Suggested Answers (The Cooking Challenge)

Suggested answers to the reading comprehension questions found in the previous post.

1.    Give an example of a `palatable dish' that originated from `bland ingredients'.

An example would be fried egg.  The addition of onions, chillies to raw egg fried in oil makes the resultant dish tastier than the individual ingredients on their own.

2.    Which original phrase inspired the phrase `cross kitchen knives and ladles'?

The phrase is `cross swords'.

3.    What do you think happened when the writer had those `yuck moments'?

The dishes were failures in that these dishes didn't taste good.

4.    What does the writer mean by saying that `cooking is a science'?

There is a logical method to cooking. In other words, in order to achieve a good dish, only appropriate ingredients or ingredients that complement one another should be included.

5.    What would be the taste of the drink before honey was added to it? Was the addition of the honey successful in making it taste better? Give a reason for your answer.

It would taste very sour or bitter. No, since we are told that the attempt was unsuccessful.

6.    What is the meaning of chagrin?

It means disappointment or exasperation.

7.    Name the `staple vegetables'. Why do you think the writer refers to these vegetables as `staple'

The staple vegetables are tomatoes and carrots. These vegetables are regularly featured or used in the writer's cooking.

8.    What does `bid adieu' mean?

It means to say goodbye, in other words, to leave the pan.

9.    Why would the writer think that the eggs are ready to be removed?

The protruding white substance would indicate that the egg white is cooked since it has turned from liquid to solid. Hence, the writer would think that whole egg white and yolk inside each of the eggs would be cooked.

10.              In what way or ways is the `base' important?

The `base' was enough to make the dish tasty even though the main ingredient, the eggs, were not well-cooked.

A Reading Comprehension Exercise

The Cooking Challenge

I am not a great cook - well, not even a `passable' cook actually - but recently, I have been showing some interest in trying my hand at transforming bland ingredients into palatable dishes.  Reality shows have a way of inducing viewers into thinking they can become as good as the competitors on the countless shows where aspiring chefs cross kitchen knives and ladles!

I have had a few yuck moments, for sure, before I had the revelation that cooking is a science!  I have, for instance, realised that one simply does not concoct a drink from grapefruit and bitter gourd, no matter how good, Google tells you, they are for your body.  I must admit that I tried unsuccessfully to redeem the drink through scooping spoonfuls of honey.  But, ah, those are moments that belong to history.  With a bit of help from my sister, friends and the Net, I found to my surprise that I was getting better.  That is, I was getting better, with creating rather simple dishes until the fateful day when I decided to cook egg curry with the help of the `egg roast curry powder'.

Honestly, with the base curry powder at your side, how difficult can it be?  Well, unfortunately, I found out to my chagrin that what comes after including the `base' is also important!

First, I placed a saucepan, half-filled with water, on the stove and lighted it.  Then, I went about chopping the onions, garlic and ginger.  I decided that from a one-dish person, it would be better to include some carrots and tomatoes in it to make it a more complete and nutritious meal.  So, after a good rinse under the running tap, my dear staple vegetables landed on my chopping board.

Meanwhile, I glanced at the saucepan and thought the water was about to boil.  Now, I thought, would be a good time to gently lower the eggs into the pan using a ladle.  (Yes, I do get nightmares about boiling water splashing on me!)  I remembered hearing that eggs don't take long to become hard-boiled.  I glanced uncertainly at my eggs dancing in the boiling water.  When I noticed the tell-tale white substance protruding from within a thin crack lining the side of the one of the eggs, I decided that it was time for my eggs to bid adieu to the pan.

I scooped up the eggs and left it in a pot of tap water to let them cool off.  Not too long after, I decided to peel the shells off of the eggs.  It was not easy to peel because the insides were not hard but still soft.  Is this what they call `soft-boiled'? I saw the gooey yellow and mushy white wobbling within the cracked shells.

No, I did not have my perfect egg curry, but my scrambled egg curry was not too bad.  I suppose, the base is important after all!

Below are some questions based on the above account.  Go over them and try to use contextual clues and prior knowledge to answer them. Suggested answers will be offered in a few days.

