(An imprint of New Saraswati House (India) Pvt. Ltd.)New Delhi-110002 (INDIA)

Teacher’s Manual

The English Route

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(An imprint of New Saraswati House (India) Pvt. Ltd.)

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Second Floor, MGM Tower, 19 Ansari Road, Daryaganj, New Delhi-110002 (India) Phone : +91-11-43556600Fax : +91-11-43556688E-mail : delhi@saraswatihouse.comWebsite : www.saraswatihouse.comCIN : U22110DL2013PTC262320Import-Export Licence No. 0513086293

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First published 2016

ISBN: 978-93-5199-807-5

Published by: New Saraswati House (India) Pvt. Ltd.19 Ansari Road, Daryaganj, New Delhi-110002 (India)

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All rights reserved under the Copyright Act. No part of this publication may be reproduced, transcribed, transmitted, stored in a retrieval system or translated into any language or computer, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, photocopy or otherwise without the prior permission of the copyright owner. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

Printed at: Vikas Publishing House Pvt. Ltd., Sahibabad (Uttar Pradesh)

978-93-5199-794-8

The English Route, a multi-skill structured course in English, launched by New Saraswati House is designed to accomplish this goal while implementing the recommendations of the National Curriculum Framework. The course applies universal pedagogic principles vis-à-vis the theory of multiple intelligences and retention pyramid to ensure acquisition of language skills through the media of oral-aural, print and digital resources.

The English Route comprises two Primers and a Primer Practice book, eight Coursebooks, eight Practice books and eight Literature Readers. An Interactive Student CD and a Teachers’ Manual CD at each level aid the teaching-learning process.

Primers include activities, games, and poems to introduce the alphabet, graded pre-reading skills, vocabulary build up, motor skills and simple writing tasks.

Coursebooks contain thematically laid texts that practise the main skills and sub skills with a definite focus on the learning and usage of grammar structures. They build ability in students to apply language skills in all real-life situations.

Practice books have worksheets that link with Coursebook chapters thematically for reading and connect skills practice of the same topics in grammar, vocabulary and writing skills.

Literature Readers expose readers to stories and poetry from around the world. They aim to inculcate a love and appreciation for literature and the metaphor of language.

Student Interactive CDs provide animated versions of poems from the Coursebook, interactive language games along with auditory rendition of phonic drills and listening texts related to activities in Coursebooks for each level.

Teachers’ Manual CDs aid teachers by providing printable PDFs of teaching techniques, lesson plans, language games and activities. They present the principles and the thought which are the cornerstone of the course. Projects, listening texts, evaluation samples and keys are included in them.

Preface

Main Coursebook

UNIT 1

The Wonder Years 1 SECTION 1. Stronger 1 SECTION 2. Monday Mornings 3 SECTION 3. Odd One In 7

UNIT 2 Our Precious Planet 11 SECTION 1. Woodman, Spare that Tree! 11 SECTION 2. The Young Conservationist 13 SECTION 3. Travels with a Bear Cub 17

UNIT 3 Overcoming All Odds 21 SECTION 1. Listen to the Silence 21 SECTION 2. The Story of Louis Braille 23 SECTION 3. One Step at a Time 28

UNIT 4 Inspirations 32 SECTION 1. Abraham Lincoln’s Letter to His Son’s Teacher 32 SECTION 2. Homi Bhabha: The Great Physicist 34 SECTION 3. Rosa Parks: The First Lady of Civil Rights 39

UNIT 5 Nature’s Fury 43 SECTION 1. The Floods 43 SECTION 2. The Big Wave 45 SECTION 3. Living to Tell the Tale 48

UNIT 6 Thrills and Chills 53 SECTION 1. The Listeners 53 SECTION 2. The Copper Beeches 55 SECTION 3. The Monkey’s Paw 59

Contents

UNIT 7 We are One World 64 SECTION 1. The Bangle Sellers 64 SECTION 2. The Last Lesson 66 SECTION 3. The Merchant of Venice 71

Practice BookUNIT 1 The White Rabbit 76UNIT 2 The Blackbuck 80UNIT 3 Throw Far! 84UNIT 4 Music 88UNIT 5 Earthquake Devices 92UNIT 6 Feluda 96

UNIT 7 My Friend, Pency 99

Literature Reader Success is counted sweetest 103 1. Icarus and Daedalus 104 Barter 105 2. Kabuliwala 106 Lines Composed Upon Westminister Bridge 108 3. Packing 109 Ballad of a Bachelor 110 4. TheGiftoftheMagi 111 An Irish Airman Foresees His Death 112 5. The Importance of Now 113 Cargoes 114 6. The Golden Kowhai 115 Model Test Paper - I 116 Model Test Paper - II 121

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Th e Wonder YearsStarter: A. Accept all correct answers. B. (clockwise) Malala Yousafzai; Sachin Tendulkar; Anoushka Shankar; Mark Zuckerberg

StrongerSECTION 1

By the end of this lesson, the students will be able to: realise that it isn’t right to bully; that a bully only proves his/her own meanness to

the world. understand that bullying a person can scar him/her for life. appreciate the use of repeti ti on.

Warm-upTell the class that bullying is an intention to harm, which causes the victim to suff er mild to severe psychological, social, or physical trauma. Bullying is persistent; it happens more than once or has the potential to occur multiple times.

ReadingTh e poem Stronger is the poet’s narrative of how she suff ered at the hands of a bully in her childhood yet muddled through it with wisely imbibing the exactly opposite of what the bully did to her. Th e poem fi nds out ways in which ‘bullying’ aff ects: it renders psychological, social, or physical trauma to the bullied.Encourage any student in the class to tell if they—or someone they know of—have ever been bullied. What was the impact of bullying? Did it make them less confi dent? Did it make them retreat into a shell? For a little bit of fun, is it right to bully someone who cannot or won’t answer back?Once this has been done, ask them to attempt the given question.Have you ever been bullied or seen anyone being bullied in school? How should one react to a bully? Read this poem to fi nd out what a child thinks about this.

Accept all correct answers.

UNIT 1

LEARNING OUTCOMES

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ComprehensionA. 1. a. ii b. ii c. i 2. The poet was insulted by the bully in the following ways: • broke his glasses • pushed and shoved her around • made her cry • broke the mug • pulled the hair 3. The poet became stronger whenever he was bullied because she became a fighter,

she filled her desk with flowers, she helped strangers get by, made another person’s dreams become real. She also comforts others with a hug.

4. Accept all correct answers. 5. Many a time she would be calmed with a tranquilizer. 6. The poet works as a teacher to end bullying completely. 7. The bully seems to be one who would humiliate the victim, break the glasses of the

victim, be cruel to the victim, destroyed the self-confidence, broke the mug, and pulled the hair. In short was cruel and treated them like dirt.

B. Tell students that repetition in poetry can be a powerful tool. The same words, phrases, sentences, or ideas are repeated to make an idea clearer. Ask them to attempt the exercise given in the textbook.

Answers: 1. The phrases that have been repeated are: For every time, For every day 2. The words and phrases that have been used are: ‘fill my desk with flower vases’,

help a stranger to get by’, ‘make another dream become real’: ‘make another dream become real’. ‘But now I’m wiser, calm, proud’

Words in the poem that show the victim’s behaviour towards others that was exactly opposite of the violence shown were ‘comfort someone with a hug’ and ‘teach someone to be fair.

C. 1. The poet means to say that the bullied person does not feel scared or cowered by anyone and is not ashamed of that.

2. This means that the bullied person now helps others who have dreams of their own and thus reassures them.

3. Yes. Stronger is an appropriate title as the bullied child is shown to become more confident and sure of oneself.

4. Accept all correct answers.

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Warm-upTh e lesson humorously talks about how children come up with funny reasons to avoid attending school aft er a weekend break. Ask the students to tell the class any hilarious reason that they may have given their parents in order to avoid going to school on a Monday. What was the result of that excuse—did the parents believe you or did you end up going to school?

ReadingTh e lesson Monday Morning humorously talks about how Tom comes up with funny reasons to avoid attending school aft er a weekend break. Th e story takes an interesting twist when Aunt Polly, who is aware of his excuses, decides to bust his plans. Ask the students: ‘What thoughts run through you head as you try to look for excuses to stay at home?’ Encourage them to come up with humorous reasons. Once done, ask them to answer this:How do you feel on Monday mornings? Are you usually eager to go to school or you don’t feel like going? Read the story about how Tom Sawyer pretends to feel very sick just to stay away from school.

ComprehensionA. 1. a. second option b. third option c. fi rst option 2. a. going back to school aft er the holiday i.e. Sunday was painful. b. Th ey saw Tom expectorating in a peculiar way aft er his tooth was pulled out. 3. Tom felt miserable on Monday mornings. Th e thought of going back to school was

not a pleasant thought. 4. Tom saw that one of his tooth was loose and so he thought he could pretend to

have a tooth ache and then he also thought of his sore toe.

Monday Mornings SECTION 2

LEARNING OUTCOMESBy the end of this lesson, the students will be able to: looking for excuses to skip school rarely fools elders. learn a few idiomati c expressions related to colours. get to know how to transform one type of sentence into another type. learn how to identi fy diff erent types of phrases in a sentence.

LEARNING OUTCOMES

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B. 1. He kept his loose tooth in reserve because he thought if he were to start groaning then his Aunt Polly would pull out his tooth.

2. Tom needed the necessary symptoms for lying in bed for one or two weeks with his sore toe but he didn’t know that. He started groaning imagining as if he was feeling the pain in his toe.

3. He shook Sid because he knew that if Sid was alerted then he would definitely try to raise an alarm.

4. Tom climbed out of bed when Aunt Polly asked him to do so and his pain vanished.

5. Aunt Polly extracted the tooth by fastening one end of the silk thread to Tom’s tooth and tied the other to the bedpost. Then seizing the chunk of fire he thrust it into the boy’s face.

6. There could more than one answer to this.

Quality Lines from the passage

Kind ‘There, there, now; don’t begin that groaning again. Open your mouth. Well-your tooth is loose, but you’re not going to die of that.’

Loving ‘Tom I love you so, and you seem to try every way you can to break my old heart with your outrageousness.’

Practical ‘Tom, what a turn you did give me. Now you shut up that nonsense and climb out of this.’

7. Sid immediately called Aunt Polly saying that Tom was dying. 8. Tom became a hero admired by all his classmates as he had a gap in his upper

tooth which helped him to expectorate in a peculiar way.C. 1. Tom says this because his toe is sore and he thought this would help him to lie in

bed due to this. 2. Yes, although it was very painful still he bore the pain and went to school after that. 3. Aunt Polly loved Tom despite all the mischief he did. Tom respected her and

obeyed her when she asked him to go to school.

VocabularyExplain the concept of idioms. Tell students that idioms enrich a language. Some idiomatic expressions related to colour are: golden opportunity, green thumb, white elephant.Once you’ve explained this, ask them to do the exercises in the textbook.

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Answers:A. 1. suddenly 2. caught doing the act 3. welcome warmly 4. in writing 5. be jealousB. 1. pink of health 2. golden opportunity 3. wave a white fl ag 4. black and blue

Phonics

Play the CD track or read the script aloud. Ask each student to repeat the words aft er you so that they get the diff erence between the sounds right. Aft er doing so, ask them to encir-cle the stressed syllable.

Audio script

1. autocracy 2. deserve 3. colonial 4. compensation 5. palatial 6. citizen

Answers: 1. au-to-cra-cy 2. de-ser-ve 3. co-lo-nial 4. com-pen-sa-tion 5. pa-la-ti-al 6. ci-ti-zen

GrammarExplain to the students that when one type of sentence is changed into another type, it is known as transformation of sentences. For example, an interrogative sentence may be transformed into an assertive sentence thus:• Was he not a hero to tackle the thieves bare handed? (Interrogative sentence)• He was a hero to tackle thieves with bare hands. (Assertive sentence)Now ask them to do the exercises in the textbook.Answers:A. 1. Th is is a beautiful painting 2. Was it raining in the morning? 3. Have many people succeeded in climbing Mt Everest? 4. What a wonderful, bright and sunny day! 5. Th is is the famous Taj Mahal. 6. Everybody was not present for the graduation ceremony. 7. I was sure that my friends would come for the function.

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B. 1. didn’t she? 2. won’t you? 3. isn’t it ? 4. could he ? 5. is he ?Explain to the students that a phrase is a group of related words (within a sentence) without both subject and verb. For example, He is laughing at the joker. On the basis of their functions and constructions, phrases are divided into various types.Now ask the class to do the exercises in the textbook.Answers:A. 1. Noun phrase 2. Adjective phrase 3. Prepositional phrase 4. Noun phrase 5. Prepositional phrase 6. Prepositional phrase 7. Adjective phraseB. Accept all correct answers.

Grammar ActivityAsk the students to pair up with their partners for the activity. Explain the instructions and carry out the activity. In the end, ask one of the students to read out all the right answers.Answers: • prepositionalphrase • nounphrase • adjectivephrase • prepositionalphrase

WritingExplain to students that summarizing teaches us how to detect the most important ideas in a text, ignore irrelevant information, and how to integrate the central ideas in a meaningful way. While summarizing, we take larger selections of text and reduce them to their bare essentials: the gist, key points and ideas that are worth noting.Now ask them to read the article mentioned in the textbook and summarize it on the basis of the information given above and in the textbook.

HOTSEncourage the students to find out as much as they can about similarities between the author and the character’s surroundings and lives.

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Odd One InSECTION 3

LEARNING OUTCOMESBy the end of this lesson, the students will be able to: realise that looks don’t make for a good character. understand that mocking and humiliati ng others for their looks or accent is com-

pletely mean and backfi res in the end. know possessive nouns, abstract nouns and understand the three functi ons of

nouns.

Warm-upA lot of children face discrimination because of their background, accent, or because of the way they dress and look. Ask the class if this is fair. How would the students feel if they were to face humiliation only because they weren’t smart-looking or because of a certain way they spoke?

ReadingTh e passage Odd one in deals with the issue of stereotyping and discrimination at school level. In the story, Malti’s humble and kind nature outweighed the smart-looking, accentuated appearances of Rima and her group. Ask the students if they have had to change schools due to some reason. What did they feel before attending their new class? Ask them to attempt the exercise.Making friends in a new school is not easy. Have you ever faced such a situation?

ComprehensionA. 1. a. F b. F c. T d. T e. F f. F g. T h. T 2. Malti was a sensitive girl as: a. she comes forward to help Rima when she is unwell. b. her conduct and behaviour towards other girls in the class was polite and kind. 3. a. Rima’s parents. b. Th ey meant that Rima had realised that true friendship means helping others

and not just superfi cial things. Malti’s behaviour towards Rima was like that of a true friend.

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B. 1. Rima found Malti because of her English accent. 2. Rima was good in English and in academics. 3. Rima’s parents were very displeased with Rima’s rude behaviour. 4. Malti easily answered the questions asked by the teacher. 5. Rima’s friends were angry with her when she was very mean to Malti and kept

mocking her and making fun of her English. 6. Rima realised that Malti was multitalented when she won the first prize in the

music competition. 7. Rima’s mother was happy to see her daughter uncomfortable with Malti because

she felt Rima was lowly realising her mistake and was ashamed of her behaviour. 8. Rima’s falling ill and Malti’s help in studies helped clear all misunderstanding

between them. C. 1. Yes. She got annoyed when she saw that her friends would ask for help from Malti. 2. a. The serious matter that Rima’s parents discussed was that Rima talked

contemptuously about Malti. b. It tells us that Rima’s parents were sensible and wanted their daughter to imbibe

the right values.

VocabularyEncourage each student to get his/her own dictionary. Now ask them all to find the word, ‘attitude’ and observe the phonetic transcription. Then, ask them to attempt the exercises in the textbook.

Answers:

A. sb-somebody; sth-something; fml- familiar; idm-idiom

B. Accept all correct answers.

GrammarFamiliarise the students with the concept of possession. Possessive nouns and pronouns demonstrate ownership or some similar relationship over something else. Possessive nouns typically include an apostrophe. For example:• Surya’s imagination ran wild as he pictured the accident.Once you have explained this, ask them to attempt the exercise in the textbook.Answers:

A. 1. car’s spare parts

2. Joseph’s house

3. womens’ dresses

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4. swimming pools

5. Tintin’s and Captain Haddock’s adventures

6. horses’ hooves

7. Gaurav’s and Shaswat’s teamExplain to the class that an abstract noun is a type of noun that refers to something with which a person cannot physically interact. In other words, it names something that you cannot see, hear, touch, smell, or taste.Once you have explained this, get the students to do the exercise in the textbook.Answers:

B. 1. education 2. childhood 3. intelligence

4. laughter 5. beautyA noun can be used as the subject, the direct object, and/or the indirect object of a sentence. It can also serve as the object of a preposition.The functions of a noun are: 1. It can be the subject of a verb. For example: • MsAbiramiMurthyleadstheteam.‘MsAbiramiMurthy’isthesubjectof

theverb‘leads’. 2. A noun or a pronoun can be the direct or indirect object of a verb.

For example: • ItooktheCD.‘CD’isthedirectobjectoftheverb‘took’. 3. A noun or a pronoun can be the object of a preposition. For example: • Isawhiminhisroom.‘Room’istheobjectofpreposition‘in’.Onceyouhaveexplainedthis,getthestudentstodotheexerciseinthetextbook.C. 1. Acrowd–subjectofasentence 2. beautiful landscape- direct object 3. Theoldbuilding-subjectofasentence 4. Akash-indirectobject 5. the soup-object of preposition

Grammar ActivityAsk the class to pair up with their partners for the activity. Explain the instructions with the help of the example provided and proceed.Answers:Accept all correct answers. Teacher to ensure the words in the box is used while speaking.

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Listening

Play CD track or read the script aloud. Ask each student to attempt the task aft er they have heard the track carefully.

Audio script

Listen to the announcement being made inside a fl ight and then answer the questions given in your book.‘Welcome on board fl ight BO 1267. Please fasten your seat belt and keep your cabin baggage underneath the seat in front of you or in an overhead bin. Make sure your seat back and folding trays are in their full upright position.If you are seated next to an emergency exit, please read carefully the special instructions card located by your seat. At this time, we request that all mobile phones, laptops be switched off on this aircraft . We will notify you when it is safe to use such devices.Smoking is not allowed on the entire aircraft , including the toilets. If you have any questions about our fl ight today, please don’t hesitate to ask one of our fl ight attendants. Th ank you.’

Answers: 1. F 2. T 3. F 4. T 5. F 6. T 7. T 8. T

SpeakingAsk the students to turn to their partner and as a team, fi rst place the sentences in a proper sequence and then think of a story. Encourage them to note down their ideas as points and then develop them into a story. Students are encouraged fi rst to draft the story in pairs and then narrate the story.

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Warm-upEncourage the students to think about how trees are benefi cial to us. Once they come up with answers, get them to attempt the exercise.Have you ever thought how a tree gives treasures to man and animals all its life but never asks anything in return? Tell the class about some of these gift s.

ReadingWoodman, Spare that Tree! is the poet’s ardent appeal to stop destructive felling of trees. Th e poet gets sentimental as he recalls how the tree has served generations of his family and is an integral part of his childhood memories.

ComprehensionA. 1. chop down the tree ; childhood ; known ; roots ; played ; birds ; branches ; alive 2. Th e tree was planted by the poet’s forefathers.

