Nepal. Talk to your friends about their objectives and functions.
A model answer
Pronunciation: British and American English
You met British and American pronunciation in Unit 11. These ten words from the unit show the three differences you hear most often:
- The vowel of hot: British English says a short, rounded /ɒ/; American English an open /ɑː/, closer to the a of father. So British knowledge sounds like “noll-idge”, American like “nah-lidge”.
- The r after a vowel: American English says it (officer, expert, government); British English doesn’t, unless a vowel follows.
- Some words with a before n, s, f or th (advantage, dance, class, after, bath): British English says a long /ɑː/, American English the short /æ/ of cat.
| Word | British | American | What changes |
|---|---|---|---|
| knowledge | /ˈnɒlɪdʒ/ | /ˈnɑːlɪdʒ/ | the vowel of hot |
| poverty | /ˈpɒvəti/ | /ˈpɑːvərti/ | the vowel of hot; the r |
| government | /ˈɡʌvənmənt/ | /ˈɡʌvərnmənt/ | the r (the first n is often dropped in both) |
| officer | /ˈɒfɪsə(r)/ | /ˈɔːfɪsər/ or /ˈɑːfɪsər/ | the first vowel; the r |
| responsibility | /rɪˌspɒnsəˈbɪləti/ | /rɪˌspɑːnsəˈbɪləti/ | the vowel of hot |
| advantage | /ədˈvɑːntɪdʒ/ | /ədˈvæntɪdʒ/ | the a: long in British, short in American |
| expert | /ˈekspɜːt/ | /ˈekspɜːrt/ | the r |
| conference | /ˈkɒnfərəns/ | /ˈkɑːnfərəns/ | the vowel of hot |
| topic | /ˈtɒpɪk/ | /ˈtɑːpɪk/ | the vowel of hot |
| economic | /ˌiːkəˈnɒmɪk/ or /ˌekəˈnɒmɪk/ | /ˌiːkəˈnɑːmɪk/ or /ˌekəˈnɑːmɪk/ | the vowel of hot; the first vowel can be ee or e in both |
In American English, a t between two vowels often sounds like a quick, soft d: poverty “pah-vur-dee”, responsibility “…bil-uh-dee”.
Speaking: purpose and function
When we ask what a thing is for, we are asking about its function (the job it does) or its purpose (why we use it). There are two common questions and four common answers:
| Ask | Answer with for + -ing | Answer with to + verb |
|---|---|---|
| What is a spade used for? | A spade is used for digging. | A spade is used to dig the soil. |
| What do we use a spade for? | We use a spade for digging. | We use a spade to dig the soil. |
Other ways to say it: A spade is for digging. · You need a spade to dig the field. · It’s a tool for digging. · It helps us dig.
A. The model conversations
Act out the given conversations in pairs.
Thaman: What’s a video recorder used for?
Jamuna: A video recorder is used for recording TV programs on video tapes.
Imran: What do we use a spade for?
Kautilya: We use a spade for digging fields.
How the conversations work
B. Similar conversations
Have similar conversations. Use the given clues.
a calculator/make calculations · a camera/take photos · a printer/print documents · a radio/listen to news, songs, etc. · a mobile phone/make calls · a refrigerator/keep food fresh
Model conversations
C. Name the objects
The picture shows nine objects: a wristwatch, a pair of scissors, a broom (a bundle of thin sticks bound together), a hammer, a sickle (hasiya), a red plastic bucket, a stapler, a frying pan and a wooden cupboard (an almirah) with a mirror in its door.
Say the names of the following objects and explain what they are used for.
Model answers
Grammar I: purpose, reason and contrast
Many sentences join two ideas. The joining word tells the reader how the ideas are connected:
| The second idea gives… | Words | Example |
|---|---|---|
| the purpose (what for?) | to, in order to, so that, for | Mina went to university to become a lecturer. |
| the reason (why?) | because, because of | The trek was canceled because of the snow. |
| a contrast (a surprise) | although, even though, though, in spite of, despite | We played although it was raining. |
Purpose
- to or in order to + the base verb, when the person doing both actions is the same: Mahanta took Maths in order to become an engineer. In order to is a little more formal; to is the everyday word.
- so that + a clause (subject + verb), usually with can or could, often when there are two different people: Speak up so that everyone can hear you. Deepak moved back to his village so that he could live a quieter life.
- for + a noun: She went to the shop for some milk. And for + -ing to say what a thing is for: a knife for cutting vegetables.
- is for / is meant for / is used for + -ing, to give a thing’s function: A rice cooker is meant for cooking rice.
Reason
- because + a clause: I stayed at home because I was ill.
- because of + a noun (or a noun phrase): I stayed at home because of my illness.
