Nine Gold Medals Class 9 | Kaveri Summary and Answers
Nine Gold Medals Class 9 is David Roth’s narrative poem about a race at the Special Olympics. Nine athletes have prepared for a hundred-yard dash. When one runner loses his balance and falls, the other eight stop and turn back. They help him up, join hands and finish the race together. The decisive moment comes when each of the eight chooses to return, giving up the chance to finish ahead of the others.
The poem first builds anticipation through the crowd, the starting blocks and the signal. It then slows the race to a walk. That change in pace gives readers time to consider why the athletes’ response matters. This guide follows all eight stanzas, explains the poem’s imagery and other devices, and answers the NCERT activities, including the Patrick Gomes listening task. It also includes a boxed model poster, exam-style questions and 25 MCQs. The illustrations show imagined scenes from the poem.
A 47-page illustrated revision guide with stanza explanations, vocabulary, textbook solutions, practice questions, answer keys and a Ready Reckoner.
Lesson at a Glance
Particular | Detail |
|---|---|
Textbook | NCERT Kaveri, CBSE Class 9 English, Unit 5 |
Poet | David Roth |
Pages | Poem and activities, pp. 156–168. Listening script, pp. 268–269. |
Form | Narrative poem in eight numbered stanzas |
Setting | The final event of the day at a Special Olympics meet |
Central incident | Eight runners return to help a fallen competitor. All nine finish hand in hand. |
Key ideas | Empathy, compassion, teamwork, inclusion and sportsmanship |
Language focus | Imagery, alliteration, tone, adjective–noun collocations and slogan writing |
Table of Contents
Nine Gold Medals Class 9 Detailed Summary
Before the start
Athletes arrive from different parts of the country after weeks or months of training. Spectators gather around an old field to cheer the competitors. The final event is a hundred-yard dash. Nine determined runners wait at the starting line for the signal.
The fall and the decision to return
The pistol sounds and the runners charge ahead. The smallest runner stumbles, staggers and falls onto the asphalt. His cry conveys frustration and anguish because the work he put into preparing for the race seems to have come to nothing. The other eight stop. They turn back one by one and help him stand.
The shared finish
All nine join hands and walk towards the finish. The Special Olympics banner hangs above the scene, giving the narrator a way to connect their actions with the values of the event. The crowd rises to applaud, and the athletes’ faces show their joy. In the poem, all nine receive gold medals. The ending shows that a race can be remembered for how its competitors treat each other as well as for the result.
Stanza-by-Stanza Explanation
Stanza | What happens and why it matters |
|---|---|
1 | Athletes gather after long preparation. The reference to gold, silver and bronze establishes the usual expectations of a race. |
2 | Spectators surround the field and cheer. The final event creates a sense of anticipation. |
3 | The starting blocks and the poised athletes focus attention on the seconds before the signal. Nine competitors are ready. |
4 | The pistol sounds and the runners surge forward. One runner loses his balance and falls. The sudden contrast interrupts the momentum. |
5 | The fallen runner cries in distress. His preparation and hopes seem wasted. The narrator draws attention to the surprising event about to follow. |
6 | The eight stop and turn back one by one. They help him stand. This is the turning point because it changes what the runners are trying to achieve. |
7 | All nine join hands and continue at a walk. The banner above them connects their gesture with the values the narrator sees in the Special Olympics. |
8 | The runners finish together and receive gold medals. Their smiles and the audience’s applause communicate the meaning of the moment without further explanation. |
Vocabulary and Expressions
Word or expression | Meaning in context |
|---|---|
Spectators | People watching the event |
Resolved | Determined |
Poised | Ready to move or act |
Hundred-yard dash | A short, fast race over one hundred yards |
Stumbled | Tripped or momentarily lost balance |
Staggered | Moved unsteadily while struggling to keep balance |
Asphalt | Hard, dark material used to surface roads or paths |
Frustration | Distress at being prevented from doing what one hoped to do |
Anguish | Severe distress or suffering |
Dashed in the dirt | Seemingly destroyed, used of hopes or expectations |
Pulled up on their heels | Stopped running abruptly |
On the mark | Exactly right or appropriate |
Standing ovation | Applause from an audience that has risen to its feet |
Beaming | Smiling brightly |
Themes, Title and Poetic Devices
Empathy, compassion and sportsmanship
The eight athletes recognise a competitor’s distress and respond by helping. Their months of preparation give the choice weight: each could have continued pursuing a medal. Instead, they stop and make it possible for the fallen runner to finish with them. Compare the act of widening participation here with Deepa Malik’s discussion of access and opportunity in The World of Limitless Possibilities.
