The English Route
Teacher’s Manual
7
(An imprint of New Saraswati House (India) Pvt. Ltd.) New Delhi-110002 (INDIA) R
(An imprint of New Saraswati House (India) Pvt. Ltd.) Second Floor, MGM Tower, 19 Ansari Road, Daryaganj, New Delhi-110002 (India) Phone : +91-11-43556600 Fax : +91-11-43556688 E-mail : [email protected] Website : www.saraswatihouse.com CIN : U22110DL2013PTC262320 Import-Export Licence No. 0513086293
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First published 2016
ISBN: 978-93-5199-807-5978-93-5199-793-1
Published by: New Saraswati House (India) Pvt. Ltd. 19 Ansari Road, Daryaganj, New Delhi-110002 (India)
©Reserved with the Publishers
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) Preface
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. Contents
Main Coursebook
UNIT 1 The Scent of My Land 1 SECTION 1. A Nation’s Strength 1 SECTION 2. Pongal O Pongal 3 SECTION 3. India’s Pride 8
UNIT 2 Earth Day 13 SECTION 1. A Night-Rain in Summer 13 SECTION 2. Lovely Leftovers 15
UNIT 3 Adventure Thrills 20 SECTION 1. The Lake Isle of Innisfree 20 SECTION 2. Nik Wallenda: Life on a Wire 22 SECTION 3. Uncle Podger Hangs a Picture 27
UNIT 4 We are Tech-Savy 33 SECTION 1. Modern Popularity 33 SECTION 2. Appan Samachar 36 SECTION 3. Around the World in Eighty Days 41
UNIT 5 We are Equal! 47 SECTION 1. I’m Just a Little Bird 47 SECTION 2. Fluttering Moths 49 SECTION 3. He Had Wings of Fire 53
UNIT 6 Health is Wealth 58 SECTION 1. The Enchanted Shirt 58 SECTION 2. Know Your Food 60 SECTION 3. Fitness Secrets of the Greats 64 UNIT 7 Let’s Salute Peace 69 SECTION 1. The Charge of the Light Brigade 69 SECTION 2. For Our Tomorrow 71 SECTION 3. A Chakravarti Maharaja 74
Practice Book Unit 1 Diversity in Unity 77 Unit 2 Use the Waste 81 Unit 3 The Sea 84 Unit 4 Viewing Venice 89 Unit 5 Inspiration 93 Unit 6 Nutrition 98 Unit 7 The Khaki Boys 101
Literature Reader Sympathy 105 1. The Art of Archery 106 A Whisper on the Wind 107 2. The Story of Re 108 Coromandel Fishers 110 3. The Nightingale 111 The Lotus 113 4. Lessons for Car Drivers 114 The Sands of Dee 115 5. The Happy Price 116 Solitude 118 6. Father Milon 119 Model Test Paper - I 121 Model Test Paper - II 125
UNIT 1
Th e Scent of My Land
Starter • air pollution • paddy fi elds • open earthen oven • modern kitchen • high rise buildings • thatched roof
Th ink and Say Accept all correct answers.
SECTION 1 A Nation’s Strength
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: understand that citi zens alone can make a nati on great or small. study metaphors in detail.
Reading Get the class to discuss the factors that, according to them, would make for a great nation. Tell the students that Emerson uses vivid imagery and metaphors to convince the reader that the strength of a nation lies not in its wealth or military prowess, but in its people. Once done, ask them to attempt the exercise. MAIN COURSEBOOK Comprehension A. 1. a. strong b. gold c. grand Kingdom d. People who fi ght for truth and honour
1 e. hard working f. daring g. and honour of the 2. a. i. A Nation’s strength by WR Emerson ii. a. Gold b. truth and c. honour d. work hard e. ready to dare iii. • make: cake, shake • strong: wrong, gong b. i. The two kinds of men that the poet feels can build a nation are mentioned in the following lines: Brave men who work while others sleep Men who dare while others dare not attempt. ii. a. They are daring. b. sleep c. honour iii. The phrase ‘while others fly’ means that the people flying away from daring acts.
Appreciation Other than what is mentioned in the textbook, tell students that a metaphor is a figure of speech containing an implied comparison, in which a word or phrase ordinarily and primarily used of one thing is applied to another. For example, ‘all the world’s a stage.’ After the explanation, ask them to attempt the exercise in their notebooks. B. 1. a. not an abiding rock b. is it the sword? c. bright crown d. glory to decay e. pillars C. Accept all correct answers.
2 SECTION 2 Pongal O Ponga l
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: learn about the myth behind Pongal, its signifi cance, and know how people cele- brate the festi val. know the diff erence between—and how to use—a hyphen and long dash. realise the importance of questi on tags or tail questi ons. know how to create iti neraries.
Reading Encourage students to raise their hands and talk about the festival of Pongal. Ask them what they know about it. Do they have friends who celebrate this festival? If so, in what way is it celebrated at their friend’s place? Th e lesson introduces students to the Tamil festival of Pongal. Ask the class to fi nd out the answer to the questions posed to them in the textbook. Having done this, ask the class to read the passage on how it is celebrated in Tamil Nadu.
Comprehension A. 1. a. rains b. winds c. they were over worked. d. earth became dry and hard. Crops stopped growing. e. they decided to cancel their vacation. 2. First day: old clothes and discarded items
Second day: Pongol o Pongal! MAIN COURSEBOOK Th ird day: the cattle are thanked for their selfl ess service Fourth day: Kannum Pongal, the fourth day; neighbours and friends for their support during harvest. B. 1. Lord Shiva was curious that everywhere the earth was parched and crops had stopped growing, even then why did the farmer continue to plough.
3 2. When Vayu and Varun decided to cancel their vacation wind swept over the fields. Dark clouds gathered in the skies and soon it began to rain their produce. 3. Exactly one year from the day Vayu and Varun cancelled their vacation, the farmers were ready to harvest their produce. Hence, they decided to celebrate that day of harvest as Pongal. 4. The burning of old clothes and discarded items on Bhogi show cleaning up of homes and hearts, by discarding hatred and greeting each other with love. 5. Freshly-painted homes are decorated with flowers and sugarcane, indicating bountiful harvest. 6. Rice from the first harvest is cooked in new pots, and milk and jaggery are added to it. The auspicious pot is decorated by tying a turmeric plant around it. Freshly harvested sugar canes are placed on either sides of the pot. As the contents of the pot boils over people shout ‘Pongal o pongal!’ 7. The cattle are thanked for their selfless service on the fields. 8. People thank their relatives, neighbours and friends for their support during harvest. Handicrafts, kitchen vessels and other household items are exchanged as gifts and offerings are made in the fields and temples. C. 1. Accept all correct answers. 2. While flying a kite, take the following precautions: • Do not take risk in catching kites • Do not cross terrace borders/galleries border to collect kites. • Do not try to collect kite from electric poles.
Vocabulary Other than what is explained in the textbook, tell the students the that the hyphen connects two things that are closely related, usually words that function together as a single concept or work together as a joint modifier (for example: tie-in, toll-free call, two-thirds). The long dash, also known as the ‘em’ dash has several uses. It allows, just like parentheses, an additional thought to be added within a sentence by sort of breaking away from that sentence. In interrupted speech, long dashes may be used. For example, ‘I wasn’t trying to imply—’ ‘Then just what were you trying to do?’ Also, the long dash may serve as bullet points, as in a to-do list: —wash the car —walk the dog. Once you have explained this, ask students to attempt the exercise.
4 Answers: A. 1. I can partner with anyone in the debate—except Arun. 2. Twenty-seven people have been invited for the meeting. 3. Salsa, hip hop and Bhangra—are the types of dances I enjoy. 4. Here is what I need from the shops—bread, eggs, apples, and milk. 5. Being successful in cricket is easy—all it takes is to remain physically fit! 6. Gardening not my favourite pastime—can be a time consuming activity. 7. If you want to do well in your examinations make sure you read pages 180-375 carefully. 8. Milk such a wholesome food does not agree with me—rashes and a headache is what it lands me in. 9. The Berlin Wall was a barrier that divided Berlin from 1961-1989—happened to have divided families and neighbourhoods. 10. The present Principal of our school—the daughter of a freedom-fighter is an outstanding individual whom everyone respects and admires.
Phonics Stress is the degree of emphasis given a sound or syllable in speech. It is also called lexical stress or word stress. Play the CD track. Ask each student to repeat the words after you so that they get the difference between the sounds right.
Audio script
Pho- to -graph Cha-rac-ter Cei-ling
Coll-ege Peo-ple De-ci-de
Answers:
Cha-rac-ter Cei-ling Coll-ege Peo-ple De-ci-de
Grammar main courseBook Explain to the students that question tags are short questions at the end of statements, which are mainly used in speech when we want to: • confirm that something is true or not, or • to encourage a reply from the person we are speaking to
5 Ask the students to memorise the tag question rules well, for example, a negative state- ment cannot have a negative question tag and vice versa. Once done, ask them to attempt the exercise. Answers: A. 1. She cooks well, dosen’t she? 2. Rama is on holiday, is she? 3. You’re coming with us, aren’t you? 4. Sandhya plays football, dosen’t she? 5. They always sleep early, don’t they? 6. She is late this morning, isn’t she? 7. The food was quite good, wasn’t it? 8. There are lots of cars here, aren’t they? 9. You can’t tell the difference, can you? 10. The tourists see it every day, don’t they? 11. You didn’t exercise this morning, did you? 12. Mr Sharma doesn’t know your father, does he? An interrogative sentence can be transformed into an assertive sentence and vice-versa. For example: • When can their glory fade? This interrogative sentence can be transformed into an assertive sentence as follows: Their glory can never fade. • Was he not a hero to do such a deed? This interrogative sentence can be transformed into an assertive sentence as follows: He was a hero to do such a deed. • Who does not know her? This interrogative sentence can be transformed into an assertive sentence as follows: Everyone knows her. In this same way an assertive sentence can be transformed into an interrogative sentence. For example: • We were not sent to this world simply to make money. (Assertive Sentence) Were we sent to this world simply to make money? (Interrogative Sentence) • I never forget those happy days. (Assertive Sentence) Shall I ever forget those happy days? (Interrogative Sentence)
6 In this same way an exclamatory sentence can be transformed into an assertive sentence. For example: • How sweet the moonlight sleeps upon the river-bank! (Exclamatory Sentence) The moonlight sweetly sleeps upon the river-bank. (Assertive Sentence) Once done ask the students to attempt the exercise. Answers: B. 1. How sweetly she sings! 2. Who all know him? 3. What an excellent host she is! 4. Does anyone cook as well as her? 5. No one can watch that boring film. 6. How I wish I could run that fast! 7. I can never forget those happy days. 8. It is my dream to win the last match. 9. This is not the kind of dress to be worn for a school function. 10. Were we sent to this world simply to make money?
Grammar Activity Divide the class into pairs. Explain the instructions to the class and carry out the activity.
Writing Ask the students to find out from books and internet sources how itineraries are created and then attempt this exercise. Answers: Accept all correct answers.
HOTS Accept all correct answers. main courseBook
7 SECTION 3 India’s Pride
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: realise that there is no substi tute to hard work. understand that determinati on and hard work lead to success in the end. be able to identi fy genders, create nouns from adjecti ves and verbs and form plurals correctly. know about functi ons of a noun.
Reading Ask the students what according to them leads to success. Is success bound to happen to those who have money? Encourage them to discuss their ideas in class. Th e lesson is inspirational and introduces the students to the thought that in order to be successful, two things are vital: prolonged determination and hard work. Once done ask the students to attempt the exercise.
Comprehension A. 1. Th e writer saw Patricia selling cutlets, samosas, bajjis, fresh juice, coff ee and tea while returning from college on Marina beach every day. 2. At her father’s home, Patricia started making pickles, squashes and jams and when she was able to sell everything produced in one day, she became confi dent. 3. Th e writer met Patricia aft er many years in Chennai at a restaurant when she went there to dine with her husband. 4. From 1982 to 2003, Patricia had to undergo a tough routine. She would toil from early morning till midnight to sell her wares at the beach. She also started running a canteen and thereaft er served the National Port Management as a caterer. 5. a. Her husband was addicted to alcohol. b. started making pickles, squashes and jams at home. c. trained the handicapped children to make coff ee and serve them to customers.
8 d. the Anna Square on the Marina beach. e. cutlets, samosas, bajjis, fresh juice and coffee and tea. f. The Slum Clearance Board and the Bank of Madurai canteen. B. 1. The writer used to pass by Marina Beach every day. Their neighbour, Patricia, had a mobile cart. The writer would wave to her and she would cheerfully wave back, so one day she decided to talk to her and get to know her story. 2. Patricia was disappointed on her first day at the mobile cart because she sold only one cup of coffee for fifty paise! 3. She wished she had studied like the writer because she was studying to become a nurse and hoped to get a job soon. She at least had a direction to follow. 4. One day, when she got down from a bus in front of the National Port Management training school run by the Central government, she met the administrative officer there. He told her they were looking for a caterer. They offered quarters to stay. From day one, the canteen was a runaway success. She was there earning nearly Rs 80,000 weekly. 5. She lost her daughter and son-in-law in a road accident. It shattered her and it took her some time to come out of the shock. 6. The three things that Patricia believes young entrepreneurs should keep in mind are to not ever compromise on quality. To never lose your self-confidence and to believe in yourself 7. • set up a mobile cart in Marina Beach • ran the slum clearance and bank of Madurai canteen • set up a chain of restaurants. C. Accept all correct answers.
Study Skills Guide the students to an understanding of the idioms and then ask them to complete the
exercise. main courseBook Answers: 1. It is only through hardships that you can win fame. 2. Sharing happy moments and difficult times brings people closer. 3. Going through difficult times does not necessarily teach you real life lessons.
9 4. To go through very difficult times. 5. When we suffer similar hardships we develop a bond. 6. To have patiently borne difficult times.
Grammar Familiarise the students with the concept of different genders in the English language just as genders exist in their own mother tongue. Also explain plurals as given in the textbook. Once done, ask them to attempt the exercise given in their textbook. Answers: A. 1. Their King is a widower. 2. Look at the filly with her lady rider! 3. The emperor made her a dame. 4. My uncle visits his niece every weekend. 5. The baroness is more talkative than her lady-secretary. 6. The movie the drake was killed by the huntress. B. 1. These binoculars are not mine. 2. My expenses far exceed my earnings. 3. My spectacles are used only for reading. 4. Cattle is reared for their meat or milk. 5. Fans raise banners for their favourite football team. 6. My clothes need to be washed but I don’t have the time. 7. The police is charging him with the murder of the princess. 8. People from all walks of life make it a diverse organisation. Formation of nouns: Nouns can be formed from other parts of speech. For example, peacher from peach, booster from boost, etc. Functions of nouns: A noun may function in the capacity of a subject or an object. To find the subject of a sentence, first find the verb. Then ask who or what is doing the action. Example: Patricia opened a food cart. Who opened the food cart? Patricia. So she is the subject of the sentence.
10 A direct object receives the action of the verb. In other words, it is the thing being acted upon. To find a direct object, find the verb. Is it an action verb? If it is an action verb, put the verb in the blank and ask ‘...... who or what?’ Example: Patricia opened a food cart. Patricia is the subject. What did she open? The food cart is the direct object because it receives the action—it is the thing that Patricia opened. Once you have explained this, get the students to do the exercise in the textbook. Answers: C. 1. The magician did some amazing tricks. 2. Rita lacks responsibility. She never thinks before she acts. 3. I am busy checking the availability of tickets for my vacation. 4. Sham’s pet dog Bozo is of great help to him due to his blindness. 5. All the houses were plunged into darkness when electricity went off. D. Verb Noun 1. help helpful 2. please pleasant 3. protect protection 4. decide decision 5. populate population 6. depend dependant
E. 1. Sujata gave her father’s umbrella to the boy. 2. Bela bought her friend’s birthday gift today.
3. Dilip wrote a letter to Kanchan. main courseBook 4. Ravi’s mother, made a plate of fried eggs. 5. The monkey takes bananas only from his owner. 6. The King gave the Queen’s ring to the princess. 7. Mr Sharma can drive my wife’s car to pick up his son.
11 Listening Play CD track. Ask each student to attempt the task aft er they have heard the track carefully.
Audio script Well, for those of you who went out today, I don’t have to tell you it was foggy for most of the day, with the temperatures as low as 5 degrees. Delhi had the lowest temperature for the day which was 3 degrees. And that’s cold. I’m glad I’m working indoors today! For those who are planning outdoor activities tomorrow, you can expect fair skies for most of Saturday with temperatures below 5 degrees. However, things might change by Saturday evening with a storm moving in. We can expect light scattered showers but the rain should decrease by mid Sunday morning. It will be partly cloudy for most of the morning, but these clouds should move out by mid-aft er- noon. Skies should be clear on Sunday night for those wanting to catch a glimpse of the lunar eclipse. It should start at 10:47 pm. And that’s all for today’s weather.
Answers: 1. foggy and cold 2. 0-5 degrees 3. fair sky 4. around 10 pm 5. clear
Speaking Encourage students to fi ll out the schedule by looking at the TV guide.
Life Skills Ask the students to be honest in their replies. Tell them that real transformation can happen only when we are honest about ourselves.
12 UNIT 2
Earth Day
Starter Accept all correct answers.
SECTION 1 A Night-Rain in Summer
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: appreciate the beauty of rainfall. learn about personifi cati on, which means giving a human att ribute or quality to Nature. understand what a simile is.
Reading Ask the students what they like about Nature. Tell the class that oft en, poets give human traits or qualities to Nature so that the reader is able to paint a picture in his/her mind. Th is is also done to make the reader feel as if Nature is alive. For example: breath of rain. Rain has a strange way of bringing a sense of calm. We see it as nature’s way of cleansing the old as new buds of life spring forth. Th e air, aft er rain, carries almost a unique freshness to it; almost as if a new breath of life has been given. Th is poem conveys the superb imagery of rain’s soothing power. Ask the students what the immediate reaction is when they think of rains. Once they
come up with answers, get them to attempt the exercise. MAIN COURSEBOOK Have you ever smelled the scent of the fi rst raindrops on parched mud? Talk to the class about the pictures the scent brings to you.
Comprehension A. 1. a. It is night time. b. Th e season is rainy season.
13 c. The room fills with the powerful smell of rain. d. The poet likes to sleep listening to the sound of the rain. e. The poet wants to be like other blessed ones who sleep soundly at night. 2. The poet wants to open the window to let the air in, to feel the fresh air upon his face and hair. He wants to fill his room with the smell of the rain. 3. The poet does not want to light any lamps because he does not want anything to come between him and the feel of the air and the smell of good rain. 4. The poet compares the sound of the rain to lullabies that will put him to deep sleep. 5. The things that are blessed are those who will sleep amidst the pure earth-shadow, closest to nature. 6. ‘Earth-shadow’ is the shadow cast by the night. 7. The poet welcomes the rain so much as the sound of the rain works like a lullaby and brings in deep peaceful sleep.