1. Give an example of a `palatable dish' that originated from `bland ingredients'.
2. Which original phrase inspired the phrase `cross kitchen knives and ladles'?
3. What do you think happened when the writer had those `yuck moments'? 
4. What does the writer mean by saying that `cooking is a science'?
5. What would be the taste of the drink before honey was added to it?  Was the addition of the honey successful in making it taste better? Give a reason for your answer.
6. What is the meaning of chagrin?
7. Name the `staple vegetables'. Why do you think the writer refers to the vegetables as `staple'?
8. What does `bid adieu' mean?
9. Why would the writer think that the eggs are ready to be removed?
10. In what way or ways is the `base' important?

Answers (Reading Comprehension and Critical Thinking)

Below is a photo of the bird that inspired me to pen the poem, that I had included in the earlier post, and which I am reproducing below.

My Feathered Friend

I spied thee, my feathered friend,

Pecking furiously at thy perceived foe,

Thy hard beak pounding at thy reflected self;

It too had its head thrust to the mirrored pane

With its chocolate-hued wings spread from its dark body

And red-rimmed eyes staring, unblinking, unyielding;

Aye, thy foe, postured much like thyself, was ready for battle,

Returning peck for peck with like ferocity, like enmity.

Words, if used appropriately, have the power to create pictures in your mind. Words such as `saw', `hitting', `bent forward' and `standing' only convey a general idea. There is very little that one can draw from such words; there is a lack of symbolism, emotions and/or characteristics of the protagonist.

o   The word `spied' gives one the idea that the one being viewed is unaware of being watched.

o   `Pounding' displays a greater force being exerted than a mere `hitting'. Here, one may view the action as aggressive and hence, the bird could be seen as being angry or upset.

o   `Thrust' is a beautiful word that indicates a deliberate, intentioned, attempt to push the head forward. This action allows the reader to appreciate the fact that the bird is purposely looking closely at the window pane, observing closely something that has caught its attention. It gives the bird `life' and it becomes an entity that can think, that can feel.

o    `Postured' gives one an idea that the bird has a certain attitude, a certain bearing that indicates a specific emotion. In this case, based on context, we know that the posture is aggressive, that the bird is positioning itself in a way that shows it is ready to fight.

•  What is the feeling that the bird is experiencing? Why is it feeling that way?

The bird sees another bird in the `mirrored pane' and thinks it is a foe, and hence, it feels hatred, leading to its rage against the supposed foe. It is hostile toward the bird and hence, is ready to fight it

• Is the feeling justified?

No, it is not, since what it sees in the `mirrored pane' is a reflection of itself. There is no other bird there; it is actually seeing itself on the other side.

• Can the bird's reaction be extended to the human experience?

Yes, very often, we project our feelings of animosity toward non-existing entities. We create these entities in our mind, imagining a foe where there is none. We work ourselves up in a fury when there is no reason to be furious. These entities, if we look closely, are really very much like ourselves.

• What lesson may we, as humans, derive from the bird's reaction?

The reflection of the bird in the mirror need not be an image of a foe, but it could be a reflection of the negative feelings a person may have, stemming from prejudice, arrogance or a sense of insecurity. These feelings are meaningless and unproductive. We end up harming ourselves ultimately and all for nothing, since there is no real threat.

Reading Comprehension and Critical Thinking (Updated)

Read through the following poem. 

What do you get from reading the poem? 

• What is it about? 
• Is there a message? 
• Can one extend the meaning to correlate it to human behaviour?
• What is the use of imagery found in the poem?
• What is the use of selected words in the poem?

My Feathered Friend

I spied thee, my feathered friend,

Pecking furiously at thy perceived foe,

Thy hard beak pounding at thy reflected self;

It too had its head thrust to the mirrored pane

With its chocolate-hued wings spread from its dark body

And red-rimmed eyes staring, unblinking, unyielding;

Aye, thy foe, postured much like thyself, was ready for battle,

Returning peck for peck with like ferocity, like enmity.

In the next post, suggested responses to the above questions will be forwarded. Do take the time to come up with your own responses for answers can differ from individual to individual and there need not be a `correct' answer.

If you would like us to take a look at your responses, do send them to us at admin1@thepeartree.info



Guiding Questions:

My `feathered friend', with references to being `feathered', and with a `beak' and `wings' would naturally be a bird. 

• Thus, based on the other descriptions of the bird, what would be the colours that you would expect to see on the different parts of the bird's body. (An outline is given below for you to colour in the various hues adorning the bird.)

