Title Page Copyright Page Preface

Patterns, a Course in Communicative English, focuses on reading, writing and communicative aspects of English language to ensure holistic training. The aim of the series is to enhance the students’ language skills and enable them to use the language with ease and confidence both inside and outside the boundaries of the classroom. The teacher plays the most significant role in this process. Therefore the books contain exhaustive Teacher’s Notes providing certain guidelines and suggestions about the way the lessons can be approached and made interesting as well as beneficial to the students.

The Teacher’s Handbooks (1-8) contain answers to the exercises which accompany the chapters. The primary purpose of these books is to diminish the workload of the teachers and facilitate the teaching and learning processes. Apart from definite answers, they also contain suggestions which the teachers may follow while teaching a chapter. Answers to some analytical questions are not given since it is in the best interest of the students to let them think and answer those questions based on their understanding of the topics. The exercises on Writing Skills and Enrichment activities can be conducted by the teacher following the guidelines given as part of the exercise. The teacher should encourage students to answer the open-ended questions depending on their reading of the chapter.

We sincerely hope that the teachers find these books useful and the Handbooks contribute substantially to the process of learning. Contents Course book Theme: Celebrations 1. Spinning Rainbows 1 2. Great-Grandma’s Nickel 2 3. A New Year’s Hat for Lord Buddha 6 4. Harvest Festivals 12 5. Life: That’s Amazing 15 6. Everyone Sang 17

Theme: Magic 1. Abracadabra! Alakazam! And Stuff Like That 18 2. Copperfield, David – Magician 21 3. Bewitched 23 4. A Kind of Magic 25 5. Isn’t My Name Magical? 27 6. The Snitterjipe 28 7. A Small Dragon 29

Theme: Words 1. Death of a Letter 30 2. Tips for Writing 34 3. Anastasia Krupnik 36 4. Books Make Good Pets 38 5. A Loaf of Poetry 40 6. The Library 41

Theme: Childhood 1. You Can’t Be That 42 2. When I Was Twelve 44 3. Different Childhoods 46 4. Child Labour: Points of View 47 5. Paradise Carpet 48 6. The Right to the Work of One’s Choice 50 7. The Chimney Sweeper 51 8. Children of India 53

Theme: Beginnings 1. The Many-Coloured Lotus 55 2. Pangu 55 3. The Creation of the Earth 56 4. The History of Electricity 58 5. First Day at School 59 6. Metamorphosis 60 7. Caterpillar 60 8. Peacemaker 61

Workbook 64-97

The Storyteller 1. Detective Shambu 98 2. Thank-you Letter 99 3. Sho-nah and the Wolf Pack 101 4. Clowns 103 5. Uncle Lou’s Magic 104 6. Ice-Golawallah 106 7. The Mountain that loved a Bird 107 8. Water 110 9. Little Red Riding Hood: The Wolf’s Story 111 10. Tom-Tom 114 11. Thank You, Ma’m 116 12. Vocation 119 13. The Story of Prometheus 121 14. Dear Examiner 123 15. Keeping Henry 125 16. The Wizard of Oz 127

COURSE BOOK Theme: Celebrations Spinning Rainbows Page 3 NOTE: You may encourage students to speak up and list all the things that make them happy before starting the lesson. One student might be asked to read the poem aloud, and then the rest of the class could express how much they have understood of the poem. Comprehension Page 4 NOTE: Students are to be encouraged to answer in simple sentences. 1. The poem is addressed to the readers. 2. NOTE: Students should answer this question based on their understanding of the poem and the poet. 3. The poet wants to see the sun burst forth and be warmed by its bright, invigorating golden hues. When he grows older he wants to roll gleefully down grassy hills, prance about and laugh with delight. He wants to enjoy life with zest, tirelessly. He doesn’t want his life to be touched with sorrow or tears. He wants to remain happy and laugh till it hurts. He wants to fill his life with all the colours of the rainbow and celebrate it in all its glory. 4. Unlike other people the poet doesn’t want to be bogged down by gloomy and dreary mornings. He wants his days to be illuminated by the bright sunshine. He wants his soul to be heartened by the warmth of the sun. He doesn’t want to be sedate and dignified when he grows old. Rather he wants to have a rollicking time on grassy slopes and laugh merrily. Some people remain sad and allow their lives to be clouded by tears. But the poet doesn’t want to be affected by sorrow. Unlike others he wants to celebrate life in all its glory. He wants his days to be beautified by all the colours of the rainbow. 5. The mood associated with ‘grey misty mornings’ is one of gloom, sadness, pessimism, hopelessness and dejection. 1 The mood associated with ‘sun bursting forth…’ is that of warmth, brimming with joy, unrestrained happiness and optimism. 6. According to the poet, old persons are considered ‘dignified’ because they are serious and solemn. They do not derive childlike pleasure from simple joys of life. The young, on the other hand enjoy the bounty of nature, they are so energetic and enthusiastic. They live life to the fullest and celebrate every moment. 7. The poet means that he will not allow himself to be disheartened by sorrow. He will always be optimistic and happy when he faces difficult times. Writing skills Page 4 NOTE: You might encourage students to appreciate the poet’s positive attitude towards life before they start answering this question. NOTE: Students can follow these guidelines (CODER) while writing the paragraph. C. collect information D. make a rough draft E. edit the draft R. rearrange the sentences and write the fair draft Students should write in the first person. They should express their own opinion which will be unique and distinctive.

Great-Grandma’s Nickel Page 5 Comprehension Page 8 1. Shana was celebrating the festival of Purim with her great- grandmother. Purim is a traditional Jewish festival for food, story telling and fun. 2. Shana’s great-grandmother lived in a high-rise building in the heart of a big city. We know this as the writer describes Shana pressing her forehead against the window of her great- grandmother’s kitchen and seeing honking cars, people rushing in hurry in a busy street, five storeys below. 2 3. When great-grandmother was a little girl, her life in Poland was tough. She lived in a small town and they were not well off. That is why her brothers went to America in search of a better life. 4. When Shana’s great-grandmother came to America, her life changed for the better. Everything was different and she found it beautiful and amazing. Initially she only had to interact with Jewish people so she did not feel the need to learn English. Later she was asked by her mother to help her brothers at work. 5. Like her great-grandmother, Shana had also moved to New York the previous year and everything seemed different and exciting to her. 6. Although they did not understand each other’s language, Shana’s great-grandmother and the girl in the blue coat communicated through gestures. The girl in the blue coat showed the subway map to Shana’s great- grandmother and she pointed out the stop to her. 7. People who migrate to a foreign country need to have the will and determination to make adjustments. They should have the ability to live harmoniously in their new surrounding, learn the language and the ways of their adopted country. They also need to work very hard to find a niche for themselves. They should also retain the essence of their traditions, their distinct identity and values. 8. Though Shana’s great-grandmother adapted to life in America, she retained her culture. She celebrated her festivals with all the rituals. She baked pastries using the traditional recipe. She spoke her language with her people. Even when she spoke to Shana, her conversation was interspersed with Yiddish words. Word power Page 8 A. This exercise will improve the students’ word power. They should consult their pocket dictionaries or a thesaurus. B. 1. The sentence is in the past tense. Shana will watch her grandmother unfold a faded blue apron.

3 2. The sentence is in the present tense. I will always keep a nickel in my pocket. 3. The sentence is in the past tense. I will be sixteen when I come to this country. 4. The sentence is in the past tense. My mother will give me two nickels. 5. The sentence is in the past tense. I will not know how to say thank you. Write the answers Page 8 1. When great-grandma was a young girl and had just come to America, she did not know English. Since she lived in the midst of Polish people she did not feel the need to learn English. Then one day her mother asked her to help her brothers at work. She had to travel by subway. Her mother gave her two nickels, one for the ride there and the other for the ride back. On the way back she got into the wrong car. When she realised her mistake she got off at the next stop. Since she did not know English, the people at the station couldn’t help her. Then she spotted a girl in a blue coat, which her brothers had made. She approached her, they communicated by gestures and the girl led her to her stop. Great-grandma was on the verge of tears because she had already spent her two nickels .The girl understood her plight and gave her a nickel to reach home. After that great-grandma was determined to learn English and she learnt it during her subway rides. After that harrowing incident she always kept a nickel in her pocket to remind her of that day and to be prepared for any such situation. 2. When great-grandma came to New York, she lived in the midst of people who had come from Poland and spoke Yiddish. So she could make new friends and run errands for her mother without having to learn English. She could even read a newspaper. 3. On the first day when great-grandma had to travel by the subway to help her brothers at work, her mother gave her two nickels. On her way back she got onto the wrong car. When she realised her mistake she got down at the station. She was 4 in a tight spot as she had already spent her two nickels. Since she couldn’t speak in English, the people couldn’t understand her and therefore no one could help her. Fortunately she spotted a girl and sought help. The girl showed her the map and she pointed to her stop. The girl was kind and understanding. She led her to her car and even lent her a nickel. This incident shook great-grandma and she realised the importance of knowing the language. So she resolved to educate herself and learnt English during her subway rides. 4. Since great-grandma did not know English, she expressed her gratitude by hugging the girl who had helped her. 5. Purim is a traditional Jewish festival for food, story telling and fun. Families congregate at the synagogue to celebrate the legend of how the benevolent Queen Esther and noble Mordeci convinced King Ahasuerus to save the Jews from the wicked Haman. Families get together and traditional Purim pastries are made. They send this Purim gift of food to their friends. Listening/speaking Page 9 NOTE: You may divide students into groups in an interesting way. Then each group could be asked to choose a festival which is not very well known, for example, Onam, Guy Fawkes’ day, Halloween, Budhha Jayanti. Each group should choose a spokesperson. There can be more than one speaker. They can present an illustration of the festival. The content should be in the same order as the questions asked. You could move around in the class, supervise the discussions and give suggestions. Participation of the more timid, shy and reticent students might be encouraged in this activity. Writing skills Page 9 A. NOTE: The rules of letter writing may be revised with students. They have to imagine that they are the great-grandmother and be transported to another time and age. They should empathise with a person who has migrated to a foreign land in search of better prospects. B. The following information has been given in the text about the process of making Hamantschen. Ingredients: Butter, flour, sugar, three eggs, finely chopped fruit and nuts. 5 Recipe: Finely chop the fruit and nuts. Mix butter, flour, sugar and three eggs with sour cream in a mixing bowl. Scoop the fruit-and-nut filling onto small rounds of dough. Pinch the filled dough into three cornered fat triangles. Then arrange them in a pan and bake them in an oven. NOTE: The following additional information about the ingredients can be given to the students. • 1/2 cups (180 grams) all-purpose flour, lightly sprinkled into a measuring cup • 1/2 cup plus 1 tablespoon (60 grams) sifted cake flour, lightly sprinkled into a measuring cup • 1 teaspoon baking powder • 1/4 teaspoon salt • 1/2 cup granulated sugar • 7 tablespoons unsalted butter, 1 teaspoon vanilla extract • 1 teaspoon orange juice • 1 large egg, cold Filling For Hamantaschen: 12 ounces (approximately 340 grams) of store-bought Poppy Seed, Prune, Apricot, Cherry, or Strawberry filling, or use Homemade Filling. C. NOTE: The students should be encouraged to choose a special food item made on a festive occasion of their choice. A New Year’s Hat for Lord Buddha Page 10 NOTE: The students can be asked to add more things to the list such as candles/diyas, donations, crackers, garlands of flowers, love, compassion and sharing. Comprehension Page 14 1. The old man and his wife were very poor. The old man chopped wood and his wife tended vegetables which they sold in a market nearby. 6 2. The sentences/phrases that tell us that the old man and his wife were very poor are: • Sat in a dingy room on a tattered tatami. • Gazing at the empty kitchen shelves the old man sighed deeply. • ‘We hardly have anything left to eat.’ • I wish I had just a little rice to make rice cakes. 3. The old couple needed just a little rice to celebrate the festival. 4. On his way back home, the old man saw a shrine of Lord Buddha. Six stone figures of the child Lord Buddha stood, with folded hands, in a row. The snow had piled thickly on the heads and shoulders of the statues. 5. Tears clouded his eyes and he was dismayed to see Lord Buddha frozen in the cold. He brushed off the snow, cleaned all the figures and then he had a brainwave. In order to keep them warm, he covered five of them with his straw hats and the sixth one with his own blue scarf. 6. His wife was very happy that he had covered the poor little Lord Buddhas who must have been miserable in the chilly, biting cold. 7. The old man and his wife were not sad and dejected. Rather, the old man said good-humouredly that if he couldn’t make rice cakes he could at least pretend to crush the rice. 8. Although the man and his wife lived in abject poverty, they did not bemoan their fate. They were selfless, happy and satisfied with what little they had. When the old man told his wife that he had covered the statues with the straw hats, his wife was overjoyed instead of being angry. They were happy to drink just clear soup and go to bed. 9. The old man and his wife were rewarded for their generosity, compassion and contentment. Even though he himself was numbed with cold, the old man happily parted with his only scarf because he wanted to keep the poor little Lord Buddhas warm. Even though they lived in penury, they were happy and were more concerned about the statues.

7 Word power Page 15 NOTE: Students can be asked to frame sentences with the given adverbs. walking gracefully speaking scarcely, eagerly, deeply, anxiously, cheerfully speaking, walking playfully, happily, carefully, lightly, laboriously Write the answers Page 15 1. The old couple was able to celebrate the festival with grand pomp. This was on account of their own generosity, and kindness. On the eve of the festival, the old lady only wished to make rice cakes for Lord Buddha. She did not pine for anything for herself. When the old man saw the six statues of Lord Buddha covered in snow, he was distressed and he cleaned them with tender care. He covered them with his only possessions, the straw hats. With selfless love, he even covered the sixth one with his only scarf. His wife lauded him for this act. Thus pleased with their generosity, Lord Buddha rewarded them with delicious food and gifts. 2. Although the old man tried all day in the market place and even went from home to home, he could not sell his hats. He was neither dejected nor bitter. He was only worried that his wife would be disappointed as she wanted to make rice cakes as an offering to Lord Buddha. 3. They were showered with gifts for their kindness. Five figures of Lord Buddha in straw hats and the sixth one in a blue scarf came in a sleigh and left huge baskets brimming with delicious food and wine. Clothes and presents lay stacked in the verandah and were flowing over their stairs. 4. NOTE: The teacher could encourage students to express their own opinions when answering. The most necessary thing to celebrate a festival is the spirit of the festival and to spread love, compassion and kindness. Listening/speaking Page 15 NOTE: The students should understand the objective of a debate. A debate has two speakers—one speaks in favour of the motion/ topic and the other presents his/her arguments against the motion. Each speaker has to convince the members of the house effectively 8 and the arguments should be based on facts, analytical reasoning, etc. The introduction and conclusion should be gripping.The points should be organised in a logical sequence. Each speaker is given a time limit. The speaker addresses the Chairperson. The speaker should be encouraged to hone his/her oratorical skills. Stress should also be laid on pronunciation, diction and intonation. Writing skills Page 16 NOTE: A report is preferably written in the third person. The headline should be relevant, riveting and catchy. It should be in the present passive/active voice. The first paragraph is a direct expansion of the headline. The accounts of witnesses should be included to make the report more authentic. The report has to be objective in nature. Students can be asked to cut out at least three newspaper reports of events from a daily newspaper and paste them in their notebooks. Enrichment activity Page 16 NOTE: Children could be encouraged to give the word meanings in their mother tongue. You may also ask them to find out the meanings.

Japanese English Hindi 2. Furoshiki scarf shawl 3. Yaki tori chicken basted with tandoori chicken soya sauce 4. Jizosama guardian of children bacchon ke rakshak 5. O shogatsu A Happy New apko naya Omedeto gozaimasu Year To You saal mubarak 6. Mochi rice cake chawal ke laddoo 7. Kabuki a traditional form of lok natya Japanese theatre 8. Taiko a big drum badhi dholak 9. Samura a warrior in vir siphahi pre-industrial Japan

Who’s Afraid? Page 17 NOTE: Students have to identify these people and mention anything they know about them: Sudha Chandra, Stephen Hawking, Helen Keller, Louis Braille and Beethoven. 9 Comprehension Page 19 1. Christy Brown suffered from cerebral palsy. The words and phrases which describe his disability are the following: • Picked up a piece of chalk with his left foot • Excited faces … waiting for a miracle in their midst • I put my foot and made a wild jerking stab … produced a very crooked line and nothing more • The thing that was … my mind its chance of expressing itself • True I couldn’t speak with my lips. 2. Christy Brown finally became a celebrated and famous writer. 3. Christy Brown was five years old when he made his first effort towards writing with his foot. With the encouragement of his family, he wrote his first letter ‘A’ as his first step towards overcoming his disability. 4. When Christy was making the effort there was perfect silence. All the people who were watching him anxiously held their breath. First his sister wrote the letter ‘A’ and asked him to copy it. When he was on the verge of giving up his mother whispered encouragingly, urging him to try again. 5. These words describe the facial expressions and emotions of his family as he was trying to write. They were watching with bated breath. They were tense as they wanted him to succeed. They were excited because they were hoping for a miracle. 6. Christy was not writing with his hands, rather he held the piece of chalk with his left foot. 7. His family was overjoyed when he wrote his first letter. His mother was so ecstatic that tears streamed down her cheeks. His father picked him up and hoisted him on his shoulder. Their reaction was justified because Christy suffered from cerebral palsy. He had no control over his crippled body, he could not speak. For a child with so many limitations, the feat he achieved was nothing short of a miracle. 8. By writing the crooked ‘A’, he started his illustrious career as a writer. 10 Word power Page 19 NOTE: Students are required to use words/phrases to describe the sounds/movements. 1. edgy silence, scratching of pens, rustle of sheets, sigh of relief, palpable tension, piercing gaze of the invigilator, time running fast. 2. merry din, munching and scrunching, tinkling laughter, shouting and screaming, 3. pin-drop silence, hushed whispers, thud of a falling book, turning pages, scraping of chairs

Write the answers Page 19 1. As Christy made his first attempt, he seemed to be in a trance, in a sort of waking sleep. His nerves were stretched. Midway he wanted to throw away the chalk but when his mother pushed him gently he mustered his courage to try again. He willed his mind to strain every muscle of his body. 2. I put my foot … wild jerking stab I stiffened my body … tried again for the third time I tried once more I shook. I sweated and strained every muscle My hands were so tightly clenched … pierced my lower lip Everything in the room swam. 3. According to Christy the spoken word is more lasting and enduring than the written word. 4. Christy was special because he had the strong will and dogged determination to overcome his handicap. During his attempt at writing his first letter, he strained every muscle of his body. Even though he felt like giving up, he persevered. He also had the unique quality of transforming his weakness into his strength. Writing skills Page 20 A. NOTE: Students should be sensitised to the feelings of Christie’s mother, her elation, her faith, her courage, her optimism, her jubilation. The teacher could explain the basic rules of a diary entry to the students before they write the diary entry. 11 B. NOTE: Students should be able to appreciate the resilience and extraordinary fortitude of differently-abled people. They could also be made to appreciate the fact that these people are an integral part of society. They do not need our sympathy or pity, rather their uniqueness and valiance is to be celebrated. This realisation will help them to write this paragraph. Enrichment activity Page 20 NOTE: You may ask students to gather information about these people. They can go to the school library, search the internet, etc. They can even read the biographies of some of these great people who overcame their physical handicaps.

