English Course

ICSE EDITION NEW

ENGLISH COURSE

COURSEBOOK8

ASHIMA BATH SASWATI DASGUPTA Consulting Editor: ANAHITA LEE

CB 8_prelim.indd 1 31/08/17 4:08 PM 3

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CB 8_prelim.indd 2 31/08/17 4:08 PM New Mulberry English Course New Mulberry English Course is an easy-to-use integrated language and literature course. With grammar at its core, the course is based on sound language learning principles, literary content, multicultural themes and inclusive learning. is new edition is completely aligned to the ICSE curriculum released in November 2016. e reading passages and the tasks have been carefully chosen to a ain the learning outcomes de ned in the curriculum, employing the suggested transactional processes and learning resources.

Features of the ICSE Curriculum

eme-based selections Child-centred approach

• Selections curated from the ICSE reading • Course designed so as to develop skills list and aligned to the interdisciplinary required by the learners at each level themes recommended by the ICSE • Progresses from immediate to external curriculum environment, simple to complex, familiar to unfamiliar

Spiralling Variety of learning • Topics are carefully graded to provide experiences a spiral of cumulative learning • Wide range of tasks, such as projects, interviews, presentation, reports, posters etc. Integration

• Learning is linked across various subject Inclusivity areas through activities and projects

• Caters to diﬀ erent learning styles Social-constructivist • Based on Howard Gardner’s theory of approach Multiple Intelligences • Promotes inclusivity and respect for all • Projects involve learning by doing • Research-based tasks

Contextualization Life skills • Universal themes, relevant to the learners • Integrated life skills such as communication, • Content provides the fl exibility to be critical thinking, caring, self-awareness adapted to individual’s needs

CB 8_prelim.indd 3 31/08/17 4:08 PM Course Features

Areal Workbooks Digital Coursebooks Classes 1–8 support Primers A & B • ICSE based grammar and writing for students Classes 1–8 • Multiple Intelligence based writing tasks • Animation • ICSE recommended • Life skills • Audio selections—prose, poetry, • Interactivities drama and graphic stories • Intercurricular projects • Slide shows • ICSE curriculum suggested • Special grammar revision • Video vocabulary, grammar, writing, and listening and speaking Teacher’s tasks Oxford Educate Resource Packs • Interdisciplinary integrate Digital support for Primers A & B section teachers Classes 1–8 • Intercurricular projects • Animation and audio • Teacher’s Resource Books • Life skills • Interactivities and slide • Posters that explore the shows • Audio CD elements of a story • Video and worksheets • Oxford Educate and Test Generator • Special grammar revision • Lesson plans • Answer keys • Test Generator

Life Skills are Intercurricular categorized as Logic projects and the integrate communication, sections blend language GK Math Science logic and emotion to learning with other encourage learning Emotion subjects such as GK, math, science and beyond Social Extracurricular the book. social science. science activities Communication

Th e course content takes into account Intrapersonal Interpersonal Visual-spatial Musical Dr Howard Gardner’s theory of Multiple Intelligences that includes a focus on eight skills. Linguistic Math-logical Kinaesthetic Naturalistic

CB 8_prelim.indd 4 31/08/17 4:09 PM Coursebook Structure

Each coursebook has selections from a variety of genresReference and to context are organized into ten prose, six 3. At the age of four, she naturally began wanting books. poems, one play and one graphic story, based on the a.ICSE Who began syllabus. wanting books? Six of the twelve are new The Miracle 4 b. What could she do before the age of four? c. How did she read the only book in the house? prose units. ‘I loved it,’ she said to Mrs Phelps. ‘Could 4.you I’m wondering what to read next,’ said Matilda. choose another for me?’ a. Where was Matilda? b. Why was she wondering what to read next? With Mrs Phelps help, Matilda read lots and lots c. Who helped her choose another book? Spot the not. Which of the following statements are not true? of famous books. Ruskin Bond is one of India’s most loved children’s authors. He lives in Mussoorie. Cocoa is made from the seeds of the eobroma Cacao tree. He has wri en over 500 short stories and essays. Many of his stories are about his life • ‘Some writers say a lot of things I don’t Read, ref lect and write eobroma means food of the gods in Greek. in the hill stations where he grew up. He says book readers are special people and • understand,’ Matilda saidthat to a greatMrs book Phelps. is like a friend.5. Why do you think the children’s books were on the lower shelves of the library?About the author gives e majority of the world’s cocoa beans come from Africa. c. A person who reads a lot. • 6. What did Matilda do whenever she visited the library? • Cocoa is used to make white chocolate. ‘A good writer will always make you feel that,’ Mrsbook information about the lives • e Swiss eat the most chocolate. Phelps said. ‘Don’t worry about the bits you7. Howcan’t d. A didbook Mrs of blankPhelps pages help inMatilda which becomewe draw. a better reader? and works of authors. understand. Sit back and allow the words8. to wash e story tells us that through the book stories she read, Matilda travelled all over the world while sitting in her little room in a village. How can we travel through a story? around you, like music.’ e. A book of lined pages in which we write. Charlie and the Chocolate Factory is about an eleven year old boy named Charlie Bucket‘Did you know,’ said Mrs Phelps, ‘that librariesLike to + action word book Warm-up gets Integrate do + not = don’t who lives in a small house with his parents and four grandparents. Willy Wonka, a ratherallow you to borrow books and take themWe use home?’ f.like A to book + action used wordfor the to study talk or of write a subject. about things we strangelearners chocolatier, ready has hidden ve golden tickets in chocolate bars. ose who nd the enjoyTo doing. print books, we use machines called printing presses. e printingdoes press + not was = doesn’t invented tickets win a visit to the chocolate factory and get a lifelong supply of chocolate.IN-TEXT Four‘I didn’t QUESTIONS know that,’ said Matilda. by a man named Johannes Gutenberg. book Look around you and write down the names of ticketsfor have learning. been found. Now let’s read what happens when Charlie tries for the last ticket Wemachines use g.don’t A bookthatlike to you of + recipes. actionuse in yourword everyday for things life. we Find do not out enjoy who doing.invented these machines. Share Heidi looked carefully round the room, and asked,From then ‘Where on, Matilda am would I visit the library only once a week in order to take out new books with a few coins that he has. Reference to context the information with your classmates. book Integrate section and return the old ones. Her own small bedroom now became her reading-room. roughI the I to sleep, grandfather?’ harlie entered the shop and laid the3. dampAt the agefi fty of pencefour, she on naturally the counter. began wanting books. h. A book of blank pages for sticking cuttings, drawings, or pictures in. stories she read, Matilda travelled all over the world while sitting in her little room in aYou village. You suggests intercurricular a. Who began wanting books? Which word tells us that like don’t C‘One Wonka’s Whipple-Scrumptious Fudgemallow Delight,’ he said, remembering how WORDWe WALLto exercise book We In-text questions b. What could she do before the age of four? Extract taken from Matilda to eat junkactivities food. related to the ‘Wherever you like,’ he answered. Heidi is happy? e y every day. e y much he had loved the one he had on his c.birthday. How did she read the only book in the house? 2. From the story, fi nd words opposite in meaning to the likewords givento tellbelow. lies. comprise factual, MAKINGBe a book CONNECTIONS detectiveto read books. chapter. e man behind the counter looked fat4. andI’m wonderingwell-fed. what to read next,’ said Matilda. to sleep late. inferential and a. WhereRoald was Dahl Matilda? (19161990) was a British writer and a poet. He was also a pilot in the 1.He Use the clues givento plant below trees. to completeHe the ‘book’ words. Heidi began to exploreHe all had the big lips nooks and fat cheeksand andcorners a very fat to neck. Airfi ndForce. outHe once said, ‘If you have good thoughts they will shine out of your face 1. Choose thea. withrightlikes faults answer. b. cold and uncomfortable c.doesn’t started d. dull e. disliked b. Why was she wondering what to read next? She a. A piece of furniture with shelves toShe hold books. vocabulary e fat around his questions neck bulged1 out all around thelike sunbeams and you will always look lovely.’ a. e poet knows that dinosaurs were very large because where it would be pleasantest to sleep. c. Who helped her choose another book? book top of his collar like a rubber ring. He turned and i. he has one in his garage. related to the text. ii. b. he Ahas piece been of told thick they paper were that big. we put between the pages of a reached behind him for the chocolate bar, and then 2. Complete the following sentences using your own ideas. Grammar time Read, ref lect and write iii.GRAMMAR he bookhas seen to help the usbiggestTIME go to one. that page again quickly. In the corner, near her grandfather’she turned back again bed, and handed she itsaw to Charlie. a short ladder against the wall. She climbed a. I like to 5. MAKING Why do you think CONNECTIONS the children’s books were on the lower shelves of the library? b. e partsbook of the dinosaur described in the poem are introduces grammar topics 3 b. I don’t like to up and found herself inCharlie the grabbedhayloft it, quickly. toreere off lay the a wrapper6. large What and didheap tookMatilda of do fresh whenever sweet-smelling she visited the library? hay, while Going i. eyes, to legs, + stomachaction andword neck. that are based on the an enormous bite. en he took another … and another c. ii. My eyes, friends stomach like and to neck. 27.Quick How did answers Mrs Phelps help Matilda become a better reader? Read these sentences. 45 through a round window… and in oh, the the joywall of being she able could to cram see large right pieces of down the valley. d. iii. My eyes, friends stomach, don’t back like andto neck. ICSE syllabus. ➤ Matilda is going to borrow books from the library. 8.1. e storye people tells in us a that story through are called the storiescharacters. she read, Name Matilda four characterstravelled all we over read the about world c. in e. this e My poet story. teacher would likes to MB3 Chapter 3.indd➤ 45 Mrs Phelps is going to give Matilda a new book. 7/21/17 9:32 PM 2 while sitting in her little room in a village. How can we travel through a story? i. like to see a dinosaur. ‘I shall sleep up here, grandfather,’1bulged: stuck out in a round she shape called cram: push down or force2. into Write to a small him, true space (T) ‘It’s or falselovely, (F) for up the here. sentences Will given you below. bring f. My teacher doesn’t like to ii. like to have a dinosaur in his garage. Making connections a. Matilda was a noisy child. g.We Myuse grandmother going to + action likes word to to talk or write about the future. We use going to when we me up a sheet?’ Integrate plan iii. not to dolike something. to see a dinosaur. 62 b. Matilda was a spoiled child. h. My grandmother doesn’t like to comprises factual, inferentialTo print books, we use machines called printing presses. e printing press was invented2. Read these lines and answer the questions that follow. Study skills comprise c. Matilda was polite. 4 and extrapolative questions 4.by a Look man aroundnamed Johannes you. Draw Gutenberg. up a list ofLook materials around that you youand28/07/17 writesee. 10:03 Write down PM three the names things of that e dinosaur, an ancient beast, ‘All right,’ said the grandfather.MB6 Chapter 4.indd 62 He went to the cupboard, and after rummaging about punctuation, spelling, machinescand. be Matilda that made you with understooduse eachin your material. everyday everything life. Findthat outshe who read. invented these machines. Share I’mPRONUNCIATION told, was very large. inside he drew out a long,in diff rough erent piece formats. of cloth,the which information was with yourall classmates.he had for a sheet. He His eyes were as big as tennis balls, dictionary and 44 Words His stomach that was end bigger in than ic anda garage. ice carried it up to the loft, where he found PUNCTUATION a. Why is the dinosaur called an ‘ancient beast’? pronunciation practice. WORD WALL Wordsb. How that big end were in the ic end dinosaur’s with a keyes? sound. Words that end in ice end with an s sound. Heidi had already made quite a nice bed MB3 Chapter 3.indd 44 46 7/21/17 9:31 PM Comma c. What is the dinosaur’s stomach compared to? Be a book detective Practise saying these words aloud with your teacher. by herself. She had put an extra heap Read this sentence. 3. MB3 Chapter e poet 3.indd 46says the dinosaur’s neck is ‘as long as Friday’. Do you think that Fridays are long? 7/21/17 9:32 PM 1. Use the clues given below to complete the ‘book’ words. a ic Alice arithmetic tonic twice tra c ➤ 4. What is the poet glad about? Why do you think this thought makes him glad? of hay at one end for a pillow. It looked a. Avery A piece wanted of furniture frozen withcustard, shelves a cheeseburger to hold books. and a balloon. comic choice magic mice picnic police As in thebook sentence given above, we usually use a comma to separate things on a list. now as tidy and comfortableWord wall a bed builds as 48 Appreciation Read b. these A piece sentences of thick andpaper put that commas we put in between the right the places. pages of a APPRECIATION you could wish vocabularyfor. through a variety book to help us go to that page again quickly. introduces learners 1. Rohit Nina Sama and Mona study in the same school. MB3 Chapter 3.indd 48 7/21/17 9:32 PM of activities based on the 2. In thebook classroom there are desks chairs and cupboards. Comparisons to poetic devices and ‘I wish it was night, so thatICSE I syllabus. might get 3. Diwali Pongal Dusshera Navroze and Eid are all festivals. Comparing things can be very interesting. In the poem, the poet says that the dinosaur’s eyes were 4. Joel went to the market and bought some beans six bananas a book and a pencil. ‘as45 big as tennis balls’, its stomach was ‘bigger than a garage’ and its neck was ‘as long as Friday’. literary elements. inside it at once,’ said Heidi. 5. I like reading watching fi lms listening to music and playing football. Here are a few more examples of comparisons. MB3 Chapter 3.indd 45 7/21/17 9:32 PM ‘I think we might have something to eat WRITE WELL fi rst,’ said the grandfather.Write well covers 27 Paragraph writing the writing topics MB3 Chapter 1 Poem.indd 27 7/21/17 6:20 PM ‘Yes, I think so too,’recommended replied Heidi. by ICSE ink about a time when you went to a fair. Who did you go with? Was it crowded? Project 2 What stalls were there? Which stall did you want to be at? What else did you see? through guided tasks. What sounds did you hear? What did you eat? ink of all the interesting details SEED STORY ‘Let us go down then,’ said the old man. and write a paragraph on the fair. Here are some words that you may use to help you Learning Goals Intercurricular projects write your paragraph. Create and tell a graphic (picture) story about how seeds grow mapped across Downstairs, he fi lled a bowl with milk Observe and learn how plants grow from a seed delicious exciting dizzying enormous wonderful colourful Work together to measure, draw, write and communicate subject areas. and brought it to Heidi with a large crowded adventure warned strange mysterious Step one: Discuss all the things that a plant needs to grow. LISTEN AND SPEAK WELLmouth watering amazing Step two: Find the right space or container to grow a plant. Add the right type slice of bread and a piece of golden of soil and plant quick growing seeds (beans/spinach/ coriander/ marigold etc). Make sure your seeds get enough sunshine and water. e princess in the story was very clever. Now listen to the story of Abu Ali who was cheese and told her to eat. Heidi lifted not smart at all. Put numbers in the boxes to show the right order of the pictures. Step three: Take care of your seeds and watch them grow. From week to week, observe and measure how your seeds grow. Write about the way they grow using en take turns to narrate the story. Inside A Story Plot sequencing word such as: fi rst, next, then, afterEvents that, that happen after in the story a few weeks, and fi nally. the bowl with both hands and drank till 1. 2. Measure and draw the diff erent stages of their growth. You can make a popsicle Listen and speak well measuring stick and use it. Characters The people, animals or Beginning: How did the story start? First things that take part in a AfterTucket was shinythat and strong 23 story it was empty. Settings Squirrels Posters capture the has thoughtf ul oral-aural Where and when the story happens Middle: What was the problem? Tucket was thrown aside. MB3 Chapter 1.indd 23 7/21/17 9:48 PM elements of a story in an Tucket End: What was the activities, covering a range solution Girl Tucket was useful and happy again. 3 4 Next In a garden over After a few weeks hayloft: a room directly under the roof for storing hay and straw rummaging: searching hurriedly many days © Oxford University Press 2018 interactive and fun way. of tasks.