Contrast
A contrast joins two ideas where the second is surprising after the first: you would expect the opposite.
- although, even though, though + a clause: Although it rained heavily, we played the match. Even though is stronger; though is more informal.
- in spite of and despite + a noun or an -ing form: In spite of the rain, we played the match. We played despite being tired. They mean the same; despite never takes of.
Salim practiced every evening ……… he could play in the school band.
Pick an answer to see why.
The flight to Lukla was canceled ……… the thick fog.
Pick an answer to see why.
A. Make sentences from the table
Make as many sentences as possible from the table below.
| Who or what | Joining words | What for |
|---|---|---|
| A rice cooker | in order to | drive a bus. |
| A washing machine | to | be a lecturer. |
| She’s got a driving license | is for | be an engineer. |
| Mahanta took Maths | is meant for | drive a car. |
| Mina went to university | washing clothes. | |
| cooking rice. |
Example: Mina went to university to be a lecturer.
Hint
Answer
B. Fill in the blanks
Fill in the blanks with because/because of/so that/to/for/although/in spite of.
- a.……… it rained heavily, we played the football match.
- b.We couldn’t enjoy the trekking much ……… the snowfall.
- c.……… all our efforts, we couldn’t run the program smoothly.
- d.Deepak went back to the village ……… he could enjoy a pleasant life there.
- e.He went to hospital ……… see a doctor.
- f.I bought an envelope ……… sending a letter.
- g.I could not attend my classes yesterday ……… I was feeling unwell.
- h.Suprima accepted the job ……… the salary, which was quite low.
- i.I could not get to sleep ……… the noise.
- j.I managed to get to sleep ……… there was a lot of noise.
Answer
Writing I: an advertisement
An advertisement (an ad) tries to make people buy something, or use a service. It has very little space and only a few seconds of the reader’s attention, so every word must work. Most product ads have the same parts:
| Part | What it does | In the Tiger Shoes ad |
|---|---|---|
| Headline | catches the eye: the name, or a short, bold claim | TIGER SHOES and The best sports shoes |
| Picture | shows the product, looking its best | a sports shoe |
| Features | what is special about it, in a few short phrases | so remarkably original that no other shoes have matched them; made for champions |
| Offer | a reason to buy now | 50% off at New Year |
| Warranty or a condition | a promise about quality, or a rule in small print | Only use with special Tiger socks |
| Call to action | tells the reader what to do | To win the game, everyone should wear Tiger. |
Ads use persuasive language: superlatives (the best), praise words (remarkably original), the reader as hero (made for champions), short sentences, imperatives (Buy now! Call today!) and the brand’s name again and again.
Design similar advertisements for the following items. Use the given prompts: headline, picture/illustration, features, offer, warranty.
- a.calculator
- b.mobile phone
- c.watch
Hint
Model advertisements
Reading II: a congratulation letter
Before you read
- a.When do you usually congratulate people?
- b.Mention the occasions you have been congratulated.
Model answers
What kind of text it is
This is a formal letter of congratulations. The writer, Anil Gurung, congratulates Mrs Rai on being appointed (chosen for a job) Chief Editor of a daily newspaper, The Nepal Times. A chief editor (or editor-in-chief) is the person in charge of everything a newspaper prints. Like every formal letter, it has the writer’s address and the date at the top, a salutation (Dear Mrs Rai), the body, a complimentary close (With kind regards and best wishes, Sincerely) and the writer’s name.
The letter, part by part
At the top. The writer lives in Changunarayan, Bhaktapur, and writes on 30 May 2021.
Paragraph 1: the congratulations. He uses this opportunity to congratulate Mrs Rai on her recent appointment as Chief Editor of The Nepal Times. He calls it an impressive accomplishment (an achievement that makes people admire you) and says her family, friends and relatives are justifiably proud (proud with good reason).
Paragraph 2: what the job means. As chief editor, she will be responsible for printing unbiased (fair, not favoring one side) news stories and articles. Because the post is new at the paper, she can set the standard (decide the level of quality) that later chief editors will follow, and he is sure she will do a fine job. Being chosen shows that she is well on her way to a bright future.
Paragraph 3: good wishes and an offer of help. He congratulates her again on this honor, wishes her luck in all her future endeavors (serious efforts, attempts), and is sure she will keep setting a fine example. Finally he tells her not to hesitate to ask him if he can be of assistance (help her).
The close. With kind regards and best wishes, Sincerely, Anil Gurung.
Why is the new post a special opportunity for Mrs Rai?
Pick an answer to see why.