Harvest Festivals Page 21 NOTE: Discuss the significance of a good harvest for the farmer. Students could be asked why Diwali, Easter, Dushera, Guy Fawkes’ Night are celebrated. Comprehension Page 23 1. People celebrate harvest festivals to show their gratitude to God for protecting them and their crops. 2. Thanksgiving is celebrated as a harvest festival because it reflects the spirit of thanking God for His blessings. 3. Pongal is a harvest festival celebrated in India. The festival lasts for three days. The first day is for family and for giving thanks to the rain gods. The second day is spent in the worship of Surya, the Sun God. The third day is for celebrating cattle. 4. The following are the common features of all harvest festivals celebrated around the world: Feasting (special delicacies are made); singing folk songs; dancing; praying and offering thanks to rain gods and other gods, playing traditional games. 5. Festival Reason for celebration 2. Planting feast seeds were blessed 3. Strawberry festival celebrating fresh fruits of the season 4. Green corn festival thanks to the ripening corn

12 5. Harvest festival thanks for the food grown 6. Midwinter last ceremony of the old year Word power Page 24 A. NOTE: Students should fill in the blanks with the appropriate forms of the word celebrate. Explain to the students the usage of various parts of speech—noun, adjective, verb. 1. celebrated 2. celebratory 3. celebration 4. celebrity 5. celebrate B. Students have to complete the table with the information given in the extract. Chinese Moon festival Season: mid-autumn Belief: enjoy the full moon which is a symbol of abundance Manner of celebration: time for family and loved ones, gathering Entertainment and food: picnics, special dinners, moon-cakes Onam Season: August, September Belief: celebrating bounties of nature, the reign of the mythical king Mahabali Manner of celebration: procession of elephants, boat races, fireworks, dances Festival of Malaysia Season: May Manner of celebration: agricultural shows, cultural programmes Entertainment and food: buffalo races, traditional games Chu Sak Season: harvest season Manner of celebration: memorial services, visits of respect, families travel to their ancestral sites Entertainment and food: wrestling, archery, games, singing Pongal Season: mid-January Belief: thanking rain gods, Sun God, celebrating cattle Manner of celebration: spring-cleaning, burning of trash

13 Entertainment and food: feast of freshly harvested rice Festival of yams Manner of celebration: celebrating yam harvest, offering yams to ancestors, gods Thanksgiving Season: late autumn Manner of celebration: families and friends gather to eat, give thanks for their good luck Write the answers Page 25 1. The Mid-Autumn festival of China is celebrated to enjoy the full moon which is a symbol of abundance, harmony and luck. Family and loved ones get together for picnics, special dinners. They indulge in delicious moon cakes and piping hot tea. 2. The Indian harvest festivals which are being talked about are Onam and Pongal. While Pongal is only a harvest festival, Onam also celebrates the mythical King Mahabali and his golden rule. The celebrations in Pongal include thanksgiving and feasting, Onam includes boat races, procession of elephants and dances. 3. Onam is celebrated in India. It celebrates the mythical King Mahabali and his glorious rule. The gods feared that he would become too powerful so they sent him to the nether world. They however did allow him to return once a year to visit his people to be assured that they are happy. So this festival is celebrated in veneration of the king. 4. Chu Suk is a Korean festival that is celebrated in the harvest season. During this festival, families pay homage to their ancestors by visiting their graves and offering memorial services. After this ritual they prepare a special meal and express their gratitude to each other. They have a traditional ceremony called the Kang Kang Sue Wol Lae, the night before Chu Suk. In this ceremony the women gather in a circle and sing songs. The festivities also include wrestling, archery, folk music, and a game known as turtle tag.

14 Writing skills Page 25 NOTE: Students have to decide the festival they wish to celebrate. They have to fill in the time and date of the festivities and the name and address of the person while sending the invitation. Enrichment activity Page 25 NOTE: The students can be given time to do research to find out about the history, the beliefs, myths and rituals related to the festival. They could be told to prepare a project with pictures/illustrations/ photographs of their family celebrating the festival, etc.

Life: That’s Amazing Page 26 NOTE: The objective of this discussion is to enable the students to compare their night time rituals with that of the child in the poem, after they have read the poem. You could tell the students about the poet before the poem is read and appreciated. Comprehension Page 27 NOTE: As the poem is being explained, these questions can be asked to facilitate understanding of the poem. Later proper answers can be framed. 1. Before going to bed the child gets his nebulizer and all his medicines. As he puts on his pajamas he also puts on his heart monitor. He untangles the tubes of the oxygen cylinder and rearranges it. 2. Oxygen mustache refers to the tubes of the oxygen cylinder that might be attached to his mouth/nostrils. They give the impression of a mustache as they are below his nose. 3. The child in the poem definitely has a grave medical problem. The poet mentions the nebulizer, all the medicines, the oxygen tubes, the heart monitor. The fact that the child wakes up every morning and rejoices in the fact that he is alive highlights his medical problem. 4. The mother switches on the tape with her songs probably because it takes him a long time to fall asleep or to make him feel secure when he hears her soothing voice.

15 5. When the boy dreams, probably he dreams about being healthy and living the life of a normal child—free from the pain— running with gay abandon—playing with his friends with not a care in the world—brimming with energy. Note: The teacher should encourage students to come up with their own interpretations. 6. On waking, the boy feels elated/relieved/grateful/amazed that he is alive and breathing. 7. He probably means that he is not dreaming that he is alive, he is actually alive. Every morning he wakes up with renewed and greater/stronger zest/enthusiasm to live life to the fullest. His spirit is rejuvenated and his courage to battle with his illness is reinforced.

Word power Page 27 NOTE: You may ask students to look up the meanings of the words they are not familiar with. If the students make any suggestion other than the ones given, it should be supported with reference from the poem. The words that best describe the mood and tone of the child are: matter of fact; pragmatic; realistic; calm; sensible; touching; level headed Writing skills Page 27 NOTE: Try to elicit as many responses from the students as possible before leading the students towards admiring the fact that the child in the poem has accepted his malady/medical problem with rare courage. He does not harbour any bitterness, rancour or frustration. He has learnt to live with it and celebrates each day with renewed vigour. The title is very appropriate as the child in the poem rejoices in life. For the child, the very fact that he is alive is a gift and a celebration. His life is truly amazing because he takes his problem in his stride. He seems to be unfazed and blasé about his nebulizer, medicines, heart monitor and oxygen cylinder. Every day he wages a battle with death and emerges victorious. He is not unhappy, he doesn’t complain or grumble. He treasures each moment and revels in the fact that he is breathing. 16 Everyone Sang Page 28 NOTE: The students could be asked about the feelings evoked by music. Singing has a cathartic effect—it elevates the spirit, dispels depression and fears, raises the morale and makes everyone feel happy. Comprehension Page 28 1. The predominant emotion associated with this poem is that of a wondrous joyfulness and ecstasy of singing. It also has an underlying strain of hope and optimism. 2. This poem resonates with the song of life which is eternal and never ending. It is the song that edifies the indestructible human spirit. It is a song of courage that lifts the darkness of green fields and the gloom of the white orchards. 3. According to the poet, in order to celebrate life, it is essential to sing with everyone in gay abandon. One must go on and on ceaselessly even during dark, difficult times. One must never lose hope but continue to sing the song of life. 4. The poet compares his delight in singing to the joy that imprisoned birds experience when they are released. 5. According to the poet birds sing songs that lift the spirit. They spread their wings, soar high and fly over inhospitable terrain. They go on and on undeterred by problems. He also believes that everyone is like a bird with a song in their heart. Word power Page 28 NOTE: You might revise the concepts of similes and metaphors. The students can be asked to coin some and explain the meaning. The students should state whether the following are similes or metaphors. 1. metaphor—traffic is murder 2. simile—like silk 3. metaphor—He is the tortoise. 4. simile—like a dog 5. simile—as cool as a cucumber 6. metaphor—My brother is an eel. 17 Write the answers Page 29 NOTE: The students can be asked to interpret the poem in different ways. Any logical appraisal can be accepted. 1. Normally the orchard is white when it is covered with snow in the winter. Winter season is associated with gloom, the end of the year. So a white orchard could probably signify hard and tough times. 2. The poet is moved to tears of joy and thankfulness because the horrors drift away. He realises that the song of life that instils hope, resonates in the hearts of everyone and it is endless and eternal.

Theme: Magic Abracadabra! Alakazam! And Stuff Like That Page 32 Comprehension Page 34 1. NOTE: Students can be asked to pick out all the definitions given. Any two can be: • Magic is as easy to define as beauty or a miracle—your gut knows what it is but you cannot pin it down. • The definition of magic is ‘enchantment, a supposed supernatural power that gives control over forces of nature, or makes impossible things happen.’ 2. Magic can be misused to inflict harm and wreak havoc on one’s enemies. The dark forces of magic can be used to do so. 3. Creatures such as wizards, witches, elves, djinns, fairies, trolls, unicorns, flying horses, vampires, soothsayers and creatures created by the fertile imagination of people are all invested with magical powers. 4. Superstitions are rooted in magic because they invoke the powers of magic. The supernatural and extraordinary magical 18 spells can neutralise the demonic effects of evil. The Indian nazar, the Turkish bracelets, etc are examples of this. 5. The overwhelming power of love can have a magical effect and transform the ordinary into the extraordinary. The supreme love of a mother transforms her child into the most wonderful person on earth, just like the ardour of a lover. 6. The magic of Nature is boundless. Nature’s bounty of butterflies, hummingbirds, jewel-coloured beetles, birds of paradise is pure magic. Nature’s magic lies in the healing powers of barks of trees, herbs and flowers. The beauty and majesty of the mountains, the sea, rainbows, the stars, the wide eyed wonder of a baby are replete with the enchanting magic of Nature. NOTE: Students can relate their own experiences of magic in all its manifestations. Word power Page 34 A. You might first need to explain how a puzzle should be solved. Across 1. spellbinding 3. sorcery 5. mystical 7. wizardry Down 2. enchanting 4. conjuring 6. amazing NOTE: Students can be asked to paste similar crossword puzzles from books, magazines, newspapers, etc, in their note books. B. NOTE: The teacher might revise the types of sentences with at least one example of each. 1. Can magic spells transform the poor ragged Cinderella into a beauty? 2. In fairytales a kind deed done by a pauper gives him a magical edge over all the regular, selfish princes. 3. Could you please hop onto this soft luxurious carpet to be flown to distant lands? 4. What are the common reactions to magic? 5. Discover something truly astounding, spellbinding and magical by keeping your eyes and soul open and free. NOTE: Any other alternatives given by the students can be accepted.

19 by keeping your eyes and soul open and free. NOTE: Any other alternatives given by the students can be accepted. Write the answers Page 35 1. Magic can be used to heal, grant wishes and to gain knowledge. Magic can bring joy and transform the ordinary into the extraordinary. 2. Magic is not confined to chanting spells and flashing the wand. It transcends all this, for it is also about the magical power of the human spirit. The magical power of love is immeasurable and seamless. The courage, the resilience of people, their victories and struggles are all invested with magical powers. Nature has a treasure trove of magic invested in the beauty of animals, majesty of the seas, mountains stars, etc. Not only is Nature enchantingly beautiful, but it has also placed healing powers in its barks, herbs and flowers. Thus everything around us is magical. We just have to open our ears and souls to receive it. 3. NOTE: Students can write their own definition but they should discover magic in seemingly mundane happenings. They should discover magic in virtues such as patience, selflessness and gratitude. They should appreciate the magic of love. They should unearth the magic within themselves, which enables them to overcome weaknesses and realise their dreams. Listening/speaking Page 35 NOTE: To build their arguments, students should find out about Divination, which includes Astrology, Augury, Fortune telling, Omens and Tarot, as well as psychological magic, illusionary magic and Necromancy. Writing skills Page 35 NOTE: There could be a class discussion on how magic can elevate the ordinary into the extraordinary before the students write the paragraph. Enrichment activity Page 35 NOTE: Students should enjoy gathering information, about any magician. A special magic show might be arranged for the children during this time.

20 Copperfield, David –Magician Page 36 NOTE: David Copperfield’s shows are often aired on television. The questions framed by the students can later be matched with the questions asked by the interviewer. An interview is the most effective way of finding out about our contemporaries. It leaves a vivid impression about the interviewee. The interviewer does a thorough study of the person’s life and achievements because framing questions for interviews is an art in itself. The questions should help in revealing as much as possible about the person’s achievements, the secret of his success, his work ethics, etc. Comprehension Page 38 1. David Copperfield is known as the world’s greatest magician and illusionist. His profession is the Art of Magic. His love and passion for what he does, keeps him going. 2. David Copperfield became interested in magic at a very early age. He was initiated into magic at the age of seven when his grandfather taught him the card trick which involved four aces. 3. I love what I do. I never tire of performing in my chosen profession. There is really nothing else I would rather have been. 4. He believes that in order to be successful in magic, one must practise and practise and never consider anything impossible. 5. Magic has made his life special and given him opportunities he could only have dreamed about. It has given him a chance to transform many of his dreams into reality on stage. 6. The tricks that David Copperfield would like to perform are putting a woman’s face on Mt Rushmore, straightening the Leaning Tower Of Pisa and making the moon vanish. Word power Page 39 A. Sleight of hand refers to the skilful movements of the hand that other people cannot see while illusion is something that seems to exist but in fact does not. Sleight of hand card trick of four aces, Project magic

21 Illusion disappearance of the Statue Of Liberty, flying, making 13 people from the audience vanish B. 1. makes someone behave in a particular manner 2. to have a bad effect or cause a lot of damage 3. attract somebody’s attention 4. end of a series of performances 5. using the understanding and experience of people who have gone before to make progress Write the answers Page 39 1. When he started learning magic, David did so to attract the attention of his peers at school, especially the girls. 2. David learnt the first trick at the age of seven. His grandfather taught him the card trick of the four aces. 3. Stage artists like Fred Astaire and Gene Kelly inspired him. Film directors like Orson Wells, Stephen Spielberg and Francis Ford Coppola had a major influence on him. 4. Project Magic is being executed in 1,000 hospitals in 30 countries. It helps physically impaired stroke victims to regain their manual dexterity through practising sleight of the hand. Not only does it enable them to overcome their physical handicap but it also helps them to redeem their confidence and self esteem. David Copperfield is extremely proud of this achievement because it has helped so many people. 5. David Copperfield is very passionate about his work. He works very hard and doesn’t seem to be complacent about his achievements. He aspires to soar to greater heights. He is very humble and modest about his success. He is a good, kind- hearted, compassionate man. His pride in Project Magic reflects this aspect of his character. Note: Students should be free to answer this question based on what they actually feel about him. 6. NOTE: The teacher might encourage students to come up with their own suggestions. The following points are given as reference: hard work, perseverance, strong passion for magic, ability to innovate constantly, to learn from people everywhere, never

22 say die attitude, spirit of adventure, meticulous, initiative to take risks, showmanship, theatrics Writing skills Page 40 A. NOTE: In the character sketch each trait should be supported with reference from the extract. For example, caring—Project Magic; humble—he feels he that his achievements are not a patch on his predecessors. B. NOTE: The experience could be an imaginary one or a real life experience. The sequence of questions should be in the same order as the occurrence of the event. The students can frame questions about the following: what happened; where did it happen; why was it unique; describe the experience; describe the feelings—immediate reaction, afterthought, impact of the experience; was it memorable— why. Enrichment activity Page 40 NOTE: Motivate the students to gather the information by telling them about other interesting achievements of magicians.

Bewitched Page 41 NOTE: The fairytales in the list are Snow White and the Seven Dwarfs, Jack and the Beanstalk, The Frog Prince, Red Riding Hood and Cinderella. Comprehension Page 43 1. Wanda was the neighborhood witch. She wanted to become a fairy godmother. 2. Fairy godmother magic was taught at the Fairy Godmother Academy. They were taught how to turn pumpkins into coaches, make things vanish in clouds of smoke, how to turn mice into horses and footmen. 3. In order to pass her final test, Wanda had to change the first animal she met into something else. The most important part of the test was that the animal would have to express its happiness at its transformation.

23 4. When she passed her test she would become a fairy godmother. 5. If she failed her test she would have to start school all over again. She would have to spend another 103 years in school. 6. Charley was rather unhappy at being turned into a prince. 7. Charley wanted to remain a frog. As a prince he could not catch a fly. He could only see in one direction as his eyes were no longer on top of his head. He was not tempted by ice creams and fancy foods, he only wanted bugs. 8. When Wanda had turned the frog into a prince he wanted her to reverse the spell. When she reversed her first spell and transformed him into a frog again he was overjoyed and uttered the words ‘Oh! happy day! I’m a frog’. These words were essential for her to pass the test. 9. The special quality of all fairy godmothers is the ability to think about others. Word power Page 44 A. 1. principal 2. accept 3. trunk 4. whether 5. made NOTE: Students can be asked to frame sentences with the words that have not been used, to draw out the different meaning of the homophones. Write the answers Page 44 1. Wanda couldn’t use her reverse spell immediately because she had forgotten it. 2. Wanda was a kind hearted witch who desperately wanted to become a fairy godmother. She was a little muddle headed and absent minded too. When the frog wanted her to reverse the spell she could not remember it immediately. She wanted others to be happy so even though she felt she had failed the test she was glad that she had been able to fulfill the frog’s wish. She truly epitomised fairy godmothers. Note: Students should write this answer based on their own understanding of Wanda. 3. Wanda deserved to be a fairy godmother because she possessed the most important quality that a fairy godmother should have. She was kind hearted. She only wanted others to be happy. 24 Writing skills Page 44 NOTE: The students have to write a formal letter. They can fabricate the other details. Most of the students will have read the novels on Harry Potter and must have a repertoire of knowledge on the world of magic. Enrichment activity Page 44 NOTE: This is an opportunity to explore the creativity, imagination, sense of humour, acting and story writing skills of students. The teacher can refer to Beastly Tales by Vikram Seth, cartoon films, etc.

A Kind of Magic Page 45 Comprehension Page 51 1. Arun described his sister as a shy, reticent person who was happy to be all by herself. She was a dreamer, who had a passion for nature. He added that she preferred reading a book in a quiet corner or painting or sketching in her scrap book. 2. Nita knew that her brother was a gregarious, energetic and vivaciousboy. He was magnetic and could make hordes of friends in no time. 3. Nita and Arun were poles apart. Nita was frail and fragile while Arun was robust and bursting with energy. Nita was sensitive, artistic and an introvert and Arun was an extrovert who enjoyed playing wild games. 4. The children meant that no one could dare to go the terrace— it was out of bounds. The children were not allowed to go there. 5. Nita would go to the terrace, hide behind a big potted palm and watch Mrs Daroowala as she fed the birds who visited her every day. 6. One day when Nita went to the terrace she was surprised to see the door shut. Mrs Daroowala wasn’t there and the birds seemed hungry. So Nita ran downstairs and brought water, grains, rice and breadcrumbs to feed the birds. She did not

25 find Mrs Daroowala on the terrace the next morning or the morning after that. By that time the birds had accepted her and she was very happy. On the third day she was startled and terrified to encounter Mrs Daroowala and stood transfixed, waiting for her to cast a magic spell on her. Instead she heard a soft gentle voice thanking her for feeding the birds. She explained that during her absence her maid could not feed the birds due to an emergency. 7. Mrs Daroowala could not get along with other children because they would come to the terrace at odd hours and disturb the birds. She loved children but she forbade them from coming to the terrace because she felt the birds had nowhere to go except the terrace for food. She befriended Nita because she was kind to the birds and was quiet and courteous. Word power Page 51 A. Positive charmer, nymph, sprite, witch Negative hag, crone, sorceress, temptress, seductress B. Doer About the doer 1. Nita and her family shifted to their new house 2. Nita sat down with her sketch pad 3. Arun’s friends did not want to go to the terrace 4. Mrs Daroowala an old Parsi lady 5. She saw Mrs Daroowala sitting on a deck chair 6. Mrs Daroowala broke into a hearty laugh Write the answers Page 52 1. The children referred to the terrace as the prohibited area because they could not go there. 2. Nita decided to visit the terrace as she was intrigued by Mrs Daroowala. She wondered how someone could hate children and was curious to see the lady. 3. When she finally went to the terrace she saw an old lady sitting on a deck chair surrounded by birds. Nita was astounded because she was expecting to see a frightening old harridan.

26 4. When Nita got to know Mrs Daroowala she realised that she was a kind, gentle and tender hearted lady who loved children and birds. The other children thought that she was an eccentric, old recluse who hated children. They feared that she might be a sorceress who could cast evil spells. Nita’s description was more accurate. When Mrs Daroowala told her the reason why she had shooed the children, the mystery was solved. Listening/speaking Page 52 NOTE: Students can be assigned different roles. The main characters are Nita, Mrs Daroowala and a few children. Writing skills Page 52 A. NOTE: The student will imagine that he/she is Mrs Daroowala and write the letter. B. The students should mention the following details: the venue, the day, date and time, other details of the exhibits.

Isn’t My Name Magical? Page 53 Comprehension Page 54 1. The poet means that his name is an integral part of his identity. It is not emblazoned boldly on him but is synonymous with all that he is. 2. The poet finds his name magical because he rejoices in who he is. His name is his identity. It is distinctive and stands for him as an individual. 3. His name is special because when it is called out he is the only person who reacts and responds to it. 4. In the third verse the simile used is, ‘My sound switches me on to answer like it was my human electricity’. 5. The poet is happy when his name is called out in the playground. It implies that he is being sought out by his friends. He also feels happy when his name is whispered lovingly. 6. The poet is afraid to hear his name in class. Then he knows that someone is annoyed with him.

27 7. In the last verse probably the poet’s name is whispered because it is being called out lovingly by someone who loves him dearly. It could be his mother or father. 8. The poet feels very happy because his name becomes magical when it is called out with tender love. 9. The poet feels special and exceptional when his name is called out. He rejoices in who he is and revels in the attention he gets. 10. NOTE: The answer to this question will vary from student to student. Writing skills Page 54 NOTE: Students should be encouraged to describe their own feelings. Each student should be encouraged to write in his/her own distinctive style. The following points may be followed while writing the paragraph: quiver and tremble when the teacher calls out your name when you have played a prank or are in trouble; feel elated when your name is uttered in praise; miss a beat when your name is called out to proclaim you a winner; angry and cheated when your friend calls out your name to sneak on you; feel ecstactic and thrilled when you are chosen as part of a special team or singled out for a special honour.

