Chapter 4 of Drifted ashore is here in full — 177 sentences across 36 reading sections, with audio for every sentence and word.
A keeper or guardian of historical records and memories.
Chapter IV
Chapter 4 of Drifted ashore is here in full — 177 sentences across 36 reading sections, with audio for every sentence and word.
QUEENIE’S HOME. “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts. “I hate all the boys to be away! Why do boys have to go to school? I’m sure they don’t learn so very much; I believe I know more than most of them.
Chapter 4 of Drifted ashore is here in full — 177 sentences across 36 reading sections, with audio for every sentence and word.
Reading 1/35 · 5 reading units · Lines 1–5
These definitions explain words found in the current reading and keep every example grounded in its original sentence.
Oxford-style entry order: headword, part of speech, US IPA, concise definition, contextual example, and audio.
to a complete degree or to the full or entire extent (“whole” is often used informally for “wholly”)
From this reading ““I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.”
marked by extreme and violent energy
From this reading ““I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.”
the part of the leg of a human being below the ankle joint
From this reading ““I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.”
the emotion of intense dislike; a feeling of dislike so strong that it demands action
From this reading ““I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.”
gain knowledge or skills
From this reading “I’m sure they don’t learn so very much; I believe I know more than most of them.”
an educational institution
From this reading “Why do boys have to go to school?”
plural of “sort” — a category of things distinguished by some common characteristic or quality
From this reading ““I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.”
-ing form of “stamp” — walk heavily
From this reading ““I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.”
English keeps certain words together, and knowing the pair is worth more than knowing each word alone. Every partnership below was counted across our whole published library, and earns its place by appearing far more often than two unrelated words of the same frequency would.
Shown as this reading writes them, with the form the library counts, what kind of pairing it is, and how often it occurs.
Every word in these five lines is listed here, and every one of them can be played on its own.
Dictionary details are shown only when verified; these are not licensed Oxford entries.
(quantifier) used with either mass or count nouns to indicate the whole number or amount of or every one of a class
From this reading “I hate all the boys to be away!
to a complete degree or to the full or entire extent (“whole” is often used informally for “wholly”)
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
used to join words or parts of a sentence that go together
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
from a particular thing or place or position (“forth” is obsolete)
From this reading “I hate all the boys to be away!
used with a past participle to form the passive, or with -ing for continuous tenses
From this reading “I hate all the boys to be away!
accept as true; take to be true
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
plural of “boy” — a youthful male person
From this reading “I hate all the boys to be away!
inflected form of “cry” — utter a sudden loud cry
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
used to form questions and negatives, and to give emphasis
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
Dictionary entry pending editorial verification. Tap Listen to hear the word.
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
marked by extreme and violent energy
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
the part of the leg of a human being below the ankle joint
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
change location; move, travel, or proceed, also metaphorically
From this reading Why do boys have to go to school?
the emotion of intense dislike; a feeling of dislike so strong that it demands action
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
used with a past participle to form the perfect tenses
From this reading Why do boys have to go to school?
belonging to a woman, girl, or female animal already mentioned
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
where you live at a particular time
From this reading QUEENIE’S HOME.
the person speaking or writing, as the subject of the verb
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
Dictionary entry pending editorial verification. Tap Listen to hear the word.
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
gain knowledge or skills
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
limited or below average in number or quantity or magnitude or extent
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
the act of directing the eyes toward something and perceiving it visually
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
(comparative of “much” used with mass nouns) a quantifier meaning greater in size or amount or extent or degree
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
used to form the superlative
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
to a great degree or extent
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
belonging to, or connected with, somebody or something
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
not allowed to continue to bat or run
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
Dictionary entry pending editorial verification. Tap Listen to hear the word.
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
Dictionary entry pending editorial verification. Tap Listen to hear the word.
From this reading QUEENIE’S HOME.
an educational institution
From this reading Why do boys have to go to school?
for that reason; with the result that
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
plural of “sort” — a category of things distinguished by some common characteristic or quality
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
-ing form of “stamp” — walk heavily
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
having or feeling no doubt or uncertainty; confident and assured
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
Dictionary entry pending editorial verification. Tap Listen to hear the word.
From this reading “I DO hate term-time!” cried Queenie, stamping her little foot and looking altogether fierce and out of sorts.
used to introduce the second part of a comparison
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
used before a noun that is already known, already mentioned, or the only one of its kind
From this reading “I hate all the boys to be away!
the people or things already mentioned, as the object
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
the people, animals, or things already mentioned, as the subject
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
used before the base form of a verb to make the infinitive
From this reading “I hate all the boys to be away!
precisely as stated
From this reading I’m sure they don’t learn so very much; I believe I know more than most of them.
the cause or intention underlying an action or situation, especially in the phrase “the whys and wherefores”
From this reading Why do boys have to go to school?
Chapter 4 of Drifted ashore by Evelyn Everett-Green holds 177 sentences, grouped into 36 reading sections of at most 5 sentences. The text is the source edition, unabridged, and the chapter records which sentences cover which part of the work so that nothing is dropped. Every word can be tapped for its pronunciation and dictionary entry.
Chapter 4 holds 177 sentences of Drifted ashore, unabridged, divided into 36 reading sections.
This page carries chapter 4 of Drifted ashore by Evelyn Everett-Green exactly as it stands in the source edition, without abridgement. It runs to 177 sentences, grouped into 36 sections of at most 5 sentences so that a reader can take the chapter in steady, finishable pieces. The chapter also stores a coverage record mapping every one of its sentences to a part of the work, which is how the edition demonstrates that no line was dropped.
Work through the 36 sections in order, replaying any sentence and tapping unfamiliar words for their entries.
Each of the 36 sections in this chapter is short enough to read once, hear once, and then re-read with the vocabulary in view. Tapping a word plays it alone and opens its dictionary entry with IPA, part of speech and meaning, so the reader is never forced to guess a pronunciation from spelling. Working section by section keeps a long chapter from becoming an undifferentiated wall of text, which is the usual reason a reader abandons a work of this period.
Yes — every sentence and every individual word in chapter 4 can be played aloud in United States English.
Audio covers the whole chapter: any sentence can be played, and any single word within it can be played on its own. The voice uses United States English. For a work of this period that matters, because spelling is an unreliable guide to pronunciation for vocabulary that has fallen out of daily use, and a learner who guesses wrong tends to keep the error. Hearing the word in its own sentence, and then alone, settles it.
Common questions about reading Drifted ashore by Evelyn Everett-Green on this page, its source edition and its audio.
Yes. All 3377 sentences of Project Gutenberg eBook #70089 are kept, with a record of which sentences cover which part.
Project Gutenberg eBook #70089, unabridged. The Project Gutenberg header, footer and licence are removed.
About 281 minutes of reading across 676 sections of 5 sentences each, at an unhurried pace.
How to work through Drifted ashore section by section, using the audio and the tap-to-define vocabulary.
Choose one of the 20 chapters of Drifted ashore to begin.
Each section holds 5 sentences; read it once through.
Play the section aloud, then tap any unfamiliar word for its entry.
Words and structures a reader meets early in Drifted ashore, each tappable for pronunciation and meaning.
