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www.cambridge.org
Information on this title: www.cambridge.org/9781009303972
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© Cambridge University Press & Assessment 2023

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This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
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no reproduction of any part may take place without the written

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permission of Cambridge University Press.

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First published 2023

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Printed in India by
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ISBN 978-1-009-30397-2
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Cambridge University Press has no responsibility for the persistence or accuracy

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of URLs for external or third-party internet websites referred to in this publication,

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and does not guarantee that any content on such websites is, or will remain,
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accurate or appropriate. Information regarding prices, travel timetables, and other

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factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
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thereafter.
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The photocopy masters in this publication may be photocopied or distributed

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[electronically] free of charge for classroom use within the school or institution that
purchased the publication. Worksheets and copies of them remain in the copyright
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of Cambridge University Press, and such copies may not be distributed or used in
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any way outside the purchasing institution.

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Every effort has been made to trace the owners of copyright material included in this
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book. The publishers would be grateful for any omissions brought to their notice for
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acknowledgement in future editions of the book.

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Introduction

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Level Up with Cambridge English is an exhaustive and informative series to enhance the classroom learning
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experience of English.

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This series aims to do the following:

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focus on competency-based learning at all levels as per the National Education Policy, 2020 and NCERT
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guidelines
develop and integrate the use of listening, speaking, reading and writing (LSRW) skills
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emphasise learning through a concept-based approach which focuses on skills rather than just on
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knowledge
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hone the 4 Cs of the 21st century skills - communication, collaboration, creativity and critical thinking

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In addition to this, there is an emphasis on holistic development, experiential learning, curricular integration,
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local content and flavour, and competency-based formative assessment in alignment with the Students’ and
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Teachers’ Holistic Advancement through Quality Education (SARTHAQ) policy.
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Our Teachers
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“Teaching is a very noble profession that shapes the character, calibre, and future of an individual,” said A.P.J.
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Abdul Kalam.
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Teachers are given the huge responsibility of not only teaching but also developing learners’ capabilities so
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that they can achieve their goals in life.

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“It is the supreme art of the teacher to awaken joy in creative expression and knowledge,” said Albert Einstein.
Teachers are often expected to shape an individual’s entire life, from within the environs of the classroom.
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But, teachers today face various challenges and hurdles as they are fraught with immense work pressure,
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less-than-ideal classroom scenarios, and little time to realise their own dreams. Moreover, they must keep
themselves updated with the latest classroom technologies and methodologies, know their learners’ needs,
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and adapt to the ever-changing times.

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In a smart world, hence, teachers need to be both calm and excited before interacting with their learners.
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Teachers too need to set smart goals and strive to achieve them just like their learners. They should take care
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of themselves, be able to plan their work well, and be encouraged to follow their dreams.
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The teacher’s books of this course aspire to relieve teachers of some of the pressure that they shoulder, in
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order to enhance their teaching experience, and help them lessen their workload. This in turn will enable
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teachers to realise their own potential and achieve their goals.

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The Teacher’s Books

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The teacher’s books for Level Up with Cambridge English aim to act as the perfect solution for a varied and
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diverse set of teaching styles, adopted by teachers from different regions. The books will not only assist
teachers in enhancing differentiated learning scenarios but will also help them focus on differentiated
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teaching methodologies. Just like there is no one way to learn, there is no one way to teach. These books hope
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to be an understanding friend to different kinds of teachers, and give them new and easily adaptable ideas to

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explore the concepts provided in the series in a classroom. In addition, the embedded digital assets with QR

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codes in every coursebook as well as the online and offline assessment modules will empower the teachers to

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use the digital media effectively in the class, boosting the learners’ interest in the process.

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Let us quickly look at the highlights of the teacher’s books with regards to the content given in the
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coursebooks:

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Additional Worksheets and
Lesson Plans Answer Key
Answer Key
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multipurpose and exhaustive comprehensive answers for all exercises additional worksheets, along with the
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lesson plans answer key

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annual period break provided for the
whole course, including periods for es detailed answers provided for
each exercise
aimed at further practice and for
advanced training
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revisions and doubt clarifications
learning outcomes listed with answers given with emphasis on new comprehension passages
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each exercise simplicity, brevity and clarity of thought (linked to the theme of the units
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in the coursebooks)
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steps given for conducting each sample answers or sample pointers exercises on the comprehension

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activity in class given for questions where answers passages, and the grammar,
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may vary vocabulary and writing topics mapped

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each exercise mapped to Bloom’s

Taxonomy and the corresponding m to the coursebooks
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stages listed
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NEP icons provided with each exercise

listed
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additional instructions, if required,

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provided for each exercise

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How can Level Up with Cambridge English help alleviate the teachers’ burden?
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Teachers’ Concerns Level Up with Cambridge English

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how to address learners with suggestions and tips in the teacher’s books to practise differentiated
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different skills and abilities in teaching-learning scenarios to engage students of different aptitudes
one classroom and to focus on multiple intelligences
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how to build a sense of teamwork focus on group and pair activities in the coursebooks
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and collaboration among the

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learners
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how to check learners’ work and give prudent use of the three kinds of assessment techniques in the
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feedback to all learners in a class coursebooks—self-assessment, peer-assessment and teacher-

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assessment
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how to decide the learning outcomes learning outcomes clearly listed in the teacher’s books
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how to gauge the proficiency level each exercise in the coursebook mapped to the specific proficiency
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of learners level with respect to Bloom’s Taxonomy in the teacher’s books

concepts mapped to the Common European Framework of Reference
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for Languages (CEFR) and guidance provided for this in coursebooks

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and teacher’s books

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The teachers will hopefully find the content of this series invigorating to teach, and the learners will get ample
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opportunities to internalise the concepts they are taught. This series, in short, will help create an immersive
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and experiential classroom learning-ethos and develop generations of confident individuals with keen
learning skills as well as hone great educators with impressive teaching skills.
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The Map of the Series

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Level Up with
Coursebooks Teacher’s Books Digital

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Cambridge English
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Levels 1 to 3
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Units 1 to 5,
including 2
lesson plans
answer key
animations
instructor-led videos
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Real-English additional slideshow videos
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Worksheets worksheets interactivities

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answer key audios

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to additional

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Test Maker offline

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worksheets question bank

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m Cambridge Learn
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Premium online
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assessment bank
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Levels 4 to 6 Units 1 to 6, lesson plans animations

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including 2 answer key instructor-led videos

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Real-English
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additional slideshow videos

Worksheets worksheets
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interactivities
answer key audios (including
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to additional podcasts)
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worksheets Test Maker offline

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question bank
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Cambridge Learn
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Premium online
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assessment bank
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(Note 1: Digital assets like animations, instructor-led videos, slideshow videos, interactivities and
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audios are embedded in the coursebooks and are accessible by scanning the QR codes.)
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(Note 2: In several instances, the digital assets and the coursebook content blend. Examples are
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video-based or podcast-based tasks.)

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Level Up with Cambridge

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English and CEFR
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Level Up with Cambridge English has been developed in a way so that
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the outcome of each task for every learner can be assessed according to
the international standard for describing language ability, the Common
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European Framework of Reference for Languages (CEFR).

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The Common European Framework of Reference

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for Languages (CEFR) m

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The Common European Framework of Reference for Languages (CEFR)

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describes whether a learner is able to perform a set of real-life tasks using

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a European language, in our case—English. The CEFR describes this

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ability on a six-point scale from A1 for beginners, up to C2 for those who

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have advanced proficiency in the target language.

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This framework makes it easy for anyone involved in the process of

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language learning or teaching to determine how well a language user or

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learner can use the language in their everyday contexts.

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The Cambridge English Assessments are pegged to various CEFR

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levels, and the assessment scores clearly indicate the real-life language
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proficiency of the learner taking the assessment. It also gives learners an

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edge where they can compare the result of such an assessment to that of
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other international assessments.

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In Level up with Cambridge English, we have used the rubrics of CEFR

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to measure the LSRW, vocabulary and grammar competency of the

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learners studying the course. For learning outcome benchmarking
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and certification, we recommend the following Cambridge English
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assessments.

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Enrollment and subscription of these assessments come with separate
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prep material and training. These tools of language acquisition will

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facilitate preparation for the Cambridge English assessments.
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Grades CEFR Level Compatible CE Assessment
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1 Breakthrough+A1 Starters (end of academic year)

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2 A1 Starters (beginning of academic year)

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3 A1-A2 m
Movers (end of academic year)
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4 A2 Movers (beginning of academic year)
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5 A2-B1 Flyers (end of academic year)

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6 B1 Flyers (beginning of academic year)

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7 B1-B2 KET (beginning of academic year)

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8 B1-B2 PET (end of academic year)

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Refer to page x of the preliminary pages of the coursebooks to

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understand how each CEFR level from A1 through B2 measures

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competency of language use in real-life terms.

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The Level Up with Cambridge English teacher’s books help teachers

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enable learners to improve their language competency in a measurable

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manner. The measure of the learning outcomes needs to be based on a

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framework like the CEFR.

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Our endeavour will be to help teachers transform language learning

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within classrooms transition from rote-based learning to competency-

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based skill development, through our teacher’s books.

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Configuration of the

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Teacher’s Books
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Components
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multipurpose, comprehensive additional answer key
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exhaustive answer key to worksheets to additional

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lesson plans for all exercises in mapped to the worksheets in the

the coursebooks
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all units in the units in the teacher’s books

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coursebooks coursebooks

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Lesson Planner
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To plan a lesson well, a lesson plan needs to be a reliable support for teachers. An ideal lesson plan must
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have certain components to make it effective as a teaching-learning tool.

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Let us delve deeper into the structure of our versatile and flexible lesson plans, and understand better what
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it entails.
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annual period
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learning
breaks outcomes
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additional
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instructions steps for

key elements of a
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for conducting conducting the

lesson plan
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activities in class
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activities in class
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Bloom’s
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Taxonomy
NEP icons
proficiency
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stages
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Now, let us understand some of the specific stages of the lesson plan more carefully.

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Explore each coursebook in 200 periods.

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consolidated period break chart at the beginning of all the
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annual period lesson plans for better planning and time management
total number of periods for each unit and Real-English Worksheet
breaks

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in the coursebooks at the beginning of every lesson plan

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number of periods for each exercise or activity

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extra periods assigned for revision and clarification of doubts
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Outcome-based Education
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Learning outcomes are based on the following: learning
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outcomes
whether the activity is to be done as individuals, in pairs or in groups
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whether the activity is a blended learning activity, a non-blended

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one, or an activity based on art integration

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how the learners are expected to form their answers—in speech

form, written form, or a combination of both
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Bloom’s Taxonomy
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The model made by Benjamin Bloom is used

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to classify educational learning objectives into

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creating
levels of complexity and specificity. In this
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evaluating
model, there are six stages of expertise arranged
Bloom’s
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analysing
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in a hierarchical order in a triangle. This model is applying

Taxonomy
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basically used to gauge the learners’ proficiency understanding

proficiency of the subject. remembering
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stages
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Content Mapped to the National Education Policy, 2020

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each exercise mapped to tenets of the NEP, 2020

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list of icons:
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21st century skills: problem solving; continuous review; developing

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curiosity; respect of diversity and local context; information

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communication technology literacy; information literacy; etiquette,

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behaviour and emotional development

life competencies: creativity; critical thinking; communication; social NEP icons
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responsibility; teamwork and collaboration

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art integration
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colours-shapes-letters and numbers

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relationship with nature

learning by doing: play-based learning; discovery-based learning;
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experiential learning; holistic learning

assessments: self-assessment; peer-assessment; teacher-assessment
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cross-curricular learning: Maths, Sciences, EVS/Social Science

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Table of Contents

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Introduction iii. and iv.

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The Map of the
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Series
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Level Up with
Cambridge English vi. and vii.
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and CEFR
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Configuration of the
viii. and ix.

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Teacher’s Books
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Lesson Answerm Additional

Answer Key
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to Additional
Unit Plan Key Worksheets
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Worksheets
Page No. Page No. Page No.
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Page No.
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Unit 1: Food 2 101 167 184

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Unit 2: Green World 17 110 169 185

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Unit 3: Humour 35 121 172 187

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Real-English
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48 131 – –
Worksheet 1
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Unit 4: Money and Us 52 135 174 188

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Unit 5: Tourism 69 144 177 190

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Unit 6: An Equitable
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83 154 180 191

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World
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Real-English
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96 163 – –
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Worksheet 2
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Listening Text Script 194

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Lesson Plans

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Unit Sections Period Breaks/Section

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Unit 1 opener 1
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Unit 1 Section A 9

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Unit 1 Section B 10
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Unit 1 Section C 8
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Unit 1 Art Integration

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Unit 2 opener 1
Unit 2 Section A 9
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Unit 2 Section B 10
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Unit 2 Section C 8
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Unit 2 Art Integration 2

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Revision of Units 1 and 2 3

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Unit 3 opener 1
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Unit 3 Section A 9
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Unit 3 Section B 10
Unit 3 Section C 8
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Unit 3 Art Integration 2

Real-English Worksheet 1 4
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Unit 4 opener 1
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Unit 4 Section A 9
Unit 4 Section B 10
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Unit 4 Section C 8
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Unit 4 Art Integration 2

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Revision of Units 3 and 4 3

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Unit 5 opener 1
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Unit 5 Section A 9
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Unit 5 Section B 10
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Unit 5 Section C 8
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Unit 5 Art Integration 2

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Unit 6 opener 1
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Unit 6 Section A 9
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Unit 6 Section B 10
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Unit 6 Section C 8
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Unit 6 Art Integration 2

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Real-English Worksheet 2 4
Revision of Units 5 and 6 3
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Revision and Discussion 3

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TOTAL 200
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Unit 1: Food No. of periods allotted: 30

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2

Unit and Activity Learning How to Conduct this Bloom’s NEP Icons and Additional Instructions

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Section No. No. Outcome Activity in Class Taxonomy their Relevance

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Unit 1: Food a. individual activity: Teacher (T) asks the understanding 21st century skills- As a lead-in activity, T
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will be able to students (Ss) to identify respect of diversity begins by asking: What is
1 period formulate the and local context
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the food items and match the most famous dish of
answer in a clear (DLC)
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and concise them to the suitable names the state each S belongs
written form given in the box. T asks applying 21st century skills-ICT to? What makes it special?
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Ss to write the names of literacy (ICT) Do the Ss like the dish?
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the food items below the Why/Why not? Then, the
correct images. T will get the Ss to do
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this activity.
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b. group activity: Ss must write down a remembering 21st century skills- T can ask Ss to use the
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will be able to detailed meal that is had respect of diversity Internet to support their
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formulate the and local context

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in their region. Ss will answers. T can ask the Ss
answer in a clear (DLC)
discuss their answers to explain why they have
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and concise
written form with all classmates, with applying life competency- selected these particular
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special focus on the snacks communication food items as a part of
(COM)
included in their meals. their meal.
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discovery-based
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learning
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c. pair activity: will be Ss will create a menu with remembering life competency- T can ask the Ss to take
able to formulate communication
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5 snack items. They must the help of the Internet
the answer in a (COM)
include heathy snack items. for researching about
clear and concise
written form Ss will give a detailed list creating life competency- the snacks, ingredients
of the ingredients for each creativity (C) for the snacks, and their
snack. Ss will also mention applying holistic learning
health benefits.
the health benefits of
each snack.
Section A: A.1 individual activity: T plays the SVID for the Ss understanding 21st century skills- T may tell the Ss
Food for will be able to and asks them to watch developing curiosity how foreign words
clearly pronounce (DC)
Thought it carefully. Ss will say the become a part of the
words, phrases
1 period and sentences words aloud. applying 21st century skills- English language.
individual activity: Ss will find the meanings of respect of diversity T may ask the Ss to think of
will be able to and local context
the words using a dictionary (DLC)
more foreign words that
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Unit and Activity Learning How to Conduct this Bloom’s NEP Icons and Additional Instructions

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Section No. No. Outcome Activity in Class Taxonomy their Relevance

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formulate the and write them down. T will evaluating 21st century skills- have become a part of the

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answer in a clear check the Ss’ pronunciation. information literacy English language.
and concise (IL)
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written form
teacher assessment
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A.2 individual activity: T will ask the Ss to match applying 21st century skills- T can give the Ss hints on
will be able to the names of the food problem solving each of the food items.
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formulate the (PS)
items to their respective For example, the T can
answer in a clear
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and concise images. analysing 21st century skills- give a hint that caviar is the
written form information literacy eggs of various large fish,
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(IL) especially the sturgeon,
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21st century skills- eaten as food.
developing curiosity
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(DC)
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A.3 pair blended T plays the animation for analysing life competency- Ss should analyse the
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learning activity: the Ss and asks them to communication questions and respond
will be able (COM)
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watch it carefully. Next, critically to the questions.
to watch the
they should work in pairs life competency- For question c., Ss must
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animation and
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based on it the questions given in the with context from the
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in written or CB verbally. story and examples from
speech form the animation.
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2 periods A.4 individual activity: T asks the Ss to read the understanding 21st century skills- T could begin by asking
will be able story, The Luncheon, in respect of diversity the Ss questions about
to formulate analysing and local context
class. As they read, they what they understand
the answer in (DLC)
fluent speech engage in discussions by the word luncheon.
on thematic inferences, T should give a pre-
2 period
character sketches and reading task of finding out
answering the in-text more about the famous
questions given alongside author, William Somerset
the main text to assess their Maugham. T should ask
understanding. They may Ss to focus on what role
take turns to read. While the food items play in the
one reads, others listen. story. T can tell the Ss to
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Unit and Activity Learning How to Conduct this Bloom’s NEP Icons and Additional Instructions

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Section No. No. Outcome Activity in Class Taxonomy their Relevance

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T discusses the information focus on the characteristics

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given about the author of both the characters in
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passage.
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A.5 individual activity: T asks the Ss to recall understanding 21st century skills- T can explain that different
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1 period
will be able to the different words that problem solving (PS) aspects of a food item
applying
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formulate the
describe the food items in can be described using
answer in a clear
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the text. Ss will then fill in analysing different words. For
and concise
written form the words in the table. T will example, hot black coffee.
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guide the Ss to analyse and Here, hot describes the
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write down the different temperature of the coffee,
aspects of description. while black describes
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its colour.
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A.5.a individual activity: T asks the Ss to recall understanding 21st century skills- T can extend this activity
As

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will be able to the different words that information literacy with more food items.
formulate the applying (IL)
se

se

se
describe the food items in
answer in a clear
and concise the text. Ss will then fill in analysing life competency-
ss

ss

ss
written form the words in the table. T critical thinking (CT)
m

m
will guide the students to
understand the common
en

en

en

en
errors with fixed expressions
t

t
as given in the CB.
A.5.b individual activity: T will ask the Ss to match understanding life competency- T can explain the
will be able to the phrases. T will guide the critical thinking (CT) meanings of the phrases
formulate the applying
Ss to make sentences using to the Ss. This will help
answer in a clear
and concise the phrases that have been creating life competency- the Ss to use the phrases
written form matched in the exercise. creativity (C) in context.

A.5.c individual activity: (1) T explains the task to creating 21st century skills- The Ss read the task
will be able to the Ss. T asks Ss to read problem solving (PS) on their own. They analyse
formulate the applying
the sentences one by one the words and form their
answer in a clear
and identify how or why evaluating peer assessment inferences to suit the
and concise
written form the underlined words correct context. T can give
are incorrect. hints to the Ss so that
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(2) Next, the Ss will rewrite they can arrive at the

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the sentences with the correct answers.
correct words. (3) Then the
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Ss will check each other’s
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answers in pairs.
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A.6.a pair activity: will be T asks the Ss to read the applying life competency- The Ss will complete the
rs

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able to formulate extract carefully. T will critical thinking (CT) ladder visual given in the
ity

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the answer in a
ask the Ss to focus on the creating life competency- book. They can make use
clear and concise
written form underlined word. The Ss, creativity (C) of the words given as cues.
Pr

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P
with their partners, will then Ss can discuss and do this
play-based learning
es

es

es
brainstorm to list the words activity with their partners.
that are associated with the
s

s
way people feel happy.
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A.6.b pair activity: will be Ss, with their partners, understanding life competency- T can guide the Ss to see
As

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able to formulate will brainstorm and critical thinking how different words for
the answer in a (CT)
se

se

se
list the words that the same feeling may
clear and concise
connote sadness. applying play based learning indicate different levels of
ss

ss

ss
written form
the same.
creating life competency-
m

m
creativity (C)
en

en

en

en
2 periods A.7 individual activity: T asks Ss to read the story remembering 21st century skills- T can ask the Ss to also list
t

t
will be able to and to note the order in problem solving (PS) the food items ordered
formulate the
which the said character by the other character in
answer in a clear
and concise had ordered the food the story and compare
written form items. The Ss will then put the lists.
the statements in order.
A.8 pair activity: will be T asks the Ss to read the remembering life competency- T guides the Ss to derive
able to formulate questions and identify critical thinking (CT) at the correct answer
the answer in a understanding
the correct options based options based on their
clear and concise
on their understanding evaluating peer assessment inference.
written form
of the story. T then asks
the Ss to assess their
partners’ responses.
5
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A.9 individual activity: T asks Ss to read the understanding life competency- T can extend this

ge

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will be able to questions and identify the critical thinking (CT) activity by asking the
formulate the analysing
correct options. Ss then Ss to solve more such
U

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answer in a clear
self-assess their responses evaluating self-assessment inferential reference-to-
and concise
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written form by referring to the story. context questions.
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A.10 individual activity: T asks Ss to write the remembering life competency- This task requires a critical
rs

rs

rs

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will be able to answers to the questions. critical thinking (CT) analysis of the text.
understanding
ity

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ity

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formulate the
The Ss will incorporate
answer in a clear
the T’s suggestions analysing teacher assessment
Pr

Pr

Pr

P
and concise
written form and feedback.
es

es

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A.11.a individual activity: T will ask the Ss to understanding life competency- Before doing this exercise,
s

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will be able to complete the graphic critical thinking (CT) the T can ask the Ss
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formulate the
organiser with the to list the different
answer in a clear
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characteristics of the lady analysing teacher assessment characteristics of the lady
and concise
written form and the narrator. evaluating and the narrator from
se

se

se
the story.
ss

ss

ss
A.11.b-d individual activity: T asks Ss to write the understanding life competency- This task requires a critical
will be able to critical thinking
m

m
answers to the questions analysis of the text.
formulate the (CT)
in their notebooks. The
en

en

en

en
answer in a clear
and concise Ss will incorporate the T’s analysing teacher-assessments
t

t
written form suggestions and feedback.

1 period A.12 pair activity: will be Ss will fill in the blanks applying life competency- As a pre-task exercise,
able to formulate with linking words or communication T can revise the concepts
the answer in a (COM)
conjunctions. They will of conjunctions. T can
clear and concise
written form also note how a diary entry 21st century skills- write the words on
is written. problem solving (PS) the blackboard.
A.13 individual activity: Ss must match the linking applying 21st century skills- T can ask the Ss to do
will be able to words to their functions. problem solving (PS) role-play activities by
formulate the
The Ss will incorporate evaluating teacher assessment using conjunctions
answer in a clear
and concise the T’s suggestion and connectors in
written form and feedback. the dialogues.
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A.14 individual activity: T asks the Ss to classify applying 21st century skills- To extend the activity,

ge

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will be able to the words in the box in the problem solving (PS) T can encourage the Ss
formulate the
correct columns. to add more words to the
U

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answer in a clear
and concise analysing life competency- column apart from the
ni

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written form critical thinking words in the box.
ve

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(CT)
rs

rs

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A.15 individual activity: Ss must read the sentences applying 21st century skills- By now the difference
ity

ity

ity

ity
will be able to and then match the problem solving (PS) between linking words and
formulate the
linking words with their evaluating self-assessment connectors should be clear
Pr

Pr

Pr

P
answer in a clear
and concise corresponding list of to the Ss. T may test the
analysing
es

es

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written form connectors. The Ss then Ss’ knowledge.
check their own answer and
s

s
analyse if they are correct.
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A.16 individual activity: T asks Ss to rewrite the applying life competency- For further practice,
As

As

As
will be able to sentences by replacing critical thinking (CT) T can take a quick quiz
formulate the
se

se

se
the linking words with creating life competency- to understand the Ss’
answer in a clear
connectors or vice versa. creativity (C) understanding of the
ss

ss

ss
and concise
written form concept.
m

m
A.17 individual activity: T asks Ss to fill the blanks applying 21st century skills- T can revise the functional
en

en

en

en
will be able to using the words given in problem solving (PS) use of connectors and
formulate the
t

t
the box. Ss then check their analysing self-assessment linking words.
answer in a clear
and concise own answers and analyse if
they are correct. evaluating
written form

A.18 individual activity: T asks Ss to use the applying life competency- T discusses how to use the
will be able to connectors from the box to critical thinking (CT) connectors to compose
formulate the
rearrange the paragraph creating life competency- a paragraph.
answer in a clear
and concise in the right order. The Ss creativity (C)
written form then write the paragraph
as directed.
1 period: doubts and clarifications
1 period: extension and further practice activities
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Section B: B.1 individual activity: T asks Ss to imagine a remembering discovery-based T can give the Ss prompts

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Feast on a will be able to menu for lunch and dinner learning for different kinds of
formulate the
Plate at their respective homes. applying life competency- food items to help the
U

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answer in a clear
0.5 period and concise T asks them to make a communication Ss to complete this task.
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written form list of the food items they (COM) T can discuss what a
ve

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ve
would like to have on their balanced diet is.
plates.
rs

rs

rs

rs
ity

ity

ity

ity
pair activity: will be The Ss will explain why 21st century skills-
able to formulate they would want to see respect of diversity
Pr

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Pr

P
the answer in and local context
those particular items on
fluent speech (DLC)
es

es

es
their plates.
s

s
2 periods B.2 individual activity: T asks the Ss to read understanding 21st century skills- T can also arrange a thali
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will be able to information literacy

&

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the passage Thali which food festival in class where
formulate the (IL)
is about the tradition of Ss in a group can bring
As

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answer in
fluent speech the Indian thali system. applying 21st century skills- one food item from the
se

se

se
T talks about how the respect of diversity state they belong to and
thali tradition is prevalent and local context create a unique thali of
ss

ss

ss
(DLC)
all over the country. their own.
m

m
The Ss read the text, understanding 21st century skills-
en

en

en

en
and answer the in-text information literacy
questions. (IL)
t

t
group blended T asks the Ss to listen to applying experiential learning T discusses the data
learning activity: the podcast Healthy Snacks boxes and helps Ss to
will be able to listen
carefully. T divides the interpret the same in a
to the audio and
answer questions class into groups of four. logical manner.
based on it T instructs every group to
in written or make a list of healthy snacks
speech form of their choice. T asks them
to write down one recipe of
a snack item.