The Snitterjipe Page 54 Comprehension Page 56 1. The boys are scared of the Snitterjipe because it has large eyeballs which glitter menacingly in the dark. They are petrified by its fiery breath, spiky bristly hide, its sharp claws, its razor edged teeth. They are terrified by its hostile bark, its lashing tail, flared nostrils and blood thirsty tongue. 2. The Snitterjipe is not after the boys. It only wants the apples that they have stolen from the orchard. 3. NOTE: This answer will depend on the student’s individual opinion.

28 4. The Sniterjipe looks intimidating and scary but actually it is gentle and harmless. It does not attack the boys; all it wants is to sink its teeth into the luscious, delicious apples. 5. Many a time looks can be deceptive. The Snitterjipe looks evil and demonic but it is a harmless creature which causes no harm to the little boys. The gigantic mammoth elephant is not a predator. Many a times we are misled by the outer appearance of people and things. Word power Page 56 NOTE: This exercise will help the students to enrich their vocabulary. Looks shining and shifting eye balls, nostrils flaming wide, tapering teeth, jutting jaws, tongue, tail, twenty claws, luminous, hairy shadow Smell sharp breath Feel trembling whiskers tickle so, hot and wrinkly hide Sound far from friendly bark Writing skills Page 56 NOTE: The following points might be used to write the paragraph. The Snitterjipe is a fierce creature that frightens the boys. It glows with a frightening brilliance in the dark. It breathes fire and its whiskers are long and sharp. It has large bulging eyeballs that shift and shine. Its hide is scaly, hard, spiky and bristly. Its nostrils are large, its teeth are knife like. It has a protruding jaw, a powerful tail and twenty piercing claws.

A Small Dragon Comprehension Page 56 1. The poet feels that the dragon has come from the forest because it is damp and green and he sees leaves reflecting in its eyes. 2. The poet compares the dragon’s nest to a bird’s probably because it is made with dried grass, roots and other materials that birds use to build their nests. 3. NOTE: The students should be encouraged to answer this question based on their own opinion. 29 4. NOTE: The answer to this question will again depend upon the students’ opinion. Write the answers Page 57 1. The dragon is small. The green leaves of the forest are still reflected in its eyes. Its eyes are very expressive and touching. It is quiet and sits still in the nest. 2. The poet offered grass, roots, hazelnut and dandelion to the dragon. The dragon did not accept the foliage that was offered. It wanted food other than foliage. 3. The poet does not look incredulously at the dragon. He is not frightened or scared. The very fact that he doesn’t show any surprise or disbelief, proves that he believes in dragons.

Writing skills Page 57 NOTE: The students can be encouraged to fly on the wings of fantasy. Their fertile child-like imagination, their fascination for magic, their lack of cynicism and skepticism, their feeling of wonder and ability to believe in the supernatural will help them to write this piece.

Theme: Words Death of a Letter Page 61 Comprehension Page 63 1. In the first paragraph, the author mourns the passing away of the grandiose literary icon, the letter. 2. Letters were a means of bringing news and most importantly love from the sender to the receiver. 3. Letters from home evoke feelings of anxiety, excitement and exhilaration. Letters from friends are eagerly awaited and evoke feelings of anticipation. Grandparents’ hearts brim with pride and indescribable pleasure when they receive letters from their grandchildren.

30 4. Letters are incomparable because the writer expresses his/her deep, profound thoughts written in a pensive and introspective mood. Unlike e-mails and telephone calls, a precious memory which is contained in a letter can be read again and again. 5. E-mails are different from letters as they can bring important news instantaneously. They hardly take any time to reach the receiver. 6. Some books like Letters from a Father To His Daughter, Letters Of An Indian Judge to An Englishwoman are letter based. In many novels and movies, letters are the most effective and dramatic means of unfolding the plot to move the story forward. Letters written by authors give us an insight into their lives and personalities and help us to appreciate their writings better. 7. Total strangers living in different parts of the world transcend geographical, socio-political borders and communicate with each through letters. The bond of friendship thus formed is unique and special and these friends are known as pen pals. They have been replaced by cyber pals as now they communicate via the net. 8. Letters are invaluable for the defence personnel as sometimes they are the only means of communicating with their families. They are their lifeline. 9. E-mails and telephones have replaced the letter because life is fast paced and people have very little time to write long letters. Besides, they can reach out to each other within no time via the e-mail and telephone. Thus time is the most important factor that places the e-mails and telephone calls in a position of advantage. Word power Page 64 A. An icon is anyone or anything venerated or admired. A letter has been described as a literary icon as it is a masterpiece which is skillfully written. Like a piece of literature it expresses a wide spectrum of emotions. Written at leisure, it is embellished with beautiful words, phrases, idioms, etc. It is also a record that can be read over and over again and brings immense pleasure to the reader.

31 B. A trance like state means all the three. C. Sign or symbol—figure, mark, alphabet, emblem, logo, monogram hieroglyph Form of communication—message, epistle, dispatch D. 1. a red letter day 2. poison pen letters 3. to the letter 4. a man of letters 5. a four-letter word 6. a Dear John letter 7. a dead letter 8. a letter of the law.

Write the answers Page 65 1. An e-mail helps us to communicate faster and send urgent, important messages in an instant. People have very little time to write letters so sending e- mails saves time. On the other hand one cannot deny the importance of ‘snail-mail’ because letters are priceless as they are a repertoire of the writer’s deepest thoughts and feelings written at leisure. Letters are precious memories and can be preserved and read repeatedly. 2. The letter written by the author after her holiday in Sweden brings back vivid, vibrant memories of the wonderful time the author spent there many years ago. 3. A letter is a more enriching and satisfying means of communication than the modern means, as it is a treasure trove of feelings. When a letter is written, the sender doesn’t merely exchange important information in a clipped tone or a few hastily typed words but he/she writes at leisure; sharing emotions, describing things in detail, expressing love and all this is written in the inimitable style of the writer. The person who receives the letter feels very special because the person has taken out time from his/her busy schedule to write the letter. Modern means of communication are no doubt a marvel of technology and one can send important, urgent messages at the click of the mouse or by dialing a number but a letter can be read years after it has been sent and keeps memories and bonds alive. 4. Letter writing should not be denounced as ‘snail mail’ but it should be preserved. Even though we communicate through

32 modern means we must enjoy the privilege and indescribable joy of writing letters. We must take out time to write to people we love. A grandchild’s letter, a letter to a loved one who is far away, a letter written to clear misunderstandings, a warm letter inviting dear ones to a special celebration, a letter of congratulation, a thank you letter—these letters are like a ray of sunshine in our fast paced life where we seem to be becoming more self centered. A letter gives us an opportunity to hone our skills in language. The act of writing a letter is enjoyable and relaxing. NOTE: The answer to this question should be based on the students’ understanding of the chapter. The students can be encouraged to write a letter to their grandparents, friends who have moved away, anybody they haven’t been in touch with since a long time. 5. Letters learnt in school are either formal or informal letters. They are written as an exercise and the students have to imagine a situation, the subject matter is related to the lesson. Formal letters are written with a fixed format and are business- like. The letters the author is talking about are the letters we actually write and post to the people who are an integral part of our lives. We express our real emotions and information, we do not have to fabricate or imagine anything. Note: The answer to this question will again depend on the students’ understanding. Listening/speaking Page 66 A. NOTE: The students could be encouraged to consult their dictionary/thesaurus while doing this exercise. You may give the students a time limit and then the pairs can be asked to read out what they have done within that time span. B. NOTE: Students might be encouraged to express their opinion instead of simply trying to give the politically correct answers. This will give them the opportunity to think for themselves, analyse and sift information and hone their communication skills thus gaining confidence in themselves. Writing skills Page 66 NOTE: Each student will have a different moment or experience to share. The letters thus written can be displayed on the class board.

33 Enrichment activites Page 66 A. NOTE: Memories can be preserved through photographs, video films, drawings, memorabilia, souvenirs, audio tapes. The list will be endless once the students start thinking. B. NOTE: This exercise will enable the students to learn so much more about their family. These moments will be something that the entire family will enjoy.

Tips for Writing Page 67 Comprehension Page 69 1. It is necessary to make writing an everyday habit because it is a skill which can only be perfected with practice. 2. Writing is compared with a habit. Like a habit it can at times be tedious, monotonous and boring but one must put up with it. 3. If the budding writer does not have any ideas for a story or poem, he/she can keep a diary to record daily events. The author assures the budding writer that each day will be full of surprises. The writer will have the most unusual incidents to describe and thus can hone his skills. 4. In order to improve one’s writing ability, the writer can describe the most horrible teacher in school without naming him/her and then ask friends to recognise the person who has been described. This will help the writer to gauge how effective and accurately vivid his writing is. Then the aspirant can write about a neighbour he/she doesn’t like and weave an imaginary story about the neighbour. Next, instead of imagining their past or their present, the writer is asked to put himself/herself in the neighbour’s place and try to empathise with him. These diverse exercises will help the potential writer to hone his/her talent. 6. Reading books helps the potential writer to appreciate and experience the magic of words. Books inspire, motivate and help the writer to mould his/her distinctive style of writing.

34 7. The author advises that one should choose carefully and read a wide variety of books. Instead of reading many books written by the same author, one must venture out and read books that are different and difficult.

Word power Page 69 A. NOTE: The students will describe events/activites and objects For example, Maths class—challenging, tricky, tough, invigorating, enlightening, energising, boring, confusing, difficult, torturous, agonising Free period without a teacher—blissful, chaotic, cacophonic, turbulent, paradisiacal, supremely divine B. Students might be encouraged to be witty, humourous and coin interesting, innovative and if required, bizarre comparisons. 2. like third degree torture/going careening down the steep ravines of the Grand Canyon. 3. like a symphony/trapped in a maze 4. dream-like/surreal 5. wading through the swamps/drowning in quicksand/in a ship wrec 6. waging a losing battle with aliens C. Creativity is an abstract noun. Words that can be derived out of creativity are: create, creative, creation, creator, creature. Write the answers Page 70 1. Choose a special place to write in. Sit in that place everyday to write. 2. Writing is something you have to practise even when you don’t feel like practising. 3. When writing becomes important to you, you think about it all the time. 4. Keep a diary to write in order to keep practice. 5. Try writing a poem or doing a sketch when you don’t feel like writing. 6. Describe a person you know without naming him in such detail that the others can recognise him from your description.

35 7. Get comments on your writing from a parent or teacher. 8. When you are unable to write at all read a book instead 9. Choose with care the books you read and read different kinds of books. 10. The best time for writing is a long vacation. Writing skills Page 70\ A. NOTE: You may read out the instructions about ‘quick read’ and then ask the students to describe any event/situation/person. They don’t have to worry about spelling errors/grammatical errors, etc. This exercise will sharpen their skills and help them to delve into their ability to express ideas, as well as their imagination/ opinions/power of observation/vocabulary. Then you may ask a few students to read out their piece and encourage them on their maiden effort. B. NOTE: Students will decide upon a skill they want to learn or have already learnt. Then make a list of ten tips. Enrichment activity Page 71 NOTE: The students can be asked to keep a diary. They can cover it and decorate the cover. Once a week they can be asked to share a few things written in the diary.

Anastasia Krupnik Page 72 Comprehension Page 75 1. Anastasia disliked Gianni’s poem because what he wrote in the poem was not true. 2. Anastasia felt funny and her knees felt wobbly as though filled with ginger ale. Her voice was soft because she was rather nervous. Even her teacher asked her to read louder. All this signify that Anastasia was not confident about reading out her poem in class. 3. Her father did not read poetry in a monotone. Rather he laid stress on some words, stretching them and making them sound as long as licorice sticks whilst the others were dramatically short and pithy. He read these poems in this manner so as to

36 bring out the beauty and enhance the meaning that the poet wished to convey. 4. It is apparent that Mrs Westvessel did not understand the poem because she asked Anastasia to read it again. Then when she read it she looked thoroughly confused. The very fact that she gave her an ‘f’ grade further proves that she hadn’t understood her creativity and poetic abilities. 5. Anastasia’s father must have read some of the best poetry to her, hence she had imbibed the quintessence of writing poetry. Poetry is not confined and fettered to rules and rhymes, the poet has the poetic license to soar on the wings of fantasy and express himself/herself. 6. NOTE: The student s s could be encouraged to express themselves freely while answering this question. Anastasia’s poem would have lost its charm had she written it in rhymes. A poem is a masterpiece of the finest art, a lofty expression of the poet’s innermost feelings. A poet cannot be bound in the shackles of rules, he enjoys the freedom to express himself/herself in any way as long as it inspires and enthralls the reader. Word power Page 75 A. The word crimson refers to the colour red. B. Eyeing with distaste means that that she found it unpleasant and disagreeable. The dress her Aunt gave her was so flashy and gaudy that instead of thanking her Aunt, Ruheena stood there, eying it with distaste. C. Her reactions to her students’ efforts–– • Hung the poem on the wall • Read it again, please, Anastasia, in a louder voice • Mrs. Westvessel looked puzzled Her forehead and nose folded up so that she had two hundred new wrinkles all of a sudden • Mrs. Westvessel looked terribly sad D. A suitable substitute for the word bigger is louder. E. There is no space between these words because it expresses her terror, fear, anguish, pain and disappointment. 37 F. NOTE: The answer to this question will depend upon the students’ understanding of words. Write the answers Page 76 1. The students were asked to bring their poems to school as part of the celebrations of Creativity Week. 2. Anastasia got an ‘F’ for her poem because she did not follow the instructions regarding rhymes and punctuation given by the teacher. She did not deserve such an awful grade, she should have been encouraged for her innovation and imagination. 3. Robert’s map was not accurate and a map cannot be changed. But Anastasia’s poem could be written in any manner, she did not have to conform to rigid rules. Rather a poet can let his/her let their imagination run riot. 4. NOTE: The answer to this question will depend upon students’ opinion. Listening/speaking Page 76 A. NOTE: Students have to understand that the writer/poet/ dramatist is an artist with fine sensibilities. Men and women of literature are more intuitive, perceptive and sensitive and look at things and the world with their own unique perspective. Each student should be given the opportunity to explore his/her inner landscape and to look at things with a fine tuned aesthetic ability. They should also be introduced to the unimaginable beauty of language. B. NOTE: A couplet is a pair of successive lines of verse, especially rhyming together and of the same length. Students can browse through books in the library to write the couplets. Writing skills Page 76 NOTE: Students should follow the instructions given while answering this question. Books Make Good Pets Page 77 Comprehension Page 79 1. Books have been compared to pets such as dogs, cats, rabbits, turtles, parakeets and goldfish. 38 2. Books with sequels come in pairs. 3. Cat—purrs on the cushion—the book has been thrown aside many a time but like a cat it has nine lives. Rabbit—burrows deep down and nibbles at things—nibbles at old ideas and lets in the new. Turtle—hibernate in the shell of the covers—lies buried for long years then comes to life when someone picks it up to read. Parrots/exotic birds—come in pairs and breed in stacks and piles from the perch of a shelf—they will help you to take flight. Goldfish—are colourful and present an attractive, enchanting picture—books glow and swim in the bowl of imagination. 4. NOTE: The answer to this question will depend upon the students’ opinion. They should justify their choice. 5. Books do not need to be taken to a vet to keep them in good condition. They do not have to be kept on a leash. One does not need to throw a stick and ask them to fetch it. 6. Books make better friends than pets because one can pick them at any time, they can be kept anywhere and do not need to be looked after. Write the answers Page 80 1. The poet uses this refrain to enhance the fact that books make better friends. 2. a. The pages are dog-eared because they have been read over and over again. Yet every time you open those pages you enjoy reading them. b. The reader keeps twiddling that piece of string probably because he is not so deeply immersed in the book. c. They will enter the deepest recesses of your mind and clear all the misconceptions. d. Books enthrall and enchant and illuminate your mind with imagination.

39 A Loaf of Poetry Page 80 Comprehension Page 81 1. The poet has compared the process of writing with baking a loaf of bread. 2. The cooking terms used in the poem are the following: mix the dough; knead it well; pound it; leave it until; shape it into a rounded form; bake it in the oven 3. The two major elements which enable the production of poetry are inspiration of love and inner force. Word power Page 81 1. The basic material or foundation of a poem is drawn from the experiences of life. 2. Inspiration makes the poet rise and soar and ennobles his poetry. 3. The inner thoughts, introspection and power of the poet’s mind adds substance and character to the poem. 4. A poem can truly be a masterpiece if it is felt and written from the core of the poet’s heart. It should have depth of emotion. Write the answers Page 8 The dough of experience is mixed with the yeast of inspiration. This mixture is kneaded with love and tenderness. Then it is pounded and left till it puffs up with its own inner force. Then it is kneaded again and shaped into a round form. This is then baked in the oven of love. Writing skills Page 81 NOTE: Students should first think about an inspirational person/ event/incident that they want to write about. Then they will write the points which inspire them. After this they will give shape to the poem. You may help them with words/phrases, etc. They should be given the poetic licence to write it in any form.

40 The Library Page 82 Comprehension Page 83 1. NOTE: Encourage students to express their own opinion while answering this question. 2. NOTE: Students should be honest; there might be some students who don’t read much. There might be some who only read comics or magazines. This exercise should inspire them to seek out the pleasures of reading. This will vary according to the interest of the child. 3. NOTE: Encourage students to express their preferences freely. 4. From the outside, the library looks like any building made of stone, glass, marble—an uninspiring construction of iron and concrete. But once one enters, he/she walks into a most fascinating, captivating, mesmersing and magical world filled with infinite treasures. 5. The magic of the library lies in the wonderful collection of books it houses. Books encapsulate all the glory, the greatness, the mystery, the intrigue, the ecstasy and the agony of everything associated with mankind since the beginning of time. Word power Page 83 A. NOTE: Students should be encouraged to come up with words and phrases which they think appropriately describe their library. B. But there’s wonderment within it, The wonderment of books’ C. The word that tells us about the magic of the library building is ‘wonderment’. Write the answers Page 83 1. According to the poet books can help us to ride a camel or a train, to visit Rome, Siam or Nome, to go to the sea or walk on a sandy dune. Books can us help to learn to sing, to bake a pie, plant a tree, find out how aeroplanes fly and even train a horse.

41 2. The library building looks like any other building that is made of glass, marble and stone. 3. Inside a library we can learn/do the following: ride a camel; travel in a train and visit Siam, Rome; feel a hurricane; learn to bake a pie; learn how to train horses; learn how aeroplanes fly; learn how to plant a tree; learn how to train horses and dogs; encounter kings from the past; read all about the moon; learn how to sing 4. The library helps us to indulge in great adventure because the vivid, dramatic and colourful descriptions in the books transport us to a different time and place. The words have such a magical effect that it seems as though we are a part of that adventure. Listening/speaking Page 83 NOTE: This exercise will help students to view the library from a new perspective. They will discover that the library is the most fascinating place, a magical universe in itself.

Theme: Childhood You Can’t Be That Page 87 Comprehension Page 88 1. ‘I’ refers to the little child and ‘they’ refers to the adults. 2. The adults expect the child to pursue traditional and conventional professions like a TV news reporter, an airplane pilot, a lawyer, a dancer, a computer programmer, a musician, or a beautician. 3. The child does not want to pursue any one of these professions. The child is confident that he/she has the magic within to do something entirely different and fascinating like becoming a tree, an ocean, a range of mountains, a stable, etc. 4. Adults should identify and recognise the interest, aptitude and capability of the child. They should help and guide the child to choose a profession of his/her liking that is in keeping

42 with his/her inherent talent, potential and zeal; a profession which he/she will enjoy for he/she can only excel in a field if he/she has a deep passion and aptitude for it. NOTE: The teacher could encourage children to express their own opinion on this matter. 5. The child is very creative, imaginative and innovative. The child nurtures the most implausible aspirations and has firm belief that he/she can achieve the aim regardless of opposition from adults. The adults however, are firmly rooted in reality. They have very practical, conventional and realistic plans for the child’s future. They wish to impose their wishes on the child and cannot understand the child’s desires and dreams. Word power Page 88 1. a corner 2. open cracks 3 an animal found in legends Write the answers Page 89 1. The child is rather disappointed with the adults because they cannot understand his/her dreams and aspirations. 2. The child would rather be a tree through which a million birds would fly. He/she wishes to become the ocean which is the home of the whales. The child would rather be a majestic range of mountains with streams, valleys and fountains. 3. The child believes strongly that he/she has the indomitable will and determination to make her dreams come true. The adults are unaware of the fact that the child has the magical powers to achieve his/her goals. 4. Adults push their children into known, tried and tested professions because these profession ensure a secure, steady and stable future for their children. The path less travelled is full of insecurities and they fear that the child might have to face failure, disappointment and rejection. NOTE: Encourage students to express their own opinion on this matter. Writing skills Page 89 A. NOTE: The children should have a realistic and pragmatic approach as this discussion is carried out. You can discuss the following professions.