Woodman, Spare that Tree! SECTION 1

By the end of this lesson, the students will be able to: appreciate the gift that Nature has bestowed on us in the form of trees. realize that humans and Nature have to nurture each other in order to live

harmoniously. learn about alliterati on, which is the use of the same beginning consonant sound in a

line or verse.

LEARNING OUTCOMES

Our Precious Planet

UNIT 2

Starter: (In sequence from the top) •REDPANDA •BLUEWHALE •LEOPARD •DHOLE •GIANTOTTER •TAPIR For discussion and Th ink and Say, accept all correct answers.

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3. The aged oak. 4. He remembers how he played there as a little boy with his sister. 5. This line shows that the poet has memories about the tree when he was a young

boy and wants to cling on to it and save it. 6. Forgive this foolish tear /But let that old oak stand. 7. a. The poet is talking about the glory of the tree. b. It was spread over land and sea as it provided shade and shelter. 8. The poet’s promise to the tree is that he would save it from being chopped down

and from any storm it has to face. 9. If the tree is saved then the birds would sing sitting on it and continue to provide

shade and shelter.B. Tell the class that alliteration is a series of words, usually two or more neighbouring

words that have the same first consonant sound. To put it more simply: alliteration is when the beginning sounds of words repeat. It is important to note that alliteration is about the sounds of words, not the letters; therefore, the letter ‘ k’ and ‘c’ can be used alliteratively (as in  kitchen and cookie), as well as the letter ‘s’ and ‘c’ (as in sparkle

and cycle). Once done, ask them to complete the exercise given in the textbook.Answers: 1. weak and weary 2. deep …..darkness /doubting, dreaming/ dared to dreamC. Ask the students to attempt the exercise in the textbook. Once they have done so,

remind them that it is every person’s duty to take care of Nature. If we don’t, Nature will not take care of us either.

Answers: 1. Earth-bound ties means the roots that bind it to the earth 2. Accept all correct answers. 3. Yes. The poet is trying to show his gratitude by saving the tree because he feels the

tree has nurtured him and his brothers and sisters and so he feels strongly about it. 4. Yes. We will definitely be able to save the trees.

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Warm-upTell the students that a conservationist is someone who works to protect animals, plants, and natural resources or to prevent the loss or waste of natural resources. Simply put, a conservationist is a person who is involved in conservation.

ReadingTh e passage, Th e Young Conservationist, introduces students to the wonderful eff orts of Aparajita Dutta, a wild life biologist and conservationist who works at the Namdapha National Park, Arunachal Pradesh.

ComprehensionA. 1. a. second option b. fi rst option c. third option 2. Lisu’s have hunted down animals and cut down trees because they had lost

agricultural land due to river erosion and large numbers had died of malaria. 3. Datta had helped the Lisus by improving the quality of their life. He started

organizing schools, built river embankments to stop erosion, protect agricultural land and supplied solar panel lamps that power homes.

4. Th ey were rewarded as the Lisus are no longer involved in any poaching. 5. Th e Green Oscar was awarded to Aparajita Dutta for her sincere eff orts in

conserving the hornbill in the Namdapha National Park.B. 1. a. Th e person referred to here is Aparajita Dutta. b. Th e fi gure was going to give medicines to the Lisus.

Th e Young Conservationist SECTION 2

By the end of this lesson, the students will be able to: learn about the importance of conserving wildlife, without whom, the ecology

would become dangerously imbalanced. understand that unless the basic needs of people are met, no one can teach them

sensiti vity towards other life. acquire an understanding of hyphenated words and minimal pairs. learn using diff erent types of adjecti ves and forming them from nouns, verbs, and

other adjecti ves.

LEARNING OUTCOMES

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c. She was crossing over a bridge which was fl owing over a fast fl owing river and which was swaying dangerously.

2. a. Th e seed dispersers are the hornbills. b. Th ey have reduced in numbers because they have been hunted. 3. Th e special natural resources that the Namdapha National Park have are pristine

evergreen forests, shallow river valleys, Himalayan peaks and habitats of a variety of wildlife.

4. She plans to involve the Lisu tribe in her conservation eff orts. In order to avoid felling of trees they have been provided fuel effi cient stoves. Community development programs have been started, river embankments have been built to stop erosion and protect agricultural land and they have been supplied solar panel lamps that power homes.

5. Aparajita Datta’s appointment as the Chairman of the Tiger Conservation Authority will help in merging local needs by improving the life of the people and involve them in the saving of wildlife.

C. 1. Th e main cause of the forests becoming devoid of wildlife was the destruction of the habitat and also poaching.

2. Th e main focus of Aparajita and her team has been to understand the needs of the tribal people, convince them of the importance of saving wildlife.

3. Th e complex issues referred to here are the issues of displacement and loss of agricultural land due to soil erosion.

VocabularyExplain to the students that hyphenated words are two words that have been joined together by a hyphen. Also known as compound words, they are placed together to avoid confusion or ambiguity. Ask the students to consult a dictionary in case they are not sure if a hyphen is required in a compound word. However, tell them to remember that current usage may have shift ed since the dictionary was published.Once done, ask them to do the exercise in the textbook.Answers:A. 1. well-known 2. horse-driven 3. self confi dence 4. seventy-fi ve 5. laid-out 6. anti -infl ammatory 7. closely-monitored 8. twentieth century

Phonics Play the CD track. Tell the students that there is a diff erence between the ‘v’ and ‘w’ sounds. We tend to mix up these sounds but the ‘w’ sound is made by making an ‘o’

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whereas a ‘v’ sound is made by placing the teeth on the lower lip. Then, ask them to finish the exercise.

Audio script

vile-while vine-wine veil-wailveal-wheel vim-whim viper-wiper

Answers: a. verse : worse b. vow : wow c. vault: d. vet : wet

GrammarA. Types of Adjectives: Familiarise the students with the five types of adjectives. Once

done, ask them to attempt the exercise in the textbook.Answers: 1. this-demonstrative adjective 2. which –interrogative 3. all – adjective of quantity 4. few-adjective of quantity 5. keen=adjective of quality 6. what-interrogative adjective 7. long- adjective of quality 8. his- possessive adjectiveB. Formation of Adjectives: Adjectives can easily be formed out of nouns, verbs, and

even other adjectives. Ask the class to do the exercise in the textbook.Answers: 1. monumental 2. friendly 3. agreeable 4. reddish 5. rainy 6. fearful 7. selfish 8. heroicC. Accept all correct answers.D. 1. adjectives 2. adjective 3. adverb 4. adverb 5. adjective 6. adverb 7. adverb 8. adjective

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Grammar Activity Ask the class to pair up with their partners for the activity. Explain the instructions and proceed.

Writing Tell the students that an article is an expression of one’s thought on an issue or a subject logically and coherently written in meaningful paragraphs. Then discuss the following. • Thepurpose of an article is to focus on themes such as social concern, narrating an event, description of a place, etc. • Theformat of an article is thus—

• Heading/Title:Thismustbecatchyandsharp • By:musthavenameoftheauthor • Body I Para: Introduction: Start with a slogan, a question, an amazing

fact, figure or statement. II/III Para: Content: Causes, effects, present state of affairs, etc. IV Para: Conclusion: Draw solutions and conclusions

Now ask the class to attempt the exercise in the textbook.

HOTS Divide the class into two groups. Ask the students to prepare their arguments. One person from both teams can present the team’s ideas coherently and clearly.

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Travels with a Bear Cub SECTION 3

By the end of this lesson, the students will be able to: develop a bett er understanding of wild animals, such as bears. appreciate the humanity of people such as the author towards other forms of life

even when it may pose danger. learn about the types of pronouns and how to identi fy antecedents of pronouns.

LEARNING OUTCOMES

Warm-upTell the class that bears are an endangered species. Wrongly used as a means of entertainment up to recent times, bears have been misunderstood by humans largely as hungry carnivores who attack any human without reason. Bears, in reality, shun human contact as a fi rst instinct. Ask the students if anyone has ever travelled with an animal—either theirs or a co-traveller’s. When students raise their hands, ask them to talk about one such experience in detail.

ReadingTh e passage Travels with a Bear Cub introduces the class to a humorous account of a kind owner’s travels with Bhaloo the bear. Bhaloo lived in the company of dogs and behaved like them. Th e author’s travels with the bear turn disastrous for no real fault of his and this eventually ends with Bhaloo being sent to a zoo.

ComprehensionA. 1. a. False b. False c. True d. True e. True f. False 2. Bhaloo came into the author’s possession when its mother died aft er an encounter

with the author. 3. In the fi rst hour he kept biting his chain, turning somersaults, got his legs

entangled in the collar and cursed loudly. When he was off ered milk he sent it fl ying. He behaved like a spoilt child.

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4. Bhaloo, the bear cub and Nicholas, the St Bernard dog were good pals. Nicholas kept wagging his tail and always tried to take a shot from behind. Rosie, a wiry and active little spaniel caught him by the ear and rolled him over his back.

5. Bhaloo was put in the first class carriage in the train because the guard thought there would be less passengers travelling in that carriage.

6. a. i. The third traveller was the passenger who got onto the first class railway carriage.

ii. The passenger objected to Bhaloo’s presence in the carriage and raised an objection which disturbed Bhaloo. He went on to slap the guard.

iii. The tone is humorous in these lines. b. i. This is when Bhaloo would play with Nicholas and Rosie. ii. Bhaloo would find it difficult because he was huge and Rosie would jump

onto his back. iii. He would probably fall many times before he could sit upright.B. 1. Bhaloo did not enjoy drinking milk because he sent the saucer of milk flying and

even tried to bite the narrator when he offered him milk. 2. Bhaloo slapped the guard of the first class carriage. 3. When he was in the empty bathroom of the dak bungalow he became surrounded

by the dogs and was in a very nasty temper. 4. While passing the sweet stall Bhaloo smelled the sweets and jumped up for it and

upset the whole tray of sweets. 5. The ekka fell into the ditch when the ekkawala saw Bhaloo and got upset. The

author helped to put the ekka right. 6. Bhaloo had cost the narrator a lot because of his escapades and mischief so he was

sent away to the zoo. 7. He would see him every year in the zoo.C. 1. The author calls Bhaloo a spoilt child because of his antics. 2. Yes. He was relieved because Bhaloo had created a mayhem when he was in the

railway carriage. 3. Every escapade of Bhaloo is described with humour which makes it very

interesting. When Bhaloo plays with Rosie and Nicholas the situation is described in a very humorous way.

4. Accept all correct answers.

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Study SkillGet the students to complete the exercise given in the textbook by referring to the internet search engines mentioned. Encourage them to get into details and be thorough in their research. Also guide them to use reliable websites, such as that the one run by the Smithsonian Institute, instead of Wikipedia.

GrammarA. A pronoun is a word that can replace a noun or another pronoun. ‘You’, ‘which, ‘none’,

‘it’, ‘they’ etc., are examples of pronouns. Explain the types of pronouns and ask them to complete the exercise in their

textbook.Answers: 1. his 2. yourself 3. themselves 4. them 5. mine 6. either 7. somebody 8. whereB. Pronouns and antecedents: A pronoun antecedent is a word that comes before a

pronoun to which the pronoun refers. Ask the students to complete the exercise in the textbook.

Answers: 1. that-relative pronoun 2. each- distributive pronoun 3. herself-emphatic 4. nobody-indefinite pronoun 5. mine-possessive 6. someone-indefinite 7. which-relative 8. ourselves-reflexiveC. 1. cultural group 2. NA 3. Amita 4. NA 5. the team 6. medicine 7. ice-cream 8. uncle

Grammar ActivityDivide the class into teams of five. Explain the instructions with the example provided and carry out the activity.

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Listening

Play the CD track or read the text aloud. Ask each student to attempt the task aft er they have heard it for the second time.

Audio script

Ranthambhore National Park is famous for its tigers. Th e tigers of Ranthambhore are so used to humans that they are known to even hunt in broad daylight in full view of gaping tourists. Th e other animals found in the park are monkeys, chital and sambar apart from many kinds of birds.Th e Chambal and Banas rivers are on both sides of the National Park. Th e park is dotted with steep rocky hills. Th e huge 10th century Ranthambhor Fort adds to the beauty of the area. Th e park vegetation has dry deciduous forest, open grassy meadows, dotted by several lakes and rivers. Rough roads pass through the Park built and are looked aft er by the Forest Service. Sawai Madhopur is a gateway to the sanctuary. It is 145 km from Jaipur, and can be easily reached from both Agra and Delhi. Th e short drive from the station to the park is exciting. Th e journey starts with a busy market place. Remember to squeeze on your hands the traditional Rajasthani bangles made of glass and lac. Knick knacks from the stalls will make good souvenirs to take back.

Answers:1. third option 2. second option 3. fi rst option4. second option 5. fi rst option

SpeakingEncourage students to fi rst write down their thoughts in their notebooks fi rst. Ask them to place themselves in Bhaloo’s shoes and then write down their observations from a bear’s point of view.

Life SkillsAsk the students to do a thorough research about how fur, skin, and other parts of an animal, such as a bear, are extracted and then used to make products for human use. Only aft er this, ask them to write the speech.

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Starter: Accept all correct answers.

Listen to the Silence SECTION 1

By the end of this lesson, the students will be able to: realise that people who don’t have the same physical abiliti es as us are just as hu-

man, share the same feelings and aspirati ons as normal people. gain an understanding of how diffi cult the life of a person on a wheelchair can be;

and how important it is to not pity but behave normally towards them. appreciate a stylisti c device in poetry called ‘refrain’.

LEARNING OUTCOMES

Overcoming All Odds

Warm-upTh e poem introduces the students to the innermost thoughts of diff erently-abled people. Ask the class to answer the question.Maybe you have friends who are diff erently-abled. Do you think their thoughts are diff erent from yours?

ReadingTh e poem Listen to the Silence explains that gender or age of a diff erently-abled person does not stop him or her from having the same feelings, opinions, aspirations, or thoughts as us.

ComprehensionA. 1. a. ii b. ii c. ii d. i; ii e. i

UNIT 3

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2. These lines express the joy of the girl after she gets her new electric chair and with which she is able to go wherever she wants.

3. She knows the names of the good TV serials showing on British television like Neighbours and Home and Away.

4. Turn off the TV, for there’s homework to be done I’m just like you, and I don’t always find it fun 5. She realises that she is different when she says she speaks a different language which

doesn’t have a written vocabulary. She doesn’t regret it and only wants others to be more understanding.

6. Her message is that they are not different from others and feels they are able to answer the questions with smiles of friendship. So, they should be more confident.

B. A poetic refrain is a word, group of words, line, or group of lines repeated at specific moments in the poem.

Once done, ask them to do the exercise.Answers: 1. a. In this kingdom by the sea b. Hold fast to dreamsC. 1. a. i. The speaker is talking about her ability to move around. ii. The speed of her electric chair and the speed of the cars is compared. iii. The speaker wishes for a sports car. b. i. ‘We’ here refers to all physically challenged children. ii. A written vocabulary we haven’t got points to the fact that she is unable to

speak or hear and may be using sign language. iii. The tone here is friendly. No the speaker is not sorry for extending a hand

of friendship. She wants only that she should not be treated by others like a stranger and wants them to extend their hand of friendship.

2. Accept all correct answers.

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Warm-upAsk the students what they know about braille. Aft er the discussion, tell them that braille is not a language. It is, in fact, a system of raised dots that can be read with the fi ngers by people who are blind or who have low vision. It is a code by which many languages—such as English, Spanish, Arabic, Chinese, and dozens of others—may be written and read. Teachers, parents, and others who are not visually impaired ordinarily read braille with their eyes.

ReadingTh e Story of Louis Braille tells students about how a person’s disability led to the creation of braille, which has benefi tted millions around the world. Braille is used by thousands of people all over the world in their native languages, and provides a means of literacy for those who are less privileged regarding vision.

ComprehensionA. 1. a. T b. T c. F d. T e. T f. F 2. Louis became blind while playing with one of his father’s awls. His hands slipped

and it accidentally hit his eyes. 3. Th is was because he realized that he was missing a vast world of thought and ideas

due to his blindness. 4. Th e books were large and bulky and expensive to buy.

Th e Story of Louis BrailleSECTION 2

By the end of this lesson, the students will be able to: know what braille is and how it was developed. understand that one’s disability can turn out to be a gift ; it’s important to never

feel discouraged. gain an understanding about words that are oft en confused with each other. enhance their vocabulary by learning more about antonyms and synonyms. learn the rules of subject-verb agreement, transiti ve and intransiti ve verbs, and

non-fi nite verbs.

LEARNING OUTCOMES

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5. Th e army code was used by the French army to deliver messages at night from offi cers to soldiers. Th ey were symbols which the soldiers could read by running their fi ngers over them.

6. He found it slow because the dashes would take up a lot of space on a page that could hold only one or two sentences.

7. Th e idea occurred to him when he was sitting in his father’s leather shop and picked up one of his father’s blunt awls.

B. 1. Th ese books had large letters that were raised off the page. Th e books were large and bulky.

2. Th ey couldn’t be written on paper because if they lit a match to view it the light would make them easy targets for the enemy.

3. Louis was always looking for a way to improve the reading of books for the blind. He went to Paris and there tried to improve the books for the blind.

4. He wanted to use the alphabet made entirely of six dots. Th e position of the diff erent dots represented the diff erent letters of the alphabet.

C. 1. Th ey were able to read easily and quickly like normal-sighted people. 2. Accept all correct answers. 3. Famous poems of Milton are Paradise Lost, On his Blindness. 4. Accept all correct answers.

VocabularyAntonyms and synonyms: Explain the concept of antonyms and synonyms. Antonyms are two words that have opposite meanings. Synonyms are words that have the same or nearly the same meaning. Once done, ask them to do the exercise. Answers:A. 1. huge 2. motivated 3. refused 4. upgrade 5. strike 6. disorderB. 1. genuine 2. impolite 3. loyal 4. drowsy 5. rapidly 6. feebleC. 1. happy, mirthful 2. Permanent 3. strong 4. Innocent 5. unpopular

Phonics Play the CD Track or read the text aloud. Ask the class to listen and say the pair of words aloud and notice the changes in pronunciation.

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Audio script

grin-green effect-affect slip-sleep mill-meal edge-agesit-seat wit-wheat still-steal hit-heat sell-sail

Now, play the CD track or read the text aloud. Ask them to attempt the exercises inthis section.

Audio script

1. The logs/ locks in the yard are huge.2. Don’t throw away the orange pill/ peel.3. His anger/ anchor in this case was of no help.4. The heat/ hit is too much at this time.5. One meal/ mill in the canteen costs ` 70.

Answers:A. 1. logs 2. peel 3. anger 4. heat 5. meal

GrammarSubject-verb agreement: Familiarise the students with the concept of subject-verb agreement. Read out the following rules very carefully.

• A singular subject (he, Rohan, bus) takes a singular verb (is, goes, shines), whereas a plural subject takes a plural verb.

Example: The list of items is/are on the desk. If you know that ‘list’ is the subject, then you will choose ‘is’ for the verb.

• Two singular subjects connected by or, either/or, or neither/nor require a singular verb. Example: My aunt or my uncle is arriving by train today.

• The verb in an or, either/or, or neither/nor sentence agrees with the noun or pronoun closest to it.

Example: Neither the plates nor the serving bowl goes on that shelf.

• As a general rule, use a plural verb with two or more subjects when they are connected by and.