B. Appreciation Tell the class that personification is a figure of speech wherein a thing, an idea, or an animal is given human attributes. The non-human objects are portrayed in such a way that we feel they have the ability to act like human beings. Get the students to read the Appreciation paragraph carefully. You may ask them to come up with a simile of their own. Once done, ask them to complete the exercises given in the textbook. Answers: 1. ‘…. ,not a window-pane, ‘Twixt me and the air and the great good rain… The window pane is treated as a human barrier coming between the poet and the rain. 2. a. flowers - nodded b. old car - wheezed c. hot sun - burnt my skin d. storm - bent the tree tops e. breeze - lifted my hair C. 1. The poet wants to enjoy and feel the smell and breathe of the rain. He does not want the window-pane to block that sweet feeling. 2. Accept all correct answers. 3. Accept all correct answers.
14 SECTION 2 Lovely Left overs
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: learn about how the delicious dish, ‘avial’ came to be cooked. realise that using left overs is the most sensible thing to do. acquire an understanding of the order of adjecti ves, how to form adjecti ves, and degrees of comparison. become competent in diff erenti ati ng between quanti fi ers such as ‘a few’, ‘few’. learn how to write noti ces.
Reading Ask the class if they are aware of the 3Rs with regard to the environment; and if yes, what they stand for. (reduce, reuse, and recycle) Th e story introduces students to the concept of ‘upcycling’ or utilising what has been thrown away as ‘waste’ vis-à-vis the story of how the tasty dish called ‘avial’ came to be created. Encourage the class to come up with thoughts about the question asked in this section Waste can be very useful. Whether it is old newspapers, old clothes or left over food, think before you toss them out. Can you discuss in class how waste can be useful?
Comprehension A. 1.
Column A Column B MAIN COURSEBOOK King: What are you Cook: ‘Th ey are waste. We will going to do with throw them away.’ those vegetable scraps?
15 King: You cannot Cook: I took all the vegetable bits, washed them waste all these well. Then I cut them into long strips and placed bits and pieces of it on the fire to cook. I ground some fresh vegetables. Find a coconut, green chillies, and garlic together and way to use them. added this paste and some salt to the vegetables. I whipped some curd and added it to the curry too. The cook served Cook: The name of this curry is Avial. this new dish to the guests that evening. Everyone wanted to know the name of the new dish. 2. a. Wash four carrots . b. Take two onions and coriander c. Fry them lightly in oil. d. Peel garlic and add it to the carrot onion mix. e. Add salt and pepper. f. Pour one cup water to cook well. g. Blend vegetable in a blender. h. Add cumin powder and lemon juice. i. Keep in the refrigerator for two hours. j. Serve the chilled soup with toasted bread. 3. The Maharaja saw vegetable scraps in the kitchen. He wanted the cook find a way to use them. 4. Bread fritters can be had with your evening cup of tea and dry bread can be toasted and ground into bread crumb powder to add to soups. 5. To make banana pudding, mash the banana up, add cream and steam them. B. 1. He took all the vegetable bits, washed them well. Then, he cut them into long strips and placed it on the fire to cook. He ground some fresh coconut, green chillies and garlic together and added this paste and some salt to the vegetables. He whipped some curd and added it to the curry too. It is special because it is made from leftovers. 2. Sadika wanted to make carrot-coriander soup because there was an overflow of carrots and coriander in the fridge. She wanted to surprise her mother when she returned home.
16 3. It was a hot summer night, they thought drinking the soup cold would be refreshing. So, the jug of soup went into the fridge to cool. 4. Sadika’s father called the soup, ‘Lovely left overs’ because her mom wanted to know the name of the dish. 5. It is sensible to use left overs to make other dishes because being craft y with left overs saves money. C. Accept all correct answers.
Vocabulary Help the students with an example in order for them to attempt the exercise. For example: • Burj Khalifa in Dubai is currently the tallest skyscraper in the world. A. a. bits of left over vegetables. b. a way to preserve photographs or other personal collections. c. a tool or device used for scraping, especially for removing dirt, paint from a surface. d. the action or sound of something scraping or being scraped. e. to do away with f. tall building where people can live.
Phonics Play the CD track and ask the students to repeat the words aft er you.
Audio script hurry bury fl u r r y scurry merry
worry sorry very fury scary MAIN COURSEBOOK Grammar 1. Formation of adjectives Familiarise the students with the tabular information given in the textbook and ask them to attempt the exercise given.
17 2. Degrees of comparison Tell the students that there are three degrees of comparison of adjectives: positive, comparative, and superlative. i. Positive Form: These are the simple adjectives that simply describe the noun without comparing it to another, such as big, sweet, clean, etc. For example, ‘She has a big black dog’. ii. Comparative Form: These are used when we are comparing two nouns and need to show which noun possesses the adjective or character in a greater or lesser amount, when compared with the other, such as bigger, sweeter, cleaner, etc. For example, ‘I have a big dog but hers is bigger’. iii. Superlative Form: This form is used when three or more nouns are being compared and we need to show that one or more of the nouns possess the adjective or characteristic to the highest amount possible. We usually add ‘the’ before the superlative form, such as biggest, sweetest, cleanest, etc. For example, ‘She has the biggest dog in the colony’. Now ask them to answer the questions in the exercises. 3. Order of adjectives For best results, ask the students to memorise the order in which adjectives are placed. 4. Quantifiers often confused Practice orally with the students. Give them a sentence (e.g., I drank only a little bit of the juice.) and ask them to tell you which would be apt: little, a little or the little? Do this with quantifiers that are often confused with each other. Once done, get them to do the exercise. A. 1. In summer, the sky is clear and starry. 2. Don’t be so restless. The bus will come soon. 3. My sister does not eat well. So she is sickly. 4. I wore a jacket when I went out into the windy night. 5. My mother loves flowers and we have a beautiful garden. 6. My puppy chases me around the garden. He is very playful. B. 1. No one sings as sweet as Seema in the group. 2. The red one is costlier than any other house in the neighbourhood. 3. Akash is the friendliest person in my class. 4. No other city has flyovers as long as Mumbai. 5. No well in the village is as deep as ours. C. 1. a. The girl is wearing a long, yellow skirt. b. He is a thin, tall man.
18 c. The company makes excellent plastic products. d. Ritu recently left on a long camping trip. e. I love eating big, green guavas. 2. Accept all correct answers. D. 1. He plays basketball every day. 2. My bottle does not have much water. 3. There are not many trees around the house. 4. My friend had many chocolates, I took a few from him and ate them walking home. 5. The poor man had only a little rice that he cooked for his lunch. Then the rice drum was empty.
Grammar Activity Work in pairs. Take turns to form adjectives. Then the other partner makes a sentence with the adjective. The pair that makes the maximum sentences in 5 minutes wins. Example: Student 1: care–careful Student 2: Be careful when ironing clothes so that they don’t burn.
Writing Ask the students to carefully observe the format of the notice before they attempt the exercise.
HOTS You may give the following web links to the class to refer to, other than books from the library: 1. http://www.instructables.com/id/5-minute-newspaper-bag/ 2. http://paper-design.wonderhowto.com/how-to/make-paper-bag-out- newspaper-335787/ main courseBook
19 UNIT 3
Adventure Th rills
Starter Accept all correct answers.
SECTION 1 Th e Lake Isle of Innisfree
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: appreciate a place that leads to peace and quiet. understand how imagery can cleverly create visual and auditory images. gain an understanding of the rhyme scheme, abab.
Reading Th e Lake Isle of Innisfree is a real place near the coast of Ireland. It is not inhabited and is on Lough Gill, a lake in County Sligo. Yeats would go to Sligo as a child on vacations, so it was a good memory for him. It is a quiet place. Tell the students to think of some place that they know and love, a woodsy place where one can hear the frogs and birds, a place to get away. Th at might be their Innisfree. Th is poem has strong visual (appeal to eyes) and auditory (appeal to ears) imageries. • Visual imagery (veils of the morning, midnight’s all a glimmer, noon a purple glow, evening full of the linnet’s wings) • Auditory imagery (bee-loud glade, cricket sings, lake water lapping) Th ese images create a vivid picture of the place and this gives a sense of inner peace and harmony. Th e poet declares that he will arise and go to Innisfree, where he will build a small cabin and live in peace. He wants to get away the hectic madness of life go to a place he loves, Innisfree. Ask them to attempt the question.
20 Comprehension A. 1. Doer Activity a. poet e. flowing onto the shore b. bees d. singing c. linnet a. building a hut d. cricket d. buzzing e. lake water c. flying 2. On the Isle of Innisfree, the poet wants to: • build a small cabin • have a hive for the honey-bee, • hear lake water lapping with low sounds by the shore; • hear it in the deep heart’s core. 3. The poet imagines the different times of the day on the Isle by listing the following things: • shall have some peace there • hear cricket singing • glimmering midnight • noon will have a purple glow, • evening he will hear the sound of the linnet’s wings. 4. The poet wants to go to the Isle because he can hear lake water lapping with low sounds by the shore; as he stands on the roadway or pavements. He can peacefully stand there and hear till they touch the deep of his heart’s core.
B. Appreciation Explain the rhyme scheme to the students: abab. Once done, ask them to do the exercise. Answers: aabbccdd; abab
C. 1. No the poet does not live on the lake of Innisfree yet. But he imagines what life will main courseBook be like when he lives there. The lines that show that he is not living there are: I will arise and go now, and go to Innisfree, I will arise and go now, for always night and day 2. Accept all correct answers.
21 SECTION 2 Nik Wallenda: Life on a Wire
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: know that when passion and practi ce combine, it can lead to impossible accomplishments. understand that a lot of discipline is required to reach great heights. practi ce a few synonyms. learn the rules of subject-verb agreement and know how to identi fy transiti ve and intransiti ve and fi nite and infi nite verbs. learn about the diff erent types of non-fi nite verbs.
Reading In India, tight rope walkers are known as ‘nat’. Ask the students if they have ever seen one in a circus or fair. What do they think about this activity? Ask the students write down what they really want to do when they grow up. Ask them also to write what they think is needed to achieve what they aim for. Th is lesson introduces the students to Nik Wallenda, a world-famous tightrope walker, who has accomplished near-impossible feats because he has managed to combine his passion for work with practice and discipline.
Comprehension A. 1. a. watch acrobat, Nik Wallenda, skywalk across the river at a height of around 600 feet. b. Th e fi rst one was walking an inclined strong steel cable strung between two buildings of diff erent heights and the second was walking blindfolded between the twin towers on a steel cable. c. the height diff erence between the two buildings which meant that the wire was rigged uphill at a 15-degree angle. d. he had to walk between the twin towers blindfolded. e. had no safety net and wore no harness. 2. Nik Wallenda was a 35-year-old acrobat.
22 3. Nik’s looked quite ordinary. He had a beaming, confident smile and wore lightweight, protective pants combined with a fire-red wind cheater emblazoned at the back by the Discovery logo. On the left side of his chest glowed the four red stars on white, outlined by blue bands of the Chicago city flag. 4. The direction of the wind was front-back, so, the risk of his being blown off was reduced. 5. Nik Wallenda said these words. The crowd was roaring. It took Nik about six-and- a-half minutes to walk between buildings either side of the Chicago River on an uphill cable. Nik was talking to the cheering crowds below him. Their cheering sounded like a roar to him up there. 6. The height difference meant that the wire had to be rigged uphill at a 15-degree angle. But when Nik stepped on the cable, he realised that the incline was nearly19 degrees. It felt like a straight climb. B. 1. Nik requested everyone to be quiet in the second stage when he crossed the stretch between Marina City Towers blindfolded, because he was being guided by his father giving him instructions through a megaphone. So he requested everyone to be quiet so that he could focus on the instructions his father’s voice warned him of the approaching clips that he must step over. 2. The spectator who made a remark about the walk not scared for Wallenda because of Nik’s confidence. It was Nik’s confident attitude which made the spectators less scared. 3. Nik said that the dangers are real—he knew about them. He had trained to face these dangers. Everything he did was calculated and planned. 4. The dangers Nik faces are real; he had trained for them and everything he did was calculated. Most importantly he was doing this because he loved what he did. This love for danger he knew was what people found difficult to comprehend. 5. Nik was doing this because he loved what he did. C. 1. Accept all correct answers. 2. These lines tell us that Nik is: • someone who is close to reality.
• humble and modest main courseBook • is not looking for power.
Vocabulary Ask the class to do the exercises. If they find themselves unable to come up with answers for the first, they may consult a thesaurus. For the second exercise, ask the students to read
23 the word aloud and consult a dictionary for correct pronunciation. A. 1. Happy is to joy as sad is to sorrow. 2. Find is to discover as vacation is to holiday. 3. Circle is to round as film is to movies. 4. Talk is to speak as wash is to clean. 5. Baby is to infant as female is to girl. 6. Chop is to slice as many is to lot. 7. Head is to Principal as student is to learner. 8. Hard is to difficult as pretty is to beautiful. 9. Delay is to stall as allow is to permit. B. 1. food 2. mood 3. whom 4. soup
Grammar 1. Subject-verb agreement Familiarise the students with the concept of subject-verb agreement. Read out the rules very carefully and ask them to create a sentence of their own against each rule, so that they know exactly what the rule is about. Particularly stress on the rule that subjects and verb that are joined by ‘besides’, ‘as well as’, ‘along with’, and ‘with’, take a singular verb. E.g., the mother duck, along with her five ducklings, was seen crossing the road. Once done, ask the students to attempt the exercise. 2. Transitive and intransitive verbs Other than what is mentioned in the textbook, tell the class that transitive verbs ‘transfer’ their action to the object. For instance, ‘The clock struck twelve.’ Intransitive verbs don’t take an object. For instance, ‘He ran.’ Once you have explained this, ask them to complete the exercise. 3. Finite and non-finite verbs Explain to students that finite verbs are those verbs that have a definite relation with the subject or noun. These verbs are usually the main verb of a clause or sentence and can be changed according to the noun. They are used only in the present and past tense. They can indicate passive or active voice and the number (singular or plural). Non-finite verbs, on the other hand, cannot be the main verb of a clause or sentence
24 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. Gerunds, infinitives, and participles are the three types of non-finite verbs. Once you have explained all this, ask the class to complete the exercises. A. 1. need 2. eat 3. agree 4. barks 5. were 6. was B. 1. drink milk. 2. are her kids. 3. have got lost. 4. crawl around. 5. do not mix. 6. is to blame. C. My desk is white. I Heavy rain fell in Cherrapunji. I Meenu hummed the tune happily. I President Abdul Kalam collected stamps. T The astronauts collected rocks on the moon. T The musician plucked the strings of the Veena. T D. 1. F 2. N 3. F 4. N 5. F 6. N 7. N E. 1. swimming – gerund 2. wandering – participle main courseBook 3. to play – infinitive 4. rolling – participle 5. waiting – gerund 6. to climb – infinitive
25 7. to climb – infinitive
Writing Ask the students to go over every feature of the email in detail and then attempt the exercise in this section.
HOTS Ask the students to first look up the dictionary and then surf the Internet for the information asked in this section.
26 SECTION 3 Uncle Podger hangs a Picture
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: appreciate a humorous situati on brought about by a person who thinks he is skilled and organized when the very opposite is true. match a few phrases to words that mean the same. understand tense forms of the verb and perfect the ‘present conti nuous tense’.
Reading Ask the class to share humorous instances that involve their family/extended family where the adult has believed him/herself to be organised/punctual/fastidious etc., but in truth, are exactly the opposite. Th e chapter introduces students to an amusing story about accident-prone Uncle Podger, who has diffi culty in performing basic tasks without making mistakes. Uncle Podger has false notions about his skills. Ironically, he is unable to perform a single task properly. Th e lesson is a comedy of errors of sorts.
Comprehension A. 1. a. Hold the light b. Get the rule c. Buy the nails d. Get the hammer e. Get the step ladder f. Hang the picture
g. Lend the spirit-level MAIN COURSEBOOK 2. A picture had come home; and Aunt Podger asked what was to be done with it, Uncle Podger felt he would take care of what to do it. 3. Th is phrase means that Uncle Podger decided he would take care of putting the picture up but for that one small job, he would get everybody running with small chores.
27 4. He was Uncle Podger. He was looking for his handkerchief to put up the picture. He would lift it, and drop it and it would come out of the frame, he would try to save the glass, and cut himself; then he would run round the room, looking for his handkerchief. It was in the pocket of the coat he had taken off, all the house had to leave off looking for his tools, and start looking for his coat. 5. To check if the picture was straight and balanced. 6. When two people held the chair, a third helped him up on it, and a fourth handed him a nail, and a fifth passed him up the hammer, Uncle Podger dropped the nail. So, everyone had to go down on their knees and grovel for it. B. 1. disorganised 2. It here refers to the coat. To find a handkerchief Uncle Podger made everyone look for his coat. He had been sitting on it and so he found it when he got up. 3. She here refers to Aunt Maria. If she knew the next time Uncle Podger was going to hammer a nail into the wall, well in time so that she could make arrangements to go and spend a week with her mother while it was being done. 4. a. Uncle Podger b. The effect being produced by the suddenness with which Uncle Podger’s head and body struck all the notes at the same time on the piano was not the musical language Aunt wanted the children to hear. c. The string slipped from Uncle Podger’s hand, and slide on to the piano. To get hold of that Uncle Podger tried to reach it and when his head and body struck all the notes at the same time the unsuitable language was produced. 5. Aunt Maria hoped he would tell her well in time the next time he was planning to hang a picture. She could make arrangements to go and spend a week with her mother while it was being done. 6. At about midnight, the picture would be up. Everybody dead beat and wretched Uncle Podger. Was swelling with pride at having accomplished such a great job. He was not at all tired. C. 1. a. There maybe lots of water but it is not fit for drinking. b. The butter is very hard. c. It is actually very warm. d. A test which was meant to test ability in spelling itself misspelt the learner’s name. e. Somebody who goes overboard with helping others.
28 2. Accept all correct answers. 3. Accept all correct answers. 4. Accept all correct answers.
Study Skills Ask the students to bring a dictionary to class. Get them to open the page to each entry and then attempt to answer the questions. 1. a. omnipotent b. pauper c. orphanage d. unlikely f. ornithology g. pseudonym h. illiterate i. predator j. obsolete 2. Accept all correct answers.
Grammar Revise the following tenses with the students: present perfect, past perfect, future perfect. Once done, ask them to attempt the exercise given in their textbook. Other than what is explained in the book, tell the students that the present continuous of any verb is composed of two parts - the present tense of the verb to be + the present participle of the main verb, i.e., the base verb + ing. For example, talk + ing. The present continuous is used: • to describe an action that is going on at this moment: You are studying English grammar. • To describe an action that is going on during this period of time or a trend: Are you still working on the same project? Describe an action or event in the future, which has
already been planned or prepared: Are they visiting you next summer? main courseBook • To describe a temporary event or situation: He usually plays the guitar, but he’s playing the flute tonight. • with ‘always, forever, constantly’, to describe and emphasise a continuing series of repeated actions: Harish and Sonam are always arguing! Ask the class to attempt the exercises.