1 period B.3 individual activity: T will ask the Ss to read the understanding 21st century skills- T will teach Ss how to use
will be able to passage on syllable stress information literacy the dictionary to
clearly pronounce (IL)
to understand the concept.
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words, phrases analysing 21st century skills-ICT check which syllable is

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and sentences literacy (ICT) stressed on.
discovery-based
U

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learning
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B.3.a individual blended Ss will listen to the audio evaluating teacher-assessment T can make the Ss practise
learning activity: to understand the correct the pronunciation of
rs

rs

rs

rs
will be able to analysing
pronunciation, especially more words.
listen to the
ity

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ity

ity
audio and answer noting the syllable stress.
questions based Ss will then practise the
Pr

Pr

Pr

P
on it in written or pronunciation of the words
es

es

es
speech form given, and will incorporate
the T’s suggestions
s

s
and feedback.
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B.3.b pair blended Ss will listen to the audio for understanding life competency- T can help the Ss to
As

As

As
learning activity: the correct pronunciation teamwork and correctly pronounce
can listen to the applying collaboration (TC)
se

se

se
of the given words. the words.
audio and answer
Then, in pairs, the Ss
ss

ss

ss
questions based
on it in written or practise pronouncing the
m

m
speech form words correctly.
en

en

en

en
B.3.c individual blended Ss will have to find out the understanding 21st century skills- T can ask the Ss to use
learning activity: developing curiosity
t

t
names of the food items applying
the Internet or books to
can listen to the (DC)
from their town or city. do the research. Ss can
audio and answer
questions based analysing 21st century skills- also take the help of their
on it in written or respect of diversity family members.
speech form and local context
(DLC)

discovery-based
learning

1 period B.4.a individual activity: T will ask the Ss to classify analysing teacher-assessment Before the exercise,
will be able to the words given in the T can explain the
formulate the analysing
box into the different difference between the
answer in a clear
and concise columns. The Ss will then three categories.
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written form incorporate the T’s feedback

and suggestions.
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B.4.b individual activity: T will ask the Ss to fill in the applying 21st century skills- T can extend the activity

ge

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ge
will be able to blanks using the words from problem solving (PS) by making another similar
formulate the
B4a. Ss will use the prompts analysing teacher-assessment exercise.
U

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answer in a clear
and concise in the brackets to complete
ni

ni

ni

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written form the task.
ve

ve

ve

ve
B.4.c pair activity: will be Ss will use the words in B4a applying life competency- T can help the Ss structure
rs

rs

rs

rs
able to formulate to write a paragraph on the communication the paragraph.
ity

ity

ity

ity
the answer in a (COM)
same lines as the paragraph
clear and concise
in B4b. creating life competency-
Pr

Pr

Pr

P
written form
creativity (C)
es

es

es
1.5 periods B.5 individual activity: To assess Ss’ comprehension analysing life competency- T may ask Ss to
s

s
will be able to of the text, T asks Ss to critical thinking (CT) recapitulate the text by
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formulate the
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answer the questions evaluating self-assessment summarising it briefly.
answer in a clear
by choosing the correct T may ask Ss to provide
As

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As
and concise
written form options. The Ss then assess collective feedback.
se

se

se
their own work as they go
through the text once more.
ss

ss

ss
B.6 individual activity: T guides the Ss to think applying life competency- T should ask Ss to prepare
m

m
will be able to critically and find the critical thinking (CT) a list of keywords for
en

en

en

en
formulate the analysing
answers to the questions. each question. Ss may
answer in a clear
t

t
and concise use the keywords to write
written form elaborate responses to
the questions.

0.5 period B.7.a pair activity: will be Ss will match the words in applying peer-assessment The Ss can consult the
able to formulate Column A with the phrases dictionary for this activity.
the answer in a analysing
in Column B. Then they will
clear and concise
written form evaluate each other’s work. evaluating

B.7.b individual blended First, the Ss will listen to applying 21st century skills- T can ask the Ss to note
learning activity: the audio carefully. They problem solving (PS) down key points they hear
will be able to listen
will then study the images analysing teacher-assessments while listening to the audio
to the audio and
answer questions given in the CB while the first time.
listening to the audio again.
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based on it Next, the Ss will solve

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in written or the questions. Finally,
speech form
they will incorporate the
U

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T’s feedback and
ni

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suggestions.
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B.7.c pair blended T will play the audio for applying 21st century skills- T can give the Ss prompts
rs

rs

rs

rs
learning activity: the Ss again. Ss will read problem solving (PS) so that they can arrive at
ity

ity

ity

ity
will be able to
the statements given evaluating peer-assessment the right answer. T can
listen to the
audio and answer in the exercise. Then, check the answers of the
Pr

Pr

Pr

P
questions based while the Ss listen to Ss after the exercise.
es

es

es
on it in written or the audio again, they
speech form will choose the correct
s

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options. Each S will assess
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his/her partner’s work.
As

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B.7.d individual activity: T will guide the Ss to share applying 21st century skills- T can give the Ss tips
will be able developing curiosity
se

se

se
information about their on how they can share
to formulate (DC)
favourite eateries. The Ss information in the class. T
ss

ss

ss
the answer in
fluent speech will use the prompts given discovery-based can help the Ss structure
m

m
in the textbook learning their piece of information.
en

en

en

en
creating life competency-
communication
t

t
(COM)

21st century skills-

information literacy
(IL)

0.5 period B.8 pair activity: will be T will guide Ss to make understanding life competency- T can demonstrate how
able to formulate presentations on how they communication a verbal presentation can
the answer in (COM
plan to raise funds for the be made. T must give
fluent speech
food festival. The Ss must applying life competency- feedback to the Ss when
include how they think social responsibility they present their ideas in
they can contribute to the (SR) front of the class.
food festival. analysing 21st century skills-
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problem solving (PS)

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1 period B.9.a pair activity: will be Ss will work in pairs. They understanding life competency- T can give Ss examples of

ge

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able to formulate will discuss, research and communication good and bad food habits.
the answer in a (COM)
list the information as T can guide the Ss to fill
U

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clear and concise
written form required in the chart. applying 21st century skills-ICT out the chart.
ni

ni

ni

ni
literacy (ICT)
ve

ve

ve

ve
analysing discovery based
rs

rs

rs

rs
learning
ity

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ity

ity
B.9.b pair activity: will be SS will use the information applying life competency- T can give examples of
able to formulate collected in B9a to communication remedies or suggestions
Pr

Pr

Pr

P
the answer in a (COM)
complete the organiser in to help the Ss.
clear and concise
es

es

es
written form the notebook. Ss will do analysing 21st century
this task in pairs. skills-information
s

s
literacy (IL)
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holistic learning
As

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As
B.9.c individual activity: The Ss will first write applying life competency- T can draw the attention of
se

se

se
will be able to down the answers to creativity (C) Ss to some different types
formulate the analysing
ss

ss

ss
the questions in the CB. of articles. T can tell them
answer in a clear
The answers to these creating the necessary steps to
m

m
and concise
written form questions will lead them to compose an article.
en

en

en

en
compose the final draft of
the article.
t

t
B.9.d pair activity: will be The Ss exchange their analysing 21st century skills- T may ask the Ss to write a
able to formulate work with their partners continuous review final draft and submit them
the answer in a (CR)
and check each other’s for further evaluation from
clear and concise
written form work on the basis of the evaluating peer-assessments the T.
peer-checklist provided
in the CB. They provide
their feedback for further
improvement, if there is
any scope.
1 period: doubts and clarifications
1 period: extension and further practice activities
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Section C: C.1 pair activity: will be T will draw the attention remembering life competency- T will ask the Ss to think

ge

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Food and able to formulate of the Ss to the table communication of some of their most
the answer in a (COM)
Memories given in the CB. Ss will do cherished childhood
U

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clear and concise
0.5 period written form this activity in pairs and applying 21st century skills- memories. T can give
ni

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complete the table. etiquette, behaviour them examples from his/
ve

ve

ve

ve
and emotional her own childhood.
development (ED)
rs

rs

rs

rs
C.2 pair activity: will be T will draw the attention of understanding life competency- T can extend this activity
ity

ity

ity

ity
able to formulate the Ss to the picture in the communication with images of objects that
the answer in (COM)
Pr

Pr

Pr

P
CB. Ss will then discuss and the Ss can identify from
fluent speech
do this activity in pairs. applying 21st century skills- their childhood.
es

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developing curiosity
analysing
s

s
(DC)
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2 periods C.3 individual activity: T asks Ss to listen to the understanding 21st century skills- T can explain the thematic
As

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As
will be able recording of the poem developing curiosity inferences, rhyme scheme,
to formulate (DC)
Mango pickle jar and tone, mood, central idea.
se

se

se
the answer in
fluent speech at the same time, asks 21st century skills- of the poem.
ss

ss

ss
them to read the text respect of diversity
of the poem in their and local context
m

m
(DLC)
mind. T will discuss the
en

en

en

en
thematic inferences and
ask the Ss to answer the
t

t
in-text questions.
T discusses the information
given about the poet at the
end of the reading passage.

1.5 periods C.4 pair activity: will be T asks Ss to do a silent understanding life competency- T can begin by asking
able to formulate reading of the poem critical thinking (CT) how the Ss spend their
the answer in a analysing
Mango pickle jar. Then vacation. T should guide
clear and concise
the Ss complete the task- evaluating peer-assessment the Ss to derive two
written form
web given in the CB. Then things they do with a
the Ss check each other’s family member annually.
work in pairs. T can explain or revise the
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concept of alliteration.
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C.5 pair activity: will be T asks Ss to solve the applying life competency- T may begin by

ge

ge

ge
able to formulate questions based on the critical thinking (CT) asking Ss to read the
the answer in a
text and choose the analysing 21st century skills- extract on their own
U

U
clear and concise
written form correct responses. Then problem solving (PS) and underline the key
ni

ni

ni

ni
the Ss check their partners’ words in each line. T
ve

ve

ve

ve
evaluating peer-assessment
responses. may ask Ss to write the
answers and also give
rs

rs

rs

rs
reasons for choosing
ity

ity

ity

ity
the options. This would
help them in elaborating
Pr

Pr

Pr

P
and extrapolating
es

es

es
their responses.
s

s
C.6 pair activity: will be T asks Ss to solve the applying 21st century skills- T may begin by asking
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&

&
able to formulate questions based on the problem solving (PS) Ss to read the extract on
the answer in a
As

As

As
text and choose the analysing life competency- their own and underline
clear and concise
written form correct responses. Then critical thinking (CT) the key words in each
se

se

se
the Ss check their partners’ line. Ss may discuss the
evaluating peer-assessment
ss

ss

ss
responses. key words. The Ss will
be able to have a critical
m

m
understanding of the text
en

en

en

en
and will be able to identify
the key words.
t

t
C.7 individual activity: T asks Ss to read the understanding life competency- T may draw attention of
will be able to questions and answer them critical thinking (CT) the Ss to the descriptive
formulate the
briefly in their notebooks. applying teacher-assessment and analytical questions
answer in a clear
and concise T checks all answers. in the exercise and
analysing discuss them.
written form

C.8.a individual activity: T will read out the extract. applying life competency- T can guide the Ss
will be able to T will ask the Ss to answer critical thinking (CT) to understand the
formulate the analysing
the questions in detail statement that is given
answer in a clear
and concise based on what they in the question.
written form understand from the
extract.
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C.8.b individual activity: The Ss will compose a applying life competency- T can provide dos

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will be able to conversation in dialogue creativity (C) and don'ts of writing
formulate the creating
format between a thali and a dialogue.
U

U
answer in a clear
and concise a mango pickle. The Ss can
ni

ni

ni

ni
written form use the prompts in the CB.
ve

ve

ve

ve
2 periods C.9 pair activity: will be T asks Ss to analyse the understanding life competency- T should explain the
rs

rs

rs

rs
able to formulate poem on the basis of rhyme communication difference between free
ity

ity

ity

ity
the answer in a (COM)
scheme, tone, mood, and verse and rhyme scheme.
clear and concise
style used by the poet. The applying life competency- T can give hints to Ss
Pr

Pr

Pr

P
written form
Ss will incorporate the T’s critical thinking (CT) about why the poet has
es

es

es
feedback and suggestions. analysing teacher-assessment
used free verse in this
poem. T will also explain
s

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what the use of articles (or
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the lack of it) means.
As

As

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C.10 individual activity: T will ask the Ss to read understanding 21st century skills- T can read out the poem.
se

se

se
will be able to an excerpt from the poem respect of diversity T can ask the Ss to think
formulate the and local context
Pickle Jar. about the setting, central
ss

ss

ss
answer in a clear (DLC)
and concise idea, rhyme scheme, tone
m

m
written form and mood as compared
en

en

en

en
to the poem Mango
pickle jar.
t

t
C.11 pair activity: will be Ss will compare the two applying life competency- T can explain the poems
able to formulate poems in this lesson. critical thinking (CT) on the basis of the
the answer in a
Based on their analysis, analysing life competency- different elements of the
clear and concise
written form they will complete the table communication poems such as the setting,
in the CB. (COM) central idea, rhyme
scheme, tone and mood.
T can urge the Ss to find
another pair of poems on
the same theme.
1 period: doubts and clarifications
1 period: extension and further practice activities
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Art group art T will divide the Ss in applying life competency- T should guide the Ss

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Integration: integration activity: groups of four or five. In teamwork and to ask their parents and
follows instructions collaboration (TC)
Food the first phase, Ss will work grandparents questions
U

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and demonstrates
Collage understanding of individually, where they will creating art integration in a systematic way. T
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2 periods the concept/idea speak to their parents or can ask the Ss to either
ve

ve

ve

ve
analysing discovery based
through art grandparents to find learning
record their interviews or
out information based take notes will taking the
rs

rs

rs

rs
on the questions in the experiential learning interview. In the beginning
ity

ity

ity

ity
CB. In phase 2, they will of Phase 2, T can explain
share their findings with to the Ss what a collage
Pr

Pr

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their respective group is. T can share a list of dos
es

es

es
members. Information will and don’ts so that the Ss
s

s
be collated and a food can keep them in mind
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collage highlighting the while making the collage.

&

&

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key ideas will be made by T can guide the Ss to
As

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each group. follow simple and effective
ways to gather and
se

se

se
organise information for
ss

ss

ss
the collage. For example,
m

m
a group can make a table
with the categories such
en

en

en

en
as ingredients, occasion,
t

t
taste. As the Ss share the
information they have
collected, the information
can be classified into
the columns. One S can be
in charge of one column
and can find the relevant
images accordingly.
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Unit 2: Green a. group activity: T divides Ss in groups of 6 understanding life competency- As a lead-in activity, T can
will be able to social responsibility
U

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World and shows them the images begin by asking the Ss
formulate the (SR)
ni

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1 period in the CB. T will guide the what they know about the
answer in fluent
Ss to take turns to give different kinds of pollution.
ve

ve

ve

ve
speech analysing life competency-
a voiceover to the Earth communication T can discuss global
rs

rs

rs

rs
expressions, keeping in (COM) warming and its effects on
ity

ity

ity

ity
mind what the planet might creating experiential learning the planet.
be saying to humankind.
Pr

Pr

Pr

P
b. individual activity: T asks Ss to study the understanding 21st century skills- T tells Ss that carbon
es

es

es
will be able to image in the CB. Ss writes ICT literacy (ICT) footprints are an important
formulate the
s

s
the reasons why carbon analysing life competency- means to understand the
answer in a clear
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&

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and concise written footprint is increasing. T critical thinking (CT) impact of human behaviour
form instructs the Ss to write the on the Earth’s environment.
As

As

As
applying life competency-
solutions for decreasing creativity (C)
Every individual should
se

se

se
carbon footprint. Ss can use keep track of their personal
the Internet or take help relationship with carbon footprint and
ss

ss

ss
from books. nature contribute to stop global
m

m
warming. T explains that to
en

en

en

en
live a healthy lifestyle it is
important to reduce carbon
t

t
footprint. T can discuss the
answers in class.
c. individual activity: T instructs the Ss to create applying life competency- T can share some
will be able to the slogans for making a social responsibility examples of slogans with
formulate the (SR)
plea for the conservation of the Ss. T can also share
answer in a clear
and concise written Earth’s resources. Ss uses creating life competency- some dos and don’ts with
form the words given in the CB to creativity (C) the Ss regarding slogan
make the slogans. relationship with
writing.
nature

Section A A.1 pair activity: will be T asks Ss to read the news understanding life competency- T can help the Ss arrive at
able to formulate article in detail. T tells Ss to communication the correct answers.
1 period
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the answer in fluent (COM)

discuss the accompanying
speech
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questions with their applying life competency-

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partners. T tells the Ss to critical thinking (CT)
work in pairs. analysing relationship with
U

U
nature
ni

ni

ni

ni
ve

ve

ve

ve
A.2 individual activity: T asks the Ss to focus on understanding 21st century skills- T can help the Ss with the
will be able to the italicised words in the problem solving (PS) clues that will help them to
rs

rs

rs

rs
formulate the
reading text. T tells the Ss analysing 21st century skills- guess the correct meaning
answer in a clear
ity

ity

ity

ity
and concise written to make a logical guess information literacy of the words.
about the meaning of the applying (IL)
form
Pr

Pr

Pr

P
italicised words.
es

es

es
A.3 pair blended T plays the video for the Ss. understanding life competency- T can discuss how
s

s
learning activity: T asks them to work in pairs communication sometimes humans are
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will be able (COM)

&

&

&
and discuss the answers. careless in treating animals
to watch the
and plants of a forest,
As

As

As
animation and applying life competency-
answer questions critical thinking (CT) knowingly or unknowingly,
se

se

se
based on it in
analysing life competency-
with examples of how
written or speech natural habitats of animals
ss

ss

ss
social responsibility
form and plants are getting
(SR)
m

m
destroyed due to human
relationship with
en

en

en

en
activities.
nature
t

t
2 periods A.4 individual activity: T asks Ss to read the understanding life competency- T can begin by asking
will be able to excerpt The Big Cat from social responsibility the Ss whether they have
formulate the (SR)
an essay by Ruskin Bond. ever been to any reserved
answer in fluent
speech As they read they engage forests. T can ask the Ss
in a discussion on thematic analysing relationship with
to share their experience
inferences and answering nature with the class. T could
the in-text questions given give a pre-reading task
alongside the main text to of finding more about
assess understanding. They the author and his works.
may take turns to read; T should ask the Ss to
while one reads others can focus on the ambience
listen. and surroundings and he
geography of that region
in the first paragraph.
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This would help them

ge

ge

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to answer the questions
related to this. T draws
U

U
the attention of the Ss
ni

ni

ni

ni
toward the forktail and
ve

ve

ve

ve
asks Ss to find more about
this bird. T asks Ss to
rs

rs

rs

rs
assess the character of
ity

ity

ity

ity
the narrator. T asks Ss to
focus on the words that
Pr

Pr

Pr

P
describe the leopard.
es

es

es
1 period A.5.a individual activity: T instructs the Ss to refer understanding 21st century skills- T can ask the Ss to find
s

s
will be able to to the text The Big Cat. problem solving (PS) the describing words
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&

&
formulate the analysing
T asks Ss to complete the and phrases other than
answer in a clear
As

As

As
and concise written table with information as those given. T could give
form shown in the example. some more examples of
se

se

se
Ss are asked to find the compound adjectives.
ss

ss

ss
phrases.
m

m
A.5.b pair activity: will be T asks Ss to work in pairs understanding life competency-
able to formulate communication
en

en

en

en
and discuss the meanings of
the answer in fluent (COM)
the compound adjectives.
t

t
speech
Ss can then share their analysing 21st century skills-
answers with the class. information literacy
(IL)

A.5.c individual activity: T draws the attention of applying 21st century skills- T can discuss how
will be able to the Ss to the descriptive problem solving (PS) compound adjectives can
formulate the
paragraph. Ss complete the be created with words of
answer in a clear
and concise written paragraph with compound one’s own to describe a
form adjectives from A5b. noun.
For example:
The not-so-spooky-but-
eerie atmosphere around
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the house made us ponder

if we should enter it. (Here
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not-so-spooky-but-eerie

ge

ge

ge
is a compound adjective
modifying the noun
U

U
atmosphere.)
ni

ni

ni

ni
ve

ve

ve

ve
A.5.d individual activity: T asks the Ss to create analysing 21st century skills- Ss should be encouraged
will be able to a tabular record of the problem solving (PS) to make compound
rs

rs

rs

rs
formulate the
compound adjectives applying life competency- adjectives of their choice
answer in a clear
ity

ity

ity

ity
and concise written in A5c. creativity (C) and they should compose
form sentences with them.
Pr

Pr

Pr

P
2 periods A.6 individual activity: T asks Ss to complete the analysing life competency- T asks Ss to read the text
es

es

es
will be able to table by giving reasons for critical thinking (CT) once again, if necessary, to
s

s
formulate the
the actions given in the teacher-assessment write the suitable reasons
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answer in a clear
&

&

&
and concise written activity. for the actions given.
As

As

As
form

A.7 T asks the Ss to read the

se

individual activity:

se
remembering life competency-

se
will be able to excerpt and answer the critical thinking (CT)
analysing
ss

ss

ss
formulate the
questions based on their
answer in a clear
m

m
and concise written understanding of the
qualities of the narrator
en

en

en

en
form
and the leopard. T asks the
t

t
Ss to check their partner’s
responses by referring to
the excerpt.
A.8 individual activity: T asks Ss to read the remembering 21st century skills-
will be able to questions and select problem solving (PS)
formulate the applying
the correct options that
answer in a clear
and concise written complete the sentences.
form

A.9 individual activity: T asks the Ss to read the understanding life competency- This task requires a critical
will be able to questions carefully before critical thinking (CT) analysis of the text along
formulate the
attempting to answer the analysing teacher-assessment with the elaboration of
answer in a clear
them. T asks the Ss to write ideas the Ss express. The
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and concise written the answers to the creating Ss will be able to read

ge

ge

ge
form questions in their the questions with
notebooks. understanding. When T
U

U
elicits answers from Ss, T
ni

ni

ni

ni
writes the keywords on
ve

ve

ve

ve
the blackboard. T asks
rs

rs

rs

rs
Ss to frame complete
answers by referring to the
ity

ity

ity

ity
collective responses on the
Pr

Pr

Pr

P
blackboard and write them
in their notebooks. Ss may
es

es

es
be asked to exchange
s

s
their responses with their
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&

&

&
partners and evaluate
the answers.
As

As

As
A.10 individual activity: T asks the Ss to read understanding life competency- This task requires a critical
se

se

se
will be able to the questions carefully. creativity (C) analysis of the text along
formulate the
ss

ss

ss
T tells them to write the with the elaboration of
answer in a clear analysing life competency-
answers in detail in their ideas that Ss express.
m

m
and concise written critical thinking (CT)
form notebook. Ss will be able to read
en

en

en

en
applying relationship with the questions with
t

t
nature understanding. When T
elicits answers from Ss, he/
she may write keywords
on the blackboard. T
should ask the Ss to
frame complete answers
by referring to the
collective responses on
the blackboard and write
them in the notebooks. As
a post-task pair activity on
assessment of responses,
Ss may be asked to
21

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with their partners and

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check them.
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A.11 group activity: T divides the class into understanding life competency- The Ss can research on
ni

ni

ni

ni
will be able to groups of 4. T asks the Ss social responsibility the Internet about what
formulate the (SR)
ve

ve

ve

ve
to take on the given roles is to be done in a similar
answer in fluent
and discuss the situation situation displayed in the
rs

rs

rs

rs
speech applying life competency-
depicted in the picture. Ss communication image.
ity

ity

ity

ity
can use the cue cards for (COM)
assistance.
Pr

Pr

Pr

P
analysing life competency-
teamwork and
es

es

es
collaboration (TC)
s

s
life competency-
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&

&
creativity (C)
As

As

As
1 period A.12.a individual activity: T draws the attention of understanding 21st century skills- T asks the Ss to recall what
se

se

se
will be able to the Ss to the sentences information literacy an adjective is and what
formulate the (IL)
and asks the Ss to focus the degrees of comparison
ss

ss

ss
answer in fluent
speech on the highlighted words. are. T writes the words on
m

m
T asks the Ss to read the the blackboard and asks
en

en

en

en
sentences carefully. the Ss to write the degrees
of comparison of those
t

t
words.

A.12.b individual activity: T asks Ss to complete the understanding 21st century skills-
will be able to task and tells the Ss to work problem solving (PS)
formulate the
in pairs. The Ss will check analysing peer-assessment
answer in a clear
and concise written their partners’ responses.
form evaluating

A.12.c individual activity: T asks the Ss which two applying life competency-
will be able to sentences from the critical thinking (CT)
formulate the analysing
previous activity show the
answer in a clear
and concise written comparison between one
form thing and another, and
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which two show the

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ge

ge
comparison between one
thing and several others.
U

U
ni

ni

ni

ni
A.12.d individual activity: T asks the Ss to give remembering 21st century skills- T asks the Ss to recall their
will be able to continuous review
ve

ve

ve

ve
examples from the text and applying learning from previous
formulate the (CR)
tabulate the adjectives from classes.
rs

rs

rs

rs
answer in a clear
and concise written i. to iv. according to their
ity

ity

ity

ity
form degrees.
Pr

Pr

Pr

P
A.12.e individual activity: T instructs the Ss to rewrite remembering 21st century skills-
will be able to the narrator’s observation problem solving (PS)
es

es

es
formulate the
by using the hints from the applying teacher-assessment
answer in a clear
s

s
and concise written brackets.
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&

&

&
form analysing
As

As

As
A.12.f individual activity: T asks the Ss to use the analysing 21st century skills- T elicits from the Ss what
will be able to clues from the box to problem solving (PS) adverbs are and asks them
se

se

se
formulate the
answer the questions in applying 21st century skills- to recall what they know
ss

ss

ss
answer in a clear
and concise written complete sentences. continuous review about adverbs along with
m

m
form (CR) examples.
en

en

en

en
A.12.g individual activity: T asks the Ss to complete applying 21st century skills-
will be able to problem solving (PS)
t

t
the traveller’s experience analysing
formulate the
by filling the blanks with the
answer in a clear
and concise written clues in the CB.
form

A.12.h individual activity: T instructs the Ss to applying life competency-

will be able to complete the table keeping creating creativity (C)
formulate the
in mind the previous
answer in a clear
and concise written activity.
form

1 period: doubts and clarifications

1 period: extension and further practice activities
23
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Section B: B.1 pair activity: will be T draws the attention of the understanding life competency- T can ask the Ss to find

ge

ge

ge
Conservation able to formulate Ss to the photograph. Ss will critical thinking (CT) out more about the living
the answer in a
Ideas work in pairs to discuss and applying relationship with root bridge of Meghalaya.
U

U
clear and concise
0.5 period written form complete the table based nature Ss may use the Internet
ni

ni

ni

ni
on the observations about analysing or books to find more
ve

ve

ve

ve
the photograph. information.
rs

rs

rs

rs
2 periods B. 2 individual activity: T asks Ss to read the understanding life competency- Ss can read with
ity

ity

ity

ity
will be able to passage Seeds of Nature social responsibility comprehension (reading
formulate the (SR)
Conservation Buried Deep for meaning) and infer the
Pr

Pr

Pr

P
answer in fluent
speech in Khasi Mythology which 21st century skills- theme of the text.
es

es

es
is about the storytelling respect of diversity
and environmentalism in and local context
s

s
Meghalaya. Ss read the (DLC)
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&

&

&
text, and answer the in-text relationship with
As

As

As
questions. nature
se

se

se
group blended T asks the Ss to listen to understanding 21st century skills- Before the task, T can
learning activity: the podcast Deforestation information literacy have a discussion with the
ss

ss

ss
will be able to listen (IL)
and its Prevention carefully. Ss about the importance
to the audio and
m

m
answer questions T divides the class into applying experiential learning of planting trees. T can
en

en

en

en
based on it in groups of 8. T instructs list some of the things
creating relationship with
written or speech every group to make plan nature important for planning a
t

t
form for a plantation drive in plantation drive.
cross-curricular
school. learning-Social
Sciences (Classes 6
to 8)

1 period B.3.a individual activity: T draws the attention of the understanding teacher-assessment T tells the Ss when one
will be able to Ss to the pauses in writing must pause while speaking
clearly pronounce applying
and speech. T will assess and why. T guides the Ss
words, phrases and
the Ss in this activity. analysing to read the given sentence
sentences
with the suitable pauses.
B.3.b individual blended T plays the audio. The Ss understanding 21st century skills-
learning activity: listen to the audio carefully continuous review
can listen to the (CR)
and note the pauses in the
audio and answer
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questions based sentence when it is read

ge

ge

ge
on it in written or aloud.
speech form
U

U
B.3.c individual blended T asks the Ss to read the understanding teacher-assessment T asks each S to read the
ni

ni

ni

ni
learning activity: sentence aloud as they given sentence aloud with
ve

ve

ve

ve
can listen to the applying
listen to the audio. T will the suitable pauses. T will
audio and answer
rs

rs

rs

rs
explain the use of the analysing give appropriate feedback
questions based
symbols that indicate short where necessary.
ity

ity

ity

ity
on it in written or
speech form pause (/) and long pause (//).
Pr

Pr

Pr

P
B.3.d pair activity: will T asks the Ss to read aloud understanding peer-assessment Ss listen to the audio
es

es

es
be able to clearly the beginning of the and check each other’s
pronounce words, applying
speech in the CB. T asks responses. T can also
s

s
phrases and
the Ss to add the symbols evaluation evaluate the responses
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&

&

&
sentences
for short and long pauses of the Ss and provide
As

As

As
in the speech. T instructs appropriate feedback.
the Ss to work in pairs for
se

se

se
the activity. Ss listen to
ss

ss

ss
the audio and check each
other’s responses.
m

m
en

en

en

en
1 period B.4.a individual activity: T explains the meaning of understanding 21st century skills- T can ask the Ss to find the
will be able to the word aeons. T draws the information literacy meaning of the words with
t

t
formulate the (IL)
attention of the Ss to the the help of the Internet or
answer in a clear
and concise written expressions given in the box dictionary.
form that are similar in meaning
of the word aeons.
B.4.b individual activity: T asks the Ss to match the analysing 21st century skills- T informs the Ss that some
will be able to 7 words and expressions in applying problem solving (PS) words and expressions
formulate the
the previous exercise to the have the same meanings.
answer in a clear
and concise written 5 meanings in this activity. T Ss can use these
form will inform the Ss that some expressions in sentences
words and expressions have of their own. Ss take turns
the same meanings. to complete this activity.
25
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B.4.c individual activity: T asks Ss to complete analysing life competency- T can give the Ss hints

ge

ge

ge
will be able to the dialogue between creativity (C) for writing an interesting
formulate the applying
two friends by using the dialogue.
U

U
answer in a clear
and concise written appropriate words or
ni

ni

ni

ni
creating
form expressions from B4a.
ve

ve

ve

ve
B.5 individual activity: To assess comprehension, understanding life competency- T can ask the Ss to
rs

rs

rs

rs
1.5 periods
will be able to T asks Ss to answer the critical thinking (CT) summarise the newsletter
analysing
ity

ity

ity

ity
formulate the
questions. Ss self-assess before attempting the
answer in a clear
their responses by referring questions. Ss takes turns
Pr

Pr

Pr

P
and concise written
form to the newsletter. to summarise. T may ask
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to provide a collective
feedback.
s

s
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B.6 group activity: T divides the class in groups understanding life competency- T can ask the Ss to read
will be able to of 4. The Ss read the teamwork and the lesson once more
As

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formulate the collaboration (TC)
comprehension questions before attempting this
answer in a clear
se

se

se
and concise written and discuss the answers. analysing life competency- activity.
critical thinking (CT)
ss

ss

ss
form
creating life competency-
m

m
creativity (C)
en

en

en

en
0.5 period B.7.a pair activity: T asks the Ss to complete applying life competency- T guides the Ss on the
t

t
will be able to the web diagraph in their teamwork and possible ways to complete
formulate the collaboration (TC)
notebooks. This activity will the activity by even
answer in a clear
and concise written be done in pairs. analysing teacher-assessment completing one step of
form the diagram.

