edubest secondary english programme se module · enough; finding childcare for two babies of...

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Pusat Tuisyen Didikan Genius

Edubest Secondary English Programme

SE4

Module 9

Name : ___________________________

Computer Quiz

Week Date Vocabulary

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Phrasal Verb

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Grammar

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Others

1

2

3

4

5

COMPREHENSION

A. Reading Lucy looked through the letters which the postman had just delivered and said to

Mike, 'Nothing but bills again. What are we going to do?

We can't possibly pay them all this month.'

'We'll discuss them tonight,' said Mike. 'I'm late for work.' Where bills were

concerned Mike was apt to bury his head in the sand. Meanwhile Lucy sat at the

breakfast table having another cup of coffee and remembering the halcyon days

when she could go out and buy new clothes and make-up without thinking twice. It

had been yonks since she had bought anything for herself. All the money seemed to

go on household bills or the twins.

Lucy loved the twins dearly, as did Mike, but their arrival had undeniably

knocked Lucy's plans for six. Her pregnancy had been planned and she had been

looking forward to being a mother, but she had also planned to return to work, at least

on a part-time basis, after the baby was a few months' old. She enjoyed working and

they would need her salary even more when the baby was born.

However, it was very much a case of the best-laid schemes. A few months

into her pregnancy Lucy was told by the doctor that she was expecting twins and,

when the two bundles of joy arrived, it was obvious that Lucy was going to have to

postpone her plans to go back to work. Finding childcare for one baby was hard

enough; finding childcare for two babies of exactly the same age proved impossible.

Lucy's mother had been prepared to look after one baby part-time, but she

drew the line at looking after two. She was apologetic, but felt that she was too old

and did not have enough energy to care for twins.

Then there was Mike's mother, but she had a part-time job and she and Lucy

did not really get on. At one point they had had a major row and, although they had

agreed to let bygones be bygones, things were never the same again. Lucy and

Mike's mother would never see eye to eye on childcare and, in any case, Mike's

mother did not offer to help with the twins.

Edubest English Programme SE4 1

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As if things were not bad enough, Mike seemed to have forgotten about his

assurances during Lucy's pregnancy that he would share the task of looking after the

babies. He said that it was just not possible to share and share alike when he had to

go to work and Lucy did not. His only contribution to childcare was to give his sons

and heirs a cuddle when he came home from work.

B. Recalling Information 1. What was Lucy's concern when she received the bills?

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2. In what way had Lucy's spending habits changed?

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3. What was the reason that Lucy did not continue working after the twins were born?

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4. Why did Lucy's mother draw the line at looking after the twins?

__________________________________________________________________

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5. What were the reasons that Mike's mother could not help to look after the twins?

__________________________________________________________________

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C. Understanding Information 1. Think of two adjectives that could describe each of the following characters.

Lucy: ____________________________________________________________

Mike: ____________________________________________________________

Lucy's mother: _____________________________________________________

Mike's mother: _____________________________________________________


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2. In your own words, explain 'However, it was very much a case of the best-laid

schemes. '

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3. Lucy could not find childcare for the twins and so had to stop work. Could such a

situation happen in your country? If so, how would young couples in your country

handle the situation?

__________________________________________________________________

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4. Fill in each of the blanks with one of the idioms given in the box. let bygones be bygones see eye to eye halcyon days

share and share alike think twice

a) Father sometimes recalls the ________________________________________

when he was a carefree undergraduate.

b) Growing up with two brothers and two sisters taught me to ________________

_______________________________________________________________

c) Let's agree to _________________________________________and forget our

differences.

d) Though we may not _______________________________________________

on everything, my friend and I share many common interests.

e) I strongly advise you to ____________________________________________

before visiting a country that is on the brink of war.

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D Summarize in 80 words the difficulties that Lucy faced after the birth of her twins. _________________________________________________________________

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Optional Writing Activity You read an article in the newspaper that goes like this:

Dear Sir, From recent press reports, I get the impression that teenage students expect to receive large amounts of pocket money. They spend this on large meals in the school canteen, on entertainment and on clothes that are the fad of the day. This to me is an unhealthy trend. Whatever has happened to the enduring values of saving for what you want and even working for it, for example, by giving tuition or doing household chores. Young people are a pampered lot and if the present trend continues they will grow up without the virtues of discipline and hard work. Yours faithfully William Holt


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You feel strongly about the points made in the above letter. Write your reply to

the newspaper. Dear Sir,

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

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_________________________________________________________________