Example: A car and a bike are my means of transportation.But note these exceptions:• Breaking and entering is against the law.• The bed and breakfast was charming.

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In those sentences, breaking and entering and bed and breakfast are compound nouns and thus, will be treated as one.

• Sometimes the subject is separated from the verb by such words as along with, as well as, besides, not, etc. These words and phrases are not part of the subject. Ignore them and use a singular verb when the subject is singular.

Example: The leader, along with the newsmen, is expected shortly.

• In sentences beginning with here or there, the true subject follows the verb. Example: There are two hurdles to jump.Once you have explained this, ask the students to attempt the exercise given in their textbook.Answers:A. 1. are 2. appears 3. looks 4. is 5. were 6. runs 7. was 8. wearTransitive and intransitive verb: Transitive verbs are action verbs that have an object to receive that action.Example: •I baked a cake. Or • I stitched a dress.

The verbs in the above sentences are transitive because an object is receiving the action of the verb.

Intransitive verbs are action verbs but unlike transitive verbs, they do not have an object receiving the action. Examples: •I laughed. •The horse galloped.

To recap, a transitive verb must be an action verb plus there must be an object to receive that action.

Once you have done that, ask them to attempt the exercise in their notebooks.Answers:B. 1. is-intransitive 2. wants-Transitive 3. has-Intransitive 4. was-intransitive 5. exhausted-transitive 6. has-transitive 7. turned-transitive 8. gave-transitive 9. regard-intransitive 10. were-intransitive

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Non-finite verbs: Explain to students that non-finite verbs cannot be the main verb of a clause or sentence as they do not talk about the action that is being performed by the subject or noun. They do not indicate any tense, mood, or gender. They are used as nouns, adverbs, and adjectives. They are also used to form non-finite clauses which are simply dependent clauses that use non-finite verbs.Now ask the students to complete the exercises in this section.Answers:C. 1. gerund 2. participle 3. participle 4. gerund 5. participle 6. participle 7. participle 8. gerund ,gerundD. 1. to see 2. wearing 3. Reading 4. lived 5. to play 6. drove 7. jumping 8. torn

Grammar ActivityDivide the class into teams of three. Explain the instructions and carry out the activity.

WritingOther than what is mentioned in the book, tell the students to remember the following points while writing a short story:What does your protagonist (central character) want?When the story begins, what morally significant action has your protagonist taken towards that goal?What unexpected consequences — directly related to the protagonist’s goal-oriented actions — take up the emotional energy of the story?What morally significant choice does your protagonist make at the climax of the story?(Your reader should care about the protagonist’s decision. Ideally, the reader shouldn’t be able to anticipate it.)

Life SkillsThis is an imaginative exercise. Ask the students to creatively and seriously do as asked in this section. Sensitivity towards the differently-abled is something everyone needs to develop consciously.

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Warm-upAsk the class to discuss the following:Tell the class one quality that every good friendship must have. Friends remain friends whatever may happen in their lives. Do you agree?

ReadingTh e passage One Step at a Time introduces students to a story about two friends who fell apart because of a little misunderstanding but came back together as they forgave each other and mutually cleared the air.

ComprehensionAnswers:A. 1. a. second option b. fi rst option c. third option d. second option 2. Nilesh shared the experiences of the day with him. 3. Th e unfair thought that came to his mind while he got out was that probably he got

out because he looked in the direction of Rohan and that is why he got out. 4. Nilesh felt sympathetic because he knew that Rohan must be feeling miserable being

confi ned to the wheelchair. 5. Nilesh and Rohan spent their time together by playing Boggle with him. 6. Rohan had to undergo an operation and had to spent a long time in the hospital. 7. She asked him to come because she wanted him to meet Rohan who had become

taller and could walk again. 8. Th e surprise was that Rohan could walk aft er his operation.

One Step at a TimeSECTION 3

By the end of this lesson, the students will be able to: realise that the easiest way to defeat a friendship is by having ego and by over thinking. understand that communicati on and forgiveness are key to a good friendship. learn about diff erent types of tenses and conditi onals. understand how to use a dicti onary eff ecti vely.

LEARNING OUTCOMES

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B. 1. He wanted Nilesh to make a difference in the life of Rohan by helping him. 2. Rohan was sad as he couldn’t play. 3. Nilesh shared his experiences of the day with Rohan because that would make him

feel good as if he was present there. 4. Nilesh came to Rohan’s house regularly when he was confined to the

wheelchair and he also went to the hospital when he was hospitalized. He could understand Rohan’s feelings when he was confined to the wheelchair which shows his sensitivity.

5. Rohan felt upset waiting for him because being in the wheelchair made him irritable and impatient.

6. Nilesh felt sympathetic towards Rohan because he was Rohan’s true friend.C. 1. Yes. Mr Patel mentioned to Nilesh how its important and make a difference in the

life of Rohan. 2. Accept all correct answers. 3. Yes. This story shows how Nilesh and Rohan despite their misunderstandings in the

beginning remain good friends.

Study skillsAsk the students to bring a dictionary to class. Get the partners to share a dictionary between them and look up different meaning of the words mentioned in this section.Answers: Accept all correct answers.Example: 1.rest- •I need some rest. (to feel relaxed) • Grandfather should rest in his room now.( recline) • Once you decide the venue of the picnic leave the rest to me. (the remaining work)

GrammarTenses: Revise the following tenses with the students: simple tenses—past, present, and future; continuous tenses—past, present future; perfect tenses—past, present, and future; and present continuous—past, present, and future. Once done, ask them to attempt the exercise given in their textbook.Answers: A. 1. swim 2. had left 3. will have flown 4. ate 5. reached 6. had not /climbed 7. painted 8. Looked

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Conditionals: Explain that conditional tenses are used to speculate about what could happen, what might have happened, and what we wish would happen. In English, most sentences using the conditional contain the word if. Slowly read out and discuss each conditional tense and encourage students to ask questions. Then ask them to answer the questions in this section.Answers: B. 1. would have called /second 2. would have arrived / second 3. take a new job/ first 4. swim / zero 5. had asked/ third 6. had studied / third 7. looks /first 8. speak /firstFuture tense with ‘going to’ When we use going in a phrase to talk about the future, the form is composed of three elements: 1. the verb to be conjugated to match the subject 2. going 3. the infinitive of the main verbExample: She is going to leave. (Subject + to be conjugate + going + infinitive)The use of going to refer to future events suggests a very strong association with the present. The time is not important, it is later than now, but the attitude is that the event depends on something in the present situation.Going is mainly used to refer to our plans and intentions or to make predictions based on present evidence.Answers: C. 1. going to play 2. going to buy 3. going to feed 5. going to perform 6. going to travel

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Listening

Play CD track or read the text aloud. Ask each student to listen very carefully to the audio clip and then ask them to attempt the task given in the textbook.

Audio script

Helen Keller, a woman from the small farm town of Tuscumbia, Alabama taught the world to respect people who are blind and deaf. When she was one and half years old, she was extremely ill, and lost both her vision and hearing. It was like entering a diff erent world and she was very frustrated all the time. By the time she was seven, her parents knew Helen needed help, so they hired a tutor named Anne Sullivan. Anne was strict, but she had a lot of energy. In just a few days, she had taught Helen how to spell words with her hands. Th e trouble was, Helen didn’t understand what the words meant—until one morning at the water pump she suddenly understood. Anne held Helen’s hand under the water. Th en she spelled ‘W-A-T-E-R’ into Helen’s other hand. It was electric! Th e feeling turned into a word. Immediately, Helen bent down and tapped the ground; Anne spelled “earth.” Helen’s brain fl ew; that day, she learned 30 words.

Answers: A. 1. a ii b. iii c. i d. ii e. ii

SpeakingAsk the students to fi rst think carefully about their answers and then attempt the task in this section.

HOTSGuide the students to look for government-aided and NGOs that help the diff erently-abled people in India. Ask if anyone in the class is aware of any such organisation and if there is any way the student can help in telling the class more about that NGO.

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Starter: 1. Lawyer, freedom fi ghter 2. Woman novelist 3. Musician 4. Sarod player 5. Filmmaker 6. Scientist, Bharat Ratna awardee 7. Physicist 8. Cricketer 9. Painter 10. Writer, poet, essayist 11. Athlete

Th ink and say

Accept all correct answers

Inspirations

By the end of this lesson, the students will be able to: realise that every father wishes his child to grow up into a wise and discerning person. know what one of the greatest American Presidents wanted his son’s teacher to teach

him about life. appreciate the literary device called contrast.

LEARNING OUTCOMES

Abraham Lincoln’s Letter to His Son’s TeacherSECTION 1

Warm-upAsk the students to think about what their parents oft en ask them to imbibe in order to be sensible. Do the students get to hear about the most important things about life from their parents? Ask a few students to share their parent’s thoughts about what the most important things in life are and what it takes to become a cultivated, smart anddiscerning person.

UNIT 4

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ReadingThe poem teaches a person to be aware of the negative and positive experiences that life offers; to be thoughtful and above all, to be honourable as a person and use discretion while dealing with people.

ComprehensionA. 1. fair ; honest ; selfish ; dedicated; friends ; envious ; quietly ; cowardly ; wonder ;

freedom; fail ; cheating ; faith ;gentle ; bandwagon; good ;bad 2. The letter is written by Abraham Lincoln to his son’s teacher. 3. The line from the poem is: But teach him also that for every scoundrel There is a hero 4. The bullies are the easiest to lick because they are cowards and are spineless. 5. The lines which suggest that the poet wanted his son to appreciate nature are: To ponder the eternal mystery of birds in the sky Bees in the sun and flowers on a green hillside. 6. Cheating in school is considered worse than failure. 7. The lines are: Teach him to have faith in his own ideas Even if everyone tells him They are wrong………. Try to give my son the strength not to follow the crowd Where everyone is getting on the bandwagonB. Explain the concept of contrast. Tell the class that contrast is a type of opposition

between two objects highlighted to emphasize their differences. Once done, ask them to do the exercises.

1. Examples of contrasts from the poem are: ………………….that every scoundrel there is a hero …………………. every selfish politician dedicated leader ……………………every enemy there is a friend 2. a. Mistresses’ eyes are contrasted with the sun b. Coral and her lips redC. 1. Yes. 2. He wants his son to think for himself and judge everything and have an honest and

strong personality. 3. The joy of simple pleasures in life should be reason for quiet laughter.

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Warm-upAsk the students if they have heard of or read about Homi Bhabha. He is known as the ‘Father of the Indian Nuclear Programme.’ He is credited with formulating a strategy of focussing on extracting power from the country’s vast thorium reserves instead of limited and meagre uranium reserves.

ReadingTh e passage tells the story of Homi J Bhabha. It is inspirational and will encourage students to give their best to their goals. At a time when India had just got over foreign rule and had negligible nuclear power, Homi Bhabha gave it a boost and put India on the world map.

ComprehensionA. 1. 1924, Passed the Mechanical Engineering Tripos in First Class 1937, Joined

the Indian Institute of Science as Reader in Th eoritical Physics 1941, Helped to establish TIFR, 1974, Death in aircrash.

2. Homi Bhabha shared a close bond with his parents. His parents took special interest in shaping his love for science.

3. He shared a close bond with his brother Jamshed Bhabha. In teenage they spent time listening to music in long playing gramophone records. He shared a strong friendship and discussed arts, music and Philosophy to politics.

4. Homi Bhabha was always a good student. Aft er passing his Senior Cambridge Examination, he entered Elphinstone College and the Royal Institute of Science,

Homi Bhabha: Th e Great Physicist

By the end of this lesson, the students will be able to: realise how important it is to follow one’s calling and be true to it. understand that following one’s dreams can lead to greatness and opens up

several avenues. learn about the words that are used to describe people; types and positi on

of adverbs.

LEARNING OUTCOMES

SECTION 2

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Bombay. Respecting his father’s wishes to be an engineer, he left India to study engineeringatCambridgeUniversity,England.

5. His inspirations at Cambridge were Rutherford, Dirac, Niels Bohr and Hietler. 6. He felt scientists did not belong to any particular nation but to the whole world.

The doors of science should be open for all those who work for the welfare of humanity.

7. His other interests other than science was art and culture. He also had a love for trees and flowers.

B. 1. Homi’s interest in science developed because his parents took interest in shaping his interest in science. He had a small library at home which included many books of science.

2. He developed a conducive work environment at the Tarapur power plant in Maharashtra by inspiring his colleagues and building a conducive work environment. Discipline in all walks of life and accepting challenges were his strong traits.

3. He said he was married to creativity. 4. He believed scientists do not belong a nation, they should work for the welfare

of humanity. 5. He met his tragic end when the aircraft he was travelling in while going to attend

an international peace conference in Vienna crashed in a snowstorm on January 24, 1966.

C. 1. He started the Atomic Energy Establishment in Trombay. He also put India on the world map of nuclear science during the Pokhran explosion in Rajasthan on May 18, 1974.

2. He was a multifaceted person as he was not only a great scientist but also a patron of arts and culture. Works of modern painters were displayed on the walls of the buildings of the Trombay Centre and his love for trees and flowers is evident in the beautiful gardens at the centre.

3. Yes. Although he studied Engineering to fulfill his parents wish but he continued his studies in theoretical physics after that. He also ushered in the early atomic age in India.

VocabularyExplain to the class that there are one word substitutes to describe people’s qualities or personalities. Knowing and remembering these words will not just help build vocabulary, it will enable one to enjoy using the language.Once explained, ask them to do the exercises.

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Answers: A. 1. careful to do what one ought to do and do it well 2. moving or bending one’s body easily 3. natural and innocent in speech and behaviour 4. selecting carefully ,choosing only what is good 5. (of people and their moods) oft en changing 6. ability to form mental images or pictures 7. easily frightened 8. turning easily from one subject to another 9. giving or showing great precision or care 10. showing fondness, lovingB. 1. demure 2. humble 3. tactful 4. reliable 5. introvert 6. fl exible 7. vulnerable 8. naive

Phonics

Play CD track or read the text aloud. Lay stress on the appropriate syllable of the word that you read and ask each student to repeat aft er you so that they get the penultimate stress right.

Also, tell the class that like with many other words, there are certain words where the stress is not agreed on. For instance, some people place stress on TEL in the word ‘televi-sion’ while others lay stress on ‘vi’ in the word.

Audio script

o-O-o o-o-O-0

fan-tas-tic co-me-di-an

geo-lo-gic pho-to-graph-ic

con-fes-sion ins-ti-tui-tion

ma-gi-cian fer-men-ta-tion

beau-ti-cian te-le-vi-sion

pho-ne-tic re-ve-la-tion

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Play the CD track or read the text aloud. Ask the class to listen carefully and underline the stressed syllable in the given words.

Audio script

revelation information geographic terrificphotogenic profession dramatic solution

GrammarA. Types of adverbs: Revise all the types of adverbs—manner, time, reason, and degree. Once done, ask them to attempt the exercise given in their textbook.Answers: 1. without- adverb of place 2. seldom- adverb of degree 3. immensely- adverb of degree 4. therefore- adverb of reason 5. heartily- adverb of manner 6. quickly- adverb of degree 7. now-adverb of timeB. Position of adverbs: Tell the class that adverbs may be placed anywhere in the

sentence, as explained in this section. Read out each rule slowly and deliberately so that the students are able to grasp the rules well and are able to identify the adverbs.

Answers: 1. He is always complaining about his teacher. 2. I rarely see him playing football these days 3. Farha is always punctual for her tuition classes. 4. Gita completely forgot to tell us about the change. 5. The shops are often open till late night. 6. Mother certainly expected us to be there on time for the function.C. Comparative and superlative adverbs: With adverbs ending in -ly, they must use more

to form the comparative, and most to form the superlative. Example: Adverb Comparative Superlative Slowly more slowly most slowly

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With short adverbs that do not end in -ly comparative and superlative forms are identi-cal to adjectives: add -er to form the comparative and -est to form the superlative. If the adverb ends in e, remove it before adding the ending.

Example: Adverb Comparative Superlative late later latest

Some adverbs have irregular comparative and superlative forms..

Example: Adverb Comparative Superlative little less leastOnce done, ask them to attempt the exercise given in the textbook.Answers: C. 1. brightly 2. worse 3. faster 4. more eagerly 5. more cheerfully 6. best 7. happily 8. rapidly 9. frequently

Grammar ActivityAsk the class to pair up with their partners to take up the activity. Explain the instructions and proceed.

WritingOther than what is explained in the book, tell the students that in a review, an evaluative summary must be written in as few words as possible. This should include qualifiers such as excellent, humorous, poignant, well researched, etc. The book review must mention what is great about the book. It should appeal others to want to read the book.

HOTSEncourage the students to surf the internet to find out facts asked for. Ask them not to depend on Wikipedia for this, but to refer to an official website that hosts information about Bhabha, such as www.barc.gov.in or http://www.vigyanprasar.gov.in

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Rosa Parks: Th e First Lady of Civil Rights

By the end of this lesson, the students will be able to: learn about a brave African-American woman whose silent protest against discrimina-

ti on paved the way for a revoluti onary law that banned racial segregati on in USA. realise that for the sake of one’s basic right, one has to work hard towards a protest. learn how to use word collocati ons. learn how to use common prepositi ons of ti me and place.

LEARNING OUTCOMES

SECTION 3

Warm-upAsk the students if they are aware of racism and racial segregation that existed in North America until the mid-twentieth century. Encourage them to discuss any historical incidents that they can recall.

ReadingTh e lesson Rosa Parks: Th e First Lady of Civil Rights is in the form of a dramatic narrative. It talks about how one woman’s silent protest against a terribly wrong practice of segregation based on skin colour, led to a revolution, which eventually ended in the Supreme Court passing a law that abolished racial segregation all over America.Ask the class to attempt the question given:How would you feel if you had to give up your seat in the bus because the colour of your skin was darker than that of the other passengers? Discuss in class.

ComprehensionA. 1. Th e bus driver goes up and threatens Rosa Parks saying he is going to call the police. 2. Th ey did so because they wanted to avoid trouble. 3. Th e reason that Rosa Parks give for refusing to leave her seat was that she was

seated at the part meant for the coloured passengers. 4. Th e bus driver called the police because Rosa refused to give up her seat.

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5. The police arrested Rosa saying that whatever a white man says becomes the law and she had actually disobeyed the law.

6. Reverend Nixon thought it would be a good idea if they refused to board the buses and all of them walk to work.

7. Jo Ann Robinson helped spread the message of the peaceful protest by talking to the black people in their homes on the streets .They would put up posters at bus stops and distributed leaflets.

B. 1. a. The speaker is the bus driver. He is addressing Rosa Parks. b. Here ‘breaking the law’ means that Rosa had refused to give up seat to a

white passenger. c. This shows that the bus driver was arrogant and biased towards Rosa. 2. a. The speaker is Rosa Parks. b. She mentions how she had to drink water from ‘Coloured Only’ fountains, and

walked in the snow to school while the white children went by bus. c. Martin Luther King talked about a one day bus boycott on December 5th while

Reverend Nixon suggested that the black community should refuse to board the buses and walk to work.

3. a. The protest referred here is when the people in Montogomery were silently protesting against the discrimination being faced by them.

b. They were walking to walk in order to support Rosa. c. They got justice after the bus boycott continued for 381 days and law was passed

that there will be no separate sections for the coloured people in the buses.C. 1. Yes. Rosa was determined to stand up for her rights as a citizen when she refused

to give up her seat in the bus .Even after she was jailed she acted bravely and with the support of other black leaders stood up against the injustice meted out to the blacks at that time.