B.7.b individual blended T asks the Ss to listen to understanding 21st century skills- T will ask Ss to write them
learning activity: audio carefully and circle problem solving (PS) in the order in which they
will be able to listen applying
the five speakers in the are presented.
to the audio and
answer questions audio.
based on it in
written or speech
form

B.7.c pair activity: T asks the Ss to check the evaluating peer-assessment

will be able to answers of their partners.
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formulate the T shares the correct answers teacher-assessment

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answer in a clear with the entire class.
and concise written
U

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form
ni

ni

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ni
B.7.d individual blended T plays the audio again. understanding 21st century skills- T can ask the Ss to do this
ve

ve

ve

ve
learning activity: As the Ss listen, they have problem solving (PS) activity in the CB.
will be able to listen applying
to match the opinion to the
rs

rs

rs

rs
to the audio and
speakers. analysing
ity

ity

ity

ity
answer questions
based on it in
Pr

Pr

Pr

P
written or speech
form
es

es

es
B.7.e pair activity: T asks the Ss to check the evaluating peer-assessment
s

s
will be able to answers of their partners.
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teacher-assessment
&

&

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formulate the
T shares the correct
answer in a clear
As

As

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and concise written answers with the class.
form
se

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B.7.f individual activity: T asks the Ss to share analysing life competency- Before this task, the T can
ss

ss

ss
will be able to their favourite practice social responsibility share his/her favourite
formulate the applying (SR)
m

m
for environmental practice for environmental
answer in fluent
en

en

en

en
speech sustainability. T asks the sustainability. T can also
Ss for a reason for their jot down the different
t

t
choices. practices mentioned by
the Ss on the blackboard.
Ss may create a chart for
the entire class with the
most popular practices
for sustainability. T can
encourage the Ss to make
these practices a part of
the Ss daily lives.

0.5 period B.8 group activity: T divides the Ss into understanding life competency- T gives the Ss some dos
will be able to groups of 6. T draws the social responsibility and don’ts of how to go
formulate the (SR)
attention of the Ss to the about a group discussion.
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answer in fluent
speech pictures and the caption T can set rules for the
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in the CB. Each group applying life competency- group discussion and list

ge

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will then have a group teamwork and them on the blackboard.
collaboration (TC)
discussion about the
U

U
caption. T will guide the creating life competency-
ni

ni

ni

ni
Ss to follow the steps and creativity (C)
ve

ve

ve

ve
prompts given in the CB.
experiential learning
rs

rs

rs

rs
B.9.a pair activity: will be T asks the Ss to study the remembering life competency- T can tell the Ss to keep
ity

ity

ity

ity
1 period
able to formulate notice in the reading text communication referring to the notice of
the answer in fluent (COM)
Pr

Pr

Pr

P
of B2. The Ss discuss the B2. Ss may write down
speech
questions keeping in mind understanding life competency- their answers.
es

es

es
the notice. This activity will critical thinking (CT)
s

s
be done in pairs. analysing
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B.9.b pair activity: will be T asks the Ss to share their applying life competency- T can write down the
As

As

As
able to formulate responses from B9a with communication responses on the
the answer in fluent (COM)
the rest of the class. blackboard so that the Ss
se

se

se
speech
are able to refer to them
ss

ss

ss
when needed.
m

m
B.9.c individual activity: T asks the Ss to use the understanding life competency- T should ask the Ss
en

en

en

en
will be able to information in the CB to creativity (C) to keep in mind the
formulate the applying
complete the notice. Ss responses they had come
t

t
answer in a clear
must rewrite the notice in creating with in B9a. T checks
and concise written
form their notebooks using the the notices and gives
template given in the CB. appropriate feedback to
the Ss.

B.9.d pair activity: will be T asks Ss to exchange evaluating peer-assessment

able to formulate their notebooks and check
the answer in a
each other’s work on the
clear and concise
written form basis of the peer-checklist
in the book. Ss refer to
the checklist and provide
their feedback for further
improvement. T asks Ss to
write a final draft and
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submit for feedback from

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the teacher.
U

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1 period: doubts and clarifications
ni

ni

ni

ni
1 period: extension and further practice activities
ve

ve

ve

ve
Section C: A C.1 individual activity: T asks the Ss to study understanding life competency- T may encourage the Ss
rs

rs

rs

rs
Wake-up Call will be able to the pictures given in the social responsibility to discuss some other
formulate the (SR)
ity

ity

ity

ity
1 period CB. The Ss will discuss human activities that are
answer in fluent
speech the impact such human analysing relationship with harmful for the Earth and
Pr

Pr

Pr

P
activities have on Earth and nature its environment, and some
applying
es

es

es
its environment. that are good.
s

s
C.2 pair activity: will be T asks Ss to work in pairs remembering life competency- T can ask the Ss to share
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able to formulate social responsibility

&

&

&
to fill out the table for dos their responses with
the answer in a (SR)
and don’ts lists for the the class so that their
As

As

As
clear and concise
written form environmental well-being applying life competency- awareness increases. As
se

se

se
of Earth. T must encourage communication an after task activity, T can
the Ss to have a discussion (COM) ask the Ss to create a chart
ss

ss

ss
on the dos and don’ts. creating relationship with with all the dos and don’t
m

m
nature discussed and display it in
en

en

en

en
class. The entire class could
create one collated chart.
t

t
2 periods C.3 individual activity: T asks Ss to listen to the understanding life competency- T can explain the thematic
will be able to recording of the poem Our social responsibility inferences, rhyme scheme,
formulate the (SR)
Earth Will Not Die and at the tone, mood, central idea
answer in fluent
speech same time, asks them to read analysing relationship with etc of the poem as the
the text of the poem in their nature poem is read aloud. Ss
books. They must follow will answer the in-text
the audio and the words in questions while reading
their text and read aloud. the poem.
T discusses the thematic
inferences and ask the Ss to
answer the in-text questions.
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1.5 periods C.4 individual activity: T asks Ss to do a silent understanding life competency- T asks the Ss to pay

ge

ge

ge
will be able to reading of the poem. T communication attention to the poem’s
formulate the applying (COM)
asks Ss to complete the central idea and how It
U

U
answer in a clear
paragraph with the words makes them feel. T should
ni

ni

ni

ni
and concise written
form provided in the box. ensure that Ss are able to
ve

ve

ve

ve
read the poem for meaning
rs

rs

rs

rs
and pleasure. T should
ensure that the Ss have
ity

ity

ity

ity
understood the meaning
Pr

Pr

Pr

P
of the poem before
attempting this activity.
es

es

es
C.5 individual activity: T asks Ss to read the extract remembering life competency- T may begin by asking
s

s
will be able to carefully. T asks the Ss the critical thinking (CT) Ss to read the extract on
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&

&
formulate the applying
questions based on the their own and underline
answer in a clear
As

As

As
and concise written extract. the key words in each
form line. T may ask Ss to write
se

se

se
complete answers in their
ss

ss

ss
notebooks and also give
reasons for choosing the
m

m
options. This would help
en

en

en

en
them in elaborating and
extrapolating responses.
t

t
Ss will be able to have a
critical understanding of
the text and will be able to
identify key words.
C.6 individual activity: T asks Ss to read the remembering life competency- Before this task, T can read
will be able to questions and choose the critical thinking (CT) out the poem. T can ask
formulate the applying
correct responses. the Ss to take turns to read
answer in a clear
and concise written the poem. T can ask the Ss
form to think about the setting,
central idea, rhyme
scheme, tone and mood
as compared to the poem
Mango Pickle Jar.
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C.7 pair activity: will be T asks Ss to read the remembering life competency- T may draw attention of

ge

ge

ge
able to formulate questions, discuss the communication the Ss to the descriptive
the answer in a (COM) and analytical questions
answers with their partners
U

U
clear and concise
written form and answer them briefly in analysing life competency- in the exercise. T may
ni

ni

ni

ni
their notebooks. T checks critical thinking (CT) discuss each question
ve

ve

ve

ve
all answers. applying and elicit verbal
responses from Ss. T
rs

rs

rs

rs
should note responses
ity

ity

ity

ity
in bullet points on the
blackboard. T may ask
Pr

Pr

Pr

P
Ss to attempt answering
es

es

es
each one of them in their
notebooks. T may ask
s

s
the Ss to take help from
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&

&
the bullet points on the
As

As

As
blackboard. T should
check Ss’ responses and
se

se

se
give feedback.
ss

ss

ss
C.8.a individual activity: T will ask the Ss to write analysing life competency- Before the Ss begin to
m

m
will be able to a paragraph of 80–100 creativity (C) write the paragraph, T can
formulate the
en

en

en

en
words on what the Ss would applying life competency- discuss the harm caused to
answer in a clear
and concise written convey to humankind critical thinking (CT) sea creatures because of
t

t
form if they were a whale in human actions. Keywords
creating
Osundare’s poem. can be added to the
blackboard for reference.
Ss can then formulate their
answers with the help of
the prompt in the CB and
the keywords identified
on the blackboard. T
can ask the Ss to share
their answers with their
classmates.
C.8.b individual activity: T reads out the quote analysing life competency- T can ask the Ss what they
31

will be able to by Leo Tolstoy. T asks social responsibility think the quote by Leo
(SR) Tolstoy means.
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formulate the Ss how this quote relates applying T can put down the

ge

ge

ge
answer in a clear to the poem in the keywords on the
and concise written
lesson. T will ask the Ss blackboard. T can ask
U

U
form
to write the answer in their the Ss to write their
ni

ni

ni

ni
notebooks. answers with the help
ve

ve

ve

ve
of the keywords on the
blackboard. T can ask the
rs

rs

rs

rs
Ss to read out their answers
ity

ity

ity

ity
in class after the activity.
Pr

Pr

Pr

P
C.9 individual activity: T asks Ss to complete the applying life competency- T can explain what a
will be able to social responsibility
es

es

es
sustainability pledge give in pledge is and its purpose.
formulate the (SR)
the CB. T can ask the Ss to read out
s

s
answer in a clear
creating life competency- the pledge aloud in class.
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and concise written

&

&

&
form creativity (C) T can ask the Ss about
As

As

As
how they felt while reading
out the pledge and if they
se

se

se
would follow the pledge in
ss

ss

ss
their day-to-day lives.
m

m
2 periods C.10 pair activity: will be T asks the Ss to read understanding 21st century skills- T explains the poetic
able to formulate problem solving (PS)
en

en

en

en
the poem again before devices such as
the answer in a
answering these questions. analysing life competency- personification, simile,
t

t
clear and concise
written form T ask Ss to work in pairs to communication alliteration, onomatopoeia,
discuss and then write the (COM) enjambment as the Ss go
answers in their notebooks through this activity.
applying life competency-
or the space provided in T can ask the Ss to share
critical thinking (CT)
the CB. For C10a, T asks Ss their answers in class
to find any 2 examples of so that they can compare
personification. For C10b, T their answers and are
asks Ss to select an example made aware of all the
of a simile, alliteration, instances poetic devices
onomatopoeia from the in the poem. T will elicit
poem. For C10c, T asks the responses from the Ss
Ss to find examples of these how the poem would be
instances. For C10d, T asks in the absence of these
Ss how the poetic device instances.
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of enjambment impacts

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the reader. For C10e, the
Ss will find 2 examples
U

U
from the poem and state
ni

ni

ni

ni
the images that come
ve

ve

ve

ve
to their mind. They will
discuss the answers with
rs

rs

rs

rs
their partners and share
ity

ity

ity

ity
them with T.
Pr

Pr

Pr

P
1 period: doubts and clarifications
es

es

es
1 period: extension and further practice activities
s

s
Art N/A group art Phase 1: T divides the understanding art integration T can share the guidelines
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&

&
Integration: integration activity: Ss into groups of 8. to create a good skit with
follows instructions applying relationship with
Skit on Our T helps the Ss to chose
As

As
the prompts mentioned

As
and demonstrates nature
Planet roles suited to them. Ss the CB. T can guide the
understanding of creating
se

se

se
2 periods the concept/idea discuss the content of Ss to use their creativity
through art the skit for 15 minutes and other skills to enhance
ss

ss

ss
to decide how they want the play though rapping,
m

m
to perform the skit. Ss inclusion of songs, or
en

en

en

en
brainstorm the various poems. T will give Ss
accusations that can be feedback and pointers to
t

t
used, and how they can improve their skits.
be defended. The props
should be finalised. A draft
must be created of the
play with stage directions.
T helps the Ss to finalise
the script
Phase 2: T asks the evaluating peer-assessment
Ss to give feedback
to their fellow Ss’ skits
based on the following
parameters: relevant
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content, clear and

ge

ge

ge
confident delivery, adhe-
rence to time limit, creati-
U

U
vity (props/rapping, etc.)
ni

ni

ni

ni
life competency-
ve

ve

ve

ve
Phase 3: T guides the Ss to creating
social responsibility
create a pledge to protect (SR)
rs

rs

rs

rs
the environment. T and Ss
life competency-
ity

ity

ity

ity
will read the pledge aloud teamwork and
together. collaboration (TC)
Pr

Pr

Pr

P
life competency-
es

es

es
creativity (C)
relationship with
s

s
nature
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&

&
3 periods: revision of the themes and concepts learnt in Unit 1 and Unit 2
As

As

As
se

se

se
ss

ss

ss
m

m
en

en

en

en
t

t
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Section No. No. Outcome Activity in Class Taxonomy their Relevance

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Unit 3: a. individual activity: T asks the Ss to think of a remembering 21st century skills- T can begin by explaining
Humour will be able to funny story they have read developing curiosity to the Ss what humour is.
U

U
formulate the (DC)
1 period or watched and name it. Ss T can ask the Ss to list the
ni

ni

ni

ni
answer in a clear
will interview their parents names of stories, shows
ve

ve

ve

ve
and concise written applying life competency-
form and grandparents about the communication or movies that they think
rs

rs

rs

rs
stories they found funny. (COM) are funny and why. T can
ity

ity

ity

ity
Ss will try to understand the experiential learning guide Ss about how to
differences in their choice interview their parents
Pr

Pr

Pr

P
and their parents and and grandparents. T and
grandparents’ choices. Ss Ss can brainstorm to
es

es

es
share their findings in class. create questions that the
s

s
Ss can ask their parents
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&

&
and grandparents. T will
get the Ss to discuss their
As

As

As
answers in class.
se

se

se
b. individual activity: T asks the Ss to use the understanding 21st century skills- T can introduce the works
will be able to developing curiosity
ss

ss

ss
Internet or books to find of RK Narayan with the
formulate the (DC)
out more about Malgudi Ss, T may also give the
m

m
answer in fluent analysing life competency-
speech Days. Ss will read the Ss a collection of a few
en

en

en

en
stories. T will help the Ss applying critical thinking (CT) stories from Malgudi Days.
to compare the stories Alternatively, T can read
t

t
with today’s world and out a story from Malgudi
identify how the stories Days. T can lead the Ss to
are different from the ones recognise how the stories
about the present times. are different from the
present times, T can help
the Ss collate their findings
and observations.
Section A: A.1 individual activity: T asks the Ss to find out understanding 21st century skills- T can recommend books
A Funny will be able to about the authors and developing curiosity to the Ss to read.
formulate the (DC)
Fiasco characters mentioned in
answer in a clear applying 21st century skills-
1 period and concise written the activity. Ss can use the
ICT literacy (ICT)
35

form Internet or a library to do

their research. T asks the Ss
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id
to match the authors to the

ge

ge

ge
characters.
A.2 pair blended T plays the video for the Ss understanding life competency- T can introduce the Ss to
U

U
learning activity: will and ask them to watch the communication the story of Last Supper
ni

ni

ni

ni
be able to watch (COM)
video carefully. Ss discuss and why the number 13 is
the animation and
ve

ve

ve

ve
the questions in the CB. analysing life competency- considered to be unlucky.
answer questions critical thinking (CT)
This activity will be done in T should encourage the Ss
rs

rs

rs

rs
based on it in
written or speech pairs. to draw from their personal
ity

ity

ity

ity
form applying experiential learning
experiences to respond to
the questions in this activity.
Pr

Pr

Pr

P
T must discuss the answers
es

es

es
in the class. Ss shares their
s

s
answers with each other.
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&

&
2 periods A.3 individual activity: T asks Ss to read the play, analysing 21st century skills- T could begin by asking
will be able to Fourteen. As they read, respect of diversity the Ss questions about
As

As

As
formulate the and local context
they engage in discussions what happens at dinner
answer in fluent (DLC)
se

se

se
speech on thematic inferences, parties at their homes. T
character sketches and understanding 21st century skills- could ask the Ss about the
ss

ss

ss
evaluating etiquette, behaviour
answering the in-text and emotional
different traditions that are
m

m
questions given alongside development (ED) prevalent in their families.
en

en

en

en
the main text to assess T can assign roles to the Ss
understanding. for reading out the play. T
t

t
should give a pre-reading
task of finding out more
about the writer. T should
ask Ss to focus on what
role humour plays in the
story. T can tell the Ss to
focus on the characteristics
of the characters in the
story. This will help them
answer questions related
to character sketches. T
should ask Ss to focus on
the idioms used in the play.
This would help the Ss to
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answer vocabulary

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questions. Thematic
inferences can be assessed
U

U
by T when the Ss respond
ni

ni

ni

ni
to in-text questions as the
ve

ve

ve

ve
reading is done in class.
A.4 individual activity: T asks the Ss to choose the understanding 21st century skills- T can recapitulate the
rs

rs

rs

rs
1 period
will be able to correct option to answer problem solving (PS) concept of idioms. T can
ity

ity

ity

ity
formulate the
the question. analysing 21st century skills- ask the Ss to share the
answer in a clear information literacy idioms they know of. T can
Pr

Pr

Pr

P
and concise written applying
(IL) explain the meaning of
form
es

es

es
these idioms. T can write
s

s
the idioms that the Ss come
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&

&

&
A.5 individual activity: T asks the Ss to match the understanding 21st century skills- T will help the Ss to
As

As

As
will be able to idioms to their meanings. problem solving (PS) understand the meanings
formulate the
se

se

se
Ss use any five of the applying life competency- of the idioms. T must
answer in a clear creativity (C)
idioms in the activity in provide feedback to the Ss
ss

ss

ss
and concise written creating
form their expressions. regarding their use of the
m

m
idioms in their expressions.
en

en

en

en
2 periods A.6 individual activity: T instructs the Ss to fill remembering life competency- T can ask the Ss to read
will be able to in the table with the critical thinking (CT) the play again and while
t

t
formulate the
information they have understanding teacher-assessment reading the Ss will make
answer in a clear
and concise written gathered while reading the applying notes about the characters
form lesson. Ss can either do the in the play. Ss must make
activity in the CB or in their note of the characters
notebooks. T must assess who were invited and
the answers of the Ss. then could not make it to
the dinner party. Ss must
also take note of why they
could not be a part of the
dinner party.
A.7 individual activity: T asks the Ss to read the understanding life competency-
will be able to extract carefully. The Ss critical thinking (CT)
37

formulate the
choose the correct applying peer-assessment
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answer in a clear answers based on their evaluating

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and concise written understanding of the text.
form
Ss check the responses of
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their partners.
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A.8 individual activity: T asks Ss to read the remembering life competency-
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will be able to question and identify the critical thinking (CT)
formulate the
correct options based on analysing self-assessment
rs

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answer in a clear
their understanding of the
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and concise written evaluating
form character. T asks Ss to self-
assess their responses by
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referring to the play.
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A.9 individual activity: T asks Ss to read the understanding life competency- This task requires a critical
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will be able to questions. T asks Ss to critical thinking (CT) analysis of the text along
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formulate the
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write the answers to analysing teacher-assessment with elaboration of ideas
answer in a clear
the questions in their that Ss express. Ss will be
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and concise written creating
form notebooks. T will assess able to read the questions
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the answers. with understanding.
When T elicits answers
ss

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from the Ss, he/she may
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write the keywords on
en

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the blackboard. T should
ask Ss to frame complete
t

t
answers by referring to the
collective responses on the
blackboard and write them
in their notebooks. As a
post-task pair activity on
assessment of responses,
Ss may be asked to
exchange their responses
with their partners and
check them.
A.10.a individual activity: T asks the Ss to read the remembering 21st century skills- T can ask the Ss to discuss
will be able to play again. T tells the Ss to problem solving (PS) their observations and
formulate the understanding
observe how Mrs Pringles’ answers in class. T can put
answer in a clear
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and concise written mood changes before she analysing discovery-based down the observations/

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form realises that the Prince of learning keywords on the
Wales was coming to her blackboard so that the Ss
U

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dinner party and after she can refer to the list for the
ni

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realises that the Prince was next activity (A10b).
ve

ve

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going to come. Ss will fill
out the graphic organiser
rs

rs

rs

rs
based on their observations
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and cues given in the CB.
A.10.b individual activity: T asks the Ss to write understanding life competency- T can give feedback to the
Pr

Pr

Pr

P
will be able to 2 paragraphs using the creativity (C) Ss for their answers.
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formulate the
words from A10b. T then applying life competency-
answer in a clear critical thinking (CT)
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and concise written asks the Ss whether Mrs
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Pringle is fickle or there

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form creating 21st century skills-
are good reasons for her etiquette, behaviour
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transformation. and emotional
development (ED)
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A.10.c individual activity: T asks the Ss to analyse if understanding life competency- T can go through the
ss

ss

ss
will be able to the play is a humorous play critical thinking (CT) play and help Ss identify
formulate the
or not. T instructs them to applying discovery-based examples that can be used
m

m
answer in a clear learning
support their answer with to support the answer.
en

en

en

en
and concise written
form examples from the text.
t

t
1 period A.11 individual activity: T instructs the Ss to remembering 21st century skills- T revisits the topic
will be able to identify the tenses of the problem solving (PS) concept of verbs and
formulate the
underlined verbs in the applying teacher-assessment tenses before the activity.
answer in a clear
and concise written sentences. Ss will choose T will assess the
form the correct options. answers of the Ss after
the activity is completed.
A.12 individual activity: T instructs the Ss to rewrite remembering 21st century skills-
will be able to the sentences using the problem solving (PS)
formulate the
indicated forms of the applying teacher-assessment
answer in a clear
and concise written verbs inside the brackets in
form each sentences.
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A.13 individual activity: T instructs the Ss to write applying life competency-

will be able to 3 paragraphs about a creativity (C)
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formulate the standup comedy workshop creating 21st century skills-

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answer in a clear they attend annually. Ss use problem solving (PS)
and concise written
past tense and its forms
form
U

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for the first paragraph.
pair activity: will be
ni

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Ss use present tense and
able to formulate
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the answer in a
its forms for the second
clear and concise paragraph, and future tense
rs

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rs
written form and its forms for the third
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paragraph. The Ss form
pairs and read each other’s
Pr

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paragraphs to spot and
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underline any instance of
perfect continuous tense.
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1 period: doubts and clarifications

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1 period: extension and further practice activities
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Section B: B.1 individual activity: T instructs the Ss to applying 21st century skills-
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Ha Ha! will be able to read the words and their information literacy
formulate the (IL)
ss

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ss
0.5 period meanings carefully. Ss find
answer in a clear 21st century skills-
and concise written the words given in the
m

m
word grid in the CB. problem solving (PS)
form
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B.2 individual activity: T asks Ss to choose a word remembering 21st century skills- T can demonstrate each
t

t
will be able to from B1. Ss think of a developing curiosity kind of laughter so that the
formulate the (DC)
situation that makes them Ss are able to identify the
answer in fluent applying life competency-
speech laugh in that way. Ss will different kinds. T may ask
share the situation with creating creativity (C) the Ss to demonstrate the
their classmates. different types of laughter,
as a pre-reading task.
2 periods B.3 individual activity: T asks Ss to read the understanding 21st century skills- T introduces the proverb
will be able to passage Laughter is the etiquette, behaviour laughter is the best
formulate the and emotional
Best Medicine. Ss read the medicine, and ask the Ss
answer in fluent development (ED)
speech text, and answer the in-text what this proverb means.
questions. life competency- T can also ask the Ss to
social responsibility
(SR)
share how they feel when
they laugh. The Ss can
discovery-based
learning
take turns to read the text.
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value integration The Ss will answer the

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in-text questions. At the
end of the reading task, T
U

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may ask questions to test
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comprehension.
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group blended T asks the Ss to listen to understanding life competency- T can help the Ss to write
learning activity: the podcast Becoming teamwork and a skit of their own. T must
rs

rs

rs

rs
will be able to listen collaboration (TC)
a Stand-Up Comedian give feedback to the Ss
ity

ity

ity

ity
to the audio and
answer questions carefully. T divides the class applying art integration so their performances are
into groups of 4. T instructs of a good quality. T must
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based on it in
creating
written or speech every group to perform encourage the Ss to give
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form a skit. Ss will note how constructive feedback to
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many Ss laughed. Ss ask their peers.
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their peers for feedback to