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_________________________________________________________________

_________________________________________________________________

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Yours faithfully,

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PHRASAL VERB

PHRASAL VERBS

Theme : Pets belt out : become quiet


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book into : check into

brood over : meditate moodily on

derive from : obtain or draw from

dote on : love

drown out : make inaudible

feed on : eat

fluff out : make fluffy

flutter about : flap wings

get over : recover from

go for : be sold for

listen out for : try to hear

live together : stay in the same house

long for : want

make up for : compensate for

mourn for : grieve for

object to : oppose

pass away : die

peck at : strike with beak

pick out : choose

*Phrasal Verb Exercise: Please proceed to the laboratory for the quiz.

GRAMMAR Adverbs tell us how something is done, why, when or where. They answer questions

for the reader and show us what additional information the writer feels we need to see

things from their point of view.

Adverbs of Manner are the most basic. Usually, the end with an –ly, a novel

technique the English language has for converting some adjectives to adverbs: quick becomes quickly


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beautiful becomes beautifully hard becomes…

Whilst adjectives can only modify nouns, adverbs can modify verbs, adjectives, other

adverbs and even whole sentences. The bus was quick. The bus turned the corner quickly. The bus quickly turned the corner. The very quick bus was a godsend. The bus turned the corner extremely quickly. Hopefully, there will be no snow this month. There will, hopefully, be no snow this month. There will be no snow this month hopefully.

…notice how the positioning of adverbs is a choice made by the author – what

difference does the different word order make? But the most important thing to remember about adverbs or adverbials (adverb

phrases) is that they are usually optional; they are added in by the author not because

they are required (grammatically) but because they have been adjudged necessary,

and that is why they tell us so much about an author’s motives. All of the adverbs in

the sentences above can be dropped without reducing them to ungrammatical drivel

or even changing the essential meaning of the respective sentences. Also, compare: He will not succeed in his studies. He will probably not succeed in his studies.

Probably is an Adverb of Modality – in this reflecting the level of certainty the

author has or wishes to convey. More generally, adverbs of modality give the

author’s perspective on what they are writing about. Why would this adverb of

modality be added to this sentence?


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Types of Adverb: Adverb of Time (or frequency) – answers the question: when (or how often)?:

now, afterwards, often, never, always, frequently, recently, regularly, yesterday Adverb of Space/Place – answers the question: where?: anywhere, outside,

everywhere, there, upstairs Adverb of Manner – answers the question: how?: reluctantly, timidly, badly,

menacingly, effectively Adverb of Degree / Intensifying Adverb – answers the question: how much or

how little?: certainly, very, well, almost, sort of, absolutely, much, little, just,

barely, nearly Adverb of Emphasis – answers the question – how much or how little?: badly,

really, indeed, even, at least Adverb of Modality – answers the question – how do you (the author) feel

about what you’re saying?: perhaps, maybe, fortunately, hopefully, As with nouns or adjectives, if an adverb is replaced in a sentence by a group of

words, i.e. that group of words functions as an adverb, then that group of words is

an Adverbial. An adverbial can also be called a Prepositional Phrase, owing to

the fact that they usually begin with a preposition: I went to school slowly. I went to school with my feet dragging on the ground. I went to school in a foul temper. I went to school without a care in the world.

Although there would seem little point in these sentences if the adverb or adverbial

were removed, they can be, and so, they are a strong hint of the author’s intentions

for the text. What of the following sentence: I shuffled along the path. I cautiously shuffled along the path. I shuffled along the path with my heart in my mouth. With my eyes closed, I shuffled along the path. I shuffled along the path towards that place.


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Exercise 1 Choose adverbs or adverbial phrases from the box that belong to the types in brackets. after his match politely suddenly at all very

for at least an hour barely in the end quite only from my address book foolishly on the door why so in the distance correctly in the fridge a lot sensibly enthusiastically always painstakingly badly into a hospital every evening

1. Leave the dessert ________________________ . (place, duration)

2. _____________________ switch off your mobile phone before walking

__________________. (frequency, duration)

3. Finding the lock broken when she knocked _________________________ ,

Sara ______________ phoned the police. (place, manner)

4. he had to talk to _________________________ journalists, although he

______________________ wanted a shower. (time, manner, intensifying)

5. l had ____________________ sat down when the door

____________________________ opened. (broad negative, manner)

6. I ___________________ heard the thunder _____________________ - I didn't see any lightning ___________________. (focusing, place, emphasizing)