Title, structure and shifts in tone
The title anticipates an unusual result. At first the medals suggest separate placings. At the end the poem gives all nine the same honour. The tone begins with anticipation, becomes sympathetic at the fall and closes with admiration. The change from a sprint to a walk is central to both the structure and the meaning.
Device or technique | Example and effect |
|---|---|
Alliteration | The repeated initial sounds in “stumbled and staggered” draw attention to the runner’s unsteady movement. The repeated d sound in “dashed in the dirt” stresses the abrupt loss of hope. |
Visual imagery | Starting blocks, joined hands and beaming faces help readers picture the progress of the race. |
Auditory imagery | The pistol report and the runner’s cry mark two sudden changes. The ovation adds a collective response at the end. |
Contrast | The runners charge at the start and walk at the finish. The shift turns pace into a sign of their changed purpose. |
Symbolism | Joined hands suggest solidarity. The nine medals stand for shared recognition in the poem. |
Narrator’s aside | The direct reference to telling the story draws the audience in and prepares readers for the unexpected decision. |
NCERT Textbook Questions and Answers
Reflect and Respond, p. 156
Event or idea | Suggested answer |
|---|---|
Olympic Games | International multi-sport competition for athletes who qualify under their sport’s rules. |
Paralympic Games | International elite competition for para-athletes who meet the eligibility and classification rules of their sport. |
Special Olympics | Year-round sports training and competition for children and adults with intellectual disabilities. The movement also promotes inclusion through sport. |
II. In order: sympathy, empathy, compassion. Sympathy expresses concern, empathy recognises another person’s feelings, and compassion includes a wish to help. The first response’s offer of food also shows care, so the categories can overlap in real conversation.
III. Possible associations with empathy: listening, understanding, perspective, patience, sensitivity and respect.
Check Your Understanding, pp. 158–160
I. Matching: 1–(ii), 2–(iv), 3–(i), 4–(v), 5–(iii).
II. Gist, in the order of the textbook prompts: 2, 4, 8, 3, 1, 6, 7, 5. The seventh prompt matches stanza 7. In the poem the banner is above the athletes, and they hold one another’s hands.
III. Appreciation
Alliteration: “stumbled and staggered” and “dashed in the dirt.”
Visual imagery: the line of starting blocks, the nine athletes holding hands, and their beaming faces at the finish.
Auditory imagery: the report of the starting pistol.
Effect of imagery: Images and sounds let readers picture the setting and feel the speed of the start and the stillness after the fall.
Tone: Expectant at the start, sympathetic during the fall, then admiring and celebratory.
Mood: Tense in the middle and ultimately uplifting.
Message: Sporting achievement includes the ability to recognise another competitor’s need and act with care.
Critical Reflection, Extract 1, pp. 160–161
Pulled up on their heels: B, stopped running.
Common trait: Compassion, demonstrated by their choice to return and help.
Tone: Admiring and appreciative of what the athletes do.
Likely feeling: The fallen runner may have felt relieved and encouraged when he realised he could continue with help.
Turning point: Yes. The runners change the course of the race by choosing to help and finish as a group.
Critical Reflection, Extract 2, p. 161
Feelings: Their bright smiles suggest joy, pride and satisfaction.
Why gold for all nine? In the poem the medals recognise their shared finish and the sportsmanship it expresses.
Holding hands: Solidarity, unity or mutual support.
Standing ovation: A, amazed. The applause also indicates admiration.
Last line: Their faces and the crowd’s response show the emotional meaning of the finish more directly than a narrator’s explanation could.
Critical Reflection, Long Questions, p. 162
How does the setting build atmosphere? The arrival of athletes from many places establishes the scale of the event. The cheering spectators and the approaching final race build excitement and make the later interruption more striking.
How did the runner feel after falling? He likely felt hurt, frustrated and disappointed. The poem presents him as the smallest runner, while this exercise calls him the youngest. His distress comes from believing his chance to finish has disappeared after all his preparation.
Why were the athletes eager to begin? They had trained for weeks or months and could finally test themselves. The final event and the crowd intensified the anticipation.