3. 4. Grammar at a Glance 87 e n Finally

NAMING WORDS Grammar at a Glance Step three: Create a comic strip that tells the story of a seed. Share the story with your MB3 Chapter 7.indd 87 7/21/17 8:30 PM Naming words are called nouns. Nouns are names of people, places, animals and aidsclass, atgrammar home and at open day inrevision school. things. Rohan, New Delhi, cat and table are all nouns. through152 graphic

Common nouns name any people, Proper nouns are exact names. ey name Project2.indd 152 7/21/17 10:36 PM places, animals or things. a speciﬁ c person, place, animal or thing. representation. girl 5. 6. Greenview High bird School Kipgen bag school Tommy

Countable nouns are nouns Uncountable nouns are nouns you cannot you can count. count, such as water, sugar, juice and grass. 5 one girl But we can say: a glass three blocks of juice, three slices of bread, two buckets of water, a spoon of sugar.

Countable nouns may be singular or plural. We add –s or –es to make plural form. 41 CB 8_prelim.indd 5 31/08/17 4:10 PM

MB3 Chapter 2.indd 41 7/21/17 6:56 PM bee bees mango mangoes When a word ends with y, we change y to –ies. ﬂ y ﬂ ies study studies

xx11

Grammar at a Glance.indd 11 7/30/17 4:57 AM Coursebook Workbook Links GRAMMAR TIME the Articles: A, an and

Read these emperor sentences. got a gift. begins with a vowel sound. ➤ An At each level, the Coursebook unit is complemented by a ➤ I can’t bring the gift inside. Vowel Consonant because the word begins emperor with a consonant sound. First time an a We say an emperor because the word in gift the ﬁ rst sentence because Second time the the We say a gift and a gift corresponding Workbook unit. In addition to comprehension We say an emperor we are talking about in the them second for sentencethe ﬁ rst becausetime. we know We say the wegift are talking about: the one that the which gift are words that go before nouns. emperor got. Articles passages, the Workbooks provide practice for grammar, writing are articles. the A, an and the are articles. Articles are words that go before nouns. person, place, animal or thing. means one. any Singular means one. are usedWorkbook for any Plural means more and study skills. Th e Workbooks also contain Assessment practice e articles a and an than one. GrammarA goes before singulartime nouns that start with consonant sounds. We climbed a tree. Examples: and interdisciplinary projects. Articles: a , Ian have and a uniform. the goes before singular nouns that start with vowel sounds. . 4. WriteAn a or an before ant bit these me. words. An apple. Examples: a...... Izebra will eat an b...... umbrella do not go before uncountable nouns. We use some A and an water. I want some sugar. Examples: Please give me some

c...... hour d...... windmill

7/21/17 6:54 PM

38 e...... owl f...... year TEACHER’S RESOURCES MB3 Chapter 2.indd 38 g...... acorn h...... leaf The Teacher’s Resource Pack provides teachers with pedagogical notes, handy lesson plans, listening scripts and answer keys.

It comprises a Teacher’s Resource Book and an Audio CD containing listening and poem audio. i...... uniform j...... ambulance

FEATURES OF OXFORD EDUCATE: 5. Fill in the blanks with a, an or some. a. Once upon ...... time, there was a man named Solomon. b. May I have ...... butter on my toast? • Animation for poems and prose 22 • Audio for prose, poetry, graphic stories, plays, pronunciation and listening tasks

• Slide shows to explain concepts • Video to guide learners towards better writing • Worksheets for practice in the classroom (printable) • Comprehension passages for practice in the classroom • Interactivities for active learning • Lesson plans (printable) • Short animation to explain diﬃ cult words • Answer keys for each unit (printable)

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Oxford AREAL • Animati on for poems, prose and graphic stories • Interacti viti es for vocabulary and grammar • Slide shows contains • Audio and video

CB 8_prelim.indd 6 31/08/17 4:11 PM Contents

Introduction 3 Detailed Contents 8 Acknowledgements 10 Grammar at a Glance 11 1. e New House by John Boyne 17 Poem: Lines Composed in a Wood on a Windy Day by Anne Bronte 28 2. Michelangelo by Gulzar 32 3. e Enchanted Pool by C. Rajagopalachari 43 Poem: e Hero by Rabindranath Tagore 55 4. March by Khushwant Singh 60 5. Grandfather and the Python by Ruskin Bond 69 Poem: e Village Schoolmaster by Oliver Goldsmith 80 6. e Bishop of Digne by Victor Hugo 84 7. e Prize Poem by P. G. Wodehouse 95 Poem: I Wandered Lonely as a Cloud by William Wordsworth 108 8. e Dying Detective by Sir Arthur Conan Doyle 112 9. e Shoemaker by Charles Dickens 126 Poem: For You O’Democracy by Walt Whitman 138 10. A er Twenty Years by O. Henry 141 11. e Luncheon by William Somerset Maugham 151 Poem: Going Down Hill on a Bicycle by H. C. Beeching 165 12. King Lear by William Shakespeare 170 Project 1: Culture in a box 183 Project 2: Welcome to our school 184 Poster: Telling a Tale

CB 8_prelim.indd 7 23/11/17 11:35 AM CB 8_prelim.indd 8

8 Detailed Contents

Unit Theme Making Connections Word wall/ Grammar Time Study Skills Write Well Listen and Speak Well Appreciation 1. The New House Peace and Factual, inferential, Antonyms Nouns Pronunciation: Writing a personal Listening to an audio and harmony evaluative and extrapolative Stress patterns narrative choosing the correct answers comprehension Word wise Articles Integrate Circle time: Writing and reading out acrostic poems (group) Lines Composed in The world around Factual, inferential, Lyric poetry a Wood on a Windy us evaluative and extrapolative Day comprehension Haiku 2. Michelangelo Art and culture Factual, inferential, Synonyms Tenses Dictionary: Picture composition Listening to an audio and evaluative and extrapolative Multiple answering questions comprehension meanings and Integrate Preﬁxes usage of words Game: about an artist or author (group) 3. The Enchanted Self and family Factual, inferential, Anagrams Verbals: Participles, Punctuation: Composition Listening to a story and Pool evaluative and extrapolative gerunds, inﬁnitives Semicolon choosing the correct answers comprehension Proverbs Integrate Role play: Performing a skit (group) The Hero Adventure and Factual, inferential, Dramatic Imagination evaluative and extrapolative monologue comprehension 4. March The World around Factual, inferential, Fixed expressions Relative pronouns Dictionary: Descriptive Listening to information on us evaluative and extrapolative Words with composition birds and completing a table comprehension Greek or Latin Integrate origins Extempore: on seasons and weather (individual) 5. Grandfather and Animals and Factual, inferential, Antonyms Comparison of Punctuation: Writing an informal Listening to an audio and the Python plants evaluative and extrapolative adjectives: Formation Colon letter numbering pictures comprehension of comparative and Integrate superlative, interchange Presentation: A report on an of degrees of endangered animal (pair) comparison The Village Our Factual, inferential, Inversion Schoolmaster neighbourhood evaluative and extrapolative and community comprehension Paraphrasing 31/08/17 4:12 PM labelling pictures Presentation: An everyday object (individual/group) Debate: on poverty (group) arranging jumbled sentences a poem Circle time: Penning and reading it to the class (individual) Listening to an interview play: Enacting a press Role conference (group) choosing the correct answer Circle time: Discussion on advertisements (pair/group) Monologue based Recitation: on a story (individual) choosing the correct answer Circle time: Discussion on a balanced diet (group) completing quotes enacting a Roleplay: conversation (Group) Persuasive writing Persuasive Listening to a poem and Story writing Making a poster Listening to a story and Writing a formal letter Listening to a story Notice writing Listening to an audio and Character analysis Listening to an audio and Newspaper article Listening to information and Spellings: Correct the spellings Dictionary: Idioms Spelling: spotting errors Quotation marks Often Spelling: confused spellings Pronunciation: Stress and intonation Pronunciation: Stress in polysyllabic words too Prepositions Coordinating and subordinating conjunctions If conditionals verbs Reporting Active and passive voice Punctuation: Phrases and clauses Simple, compound and complex sentences: transformation of sentences Interchange of main and subordinate clauses of subordinating Position clauses of Transformation sentences Transformation of Transformation sentences with Project 1: Culture in a box Project 1: Project 2: Welcome to our school Welcome Project 2: Genres Making sentences Hyperbole Gradable and non- gradable adjectives of two citiesWords speech Reported Repetition Phrases words Root Time expressions Making sentences Persona Phrases from Shakespeare Uses of ‘such’ adverbs Relative Factual, inferential, and extrapolative evaluative comprehension Integrate Factual, inferential, and extrapolative evaluative comprehension Factual, inferential, and extrapolative evaluative comprehension Integrate Factual, inferential, and extrapolative evaluative comprehension Integrate and extrapolative evaluative comprehension and extrapolative evaluative comprehension Integrate and extrapolative evaluative comprehension Integrate Factual, inferential, and extrapolative evaluative comprehension and extrapolative evaluative comprehension Integrate evaluative and extrapolative evaluative comprehension Integrate neighbourhood and community Animals and plants Science and technology and Peace harmony Our countryHome and friends Factual, inferential, Factual, inferential, Home and friends Factual, inferential, Adventure and imagination Self and family Factual, inferential, Self and family Factual, inferential, Years Digne Detective 7. The Prize Poem Our Lonely as Wandered I a Cloud 8. The Dying 9. The Shoemaker For You O’ Democracy Twenty 10. After 11. The Luncheon Going Down Hill on a Bicycle 12. King Lear 6. The Bishop of

CB 8_prelim.indd 9 31/08/17 4:13 PM Acknowledgements

e publishers would like to acknowledge the following for granting us the permission to use the pieces listed below: Gulzar Saab for ‘Michelangelo’ from Michelangelo and Other Stories published by Rupa Books India Pvt. Ltd.; Mala Dayal for ‘March’ by Khushwant Singh; Ruskin Bond for ‘Grandfather and the Python’ excerpted from Adventures of Rusty published by Pu n Books; Walker books for ‘ e Bishop of Digne’ excerpted from Les Misérables; e Estate of P G Wodehouse for ‘ e Prize Poem’

e publishers have applied to the following for permission: e Estate of William Somerset Maugham for ‘ e Luncheon’ by Somerset Maugham; Random House UK for ‘ e New House’ excerpted from e Boy in Striped Pyjamas; Bharatiya Vidya Bhavan for ‘ e Enchanted Pool’ from e Mahabharata

Entry on ‘time’ (page 120) and on ‘ re’ (page 37) from the Oxford Student Learner’s Dictionary

Photographs © Colin McPherson/Corbis via Ge y Images ( John Boyne, page 20); Alberto Masnovo © 123RF. com (Peace Bell, page 27); © Dipendrasinh Chauhan / EyeEm/Ge y Images (Bell, page 27); © Time Life Pictures /Mansell/ e LIFE Picture Collection/Ge y Images (Anne Brontë, page 28); © Alin Brotea / Shu erstock (Windy autumn tree, page 29); © INDRANIL MUKHERJEE/AFP/Ge y Images (Gulzar, page 36); © Lan Lan Tee / Ge y Images (Louvre Museum, page 42); © Yurich / Shu erstock (Yellow Bird, page 51); © PeoGeo / Shu erstock (Nalanda University ruins, page 53); © Raj K Raj / Hindustan Times via Ge y Images (Khushwant Singh, page 63); © E.O. Ho e/Mansell/ e LIFE Picture Collection/Ge y Images (Rabindranath Tagore, page 57); © Klaus Nigge/National Geographic/ Ge y Images (Golden Oriole, page 68); © Education Images/UIG via Ge y Images (Coppersmith, page 68); © atdigit / Shu erstock (Bougainvillea, page 64); © Tim Graham/Ge y Images (Red-Wa led Lapwing, page 68); © Auscape/UIG via Ge y Images (Koel, page 68); © Priyanka Parashar/Mint via Ge y Images (Ruskin bond, page 72); © Culture Club/Ge y Images (Oliver Goldsmith, page 81); © DeAgostini/Ge y Images (Victor Hugo, page 88); © Christopher Elwell / Shu erstock (Candle, page 93); © maxstockphoto / Shu erstock (Candle, page 93); © Atike a Sangasaeng / Shu erstock (Candle, page 93); © MARGRIT HIRSCH / Shu erstock (Candle, page 93); © garberophotography / Shu erstock (Candle, page 93); © sumikophoto / Shu erstock (Candle, page 93); © Ievgenii Meyer / Shu erstock (Candle, page 93); © Georgios Kollidas / Shu erstock (Wordsworth, page 109); © John Springer Collection/CORBIS/Corbis via Ge y Images (P G Wodehouse, page 101); © Hulton Archive/ Ge y Image (Arthur Conan Doyle, page 118); © Opka / Shu erstock (Map of Europe, page 126); © London Stereoscopic Company/Ge y Images (Charles Dickens, page 130); © Be mann/Ge y Images (William Syndey Porter, page 144); © Evere Historical / Shu erstock (Walt Whitman, page 138); © March Of Time/March Of Time/ e LIFE Picture Collection/Ge y Images (Somerset Maugham, page 155); © Stock Montage/Ge y Images (Shakespeare; page 177)

10 Grammar at a Glance

Nouns

A noun is a naming word. It is used to name persons, places, animals, things and ideas. For example: student, cat, school, table, happiness.