29 A. 1. The dogs have barked all night. 2. I had walked all the way home yesterday. 3. He will have travelled to Alaska by next week. 4. He had painted the picture last week? 5. They will have swam across the river in the month gone by. 6. Aisha has finished her project this afternoon. 7. The children will have laughed and played at the fair by tomorrow. 8. Guru will have taken the final driving test tomorrow. B. Tense Simple continuous perfect perfect continuous Present I run am running have run will have been running you run are running have run will have been running he/she runs s/he is running has run has been running they run are running have run have been running Past i ran had been running had run had been running you are running had run had been running he/she is running had run had been running they are running had run had been running Future I will be running have run would have been running you will be running have run would have been running he/she will be running have run would have been running they will will be running have run would have been run running C. 1. has been studying 2. will have to wait 3. have been talking 4. taught 5. would have been driving 6. has been jogging
30 Listening Play CD track. 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 Camping is a great outdoor activity enjoyed by groups of friends or by the entire family. Planning is important when go camping. For that make a checklist. Uppermost on the list would obviously have to be a tent. Tents don’t need to be expensive as long as they provide weather protection and shields campers from the wind, sun and rain. A tent also keeps you away from fl ies, mosquitoes and other pests. Sleeping under the stars can be great sometimes, but sooner or later you will want a tent. Th e same can be said of sleeping bags. It should have enough padding to cushion you comfortably against the hard ground. If most of your camping is during summer, a lightweight and inexpensive rectangular sleeping bag will do. And don’t forget to bring a pillow. Sleeping without a pillow can give you a neck pain. Plan what you will be eating. Experienced campers may have a lot of recipes for outdoor cooking. It’s also possib le to get on simply a cooler of drinks, sandwiches, and snacks. For a long camping trip, you might like to take a simple stove, a skillet and a few pots so that you can actually cook a simple meal. You must remember to take a torch and extra batteries because there are no streetlights in the wilderness. And the last but most important is a fi rst aid kit. You must keep antiseptic, common medicines such as, anti-allergic pills, bandage, splints and ointment for burns and sprains. Always keep a Swiss knife with you. It carries several implements such as a bottle and can opener. Another useful thing to take along an experienced camper. You can easily learn everything you need to know from the person.
Th ings you forgot Result Tent You have no shelter from the rain or mosquitoes. Torch Th ere are no street lights in wilderness. You may fi nd it diffi cult once it gets dark.
Sleeping bag You had to sleep on a bed sheet spread over the rocks. MAIN COURSEBOOK Water thirst You had to bear a headache. You could not open the can of soup. Pillow Neck pain
31 Speaking When teams are formed, do ensure that it is a mixed group of students: outgoing with the introverts, speakers with those who tend to keep quiet. Divide your class into six teams. Read the Nik Wallenda: Life on a wire again. Each team will discuss among themselves the statement, ‘It was foolish of Wallenda to walk the wire without a harness or a safety net.’ The teams may choose whether they agree or disagree with the statement. Each team must choose a speaker. The speakers of three teams will give their views for the topic and speakers of three teams will speak against the topic.
HOTS Tell the students to look at reliable Internet sites about rock climbing, such as http://www. indiaclimb.com/?page_id=43
32 UNIT 4
We are Tech-Savvy
Starter Scientists Work they do 1 Cytologist Studies cells 2 Ecologist Studies organisms and the environment 3 Entomologist Studies insects 4 Marine biologist Studies organisms that live in the ocean 5 Microbiologist Studies microscopic life forms 6 Meteorologist Studies the Earth’s atmosphere 7 Ornithologist Studies birds 8 Paleontologist Studies prehistoric life and fossils 9 Pathologist Studies diseases caused by pathogens 10 Seismologist Studies earthquakes and the movements of the Earth’s crust
SECTION 1 Modern Popularity
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: deduce that there is no substi tute to having real friends, not just on social media sites. appreciate the poeti c feature of alliterati on.
Reading MAIN COURSEBOOK Ask the students how many friends they actually have in real life and how many on social media sites or the Internet. Ask them which ones they feel are better friends and why. Th e poem encourages us to have actual friendships, more than virtual. Th e poet may have friends from all over the world, but with how many of them can he hope to meet and have a good time with? Popularity is not about how many friends one has online but how many friends like to spend time with us in real life.
33 Comprehension A. 1. he/she has half a million friends and is loved and loves them all in return. 2. his/her friends come from Afghanistan and Zambia From Austria to Liechtenstein, Zimbabwe to Nepal. 3. The poet knows them only on the Internet. 4. By liking friends and in return they all like the poet too and never feeling alone. 5. He has so many friends because they are all Internet friends. 6. The poet has never met his friends as they are all Internet friends. So he hopes to meet them in real someday. 7. In real life it is very difficult to go and meet and make so many friends. But on Internet it is easier to manage and know more people.
Appreciation B. 1. Alliteration Explain the concept of alliteration. Tell the class that alliteration occurs when a series of words in a row (or close to a row) have the same first consonant sound. For example, ‘she sells sea-shells down by the sea-shore’. 2. Rhyme Scheme A rhyme scheme is the pattern of rhyming lines in a poem. It is usually referred to by using letters to indicate which lines rhyme. For example abab indicates a four- line stanza in which the first and third lines rhyme, as do the second and fourth. Example, I know that I shall meet my fate (A) Somewhere among the clouds above; (B) Those that I fight I do not hate (A) Those that I guard I do not love. (B) There are several other rhyme schemes in poetry. Once you have explained these concepts, ask them to do the exercises. 1. a. The poet b. True-too; known-alone c. One never feels alone. 34 2. a. Afghanistan, Zambia and Austria. b. Accept all correct answers. c. They are all friends on Internet and belong to so many countries across the world, it is difficult to keep count of them. C. 1. a. The furrow followed free b. Deep into that darkness c. I need not your needles; need of your needles indeed. 2. abcb D. Accept all correct answers. main courseBook
35 SECTION 2 Appan Samachar
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: realise technology helps in changing the society for bett er, if used to advantage. it is important it is to use technology for the good of others. know what suffi xes are and how to use them. understand how to place correct stress on syllables of nouns and verbs in order to diff erenti ate between the meanings. learn and revise the types adverbs and their positi on.
Reading Ask the students if they have heard of real-life instances where technology in some form, however small, helped in saving someone’s life. Ask them to share the event in class. Th is will help them to understand the actual importance of technology. Th e chapter, which is in the form of drama, tells the students about how technology can bring about positive changes even in the remotest of village where something as fundamental as electricity is a problem. Ask the class to attempt the question asked in the textbook.
Comprehension A. 1. a. citizen journalist b. report c. 17 years to a d. his older brother’s wife e. they did not like her f. village people criticized g. illtreat her
36 2. Santosh Sarang started Appan Samachar and was a social activist who turned into a journalist according to Saurav. With very little money he began the innovative idea of rural journalism. It is an only women news channel in a Naxalite infested area of Bihar. 3. They have become confident to fight their battles. They challenge social rules. They have a sense of worth as they have created a platform to make women aware of their social issues. 4. Because it is easier for women of the village to open upto women reporters. 5. The girls typically head off on bikes with cameras and microphones in their front baskets. A small office is located in the centre of the village where the weekly bazaars take place. After the stories are edited, the programme is shown during the weekly bazaar or market on a projector. 6. It is more important that they become confident to fight their battles. B. 1. Broadcasting leads to social awareness, which in turn would lead to the villagers pushing the local administration to make changes in village panchayat laws. 2. Because it would be an empowering experience for them. 3. Meeta says this when she hears that the women team of Appan Samachar work in the Naxalite infested area of Ramlila Gachi, Bihar. 4. The reporters speak their local dialects — Bhojpuri or Angika and a lot of Hindi due to which the villagers can immediately identify with the issues. 5. They use simple gadgets such as the mobile, projector and camera. 6. The reports have no formal training and come from very poor families. This empowering comes as a way out of poverty and hopelessness. C. 1. Appan Samchar started a social movement: • by using simple technological gadgets • by exposing social realities • which in turn would lead to the villagers pushing the local administration to make changes in village panchayat laws. 2. The villagers connect to the stories because: • women reporters are easy to talk to. main courseBook • the reporters use the local dialects. 3. Accept all correct answers. 4. Accept all correct answers.
37 Vocabulary Explain what a suffi x is, to the class. Tell them that a suffi x is a word ending that you can add to the end of the root word. For example, walking, helpful. Th e group of letters, ‘ing’ and ‘ful’ are suffi xes. Once you have explained this, ask the class to do the exercise. A. Words Nouns 1 secure security 2 survey surveyor 3 assign assignment 4 pull puller 5 cook cooker 6 responsible responsibility 7 judge judgement 8 excite excitement 9 possible possibility 10 govern government
Phonics
Audio script 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 word stress right. Th e students need to understand the diff erence between the way stress is laid on a noun and a verb if the word is spelled the same.
Answers: Accept all correct answers.
Grammar Revise the types of adverbs as given in the book. Also tell them that adverbs may be placed anywhere in the sentence. Once you have revised the concepts, ask them to attempt the exercises given in the textbook. Answers: A. 1. late - adverb of time. 2. seldom - adverb of frequency 3. twice - adverb of frequency 4. very well - adverb of manner 38 5. always - adverb of frequency 6. nearly - adverb of degree 7. occasionally - adverb of frequency 8. daily - adverb of frequency 9. fast - adverb of manner 10. so many - adverb of time/adverb of degree B. 1. later 2. louder 3. better 4. farthest 5. cool 6. earliest 7. fast 8. most C. 1. The tree is taller than the giraffe. 2. The turkey is the oldest in the farm. 3. Of all the girls, your sister sang the most sweetly. 4. Why do you have to speak the most loudly of all in the meeting? D. 1. He was late frequently. 2. He drives fast, doesn’t he? 3. He is possibly the man. 4. The hostel gate was closed early. 5. He daily waits at the corner of the street for the bus. 6. The baby quickly crawled across the room.
Grammar Activity Answers: 1. best main courseBook 2. the 3. even better than 4. most favourite 5. easy 6. a lot 7. so much
39 Writing Other than what is mentioned in the textbook, tell the class that a travelogue is a person’s account of a journey to another country or place. It can either be a written report with many factual details or a narrative story about personal impressions and experiences that is supported by images. A few general tips for writing a travelogue: 1. Decide on the purpose of your travelogue. Is it for a magazine, for friends or just for yourself? The answer to this will determine your writing style. 2. While travelling, take notes about what you see, places that you visit, and people you get acquainted with. Keep a diary of your impressions. If you don’t have enough time to write, perhaps a recorder would be a smart option for keeping a diary. Also, collect various brochures, tourism maps, and guides. They may come in handy when you start writing a travelogue. 3. Take as many pictures as possible. A photograph doesn’t necessarily need to capture an historic or famous place. Sometimes, a photo of a crowded street, neon signboard, or an old woman, conveys a stronger impression of a place you’ve visited than the images of monuments that anyone can see on the Internet. 4. When you return home, take time to review your recordings. Sort them out by date, personal importance, or based on any other criteria. Choose photographs which best illustrate the brightest moments of your journey. 5. Create an outline of your travelogue. This must not be a detailed report yet. The outline is necessary for you to structure your thoughts and to see if the story flows logically and is easy to understand. 6. After you’ve completed the outline, write the full travelogue. Try to make it as interesting as you can. Add vivid descriptions, historic and factual information, and educate your readers on the customs and traditions of the place that you’ve visited. Now get the students to finishing the exercise in this section. Answers: Accept all correct answers.
HOTS After the exercise is done, encourage the students to surf the internet to find out facts related to the questions asked. This way, they will know where they stand with regard to technical information. Answers: Accept all correct answers.
40 SECTION 3 Around the World in Eighty Days
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: understand that unlike our modern ti mes, travelling and living were very diff erent and diffi cult in the earlier days when railways had just begun. know how to spot prepositi onal phrases and learn to diff erenti ate between preposi- ti ons and phrases. get to know about primary and modals and how to use them.
Reading Tell the students that Around the World in Eighty Days, the book, is a story of a journey by an Englishman and his manservant in 1873. Th e story is a comedy, fi lled with exotic locations, cultures and suspense along the way. Ask if anyone has read the book and tell the class what they liked about it. In general, encourage the class to read this book. Th e lesson is a dramatic narrative, complete with dialogues. Phileas Fogg, an Englishman, with his French manservant, Passepartout, create an unusual pairing with their distinct cultural backgrounds. Th e journey challenges both Phileas Fogg and Passepartout in many ways, but both men come out as winners in the end. Fogg and Passepartout journey around the world to win a simple wager, but they leave an incredible story about loyalty and friendship.
Comprehension Answers: A. 1. Destination Delayed due to? 1 Bombay Railroad discontinued. Fogg buys an elephant MAIN COURSEBOOK and moves on. 2 Allahabad Fogg stops to help Aouda who is being taken for a Sati sacrifi ce. 3 Hongkong Takes this boat to Shanghai and from there a steamer to Yokohama
41 4 Shanghai Searching for Passpartout. Fogg misses the steamer here 5 Yokohama Finds Passpartout in a circus 6 San Francisco Misses ship at New York. Takes a steam boat to Bordeux in France 7 On the train The train is attacked by Sioux warriors and Passepartout is kidnapped. 8 Break train journey A massive herd of bisons cross the tracks. 9 Ne w York Take a wind powered sledge to Omaha 10 Liverpool Fogg reaches London five minutes later than the time given in the bet. 2. London. 3. The technological innovations of this century and how they have made it possible to travel rapidly around the world. 4. That from London he can tour around the world and be back in 80 days. 5. The bet was laid with Samuel Fallentin. In 80 days make it around the world. Samuel Fallentin will give him £20,000 if he completes the deal. 6. Fogg and Passpartout reached the Seuz, Egypt in seven days on October 9th. 7. On an elephant. B. 1. Samuel Fallentin: So you will harness your horses and reach the Mediterranean Sea, leave them there, swim across the sea to Bombay and take the rail? Preposterous! John Sullivan: Do you really think you can undertake this most heroic and hardy adventure, Fogg? You can always draw up a schedule and jump from one point to other on the earth in your imagination. But actually doing it…no, no! Samuel Fallentin: He will buy a time capsule and rocket around the world in a year. Thomas Flanagan: Maybe a journey by balloon? 2. When Fogg and Passpartout got on an elephant to proceed, a procession entered. A woman was being dragged and she was being taken for a Sati sacrifice. She was a young Indian woman, Aouda, whose husband has just died. They stopped to help her and lost the twelve hours they had gained by arriving early. 3. Passpartout acted as the dead husband and suddenly rose from the pyre. The priests ran away and Passpartout helped the young woman to move out and carried her away.
42 4. Passepartout was working in a circus as he was trying to earn the fare for his homeward journey. 5. Bisons crossing the tracks and an attack by Sioux warriors who kidnapped Passepartout had already delayed the travelers. So they cut short their train journey and took a wind-powered sledge to Omaha and then a train to New York. 6. Fogg made the captain sell the boat to him. He took the wheel and swerved the boat towards Liverpool. 7. Aouda was happy to be with Fogg. During the travel she had fallen in love with Mr Fogg. 8. Since they had travelled eastwards they had actually gained a day. It was only December 21 in London. C. Accept all correct answers.
Study Skills Ask the students to consult a book of idioms and phrases or the Internet for this exercise. Answers: 1. agree with 2. very little chance 3. get equal 4. natural ability to grow plants 5. drawing conclusions unfairly 6. do things to save money 7. feel grateful 8. leave in anger
Grammar 1. Prepositional phrases Other than what is explained, tell the students that prepositional phrases are groups of words that contain prepositions. Remember that prepositions are words that indicate the relationships between elements within a sentence. If the students remember this,
they will never have difficulty identifying prepositional phrases. main courseBook A prepositional phrase is a group of words that lacks either a verb or a subject, and that functions as a unified part of speech. It usually consists of a preposition and a noun or a preposition and a pronoun. 2. Primary and modals Helping verbs, sometimes called auxiliary verbs, help out the main verb in a sentence.
43 The primary helping verbs are ‘be’, ‘do’, and ‘have’. They’re called primary because they can help main verbs or they can actually be the main verb. For example, Katy is watching TV. Modal helping verbs help ‘modify’ the main verb so that it changes the meaning in some way. They help express possibility or necessity. Answers: A. 1. to your equals - how to ? 2. to a different result - to which? 3. on his loss - on which? 4. at late night - when? 5. in the basket - which bananas? 6. for his friend’s timely help - when did his friend help? 7. in the grey suit and the brown shoes - which man? 8. in the neighbouring - which girl? 9. of ancient Harappa - of where? 10. of the hardest granite - of which? B. 1. The heavens are above. A 2. The clouds sailed above our heads. P 3. She takes after her mother. P 4. He left soon after. A 5. He went inside the house. P 6. He went inside. A 7. The boy stood below the tree. P 8. The captain went below. A 9. He stepped down the staircase. P 10. Please step down. A C. 1. had 2. has been 3. Have 4. must have been 5. Does 6. have D. 1. a. Could b. couldn’t
44 c. can d. couldn’t 2. a. mustn’t b. mustn’t c. don’t d. don’t e. mustn’t 3. a. must be studying b. must be having c. must have practiced d. must have bought e. must be
Listening Play CD track. Ask each student to attempt the exercise in their textbook when they listen to the track for the second time.
Audio script Yellapragada Subbarow, who was born on 12 January 1895 and died on 9 August 1948, was a miracle drug man. He was an Indian biochemist who developed the fi rst drug for the treatment of cancer. Following Gandhi’s call to boycott British goods he started wearing a khadi surgical dress. Th is displeased of M. C. Bradfi eld, his surgery professor. So, though he did well in his written papers, he was awarded only a LMS certifi cate and not a full MBBS degree. A chance meeting with an American doctor, and with fi nancial help from his father- in-law, Subbarow went to the U.S.A. He arrived in Boston on 26 October 1922. He discovered how the body muscles work and perform their various duties. It made him an internationally famous biochemist. He later obtained his Ph.D. degree from Harvard University.
Your doctor may prescribe you tetracycline for your bacterial infections. It was MAIN COURSEBOOK Yellapragada Subbarow who discovered tetracycline, the antibiotic in 1945. Filariasis is a disease where legs get swollen and it causes fever. It was commonly found in villages where people spent a lot of time in mosquito larvae infested village ponds. Subbarow found the cure for this disease by discovering a drug which killed the parasite. Even today his drug is the only treatment approved by World Health Organisation.
45 Answers: a. 1895 b. died c. cancer d. biochemist e. khadi f. MBBS g. work h. various duties i. tetracycline j. Filariasis k. only treatment
Speaking Ask the students to clear their thoughts and think what they want to choose and then say. Make sure that all four opinions are expressed. You may ask students to choose an opinion and then raise their hands as you call out the numbers, 1, 2, 3, 4. That way, you will know that all four have een selected and will be spoken about.
Answers: Accept all correct answers.
Life Skills Encourage students to think and act on their own and not consult their partner of friends for tackling this section.
46 UNIT 5
We are Equal!
Starter Accept all correct answers.