2. a. Most of the people who joined the bus boycott were the blacks of Montgomery. b. A simple protest became a mass movement because all the people were fighting

for their basic rights as citizens. c. The First civil Disobedience movement in India started on March12, 1930. It

was started by Mahatma Gandhi against the British monopoly on salt.

Study skillsA collocation is a combination of words that are commonly used together. Ask the students to consult a dictionary for this exercise.

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Answers: Collocationsgreat: person, work , time bright: sunshine , face , studentstrong: wind , boy , viewsdiamond: ring , key ring , ring offwet: clothes , weather , grassbare: body , feet , tree

GrammarCarefully read the tables so that the students are able to grasp how to use prepositions of time and place correctly. Other than the difference mentioned in the book about conjunctions and prepositions, tell them that prepositions are defined as expressing relations between parts of a sentence. Then ask them to attempt the exercises given in the textbook.A. 1. for 2. in 3. for 4. in 5. since 6. on 7. during 8. under 9. during 10. across, atB. 1. in-on 2. over-to 3. in –for 4. of-in 5. for-ofC. 1. since- preposition 2. for-preposition 3. due-conjunction, to-preposition 4. after –conjunction 5. till-conjunction 6. before-preposition 7. during-preposition 8. without-preposition

Grammar ActivityAsk the class to pair up with their partners for the activity. Explain the instructions and proceed.

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ListeningPlay the CD track or read out aloud clearly. Now ask the students to attempt the exercise in their textbooks.

Audio script

Harish: Hey, do you know I saw an interesting notice in the art room just now.Priya: What is that? I haven’t been to the art room for quite some time.Harish: They have put up a notice inviting all students to paint a mural in front of

our auditorium. Famous painter Mahesh Gyne is also going to be here on Monday 23rd April for helping us.

Priya: Oh, that’s so nice. It sounds so exciting. Are you planning to go for this activity?

Harish: Yes, I think so. I am interested in art and would love to go.Priya: Yes, I am going to do the same too. I love doing creative work.Harish: Then, let’s go in the recess and give our names to the art teacher.Priya: Okay let’s do that.

Answers: 1. b 2. b 3. a 4. b

SpeakingInterviewing the partners should be done using the questions given in the book and answers noted down. The interviewer should allow their partner to speak.Ask the students to make special effort to make a good-looking display chart as it is going to be put up on the notice board for everyone to view. You may encourage them by awarding a star to the best chart.

Life SkillsEncourage students to think on their own. Ask them to note down what transpires between them and the maid, especially the maid’s reaction to the suggestion of a school/private tuition for any or all her children. Some of the experiences may be shared in class. Students will be surprised by the responses and feel uplifted because of the support they offered.

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Starter: (From top to bottom) 1. fl ood 2. tornado 3. tsunami 4. drought 5. tornado 6. earthquake

Nature’s Fury

UNIT 5

Th e Floods

By the end of this lesson, the students will: realise that nature’s fury on humankind knows no discriminati on; that nature both

cleanses and destructs but life goes on. learn more about the poeti c device called imagery.

LEARNING OUTCOMES

SECTION 1

Warm-upAsktheclasstoresearchorrecalltheUttarakhandfloodsof2013.Whatwasthemostnoticeable thing about those fl oods?

ReadingHas any student ever been witness to a natural disaster such as a forest fi re, earthquake, blizzard, cyclone, etc.? Have a few of them narrate their experience(s) in class and then ask them:Have you seen river during the rains? It roars and swirls like it is a living creature. Here the poet had described the fl ood in the same way. But fl oods also sweep away dirt and cleans everything.

ComprehensionA. 1. a. brooks b. burnt woods c. roots of trees d. weak e. embankments f. meadows g. cleaned

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2. This is because the rains in the hills cause the floods. 3. The burnt wood, broken branches or trees, the roots of trees which couldn’t be

uprooted as they all come down with the floods. 4. They are all washed down with the flood waters. 5. The eye shall look, the ear shall hark / To the hills, the doings in the hills 6. The floods are not afraid of any fences between him and the hills. The

gushing waters from the hills will bring down anything during the floods. 7. This is because it will sweep the corruption clean.B. Explain that imagery is the use of figurative language to represent objects, actions, and

ideas in such a way that it appeals to our physical senses. It is one of the strongest devices wherein the poet or author uses words and phrases

to create ‘mental images’ for the reader. Imagery helps the reader to visualise more realistically the words.

Once you have told them this, ask them to do the exercise. Answers: Examples of Imageries from the poem are: The trees they suck from every cloud The valley brooks they roar aloud The eye shall, the ear shall harkC. 1. The poet says so as the gushing waters of the river washes down everything. 2. Yes. Dams and barrages or embankments all come down when the water from the

hills come gushing down. 3. The poet asks the people of the lowlands to plough the land. 4. The meadows would become greener and all dirt would be cleaned. 5. The destructive aspect of the floods is that it the gushing waters bring down

everything while at the same time it cleanses, the crops would grow better. The water from the rivers would make the land fertile.

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Th e Big Wave

By the end of this lesson, the students will be able to: appreciate how important family is. realise how brave and resilient the people in Japan are. learn the diff erence between commonly confused words and practi se using a few

prefi xes and suffi xes. learn about primary auxiliaries and modals. practi se writi ng noti ces.

LEARNING OUTCOMES

SECTION 2

Warm-upTell the class that Japan is an island-nation. Located in one of the major earthquake zones, she has been fraught with natural disasters, especially earthquakes, tsunamis, and volcanic eruptions. Yet, it continues to be a great nation with a stable economy.

ReadingTh e Big Wave introduces students to the lives of two Japanese friends—boys whose families were engaged in diff erent professions—and how their lives changed aft er one event forever. A story of grit and compassion, it will engage the students’ attention and help them to appreciate the value of courage, family and friendship.

ComprehensionA. 1. a. third option b. fi rst option c. second option 2. Jiya thought the sea was their enemy because his father was a fi sherman and he

thought that the sea could get angry and there could be storms in the sea. 3. Kino and Jiya spent their summer swimming to a small island and gazing at the sea. 4. Kino lived on a farm by the mountainside while Jiya lived in the fi shing village

near the sea.

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5. Jiya’s village was swept away when the big wave came. 6. The old gentleman kept calling people to his castle for safety whenever there would

be a storm in the sea or the volcano would erupt. 7. Kino’s family took care of Jiya very well. Kino’s parents embraced him like their

own son and made him feel comfortable living with them. They gave him warm food and let him rest.

B. 1. Kino thought that Jiya would never be happy because he had lost everything especially his father in the big wave.

2. Kino’s father was wise and knew that Jiya would be comfortable living with them. When Kino’s mother served food even though Jiya was not hungry he ate when his friend insisted.

3. Kino thought they were unfortunate because the ocean was in front of their house and the volcano was behind their house.

C. 1. The fact they could face dangers from the sea and the volcano made them courageous and brave any storm.

2. Yes. All the family members including Setsu welcomed him into the family and offered support.

3. Accept all correct answers.

VocabularyExplain what prefixes and suffixes are. Carefully read out the explanations given in the textbook. Once done, ask students to attempt the exercise in the textbook.With regard to commonly confused words, tell the students that the more they read and practise, the better they will become at recognising which word to use in the right context.A. 1. judgement 2. smartness 3. unpopular 4. timeless 5. insensitive 6. creativity 7. predominant 8. achievement 9. fatherhood 10. pointlessB. a. stationary b. aisle c. breath d. metal e. peddle f. peak g. eminent

GrammarFamiliarise the students with the concept of primary auxiliary verbs, which are verbs used in forming the tenses, moods, and voices of other verbs. The primary auxiliary verbs in English are ‘be, do, and have’; the modal auxiliaries are ‘can, could, may, might, must, shall, should, will, and would’.

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Now ask the students to attempt the exercises given in the textbook.Answers: A. 1. has 2. Do 3. am 4. have 5. does 6. hadB. 1. Does 2. were 3. Did 4. is 5. have 6. was 7. has 8. haveC. 1. must 2. ought to 3. must 4. shall 5. could 6. will 7. Will 8. can

Grammar ActivityDivide the class into groups of four. Ask them to chart out a list of dos and don’ts during an earthquake using modals. Having done that, ask them to give presentations in which they must include short talk with actions.

WritingTell the class that a notice is the most common method of communication, which gives information regarding an important event that is about to take place. A notice conveys information in a precise manner. With the help of the notice, information is displayed publicly for others to know and follow. Ask the class to attempt the given exercise.Answers:

Accept all correct answers.

HOTSEncourage students to surf the internet and visit the official website of Pearl S Buck to look for factual information asked in this section.

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Warm-upAsk students if they have experienced an earthquake. Where were they at the time of the quake? What were they doing? What measures did they take to stay safe aft er they felt the quake?

ReadingAsk the class if they know what a Richter scale is. Once you have the answers, tell them that scientists measure earthquakes using the Richter scale. Th is scale was invented in 1934 by a Californian scientist, Charles Richter. Th e scale measures the magnitude of an earthquake, and the result is a number from 0 to 10. Also tell them that this earthquake in Nepal triggered an avalanche on Mount Everest, killing at least 19 people and in other areas on the mountains, too.

ComprehensionA. 1. a. F b. T c. F d. T e. T f. T 2. It was 7.8 in the Richter scale and its epicenter was in the east of the district of Lamjung. 3. Nanu Nepali saw that the buildings were either cracked or tilting. 4. Chandeshwar Maharjan was in the outskirts of Kathmandu on duty when the

earthquake struck. He ran out of the ambulance when a tree fell. When he looked around he found people pinned to the ground.

5. When Maharjan looked around to see, he found people pinned to the ground. A vegetable seller lay trapped in a space nearby. Two others had rubble piled on

their legs.

Living to Tell the Tale

By the end of this lesson, the students will be able to: realise what a life-changing event an earthquake can be and how people cope with

tragedy caused by such a disaster. learn about the types of words that are oft en mispronounced and learn about

punctuati on and conjuncti on.

LEARNING OUTCOMES

SECTION 3

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6. Debina and her colleagues found a young girl under the debris of the earthquake. Th e girl’s parents and older brother had been killed in the earthquake. Th e girl was too traumatised to even speak.

7. Bindeshwar Tamong had lost consciousness during the earthquake and lost her six-year old daughter. When she came around she shouted her daughter’s name and then saw her under the rubble. She took the help of others to fi nally pull her out.

B. 1. a. Mr Maharjan b. He felt so because he had not attended to those who were lying under the rubble

and ran for his own safety. 2. a. Debina who was a nurse with Child care hospital. b. Th e little girl whose family members were killed in the earthquake was

traumatized and in a state of shock. c. Yes. It not only injures you physically but even scars you mentally. 3. a. Bindeshwar Tamong says this because she found her daughter. b. Yes. She had lost consciousness but later she asked for help and fi nally was able

to rescue her daughter.C. 1. Th e buildings were collapsing everywhere and people were trapped in the debris. 2. Yes. All the survivors mentioned in the story act calmly and are able to save

themselves and also others. 3. Accept all correct answers.

Phonics Play the CD track or read the text aloud. Ask the students to listen carefully and pay attention to the words being pronounced. Th ey must keep the dictionary open and marked to the entries mentioned in the textbook—maybe by using scraps of paper or paper fl ags—and look up each word as it is played on the CD track. Ask the class to repeat the words with the correct pronunciation.

Audio script

economy

resume

engineer

cache

development

photogenic

suite

cupboard

lease

executive

foliage

pronunciation

April

perspire

technology

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Study SkillsAsk the class to go to official websites of the organisations mentioned in the exercise and gather information.

GrammarA. Revise the most commonly used punctuation marks and ask the class to attempt the

following exercise.Answers: 1. Please help me with the gifts. 2. What is the capital of New Zealand? 3. ‘It’s a bright morning,’ said Kavish cheerfully. 4. There’s a huge traffic jam at the crossing. 5. Yesterday Malti said, ‘I am going to prepare a chocolate cake.’ 6. There was a wide spread at the buffet-different kinds of bread, juices, cereals, eggs

and fruits.B. With the examples provided, revise the concept of conjunction, its type and usage. Conjunctions: A conjunction is a joiner, a word that connects or conjoins parts of a sentence. Now ask the class to attempt the questions in their textbook.Answers:B. 1. Neeta is both intelligent and polite. 2. It is good to listen to music which soothes our nerves. 3. He was unhappy as his best friend had gone away to another city. 4. Lucknow is famous as a historical place and also famous for its chikan work. 5. The selfish giant put up a notice because he wanted to keep out the children from

his garden.C. 1. The children ran out from their classrooms as soon as the bell had rung. 2. Even though Jameel was afraid of water he started learning to swim. 3. She was not only rude but also arrogant. 4. He can play the piano as well as the guitar. 5. Even though the show was not over the streets became deserted. 6. In order to save the environment we must not cut down trees. 7. Shreyas went to practice basketball every day in order to be able to play in the

school team.

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8. Neither the guards nor the manager was present there. 9. The birds will stay in the treetops so long as the weather remains cold here. 10. Either they will go to Shimla for their summer vacations or to Manali.

ListeningPlay the CD track or read the text aloud. Ask the class to listen to the words and tick the correct meaning as given in their books.

Audio script

Nature, nature I’m so grateful For the trees And it’s leaves That help us to breathe For the one’s in the forest That helps insure our tomorrow. Nature, nature I’m so grateful For the motion: Of this circle That continue, without interruption There must be a divine plan Wake up, oh sleeping land Nature, nature I must not forsaken thee I know that my existence Intertwines with thee This has been my home Aeon upon Aeon Don’t you see Now it cries out Lord, somebody, somebody Please! Help me. 

Answers:A. 1. b 2. a 3. b 4. c 5. a

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SpeakingDivide the class in groups of four and appoint a group leader. Ask them to discuss the advantages and disadvantages of the uses of the Internet using the given points. The leader may present their views in front of the class. Encourage students to discuss and then focus on well-chalked out points without bringing down the other teams’ opinion.

Life SkillsAsk students to refer to reliable sources and gather information with regard to the exercise in this section.

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Starter: (Clockwise)

1st picture: Pheluda 2nd picture: Hercule Poirot

3rd picture: Sherlock Holmes 4th picture: Tintin

B and C: Accept all correct answers

Th rills and Chills

UNIT 6

By the end of this lesson, the students will be able to: appreciate how the setti ng and tone decide the mood of a poem. know what alliterati on is.

LEARNING OUTCOMES

Th e ListenersSECTION 1

Warm-upEncourage the students to narrate a story they read or a movie they watched which gained its eff ects from its mysterious quality.

ReadingTh e poem is a narrative from a third person’s limited point of view. It begins in the middle of something, as it were, with the traveller knocking on a moonlit door in an unknown place. It is this sense of the unknown, with all its ambiguities, that controls the tone and mood of the poem. Now ask them to attempt the question given in the textbook.Have you had experiences which cannot be explained?

ComprehensionA. 1. moonlit evening ; a forest ; quiet and sombre ; of the turret ; at the door ; reply ;

listeners ; inside the house ; confused ; second time; from the house ; horses hooves

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2. He asked if anyone was there in the house. 3. The traveller knocked at the door two times. 4. The traveller felt the presence of a phantom listeners. 5. The traveler said that he had kept his promise and come but nobody had answered

the door. 6. There was only a surge of silence and it seemed as if they were leaning against the

railing.B. Explain what alliteration is. Alliteration is derived from Latin’s ‘Latira’. It means ‘letters

of alphabet’. It is a stylistic device in which a number of words, having the same first consonant sound, occur close together in a series.

Once done, ask them to answer the two questions. 1. ‘Hearkening in an air stirred and shaken’ ‘Neath the starred and leafy sky For he suddenly smote on the door And how the silence surged softly backward 2. Accept all correct answers.C. 1. It seems there was the ghostly presence of a whole lot of

supernatural beings. 2. There was a strangeness in the traveller’s heart because he felt they was a strange

stillness in the house. 3. ‘ Tell them I came , and no one answered That I kept my word,’ 4. The poet creates a mysterious effect with moonlight and shadows in the following

lines: No head from the leaf-fringed sill Leaned over and looked into his grey eyes ………………………………………………………. But only a host of phantom listeners Stood listening in the quiet moonlight ………………………………………………………. Stood thronging the faint moonbeams on the dark stair Hearkening in an air stirred and shaken ………………………………………………………. Though every word he spoke Fell echoing through the shadowiness of the still house ……………………………………………………………………

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Warm-upAsk the students if they have heard of Sherlock Holmes, one of the greatest fi ctional detective characters ever created. He was created by British author and physician, Sir Arthur Conan Doyle. A London-based ‘consulting detective’ whose abilities border on the fantastic, Holmes is known for his astute logical reasoning, his ability to adopt almost any disguise, and his use of forensic science to solve diffi cult cases.

ReadingTh e passage Th e Copper Beeches introduces students to the character of Sherlock Holmes, the great private detective, who inspired several writers to base their detective characters on Holmes. A simple, unimportant matter turns serious and almost becomes criminal but is solved in the nick of time due to the clever wits of Mr Holmes.

ComprehensionA. 1. a. F b. T c. T d. F e. T f. F g. T h. T 2. She wanted to consult Sherlock Holmes about the strange off er of employment that

she had got from Mr Rucastle.

Th e Copper Beeches

By the end of this lesson, the students will be able to: understand that it is important to pay att enti on to, and follow, one’s fi rst insti nct

because though something may appear insignifi cant at fi rst, it may hold potenti al to turn into a great problem later on.

realise how even the greatest detecti ve can underesti mate the seriousness ofan issue.

get to know how to write formal lett ers seeking acti on. fi nd out about the rules of changing speech from direct to indirect and changing

questi ons from direct and indirect speech.

LEARNING OUTCOMES

SECTION 2

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3. She was told to look after a six year old boy and obey Mrs Rucastle’s demands. 4. Holmes was doubtful about the offer because the pay was too good for which there

must be a strong reason. 5. The telegram asked Mr Holmes and his friend to be there at the Black Swan Hotel

at Winchester at midday the next day. 6. Miss Hunter was asked to wear a blue dress and then asked to sit on the chair near

a window. Mr Rucastle told funny stories making her laugh. Then after an hour or so she was asked to go down.

7. She took a looking glass with her in her handkerchief. 8. When she saw Mr Toller and his wife carrying linen to the room. Also when she

heard the sound of steps and saw a shadow in the dim light of the room. 9. He escaped with Miss Rucastle through the skylight of the room where she was imprisoned. 10. Mr Rucastle was against the marriage because it might take away His legal rights to

the money of Ms Rucastle.B. 1. He realised that she was brought to impersonate someone imprisoned in the house. 2. Mr Rucastle threatened Miss Hunter that if she stepped in the part of the house

where the dark room was he would throw her to the mastiff. 3. Mrs Troller explains how Miss Alice after the second marriage of Mr Rucastle

was unhappy.C. 1. Holmes said that Hunter was chosen to perform the act because she looked like

Miss Alice Rucastle and so her hair was also cut off. He also mentioned how the man whom Hunter saw looking at her must be Miss Rucastle’s fiancé.