Nouns

Proper Common Abstract Noun Noun nouns nouns nouns gender number

Material Masculine Singular

Concrete Feminine Plural

Countable Common Collective

Uncountable Neuter

1111

Grammar at a Glance_CB 8.indd 11 31/08/17 2:14 PM Verbs

A verb tells us about an action or a state of being. It can be a word or a group of words that expresses action (such as run), an occurence (such as happen) or a state (such as survive).

Gerund Inﬁ nitive Participle Modals

● A gerund is a verb ● An inﬁ nitive is a ● A participle is a word ● Modals are auxiliary form ending in -ing. verb form, often formed from a verb, verbs that are used It functions as a preceded by to, that ending in -ing (present to express ability, noun in a sentence. can function as a participle) or -ed, -en, possibility, permission ● E.g. Drawing is fun. noun, an adjective, -d, -t, -en, or -n, etc. or obligation. or an adverb. (past participle). ● E.g. Aarthi can solve ● E.g. I like to draw. ● E.g. is is a drawing this problem. book. ● Preeti might be late. Pronouns

A pronoun is a word used instead of a noun.

Personal: stands for Re exive: when the Emphatic: used for and replaces persons action turns back upon emphasis and things the subject Example: yourself, 1st person: I, we Example: yourself, yourselves, herself, 2nd person: you yourselves, herself, ourselves, themselves 3rd person: he, her, ourselves, themselves it, them

Demonstrative: Inde nite: refers to Distributive: refers to points out persons and things in a persons or things one Near: this, these general way at a time–used with Far: that, those Example: one, none, all, the verb in singular some, few, somebody, Example: each, either, nobody, etc. neither, any, no one, etc.

Relative: relates to Interrogative: asks Reciprocal: shows each nouns before them questions of two or more subjects Example: who/whom, Example: who, whom, is acting in the same way whose, which, that whose, which, what towards the other Example: each other, one another

12 Adjectives Adjectives of quality show kind or quality. Adjectives of quantity show how much.

Adjectives of number show how many or in what order. An adjective is a word that qualiﬁ es a noun. Demonstrative adjectives point out. Possessive adjectives show belonging.

Interrogative adjectives ask a question.

Some expressions consist of a combination of adjectives and prepositions that are always used together. Examples: Designers are good at understanding colours. Narayan is very fond of playing the sitar. Adverbs

An adverb is a word that modi es the meaning of a verb, adjective or another adverb.

Adverbs of Adverbs of time Adverbs of reason frequency tell us tell us when or for tell us the reason for how often an action how long an action an action. happens. happens.

Adverbs of place Adverbs of degree Adverbs of tell us where an tell us about the comparison are used action happens. intensity of an action. to compare adverbs.

Adverbs of manner Relative adverbs Adverbs of a rmation tell us how an join two clauses or negation are used to action happens. and indicate time, aﬃ rm or negate reason or manner. an action.

13 Interrogative adverbs

● Time: When are you going there? ● Place: Where can I buy a pencil? ● Manner: How did you solve the puzzle? ● Degree or Quantity: How tall is this tower? ● Number: How many books are there? ● Reason: Why are you so sad?

Prepositions

A preposition links a noun or pronoun to other words in a sentence.

● in: in the bag, in the car Place ● on: on the table, on the page ● at: at the door, at the gate

● in: in summer, in December, in the future Time ● on: on Monday, on 15 August, on Republic day ● at: at 5 o’clock, at sunrise

Movement ● into, towards, through etc.

Agent ● with, by etc.

14 Conjunctions

A conjunction is used to join words, expressions or sentences.

Conjunctions

Coordinating: join Subordinating: join a Correlative: work independent clauses. dependent clause to an in pairs and, but, for, so etc. independent clause

Either, or; neither, nor; not only, Dhyan Chand was a hockey but also; both, and Dhyan Chand player and he wrestled too. was not only a good soldier but he was also a great sportsman.

Time: as soon as, while, until etc. Reason: because, since, as Contrast: although, even Dhyan Chand did not play Dhyan Chand succeeded though, however etc. much hockey until he joined because he gave the game his Although Dhyan Chand was famous, the army. best eﬀ ort. he stayed away from the limelight. Direct-reported speech

Simple present Simple past ‘I always enjoy music,’ she said. She said that she always enjoyed music.

Present continuous Past continuous ‘I am writing a letter,’ he explained. He explained that he was writing a letter.

Simple past Past perfect ‘Reema arrived yesterday,’ he said. He said that Reema had arrived on the previous day.

Present perfect Past perfect ‘I have been to Chennai,’ he told me. He told me that he had been to Chennai.

Past perfect Past perfect ‘Father had just returned when I called,’ he He explained that Father had just returned when he explained. called.

Present perfect continuous Past perfect continuous Amir said, ‘I have been searching for hours.’ Amir said that he had been searching for hours.

Past continuous Past perfect continuous ‘ We were visiting Mysore at the time of the ey told me that they had been visiting Mysore at robbery,’ they told me. the time of the robbery.

15 Some more things to keep in mind while changing from direct to indirect speech ...

now then / at that time today yesterday / that day yesterday the day before / the previous day last night the night before / the previous night last week the week before / the previous week tomorrow today / the next day / the following day

Active–passive

Simple present She keeps the book in the cupboard. e book is kept in the cupboard by her. Present continuous He is eating the sandwich. e sandwich is being eaten by him. Simple past Bilquis cleaned the room meticulously. e room was cleaned by Bilquis meticulously. Past continuous Peter was keeping a seat for you. A seat was being kept for you by Peter. Present perfect I have read all your old books. All your old books have been read by me. Past perfect He had torn up Adil’s papers. Adil’s papers had been torn up by him. Simple future Grandfather will keep the cat. e c a t will be kept by grandfather.

16 The New House 1

If you had to suddenly move house and go to a new one, what are the three things you would miss most? List them and share your thoughts with the class.

Let’s read a story about a nine-year-old boy called Bruno, who had to leave his house in Berlin and move to a new house along with his parents, his twelve-year-old sister, Gretel, and their house help, Maria. Bruno’s father, who was a Commandant in the German army during World War II, had been given transfer orders and so the family moved to the new house. hen he fi rst saw their new house Bruno’s eyes opened wide, his mouth made the shape of an O Wand his arms stretched out at his sides. Everything about it seemed to be the exact opposite of their old home and he couldn’t believe that they were really going to live there. e house in Berlin had stood on a quiet street and alongside it were a handful of other big houses like Which phrases does his own. It was always nice to look at them because they were almost the same the author use to as his house but not quite. Other boys lived in them who he played with show Bruno’s (if they were friends) or steered clear1 of (if they were trouble). surprise? e new house, however, stood all on its own in an empty, desolate2 place and there were no other houses anywhere to be seen, which meant there would be no other families around and no other boys to play with, neither friends nor trouble. e house in Berlin was enormous, and even though he’d lived there for nine years he was still able to fi nd nooks and crannies that he hadn’t fully fi nished exploring yet. ere were even whole rooms—such as Father’s offi ce, which was Out Of Bounds At All Times And No Exceptions—that he had barely been inside. However, the new house had only three fl oors: a top fl oor where all three bedrooms were and only one bathroom, a ground fl oor with a kitchen, a dining room and a new offi ce for Father (which, he presumed, had the same restrictions as the old one), and a basement where the house help slept. All around the house in Berlin were other streets of large houses, and when you walked towards the centre of town there were always people strolling along and stopping to chat with each other or rushing around and saying they had no time to stop, not today, not when they had a hundred and one things to do. ere were shops with bright store fronts, and fruit and vegetable stalls with big trays piled high with cabbages, carrots, caulifl owers and corn. Sometimes he liked to stand in front of

1steered clear: kept away from, avoided 2desolate: uninhabited; seeming as if it is empty

1 The New House.indd 17 31/08/17 2:19 PM these stalls and close his eyes and breathe in their aromas, feeling his head grow dizzy3 with the mixed scents of sweetness and life. But there were no other streets around the new house, no one strolling along or rushing around, and deﬁ nitely no shops or fruit and vegetable stalls. When he closed his eyes, everything around him just felt empty and cold, as if he was in the loneliest place in the world. ere was something about the new house that made Bruno think that no one ever laughed there; that there was nothing to laugh at and nothing to be happy about. ‘I think this was a bad idea,’ said Bruno a few hours after they arrived, while Maria was unpacking his suitcases upstairs. (Maria wasn’t the only house help at the new house either: there were three others who only ever spoke to each other in whispering voices. ere was an old man too who, he was told, was there to prepare the vegetables every day and wait on them at the dinner table, and who looked not only unhappy but also a little angry.) ‘I think the best thing to do would be to forget all about this and just go back home. We can chalk it up to experience,’ he added, a phrase he had learned recently and was determined to use as often as possible. Mother smiled. ‘I have another phrase for you,’ she said. ‘It’s that we have to make the best of a bad situation.’ ‘Well, I don’t know that we do,’ said Bruno. ‘I think you should just tell Father that you’ve changed your mind and, well, if we have to stay here for the rest of the day and have dinner here this evening and sleep here tonight because we’re all tired, then that’s all right, but we should probably get up early in the morning if we’re to make it back to Berlin by tea-time tomorrow.’ Mother sighed. ‘Bruno, why don’t you just go upstairs and help Maria unpack?’ she asked. ‘But there’s no point unpacking if we’re only going to—’ ‘Bruno, just do it, please!’ snapped Mother, because apparently it was all right if she interrupted him, but it didn’t work the other way round. ‘We’re here, we’ve arrived, this is our home for the foreseeable4 future and we just have to make the best of things. Do you understand me?’ He didn’t understand what the ‘foreseeable future’ meant and told her so. ‘It means that this is where we live now, Bruno,’ said Mother. ‘And that’s an end to it.’ Bruno couldn’t understand how this had all come about. One day he was

3dizzy: lightheaded, feeling as if one is spinning round 4foreseeable: able to be predicted

1 The New House.indd 18 31/08/17 2:19 PM perfectly content, playing at home, with three best friends for life, sliding down banisters5, trying to stand on his tiptoes to see right across Berlin, and now he was stuck here in this cold, nasty house, where no one looked as if they could ever be cheerful again. ‘Bruno, I want you to go upstairs and unpack and I want you to do it now,’ said Mother in an unfriendly voice, and he knew that she meant business so he turned round and marched away without another word. On his ﬂ oor there were just four doors, two on either side, facing each other. A door into his room, a door into Gretel’s room, a door into Mother and Father’s room, and a door into the bathroom. ‘ is isn’t home and it never will be,’ he muttered under his breath as he went through his own door to ﬁ nd all his clothes scattered on the bed and the boxes of toys and books not even unpacked yet. It was obvious that Maria did not have her priorities right. ‘Mother sent me to help,’ he said quietly. Maria nodded and pointed towards a big bag that contained all his socks and vests and underpants. ‘If you sort that lot out, you could put them in the chest of drawers over there,’ she said, pointing towards an ugly chest that stood across the room beside a mirror that was covered in dust. ‘What do you think of all this, Maria?’ he asked after a long silence because he had always liked Maria and felt as if she was one of the family. ‘All what?’ she asked. ‘ is,’ he said as if it was the most obvious thing in the world. ‘Coming to a place like this. Don’t you think we’ve made a big mistake?’ ‘ at’s not for me to say,’ said Maria. ‘Your mother has explained to you about your father’s job and—’ ‘Oh, I’m tired of hearing about Father’s job,’ said Bruno, interrupting her. ‘ at’s all we ever hear about, if you ask me. Father’s job this and Father’s job that. Well, if Father’s job means that we have to move away from our house and the sliding banister and my three best friends for life, then I think Father should think twice about his job, don’t you?’ Just at that moment there was a creak outside in the hallway and Bruno looked up to see the door of Mother and Father’s room opening slightly. He froze, unable to move for a moment. Mother was still downstairs, which meant that Father was in there and he might have What kind of heard everything that Bruno had just said. He watched the door, hardly daring person do you to breathe, wondering whether Father might come through it and take him imagine Bruno’s downstairs for a serious talking-to6. father was? 5banister: handrail at the side of a staircase 6taking-to: scolding

1 The New House.indd 19 31/08/17 2:19 PM The door opened wider and Bruno stepped back as a figure appeared, but it wasn’t Father. It was a much younger man, and not as tall as Father either, but he wore the same type of uniform, only without as many decorations7 on it. He was carrying a box in his hands and walking towards the staircase. He gave Bruno a quick nod and continued on his way. ‘Who was that?’ asked Bruno. The young man had seemed so serious and busy that he assumed he must be someone very important. ‘One of your father’s soldiers, I suppose,’ said Maria. ‘We’ll get to know them in time.’ ‘I don’t think I like him,’ said Bruno. ‘He was too serious. I don’t even think there’s going to be anyone to play with other than Gretel, and what fun is that after all? She’s a Hopeless Case!’ He felt as if he was about to cry again but stopped himself. He looked around the room without fully lifting his eyes up from the ground, trying to see whether there was anything of interest to be found. There wasn’t. Or there didn’t seem to be. But then one What words would thing caught his eye. Over in the corner of the room opposite the door, there you use to describe how Bruno felt at was a window in the ceiling that stretched down into the wall. this point in He walked slowly towards it, hoping that from here he might be able to see all the story? the way back to Berlin and his house and the streets around it and the tables where the people sat and told each other hilarious8 stories.

Adapted from The Boy in the Striped Pyjamas

John Boyne (b. 1971) is an Irish novelist. He has written ten novels for adults and five for children, and a collection of short stories, Beneath the Earth. Boyne has received several awards for his work, including the Hennessy Literary ‘Hall of Fame’ Award in 2012. The Boy in the Striped Pyjamas became a best seller and was adapted into a film of the same name.