Words from the letter
| Word | Meaning here |
|---|---|
| appointment | being chosen for a job or a position |
| impressive | making people admire it; very good |
| accomplishment | something good that you have succeeded in doing |
| justifiably | for a good reason; rightly |
| unbiased | fair; not favoring one person or side |
| endeavor | a serious effort to do something (British spelling endeavour) |
| hesitate | to stop for a moment before doing something, because you are unsure |
| be of assistance | to help |
A. Complete the sentences
Find the words from the text and complete the sentences.
- a.I really admire you for your ……… explanation.
- b.An ……… person can, no doubt, see many positive things at a glance.
- c.The work was done with a professional ……….
- d.Please make every ……… to arrive on time.
- e.Parents are ……… proud of their children’s achievements.
Answer
B. Answer the questions
Where does Anil Gurung live?
Answer
Why is Anil Gurung writing this letter?
Answer
Why is her new position an opportunity for Mrs Rai?
Answer
What does Anil Gurung expect from Mrs Rai as the chief editor?
Answer
How can you say that Anil Gurung is a helpful person?
Answer
What could be the relationship between Mrs Rai and Anil Gurung?
Answer
C. Your own congratulations
Have you ever sent a letter of congratulations to anybody? Why did you send it? Share your experiences and feelings.
A model answer
Listening: shopping for school
A. Before you listen
The picture shows a girl talking to a man, who looks a little worried.
Look at the picture and guess the answer to these questions.
- a.Who do you think they are?
- b.What are they talking about?
Model answers
The recording
A girl tells her father that she needs supplies for school. He offers her the pencils and eraser in the kitchen drawer, but she wants hi-tech things: a calculator, a palm pilot and a laptop. The father jokes his way through her list, saying no to some things and asking the price of others. Read the questions in B, C and D first, then listen, as many times as you need.
Words you will hear: a palm pilot (a PalmPilot: a small pocket computer for notes, contacts and a calendar, popular around 2000, before smartphones); rule out (decide that something is not possible); an adding machine (an old calculating machine, the father’s joke name for a calculator); a mail-in rebate (money the shop sends back to you after you buy); sticker shock (the shock of seeing a high price); chip in (give some money toward something); a hundred bucks (a hundred dollars, informal).
B. Tick or cross
Listen to the audio and tick (√) the things that the girl is demanding from her father. Put a cross (X) if they are not on her demand list.
a. pencil b. eraser c. car d. palm pilot e. laptop f. calculator g. ice cream h. ruler
Answer
C. Choose the correct answers
Listen to the audio again and choose the correct alternatives.
- a.The girl needs some supplies for ……. i. her school ii. her friend iii. her homework
- b.The father has already got her a ………. i. calculator and ruler ii. pencil and eraser iii. laptop and palm pilot
- c.Calculators and computers are ……… equipment. i. traditional ii. manual iii. hi-tech
- d.The girl’s father didn’t have a laptop and palm pilot when he was in ………. i. primary school ii. middle school iii. high school
- e.The father suggests that his daughter ………. i. buys a new calculator ii. uses his calculator iii. asks her mother to buy her a new calculator
- f.He suspects that his daughter is ……. i. going to download software in the class ii. going to play video games in the class iii. going to use the computer in the class
- g.How much does the calculator cost, according to the daughter? i. 10 dollars ii. 89 dollars iii. 99 dollars
Answer
D. Short answers
Listen to the audio again and answer the following questions in not more than four words.
- a.Why does the girl need hi-tech equipment?
- b.What do they need to sell to buy the computer?
- c.What work does the girl promise to do to please her father?
- d.When does the girl need the calculator?
- e.Who is waiting for them?
Answer
E. Gadgets for study
What gadgets would you like to use to support your studies? How would you use them? Draw a mind map and tell your friends.
A model mind map
Grammar II: joining sentences
To join two sentences with a connective, first decide what the second idea does (purpose, reason or contrast), then change it into what the connective needs:
| Connective | Needs after it | Join: I was tired. I couldn’t sleep. |
|---|---|---|
| although, though, even though | a clause | I couldn’t sleep although I was tired. |
| in spite of, despite | a noun or -ing | I couldn’t sleep despite being tired. |
| because | a clause | |
| in order to, to | a base verb | |
| so that | a clause, usually with can/could |
When you change a clause into -ing, drop its subject (if it is the same person) and turn its verb into -ing: I was tired → being tired; we live in the same colony → living in the same colony. When you change he wanted to bring water into in order to, keep only the verb: in order to bring water.
Join the following pairs of sentences with the connectives given in the brackets.