2. She was with the family for long and was also seen going to the room by Hunter. 3. Miss Hunter was complimented as being brave because she kept her courage even

after being threatened by Mr Rucastle. 4. Yes. She knew about the act that Miss Hunter was asked to perform but never protested.

VocabularyTell the students that idiomatic expressions are a type of informal English that have a meaning different from the meaning of the words in the expression. Then ask them to answer the questions in this section.

Answers:A. 1. taking up an opportunity or trying to do something enthusiastically

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2. be very busy and active 3. appear and disappear 4. when something is not functioning properly 5. make a special effort 6. to do something because you are expected to 7. go to an extreme and do or have too much of something 8. be full of energy and ready to do somethingB. Accept all correct answers.C. 1. set aside 2. set out 3. set the stage 4. set the standard 5. set to work

GrammarRevise the rules of changing speech with the students, as given in the textbook. Once done, ask them to complete the exercise given.

Answers:A. 1. He said that he liked rock music. 2. Kanchan said that he had been watching a film. 3. Cheema said that she didn’t receive your message. 4. Roshan claimed that she would finish that picture the next day. 5. The teacher asked them to bring the English coursebook the next day. 6. Simon said that he was at the seminar on public speaking in the morning. 7. Wasim said that he was trying to call up mother but she wasn’t picking up

the phone. 8. Rishiba told that the first modern Olympic Games were held in Athens in 1896.B. 1. I asked if it was an interesting book. 2. Pradhan asked what he could to help me. 3. The postman asked where was that house situated. 4. Susheela enquired when was his mother returning. 5. Sarita asked the little girl why she was confused. 6. Meera asked how he was going to go to the station. 7. The tourist asked the guide what was the name of the fort. 8. Robin enquired who was that tall man wearing the red T-shirt.

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Grammar ActivityDivide the class in pairs and ask them to work in pairs. Explain the instructions and carry out the activity.

WritingTell the students that there are many instances in their lives when they may need to write a formal request letter. Accordingly, learning the proper format and tone of making an official request is a necessary life skill. Ask the class to read the exercise carefully and understand what is asked before attempting it.

HOTSTell the students that the following points will help in writing a diary entry— 1. Be Honest When you are writing a diary entry, give the full story of your opinions, thoughts

and fears. 2. Be Detailed Think of it like a book: is it better when the description goes on and on? Or is it

better when you are left to your own imagination? Picking the most insignificant details and adding them in is very important.

3. Spelling Check If you are writing this then you need to go through for entries to find poor

grammar, punctuation, and spelling. Look out for any little errors no matter how small or irrelevant.

4. Date It is a good idea to always include the date when you write the entry. Note: this is

not the same as the date for the event or experience you’re are writing about. 5. Giving your entry a title It is easier to scan through your notes later, if you include a short and descriptive

subject for your daily entries. 6. Write short entries The most successive diaries are made up of short notes.

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Warm-upAsk the students if they would like to participate in something if it grants them the impossible with the condition that the wishes come with an enormous price—negative and positive.

Reading‘Th e Monkey’s Paw’ is a supernatural short story. It was fi rst published in England in 1902. In the story, three wishes are granted to the owner of the monkey’s paw. Ask the students to attempt answers to the questions asked:Can fate determine our life? Is it our own actions that make us happy or miserable? Discuss in class before reading this story about whether a talisman or greed brings misfortune and death in a family.

ComprehensionA. 1. a. major in the army. b. old fakir who had put a spell on it. c. chess when the sergeant major came. d. he felt the sergeant no longer needed it. e. sensible f. two hundred pounds

Th e Monkey’s Paw

By the end of this lesson, the students will be able to: realise that someti mes it is bett er to carry on with a dull life rather than indulge in

mysterious things and turn happiness into grief. understand that placing stress on certain words or phrases changes the meaning of

the word. revise types of clauses, adverb and relati ve clauses. parti cipate in an interesti ng questi onnaire speaking acti vity.

LEARNING OUTCOMES

SECTION 3

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g. the death of Mr and Mrs White’s son Herbert. h. her dead son. 2. Th e magic spell was three separate men could have three separate wishes from it. 3. Mr White was more intrigued by the paw. 4. Th ey gave a compensation amount of two hundred pounds. 5. Mr White had wished for two hundred pounds and in a cruel twist of fate. Herbert

met with an accident in his factory and Mr White got a compensation of two hundred pounds for his death.

6. Mrs White wanted to see her dead son alive and so wanted to wish a second time. 7. His fear was that the fulfi llment of the wish will bring his mutilated son before

his eyes.B. 1. He didn’t want to give it because he felt it had done enough mischief already. 2. Th e author creates an atmosphere of mystery and suspense by mentioning how the

persons who had wished earlier had their wishes fulfi lled but how the third wish was for death. He also says how he got the monkey’s paw.

3. No he doesn’t because he says they would see the money. 4. He made the third wish that the boy should not come alive.C. 1. Yes. As it leads Mr White to ask for two hundred pounds even though He says

earlier that he has everything he needed. 2. She couldn’t have seen her son come alive. 3. Mr White exemplifi es how the monkey’s paw makes him long for money and

eventually he gets it but only aft er losing his son. Th e death of his son and the pain he and his wife suff er proves to him Th at the monkey’s paw was all for the sake

of greed.

Phonics

It is crucial to know where to place the appropriate stress or intonation of many words in English, as the meaning of a word or its part of speech can change. Ask the class to read the sentence given in the textbook and pay close attention to which syllables (the fi rst or second) carry the stress and what part of speech each word is (verb or noun). Also, ask them to notice any pattern in these two syllable words.

Now ask the students to complete the exercise given in the textbook.

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Answers: 1. I didn’t say he took the black umbrella. He had only requested for it. 2. It was not me who said that he took the black umbrella. 3. I didn’t say he took the black umbrella . He had only borrowed it for a day. 4. I didn’t say he took the black umbrella he had only asked for an umbrella. 5. I didn’t say he took the black umbrella. He had taken the blue one.

Study SkillsA phrasal verb is an idiomatic expression consisting of a verb and another element.

Ask the students to do the exercise.

Answers:• be no laughing matter: to be something serious that you should not joke about• for that matter : used to add a comment on something that one has just said• a matter of opinion: said to show disagreement with something that has just been said• a matter of time: used to say something that will definitely happenAccept all correct answers for sentences.

GrammarRevise the types of clauses in the class. Tell the students that in order to identify a clause, they must first break down the words into the parts of speech. If there is a subject and a verb with a predicate, then they have spotted the clause.

An adverb clause is a group of words that function as an adverb. The clause can modify verbs, adverbs and adjectives by telling when, where, why, how, how much, and under what condition. Adverb clauses begin with a subordinating conjunction (such as after, if, because and although) and they contain a subject and a predicate. Read out the types of adverb clauses explained in the textbook.

A relative clause is one kind of dependent clause. It has a subject and verb, but it cannot stand alone as a sentence. It gives more information about a noun.

Now ask the students to attempt the exercises.

Answers:A. 1. who lives next door- adjective clause 2. as fast as he could –adverb clause 3. when you speak to grandmother-adverb clause

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4. family ruined by a talisman-noun clause 5. that we musrt be kind and honest- noun clause 6. If you want to do well I your exams-conditional clause 7. what we had planned for our party-noun clause 8. which is a place in North Sikkim-adjective clauseC. 1. adverb clause of place 2. Adverb clause of time 3. adverb clause of concession 4. adverb clause of cause 5. adverb clause of purpose 6. adverb clause of concession 7. adverb clause of causeD. 1. Accept all correct answersE. 1. who-where 2. where-whom 3. whose-where 4. which-who 5. Who-Whose 6. when-which

Grammar ActivityDivide the class into groups of fi ve. Assign each group a relative pronoun. Explain the instructions and carry out the activity.

Listening Play the CD track or read the text aloud. Ask the students to fi ll in the blanks.

Audio script

Jane Marple, usually referred to as Miss Marple is a fi ctional character appearing in 12 of Agatha Chcistie’s crime novels and in 20 short stories. She is an elderly spinster who lives in the village of St.Mary Mead and acts as a consulting detective. Her appearance in the fi rst Miss Marple book calledTh e Murder at the Vicarage is very diff erent from how she appears in later books. She loves to gossip and is always knitting. She has never married and has no close relatives except for her nephew Raymond West who is a well-known author and appears in some stories like Sleeping Murder and Ingots of Gold. Her companion Cherry Baker later lives in with her. Miss Marple solves diffi cult crimes because of her shrewd intelligence and she is always reminded of a parallel incident that oft en leads her to a deeper realization about the true nature of a crime. She oft en relies on Sir Henry Clithering, a retired police commissioner for information.

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1. Agatha Christie’s novels2. Spinster 3. St Mary Mead4. intelligent 5. the murder at the Vicarage6. well known author

SpeakingAsk the students to think of answers and the attempt to answer. If the students want, they should be able to refer to the library for deciding on the names of the books they wish to speak about.

Life SkillsEncourage students to look up the internet to get idea about creating an effective poster on the topic mentioned. The best poster may be placed on the notice board as a reward.

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Starter: (In the order of occurrence)

StatueofLiberty(USA) Charminar(India)

Red Square (Russia) Leaning Tower of Pisa (Italy)

Parliament Square (London, England) Great China Wall (Asia)

Accept all correct answers for Th ink and say

We are One World

UNIT 7

Th e Bangle Sellers

By the end of this lesson, the students will be able to: appreciate the typical Indian setti ng where a common acti vity can hold so much

meaning, if observed closely. understand that a simple acti vity, such as buying bangles can become interesti ng

and enjoyable. learn about similes and metaphors and know the diff erence between the two.

LEARNING OUTCOMES

SECTION 1

Warm-upTell the class how it explores the imagery associated with bangles and the implications for women’s roles in a traditionalist Indian social setting.Ask the class if they have every thought how their varied colours match stages in a person’s life.

ReadingTh e poem Bangle Sellers depicts a group of bangle sellers who wander from town to town to sell bangles. One of them becomes the narrator or the speaker of the poem. Bangle sellers take their load of bangles to the temple fair to sell them. Ask the class to read how the poet matches bangles to the journey a girl takes in life.

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ComprehensionA. 1. a. market b. maidens c. brides d. middle aged women e. banglesellers 2. a. i. rainbow tinted circles refers to the colourful bangles. ii. The happy daughters and happy wives buy these bangles. iii. They are called rainbow tinted because they are bright and colourful. b. i. The poet says this because it is delicate. ii. They are symbolic of the colourful and joyful life of the young maidens. c. i. Her refers to flame of her heart’s desire. ii. The desire and dreams of the bride has been mentioned.B. Similes and metaphors are both used to make comparisons or elucidate concepts. Metaphors simply state a comparison. Similes use the words ‘like’ or ‘as’ to compare

things. Because they both make comparisons, all similes are metaphors, but not all metaphors are similes.

Once done, ask them to do the exercise.

Answers: Examples of similes from the poem: Silver and blue as the mountain mist. Some are like fields of sunlit corn. Some are like the flame of her marriage fire. Accept all correct answers for a short poem. The metaphor in Shakespeare’s sonnet is: When proud-pied April, dressed in all his trim Hath put a spirit of youth in everything.C. 1. The three stages in a woman’s life are maidenhood, a bride, middle-aged woman. 2. The lines are: Tinkling, luminous, tender and clear Like her bridal laughter and bridal tear. 3. The women who are midway through their life have cared and blessed young

children and also served their family with joy and pride. They have also worshipped at their husband’s side.

4. The stage that is not mentioned here is when a woman loses her husband.

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Warm-upTh e story is set in the days of the Franco-Prussian war. Th e French district of Alsace and Lorraine were captured by Germans. Th e new teaching master was to come the next day in a school in Alsace to teach German in place of French. Th e story tells the eff ect of this news on the life at a school in Alsace.

ReadingAsk the class how they would feel if they were told that they’d have to live life according to a foreigner’s wishes and that they would need to give up their mother tongue and speak in another language. Th e story introduces the author as a school-going French boy who realizes for the fi rst time, the importance French had for him on the day of his lastFrench lesson.Now tell the students to attempt answers to this:Are you proud of your mother tongue? Imagine a time when speaking or learning your mother tongue is banned by law. Th is story captures the feelings of a language teacher when this happens in his country.

ComprehensionA. 1. T b. F c. F d. F e. T f. T 2. Th e news that would usually be found on the bulletin board in the town hall would

be bad news about lost battles, orders of commanding offi cers.

Th e Last Lesson

By the end of this lesson, the students will be able to: realise that things we take for granted leave a vacuum in the heart if they are

taken away. get to know the value of one’s mother tongue. practi ce a few idioms with the words, ‘make’ and ‘look’. revise and learn about the types of sentences. know how to take an interview.

LEARNING OUTCOMES

SECTION 2

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3. The atmosphere in the school that day was that there was solemn and sad. 4. M.Hamel that day was dressed in his fine Sunday clothes. 5. The order from Berlin was to teach only German in the schools of Alsace and Lorraine. 6. He would go seeking birds’ eggs or go sliding on the Saar. 7. They were taught participles in French and also writing.B. 1. a. The speaker here is M.Hamel. b. The trouble with Alsace was that they postponed learning for tomorrow. c. They would be unable to speak or write their own language. 2. One must guard one’s language when you are enslaved because it would be like

they would have the key to their own prison. 3. He says not to scold Franz that day because it was the last French lesson. 4. M.Hamel’s confessions was that he had often sent little Franz to water his flowers

instead of learning his lessons and would also give a holiday when he wanted to go fishing.

5. He understands the lessons as M.Hamel taught well and Franz also listened attentively.

6. M.Hamel became emotional because he was a teacher for forty years and it was his last lesson.

C. 1. Yes. Last Lesson brings out all the aspects of the story. It tells us how it was an important lesson for both M.Hamel, Franz and also the villagers.

2. The villagers showed interest as it was the last time that M.Hamel was teaching them French, their own language and this was their way of thanking their master for teaching them the language.

3. He was leaving because French would no longer be taught in the schools of Alsace and Lorraine.

4. Yes. It would help one to interact with one’s own people and also read and enjoy the literature.

5. Yes. He was deeply in love with the town and proud of it too.

VocabularyIdiomatic expressions are best learnt by reading books. Tell the class that idioms contain a group of words whose meaning cannot be deduced from the words themselves. They have to read in the context of the sentence and their meaning is then derived.Guide them to complete the exercise.

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Answers:A. 1. try to compensate 2. be satisfied with 3. commit an error 4. see clearlyB. 1. be careful 2. probe and search 3. get an idea 4. not like something

GrammarFamiliarise the students with the concept of simple, complex, and compound sentences. Other than what is given in the book, you may tell them the following:1. A simple sentence has the most basic elements that make it a sentence: a subject, a

verb, and a completed thought. Example:• The train was late. ‘The train’ is the subject; ‘was’ is the verb. A simple sentence can also be referred to as an independent clause. It is referred to as

‘independent’ because, while it might be part of a compound or complex sentence, it can also stand by itself as a complete sentence.

2. A compound sentence refers to a sentence made up of two independent clauses or complete sentences connected to one another with a coordinating conjunction. Coordinating conjunctions are easy to remember if you think of the words ‘FAN BOYS’:

For And Nor But Or Yet So Example:• Jignesh waited for the train, but the train was late.3. A complex sentence is made up of an independent clause and one or more dependent

clauses connected to it. A dependent clause is similar to an independent clause, or complete sentence, but it lacks one of the elements that would make it a complete sentence. 

Here’s an example of a dependent clause:• While he waited at the train station

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Dependent clauses such as the one above cannot stand alone as a sentence, but they can be added to an independent clause to form a complex sentence.

Dependent clauses begin with subordinating conjunctions. Below are some of the most common subordinating conjunctions:

After, although, as, because, before, even though, if, since, though, unless, until, when, whenever, whereas, wherever, while Complex sentences are often more effective than compound sentences because a

complex sentence indicates more specific relationships between the main parts of the sentence.

Once you have explained the concept, ask the class to attempt the given exercises.

Answers:A. 1. Complex sentence. Subordinate Clause –that we must be kind and honest. 2. Compound sentence. 3. Complex sentence. Subordinate Clause-when you walk with grandmother. 4. Complex sentence. Subordinate Clause-who lives next door 5. Complex sentence . Subordinate Clause –If you must study hard 6. Compound sentence. 7. Complex sentence. Subordinate Clause –what he had planned for our party. 8. Complex sentence. Subordinate Clause –before the guests came 9. Complex sentence. Subordinate Clause –which is the largest lake 10. Complex sentence. Subordinate Clause-which is a place in North SikkimB. 1. The traffic lights turned red and the vehicles stopped. 2. Tarun is poor but he is very honest. 3. You must be careful then you will not fall. 4. He was very late in missing the train so he missed the train. 5. You must work hard and you will do well in your exams.

Grammar ActivityDivide the class into pairs. Ask the class to take up the activity in pairs. Give the instructions and carry out the activities.

WritingTell the students that conducting successful interviews is a learning process. The following points should be kept in mind:

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• Ask one question at a time. • Attempt to remain as neutral as possible. That is, don’t show strong emotional

reactions to responses. • Be careful while note taking. For instance, if you jump to take a note, it may

appear as if you’re surprised or very pleased about an answer, which may influence answers to future questions.

• Don’t lose control of the interview. This can occur when respondents stray to another topic, take so long to answer a question that time begins to run out, or even begin asking questions to the interviewer.

HOTSEncourage students to refer books/encyclopaedias in the library as well as the internet, to read about a variety of national anthems and the thought process behind anthems before attempting this section.

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Warm-upShylock is portrayed as greedy and a cunning lender of money. He hates the Christians because of how they have treated the Jews in the past. Th is is refl ected in his demands if Antonio forfeits the contract. Encourage the class to discuss how morally right he is inhis demand.

ReadingGet the class to select candidates to read out parts of the characters in the play using proper intonation.

ComprehensionA. 1. Names Roles a. Antonio A merchant who cannot return borrowed money b. Bassanio Antonio’s friend c. Shylock A Jew who lends money d. Portia Bassanio’s wise wife e. Duke Ruler of Venice 2. She says so because Antonio had borrowed 3000ducats from Shylock. 3. Th e agreement that was signed between Antonio and Shylock mentioned that

Antonio would have to pay back 3000ducats aft er three months or let the Jew cut off a pound of the fl esh.

4. Mercy blesses both the person who gives it and the one who receives it.

Th e Merchant of Venice

By the end of this lesson, the students will be able to: realise it never pays to be sadisti c and mean. understand that the right pauses and correct pacing in intonati on can make all the

diff erence in our understanding of text. get to revise acti ve and passive voices and determiners.

LEARNING OUTCOMES

SECTION 3

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5. Mercy in a king’s heart makes it even higher than his power as a king which is symbolised by the power of the sceptre.

6. Shylock says so because Portia says that no power in Venice can change an established decree.

7. Shylock suddenly decides not to take his pound of flesh because Portia reminds him that only a pound of flesh can be taken –nothing more or nothing less. He cannot drop a drop of blood while taking the pound of flesh.

8. Shylock asks for pardon from the Duke because he realizes that he can only take the money according to the agreement.

9. The Duke grants him pardon on the condition that half of his wealth will go to Antonio and the other half to the state of Venice.

10. Antonio allows Shylock pardon saying that he must make a will in court leaving everything he owns to his daughter and son-in-law Lorenzo when he dies.