SECTION 1 I’m Just a Little Bird
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: realise that it is important to not apply undue pressure on anyone, especially about future goals. learn that there is a ti me for everything, in parti cular, about professional aim. understand that imagery is to do with all the fi ve senses; that it’s not just about the creati on of a visual image.
Reading Ask students if they have felt pressurised about defi ning their future professional goals. If yes, what were their thoughts and answers? Encourage them to discuss in class about their feelings when someone pushes them to think of—and work towards—future goals repeatedly and in an extreme manner. Th e poem talks about how important it is to allow a person to choose his or her own path once it is time to choose. Applying pressure from childhood, and forcing him/her to choose a path that someone else thinks is suitable, is not the right thing to do. Once done
ask the students to attempt the exercise. MAIN COURSEBOOK
Comprehension A. 1. a. F b. T c. F d. F
47 e. T f. F 2. A pilot, a doctor, a stylist or a computer prodigy. 3. The child wants to follow his/her heart. 4. At this moment in his/her life, the child wants to be just me; wants to be given some space. At this moment she wants to be free as a bird; a flower and wind. He/ She also wants to greet the waves on beaches and wants to catch rainbows in a jar. In short he/she wants to do whatever he/she likes. 5. Ambition and hard work to the poet seem the key to growing up, though he wants to fly free. The child promises to become something when he/she grows up but wants to spread his/ her wings.
Appreciation Explain what is meant by imagery. Tell the class that imagery intensifies the impact of the poet’s words as he/she shows us with his/her words rather than just telling us what he/she feels. Once done ask the students to attempt the exercise. B. 1. a. i. The child poet wants to be a flower tickled by the bumble bee. ii. The child poet wants to be the wind that ripples across the sea. iii. Irritated iv. make movements b. i. The elders are referred to as ‘they’. ii. The young growing up child who is the poet here. iii. Intention of the bird is to fly free. 2. Accept all correct answers. 3. The child wants to follow his heart and also says • let me be just me • give me some space • can’t I just be a flower • can’t I be the wind • to follow the breeze. • wish upon a star. • greet waves on beaches • catch rainbows in a jar 4. Adults want the child to become a pilot, a doctor, a stylist or a computer prodigy, so the child promises become something when he/she grows up.
48 SECTION 2 Fluttering Moths
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: get to know child labour and its ills. realise how poor children are not allowed to have a normal childhood. appreciate the job of people who work to educate and help street children. learn a litt le about root words in English. understand how to place stress on words in a sentence. learn about types of conjuncti ons and practi ce punctuati on.
Reading Tell the class that Sri Kailash Satyarthi, Nobel Peace Prize Laureate for 2014, was appalled by the plight of child slavery across South Asia. Child labour has been socially accepted and widely practised in the region for generations, and it is seen as a necessary outcome of poverty. BBA became the fi rst organisation in India to highlight the issue and spawned the wider South Asian Coalition on Child Servitude (SACCS). Th e chapter introduces students to the plight of poor children who are forced into labour and how certain dedicated organisations are doing their best to give them education.
Comprehension A. 1. a. street children’s welfare and development. b. stone breaker. c. Rs 3/- to make 1000 bags. d. part-time maid. e. His family needed the money he earned.
f. Bachpan Bachao Andolan. MAIN COURSEBOOK 2. Th eir class teacher had asked them to make a report on a burning social issue. When the writer read of Satyarthi’s work as a child rights activist, s/he browsed the Internet to look for an organisation working for street children. 3. Fluttering Moths is an organisation committed to the welfare and development of street children. Th ey have been working on the streets of Delhi for the last fi ft een years. Fluttering Moths is in contact with more than 1300 street children on a
49 regular basis through eleven contact points in Delhi. 4. His whole family worked at the quarry. They realised it was dangerous when their mother was once hit by a stone chip in the eye. She lost an eye and no one came to help them. 5. The two reasons why children start working are–poverty and dropping out of school. 6. To stop children from working, the problem of poverty needs to be tackled and they should be proper provided education. B. 1. The writer wanted to meet some of the children with whom Fluttering Moths had worked as their class teacher had asked them to make a report on a burning issue. When he read about Satyarthi’s work as a child rights activist, the writer browsed the Internet to look for an organisation working for street children. Fluttering Moths popped up. He visited them and asked if s/he could collect data for his/her report from their case studies. They helped the writer meet a few children whom they were working with. 2. Paro collected paper from the contractor to make paper bags. 3. Riya works with her mother on holidays because she has started going to a school and could not spare time out of her studies on working days. 4. Ahmed’s mother did not want to send him to the Centre because she feared they would lose the extra earning which her son was able to earn form bidi making. 5. The study revealed that children were earning meagre amount as compared to the working time spent by them on various occupations. 6. The writer realised that if children were not allowed to work, the family would not have enough income to feed them. So, either the children would be made to work in more dangerous places or fall ill due to starvation. C. Accept all correct answers.
Vocabulary Explain what is meant by a root word. It is a word or a part word from which other words grow, usually through the addition of prefixes and suffixes. The root of the word vocabulary, for example, is voc, a Latin root meaning ‘word’ or ‘name.’ Once you have explained this, ask students to attempt what is asked in the textbook. Answers: 1. recycled 2. bi annual 3. minimum 4. dictation 5. geography
50 6. aviation 7. aquatic 8. autobiography 9. hemisphere 10. solar
Phonics Read out the explanation clearly and carefully so that every student is able to understand the concept. Other than what is given in the textbook, explain that the basic rules of sentence stress are as follows: • content words are stressed • structure words are unstressed • the time between stressed words is always the same. Play the track on the CD and ask the students to write down answers.
Grammar Answers: A. 1. or (CC) 2. aft er (SC) 3. and (CC) 4. but (CC) 5. because (SC) 6. because (SC) 7. aft er (SC) 8. unless (SC) 9. aft er (SC) 10. though (SC) B. 1. Rip’s sole domestic friend was his dog Wolf, who was as much henpecked as his
master; for Dame Van Winkle regarded them as companions in idleness, and even MAIN COURSEBOOK looked upon Wolf with an evil eye, as the cause of his master’s so oft en going astray. True it is, in all points of spirit befi tting an honourable dog, he was as courageous an animal as ever scoured the woods—but what courage can withstand the terrors of a woman’s tongue? Th e moment Wolf entered the house his crest fell, his tail drooped to the ground, or curled between his legs; he sneaked about with a gallows air, casting many a sidelong glance at Dame Van Winkle, and at the least fl ourish of a broomstick or ladle would fl y to the door with yelping sounds. 51 2. a. Grandpa is the food himself. b. Asking grandpa to join us to eat.
Writing Once you have explained how note taking works, ask any 5 students in the class to summarise the main points of note taking. This way, students will be engaged and utilise this bit of information for their academic years ahead. Answers:
Title: A life long Bond 1. Helen’s childhood: a. Helen was born in Tuscumbia, Alabama, the USA on June 27, 1880, b. as an 18 months old child she was stricken with a disease c. that robbed her of the ability to see and hear. 2. Growing up: a. She grew up to be a highly intelligent woman b. She was a sensitive person too. c. She wrote and spoke for the cause of the physically-challenged. 3. An appeal that changed it all: a. Helen’s parents appealed to Alexander Graham Bell i. an authority on teaching speech to the deaf and dumb ii. for counsel regarding her education 4. Anne Mansfield Sullivan: a. a graduate, traind in tching deaf and dumb children, b. came to stay with Helen as her teacher. c. Sullivan, was blind once but had partially regained her vision. 5. A life-long bond: a. Both of them took to each other instantaneously b. remained inseparable till Anne’s death.
HOTS Encourage students to read the book and answer the question asked in this section. It is a fairly inexpensive book; some of them may even want to buy this book and keep it at home.
52 SECTION 3 He Had Wings of Fire
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: get to know about a great personality and how he came up in life, beati ng odds. revise the types of speech—direct and indirect and learn how to convert direct to indirect speech.
Reading Ask the class if they know of anyone who has beaten all odds and achieved something in spite of being in diffi cult situations. Th e person need not necessarily be a famous personality; it could be someone as humble as a servant/worker in a houses or someone in the student’s own family who decided to go against the tide to bring a name to him/herself. Ask students what they know about APJ Abdul Kalam, other than the fact that he was India’s President. Tell them that Kalam’s childhood was far from privileged or easy; and that as a youngster, he used to distribute newspapers in order to support his family.
Comprehension A. 1. Date Event 1 15 October, Born at Rameswaran 1931 2 1958 Joined the Defence Research and Development Organisation as senior assistant. 3 1969 Project Director of SLVIII 4 1992 Senior Scientifi c Advisor to Defence Minister
5 1997 Awarded the Bharat Ratna MAIN COURSEBOOK 6 2002 Became the 11th president of India. 7 Aft er 2007 Kalam decided to give away all his wealth and life savings to a fund that works towards providing urban amenities to rural population. 8 2015 suff ered a massive heart attack, during his lecture at IIM, Shillong and died at the age of 83 years.
53 2. According to Kalam’s father people pray to move out of their bodies and become one with the cosmos. The cosmos lets everyone become part of it with no regard to wealth, age, caste or creed.’ 3. While studying in school, he was fascinated by the way birds flew. Later this developed into an interest in aeronautics. 4. As the Project Director of SLV-III, under his guidance, the first satellite launch vehicle was designed and produced in India. 5. When Dr Kalam became the senior scientific advisor to the Defence Ministry, he convinced the government to develop nuclear tests. 6. When five nuclear devices were detonated in the Rajasthan desert under Pokharan II tests in 1998, India announced to the world that it had become a nuclear power. 7. ‘What Can I Give’ movement was created with the idea of creating a compassionate society. Dr Kalam’s sympathy for people was well-known among those who worked closely with him. B. 1. When he was a child more outsiders than family members ate meals every day at his home as his father was a spiritual person. 2. This statement of Dr Kalam shows his compassion towards all creatures inhabiting this earth. 3. Dr Kalam called up Dr Verghese Kurien, the founder of Amul, and asked, ‘Now, that I have become the President of India, the government is going to look after me till I am living; so what can I do with all my savings and salary?’ As a result of this discussion Dr Kalam decided to give away all his wealth and life savings to a fund that works towards providing urban amenities to rural population. 4. He was known as the People’s President as over his five-year term, he set the goal of conducting 500,000 one-on-one meetings with young people. His immense popularity made MTV nominate him for a Youth Icon of the Year Award in 2003 and 2006. 5. The guard was surprised to know that Dr Kalam was very concerned about his journey which he undertook standing on the jeep. Even in his imagination he could not expect Dr Kalam to be so concerned about him. 6. It convinces you that if you are determined to make your dream a reality, nothing and nobody can stop you. C. Accept all correct answers.
Study Skills The class may be allowed to use a dictionary for this exercise. Answers: 1. Anonymous
54 2. Posthumous 3. Fable 4. Kleptomania 5. Anecdote 6. Contagious 7. Amphibians 8. Plagiarism 9. Felicitate 10. Telescope
Grammar First ask the class to answer the question What did he say? in two ways: • by repeating the words spoken (direct speech) • by reporting the words spoken (indirect or reported speech). • Then explain the following: Direct Speech Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between quotation marks (‘ ’ or ‘’) and there is no change in these words. We may be reporting something that’s being said now or telling someone later about a previous conversation. Examples • Shashi says, ‘What time will you be home?’ • Shashi said, ‘What time will you be home?’ and I replied, ‘I don’t know!’ • Jignesh exclaimed, ‘Look! There’s a thief outside!’ Indirect Speech Reported or indirect speech is usually used to talk about the past. Therefore, we normally change the tense of the words spoken. We use reporting verbs such as ‘say’, ‘tell’, ‘ask’, and we may use the word ‘that’ to introduce the reported words. Remember that in reported speech, inverted commas are not used. Let us look at a few examples. • Deepti said, ‘I saw him.’ (direct speech) main courseBook Becomes— • Deepti said that she had seen him. (indirect speech) Once done ask the class to attempt the exercises. Answers: A. 1. I told him to put on his coat. 2. She asked if he had married Sue.
55 3. He enquired as to the time it started/what time it had started. 4. She asked why he wouldn’t do it. 5. He advised him to revise for the test. 6. He said he would be at school at 10 o’clock. 7. Ankit argued that I had gone abroad at his age. 8. The doctor warned my father to stop smoking. 9. The teacher persuaded her students from giving up/to not give up. 10. My cousin insisted that she would reach home by herself. B. 1. He said they would meet in Baker Street. 2. She told me this week they had painted the hall last weekend 3. Sam said she had arrived the previous week. 4. Julie said he had moved a year before. 5. She said she had brought me the book. 6. She said she liked my jeans. 7. He said he needn’t be/didn’t have to be at school that day. 8. George said he would try it. C. 1. have 2. must 3. may 4. could 5. should 6. wished 7. would 8. got D. 1. Kevin said, ‘The man has killed them.’ 2. Sandy says, ‘I will never go to work.’ 3. She said, ‘They would be really glad.’ 4. She said, ‘I promise, I may write to him.’ 5. He explained, ‘they are doing their exercises.’ 6. Emma said, ‘people in Africa are starving.’ 7. She said, ‘he has been thinking of buying a new car.’ 8. He complainingly said, ‘I have been waiting since morning.’
56 Grammar Activity Divide the class into pairs. Explain the instructions to the class and carry out the activity.
Listening Play CD track. Ask each student to attempt the task aft er they have heard the track carefully.
Audio script Make hot pancakes! An easy way to make pancakes is to follow directions from a recipe. Doing each step in a particular order is necessary to produce a tasty treat. Let us try this recipe. Remember an adult must light the stove and help you as you make the pancakes. Ingredients Flour: 1 cup Cinnamon powder: 1 tea spoon Water: 1 cup Oil: 3/4th cup Eggs: 2 Method Preparation time: 30min 1. Break eggs into a bowl. Add fl our and cinnamon powder to them. 2. Beat the mixture well. 3. Add water if the mixture becomes too thick. 4. In a heated frying pan pour oil and let it spread on the surface. 5. Take two tablespoons of the mixture and pour it into the pan. 6. When it becomes solid, fl ip the pancake over. 7. When the other side is fried, slide it into a plate. 8. Keep frying pancakes till you have a heap of them for a delicious breakfast.
Speaking Tell the students to take the activity seriously and note down the directions. It is easy for stu- MAIN COURSEBOOK dents to get into a light mood during such an activity, so do make sure that they complete the exercise and hand over the loose sheet to you.
Life Skills Accept all correct answers.
57 UNIT 6
Health is Wealth
Starter Accept all correct answers.
SECTION 1 Th e Enchanted Shirt
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: realise that happiness lies within; it is not dependent on riches. know what a ballad is.
Reading Th e poem introduces students to about the fate of a king who was irresponsible towards his subjects. Th is narrative poem also highlights the necessity of social mingling. It tells us how we don’t need material things to make us happy. Ask the students what makes them happy from within, not just superfi cial happiness that, say, gadgets bring. Encourage them to head on a path that makes them realise the fact that for true happiness, we don’t need money or material things.
Comprehension A. 1. a. he was b. tried c. fi nd out what was d. famous doctors came e. that, ‘he was sound as a nut’ f. the King would be well if he slept one night in a shirt that belonged to a g. went looking
58 h. without a i. condition j. plagued with k. for the people in his l. vanished 2. No, because it is evident from the following stanza of the poem. His cheek was red And his eye was clear and bright; He ate and drank with a kingly zest, And peacefully snored at night. 3. He would cut off their heads who dared to say that he was alright. 4. The courtiers found that there was no Happy Man in the whole kingdom. 5. When the king realized that human woes were a common feature, he started toiling the country sharing the blessings of his subjects, and once again became happy and gay. B. 1. a. They were looking for a happy man and this man seemed happy. b. They wanted the loan of the shirt because a famous doctor had said that the King would be well if he slept one night in a shirt that belonged to a happy man. c. The man was happy but didn’t have a shirt to cover his back. 2. When the King’s couriers went in search of a happy man, they brought reports of the sad condition of the people in the Kingdom. This was the panorama they brought back. 3. He was more mentally upset. 4. Ballad. C. 1. The king did no work. His mind was empty and he imagined illness. 2. Accept all correct answers. 3. Accept all correct answers.
Appreciation Ballad is a poem or song that narrates a story in short stanzas. Traditional ballads are main courseBook typically of unknown authorship, having been passed on orally from one generation to the next. Once done, ask them to do the exercise.
59 SECTION 2 Know Your Food
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: understand that a lot goes into cooking and that there is a science behind it. learn how important it is to eat everything in a balanced manner. get to know about a famous chef, food stylist and consultant. revise and know how to identi fy diff erent types of phrases and clauses.
Reading Ask the class if they watch or have seen any cooking shows. What do/did they like most about them? Get the class to come up with answers on why it is important to know what to eat and how to eat it right.
Comprehension A. 1. a. high on proteins, green vegetables, and low on carbohydrates and fats. b. combine the right fl avours c. it is an excellent source of protein. d. lowers heart attack risk, stabilizes blood sugar and helps maintains memory 2. Children need a balanced diet of all these food items, and must especially favour proteins and green vegetables. 3. Wash them well. 4. He believes challenges only make people stronger and more determined. B. 1. A meal with plenty of fi ber, green vegetables and protein but low on fats and carbohydrates. 2. a. A dish Sid ate—a dish made with grapes, cheese and nuts and it was a completely new and a great experience b. He has eaten thousands of dishes prepared by talented chefs and cooks. Each of those dishes have taught him to understand the diff erent ways in which foods can be combined.
60 3. As too much insecticides are used now, it will have to change. 4. According to him we must learn to enjoy the process too. 5. Th e custom of household cooking done only by women is gradually changing because the kitchen is no longer considered the domain of women. 6. A chef is a well trained professional who has the education, training and deep understanding of how to cook many types of food, what fl avours go together, how to handle professional kitchen equipment and how to cook in large quantities, producing many dishes, on demand, in a short period of time. A home cook is similar, but may not know how to cook for hundreds of people and operate professional equipment or produce dishes on demand as in a restaurant. 7. He did not know how to cook. But, he soon overcame that by placing his focus on the goal of learning and improving his skills. C. 1. Accept all correct answers. 2. Accept all correct answers.
Vocabulary Ask the students to consult a thesaurus to tackle the questions in this section. Answers: 1. I believe Stan is a trustworthy boy. 2. Th at is a fake silk scarf from Kashmir. 3. Are you sure my suggestion will displease her? 4. My new neighbours seem to be ill-natured. 5. Th e offi cials showed goodwill towards Rakesh. 6. Th e boys repaired the engine of the lawn mower. 7. My aunt accepted my help when she moved house. 8. Th e old man felt rejuvenated by the energy of the youth. 9. Th e civilization was uncorrupt by the end of the century. 10. It was with a lot of joy that I agreed to go for the picnic.
Phonics MAIN COURSEBOOK Tell the class that pauses and breaks are important for because they give the listener time to refl ect on what is/has being said. Sentences without pauses will not leave any impact. Play the CD track and ask the students to pay attention and listen carefully to it before answering the questions.