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improve their performance.
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1 period B.4.a pair activity: will be T asks the Ss to read some understanding discovery-based Ss notice the highlighted
se

se

se
able to formulate words that are pronounced learning syllables to pronounce
the answer in fluent
differently as nouns and analysing peer-assessment the words correctly. To
ss

ss

ss
speech
verbs. The Ss work in pairs evaluating self-assessment correct their partner’s
m

m
and correct each other’s pronunciation, the Ss will
en

en

en

en
pronunciation. listen to the audio.
t

t
B.4.b pair activity: will be T instructs the Ss to use understanding life competency-
able to formulate each pair of word from B4a communication
the answer in a clear (COM)
to form sentences of their
and concise written
form; will be able to own. The Ss will then say analysing life competency-
clearly pronounce the sentences aloud. creativity (C)
creating
words, phrases and
sentences

1 period B.5 individual activity: T instructs the Ss to understanding 21st century skills- T can ask the Ss to refer to
will be able to match the words to their problem solving (PS) the dictionary to find the
formulate the
meanings. analysing life competency- meanings of the words.
answer in a clear critical thinking (CT)
and concise written T can give an example
form discovery-based of each word to help
41

learning the students identify the

self-assessment meanings.
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1.5 periods B.6 individual activity: To assess comprehension, understanding 21st century skills- As a pre-task, T may ask

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will be able to T asks Ss to read the task problem solving (PS) Ss to recapitulate the story
formulate the
and choose the correct applying teacher-assessment by summarising it briefly
answer in a clear
U

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and concise written options. T assesses their before attempting the task.
evaluating
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form responses by referring to
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the passage.
rs

rs

rs

rs
B.7 individual activity: T asks Ss to read the understanding life competency- T should ask the Ss to
ity

ity

ity

ity
will be able to comprehension questions. critical thinking (CT) prepare a list of keywords
formulate the
T asks Ss to write answers analysing teacher-assessment for each question. The Ss
answer in a clear
Pr

Pr

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P
and concise written in their notebooks. evaluating may use the keywords to
es

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form write elaborate responses
to the questions. T should
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provide individual feedback
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to Ss on correct answers,
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sentence structures and
grammatical usage.
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0.5 period B.8.a pair activity: will be T asks the Ss to discuss understanding life competency- The keywords that come
ss

ss

ss
able to formulate the questions in the CB. communication up in the discussion can be
the answer in fluent (COM)
This activity will be done in put up on the blackboard
m

m
speech analysing life competency-
pairs. for the students to refer to.
en

en

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en
critical thinking (CT)
t

t
B.8.b individual blended T instructs the Ss to listen remembering life competency-
learning activity: to the audio carefully. communication
will be able to listen (COM)
The Ss choose the correct
to the audio and understanding life competency-
answer questions options to complete the
sentences. applying creativity (C)
based on it in
written or speech
form
B.8.c group art T divides the class into remembering art integration T can give an example to
integration activity: groups of 4. The Ss make applying life competency- the Ss to follow. Ss can
follows instructions
a chart about some teamwork and display all the charts in the
and demonstrates collaboration (TC)
understanding of interesting ideas that classroom.
the concept/idea can make people laugh creating life competency-
through art out aloud. Ss can use the creativity (C)
flowchart in the CB for help.
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0.5 period B.9 individual activity: T asks the Ss to write applying life competency- T can share examples

ge

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will be able to a welcome note and critical thinking (CT) of welcome notes and
formulate the
introduction to an author the creating life competency- introductions for authors.
answer in a clear
U

U
Ss would like to invite for the creativity (C) T should give constructive
and concise written
ni

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ni

ni
form; will be able talk. Ss will role-play what play-based learning feedback to the Ss.
ve

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ve
to formulate the they have written.
answer in fluent
rs

rs

rs

rs
speech
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1 period B.10 individual activity: Ss read a story written understanding 21st century skills-
will be able to by any one of the developing curiosity
Pr

Pr

Pr

P
formulate the (DC)
authors. Based on their
answer in a clear
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understanding, the Ss will analysing life competency-
and concise written critical thinking (CT)
fill out the table given in
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form
the CB. applying life competency-
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&
creativity (C)
As

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As
discovery-based
learning
se

se

se
B.11 individual activity: T asks the Ss to rewrite applying 21st century skills- T guides the Ss to write
ss

ss

ss
will be able to a scene from the story developing curiosity dialogues from a prose.
formulate the (DC)
they have chosen. The Ss Ss will think of other ways
m

m
answer in a clear creating life competency-
make the dialogues funny to make the story more
en

en

en

en
and concise written creativity (C)
form either by using new-age interesting. T must give
t

t
references or changing the evaluating peer-assessment constructive feedback to
setup. This activity will be the Ss so that the final draft
done in pairs. The Ss will is complete.
use the checklist to provide
feedback to their partner to
help improve the draft.
B.12 pair art integration This exercise will be done creating life competency- T must give constructive
activity: will be in pairs. The pair enact the communication feedback after ever
able to follow the (COM)
script they have written in performance.
instructions and do applying life competency-
the activity B11 in front of the class.
creativity (C)
evaluating art integration
43

1 period: doubts and clarifications

1 period: extension and further practice activities
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Section C: C.1 individual activity: T will draw the attention analysing 21st century skills-

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Cracking will be able to of the Ss to the pictures in etiquette, behaviour
formulate the and emotional
Impact the CB. Ss will study the
answer in fluent development (ED)
U

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0.5 period speech pictures carefully and say
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ni
which of the pictures make experiential learning
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ve
them laugh the most and
why they find the pictures
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rs
funny or humorous.
ity

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2 periods C.2 individual activity: T asks Ss to listen to the understanding 21st century skills- T can explain the thematic
will be able to recording of the poem The developing curiosity inferences, rhyme scheme,
Pr

Pr

Pr

P
formulate the (DC)
Bashful Earthquake while tone, mood, central idea
es

es

es
answer in fluent analysing relationship with
speech following the text of the etc of the poem as the
nature
s

s
poem. T will discuss the poem is read aloud. Ss will
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thematic inferences and ask applying cross-curricular answer the in-text questions
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the Ss to answer the in-text learning-Science while reading the poem.
As

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As
(Classes 6 to 8)
questions.
se

se

se
1.5 periods C.3 individual activity: T asks Ss to do a silent understanding life competency- T should ask Ss to pay
will be able to reading of the poem The communication attention to the rhythm,
ss

ss

ss
formulate the (COM)
Bashful Earthquake. Then rhyme, mood and theme
answer in a clear
m

m
asks Ss complete the web analysing 21st century skills- of the poem. Ss should be
and concise written information literacy
en

en

en

en
form chart. work in pairs to check able to read for meaning
(IL)
each other’s responses. and for pleasure. They will
t

t
peer-assessment be able to identify different
nuances of poetry like
rhythm, rhyme, mood, tone
and thematic inference.
T can begin by asking
what the Ss know about
earthquakes. T should ask
what the Ss feel when they
read the poem. T should
guide the Ss to write which
line of the poem appeals
to them the most. T should
guide the Ss to write an apt
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alternative title for the

ge

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poem. The Ss will find
out scientific facts about
U

U
earthquakes. The Ss can
ni

ni

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ni
look for the rhyming words
ve

ve

ve

ve
in the poem and the rhyme
scheme of the poem. After
rs

rs

rs

rs
the intensive discussion
ity

ity

ity

ity
time with their partners, T
asks Ss to fill in the blanks
Pr

Pr

Pr

P
in the web chart.
es

es

es
C.4 individual activity: T asks Ss to read the analysing life competency- T may ask Ss to read the
will be able to critical thinking (CT)
s

s
questions based on the extract on their own and
formulate the
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text and choose the correct evaluating underline the key words.
&

&

&
peer-assessment
answer in a clear
responses. T asks Ss to Ss may discuss the key
As

As

As
and concise written
form check responses in pairs. words. T may ask Ss to
write complete answers in
se

se

se
their notebooks and give
ss

ss

ss
reasons for choosing the
m

m
options. This would help
them in elaborating and
en

en

en

en
extrapolating responses.
t

t
The Ss will be able to have
a critical understanding of
the text and will be able to
identify keywords.
C.5 individual activity: T asks Ss to read the analysing life competency- T may ask Ss to read the
will be able to questions based on the critical thinking (CT) extract on their own and
formulate the
text and choose the correct evaluating peer-assessment underline the keywords.
answer in a clear
and concise written responses. T asks Ss to Ss may discuss the key
form check responses in pairs. words. T may ask Ss to
write complete answers in
their notebooks and give
reasons for choosing the
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options. This would help

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them in elaborating and

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extrapolating responses.
The Ss will be able to have
U

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a critical understanding of
ni

ni

ni

ni
the text and will be able to
ve

ve

ve

ve
identify key words.
C.6 individual activity: T asks Ss to read the understanding life competency- T may discuss each
rs

rs

rs

rs
will be able to questions and answer them critical thinking (CT) question and elicit verbal
ity

ity

ity

ity
formulate the
briefly in their notebooks. analysing teacher-assessment responses from Ss.
answer in a clear
T checks Ss’ responses and evaluating T should note responses
Pr

Pr

Pr

P
and concise written cross-curricular
form gives feedback. learning-Social in bullet points on the
es

es

es
Sciences (Classes 6 blackboard. T may ask the
s

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to 8) Ss to attempt answering
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each one of them in their

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&
notebooks. T may ask
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the Ss to take help from
the bullet points on the
se

se

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blackboard. T should
ss

ss

ss
check Ss’ responses and
m

m
give feedback.
en

en

en

en
C.7.a individual activity: T asks the Ss to write understanding 21st century skills- T can brainstorm with
will be able to a character sketch of etiquette, behaviour the Ss to come up with
t

t
formulate the and emotional
the Dormouse. Ss will some keywords that
answer in a clear development (ED)
and concise written compare the personality describe personalities
form of the Dormouse with analysing life competency- of the Dormouse and
the personality of the creativity (C) the Earthquake. T can
Earthquake. applying life competency- put the keywords on the
critical thinking (CT) blackboard for the Ss to
refer to while writing this
answer.
C.7.b individual activity: T instructs the Ss to write applying life competency- T can guide the Ss to use
will be able to a dialogue between critical thinking (CT) the prompts in the CB to
formulate the
the Dormouse and the creating life competency- write the dialogue.
answer in a clear creativity (C)
and concise written Earthquake that is funny.
form play-based learning
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2 periods C.8 pair activity: will be T asks the Ss to critically understanding life competency- T can explain the figures of

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able to formulate analyse the poem. critical thinking (CT) speech of onomatopoeia,
the answer in fluent
The Ss answer the analysing life competency- alliteration, and
speech
U

U
questions based on their communication personification.
(COM)
ni

ni

ni

ni
observations. T assesses
ve

ve

ve

ve
the Ss’ answers. creating teacher-assessment
rs

rs

rs

rs
1 period: doubts and clarifications
ity

ity

ity

ity
1 period: extension and further practice activities
Art NA individual art Phase 1: T asks the understanding discovery-based T must guide the Ss in the
Pr

Pr

Pr

P
Integration: integration activity: students to study the learning art of writing limericks.
es

es

es
follows instructions
Limerick limericks by Edward Lear. Before writing the limerick,
and demonstrates
The Ss study the rhyme the group must decide
s

s
2 periods understanding of analysing
scheme, the tone and the a topic. T must give
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the concept/idea
through art mood carefully. constructive feedback to
As

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As
group art Phase 2: T divides the class creating life competency- the Ss.
integration activity: creativity (C)
se

se

se
into groups of 5. Each
follows instructions
group chooses a topic.
ss

ss

ss
and demonstrates analysing life competency-
understanding of Each member of the group
teamwork and
m

m
the concept/idea contributes one line to the
collaboration (TC)
en

en

en

en
through art limerick. The group will
art integration
give the limerick and gives
t

t
it an appropriate title. an
appropriate illustration.
T chooses the three best
limericks.
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4 periods a.1 pair blended T plays the video twice. remembering experiential learning T guides the Ss to write a
learning activity: Ss will watch the video summary. T can arrange for
U

U
will be able applying
carefully and take notes the Ss to grow potatoes
ni

ni

ni

ni
to watch the
while watching the videos. as a class activity. Ss can
ve

ve

ve

ve
slideshow video
and answer Ss summarise the content create the observation
rs

rs

rs

rs
questions based of the video. Ss present the chart as a class activity.
on it in written or summary with the class in
ity

ity

ity

ity
speech form pairs.
Pr

Pr

Pr

P
a.2 individual art T instructs the Ss to read analysing experiential learning
integration activity:
es

es

es
the instructions in the CB creating relationship with
follows instructions
to grow potato at home. nature
s

s
and demonstrates
Ss plan what they will
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understanding of
&

&

&
the concept/idea make with the potatoes
As

As

As
through art they grow and share their
ideas with their partners. Ss
se

se

se
present it to the class.
ss

ss

ss
Ss make an observation
m

m
chart for the stages of the
process. Ss share their
en

en

en

en
experience and learning
t

t
about growing the crop in
class.
Ss discuss the advantages
and disadvantages of
growing a crop at home. Ss
suggest other edible crops
that can be grown at home.
b. pair activity: will be T instructs the Ss to write remembering life competency- T can discuss global
able to formulate down 5 causes of global communication warming before this task.
the answer in a (COM)
warming. Ss think about T can also ask the Ss to use
clear and concise applying life competency-
written form what they can say about the Internet or books to
each of these causes, but analysing social responsibility learn more about global
(SR)
don’t write them down. warming.
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Ss then choose a partner

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and exchange their papers.
T asks the Ss to make
U

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questions to ask about
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ni

ni
each of the causes.
ve

ve

ve

ve
c. pair activity: will be T instructs the Ss understanding life competency-
able to formulate to share what they have communication
rs

rs

rs

rs
the answer in fluent (COM)
learnt through activity b.
ity

ity

ity

ity
speech applying 21st century skills-
Ss present their learnings.
developing curiosity
Pr

Pr

Pr

P
analysing (DC)
es

es

es
d. individual activity: T asks the Ss to read the understanding 21st century skills-
will be able to menu closely. Ss answer respect of diversity
s

s
formulate the and local context
the questions based on
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&

&

&
answer in a clear (DLC)
and concise written their understanding of the
As

As

As
text. analysing life competency-
form critical thinking (CT)
applying
se

se

se
e. individual blended T asks the Ss to listen to remembering teacher-assessment T can explain the concept
ss

ss

ss
learning activity: the audio carefully. Ss of connectors before this
will be able to applying
m

m
underline the connectors activity.
listen to the
they come across in the
en

en

en

en
audio and answer
questions based audio.
t

t
on it in written or
speech form
f. pair activity: will be T instructs the Ss to applying 21st century skills-
able to formulate categorise the connectors problem solving (PS)
the answer in a
in the CB.
clear and concise
written form
g. individual activity: T asks the Ss to fill in the remembering 21st century skills-
will be able to blanks with the connectors problem solving (PS)
formulate the
in activity b and c. applying 21st century skills-
answer in a clear continuous review
and concise written (CR)
form
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h. pair activity: will be T instructs the Ss to use applying life competency- T will guide the Ss to write

ge

ge

ge
able to formulate the connectors to have communication the conversation.
the answer in fluent (COM)
a conversation with
speech
U

U
their partner about a creating life competency-
creativity (C)
ni

ni

ni

ni
restaurant that serves their
ve

ve

ve

ve
favourite food.
i. pair activity: will be T ask the Ss to fill in the understanding 21st century skills-
rs

rs

rs

rs
able to formulate blanks with options given problem solving (PS)
ity

ity

ity

ity
the answer in a
in the brackets, in pairs. applying 21st century skills-
clear and concise continuous review
Pr

Pr

Pr

P
written form (CR)
es

es

es
j. individual activity: T asks the Ss to complete understanding 21st century skills- T help the Ss recall the
will be able to problem solving (PS)
s

s
the conversation using the concept of adjectives
formulate the
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adjectives in the CB. applying teacher-assessment and the degrees of

&

&

&
answer in a clear
and concise written comparison. T will assess
As

As

As
form the answers of the Ss.
se

se

se
k. individual activity: T asks the Ss to fill in the applying 21st century skills- T will assess the answers of
will be able to blanks with the directions problem solving (PS) the Ss.
ss

ss

ss
formulate the
given in the brackets. teacher-assessment
m

m
answer in a clear
and concise written
en

en

en

en
form
t

t
l. pair activity: will be T asks the Ss to write the analysing life competency- T instructs the Ss to write
able to formulate answers for the questions communication the answers in complete
the answer in a (COM)
formed in activity k., in sentences using the
clear and concise creating 21st century skills-
written form pairs. correct tenses.
problem solving (PS)
m. individual activity: T instructs the Ss to remembering life competency- T can revise the concept of
will be able to complete the conversation communication adverbs.
formulate the (COM)
using the adverbs given in
answer in a clear
and concise written the box, in pairs.
form
pair activity: will be applying life competency-
able to formulate creativity (C)
the answer in fluent creating
speech
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n. group art T divides the class into analysing art integration T can help the Ss to write

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integration activity: groups of 6. The Ss applying experiential learning the script. T provides
follows instructions
prepare a skit to show the creating holistic learning feedback on their scripts
and demonstrates
U

U
understanding of food preparations in a before the groups finalise
ni

ni

ni

ni
the concept/idea household for a festival/a the skit.
ve

ve

ve

ve
through art birthday party/picnics.
o. pair art integration T instructs the Ss to study applying life competency-
rs

rs

rs

rs
activity: follows the picture carefully and creativity (C)
ity

ity

ity

ity
instructions and
create humorous pictures life competency-
demonstrates teamwork and
that suggest a sense of
Pr

Pr

Pr

P
understanding of collaboration (TC)
the concept/idea irony, in pairs.
es

es

es
through art creating art integration
s

s
p. group art T divides the Ss into groups understanding play-based learning Ss will follow the instruction
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&

&

&
integration activity: of 6. Ss participate in the applying to participate in this activity.
follows instructions
joke-week activity.
As

As

As
and demonstrates
understanding of
se

se

se
the concept/idea
through art
ss

ss

ss
m

m
en

en

en

en
t

t
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Section No. No. Outcome Activity in Class Taxonomy their Relevance

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Unit 4: a. individual activity: T instructs the Ss to understanding 21st century skills- T helps Ss to complete the
Money will be able to replicate the table in their developing curiosity table. T can ask Ss
U

U
formulate the (DC)
and Us notebooks. Ss will add individually about their
ni

ni

ni

ni
answer in a clear applying life competency-
1 period the relevant information wants as well as their
ve

ve

ve

ve
and concise creativity (C)
written form in the table. T can discuss needs. Ss give reasons for
rs

rs

rs

rs
the difference between their answers.
the ‘things I want’ and the
ity

ity

ity

ity
‘things I need’.
Pr

Pr

Pr

P
b. individual art T asks the Ss to create creating 21st century skills- T can help the Ss with
integration activity: developing curiosity
es

es

es
an artificial currency note the colours and designs.
follows instructions (DC)
worth INR 500. Once they T can show different
s

s
and demonstrates analysing life competency-
create their own currency currencies for reference. T
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understanding of
&

&

&
note, T asks the Ss to share communication can indicate the important
the concept/idea (COM)
As

As

As
through art; will be their weekly expenditure elements that should be
able to formulate plan with their classmates. applying cross-curricular there in any currency note.
se

se

se
the answer in a learning-Maths
T emphasises on how much
clear and concise
money they spend for any
ss

ss

ss
written form
kind of charitable cause.
m

m
c. individual activity: T instructs the Ss to evaluating life competency- T can brainstorm with the
en

en

en

en
will be able to complete the word-web critical thinking (CT) Ss on the different ways
formulate the applying
t

t
given in the CB. in which they can earn
answer in a clear
and concise written money. T can put down
form some keywords on the
blackboard which can be
used to complete the task.
d. individual activity: T asks the Ss to discuss with understanding 21st century skills-
will be able their classmates and decide information literacy (IL)
to formulate
which of the products they analysing life competency-
the answer in teamwork and
fluent speech would choose. T then asks
them to give reasons for collaboration (TC)
their choice. applying life competency-
communication (COM)
life competency-
critical thinking (CT)
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Section A: A.1 group activity: T divides the class in understanding life competency- T asks Ss of each group

ge

ge

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Generosity will be able groups of 4. T tells the Ss teamwork and whether they agree
to formulate collaboration (TC)
1 period to discuss the topic. T then or disagree with this
the answer in
U

U
asks Ss to complete the analysing life competency- statement with reasons
fluent speech; critical thinking (CT)
ni

ni

ni

ni
will be able to word-web with the qualities applying and have a debate in class.
ve

ve

ve

ve
formulate the they associate with a
answer in a clear charitable person.
rs

rs

rs

rs
and concise written
ity

ity

ity

ity
form
A.2.a individual activity: T instructs Ss to infer the understanding 21st century skills-
Pr

Pr

Pr

P
will be able to definitions of the words problem solving (PS)
formulate the
es

es

es
through their usage in the applying discovery-based
answer in a clear learning
sentences given in the
s

s
and concise
written form table.
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&

&

&
A.2.b individual activity: T instructs the Ss to understanding self-assessment T will explain how words
As

As

As
will be able to refer to a dictionary to should be found in
formulate the
check whether their dictionaries. T can assess
se

se

se
answer in a clear applying
and concise understanding is accurate. the answers of the Ss.
ss

ss

ss
written form
m

m
A.3 individual blended T plays the video. T then understanding life competency- T elicits answers from the
en

en

en

en
learning activity: will asks Ss to work in pairs and communication Ss and asks them to write
be able to watch (COM)
discuss the answers to the them in their notebooks.
t

t
the animations applying life competency-
and answer
questions given. Ss should analyse and
critical thinking (CT) respond critically to the
questions based
on it in written or WHY questions.
speech form

2 periods A.4 individual activity: T asks Ss to read the analysing 21st century skills- T could begin by asking
will be able graphic story, Model understanding etiquette, behaviour Ss what they understand
to formulate and emotional
Millionaire, in class. As evaluating by the phrase ‘model
the answer in development (ED)
fluent speech they read, they engage in millionaire’. T should ask
discussions on thematic Ss to focus on what role
inferences, character humour plays in the story.
sketches and answering T can tell the Ss to focus
the in-text questions given on the characteristics of
53

alongside the main text the characters in the story.

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id
to assess understanding. Thematic inferences can

ge

ge

ge
(They may take turns to be assessed by T when
read. While one reads, Ss respond to in-text
U

U
others listen.) questions as the reading is
ni

ni

ni

ni
done in class.
ve

ve

ve

ve
1 period A.5.a individual activity: T draws the attention of understanding discovery-based T asks the Ss to skim
will be able to the Ss to the highlighted learning through the text and
rs

rs

rs

rs
formulate the
portions of the sentences underline instances
ity

ity

ity

ity
answer in a clear
and concise given in the CB. T explains of binomial phrases.
to the Ss the concept of T explains how these
Pr

Pr

Pr

P
written form
binomial expressions. expressions can be
es

es

es
identified and the
s

s
different types of binomial
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expressions.
&

&

&
A.5.b individual activity: T asks the Ss to familiarise understanding 21st century skills-
As

As

As
will be able to themselves with different information literacy
formulate the (IL)
se

se

se
types of binomial phrases.
answer in a clear remembering play-based learning
ss

ss

ss
and concise
written form
m

m
A.5.c individual activity: T asks the Ss to identify remembering 21st century skills-
en

en

en

en
will be able to the types of binomials problem solving (PS)
formulate the understanding
t

t
in exercise (a) based on
answer in a clear
and concise their understanding of the applying
written form concept in exercise (b).
A.5.d individual activity: T asks the Ss to match the analysing 21st century skills-
will be able to words in the table given to problem solving (PS)
formulate the
create binomials. Ss can use applying
answer in a clear
and concise the clues given.
written form
A.5.e individual activity: T instructs the Ss to fill in applying 21st century skills-
will be able to the blanks with the words problem solving (PS)
formulate the
formed in exercise (d).
answer in a clear
and concise
written form
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2 periods A.6 individual activity: T instructs the Ss to understanding life competency-

ge

ge

ge
will be able to complete the action critical thinking (CT)
formulate the
impact table based on applying teacher-assessment
answer in a clear
U

U
and concise their understanding of
ni

ni

ni

ni
written form the text.
ve

ve

ve

ve
A.7 individual activity: T asks the Ss to read the understanding life competency-
will be able to critical thinking (CT)
rs

rs

rs

rs
extract carefully. T then analysing
formulate the
tells the Ss to answer the
ity

ity

ity

ity
answer in a clear applying
and concise written questions by selecting the
Pr

Pr

Pr

P
form correct options.
es

es

es
A.8 individual activity: T asks the Ss to answer the understanding life competency- T can ask the Ss re-read
will be able to questions by choosing the critical thinking (CT) the story so that they
s

s
formulate the
correct options. analysing can identify the correct
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&

&

&
answer in a clear
and concise written responses.
As

As

As
form applying
se

se

se
A.9 individual activity: T asks the Ss to read the understanding life competency- This task requires a
will be able to questions. T asks the Ss to analysing critical thinking (CT) critical analysis of the text
ss

ss

ss
formulate the
write the answers in their creating
along with elaboration
answer in a clear
m

m
and concise written own notebooks. of ideas that Ss express.
en

en

en

en
form The Ss will be able to
read the questions with
t

t
understanding. When T
elicits answers from Ss, T
may write the keywords
on the blackboard. T
should ask the Ss to
frame complete answers
by referring to collective
responses on the
blackboards and write
them in their notebooks.
A.10.a individual activity: T asks the Ss to read the analysing 21st century skills- T can explain the
will be able to questions. T asks Ss to developing curiosity difference between the
55

formulate the (DC)

write the answers in terms ‘millionaire model’
answer in a clear
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and concise their notebooks. applying life competency- and ‘model millionaire’ to

ge

ge

ge
written form critical thinking (CT) help the Ss to come up
with a logical answer to the
U

U
question.
ni

ni

ni

ni
A.10.b individual activity: T asks the Ss to read the understanding 21st century skills- T can elicit answers
ve

ve

ve

ve
will be able to questions. Then T asks Ss developing curiosity individually from the Ss
formulate the (DC)
to write the answers in their and ask them to share the
rs

rs

rs

rs
answer in a clear
notebooks. analysing 21st century skills- answers with the class.
ity

ity

ity

ity
and concise
written form problem solving (PS)
Pr

Pr

Pr

P
creating life competency-
critical thinking (CT)
es

es

es
A.10.c individual activity: T ask the Ss to read the remembering 21st century skills- T can discuss the
s

s
will be able to questions. Then T asks etiquette, behaviour characteristics of the
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formulate the and emotional

&

&

&
Ss to write the answers understanding characters of Colonel,
answer in a clear development (ED)
to the questions in their Hughie, Trevor and Baron.
As

As

As
and concise analysing life competency-
written form notebooks.
critical thinking (CT)
se

se

se
1 period A.11 individual activity: T draws the attention of the understanding 21st century skills- As a pre-task exercise
ss

ss

ss
will be able to Ss to the highlighted words information literacy T asks Ss to recall the
(IL)
m

m
formulate the in the sentences. T tells the information about finite
answer in a clear Ss that the verbs in the first and non-finite verbs. T
en

en

en

en
and concise
written form
two sentences are finite explains that finite verbs
t

t
verbs, the verbs in the next can change their forms with
two sentences are non- changes in person, number,
finite verbs. tense of the subject, and
non-finite verbs remain the
same. T can provide some
examples of finite and non-
finite verbs.
A.12 individual activity: T explains the concept of understanding 21st century skills- T should provide examples
will be able to non-finite verbs in detail. information literacy of each kind of non-finite
formulate the (IL)
T draws the attention of verbs.
answer in fluent
speech the Ss to three basics:
infinitives, gerunds and
participles.
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A.13 pair activity: will be T asks the Ss to work in applying 21st century skills-

ge

ge

ge
able to formulate pairs, discuss and write F problem solving (PS)
the answer in a
for finite and N for non- life competency-
clear and concise
U