B. 1. a. The speaker here is Bassanio. He addresses the Duke. b. The wrong is not to allow Shylock have his way. c. The Law that would allow Shylock to claim his penalty from Antonio if he is not

able to pay the borrowed money. 2. a. The speaker is Shylock and Portia is the judge. b. The sentence is that Shylock can cut a pound of flesh from Antonio’s chest

nearest to his heart. c. It tells us that Shylock is merciless and vindictive. 3. a. The speaker is the Duke. b. The penalty is that if any foreigner living there, directly or indirectly tries to kill

any citizen then the person he tried to kill will receive one half of the goods. The other half will go to the state of Venice.

4. Bassanio is ready to give all his wealth in order to save Antonio’s life. Antonio also ready to do anything for his friend.

5. Shylock is shrewd. He manipulates the law and tries to take the money. He also does not spare Antonio’s life when he is unable to pay back the 3000 ducats.

6. Portia uses her intelligence to interpret the law in a way that does not allow the Jew to take his pound of flesh. She also does not allow Bassanio to pay back the money.

C. 1. Yes. He pardons the Jew and gives him a chance to reform. 2. Yes. 3. Yes. Shylock allowed to claim his penalty- pardoned after. He cannot take his

pound of flesh.

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Phonics

Play the CD track or read the text from ‘A Tale of Two cities’ where the students note the pauses. Tell the students that correct pacing and pauses allow you to punctuate your spoken words, giving your listeners clues as to when one phrase, one sentence, or one paragraph ends, and the next begins. Th ey also help to convey emotion.

Audio script

It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way--in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

Study SkillsA few basic diff erences between British and American English are as follows: 1. Most words ending in an unstressed -our in British English end in -or in American

English. Wherever the vowel is unreduced in pronunciation, e.g., contour or paramour, the spelling is the same everywhere.

2. Where British spelling uses –er (centre, metre), the American spelling uses –re (center, meter).

3. Where British spellings use –ise (authorise), the American spelling uses –ize (authorize).

Now ask the class to attempt the exercise given in the textbook. Accept all correct answers.

GrammarRevise active and passive voices with the students in the class. Also revise the concept of determiners. Determiners tell us whether the noun phrase is specifi c or general. Determiners are either specifi c or general.

Some of the common determiners are—• Articles: a/an, the• Demonstratives: this, that, these, those• Possessives: my, your, his, her, its, our, their, x’s (possessive ’s)

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• Quantifiers: (a) few, fewer, (a) little, many, much, more, most, some, any, etc.• Numbers: one, two, three, etc.Ask the students to complete the exercises in this section.

Answers:A. 1. Active Voice. All the clothes were cleaned by Govind. 2. Passive voice. Many pilgrims visit this temple every day. 3. Active voice. The harvest was gathered by the farmers. 4. Active voice. A patriotic song was sung in the programme. 5. Active voice. The experiment was done by the scientist. 6. Active voice. He was chosen the sports captain by the students. 7. Active voice. Our room was decorated with beautiful posters. 8. Passive voice. The car was being kept in the garage by Harry. 9. Active voice. A new dance was being learnt by them. 10. Active voice. Everybody was entertained by Kaveri’s song and dance performances.B. 1. a 2. a 3. a 4. a 5. a 6. a 7. Some 8. a 9. A; aC. a. A b. The c. Some d. A e. The f. A few g. The

Grammar ActivityDivide the class into pairs. Explain the instructions and proceed with the activity.

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Listening Play CD track and ask the class to pay attention to the track in order to mark answers correctly.

Audio script

On Day 1 We visited the Cellular jail. It was the place where the great Indian freedom fi ghters were imprisoned by the British and made to suff er silently .Next was the visit to the Anthropological museum where we learnt about the complex and varied mix of ethnic groups in Andamans .Fisheries museum with diff erent varieties of fi shes was our next visit.On Day 2 we went to an island called Jolly Buoy. It was a place where we went by boat which had a glass bottom which gave us a beautiful view of the colourful world underneath the surface of the water.On the last day we went to the Ross Island and the North Bay Island where there were water sports for us to enjoy. We saw colourful fi shes, coral reefs all around us. Here one could buy mementos made of sea shells.

Answers: 3. Jolly Buoy Island-ride in glass bottomed boat 2. Visit to Anthropological museum- learnt about ethnic groups 4. Ross island and North Bay Island-coral reefs-buying mementos 1. Cellular Jail-freedom fi ghters imprisoned by British. 5. Fisheries museum

SpeakingDivide the class into two teams. Explain the instructions and proceed with the activity.

Answers: 1. Th e computer was invented by Charles Babbage. 2. Alexander Fleming discovered penicillin. 3. Th e maiden fl ight on Kitty Hawk was made by Charles and Orville Wright. 4. Laslo Biro invented the ball point pen. 5. Th e diesel engine was invented by Rudolf Diesel.

HOTS Encourage students to do most of this work without help from others. Doing this activity will delight their minds and keep them eff ectively occupied.

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Unit 1: Th e White Rabbit Worksheet A

ComprehensionA. 1. F 2. T 3. F 4. F 5. T 6. TB. 1. Alice was feeling tired because she was sitting on the bank and had nothing to do. 2. She wanted to make a daisy chain. 3. She saw a white rabbit with pink eyes and a watch in its waistcoat pocket. 4. It was an unusual sight because Alice had never seen before a rabbit with either a

waistcoat pocket or a watch to take out of it. 5. When Alice found herself falling down a very deep well she thought nothing of

tumbling downstairs. 6. Yes. She could imagine a rabbit who had a watch.

GrammarA. 1. EX 2. AS 3. IM 4. AS 5. EX 6. IN 7. AS 8. IN 9. IM 10. EXB. 1. Th is is a beautiful bonsai garden. 2. Were many people present in the music concert? 3. Th is is the road to the mountain top. 4. Javed is not a good batsman. 5. Everybody knows the famous cartoonist R K Laxman. 6. What a rare specimen of butterfl ies! 7. Could we see the river turning towards the plains? 8. Th is is a beautiful landscape. 9. It is a hot day. 10. It isn’t a very long walk from my home to the park.C. 1. isn’t there ? 2. was it ? 3. didn’t it ? 4. shall we ? 5. are there ? 6. isn’t he ? 7. aren’t they? 8. shall we ? 9. would you ? 10. didn’t he ?

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kD. 1. to commemorate the birth anniversary of Dr Sarvapalli Radhakrishnan-

prepositional phrase 2. interesting programme for all of them –adjective phrase 3. The Headboy and Headgirl of the school-noun phrase 4. in order to replace the teachers –adverb phrase 5. fun and enjoyment-adjective phraseE. Accept all correct answers.F. 1. They’ve left for a long holiday to Goa. 2. We mustn’t speak rudely with anyone. 3. I’d prefer to walk than board a crowded bus. 4. She’s old enough to speak for herself. 5. They’re not accustomed to this sultry weather. 6. The shopkeeper hadn’t given the bill by mistake. 7. We’re used to living in airy and open surroundings. 8. I’d prefer to go for the desert safari in the morning. 9. They’ve stopped fighting over petty issues. 10. They’ve stopped fighting over petty issues.

WritingAccept all correct answers.

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Worksheet B

VocabularyA. 1. specifi c 2. witty 3. enthusiasm 4. excellent 5. versatile 6. inferior 7. amicable 8. irrelevant 9. exciting 10. calmB. 1. people’s intentions are judged more by their actions than words 2. beginning an activity in which others join 3. to share information that was hidden earlier 4. join a popular trend or activity 5. when two persons agree on something 6. lively and activeC. 1. join the bandwagon 2. full of beans 3. actions speak louder than words 4. let the cat out of the bag 5. see eye to eye 6. set the ball rollingD. 1. set up 2. drop in 3. back up 4. abide by 5. think over 6. takes aft er 7. check out 8. get off

GrammarA. 1. hair 2. books 3. accommodation 4. food 5. water; bottles 6. blood 7. luggage 8. energies; homework 9. snow; winds 10. chickensB. 1. Kevin’s car has broken down. 2. It’s a bright and sunny day. 3. Hardy who is Laurel’s friend fell into a hole. 4. ‘What’s the time?’ asked Govind. 5. Its very hot today, isn’t it? 6. Where is your brother’s bicycle?

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k 7. Let’s clean our classrooms and put everything neatly. 8. The boys’ lockers were all open, as they were bringing the things in.C. Noun Verbs Adjectives

2. friendship employment equality3. childhood Belief honesty4. leadership Growth weakness5. kingdom treatment intelligence

D. Accept all correct answers.

WritingAccept all correct answers.

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Unit 2: Th e Blackbuck Worksheet A

ComprehensionA. 1. F 2. T 3. F 4. T 5. FB. 1. Th e name blackbuck comes from the Latin word antelopus, a horned animal. 2. a. Males are larger than females in length and in weight. b. Th e second diff erence is in the coloration of the head and back. Th e female

blackbucks are yellowish and fawn coloured at the back. c. Male blackbucks have horns that are diverging, cylindrical, spiral and ringed

throughout. Female blackbucks do not have horns. 3. Old bucks are blackish brown on the back, the sides, and the front of the neck. Th ey

become almost black with age; only the nape remains brownish and the pale lateral band disappears.

4. Some of the reasons for the reduction in the number of the blackbuck are: a. excessive hunting by human beings b. the blackbucks are oft en hunted for their fl esh and skin. c. they are also poached. d. remaining populations are under threat from inbreeding 5. increasing number of livestock and humans destroy blackbuck habitat. Th e natural

habitat of the blackbuck is being encroached upon by local people who need arable and grazing ground for their livestock.

6. a. generic b. compressed

GrammarA. 1. Defi nite numeral adjective 2. Interrogative adjective 3. Defi nite numeral adjective 4. Emphasizing adjective 5. Interrogative adjective 6. Interrogative adjective 7. Indefi nite numeral adjective

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k 8. Indefinite numeral adjective 9. Interrogative adjective 10. Indefinite numeral adjectiveB. 1. few 2. many 3. a lot of 4. a few 5. someC. 1. Seema is wearing a pretty, pink, silk dress. 2. He is a fantastic, old, French teacher. 3. The ship was sailing on the beautiful, deep, blue ocean. 4. Grandfather likes sitting on the old, wooden chair. 5. I bought some charming, antique, silver ornaments. 6. It was a bright, clear, sunny day. D. 1. surprised; surprising 2. amazing; amazed 3. tiring; tired 4. interested; interesting 5. encouraging 6. worried; worrying

WritingAccept all correct answers.

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Worksheet B

VocabularyA. 1. destruction 2. hold 3. watery 4. construct 5. degradableB. 1. to make the wrong choice 2. to be unable to get a general understanding of a situation because you are too

worried about the details. 3. you must be careful about how much you spend because there is only a

limited amount. 4. a grown person will act the way he or she was taught to act as a child. 5. the quality of a tree is known by the quality of the fruits borne by the tree.C. 1. We must be careful as to how we spent our money as money does not grow on trees. 2. If the police are suspecting Himesh for the theft then they are barking up the

wrong tree. 3. A tree is known by its fruit. 4. Not see the wood for the trees. 5. As the twig is bent, so is the tree inclined.D. Accept all correct answers.E. 1. Politeness 2. Compassion; Kindness 3. Intelligence; wit 4. Pollution 5. PublicityF. 1. biodiversity 2. global warming 3. acid rain 4. desertifi cation 5. ozone layer

GrammarA. 1. Th is umbrella belongs to Akash. He has forgotten to take it with him. 2. She was given a prize for her participation. 3. Th ose in the basket are ripe but those on the tree are raw. 4. Th ey know how to drive a car. 5. For many years, the place of residence is a house of ours. 6. He/She/Th ey will contest the students’ elections. 7. For all programmes, they use the photos taken by a camera of theirs. 8. Th e mountaineers pitched their tents in the high snow-covered slopes.

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k 9. Sarita wrote a letter to her father telling him about her hostel life. 10. The novel, ‘Ghare Baire’, which Rabindranath Tagore wrote, has been made into a film.B. 1. The boys made the arrangements for the picnic by themselves. 2. The chameleon changes its colour and camouflages itself from other animals. 3. The mother made beautiful decorations herself for the birthday party. 4. He lives in a beautiful house near the lake, all by himself. 5. ‘You all must do the project work yourself ’ said the teacher.C. Pronoun Antecedent

1. this car2. which certificate & book3. herself Geeta4. their trees5. their Garima & Gaurav6. their students

WritingAccept all correct answers.

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Unit 3: Th row Far! Worksheet A

ComprehensionA. 1. b 2. c 3. aB. 1. While Devendra Jhajharia was competing at a school Sports day, he was spotted by

coach R D Singh. Under R D Singh’s able guidance there was no looking backfor Devendra.

2. His performance was exceptional in several ways at the Summer Paralympics. At the games he set a new world record with a distance of 62.15 m eclipsing the old one of 59.77 m. He became the only second gold medallist at the Paralympics for his country. He was given the Arjuna award for his success in Athens.

3. a. His fi rst major achievement came in 2002 when he won the gold medal in the 8th FESPIC games in Korea.

b. In 2004 Devendra qualifi ed for his fi rst Summer Paralympic Games representing India at Athens. Successful in Athens and got Arjuna award in 2004.

c. Received the Padmashree in March 2012 from the President. d. In 2014, he was honoured with FICCI Parasportsperson of the Year award. e. Received the gold medal in the F 46 Javelin throw in 2013 at the IPC Athletics

World Championships in Lyon, France. 4. Devendra’s grit and determination were the qualities that made it possible for him

to win so many medals. 5. A Living Legend

GrammarA. 1. Th e boys were practising playing the drum as they wanted to join the new band. 2. Sameer left home in order to take the early bus to school. 3. Disha was eager to make new friends in her locality. 4. Th e audience was requested not to speak loudly during the staging of the play. 5. Amir took the window seat in order to get a good view.B. Accept all correct answers.C. 1. Kanika loves daydreaming and painting when she has leisure. 2. Hunting tigers is a punishable off ence in our country.

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k 3. Playing chess gives Anand a lot of pleasure. 4. My friend loves baking cakes for her friends on their birthdays. 5. Namita likes reading adventure stories. 6. Rock climbing has become a popular sport among the youth.D. 1. G 2. P 3. P 4. G 5. P 6. GE. 1. You must try to reach the venue of the function on time. I will be reaching a

little early. 2. My uncle is visiting us during the winter vacation. He wants to visit the Taj Mahal

in Agra with his friends. 3. I started learning guitar during the weekends. 4. Manish likes wearing ironed clothes. 5. The girls love shopping. They have shopped a lot yesterday. 6. Joseph is singing in the choir. He loves singing on all school functions. F. Accept all correct answers.

WritingAccept all correct answers.

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Worksheet B

VocabularyA. 2. suff ocating room 3. developing township 4. amazing story 5. precious jewels 6. alarming pollution 7. anxious parents 8. blaring sirensB. 1. being very happy because something wonderful has happened 2. to take advantage of a situation which may not last long 3. making unnecessary fuss about something unimportant 4. being a friend only when the times are good and not in troubled times 5. advisable to know which way a situation is developingC. 1. As the college authorities were giving opportunities to the newcomers to participate

in the cultural show, Lalita decided to make hay while the sun shines. 2. Th e sailors were on cloud nine, as fi nally they could see the shore. 3. Th e discussion about the football players was a storm in a teacup. 4. If you are planning to be a part of the organising committee, then you must know

which way the wind blows. 5. Devesh is a fair weather friend and never likes to keep in touch with us.D. 1. facilitate 2. degeneration 3. depressed 4. stagnate

GrammarA. 1. Th e mobile phone is ringing but nobody is picking it up. 2. We leave early in the morning every day to take the morning train. 3. Mountaineers climb the peaks of the Himalayas. 4. Th e sun shines brightly in the sky. 5. Th e joker says funny jokes and makes everybody laugh. 6. We are attending the music concert today evening.B. 1. Future Continuous 2. Simple Past 3. Simple Present 4. Past Continuous 5. Simple Past 6. Future Continuous 7. Present Continuous 8. Simple Present 9. Future Continuous 10. Simple Past

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kC. 2. is-was 3. losing-lost 4. makes-made 5. gives-gave 6. wrote-write 7. would-hadD. 1. If you study hard, you will do well in the examinations. 2. They will reach the station on time, if they leave on time. 3. If it rains, we will not go for the picnic. 4. Akash will speak tomorrow, if he prepares well. 5. If I had been careful, I would not have met with the accident. 6. We will go on a picnic on Sunday, if it does not rain. 7. Ramesh will study abroad, if he is included in the top ten ranks. 8. If I had got a ticket yesterday, I would have been present at your concert. 9. If our school wins the match today, we will be in the quarterfinals. 10. I shall certainly attend the engagement, if the train reaches on time.E. 1. I would help the poor and the needy. 2. I will definitely see the Eiffel Tower. 3. He would go to see a movie. 4. I would have cooked some delicious dishes. 5. We might get stuck.

WritingThe data interpretation and analysis should mention the data as presented in the table. All writing should be logical.

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Unit 4: Music Worksheet A

ComprehensionA. 1. When melodious music is heard, the green hills echo with the sound. 2. Th e bird’s songs in the deep forests are heard by the fl owers. 3. Th e winds over the grass and waves are sources of the music of this beautiful earth. 4. Th e human voices which are raised in charity and truth seem to be like the sacred

music of God.B. 1. holding spellbound 2. combination of musical notes to produce a pleasing eff ect 3. a low, indistinct sound 4. resulting from or showing sincere and honest conviction 5. mix or cause to mix together

GrammarA. 1. I have never seen such beautiful fl owers before. 2. Th e travel plans for the summer vacation have been made already. We only have to

book the tickets. 3. You must never speak lies and always tell the truth. (always/never) 4. Don’t worry. Your turn to recite the poem will come soon. 5. ‘Stop destroying the things at once,’ said the manager.B. 1. Harish cleverly avoided answering the embarrassing questions. 2. Th e anchor asked the contestants to throw the balls into the basket quickly, so that

they could complete it within time. 3. Th e lights at the shopping mall were shining brightly. 4. Shamima handles everything in the offi ce very effi ciently. 5. Th e pilgrims left the prayer room quietly.C. 1. Manish joined the drama society in his school because he is very interested

in drama. 2. Since there is no airport nearby, we will have to take the train. 3. Juhi was caught cheating in the examinations therefore her paper has

been cancelled.

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k 4. Karthik saved a boy from drowning, hence he was nominated for the bravery award. 5. I am helping in the arrangements because there is no one to help right now.D. Accept all correct answers.E. 1. The teacher stared at me since I had broken the queue. 2. Swimming is a popular sport during the summer holidays. 3. My grandmother wears woollen shawls whenever she comes to Delhi to visit us. 4. I think I will be able to come back only after Christmas. 5. We kept the glue in the cupboard so that it doesn’t get lost.F. 1. I will definitely go for the concert tomorrow. 2. The packet is extremely large. 3. Buses depart regularly from this bus stop. 4. The film was too long. 5. Unfortunately we could not meet the principal. 6. He carefully drives his motorbike. 7. He doesn’t play tennis always. 8. Kaveri almost fell off the chair.

WritingAccept all correct answers.