61 Grammar Revise phrases—noun, adjective, and adverb. A noun phrase consists of a noun and other related words (usually modifiers and determiners) which modify the noun. It functions like a noun in a sentence. A noun phrase consists of a noun as the head word and other words (usually modifiers and determiners) that come after/ before the noun. The entire phrase works as a noun in a sentence. Noun Phrase = noun + modifiers (the modifiers can be after or before noun) For example • She is wearing a nice blue dress. (as noun/object) An adjective phrase is a group of words that functions like an adjective in a sentence. It consists of adjectives, modifier and any word that modifies a noun or pronoun. An adjective phrase functions like an adjective to modify (or tell about) a noun or a pronoun in a sentence. For example • She is wearing a nice blue dress. (modifies dress) An adverb phrase is a group of words that functions as an adverb in a sentence. It consists of adverbs or other words (preposition, noun, verb, modifiers) that make a group with works like an adverb in a sentence. An adverb phrase functions like an adverb to modify a verb, an adjective or another adverb. For example • Nakul always behaves in a good manner. (modifies verb behave) Explain the types of clauses mentioned in the book. Once done, ask them to attempt exercises. Answers: A. Accept all correct answers. B. 1. N 2. AD 3. N 4. AJ 5. N 6. AD 7. AJ 8. AJ A. (page 130) 1. adverb clause
62 2. noun clause 3. adjective clause 4. adverb clause 5. noun clause 6. noun clause 7. noun clause 8. adverb clause 9. adjective clause 10. adverb clause
Writing The students need to go through the table carefully and write a paragraph logically.
HOTS This is a simple exercise. The students can finish this within 5-10 minutes. main courseBook
63 SECTION 3 Fitness Secrets of the Greats
LEARNINGLEARNING OUTCOMESOUTCOMES By the end of this lesson, the students will be able to: realise that nothing can substi tute disciplined exercise regimen for a great player. use the thesaurus for an interesti ng exercise. understand the importance of appreciati on. learn what simple, complex, and compound sentences are, how to transform one into another
Reading Ask the students what, in their opinion, makes an athlete great. Is it his/her innate talent? What importance does exercise play in a person’s—particularly an athlete’s—life? Can one type of exercise be enough? How important is an understanding of how exercises aff ect our bodies? Th is lesson is in the form of a sports article written by a journalist. It introduces the students to the exercise regimen of two great cricket personalities—Rahul Dravid and Sachin Tendulkar; how they reached heights of greatness by leading a regimental, disciplined life where their fi tness was concerned.
Comprehension A. 1. Rahul Dravid Sachin Tendulkar metabolic run followed by a repeatedly do what he is best at, that is meditation session play cricket a variety of high intensity short combines it with other forms sprints for thirty minutes every day focusses on developing the right attitude metabolic run and shadow practice apart from his sessions in the gym, he works on his speed, agility and core strength training
64 watches what he eats; during games appreciates good food and good taste, he stays away from sweets and sometimes, believes in eating whatever he feels like and not think about diet meditates for thirty minutes every he tunes himself to give priority to his day which helps him keep a cool head own expectations over that of others 2. He had been a sports reporter for the last forty years. He often joined the great sportsmen on their cricket tours. 3. Metabolic running is a variety of high intensity short sprints. 4. The writer is impressed that Dravid always paid attention to his eating habits because he followed the rules of sports nutrition long before sports nutrition became the norm. 5. He understood the biodynamics of exercise and the kinematics too. Apart from his sessions in the gym, he worked towards his speed, agility and core strength. 6. He heard in England that even cold chicken could be eaten as food. 7. Sachin handles the expectations of his fans by never letting the hype get to his head. B. 1. ‘Called it a day’ means that he stopped playing cricket professionally. 2. International cricketers have to be in shape to peak their performances. 3. a. The ability to focus in the toughest situations. b. It has helped him stay at the top in world cricket. 4. His understanding of the biodynamics of exercise and the kinematics involved is what impresses people the most. He had batted for hours in the nets as a child and his will to be the best batsman. 5. In England he heard that even cold chicken was meant to be eaten. With travelling and more exposure, he was open to trying out various things and it taught him to appreciate good food and good taste. 6. Sachin knew the limits of his body so, as he aged over the years, he adapted his diet. As sports nutrition became more advanced he stuck to a diet which included 40% carbohydrate, 30% fat and 30% protein every day. 7. Sachin has the biggest fan following in India. So much is the madness that people main courseBook have called him God and in some places, posters and replicas of Sachin are worshipped with devotion. When Sachin’s wicket falls, a lot of people switch off the TV or change the channel. Such intense pressure and expectations can be tough to deal with.
65 Study Skills The students already know what a thesaurus is and how essential a book it is. Ask them to bring their own thesauruses to class when they do this section. Answers: 1. Causing damage 2. to give an account 3. unacceptable 4. an example 5. unusually too much of interest 6. decisive 7. easily affected 8. posture
Grammar Types of sentences Other than what is mentioned in the textbook, explain the following: Simple Sentence: has one sentence (subject + predicate) • Fifty citizens + protested the ban against smoking. Compound Sentence: has two complete sentences joined by a comma + coordinate conjunction (and, or, nor, but, for, because, etc.) • Fifty citizens protested the smoking ban, + but the newspapers failed to cover the story. Complex Sentences: has one complete sentence (also known as an independent or main clause) + 1 subordinate (or dependent) clause (missing either a subject or a predicate; or introduced by a conjunctive adverb — although, however, moreover, etc.) • Although fifty citizens protested the smoking ban, + the newspapers failed to cover the story. Transformation of sentences In order to transform a simple sentence into a complex sentence, we need to expand a word or phrase into a subordinate clause. For example: • Hearing the noise, Punit woke up. This is a simple sentence because it consists of just one clause. We can change it into a complex sentence by expanding that participial phrase into a subordinate clause. • Punit woke up when he heard the noise.
66 We can also transform the given simple sentence into a compound sentence. A compound sentence consists of two or more main clauses. Th e clauses in a compound sentence are connected using coordinating conjunctions (e.g. and, but, or, nor, yet, for, so) • Punit heard the noise and woke up. Now ask the students to do the exercises in this section. Answers: A. 1. complex 2. compound 3. simple 4. simple 5. complex 6. compound 7. complex 8. complex A. (page 136) 1. He bought the shop which belonged to his uncle. 2. Until I arrive, wait here. 3. Being too big, this coat cannot be mine. 4. Little Jack Horner sat in the corner and ate his Christmas pie. 5. He must work very hard and make up for the lost time. 6. Having fi nished his exercise, he put away his books
Listening Play the CD track twice and then ask the students to fi ll in the blanks.
Audio script For Diana Lopez, 24, going to Beijing for the last Olympic Games was a family aff air. Her brothers Mark, 26, and two-time Olympic gold medallist Steve, 29, also competed; a third brother, Jean, 34, coached her ringside. When she was asked before leaving for Beijing, Lopez said, ‘It’s comforting to know that I’ll have people around me whom I love and trust.’ Beginning two months before the competition, Lopez—who lives in Houston— practised tae kwon do fi ve days a week for two hours a day. She also worked on six hours of plyometrics, footwork drills, and weight training; a Bikram Yoga class; and three 30-minute jogs a week.
By Plyometrics, Lopez means ‘jump training’ or exercises in which muscles exert MAIN COURSEBOOK maximum force in short intervals of time, with the goal of increasing both speed and power. By footwork drills she means ladder drills. When Lopez wants fast results, she combines speed intervals with plyometrics: three sets of 10 reps of jumping on and off a raised step, with 10 seconds of uphill sprinting on a treadmill between each set.’ I love the strength and explosiveness it gives me in matches,’ she says.
67 Answers: 1. She feels comforted. 2. practised taek won do five days a week for two hours a day. 3. She worked out doing six hours of plyometric, footwork drills, and weight training; a Bikram yoga class; and three 30-minute jogs a week. 4. strength and explosiveness. 5. jump training
Speaking Ask the students to sit back to back and follow the instructions given in the section for the role play.
Life Skills Tell the students that little things matter the most in life. This truth will never change. Ask them to remember the following: • When you give someone a sincere compliment, words of encouragement or just a warm smile, you are making that person feel better immediately because in this way, you have made them feel appreciated and valuable. • When you express your approval or gratitude for something someone has done, you will not only enrich their lives, but you will enrich yours as well. You will feel more fulfilled because you have done something to make someone else’s life better. • When you show your appreciation to a person, his/her respect for you will grow and so will your influence as a leader. In today’s world people have choices. They prefer to work with people they like and trust and who show an interest in them. • People do more for recognition than they do for money. When you grow up and are in a leadership position, remember that people will work harder and do more if they know they will be recognised for their accomplishments. Show them appreciation and they will be loyal to you, even if better opportunities come their way.
68 UNIT 7
Let’s Salute Peace
Starter Accept all correct answers.
SECTION 1 Th e Charge of the light Brigade
Comprehension A. 1. a. Six hundred. b. No they were charged, bold and energetic. c. Th ey knew someone had blunder’d: but no one questioned. Th ey just went ahead. d. Th e Brigade was marching to the valley of death. Possibly European Russia. e. Th e soldiers were riding into the valley of death. f. When they were faced with the enemy, the soldiers marched forward. 2. a. ‘He’ was the person in charge of the Brigade. b. To march towards enemies who were very heavily armed. 3. Th ey did not question. Th ey went ahead and followed the command. 4. Th ey had stormed at the cannons. Th ey were killed along with their horses. 5. Th e heroes are the soldiers who were part of the Light Brigade. Th e horses that fell were the horses they rode on in the battlefi eld. MAIN COURSEBOOK 6. Th e soldiers were breaking the line formed by the well-armed Cossacks and Russians who stood there. B. 1. Half a league, half a league, Half a league onward,
69 2. Accept all correct answers. 3. a. Can anybody forget the glory of a sunset? b. Isn’t a naughty child disliked by everyone? c. Is it possible to empty the ocean? d. Can anyone escape Death? C. Accept all correct answers.
70 SECTION 2 For Our Tomorrow
Comprehension A. 1. a. Shabnam. b. school. c. Drass. d. taking a walk. e. 2nd Rajputana Rifl es. f. 28th July, 1999. 2. He was going to Khand village from Srinagar to meet Shabnam for the fi rst time. 3. Th e letters had been folded and unfolded many times because he had read and re-read them so many times. 4. He asked her name and introduced himself. 5. Shabnam was born quite normal. Her father, Afzal, was cutting wood when four men had appeared. Th ey had been carrying guns. Her father told Shabnam to hide behind the logs from where she saw the men come up. Th ey loudly asked Afzal something. Th en they hit him. As he fell, they pumped bullets into him. Watching her father’s lifeless body jump with each bullet smashing into it, the little girl had been terrorized into silence. Since then, she had never spoken. 6. He felt sad for her but decided that he would change things. He then took her to the Regiment’s medical offi cer. 7. Th ey had taken Tololing Knoll aft er facing stiff resistance from the enemy. He felt his Regiment would certainly get Battle Honours for it. Th ey had lost an offi cer the day before, at 16000ft with snow all over. He felt that the offi cer may get the PVC (Param Veer Chakra). 8. 28 June, 1999 was a turning point of the Kargil war as the 2nd Rajputna Rifl es
fought against impossible odds, treacherous terrain and tenacious enemy. Finally, MAIN COURSEBOOK the strategic peak, Knoll had been taken by the Battalion sanctifi ed by the blood of its best and brightest men like Vijayant. 9. Th e nd2 Rajputana Rifl es called themselves Th e Dirty Dozen. B. 1. Now that the Kargil episode has started, he wanted to get into action. He had trained all these months to fi ght. So he wanted to be in Drass which was the scene of action.
71 2. Shabnam had probably walked into Army area. Shabnam could not reply to what Vijayath asked as she was dumb. 3. He took her to the Regiment’s medical officer. He also asked his family to send some clothes for her and shared the snacks and chocolates that his family had sent. He asked his family to give her Rs. 50/- per month after his death. 4. He was worried because he would have to leave Shabnam behind and he would miss her a lot. 5. a. ‘It’ refers to Tololing Knoll. Vijayanth hopes his parents are reading about it in newspapers or listening to it all on T.V or radio. b. His parents should be reading about it or listening to it. c. He felt they would certainly be getting Battle Honours for it. 6. Life is tough and frustrating at 16000ft as there was snow all over. There were dead bodies everywhere waiting to be picked up. 7. Vijayanth is talking about his life after death. He wrote it after the capturing of Tololing Knoll on 19 June, 1999. He said that he had no regrets and that he would join the army and fight for his nation again if he got a chance. He wanted his family to come and see where the Indian army fought. He wanted his photo to be kept in the ‘A Coy’ mandir with Karni Mata. He suggests organ donation, wants to contribute some money to an orphanage and keep on giving 50 rupees to Shabnam per month and meet Yogi Baba. He wished them all luck. 8. Accept all correct answers. C. 1. Their cemeteries, burial plots and memorials are a lasting tribute to those who died fighting for their country. Everything in the battlefield becomes a place of remembrance of the sacrifices made by our soldiers. It becomes a place of pilgrimage and meditation, where the souls of those who perished remain alive forever. 2. Their stories are bound to inspire other youngsters. Their memories become trail blazers where many follow the same direction and keep enemies at bay. 3. Accept all correct answers.
Vocabulary A. 1. direction 2. sleep 3. page 4. gloomy 5. daisy 6. musician 7. tailor 8. agitated
72 Grammar A. 1. A 2. P 3. A 4. A 5. A 6. A C. 1. The buses must be boarded on time. 2. Ajay left the watch here. 3. The roses in the garden are being clipped by him. 4. When you go to the town, let the letter be posted. 5. The letter will be written by him, tomorrow. 6. The speaker’s sentiments were applauded by the audience. 7. Seedlings were being planted by you all afternoon? 8. I felt very foolish on being prosecuted by Neera. 9. Walking on the grass or breaking leaves from plants is prohibited. 10. The dog was bathed and the cat was rescued from the tree by him. 11. The famous chef Vikas Khanna was the one who prepared the special dinner. 12. The Ancient mariner will tell the story of albatross many times. main courseBook
73 SECTION 3 A Chakravarti Maharaja
Comprehension A. 1. a. turns mud into sweet curd and rice. b. made Magadha attack Kalinga. c. Ashoka was shocked and felt responsible. d. made him meet Acharya Upagupta. e. made Ashoka realize what kind of king and person he must be. f. made him a Chakravarti Maharaja. 2. To bring him some sweet curd and rice. She told him that she was very hungry. 3. Th e Buddha predicted that in his next life, he shall be a great man. He shall be a Chakravarti Maharaja, known for his generosity and piety. 4. When he is told no man was alive in Kalinga, Ashoka wanted to see it for himself. 5. Th e scene is horrifying. As far as the eye can see there are dead bodies lying on the ground. Th e soil is red with blood. Vultures are wheeling in the sky. Some of them are landing on the bodies to feed. Loud wailing reaches up the hill up as hundreds of women and children move among the dead, searching for their loved ones. 6. Ashoka looked at the sky and raised his hands and cried out: ‘Oh my God! What have I done? Will God ever forgive me? Will the souls of all these dead men ever forgive me?’ He fell on his knees and placed both his palms on his face starts weeping loudly. Aft er a long and desolate weeping, he says: ‘I will not be able to redeem myself. My soul will never be free of guilt.’ He continues weeping and looks a broken man. 7. He wanted to redeem himself of his evil deeds. 8. He ended the Maghadan imperialism and pursued a policy of friendship towards all nations. He preached non-violence and sends his son, Mahindra and daughter, Sanghamitra beyond the borders of India with the message of peace. B. 1. Th e teacher sat under a huge banyan tree in meditation. His lean body showed the ribs clearly. He had not eaten for days. In fact, he was hardly breathing, he was in a deep trance.
74 2. There were no slaves from Kalinga because not a single male citizen of Kalinga was alive. Every one of them died defending their land. 3. He was plagued with guilt. He cried out: ‘Oh my God! What have I done? Will God ever forgive me? Will the souls of all these dead men ever forgive me?’ He was weeping loudly and said: ‘I will not be able to redeem myself. My soul will never be free of guilt.’ 4. Hira took him to meet Acharya Upagupta to know the path to redeem him of his evil deeds. 5. a. Acharya Upagupta. b. Ashoka had confessed to being a criminal, a murderer. He went on to ask: ‘Can I be forgiven? Is there any mercy for me? Can I redeem my evil deeds?’ c. Ashoka was seeking to redeem himself. In the Kalinga war all men of Kalinga were wiped out. Ashoka felt the guilt and blamed himself for it. He wanted redemption from that guilt. 6. He became a follower of the Buddhist Dharma. With humility he cared for his people. He ended Maghadan imperialism and pursues a policy of friendship towards all nations. He preached non-violence. C. Accept all correct answers.
Study Skills 1. Accept all correct answers. 2. Accept all correct answers. 3. a. car-bo-hy-drate b. in-va-lid c. show-man-ship
Grammar A. I live in Pune. Pune is a city in the state of Maharashtra. It is very close to the amphitheatre which holds the fair of Amravati every year. Weather at Pune remains pleasant throughout the year. There is a garden at Pune which has an umbrella of fifteen feet diameter. B. 1. those 2. The 3. The 4. many main courseBook 5. many 6. each 7. much 8. some 9. my 10. a few 11. the 12. some 13. the 14. a little
75 Listening 1. He observes camera techniques as well as the way actors deliver dialogues. 2. He watches and hears TV, news reports, or radio reports. 3. It gives him more confidence, and more ways to deliver dialogues. 4. Hearing the way people talk regularly. 5. He says a certain phrase over and over again.
76 UNIT 1
1. Diversity in Unity
Worksheet A Comprehension A. 1. F 2. T 3. F 4. T 5. F B. 1. Twenty two languages 2. Some areas in South India, Mumbai, Malwa, West Bengal 3. All religions are given equal status. 4. Mumbai and Malwa. 5. More than 100 crores. 6. Diversity in traditions and customs, life styles, occupations, dress and food, yet being together.
Grammar A. 1. aren’t you 2. wasn’t it 3. isn’t he 4. isn’t it 5. isn’t there 6. do we 7. can’t she 8. doesn’t it 9. wasn’t it 10. isn’t there B. 1. Th ere’s a lot of noise outside, isn’t it? 2. Mrs. Suri is sick, isn’t she? 3. Th e dishes are dirty, aren’t they? 4. Sharad won’t be at the party, won’t he? 5. Th e math test was very diffi cult, wasn’t it? 6. We can go tomorrow, can’t we? 7. I’m early, ain’t I? 8. Th is shirt is too big for me, isn’t it?
9. Emily plays the piano well, dosen’t she? PRACTICE BOOK 10. Your neighbours went on vacation, didn’t they? 11. Mr Khan is from Bangaladesh, isn’t he? 12. Th e car isn’t in the garage, isn’t it? 13. You are Neetu, aren’t you?