7. _________________ Joe worked ___________________ on his model. (frequency, manner)

8. Ben didn't join in the game _________________________ , but he enjoyed it . (intensifying + manner, intensifying, time)

9. _________________________ on earth did he behave ___________________? (interrogative, intensifying + manner)

10. Are you ________________ certain you copied the number _______________? (emphasizing, manner, direction)

( %) Exercise 2 Choose suitable adverbials from the box to fill the blanks.

all summer long for quite a long time for a few days for three hours from 9 am to 6 pm another six weeks since then long

Harry failed his CCSE Maths last May and, (1)______________ , he has been

working hard for the re-sit in September. (2)______________ he has been getting up


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at 5 a.m. and working at his maths (3)_______________ before going off to his

vacation job, at which he's busy (4)___________ .

Unfortunately, last Monday he woke up with a bad headache and a fever. We were

afraid he might be ill (5)______________. But I'm glad to say his flu didn't last

(6)_______________ . He stayed in bed (7)_________ and was soon well enough to

continue his studies and his job. Well, now he has to wait only (8)____________ till

the exam, and I think he deserves to pass.

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Exercise 3 Choose the most suitable sentence adverbials to fill the gaps below.

first of all unfortunately moreover of course luckily quite frankly to be honest personally therefore next nevertheless on the other hand otherwise however still

It was Julie's birthday on Saturday and she, Mike, Sam and I decided to go out for a

celebratory meal. Jack writes restaurant reviews and we (1)_____________ asked

him for a recommendation. He suggested Le Chateau in Castle Street. It was a bit

more expensive than what we had in mind but, (2)_______________ , we decided to

make a booking.

We were looking forward to superb food, but, (3)______________ , it was one of the

worst meals I have ever had. (4)_____________ ,we could have had a better meal in

the cafe on the pier. (5)____________ , it was even more costly than we had

anticipated.

We met in the bar of the Star Hotel and had a very pleasant drink.(6)__________ ,

that was the last pleasant bit of the evening. At the restaurant a very rude head waiter

claimed to have no record of our booking.

(7)_______________ , I felt like leaving right away. (8)_____________ , it was

Saturday night and everywhere else was likely to be full. We decided to stay - and

that was a major mistake. The evening was a catalogue of disasters!

(9)_____________ , we were given a table right by the kitchen door. It was

incredibly noisy and waiters kept nearly dropping food on our laps as they rushed


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past. (10)______________ , we were told that a significant number of items listed on

the menu were not available. What was available was extremely unexciting for such a

fancy and expensive restaurant, but, (11)_______________ ,we all selected

something and ordered some wine.

Then we waited and waited and waited. (12)____________ , they had brought the

wine and some bread more or less right away. (13)_____________ , I think we would

have walked out. The starters, when they finally arrived, were passable and, in any

case, we were starving by this time. (14)______________ , the main courses were

practically stone cold and virtually inedible.

We decided to pay the exorbitant bill and leave. (15)____________ , we didn't leave

a tip! We made straight for the local chip shop!

( %)

Revision: Exercise 4

Underline each intensifier or moderator and say whether its function is to intensify an adjective (IA), an adverb (IAdv) or a verb (IV), or to moderate an adjective (MA), an adverb (MAdv) or a verb (MV). 1. I deeply resent your attitude. _____

2. We have many highly intelligent people in our team. ________

3. That's a very unusual flower. _____

4. The event was most efficiently organized. ______

5. Your sudden appearance somewhat startled me. ______

6. I guess I spoke a little tactlessly. _______

7. My parents gave me a really lovely present. ______

8. We were rather impressed by Sally's performance on stage. ________

9. Be exceedingly patient with him - he's had quite a severe shock. ______

10. I was trying hard to remember his name. ______

( %) Exercise 5 Choose suitable adverbs from the box to fill the blanks.


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Tommy (1)__________ lives in our apartment. He's my younger brother's best friend,

though I don't (2)__________ understand what my brother sees in him. The two of

them are (3)________ - always causing trouble, and Tommy is (4)_________

responsible for that.

This evening I had (5)________ finished keying my history essay on my computer,

and was feeling (6)_________ worn out, so I went into the kitchen (7)_________ to

make a cup of tea. I (8)___________ wanted a breather. I was (9)___________ out of

my room for a few minutes, but in that time Tommy persuaded my brother to install a

game on my computer. They (10)__________ made it crash, and I (11)___________

lost all my keyed work. I was (12) __________furious.