MAKING CONNECTIONS

Quick answers

1. Choose the answers as directed. a. Which of the following was true of Bruno? i. He missed Berlin. ii. He was always sulky and disobedient. iii. He never shared his thoughts and feelings with other people. 7decorations: medals or awards 8hilarious: extremely funny

20 b. Which of the following events is not described in the selection? i. Maria unpacked Bruno's clothes. ii. Mother told Father that she had changed her mind and they should return to Berlin by tea-time the following day. iii. A serious, busy soldier carried a box out of Mother and Father’s room and nodded to Bruno on his way out. c. Which of the following sentences does not use a comparison? i. It was a much younger man, and not as tall as Father either, but he wore the same type of uniform, only without as many decorations on it. ii. When he closed his eyes, everything around him just felt empty and cold, as if he was in the loneliest place in the world. iii. Over in the corner of the room, opposite the door, there was a window in the ceiling that stretched down into the wall. d. Which of the following is a major theme in this story? i. childhood ii. housing iii. friendship e. Which of the following is not true of story? i. e narrator is not a character in the story. ii. e narrator is a character in the story. iii. e narrator describes Bruno’s thoughts and feelings. Reference to context

2.‘I think this was a bad idea,’ said Bruno a few hours after they arrived, while Maria was unpacking his suitcases upstairs. a. How long had Bruno been at the house before he decided that the move was a bad idea? b. To whom did Bruno say these lines? c. What did the listener say in reply? 3.‘What do you think of all this, Maria?’ he asked after a long silence because he had always liked Maria and felt as if she was one of the family. a. Who was Maria? b. What did Bruno want to know? Why? c. What was Maria’s answer? 4. But then one thing caught his eye. a. What was Bruno looking for? b. Whom had Bruno seen just then? c. What did he hope for at this point in the story?

1 The New House.indd 21 31/08/17 2:19 PM Read, ref lect and write

5. Is Bruno’s mother happy about the move? How do you know? 6. What made Bruno think that Maria did not have her priorities right? 7. Why do you think Bruno felt he was about to cry even though he was with his family? 8. Describe in detail the things Bruno misses about his old house in Berlin and how he feels about moving to the new house. If you were Bruno, what is the one thing you would miss most about your old life? Give a reason for your answer. 9. What are your favourite things about your home and the area in which you live? 10. Extended Writing: Write a paragraph comparing Bruno’s old home with his new one. Integrate

11. World War II was fought between the Axis Powers (Germany, Japan and Italy) and the Allied Powers (Great Britain, the United States, the Soviet Union, France). Millions of lives were lost in this war, making it the deadliest in all human history. Read and research more about World War II and display the information on a tack board in your classroom.

WORD WALL

Antonyms

1. From the chapter, nd and write the antonyms of the following words.

a. numerous (para 1) b. crowded (para 2) c. freedom (para 15) d. gloomy (para 15) e. noisy (para 1)

Word wise Word Meaning 2. Given are a list of German a. automat take goods by force words that have come into the English language. Match b. kindergarten bagpack them to their meanings. c. plunder machine d. rucksack a formal dance e. waltz outstanding or supreme f. dachshund the grade before the ﬁ rst grade g. uber a breed of dog

22 GRAMMAR TIME

Nouns

Read these sentences. ➤ Maria was unpacking the bags. ➤ I’m tired of hearing about his job,’ said Bruno. ➤ He was perfectly content, playing at the house. In the sentences given above, the words in italics are nouns.

A noun is a word that refers to a person (Maria, Bruno), a place (o ce), a thing (bags), a quality (contentment) or an activity (job).

1. Nouns may be classi ed in di erent ways. Using the pictures as cues, write two or three sentences on each. Identify the di erent categories of nouns you have used in your sentences. e rst one has been done for you.

Mary picks up e Daily Bulletin from a pile of newspapers. She turns the pages printed with ______ink, to gather knowledge, news and information. ______Proper (speci c and particular names of ______individuals/places/things): Mary, e Daily Bulletin Proper:

Common (general names): newspaper Common: Concrete (names of things that can be felt with any of your ve senses): pages, ink Concrete: Abstract (idea/activity): knowledge, news, Abstract: information Collective (a name given to a group of people/ Collective: animals/birds/things): pile Material: Material (substances that make up things): ink

23 ______Proper: Proper: Common: Common: Concrete: Concrete: Abstract: Abstract: Collective: Collective: Material: Material: Articles

Read these sentences. ➤ ere was an old man there. ➤ e new house had only three ﬂ oors. In the sentences given above, the words in italics are articles.

Articles are words placed before nouns to show whether the nouns are used in a particular or a general sense. A and an are called inde nite articles, and the is called the de nite article.

For example: ➤ cake: a baked sweet food ➤ a cake: a single cake ➤ the cake: a particular cake, such as the cake baked by Anand A and an are used: ➤ before singular nouns that we can count. ➤ when we do not refer to a speciﬁ c noun. e is used before: ➤ nouns that are unique and one of a kind, for titles and family names. (For example: the Sun, the Chief Justice of India, the Shahs) ➤ geographic terms, directions, congregated country names. (For example: the Andes, the north, the USA) ➤ cultural references and books, musical instruments. (For example: the Odyssey, the guitar)

1 The New House.indd 24 31/08/17 2:20 PM ➤ ranks and degrees, prizes. (For example: the second place, the Padmashree) ➤ a singular noun that encompasses an entire class or species. (For example: the homo sapiens) 2. Fill in the blanks with a, an or the. Leave the space blank if no article is needed. ______Marco Polo was ______Italian traveller. His father and his uncle were both ______merchants and Marco went with them to ______China where they met ______Kublai Khan, ______Mongol leader. ______empire of Kublai Khan was among ______largest in ______world. ______Polos had originally planned to travel only for ______few years but it was twenty-three years before they returned to ______Venice. Marco Polo travelled through ______Middle East and he crossed ______Gobi Desert. ‘______desert is so vast that it takes ______year to go from end to end,’ Marco wrote. ‘And at the narrowest point it takes ______month to cross it. It consists entirely of ______mountains and ______sands and ______valleys.’ Marco Polo had ______good memory for people and places. He wrote ______interesting book called e Travels of Marco Polo. ______book was ______ﬁ rst to inspire many other travellers like Christopher Columbus. It is through ______writings of Marco Polo that we know that ______Chinese invented ______ice cream, ______kites, ______ﬁ reworks, ______paper and ______printing press.

PRONUNCIATION

Stress patterns

Read these sentences. ➤ Bruno's family invites guests to their home. ➤ Bruno's family rejects the invite. In the fi rst sentence given above, the word invite functions as a verb, while in the second sentence, invite functions as a noun. Although it is the same word, the way it is spoken diff ers. In the fi rst sentence, the verb invite is spoken as: invite, that is, with stress on the second syllable. In the second sentence, the noun invite is spoken as: invite, that is, with stress on the fi rst syllable.

1 The New House.indd 25 31/08/17 2:20 PM 1. Read the following words aloud. ey function both as nouns and verbs. e parts to be stressed upon have been highlighted.

Noun Verb com – ment com – ment pro – ject pro – ject con – vict con – vict dec – rease de – crease inc – rease in – crease mis – print mis – print im – port im – port con – trast con – trast in – sult in – sult in – sert in – sert

Your partner will make sentences with the noun forms of the words given above, using the correct stress. en you will make sentences with the verb forms of those words, using the correct stress. Read the sentences you make, aloud.

WRITE WELL

Writing a personal narrative

1. Shifting homes was challenging for Bruno. Write a personal narrative that describes a challenge you faced. Use the checklist given below to help you add the necessary details to your narrative. Describe the person involved. Describe the incident. When did it happen and what caused it? How did you feel?

LISTEN AND SPEAK WELL

1. Listen to the informative audio on the International Day of Peace and choose the correct option. a. International Day of Peace is observed annually on i. 12 October ii. 21 September iii. 12 September iv. 21 December

1 The New House.indd 26 31/08/17 2:20 PM b. e Peace Bell is in i. New York ii. France iii. Israel iv. Japan c. Circle the picture which shows the Peace Bell. i. ii.

d. e words inscribed on the bell are: i. Long live world peace absolutely ii. Long live absolute world peace iii. Long live the absence of peace iv. Long live the absence of war

2. Working in groups, compose an acrostic poem on PEACE and share it with the other groups. An acrostic poem is a poem in which the rst letter of each line spells out the word or phrase. P E A C E

27 Lines Composed in a Wood on a Windy Day

Why do you think nature inspires people to write poems? What aspects of nature inspire you? Let us read a poem wri en about a windy day in a wood.

My soul is awakened, my spirit is soaring And carried aloft1 on the wings of the breeze; Around me the wild wind is roaring, Arousing to2 rapture3 the earth and the seas.

e long withered grass in the sunshine is glancing4 e bare trees are tossing their branches on high; e dead leaves, beneath them, are merrily dancing, e white clouds are scudding5 across the blue sky.

I wish I could see how the ocean is lashing6 e foam of its billows7 to whirlwinds of spray; I wish I could see how its proud waves are dashing, And hear the wild roar of their thunder today!

Anne Brontë (1820–1849) was the youngest of the three Brontë sisters who were writers. Anne was educated at home by her aunt till the age of een, when she joined school. Her elder sisters were Charlo e, who wrote Jane Eyre, and Emily, who wrote Wuthering Heights. Anne’s rst published book was a collection of poems which contained poems by all three sisters. e collection, called Poems by Currer, Ellis and Acton Bell, was published in 1846.

1aloft: high in the air 2arousing to: creating an emotion 3rapture: feeling of extreme pleasure and happiness 4glancing: (here) shining or gleaming 5scudding: moving quickly across 6lashing: hitting 7billows: waves

Poem 1 Lines Composed.indd 28 31/08/17 2:24 PM MAKING CONNECTIONS

1. Choose the correct answer. a. e poem is set i. in a wood ii. at the seashore iii. in a market b. In this poem Anne Bronte describes the eff ect i. the wind has on her, the Earth and the ocean. ii. she has on the ocean, the Earth and the wind. iii. the ocean has on her, the Earth and the wind. c. e pattern of the rhyme scheme is i. abac ii. abab iii. abba 2. Read these lines and answer the questions that follow. a. My soul is awakened, my spirit is soaring And carried aloft on the wings of the breeze; i. What causes the poet to feel joyful? ii. What, according to the poet, is carried with the breeze? iii. What does the poet mean by ‘soul is awakened’? b. e long withered grass in the sunshine is glancing e bare trees are tossing their branches on high; i. Explain ‘the long withered grass in the sunshine is glancing’. ii. Which season of the year is it? How do you know? iii. Why are the trees ‘tossing their branches’? c. I wish I could see how its proud waves are dashing, And hear the wild roar of their thunder today! i. What does the poet want to see? ii. Why are the waves called proud? iii. Give an example of personifi cation from the lines above. 3. Describe the ‘rapture’ of the earth. 4. What sounds are mentioned in the poem? 5. Which words and phrases evoke the turbulence of the ocean? 6. If you had to give an alternative title for the poem, what would it be? Give reasons for your answer. 7. Give examples to show how the poet's mood is refl ected in nature.

Poem 1 Lines Composed.indd 29 31/08/17 2:24 PM APPRECIATION Lyric poetry

Read these lines. My soul is awakened, my spirit is soaring And carried aloft on the wings of the breeze; ese lines express the poet’s emotion and the lines have a musical quality. So we say that the poem is a lyric.

Lyric poetry expresses personal thoughts, feelings and moods. Lyric poems are closely related to songs. e word lyric comes from the word lyre, which is a stringed instrument which was played as an accompaniment to the sung words, or lyrics.

1. In each row, circle the word that best describes the mood, feeling or tone that the lyrical lines express.

a. My soul is awakened, my spirit is soaring exhilaration / bitterness Anne Brontë b. I wish I could see how the ocean is lashing longing / weariness Anne Brontë c. I felt a Funeral, in my Brain, joy / sorrow And Mourners to and fro Emily Dickinson d. My heart leaps up when I behold joy / anger A rainbow in the sky William Wordsworth e. Forlorn! the very word is like a bell solitude / frustration To toil me back from thee to my sole self! John Keats

Haiku

Haiku is a traditional form of Japanese poetry that has three lines and seventeen syllables.

Poem 1 Lines Composed.indd 30 31/08/17 2:24 PM A haiku is lyrical, usually written about nature, expresses a mood, thought, or feeling and it rarely rhymes. A syllable is a part of a For example: word pronounced as a unit and it has one Everything I touch vowel sound. with tenderness, alas, e word syllable has three syllables: pricks like a bramble. syl/la/ble. 2. Divide the haiku given below into 17 syllables. e summer arrives (5 syllables) with sunny ripened mangoes (7 syllables) for family feasts (5 syllables)

3. Complete the haikus started below and then write some on subjects of your choice.

5 syllables: e winter is here 7 syllables: ……………………… 5 syllables:……………………….

5 syllables: Trees rooted in earth 7 syllables:………………………… 5 syllables:……………………….…

Poem 1 Lines Composed.indd 31 31/08/17 2:24 PM Michelangelo 2

Match the names of the pieces of art given in Column A with the names of the artists in Column B.

Column A Column B

Mona Lisa Van Gogh e Tragedy Da Vinci e Starry Night Monet Woman with a Parasol Picasso

Excellence and integrity to work came together in all the artists whose names are given above, as they did in one of the most brilliant artists of all time Michelangelo. But read on to see what amazed even him. our years had passed since Michelangelo’s return from Florence, and FRome was beginning to bore him. ‘You can’t ﬁ nd faces in Rome,’ What problem did Michelangelo face in Michelangelo grumbled to Pope Julius. ‘ ere’s no character in the faces Rome? here. ey all look alike!’ ‘And what do you see in my face?’ the Pope asked, almost in jest1.