U
finite. T asks Ss to exchange communication
written form (COM)
ni

ni

ni

ni
their notebooks and check
ve

ve

ve

ve
each other’s answers. peer-assessment

A.14 pair activity: will be T asks Ss to work in pairs analysing 21st century skills-
rs

rs

rs

rs
able to formulate to match the verbs in italics problem solving (PS)
ity

ity

ity

ity
the answer in a
to their correct form in the applying life competency-
clear and concise critical thinking (CT)
table given.
Pr

Pr

Pr

P
written form
life competency-
es

es

es
communication (COM)
s

s
A.15 individual activity: T asks Ss to complete the analysing 21st century skills-
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will be able to etiquette, behaviour

&

&

&
paragraph by writing the
formulate the and emotional
correct form of the verbs
As

As

As
answer in a clear development (ED)
and concise in the brackets.
life competency-
se

se

se
written form critical thinking (CT)
ss

ss

ss
teacher-assessment
m

m
applying cross-curricular
learning-Maths
en

en

en

en
cross-curricular
t

t
learning-Social
Sciences (Classes 6
to 8)
1 period: doubts and clarifications
1 period: extension and further practice activities
Section B: B.1 pair activity: will be T asks the Ss to study the understanding 21st century skills- As a pre-reading task, T
Money able to formulate images one by one. Ss then problem solving (PS) can ask the Ss if they get
the answer in a
Matters completes the table given analysing 21st century skills- any pocket money. If they
clear and concise etiquette, behaviour
written form in the CB. T tells the Ss to do, they should say what
0.5 period and emotional
work in pairs and discuss they do with their pocket
development (ED)
their answers with each money. T asks the Ss what
other. applying experiential learning they understand and
57

think about each of the

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situations given in the

ge

ge

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CB. The key words that
come up can be written
U

U
on the blackboard for
ni

ni

ni

ni
them to refer to while they
ve

ve

ve

ve
complete the table.
B.2 individual activity: T asks Ss to read Rajveer understanding 21st century skills- T can divide the class
rs

rs

rs

rs
2 periods
will be able and Alia’s debate on the etiquette, behaviour into two groups. The Ss
ity

ity

ity

ity
to formulate and emotional
given topic. Ss read the from one group can read
the answer in development (ED)
text, and answer the in-text Rajveer’s lines. The Ss from
Pr

Pr

Pr

P
fluent speech experiential learning
questions. the other group can read
es

es

es
Alia’s lines. The Ss read the
s

s
text and answer the in-text
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questions. The Ss can read

&

&

&
with comprehension and
As

As

As
infer the theme of the text.
se

se

se
group blended T asks the Ss to listen to the understanding 21st century skills- T can ask the Ss to read
learning activity: podcast carefully. T divides problem solving (PS) the debate once more
ss

ss

ss
will be able to
the class into groups of four analysing discovery-based to answer the questions
listen to the
m

m
and asks them to discuss learning given in the podcast.
audio and answer
en

en

en

en
questions based the questions given in applying
on it in written or the CB.
t

t
speech form

1 period B.3 individual blended T asks the Ss to listen to understanding 21st century skills- T tells the Ss that when the
learning activity: the conversation between information literacy strong form of a word is
will be able to (IL)
Sanjeeb and his mother used while pronouncing,
listen to the
audio and answer to learn about strong and applying life competency- there is an emphasis on
questions based weak words. communication that word. T explains
on it in written or (COM) that the kind of word
speech form (function word or content
word) determines if it
has a strong or weak
pronunciation. T tells the
Ss that function words
(articles, prepositions,
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conjunctions, pronouns,

ge

ge

ge
auxiliaries, possessive
adjectives, modal verbs)
U

U
are usually weak in a
ni

ni

ni

ni
sentence, whereas content
ve

ve

ve

ve
words (nouns, main verbs,
adjectives, adverbs,
rs

rs

rs

rs
question words, negative
ity

ity

ity

ity
auxiliaries) always have
stress in a sentence.
Pr

Pr

Pr

P
B.4 individual blended T asks the Ss to practise applying 21st century skills-
es

es

es
learning activity: saying each sentence aloud information literacy
will be able to (IL)
s

s
alternating between the
listen to the
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weak and strong forms. self-assessment

&

&

&
audio and answer
questions based T asks Ss to notice how discovery-based
As

As

As
on it in written or the meaning changes learning
speech form through stress. T instructs
se

se

se
Ss to listen to the audio
ss

ss

ss
and check whether they are
m

m
pronouncing them correctly.
en

en

en

en
1 period B.5.a individual activity: T asks the Ss to read understanding life competency- T discusses that the
will be able the sentences from the critical thinking (CT) highlighted phrases
t

t
to formulate applying
text and the notice the express opinion and are
the answer in
fluent speech highlighted phrases. called opinion words/
T asks the Ss what phrases. T explains that
function they think is opinion phrases are
being addressed by the used to express personal
highlighted phrases. judgement of the writer
that is not conclusive.
B.5.b individual activity: T draws the attention of the understanding 21st century skills- T further tells the Ss that
will be able Ss to the italicised words information literacy these transition words/
to formulate (IL)
and explains why these phrases are used to link
the answer in
fluent speech words are used. T mentions different ideas together in
that these words called the text.
59

transition words.
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B.5.c individual activity: T asks the Ss to sort the analysing 21st century skills-

ge

ge

ge
will be able to words or phrases in the box applying problem solving (PS)
formulate the
in the correct columns.
answer in a clear
U

U
and concise
ni

ni

ni

ni
written form
ve

ve

ve

ve
B.5.d individual activity: T asks the Ss to fill in the analysing life competency- T can check and give
will be able to critical thinking (CT)
rs

rs

rs

rs
blanks with suitable opinion feedback. Assessment of
formulate the this task can also be done
words of their own.
ity

ity

ity

ity
answer in a clear applying life competency-
collectively or through
and concise creativity (C)
peer correction.
Pr

Pr

Pr

P
written form creating
es

es

es
1.5 periods B.6 individual activity: T instructs the Ss to answer understanding life competency- T can ask the Ss to read
will be able to the questions by selecting critical thinking (CT) the debate once more to
s

s
formulate the answer the questions.
the correct options to assess applying
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&

&
answer in a clear
and concise comprehension. T asks
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written form the Ss to self-assess their
responses by referring to
se

se

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the debate.
ss

ss

ss
B.7.a individual activity: T asks the Ss to read the understanding 21st century skills- T provides individual
will be able to comprehensions questions. respect of diversity feedback to the Ss on
m

m
formulate the and local context correct answers, sentence
T asks the Ss to write the
en

en

en

en
answer in a clear (DLC)
answers in their notebooks. structures and grammatical
and concise applying life competency-
t

t
written form usage.
critical thinking (CT)
B.7.b individual activity: T asks the Ss to read the understanding 21st century skills-
will be able to comprehensions questions. etiquette, behaviour
formulate the and emotional
T asks the Ss to write the
answer in a clear development (ED)
and concise answers in their notebooks.
applying 21st century skills-
written form developing curiosity
(DC)
life competency-
critical thinking (CT)
holistic learning
B.7.c individual activity: T asks the Ss to read the understanding 21st century skills-
will be able to comprehensions questions. etiquette, behaviour
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formulate the T asks the Ss to write the analysing and emotional

ge

ge

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answer in a clear answers in their notebooks. development (ED)
and concise written life competency-
form
U

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critical thinking (CT)
ni

ni

ni

ni
experiential learning
ve

ve

ve

ve
B.8.a individual activity: T asks the Ss to read the understanding 21st century skills-
will be able to questions carefully and etiquette, behaviour
rs

rs

rs

rs
formulate the and emotional
answer them in detail in
ity

ity

ity

ity
answer in a clear development (ED)
and concise their notebooks.
analysing life competency-
Pr

Pr

Pr

P
written form critical thinking (CT)
applying
es

es

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B.8.b individual activity: T asks the Ss to read the understanding 21st century skills-
s

s
will be able to questions carefully and etiquette, behaviour
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formulate the and emotional

&

&

&
answer them in detail in
answer in a clear development (ED)
their notebooks.
As

As

As
and concise analysing life competency-
written form critical thinking (CT)
se

se

se
applying
B.9 pair activity: will be T draws the attention of remembering 21st century skills-
ss

ss

ss
0.5 period
able to formulate the Ss to the next question problem solving (PS)
m

m
the answer in
and asks them to work in analysing 21st century skills-
fluent speech
en

en

en

en
pairs. etiquette, behaviour
and emotional
t

t
T asks the Ss whether development (ED)
it is an easy process to
applying life competency-
return a purchased article communication
or exchange. Ss share (COM)
such experiences with
their partners.
B.10 pair blended T asks the Ss to listen understanding life competency-
learning activity: to the conversation. T critical thinking (CT)
will be able to
instructs Ss to select the applying life competency-
listen to the communication
audio and answer correct answers for the
questions while listening (COM)
questions based
on it in written or to the audio. T asks to teacher-assessment
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speech form check their responses with

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their partners. T shares

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the correct answers with
the Ss.
U

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B.11 pair blended T asks Ss to listen to the understanding 21st century skills-
ni

ni

ni

ni
learning activity: conversation once again. problem solving (PS)
ve

ve

ve

ve
will be able to
T asks them to complete applying peer-assessment
listen to the
the table while listening to
rs

rs

rs

rs
audio and answer evaluating
the audio. This activity will
ity

ity

ity

ity
questions based
on it in written or be done in pairs. Ss checks
speech form their partner’s answers.
Pr

Pr

Pr

P
B.12.a pair activity: will be T asks the Ss to work in understanding 21st century skills- T may begin this activity
es

es

es
able to formulate pairs and express their etiquette, behaviour with a brainstorming
s

s
the answer in and emotional
thoughts to their partners session with the Ss asking
fluent speech development (ED)
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&

&

&
by sharing their responses them what they understand
to the questions given. applying life competency- by ‘discounts’ to which the
As

As

As
critical thinking (CT)
Ss give verbal responses.
se

se

se
experiential learning T can asks the Ss about
their personal experiences
ss

ss

ss
on discounts and sales, if
m

m
any. T can also ask the Ss
en

en

en

en
whether their parents avoid
purchasing discounted
t

t
products or otherwise.
B.12.b pair activity: will be T asks the Ss to work in understanding life competency-
able to formulate pairs and express their critical thinking (CT)
the answer in
thoughts to their partners applying discovery-based
fluent speech learning
by sharing their responses
to the questions given.
B.12.c pair activity: will be T asks the Ss to work understanding life competency-
able to formulate in pairs and express critical thinking (CT)
the answer in
their thoughts to their analysing holistic learning
fluent speech
partners by sharing
their responses to the applying
questions given.
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0.5 period B.13 individual activity: T asks the Ss to make a list remembering 21st century skills- T can have a brainstorming

ge

ge

ge
will be able of the important points information literacy activity to collate the
to formulate (IL)
to keep in mind while important points for
the answer in
U

U
presenting a debate. understanding life competency- presenting a good and
fluent speech critical thinking (CT)
ni

ni

ni

ni
well-structured debate.
ve

ve

ve

ve
analysing discovery-based T can put down the
learning keywords that come
rs

rs

rs

rs
up in the activity on the
ity

ity

ity

ity
blackboard so that the Ss
can refer to the keywords
Pr

Pr

Pr

P
to make their own lists.
es

es

es
B.14.a individual activity: T asks the Ss to read the understanding 21st century skills-
will be able to information literacy
s

s
list of tips to present a
formulate the (IL)
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good and well-structured

&

&

&
answer in fluent life competency-
argument.
As

As

As
speech critical thinking (CT)
discovery-based
se

se

se
learning
ss

ss

ss
B.14.b pair activity: will be T instructs the Ss to practise understanding life competency- T can create a debate set
able to formulate critical thinking (CT)
m

m
the textual debate in B2 up for this activity.
the answer in fluent
aloud. This activity must be applying
en

en

en

en
speech life competency-
done in pairs. communication
t

t
(COM)
experiential learning
B.14.c pair activity: will be T asks the Ss to have a applying life competency- T can ask the Ss to make
able to formulate debate on the given topic. critical thinking (CT) their notes before they
the answer in fluent
This activity will be done life competency- engage in the debate.
speech communication
in pairs. One partner will They should follow the list
speak for the topic and the (COM)
of important points from
other will speak against it. creating experiential learning
B13 and important tips
holistic learning from B14a. T must provide
feedback the Ss during the
debate.
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1 period B.15 pair activity: will be T tells the Ss to study remembering 21st century skills-

ge

ge

ge
able to formulate the debate provided in information literacy
the answer in fluent (IL)
the lesson and list some
speech
U

U
features that they notice. understanding life competency-
critical thinking (CT)
ni

ni

ni

ni
The Ss can discuss the
ve

ve

ve

ve
features with their partners. analysing life competency-
communication
rs

rs

rs

rs
(COM)
ity

ity

ity

ity
discovery-based
learning
Pr

Pr

Pr

P
B.16 individual activity: T will asks the Ss to understanding 21st century skills-
es

es

es
will be able to complete the text on developing curiosity
formulate the (DC)
the debate topic given.
s

s
answer in a clear analysing life competency-
T asks the Ss to say the
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and concise
&

&

&
appropriate words and critical thinking (CT)
written form applying
As

As

As
phrases from the box. The
Ss can also use words of
se

se

se
their choice to complete
the text.
ss

ss

ss
B.17 individual activity: T asks the Ss to write a applying life competency- T should ask the Ss to
m

m
will be able to debate in their notebooks creating critical thinking (CT) keep in min the important
en

en

en

en
formulate the
on the given topic. The Ss points and tips from B13
answer in a clear
t

t
and concise writes against the motion. and B14a for this exercise.
written form
B.18 individual activity: T instructs the Ss to use the evaluating self-assessment
will be able to checklist given in the CB to
formulate the
check their own work.
answer in a clear
and concise
written form
B.19 pair activity: will be T instructs the Ss to understanding peer-assessment Ss use the checklist
able to formulate exchange their notebooks evaluating provided in the CB to check
the answer in a
with their partners to check their partners’ work to help
clear and concise
written form each other’s work. improve their drafts.
1 period: doubts and clarifications
1 period: extension and further practice activities
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Section C: C.1 individual activity: T draws the attention of understanding 21st century skills-

ge

ge

ge
Costlier will be able to the Ss to the images in the developing curiosity
formulate the (DC)
Than Money CB. They will then answer
answer in a clear
U

U
and concise the questions. T asks Ss to analysing life competency-
0.5 period
ni

ni

ni

ni
written form share their responses with critical thinking (CT)
ve

ve

ve

ve
their classmates. Ss list applying life competency-
their observations about communication
rs

rs

rs

rs
each picture. T asks Ss to (COM)
ity

ity

ity

ity
share their responses with experiential learning
their classmates.
Pr

Pr

Pr

P
2 periods C.2 individual activity: T asks the Ss to listen to understanding 21st century skills- T asks Ss to pay attention
es

es

es
will be able the recording of the poem analysing developing curiosity to the rhyme scheme,
to formulate (DC)
s

s
and follow the words in applying
mood and theme of
the answer in
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their text. T discusses the the poem. T draws the

&

&

&
fluent speech
thematic inferences and ask attention of the Ss to the
As

As

As
the Ss to answer the in-text metaphors and repeats
questions. words/phrases used. T talks
se

se

se
about alliteration and can
ss

ss

ss
ask the Ss to find examples.
m

m
Finally, T explains the
kinds of games adults and
en

en

en

en
children play.
t

t
1.5 periods C.3 individual activity: T instructs the Ss to think remembering 21st century skills- T can ask the Ss to read
will be able about the differences developing curiosity the poem again before
to formulate (DC)
between the games adults answering this question.
the answer in understanding life competency-
fluent speech and children play. Ss shares
their responses with their critical thinking (CT)
analysing
classmates.
C.4 individual activity: T asks Ss to read the given understanding life competency-
will be able to excerpt and answer the applying critical thinking (CT)
formulate the
questions by selecting the
answer in a clear
and concise correct options.
written form
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C.5 individual activity: T asks the Ss to answer the understanding life competency-

ge

ge

ge
will be able to questions by selecting the applying critical thinking (CT)
formulate the
correct options.
answer in a clear
U

U
and concise
ni

ni

ni

ni
written form
ve

ve

ve

ve
C.6 individual activity: T asks the Ss to read the remembering life competency- T may draw the attention
will be able to critical thinking (CT)
rs

rs

rs

rs
questions and answer them understanding of the Ss to the descriptive
formulate the
briefly in their notebooks. and analytical questions in
ity

ity

ity

ity
answer in a clear analysing
and concise T checks all the answers. the exercise. T may discuss
Pr

Pr

Pr

P
written form all the questions and elicit
verbal responses from the
es

es

es
Ss. T can note responses
s

s
in bullet points on the
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blackboard. The Ss can

&

&

&
take help from the bullet
As

As

As
points. T should check
the responses and give
se

se

se
feedback to the Ss.
ss

ss

ss
C.7 individual activity: T asks Ss to answer the understanding 21st century skills- T might provide some
m

m
will be able to questions in detail and etiquette, behaviour points regarding why an
formulate the and emotional
en

en

en

en
explains the content of adult might call the act of
answer in a clear development (ED)
and concise the question. T checks being absorbed in sticks
t

t
them and gives feedback. analysing life competency- and mud pies an art. T
written form critical thinking (CT)
applying provides some points
to compare anxieties of
adulthood to the simple
pleasures of childhood as
in the poem. T asks the Ss
to write the answer in their
notebooks.
C.8 group art T divides the class into understanding life competency-
integration activity: groups of 6. T will instructs teamwork and
follows instructions collaboration (TC)
the Ss to make their
and demonstrates
understanding of own game based on the creating life competency-
the concept/idea pointers given in the CB. creativity (C)
through art
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play-based learning

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teacher-assessment

1 period C.9 pair activity: will be T asks the Ss to work in understanding life competency- T asks the Ss to read
U

U
able to formulate pairs. T asks the Ss to critical thinking (CT) the poem silently once
ni

ni

ni

ni
the answer in a more to the recording.
discuss the questions given analysing life competency-
ve

ve

ve

ve
clear and concise communication
written form in the CB and write the T explains that none of
(COM) the lines rhyme with each
rs

rs

rs

rs
answers. T tells the Ss to
share their responses with applying teacher-assessment other. T asks the Ss to
ity

ity

ity

ity
the class and discuss the recall what a metaphor
is. T explains the concept
Pr

Pr

Pr

P
answers with T.
of alliteration. Ss will
es

es

es
learn the art of critical
appreciation, drawing
s

s
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comparisons and forming

&

&

&
thematic inferences. Ss
As

As

As
develop reading, listening
and speaking skills through
se

se

se
this activity.
ss

ss

ss
C.10 individual activity: T asks Ss to read the understanding 21st century skills-
will be able developing curiosity
m

m
humorous poem Epigram
to formulate (DC)
for Wall Street by Edgar
en

en

en

en
the answer in
fluent speech Allen Poe.
t

t
C.11 pair activity: will be T asks the Ss to work in remembering life competency-
able to formulate pairs to discuss and understanding communication
the answer in a (COM)
complete the table given
clear and concise
written form in the CB to compare the analysing life competency-
two poems. applying critical thinking (CT)

1 period: doubts and clarifications

1 period: extension and further practice activities
Art NA group art Phase 1: T divides the class understanding life competency- T guides the Ss on how
Integration: integration activity: into groups of 4 or 5. Ss teamwork and short stories should
follows instructions collaboration (TC)
Your Own and demonstrates
follow the prompts to write be written. T can share
Tale a short story of their own. applying life competency- examples of a verbal
understanding of
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creativity (C)
2 periods the concept/idea
through art creating art integration
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Phase 2: The group then applying life competency- narration, graphic story

ge

ge

ge
present their stories to teamwork and and digital presentation.
collaboration (TC)
the class through verbal
U

U
presentation, graphic story creating life competency-
creativity (C)
ni

ni

ni

ni
or digital presentation.
ve

ve

ve

ve
experiential learning
art integration
rs

rs

rs

rs
3 periods: revision of the themes and concepts learnt in Unit 3 and Unit 4
ity

ity

ity

ity
Pr

Pr

Pr

P
es

es

es
s

s
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&

&
As

As

As
se

se

se
ss

ss

ss
m

m
en

en

en

en
t

t
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Section No. No. Outcome Activity in Class Taxonomy their Relevance Instructions

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Unit 5: Tourism A.1 pair activity: will be T asks Ss to work in pairs. analysing life competency-
able to formulate T asks Ss to imagine communication
U

U
1 period the answer in (COM)
planning a trip during the
ni

ni

ni

ni
fluent speech
Diwali holidays. T gives Ss a
ve

ve

ve

ve
choice to select the names
rs

rs

rs

rs
of places given in the text
or choose any of their
ity

ity

ity

ity
choice. T asks Ss to engage
Pr

Pr

Pr

P
in an analytical discussion
about-(a) why they want
es

es

es
to go there, (b) the best
s

s
time of the year to visit,
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&

&

&
(c) the activities they plan
to engage in and (d) the
As

As

As
special tourist attractions
se

se

se
nearby etc. Finally, Ss make
a decision about their
ss

ss

ss
destination.
m

m
Section 5A: A individual activity: T asks Ss to find the vehicle analysing 21st century skills-
en

en

en

en
Race against will be able to names and circle them. problem solving (PS)
formulate the
Time T then asks Ss to identify creating play-based learning
t

t
answer in a clear
1 period and concise and write the names of the
written form vehicles under the correct
group activity:
headings in the columns. T
will be able tells Ss that there are four
to formulate extra blanks in the exercise.
the answer in T asks Ss to get in groups of
fluent speech 4 and choose one vehicle
from the grid. T asks one S
from each group to enact
the vehicle of their choice
through gestures and
actions non-verbally. The
69

other groups guess the

name of the vehicle.
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individual activity: T asks Ss to visualise analysing life competency-

ge

ge

ge
will be able going on a trip around the critical thinking
to formulate (CT)
world. T asks Ss to choose
the answer in
U

U
2 vehicles they would creating life competency-
fluent speech
ni

ni

ni

ni
use for the trip and asks creativity (C)
ve

ve

ve

ve
them to give a reason for
their choice.
rs

rs

rs

rs
A.2 pair blended T asks Ss to watch a video. understanding life competency-
ity

ity

ity

ity
learning activity: T asks Ss to work in pairs critical thinking
will be able (CT)
Pr

Pr

Pr

P
and discuss answers to the
to watch the analysing life competency-
questions given in the text.
es

es

es
animation and communication
answer questions (COM)
s

s
based on it
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in written or
&

&

&
speech form
As

As

As
pair activity:
can formulate
se

se

se
the answer in
ss

ss

ss
fluent speech
A.3 individual activity: T asks Ss to read the understanding 21st century skills-
m

m
2 periods
will be able to excerpt A Race against respect of diversity
en

en

en

en
formulate the and local context
Time from the novel
answer in fluent (DLC)
t

t
speech Around the World in Eighty
Days, written by Jules analysing cross-curricular
learning-Social
Verne paying attention to Sciences (Classes 6
the highlighted words and to 8)
questions for checking life competency-
comprehension. critical thinking
(CT)
21st century skills-
developing curiosity
(DC)
21st century skills-
information literacy
(IL)
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1 period A.4 individual activity: T asks Ss to read the analysing 21st century skills-

ge

ge

ge
will be able excerpt from the passage developing curiosity
to formulate (DC)
paying attention to the
the answer in
U

U
fluent speech underlined words. Then,
evaluating 21st century skills-
ni

ni

ni

ni
T asks Ss to identify the respect of diversity
ve

ve

ve

ve
language the word is and local context
derived from. (DLC)
rs

rs

rs

rs
A.5 individual activity: T asks Ss to write the analysing 21st century skills-ICT
ity

ity

ity

ity
will be able to language these words literacy (ICT)
formulate the
Pr

Pr

Pr

P
are derived from by 21st century skills-
answer in a clear developing curiosity
identifying the correct
es

es

es
and concise (DC)
written form language in the box
s

s
given in the exercise. discovery-based
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learning
&

&

&
T suggests that they
may use the internet
As

As

As
or the dictionary for
se

se

se
collecting information.
A.6 individual activity: T asks Ss to match the analysing 21st century skills- T may engage Ss in
ss

ss

ss
will be able to words in column A to their problem solving role-play of people
m

m
formulate the (PS)
meanings in column B. T from different
answer in a clear
en

en

en

en
suggests using a dictionary 21st century skills- countries wishing
and concise written information literacy
or the Internet if needed. each other, using
t

t
form others (IL)
T then introduces some their language. The
more words from different 21st century skills- class may guess
developing curiosity
languages that are used (DC)
the name of the
to express greetings original language
analysing 21st century skills-
and saying good-bye used and also share
respect of diversity
and are used in informal and local context the meaning of the
conversations in English. (DLC) words used.
21st century skills-
information literacy
(IL)
21st century skills-
developing curiosity
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(DC)
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2 periods A.7 individual activity: T asks Ss to sequence analysing 21st century skills-

ge

ge

ge
will be able to the events of the story in problem solving (PS)
formulate the
the order in which they
answer in a clear
U

U
and concise occurred.
ni

ni

ni

ni
written form
ve

ve

ve

ve
A.8 individual activity: T asks Ss to read the given analysing life competency-
rs

rs

rs

rs
will be able to excerpt from the story. T communication
formulate the (COM)
ity

ity

ity

ity
asks them to answer the
answer in a clear life competency-
and concise questions by selecting the
critical thinking (CT)
Pr

Pr

Pr

P
written form correct options. T asks Ss
to work with a partner to peer-assessment
es

es

es
check each other’s answers.
s

s
A.9 individual activity: T asks Ss to read the understanding life competency-
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&

&

&
will be able to questions and answer them critical thinking (CT)
formulate the
As

As

As
by choosing the correct analysing self-assessment
answer in a clear
and concise options. Then they check
se

se

se
written form their answers.
ss

ss

ss
A.10 individual activity: T asks Ss to answer the analysing life competency-
will be able to critical thinking (CT)
m

m
questions briefly.
formulate the
en

en

en

en
answer in a clear
and concise
t

t
written form
A.11.a individual activity: T tells Ss that this question remembering 21st century skills-
will be able to is to be answered in detail. problem solving (PS)
formulate the
T then asks Ss to complete analysing life competency-
answer in a clear creativity (C)
and concise the table by filling in the
written form information they have applying life competency-
gathered from the passage. critical thinking (CT)

A.11.b individual activity: T asks Ss to write an analysing life competency-

will be able to account of their journey critical thinking (CT)
formulate the
using the information
answer in a clear
and concise they have gathered from
written form the table in the previous
exercise.
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A.11.c individual activity: T asks Ss to read the remembering life competency-

ge

ge

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can formulate excerpt from the passage. critical thinking (CT)
the answer in a
Next T asks Ss the reflective analysing 21st century skills-
clear and concise
U

U
question given. Then, T asks respect of diversity
written form
ni

ni

ni

ni
Ss to make a list of what and local context
(DLC)
ve

ve

ve

ve
they see around them in
their daily life and compare
rs

rs

rs

rs
it to that of Monsieur Fix’s.
ity

ity

ity

ity
Then, T asks Ss if Monsieur
Fix tried to project an
Pr

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exaggerated account of
es

es

es
India. T asks Ss to give a
reason for the projection.
s

s
T asks Ss to add what the
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effect of such exaggeration
As

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or exoticization might have
on a listener who is unaware
se

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se
of India.
ss

ss

ss
1 period A.12 individual activity: T asks Ss to read the given understanding 21st century skills- T may explain the
will be able problem solving (PS)
m

m
sentence from the passage. rules of the active and
to formulate passive voice with
T asks Ss if the sentence is
en

en

en

en
analysing life competency-
the answer in critical thinking (CT) more examples and
fluent speech in the active or the passive
t

t
voice. elicit responses.
A.13 individual activity: T asks Ss to read the applying life competency-
will be able to sentences and identify critical thinking (CT)
formulate the
the voice. T asks them evaluating 21st century skills-
answer in a clear problem solving (PS)
and concise to change the voice
written form from active to passive 21st century skills-
and vice versa, and write continuous review
the sentences in their (CR)
notebooks.
A.14 individual activity: T asks Ss to read the two understanding life competency- T may provide more
will be able lines from the passage. critical thinking (CT) examples of defining
to formulate
Next, T asks Ss to focus on and non-defining
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the answer in
fluent speech the underlined words relative clauses.
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and the punctuations applying 21st century skills- T may also help

ge

ge

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used. T asks Ss what information literacy Ss identify the two
(IL)
function the underlined types of clauses
U