77 14. She went to the library yesterday, didn’t she? 15. He didn’t recognize me, did he? 16. Cars pollute the environment, don’t they? 17. Mr. Pankaj has been to Bihar recently, hasn’t he? 18. The trip is very expensive, wasn’t it? 19. He won’t tell her, will he? 20. Harish had a red car, didn’t he? C. 1. Yes, it does. 2. Yes it is. 3. No it isn’t. 4. No, they do. 5. No, they don’t. 6. No, it doesn’t. D. 1. You have got a lot of candles. 2. You ordered early for the cake. 3. It was forgetful of you to not send two invitations. 4. You checked the guest list very carefully. 5. It was not smart of you to get such lot of disposable glasses. 6. It was a beautiful way to arrange the chairs. E. There is no one answer. All alternatives need to be accepted. F. 1. Their glory can never fade. 2. He was a villain to have done such a deed. 3. No one can touch dirt without being defiled. 4. Everybody knows him. 5. These are not the kind of shoes to be worn for hiking. 6. Are we expected to be selfish? 7. Can I ever forget my trip to Goa? 8. Can I visit this place again? 9. It is a beautiful night. 10. It was a delicious meal.
Writing Free response......
78 Worksheet B Vocabulary A. 1. No one and I mean no one – should be permitted to eat in the classroom 2. Here’s what I need at the store - milk, bananas, oranges, and ice cream. 3. Rap, jazz, and rock - these are all types of music I really enjoy. 4. I can work with anyone in this department – except Mallika. 5. Being a success in this class is easy – all it takes is the ability to think! 6. Sacrificing her was a mistake – a mistake that could have been avoided. 7. As the temple door opened, I peered inside the pitch black room and saw – nothing. 8. It was only when I squinted that I could see what lay at the bottom of the River Ganges – plastic bags, wraps. 9. As I wandered through the city on this damp cold night – I found two Punjabi farmers cultivating crops on a farm – which they co-owned together. B 1. 2. 3. 4. 5.
Grammar A. Masculine gender Feminine gender Neuter gender Common gender mister waitress murderer swing drake czarina singer phone duchess chancellor computer playground
B. 1. heroine 2. lass 3. spinster 4. mare 5. baroness 6. niece 7. goose 8. lady/maid-servant C. 1. teeth 2. beds 3. snakes 4. benches 5. sandwiches 6. shelves 7. babies 8. boxes D. 1. toes 2. loaves 3. slices 4. beakers 5. boxes 6. ducks 7. puppies 8. trees 9. laces 10. heroes practice book E. 1. exploration 2. interference 3. maintenance 4. multiplication 5. observation 6. occurrence 7. omission 8. performance 9. preference 10. proposal 11. reference 12. refusal
79 F. 1. ability 2. accuracy 3. ambiguity 4. availability 5. awareness 6. continuity 7. correctness 8. density 9. distance 10. diversity G. 1. justification 2. admittance 3. failure, implication 4. revelation, resignation 5. inaccuracies 6. cancellation 7. acceptance 8. qualification 9. assumption 10. completion H. 1. Direct object 2. Indirect object 3. Indirect object 4. Object of preposition 5. Direct object 6. Indirect object 7. Direct object 8. Object of preposition 9. Direct object 10. Indirect object 11. Subject 12. Indirect object
Writing Free response.
80 UNIT 2
2. Use the Waste
Worksheet A Comprehension Read this passage on how a biogas plant works and answer the questions that follow. A. 1. Cement cylinder 2. wall is built across the middle, 3. Inlet and outlet 4. a semi-liquid a mixture of fi ne particles of manure, with microbes naturally part of it is added to the inlet. 5. collected under the large metal bell-like cover. 6. fl ows out from the bottom of the right side. B. 1. Marco Polo who wrote about covered sewage ponds. 2. combustible gas mixture formed when organic materials, are broken down by microbiological activity at warm temperatures in the absence of free oxygen. 3. a pit with a water-tight cylinder which has a wall in the centre with a gap on top. Inlet and outlet pipes are needed too. 4. a semi-liquid mixture of fi ne particles of manure, with microbes naturally in it. 5. manure. C. 1. plastic. 2. sanitation is linked to sanitary toilets. 3. cow dung is used to make slurry.
Grammar A. 1. regional 2. creative 3. awesome 4. fl exible 5. photography 6. frightfully 7. amusing 8. Spanish 9. excellent PRACTICE BOOK 10. comical 11. Relaxing 12. poisonous B. Chang is older than Arjun. Arjun is slimmer than Chang. Besides, Chang is so much slower than Arjun when it comes to running. Chang’s eyes are small while Arjun’s eyes are larger.
81 Though Arjun is younger than Chang, he runs a lot faster than Chang. Chang is shorter, so he looks fatter too. He plays indoors all day while Arjun plays a lot of outdoor games which is probably the reason that Chang is fatter than Arjun. Chang’s long straight hair makes him look like a guitarist. Arjun on the other hand with his short cropped curly hair looks like a small child. Even though he does looks more atheletic, Arjun is such a poor eater that he often falls sick. Chang is much stronger than Arjun in this regard. You see he happens to be a happy eater. C. 1. No animal is as faithful as the dog. 2. Kochi is better than all ports in Kerala. 3. Mount Everest is the highest peak in the world. 4. The Amazon is not as long as the Nile. 5. No other Island is as large as Greenland. 6. Apples are not as cheap as Oranges. 7. Mark is more intelligent than/in comparison to James. 8. You eat more chocolate than me. 9. No one in the country is as rich as her. 10. Africa is the hottest continent. 11. No other tourist place is as popular as The Taj Mahal. D. 1. That friendly, fat, youngman is fun to be with. 2. Our boring but tall dancer can hardly gance. 3. It is a long dark wooden table. 4. What a beautiful quiet and old hill station. 5. Such a nice person our new French teacher is! 6. A big brown bear is a harmless creature. 7. That nasty spoilt boy is a little difficult to handle. E. 1. few 2. little 3. many 4. much 5. many 6. few 7. many 8. a few 9. little 10. much
Writing Free response.
82 Worksheet B Vocabulary A. 1. To manage a business 2. To hurry 3. Some colour dissolving in water when a garment is washed 4. To be a candidate 5. To not have any 6. A long thin hole in stockings or B. 1. too 2. their 3. by/ 4. heal 5. wear 6. rain 7. four 8. right
Grammar A. 1. I 2. She, me 3. him 4. her 5. him 6. us, them B. a. They, us b. us c. they d. it e. we f. I C. Personal Relative Interrogative reflexive emphatic distributive Indefinite pronoun pronoun pronoun pronoun pronoun pronoun pronoun 9 2 3 1 6 12 4 7 8 10 5 11
D. 1. our 2. my 3. many 4. x 5. her 6. her 7. her 8. our 9. some E. Free response. practice book Writing Free response.
83 UNIT 3
3. Th e Sea
Worksheet A
Comprehension A. 1. blue, fresh and ever free 2. sea 3. he would still be on the sea riding and sleeping. 4. the world below the tides. 5. he was born in the open sea. B. 1. Flows ever free! It plays with the clouds it mocks the skies 2. Above: sky; Below: sea 3. Riding on the waves of the sea he can see what happens under the sea. 4. Because it is dull and tame. 5. a. Th e sea b. Because it is swelling and falling backwards. 6. a. silence b. tempest c. billowy
Grammar A. 1. are 2. is 3. are 4. is 5. don’t 6. doesn’t 7. is 8. lives 9. take 10. want 11. is 12. is 13. knows 14. Is 15. greet 16. are 17. were, is 18. debates 19. were 20. wags
84 B. Sentence Transitive verb Intransitive verb Direct object 1. Heat expands expands metals metals. 2. Metals expand on expand heating. 3. The car stopped stopped suddenly. 4. You must speak speak The truth the truth. 5. The child fell off Fell The cot the cot. 6. You must speak Speak loudly. 7. The kitten Mewing was mewing constantly through the night. 8. The old man gave To his Grand gave a beautiful daughter wooden doll to his granddaughter. 9. The boy is Is flying Paper flying the paper aeroplane aeroplane. 10. The birds are Flying Sky flying in the sky. 11. The elder sister, played guitar Maria played her guitar.
C. 1. N 2. N 3. N 4. N 5. N
6. F 7. F 8. N 9. N 10. N practice book D. 1. Carrying 2. to visit 3. singing 4. occupied 5. playing 6. Hearing 7. doing 8. Encouraged 9. reading 10. to trek
85 E. 1. Running is a good way to stay fit.; G 2. I’ll arrange to see the doctor. ; I 3. I have been reading. ; P 4. It’s healthy to laugh problems away. ; I 5. Finding the gates open, the thief entered the house. ; G
Writing Free response. Worksheet B Vocabulary A. My father was so sleepy after he returned from office, he took a nap on the couch. While he was napping, I quietly crept into the kitchen and made him frozen dessert. I put it on the table next to the sofa so he would see it when he woke up. An hour later, he opened his eyes and he noticed the dish of melted ice cream on the table. But it was I who was taken by amazement. Even though it had melted into cold sweet cream, he liked it! Phrase Meaning 1 Unable to describe indescribable 2 To retract one’s statement take back 3 To talk briefly short talk 4 in short summarizing 5 To keep one’s promises steadfast 6 Be as good as one’s word honest 7 Have a word with to consult 8 eat one’s word go back on your stand 9 have no words for too surprised to say anything 10 In a word quickly/briefly 1. Ladakh was so beautiful, I’m unable to describe it with my limited vocabulary. 2. The witnesses retracted from their statements. 3. I need to talk briefly to all of you before you leave. 4. In short, this argument was unnecessary. 5. He is known never to keep his promises. 6. They speak so correctly, I hope they are as good as their word.
86 7. Can I have a word with you Mr Rana? 8. Just yesterday he agreed to do it all and now he has eaten up his words! 9. I have no words to thank you, on you kindness shown to us during our tough moments. 10. Tell me the matter in a word and get going.
Grammar A. 1. Ramani visited his parents every week. 2. The wind blew sweepingly. 3. The boy stood near the flooding river. 4. She looked beautiful. 5. She sang very well indeed. 6. The old man’s voice shook with emotion. B. 1. This is a cold place so it has been snowing here. 2. I am writing a story which is going to be finished soon. 3. I couldn’t go out because I have broken my leg. 4. He took a job as soon as he was leaving school. 5. This happened a few hours before he had just locked the door. 6. I should have been leaving on a vacation fifteen minutes ago. C. 1. today. 2. before I leave for school. 3. for a couple of hours by dinner. 4. well before dinner. 5. by September. 6. for two months by September. D. 1. Have you bought your train ticket yet? 2. The kitchen is a complete mess! What have the children been doing?
3. How much milk did she drink this morning? practice book 4. Sita has written three books. 5. I will be doing everything I needed to do today! 6. It has not rained all summer, so the garden is dead. 7. She has forgotten how to get to my house.
87 8. I have been working in the garden all day and I need some rest now. 9. Recently, I have been studying a lot. My exams are round the corner. 10. We have been writing this book for months and months now. 11. I have always loved to eat chocolate. 12. What’s that yummy smell? What have you cooked?
Writing Free response.
88 UNIT 4
4. Viewing Venice
Worksheet A A. Plan Day 1 Day 2 Day 3 Day 4 L e ft a t 9 am 8 am 11 am 6 am Place/places Galleries. St Mark’s Grand Canal Murano Island. visited Basilica tour. lunch Avogaria At the basilica At the French Th e hotel gardens our market café. packed food. packed lunch. Aft ernoon plan Walked the Came back to On Venice’s Murano Island streets the hotel. water-bus. watching Glass blowing demonstration.
B. 1. She was tired and the art galleries were nearby. 2. they had to visit St. Mark’s Basilica which opened at 9 am. 3. Venice has very little night life. 4. Th ey wanted to enjoy a sumptuous brunch by the Canal at the French market. 5. Th ey wanted a boat ride. 6. Th ey had no time. C. 1. Supriya and her family checked into the B&B Venice hotel because it is surrounded by many art galleries that Venice is so famous for. 2. Supriya enjoyed walking through the streets and alleys till evening aft er lunch on the fi rst day. 3. Supriya and her family went to watch a Glass-Blowing Demonstration on Murano Island. Th ey left early to take the boat. PRACTICE BOOK Grammar A. 1. sweetly: adverb of manner; Question: How does Miss Kitty sing? 2. there: adverb of place; Question: where the wet umbrella must be kept. 3. oft en: adverb of frequency; Question: How oft en Uncle Sharma go to the club?
89 4. quickly: adverb of manner; Question: How Sachin ran to catch the cricket ball? 6. yesterday: adverb of time; Question: When Tina went to see circus? 7. why: interrogative adverb; Question: Why did you not come with me? 8. soundly: adverb of manner; Question: How did the child sleep? 9. How: interrogative adverb; Question: How did the cat climb the tree? 10. rarely: adverb of frequency. Question: How often Minty makes mistakes? B. 1. fluently 2. politely 3. harder 4. How 5. most 6. higher C. 1. That was my happiest moment. 2. This school is better than the other 3. This coffee is the best. 4. Between Seeta and Girija, Seeta is the meaner. D. 1. I play badminton on Mondays. 2. Our friends also must take that test. 3. I was only joking. 4. He drives his car responsibly. 5. Did you both enjoy the visit? 6. My grandma hardly ever watches the TV. 7. The girls are playing basketball at the sports club. 8. Jigesh almost fell off the scooter. 9. He comes mostly on Wednesdays. 10. Why did he jump off the building?
Writing Free response.
90 Worksheet B Vocabulary A. 1. Katrina thinks that it is low quality, common or ordinary. 2. Supriya would have to work hard in the last years of school. 3. Sridhar should not be concerned because Chitra exaggerates things. 4. Hats have been selling quickly. 5. Aarti’s display of sorrow was insincere. 6. Television shows are moving beyond the limit. 7. The speaker is made to look foolish or embarrassed. 8. He was taught to forgive a mean act. B. 1. colour 2. impress 3. commerce 4. close
Grammar A. 1. clean up 2. over 3. gave in 4. ran up 5. looked into 6. found out 7. ate in 8. clean up 9. according to 10. on top of B. 1. went out 2. Without sugar 3. from midnight 4. Over the river 5. during the movie 6. Despite his fear of water 7. to her friend’s house 8. with the pink ribbons C. 1. frequently 2. always 3. loudly 4. will 5. angrily 6. on 7. between 8. at 9. on 10. beside D. 1. a. Preposition b. Adverb practice book 2. a. Preposition b. Adverb 3. a. Preposition b. Adverb
91 4. a. Preposition b. Adverb 5. a. Adverb b. Preposition E. 1. May I borrow your pen? 2. You must not park your car here, it is illegal. 3. She may agree to this. 4. We had to clean the classroom as our teacher asked us to do so. 5. You mustn’t worry about dinner, I’ll make it. 6. We don’t have to be there. 7. You must be there on time. 8. You must wash your feet in the foot sink before stepping into the swimming pool. F. 1. Can I borrow your eraser please? Yes, you can. 2. Don’t touch that wire. It may be dangerous. 3. I could swim quite well when I was five years old. 4. You mustn’t cook those vegetables as they have already been cooked. 5. I’ve lost my keys. I must have dropped them while shopping. 6. The girl couldn’t go to school today. 7. Will you call the doctor if he runs fever? 8. May I enter the auditorium, please? 9. He can’t climb such a steep mountain without help. 10. Pack in a raincoat. You never know about the weather. It may rain tomorrow.
Writing Free response.
92 UNIT 5
5. Inspiration
Worksheet A Comprehension A. 1. his legs were amputated just above his hips. 2. to move to Tanuku and get admitted in a missionary school. 3. paying his fees at IIT, Madras. 4. Th e powered wheel chair. 5. he wanted to care of his parents. B. 1. Naresh went with his mother to his grandmother’s house. His mother took lift in a friend’s lorry. Naga was sitting next to the door. He fi ddled with the handle of the door, which swung open fl inging him right on the road. 2. Aft er doing well in state board exams he studied in Gowtham Junior College where his fees was waived off . He then prepared for IITJEE exam and cleared it and joined IIT Madras with computer science. 3. Initially his Math teacher Mr Pramod Lal, encouraged him to participate in the local talent contests. Th e other was a brilliant boy called Chowdhury who was his senior in school. KKS Bhaskar who was among the top ten of the IITJEE batch. It was he, who made Naresh dream of going to the IIT. 4. He would not have done his IIT and probably he would have ended up being a farmer or a driver had he not met with the accident. He took the incident in a positive way. 5. Naresh saw a silver lining in everything. If this accident had not happened probably he would not have done IIT and probably he would have ended up being a farmer or a driver. For him, it was God’s plan that the family moved from Teeparru to Tanuku, where he was admitted in a missionary school. He studied there till the 10th grade.
Grammar PRACTICE BOOK A. 1. Th ere was a violent storm last night aft er which a tree fell across the road. 2. I made extra food because Meena was supposed to join us for dinner. 3. I walked fi ve kilometres to school because I missed the bus this morning. 4. Unless Manjeet puts the milk back in the refrigerator the milk will get spoilt.
93 5. As Sarita is afraid of heights, she will not climb up the tower. 6. Though he practised every morning for three months, he did not win the tennis match. 7. You will not lose any weight till you work out at the gym. 8. My grandfather reads when he gets up from the bed every morning. 9. He ran to get a stick when he saw the snake. 10. The bus stopped with a jerk when the road took a bend. 11. Although I reached home, my mother did not go to sleep. 12. Aanya will not refuse to go to your party if she is invited. 13. That Barry fought with his uncle was a secret. 14. He was whistling a happy tune while he was cleaning his bicycle. B. 1. I went to bed when the sun had set. (C) 2. Mom told me to finish my chores before I go outside. (S) 3. Jannat will sing or dance at the school Annual day event. (S) 4. I am not going to the movies unless Sakshi comes too. (S) 5. We went to the party, but we forgot to take a gift. (C) 6. We can see more grass sprout up each day as the sun gets warmer. (S) 7. Kiran bought three different vegetables and cooked them for dinner. (C) 8. Amita has a stomach ache because she at too much ice cream. (C) C. 1. My sister is called Geeta, she was born in May. 2. Friday is my favourite day of the week. 3. When is Farida going to play baseball? 4. We went to Jaipur to do some shopping. 5. I went on a tour to visit Ajmer, temple at Dilwara, Fort at Jaisalmir, Chittor Fort, Camel fair, and Udaipur Palace. 6. I live in Gandhi Street, in Muzaffarnagar. 7. It is my birthday in June, I would like a book by Harry Potter. 8. ‘Do you know what time it is? I have to go soon.’ 9. ‘Does your train leave before eight o’clock?’ 10. ‘I like: dogs, cats, horses and elephants.’ 11. How do I get to the library in Vasant Vihar?’ 12. I love Vaijyanti’s shoes, the yellow ones.
94 D. 1. He told me the dog was an Alsatian. What did he say about his dog? 2. My uncle drives a silver wagon R. ‘Which car does you uncle drive?’ 3. Did she say her name was Lima or Leena? ‘What did she say her name was?’ 4. I like to cook. I like to make rice and vegetables. ‘What do you like to do after you come back from work?’ 5. In Bhopal I saw Jack, Satya and Srini. ‘Where did you see Jack, Satya and Srini?’