1in jest: as a joke

2 Michelangelo.indd 32 31/08/17 2:28 PM Without even a pause, the artist replied, ‘A burning candle.’ It took a minute for Pope Julius to understand the barbed2 words. ‘I think I know what you mean … ,’ he said fi nally, with a smile. ‘I’m just one more candle that burns at the altar3 alongside those thousand others, right?’ Michelangelo was silent. ‘Angelo,’ the Pope continued, ‘for four whole years you’ve been looking for Judas4. I can’t believe that in this vast universe that the Lord has created, where no two faces look alike, you cannot fi nd faces, cannot discover models. Surely …’ Before the Pope could fi nish, Michelangelo had walked out. Pope Julius looked pensively5 at the retreating back of his moody painter. Four years ago, Pope Julius had commissioned6 Michelangelo for a special task: to paint frescoes7 of important events from the Bible on the walls and the ceiling of the Sistine Chapel. Now they were nearly done. Only ‘ e Last Judgement’ remained unfi nished. ‘I don’t want any unpleasantness at this stage,’ the Pope murmured to himself. He had not forgotten the time when Michelangelo was carving the Crucifi xion—in wood—for the Church of the Holy Spirit and he had come excitedly to Julius, saying he had found just the right model. e model was a dead man! e Pope remembered ruefully8 how the funeral had been held up for twelve hours. What did Bramante Bramante, the Pope thought now, yes, Bramante was a great painter too. claim about the faces in He, unlike Michelangelo, proudly proclaimed that he conjured9 faces his paintings? from his imagination. But even the Pope had to admit this—Bramante’s faces looked as though they had emerged from a common mould. According to the Medici10, all Bramante’s characters bore a strong family resemblance. Pope Julius had no choice but to dismiss Bramante and approach Michelangelo.

2barbed: (here) sharp or stinging 3altar: a special table (in a church or a temple) where special religious ceremonies are performed 4Judas: disciple of Jesus Christ who betrayed Christ 5pensively: thoughtfully 6commissioned: given a task or job to do 7frescoes: paintings made on a moist plaster surface 8ruefully: with sadness and regret 9conjured: created 10Medici: noble family of Florence who funded public works and helped artists

2 Michelangelo.indd 33 23/11/17 11:57 AM Four years ago, Michelangelo had started painting the ceiling of the Sistine Chapel. He would lie for hours beneath the ceiling of the Sistine Chapel, staring at it and muttering to himself. In those lime-coated brick and mud walls, Angelo was searching for faces. e faces of Jesus, the Virgin Mary and Judas. He swore he could see their ﬂ esh and blood forms. ‘But their faces,’ he mumbled, ‘their faces are buried deep in the verses of the Bible! ey elude11 me,’ he groaned, ‘they continue to elude!’ e Pope had begun to doubt Michelangelo’s sanity. Once he had stood very close and overheard Michelangelo repeating passages from the Bible. ‘What exactly are you doing, Angelo?’ the Pope had asked, curiously. ‘What?’ Angelo had looked up, startled. ‘Oh, I’m trying to unravel12 these verses. Maybe then, I’ll ﬁ nd the faces.’ ere was a hint of despair in Michelangelo’s voice. e Pope understood Angelo’s frustration. Julius remembered how, during one of his inspections, he had seen that Angelo had drawn several sketches of the Angel Gabriel. ‘How did you see Gabriel?’ he had asked. ‘He doesn’t belong to this world, either.’ Angelo had looked up to meet the Pope’s eyes. ‘I heard his voice in the Old Testament.’ ‘ en you must have heard God’s voice, too,’ the Pope had joked. ‘I heard his silence.’ Angelo’s words were terse13, abrupt. But the Pope had known without the shadow of a doubt that he had chosen the right man for the task.

14 What is the meaning ‘Eccentric ,’ he had told the Vatican Committee. ‘But he is the only one of the expression who can paint the Sistine Chapel.’ without the shadow of a doubt? Michelangelo had found Mary with the greatest of ease. It had happened long ago, the day he saw his mother carrying two pots of water strung from a bamboo stick on her shoulder. He had thought that the woman who had borne Christ in her womb would have been like his mother, just as thin and frail. He remembered watching his mother with unblinking eyes as she warmed the water for his father’s bath. Her face refl ected the warmth of the roaring fi re—fl ushed15, burning like molten gold. Michelangelo had immediately retired to16 his study to sketch that face, again and again. Ah, but that was a long, long time ago. Michelangelo remembered that they were living in Bologna17 then. He even remembered vividly18 the eatery at the corner of their street. It was his special haunt19. His father’s too. While his father sat eating inside, Michelangelo sat on a bench outside. How and where did He would buy hot peanuts from a nearby vendor, noticing how every Michelangelo nd time the man weighed them out, a few would fall to the ground. A naked the inspiration for the urchin20 would scurry21 across the street, pick the nuts and give them to Virgin Mary? the vendor, quietly popping one into his mouth—one peanut for every

11elude: (here) remain hidden from 12unravel: (here) discover the meaning 13terse: to the point, brief 14eccentric: strange and unusual 15ﬂ ushed: bright red because of heat or eﬀ ort 16retired to: go to for a purpose 17Bologna: city in northern Italy 18vividly: clearly 19haunt: place which is frequently visited 20urchin: small, homeless child, generally dressed in rags 21scurry: move or run quickly

2 Michelangelo.indd 34 31/08/17 2:28 PM time he helped the peanut-seller. en he would wait for the next customer. e sight fascinated Angelo. He drew several sketches of the child. Many years later, while carving the Madonna of Bruges, he had used those sketches to make the little Jesus, small and naked. en the Pope had asked him to paint the frescoes for the Sistine Chapel. He had refused at fi rst, telling the Pope point blank that he was a sculptor and not a painter. He later agreed to a meeting in Rome, because it was the one creation that could ensure him a place in history. Not that immortality could be reason enough for Michelangelo. He had certain other immediate needs in this ephemeral22 life as well. Most of all, he needed money to buy marble. Why did Michelangelo e Pope had promised him money, but he had never given it. When agree to paint the Sistine Chapel? Michelangelo reminded him, he had asked testily23, ‘Why do you love stone so much? Why not canvas and colours?’ ‘Colours merge,’ Michelangelo had retorted. ‘ ey lose their identity and mix with others, unlike marble.’ Four years had sped past. Ever since he had started work on the frescoes in the chapel, his sculpting had come to a standstill. And Angelo was as bored with colours as he was with Rome. He wanted to fi nish the painting ‘ e Last Supper,’ but his imagination failed him each time it came to the face of Judas. His was an impossible face to conceive24. en, one day Michelangelo found him—his Judas! ere he was in that small, dingy25 eatery in Rome. A man with unusually bright, beady eyes. e man was brimming with26 restless energy, spitting here and there. He was prematurely bald and when he talked, the words tumbled out fast like coins from a torn pocket. e man sidled27 up to Angelo asking for change for a fl orin28 and ended up sharing his food. Later, Michelangelo saw the beady-eyed man Describe the man at it again. He was asking Michelangelo thought had the someone else for change face of Judas. for a fl orin.

22ephemeral: lasting a short time 23testily: with impatience and irritation 24conceive: imagine 25dingy: dark and dirty 26brimming with: full of 27sidled: moved in a stealthy manner 28ﬂ orin: old coin of Florence

2 Michelangelo.indd 35 31/08/17 2:29 PM As Michelangelo watched the man, he realized that this was how the man tricked people for food: he would ask someone for change for a ﬂ orin as an excuse for sharing their food. It was not diﬃ cult for Angelo to persuade the beady-eyed man to accompany him to the chapel. Michelangelo explained to the man that he wanted to use his face as a model for Judas. ‘It will make you immortal, I promise,’ Michelangelo said solemnly as he lifted the sheets covering the walls and the ceiling. e man gaped, awestruck. He recovered enough to ask for a tidy sum29. Michelangelo promptly agreed. From that day on, the man came regularly to sit for Michelangelo. One day, the man stood in Michelangelo’s studio, browsing through a pile of old sketches. Suddenly, he paused at the picture of the urchin from Bologna. ‘Who is this child?’ he asked. ‘He used to live in Bologna many years ago,’ Michelangelo said. ‘I gave little Jesus the face of this child.’ ‘Do you remember the child’s name?’ ‘Yes. Marsolini,’ said Michelangelo. e man smiled. He rolled up his sleeve. ere was a name tattooed on his arm— Marsolini. ‘I am that child,’ the man said. ‘He whose face you are giving to Judas today.’

From Michelangelo and Other Stories

(* e events described in the story do not necessarily re ect the facts of the lives of the artists mentioned here.)

Sampooran Singh Kalra (b. 1936) is be er known by his pen name Gulzar. He is known for his poetry in Hindi-Urdu, Punjabi and other languages. He is an acclaimed lyricist for Hindi cinema, along with being an accomplished director. He has won recognition for his contribution to Indian literature as well as to Hindi cinema. Interestingly, before he became a reputed writer, Gulzar worked as a car mechanic.

29tidy sum: a large amount of money

2 Michelangelo.indd 36 31/08/17 2:29 PM MAKING CONNECTIONS

Quick answers

1. Complete the following sentences. a. Rome had begun to bore Michelangelo because ______. b. Michelangelo had found Mary with ease when he saw ______. c. Michelangelo had refused to paint the frescoes for the Sistine Chapel because ______. d. Michelangelo found ‘his Judas’ in a ______where he was ______. e. Michelangelo was taken aback when ‘his Judas’ ______. Reference to context

2. ‘I don’t want any unpleasantness at this stage.’ a. Whose opinion was this? b. What problem was he thinking of? c. What was the work that is being referred to here? 3. e sight fascinated Angelo. a. Where was Michelangelo sitting? b. What was the sight that fascinated Michelangelo? c. What inﬂ uence did the sight have on Michelangelo? 4. ‘Why do you love stone so much? Why not canvas and colours?’ a. Who spoke these lines? b. What was Michelangelo’s response to the questions given above? c. Where exactly did Michelangelo’s genius fail him? Read, ref lect and write

5. What work had Michelangelo been assigned by the Pope? 6. Why did Pope Julius prefer Michelangelo to Bramante? 7. Why do you think Pope Julius gave Michelangelo so much time to ﬁ nd ‘his Judas’? Do you think Michelangelo deserved the duration of time he was given by the Pope? 8. What, according to you, is the central idea of the story? 9. Marsolini had gone from being the radiant child whose face Michelangelo had given to Baby Jesus, to the beady-eyed man ﬁ t to be painted as Judas. What do you think could have been the circumstances that had caused this change in him? 10. Extended Writing: Do you think Michelangelo was a genius? Use examples from the text to support your answer. 37

2 Michelangelo.indd 37 31/08/17 2:29 PM Integrate

11. Michelangelo was also a sculptor. He sculpted a number of statues from marble. Marble is a metamorphic rock, which means it has gone through a metamorphosis, or a change. When heat and pressure are applied to limestone, marble is formed. List the diﬀ erent uses of stone that you see in your vicinity. Collect diﬀ erent samples of rocks and with the help of your teacher, sort and categorize them.

WORD WALL

Synonyms

1. Replace the underlined expressions with synonyms from the story. Make other changes to the sentences if necessary, without changing the meaning. a. e emperor announced that he would be building a new summer palace. b. ‘Nafi sa has a certain distinctive quality in her appearance,’ said Devika. c. Do you think I can go up to her and ask her if she will chair the seminar? d. Julian was annoyed because he had been going to Sofi ya’s house for about a week to meet her, but each time he found a large padlock on the door. e. His sudden appearance added to the joy at Arun’s birthday party. f. e artist was making beautiful paintings on the wet plaster at the church. g . e hawker continued to follow us with his wares although we did not want to buy anything from him. P r e fi x e s

2. Match the preﬁ xes to the words to get antonyms of the words. en use them in sentences of your own.

dis accurate im sense il belief in available mis septic non legal anti responsible ir spell un polite

2 Michelangelo.indd 38 31/08/17 2:29 PM GRAMMAR TIME A verb is a word or a group of words that expresses an action Tenses and time (such as walk), or a state (such as is,is, am,am, Read these sentences. are, was, were). ➤ Michelangelo was painting frescoes on the ceiling of the Sistine Chapel. ➤ Michelangelo had been painting frescoes on the ceiling of the Sistine Chapel for four years. ➤ Michelangelo had still not painted ‘ e Last Supper’. In each of these sentences, the form of the verb paint changes. A verb shows the time of an action by changing its form.

Tenses are the forms that verbs take to show the time of actions.

1. Complete the table given below with the correct tense form.

Tenses and time + – ? Simple present James goes to school James does not go to Does James go to every day. school every day. school every day? Present ______James and his friends ______continuous are not playing in the ______park this evening. Present perfect ey have won the ______Have they won the match. match? ______Simple past ______Did he fi nish his homework in time? ______Past continuous James was studying ______all evening. ______Past perfect James had fi nished ______Had James fi nished his project by the his project by ______time Mother reached the time Mother home. reached home? Simple future James will miss the ______Will James miss the train tomorrow if he train tomorrow if he ______doesn’t go to sleep doesn’t go to sleep soon. soon?

2 Michelangelo.indd 39 31/08/17 2:29 PM Future Tomorrow, James will Tomorrow, James ______continuous be writing his last will not be writing ______test. his last test. Present perfect James has been James has not been ______continuous waiting for you for waiting for you for ______hours. hours. Past perfect James had been ______Had James been continuous waiting for you when waiting for you ______Sushil came and took when Sushil came him for lunch. ______and took him for lunch? Future perfect James will have learnt ______Will James have Tamil by the time learnt Tamil by the ______you come back from time you come back Europe. ______from Europe?

2. Fill in the blanks with the correct form of the verb given in brackets. I ______not ______(meet) my friend, Samantha, had it not been for an odd incident. I ______(study) at a Women’s College in Ooty. I ______(travel) a distance of more than fi fty-fi ve kilometres by a motorcycle every day. One day, I ______(reach) home very late at night. Just as I ______(go) to sleep, there was a knock on the door. Had it not been for the lights which I ______(leave) on, I ______(not leave) my bed on that wintry night. I ______(open) the door to fi nd a young lady with a kitten in her arms. e kitten ______(bleed) and it ______(look) as if its mistress ______(wait) for a very long time before setting out to look for help. I ______

2 Michelangelo.indd 40 31/08/17 2:29 PM (usher) them in and ______(call) in a veterinary doctor. Since that night, Samantha and I ______(be) fast friends and the kitten ______(stay) with us in our happiness and in our sorrow.