U
words serve in the analysing life competency- but asking the Ss to
ni

ni

ni

ni
sentences. T asks them critical thinking (CT) pay attention to the
ve

ve

ve

ve
about the way they are position of commas in
different from each other the sentences.
rs

rs

rs

rs
functionally.
ity

ity

ity

ity
A.15 individual activity: T asks the Ss to pay remembering 21st century skills- T may ask Ss
will be able problem solving (PS)
Pr

Pr

Pr

P
attention to the underlined to recapitulate
to formulate
words in each sentence. analysing life competency- the strategies of
es

es

es
the answer in critical thinking (CT)
fluent speech Then, T asks Ss to identify identifying the
s

s
the defining (D) or the defining and the
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non-defining (ND) relative non-defining relative
clauses. clauses.
As

As

As
A.16 individual activity: T asks Ss to write two understanding 21st century skills-
se

se

se
will be able to sentences about each analysing information literacy
formulate the (IL)
place. T instructs Ss to use
ss

ss

ss
answer in a clear analysing
and concise written at least one non-defining
m

m
21st century skills-ICT
form relative clause in each literacy (ICT)
en

en

en

en
sentence. T asks them
life competency-
to underline the relative
t

t
communication
clauses and reflect on the (COM)
usage of commas correctly
peer-assessment
while using the non-
defining relative clauses.
Ss may take help from
the Internet or the school
library while composing
sentences. After the
completion of the task, T
asks Ss to work in pairs and
check each other’s answers.
1 period: doubts and clarifications
1 period: extension and further practice activities
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Section 5B: B.1 group activity: Ss make groups of 3. remembering life competency- T may ask Ss to make

ge

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Heaven on Earth will be able to T asks Ss to imagine they critical thinking (CT) a column for pre-trip
formulate the ideas, one for trip
0.5 period are going to visit a beautiful analysing life competency-
answer in fluent
U

U
beach. T asks Ss about the teamwork and activities, and one for
speech
ni

ni

ni

ni
things they might do before collaboration (TC) post-trip reflection.
ve

ve

ve

ve
going on the trip and what evaluation life competency- T may engage Ss in
they might do during their communication a discussion about
rs

rs

rs

rs
(COM) being responsible
visit there to keep the
ity

ity

ity

ity
place clean and free from inhabitants of Earth
pollution or any harm to the and not to be the
Pr

Pr

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P
marine life. cause for pollution.
es

es

es
2 periods B.2 T asks Ss to read the understanding 21st century skills- T asks Ss to read
information literacy
s

s
passage while paying the fun facts about
(IL)
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attention to the highlighted Andaman Islands.
words and the questions to analysing 21st century skills-
As

As

As
check comprehension. developing curiosity
(DC)
se

se

se
21st century skills-
ss

ss

ss
respect of diversity
and local context
m

m
(DLC)
en

en

en

en
1 period B.3 individual blended T asks Ss to listen to a understanding 21st century skills-
learning activity: conversation paying developing curiosity
t

t
will be able to (DC)
attention to words that are
listen to the
audio and answer stressed. T asks Ss to read
questions based along as they listen to the
on it in written or audio.
speech form
B.4.a pair blended T asks Ss to role-play the applying life competency-
learning activity: conversation they just communication
will be able to listen (COM)
heard, in pairs. T asks Ss to
to the audio and
answer questions follow the stress pattern as
based on it in they talk. T asks Ss to listen
written or speech to the conversation
form pair art
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integration activity: again before attempting creating art integration

ge

ge

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follows instructions the task.
and demonstrates
understanding of
U

U
the concept/idea
ni

ni

ni

ni
through art
ve

ve

ve

ve
B.4.b pair art integration T asks Ss to role-play the creating life competency-
rs

rs

rs

rs
activity: will be conversation once more. communication
able to follow the (COM)
ity

ity

ity

ity
This time they must try to
instructions and do art integration
the activity stress the words other than
Pr

Pr

Pr

P
the highlighted ones.
es

es

es
B.4.c pair activity: will be T asks the pairs to discuss analysing life competency-
able to formulate the differences they noticed communication
s

s
the answer in (COM)
between the two role-
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fluent speech life competency-
plays. T asks them to share
critical thinking (CT)
As

As

As
challenges they faced while
doing the role-play the experiential learning
se

se

se
second time. discovery-based
ss

ss

ss
learning
B.5 others T asks Ss to read the given analysing 21st century skills-
m

m
1 period
excerpt from the passage. information literacy
en

en

en

en
(IL)
T asks them to focus on
t

t
the highlighted names of
water sports.
B.6 individual activity: T asks Ss to match the analysing 21st century skills-
will be able to names of the water sports problem solving (PS)
formulate the
to their images.
answer in a clear art integration
and concise
written form

1.5 periods B.7 individual activity: T asks Ss to answer the analysing life competency-
will be able to questions by selecting critical thinking (CT)
formulate the
the correct options. After self-assessment
answer in a clear
and concise completing the task, they
written form must self-check their
answers.
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B.8.a individual activity: T asks Ss to answer remembering life competency-

ge

ge

ge
will be able to the questions briefly. critical thinking (CT)
formulate the
T encourages Ss to think analysing cross-curricular
answer in a clear
U

U
critically and use a map. learning-Social
and concise
ni

ni

ni

ni
Sciences (Classes 6
written form to 8)
ve

ve

ve

ve
discovery-based
rs

rs

rs

rs
learning
ity

ity

ity

ity
B.8.b individual activity: T asks Ss why the given analysing 21st century skills-
will be able to places are famous. information literacy
Pr

Pr

Pr

P
formulate the (IL)
T encourages Ss to take
answer in a clear
es

es

es
help from the Internet or 21st century skills-
and concise developing curiosity
written form books.
s

s
(DC)
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21st century skills-ICT
literacy (ICT)
As

As

As
B.8.c individual activity: T draws attention of the understanding relationship with
se

se

se
will be able to Ss to the table given. T asks nature
formulate the
Ss to list the activities one
ss

ss

ss
analysing holistic learning
answer in a clear
and concise can engage in, in these
m

m
written form places as described in
en

en

en

en
the passage.
t

t
B.8.d individual activity: T asks Ss to read the line analysing life competency-
will be able from the passage. Next, social responsibility
to formulate (SR)
T asks Ss to reflect on the
the answer in relationship with
fluent speech words and think critically
why the writer say this. T nature
then asks Ss to introspect
about our role as tourists
and the indelible impact
our actions have on the
ecology and biodiversity of
a tourist spot.
0.5 period B.9 individual blended T introduces the context to understanding 21st century skills-ICT
77

learning activity: the Ss: about Meera’s literacy (ICT)

will be able to
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listen to the hometown and her friend

ge

ge

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audio and answer who visits. T tells Ss that
questions based
they must listen very
on it in written or
U

U
speech form carefully to Meera giving
ni

ni

ni

ni
directions to Ayan from the
ve

ve

ve

ve
airport to her house. After
that, they must do the task
rs

rs

rs

rs
as directed.
ity

ity

ity

ity
B.9.a T asks Ss the meanings analysing 21st century skills-
information literacy
Pr

Pr

Pr

P
of the words given in the
(IL)
box. Ss may look up the
es

es

es
dictionary or the Internet.
s

s
B.9.b While listening to the audio, 21st century skills-
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&

&
T asks Ss to follow the map developing curiosity
(DC)
given in the exercise. T asks
As

As

As
Ss to pay attention to the
se

se

se
different places on the map
and then answer questions
ss

ss

ss
based on them.
m

m
B.9.c T asks Ss to work in pairs
en

en

en

en
role-play Ayan and Meera
writing letters to each other.
t

t
0.5 period B.10 pair activity: will be T engages Ss in a pair task analysing life competency-
able to formulate and explains the context. T communication
the answer in (COM)
draws attention of the pairs
fluent speech creating cross curricular
to the map of a city where
one of the pair has travelled learning- social
sciences-6-8
to that city while the other
S is a resident there. a) T play-based learning
asks Ss in pairs to look at
the nine places given in the
boxes and write them down
on 9 cards. b) Next, T asks
Ss to take turns to role-play
the visitor and the resident.
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T will hold up any two

ge

ge

ge
cards. The S playing the
role of the visitor will ask the
U

U
resident S about directions
ni

ni

ni

ni
to get to those places. The
ve

ve

ve

ve
resident give directions. T
tells Ss that they may use
rs

rs

rs

rs
the expressions given in the
ity

ity

ity

ity
exercise if required.
Pr

Pr

Pr

P
1 period B.11 individual activity: T asks Ss to read a letter to understanding life competency-
will be able to the editor of a newspaper. creativity (C)
es

es

es
formulate the
T tells Ss that the letter is
answer in a clear
s

s
and concise from a person researching
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&
written form about the Sentinelese
people living in the
As

As

As
Andaman Islands. T asks
se

se

se
Ss to pay attention to the
language used, and the
ss

ss

ss
format and structure of
m

m
the letter.
en

en

en

en
B.11.a T asks Ss to imagine the analysing life competency-
scenario given. Based on social responsibility
t

t
(SR)
this experience, T asks Ss to
write a letter to the editor
of a newspaper highlighting
this issue and suggesting
plausible solutions. They
must use the correct
format. T suggests that they
follow the steps given in the
text and draft their letter
accordingly.
B.11.b When the draft is done, creating life competency-
T asks Ss to exchange their creativity (C)
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notebooks with their

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partners and check each

ge

ge

ge
other’s compositions. They
may use the given checklist
U

U
to give feedback and help
ni

ni

ni

ni
improve the draft.
ve

ve

ve

ve
1 period: doubts and clarifications
rs

rs

rs

rs
1 period: extension and further practice activities
ity

ity

ity

ity
Section 5C: C.1 pair activity: will be T explains the context analysing life competency-
Home to All able to formulate of the task: relocation of communication
Pr

Pr

Pr

P
the answer in (COM)
0.5 period their family near a famous
fluent speech
es

es

es
tourist spot in India. T life competency-
asks Ss if they would like critical thinking (CT)
s

s
to live near a famous
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tourist destination. Next,
As

As

As
T asks Ss to think of one
such place and then talk
se

se

se
about the advantages
ss

ss

ss
and disadvantages of
living in such a place, in
m

m
pairs. One talks about
en

en

en

en
the advantages while
the other talks about the
t

t
disadvantages.
2 periods C.2 individual blended T asks Ss to read the poem analysing life competency- As they read they
learning activity: Tourist Spot-A poem social responsibility must pay attention
will be able to (SR)
of the Peak District by to the questions and
listen to the 21st century skills-
audio and answer Melissa Speed. information given on
information literacy (IL) the side in the text.
questions based
on it in written or 21st century skills-
speech form developing curiosity
(DC)

1.5 periods C.3 individual activity: Ss read the poem again analysing life competency-
will be able to silently. T asks Ss to fill creativity (C)
formulate the in the task web. In pairs,
Ss check each other’s
responses.
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answer in a clear creating life competency-

ge

ge

ge
and concise critical thinking (CT)
written form peer-assessment
U

U
C.4 individual activity: T asks Ss to read the extract remembering life competency-
ni

ni

ni

ni
will be able to from the poem and answer communication
ve

ve

ve

ve
formulate the questions based on it (COM)
answer in a clear analysing life competency-
by choosing the correct
rs

rs

rs

rs
and concise critical thinking (CT)
options. In pairs, Ss check
ity

ity

ity

ity
written form
each other’s answers. peer-assessment
Pr

Pr

Pr

P
C.5 individual activity: T asks Ss to read the analysing life competency-
will be able to questions carefully and communication
es

es

es
formulate the (COM)
answer them by choosing
answer in a clear
s

s
the correct options. In life competency-
and concise
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critical thinking (CT)

&

&

&
written form pairs, Ss check each
other’s responses. peer-assessment
As

As

As
C.6 individual activity: T asks Ss to read the understanding life competency-
se

se

se
will be able to questions and answer them critical thinking (CT)
formulate the
ss

ss

ss
briefly in their notebooks. T analysing teacher-assessment
answer in a clear
checks all answers. applying
m

m
and concise
written form
en

en

en

en
C.7 individual activity: T asks Ss to answer the analysing life competency- The second question
t

t
will be able to questions in detail. This critical thinking (CT) engages them in
formulate the
may be a pair activity. creating life competency- collaborative task with
answer in a clear creativity (C)
and concise their partners writing
written form dialogues.
2 periods C.8 pair activity: will be T asks Ss to discuss the analysing life competency-
able to formulate given questions with their communication
the answer in (COM)
partners before writing the
fluent speech
answers in their notebooks. evaluating life competency-
individual activity: Then Ss discuss the answers creativity (C)
will be able to teacher-assessment
formulate the
with their T and have them
answer in a clear checked.
and concise
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written form
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1 period: doubts and clarifications

ge

ge

ge
1 period: extension and further practice activities
Art Integration: N/A group art T asks Ss to work in groups understanding life competency- The assessment of this
U

U
Travel Brochure integration activity: of 5. The group chooses critical thinking (CT) activity may also be
ni

ni

ni

ni
follows instructions
one place they would done as a whole-class
ve

ve

ve

ve
2 periods and demonstrates
understanding of like to visit. They gather activity where the
rs

rs

rs

rs
the concept/idea information about the teacher collectively
ity

ity

ity

ity
through art place from the Internet or asks for responses.
the school library. Ss use The activity engages
Pr

Pr

Pr

P
the information to make a learners in active
travel brochure. T explains visual and spatial
es

es

es
to the Ss what information capacity. Alternatively,
s

s
can be included in the travel the T may ask Ss to
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brochure. Ss keep in mind check each other’s
the pointers given in the responses in pairs.
As

As

As
CB while planning the
se

se

se
travel brochure.
ss

ss

ss
m

m
en

en

en

en
t

t
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Unit 6: An group activity: T asks Ss to work in groups analysing life competency- T may begin by
will be able to teamwork and
U

U
Equitable of 5 to discuss the possible brainstorming ideas by
formulate the collaboration (TC)
ni

ni

ni

ni
World reasons why a woman asking: What is a pen-
answer in fluent
ve

ve

ve

ve
1 period speech sometimes assumes a male life competency- name? Why do authors
pen name to get her novel communication have pen names? T can
rs

rs

rs

rs
published. Then, T asks (COM) write some pen names
ity

ity

ity

ity
Ss to give a one-minute life competency- of famous authors on the
presentation before the critical thinking (CT) blackboard. T may engage
Pr

Pr

Pr

P
whole class. Ss to discuss the issues
es

es

es
these writers may have
faced when writing under
s

s
their own names.
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&

&
Section 6A: A.1 individual activity: T asks Ss to match the real analysing 21st century skills-ICT This activity is also
As

As

As
Persistence will be able to names with the pen names literacy (ICT) available in a slide video
formulate the
se

se

se
and Grit of writers. Ss may use the 21st century skills- show format. T may use it
answer in a clear
1 period Internet or the school developing curiosity to familiarise the Ss with
ss

ss

ss
and concise written
form library to find the required (DC) the task.
m

m
information. 21st century skills-
en

en

en

en
developing curiosity
(DC)
t

t
A.2 pair blended T asks Ss to watch the analysing life competency-
learning activity: will animation video and then, critical thinking (CT)
be able to watch
in pairs, discuss answers life competency-
the animation and
answer questions based on it. communication
based on it in written (COM)
or speech form

2 periods A.3 individual activity: T asks Ss to read the understanding 21st century skills- As a pre-reading task,
will be able to passage The Taste of etiquette, behaviour T may elicit from the Ss
formulate the and emotional
Success which is an excerpt what success means to
answer in fluent development (ED)
speech from the novel Little them.
Women by Louisa May analysing life competency-
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Alcott. T instructs Ss to pay critical thinking (CT)

attention to the highlighted
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words and the questions

ge

ge

ge
given on the side as the
story progresses.
U

U
ni

ni

ni

ni
1 period A.4 individual activity: T asks Ss to read the lines remembering 21st century skills- T may discuss the definition
will be able to problem solving (PS)
ve

ve

ve

ve
from the passage paying of Collocation and provide
formulate the
attention to the words in analysing 21st century skills- examples. For example,
rs

rs

rs

rs
answer in fluent
speech italics and asks what the continuous review make your bed, deeply
ity

ity

ity

ity
they mean. Next, T asks Ss applying (CR) regret, highly obliged.
if they can replace the word
Pr

Pr

Pr

P
‘long’ without altering the
es

es

es
meaning of the phrase.
s

s
A.5 individual activity: T asks Ss to fill in the blanks analysing 21st century skills-
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will be able to problem solving (PS)

&

&

&
with the correct choice of
formulate the
words to form complete
As

As

As
answer in a clear
and concise written collocations.
se

se

se
form
ss

ss

ss
A.6 individual activity: T asks Ss to use the analysing life competency- Ss should check their
will be able to collocations formed in critical thinking (CT) sentences for any errors.
m

m
formulate the
the previous exercise to
en

en

en

en
answer in a clear
and concise written construct sentences of their
t

t
form own. T suggests they may
look at the example done
for reference.
A.7 individual activity: T asks Ss to read the pair analysing 21st century skills- Ss may get their responses
will be able to of sentences given in the problem solving (PS) checked by the T.
formulate the
exercise. T tells Ss to mark
answer in a clear
and concise written the correct sentences with a
form tick and the incorrect ones
with a cross.

2 periods A.8 individual activity: T asks Ss to read the analysing 21st century skills- T may ask Ss to make a
will be able to bulleted sentences from the problem solving (PS) web-chart of the story as a
formulate the
story and sequence them in recap activity.
answer in a clear
the order of occurrence
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and concise written in the story. They may 21st century skills-

ge

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form refer to the first sentence continuous review
(CR)
that has been done as an
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example.
ni

ni

ni

ni
ve

ve

ve

ve
A.9 individual activity: T asks Ss to read the analysing life competency-
will be able to excerpt from the story critical thinking (CT)
rs

rs

rs

rs
formulate the
and answer the questions peer-assessment
answer in a clear
ity

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ity

ity
and concise written by selecting the correct
form options. T then tells Ss to
Pr

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P
form pairs and check each
es

es

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other’s answers.
s

s
A.10 individual activity: T asks Ss to answer the analysing life competency-
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will be able to critical thinking (CT)

&

&

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questions by selecting the
formulate the
correct options. T then tells
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answer in a clear self-assessment
and concise written Ss to check their answers.
se

se

se
form
ss

ss

ss
A.11 individual activity: T asks Ss to read the analysing life competency- Ss may prepare a web
will be able to questions and answer them critical thinking (CT) diagram for each answer
m

m
formulate the
briefly. with highlighted key
en

en

en

en
answer in a clear
and concise written words. Later the ideas may
t

t
form be assembled together in
full sentences to compose
well written answers.
A.12 individual activity: T instructs Ss to answer applying life competency- Ss may either underline
will be able to the question in detail critical thinking (CT) words that describe the
formulate the by imagining the mock analysing 21st century skills- character of Fiona or write
answer in a clear
situation. Then, T asks Ss etiquette, behaviour them in a notebook. This
and concise written
form to draft a questionnaire and emotional would help them answer
for the interview based on development (ED) questions related to
the information from the creating life competency- character sketches.
passage. creativity (C)

1 period A.13 individual activity: T guides the Ss to understanding 21st-information T should revise the
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will be able to understand the structure of literacy (IL) concept of direct and
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formulate the direct speech and reported life competency- indirect speech with the Ss

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answer in fluent speech. critical thinking (CT) before starting the topic
speech
in class.
U

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A.14 individual activity: The Ss transform the direct applying life competency- T should discuss the
ni

ni

ni

ni
will be able to speech into reported critical thinking (CT) answer with the Ss.
ve

ve

ve

ve
formulate the speech.
answer in a clear
rs

rs

rs

rs
and concise written
ity

ity

ity

ity
form

A.15 individual activity: T asks Ss to identify if the analysing 21st century skills-
Pr

Pr

Pr

P
will be able to questions are in direct problem solving (PS)
es

es

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formulate the speech or indirect speech. life competency-
answer in a clear
T tells the Ss that if the
s

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critical thinking (CT)
and concise written
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form
speech, they must change
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As
it to indirect speech, and
vice versa.
se

se

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A.16 individual activity: [This task should be analysing life competency-
ss

ss

ss
will be able to explained step-wise.] Step critical thinking (CT)
m

m
formulate the
1: T explains the mock life competency-
answer in a clear
en

en

en

en
and concise written situation. Next, T asks Ss creativity (C)
form to look at the four columns
t

t
given in the CB. Step
2: T asks Ss to read the
comments of each writer
and then write two accounts
about what each writer
said; one account using the
direct speech and the other,
using the indirect speech. Ss
should use their imagination
to complete the details
wherever required.
1 period: doubts and clarifications
1 period: extension and further practice activities
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Section 6B: B.1 pair activity: will be T begins the lead-in by analysing 21st century skills- T provides example of

ge

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Setting an able to formulate asking Ss if they know etiquette, behaviour stereotypes from the text.
the answer in fluent and emotional
Example what a stereotype is. Next,
U

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speech development (ED)
1 period T asks Ss if perceptions
ni

ni

ni

ni
about stereotypes are true life competency-
ve

ve

ve

ve
and asks Ss to provide social responsibility
(SR)
a rationale for their
rs

rs

rs

rs
responses. T asks Ss to
ity

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work in pairs to discuss and
come up with examples
Pr

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of people who do not fit
es

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in one or more of these
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about their friends or family

&

&

&
members or any particular
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person they know of,
including their own names
se

se

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if they do not fit in any of
ss

ss

ss
the stereotypes given in the
m

m
exercise.
en

en

en

en
B.2 individual activity: T asks Ss to look at the word remembering 21st century skills-
will be able to in the middle of the table problem solving (PS)
t

t
formulate the
and derive the meaning of analysing 21st century skills-
answer in a clear
and concise written the word by filling in the information literacy
form table with the required (IL)
information. T suggests creating life competency-
usage of dictionary if creativity (C)
required.

2 periods B.3 individual activity: T asks Ss to read the understanding 21st century skills- T may ask Ss about their
will be able to newspaper report. They etiquette, behaviour views on stay-at-home
and emotional
formulate the must pay attention to the dads. T may ask Ss if they
development (ED)
answer in fluent highlighted words and the know such people and how
speech questions given on analysing 21st century skills- their life is different from
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the side. information literacy those who go out for work.

(IL)
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life competency- T must discuss the meaning

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social responsibility of the phrase round pegs in
(SR)
square holes.
U

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ni

ni

ni

ni
1 period B.4 individual blended T asks Ss to read the understanding life competency- T tells Ss that they may
learning activity: critical thinking (CT)
ve

ve

ve

ve
information on intonation. also watch the concept
can watch the
Then they must do the tasks video related to the task.
rs

rs

rs

rs
slideshow video
and answer as directed.
ity

ity

ity

ity
questions based
on it in written or
Pr

Pr

Pr

P
speech form
es

es

es
B.4.a individual blended T asks Ss to listen to the applying 21st century skills-
learning activity: continuous review
s

s
audio of the sentences from
can listen to the (CR)
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the exercise and repeat

&

&

&
audio and answer
the sentences using the
As

As

As
questions based
on it in written or same pronunciation and
intonation.
se

se

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speech form
ss

ss

ss
B.4.b individual activity: Ss look at the four columns analysing life competency- T may discuss with Ss the
will be able to in the CB. Next, T asks Ss to critical thinking (CT) usage of rising and falling
m

m
formulate the
sort the sentences practised intonation for requests and
en

en

en

en
answer in a clear
and concise written in the previous exercise questions respectively. T
under the four columns. may also talk about using
t

t
form
Ss could refer to the first a flat intonation when
sentence that is presented instructing or commanding
as an example. someone.

1 period B.4.c group activity: T asks Ss to work in groups analysing life competency-
will be able to of 3. T tells Ss that arrows teamwork and
clearly pronounce collaboration (TC)
pointing upwards refer to
words, phrases and
sentences rising intonation and those
pointing downwards mean
falling intonation. Next,
T asks Ss to practise the
given conversation, paying
attention to the arrows
and their intonation.
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T asks Ss to listen to the

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audio and check their
intonation.
U

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ni

ni

ni

ni
2 periods B.5 individual activity: T asks Ss to answer the remembering life competency-
will be able to critical thinking (CT)
ve

ve

ve

ve
questions by selecting the
formulate the
correct options. T tells them analysing self-assessment
rs

rs

rs

rs
answer in a clear
and concise written to check their answers.
ity

ity

ity

ity
form
Pr

Pr

Pr

P
B.6 individual activity: T asks Ss to answer the analysing life competency-
will be able to questions given in the text creativity (C)
es

es

es
formulate the
briefly. life competency-
answer in a clear
s

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and concise written critical thinking (CT)
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&

&

&
form
As

As

As
B.7 individual activity: T asks Ss to answer the analysing 21st century skills-
will be able to question in detail. etiquette, behaviour
se

se

se
formulate the and emotional
ss

ss

ss
answer in a clear development (ED)
and concise written
m

m
form life competency-
critical thinking (CT)
en

en

en

en
0.5 period B.8 individual blended T tells Ss that they will hear understanding life competency-
t

t
learning activity: an interview of an eighty- critical thinking (CT)
can listen to the
year-old man who is a
audio and answer
questions based stay-at-home father. After
on it in written or listening to the interview,
speech form Ss must do as directed.
B.8.a T tells Ss that before analysing
listening to the interview,
Ss must work in groups of
4 and discuss the given
question.
B.8.b T asks Ss to listen to the understanding
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audio for interactivity and

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write whether the sentences

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are True or False.
U

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0.5 period B.9 pair activity: will be T explains the mock understanding 21st century skills- T must tell the Ss that
able to formulate etiquette, behaviour
ni

ni

ni

ni
situation to the Ss. After besides being witty, one
the answer in fluent and emotional
ve

ve

ve

ve
explaining this situation, needs to also be kind and
speech development (ED)
T asks Ss to work in pairs considerate of others while
rs

rs

rs

rs
and offer suggestions analysing 21st century skills- looking for a solution.
ity

ity

ity

ity
how the two children problem solving (PS)
should handle the creating life competency-
Pr

Pr

Pr

P
problem. T also asks creativity (C)
es

es

es
Ss about their opinion
on how Ravi and Sakshi
s

s
would receive their
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&

&
advice. T asks Ss to role-
As

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As
play the situation where
one of them is Ravi/
se

se

se
Sakshi while the other is
ss

ss

ss
the friend giving advice.
m

m
1 period B.10 individual activity: T explains to the Ss what a remembering life competency-
will be able to creativity (C)
en

en

en

en
short story is. T then asks
formulate the
Ss if they can recall any understanding 21st century skills-
t

t
answer in fluent
speech short story they have read information literacy
and liked. Next, T asks Ss (IL)
to read the terms given in analysing 21st century skills-
the text related to short developing curiosity
stories. (DC)

B.11 individual activity: T draws attention of the Ss analysing life competency-

will be able to to the table with multiple critical thinking (CT)
formulate the
aspects of a short story.
answer in a clear
and concise written T asks Ss to recall any one
form short story they have read
and fill in the information in
the columns of the table.
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B.12 individual activity: T explains a brief outline understanding 21st century skills- T must instruct the Ss to

ge

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will be able to of the story to the Ss. After problem solving (PS) read several short stories
formulate the
this explanation, T asks Ss analysing life competency- from different genres.
U

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answer in a clear
and concise written to think of an appropriate creativity (C) The Ss should look at the
ni

ni

ni

ni
form title, the characters, the various styles of writing
ve

ve

ve

ve
creating life competency-
setting of the story, the plot social responsibility
and compare them.
and the theme. T asks Ss to
rs

rs

rs

rs
(SR)
think about the conflict in
ity

ity

ity

ity
the story and the resolution
of the conflict. Ss may make
Pr

Pr

Pr

P
notes if they wish to. Next,
es

es

es
T asks Ss to complete the
s

s
table in their notebooks by
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filling in the details.