43 Pilot: travels to different places of the world, ensures a safe journey for hundreds of passengers but has to stay away from home for long periods of time Musician: brings joy and entertains people but has to face a long struggle which might be very discouraging Sportsman/woman: enjoys fame, the thrill of playing and travelling to different places but has to endure a tough struggle, a career in sports is short lived, and there are limited options in India. B. NOTE: The choice can be based on the child’s aptitude, passion, interest, capability, opportunities available. Enrichment activity Page 89 NOTE: The students can be given a week to do their research.

When I Was Twelve Page 90 Comprehension Page 93 1. In modern times children watch television, surf the internet, play video games or chat on the net during their leisure time. Some also read books, play outdoor and indoor games and learn a skill like dancing, singing, painting, etc. NOTE: Any answer can be accepted. 2. As a child, Tara Ali Baig would spend time with her sisters, especially her middle sister. They had to invent their own games so they would do things like capturing frogs in the rainy season. One year they built a mud hut. They spent a great deal of their time in the tree house. They loved pets and created things for their dolls. Many a time the author would just lie on the terrace and study the stars. Their favourite haunt was the River Hoogly where they had a rollicking time jumping on the logs. 3. A modern day child does not have to invent games. Children today have a host of leisure time options which however stifle their imagination and keep them confined within the four walls of their homes. They are enslaved to means of entertainment that are sterile and uninspiring. They cannot

44 explore the joys of Nature, study the stars, live in a tree house or spend time by the riverside like the author. 4. When the author went to live in Switzerland with her mother and sister, she shouldered the responsibility of fighting her mother’s battles and protecting her guileless, naïve mother from unscrupulous foreigners like the landlady. 5. During her childhood Tara Ali Baig got innumerable opportunities to hone her creativity. She recounts how she and her sister built a mud hut all by themselves. Inspired by the film Ben Hur, they improvised and made swords from shoots of the palm tree. When she inherited an empty doll’s house from her sister, she used the raw material available to create things for her doll. She was a keen observer and loved to study the stars. She was never stopped from dreaming and this prepared her to become a writer later in life. 6. She felt this because she received so much love and attention at home. She had a very devoted mother and her father was gentle and liberal. Thus her influences at home overpowered any influence her school could have had on her. Word power Page 93 A. 1c, 2b, 3a, 4c. 5b B. 1b, 2c, 3d, 4e, 5a Write the answers Page 94 1. Since her mother was involved in social work, when Tara was eleven or twelve she started working in a slum area where she took classes and taught the children all kinds of things. When she was thirteen, it dawned on her that their life was different from hers and she wanted to make the lives of these children more interesting. 2. Tara feels that she is very fortunate that she grew up with Nature. Experiences, such as listening to bird songs, the whistling winds, the silence of the hills, watching the sun set, strengthened the very fabric of her mind and she is very grateful for that. Listening/speaking Page 94 NOTE: Students will be divided into groups. Each team will then discuss their points in favour of and against the motion. Then the 45 speech will be prepared. The arguments should be supported by facts, figures, quotes or first hand experiences. The introduction and conclusion should be very effective and riveting. The speakers should be forceful, eloquent. Stress should be laid on pronunciation and diction as well.

Different Childhoods Page 96 Comprehension Page 100 1. These children have to work in hazardous conditions which are dangerous and can cause permanent damage. They work in dingy, dark rooms, in unhygienic conditions. Their work is very exhausting and takes a toll on their fragile bodies. They are exploited because they are very poorly paid.They have to work day in and day out and do not have any time to play and enjoy their childhood. 2. Their working conditions should be improved. The greedy, unscrupulous employers should provide better facilities, nutritious food and they should be given proper wages. They should not be made to do hard labour and they should be made to work for fewer hours in a day. The rest of the time should be spent in studying and in playing. 3. The government has set up a Child Relief Centre and in Samshaad’s case the officer was successful in persuading her parents to send her to the Project Centre for vocational training. 4. Most of these children have dreams of a better and brighter future. They want to go to school and study further. Dharam, a stone worker wants to become a doctor to look after the labourers. Maya, a domestic servant wants to go to college and earn money from crochet. Samshaad wants to learn tailoring while Rano, a paper bag maker, also aspires to study. They all understand that education is the key to a better future. 5. NOTE: Students should be sensitised to the plight of these unfortunate children and asked to give practical suggestions which they can implement. 46 Write the answers Page 100 1. Although these children are poor and have little access to a good education, they realise that the most important thing is education. They know that the only way they can escape a bleak, dismal and dark future is a good education, not just in school but beyond that. 2. These children are not disillusioned. They are optimistic and dream of a better future. Dharam, a stone breaker wants to become a doctor to take care of the labourers. Samshaad, a beedi roller, Rano, a paper bag maker and Maya, a domestic worker, all aspire to study in schools and colleges. They also wish to learn a vocation such as tailoring. Enrichment activity Page 100 NOTE: Students will make a comic strip depicting the life, thoughts, dreams of these four children.

Child Labour: Points of View Page 101 Comprehension Page 103 1. Children have the right to enjoy their childhood. They have the right to protection, respect, opportunities for growth and development. They should also have the right to participate in decisions concerning their life. 2. While child labour is a big blemish and curse on our society and we have to tackle this problem urgently, the fact remains that most of these children are the sole bread winners of their family. But it is inhuman to exploit children and make them work in conditions that jeopardise their lives and inflict physical and emotional trauma. Unscrupulous, corrupt and avaricious people use delicate children because they can be paid low wages, they can work under unhealthy conditions and have no unions. It is not just illegal and criminal to make children work in dangerous conditions, it is also unethical, immoral and a sin against humanity. 3. The government is not the only agency to fight against this malady. The people of this nation have to be sensitised to the 47 plight of these hapless, innocent children who are being so mercilessly robbed of their childhood. Creating awareness among school children is the most effective way of spearheading a social revolution. Debates, street plays, seminars, poster making and painting competitions, and rallies are ways of educating students. An example of a successful movement is the fight for the cause of children employed in cracker making factories, which led to many students across the country refusing to buy crackers and fireworks. The NGOs that are working towards the upliftment of these children should get the support of the common man. The electronic and print media should be used as a forceful and potent weapon to create awareness. The big corporate houses should also play a bigger role in this effort. NOTE: The students may also be encouraged to contribute while framing this answer. Listening/speaking Page 103 NOTE: The questions should focus on the objective of the whole exercise. Students have to gather the opinion of the people on the issue of whether child labour should be banned completely, taking into account the harsh ground realities of poverty, unemployment and illiteracy. Enrichment activity Page 103 NOTE: A poster is an effective way of conveying a message. It has a strong visual impact and the catchy slogans and words that are aesthetically displayed are captivating and attract attention.

Paradise Carpet Page 104 Comprehension Page 108 1. Ishwar worked in a carpet weaving loom. His mother had left him there two years ago, to be bonded, in order to pay the debts his grandfather had incurred during his lifetime. 2. Iswar was weaving a carpet with the intricate and complicated pattern of Paradise Garden for the dowry of a rich man’s daughter. 48 3. Ishwar’s life was full of miseries. He was malnourished, did not get enough food and was in a state of perpetual exhaustion. He had to work ceaselessly, crouching inside a dark, dingy mud hut. He was often beaten up and could not go out and play. The scene in the carpet was indeed paradise, with strutting peacocks, monkeys, birds fruits and flowers and the resplendent Tree Of Life. 4. Since Ishwar could not escape from the misery and gloom of his life he found an escape route and decided that he must roam in the garden of paradise that he was weaving. Thus he started weaving his dreams in the carpet. 5. The rich man rejected the carpet as the pattern was not exactly as he had ordered it. In it was woven the young face of a boy hidden among the foliage as he peered up at the Tree Of Life. Word power Page 108 1. scrutinise 2. holy reverence 3. luscious 4. incurred 5. roar 6. shimmered 7. vengeance Write the answers Page 109 1. The carpet manufacturers treated the boys like slaves. They were inhuman and cruel. 2. The carpet weavers worked in the most abominable conditions. They were made to sit the whole day in a small mud hut, packed together like caged animals. The hut was dark and dingy, with no ventilation. 3. Ishwar dreamt of leaping out of this dungeon and playing in the wide open spaces, under the vast blue sky. 4. The pattern was exquisite for it was the pattern of the garden of Paradise. It had exotic animals like the graceful peacocks, gold spotted deer, monkeys prancing from branch to branch, playful sqiurrels and beautiful birds. It was a riot of colourful flowers and juicy fruits and green and dense foliage. Above all it had the resplendent Tree of Life from its roots to its twirling rising branches that rose to the blue sky as the golden beams of sunshine shone through them.

49 Listening/speaking Page 109 NOTE: Students should be encouraged to read the story carefully before forming their opinion. The story might seem to have ended on a tragic note with the death of Ishwar. But it also implies that Ishwar found his final release in death, for in life he could never have escaped from poverty, deprivation and the inhuman cruelty of society. Writing skills Page 109 NOTE: The answer to this question may vary from student to student. It will depend entirely upon their will.

The Right to the Work of One’s Choice Page 110 Comprehension Page 111 1. The voice in the poem is the voice of all the children of the world. 2. The concept of ‘good’ work is the work that will help them not just to earn a living but also to make a contribution to society. 3. People can choose to be farmers, scientists, writers, musicians and doctors when they grow up. NOTE: Students can mention any five given in the poem. Write the answers Page 111 1. People are different on the basis of their financial status, the colour of their skin, their religion and whether they live in rich or poor countries. They speak different languages, wear different clothes, eat different food and follow different religions. 2. Despite the innumerable differences all people have the right to go to education, make friends, learn to care and share and play games. They have the right to be happy, learn to read, write and most importantly to think for themselves. They have the right to listen to music, sing, dance, paint and write poetry. They have the right to learn science, geography, their own history and the history of people of the world. They have the right to develop their talents and skills. 50 3. The poet wishes to say that there are innumerable mysteries to unravel, infinite opportunities to make use of and boundless talent within us. We have the power to do just about anything that we wish to do. In these lines he wishes to glorify and celebrate human capabilites and life. Writing skills Page 111 NOTE: Revise the rules of letter writing before students write the letter.

The Chimney Sweeper Page 113 Comprehension Page 113 1. ‘I’ refers to the little boy who was sold by his father and became a chimney sweeper. 2. The boy must be very young for he was sold when he could barely speak. 3. This person and the other children mentioned in the poem clean the soot in the chimneys. 4. These children are forced to do this work on account of the abject and dismal penury/poverty of their parents. 5. Tom dreams that an Angel will release them from their drudgery and misery. The Angel assures them that if they are good, God will be their father and they will live in eternal joy. 6. The duty of children is to be good. The duty of adults is to protect them from harm and keep them happy at all times. 7. In the poem ‘The Right to the Work of One’s Choice’ the poet writes that children have the right to seek joys, go to school and enjoy all the privileges of childhood. They have the right to choose what they wish to do in life. A life of untold possibilities lies ahead. In this poem, the tender young chimney sweepers believe that they too will live a life of vibrant joy and happiness. God will be their saviour and father if they are good and do their duty.

51 8. In this poem the fragile children do hard, strenuous and exhausting labour. They clean the soot from chimneys in the biting cold weather. The child in the poem ‘The Right to the Work of One’s Choice’ dreams of doing the most wonderful, exciting and fascinating things in life. His life holds a golden promise and he can achieve anything if he is given the chance to do so. Word power Page 113 A. …my father sold me when yet my tongue, could scarcely cry ‘weep! weep! weep! weep!’ B. Across 1. scrub, 2. bare, 4. curl, 6. leap, 7. chimney Down 1. scarcely, 3. hush, 5. angel, 7. coffin Write the answers Page 114 1. The children are very unhappy and miserable doing what they are being made to do. Little Tom weeps heartbreakingly when his curls are shaved off. In his dream the children are released from the coffins, which implies that their lives are wretched and cheerless. They work in the cold and their bodies are always covered in soot. Abandoned by their parents they are overjoyed when Tom tells them of his dream. He dreams of an Angel who promises that they shall all bask in the warmth and security of God’s love. 2. Tom dreams that an Angel will set them free. They will leap and laugh in the green plain. They will wash themselves and their bodies will glisten in the sun. In reality, they have to work in the dark, dingy chimneys, their bodies are smeared with black soot and their days are dreary and gloomy. Tom dreams of God protecting and loving them like a father while in reality they are deprived of this love. 3. Both Tom and Ishwar are confined to a life of dismal misery, abject poverty and exhausting labour in a dark place. They dream of playing in the open green fields and prancing in gay abandon in the bright sunshine. 4. Tom dreamt of an Angel opening their coffins and setting them free. .They ran down the green meadows and washed themselves clean in the river. Thus shining and white they threw their bags and soared upon the clouds and played with 52 the wind. He dreamt of the Angel assuring him that if they were good, God would love them and they would always be happy. 5 a. The poet is actually referring not just to the chimney sweepers but to the adults and all the people living in a society. If people do their duty then no harm will ever come to young, innocent, vulnerable children. b. Each and every individual has a moral duty towards protecting and helping those who are weak. We have to ensure that no child is exploited and deprived of his childhood. For such a deplorable reality as child labour, the entire society is to be blamed and despised. Write the answers Page 114 NOTE: A diary entry is a record of the writer’s emotions as he describes an incident/event. It is written in the first person. Enrichment activity Page 114 NOTE: This project can prepare the students to be become an integral part of the society they live in.

Children of India Page 115 Comprehension Page 118 1. In the extract the children walk to school. Normally children travel in school buses. But many children across India make their way through dust storms in Rajasthan and blizzards in Ladakh and Kashmir. In Orissa children swim or wade across the river to reach school. 2. Many children cannot go to school because they live in remote areas where there are no schools nearby. Some of them have to earn a living for their family and cannot afford the luxury of going to school. In some places there aren’t any schools and many people are too poor to send their children even to government schools. 3. Ranbir dreams of buying a plane and flying around the world when he grows up.

53 4. Brinda’s brother can get away because being a boy he enjoys the privilege of putting work before pleasure. 5. People with resources would like to send their children to private or public English-medium schools. 6. The children of the ever growing middle class go to the best private schools. However, a great number of children can still manage to attend schools run by the state or municipality. Word power Page 118 A. plying—moving towards extrovert—outgoing, friendly fallen apart—torn and worn out cheerful soul—happy, jovial remote—distant prosperous—wealthy pose—create proliferate—flourish, grow abound—thrive second rate—not the best equal to any obstacle—capable of overcoming anything B. NOTE: Students should make a list of ten pairs of words that divide students into categories. hardworking—lazy introvert—extrovert outgoing—reserved restless—calm responsible—irresponsible obedient—disobedient Write the answers Page 119 1. Ranbir lives in the hills of Himacahal Pradesh. His father is a farmer. 2. NOTE: Students should be encouraged to answer this question based on their own opinion. They can use the following points: School curriculum includes extra curricular activities, computer aided studies; there is tougher competition; more stress; better facilities; there is a change in student teacher relationship. 3. NOTE: After reading this extract students can enumerate the differences. Writing skills Page 119 NOTE: This exercise will be written based on the students’ understanding of the essay and the children described here.

54 Enrichment activity Page 119 NOTE: This exercise will sensitise students to the hardships faced by children living in inhospitable terrain, remote areas and poorly equipped schools with a low standard of teaching.

Theme: Beginnings The Many-Coloured Lotus Page 125 Comprehension Page 127 1. The world was fresh and beautiful without any living beings. 2. Chokhum Chang was the greatest of all gods. He was happy because the earth was perfect. 3. The Sun’s sons set everything on fire. 4. Chokhum Chang’s son was not an ‘ordinary child’ because he was the Wind. 5. The lotus had four petals. The petal pointed to the east was yellow, the one to the west was white, the northern one had many colours and the south facing one was black and red. 6. The ‘new’ earth got its colours from the lotus. 7. The flowers of the ‘new’ earth were bent in many directions by the Wind. The Wind whispered through the leaves of the trees. 8. Since the earth was made of different colours, the men and women were of different colours.

Pangu Page 127 Comprehension Page 128 According to the Chinese creation myth, at the beginning there was an egg and nothing else. The egg was the universe. There was no heaven and earth only darkness. The creature who was born from the darkness was named Pangu. When Pangu was born the egg shell

55 broke. The light pieces flew up and formed the sky. The heavy pieces sank down and formed the earth. Pangu was afraid the two would meet so he pushed them apart. When he finished pushing the earth and sky apart he became weak and began to die. As Pangu died his body changed; his breath became wind and clouds, his voice became thunder, his eyes became the sun and the moon, his limbs the mountains and valleys. His blood formed the rivers and seas, his hair the plants and trees. His bones changed to rocks and his sweat became rain and dew. The animals and humans were formed from the parasites on his body.

The Creation of the Earth Page 128 Comprehension Page 129 1. The animals lived above the sky which was just water. 2. The animals did not know what was below the water. 4. He couldn’t find any solid ground. 6. In the beginning the earth was soft and flat. 9. The Cherokee land still remains the same today. Word power Page 130 A. The beginning—world was fresh and beautiful; an egg; the sky was water; God—Choukhum Chang; Pangu Things created—flowers; trees; men and women of different colours; winds; clouds; mountains; valleys; rocks; rain; dew; sun; moon; the buzzard; created landforms. B. 1. myth—a story from ancient times told to explain natural events 2. legend—a story from ancient times about people and events that may or may not be true 3. fable—a short story that teaches a moral lesson especially with animals 4. fairy tale—a story about magic of fairies, usually for children 5. saga—a long story, often taking place over several installments 6. epic—long poem about the actions of great men and women or a nation’s history 56 Write the answers Page 130 1. NOTE: Students can express their choice. 2. NOTE: The answer to this question too will depend on the students’ choice. 3. NOTE: The students can be allowed to express their opinion. 4. Man must have been intrigued by the beauty and the mystery of how the earth was created. Since they did not have any scientific means of ascertaining this they must have created their own stories. NOTE: The students can be encouraged to answer this question based on their own understanding. 5. These myths have been passed down through word of mouth. Each generation must have related this story to their children. 6. Similarities—they have a creator; there are two parts, sky and earth; flowers and trees are created first; men and women come later; darkness is removed; the elements wind and fire are present in all the stories Differences—In the first story the earth is perfect and then it is burnt to ashes. The different parts of the earth have different origins Listening/speaking Page 131 NOTE: Students should listen carefully to the creation myth read out in class by their teacher and then complete the following sentences using words and ideas from the story. 1. There was a time when all the spirits of the earth were still. 2. The great Father of All Spirits awoke the Sun Mother. 3. The Sun Mother glided down to earth and walked in all directions. 4. Her heart melted the ice, and rivers and streams were created. 5. Then she created fish and small snakes, fish in a variety of colours. 6. Next she awoke the spirit of birds and animals. 7. She instructed all her creatures to enjoy the wealth of the earth and live peacefully. 8. She gave each creature the power to change their form.

57 9. The platypus had a bill like a duck, teeth for chewing, a tail like a beaver’s and the ability to lay egg. 10. The Sun Mother gave birth to two children, the Morning Star and the Moon. 11. Our Ancestors were the children of Morning Star and Moon. 12. They were superior to the animals because they had a part of her mind and would never want to change shape. Writing skills Page 131 NOTE: Encourage students to construct their own creation myths using most of the words and ideas that were a part of the web-chart.

The History of Electricity Page 132 Comprehension Page 134 1. Electricity brought a revolution in the lives of people. It powered radios, televisions, refrigerators, computers and countless other devices. 2. We use electricity for so many things that we tend to waste it. Engineers are looking for ways to use and make older forms of power more efficient and to exploit the untapped sources of energy. 3. 1g; 2h; 3b; 4f; 5c; 6d; 7e; 8a 4. Wind power, solar rays and alternative fuels can be used as alternative sources of electricity. 5. Some of the commonly used electricity-powered home appliances are televisions, refrigerators, computers, telephone, radios, microwaves. NOTE: Students can add more names to the list. Word power Page 135 electric—light, signal, drill, chair, shock, wiring, switch, energy, guitar, power electrical—equipment, engineer, shock, engine, appliances Writing skills Page 135 A. You can explain the concept of a timeline before students construct it following the instructions given in the exercise. 58 The events to be highlighted are the inventions/experiments conducted by scientists from different parts of the world. B. Students can write their experiences of doing something for the first time in the form of a paragraph. C. The students can write a diary entry. They can use their imagination and describe any incredible machine that they would like to invent. Enrichment activity Page 136 The students can gather information from books in the library, internet, etc, to write this exercise.