• What are effects of using words such as: 

`spied' instead of `saw'; `pounding' instead of `hitting'; `thrust' instead of `bent forward'; `postured' instead of `standing'

•  What is the feeling that the bird is experiencing? Why is it feeling that way?
• Is the feeling justified?
• Can the bird's reaction be extended to the human experience? Would some people react in a similar fashion?
• What lesson may we, as humans, derive from the bird's reaction?

Diagnostic Test: Reading Comprehension (Remaining Answers)

Suggested Answers to the remaining questions to test your reading comprehension skills are offered in blog post found in The Pear Tree website.

If you find that you have not been able to answer the level 1 questions accurately, you will need to enrol in the Beginner's Course.  If, however, the problem lies mainly in answering level 2 and 3 questions, try our Intermediate's Course, or if you just need help with answering level 3 questions, then the Advanced course is for you.

For more information on our online courses, go to The Pear Tree website Today! 

Answers to Selected Questions: Reading Comprehension (Diagnostic Test)

Diagnostic Test: Reading Comprehension

Answers to Selected Questions

Below answers to two of the questions for each of the levels from the earlier post are given.

Question	Contextual Clues	Answer
1 (Level 1)	From the passage: "... birthmark... which was laid upon me before I came into the world"	A birthmark is a spot or blot that a person has from birth.
2 (Level 1)	References made to it include "fatal birthmark" and " it may be the stain"	The word is `stain'. (`Fatal' is not as suitable a word since it refers to the grave consequence of having the birthmark rather than a description of what it means to the bearer.)
1 (Level 2)	She fears that "perhaps its removal may cause cureless deformity; or it may be the stain goes as deep as life itself."	The two possible dangers are that the removal may lead to a permanent defect or it could even lead to death.
2 (Level 2)	Georgiana refers to him having "deep science" and Aylmer himself speaks of going "deeper than ever into the heart of science."	Aylmer is a scientist. (If you speculate that he is an aesthetic or cosmetic surgeon, you can't be faulted.)
1 (Level 3)	Aylmer: ". I have already given this matter the deepest thought... what will be my triumph when I shall have corrected what Nature left imperfect in her fairest work!" Georgiana: " Danger is nothing to me... while this hateful mark makes me the object of your horror and disgust" "Is this beyond your power, for the sake of your own peace, and to save your poor wife from madness?" (From the conversation that both Aylmer and Georgiana has, one can see that the birthmark bothers Aylmer and the only reason Georgiana is troubled by it is because of Aylmer's reaction to it. Georgiana is willing to even face death if it will rid the birthmark which Aylmer finds so offensive. Aylmer is also very confident of his capabilities and he also sees himself as someone who makes perfect what Nature left imperfect.)	Aylmer is selfish since he is willing to subject Georgiana to possible dangers from the procedure to rid her of the birthmark that he finds offensive. He is also a perfectionist for he seems the birthmark as an imperfection and wants to remove it. Georgiana is selfless since, for her husband's sake, she is willing to go through a procedure that she knows may be dangerous. She is loving person since she is more concerned about her husband's adverse reaction toward the birthmark and wants to make him happy even at the expense of losing her life in the process.
2 (Level 3)	It shows that he is avoided the blemished cheek and from Georgiana's early remark we know that it causes him "horror and disgust" and has taken away his "peace".	The author wants to highlight Aylmer's revulsion for the birthmark.

The remaining answers can be found in The Pear Tree website on 26/5/2015.

Diagnostic Test: Reading Comprehension

Read the following extract which is taken from Nathaniel Hawthorne's short story, The Birthmark. Then, attempt the questions that follow.