Writing Title: THE UNINTERRUPTABLE HEART 1. Heart needs to wrk uninterrupted:
a. keeps O2 rich blood flowing b. especially those in the brain i. The brn cells live only four to five mins after their oxygen is cut off. ii. leading to death of the entire body.
iii. All the body’s cells need a constant supply of O2 2. specialized muscle that serves as a pump a. four chambers b. connected by tiny doors called valves c. chambers work to keep the blood flowng round the body in a circle 3. damage to the heart muscle/valve a. heart disease b. muscle damage: the heart is unable to pump propyl c. Valve damage: blood cannot flow normally Abbreviations used: practice book
O2: Oxygen Wrk: work Brn: brain Flowng: flowing
95 Summary The heart is a muscle of the body, which never stops working. It supplies oxygen rich blood to all parts of the body. It is divided into four chambers interconnected by valves. Blood is purified in the chambers and arteries carry it to different parts of the body. Heart disease can result from any damage to the chambers, the valve. If the valves are damaged blood cannot flow properly.
Worksheet B Vocabulary A. 1. antifreeze 2. bicycle 3. agriculture 4. ecology 5. president 6. hyperactive 7. kingdom 8. hemisphere B. 1. part 2. start 3. smart 4. cart 5. heart
Grammar A. 1. He said that he had got a toothache. 2. Mona said that she was very busy then. 3. She told us to hurry up. 4. He asked her to give him a cup of water. 5. She said that she was going to college. B. 1. Rahul asked me whether I had seen the cricket match on TV last night. 2. Janaki told her mother that she was leaving for Bangalore the next day. 3. I asked him why he didn’t work hard. 4. He exclaimed that it was a hot day. 5. The Father told them that they should be quiet and listen to his words.
96 C. 1. The girl said that it gave her great pleasure to be there with us. 2. The man told me to reach as soon as possible. 3. She said that she didn’t want to see any of us go away from there. 4. The teacher said that I would pass if I worked regularly. 5. He suggested that we wait for her to get back. 6. She asked him to wait there till she got back from the market. 7. The man inquired if we saw him run away from the house. 8. The teacher requested the children to leave their shoes outside the yoga room. 9. The guide told the tourists that, that was the throne room of the great Emperor Akbar. 10. My mother advised me to wear a heavy jacket. 11. My uncle inquired if he was the same man who stayed with us last winter. 12. The officer commanded his men to charge the enemy. D. Mrs Khanna: Where are the papers I had left on her desk yesterday morning? Bunty: I am sorry Madam, I have thrown it away by mistake. Mrs Khanna: That was a silly thing to do. Bunty: Did you take any photocopies of them at least? Bunty: Yes Madam. I did and I have put them in a file. Mrs Khanna: Ok. Where is the file? I have been looking for it everywhere. Bunty: Sorry Madam, I have no idea where file is. You can ask Ananda. He may know about it.
Writing Free response. practice book
97 UNIT 6
6. Nutrition
Worksheet A
Comprehension A. Th e Nutrition Facts label on packaged food items is found somewhereon the package. Th is helps us determine the amount of nutrients and calories in one serving of food. Th is information is useful to know whether you’re eating a balanced, diet. A healthy person should consume a certain amount of fats, carbohydrates (especially fi bre), protein, and vitamins, minerals each day. B. 1. Fats, carbohydrates, protein and vitamins. 2. Saturated fats and trans fats. C. 1. commercially prepared oils. 2. Whole grain 3. look at the Nutrition Facts label and include all the healthy items based on the nutrients per serving. D. 1. We must make our serving sizes smaller and not negate foods from our diet. 2. Kindly let me know the exact amount of ingredients used to make this sweet.
Grammar A. 1. clause 2. phrase 3. clause 4. clause 5. clause 6. clause B. Accept all correct answers. C. 1. My sister and I were at my grandma’s house when the phone rang. 2. We were watching TV on the sofa, the old brown one, and eating sandwiches. 3. It was Shilpa, my sister’s friend, and she wanted to talk to my sister. 4. Sona, my sister, and I hopped on the bus going to the mall to see the new movie. 5. If I go to the mall with my sister Sona again, I’ll surely shop.
98 D. 1. Look into the garden where the grass is green. AD 2. He did the work which was assigned him. N 3. Do you know what happened yesterday? N 4. When the time comes you will find him ready. AJ 5. The largest fish were found in the deepest water. AJ 6. He told me what Rahul had done. AD 7. He lives a noble life who always does his duty. AJ 8. The bird chorus began when the first faint flush of dawn appeared in the east. AD/AJ 9. He shouted at the people that an avalanche had swept the road away. AD/AD 10. He caught fish where the water came up to his knees. N/AD 11. My favourite time is when I make chocolates. N 12. When she is happy, she sings like a bird. AJ
Writing Free response. Worksheet B Vocabulary A. 1. rough 2. smooth 3. overwhelming 4. ordinary 5. diverge 6. steady B. Neetu and Sheenu were absent on the day of the test. When they left school they had to go to same rooms to take the test. They were anxious and were glad they had an opportunity to take the test. Neetu’s mind was wandering thinking of how Manju must be enjoying the day buying mangoes. Neetu’s pen did not work. She was very happy. Now she need not take the test. Her other pen unfortunately worked. One of them
finished the test and decided to play in the playground. The playground was filled with practice book water. Both of them had no choice but to return home.
Grammar A. 1. We have to go to bed when the clock ticks ten o’clock. CX 2. Jagruti liked Susan’s friend, and she also liked her cousin. CD
99 3. The big brown dog ran after the blue and red ball..CD 4. Pancham and Subroto rode their bicycles after they ate lunch. CD 5. The teacher and the principal met in the hall near the library. CD 6. Many brave soldiers fought in the war, and they were all honoured. CD 7. The garden was filled with red, pink, white sweetly scented roses. CX 8. Do you know that they have a new pet? S 9. The girls got up early and made breakfast for their parents. CD 10. Let us go home early so that we can watch the cartoons on TV.CX B. 1. While we ate at the restaurant, our parents finished their shopping. 2. In a while, we will be going to camp. 3. Although it was difficult, Dad changed the flat tire. 4. The police searched every house on that floor. 5. I like to eat cotton candy although it gets messy. 6. If you clean up your room by 12 noon, you can go to the movies on Saturday. 7. The horse, that got hurt, is the brown and black one. 8. He reached the station, after the train left. 9. Kusum had already left, that day. 10. Brad was very angry because Manu had broken all the dishes. C. 1. We wanted to see the movie but the tickets were sold out. 2. Sahira won an award and she was declared the best student in the school. 3. The group practised for half an hour once again before going on stage. 4. While Mom did her vegetable shopping, we played at the park. 5. Tomorrow we might go to the Exhibition and the park. 6. As the bell rang, all the students rushed out of the classrooms. 7. I had vegetables for dinner and after that I had an ice-cream for dessert. 8. I got a radio and a nice book for my birthday.
Writing Free response.
100 UNIT 7
7. Th e Khaki Boys
Worksheet A Comprehension A. Th e poet says that it is not the men in the front who will bring the long strain of war to an end. Th e fact is that the fi g h t e r s at the front could not go on fi ghting but for those men who work to solve war’s problems far from the battlefi eld. Th e poet honours all whose work has been as heroic just as much as those who have been fi ghting in the war. Even if you won no medals, without their help the men fi ghting at the front would not have been able to bear the terrible war. Th e poet believes that the country is honoured as it is of its soldiers. B. 1. men who work to solve the problem of war. 2. they were as damaged by the war as the fi ghters. 3. they worked in the background. 4. Th e soldiers fi ghting would not have been able to bear war without their help. 5. by honouring them. 6. a. far away b. battle
Grammar A. 1. Active voice 2. Active voice 3. Active voice 4. Active voice 5. Active voice 6. Active voice PRACTICE BOOK 7. Passive voice 8. Active voice B. 1. Were the letters written by the students? 2. Th e ball was received by me when he threw the ball across the boundary wall.
101 3. Pataudi and Krishnan founded the cricket club. 4. All the dishes for the party were cooked by my mother. 5. Pallavi uses the computer. 6. Weeding of the plots and sowing of the seeds was done by the gardener. 7. Is coffee being sold at the store by Amurutha? 8. A rousing speech was given by our prime minister. 9. An Indian wrote the book. 10. Children played football. 11. The thief was put in prison after the police caught him. 12. Our schoolchildren drew all the pictures. 13. The door needs to be closed. 14. An UFO was seen in the night sky said the report. 15. A glass of water is what I need. C. Water is poured into the glass until it is about half full. About 6 tablespoons of salt is added in. Plain water is carefully added until the glass is nearly full. Do no stir or mix the salty water with the plain water. The egg is gently placed into the water. The egg amazingly floats in the middle of the glass. D. Directions: Peel and slice up both the banana and the orange and blend in a mixer. Add 1 cup of ice and 1/4 teaspoon sugar. Blend until smooth. Pour approx. 1 serving=1 cup. Add double the recipe for larger glass of fruit shake.
Writing Free response.
Worksheet B Vocabulary 2. Acknowledge: deny Accept is the opposite of reject and acknowledge is the opposite of deny. 3. word: dictionary Word is a part of dictionary as tree is a part of the forest. 4. curtain: stage Eclipse covers the moon while the curtain covers the stage.
102 5. unbelievable: fantasy A tall tale can be an exaggeration while a fantasy can be unbelievable. 6. brush: painter A scalpel is an important tool for a surgeon as brush is to a painter. 7. historian: past An astronomer studies space while a historian studies past. 8. horizontal: veritcal Longitude lines are perpendicular and latitude lines are parallel to the equator. So one is horizontal while the other is parallel.
Grammar A. When a car behind me gets too close to my back bumper, I get angry. This kind of driving too closely to a car in front of you is called “tailgaiting” in English. Tailgating annoys me. First of all, if a car tailgates me, I get angry and tend to do something stupid. Once when a car was tailgating me, I stepped hard on the brakes just to alert the man who was driving the car behind me. This could easily have caused an accident. Also, the tailgaters make me so nervous that I miss watching the road in front of me carefully enough. A friend of mine has the same problem. One day, he was watching the tailgating car in the rear view mirror. That car was so close that it was almost touching his rear bumper. Because he wasn’t watching where he was going, he hit the rear end of the car in front of him. The most important reason that this tailgating annoys me is that the tailgater could easily hit me. One morning last year, my sister was driving down a busy road. She had to stop suddenly, and the tailgating car crashed into the back of her car. B. 1. Have you got any matches? 2. I am the tallest in my family. 3. A basket of apples on the table is better than all those fruits on the shelf. 4. I prefer the mountains to the seaside. 5. My sister is going to the party with her sister. 6. The policemen ran after the man but couldn’t catch him. 7. We went to the same school.
8. Pick up the apricot and the pineapple and put it into the bag you are holding. practice book 9. Many of the boys were visible when we reached the top of the hill. 10. A few more steps and we will be inside the park. 11. The fair drew a lot of people and there was a large crowd. 12. The dog kept sleeping in the kennel all day.
103 13. There is some warm water left for you to bathe. 14. Are there many candidates for the interview? 15. It was such a delightful movie! I am so glad I took your advice to see it. C. Accept all correct answers.
Writing Free response.
104 Sympathy
Comprehension A. 1. a. the Poet b. gold c. kind word and sympathy 2. Th e poet paid him back. 3. He gave him bread and took care of him day and night. 4. b. sympathy 5. Accept all correct answers.
B. 1. Situation Act Behaviour Poet’s reaction Charles Th en a rich His face was cold Aft er some time his Mackay was man helped and he did not speak sorrow passed away. Th e once suff ering the poet even a single word of poet repaid his money in sorrow and giving gold. sympathy to console. and blessed him. pain. Once again Th en a poor He covered poet’s Th e poet recovered but the poet fell in man passed head and gave he was unable to pay back grief and pain. that way him bread. He too, the debt of sympathy. watched and served So to him, sympathy is him night and day. greater than gold.
2. a. feelingless, heartless, unsympathetic. Other relevant answers from the students may be accepted. b. overwhelming, indebted, gratitude. Other relevant answers from the students may be accepted. LITERATURE READER c. Love is what matters the most, not money or gold.
105 1. Th e Art of Archery
Comprehension A. 1. Th e Master’s disciples who knew that their teacher was skilled with the bow and arrow entered the Master’s name for the archery competition. 2. It went high in the air and when it fell, it did not even come close to the target. 3. Th ere was a collective sound of disappointment from the audience. 4. Th e arrow fl ew straight and squarely hit the centre of the target. 5. According to the Master, the fi rst shot was that of an archer who overestimates himself. So the arrow did not even hit the target. Th e second time, he shot like an archer who underestimates himself and that is why the arrow hit the target but only the bottom of it. Th e third time, he was simply himself. And so the arrow hit the centre of the target. 6. Th e Master wanted to teach his disciples that no matter what the competition or circumstances may be, one should stay true to oneself. B. 1. a. the archer had overestimated himself. b. he shot like an archer who underestimates himself. c. he was simply himself. 2. a. i. the audience ii. the Master iii. Th e arrow had hit the centre of the target. b. i. Th e disciples and others in the audience. ii. Th e skill in archery. iii. the Master; he was competing in an archery competition.
106 A Whisper on the Wind
Comprehension A. 1. gentle whisper; swept over; climbing; soft murmur 2. Air picks up speed and starts to howl. It whistles around corners and pushes the wind. 3. When air picks up speed it whistles around corners and pushes the wind making the trees bend so much, so that they touch the earth. 4. Th e waves become huge and swollen. 5. Air pelts the rain against the earth as if it is very angry. 6. Air begins and ends as a gentle whisper upon wind. B. 1. a. air b. waves 2. a. Stars are given the human quality of dancing. b. Morning tiptoes like a human being. c. Opportunity is given the life like quality of knocking. d. i. I climbed the height of the highest mountain ii. Harder and harder as if in an angry rage 3. a. whisper - gentle b. valleys - green c. waves - lapping d. plains - sun swept e. oceanwaves - open f. rage - angry LITERATURE READER
107 2. Th e Story of Re
Comprehension
A. 1. Re became the fi rst Pharaoh of Egypt. Re was all powerful, and he could take many forms. His power lay in his hidden name. 2. He gave them such harvests and happiness, that forever aft erwards, the Egyptians remembered his rule as a glorious one. 3. Re was angry when the people made fun of his growing old but he became angrier at the evil deeds which men were committing in disobedience to his laws. 4. Nun’s advice to Re was to turn his mighty eye upon mankind and send destruction to them in the form of his daughter, the goddess Sekhmet. Re at a terrible glance brought his daughter Sekhmet into being. Her chief delight was in slaughter and her pleasure was in blood. 5. Sekhmet was the daughter Re created at a glance of his eye. 6. Sekhmet killed those who had disobeyed Re. All whom she saw, she slew and tasted their blood. 7. Re mixed red ochre with barley beer and poured seven thousand jars of beer on the fi elds. When day came and Sekhmet arrived, she found the place fl ooded with blood which she drank laughing with delight. Th e strength of the beer mounted to her head and brought peace of sleep to her. She could slay no more. 8. He changed her name to Hathor, for her nature had changed; she was now fi lled with the sweetness and contentment of love.
B. 1. a. Th e great waste of water was called the Nun. Th e great, shining white egg that arose out of the darkness was called Re. b. Re was very powerful. When he said, ‘I am Khepera at dawn,’ the sun rose. When he said ‘I am Re at noon,’ the sun passed across the sky. And when he said ‘I am Atum in the evening.’ Th en it set for the fi rst time.
108 2. Gods and Goddesses Names 1. The Wind God Shu 2. The Rain God Tefnut 3. The Earth God Ged 4. The Sky Goddess Nut 5. God of the great River Nile Hapi 6. The fiercest Goddess Sekhmet 7. Goddess of Love Hathor 8. The Creator of the world Nun literature reader
109 Coromandel Fishers
Comprehension A. 1. the fi shermen 2. Early morning. 3. a. Fish/sea animals. Accept all correct answers. b. fi shermen c. Th ey need to capture the wealth because they are the kings of the sea. 4. Th e fi shermen feel the sea is their home because they feel the sea is their mother, the cloud their brother, the waves their comrades. 5. a. to the fi shermen. b. Th e poet is referring to the voices of their family members and people they love. c. Life in the sea. 6. Accept all correct answers. B. 1. And sweet are the sands at the full o’ the moon with the sound of the voices we love; 2. Th e wind lies asleep in the arms of the dawn like a child that has cried all night. the wakening skies pray to the morning light, 3. Accept all correct answers.
110 3. Th e Nightingale
Comprehension A. 1. Th e palace was built of porcelain. In the garden could be seen unique fl owers with pretty silver bells tied to them. 2. Th e emperor was angry because the whole world knew about the nightingale but he did not. He wished for the bird in his palace that evening. 3. Th e nobleman searched throughout the palace but no one had heard of the bird. At last, they met a poor little girl in the kitchen who off ered to help. She took them through the forest and helped them identify the nightingale. Th en she pointed at the nightingale which was perched on the bough. Th e lord-in-waiting invited the bird to the palace. 4. Th e emperor was moved to tears. Th e servants attended to her when she went out and each time and held her by a silken string fastened to her leg. 5. Th e gift was an artifi cial nightingale made to look like a living one, and covered all over with diamonds, rubies and sapphires. It could also sing when wound up. Everyone felt that the two nightingales must sing together. Th ey were all very fascinated. 6. Th e new emperor was chosen because the one who ruled fell very ill and was not expected to live. 7. Th is line means that the real nightingale was banished from the empire, and the artifi cial bird had taken its place. But, even then, when the real nightingale heard of the emperor’s illness she came to sing. As she sung, she brought back life to the King. 8. He fell ill. He wanted to hear music.
She sang, and gave life to the Emperor. LITERATURE READER Th e artifi cial bird broke down. B. 1. a. All around the bed and peeping through the long velvet curtains, were a number of strange heads, some very ugly, and others lovely and gentle-looking.
111 b. And as she sung, the shadows grew paler and paler; the blood in the emperor’s veins flowed more rapidly, and gave life to his weak limbs; and even Death himself listened, and said, ‘Go on, little nightingale, go on.’ 2. a. The main conflict is the King’s understanding of true love versus temporary love. b. The emperor banishes the bird that truly loves him which, in turn, brought about his conflict. c. The nightingale helps resolve the conflict by bringing life back to him when nobody else could help.