First Day at School Page 137 Comprehension Page 138 1. NOTE: Students can express their views while answering this question. The poem is easy to understand and the students can relate to the feelings of the poet. 2. The poem has been written from the child’s point of view. 3. NOTE: Students can answer this question from their own experience. 4. anxious, scared 5. The other children in the school seem big and noisy. The child doesn’t want to be away from home but the other children seem to be at home and so comfortable in their uniforms. They play games that are rough and frighten the child. 6. The child is absolutely bewildered and perplexed when he enters school. He can’t understand why there are so many railings, probably to keep wolves and monsters away. He thinks that these monsters are meant to stop them from running from ‘lessins’. He imagines them to be slimy, creepy creatures. He is also confused about the role of a teacher, he thinks probably she is the one who makes tea. The confusion, fear and bewilderment of the child is hilarious at times. NOTE: The answer to this question will depend on the students’ opinion as well.

59 7. The poem has a childlike, refreshing tone .The poet writes of himself as a child so he spells the word incorrectly. This adds to the humour of the poem.

Metamorphosis Page 139 Comprehension Page 139 1. The tadpole is awkward, ungainly and lacks grace, since it is changing its shape and form. So the poet uses the term ‘bungling’ to describe the tadpole. 2. newborn—crying, bawling, gurgling, burping toddler—stumbling, tottering, cherubic infant—playful, naughty, angelic child—inquisitive, curious, innocent, adorable, affectionate NOTE: The students can be encouraged to answer this question on their own. 3. eggs—cell exploding embryo—blob tadpole—trudging adult frog—dignified frog, croaking arrogantly Word power Page 140 A. NOTE: Students should pick out words from the poem which signify movement, for example. exploding, darting, bungling, trudging, springing.

Caterpillar Page 141 Comprehension Page 141 1. The voice of the poet is heard in the first line. 2. The caterpillar is crying because it is worried about the transformation that it will experience soon. 3. The speaker comforts the caterpillar assuring it that it will become a butterfly gradually. 60 4. A caterpillar is green in colour, it is a voracious eater, it cannot fly, it is rather ungainly. The butterfly has colourful, wings, it sucks nector from flowers. NOTE: The students can be encouraged to answer this question on their own. 5. The speaker feels that it is better to be a butterfly. 6. NOTE: The answer to this question will depend upon each student’s opinion. 7. The caterpillar is concerned, worried, vexed and anxious. 8. The caterpillar is afraid that it won’t know itself once it has wings. 9. Changes can be for the better or for the worse but we must accept them in the right spirit. We must be prepared to adapt ourselves, because change is inevitable. NOTE: The teacher can encourage students to answer this question based on their idea of change. Writing skills Page 141 A change can be traumatic, disturbing, exciting or difficult. It can turn one’s life topsy turvy. It can be painful, fun, beautiful, perplexing, confusing, scary. One must have the right mindset to battle with the challenge of a change, one must always believe that a change is always for the better and is ordained to help us or make us better people.

Peacemaker Page 142 Comprehension Page 153 1. The Reds and the Blues fought because they did not allow each other to cross the bridge. 2. The fight could not be resolved because neither side was willing to compromise and settle the dispute amicably. 3. The fighting was finally stopped by building a huge wall right across the country. It was not a good solution because it made them permanent enemies and did not leave room for a settlement. NOTE: The answer to this question will partly depend on students’ opinion. 61 4. Mr Man’s job was to keep the Reds away from the wall after sunset. It was not necessary because their fears that the Blues would eat them up or cause trouble after dark were unfounded and baseless. 5. Fanny and Simp were practising for the carnival. Fanny was practising her dance while Simp had to learn how to juggle as they were supposed to perform at the carnival. 6. They had chosen to practice near the wall because that place was quiet. 7. The Blues and Reds were not different at all. NOTE: The answer to this question will depend on the students’ understanding of the play and the character of the play. 8. The Reds and the Blues first broke the wall because they wanted to teach each other how to dance and juggle. They rebuilt the wall because they feared that they would incur the wrath of their own people. No one would understand their desire to be friends. Word power Page 153 A. calm; hostile; accord; clash; unity; serenity; harmony; dispute; violent B. 1. the sequence of the main events in a play 2. the main or underlying idea of a play; the people in the play 3. the place where the action happens 4. the group of people who watch and hear the play 5. objects used by actors on stage 6. to practise and prepare the actors in a ply for performance 7. the written text of a play 8. conversation between two or more actors 9. clothes worn by the different actors Write the answers Page 154 1. The Blues and Reds were made to believe that they were enemies. They thought that their foes were capable of causing irreparable damage and they needed to be vigilant all the time. These fears were not based on facts. They were founded on rumours which were spread to fuel hostility and animosity. 62 2. NOTE: The answer to this question will depend on the students’ view. The story should end on a positive note. These young girls should convince the Reds that the Blues are harmless. They should make an effort to befriend them and dispel all wrong fears and notions. The wall should be broken down and all those who ignite hatred should be punished. Listening/speaking Page 154 NOTE: Students can first decide the end of the story. They can be assigned roles and then they can enact the last scene of the play. Writing skills Page 154 NOTE: A thank-you note is an informal piece of writing. The sender expresses his/her gratitude for any help rendered/for a gift/a letter to your host thanking him for a wonderful party/a note to the guests for coming to the party/for moral support during trying times, etc. Students can imagine that they are Bluey or Simp and write the note.

63 WORKBOOK Parts of Speech

Page 2 B. Students have to underline the words that belong to the part of speech mentioned in the brackets for each sentence. 1. beliefs, comets, dragons, 2. talk, were serpents 3. ancient, one, many 4. they, that 5. that, and 6. minutely, systematically 7. with, in, about, of 8. interesting

Abstract Noun Page 4 A. Encourage a brief class discussion on the poem and let students reach the conclusion how happiness is different from other nouns. B. Students have to pick out the abstract nouns from the list of given words. They are: writing; colour; joy; tragedy; boredom; art; fun; democracy; laughter; play; mystery; humour; cowardice; independence; fiction; riddle

Almost the Same Page 5 A. This is an exercise on noun-verb collocation. Students have to give a suitable noun for each of the verbs given. The answers given here are merely a sample of the various possibilities. 2. daylight 3. eye 4. diamond 5. jewel 6. silk 7. star 8. tear 9. bulb B. Students should be encouraged to be creative with their sentences, so long as the following meanings for the words are made explicit. 1. walk to move over a surface by taking steps with the feet at a pace slower than a run 64 2. stroll to go for a leisurely walk 3. saunter to move at a leisurely pace 4. gallop to move or progress swiftly 5. march to walk steadily and rhythmically forward in step with others 6. stride to walk with long steps, especially in a hasty or vigorous way 7. trudge to walk in a laborious, heavy-footed way 8. plod walking heavily and slowly Page 6 C. This, too, is an exercise on verb-noun collocation. The answers given here are merely a sample of the various possibilities. 1. slogan 2. secret 3. complaint 4. apology 5. engine 6. wind 7. baby 8. truth D. NOTE: The answers given here are merely a sample of the various possibilities. 1. vinegar, tongue 2. food, gossip 3. tears, water 4. disappointment, memories 5. dreams, smile 6. milk, note 7. bread, air 8. tones, words

Giraffes Page 7 Page 8 A. The central idea of the passage is ‘Height is the key to the giraffe’s survival’ (point 3). B. Students have to complete the sentences based on their reading of the passage. 1. tallest mammal on the planet.

65 2. at almost 48 kilometers per hour. 3. a single blow from their powerful front legs. 4. and can easily reach twenty-five years. 5. safe from most predators, since it can see danger from a greater distance. 6. cleaning its ears and nostrils, as well as reaching the leaves of the acacia tree. 7. the African Savannas. 8. calf. 9. a herd. 10. gangly. 11. carry off. 12. preferred. C. Earlier, people used to call the giraffe a ‘camel leopard’. This was because of its spotted pattern and the small hump it has on its back which made it look like a cross between a leopard and a camel. And from that ancient name, the giraffe’s scientific name, camelopardalis, originates.

Writing a Paragraph Page 9 B. Students have to reorganize the sentences of the paragraph in correct and logical order. Dubai is out to lure visitors by the project, Snow World, organised by Landmark Exhibitions. More than 400 tonnes of snow and ice are being brought over to the Gulf Arab Emirate. Skis, toboggans and winter jackets are being handed out to the skiers at the 45-yard ski slope in Dubai’s Central Creek Park. The vice president of Landmark Exhibitions, Mr Youssef el-Hindi told the media that by 2005, Landmark was planning to build a ski slope up to 1000 yards in central Dubai. He also said that Snow World will be set up inside a massive tent- shaped structure and it will be kept at a chilly 14° to 190° F. In summer, temperatures often rise to above 1000° F in Dubai. C. NOTE: You may ask the students to think about their selected topic and note down a few points. This might help them organise 66 their thoughts. The importance of the topic sentence and the concluding sentence, in conveying the idea of a paragraph, should be emphasised.

Instead of a Noun Page 11 A. Students are expected to identify the pronouns from the group of words given in the box. They are: who, him, hers, we, them, you, that, which, myself, my B. Students should be able to underline the correct pronouns in the sentences. Only the answers are provided here. 1. She, I 2. They, their 3. he 4. she 5. We, ourselves 6. We 7. Your, us 8. I C. Students have to complete the sentences with the correct pronouns. Only the answers are given here. 1. which 2. whose 3. what 4. where 5. whom 6. where 7. whose 8. which Page 12 D. In this exercise, the antecedents, or the pronoun referents, have to be identified. 1. the cycle 2. the cow 3. my aunt 4. the audience 5. notebooks 6. the hostages 7. the rain 8. Mrs Mathur, sweets

67 Pearls of Wisdom Page 13 A. Students are expected to complete the proverbs by matching the columns. 1. A rolling stone gathers no moss 2. A stitch in time saves nine 3. It never rains but it pours 4. You can’t teach an old dog new tricks 5. Once bitten twice shy 6. Make hay while the sun shines 7. A bird in hand is worth two in the bush 8. only the wearer knows where the shoe pinches B. Students have to complete the proverbs. Only the answers are given here. 1. worm 2. cooks 3. haste 4. play 5. tools 6. God 7. smoke 8. hands

Zlata’s Diary Page 14 Students should understand that a diary entry is as much about a revelation of an emotional crisis as it is about narration of events. While it is important that they should coherently record the events of the day, it is also vital that they should express in detail the various emotions they might have experience. You may also read out more extracts from Zlata’s Diary, Anne Frank: The Diary of a Young Girl or even George Grossmith’s The Diary of a Nobody.

68 Slowly Page 15 NOTE: Students should not feel constrained by the need to follow the rhyme scheme of the given poem. The focus of this exercise should be the correct usage of adverbs.

Adjective or Adverb Page 16 A. Students have to identify whether the highlighted words are adjectives or adverbs. 1. adverb, adjective 2. adjective, adverb 3. adverb, adjective 4. adjective, adverb 5. adverb, adjective B. The sentences have to be completed with the correct word. The exercise is aimed at understanding the difference between an adjective and an adverb. 1. quickly, important 2. silently 3. dark, slowly 4. timid 5. tired, obvious 6. generous 7. delicious 8. amazingly

69 What Are They Wearing Page 17 A. In clockwise direction, starting from the picture on the top left, the order is: 1. salwaar kameez 2. pinafore 3. kaftan 4. kimono 5. ball gown B. This is an exercise on categorization. Dress overalls, pinafore, dungarees, gymslip, salwar kameez, muumuu, shift, wedding gown, kimono, anorak, kaftan, suit Footwear boots, floaters, moccasin, wellington, trainers, clogs, loafers, stilettos, pumps, galoshes, flip-flops, sneakers Headgear bonnet, homburg, panama, skullcap, beret, fedora, bowler, helmet, trilby, fez, turban, stetson

More or Less Page 19 It may be pointed out to the students that all words in a set are synonymous. In some cases, the degree is also subject to individual responses. 1. squeak, mutter, speak, shout, thunder 2. poor, mediocre, fair, superb, outstanding 3. trudge, walk, run, gallop, whiz 4. whimper, sob, cry, weep, wail 5. smile, snicker, laugh, cackle, roar

70 The Wise Daughter-in-law Page 20 Page 21 A. Students should answer the questions based on their understanding of the story. They should answer in complete sentences. 1. Bhupendra Prasad had one son. 2. He celebrated the wedding of his son with pomp and splendour. 3. He was displeased with his daughter-in-law, whom he considered mad and a fool, because of her strange responses to his questions. 4. His son, on the other hand, did not think his wife was either mad or a fool. Rather he respected his wife’s intelligence. 5. The young woman was not in favour of the huge expenditure. We can understand this from her response to her father-in- law’s question. She clearly understood that the expenditure was not prompted by a desire to celebrate, but rather from a desire to show off. 6. Note: Any title which is relevant to the story can be accepted. The title could emphasise the intelligence of the young woman or the pride of the father-in-law. It could even be something like, The Price of a Sack of Rice. B. The phrase that means ‘a lot of show’: pomp and splendour C. The words from the story are: 1. presently 2. harvest 3. mourner 4. corpse 5. perennially

When and Where? Page 22 A. This seemingly simple exercise is actually confusing as one is often unsure regarding the use of prepositions. Students have to fill in the blanks with the correct preposition. Only the answers are given here.

71 1. at, at 2. for 3. during 4. on, until 5. at, until 6. for 7. for, from, until 8. during, at 9. on, in 10. by, after 11. in 12. in, on 13. at 14. since NOTE: The students should be familiar with the given list of prepositions and should be able to explain how these prepositions indicate different positions with respect to a point. B. The correct answers for the sentences are given below. 1. on 2. into, on 3. at, in 4. in, in 5. on, in 6. between 7. at, in 8. on, near 9. at, in 10. with 11. on 12. under 13. on 14. in 15. in

Articles Pages 25 Page 26 A. Students have to state what the article ‘the’ shoes in each case. 1. ‘The weak’ refers to a certain class of people. 2. ‘The Nilgiris’ is the name of a mountain range. 3. It indicates a reference to the species, dog. 4. It suggests that there is only one Red Fort which the speaker and the listener are familiar with.

72 5. It refers to a particular person. 6. The sky and the stars are unique, hence the definite article is used. B. Students are expected to correct the errors. 1. My parents went to Allahabad by train. 2. There was an accident on the main road that leads to the biscuit factory. 3. Have you seen the India Gate? 4. It takes a year for the earth to go round the sun. 5. Honesty is the best policy. 6. That is the only river in their city. 7. Wish you a Merry Christmas and a Happy New Year. 8. We want the chief minister to listen to our problems.

Determiners Page 27 A. The tired waiter at the food court stood there taking our order. It didn’t take us a long time to decide what we wanted. Anil asked for the pizza with cheese, a double helping of capsicum, many/ several black olives and many/several pieces of pineapple. Malathi wanted a special sundae with an extra scoop of vanilla ice-cream, lots of/a lot of chocolate sauce, and a few/some nuts, and no fruit. Iqbal asked for the kebab roll with some green salad on the side. Lara took the double cheese burger with a large helping of fries. All of us ordered a pitcher of cola. We asked the waiter to get us paper napkins and some extra spoons and plates. I was the host so I asked for the bill.

Letter to a Friend Page 28 NOTE: Students should note the different parts of a letter carefully. Students have to write the letter as per the instructions given in the book.

73 More Pronouns Page 29 Students should be able to do this simple exercise on their own. Only the answers are given here. Sweet Quarrels his, he, her, she, it, their, her, they, their, her, this, he. Birbal, the wisethey, him, them, you, it, he, your, that

Can You… Can’t You Page 30 A. Before the students start writing, you may explain to them the subtle difference in the use of ‘can’t’ and ‘mustn’t’, for example, ‘can’t’ suggests a physical impossibility while ‘mustn’t’ is an injunction. B. You may give the students some ideas before they start solving this exercise. Their advice should be practical and relevant to the situations.

More About People Page 31 A. This is an exercise in categorization of adjectives. Age baby, middle-aged, adolescent, teenage, fifty- ish, toddler, elderly, child Build over-weight, well-built, stocky, plump, slim, thin, skinny, gigantic, hefty, fat, obese Complexion peaches-and-cream, fair, tanned, pale, ruddy, wheatish, dark, clear Hair receding hairline, salt-and-pepper, straight, bald, curly, black, long, lovely, silver Height above average, dwarfish, short, tall

74 B. The opposites are: 1. foolish 2. ugly/unattractive 3. timid/insecure 4. introvert 5. dishonest 6. irresponsible 7. mean/miserly 8. cowardly 9. lazy 10. unimaginative Page 32 C. Given below are the words and their opposites. 1. stubborn–obedient 2. energetic–lethargic 3. clumsy–graceful 4. shy–outgoing 5. practical–impractical 6. neat–untidy 7. careful–careless 8. tolerant–intolerant D. You may discuss the exercise in class before the students write the answers. 1. eye: stare, wink 2. tongue: lick, taste 3. nose: sniff, breathe, snore 4. hand: shake, smack, slap 5. mouth: whisper, mutter 6. teeth: chew, bite 7. finger: point, scratch 8. lips: whistle 9. head: shake, nod 10. foot: shake, kick 11. toe: stub 12. hips: shake

75 Idioms Page 33 A. The meanings of the idioms are as follows: 1. refers to the act of rewarding good behavior and punishing bad behavior 2. that which provides one with the money required to live 3. very calm and in control of one’s emotions 4. to get upset about something bad which cannot be remedied 5. a difficult problem to solve 6. in a difficult situation B. The idioms and meanings are as follows: 1. caught red-handed discovered in the act of doing something wrong 2. green thumb an extraordinary ability to make plants grow well 3. once in a blue moon almost never 4. with flying colours with great success 5. showing true colours showing someone’s real character

Forms of a Verb Page 34 NOTE: Students should familiarise themselves with the given chart of the present, past and past participle forms of the verbs.

Hazy Summer Days and Air Pollution Page 35 Page 36 Students should answer the questions based on their understanding of the text. A. 1. Pollution causes poor air quality. B. 1. haze and smog.

76 2. traffic, industries, forest fires or even farming. 3. the Clean Air Act was passed in 1970. 4. small acts like recycling, avoiding wastage of water and switching off the lights when leaving a room. C. NOTE: Students will get most of the information required to write the paragraph from the text itself, but the teacher might encourage them to read up on the topic from encyclopedias or the internet. The paragraphs should definitely include the following points from the passage. • Ozone occurs naturally in the Earth’s upper atmosphere. • There it forms a protective layer, which shields all living creatures from the harmful ultra-violet rays of the Sun. • Near the Earth’s surface, sunlight reacts with the pollutants to create ozone. • This ozone in the Earth’s lower atmosphere is quite harmful for living beings. D. The synonyms are as follows: 1. contamination, impurity 2. class, value 3. cruel, unsympathetic 4. scared, terrified 5. obstruct, impede E. The appropriate antonym would be insignificant.

One Word, Many Forms Page 37 A. For this exercise, the students may refer to a dictionary wherever required. Verb Noun Adjective practise practise practical collect collection collective obey obedience obedient criticise criticism critical

77 use usage useful beautify beauty beautiful educate education educated create creation creative accept acceptability acceptable B. 1. acceptable 2. collection 3. advice 4. educate 5. beauty 6. obedience 7. created 8. useful 9. criticism 10. practise The Town of Rajpur Page 38 This exercise in map reading is also an exercise on the use of prepositions. It can be done as a group activity. Not all words/ phrases from the box will be used. Some maybe repeated. Only the answers are given here. 1. between 2. next to 3. around 4. across 5. between 6. opposite 7. in front of 8. on 9. on 10. beside 11. behind 12. at

Writing a Notice Page 40 A. NOTE: This is a sample of a possible answer; students can fill in any plausible name, date and timing. A magic show by the famous magician Willy Wonka will be held in the school auditorium for the students of classes 6-8 on 19 April 2007 from 1 pm to 3 pm. Students are requested to assemble in the auditorium after the last period. Mrs C V Latha Principal

B. NOTE: The notice should follow on the same lines as the given example. 78 Compare Them Page 41 A. Students should enjoy doing this exercise on similes. 1. a feather 2. brass 3. a fox 4. a lord 5. a bat 6. lightning 7. a razor 8. glass 9. coal 10. church mice 11. glove 12. the ocean 13. a picture 14. daylight Page 42 B. 1. hare 2. monkey 3. fox 4. pig 5. doe 6. ox 7. bird 8. fish 9. mouse 10. cats and dogs C. NOTE: For this exercise, the teacher can accept anything which sounds plausible.

Let’s Speak of the Present Page 43 Page 44 NOTE: For the first two exercises, the students can follow the examples given. C. 1. knows 2. have 3. meet, takes 4. open 5. costs 6. buy 7. wash 8. participate 9. teaches 10. designs Page 45 D. Students should be able to do this exercise on their own. 1. am preparing 2. are quarrelling 3. is waiting 4. are playing 5. is packing 6. is explaining 7. is talking 8. are watching 9. is collecting 10. am going 79 Present Perfect Page 46 A. You may guide the students through this exercise. 1. I have done my work. 2. The sweeper has swept the floor. 3. She has drunk a glass of milk. 4. They have learnt that lesson. 5. I have done my homework. 6. The fielder has caught the ball. 7. Mother has cooked dinner. 8. The fairy has forbidden the princess to step into the forest. B. This exercise should help the students perfect their use of the present perfect tense.