( %) Exercise 6 Choose appropriate intensifiers and moderators from the box to complete the letter. You'll find that the alphabet helps! exceedingly somewhat seriously most badly

considerably very much deeply a lot so much hard really highly

Dear Lizzie,

I've been thinking about our last meeting (1)__________ ,and I (2)___________ need

to talk to you again. I know I offended you (3) __________ and that you were

(4)_________ wounded by my (5) __________ unkind remarks. I've been working

(6)_________ recently, and I'm in a (7)__________ emotional state. But I want to

apologize (8) _____________ humbly to you - what I said was (9) ___________

unforgivable, and I (10) _____________ lost control. This letter will surprise you


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(11)_____________ , I guess, but I still love you (12)___________ , and I

(13)___________ want our relationship to continue.

Adrian

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Exercise 7 Choose the most suitable emphasizing and focusing adverbs from the box to fill the gaps. absolutely utterly positively really just totally

completely entirely altogether only quite perfectly Jane was feeling (1)____________ frantic. She had heard on the car radio that there

had been a bad accident on an oil rig on the North Sea. It was the rig that her brother

Brian worked on, but she did not yet know if he had been involved in the accident.

Very few details had yet been released. She would (2)____________ have to wait for

a later news bulletin.

Meanwhile, she (3)_________ could not decide whether to telephone her

parents or not. Her mother was an anxious person at the best of times. She would be

(4)__________ distraught if she thought that anything had happened to her son. She

loved all her children, but she (5)__________ adored her only son. If her mother had

already heard the news of the accident, Jane might be able to help calm her down.

However, her mother might know nothing about the accident. In that case, Jane

would (6)__________ cause her unnecessary anxiety if she phoned. She decided to

ring her sister Mary to see if she had heard about the accident. Mary was bound to

know whether their parents knew or not.

( %) Listening and Speaking

Listening 1 : Understanding an Advertisement (Tapestry 2/CD2of3/T21/ pg 165 ) You will hear an advertisement for AT & T Communications. First, for each expression on the left, tell which expression on the right has the same meaning.

1. reliable ____ a. warranty


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2. to switch ____ b. dependable

3. guarantee ____ c. money that you get back

4. refund ____ d. safe, no danger

5. no-risk ____ e. to change

Listen to the advertisement and answer these questions

1. Who is Emerson?

______________________________________________________________

2. What idea does he give the boss (the head of the company)?

______________________________________________________________

Listening 2 : Expressing Agreement and Disagreement (Tapestry 2/CD2of3/T22/ pg 167)

Listen to the advertisement. There are some difficult words that you won’t

understand. Just listen and answer the following questions.

1. Does the woman argue with the police officer?

2. Does he give her a ticket?

Note : I bet you will = I think you will. to chat = to talk Writing Opinion Essay Basic Structure of the Opinion Essay: The basic five-paragraph essay structure, which you have probably used many times

by this point, works extremely well for an opinion essay. It’s a starting point, and

when you get to university your profs will expect a more complex approach to essay

writing. If you feel confident about your essay-writing skills, you can certainly

branch out into longer and more complex essays. But this basic five-paragraph

outline is a good starting point, especially if you feel uncertain of your ability.


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An opinion essay exists to prove your main point – your thesis. This should be

clearly stated in your opening paragraph. Don’t leave the reader to guess what your

position is on the issue – make a clear stand!

Next, develop your argument in the body of your essay. Each paragraph should

contain a single, clear idea that support your point of view. You can use examples

and illustration, cause-and-effect reasoning, comparison/contrast or other methods of

development to support your argument.

Research: Any statements you make that would cause a reader to say, “Wait, how do

you know that’s true?” need to be backed up with documentation from outside

sources (“I saw something on TV about it one time” would not be considered

adequate documentation). Refer to the handout “What is Research?” for further

details.

Remember that a paragraph is three to five sentences that develop a single, clear idea.

A good paragraph often begins with a topic sentence that sums up your main idea.

Paragraph One -- The introduction. Here you state the main idea of your

entire essay -- the point you are trying to make or prove. This paragraph

should include your thesis statement plus three reasons why you believe

this statement to be true.

Paragraphs Two, Three and Four. These are the body of your essay.

Remember back in Paragraph One, you gave three reasons for your opinion?

Three reasons, three body paragraphs. Each of the body paragraphs should

take one of your reasons and explain it in more detail, citing sources where

necessary.