&

&

&
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As

As
B.13 individual activity: T asks Ss to write the story applying life competency-
will be able to they had been working on critical thinking (CT)
se

se

se
formulate the
in the previous exercise analysing life competency-
answer in a clear
ss

ss

ss
and concise written (B12) in not more than creativity (C)
form 750 words. T suggests that
m

m
creating life competency-
they may take help of the social responsibility
en

en

en

en
pointers given in the task (SR)
while planning and writing
t

t
their stories.
1 period: doubts and clarifications
1 period: extension and further practice activities
Section 6C: C.1 individual activity: T draws attention of the understanding 21st century skills-
Busy as a will be able to Ss to the pictures given respect of diversity
formulate the and local context
Bee in the text. T asks Ss to
answer in a clear (DLC)
0.5 period and concise written identify the work the
form women are doing. Next, analysing 21st century skills-
T asks them to write one etiquette, behaviour
and emotional
sentence about each development (ED)
picture. T asks them to read
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the example that is done creating life competency-

ge

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for them to follow. creativity (C)

C.2 group art T asks Ss to work in groups analysing 21st century skills-
U

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integration activity: of 4. T asks each group etiquette, behaviour
ni

ni

ni

ni
follows instructions and emotional
to choose a picture from
ve

ve

ve

ve
and demonstrates development (ED)
understanding of exercise C1. Next, Ss in the
rs

rs

rs

rs
the concept/idea group must focus on the
ity

ity

ity

ity
through art work that the woman in the
group activity: picture is engaged in. They life competency-
Pr

Pr

Pr

P
will be able to must talk about how the teamwork and
work is crucial for her or for
es

es

es
formulate the collaboration (TC)
answer in fluent the people around her.
s

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speech
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&

&
2 periods C.3 group blended T asks Ss to read the understanding 21st century skills- T may first give a brief
As

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As
learning activity: poem Woman Work by developing curiosity introduction of the poet
will be able to listen (DC)
Maya Angelou. T plays the and open the class for
se

se

se
to the audio and
answer questions recording for them to listen discussion about the
ss

ss

ss
based on it in to the poem. T instructs theme of the poem in
written or speech Ss to pay attention to the general.
m

m
form highlighted words and also
en

en

en

en
the questions given on the
side.
t

t
1.5 periods C.4 individual activity: T asks Ss to do a silent analysing 21st century skills-
will be able to reading of the poem and continuous review (CR)
formulate the
then complete the task-web evaluating life competency-
answer in a clear
and concise written by filling in the required critical thinking (CT)
form information. Then T asks Ss life competency-
to work in pairs and check communication
each other’s responses. (COM)
peer-assessment

C.5 individual activity: T asks Ss to answer the analysing life competency-

will be able to questions by choosing the critical thinking (CT)
formulate the
correct options. Then, they evaluating peer-assessment
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answer in a clear must work in pairs and check

ge

ge

ge
and concise written each other’s responses.
form
U

U
C.6 individual activity: T asks Ss to answer the analysing life competency-
ni

ni

ni

ni
will be able to questions by choosing the critical thinking (CT)
ve

ve

ve

ve
formulate the
correct options.
answer in a clear and
rs

rs

rs

rs
concise written form
ity

ity

ity

ity
C.7 individual activity: T asks Ss to answer the analysing life competency-
will be able to questions given in the text critical thinking (CT)
Pr

Pr

Pr

P
formulate the
briefly. Then, they must evaluating teacher-assessment
es

es

es
answer in a clear and
concise written form check their answers with
s

s
the teacher.
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&

&
C.8 individual activity: T asks Ss to answer the analysing life competency-
As

As

As
will be able to question in detail. critical thinking (CT)
formulate the
se

se

se
answer in a clear and
concise written form
ss

ss

ss
2 periods C.9 pair activity: will be T asks Ss to discuss the remembering life competency- T recapitulates
m

m
able to formulate following questions with critical thinking (CT) personification with Ss.
en

en

en

en
the answer in a
their partners. T asks Ss analysing life competency- It is the attributing human
clear and concise
to identify examples of communication qualities to something that
t

t
written form
personification in the poem. (COM) is not human.
T asks Ss what the rhyming
scheme of the poem is. T
also asks how the rhyming
pattern has been used to
define different moods in
the poem. T tells Ss that
the first stanza or the first
fourteen lines of the poem
depict the work the speaker
has to do. The lines follow
a strict rhyme pattern.
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T asks Ss to identify the After discussing the

ge

ge

ge
rhyming pattern used in answers, the Ss must
the first fourteen lines write the answers in their
U

U
of the poem. T asks Ss notebooks. In the end they
ni

ni

ni

ni
if there are exceptions must discuss and check
ve

ve

ve

ve
where the pattern has not their answers with T.
been followed. T asks Ss
rs

rs

rs

rs
about the rhyming scheme
ity

ity

ity

ity
followed in the rest of the
poem and if there are any
Pr

Pr

Pr

P
exceptions to the pattern
es

es

es
used. T tells Ss to discuss
the given statement.
s

s
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&

&
C.10 individual activity: T asks Ss to read the analysing life competency-
will be able to poem Don’t Be Beautiful critical thinking (CT)
As

As

As
formulate the
by Nikita Gill. T asks Ss to
answer in fluent
se

se

se
speech analyse and compare the
central idea expressed in
ss

ss

ss
this poem with the poem
m

m
Woman Work.
en

en

en

en
1 period: doubts and clarifications
t

t
1 period: extension and further practice activities
Art N/A individual art Phase 1 - T asks Ss to pay understanding life competency-
Integration: integration activity: attention to the pictures of creativity (C)
follows instructions
Information famous women in history applying life competency-
and demonstrates
Profile Sheet understanding of who have achieved success critical thinking (CT)
2 periods the concept/idea and recognition after facing
analysing discovery-based
through art innumerable challenges. learning
T asks Ss to choose one
name and prepare a profile
sheet with all the necessary
information about her.
T suggests that Ss use
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the Internet or the library

ge

ge

ge
to collect information.
T also provides a sample
U

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information profile of Maya
ni

ni

ni

ni
Angelou for ideas, format
ve

ve

ve

ve
and expression.
rs

rs

rs

rs
Phase 2 - T asks Ss to creating life competency-
ity

ity

ity

ity
present the information communication
(COM)
profile before Ss in the
Pr

Pr

Pr

P
class. art integration
es

es

es
3 periods: revision of the themes and concepts learnt in Unit 5 and Unit 6
s

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As
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ss

ss

ss
m

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4 periods a. pair blended T asks Ss to watch the video analysing life competency-
learning activity: communication
U

U
twice. Ss may take notes
will be able (COM)
ni

ni

ni

ni
while watching the video.
to watch the
ve

ve

ve

ve
slideshow video
and answer
rs

rs

rs

rs
questions based
ity

ity

ity

ity
on it in written or
speech form
Pr

Pr

Pr

P
1.a group activity: T divides the class into six analysing life competency-
es

es

es
will be able to groups. Now T introduces teamwork and
formulate the collaboration (TC)
a topic for debate which is
s

s
answer in fluent
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related to the video. T asks life competency-

&

&

&
speech
three groups out of six to communication
As

As

As
jot down three points in (COM)
favour of the motion while
se

se

se
life competency-
the remaining three groups social responsibility
ss

ss

ss
go against the motion. (SR)
Next, T asks one group
m

m
from each side to present
en

en

en

en
the debate before the
t

t
class. T asks one member
from each group to present
one point of view and the
conclusion and final open
mic to be addressed by the
other two members.
2.a pair activity: will be T asks Ss to research the understanding life competency- T may engage Ss in
able to formulate topic given. They may use teamwork and a discussion on the
the answer in fluent collaboration (TC)
the Internet to collect data. soft powers of places,
speech
T also asks Ss to collect such as cuisine, clothes
information about travel and fashion and local
prospects in any one of the languages.
seven states mentioned.
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T introduces the two analysing life competency-

ge

ge

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categories mentioned and communication
(COM)
asks Ss to categorise the
U

U
destinations under these analysing 21st century skills-
ni

ni

ni

ni
two categories. T instructs information literacy
ve

ve

ve

ve
Ss to add additional (IL)
details as mentioned in
rs

rs

rs

rs
life competency-
the question. critical thinking (CT)
ity

ity

ity

ity
Ss get into pairs.
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Pr

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T asks each one of the two
Ss to choose a different
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state and take turns to
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explain the state with its
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destinations and places of
interest.
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Next, T asks Ss to get
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into seven groups and
each group must select a
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ss

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state. T asks Ss of other
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groups to ask questions
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about travelling in the
state that the group has
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t
selected. Speakers may
use cue cards and the
prompts provided in the
CB to answer the questions
directed to them. T asks Ss
to collect information about
road/rail routes in each of the
seven states. Next, T asks
Ss to give directions about
how to get from place A to
place B. T suggests that they
include the points given in
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the text.
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Unit and Activity Learning How to Conduct this Bloom’s NEP Icons and Additional Instructions
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Section No. No. Outcome Activity in Class Taxonomy their Relevance

id

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b. individual activity: T asks Ss to read the understanding 21st century skills-

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will be able to passage about the respect of diversity
formulate the and local context
apprehensions of the
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answer in a clear (DLC)
and concise written narrator related to the
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form banks. Next, T asks Ss to analysing life competency-
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answer questions based on critical thinking (CT)
the passage.
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life competency-
creativity (C)
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holistic learning
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c. individual activity: T asks Ss to identify whether analysing 21st century skills-
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will be able to the underlined verbs are problem solving (PS)
formulate the
finite or non-finite.
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answer in a clear and
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concise written form
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d. pair activity: will be T asks Ss to work in pairs analysing life competency-
able to formulate and place the underlined critical thinking (CT)
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the answer in a
verbs (exercise c) in the life competency-
clear and concise
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written form correct column after sorting communication
them accordingly. T tells Ss (COM)
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that the first two have been
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en

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done for them as samples
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t
to follow.
e. individual blended T asks Ss to listen to the remembering life competency-
learning activity: audio twice. On the basis critical thinking (CT)
will be able to listen
of their listening, T asks Ss understanding 21st century skills-
to the audio and
answer questions to tick the statements that problem solving (PS)
based on it in are true.
applying life competency-
written or speech
social responsibility
form
(SR)

f. individual blended Now, T plays the excerpt analysing life competency-

learning activity: and asks Ss to complete critical thinking (CT)
will be able to listen
the table by filling in the 21st century skills-
to the audio and
answer questions information. problem solving (PS)
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Unit and Activity Learning How to Conduct this Bloom’s NEP Icons and Additional Instructions

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Section No. No. Outcome Activity in Class Taxonomy their Relevance

id

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id
based on it in T tells the Ss that the first

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written or speech one is done for them for
form
their reference.
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g. T asks Ss to imagine that analysing life competency-
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they have come across the social responsibility
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(SR)
dialogues given in the text.
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T asks them to report all the
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dialogues. T tells the Ss to
add details of their own while
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reporting the dialogues.
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T also asks Ss to ensure they

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do not change any given
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information. They may refer
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to the example given in the
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text.
h. T asks Ss if they are familiar analysing cross-curricular T encourages Ss to
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with the term ‘equity’. T learning-Social brainstorm ideas about
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ss

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Sciences (Classes 6
encourages them to find out what equity is and how it
to 8)
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what it means. Ss work in is different from equality,
groups of 6 to create a digital art integration how equity may be
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en

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presentation of their opinion achieved in small ways in
t

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on the given topic. society, and examples they
see around in their lives to
justify their opinions. T tells
them to use relevant data,
case studies and images
to make the presentation
more lively.
2 periods: revision of the themes and concepts learnt in Unit 1 to Unit 6
1 period: extension and further practice activities
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Answer Key
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Unit

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1 Food
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id
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a. 1. khandvi - Place: Gujarat
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2. gatte ki sabzi - Place: Rajasthan

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3. puttu - Place: Kerala
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4. shrikhand - Place: Maharashtra
5. es
kanika - Place: Odisha
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6. skyu - Place: Ladakh
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7. pumaloi - Place: Meghalaya

8. nadru yakhni - Place: Kashmir
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b.
ve

Breakfast Lunch Snacks Dinner

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luchi (deep-fried rice phuchka roti

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flatbread) and aloo dum masoor dal egg roll dal

aloo bhaja potato fries) m cabbage subji
ge

ss
chorchori (a type of mixed vegetable subji) chicken curry
se
id

macher jhol (fish curry) rasogolla (sweet)

br

tomato chutney
As
am

Answers will vary. Sample answer is provided for your reference.

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c. • Include snack items that are easy to eat standing up as there might be few or no seating options.
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• The names of the dishes should be catchy so that it appeals to the attention of the customers.
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• Use the Internet to find out the ingredients used to make the snacks.
Pr

• Think of the health benefits the ingredients are known for. That will guide you to the health benefits
of the snacks you have included in your menu.
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Answers will vary. Some points have been given here to help you.
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1A Food for Thought

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A.1
e

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Word Meaning Did I pronounce it right?

g

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croissant a light, crescent-shaped pastry, usually This exercise will be done by the learners
br

eaten for breakfast with the help of the teachers.

As
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au gratin cooked with a covering of cheese or

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breadcrumbs mixed with butter

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crêpe a thin, light pancake

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piquant having a strong spicy and sour taste or smell

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luncheon a formal lunch

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A.2 a. iii. asparagus; b. iv. salmon; c. ii. peach; d. i. caviar

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A.3 a. The narrator never thought of going to Foyot’s because it was an expensive restaurant, and it was

t
en
ni
beyond his means to have a meal there.

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b. The narrator felt like that because he could not afford to order caviar and could not tell his guest

m
the truth.
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c. No, the narrator did not have this habit.

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id

A.4 in-text questions

br

As
Q. What does the expression keep body and soul together mean? (page 3)
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A. The expression keep body and soul together refers to ‘one earning only enough to survive’.

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Q. Why did the narrator say that he never ate asparagus? Was he being truthful? Why/Why not? Explain.

s
(page 5)
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A. The narrator told his guest that he never ate asparagus because he knew that the vegetable was very
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expensive. The narrator was not being truthful as his mouth had often watered at the sight of the giant
asparagus. He wasn’t truthful because he feared he would not have enough money to pay for the luncheon.
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Q. Why do you think the narrator uses the expression at last? What emotion does this sentence reveal?
rs

(page 5)
ve

A. The narrator was relieved that his guest had finally finished eating. He knew how much money he had and

t
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ni

if his guest had ordered something else, he might have to borrow the money from his guest. Either he would
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have to pretend that his money was stolen so that his guest would have to pay the bill. If she did not have the
m
amount, he would have to leave his watch behind and return to the restaurant later and pay the bill.
ge

ss
Q. Can you spot the humour when the narrator says, “Are you still hungry?” Explain. (page 5)
se
id

A. The guest went on saying throughout the luncheon that she had only one item for lunch. On the
br

As

contrary, she had salmon, caviar, asparagus, coffee and ice cream. After eating all of this, she said, “One
am

should get up from a meal feeling one could eat a little more.” This statement compelled the narrator to ask
&

his guest whether she was still hungry. This is an example of sarcastic humour on the narrator’s part.
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A.5
Food Describing Words Different Aspects of Description
es

asparagus giant size, opinion

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butter melted form, texture

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salmon beautiful appearance

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peaches huge size

ve

a.
en
ni

Food Describing Words Different Aspects of Description

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coffee black colour

e

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pastry soft physical conditions

g

se
id

cheese milky material

br

As

cookie crumbly texture

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ice cream creamy texture

&
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Answers will vary. Sample answer is provided for your reference.

es

b. highly recommended; utterly ridiculous; deeply divided; rich history; have an opinion
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• The doctor highly recommended that the heart patient exercised daily.
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• It is utterly ridiculous that the school has made it mandatory to wear blazers even in the summer.
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• The Welfare Committee was deeply divided about the appointment of Mr Gupta as the treasurer.
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• Did you know that this neighbourhood has a rich history?

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• You can trust Tina to have an opinion about everything.

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ni
Answers will vary. Sample answer is provided for your reference.

m
d. i. I want to have grilled fish and mashed potatoes.
ge

ss
ii. Aadvik was about to finish cooking when the dish got burnt. This was a bitter pill to swallow
for him.

se
id

iii. I don’t like milk chocolate; I like dark chocolate.

br

As
iv. I would like to have black coffee without sugar.
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A.6 a. joyfully, cheerfully, merrily

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Answers will vary. Sample answer is provided for your reference.

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es
b. sadly, sorrowfully, miserably and moanfully
Pr
Answers will vary. Sample answer is provided for your reference.
This exercise will be done by the learners with the help of the teachers.
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A.7 • The woman orders fresh peaches. 6

rs

• The woman and the narrator order coffee. 5

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• The woman orders salmon. 2

t
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• The woman orders asparagus. 4

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• The woman orders caviar. 3

m
ge

ss
• The woman meets the narrator at a play. 1
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A.8 a. ii. set the stage for the ironical development of events that follow.
br

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b. iii. the narrator’s reader and admirer of his writing.

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c. iv. an expensive French restaurant called the Foyot’s.

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d. ii. he was flattered by the lady’s praise and couldn’t refuse her.
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e. iv. I have a cup of coffee in the morning and then dinner, but I never eat more than one thing
es

for luncheon.
Pr

A.9 a. i. self-deluded
b. iv. ironical humour
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c. iv. self-conscious
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A.10 a. The author did not recognise his guest when he saw her at a play because he was meeting her after a
ve

long period of time, almost 20 years.

t
en
ni

b. Yes, I agree that the narrator is brutally honest about his own follies. However, he is brutally honest
U

with himself and the readers about his financial constraints, not his guest. Another instance of his
brutal honesty is when he says that he could not refuse his guest’s proposal to have dinner at an
e

ss
g

expensive restaurant, despite his financial constraints.

se
id

Answers will vary. Sample answer is provided for your reference.

br

As

c. The narrator said that he wouldn’t eat anything for dinner that night after the luncheon as he had no
am

money left for dinner. At that point in time, the narrator felt helpless and resentful.
&

d. No, I do not agree with the lady when she calls the narrator a humorist as the narrator was just being
'C

honest that he would not have dinner that night for he had not a single penny left in his pocket after
es

the exorbitant luncheon.

Pr

Answers will vary. Sample answer is provided for your reference.

e. The narrator ends the story by saying that he had his revenge on the lady because she weighed
ty

21 stone. I do not agree that this was revenge because the narrator could not gain anything
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concrete out of the fact.

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Answers will vary. Sample answer is provided for your reference.

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A.11 a. personality traits for the lady – lack of self-awareness, imposing, talkative, self-deluded;

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ni
personality traits for the narrator – observant, self-aware, non-assertive, patient
Answers will vary. Sample answer is provided for your reference.
U

m
b. The narrator’s first disappointment with the guest was her physical appearance. She was not
ge

ss
as young and attractive as he had expected her to be. The narrator also faced psychological

se
id

disappointment when the guest’s words did not match her actions.
br

c. The word luncheon refers to ‘a formal lunch’. Lunch, on the other hand, is an informal meal eaten at

As
am

midday. The story is titled The Luncheon and not The Lunch because this story had a formal setting.
The narrator and his guest had a formal relationship. They were acquaintances. Moreover, the

&
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luncheon was at an expensive restaurant and not in an informal setting such as one’s home.

s
d.
es
The humour in the story is dry and dark. The way the narrator talks about his financial constraints
shows his tendency to mock his own situation. Here are a few instances from the text:
Pr
“Are you still hungry?” I asked faintly
“I’ll do better than that,” I answered. “I’ll eat nothing for dinner tonight.”
ity

Answers will vary. Sample answer is provided for your reference.

rs

A.12 but, and, When, but, and, when

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A.13 i. because - giving reason

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ii. and - connecting similar ideas

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iii. while - talking about the same duration of time

m
ge

ss
iv. but - connecting contrasting ideas
se
id

A.14
Summing Listing/ Contrast Additive Result/ Cause/ Time
br

As

up Sequencing Purpose Reason

am

altogether; secondly; last though; in addition; therefore; because; as soon as;

&

overall; to of all; next however; anyway; thus; so that eventually

'C

conclude on the besides; consequently

es

contrary furthermore
Pr

A.15 i. and - in addition, also, moreover, furthermore

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ii. but - however, nevertheless, on the other hand

rs

iii. because - hence, as a result, that is why, therefore

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iv. or - alternatively, otherwise

en
ni

v. while - meanwhile, at the same time

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A.16 a. We were eating lunch. At the same time, we had a conversation about the theatre in the Balkans.
e

ss

b. He seemed to be a generous host, but he tipped the waiter like a miser.

g

se
id

c. He looked young. He also seemed too keen to be flattered with praise for his writing.
br

As

A.17 when, but, and, Eventually, Nevertheless, but

am

A.18 The Ministry of Tourism launched the ‘Atithi Devo Bhava’ campaign. As a result, the tourist influx in the
&

country has increased manifold. Primarily, the campaign focussed on creating social awareness among
'C

the general public to make the tourists feel welcomed. Furthermore, the message was to enlighten the
es

people of India about the necessity of proper cordiality towards tourists who visit India. Consequently,
training and orientation were provided to taxi drivers, guides, immigration officers, tourist police and other
Pr

personnel. To sum up, this will instil the right attitude into the Indian citizens and make them implement
ty

the true concept of ‘guest is god’.

si

Answers will vary. Sample answer is provided for your reference.

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1B Feast on a Plate

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U

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B.1 An ideal lunch would include the following:

ss
• rice

se
id

• dal
br

As
• aloo bhaja
am

• aloo gobhi

&
'C

• macher Jhol

s
• mango chutney
es
Pr
• gulab jamun
Answers will vary. Sample answer is provided for your reference.
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The learners can use the following pointers to explain why this is their chosen meal.
rs

• Why do you like this combination of dishes?

ve

• Why is this meal special to you?

t
en
ni

• Do you have any memories related to this meal?

U

m
Answers will vary. Some points have been given here to help you.
ge

ss
B.2 podcast-based question
se
id

Q. Listen to the podcast, Healthy Snacks. Work in groups of four and discuss a different healthy snack of
your choice and write down its recipe. (page 16)
br

As

• Each group member can either look up the recipe of his/her choice on the Internet or take the help of
am

his/her parents or teachers.

&
'C

• Each group can then choose a particular snack. Then they can find out the food value of that snack.
s
es

• Remember that a recipe includes the ingredients for the dish, the quantity of the ingredients and the
method for cooking the dish.
Pr

• Each group can also include a picture of the dish along with the recipe.
ity

Answers will vary. Some points have been given here to help you.
rs

B.3 This exercise will be done by the learners with the help of their teacher.
ve

B.4 a.
Cooking Technique Texture Taste
t
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ni

double-boiling; broiling; baking; creamy; flaky; fluffy; peppery; tangy; spicy; bland;
U

sautéing; simmering succulent; spongy tart

e

ss
g

b. baking, spongy, bland

se
id

Answers will vary. Sample answer is provided for your reference.

br

As

c. • Use at least one word from each category: cooking technique, texture and taste.
am

• All these words are adjectives, i.e., describing words. While making up the paragraph, use
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these words while describing the process of cooking a dish.

'C

• Use the passage in (b) for reference while writing the paragraph.
es

Answers will vary. Some points have been given here to help you.
Pr

B.5 a. ii. The thali represents important aspects besides being a part of the country’s dining-out culture.
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b. iii. drawing a similarity with an aspect of the thali

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c. iii. has all flavours in one plate.

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d. ii. limit

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B.6 a. We can say that an Indian thali is more than a feast on a plate because it not only represents the

U
typical food of a region but also represents the cultural aspects of the same.

m
b. There are some small-scale industries that manufacture stylish leaf plates in different sizes. There are
ge

ss
some advantages in this regard. They provide employment to the local people, and have low carbon

se
id

footprints as leaves are biodegradable, unlike plastic.

br

As
c. The portion control in the Indian thali aims, in its own way, to curtail food wastage. A gigantic meal
am

with limited portions of each flavour is extremely satisfying and this is possible because the many

&
flavourful delicacies are served in limited quantities.
'C

s
d. The limited portion in a thali is extremely satisfying as one gets to taste all the different flavours in
es
one go and at the same time avoid overeating. The thali system also curtails food wastage.
Pr
B.7 a. i. lush - 3. covered with healthy green plants
ii. basking - 1. sitting/lying while enjoying the warmth of the sunshine
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iii. on the go - 4. busy and active all the time

rs

b. i. ii. iii.
ve

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U

m
ge

ss
se
id

c. i. The girl finds the availability of features for pets at Tasty Fitness hard to believe.
br

As

ii. The boy enjoyed the birthday party experience at Tasty Fitness.
am

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v. The girl lacks confidence to go to any local eatery.

'C

vii. The girl feels that Tasty Fitness suits the needs of teenagers.
s
es

d. • Talk about the service of the eatery of your choice.

Pr

• Is it a good place for family gatherings?

• Is it reasonably priced?
ity

Answers will vary. Some points have been given here to help you.
rs

B.8 • Think of ways you can contribute to the food festival. Come up with three to five ideas.
ve

• Flesh out each idea and its various aspects.

en
ni

• There are many aspects of a food festival such as fundraising, organising stalls, arranging the food,
U

marketing, and food wastage. Choose a couple of aspects you think you will excel at.
e

ss

• Try to be innovative and creative in coming up with ways to contribute.

g

se
id

• Use the prompts given to structure your ideas.

br

As

Answers will vary. Some points have been given here to help you.
am

B.9 a. • Keep in mind that the first step in this task is to collect information about the food habits of
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the children in your age group.

'C

• You can interview your classmates to identify the most common poor eating habits and
es

negative lifestyle choices.

Pr

• Use the Internet to find out more information about this issue.
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• Once you feel you have all the information, you can fill in the table provided.
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Answers will vary. Some points have been given here to help you.
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b. • Use the information from the previous exercise to fill in the details in the table provided.

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• Come up with at least five poor eating habits, and find their causes through research and

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interviewing your peers.

ni
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• Elaborate on the effects these food habits have on our bodies. You can research on the Internet

m
or interview your peers.
ge

ss
• Lastly, provide remedies to rectify these food habits. You can take the help of the Internet or

se
id

your parents and teacher.

br

As
Answers will vary. Some points have been given here to help you.
am

c. • The title of the article or the headline should capture the attention of the reader.

&
• Include your byline just after the title of the article.
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s
• Ensure that the article has a minimum of 150 words.
• es
You may also include quotations from people you interviewed and statistics that you came
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across while researching. Ensure that your sources are duly acknowledged.
ity

• The concluding paragraph must summarise the main points in your article.
rs

Answers will vary. Some points have been given here to help you.
ve

d. The exercise will be done by the learners with the help of their partners and the checklist provided in

t
en
the coursebook.
ni
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1C Food and Memories m

ge

ss
se
id
br

C.1 • Use the prompts to think of events in your childhood.

As
am

• Describe them to your partner and note them down for both you and your partner.
&

Answers will vary. Some points have been given here to help you.
'C

C.2 • Use the prompts to describe the picture to your partner.

es

• Ensure that you make eye contact with your partner while describing the picture. You may even use
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hand gestures to aid your description.

• When your partner describes the picture, pay close attention to what he or she says so that you can
ity

visualise the object.

rs

Answers will vary. Some points have been given here to help you.
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C.3 in-text question

t
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ni

Q. What kind of adventure do you like to have during your holidays?

U

A. I like to fish in the pond near my grandparent’s home with my cousins and uncles. We sometimes jump
e

into the pond and enjoy a good swim. It is a great way to beat the heat.
ss
g

Answers will vary. Sample answer is provided for your reference.