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Worksheet B

VocabularyA. 1. exceptionally talented 2. blurred 3. dashing 4. advice given formally 5. following the traditional beliefs or practices of a religion or faith 6. very fashionable or up-to-date 7. done rashly , without thought 8. open and responsible to suggestionB. Accept all correct answers.C. 1. b 2. a 3. c 4. b 5. aD. 1. An archaeologist studies the history of people and their culture by digging up

human remains and artefacts. 2. An animator is an artist who draws for animated cartoons. 3. A choreographer practises the art or practice of designing sequences of movements

or physical bodies. 4. An ethnographer is one who studies about people and cultures. 5. A disc jockey plays recorded music for an audience. 6. A viticulturist is one who cultivated grapes, especially for use in making wine. 7. A bibliographer is a person who describes and lists books and other publications. 8. A cartographer is one who creates maps. 9. A glazier is a person whose trade is fi tting glasses into windows and doors.E. 1. Please don’t misunderstand me, I tried to come early but couldn’t. 2. We were very happy about the upcoming festival season. 3. Devika’s outstanding performance in the exams made all of us proud of her. 4. Th e joker came on the stage and then disappeared suddenly. 5. Harsh was hiding behind the curtain and was invisible to the guests.

GrammarA. 1. to 2. beside 3. before; to 4. for 5. in 6. over 7. from 8. without

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kB. 1. in 2. of 3. to 4. in 5. around 6. to 7. toC. 1. C 2. P 3. C 4. C 5. P

WritingAccept all correct answers.

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Unit 5: Earthquake Devices Worksheet A

ComprehensionA. 1. It is an instrument used to measure and record the seismic waves that move

through the earth as a result of an earthquake. 2. It dates back to ancient China where a Chinese mathematician named Zhang Heng

invented and constructed the fi rst seismograph in AD 132.Th e fi rst seismograph dates back to ancient China invented and constructed the fi rst seismograph inAD 132.

3. Th e fi rst seismograph consisted of a large bronze drum with eight dragons spaced around the outside edge. When the earth shook from an earthquake a ball would drop from one of the dragon’s mouths and fall into a bronze toad situated beneath it. Th e sound would alert an observer and the particular dragon from which the ball fell would indicate the direction of the earthquake.

4. Th e largest seismograph was made with a spring and weighed about 15 tonnes. 5. Th e seismograph in Mexico is unique in the sense that it is as tall as a

three- storey building.B. Accept all correct answers.

GrammarA. 2. Have 3. does 4. had 5. have 6. is 7. have been 8. Do 9. had 10. AreB. 1. Gopal and Harish are very keen to join the dramatics club. 2. Jagdish had kept all the books on the bookshelf before he left . 3. Th is train does not come to the Agra junction every day. It is a bi-weekly train. 4. Do you recognise any of the delegates who are attending today’s conference from

their photographs? 5. Th e migratory birds have fl own away as soon as summer came.C. 1. Do 2. Is 3. Are 4. Did 5. to be 6. haveD. 2. Th e sky is overcast and it might rain today.

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k 3. You will miss the school bus. 4. We ought to follow the library rules. 5. Everyone may go home after the function. 6. Your clothes need to be ironed.E. 1. Will 2. should 3. May/Can 4. should 5. must 6. May 7. shall 8. should 9. must 10. must

WritingAccept all correct answers.

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Worksheet B

VocabularyA. Across: 1. Observant 3. Generous 5. Cordial 7. Sullen Down: 2. Stubborn 4. Visionary 5. GarrulousB. Accept all correct answers.C. 1. architect 2. journalist 3. psychiatrist 4. retailer 5. economist 6. cinematographer 7. veterinarian 8. professor 9. chef 10. physicistD.

Noun Verb Adjective Adverb2. convenient conveniently 3. emotion emote emotional 4. supervision supervisory supervisingly5. expectation expect expectedly

GrammarA. Morning made a considerable diff erence in my general prospect of life and brightened

it so much that it scarcely seemed the same. What lay heaviest on my mind was the consideration that six days intervened between me and the day of departure, for I could not divest myself of a misgiving that something might happen to London in the meanwhile and that when I got there; it would be either greatly deteriorated orclean gone.

Joe and Biddy were very sympathetic and pleasant when I spoke of our approaching separation but they only referred to it when I did. Aft er breakfast Joe brought out my indentures from the press in the best parlour and we put them in the fi re and I felt that I was free with all the novelty of my emancipation on me I went to church with Joe and thought perhaps the clergyman wouldn’t have read that about the rich man and the kingdom of Heaven if he had known all.

B. 1. b 2. a 3. a 4. b C. 1. Th e children ran out from their classrooms as soon as the bell had rung. 2. Th ough Jameel was afraid of water, he started learning to swim.

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k 3. She was not only rude but was also very arrogant. 4. When the rain will stop we can take the bus. 5. The streets became deserted after the show was over. 6. One should not cut down trees because we must try to save the environment. 7. The shops were closed as it was a holiday. 8. Shreyas went to practise basketball every day in order to play in the school team. 9. The train had left the station before they arrived at the station. 10. Monica was sitting out in the garden painting until it became dark and she had to

come indoors. D. 1. as; and 2. and ; quite ; and ;but 3. and ;and

WritingAccept all correct answers.

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Unit 6: Feluda Worksheet A

ComprehensionA. 1. F 2. T 3. T 4. F 5. TB. 1. Indian fi lm director and writer Satyajit Ray created the character of Feluda. Feluda

made his fi rst appearance in a Bengali children’s magazine called Sandesh in 1965. 2. Feluda is accompanied by his cousin Tapesh. From the sixth story, ‘Sonar Kella’,

Feluda and Tapesh are joined by a popular writer ‘Jatayu’ whose original name is Lalmohan Ganguli.

3. Feluda is a man of around 27 with a tall (6 ft 2inches) athletic fi gure. His fi rst adventure was Feludar Goendagiri. Feluda applies his superb analytical ability and observation skill to solve cases.

4. Aft er the 2000s, Feluda was depicted using the martial art powers. 5. Feluda prefers cases that require cerebral eff ort. His superb analytical ability and

observation skill are what he relies to solve his cases.C. 1. adept 2. sleight of hand 3. disguise

GrammarA. 1. Th e teacher said, ‘Th e earth goes around the sun.’ 2. ‘Please help me carry the bags inside,’ said Janet. 3. Th e mother said, ‘Have you fi nished your homework?’ 4. Th e selfi sh giant said to the children, ‘You are not allowed in my garden.’ 5. ‘Where have you come from?’ asked the guide. 6. ‘Please close the windows; its too windy outside.’B. 1. My friend congratulated me for winning the fi rst prize in the debate competition. 2. Th e guide said that Kashmir is oft en called the paradise on earth. 3. Th e patient asked the patient to open his mouth wide. 4. Th e dentist asked the patient to open his mouth wide open. 5. Miss Bali asked the students to do their classwork quietly.C. 1. suggested 2. commanded 3. announced 4. advised 5. requested 6. informed 7. complained 8. concluded

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kD. 1. The doctor asked him if he was feeling better. 2. The principal announced in the assembly that they would have a special assembly

the next day. 3. Vijay complained to the manager that the water there was not clean at all. 4. The guest requested for a clean towel. 5. Manav said that he could run faster than him. 6. Uncle asked when we would be leaving for our vacation. 7. Kanika asked the fare from here to Mumbai. 8. Monika exclaimed what a pleasant surprise that we had come. 9. The judge ordered to allow the court proceedings to be completed. 10. Mother advised us to carry an umbrella as it might rain.E. Arunav said that he had a very bad day. His car broke down while he was travelling on

the highway. Reema was shocked and asked what did he do then. Arunav said that he tried to call up the garage four times but the phone was busy each time. Then he called the emergency services to get his car towed. Reema asked whether he was relieved then or not, to which Arunav replied in the negative and said that it took them three hours to arrive at the venue. Reema said that he was happy that he was able to get help. Arunav said yes eventually but he had to wait further for his brother to pick him up as he had to leave his car in the garage.

WritingAccept all correct answers.

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Worksheet B

VocabularyA. 2. mistake 3. detail 4. mail 5. book 6. cry 7. scene B. Accept all correct answers.C. 1. upward 2. narrow 3. sensible 4. amused 5. steadyD. 1. hale and hearty 2. rich and famous 3. pros and cons 4. by and large 5. cats and dogs 6. loud and clear 7. back and forth 8. spick and span

GrammarA. 1. Adjective Clause 2. Noun clause 3. Adverb Clause 4. Adjective Clause 5. Adverb Clause 6. Adjective Clause 7. Adverb Clause 8. Adjective ClauseB. 1. where the battle took place 2. who lives next door 3. what the captain said 4. aft er the bell rang 5. what they really wantC. Accept all correct answers.D. 1. Jaipur, which is also known as the pink city, is the capital of Rajasthan. 2. Th e travellers. Who had travelled long distances, were tired and exhausted. 3. Th e principal gave a speech, which was very inspiring. 4. In ancient times the Greek athletes who received prizes in Olympics, were given

wreaths of fl owers. 5. Th ese are the ruins of the city of Hampi, which was the seat of the Vijayanagar

Empire.

WritingAccept all correct answers.

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Unit 7: My Friend, Pency Worksheet A

ComprehensionA. 1. Th e narrator was fond of reading a storybook before going to sleep. 2. He felt a vibration which he thought was an earthquake. 3. Th e creature was green like a parrot and looked like a tiny dinosaur. It was the size

of a Pomeranian dog. 4. Pency did not visit the narrator during the day because it wanted to hide itself from

the people of the earth. Pency thought that if the people of the earth come to know about it, they will try to catch it.

5. a. When Pency shook hands with the narrator, the narrator felt a vibration. b. It could put its hands through the wall and read the book. 6. Th ey talked and played through the night and Pency shared many interesting things

about other worlds. 7. a. vibration b. gently c. refreshes

GrammarA. 1. Complex sentence 2. Compound sentence 3. Simple sentence 4. Complex sentence 5. Complex sentence 6. Simple sentence 7. Compound sentence 8. Complex sentence 9. Compound sentence 10. Simple sentenceB. 2. Th e girl who is sitting next to uncle is his niece. 3. I was the fi rst one who left the room. 4. He liked the job which he was doing earlier. 5. We need a room where we can keep our belongings.C. 1. You must not be late or else you will miss the train. 2. He is a poor but honest man. 3. Th e soldiers who fought bravely defeated the enemies. 4. He was very happy that he had won the fi rst prize. 5. Th ough I already had my dinner, I will try the pizza.

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D. 1. The flowers, which were blooming in the garden, looked beautiful. 2. Akbar, who was one of the greatest emperors of India, founded the religion of

Din-i-ilahi. 3. The messenger announced that the enemy troops were very near. 4. The children came out after the bell rang. 5. My brother who is a state level player will play for the football match. 6. Though she is dark she looks really beautiful. 7. The man who crossed the road just now was carrying a blue bag. 8. The fishing boats which went into the deep sea were returning at sunset.

WritingAccept all correct answers.

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Worksheet B

VocabularyA. 1. be at par 2. start on a journey 3. appear 4. forego 5. postponeB. Accept all correct answers.C. 1. turn down 2. look up 3. give away 4. ring up 5. try onD. 1. par excellence 2. magnum opus 3. cause célèbre 4. déjà vu 5. status quo 6. ad hoc

GrammarA. 1. A 2. P 3. A 4. P 5. A 6. P 7. A 8. P 9. P 10. AB. 1. Everybody was entertained by the tricks of the juggler. 2. Th e doors were banged shut by the wind. 3. Fresh fl owers were used to decorate the room. 4. Mother cooked all the delicious dishes. 5. New seasonal fl owers were planted by the gardener in the garden. 6. Many goals were scored by the goalkeeper. 7. No information about the survivors of the accident was received. 8. Th e classrooms are swept every day. 9. Many patients are treated free of charge everyday by the doctors. 10. Th e message of peace was received by everybody in the country from the priests.C. 1. much 2. Many 3. All 4. some 5. both 6. few 7. little 8. much 9. Each 10. A few

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D. 1. The 2. a; a 3. The 4. an 5. The 6. The; the 7. the 8. An;a 9. the 10. TheE. 1. The; the 2. a; a; the 3. a; an; the; the

WritingAccept all correct answers.

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LITERATU

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ComprehensionA. 1. Th ose who do not succeed are the ones who know what success is. 2. One should be starving or be in real need of food to understand the taste of nector. 3. Th e Purple Host refers to the victorious army who have won the battle and are

carrying the fl ag of victory. 4. Th e poet says forbidden ears because the sounds of victory cannot reach the ears of

the dying soldier. 5. Th e defeated warrior in the battlefi eld feels agonized and sad when he hears the

shouts of joy and triumph of the victorious army. 6. Th e narrator is a third person who has observed the battlefi eld and the soldiers.B. 1. a. To know the real taste of nectar one should be really starving as only then would

one know the taste of nectar. b. Th e beginning of the end means that it is the start of something that is going to

end. c. Only when one goes to war can one understand how important the peace is. d. To be ignorant is being blissful about many aspects of life. 2. Th e distant strains of triumph refers to the sounds of celebration or victory which

only a dying soldier can hear.

Success is counted sweetest

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1. Icarus and Daedalus

ComprehensionA. 1. Daedalus built a wonderful labyrinth of winding ways which was so cunningly

tangled that it was impossible to fi nd a way out of it. 2. Aft er watching the sea gulls for many days Daedalus thought of a plan for himself

and his son Icarus. He gathered a store of feathers, great and small. He fastened these together with thread, moulded them with wax and fashioned two great wings like those of a great bird. Aft er it was done, Daedalus fi tted them to his own shoulders , aft er one or two eff orts, waved his arms and found that he could winnow the air like a swimmer. In this way he learned to fl y. Th ereaft er, he made a pair of wings for his son, Icarus to fl y.

3. Daedalus gave the warning to his son not to fl y very low or very high otherwise, the fogs above the earth would weigh him down and the sun would melt the wax, if he ventured too close to them.

4. Icarus was absolutely overjoyed and felt like a halcyon bird when he was uplift ed in the air.

5. Th e air grew warmer and warmer when he fl ew near to the sun and the heat of the sun melted the wax.

6. Daedalus came to know that Icarus had drowned when he saw the bird-like feathers afl oat on the water and he knew that Icarus was drowned.

7. Daedalus named the nearest island Icaria in memory of his son, Icarus and went to the temple of Apollo in Sicily where he hung up his wings as an off ering.

8. Yes. One must be careful and pay heed to warnings. Daedalus had warned Icarus not to go too near to the sun but he did not listen and this resulted in his death.

B. 1. Th e story tells us how it is important to understand the highs and lows in the sky while fl ying and also how the heat of the sun could destroy everthing if you go too near it.

2. Th e feathers were falling like snowfl akes. Th is shows how the feathers which were white and made of wax kept falling when the snow was melting.

3. Accept all correct answers.

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Barter

ComprehensionA. 1. Th e things in nature that life has to sell are the blue waves on a cliff , soaring fi re,

scent of pine trees, loving people, holy thoughts. 2. Th e children see this with wonder and amazement. 3. Th e poet compares music with a curve of gold. Th e poetic device here is a simile. 4. everything; loveliness ; peace ; struggles ; cost ; ecstatic 5. Yes. I think the title of the poem is appropriate. Barter means the exchange of

things or trading of things. Th e poet mentions how in order to get the wonderful things in life you have to give up something.

B. 1. Soaring fi re that sways and sings 2. And for your spirit’s still delight; Buy it and never count the cost 3. Th e extended metaphor is that of that life being a trader of loveliness and beauty. Th e poet mentions how life sells us all the pleasures of life, natural beauty, divine

thoughts and it is worthy of all the eff orts that we make in our life. Even if the experiences of peace are brief it is worth life for its wonderful quality.

4. a. Th e comparison here is between the future and the sky. Th e skies darken implying the darkness in the sky meaning the future which have become dark.

b. Th e anger of the brother is being compared to boiling water.

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2. Kabuliwala

ComprehensionA. 1. Mini was scared of the Kabuliwala because he came carrying a big bag with him.

She always thought he was carrying one or two children inside the bag. 2. Th e Kabuliwala became friends with Mini when he told her funny stories and

off ered nuts and raisins which cleared her mind of doubts. 3. In the Kabuliwala’s presence Mini’s father would visualise the presence of mountain

peaks, string of camels and merchants journeying down to the plains. 4. Kabuliwala was imprisoned because he was involved in the murderous assault of a

customer who had refused to pay him his debts for a Rampuri shawl. 5. When Rahman came back from prison he wanted to meet Mini because he thought

Mini was still that small little girl whom he gave raisins and nuts. He was unaware that Mini had grown up During the time he had spent in jail.

6. Mini’s father told him that there was a function in the family and he could not meet Mini.

7. Th e instances which show that Mini was a talkative girl was : • She would ask her father innumerable questions about how Bhola would say

that there is an elephant in the clouds, blowing water out of its trunk and that is why it rains.

• Later when she became friends with the Kabuliwala she kept chattering continuously with him.

8. a. i. Th e speaker here is Mini’s mother and she is addressing Mini. ii. Th e speaker is concerned because Mini accepted the money from the

Kabuliwala. iii. Th is tells us that Mini’s mother had many unfounded fears about the

Kabuliwala. b. i. Th e person addressed here is Rahman, the Kabuliwala. ii. Father-in-law here means jail. Rahman was being taken away and Mini

thought he was being taken away to the father-in-law’s house. iii. ‘Father-in-law’ has a special signifi cance as Rahman would joke with

Mini about father-in-law’s house being a place where you are taken by a policeman.

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erB. 1. Mini is shown as a person who is loved a lot by both her father and the Kabuliwala

for her incessant chatter especially when she was a young girl. Her father was an author who would affectionately answer her innumerable questions. Later when she became friends with the Kabuliwala she would spent a long time talking to him. As she grows up she becomes quieter and mature. As a bride she is shy.

2. The Kabuliwala shares a loving relationship with Mini. He would regale her with funny stories, gave her raisins and nuts. He would remind her of his own daughter whom he had left behind in Kabul. At first Mini would be scared of him but gradually he develops a bond with her. Later after back from the prison also he meets her.

3. Parental love and affection is shown though Mini’s relationship with her father and mother. Also Rahman’s bond with Mini is also out of parental affection as he has a daughter who was of Mini’s age. The concern of Mini’s mother and Mini’s father when she was getting married shows the bond that they shared.

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Lines Composed Upon Westminister Bridge

ComprehensionA. 1. a. From the Westminister Bridge, the city looks majestic and clear. b. Th e city wears the sunlit morning like a new shining dress. c. One can see the edifi ces glittering in the smokeless air, as in the morning it is

free of smoke from the factories and vehicles. d. Th is city in the early morning sunlight look as if it is shining brightly. e. Th e houses also look as if they are sleeping. f. Th e river also fl ows slowly and its own will. 2. Yes. Th e poet fi nds the early morning view very diff erent from what it looks in the

daytime because it is calm and there is no hustle and bustle, no smoke from the factories.

3. Accept all correct answers. 4. William Wordsworth composed these lines when he was inspired by the view from

the Westminister Bridge.B. 1. ABAB 2. a. Th e trees shed their leaves just like humans would take off their clothes, raising

their arms to the sky. b. Th e raindrops make the pitter-patter sound on the treetops just like a drum

would do on the rooft op. c. Th e grinding sound of the drill on the metal is like a protest.