Paragraph Five -- The conclusion. Former Newfoundland premier Joey

Smallwood once said about giving speeches: "First I tell them what I'm going

to tell them, then I tell them, then I tell them what I told them." That's how


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you write an essay. In the conclusion, tell them what you told them. Sum up

your argument by restating your thesis statement and reminding the reader

what your three reasons were. In an argumentative essay, you can finish with

a "call to action" -- tell the reader what you would like them to do as a result.

Useful Language

То express opinion: I believe, In my opinion, I think, In my view, I strongly believe,

I see it, It seems to me (that), As far as I am concerned, I am (not) convinced that...,

In my opinion/view …My opinion is that …, I (firmly) believe …, I (definitely)

feel/think that, I am inclined to believe that ……

То list points: In the first place, first of all, to start with, Firstly, to begin with

То add more points: what is more, another major reason, also, furthermore,

moreover, in addition to this/that, besides, apart from this, not to mention the fact that

То introduce contrasting viewpoints: It is argued that, People argue that, There are

people who oppose, Contrary to what most people believe,

As opposed to the above ideas

To introduce examples: for example, for instance, such as, in particular, especially

To conclude: To sum up, All in all, All things considered, Taking everything into

account.


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Sample Writing Title

Paragraph One: Introduction Three reasons for my opinion Thesis statement Paragraph Two: Develops the first reason by giving examples Topic Sentence Paragraph Three: Topic Sentence Develops the second reason, giving facts and statistics to support the statement. Paragraph Four: Topic sentence Develops third reason, giving an example Paragraph Five: Conclusion Restatement of thesis Summary of reasons

Why You Should Vaccinate Your Kids

Since Edward Jenner introduced the first successful smallpox vaccine by injecting an eight-year-old boy with cowpox pus in 1796, vaccines have been an important part of public health care around the world (“Edward Jenner”). Yet today, many parents choose not to vaccinate their children. Because vaccines are widely supported by research, have few side effects, and have proven successful in halting the spread of disease, I believe it is important that all parents continue to vaccinate their children.

All major health organizations, including the Centres for Disease Control and the World Health Organization, recommend vaccination. The value of vaccination is supported by research from around the world, and researchers are constantly working to improve the safety and effectiveness of vaccines. Epidemiologists, the scientists whose job is to study the outbreak of disease, all recommend vaccination.

Many parents worry about the safety of vaccines. While side effects do occur, they are usually minor, like redness or swelling around the site of an injection. In Canada, only about one in a million doses of vaccine leads to serious side effects (“Fact and Fiction”). The most famous study linking vaccines to autism, one which got many parents worried about vaccination, has been proven false and the doctor who conducted the study has had his medical license taken away (Triggle).

Around the world, increased vaccination leads to better public health. Diseases like smallpox and polio which once killed and disabled millions of people are virtually unknown today thanks to immunization programs. Yet in countries like Afghanistan and Pakistan where the Taliban discourage immunization, rates of polio are on the rise again (Nordland).

If and when you have children, please get them vaccinated. The risks are minimal and you’ll not only be following the best advice of medical science and protecting your own child from disease; you’ll be helping in the fight to eradicate infectious diseases in your community and around the world.


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Writer’s Corner


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Exercise Write an opinion essay based on the topic. Use the mind map below and elaborate to make it interesting. Mind Map


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Enrichment In order to strengthen your writing skill, you may attempt this composition below. Hand it in to you teacher and redeem 20 points. (Plagiarism is prohibited but you are allowed to refer to any source for extra information.) Opinion : Write 6 paragraphs on the following topic in essay paper.


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Language Arts

Getting in Touch and Describing Ways of Saying Things

answer (somebody) back : reply rudely to somebody who has more authority than you. be common knowledge : be something that everyone knows. behind somebody’s back : without somebody knowing about it opposite : to somebody’s face break the news : be the first to tell somebody about some important news. drop somebody a line : write a short letter or email to somebody. get hold of somebody : find or make contact with somebody by email or phone. get something across : succeed in making somebody understand (to somebody) something. give somebody a ring : phone somebody synonym : give somebody a call. hear from somebody : be contacted by somebody by email, phone

or letter. keep quiet (about something) : say nothing about something.

keep somebody in the dark : not informing somebody of something important. not breathe a word : not tell anyone about something that is (about/of something) secret. Synonym : not say a word (about something) not get a word in edgeways : not be able to say anything because somebody else is talking too much. put your foot in it : say or do something that makes somebody embarrassed or upset. speak up : speak more loudly.