What does changing a dash to a walk symbolise? It shows the runners adjusting their pace so everyone can finish together. Their aim changes from getting ahead to including the runner who fell.
What if the poem focused solely on individual achievement? The fall might simply remove one runner from contention. The actual poem makes the response to his fall its central event and gives the group finish its meaning.
How do language and tone engage readers? Action verbs quicken the opening race, then the sound of the cry and the change in tone draw attention to the runner. The slower ending and bright expressions invite readers to reflect on the choice the athletes made.
Why might Roth have written the poem? The story invites readers to reconsider what counts as a sporting victory. It shows how competitors can recognise each other’s dignity and respond through action.
Vocabulary, Listening, Speaking and Poster Writing
Vocabulary in Context, pp. 162–163
I. Adjective–noun collocations: final event and starting line. The word starting functions adjectivally here. Young boy is another acceptable adjective–noun pairing from the poem.
Adjective | Four possible nouns |
|---|---|
Big | disappointment, failure, surprise, decision |
Heavy | rain, traffic, workload, baggage |
Strong | wind, evidence, argument, support |
Large | crowd, area, amount, number |
Great | achievement, pleasure, courage, opportunity |
III. Replacements: 1. youngest, 2. positive, 3. loud, 4. significant, 5. noisy.
Listen and Respond, pp. 163–164
I. 1. True. His sporting journey began with track events. 2. False. The transcript says over 15 years. 3. True. He is described as living independently and doing his daily chores.
II. 1–(i), challenge themselves. 2–(ii), coach of special athletes. 3–(ii), turning point. 4–(iii), football. 5–(i), a positive outlook. These answers follow the listening transcript on pp. 268–269.
Speaking Activity, pp. 164–165
A: In your view, how can schools make sport more inclusive?
B: I think they can ask students what support they need and offer training in different events.
A: How could we create awareness?
B: We could invite athletes or coaches to speak and let students help organise an inclusive sports day.
Slogans and poster, pp. 165–166
Every athlete belongs on the field.
Train with purpose. Compete with respect.
Make room for every athlete to shine.
RIVERDALE SCHOOL SPORTS CLUB INCLUSIVE SPORTS DAY Every athlete belongs on the field. 20 November 2026 · 10 a.m. · School Sports Ground Try a skill station, cheer the athletes and learn how to support inclusive sport. Register at the Sports Office by 18 November. Tell us what support will help you take part. |
Learning Beyond the Text, pp. 167–168
The textbook introduces Ravimathi Arumugam, Aanchal Goyal and Saket Kundu as examples from Berlin 2023. For the research extension, select another Indian athlete and record the sport, event and verified result. For a class infographic, use one chosen sport, three basic rules, one accessible way to participate and a source line.
Exam-Style Questions and Model Answers
A. Very short answers
Who wrote the poem?
David Roth.
How many athletes waited at the starting line?
Nine.
What was the final event?
The hundred-yard dash.
How was the start signalled?
By firing the starting pistol.
What surface did the runner fall on?
Asphalt.
How many other runners returned?
Eight.
How did the athletes continue after helping him stand?
They joined hands and walked.
What name appeared on the banner?
Special Olympics.
How did spectators recognise the group finish?
They gave a standing ovation.
How many gold medals are awarded in the poem?
Nine.
B. Short answers
Why does the poem mention weeks and months of preparation?
It makes the runners’ investment clear. Returning to help carries a cost because each had worked for the chance to compete.
How does the poem distinguish the crowd from the competitors?
The crowd watches and cheers. The competitors determine what happens by choosing whether to continue the race or return.
Why is the fall a shock to the reader?
The signal and rapid verbs suggest uninterrupted movement towards the finish. One runner’s sudden loss of balance breaks that expectation.
How does the cry add to the story?
It makes the runner’s distress audible and draws attention to his disappointment after preparing for so long.
Why does the narrator emphasise that the eight turn back individually?
The detail makes their action feel deliberate. Each runner makes the choice, and the separate decisions become a shared response.
What does walking allow the runners to do?
It lets them adapt their pace and cross the line together. The slower speed makes their shared purpose visible.
What is the function of the banner?
It locates the event at the Special Olympics and prompts the narrator to connect the athletes’ actions with the ideals of the competition.
How does the ovation shape the ending?