1 2 3 4 5 6

"Aylmer," resumed Georgiana, solemnly, "I know not what may be the cost to both of us to rid me of this fatal birthmark. Perhaps its removal may cause cureless deformity; or it may be the stain goes as deep as life itself. Again: do we know that there is a possibility, on any terms, of unclasping the firm gripe of this little hand which was laid upon me before I came into the world?" "Dearest Georgiana, I have spent much thought upon the subject," hastily interrupted Aylmer. "I am convinced of the perfect practicability of its removal." "If there be the remotest possibility of it," continued Georgiana, "let the attempt be made at whatever risk. Danger is nothing to me; for life, while this hateful mark makes me the object of your horror and disgust,--life is a burden which I would fling down with joy. Either remove this dreadful hand, or take my wretched life! You have deep science. All the world bears witness of it. You have achieved great wonders. Cannot you remove this little, little mark, which I cover with the tips of two small fingers? Is this beyond your power, for the sake of your own peace, and to save your poor wife from madness?" "Noblest, dearest, tenderest wife," cried Aylmer, rapturously, "doubt not my power. I have already given this matter the deepest thought--thought which might almost have enlightened me to create a being less perfect than yourself. Georgiana, you have led me deeper than ever into the heart of science. I feel myself fully competent to render this dear cheek as faultless as its fellow; and then, most beloved, what will be my triumph when I shall have corrected what Nature left imperfect in her fairest work! Even Pygmalion, when his sculptured woman assumed life, felt not greater ecstasy than mine will be." "It is resolved, then," said Georgiana, faintly smiling. "And, Aylmer, spare me not, though you should find the birthmark take refuge in my heart at last." Her husband tenderly kissed her cheek--her right cheek--not that which bore the impress of the crimson hand

(http://www.online-literature.com/poe/125/)

The questions are grouped into three levels of difficulty. Attempt these to find out if any of these levels is challenging for you. Answers to the first two questions, in each level, will be provided in this blog in a couple of days to allow you to assess yourself. The rest of the questions will be answered in the blog found in the website of The Pear Tree Centre for Education.

Questions:

Level 1:

1. What is a birthmark? (Refer to Paragraph 1)
2. Which word in paragraph 1 indicates that the birthmark is viewed as undesirable?
3. What is Aylmer confident of doing? (Refer to Paragraph 2)
4. What is Aylmer referring to when he said `its fellow' in paragraph 4?
5. What is the `crimson hand'? (Refer to Paragraph 6)

Level 2:

1. What are the two possible dangers involved that Georgiana articulates in paragraph 1?
2. What do you think is Aylmer's occupation? (Refer to Paragraphs 3 and 4)
3. Why does Georgiana detest the birthmark? (Refer to Paragraph 3)
4. What evidence is there in paragraph 5 to show that Georgiana is not fully comfortable with her decision to have her husband remove the birthmark?
5. Explain what Georgiana meant when she said, "spare me not, though you should find the birthmark take refuge in my heart at last." (Refer to Paragraph 5)

Level 3:

1. State two characteristics of Aylmer and Georgiana, and for each of those characteristics, provide substantiation for your answer. (Refer to the whole extract)
2. Why do you think the author highlighted that Aylmer kissed the unblemished cheek? (Refer to Paragraph 6)
3. Explain if you think Aylmer's love for Georgiana is true. (Refer to the whole extract)
4. Would you sympathise with Georgiana's decision to have the birthmark removed? Give reasons for your answer. (Refer to the whole extract)

Improving your Basic Reading Comprehension Skills: Useful techniques

Please refer to the May 6th post (Requisite basic skills for comprehension) and then, go through the answers and the worked-out thought processes in answering the following two questions, out of the five found at the end of the post. The worked out examples and suggested answers to the remaining three questions can be found in the May 13 blog post in The Pear Tree website.

Questions:

1.     Why did the author decide not to tell the doctor what is `the matter' with him?

I said: "I will not take up your time, dear boy, with telling you what is the matter with me. Life is brief, and you might pass away before I had finished. But I will tell you what is NOT the matter with me.

Often, we look for contextual clues in the sentences that come either before or after the reference found in the question.  Here, the clues lie in the sentences that come before the reference made to not telling him what is `the matter with him (refer to the highlighted texts).

Answer: The author feels that his medical problems are too many and hence, would take too much of the doctor's precious time, which is already limited in its short span.

2.     What does the `it' refer to when the author mentioned that he `came to discover it all'?

He will get more practice out of me than out of seventeen hundred of your ordinary, commonplace patients, with only one or two diseases each."... Why I have not got housemaid's knee, I cannot tell you; but the fact remains that I have not got it. Everything else, however, I HAVE got."

And I told him how I came to discover it all.

Again, the clues lie in the sentences that come before the `it' is mentioned in the passage (refer to the highlighted texts).

Answer: The `it' refers to the knowledge that, excluding housemaid's knee, he had all the diseases.

Coming Soon: Our diagnostic quiz that allows you to test your comprehension skills and discover your level of comprehension, thus enabling you to decide on the kind of help you would need to improve in your reading comprehension skills.

Reading Comprehension: What are the requisite basic skills?

When you read a passage, what do you do in order to comprehend the passage?