DICTIONARY

Multiple meanings and usage of words

Given below is an extract from the Oxford Student Learner’s Dictionary providing the various meanings of the word ‘ﬁ re’.

1. Given below are words that have multiple meanings. Look up any four of them in the dictionary and use them in sentences of your own. Make sure that the sentences clarify each of the meanings of the words.

present train conduct record address drive ma er plant

2 Michelangelo.indd 41 31/08/17 2:29 PM WRITE WELL

Picture composition 1. Study the picture given below. Write a short story or a description of what the picture suggests to you. Your composition may be about the subject of the picture or you may take hints from it; however, your composition must have a clear connection with the picture.

LISTEN AND SPEAK WELL

1. Listen to the passage carefully and then read the words given below. Do you think they can be used to describe Michelangelo? Choose either Yes or No and justify your choice in a sentence or two. a. simple Yes No d. hard-working Yes No b. generous Yes No e. selfi sh Yes No c. considerate Yes No 2. Form groups. Each group will decide on a famous artist or author. en play a game as suggested below. a. Give fi ve clues to the other groups to guess the person chosen by you. • Give one clue at a time. If by the fi fth clue, the other groups cannot guess, then your group scores a point. • Your clues must include the period and nationality of the artist or the author and two famous works. • You get fi ve points if you can answer without being given a clue, four points if you ask for one clue and so on and so forth. b. Each group should talk about the artist/author they have chosen, before the class.

2 Michelangelo.indd 42 31/08/17 2:30 PM The Enchanted Pool 3

Are you wise enough to answer this ancient riddle?

‘I never was, am always to be, No one ever saw me, nor ever will And yet I am the hope of all To live and breathe on this earthly ball.’ Hint: It never comes

Let’s read a story from The Mahabharata that reflects the wisdom of Yudhishthira.

1 2 he stipulated period of twelve years Twas drawing to a close. One day, a deer was rubbing itself against a sage’s3 fi re-kindling mortar4 and as it turned to go, the mortar got entangled in its horns and the frightened animal fl ed wildly with it into the forest. In those days, matches were unknown and fi re was kindled with pieces of wood by mechanical friction. ‘Alas! e deer is running away with my fi re-kindler,' shouted the sage and rushed towards the Pandavas for help in his distress5. e Pandavas pursued the animal, but it was a magic deer which sped in great leaps and bounds, decoying6 the Pandavas far into the forest and then disappeared. Worn out by the futile7 chase, the Pandavas sat in

1stipulated: set down in an agreement 2period of twelve years: the Pandavas had been exiled for twelve years (followed by a year of exile in disguise) 3sage: wise and learned man 4 re-kindling mortar: fuelwood 5distress: extreme worry 6decoying: (here) misleading 7futile: pointless 43 great dejection8 under a banyan tree. Nakula sighed. ‘We cannot render even this triﬂ ing service to the sage. How we have degenerated9!’ he said, sadly. Yudhishthira noticed with sorrow that his brothers had lost their cheerfulness and courage. He thought they would be more cheerful with something to do. He was tormented with thirst and so he said to Nakula, ‘Brother, climb that tree and see whether there is any pool or river nearby.’ Nakula climbed the tree, looked around and said, ‘At a little distance I see water plants and cranes. ere must certainly be water there.’ Yudhishthira sent him to fetch some water to drink. Why did Yudhishthira Nakula was glad when he got to the place and saw there was a pool. not go himself to fetch He was very thirsty himself and so thought of quenching his thirst ﬁ rst water to quench his before taking water in his quiver10 for his brother; but no sooner did he dip thirst? his hand in the transparent water than he heard a voice which said, ‘Do not be rash. is pool belongs to me. O son of Madri! Answer my questions and then drink the water.’ Nakula was surprised, but carried away by his intense thirst and heedless of the warning, he drank the water. At once, overcome by a great drowsiness, he fell down, to all appearance dead. Surprised that Nakula had not returned, Yudhishthira sent Sahadeva to see what the matter was. When Sahadeva reached the pool and saw his brother lying on the ground, he wondered whether any harm had come to him, but before looking into the matter further, rushed irresistibly11 to the water to quench his burning thirst. e voice was heard again, ‘O Sahadeva, this is my pool. Answer my questions and only then may you quench your thirst.’ Like Nakula, Sahadeva also did not heed the warning. He drank the water and at once dropped down. Puzzled and worried that Sahadeva also did not return, Yudhishthira sent Arjuna to see whether the brothers had met with any danger. ‘And bring water,’ he added, for he was very thirsty. Arjuna went swiftly. He saw both his brothers lying dead near the pool. He was shocked at the sight and felt that they must have been killed by some lurking foe. ough heartbroken with grief and burning with the desire for revenge, all feelings else submerged12 in a monstrous thirst, which irresistibly impelled13 him to the fatal pool. Again, a voice was heard, ‘Answer my question before you drink the water. is pool is mine. If you disobey me, you follow your brothers.’ Arjuna’s anger knew no bounds. He cried, ‘Who are you? Come and stand up to me, and I will destroy you,’ and he shot keen-edged arrows in the direction of the voice. e invisible being laughed in scorn, ‘Your arrows do but wound the air. Answer my questions and then you can satisfy your thirst. If you drink the water without doing so, you will die.’

8dejection: sadness 9degenerated: deteriorated or grown worse 10quiver: a case for holding arrows 11irresistibly: in a way that is very tempting 12submerged: taken over by 13impelled: forced to do something

44 Greatly vexed14, Arjuna made up his mind to seek out and grapple with this elusive15 foe once he had quenched his terrible thirst. So he drank the water and also fell down dead. After anxious waiting, Yudhishthira turned to Bhima, ‘Dear brother, Arjuna, the great hero, has also not yet returned. Something terrible must have happened to Why is the foe described as our brothers. Please seek them out and be quick about it. Also bring water, for I being ‘elusive’? die of thirst.’ Bhima, racked16 with anxiety, hurried away without a word. His grief and rage can be imagined when he saw his three brothers lying there dead. He thought, ‘ is is certainly the work of the yakshas17. I will hunt them down, but I Which word am so thirsty, I shall fi rst drink water so that I can fi ght them better.’ And describes Bhima’s then he descended into the pool. attitude towards the yakshas? e voice shouted, ‘Bhimasena, beware. You may drink only after answering my questions. You will die if you disregard my words.’ ‘Who are you to dictate to me?’ cried Bhima, and he drank the water thirstily, glaring18 around in defi ance19. And as he did so, his great strength seemed to slip from him like a garment, and he also fell dead among his brothers. Lone Yudhishthira was racked with anxiety and thirst. ‘Have they been subjected to a curse or are they wandering about in the forest in a vain search for water or have they fainted or died of thirst?’ Unable to bear these thoughts, and driven desperate by an overpowering thirst, he started out to look for his brothers and the pool. Yudhishthira proceeded in the direction his brothers had taken through tracts infested20 with wild boar and abounding in spotted deer and huge forest birds, and presently came upon a beautiful green meadow, girdling21 a pool of crystal clear water—nectar to his eyes. But when he saw his brothers lying there like sacred fl agpoles thrown pell-mell22 after a festival, unable to restrain his grief, he wept. en a sense of mystery overcame him, for this could be no ordinary occurrence. e world held no warriors who could overcome his brothers; besides, there were no wounds on their bodies which could have let out life and their faces were faces of men who slept in peace and not of those who died in wrath23. ere was also no trace of the footprints of an enemy. ere was surely some magic about it. Or, could it be a trick played by

14vexed: irritated 15elusive: diffi cult to fi nd 16racked: tortured by 17yakshas: mythological nature spirits 18glaring: staring angrily 19defi ance: a look of opposition, as if challenging someone 20infested: present in large numbers 21girdling: surrounding, encircling 22pell-mell: here and there, in a chaotic way 23wrath: anger 45

3 The Enchanted Pool.indd 45 31/08/17 2:49 PM Duryodhana? Might he not have poisoned the water? en Yudhishthira also descended into the pool, in his turn drawn to the water by a consuming24 thirst. At once the voice without form warned as before, ‘Your brothers died because they did not heed my words. Do not follow them. Answer my questions ﬁ rst and then quench your thirst. is pool is mine.’ Yudhishthira knew that these could be none other than the words of a yaksha and guessed what had happened to his brothers. He saw a possible way of redeeming25 the situation. He said to the bodiless voice, ‘Please ask your questions.’ e voice put questions rapidly one after another. It asked, ‘What makes the sun shine every day?’ Yudhishthira replied, ‘ e power of the Supreme.’ ‘What rescues man in danger?’ ‘Courage is man’s salvation in danger.’ ‘By the study of which science does man become wise?’ ‘Not by studying any sastra does man become wise. It is by association with the great in wisdom that he gets wisdom.’ e yaksha asked, ‘What is more nobly sustaining than the earth?’ Yudhishthira replied, ‘ e mother who brings up the children she has borne, is nobler and more sustaining than the earth.’ ‘What is higher than the sky?’ ‘ e father.’ ‘What is ﬂ eeter than wind?’ ‘ e mind.’ ‘What is more blighted26 than withered straw?’ ‘A sorrow-stricken heart.’ ‘What befriends a traveller?’ How, according to you, would ‘Learning.’ learning befriend a traveller? ‘Who accompanies a man in death?’ ‘Dharma. at alone accompanies the soul in its solitary journey after death.’ ‘Which is the biggest vessel?’ ‘ e Earth, which contains all within itself, is the greatest vessel.’

24consuming: (here) very strong 25redeeming: making up for 26blighted: destroyed

3 The Enchanted Pool.indd 46 23/11/17 12:18 PM ‘What is happiness?’ ‘Happiness is the result of good conduct.’ ‘What is that, abandoning which, man becomes loved by all?’ ‘Pride—for abandoning that man will be loved by all.’ Which of Yudhishthira’s answers appeals to ‘What is the loss which yields joy and not sorrow?’ you the most? Is there any question to which ‘Anger—giving it up, we will no longer be subject to sorrow.’ you would give an answer di erent from ‘What is that, by giving up which, man becomes rich?’ the one Yudhishthira gave? What would your ‘Desire—getting rid of it, man becomes wealthy.’ answer be? ‘What is the greatest wonder in the world?’ ‘Every day, men see creatures depart to Yama’s abode27 and yet, those who remain, seek to live forever. is verily28 is the greatest wonder.’ us, the yaksha posed many questions and Yudhishthira answered them all. en the yaksha said, ‘I am pleased with your wisdom, Yudhishthira. I will bring all your brothers to life.’ It was Yama, the Lord of Death, who had taken the form of the deer and the yaksha so that he could test Yudhishthira. He embraced Yudhishthira and blessed him. Yama said, ‘Only a few days remain to complete the stipulated period of your exile in the forest. e thirteenth year will also pass by. None of your enemies will be able to discover you. You will successfully fulﬁ l your undertaking,’ and saying this he disappeared. e Pandavas had, no doubt, to pass through all sorts of troubles during their exile, but the gains too were not inconsiderable. It was a period of hard discipline and searching29 probation30 through which they emerged stronger and nobler men.

Chakravarti Rajagopalachari (1878–1972) was part of the independence struggle, a politician and a writer. He was the last Governor General of India. Educated from Presidency College, Madras, he wrote in both Tamil and English, and received a Sahitya Akademi award for his writing in Tamil. Popular works by the author include a retelling of e Mahabharata and e Ramayana in English.

MAKING CONNECTIONS Quick answers

1. Complete the following sentences with reference to the story. a. In ancient times, ﬁ re was kindled by mechanical friction because ______b. Nakula drank the water from the pool in spite of the yaksha’s warning because ______

27abode: home 28verily: certainly 29searching: (here) thorough 30probation: period of test

47 c. Yudhishthira was left alone and thirsty because ______d. Yudhishthira believed one must give up anger because ______e. e yaksha brought Yudhishthira’s brothers back to life because ______f. Yama had taken the form of the deer and the yaksha because ______Reference to context

2. e Pandavas pursued the animal but it was a magic deer which sped in great leaps and bounds, decoying the Pandavas far into the forest and then disappeared. a. When and where did this incident happen? b. Why did the Pandavas pursue the animal? c. How did the Pandavas feel when the animal disappeared? 3. ere was surely some magic about it. a. Describe the scene before Yudhishthira’s eyes. What comparison does the narrator use to describe it? b. What was his ﬁ rst reaction on witnessing the scene? c. Why did Yudhishthira come to the conclusion that there was something magical or supernatural about the event? 4. ‘What is the loss which yields joy and not sorrow?’ a. Who asks this question and to whom? b. What is the reply given to this question? c. To what extent do you agree with the reply? Support your answer with a reason. Read, reflect and write

5. How did Yudhishthira’s response to the voice diﬀ er from that of his brothers? 6. Illustrate how happiness is a result of good conduct. 7. What blessing did Yama bestow upon Yudhishthira? 8. What did the Pandavas gain from their exile? 9. What is an alternate title you could give this story? Justify your choice with a reason. 10. Extended writing: With detailed reference to the story, show what Yudhishthira’s answers reveal about his character.

3 The Enchanted Pool.indd 48 31/08/17 2:49 PM Integrate

11. Often while travelling through deserts people see pools of water that don’t exist. is occurrence is an optical illusion called a mirage. Do you know what causes mirages? Find out more about mirages and draw up a brief fact ﬁ le.

WORD WALL

Anagrams

1. An anagram is a word formed by rearranging the letters of another, such as act, formed from cat. Follow the example and use the clues given below to get anagram pairs. a. i. Past tense of ‘be’ was e. i. Remain alive ______ii. A tool for cutting wood saw ii. e opposite of good ______b. i. Great jumps ______f. i. A small body of water ______ii. Loud rings of a bell ______ii. A shape made when c. i. e blue planet ______something bends and crosses ______ii. e organ that pumps g. i. A hoofed grazing animal ______blood through the body ______ii. A tall variety of grass ______d. i. e past tense of send ______h. i. e period between birth ii. What comes between units and death ______and hundreds ______ii. A folder to hold loose papers ______Proverbs

2. Yudhishthira is known for his wisdom. Proverbs are short, popular pieces of wisdom, oﬀ ering advice on how to live your life. Match the columns to complete the proverbs.

a. Two wrongs i. like the present. b. When the going gets tough ii. by the company he keeps. c. Two heads iii. built in a day d. ere’s no time iv. seldom bite. e. Rome was not v. don’t make a right. f. Barking dogs vi. are better than one. g. A man is known vii. the tough get going.