The crowd’s applause expresses collective admiration. It lets readers hear that the spectators understand the significance of the finish.
Why is the poem narrative?
It has a setting, a sequence of events, a turning point and a resolution. The stanzas follow the movement of the race.
How do the smiles reinforce the theme?
The faces show that the athletes take joy in the shared result. Their expressions let the reader infer that the decision was meaningful to them.
C. Long analytical answers
How does the poem redefine victory?
The early references to gold, silver and bronze set up an ordinary competitive outcome. When one athlete falls, eight runners abandon their forward momentum and return. They cross the finish together, and the medals in the poem honour the action that made that shared finish possible. The title asks readers to consider what a race can recognise beyond speed.
Explain the importance of changing pace.
At first the athletes move quickly in response to the pistol, matching the short distance and the excitement of the crowd. The fall interrupts the race, and the eight stop before turning back. The walk then lets all nine move at a pace they can share. These changes give the plot its shape and express the athletes’ changing priorities.
How does the narrator guide the reader’s response?
The narrator starts with facts about the event, then uses sights and sounds to place readers close to the race. After the fall, the narrator draws attention to the unexpected action that follows. The ending gives priority to the faces and the audience’s response. The reader is invited to interpret the scene through visible actions and reactions.
What distinction between sympathy and compassion is illustrated?
Feeling concern for the fallen runner would be a sympathetic response. The others go further when they stop, turn back and help him stand. This practical response shows compassion. They then support him all the way to the finish, so the help extends beyond the immediate fall.
How do the joined hands, medals and applause work together?
The joined hands show the runners acting as a group. The medals represent shared recognition within the poem. The applause shows that spectators recognise the value of that choice. Each detail adds a different perspective on the same moment.
D. Extract-style practice
Use the stanza references with the textbook. The questions below are original.
Set 1. Stanzas 1–2 — preparation and atmosphere
Questions. (i) What have the athletes done before arriving? (ii) What does the audience do? (iii) Why does naming three medal colours matter? (iv) What mood is created?
Answers. (i) They have trained for weeks or months. (ii) It gathers and cheers. (iii) It establishes the usual idea of ranked prizes. (iv) Anticipation and excitement.
Set 2. Stanzas 3–4 — the start and the fall
Questions. (i) How many are poised to run? (ii) What starts the race? (iii) Which two movements show the runner losing balance? (iv) Why does the fall stand out?
Answers. (i) Nine. (ii) The pistol. (iii) He stumbles and staggers. (iv) It interrupts the rapid forward movement of the group.
Set 3. Stanzas 5–6 — distress and the turning point
Questions. (i) What does the runner’s cry express? (ii) What seems to have been lost? (iii) What do the eight decide? (iv) Which quality is made visible through action?
Answers. (i) Frustration and anguish. (ii) The chance to realise his hopes after training. (iii) They stop and go back to help. (iv) Compassion.
Set 4. Stanza 7 — the changed race
Questions. (i) What gesture joins the runners? (ii) How does their speed change? (iii) Where is the banner? (iv) What does the walk represent?
Answers. (i) They hold hands. (ii) They walk instead of sprinting. (iii) Above them. (iv) An adjustment of pace so that everyone can finish together.
Set 5. Stanza 8 — the shared finish
Questions. (i) How many gold medals are named? (ii) What does the audience do? (iii) What does beaming tell us? (iv) Why does the narrator draw attention to these reactions?
Answers. (i) Nine. (ii) The audience rises and applauds. (iii) The runners are smiling with joy. (iv) Their reactions show the meaning of the finish without needing a further explanation.
E. Higher-order thinking questions
Would the message be as strong if the runners returned only after finishing?
Returning during the race means the runners give up their competitive advantage. Waiting until they had finished would preserve that advantage and change the significance of their decision.
Why is the fallen runner still an athlete with agency?
He has prepared and entered the race, accepts help and continues on his feet with the group. His role includes his decision to carry on.
What would change if only one runner turned back?
The scene would still show compassion, but it would lose the force of a collective decision. The movement from eight separate choices to a single shared finish is central to this poem.
Does the ending mean competition has no value?
The poem takes training and competition seriously. That seriousness makes the choice to help meaningful and lets readers see sportsmanship within a competitive setting.
How could a school apply the lesson during a sporting event?