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speak your mind : say exactly what you think in a very direct way. talk down to somebody : talk to somebody as if they are less intelligent or important than you. talk sense : say things that are sensible and correct. opposite : talk nonsense tell somebody off (for something : speak angrily to somebody for doing /for doing something) something wrong Exercise 1 Circle the correct answer(s). Both answers may be correct.

1. Have you been in / on touch with Rina?

2. Who dropped / broke the news to Mina?

3. Don’t say / breathe a word to the kids.

4. Have you heard by / from Mary recently?

5. I said we’d give Irina a call / ring.

6. I’ll drop Vincent a line / call.

( %)

Exercise 2 Complete the dialogues. Then underline the full idiom in each dialogue.

1. You mustn’t say anything. ~ Don’t worry, I’ll keep _________ about it.

2. He’s upset because we _____________ him in the dark. ~Well, that’s

understandable.

3. Have you got in ________ with Michael since last week? ~No, not yet.

4. Do they know you’re getting married? ~Yes, I ____________ the news last

night.

5. Have you told the class you’re having a baby? ~Yes, it’s common ________

now.

6. Have you tried to get _______ of the manager? ~Yes, I ______ her a ring

earlier.

( %)


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Exercise 3 Would you be happy or unhappy in these situations? Write H (happy) or U (unhappy).

1. You ask a child to do something and he answers you back. ___

2. You get advice from a lawyer who talks a lot of sense. ___

3. Someone tells you off for riding your bike through the park. ___

4. You’re asked to explain a grammar rule and you manage to get it across. ___

5. Someone talks about you behind your back. ___

6. You go and see a doctor who talks down to you. ___

7. You’re in a meeting with your boss and you can’t get a word in edgeways. ___

8. You’re talking to one of your neighbours and you put your foot in it.

( %) Exercise 4 Complete the questions.

1. If you can’t hear your teacher, do you ask him/her to _______ up?

2. Is there anyone in your family who tends to _______ nonsense?

3. Have you ever put your ________ in it when talking to a friend?

4. Do you prefer people to criticize you to your ________, or behind your

_________?

5. With a group of strangers, would you always speak your _________?

6. Have you ever _________ someone off from dropping rubbish in the street?

7. Is it hard to get a word in ________ with anyone you know? Who?

( %) Glossary bygone, let bygones be bygones (cliché) to forget about bad things which have happened in the past and try to make a new start. The cliché forgive and forget has a similar meaning. day, halcyon days (cliché) times which are remembered as being particularly happy. 'Halcyon' is the Greek name for kingfisher and the expression refers to an old belief that the kingfisher laid its eggs during a fourteen-day period of particularly calm weather.


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eye, see eye to eye (idiom/cliché) to agree with someone; usually used in negative constructions. head, bury one's head in the sand (idiom/cliché) to avoid dealing with a problem by ignoring it. The expression refers to an old belief that ostriches react to danger by burying their head in the sand, as though this action made them invisible. joy, bundle of joy (cliché) a baby; used in informal, often humorous, contexts and in journalese. line, draw the line at something (idiom/cliché) to refuse to do something because you find it unacceptable or because it goes over some kind of limit which you have set. In origin, the expression refers to the drawing of a line as a boundary, as in some games. scheme, the best-laid schemes (cliché) even plans which are worked out extremely carefully can go wrong. The expression is from a quotation from a poem by the Scottish poet Robert Burns. The quotation, which has become almost a proverb, is 'The best-laid schemes o' mice and men gang aft agley', and is from the poem To a Mouse (1786). It means literally 'The best-laid schemes of mice and men often go wrong.' share and share alike (cliché) to divide something equally. six, knock someone (or something) for six (idiom/cliché) to destroy or weaken someone or something. The cliché also means to surprise or shock someone greatly. The expression has its origin in the game of cricket, referring to a situation in which a batsman hits the ball over the boundary without it touching the ground before that and, thus, scores six runs or points. son and heir (cliché) a son, often a baby; often used in informal, and usually humorous contexts, since most families are not wealthy enough to think of an infant son in terms of what he will inherit from them. think twice (idiom/cliché) to consider something very carefully before acting; often used in negative constructions to emphasize that someone is not at all worried or careful about doing something. yonks (colloquialism) a very long time. The origin of this expression is not known.


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