Simple Past and Present Perfect Page 47 A. The answers are given below. 1. have eaten, ate 2. has solved, solved 3. has learnt, learnt 4. has planted, planted 5. has baked, baked (Note: The word baking in the workbook is a misprint) 6. have seen, saw 7. has stopped, stopped 8. has made, made

80 Let’s Speak of the Past Page 48 A. As shown in the example, the sentences can be written in two ways. Both should be accepted. 1. I washed the plate after I had finished my food. 2. The team went out to celebrate after it had won the match. 3. We pruned the bushes after we had removed the weeds. 4. The ice was broken after Mahima had introduced herself. 5. The teacher made the students copy the poem five times, as a punishment, after she had scolded them. 6. We entered the gurdwara after we had taken off our footwear. 7. The ticket counter opened after everyone had stood in a queue. 8. The maid arrived after I had washed the dishes.

What’s on TV? Page 49 NOTE: The students may not be familiar with all the types of broadcasts mentioned in this exercise. This activity could be done in groups.

Different Strokes Page 50 NOTE: The answers given here are merely a sample of the various possibilities. 1. clothes 2. paws 3. face 4. linen 5. surroundings 6. character

81 Do They Agree? Page 51 Page 52 Only the answers are given here. 1. is 2. has 3. needs 4. are 5. were 6. was 7. has, need 8. is 9. wear 10. do, is 11. is 12. are 13. is 14. are, is 15. suits, wear 16. has 17. has 18. has 19. carries 20. are

Comparatives and Superlatives Pages 53 A. Let the students attempt the exercise on their own. 1. more interesting 2. quieter 3. more pleasant 4. more dangerous 5. livelier 6. more musical 7. weaker 8. more careful 9. more boring 10. more exciting Page 54 B. Students have to give the superlative form of the given adjectives. 1. funniest 2. strongest 3. hungriest 4. most careless 5. largest 6. most important 7. highest 8. most attractive 9. dullest 10. most thrilling

82 C. The table should be complete as follows: Adjective Comparative Superlative far farther farthest bad worse worst good better best old elder eldest old older oldest late latter last little less least much more most many more most tiny tinier tiniest expensive more expensive most expensive

Bookworm! Pages 55 NOTE: You may ask students to bring newspaper clippings of book reviews, or reviews of children’s books from the net, and read them out in class. If they are familiar with the books being reviewed, they will naturally be more interested; otherwise this should induce an interest in reading.

Homophones Page 57 As they do the exercises, you may ask the students to read each pair of words aloud to recognize the similarity in pronunciation. A. 1. whether, weather 2. check, cheque 3. site 4. road, rode 5. threw, through B. 1. whole, hole 2. loose, lose 3. groan 4. throne 5. hale 6. daze, days 7. cereal 8. paws

83 Reported Speech Page 58 A. NOTE: You may ask the students to find more examples from the course book to demonstrate the rules governing direct speech and reported speech. Page 59 B. Students have to convert the dialogues into reported speech. You may guide them through the exercises. 1. The teacher asked if anyone had seen the movie Matilda. Anant replied that he had seen it the previous summer on television. 2. Sheila said that she would like to borrow the book for a week. The librarian said that she hoped she would enjoy reading it. 3. The scooterist asked the traffic policeman if he could tell him the way to reach the nearest metro station from there. The traffic policeman replied that if he went straight for a kilometer e would then see the metro station on his left. 4. Amit asked his Grandma why she prayed daily. She explained to him that prayers were very powerful. 5. The visitor asked if the manager was in. The peon told him that the manager was out of station. 6. Radha asked Rachna where her office was. Rachna replied that her office was not far from the shopping mall.

Phrasal Verbs Page 60 A. This exercise essentially demonstrates the usage of phrasal verbs. 1. check into a hotel 2. look for missing keys 3. take off gloves/your coat

84 4. put on your coat/gloves 5. turn up the volume 6. break into the house 7. get away from the police 8. look after the baby 9. come over to the house 10. keep up the good work 11. slow down the car 12. run into a friend 13. make up a story 14. bring up a topic 15. go through the lesson 16. clean up the mess B. Students should read the sentences carefully to understand the context before ticking the right option. The correct option for each are: 1. took off 2. write down 3. called out 4. picked up 5. brushed off

Formal Letter Pages 61 A. The answers to these questions will help the students understand the purpose of writing formal letters. 1. The marketing manager of Puffin India 2. Namita Handa 3. The writer wants a copy of the latest catalogue of books published by Puffin India. Page 62 B. In a personal letter there are no limitations on the topics to be discussed or the length of the letter. A formal letter however has to be precise, and state categorically what the writer wants. Digressions

85 are welcome in personal letters, whereas it as considered a discourtesy to stray from the subject in a formal letter. A formal letter will not contain any queries as to the health of the addressee, while an informal letter almost always contains queries regarding the personal life of the addressee. In a personal letter, the receiver’s address is not written, nor is there a subject line. The salutation and the final sign off are very different in a formal letter and a personal letter. Page 63 NOTE: For the next two exercises, students should be careful to adhere closely to the given format. Before writing the formal letters in the final exercise of this chapter, a class discussion might help the students.

Conjunctions Pages 64 A. The correct sentences are as follows: 1. She cleaned the kitchen but I would never have asked her. 2. He is absent since he has been away. 3. I could not go until the guests left. 4. I will tell you a secret if you do not tell anyone. 5. She would not shut her eyes lest she fell asleep. 6. You did not win a prize although you performed quite well. 7. You had better hurry otherwise you may miss the train. 8. You cannot go to play because you haven’t finished your work. 9. She hurried back home so that she could watch the serial. B. Only the answers are provided here. 1. but 2. Only, and 3. because 4. Either, or 5. before 6. Although 7. until 8. if 9. so, that 10. Either, or 11. like

86 C. The correct sentences are as follows: 1. Rachna was unwell but she went to school all the same. 2. I am tired because I have been walking for an hour. 3. David is intelligent but his brother Sam is quite dull. 4. Salma will help you however she won’t do so if you don’t help her. 5. Teresa was doing her homework although her brother was watching television. 6. The traveller sat near the tree as he waited patiently for the bus to come. 7. I will visit you but you must invite me over. 8. Mother didn’t want to go to the concert as she was expecting some friends.

Confusing Words Page 66 A. Students often confuse similar-sounding words or words with similar spellings. This exercise provides practice for some such words through usage. 1 a. except b. accept 2 a. advise b. advice 3 a. see b. watch 4 a. affect b. effect 5 a. practice b. practice 6 a. lose b. loose B. NOTE: Students should make the meanings explicit in their sentences. The meanings are give here. 1. each every one of two, or more, considered individually or one by one both the one as well as the other 2. between by the combined effort or effect of among in, into, or through the midst of; in association or connection with; surrounded by 3. ago in past time; in the past before previous to; earlier or sooner than, in front of 4. deny to state that something is not true

87 refuse to decline to accept or give 5. good satisfactory in quality, quantity, or degree well in a good or satisfactory manner 6. blame to hold responsible; find fault with fault a defect or imperfection 7. no used to express dissent, denial, or refusal any one or more without specification or identification 8. since from then till now; because for suiting the purposes or needs of

Verbs: Transitive and Intransitive Page 67 Students are expected to identify the verb in each sentence as transitive or intransitive. They have to point out the object of the verb in case of a transitive verb. 1. lost—transitive verb; object—wristwatch 2. laughed—intransitive 3. picked up—transitive; object—kitten 4. playing—transitive; object—sitar 5. worked—intransitive 6. rang—intransitive 7. typed—intransitive 8. distributed—transitive; object—programme leaflets

Active and Passive Voice Page 68 A. Students have to complete the recipe using the passive form of the verbs given in the box. A kilo of carrots is washed, peeled and grated. A kilo of milk is boiled and the carrots are added to the boiling milk. When the carrots are cooked and the milk has been absorbed, sugar must be

88 added. You may need about half a kilo of sugar. Then ghee is added and the mixture is left to cook for a while longer. Finally, crushed cardamom seeds and some nuts are added as garnishing. The halwa is served hot. Page 68 B. Headlines are usually in the active voice. Students have to rewrite/ expand the given headlines in the passive voice. 1. Bravery awards were announced by the Government. 2. Children were rescued by policemen. 3. A Diwali Mela was organised by Bharti Public School. 4. A 4-wicket win over South Africa was registered by India. 5. Another tiger was killed illegally in the sanctuary by poachers. C. The given sets of words have to be put together as sentences in the passive voice. 1. A group of villages was destroyed by an earthquake. 2. A man was robbed by unknown assailants. 3. A new comet was discovered by an amateur astronomer. 4. The city was affected by heavy rains. 5. The national anthem was sung by school children.

Writing a Report Page 70 A. NOTE: Students could be asked to find a brief report, from the children’s supplement of any newspaper, which they can read out in class before they start writing their own reports. Page 71 B. Given below is the report in the correct order. A six-week search of China’s Yangtze showed no sign of “the goddess of the Yangtze”, leading to fears that the rare Chinese river dolphin, baiji, may now be extinct. If confirmed, the small white dolphin is the first large aquatic mammal after the Caribbean monk seal to become extinct due to over-exploitation. In 1997, the last such search saw 13 sightings. The causes for extinction are said to be over 89 fishing, destruction of habitat, heavy traffic and building of dams. The baiji, being almost blind, uses sonar to fish for food but the heavy shipping traffic on the river confuses the animal. The disappearance of the baiji leaves five more species of freshwater dolphins in the world, of which four are found in Asia. All five are critically endangered.

Punctuation Page 72 Page 73 A. Commas have to be inserted in the right places. Students may refer to the rules while doing the exercise. 1. My brother, who is a pilot, flies planes for Singapore Airlines these days. 2. The boy, who is wearing the red jacket, has borrowed your pen. 3. Sharon Creech, the well-known writer of children’s books, will be visiting our school next month. 4. I need to take a candle, some twine, a pair of scissors and a box of matches for my science practical class today. 5. The next Olympic Games are at Beijing, China. 6. Children must register for the competition by Saturday, and their parents must accompany them. 7. Manul made a beautiful collage from waste, using pencil shavings, eggshells, old wool and scrap paper. 8. This year, the Children’s Fete is being organised on Wednesday, 14th November. B. The story has to be punctuated correctly. Why Turtles Have Cracks in Their Shells Long ago, Turtle would watch the birds soaring overhead and dream of being able to fly. ‘If I could just get airborne once, I’m sure I could fly as well as any hawk,’ thought Turtle. Turtle tried jumping off some rocks, but he just couldn’t get lifted far enough. Of course, Turtle was smart

90 enough to know that he should learn from an expert; so he went to Eagle and promised him all the treasures of the sea if Eagle would teach him how to fly. ‘Turtle, you may not realise this, but you’re a turtle,’ said Eagle. ‘You don’t have any feathers or wings, and that’s what you need, to fly!’ But Turtle insisted so, finally, Eagle agreed to carry Turtle into the sky and try to teach him to fly. But when Eagle let go of him in mid-air, Turtle plummeted to the ground! He smashed to the ground, cracking his shell. And that’s why turtles have cracks in their shells today, and why they don’t spend their days leaping off rocks!

Expressing Future Time Pages 74 A. Students should read the sentences carefully and decide on the best-suited expression for future time. 2. I will count them. 3. It starts at 2.20 pm. 4. But I am going to see it with my parents this week. 5. The plane arrives in an hour. 6. I am going to visit my grandmother. 7. I am going to take batik painting. 8. I will get some tomorrow. 9. My cousins are coming over to spend the break with me. 10. It leaves at 8.00 am…get late. Page 75 B. Only the answers are given here. 1. going to 2. will 3. going to 4. going to 5. am going 6. will 7. is going to 8. will 9. am going to 10. are going to C. NOTE: The focus of this writing exercise is to hone the concepts of expressing future time, but students should be encouraged to write imaginatively about their future.

91 Let’s Speak of the Future Page 76 Students should be able to do both the exercises on their own. A. 1. My grandmother will knit a jacket for me. 2. Do you think it will rain? 3. They shall disconnect your telephone as you forgot to pay the bill. 4. Rashid shall prune the dahlia plants. 5. There will be a flood this year. B. 1. Shall I write to my grandfather tonight? 2. Will Salma take part in the tennis tournament? 3. Shall we teach them the new game? 4. Will you come to my party? 5. Will his parents hear from the Principal soon? 6. Shall Maria and I meet the famous singer tonight?

The Must-buy Generation Page 77 Page 78 Students should answer the questions on the basis of their understanding of the text. A. 2. Advertisers are making more and more child-centred commercials because children are the easiest consumers to manipulate. B. The prime targets of the advertising and corporate world are children and young adults, ranging in age from three-year-old tots to 17-18-year-old young adults. The reason for this is that children are extremely susceptible to advertisements and they can easily manipulate their parents’ choice. C. NOTE: You may engage the class in a discussion before the students start writing this answer. Quite a few children might be inclined to thinking that there is nothing wrong with such a trend. A healthy debate will help the students order their thoughts. 92 Noun or Verb Page 79 A.Note: Before they start writing sentences, you may explain to the students that sometimes the pronunciation of a word might vary, depending on whether it is being used as a noun or a verb, as in the case of present or record. B. Some more words which can be used as nouns and verbs are: conduct; digest; escort; point; address, conflict; object; project; suspect; refuse; convict; process; progress; torment; upset; ally; desert.

Adverbs of Time, Place and Manner Pages 80 A. NOTE: The answers given here are a sample of the various possibilities.

how where when suspiciously there afterwards uncertainly nowhere later quietly abroad someday slowly somewhere today happily outside soon insanely underground everyday melodiously upstairs now aggressively anywhere finally

NOTE: Before the students start writing the paragraph, they could compare their lists. Page 81 B. NOTE: The answers given here are merely a sample. 1. It was the fourth day of our trek. I got up early in the morning, sat up in bed and stretched uncomfortably. I thought lovingly of my warm comfortable bed at home.

93 We had to walk 10 km to the next camp. The leader of the group sounded the gong deafeningly. It was a signal to everyone to start packing for the day’s trek. I glanced over at my partner who was still comfortably asleep inside the tent. I wriggled awkwardly out of my sleeping bag and crawled slowly out of the opening in the tent. Oh, the view! It was breathtakingly beautiful. It more than made up for all the aching, weary bones. 2. The woman entered the room silently. She looked around searchingly. Her face was covered lightly with a dupatta. The room was dark then. It was difficult to see clearly. She walked over to the window and looked out downstairs. Her bare feet made no noise on the wooden floor. She turned around quickly to see if anyone had followed her there. She looked around the room cautiously once again. There was nothing there but furniture. She could hear her heart beating loudly. Nothing could stop her now.

Noun or Adjective Page 82 This is a slightly tricky exercise. The students should attempt it carefully. NOTE: The sentences given here are merely samples. 1. Adjective. There is a beautiful flower in that vase. 2. Adjective. She laid the crockery on the table carefully. 3. Noun. The picture is in a cardboard frame. 4. Noun. We went to a mountain resort this summer. 5. Noun. She loves floating paper boats in puddles. 6. Adjective. There are many ferocious animals in the wild. 7. Adjective. Attach that paper to the board with glue. 8. Noun. He does not make enough money with his day job. 9. Noun. The water beds in the plateau region have dried up. 10. Adjective. She painted the picture with beautiful colours. 11. Noun. That poor young girl does not get enough to eat.

94 12. Noun. A dead rat has been lying on the street all day. 13. Adjective. We must always respect the elderly. 14. Nouns. Rich people often treat their poor relatives badly.

Preposition or Adverb Page 83 A. The corrected sentences are given here. 1. Look below the papers on the desk for the book. 2. Come down. I am waiting for you. 3. Let us go inside. It looks like rain. 4. I have looked in this cupboard. I still can’t find the shirt. 5. Look again. It was somewhere behind that pile of clothes. 6. I have not been able to talk to Tuli. I cannot get through to her. 7. I was with her till she got on the train. 8. We’ll drive over. It’s been a long time since we visited you. 9. I cannot get in. The door is locked. 10. She went into the shop and left her bag behind. B. In sentences 1, 4, 5, 6, 7 and 10, the words below, in, behind, through, on and into have been used as prepositions. In the remaining sentences, the words down, inside, over and in have been used as adverbs. Thus, words are used as prepositions when they carry an object, in other words, when they link the verb with its object.

Notes and Messages Page 84 A. Messages are used to convey information briefly in informal situations. B. 1. A message conveys information in brief. 4. A message is like a letter in brief. 6. It is usually necessary to write the time and date on the message. 95 Page 85 C. NOTE: Students should understand that messages should contain a minimum of extraneous information and all the points mentioned in the question should be conveyed in the note.

Designing Posters Page 86 NOTE: Students could discuss in pairs, or in small groups, and pool their ideas to understand the message each of these posters attempt to convey. Page 87 NOTE: Before they start designing their own posters, they should read the given points carefully. The best posters could be displayed on the class bulletin board. Phrases Pages 88 A. after school; After resting for a while; I keep under my bed; of my school life; from my class 5 days; for my English homework assignment. B. NOTE: Students should exercise their imagination while endeavouring to write grammatically correct sentences. Page 89 C. The answers are provided below: 2. The flowers made a colourful and attractive display. 3. The children listened to the lecture with great attention. 4. The picnic was enjoyed very much. 5. The books with torn pages were kept aside. 6. The computer solved the problems in a few minutes. 7. The loud and agitated people surrounded the bus conductor. 8. The still and silent lane was lined with trees. 9. The attentive and alert guard conveyed a sense of security. 10. The children cheered the participants with great enthusiasm.

96 Mixed Modals Page 90 1. should 2. must 3. can 4. will 5. can’t 6. should 7. can 8. must 9. might 10. shouldn’t 11. Shouldn’t 12. will 13. ought to 14. may 15. should 16. ought to

Moving Pictures Page 91 You may ask each of the students to find a review of their favourite film and read it out in class. This might give them a more comprehensive idea of the varying styles of writing adopted by film critics.

97 THE STORYTELLER Detective Shambu

About the story Page 4 NOTE: You may discuss the story, interspersing it with short questions, to enable the students to understand it. 1. According to Podiyan, his tables could either have been eaten by his dog, Muddu, or they could have wandered over to the Right Brain. 2. Podiyan’s family met Detective Shambu to seek his help to recover Podiyan’s lost multiplication tables. 3. The Left Brain stored the math-things and the Right Brain was for sensitive, poetic and beautiful things. 4. Podiyan looked for his tables in his pencil box and the fridge. 5. According to Detective Shambu, ‘Eggs-ammunition’, that is the Examination, was the thief. He explained that Eggs- ammunition was terrible and liked to throw eggs, zeroes, at people, specially boys and girls. 6. Podiyan’s smartness and his faith that he could win over Mr Eggs, helped him overpower his problem. 7. Work and confidence can help overpower the ‘Eggs- ammunition’ thief. 8. NOTE: Answers will vary. Various answers may be discussed in class. Some students may like the humour in the story, while others may like the message it conveys. An explanation may be given for each answer. Word power Page 4 NOTE: The words may be discussed in class. Students may be encouraged to come up with answers. They may use a dictionary, if required. Names of other specialists, such as physiologist, pediatrician, florist, astrophysicist, etc, may be discussed. 1. Chemist: A person who prepares and sells medicines. 2. Gerontologist: A person who studies the process of people growing old.

98 3. Biologist: A scientist who studies biology. 4. Psychologist: A scientist who studies the mind and its influence on behaviour. 5. Chiropractor: A person whose job involves treating some diseases and physical problems by pressing and moving the bones in the patient’s spine or joints. 6. Physicist: A scientist who studies physics, that is, scientific study and relationship between forces such as heat, light, sound, etc. 7. Statistician: A person who studies or works with statistics (collection of information in numbers). 8. Dermatologist: A doctor who studies and treats skin diseases. Creative work Page 5 NOTE: Students may be encouraged to frame their own paragraphs. It may be emphasised that the paragraph should convey the horror, the tension, the helplessness and the urgency to remember, which a student would feel at the time. However, it may also take into account the comic aspect of the episode. The students may come up with their own solutions to the problem, which should differ from the text. The best paragraphs may be read in class. Writer’s craft Page 5 NOTE: Answers will vary. Some students may find the manner of writing the story, the episode of the banana slip, the disclaimer by the Right Brain, the idea of looking for the multiplication tables in the pencil box and fridge, etc, humorous. However, others may consider it to be too true to be funny. All answers with valid reasons are correct. The reasons for the answers may be discussed in class.

Thank-you Letter About the poem Page 7 NOTE: You may ask two students to read the poem; with one reading the edited poem and the other reading the struck-off parts, for emphasis. You may ask short questions to bring out the sarcasm and contrast in the poem.