Students can ask what help is wanted, respect every competitor and recognise acts of fair play. Organisers can plan accessible events and celebrate participation as well as results.
25 Practice MCQs
Choose one answer per question. The explanatory key follows Question 25.
1. What is the poem’s setting?
(a) A medal ceremony before a race
(b) The last event of a Special Olympics meet
(c) A classroom sports discussion
(d) A practice session without spectators
2. Which event are the athletes preparing to run?
(a) A four-person relay
(b) A hurdle race
(c) The hundred-yard dash
(d) A marathon
3. What detail shows how much the competition meant to the athletes?
(a) The colour of the track
(b) The age of the field
(c) Their weeks and months of training
(d) The banner’s height
4. How does the race begin?
(a) The starting pistol sounds
(b) The crowd falls silent
(c) The athletes hear a bell
(d) The athletes cross the finish line
5. Why is the fall a turning point in the action?
(a) It confirms the expected medal order
(b) It starts an entirely separate race
(c) It causes the spectators to leave
(d) It prompts the eight runners to change direction
6. Which expression best describes the fallen athlete’s immediate emotional response?
(a) Amusement
(b) Frustration and anguish
(c) Impatience with the crowd
(d) Confidence
7. What does resolved mean in the starting-line scene?
(a) Celebrated
(b) Confused
(c) Exhausted
(d) Determined
8. What does pulling up on their heels mean in the poem?
(a) Increasing speed
(b) Stopping abruptly
(c) Running on tiptoe
(d) Changing lanes
9. Which detail makes the runners’ help a deliberate choice?
(a) They were told to wait
(b) The start had been postponed
(c) The track curved ahead
(d) They returned one by one
10. Which detail best illustrates compassion?
(a) The runners await the signal
(b) The event has three customary medal colours
(c) The eight help the runner to his feet
(d) The spectators stand near the field
11. Which image provides the clearest symbol of solidarity?
(a) The runners’ joined hands
(b) The sound of the pistol
(c) The starting blocks
(d) The asphalt surface
12. How does the change from a dash to a walk shape the meaning?
(a) It proves the runners were unable to sprint
(b) It delays the event until another day
(c) It lets the group put a shared finish ahead of speed
(d) It turns the event into a race with different runners
13. Which description relies most directly on sound?
(a) The report of the pistol
(b) The runners’ smiles
(c) The aligned blocks
(d) The banner overhead
14. Which pair of words most clearly illustrates alliteration?
(a) Stumbled and staggered
(b) Old field
(c) Gold medals
(d) Finish line
15. Which word best describes the poet’s tone when the athletes return?
(a) Suspicious
(b) Indifferent
(c) Admiring
(d) Mocking
16. What does a standing ovation involve?
(a) A silence before the race
(b) An audience rising to applaud
(c) A formal announcement
(d) A rehearsal of the starting signal
17. What does the ending suggest about the athletes’ faces?
(a) They hide their response
(b) They show disappointment at a draw
(c) They are described by medal colour
(d) Their smiles communicate their joy
18. Why is the title initially surprising?
(a) It announces that the crowd will receive medals
(b) It identifies the length of the race
(c) It anticipates an equal gold award for nine runners
(d) It names the place where they trained
19. Which contrast is most central to the plot?
(a) Morning and afternoon
(b) Sprinting at the start and walking together at the end
(c) Athletes and officials changing places
(d) An old field and a new field
20. Which action would make the ending closest to a conventional individual result?
(a) The spectators rising to applaud
(b) The athletes adopting a common pace
(c) The runners deciding to return together
(d) The athletes continuing to race separately
21. Which adjective–noun pairing appears in the poem?
(a) Final event
(b) Strong argument
(c) Heavy rainfall
(d) Large audience
22. What does on the mark mean in relation to the banner?
(a) Especially apt for the scene
(b) Announcing a change of event
(c) Fallen onto the track
(d) Written at a measured height
23. According to the listening script, which sport did Patrick Gomes mainly participate in after his selection?
(a) Swimming
(b) Football
(c) Badminton
(d) Archery
24. Which slogan fits the writing activity’s theme and length?
(a) The club is looking for a new storage area.
(b) There are several types of races in the schedule.
(c) Every athlete belongs on the field.
(d) Only medal winners deserve to be applauded.