- a.I couldn’t sleep. I was tired. (despite)
- b.They have little money. They are living happily. (even though)
- c.He went to the tap. He wanted to bring a pail of water. (in order to)
- d.I enjoyed the film. The story was not very good. (though)
- e.We live in the same colony. We hardly meet each other. (in spite of)
- f.I was not wet. I had an umbrella. (because)
- g.I ate all the food. It was not very tasty. (although)
- h.He went to the bank. He could cash the cheque. (so that)
Answer
Writing II: a message of congratulations
The model: Mahabir Pun
The book’s model is a short public message of congratulations, the kind printed in a newspaper by an organization. E-Network Research and Development (ENRD), Nepal thanks and honors its president, Mahabir Pun, for winning the Ramon Magsaysay Award in 2007: for his outstanding work in Community Leadership, and for bringing unprecedented (never seen before) changes to life in rural Nepal through internet technology.
A message of congratulations is short. It has these parts:
- a heading: Congratulations!
- who is congratulated, with their position: Mr. Mahabir Pun, President of ENRD
- what for: the achievement, the prize and the year: the Ramon Magsaysay Award, 2007
- why it matters: the work behind it: outstanding contribution to community leadership…
- good wishes for the future (the book’s model leaves these out; most messages add them)
- who sends it: a person, a family or an organization, with its address
Formal messages use set phrases: Heartiest congratulations to…, We extend our warmest congratulations to… on…, We are proud of…, Our special thanks and tribute to…, We wish… every success in the days ahead. Note the preposition: we congratulate someone on something, never ✗ for: Congratulations on your success.
B. To a neighbor with a scholarship
Write a message of congratulations to your neighbor who has received a full scholarship to complete his or her studies.
A model message
C. To an uncle or aunt elected mayor
Imagine that your uncle/aunt has been elected as the Mayor/Chairperson of your Municipality or Rural Municipality. Write a formal message of congratulations to him/her to be published in a newspaper.
A model message
Hint
Project work: an organization’s profile
Plurals of nouns ending in -f or -fe
Most nouns that end in -f or -fe simply add -s:
| Singular | Plural |
|---|---|
| roof | roofs |
| proof | proofs |
| chief | chiefs |
| belief | beliefs |
| giraffe | giraffes |
| sheriff | sheriffs |
| cliff | cliffs |
| safe (a strong box for money) | safes |
But about a dozen common ones change f or fe to ves:
| Singular | Plural |
|---|---|
| knife | knives |
| life | lives |
| wife | wives |
| leaf | leaves |
| loaf | loaves |
| half | halves |
| self | selves |
| shelf | shelves |
| thief | thieves |
| wolf | wolves |
| calf | calves |
And a few can go either way; the -ves plural is more British, the -s plural more American:
| Singular | Plural |
|---|---|
| wharf (a place where ships load and unload) | wharfs or wharves |
| dwarf | dwarfs or dwarves |
| hoof | hoofs or hooves |
| scarf | scarfs or scarves |
There is no rule that tells you which group a word belongs to: words ending in -ff always take -s, but for the rest, learn the -ves words as a list (the rhyme helps: wife, knife, life; leaf, loaf, thief, half, shelf, self, wolf, calf).
The farmer’s cows ran across the field, their ……… thundering on the ground.
Pick an answer to see why.
Exercise
Practice on this unit in the style of the final exam. Try each one as in the exam, then open the answer.
Read the profile and answer the questions.
The Nepal Red Cross Society (NRCS) is Nepal’s largest humanitarian organization. It was founded in 1963 and is a member of the International Red Cross and Red Crescent Movement. Its volunteers give first aid, collect blood for hospitals, and bring food, tents and clean water to people hit by floods, landslides and earthquakes. It has a branch in every district of Nepal, and most of its work is done by volunteers, many of them young people.
- a.When was the NRCS founded?
- b.Name two things its volunteers do.
- c.Who does most of its work?
- d.Find a word in the text that means “working to help people who are suffering”.
Answer
Fill in the gaps with the correct connectives from the box: because, because of, so that, to, although, in spite of.
- a.Lhamu woke at four ……… she could see the sunrise over Annapurna.
- b.The road to Jumla was closed ……… a landslide.
- c.……… his age, Grandfather walks to the temple every morning.
- d.Dawa went to Pokhara ……… buy a new trekking pole.
- e.……… the shop was crowded, we found the book quickly.
- f.Bishal didn’t go to school ……… he had a high fever.
Answer
Join the sentences using the words in brackets.
- a.Januka studied hard. She wanted to get a scholarship. (in order to)
- b.It was very cold. The children swam in the river. (despite)
- c.Nima saved money. He could buy a bicycle. (so that)
- d.The bus was late. There was a strike. (because of)
Answer
Write the plurals of these nouns: shelf, chief, life, roof, thief, belief.
Answer
Your school’s football team has won the inter-school championship of your district. Write a message of congratulations from your class to be put up on the school notice board. (about 70 words)
A model message
Design an advertisement for a solar lamp, with a headline, a picture, features, an offer and a warranty. (about 50 words)
A model advertisement
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