3 The Enchanted Pool.indd 49 31/08/17 2:49 PM GRAMMAR TIME

Verbals

Read these sentences. ➤ ‘We cannot render even this t r i i n g service to the sage.’ ➤ Heedless of the warning, he drank the water. In the sentences given above, t r i i n g and warning are verbals.

Verbals are words formed from verbs but functioning as a di erent part of speech. Participles, gerunds and in nitives are verbals.

Participles

A participle is a word formed from a verb, ending in -ing (= the present participle) or -ed, -en, -ed, -d, -t, -en, or –n etc. (= the past participle). A participle can be used as an adjective.

Here are some participles being used as adjectives:

Verb Past participle Present participle burn the burnt toast the burning wood cook the cooked rice the cooking competition tear a torn shirt a tearing hurry

Participles are often used in phrases that act like adjectives. ➤ e cricketer wearing the orange cap scored the highest number of runs. ( e phrase wearing the orange cap describes the cricketer.) Take care to a ach the ➤ e days spent with my grandparents were the happiest of my life. participle to the noun or pronoun which it ( e phrase spent with my grandparents describes the days.) describes. ➤ I watched the ducks swimming in the pond. Can you spot the ( e phrase swimming in the pond describes the ducks.) errors in these ➤ e beekeeper gave me a jar ﬁ lled with honey. sentences? ( e phrase ﬁ lled with honey describes the jar.) A table was made by the carpenter with ➤ Cheering loudly, the spectators stood up. carved legs. ( e phrase cheering loudly describes the spectators.) Having eaten my ➤ Packed with books, the bag was too heavy for me to lift. breakfast, Grandfather ( e phrase packed with books describes the bag.) dropped me to school.

3 The Enchanted Pool.indd 50 31/08/17 2:49 PM 1. Choose participles from the box to complete the proverbs given below.

united sinking rising rolling ro en divided

a. ______we stand, ______we fall. b. A ______tide lifts all boats. c. A ______stone gathers no moss. d. A ______apple harms its neighbours. e. Rats desert a ______ship. 2. Use participles to combine the following pairs of sentences. One has been done for you. a. e elderly man walked up the stairs. He tripped and fell. Walking up the stairs, the elderly man tripped and fell. b. I opened a drawer. It was crammed with books. c. I heard a noise. I turned around. d. e match was delayed by the rain. It started an hour late. e. e performer was delighted by the cheering. He sang one more song. f. My friend saw me across the room. She waved. g. We saw the golden oriole. It was sitting on the ﬁ r tree.

Gerunds

A gerund is a verb form ending in -ing that functions in a sentence as a noun.

Verb Gerund cycle I like cycling. cook He enjoys cooking. paint Painting is my hobby.

Note that the participle does the job of an adjective while the gerund does the job of a noun. Compare the verbals in these two sentences: ➤ I bought a pair of swimming trunks. (swimming ➔ adjective ➔ participle) ➤ I enjoy swimming. (swimming ➔ noun ➔ gerund)

3 The Enchanted Pool.indd 51 31/08/17 2:49 PM 3. Complete the sentences using gerunds. a. In summer I enjoy ______but in winter I prefer ______. b. ______is unhealthy. c. ______is being environmentally responsible. d. ______is my favourite pastime.

Inﬁ nitives

An in nitive is a verb formo en preceded by tothat can function as a noun, an adjective or an adverb.

Example Function My grandfather likes to Noun read. Bring a book to read. Adjective—qualiﬁ es the noun Because an in nitive is book not a verb, you cannot Every evening we go to Adverb—explains why we go add -s, -es, -ed or -ing the library to read. to the library to it.

An infi nitive generally begins with to, but with certain verbs such as feel, hear, help, let, make, see and watch we can use the infi nitive without to. Examples: ➤ I heard her sing. ➤ He made us for half an hour. Sometimes we can wait use either a gerund or 4. Put a tick ( ) against the sentences that are correct and a an in nitive without changing the meaning cross () against those that are not. of a sentence: a. e cat will not let the rat to escape. • I like to visit my b. You need not to do it. grandma. • I like visiting my c. We are happy to help you. grandma. d. e visitors are about to leave. But sometimes the meaning changes: e. e coach made the players to warm-up. • I stopped drinking Infi nitives are useful for combining or synthesizing sentences. chocolate milk. Examples: • I stopped to drink chocolate milk. ➤ My grandfather goes to the park. He meets his friends there. My grandfather goes to the park to meet his friends. ➤ We stand up to bullies. We are not afraid. We are not afraid to stand up to bullies.

3 The Enchanted Pool.indd 52 31/08/17 2:49 PM 5. Combine each pair of sentences given below into a single sentence using the inﬁ nitive (to + verb). a. My grandmother goes to the park. She exercises there. b. We go to the stadium. We watch matches there. c. e candy is too hard. It cannot be bitten. d. A janitor has been hired. He will clean the building.

PUNCTUATION

Semicolon

Read these sentences. ➤ e world held no warriors who could overcome his brothers; besides, there were no wounds on their bodies which could have let out life. ➤ He was very thirsty himself and so thought of quenching his thirst ﬁ rst before taking water in his quiver for his brother; but no sooner did he dip his hand in the transparent water than he heard a voice which said, ‘Do not be rash. is pool belongs to me. O son of Madri! Answer my questions and then drink the water.’ In the sentences given above, two sentences are linked with a semicolon.

A semicolon marks a break that is stronger than a comma but not as nal as a full stop.

1. Read the following sentences. How many of these can you combine using semicolons? Check your responses with those of your partner. a. Come home this evening, Ria. We can try playing my new guitar. b. We must go to the ruins outside the old city. ey are known to be beautiful. c. I am going out. Are you coming? d. I thought you had left. I was wrapping up here. e. We have done everything we could. I think you could trust us in this matter. f. She did not respond. But, I think she will want to come along with us.

WRITING

Composition

1. Write a composition about the sudden visit of a distinguished person to your school. e person gave a short speech that was liked by students and teachers alike. Discuss the visit as well as the person’s talk. You can use the points on the next page:

3 The Enchanted Pool.indd 53 23/11/17 12:31 PM the feeling the ﬂ urry of at the end of preparations the visit

a visit things that went description of right and a few that the visit perhaps, did not

the speech and the meaningful things that were said by the person

LISTEN AND SPEAK WELL

1. Listen to the audio and choose the correct answer. a. Which of the following words does not describe the young people at the beginning of the story? i. impatient iii. disrespectful ii. tolerant iv. arrogant b. Which of the following is not a reason why the elders were banished? i. ey were tired of the stories that their grandparents told them and the advice given by their parents. ii. e young people thought the advice of elders was not relevant in modern times. iii. e elders did not allow young people to govern the village. c. What advice could the council of young people not give? i. How to grow crops again. ii. How to combat the cold and the heat. iii. How to bring the elders back from the forest. d. Which of these words does not describe the attitude of the young people at the end of the story? i. reverent iii. insolent ii. repentant iv. humble e. Which of the following options best describes the lesson embedded in the story? i. Younger people must listen to the stories, sagas and advice given by elders even though it is tiresome to do so. ii. Although the advice of elders is not needed in the modern world, one must not exclude elders from a community. iii. ere is much that younger people can learn from the stories, advice and experience of their elders. 2. In groups, write and perform a skit on respecting the elders in our communities.

Answer for warm-up: time 54

3 The Enchanted Pool.indd 54 23/11/17 12:31 PM The Hero

When you were younger, what heroic deeds did you imagine yourself doing? Why do young children imagine performing heroic deeds?

Mother, let us imagine we are travelling, and passing through a strange and dangerous country. You are riding in a palanquin1 and I am trotting by you on a red horse. It is evening and the sun goes down. e w a s t e 2 of Joradighi3 lies wan4 and grey before us. e land is desolate5 and barren. You are frightened and thinking, ‘I know not where we have come to.’ I say to you, ‘Mother, do not be afraid.’

e meadow is prickly with spiky grass, and through it runs a narrow broken path. ere are no cattle to be seen in the wide ﬁ eld; they have gone to their village stalls. It grows dark and dim on the land and sky, and we cannot tell where we are going. Suddenly you call me and ask me in a whisper, ‘What light is that near the bank?’

Just then there bursts out a fearful yell, and ﬁ gures come running towards us.

1palanquin: covered or box-like carriage carried on poles on the shoulders of bearers 2waste: barren, bare 3Joradighi: name of a place 4wan: dark and gloomy 5desolate: lonely

Poem 3 The Hero.indd 55 31/08/17 4:15 PM You sit crouched in your palanquin and repeat the names of the gods in prayer. e bearers, shaking in terror, hide themselves in the thorny bush. I shout to you, ‘Don’t be afraid, mother. I am here.’

With long sticks in their hands and hair all wild about their heads, they come nearer and nearer. I shout, ‘Have a care6, you villains! One step more and you are dead men.’

ey give another terrible yell and rush forward. You clutch my hand and say, ‘Dear boy, for heaven’s sake, keep away from them.’ I say, ‘Mother, just you watch me.’ en I spur my horse for a wild gallop, and my sword and buckler7 clash against each other. e ﬁ ght becomes so fearful, mother, that it would give you a cold shudder could you see it from your palanquin.

Many of them ﬂ y8, and a great number are cut to pieces. I know you are thinking, sitting all by yourself, that your boy must be dead by this time. But I come to you all stained with blood, and say, ‘Mother, the ﬁ ght is over now.’

You come out and kiss me, pressing me to your heart, and you say to yourself, ‘I don’t know what I should do if I hadn’t my boy to escort9 me.’

6Have a care: be careful 7buckler: a round shield 8ﬂ y : (here) run away 9escort: (here) guard on a journey

Poem 3 The Hero.indd 56 31/08/17 4:15 PM A thousand useless things happen day after day, and why couldn’t such a thing come true by chance? It would be like a story in a book. My brother would say, ‘Is it possible? I always thought he was so delicate10!’ Our village people would all say in amazement, ‘Was it not lucky that the boy was with his mother?’

Rabindranath Tagore (1861–1941) was born in Kolkata into a prominent family which took keen interest in literature and culture. He started writing poetry at the age of eight. He eventually became the rst Asian to win the Nobel Prize in Literature, in 1913. Tagore founded a school called Patha-Bhavana in 1901, which eventually expanded into the Visva-Bharati University at Shantiniketan.

MAKING CONNECTIONS

Quick answers

1. Give details of the strange and dangerous country through which the narrator imagines himself to be travelling with his mother. Fill in the boxes with the details. a. b. c. d. land meadow ﬁ e l d sky

2. Read these lines and answer the questions that follow. a. It is evening and the sun goes down. e waste of Joradighi lies wan and grey before us. e land is desolate and barren. i. Who are ‘us’ in these lines? ii. By what means are they travelling? iii. What do the travellers think and say about the place?

10delicate: (here) weak

Poem 3 The Hero.indd 57 31/08/17 4:15 PM b. With long sticks in their hands and hair all wild about their heads, they come nearer and nearer. i. Who are the persons described here? ii. What are they coming nearer and nearer to? iii. What are the means of travel they are using? c. A thousand useless things happen day after day, and why couldn’t such a thing come true by chance? It would be like a story in a book. i. What does the boy mean by ‘such a thing’? ii. What reaction does the boy imagine from his brother? iii. What would be the reaction of the villagers? 3. How do you know that the incidents described only happen in the boy’s imagination? Why do you think the boy imagines such a dangerous situation? 4. What response do you think the mother would give her son? 5. e little boy wants to save his mother, if a situation such as he imagines were to arise. But he also wants acclaim from certain others. Who are these people and why do you think the boy wants their appreciation?

APPRECIATION Dramatic monologue

Read these lines. Mother, let us imagine we are travelling, and passing through a strange and dangerous country. You are riding in a palanquin and I am trotting by you on a red horse. ese lines tell us that the poem is spoken by a young child to his mother. e child is the persona or speaker and the mother is the audience or listener.

A poem which has a persona and an implied audience is known as dramatic monologue. Dramatic monologue in poetry is like a monologue in a play. e poet speaks through a character, a ctional identity, or a person to a listener, also known as the auditor.

1. Given below is an extract from ‘ e Rainy Day’, another dramatic monologue composed by Tagore. Read the text aloud. e Rainy Day Sullen clouds are gathering fast over the black fringe of the forest. O child, do not go out! e palm trees in a row by the lake are smiting their heads against the dismal sky; the crows with their dragged wings are

Poem 3 The Hero.indd 58 31/08/17 4:15 PM silent on the tamarind branches, and the eastern bank of the river is haunted by a deepening gloom … e sky seems to ride fast upon the madly rushing rain; the water in the river is loud and impatient; women have hastened home early from the Ganges with their ﬁ lled pitchers. e evening lamps must be made ready. O child, do not go out! a. Identify the persona and the listener. b. What do these lines tell us about the persona? c. e mood of a poem refers to its atmosphere. What is the mood of these lines?

2. Read the fable given below. e Boasting Traveller A man who had travelled in foreign lands boasted very much, on returning to his own country, of the many wonderful and heroic feats he had performed in the diﬀ erent places he had visited. Among other things, he said that when he was at Rhodes he had leaped to such a distance that no man of his day could leap anywhere near him, there were in Rhodes many persons who saw him do it and whom he could call as witnesses. One of the bystanders interrupted him, saying, ‘Now, my good man, if this be all true, there is no need of witnesses. Suppose this to be Rhodes, and leap for us.’ Imagine that you are the boastful traveller. Compose a short dramatic monologue describing your ‘feats’. You may compose the monologue in prose or poetic form.

Poem 3 The Hero.indd 59 31/08/17 4:15 PM March 4

e names of the months come to us from the early Roman calendar. At rst there were ten months which had been named and two that had not been named, in the calendar. March, then, was the rst month of the year. A er this the order of the calendar was changed and all twelve months were given names. 1. Match the names of the months with the description of their origins.