99 1. No, the writer of the thank-you note was not happy with her gift. 2. The poet did not like Aunty Grace’s gift because she thought the mauve dress was terrible, the matching frilly socks were hateful, the lace around the hem and the ruffles were ghastly. She felt nauseous when she tried on the dress. 3. NOTE: Answers will vary. A sample answer is given. It is a good thank-you letter if it is rewritten without the struck-off parts. The edited letter is formal, and reflects humility and gratitude for the gift. As the poet’s mother had asked her to write the letter, it would have been sent. 4. Jane is a normal, tomboyish girl who does not like girlish and frilly dresses. She is spirited and has a good sense of humour. She is intelligent and resourceful because she has already found a solution to her problem. 5. NOTE: Answers will vary. The students may be encouraged to express their feelings in their own words. The best answers may be read in class. 6. We have all been in a similar situation and therefore sympathise with the poet’s feelings. It is difficult to appreciate and use a gift which is obnoxious and which we want to throw away. Word power Page 8 A. NOTE: The meaning of the phrases may be discussed in class and the students should be encouraged to make sentences. Sample sentences are given. 1. The new play put up by the students is just terrific. 2. My grandmother’s wedding saree is sweetly charming. 3. Anup’s copy of Shahrukh Khan’s acting is really neat. 4. Meeta’s get-well-soon card came as a lovely surprise. B. NOTE: You may ask short questions to help the students understand the meaning of the phrases. You may additionally ask them to frame sentences to bring out their meaning. 1. The lace along the hem of the dress has made it ugly. 2. Unpleasant and ugly dress. Highlights the strong feelings of the poet.

100 3. Having blisters (swelling, filled with liquid, on the surface of skin) on my feet is preferable to wearing the ugly, frilly socks. Every other discomfort seems less punishing to the poet. 4. I felt like vomiting when I was forced to wear the dress. It emphasises the poet’s dislike for the dress. Creative work Page 8 NOTE: Jane’s feelings and her intentions have already been written about in the poem. The students have to write about their own feelings and intentions. Some students may even like the dress. Answers will vary. Care may be taken that the diary entry is in first person. Writer’s craft Page 8 NOTE: You may give suitable examples to demonstrate the use of sarcasm. You may also ask the students to make five sentences expressing sarcasm. Some of the lines used by the poet, to express her feelings with the help of sarcasm, are given. The list is not exhaustive. You may ask the students to find more. • You shouldn’t have spent so much money, • Frilly socks to match! It’s just too much!

Sho-nah and the Wolf Pack About the story Page 12 NOTE: You may ask short questions from the text to help studetns understand the story. 1. Though Sho-nah sat alone beside a small fire and faced a threat from the wolves, he remained calm and wished his tribe well. Also, he was prepared to fight the wolves till the end. When he realised that the wolves had spared him because they were hunting the moose, instead of running for his life, he again faced the wolves to get food for his tribe. These instances prove that Sho-nah was a courageous man. 2. Sho-nah’s tribesmen had left him to die because it was the law of the tribe to leave the old and the sick behind when there was a shortage of food. Though it may be necessary for survival, it is not right to let someone die because he can neither protect nor find food for himself. 101 3. Both youth and experience are essential in the fight for survival. The youth have the strength to fight and experience tells them how to fight to win. 4. a. Sho-nah said this to himself when the wolves left him to hunt the moose. b. Sho-nah said this to his son because his decision to follow the wolves to get food was right. Word power Page 12 A. NOTE: You may discuss the phrases in class, encouraging the students to come up with the meanings. You may additionally ask them to make sentences with the phrases. 1. Had cramps in the stomach due to hunger, was ravenous. 2. Due to old age, Sho-nah felt incapable of hunting and gathering wood to keep himself warm. As there was no one to provide for him, he was resigned to his fate. 3. Attacked the moose and made it fall. 4. Hunt and kill the animal. 5. Did not retreat even though the wolf threatened and growled at him. 6. To let something/someone go without offering resistance. 7. Prepared to fight a battle in which the outcome will most probably be one’s death. Page 13 B. NOTE: You may ask the students the meaning of the phrases and list them on the blackboard. Sample sentences are given. You may encourage the students to make sentences on their own. 1. The king’s arrow brought down the fleeing deer. 2. The mother broke into the ring formed by the fire-fighters to hold her child. 3. On seeing the dacoits, the villagers pulled themselves up to face them. 4. The police moved forward to drive the mob away. Creative work Page 13 NOTE: There may be a class discussion about the need for laws. You may start the discussion by stating that the laws ensure our

102 freedom as well as put restrictions on it. The class may be divided into two, with one side defending the need for laws and the other opposing it. You may encourage the students to come up and list the laws, which they wish to make for the tribe, on the blackboard. You may divide the class into groups and ask them to give reasons for the need for relevant laws. The students may then write about the laws they feel are necessary for the welfare of the tribe. Writer’s craft Page 13 The message of the story that the old need not be a burden for the young to be left behind is even more relevant in today’s scenario. Youth coupled with experience spells success, is a lesson that the present day youths too have to learn. NOTE: You may start the discussion with these lines and encourage the students to continue the discussion. Differing views may be encouraged and discussed. You may additionally ask them to get news items or articles in support of their stand, to be read in class.

Clowns About the poem Page 15 NOTE: The poem could be read out by some students in different ways to bring out its pathos. 1. The poem asks questions about the day to day life of the clown. The poet wants to know about his abode, the food he eats and the place he sleeps in, when the clown is not performing. He also wants to know about the work he does when his job becomes redundant because no one is interested in laughing. 2. Clowns, like all working people, work hard to do their job well. However, if they failed to make people laugh, they would feel as if they had failed in their endeavour, they would be depressed and would feel redundant. Creative work Page 15) NOTE: Answers will vary. All answers with valid reasons are correct. Well-written answers may be read in class. Some of the reasons are given. However, the list is not exhaustive.

103 • Race against time for materialistic achievements. • People are being controlled by machines, instead of people controlling machines. • We are letting the small joys go by, in our search for big things in life. • Have no time to sit down and enjoy such simple things with each other. Writer’s craft Page 15 NOTE: There may be a class discussion, with the students coming up with the answers for the poet’s questions. The students may start their answers along the following lines. The poet has used the clown to highlight the lack of laughter in our lives. The art of making people laugh has become obsolete, making the clowns jobless, forcing them to search for other professions. In our race to reach the pinnacle of success, we are leaving almost everything and everyone behind. Materialistic gifts and machines are taking the place of shared laughter and emotions.

Uncle Lou’s Magic About the story Page 19 NOTE: You may ask short questions from the text to help students understand the story. 1. The secret shared by Uncle Lou and Gregory was Uncle Lou’s invisible magic wand which he kept in a blue box, tied with a yellow ribbon. 2. Uncle Lou enveloped Gregory with a happy magical feeling with the help of his wand. When Uncle Lou worked magic with his wand, Gregory’s lunch tasted better, his toys started talking; the sun made rainbows through the kitchen window and his feelings of dissatisfaction and irritation disappeared. 3. Uncle Lou stopped laughing, he felt bad and his bones started aching. He also stopped talking about the long blue box and was taken to the hospital. Pneumonia was responsible for the change in Uncle Lou and not the magic wand—an imaginary, feel good illusion, which Uncle Lou had created for Gregory.

104 4. Gregory could not find the wand easily because it was invisible and imaginary. 5. Gregory, missing the fun he used to have with Uncle Lou, found his own magic wand inside his mother’s empty small, white, pen box. He gently took out the small, thin, invisible wand, waved it and touched Uncle’s nose. He also made a face and tried to wiggle his ears like Uncle Lou used to do before. This action brought the smile back on Uncle Lou’s face. 6. Gregory is the better magician because he believes in the magic he makes. He could make Uncle Lou forget his sickness and was able to bring the laughter back for both. 7. The story talks about the magic of sharing and believing and looking for happiness in small things. Yes, we need this kind of magic in our lives because we have become too serious and grown up. We have forgotten to enjoy life in such simple ways. 8. Gregory and Uncle Lou shared the relationship of love, sharing and laughter. Uncle Lou made everyday mundane things appear interesting for Gregory and Gregory helped him feel better after his illness. They made each other laugh. Word power Page 20 A. NOTE: You may ask the students to read the chapter aloud and point out the phrases for happiness and sadness. These may be listed on the blackboard. Some words and phrases are given, but students should find more. • Happiness: had fun together; glad; sun made rainbows, etc • Sadness: crabby feelings; not feeling good; did not smile, etc B. NOTE: You may encourage the students to make sentences on their own. The meanings of the phrases may be discussed in class, if required. Creative work Page 21 NOTE: This is a group exercise involving the whole class. Various steps to help the students develop the play are given. The students may be asked to identify the different scenes and each scene may be given to a group to develop. Uncle Lou, Gregory and Mrs Klemmer are the characters in the story. A narrator will bind the scenes 105 together. The setting is Gregory’s room and the living room inside his house. Writer’s craft Page 21 NOTE: Each student will have an instance to narrate. You may start by narrating an instance from your life. The writings may be read in class and the best pieces may be put on the notice board and, if possible, be published in the school magazine.

Ice-Golawallah About the poem Page 23 NOTE: The poem could be read out in class by the students, while you could ask brief questions. 1. ‘We’ in the first verse of the poem refers to the children who love the ice gola. 2. Summer season is being described in the poem. 3. The ice-golawallah was standing at the naka. This was his permanent place because the children stopped by his cart while coming back from school each day. 4. The consequence of eating the ice gola was a throat infection. The last line of the poem—‘that our throats echoed in infection’ tells us this. 5. The poet says, ‘Ice gola made our hearts tinkle like the bell on your cart’. This tells us that the poet enjoyed eating the ice gola. 6. NOTE: Answers will vary. A few forbidden delights are eating aam papad, imli from the hawker, bunking school to watch a movie, reading a story book kept between the covers of the course book in class. The list is endless. Word power Page 23 NOTE: You may use suitable examples to make the students understand metaphors and similes. They should also come up with examples of the same use them in sentences to bring out their meaning. From the poem: Metaphor: Under our vulture eyes, heat shriveled tongues to twigs 106 Simile: Made our heart tinkle like the bell on your cart, like Arabs for an oasis Examples: Metaphor: Apple of my eye, light of my life Simile: Eyes deep like the sea, as cool as a cucumber Creative work Page 24 NOTE: You may begin the discussion by talking about your childhood and narrating a similar incident. You may then encourage the students to talk about a forbidden delight they indulge in. They may then write the letter, taking care that they do not get carried away and make the details too outlandish. They may give such details as where was it available, how did they indulge in it, how often did they enjoy it, from where did the money come, who all were involved. The best letters may be read in class. Writer’s craft Page 24 The poet, by talking about the ice-gola, which is forbidden to every child, but is relished by every child, brings out the pleasure of being naughty and doing things which are frowned upon by elders. Longing for the ice-gola in the summer vacations and saving money to buy it, enjoying the very process of watching it being made and then eating every bit of it, well aware that it would lead to sickness, brings out the carefree childhood in each of us. The pleasure of enjoying it, more because it is forbidden, symbolises the childhood.

The Mountain that loved a Bird About the story Page 30 NOTE: You may discuss the migrating birds, their habits and habitat, plant and animal life on the mountains and the effects of the shrinking green cover on life on earth. The class can also talk about friendship and sharing, and their importance in our lives. 1. At the end of the story, the mountain and its surrounding area became green. Small animals found food and shelter on the slopes of the mountain, the mountain opened its heart and gave its strength to the trees, helping them to touch the sky and most important of all, the mountain was happy and felt a surge of hope. 107 2. Joy, the small bird, who came from a distant land, looking for the best place to make a nest, brought about the changes in the life and appearance of the mountain. 3. It was not easy for Joy to befriend the mountain because she flew long distances each spring and needed food and water, which were not available on the barren mountain. She could only visit the mountain once a year and could not stay for more than a few hours because she would again have to fly a long distance for food. Also, a bird’s lifespan is short as compared to the mountain. So, there would not be many such visits. 4. Joy agreed to visit the mountain every spring for a few hours before she built her nest. The mountain felt that a few hours once a year, if only for a few years, were better than no visit at all. To continue the friendship, Joy promised to give her daughter and a daughter in each subsequent generation, her name. She also promised that a Joy would visit the mountain every year in spring to keep the friendship alive. 5. When the mountain was heartbroken and was shedding tears of grief, one of the Joys brought a small seed in her beak on her next visit to the mountain. She planted it in a crack in the hard stone near the stream so that the seed would get moisture and grow. This started the transformation which turned the barren mountain and its surrounding areas green. 6. This story is about two friends who wait for an entire year to meet for a few hours and are committed to each other. They are happy to be with each other and are ready to make adjustments in their life to keep their friendship alive. This story is also about being patient when the friend is out of sorts, and selflessly doing a good turn to make his life better. One thoughtful action of Joy changed the mountain’s life. Word power Page 30 NOTE: You may make the chart on the blackboard and ask the students to complete it. Each change may be discussed (what initiated the change, the outcome, etc). Some changes are given. However, the list is not exhaustive.

108 Mountain at the Changes over the At the end beginning years

bare stone hard stone, cracked everything green

no water and a small plant grows trees touching plant life the sky

touch of living being a bird visited animals and bird unknown to him come to stay

no contact with heartbroken with heartbroken with anyone sorrow

Creative work Page 31 NOTE: Students can be divided into groups and each group could be assigned a different medium for illustrations. Students may illustrate a number of scenes to maintain continuity in the story. Some scenes are given. They may make their own list of scenes. The list is not exhaustive. • Barren mountain, with the sun shining on it • Bird comes to visit • Heartbroken mountain with tears flowing • Joy planting a seed in a crevice • A lone plant growing on the mountain • Greenery all around • Animals come to stay on the mountain • Joy builds a nest Writer’s craft Page 31 NOTE: There may be a class discussion about benefits of being surrounded by family and friends. The drawbacks of being alone with no physical and emotional support in times of need may also be discussed. The students may be encouraged to suggest ways by which we can help such persons. Some suggestions are given. The class may add to the list. • Extend a hand of friendship • Keep in touch even if they are not responding initially

109 • Go out of the way to include them in group activities • Demonstrate by your actions that you are there for them in time of need to gain their confidence • Do not give up on them

Water About the poem Page 33 NOTE: Water is a cause for great concern and is being frequently written about. You may ask the students to bring articles and newspaper reports on water, such as pollution of rivers, melting of glaciers, shortage of drinkable water in the future, etc. These may be read and discussed in class. 1. NOTE: Answers will vary. Some uses are given. To make deserts become green, for water cushions and mattresses, for cooking, build moats around the forts for safety. 2. Some beneficial and harmful aspects of water given in the poem are: Beneficial: Cascading over waterfalls, wash in it, cool with it, drink it, heat with it, keep fish in it, put out fires with it, journey across to France on it, put it in radiators to warm the body, make cement and build with it, make electricity from it, run it along the gutters, washing the stone, and sailboats on it, water flowers and wash cars with it. Harmful: Break it with a roaring crash across rocks, rust metal with it, freeze it and break glass as it expands. 3. This poem is a more effective way of talking about water and its importance because it lists both the benefits and harmful aspects in a concise, matter of fact way, which highlights its importance in our lives. The last stanza about conserving water drives the message home effectively. Word power Page 34 NOTE: The students may consult a dictionary if required. They may do the exercise independently and the words, with their meanings, may then be discussed in class. Some of the words are given. The list is not exhaustive. swim, dive, splash, pour, flow, run 110 Creative work Page 34 NOTE: Answers will vary. The students may weave a story with the words independently. The best stories may be read in class. Care may be taken that the story has continuity and is coherent. The setting of the story could be a waterfront or a water body. A possible beginning is given. Amit has come to Goa to spend the winter vacations with his friends. They have come to the beach for a swim. The beach is crowded with people who have come to enjoy the sun and the sea. Boats of all shapes and sizes, and trawlers dot the sea. Suddenly, there is a big splash near one of the trawlers……………………… Writer’s craft Page 34 The message that the poem gives is, ‘Save water. Our life revolves around it. Though abundant, it will not last forever, if not used judiciously.’ This has become a serious concern for governments all over. The message is all over the newspapers, magazines, television and radio. Conferences are being held to find a solution to this problem. It is not just the governments who have to deal with it. This message is important for each one of us. Fresh, potable, drinkable water is becoming scarce. The day is not far when the adage, ‘Water, water everywhere, not a drop to drink’, will ring true. If each one of us makes an effort to save water, we will save the earth. NOTE: There may be a class discussion about the importance of water for us. They may suggest ways in which water can be saved. They may make posters and collages on water, the fast disappearing commodity, and the ways to save water. These may be displayed on the school notice board to generate awareness among students.

Little Red Riding Hood: The Wolf’s Story About the story Page 42 NOTE: Students will love the story. You may begin by asking how many of them agree with the wolf. The questions may be discussed in class before the students attempt them. 1. The wolf wanted to tell this story because he felt that he had been wrongly portrayed as a villain. He wanted to let people know the truth. 111 2. The differences in the two stories are: • The usual story states that the wolf wanted to eat Little Red Riding Hood. The wolf claims that this was never his motive. He only wanted the basket of good food. • The familiar story states that when the wolf entered Granny’s cottage, she was in her bed and was scared by the wolf. According to the wolf, Granny had gone to the lavatory and was never scared of him. • Little Red Riding Hood mistook the wolf for her Granny in the popular story. She had to be almost blind to do so, according to the wolf. He had covered himself so Little Red Riding Hood could not see his face. • Wolf claims that the grandmother killed him with gun, but she did not have a license for it. Hence the story of a hunter killing him. 3. The wolf’s explanation about the differences in the two stories is quite convincing and logical. However, the dialogue between Granny and Little Red Riding Hood is far-fetched and comical. 4. The way the wolf has presented the story, we feel sympathy for him because he had done what was natural for him. As he states, he had been declared a bad wolf because we were convinced that he wanted to eat Little Red Riding Hood, while she ate animals everyday and was still considered a good girl. 5. Little Red Riding Hood loved her Granny and was crossing the forest to do a good deed. She liked non-vegetarian food. She was a friendly girl and did not hesitate to talk to the wolf in the forest. She was a smart girl who liked to correct people’s mistakes, as she corrected the wolf when he was impersonating her Granny. She was not easily frightened and was a liar because she made up stories about who killed the wolf to save Granny from getting into trouble. According to the wolf, she was not compassionate because she calmly discussed the details for the newspaper story while he was breathing his last. Word power Page 42 NOTE: You may discuss idioms in class using suitable examples to illustrate their meaning.The students could give examples of idioms 112 and discuss the meanings before they make sentences with the idioms. Some changed idioms are given. The students should find more and also state the actual idiom. • I’ll take my defeat like a wolf. • How wrong can a wolf be? • I collapsed like a chopped tree. • As short-sighted as a one-eyed rhinoceros. • A newborn fifteen-stone sixty-year-old baby. Creative work Page 42 NOTE: You may divide the class into groups and assign a story to each group. They may work together and each group may write the story from the point of view of another character. The stories may then be read in class. The students may then write the story of their choice from another angle. Some points regarding the story of the monkey and the crocodile, as told by the crocodile, are given. • Monkey was not stupid. He would be aware that a crocodile cannot be happy eating apples. • Monkey wanted a free ride. • He knew I lived below the water. • I had to keep my wife happy. • I was stupid and gullible to believe the smart monkey about his heart being kept safely in the tree. Writer’s craft Page 43 A. NOTE: You may discuss the story along the lines specified and then ask the students to write the analysis of the story. A sample analysis is given. Little Red Riding Hood: The Wolf’s Story is about truth, justice and false appearances. The genre of the story is folktale/fairy tale and the setting is realistic. The wolf is killed by Granny and is given a bad name to save her skin and their reputation. Instead of making the facts known, Little Red Riding Hood and Granny tell lies because the truth will not look good in print. The wolf wants to set the record straight and clear his name. The story focuses on the manner in which presentation of facts can change one’s perspective about an incident. 113 The theme of the story is ‘Logic should be used before believing something.’ B. NOTE: You may ask the students what they had learnt from the story. Answers will vary. All answers may be discussed. A few points are given. • We should not kill and eat animals. • Weigh the facts before you believe something.

Tom-Tom About the poem Page 46 NOTE: The students will relate to the poem. You may encourage them to explain the reasons for the change in interest. 1. The poet is highlighting the habit of children to play in a group, all doing the same activity with equal concentration. Their interest span is very short. They move on to a new game like a herd going in one direction. 2. The child would scream in dismay. 3. The image the line projects is that the kites are flying at their will, taking the course they wish. Instead of the children controlling the kites, the kites are controlling them. The poet phrases it to highlight the aspirations and enthusiasm of the children, which are as high as the kites they are flying. 4. The actions of the children are compared to those of a swallow which has an internal clock to tell the right time to leave the rainy land. The poet has compared the two because it cannot be explained logically why children choose a particular game on a particular day. Though they do not have a set time-table, yet each child is aware of the game to play. 5. A tom-tom is a tall narrow drum that is played with hands. It is used to send messages across distances where travelling is difficult. The beats of the drum sound similar and it is difficult to decipher the message unless one is familiar with the drum. The poet has used this comparison because he feels that it is difficult to understand what makes the children choose an activity on a particular day unless you are one of them.