112 Th e Lotus
Comprehension A. 1. Th e lily and the rose are the two fl owers aiming to be the undisputed Queen. 2. Th e ones who favour Rose say that it is red and is love’s fi rst choice. 3. Lily supporters claim that nothing can be more beautiful than the Juno mien of Lily. 4. Flora gave the lotus, which is ‘rose-red’ dyed, And ‘lily-white,’ too. 5. Th e poem is titled Th e Lotus because fi nally the lotus is declared as the queenliest fl ower that blows. 6. a. Th e two factions or groups putting forward each one’s qualities to become the undisputed Queen are praying. b. Rose-red, and lily-white, B. 1. Octave: abba acca Sestet: abab cdcd 2. Rose: love, beauty Lily: grandness and simplicity Lotus: love, beauty, grandness and simplicity LITERATURE READER
113 4. Lessons for Car Drivers
Comprehension A. 1. Shastriji painted his forehead with vermilion, got into his yellow robe, wore wooden sandals and tucked his astrological charts under his arm before meeting his clients. 2. Shastriji preferred rich gentlemen who fed him. He lost his appetite when clients fed him forcefully. 3. Aft er the car splashed him, his face got spattered, his dhoti was covered with mud, his clothes were ruined and he had lost money too. 4. Shastriji let a rock fl y and shot it with all his strength towards the car. 5. In order to make the car driver and the owner repent their actions, Shastriji jumped on top of him at once and gave him a good twenty punches one aft er the other until he got dizzy. He threatened his wife and the onlookers lauded him, encouraged him further by saying, ‘You did well to give one of them a lesson.’ 6. When the second car came, Shastriji and his men picked up rocks to pelt but then the driver of the car slowed down. So, Shastriji told him to drive along politely without splashing. 7. Th ey all started running away. Shastriji too came down off the road and disappeared. 8. Accept all correct answers. B. 1. a. Greedy for money b. A sorry passer-by c. Over reacting to a common city happening d. Rational 2. a. So I fully appreciate rich gentlemen who feed you. b. If somebody pulls a long face when I eat, I lose my appetite. c. Everybody started running away. I too came down off the road and disappeared. d. Th rowing my books down on the ground, I grabbed him by the waist, tripped him. He fell with a smack in the mud. I jumped on top of him at once and gave him a good twenty punches one aft er the other until he got dizzy.
114 Th e Sands of Dee
Comprehension A. 1. Mary was a young girl. She was asked to get the cattle home. She was all alone. 2. Th e day Mary went out, the western wind was blowing wild and cold with sea foam. So the tides were creeping up on the sand. 3. Th e wind came round and round the sand, and the mist that rolled along with the wind hid the land and she could not be seen anymore. She never came home aft er that. 4. Th ey believed it was Mary’s hair and felt nothing ever shone as brightly as her hair on their nets before. 5. Th e foam is called cruel because it hid the land and took away Mary. 6. Mary remains unforgettable in the minds of the fi shermen because they still have hope that she will come back one day and so they continue to call her home. B. 1. a. And o’er and o’er the sand, And round and round the sand, b. Th e cruel crawling foam, Th e cruel hungry foam, 2. Th e western tide crept up along the sand, And o’er and o’er the sand, And round and round the sand, As far as eye could see. LITERATURE READER
115 5. Th e Happy Prince
Comprehension A. 1. Th e Happy Prince was gilded all over with thin leaves of fi ne gold, two bright sapphires were his eyes, and a large red ruby glowed on his sword-hilt. 2. Th e Swallow’s friends had gone away to Egypt, and he was following them. A large drop of water fell on him. Th e Happy Prince fi lled was with tears, and running down his golden cheeks. 3. Th e Happy Prince was weeping because from where he was set, he could see all the ugliness and all the misery of the city, 4. Th e Swallow picked out the great ruby from the Prince’s sword-hilt, and fl ew away with it in his beak till he came to the house, where the boy was tossing feverishly on his bed, and the mother had fallen asleep, she was so tired. He hopped in and laid the great ruby beside the woman’s thimble. Th en he fl ew gently round the bed, fanning the boy’s forehead with his wings which made the sick boy feel a lot better. 5. He could see a young man in a garret trying to fi nish a play but it was too cold to write any more. Th e Prince wanted the swallow to pluck out his eyes which were rare sapphires and take it to the poor young playwright. 6. Th e Prince could see the little match girl’s matches fallen in the gutter, and all spoiled. Th e Prince asked the bird to pluck out his other eye, and give it to her, so that her father will not beat her. Th e bird swooped past the match-girl, and slipped the jewel into the palm of her hand. 7. Th e Prince had become blind by giving away both his eyes to the needy. So the Swallow decided to stay back with the Prince. 8. When the swallow died a curious crack was heard from inside the statue, as if something had broken. Th e leaden heart had snapped right in two. B. 1. a. Th e rich and the powerful turn deaf to the cries and suff ering of humanity. b. Th e statue gives away all its apparent beauty by revealing the hidden ugliness of human beings. c. Th e same misery and pangs which made the statue to cry, could not move the heart of the ruling rich.
116 2. a. Bring me the two most precious things in the city,’ said God to one of His Angels; and the Angel brought Him the leaden heart and the dead bird. b. Soon, they pulled down the statue of the Happy Prince and melted it in a furnace. But his leaden heart would not melt. So it was thrown on a rubbish heap where the dead Swallow was also lying. c. The Happy Prince looked so sad that the little Swallow felt sorry. He agreed to stay for one night. ‘Thank you, little Swallow,’ said the Prince. d. The swallow narrated the misery of the city to the Prince and leaf after leaf of the fine gold the Swallow picked off and gave to the poor, till the Happy Prince looked quite dull and grey. Then the snow and frost came. The poor little Swallow grew colder and colder, but he would not leave the Prince whom he loved too well. e. Angel brought Him the leaden heart and the dead bird. You have rightly chosen, said God, ‘for in my garden of Paradise this little bird shall sing for evermore, and in my city of gold the Happy Prince shall praise me.’ 3. a. i. The happy Prince. ii. His friends had gone away to Egypt, and he was following them. When he saw the statue of the Happy Prince, he alighted between his feet. iii. The Happy Prince looked so sad that the little Swallow felt sorry. He agreed to stay for one night. b. i. God ii. Angels iii. The Angel brought Him the leaden heart and the dead bird. literature reader
117 Solitude
Comprehension A. 1. According to the poet, nobody wants to be with unhappy people. 2. When one sings, the hills will answer and when one sighs, it is lost on the air. 3. Nobody refuses to drink your sweetened wine with you but when must we drink alone? When we are alone. 4. Th ese lines tells us that people enjoy and laugh but one has to learn to face their less happy moments alone. 5. We have to learn to swallow the bitter pill of sadness alone. 6. a. friends b. Because they want full measure of all your pleasure. B. 1. a. Laugh, and the world laughs with you b. Weep, and you weep alone c. For the sad old earth must borrow its mirth, But has trouble enough of its own d. Be sad, and you lose them all 2. a. When you have a party, crowds attend it. b. We have to face the bitter moments of life alone only c. When we are happy, people want be close to us. When we are unhappy, people go away. d. Our personal unhappiness cannot be shared and we have to experience pain alone, just like the others who are ahead of us in the line and those who are waiting behind us. 3. Accept all correct answers.
118 6. Father Milon
Comprehension A. 1. a. revenge b. Prussians c. son d. father e. roam around freely f. ditch g. clothes, boots and cap h. like an outsider 2. Father Milon had been shot as one of the soldiers he had attacked the night before had slashed him across the face with his sabre. Later, when he confessed his crime the Prussians shot at him. 3. Th e country was terrorized; farmers shot on suspicion. Women were imprisoned, children were frightened in order to try and obtain information. 4. He confessed. 5. Th e Colonel’s questioning lead to the fact that Father Milon had killed the soldiers by living in their very camp disguised as a Prussian. 6. Father Milon behaved in a humble, submissive, and obliging manner toward the so he could roam around freely. He wore their uniform. 7. Eight as revenge for his father, eight his son. 8. Th is vine is planted on the spot where their father Milon had been shot.
B. 1. LITERATURE READER Cause E ff e c t a. Father Milon was humble, submissive, and Roam around freely in the obliging toward the conquerors so he could… Prussian camps. b. Hid soldiers body Avoided suspicion.
119 c. Learnt some German To gain acceptance amongst the Prussians. d. Father Milon is interrogated by the Colonel He confesses the whole truth.
2. Accept all correct answers.
120 Model Test Paper - I
MM: 50 Marks
Term 1
Comprehension Superstition in India is considered a widespread social problem. Superstition refers to any belief or practice which is explained by supernatural happenings, and is in contradiction to modern science. Some beliefs and practices, are considered superstitious by some, but the same superstition may not be considered superstitious by others. Science is the systematic study of the nature and behaviour of the material and physical universe, based on observation, experiment, and measurement. Are you superstitious? Why or why not? What is the diff erence between superstition and science? Do scientists believe in witches or ghosts? Th e gap, between what is superstitious and what is not, widens even more when considering the opinions of the general public and scientists. Th e younger generation has begun to question the validity of these beliefs. For many older people who have been following this belief system it is a time of self - introspection. Th eir children refuse to believe anything unscientifi c while they are expected to follow the belief as per their upbringing. Th ese are some common superstitions. Many of them originated during a time when there were no scientifi c explanations for events that happened. People used to believe in witches, magic, dragons, and fairies. Th ere are still people who continue to believe in superstitions and live their lives according to these beliefs. Superstition Meaning Cricket Bat Spitting on a new bat when using it for the fi rst time to make it lucky. Cats If a black cat crosses your path, you will have bad luck. Clover It’s good luck to fi nd a four-leaf clover. Knives If a friend gives you a knife, you should give him/her a coin. Ladybugs It is bad luck to kill a ladybug. Ladder It’s bad luck to walk under a ladder. Mirror If you break a mirror, it’s seven years bad luck. Salt If you spill salt you must throw some over your left shoulder.
121 A. Tick () the correct statements. 3 marks 1. Superstition is an economic problem. 2. Scientists believe in ghosts. 3. Science is a belief. 4. Superstitions are systematic studies. 5. The younger generation doesn’t believe in superstitions. 6. The generation that believes in superstitions now needs to do some introspection. B. Answer the questions. 4 marks 1. What according to the passage is science? 2. How do the two generations view superstitions? 3. List two common superstitions and their meaning. 4. How did superstitions originate?
Vocabulary A. Choose the correct words to complete the sentences. 2 marks bad luck spil seven years spit
1. If you ...... on a new bat when using it for the first time to make it lucky. 2. It’s ...... to walk under a ladder. 3. If you break a mirror, it’s ...... bad luck. 4. If you ...... salt you must throw some over your left shoulder. B. Match the superstition to their meanings. 2 marks Superstition Meanings 1. cat It’s good luck to find a four-leaf clover. 2. clover If a friend gives you a knife, you should give him/her a coin. 3. knife If you break a mirror, it’s seven years bad luck. 4. mirror If a black cat crosses your path, you will have bad luck.
Grammar A. Transform the following sentences as directed in the brackets. 3 marks 1. When will they finish this construction work? (Assertive sentence) 2. Was it not cruel of them to keep their daughter hungry and son well fed? (Assertive sentence)
122 3. Who can touch ditch without being defi led? (Assertive Sentence) 4. Every man wishes to be happy. (Interrogative) 5. Th ere is no use of this law. (Interrogative) 6. Nobody could count my love for my dog. (Interrogative) B. Use the correct word to complete these sentences. 3 marks 1. He has ...... friends. (few/ much/ little/ many) 2. Seema has ...... time for herself. (few/ much/ little/ many) 3. How ...... food have you cooked? (few/ much/ little/ many) 4. Th ere are ...... more candidate left . (few/ much/ little/ many) 5...... of those books can be given away. (few/ much/ little) 6. Th ere is very ...... water left . (few/ much/ little/ many) C. Complete the sentences with the correct form of the verb that agrees with the subject. 4 marks 1. Rekha and Sheena ...... (is, are) going for a movie. 2. Either the oranges or the apples (is, are) rotten. 3. All the children ...... (is, are) outside. 4. Either your water bottle or your coke can (is, are) leaking. 5. Aman ...... (doesn’t, don’t) want to see that movie. 6. Both Bina and Anu ...... (doesn’t, don’t) know the answer. 7. One of my relatives (is, are) very sick. So I won’t be able to come. 8. Th at woman with red hair ...... (live, lives) near my house. Writing 5 marks Your school is organizing a trip to a nearby hospital to distribute clothes and medicines to poor patients. Write a notice inviting the students to make contribution in not more than 50 words. Tell them to make their contribution by 26th March in Room no. 12.
Listening Listen to what Amit says: 3 marks We went to eat out at the Boat Restaurant yesterday. My mother ordered a tomato soup and a cheese omelette which was for ` 20 each. My dad ordered a plate of vegetable rice which was for ` 60. I had a plate of vegetable pasta, cheese burger and a chocolate ice cream. Th e pasta and the burger were for ` 20 each while the icecream cost ` 80. Everything I order turns out to be expensive. But the bill turned out to be only ` 100. Th e man at the reception obviously made a mistake. 123 Fill in the gaps as you listen to this passage: My mother ordered ...... and ...... which was for ` 20 each. My dad ordered a plate of vegetable rice which was for ...... I had a plate of vegetable pasta, cheese burger and a ...... ice cream. The pasta and the burger were for` 20 each while the ...... cost ` 80. Everything I order turns out to be expensive. But the bill turned out to be only ...... The Man at the reception obviously made a mistake.
Speaking Talk about what you did yesterday. Was it a good day? Which part of the day did you like the most? 5×2 =10 marks
Main Coursebook Answer the following questions. 1. In the poem A Nation’s Strength, which are the two kinds of men that the poet feels can build a strong nation? 2. In Lovely Leftovers, how was the cook’s new dish named Avial? Why is it a special dish? 3. What the poet wants to do on the Isle of Innisfree? 4. How did the direction of the wind help Nik Wallenda in his first walk between two buildings? 5. Oh, you leave that to me. I’ll do all that. What was the ‘all that’ Uncle Podger wanted to be left to him?
Literature Reader Answer the following questions. 6 marks 1. According to the poet, ‘Sympathy’ is a feeling of helping someone with care and love during times of misfortune. Do you agree? Describe the incidents that made him come to this realisation. 2. In the Egyptian Myth The Story of Re,why did Re rename Sekhmet as Hathor? 3. In the short story ,The Nightingale, what was the gift of the emperor of Japan and how did it affect the Chinese emperor, his courtiers and the people?
124 Model Test Paper - II
MM: 50 Marks
Term 2
Comprehension Pow-wow is a dance ritual that is celebrated by Native American tribes who live both in North and South America. Dancers from many diff erent tribes (or nations) get together to dance, sing and honour their ancestors. In olden days before modern cities were built, they danced in their villages, sometimes all night around fi re. And they danced to celebrate a war, new friendships or when they had a large hunt, or to cure diseases. Now-a-days most of them live in cities. But they want to remember and preserve their traditions of how they lived a simple life by respecting nature, the beautiful world of wild animals, fl owers, rivers and snow covered peaks. Th ey also want to remember how much they love each other; and their large extended families. Th ey want their children to remember and learn from their ancient culture. Some dancers still have jewellery worn by their great-grandparents. Th ey have their drums, eagle feather costumes as well. If you ever come to USA never miss a pow-wow. Some of the states you can visit and actually meet Native Americans are of Texas, Arizona, Mexico, South Dakota. Some Native American tribes are: Tap Pilam Coahuiltecan, Osage, Navajo, Cherokee and Crow. A. Say whether the statements are true or false. 2 marks 1. Pow-wow is a cooking ritual that is celebrated by Modern day Americans. 2. Dancers from many diff erent tribes (or nations) get together to dance, sing and honour their ancestors. 3. In olden days they danced in their villages, sometimes all night around fi re. 4. Th ey danced to call out people from other villages. B. Tick () the correct answer. 2 marks 1. Now-a-days most of the Native Americans a. live in villages. b. live in forests. c. live in cities.
125 2. They want to preserve their traditions a. by respecting dance. b. by respecting villages. c. by respecting nature. C. Answer the following questions based on your reading of the passage. 3 marks 1. What is pow wow? 2. In which part of the world is it celebrated and who celebrates it? 3. What do they want children to learn from it? Vocabulary A. The tribe names and state names are mixed up. Write them in the correct column. 2 marks Texas Osage Arizona Navajo Mexico Cherokee Crow South Dakota
State Tribe
B. Find the words in the passage which mean the same as. 2 marks 1. Varied (Para 1): 2. Belonging to old times (para 2):
Grammar A. Complete the following sentences by adding the correct preposition. 3 marks 1. We must abide ...... the decision of the umpire. 2. The tank is full ...... fish. 3. I keep away ...... eating medicines. 4. The servant was accused ...... stealing a ring. 5. Mr Verma was addicted ...... drinking. 6. Little children are afraid ...... dogs. B. Add the required Punctuations like capital letters, commas, semi colons, colons, full stops, apostrophe and question marks and rewrite the paragraph. 2 marks
126 Morris the Martian was fl ying around the Solar System one day when he saw a strange light in front of him. What is that he thought to himself. Morris was scared but he fl ew a little bit closer so that he could see it better. Hello he called out. C. Change the following into indirect speech. 5 marks 1. ‘I never understand you,’ she told me. 2. ‘I have broken the window,’ he admitted. 3. ‘She went to Rome,’ I thought. 4. ‘I will come on Sunday,’ he reminded me. 5. ‘I shall appreciate it,’ he said. Writing 5 marks Write a letter to your Grandmother on how you made chocolate cookies during the summer vacation. An outline of the recipe is given below: Chocolate cookies: Ingredients: 1 cup white sugar ...... 1 egg ...... ½ cup vegetable oil ...... 2 cups all-purpose fl our ...... ½ teaspoon salt ...... 1 teaspoon baking soda ...... ¼ cup chocolate chips. Directions: Mix sugar, oil and egg until creamy and light yellow. Add fl our, baking soda, and salt to mixture. Add chocolate chips. Make it into small fl at cookies. Bake for 30 – 40 minutes.
Listening Listen to this poem and complete the summary. 3 marks Where the mind is without fear and the head is held high; Where knowledge is free Where the world has not been broken up into fragments by narrow domestic walls; Where words come out from the depth of truth; Where tireless striving stretches its arms towards perfection; Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit; Where the mind is led forward by thee into ever-widening thought and action - Into that heaven of freedom, my Father, let my country awake. Th e poet wants to wake up in a country where the mind is without ...... and the world has not been broken into pieces by ...... domestic walls.
127 He wants words to come out of the depth of ...... and wants the clear stream of ...... alive. He wants the minds of his country men to move towards ...... and wants them to progress forward by guided ever widening thought and ......
Speaking
Map directions: Say how you will reach from the Post office to Mike’s Pizza. Give at least four landmarks you will see on the way. 5 marks
Main Coursebook Answer the following questions. 2×5=10 marks 1. Why was Dr Kalam called the People’s President? 2. What is metabolic running which Rahul Darvid practiced? 3. What do you think made these soldiers who rode into the valley of death, heroes? Choose your option and give reasons for your choice. 4. What is the difference between a home cook and a chef? 5. Why did Hira, Ashoka’s faithful caretaker, take him to meet Acharya Upagupta?
Literature Reader Answer the following questions. 6 marks 1. What kind of clients did Shastriji prefer and why? 2. How did the Swallow act as a messenger to the sad mother and the sick boy? 3. According to the poet, when we sing and dance, we make people happy and so we are popular. But how do we have to deal with our own sadness?
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