A B a. January i. named after the Roman emperor, Julius Caesar b. February ii. named after Juno, queen of the Roman gods c. March iii. named after Janus, the two-headed Roman god of doorways and new beginnings, depicted with two faces looking in opposite directions. d. April iv. stands for ten —the tenth month of the older calendar e. May v. named after the Roman emperor, Augustus Caesar f. June vi. named for Februa, the feast of puriﬁ cation g. July vii. month of Mars, the Roman god of war h. August viii. stands for seven, the seventh month of the older calendar i. September ix. stands for nine, the ninth month of the older calendar j. October x. comes from the Latin Aprillis k. November xi. month of Maia, a Roman Earth goddess l. December xii. stands for eight, the eighth month of the older calendar

Let’s read this description of the month of March by a keen observer of nature. arch is an unpredictable month: one day can be as cold as any in winter, the next as warm Mas any in spring. It may be as dry as a desert one morning and, by sundown, as wet as a monsoon night. Fresh falls of snow in the mountains of Kashmir or Himachal bring chilly winds to the capital. Strong winds push clouds up to freezing heights, convert raindrops into ice, toss icelets up over and over again till they are too heavy to bear and let them descend on the Earth as hail.

4 March.indd 60 30/08/17 6:20 PM Take a close look at a hailstone and you will notice that it is of a milky-white colour and consists of layers of ice like skins on an onion. I used to wonder why hailstorms did not occur in winter months when it is cold, but in spring or early summers when it is warm. Now I know it takes strong winds to make hail. I have often put away my woollens by the middle of the month and taken out my summer clothes, only to put back the cottons and once again get out cardigans and warm socks. What they say about May in England, can be said of March in India: ‘Never cast1 a clout2 till March be out.’

e sun also continues to behave erratically3. It comes up earlier by more minutes than it goes down in the evenings. Humans are not the only ones to be fooled by the weather. Insects, said to be endowed with4 an extra sense of forecasting the weather, suff er heavy losses. Mosquitoes, fl ies and moths, which come out of hiding to pester humans, suddenly fi nd the weather turn inclement5 and are frozen to death. In my diary I record the fi rst time I hear crickets chirp. is is usually in the second week of March; probably somewhat earlier in my apartment than in other homes as I have a log fi re burning every winter night. A cricket’s chirp can be a reliable substitute for a thermometer; the hotter it is, the faster the cricket chirps. If you do not believe me, try the following experiment: count the number of chirps per minute, divide the total by four and add forty. e total will give you the temperature of the room in Fahrenheit.

1cast: throw away 2clout: (old use) article of clothing 3erratically: not following any regular plan 4endowed with: having or possessing 5inclement: (of the weather) not pleasant; cold, wet, etc.

4 March.indd 61 30/08/17 6:20 PM e vagaries6 of the weather make Holi, the festival of colours, a chancy7 aff air. It usually falls some time between the latter part of February and the What experiment end of March. Some years, only the young are out with their long tube- does the author suggest for guessing syringes, buckets of coloured water and red powder to fi ght mock battles, the temperature? yelling ‘Holi Hai! Holi Hai!’ Other years, it is warm enough for the middle- aged and the old to risk being doused8. By mid-March the mulberry tree (shahtoot in Hindi; Morus alba in Latin for the white-fruited variety) has both fl owers and leaves. For a few days its caterpillar-like fruits are free to all for picking. Bauhinias are still in fl ower, though now with leaves around them. Mango trees are covered with a powdery cluster of blossoms. In March both birth and death are much in evidence. On the one hand you can see the grapevine and madhumalati—Quisqualis (meaning Who? What?) indica, a name given to it by a Dutch botanist because of its eccentric9 manner of growth—add new leaves every day. On the other, neems, mahuas, jamuns, peepals and banyans are shedding their foliage.

Of the dying and the reborn, peepals and banyans have the most delicate e leaves of which of new leaves; pale pink, silky-soft and beautifully shaped. If you want an trees does the off ering from nature as your bookmark, you cannot do better than press author recommend as bookmarks? their leaves in your album. Why? Most birds start making their nests in March. Vultures and kites, which started off earlier, are busy making nests. For some years I have watched a couple of white-backed vultures (I presume they are the same every year) choose the same cleft10 in the branches of the Ailanthus overlooking the Golf Club swimming pool. is tree is common in Delhi. Its Latin name Ailanthus (tree of heaven) excelsa (very tall) is summed up by its Hindi name Mahavriksh (the great tree). ere are quite a few specimens in the Golf Club and along many roads. Its fl owers, which come out late in February, are hardly visible, and its fruit, which drops by June, cannot be eaten. However, its soft wood is used for making packing cases and matchsticks. Some vultures seem to have a sense of history and like to rear their young in What do you think 11 ancient buildings. A pair of neophrons has for years occupied the same niche the narrator means in the western wall of the Bara Gumbad in Lodi Garden. As Englishmen by the phrase ‘their make a fetish12 about hearing the fi rst cuckoo in spring, I record the fi rst time throats open up’? I hear the koel’s full-throated cry rather than the half-hearted gurgles13 that one hears during winter months. In Delhi, their throats open up in the fi rst

6vagaries: changes that are diﬃ cult to predict or control 7chancy: uncertain 8dowsed: splashed or drenched with water 9eccentric: strange or unusual 10cleft: (here) place where a branch divides into two 11neophrons: vultures with yellow beaks and white feathers 12fetish: (here) idea which is given a lot of importance 13gurgles: irregular bubbling sounds

4 March.indd 62 30/08/17 6:20 PM week of March, and get clearer as the days get warmer and as nesting season draws nearer. About the same time the papeehas (hawk cuckoos) begin to announce their presence. Bird song can be heard round the clock: crow pheasants’ deep throated hook hook hook, tree pies’ harsh overture14 followed by a tinkling of bells, and golden orioles’ fruity mellifl uous15 calls, can be heard every morning. On a warm afternoon, the tuk-tuk-tuk-tuk of coppersmiths (basanta or the crimson-throated barbet) sounds very much like the short blasts made by the diesel-operated fl our mills in villages. No songbird in India can match the magpie robin (shama or dayal). It usually sings only in the early hours of the morning or at twilight and evening. When does the magpie robin In March, the Lodi Gardens and the Buddha Jayanti Park are much sing? frequented by picnickers. e Buddha Jayanti Park specializes in planting masses of the same fl ower for each bed; the Lodi Gardens has quite a few fl owering trees and beds of pansies, phlox, salvias, violets and other delicate varieties of fl owers. A good time for visiting parks is the afternoon of Holi after the coloured-water sports are over and most people are tired or engaged in post-Holi feasting. In the Lodi Gardens, purple bougainvilleas, the most luxuriant and pristine16 variety of the species, make a splendid show. To be seen among the birds are owlets, sitting in holes of old walls taking the sun in with their eyes shut, and shrikes. You can generally spot the bay-backed and rufous shrikes on the lower branches of trees. e shrike is also known as the butcherbird because of its nasty habit of impaling17 live insects on thorns. In the last week of the month, spring vegetables and fruits fl ood the market. Cucumbers and kakrees (tar) are on lunch menus. Watermelons, both cantaloupes and muskmelons (tarbooz and kharbooza), are available in the market. In recent years their quality has improved. In my younger days you had to be an expert to tell the sweet melons from the tasteless. One only bought kharboozas said to have come from Tonk or Saharanpur. Today you have to be unlucky to bring home a fl at-tasting melon; most of them are sweet and succulent18. Closely following on the heels of these ‘earthy’ fruits come mulberries, both the white and the purple variety. Mangoes from the south and the much-fancied Alfonso from the Konkan coast can be had for a price in fruit shops catering to the rich. But for locally grown varieties of this king of fruits you have to wait for a few more weeks.

Khushwant Singh (1915–2014) was a novelist, journalist and historian. He was a widely read Indian columnist. He wrote three weekly columns that were reproduced by over y journals across the globe. He was most famous for his novel Train to Pakistan. He is also known for his translations of Urdu poetry as well as Sikh texts.

14overture: introductory piece of music 15melliﬂ uous: sounding sweet and smooth; very pleasant to listen to 16pristine: fresh and clean, as if new 17impaling: pushing a sharp, pointed object through something 18succulent: full of juice 63

4 March.indd 63 30/08/17 6:20 PM MAKING CONNECTIONS

Quick answers

1. Complete the following sentences. a. March is an unpredictable month because . b. A cricket’s chirp can be a close substitute for a thermometer because . c. e soft wood of the Ailanthus is used for . d. ere are more bird calls in March than in other months because . e. e shrike is also known as because . Reference to context

2. Humans are not the only ones to be fooled by the weather. Insects, said to be endowed with an extra sense of forecasting the weather, su er heavy losses. a. How are humans fooled by the weather? b. How does the sun behave in this month? c. Which insects does this weather aﬀ ect and how? 3. In March, the Lodi Gardens and the Budhha Jayanti Park are much frequented by picnickers. a. What is special about the Budhha Jayanti Park in March? b. Which is the best day to visit these parks ? c. Which birds can be seen in the Lodi Gardens at this time of the year? 4. In the last week of the month, spring vegetables and fruits ood the market. a. Which vegetables and fruits are found in the market? b. Which cities are famous for their muskmelons (kharbooza)? c. What has happened in recent years to the quality of melons? Read, reflect and write

5. Make a table of the names of the birds, ﬂ owers and vegetables to be found in Delhi in March, as listed by the author. 6. Why do you think the narrator chose to describe the month of March and not any other month? Give reasons. 7. e author seems to have an eye for human behaviour, and also for ﬂ owers, birds, insects, and even for fruits and vegetables. What does this say about the author? 8. Extended writing: Now write about the technique of the author’s descriptions with respect to the following: a. imagery b. comparisons c. colours

4 March.indd 64 23/11/17 12:34 PM Integrate

9. Many festivals are celebrated according to the change of seasons and the harvest that takes place in those seasons. Find out which crops are harvested in March and which festivals are celebrated in that month.

WORD WALL

Fixed expressions

Read this sentence. ➤ Take a close look at a hailstone and you will notice that it is milky-white in colour. Fixed expressions in a language are certain combinations of words which have a meaning diﬀ erent from the individual meanings of the component words. If one of the component words is replaced by a synonym, the same meaning will not be achieved. English uses a number of ﬁ xed expressions in everyday conversation and writing.

1. Circle the right expression in the following sentences. a. On behalf of/For behalf of the school, I would like to thank all the parents. b. You may leave now, or stay longer; it’s on to you/up to you. c. All in a sudden/All of a sudden, I heard her footsteps on the staircase. d. Try and stay out of/above trouble. e. I ran till I was out of/under breath. f. It has come to/showed to our attention that your son is not attending classes. g. I can assure you that it is a happiness/a pleasure to deal with you. h. Could you holdup/hold on for a moment please?

GRAMMAR TIME

Relative Pronouns

Read these sentences. ➤ I miss my grandmother. My grandmother lives in Australia. A pronoun is a I miss my grandmother who lives in Australia. word that is used e word who is used in place of My grandmother and it joins the two instead of a noun. sentences. In this sentence, who is a relative pronoun.

4 March.indd 65 30/08/17 6:20 PM A relative pronoun does the work of a conjunction and a pronoun. Relative pronouns include: who, whom, whose, what, which and that.

In the sentences below, the italicized words are relative pronouns. ➤ I miss my grandmother. My grandmother’s stories are interesting. at or which? I miss my grandmother whose stories are interesting. • e cakes, which have ➤ I have lost my train ticket. I purchased the ticket yesterday. pink icing, are delicious. (All the cakes have I have lost my train ticket which I had purchased yesterday. pink icing and they are e relative pronouns who/whose/whom are used for delicious.) persons only. • e cakes which have e relative pronouns which/what are used for animals pink icing are delicious. and non-living things. ( ere are cakes with a variety of coloured icing e relative pronoun that can be used for persons as well – only the ones with pink as things. icing are delicious.) In the second sentence, 1. Fill in the blanks with suitable relative pronouns. we can use that instead of a. Ravi found he was looking for. which, as well. b. He reported the theft of his car had been stolen from his garage. c. Mr Shivkumar is the gentleman shop was inaugurated by the Chief Minister. d. Nobody can ﬁ gure out is troubling the anxious lady. e. We pity the beggars we see begging on the streets. f. Sharmila, is my best friend, has invited me to her house. g. I was disappointed because Sudhir and Harsh, I had invited to my party, didn’t reach on time.

2. Complete the following sentences using relative pronouns. a. Doesn’t he look like the man ... ? b. We were about to leave when Hira ... . c. e crows chased the eagle ... . d. I really liked that book ... . e. What were the clues ... ?

4 March.indd 66 23/11/17 12:39 PM f. Please make a list of the things ... . g. at is the packet ... . h. ose are the fruits ... .

DICTIONARY

Words with Greek or Latin origins

In this chapter you have read about the English meanings of the scientiﬁ c names of some plants like Ailanthus excelsa and Quisqualis indica. Many common words in English have their origin in Greek or Latin words.

1. Use a dictionary to ﬁ nd out the origin of the words given below.

a. architect b. civilian c. history d. manuscript e. astronomy f. geology g. in nite h. mechanic i. octopus j. pirate

WRITE WELL

Descriptive composition

1. Choose a subject and write a descriptive composition to show seasonal changes. You could choose from the following subjects: a tree, the sky, food, clothes, family activities, leisure time, my garden, the place I live in, etc. Bring out the changes that take place with every changing season. Use this graphic organizer to jot down points before you write the composition. Use vivid descriptions, engaging all the senses.

Spring Summer Monsoon Winter a. ______a. ______a. ______a. ______b. ______b. ______b. ______b. ______c. ______c. ______c. ______c. ______d. ______d. ______d. ______d. ______

4 March.indd 67 30/08/17 6:20 PM LISTEN AND SPEAK WELL

1. Your teacher will read out some information about four diﬀ erent birds. Listen carefully and complete the table below. Also, identify their pictures given below, correctly.

Name of bird Colour of bird Food Nest Voice or call Coppersmith Golden Oriole Koel Red-Wattled Lapwing

2. Write the names of the following topics on diﬀ erent slips of paper. Put them in a bowl. Take turns to pick up one slip and deliver a short, extempore piece on the topic given on the slip you pick. Use vivid descriptions. Traditions associated with seasons Seasons represented in rhymes and stories Do you think that in recent years we are losing our four distinct seasons? We’ll weather, whatever the weather, whether we like it or not. Seasons change and so do we. To everything there is a season, and a time to every purpose.

4 March.indd 68 30/08/17 6:22 PM