•       Do you use your prior knowledge?
•       Do you look for clues to read in between the lines?
•       Do you note down the key words in the questions?
•       Do you pay particular attention to the grammar?
•       Do you look for what is missing, or what has been left unsaid?

Sometimes, some or all of these techniques will come in useful when trying to understand a passage. Let me give you an example to demonstrate what I mean. The following passage is an extract from Jerome K. Jerome's autobiography, Three Men in a Boat (Chapter 1).

I went to my medical man. He is an old chum of mine, and feels my pulse, and looks at my tongue, and talks about the weather, all for nothing, when I fancy I'm ill; so I thought I would do him a good turn by going to him now. "What a doctor wants," I said, "is practice. He shall have me. He will get more practice out of me than out of seventeen hundred of your ordinary, commonplace patients, with only one or two diseases each." So I went straight up and saw him, and he said: "Well, what's the matter with you?"

I said: "I will not take up your time, dear boy, with telling you what is the matter with me. Life is brief, and you might pass away before I had finished. But I will tell you what is NOT the matter with me. I have not got housemaid's knee. Why I have not got housemaid's knee, I cannot tell you; but the fact remains that I have not got it. Everything else, however, I HAVE got."

And I told him how I came to discover it all.

Then he opened me and looked down me, and clutched hold of my wrist, and then he hit me over the chest when I wasn't expecting it - a cowardly thing to do, I call it - and immediately afterwards butted me with the side of his head. After that, he sat down and wrote out a prescription, and folded it up and gave it me, and I put it in my pocket and went out.

I did not open it. I took it to the nearest chemist's, and handed it in. The man read it, and then handed it back.

He said he didn't keep it.

I said: "You are a chemist?"

He said: "I am a chemist. If I was a co-operative store and family hotel combined, I might be able to oblige you. Being only a chemist hampers me."

I read the prescription. It ran:

"1 lb. beefsteak, with 
1 pt. bitter beer 
every 6 hours. 
1 ten-mile walk every morning. 
1 bed at 11 sharp every night. 
And don't stuff up your head with things you don't understand."

I followed the directions, with the happy result - speaking for myself - that my life was preserved, and is still going on.

(Extract from Chapter 1 of Jerome K. Jerome's ~Three men in a boat")

Questions:

1)      What do you think is the doctor's opinion of the author?

2)      How does the author think he will be doing his friend `a good turn' by going to him for consultation?

3)      What are the five advices found in the prescription and how are these useful in ensuring that the author lives a healthy life?

Qn No.	Key Words in:	Answer
1	Question: Refer to question for key words in blue Passage: (highlighted in turquoise) Refer to passage for key words in red.	(A `what' question calls for a specific answer, and here we are looking for the doctor's opinion.) The doctor thinks that the author is imagining his illness / In the doctor's opinion, the author is a hypochondriac. (When the doctor does the usual superficial examination, he doesn't seem concerned at all since he is talking of the weather.)
2	Question: Refer to question for key words in blue Passage: (highlighted in yellow) Refer to passage for key words in red.	(A `how' question calls for a look at the process, at the way in which the author will be helping his friend.) The doctor will have a better opportunity to work on finding ways to heal various diseases from treating him since he has so many more diseases than an ordinary patient who would have just one or two.
3	Question: Refer to question for key words in blue Passage: (highlighted in grey) Refer to passage for key words in red.	The five advices are: 1.   Eat a hearty meal; 2.   Drink liquor; 3.   Exercise daily; 4.   Sleep at the right time; and 5.   Don't pretend to be knowledgeable in areas that are beyond one's expertise. Each helps the author to lead a healthy life by: 1.   Giving him the proper nourishment; 2.   Making him carefree and forget his worries; 3.   Keeping his body fit; 4.   Enabling his body to get ample rest; and 5.   Ensuring that he doesn't get unduly anxious by unsubstantiated thoughts.

Now consider the following questions, and at the end of the week, we will offer our suggested answers.

Questions:

1. Why did the author decide not to tell the doctor what is `the matter' with him?
2. What does the `it' refer to when the author mentioned that he `came to discover it all'?
3. Explain what the author means when he said that the doctor `opened me and looked down me'?
4. From the doctor's actions when examining the author, state what the doctor's opinion of the author may be?
5. Why would being `only a chemist' make it difficult for the chemist to fulfil the prescription?