114 Word power Page 46 NOTE: You may ask the students to read the lines, with the given phrases, aloud in class, and then with reference to the relevant stanza, give the meanings of the phrases. You may additionally ask them to make sentences with the phrases to bring out their meaning. 1. Dolphin play: Playing in the water, jumping, diving, etc 2. All on wheels: Bicycling 3. As if for a silver medal: As if they are aspiring for second position in a competition 4. Pedals will lose their power: Lose interest in cycling and move on to something else 5. Heaven-aspiring reach: The desires and aspirations are sky high, as the kite tries to touch the sky 6. One does not tell the next: One cannot predict what will hold their interest next 7. Skipping-rhyme: Skip to a rhythm all children are familiar with 8. Multitudinous din: Play and make a lot of noise while enjoying the day Creative work Page 46 A. NOTE: Answers will vary as some may feel that poet understands children while the others will say that the poet does not understand them. You may ask the students to support their answers with reasons from the poem. It is clear that the poet has been observing the habits of children for quite some time and has been following their activities. The poet knows that no game holds the children’s interest for a long time, but is unable to explain why this is so, why they choose a particular game and like the pied piper and his flock, all the children do the same thing. Page 47 B. NOTE: The students may do this exercise independently and the best essays may be read in class. Some things which the students may like to do with their friends in the holidays are given. However, the list is not exhaustive. • Picnic • Play a lot of outdoor games

115 • Roam around the shops • Watch movies • Play board games • Laze around Writer’s craft Page 47 NOTE: You may discuss the rhyme scheme in class, giving relevant examples of rhyming words. You may additionally ask the students to write the rhyme scheme of two other poems printed in this book. The students may also try to write a stanza each, using rhyming words. Rhyme scheme for the second stanza is given. The rest they should find out on their own. a b a a b c c d d

Thank You, Ma’m

About the story Page 54 NOTE: This story is about compassion, about not being judgmental. You may ask short question related to the story to help the students understand the message. 1. The boy had tried to snatch Mrs. Jones’ purse. He was not successful because the strap broke with a single tug, which made him lose his balance and fall. 2. The boy wanted to possess a pair of blue suede shoes. He was trying to steal the money to buy them. 3. No, the woman did not behave the way he expected her to. She did not hand him over to the police. Instead, she fed him and gave him the money for the shoes. She was kind to him. 4. If she was able to reform him and save him from committing further crime, then she was right in treating him the way she did. However, if he had been a hardened criminal, she would have been wrong in not handing him to the police. 5. People normally steal because their requirements and aspirations are more than they can afford. If it is the first time, they should be treated with compassion and should be 116 reformed, if possible. Otherwise, hate will harden them into criminals. However, if they commit the crime habitually or in a well-planned manner, they should be punished. 6. Most people are not bad at the core. If guided properly, they can be reformed. Even if punishment is warranted, it should be kept in mind that punishment, which is out of proportion to the crime, can have a negative effect and lose its deterring effect. 8. The message that the story gives is, ‘We should hate the crime and not the criminal’. We, too, make a number of mistakes. Therefore, we should treat others making mistakes with compassion, but firmness. Word power Page 54 A. NOTE: You may ask the students to go through the phrases and then read the chapter again. With reference to the lines in which they appear, they may write their meanings. They may consult a dictionary, if required. They could also use them in sentences to bring out their meaning. 1. Combined: Together with This refers to the force of the pull and the weight of the purse which broke the strap and made the boy fall. 2. Sidewalk: Pavement The boy fell on the sidewalk while trying to snatch the purse. 3. Right square: Hard This refers to the intensity of the kick the woman gave the boy. 4. Blue-jeaned sitter: The boy’s bottom The place where the woman gave him a kick. 5. Pocketbook: Purse The woman’s purse which the boy tried to steal. 6. Turn you loose: Release you The woman said this while holding the boy in a firm grip. 7. I got a great mind: The thought is forming in my mind The woman has decided that the boy’s face needs to be washed. 8. Frail and willow-wild: Weak and thin

117 This is the description of the boy. 9. Get through with you: Finished dealing with you The woman does not end the contact after giving the boy a kick. She takes him home against his wish. 10. Put a half-nelson: Hold in a tight grip This describes the woman’s hold on the boy. 11. Suede-shoes: These are the shoes the boy wanted to buy if he had succeeded in snatching the woman’s purse. 12. Other roomers: This refers to the other tenants in the building in which the woman had a room. 13. Ain’t been to your supper: You have not eaten supper The woman asks the boy if he had eaten anything for dinner (in some countries called the supper). 14. Day-bed: Bed sit It is the convertible bed in the woman’s room. Page 55 B. NOTE: You may discuss the words and phrases in class. You may ask the students to list their impressions about the setting of the story on the blackboard. Some impressions are given. • Poor neighbourhood. • Belonged to the working class. • Not educated much. • Crime frequent in the area. Creative work Page 55 NOTE: The students may write the letter keeping in mind the following points. • May show deference • Better English • Gratitude • Offer to visit • Touch on the achievements, made possible because he was not sent to the prison Writer’s craft Page 55 NOTE: You may ask the students to find the words as in list A

118 from the story. You may discuss their meanings in class. You may also discuss the reason the writer chose the words and their impact on the students. The words define the setting of the story and bring it alive. They make the story sound realistic; give the feeling that the incident must really have taken place. These words are actually used in lower middle-class areas. Therefore, the story may have been set anywhere, in the working class neighbourhood of any city.

Vocation About the poem Page 57 NOTE: You may start by asking what each child wishes to become when he/she grows up. You may also discuss the reasons for their choice. 1. ‘I’ in the poem is a child. The child treasures his/her freedom. He/she is rearing to do as he/she pleases and does not want to be disciplined. 2. No, the ‘I’ in the poem does not know what he/she wants to do. This is so because he/she is not attracted to the vocation but the freedom it symbolizes. 3. As per the person’s perception, a bangle-seller does not have to follow a routine. He is free to go anywhere he likes while the person has to go to school. According to the person, a gardener does not have to follow instructions and is free to potter around the garden at any time of the day. He can also get dirty without being answerable to anyone. The person feels that a watchman is out of the house the whole night while he/she has to be in bed. Thus, the person wants to be a bangle-seller, gardener and a watchman. 4. The person’s real life is like any other child’s—disciplined. He/she has to go to school each day and follow a routine through the day. He/she is not allowed outdoors in the sun and is answerable for getting dirty. Also, the person cannot roam the streets in the night.

119 Word power Page 58 A. NOTE: You may ask the students to come up with the rhyming words and give them additional words to rhyme. Answers will vary. Some sample answers are given. 1. Bangles: Tangles, Dangles 2. Spade: Fade, Shade 3. Digging: Rigging, Gigging 4. Dust: Rust, Bust 5. Giant: Pliant, Defiant 6. Lantern: Pattern, Saturn B. NOTE: The students may be asked to make the words and then the list may be compiled in class. They could look up the new words in the dictionary. Some words are given. However, the list is not exhaustive. 1. Mother: Moth, Other, Them 2. Bangles: Angles, Bang, Glen 3. Crying: Ring, Grin, Cry 4. Window: Wind, Down, Widow 5. Lantern: Ant, Tern, Learn 6. Shadow: Wad, Show, Dash 8. Through: Rough, Though, Hog Creative work Page 58 NOTE: The vocations and the reasons for choosing them have already been discussed in class. You may ask the students to write the paragraphs keeping in mind the following points. • Why • The special attraction • Characteristics of the vocation • How they plan to achieve their goal • How hard are they willing to work Writer’s craft Page 58 NOTE: You may discuss all the stanzas in class and encourage the students to cite the reasons for liking a particular stanza. Answers will vary as students will have different reasons for liking a particular stanza. All relevant answers are correct. You may also ask them to draw illustrations of the images they like the best.

120 The Story of Prometheus About the story Page 66 NOTE: You may introduce the chapter by discussing the Greek gods and the stories in them. You may ask the students about the stories in Indian mythology. 1. Prometheus was the elder son of one of the Titans who were defeated by Jupiter. His name means Forethought. He was always thinking about the future, about tomorrow, the next month, the next year. He worked for the betterment of mankind, even going against Jupiter’s wishes to make the earth a much better place to live in. 2. Jupiter was a tyrant who did not care about his subjects. He spent all his time in idleness. 3. They were unhappy and wretched. They lived in caves and holes in the earth, shivering with cold, as there was no fire to warm them. Many died of starvation. They were frequently hunted by wild animals and by one another. It was a hard life. 4. The life of the humans became better after Prometheus brought them fire. There was a cheerful blaze in every home; the people were warm and happy. They could now cook and eat food like humans. They left their wild and savage habits and no longer lived the life of animals. 5. Prometheus taught humans how to build houses of wood and stone. He told them how to tame sheep and cattle and also their uses. Under his guidance, they learnt to plough, to sow and to reap. They were also taught to protect themselves from winter storms and wild beasts. By teaching them to mine iron and copper, he helped them make tools and weapons. 6. When Jupiter discovered that Prometheus had improved the lot of mankind, he wanted to make them miserable again. He made a beautiful girl Pandora whom he gave all qualities, including curiosity. Before sending her to Prometheus and Epimetheus, he handed her a golden casket and told her that it had many precious things. Though warned by Athena, the wise queen of air, against opening it, Pandora could not contain

121 her curiosity. She opened the box, thus releasing the diseases and cares which made their home among the mankind. 8. Prometheus was kind-hearted and industrious. He did not believe in spending his life in idleness while indulging in drinking nectar and eating ambrosia. Jupiter, on the other hand, was more of a dictator. He ruled by fear while Prometheus ruled by love. This basic difference in their nature resulted in their different attitudes towards human beings. Word power Page 66 NOTE: The students may use a dictionary. You may ask them to make sentences with the words. Words Meanings 1. Toiling To work continuously 2. Ignorant Not aware of 3. Dreary Sad or gloomy 4. Fennel A plant with feathery leaves and small yellow flowers 5. Kinsfolk Relatives 6. Distress Pain, anxiety, sorrow 8. Wondrously Remarkably 9. Fluttered To move in quick, irregular motions Creative work Page 67 A. NOTE: Students may consult books on Indian mythology from the library. Grandmothers would be of great help. You may encourage them to narrate the stories in class. B. NOTE: You may ask the students to collect data from the internet and books. There may then be a class discussion. Some facts from the story are given. • Hard life • No heat in bitter winters • Ate uncooked food • No protection against wild animals • Lived more as animals than humans C. NOTE: You may discuss the ways of writing a character sketch, using the points listed. You may illustrate their use by discussing the character sketch of a famous figure, or of one of the students.

122 Some points which will help the students write the character sketch of Prometheus are given. The students may add more. • Elder son of one of the Titans who fought Jupiter • Was not sent to prison-house, along with his brother • Prometheus means Forethought • Apt name as he was always thinking about the future, the next day, the next month, the next year • Was not fond of an indulgent lifestyle which the Mighty Folk on the mountain preferred • Kind-hearted • Worked for betterment of mankind • Had determination—despite Jupiter’s refusal, brought fire for man • Brave—without fearing Jupiter’s reprisal, taught man to the art of living and survival • Was a visionary • Worldly wise—knew Jupiter could not be trusted Writer’s craft Page 68 This story is from Greek mythology. It explains the evolution of man from the animal state to the Homo sapiens state. It describes the way the prehistoric man lived. It gives an explanation about the discovery of fire and living in houses instead of caves, by the early man. It also tells about the mining of iron and copper and making of weapons. It talks about growing of crops and taming of domestic animals for use.

Dear Examiner About the poem Page 71 NOTE: You may ask questions to clarify students’ understanding of the poem. 1. The poet is sitting in his classroom, writing an exam. He/she is supposed to be answering the questions. 2. The poet is able to write his/her name and the date, as required, on the answer sheet. He/she is unable to write the answers to the given questions. 123 3. The poet is not able to do the set work because he/she has not prepared for the examination. 4. He/she decides to write a letter to the examiner, informing him/her about the activities taking place at that moment, within and outside the classroom. 5. The teacher does not say anything but her disapproval can be felt. Her response is justified because the students are supposed to come prepared for the exam. 6. I would not like to disturb the class by speaking during the examination. However, I would try to counsel the student after the exam. NOTE: The students can state their opinion if they feel differently. 8. The student’s request to the examiner is not justified because he/she has come to the school to study. If he/she is not doing that, then he/she will get what he/she deserves. Word power Page 71 A. NOTE: You may discuss the meanings of the phrases in class, with reference to the poem. Sentences will vary. Sample sentences are given. 1. I have finished the task, as instructed. 2. The Prime Minister met the students fairly informally. 3. The movie will give you an idea about what it’s like to be me. 4. The passage in the book is frightful guff. 5. On their way to the playground, the class went chattering by, disturbing the reader in the library. 6. The church clock has just pealed the hour for the mass. 8. Sheila removed a speck of dust off her cuff. 9. Before pronouncing the patient dead, the doctor’s face became an absolute mask. Page 72 B. NOTE: Students have to fill in the blanks with the following words. 1. I saw the stars shine between the clouds. 2. The teacher asked Lata to collect all the copies for correction.

124 3. Don’t disturb Prashant, he is finishing his homework. 4. The toy train chugs slowly up the hill. 5. The gardener was mowing the lawn. 6. The loud peal of the temple bells could be heard down the hill. Creative work Page 72 NOTE: Answers may vary. There may be a class discussion about the reasons why the examiner will/will not give the poet marks. The students may frame the letter based on the discussion. The letter should be formal and to the point. Some points are given. • Have to work to get marks • Letter was an eye opener • It is good to be honest • Should not just ask for something without deserving it • Must work hard next time • Good poem • Should apply yourself to studies

Keeping Henry

About the story Page 79 NOTE: You may intersperse the reading of the text with brief questions. 1. Henry was a pet squirrel. He was part of the family and treated almost like a human being. People had to be gentle with him because he was so small, and he was treated like a baby by the family. 2. Henry played games like hide and seek with the children, ate breakfast with them and wanted to have fun with them, like a human friend. 3. Abel wanted to go to school but had to work on the farm, which he disliked. He liked to live near a city while the writer liked the farm life more, but was a city person. Therefore,

125 Abel said that they were both in the wrong box. 4. The author’s mother wanted to try putting Henry in a cage to keep him safe when the family was not around to look after him. She was afraid that he would hurt himself from the fire or the oil stove. 5. Henry flew into a rage on being put into the cage. He spread out his legs and arms and clung to the bars like a bat. His eyes blazed as he sprang from one side to the other with his ears laid back. 6. a. Abel b. Henry refused to be caged and forced the author’s mother to free him. Abel wants to live in the city but is stuck on the farm. The author prefers the farm but has to live the city life. Some neither has a choice, Abel feels that there is only one creature—Henry, who is free to exercise his choice. c. Abel was not happy with his life. 8. They were successful to a certain extent. However, they could not adjust to the close-to-nature life in some cases. The author was not comfortable using the earth closet. Word power Page 80 A. NOTE: You may ask the students to read the relevant paragraphs before they write the meanings of the phrases. You may ask them to make sentences with the phrases. 1. You can get him up: Wake him 2. Went red in the face: Angry 3. Bright as a button: Fresh and alert 4. The coast was clear: No one was around 5. Stuck my nose in the air: Walked with dignity 6. A bit here a bit there as the fancy takes me: Do not have to follow a set routine for work 8. Your mother’s been on at my mother: She has been trying to change my mother’s mind, persuade her 9. What an exhibition: Has thrown a tantrum

126 B. NOTE: You may discuss the manner in which words and phrases define the setting of the story. You may encourage the students to list the words and phrases. Thank You Ma’m is set in the working class area of a city. The language is of working class of the city. The setting of Keeping Henry is a farm in the rural area. Words and phrases like the earth closet, Farmer’s Weekly, farmyard, shoveling manure from the heap outside the cowshed, etc, give us an idea about the setting. Creative work Page 81 NOTE: The students may describe their experiences on the farm and compare them with their life in London. They may write which life suits them better. They may describe the various seasons on the farm and what these mean to them. They may write about Henry’s antics and if he compensates for not having many friends to play with in the neighbourhood. The best letters may be read in class. Writer’s craft Page 81 NOTE: Answers may vary but should be supported by reasons. The statements, ‘In a sense I write the same sort of books for adults and children. I suppose what interests me most are characters, particularly children’s relationships with each other’, do justice to her way of storytelling. This story deals with the children’s relationship with each other, their relation with Henry, whom she treats like a human friend, the author’s relationship with Abel.

The Wizard of Oz About the play Page 96 NOTE: You may ask short questions based on the play to help the students understand it. You may also ask the students stage the play in class. 1. Dorothy is hailed as a noble sorceress by the Munchkins because three Munchkins and a witch discover silver slippers sticking out from under the porch of Dorothy’s house. They believe that Dorothy has killed the Wicked Witch of the East, who had made the Munchkins her slave, and therefore they thank her.

127 2. Kansas is prairie land. It is an open country, unbroken by hills or trees, where the sun shines brightly, scorching the vegetation. Even the grass is not green and there are no pretty flowers. Violent storms blow the houses up into the sky. In contrast, the Land of Oz is beautiful with colourful flowers and green grass. It is also an open country with cornfields, trees and hills dotting the landscape. There are no violent storms. 3. As Dorothy wants to return to Kansas, the Good Witch of the North advises her that Oz, who lives in the Emerald City, can help her return home. 4. Dorothy is surprised to hear the Scarecrow speak because he is inanimate and thus should not be able to speak. 5. The Scarecrow wants Dorothy to remove the poles stuck down his back and across his shoulders. He cannot help himself because he does not have any brains and hence is unable to figure out a way to do so. 6. a. Dorothy. b. She says this because the Scarecrow is surprised that Dorothy wants to leave the beautiful land to go to a land scorched by the sun and swept by storms. 7. The Scarecrow wants to accompany Dorothy to the Emerald City to seek Oz’s help to get a brain for himself. 8. Tin Woodman did not have a heart. He wanted Oz to help him get a heart so that he could feel the love he had lost for a Munchkin girl. 9. Dorothy calls the lion a coward because he was bullying creatures much smaller and weaker than him. He knew that those animals could not retaliate. 10. The Lion wants Oz to give him courage. Word power Page 97 A. NOTE: The students may consult a dictionary if required. You may additionally ask them to use the word and the antonym in the same sentence to bring out their meaning. Answers may vary.

128 word synonym antonym

1. groaning moaning laughing 2. coward timid brave 3. unbearable intolerable bearable 4. courage valour cowardice 5. cowardly weak brave 6. forgotten elapsed remembered

B. NOTE: This exercise may be discussed in class with the students coming up with words. You may ask them to use a dictionary if required to find new words and their meanings. Some words are given. 1. Groaning: Gain; Grain; Gang 2. Coward: Ward; Draw; Crowd 3. Unbearable: Able; Area; Barb 4. Courage: Rage; Urge; Cage 5. Cowardly: World; Lard; Cold 6. Forgotten: Rotten; Roof; Foot Creative work Page 97 A. NOTE: You may have a class discussion and the reasons for justifying their demands may be listed. The students may frame their answers based on the list. The best answers may be read in class. A sample answer is given. The Scarecrow, the Tin Woodman and the Lion are justified in their demands because the heart, the brain and courage constitute a complete, well-rounded personality. Brain is important it guides our actions, shows us the way and helps us to come out of difficulties. The scarecrow could not help himself because he did not have a brain. Heart is important because it makes us feel emotions. Life would be mechanical without the love and compassion which we feel with our heart. We would be like robots. Tin Woodman feels incomplete without the love he has lost.

129 Courage makes us live in the world on our terms. It gives us strength to face any situation, howsoever unpleasant, and overcome it. With courage, we avoid bullying like the Lion. B. NOTE: You may have a debate on it. The students may give their arguments keeping in mind that both are important for a complete personality and they balance each other. Dominance of one over the other, results in our becoming too rigid or too soft. Therefore, in matters material, brain may rule over the heart, and in matters emotional, heart may rule over the brain. However, the same philosophy is not applicable in all situations. Other factors like right and wrong, compassion, love, etc, play a role as well. Writer’s craft Page 98 A. NOTE: You may discuss the salient features, as listed, in class. The class may then be divided into groups and each group assigned a story. Each group may write the play and perform it in class. B. NOTE: Answers will vary. You may ask the students to give reasons for their choice. They are important because without them, it would be difficult to imagine the scene. The full impact of the scene would be lost and the scene would not look realistic. They are interesting because the play is set in a magical land and they make the Scarecrow, the Tin Woodman and the Lion seem almost human to us.

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