25. Which statement best captures the poem as a whole?
(a) Competitive training leaves no room for concern
(b) Sport is meaningful only when prizes are awarded
(c) A standing ovation automatically decides the medal table
(d) Helping a competitor can become a defining sporting achievement
MCQ Answer Key and Explanations
(b) The last event of a Special Olympics meet. The narrative begins at a meet and focuses on the final race of the day.
(c) The hundred-yard dash. The poem names the hundred-yard dash.
(c) Their weeks and months of training. The preparation establishes the stakes of the race.
(a) The starting pistol sounds. The pistol gives the agreed signal to start.
(d) It prompts the eight runners to change direction. The fall leads to the choice that changes the race.
(b) Frustration and anguish. The cry expresses the distress he feels after falling.
(d) Determined. The athletes are ready and determined.
(b) Stopping abruptly. The other runners halt before turning around.
(d) They returned one by one. The wording shows individual decisions becoming a group response.
(c) The eight help the runner to his feet. The runners respond actively to another athlete’s distress.
(a) The runners’ joined hands. The physical gesture shows the athletes’ shared purpose.
(c) It lets the group put a shared finish ahead of speed. The athletes adopt a pace at which they can finish together.
(a) The report of the pistol. The pistol report is auditory imagery.
(a) Stumbled and staggered. The stressed opening sound repeats.
(c) Admiring. The narrator presents their decision with approval.
(b) An audience rising to applaud. The spectators stand as they clap.
(d) Their smiles communicate their joy. Beaming faces make the athletes’ happiness visible.
(c) It anticipates an equal gold award for nine runners. Nine gold medals are unusual in the context set up by the opening.
(b) Sprinting at the start and walking together at the end. The contrasting speeds show the change in purpose.
(d) The athletes continuing to race separately. Separate finishes would preserve the race’s initial individual goal.
(a) Final event. Final event is a phrase from the second stanza.
(a) Especially apt for the scene. The narrator sees a close fit between the wording and the action.
(b) Football. The transcript says he primarily played football.
(c) Every athlete belongs on the field.. It briefly encourages inclusive participation.
(d) Helping a competitor can become a defining sporting achievement. The shared finish gives compassion a central place in the story.
Ready Reckoner and Exam Tips
Revision point | What to remember |
|---|---|
Form | Eight-stanza narrative poem by David Roth |
Sequence | Training and anticipation → start and fall → help → shared finish |
Turning point | The eight stop and return to help the fallen competitor |
Main contrast | Individual speed at the start and a shared pace at the finish |
Symbols | Joined hands suggest solidarity. The medals represent shared recognition. |
Tone and mood | Excitement gives way to sympathy and then admiration and joy. |
Textbook skills | Alliteration, imagery, collocations and a brief inclusion slogan |
Last-minute examination tips
Give the stanza number or relevant detail before interpreting an event.
In a device question, identify the sound or image and explain its effect.
Keep the difference between empathy and compassion clear with an action from the poem.
Treat the nine medals as the poem’s resolution. Avoid presenting them as a general competition rule.
Frequently Asked Questions
What is the central idea of Nine Gold Medals Class 9?
The poem shows that an act of compassion can define a sporting achievement. Eight runners give up their lead to help another athlete finish.
Is the event in the poem the Paralympics?
The banner identifies the Special Olympics. The Special Olympics comparison of the two movements explains their different eligibility, structure and approach.
Why does the poem say the athletes walked?
Walking lets the nine stay together. It makes the new aim of finishing as a group visible to the spectators.
Is the fallen athlete identified by name?
The poem gives no name. It describes him as the smallest runner and later as a young boy.
Why are there nine gold medals?
The title refers to the poem’s shared result. The nine medals recognise the collective finish and the sportsmanship it expresses.
Which stanzas should I revise for the turning point?
Read stanzas 4–7 together. The fall begins in stanza 4, the athletes turn back in stanza 6, and their shared walk begins in stanza 7.
Is the poem an official event record?
The guide treats the episode as Roth presents it in the poem. The interpretation depends on the text’s sequence and images.
Related Reading and Conclusion
For a quick revision exercise, describe the moment the runners stop and the moment they cross the line. Explain what each moment shows about their priorities.
Textbook source. NCERT, Kaveri, Class 9 English, Unit 5, pp. 156–168 and listening transcript on pp. 268–269. The explanations, model responses and practice questions are original teaching material.
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