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3. Packing

ComprehensionA. 1. Th e narrator says he would do the packing because he thought he was the best

person to do it as he thought he knew more about it than anybody else. 2. When George and Harris laughed at him the narrator found it very irritating. 3. Th e narrator had forgotten to pack his tooth brush. He rummaged through the

bag, found George and Harris’s many times over but did not fi nd his. Aft er putting everything back one by one he held everything up and shook his bag.

Th en he found it inside a boot which he repacked once more. 4. George and Harris made a mess while trying to pack. Th ey started with breaking

a cup, then Harris packed the strawberry jam on top of a tomato, squashed it and then had to scoop it out. Th en George trod on the butter. Th ey put the pies in the bottom and put heavy things on top and squashed it. Th ey also put the butter in a kettle, then scraping it put it on a chair and Harris sat on it.

5. Th e dog Montomorency would constantly get in the way, upsetting the teaspoons and putting his leg in the jam. He added to the confusion.

6. boots, toothbrush ,tobacco pouch, strawberry jam, pies, butterB. 1. Some of the instances that add humour: a. Th e narrator putting his toothbrush inside a boot b. George trodding on the butter c. Montomorency chasing the lemons like rats 2. a. i. Th ey here refers to George and Harris. ii. Aft er packing the jam on top of a tomato, they squashed it and then picked

out the tomato with a spoon. iii. Probably George. b. i. Montomorency was a dog. ii. He came in between and that is why others started swearing. iii. Th e exaggeration that the dog’s ambition was being sworn at adds humour to

the sentence.

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Ballad of a Bachelor

ComprehensionA. 1. John Henry King was a bachelor aged thirty-three who had two ladies eager to get

married to him. Both tried to get his attention but John Henry couldn’t decide. While Kate was bright and jolly, Marie was kind, sedate John Henry was caught in a dilemma for a year and then he decided to toss a dollar to decide which one he would marry. He thought if it was heads he would marry Marie and if it was tail it would be Kate. In spite of this, as luck would have it, the coin stood straight. making Henry decide to remain a bachelor.

2. a. iii b. i. He took the dollar out from his pocket. ii. He wanted the dollar because he wanted to toss it to decide who would be his

bride. iii. Th e dollar fell on the shore and got stuck and was straight i.e., neither heads

or tails. c. i. John Henry King the bachelor is ‘he’. ii. Th e throw is the tossing of the dollar to decide whether he was to marry

Mary or Kate. iii. If it was heads he would marry Mary and if it was tails he would marry Kate.B. 1. Th is poem is a ballad as it tells a story about love and is written in an easy to

understand language. 2. AABB 3. Yes. Drama and dialogues defi nitely add beauty to a ballad. In this poem when

John Henry King is contemplating about whom to marry, there are dialogues which make it interesting.

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4. Th e Gift of the Magi

ComprehensionA. 1. a. One dollar and eighty seven cents. b. One was Jim’s gold watch which was an inheritance and the other was

Della’s hair. c. She got twenty dollars in exchange of her hair which was cut down. d. a chain for his gold watch as a Christmas present. e. he was surprised to see Della without her hair. f. beautiful combs, pure tortoise shells, with jewelled rims to wear in her hair. 2. Della says that life is mainly made up of sniffl es because she was very disappointed

to see that Jim had sold off his watch for which she had bought the gold chain. 3. Della and Jim are poor but they show an inner richness of love and selfl essness

which is evident in the way they buy the Christmas gift s for each other. Th is shows how they are willing to sacrifi ce everything for each other.

4. Accept all correct answers. 5. Th e magi are the wise men who bought gift s to Baby Jesus in the manger. Th ey

invented the art of giving Christmas presents.B. 1. Th ere are many instances of situational irony: • Jim and Della both sell their most prized possessions in order to buy a gift for

each other. • When Jim returns home he looks at Della with a fi xed expression. • Della is concerned that probably Jim doesn’t like her look without her hair. 2. Yes. It brings out how Jim and Della care for each other and how they grow wiser

aft er they had sacrifi ced their prized possessions for each other. 3. It is titled Th e Gift of the Magi because the Magi were the wise men who brought

gift s for baby Jesus when he was in the manger. As the author says Jim and Della act foolishly when they sacrifi ce their prized possessions for each other but they are like the magi.

4. Accept all correct answers.

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An Irish Airman Foresees His Death

ComprehensionA. 1. Th e speaker here is the airman. 2. Th e airman feels he doesn’t hate those against whom he fi ghts or love those and

feels his countrymen, the people of Kiltartan will not benefi t by the war. 3. Th e war will not make the lives of the people of Kiltartan any better or worse. 4. A tumultuous desire to be in the clouds is what makes the airman go to war. 5. Th ere is a sense of regret as he says as the years behind him seems a waste and the

years in front are also a waste as they are spent in a futile war. 6. Th e death seems to balance his life which he spent fi ghting a war which did not

arouse any strong emotions in him.B. 1. Th e airman is defi nitely introspecting about his own reasons for fi ghting the war. It

is a dramatic monologue as it takes us through his deepest feelings and thoughts. 2. Accept all correct answers. 3. a. It is a sudden desire to explore the delightful life in the sky. b. It could be fi ghting a battle for patriotic reasons. c. Th e rhyme scheme is abab. 4. WB Yeats wrote this poem in 1918 during the World War I. Th e airman in the

poem is believed to be Major Robert Gregory, a friend of Yeats and the poem brings into focus the role of Irish soldiers who were fi ghting in the British army.

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5. Th e Importance of Now

ComprehensionA. 1. a. F b. T c. F d. T e. T f. T 2. Everybody answered the questions diff erently. Some said that to know the right

time for every action, one must draw up a time table, others said it was impossible to decide the right time for every action but not letting oneself be absorbed in idle pastimes, one should always attend to all that was going on and act.

3. No. Since all the answers were diff erent and none seemed a good answer the king decided to reward no one.

4. Th e hermit helped the king in fi nding the answer to his questions by involving him in the here and the now. First the king helped the hermit dig the bed continued to dig till sunset, then he helped the wounded man. Th is way the hermit told him how to fi nd the answers to his questions.

5. Th e bearded man got wounded as he was attacked by the King’s guards , as he had planned to kill the king because the king had executed his brother and seized his property.

6. Th e title of the story is appropriate as by going to the hermit the king realised how important is the time that is present now. By going through the diff erent tasks that he did aft er meeting the hermit , the king realised that the time that is there with you at a point of time is the most important time for you.

B. 1. Th e climax of the story is when the King meets the bearded man, tends to him and was very glad to have made peace with him.

2. Th e hermit means that the present time is the most important time. Th at is the only time when you have the power to do something. Th e hermit though weak and old was digging the ground in front of his hut. He was wise and could guide the king to fi nd the answers to the questions that was troubling him.

3. Th e King was a thoughtful king. He tried to fi nd answers to his questions by announcing a reward for the best answer. He then sought the advice of the hermit. He held his patience, did as the hermit told him to do and found his answers. He was also kind and empathetic as aft er the bearded man told him about the reason why he had tried to kill him he made peace with him and also assured him that he would give him back his property.

4. Accept all correct answers.

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Cargoes

ComprehensionA. 1. cargoes ; times ; Biblical ; Soloman ;Spain ; gems ; king ; steamships ; railroad ;

technological 2. Th e three kinds of ships mentioned here are quinquireme, galleon and British

coaster. 3. Th e items which were traded during the diff erent times mentioned in the poem

vary with the times at which they were traded. In Biblical times it was ivory, apes, peacocks, sandalwood etc. In Spain there would be diamonds, precious stones, gold coins brought from the Americas as the Isthmus mentioned is the one between the North and the South America. During the Industrial revolution it would be railroads, coal, fi rewood, ironware and cheap tin trays.

B. 1. Th e visual images mentioned in the fi rst stanza of the poem: sunny Palestine, cargo of ivory /And apes and peacocks / Sandalwood, cedar wood, and sweet white wine

2. Th e images in the fi rst stanza present the images of ivory, apes, peacocks and other items indicating a luxurious living whereas the last stanza mentions the goods used in factories and by commoners.

3. a. Th e historical period mentioned in the poem is the period of Industrialisation in England.

b. salt –caked smoke stack / mad-March days are examples of alliteration. c. Th e commercial ships carried coal for the factories and railroad as it went

through the English Channel. 4. ABCDB 5. Accept all correct answers.

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6. Th e Golden Kowhai

ComprehensionA. 1. Th e ‘honey-suckers’ are the tui and the bellbird who feast on the New Zealand’s

sweet fl ower of spring, the Kowhai. Th is year they missed it because the blossoms came late.

2. Th e peculiarity of the fl ower is that it produces its blossoms before the leaves. 3. A charming forest picture is the beautiful sight of the hanging Kowhai fl owers

covering every branch without a sign of foliage when the tuis are chattering joyously as they fl utter from branch to branch, sometimes giving a kind of looping in their excited exploration of the honey-laden blossoms.

4. Th e maid had given the condition that she would accept the love of the young tohunga only if he performed some great deed in front of her.

5. Th e young tohunga promised to do something extraordinary. 6. He used his occult powers to do something extraordinary i.e. he made the naked

branches of the Kowhai tree burst forth with hanging golden fl owers.B. 1. It is a folk tale as it talks about the times when humans lived in trees. It also talks

of the times when there were tohungas in New Zealand. Also it mentions how the author had heard about this tale from the Maoris signifying that it was passed on orally.

2. Th e tohungas were those who were expert practitioners of any skill or art among the Maoris in New Zealand. Th e young man showed that he was a true tohunga by exhibiting his magical powers to produce fl owers on the bare branches of a tree.

3. Th e fl owering of the Kowhai was a miracle as during the month of August it was bare of any leaf or fl ower.

4. Accept all correct answers.

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Model Test Paper - I

Reading 5 + 3 = 8

Read this report and answer the questions that follow.Reports have shown that teenagers are increasingly turning to steroids to achieve the bodies that they want. Steroid drugs are highly eff ective for building muscles; and to young people who go to the gym, the substantial amount of muscle gained in a short amount of time with steroids is a very popular option. A teenager goes through a lot of hormonal changes, so adding this type of drug into their system can cause considerable damage. Th is is a growing problem that needs to be fi xed because the young age group appears uninformed about the dangers of steroid drugs.

Root Cause Th e media has a big infl uence on teenagers. Newspapers and television are fi lled with images of people with ‘perfect’ bodies. Teenage boys aspire to be like models with bulging biceps, a washboard stomach, and six-pack abs. Girls go for the lean, muscular look that is popular nowadays. Teenagers view steroids as a shortcut to the perfect fi gure. However, they do not understand the risks involved.

How Steroids aff ect healthAll people have both testosterone and oestrogen hormones in their body. Depending on the sex of the person, the male or female hormone will be in higher amounts in the body. When a person consumes anabolic steroids, it upsets the balance between testosterone and oestrogen in the body.

Comprehension

A. Say if the following statements are true or false. 1. Teenagers take steroids to get toned bodies. ................... 2. Steroids boost the muscular strength in a considerable period of time. ................... 3. Six-pack abs and bulging biceps have become the ideal of a perfect body for young boys. ...................

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4. The hormonal balance of a teenager’s body is maintained by the consumption of steroids. ................... 5. Teenagers are fully aware of the effects of steroids in their our bodies. ...................

B. Answer the following questions briefly. 1. What are the disadvantages of using steroids? .............................................................................................................................................. .............................................................................................................................................. 2. How does the media affect the minds of teenagers? .............................................................................................................................................. .............................................................................................................................................. 3. Do you agree that the teenagers need to be told about the risks involved in the use

of the steroids? Give reasons for your answer. .............................................................................................................................................. ..............................................................................................................................................

Vocabulary

A. Make sentences with the following phrasal verbs. 2 1. make out 2. run down .............................................................................................................................................. ..............................................................................................................................................

B. Add hyphens wherever necessary in these sentences. 2 1. Sameer is going to turn twenty one this year. 2. She is very clear headed in her thinking. 3. Jason is a well known artist. 4. This car has an efficient power driven engine. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. ..............................................................................................................................................

C. Write the synonyms for the words given below. 2 a. punch b. encouraged c. upgrade d. bulky .............................................................................................................................................. ..............................................................................................................................................

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Listening Listen to this description of an elephant and answer the questions that follow. 4

Th e elephant is one of the most social of all large mammals. Th ey live in herds of related females and their young. Adolescent males are forced to leave the herd before maturity and they then live on their own or in bachelor groups. Mature males only join the herd for mating.Elephants communicate by sounds, 60% of which are below the normal human range. Calves are born to females every three to four years and the gestation period at 22 months are the longest for any mammal.

Say if the following statements are true or false. 4 1. Th e elephants live in herds of females and their young. .................... 2. Males are allowed to return to the herd only during the mating season. .................... 3. Elephants communicate by sounds which are much above the normal range of humans. .................... 4. Th e gestation period of females is one of the shortest period for any animal. ....................

Speaking

1. Say these words aloud by putting the stress on the penultimate syllable. 2 a. distribution b. historic c. intuition d. autocratic

2. Interview your partner about his/her ambition in life. Devise a questionnaire and conduct the interview. 3

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Grammar

A. Transform the sentences as directed. 3 1. There are many arguments and counterarguments about net neutrality. (Transform

to Interrogative sentence) .............................................................................................................................................. 2. Isn’t this place unusually empty today ? (Transform to Assertive sentence) .............................................................................................................................................. 3. The sunrise was a marvellous sight. ( Transform to Exclamatory sentence) ..............................................................................................................................................

B. Say whether the highlighted noun is the subject of a sentence, direct object, indirect object or object of a preposition in these sentences. 3

1. Gyanendra loves to play the guitar. ………………………. 2. Kaveri put some oil on the pan. ………………………. 3. The new road is the way to the nearest bus stand. ……………………….

C. Form adjectives from these nouns, verbs and adjectives. 2 1. surprise 2. steal 3. yellow 4. brilliance .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. ..............................................................................................................................................

Writing 4Write an article on the topic ‘The Changing face of Education’. Use the hints given below.• Educationnotlimitedtoonlychalkandtalk• Mobiles,Internethaveledtoanexplosionofknowledge• Distancesdon’tmatteranymoreinthequestforlearning• Onecanexploremanywaysoflearningandacquireknowledge..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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From the Main Course Book

Answer the following questions briefly. 2 × 5 = 101.How did Sid react to Tom’s groaning?2.How did Malti impress everybody in her new school?3.Why is Aparajita’s style of working different from others? Give examples4.How did Bhaloo behave in the dak bungalow?5.Why was Louis Braille eager to go to Paris?

From the Literature Reader

Answer the following questions briefly. 1× 5 = 51.Why is the defeated soldier agonized?2.What happened when Icarus went too near the sun?3.What does the poet in ‘Barter’ compare music with?4.Mini’s father often was lost in thoughts when he saw the Kabuliwala? What were

his thoughts?5.What is personification and what has been personsified in the poem ‘Lines Composed

Upon Westminister Bridge’?

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Model Test Paper - II

Reading 5 + 3 = 8

Read the paragraph and answer the questions that follow.

Th e nature of Physical theatre

At its simplest, you could defi ne Physical theatre as a form of theatre that puts emphasis on movement rather than dialogue. But remember there are a huge number of variations as the genre covers a broad range of work. But essentially Physical theatre is anything that puts the human body at the centre of the storytelling process. As a result it’s oft en abstract in style, using movement in a stylised and representational way. With the expression of ideas choreographed through movement, such performers use very little or no dialogue at all.DV8 are arguably among the main practitioners of Physical theatre as a ‘full’ art form. Th ey focus on looking at the dramatic potential that can be unlocked from movement. Th eir work is oft en described as existing at a crossroads where dance, sound and drama meet. DV8 are well known for using Physical theatre to explore complex aspects of human relationships and social or cultural issues.

A. Read the passage and answer the questions that follow.

1. Complete the sentences. a. Physical theatre uses ......................................................................................................... b. Movements in physical theatre are ................................................................................. c. DV8 focuses on ................................................................................................................. d. Th e main themes are ........................................................................................................ e. Dialogues are generally ....................................................................................................

2. Find words from the passage that mean the following. a. a particular type of art form which has its own characteristics ............................................................................................................................................. b. an intersection of two diff erent roads or ideas ............................................................................................................................................. c. explore into or discuss in detail .............................................................................................................................................

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Vocabulary

A. Fill in the blanks with words given in the box below. 2

versatile mercurial tactful extrovert

1. Kavita is a ................... choreographer and works in a dance studio. 2. You have to be ................... when you want to point out anybody’s weak points. 3. Manish is both an ................... as well as enthusiastic. 4. Film stars are known to have ................... personalities.

B. Use the pair of words given below to show their diff erence in meaning. 3 1. peddle, pedal 2. principle, principal 3. isle, aisle

C. Write any two idiomatic expressions with go and use them in sentences 2

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Listening Listen to this conversation between Alka and Ravi and answer the questions given below.

Audio script

Alka : Where are you going Ravi?Ravi : I am going to swim.Alka : Oh,whereareyougoingtoswim?Ravi : I am going to the Hobby Club to swim.Alka : Th at’s great ! What else can one do there?Ravi : You can play table tennis, badminton and also do bowling. Th ey have a

DVD library and books which you can read there and also borrow.Alka : Th at sounds so interesting. I think I am also going to join this club.

1. Tick () the games that one can play in the Hobby Club 1 a. table tennis b. cricket c. badminton

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2. Write True or False for the following statements. 3 a. Ravi was going to do bowling in the club. ………………….. b. The library only had books and DVD’s. ………………….. c. Alka was not very keen to join the club. …………………..

Speaking 3

Youhavetoaddresstheassemblyabouttheprecautionstobetakenduringanearthquake.Mention briefly about the dos and don’ts in your speech.

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Grammar

A. Join the sentences using the conjunctions in the brackets. 2 1. The children ran away.They saw the schoolmaster. (as soon as) 2. We were going to Kulu.We were going to Manali. ( as well as)

B. In the passage below there is an error in the use of preposition. Underline the error in each line and write the correction. 2

1. The boys ran in of the class in anger. .................... 2. because they were not allowed to play beside the break. .................... 3. They went and sat in the games teacher’s room. .................... 4. trying to tell him that they only wanted to play since ten minutes. ....................

C. Complete the sentences with appropriate clauses. 2 1. Ladakh is a place ........................................................................................................... 2. Ishan is going for daily tennis practice .......................................................................

D. Put the sentences given below into indirect speech. 2 1. ‘How far is the airport from here?’ said the passenger. 2. ‘Please don’t throw garbage on the lawns.’ said the prefect.

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Writing 5Write a notice as the Secretary of the Chess Club of your school asking for names of participating players for an interschool competition to be held in your school.

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From the Main Course Book

Answer the questions briefly. 2 × 5 = 101.How did Kino’s family act as a support for Jiya?2.Miss Violet Hunter was an observant lady. Do you agree?3.Why was Sergeant Morris reluctant to part with the monkey’s paw?4.Why did M Hamel call his lesson ‘The Last Lesson’?5.Whatarethequalitiesofmercyasmentionedintheplay‘TheMerchantofVenice’?

From the Literature Reader 1 × 5 = 51.Was George a good packer? Give reasons for your answer.2.How does war affect the lives of the people of Kiltartan Cross ?3.What were Della’s and Jim’s Christmas presents for each other and why?4.Why did the wounded man seek for the king’s forgiveness?5.What are the peculiar features of the Kowhai ?

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