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id

C.4 a. I felt the urge to taste the pickle the poet describes in the poem.
br

As

Answers will vary. Sample answer is provided for your reference.

am

b. My favourite line in the poem is the following:

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the prime attraction for us to go to terrace,

'C

my mother’s mango pickle jar

es

would be the one that would keep us for hours at the terrace
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because it sets the scene of the poem vividly and it is easy to relate to the poet’s experience.
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Answers will vary. Sample answer is provided for your reference.

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c. My choice of another appropriate title for the poem is Summer Adventure because the poet is

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describing the adventures he had in the summer vacations in his childhood.

t
Answers will vary. Sample answer is provided for your reference.

en
ni
d. Two things that I annually do with my family member are the following:
U

m
• meeting and celebrating during a festival
ge

ss
• playing during the summer vacations

se
id

Answers will vary. Sample answer is provided for your reference.

br

As
e. 1. go; 2. thin; 3. collect
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f. my mother’s mango

&
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C.5 a. iii. We would stay up on the terrace enjoying the pickled mango slices.

s
b.
c.
ii. enjoyed it
i. es
Sentences 1 and 4
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d. iii. I get a burst of flavours as the aftertaste on chewing the pickled slices.
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e. iv. The children enjoyed the programme but they missed the prime attraction, the puppet show.
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C.6 a. i. oil
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b. ii. The Art of Pickling

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c. ii. option 2
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C.7 a. The poet describes the taste of the mango pickled slices as an interesting mixture of sour, sweet and
m
pungent. It also had a burning sensation caused by the dried chilli flakes.
ge

ss
b. According to the poet, his mother’s mango pickle jar was the prime attraction for him to go to the
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id

terrace and spend some hours there during the summer holidays.
br

As

c. The poet refers to the taste of the pickle as a curious mixture because in seconds he could experience
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practically all the tastes, from sweet to sour and pungent. He could even feel a burning sensation
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caused by chillies.
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d. The poet has capitalised ‘mango’ in the title because the poet wanted to highlight it for emphasis. The
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words ‘pickle’ and ‘jar’ have not been capitalised as they were not as important as the word ‘mango’,
according to the poet.
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Answers will vary. Sample answer is provided for your reference.

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C.8 a. i. Pickles are used as appetisers. An appetiser creates or enhances one’s appetite. When one is
hungry, it automatically causes the food to be appetising.
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Answers will vary. Sample answer is provided for your reference.

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ii. Yes, I agree with the statement. Often, when I am hungry, food automatically seems more
en
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appetising. When one is not that hungry, he or she is more likely to notice the finer details of
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a meal.
e

Answers will vary. Sample answer is provided for your reference.

ss
g

• You can include the special features of each.

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b.
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• You can add humour to these dialogues to make them more interesting.
br

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• Write at least four pairs of dialogues.

am

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Answers will vary. Some points have been given here to help you.
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C.9 a. The poet has chosen to write in free verse because he wanted this to come across as a story written
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by a child.
Answers will vary. Sample answer is provided for your reference.
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b. The length of the lines portrays the poet’s nostalgic mood and his longing for his mother’s
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mango pickle.
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c. The poet has not used articles in some of the lines to make the language seem childlike as these are

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his childhood memories.

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Answers will vary. Sample answer is provided for your reference.

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C.10 This exercise will be done by the learners with the help of their teacher.
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m
C.11
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Elements of the Poem Mango pickle jar Pickle Jar

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id

setting terrace airport

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As
central idea mother’s pickle mother’s pickle
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rhyme scheme free verse AABBCCDD

&
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tone satisfying disappointed

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mood
es nostalgic sad
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Art Integration
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rs
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This exercise will be done by the learners with the help of their teacher.

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As
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2 Green World
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a.

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• Keep in mind the expressions of Earth while formulating what to say.
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• Include information that supports the expressions of the planet. For example, if the planet is shown

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with a thermometer, include a piece of information that supports the planet’s expressions with
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respect to global warming.

s
es
Answers will vary. Some points have been given here to help you.
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b. Reasons why carbon footprint is increasing –
• burning fossil fuels for the production of electricity and transportation
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• deforestation to clear land for construction

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• production of food items, like meat

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• overpopulation and the increase in the level of consumption

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Solutions for decreasing carbon footprint –

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•
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encouraging and consuming locally grown and seasonal products
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• reducing the consumption of meat
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• reducing, reusing and recycling

id
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• upcycling products
As
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• opting for sustainable options

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Answers will vary. Sample answer is provided for your reference.

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c. • Slogans should be short and catchy.

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• Use simple words that are easy to understand and remember.

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• Slogans that have rhyming words are often popular.

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Answers will vary. Some points have been given here to help you.
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2A Trust
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A.1 a. The leopard might have strayed into a human inhabitation in search of food as humans slowly
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and steadily encroached into the leopard’s habitat. Deforestation is one of the main causes of such
e

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g

animal activity.
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id

Answers will vary. Sample answer is provided for your reference.

br

As

b. The people of Loco Colony were probably scared for their lives on seeing a wild animal like a leopard
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in their neighbourhood. They might have reacted in this manner because the Loco Colony is not the
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usual habitat of a leopard.

'C

Answers will vary. Sample answer is provided for your reference.

s
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c. The newspaper says that the leopard and not the people had to be rescued because the leopard was
out of place. Since the leopard is a wild animal there is no way to ensure that the animal does not feel
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threatened and react unpredictably in that kind of a situation.

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Answers will vary. Sample answer is provided for your reference.

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d. If the leopard had entered a village, the reaction of the people might have been different. The

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villagers might have taken it on themselves to scare off the leopard. They might have in the process

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harmed the leopard.

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Answers will vary. Sample answer is provided for your reference.

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e. People who kill wild animals such as leopards are called poachers. These people kill wild animals to
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fulfil their financial needs by selling the different body parts of these animals like their skin. If the wild

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animals could mete out punishment for such people, they would probably lock such people into cages.
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Answers will vary. Sample answer is provided for your reference.

br

As
f. Leopard: My forest keeps becoming smaller and smaller as you keep cutting down trees. Where will I
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live? I can’t even find food these days. I am hungry. My children are hungry. I need to hunt.

&
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Villager(s): We have to scare off the leopard from our village. Our children are in danger. We

s
are all in danger. The domestic animals are in danger. We have to protect our families from this
dangerous animal. es
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Answers will vary. Sample answer is provided for your reference.
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A.2 The word poised could mean ‘completely still but ready to move at any moment’.
The word denizens could mean ‘animals, plants, or people that live in or are often in a particular place’.
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From all the meanings of the word poised I collected, I can say that ‘calm but ready to move’ is the most
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t
suitable because the leopard appeared to be very calm, yet it seemed ready to move when needed.

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From all the meanings of the word denizens I collected, I can say that ‘native’ is the most suitable because
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m
the word refers to the people, plants and animals that exclusively belong to that particular region.
ge

ss
Answers will vary. Sample answer is provided for your reference.
se
id

A.3 a. The langurs were chattering because they were aware of the presence of the leopard.
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b. I do not think that humans treat trees and animals fairly. Humans mostly use plants and animals to
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their own advantage, not caring whether their actions affect the animals and trees adversely.
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Answers will vary. Sample answer is provided for your reference.

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A.4 in-text questions

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Q. What kind of a place would ideally be a safe haven for animals: a habitat shared with humans or a habitat
without humans? Why? (page 34)
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A. A place without humans will ideally be ‘a safe haven for animals’ as humans would not be able to
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interfere with the habitat and the animals’ usual environment.

Answers will vary. Sample answer is provided for your reference.
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Q. Then, climbing the hill, I met a party of shikaris. They asked me if I had seen a leopard. I said I had not. Is
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the narrator telling the truth? Is he doing the correct thing? Why? (page 36)
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A. No, the narrator is not telling the truth. According to me, the narrator is doing the correct thing because
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the shikaris were looking for the leopard to kill it and then sell its skin. This is illegal and cruel.
e

ss

Answers will vary. Sample answer is provided for your reference.

g

se
id

Q. Do you think the narrator wanted to own a gun to feel safe? (page 37)
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A. I do not think that the narrator wanted to own a gun to feel safe because he wasn’t looking to use it.
As
am

Answers will vary. Sample answer is provided for your reference.

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Q. Look up the Internet to find two more examples of oxymorons and use them in sentences of your own.
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(page 37)
s
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A. only choice: There was a green and a mauve dress; as I didn’t like the colour green, mauve was the only
choice for me.
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small crowd: A small crowd assembled outside the office to protest the recent announcement made by
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the management.
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Answers will vary. Sample answer is provided for your reference.

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Q. Why was the narrator full of self-doubt and regret? (page 38)

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A. The narrator was full of self-doubt and regret because his unusual friendship with the leopard caused it

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to become defenceless and trust other humans.

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Q. Did the narrator pay a huge price for the unusual friendship he had with the leopard? (page 38)

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A. No; according to me, it was in fact the leopard who had to pay the price of the unusual friendship as it
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ss
finally lost its life.

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id

Answers will vary. Sample answer is provided for your reference.

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As
A.5 a.
Phrases from the Text What does the What does it tell you?
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&
highlighted word do?
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s
i. one-of-a-kind place It describes a place. It tells us that the place is like no other,
es i.e., it is unique.
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ii. orange-gold leopard It describes the leopard. It tells us that the colour of the leopard
was a mixture of orange and gold.
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iii. blinding-blue heaven It describes heaven, which, It tells us that the blue colour of the sky
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here, means, ‘the sky’. was almost blinding.

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iv. scrub-covered hill It describes the hill. It tells us that the hill was covered by

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scrubs that included shrubs, short-

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stunted trees and bushes growing

m thickly.
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• laid-back: relaxed
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b.
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• well-known: widely known

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• brand-new: completely new

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• well-off: wealthy
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• easy-going: relaxed or casual in manner

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• last-minute: the latest possible time before an event

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• pollution-free: free of pollution

• three-legged: having three legs
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• dim-witted: silly
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• home-schooled: educated at home and not in a formal capacity

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• multi-skilled: having several abilities

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• thought-provoking: making one think a lot about a subject

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• far-reaching: widely applicable effects or implications

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c. laid-back, three-legged, last-minute, dim-witted, well-known, far-reaching, brand-new

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d.
Compound Adjective Noun/Pronoun It Is What does it tell you?
br

As

Describing
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i. laid-back afternoon a relaxed afternoon

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ii. three-legged creature (a creature) having three legs

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iii. last-minute reaction the latest possible opportunity to react

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iv. dim-witted myself (the narrator) the narrator being silly

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v. well-known I (the narrator) the narrator being widely known in the

neighbourhood
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vi. far-reaching consequences actions having broad implications

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vii. brand-new path a newly built road

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A.6

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Action Reason
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The narrator walked down to the stream almost The narrator walked down to the stream to relax after

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every day, in early April. two-three hours of writing and to reduce weight.
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As
The narrator heard increased grunting and The langurs were trying to warn him of imminent
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chattering of the langurs in the trees, one evening. danger.

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The narrator hid himself in the hollow stump of The narrator hid himself in the hollow stump of a tree
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a tree. to see the forktail’s nest.
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The narrator did not try to have a glimpse of the The narrator did not try to have a glimpse of the
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leopard at Pari Tibba. leopard at Pari Tibba because he did not want to
disturb the animal.
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A.7 a. ii. N – self-assured; L – alert

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b. ii. a human encounter was uncommon for it.

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d. iv. It startled it.

e. iv. It blended in with the surroundings. m
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A.8 a. iv. options II and IV
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b. iii. seen one, seen them all

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c. ii. triumph
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A.9 a. According to the narrator, the ravine was quite deep, and it remained in the shadows for most of
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the day. Due to this, birds and animals could come out from their cover during the day. Human
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population in this region was also less. Therefore, this place became a little haven of wildlife.
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b. The narrator, by saying, “As I had not come to take anything from the jungle”, implies how over the
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years humans have exploited nature for their selfish gains.

c. One evening, when the narrator passed through the jungle, he heard the excited chattering of the
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langurs. He felt that they were trying to warn him about some kind of danger. The narrator crossed
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the stream and started to climb the hill. The chattering increased and some pebbles came rattling
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down the hill. The writer looked and was surprised to see a muscular leopard on a rock 20 feet above.
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en

This was the narrator’s first encounter with the leopard.

ni
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d. Leopards, like other members of the cat family, are on the verge of extinction. The shikaris were
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desperately looking for the leopard to kill it for its skin. Therefore, the narrator lied to the shikaris to
e

ss

save the leopard.

g

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e. The narrator refers to his climb to Pari Tibba as ‘a stiff undertaking’ because there was no proper path
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to reach the top and the narrator had to literally climb up a steep rock.
As
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A.10 a. The narrator had no faith in human beings. He believed that they were unpredictable and could do
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anything to harm nature for their selfish gains. Due to human activities, most of the natural habitats
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had already been destroyed. Hunting and slaughtering were also common activities till a few years
s
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ago. The narrator thought it was always better to avoid such people. His attitude towards people was
quite similar to the attitude of the native flora and fauna of these regions.
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b. Yes, the narrator was correct to believe that the leopard would become defenceless if it trusted
human beings. This was because humans have hunted and killed animals for their selfish gains over
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and over.
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c. Diary Entry

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Today, I saw the shikaris coming up the path from the stream. They were shouting and beating the

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drums. Suddenly, I realised that they had at last killed the leopard. I was astounded to see its lifeless
body hanging from a bamboo pole. I started walking back home feeling profoundly sad. It seemed
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m
that the forest was silenced. This silence was telling me that the forest’s trust had been broken. I
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ss
climbed the steep path in a sombre mood. I reached home and am still not able to come to terms

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with the brutal reality.
id
br

Answers will vary. Sample answer is provided for your reference.

As
am

A.11 • The cue cards will help you come up with the talking points for the character you are playing.

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• Use the Internet or refer to books to add to your talking points.
'C

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• Listen carefully to your other classmates who are playing the other characters.
es
Answers will vary. Some points have been given here to help you.
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A.12 b. iii. strongest iv. grassier
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c. one thing to another: i, iv.; one thing to several others: ii, iii.
d.
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Positive Comparative Superlative

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i. dry drier driest

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ii. brown browner brownest

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iii. strong stronger m strongest

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iv. grassy grassier grassiest
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e. i. I. The trees do not look as brown in April as they do in May-June.

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II. The trees are the brownest in May-June.

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ii. No other path was as green as the path near the verge.
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iii. The forktail was the most beautiful bird.

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iv. Speaking to the shikaris, I felt the uneasiest.

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v. Climbing up to Pari Tibba was the most difficult thing.

vi. Very few sounds were as loud as the shikaris’ drumbeats.
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f. i. The monkeys were chattering excitedly.

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ii. The narrator went for a walk in the forest frequently.

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iii. The narrator was quite uneasy after speaking to the shikaris.
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iv. up
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v. The narrator experienced these events recently.

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g. everywhere; slowly; in the past; quietly; subsequently; seldom; hard

g

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h.
Where? I could finally see the tiger nearby.
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As

How? It was basking in the sun majestically.

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When? I had gone there last week.

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Answers will vary. Sample answer is provided for your reference.

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2B Conservation Ideas

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B.1

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type of structure: bridge across a river

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construction material: roots of trees

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As
reason for these the durability
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construction materials:

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expected permanence As the bridges are made of living trees, the bridges are bound to last

s
es
and reason:
Pr for a long time.

advantages/disadvantages of advantages: resilience, remedial impact on the surrounding

the structure: environment for a long time
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Answers will vary. Sample answer is provided for your reference.

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B.2 in-text questions

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Q. How many adjectives can you spot in the first sentence? If these words were absent, how would the

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sentence seem? (page 45)

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A. There are 6 adjectives in the first sentence.

m
ge

ss
If these words were absent, the sentence would be quite dull and would fail to describe the scene
appropriately.
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id

Answers will vary. Sample answer is provided for your reference.

br

As

Q. It is believed that a deity lives in the forest and protects her home… Why do you think there is this belief
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regarding the forest? (page 46)

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A. This belief helps keep the forest protected because everything in the forest is considered to be blessed.
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The people are hence deterred from harming the forest and its inhabitants.
es

Answers will vary. Sample answer is provided for your reference.

Pr

Q. Have you heard any stories about your community or culture? Share the story with your classmates.
(page 46)
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• The story can be about an ancient belief or custom in your community.

rs

• The story is one that has been passed down from generation to generation.
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• It could be a story about the origin of the community or one that has been popular among the
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members of your community for a long time.

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Answers will vary. Some points have been given here to help you.
e

ss

B.2 podcast-based question

g

Q. Listen to the podcast Deforestation and its Prevention. Work in groups of eight and plan a plantation
se
id

drive in your school. Take the help of your teacher. (page 48)
br

As

A. Ensure that you address all the following aspects while planning the plantation drive.
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• What is the venue and date of the plantation drive?

&
'C

• What is the objective of the drive?

s
es

• What do you need for the plantation drive?

• Where are you going to source the material (saplings, etc.) needed?
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• Create banners and posters that can advertise the drive.

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• If you need help, ensure that you have enough volunteers for the event.
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Answers will vary. Some points have been given here to help you.
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B.3 This exercise will be done by the learners with the help of their teacher.

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B.4 a. This exercise will be done by the learners with the help of their teacher.

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b. i. It will never happen. – till kingdom come; when hell freezes over

m
ii. not very often – once in a blue moon;
ge

ss
iii. a very long time – ages; donkey’s years
iv. for ever – forever and a day

se
id
br

v. extending for a great period of time – from/since time immemorial

As
c. donkey’s years; forever and a day; hell freezes over
am

&
Answers will vary. Sample answer is provided for your reference.
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s
B.5 a. i. options I, II and IV
b. iv. image III
es
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c. i. a warning
d. ii. ease of usage
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B.6 a. Lawkyntang is believed to be a holy forest near the village of Mawphlang. It is a sacred land that has
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been taken care of by the villagers for ages. The belief associated with Lawkyntang is that there is a
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deity that takes care of and protects this forest, which is also considered to be Her home. Everything

t
en
in the forest, from the trees to the animals and even the water, are blessed. The people believe that
ni

nothing can be taken out of the forest or harmed. If done, there could be dire consequences.
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b. m
Yes, storytelling can be an effective way to promote environmental awareness. This is so because
ge

ss
through a story, different examples can be presented. Moreover, stories are appealing to children as
se
id

well as adults alike. Awareness can be created among children from a very young age and adults will
be reminded of the message over and over again.
br

As

Answers will vary. Sample answer is provided for your reference.

am

c. Awards for environmental protection can serve as an encouragement for others. They can motivate
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people to strive to make a difference and be recognised for the change they try to bring in.
'C

Answers will vary. Sample answer is provided for your reference.

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d. Environment protection needs to be woven into the way of life and living practices of people, to be
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sustainable. The writer clearly gives examples throughout the lesson of how storytelling has been used
as a tool of environmentalism to inculcate the value of protecting one’s natural surroundings. Moreover,
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sustainable habits have been passed down from generation to generation. For example, the ‘plaiew’ is a
rs

multipurpose cloth bag used for shopping and storage, and by children as school bags.
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B.7 a. why: pollution of land, air and water affects the quality of life and the ability of local communities
t
en

and the larger society to thrive; fundamental to the survival of our planet and ourselves; important
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for the flora and fauna how as a common citizen: avoiding the use of plastic bags to keep the
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oceans clean; planting trees to help protect the environment; recycling

e

ss

Answers will vary. Sample answer is provided for your reference.

g

se
id

b. grandparent; model; homemaker; restaurant-owner; villager

br

As

c. This exercise will be done by the learners with the help of their teacher.
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d.
Opinion Gist Speaker Number
&
'C

i. reduce Speaker 4
s
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ii. restore v. refuse Speaker 1

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iii. reuse Speaker 2 vi. repurpose Speaker 3

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iv. revise vii. recycle Speaker 5

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e. This exercise will be done by the learners with the help of their teacher.
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f. My favourite practice for environmental sustainability is that of reuse. It is my favourite because it

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reduces the cost involved in purchasing new items, conserves resources, and reduces waste

t
and pollution.

en
ni
Answers will vary. Sample answer is provided for your reference.
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m
• Study the pictures carefully and note down your observations before discussing them.
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ss
B.8
• Form your opinions using the prompts provided.

se
id

• Ensure that you present your opinions in complete sentences.

br

As
• Support your opinions with substantial examples.
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Answers will vary. Some points have been given here to help you.

&
'C

B.9 a. • A notice should be boxed because it is a formal mode of communication. It must be organised

s
so that the information in the notice doesn’t get lost.
• es
It is important to begin the notice with the name of the issuing body because the reader should
Pr
know who has issued the notice at one glance.
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• The date tells us when the notice was issued. It indicates how up-to-date the information in the
notice is.
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• The word ‘notice’ usually appears in capital letters to catch the reader’s attention.
ve

t
• The heading tells the reader what the notice is about.

en
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• The message in the notice is for the readers who are the intended receivers of the information
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from the notice. m

ge

ss
• The message of the notice addresses the information or announcement the notice intends
to make.
se
id
br

• Phone numbers and addresses can also be mentioned in the notice for the benefit of the readers.
As
am

• The designation of the issuing authority along with the name is important because it gives
credibility to the notice.
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Answers will vary. Sample answer is provided for your reference.

'C

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es

b. This exercise will be done by the learners with the help of their teachers.
c.
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Ecology Club, Latur, Maharashtra

NOTICE
ity

My Green Story Speech Competition

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This is to inform all students of Mallory High School about the My Green Story Speech
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Competition to be held by the Ecology Club, in our school.

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Date: November 10, 2022

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Time: 10:30 am – 11:45 am

e

ss

Venue: Mini Auditorium

g

se
id

For registration details and other guidelines, contact the undersigned before Thursday,
November 3, 2022, during school hours.
br

As
am

&

Usmaan Musharraf
'C

President, Ecology Club

es

Latur Maharashtra
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d. The exercise will be done by the learners with the help of their partners and the checklist provided in
the coursebook.
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2C A Wake-up Call

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m
C.1 a. Windmill farms are used to harness the energy of the winds. It is a form of renewable and sustainable
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ss
energy. This activity has a positive impact on the planet.

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id

b. Industrial chimneys emit air pollutants into the atmosphere. This is extremely harmful to
br

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the environment.
am

c. Planting a sapling is one of the simplest and most effectives way to help the environment. This action

&
has a positive impact on the planet.
'C

s
d. Cars negatively impact the environment. They use fossil fuels such as petroleum and diesel to
es
function and in turn, they also emit carbon monoxide into the environment. They are not good for
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the planet.
Answers will vary. Sample answer is provided for your reference.
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C.2
Dos Don’ts
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1. Carpool or use public transport while travelling. 1. Don’t waste paper or plastic.

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2. Recycle. Reuse. Reduce. 2. Don’t waste electricity.
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3. Use reusable cups and straws. 3. Don’t waste food.

m
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Answers will vary. Sample answer is provided for your reference.
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C.3 in-text questions

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Q. Who lynched the lakes. Who?

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Who slaughtered the seas. Who?

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Whoever mauled the mountains. Whoever?

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What statement is the poet making here? (page 56)

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A. The poet is trying to make the statement that humans have harmed Earth with their actions.
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Q. Comment on the two different moods of the poem. (page 57)

A. The poem has two distinct moods. At the beginning of the poem, it has a solemn note, where the poet is
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suffering in pain as he witnesses the ill-treatment of Earth. In the latter half of the poem, the mood changes,
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and the poet seems hopeful even in the face of all the adversities the planet is facing and says that the earth
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will not die.

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C.4 a. ill-treated
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b. concern
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c. devastation
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d. helplessness
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e. survive
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f. abuse
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g. unshaken
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C.5 a. ii. options I, II and IV

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b. iv. The poet is talking about places all over the Earth.
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c. iii. factories.
d. iv. swansong.
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e. i. environmental crisis.
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C.6 a. i. depressing; reassurance

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b. iv. the cry of Nature

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C.7 a. The poet has a belief that the earth will not die. At the end of the poem, he is hopeful and says that the

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new rain will wash all the unpleasantness off the earth.

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b. The poet says that the acid rain has destroyed the trees and forests. It has tainted stretches of land
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making them unsuitable for vegetation. The rain has reduced the living elements into dust and dirt.

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c. No, the title of the poem is not completely in contrast to its content. The poet has described how
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As
humans have ill-treated and harmed the planet through their actions. He has detailed the atrocities
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committed against the plants and animals on Earth. He is also hopeful that things will change for the

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better. The title of the poem indicates the poet’s belief that the earth will survive at any cost.
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The use of the figures of speech such as metaphors, similes, alliterations and repetition makes the
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poem impactful and hard-hitting.
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Answers will vary. Sample answer is provided for your reference.
C.8 a. • To write from the perspective of the whale, imagine how its environment might have
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changed over time.

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• Write how human activities might have affected the whale’s home.
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• Express what the whale might be feeling about these changes.

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• You may also include how the whale has had to adjust to the changes caused by human
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activities.
• Write the paragraph in first person. m
ge

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Answers will vary. Some points have been given here to help you.
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b. Our happiness is linked to the well-being of Nature. If we harm Nature, we will be harmed in the long
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term as well. If we want to maintain our happiness, we have to start caring for Nature.
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• Give at least three ways in which you will protect the environment
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C.9
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• Begin each pledge with “I pledge to …”

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Answers will vary. Some points have been given here to help you.
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C.10 a. • a lake is killed by the arsenic urine

from the bladder of profit factories
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The lake and the factories have been personified here.

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• But our earth will not die.

Earth has been personified here,
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b. i. simile: A nuclear sun rises like a funeral ball

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ii. alliteration: weeping willow; sickly sea; wailing whale; coughing chaos
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iii. onomatopoeia: twittering

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ss
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c. i. Here are two instances of repetition:

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• But our earth will not die.

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Who lynched the lakes. Who?

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Who slaughtered the seas. Who?

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Whoever mauled the mountains. Whoever?

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Our earth will not die

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• But our earth will not die.

Fishes have died in the waters. Fishes
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Birds have died in the trees. Birds

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Rabbits have died in their burrows. Rabbits.

But our earth will not die
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ii. Repetition emphasises the dire condition of the planet. In its absence, the seriousness of the

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situation would be lost to the reader.

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d. The poetic device, enjambment, helps build up the tension indicating the dire impact of acid rain on
the Earth. It builds a crescendo in an effort to emphasise the grave consequences of acid rain.
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e. • Reducing man and meadow to dust and dirt.
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This line from the poem tells us that acid rain has had devastating effects on humans and their

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surroundings, reducing everything to dust.

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• the sea will drink its heart’s content
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This line from the poem tells us when the conditions are more favourable the seas will be

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rejuvenated and will once again teem with a variety of creatures.
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s
es Art Integration
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This exercise will be done by the learners with the help of their teacher.
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&
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es
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Unit

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3 Humour
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• Think of a story or TV show that makes you laugh or one you think is hilarious.

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a.
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• Ask your parents to tell you the name of a story or TV show that they think is hilarious.

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• Try to identify the reasons why you think your choice is funny.
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• Find out the similarities or differences between the stories or TV shows you and your parents like.
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Write down pointers about your findings.
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Answers will vary. Some points have been given here to help you.
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b. • Find the short stories from Malgudi Days by R.K. Narayan on the Internet or the school or the
neighbourhood library.
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• Read as many stories as you can and write down your observations on each of the stories.
ve

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• Write how these stories depict times different from the times we live in.

en
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• Look for similarities, if any, between Swami (the protagonist) and yourself.
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• m
Look for differences, if any, between Swami and yourself.
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• Write how you would approach a situation in comparison to Swami.
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id

Answers will vary. Some points have been given here to help you.
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As
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3A A Funny Fiasco
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A.1 A. A. Milne – Winnie the Pooh

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Charles Dickens – Ebenezer Scrooge

Douglas Adams – Marvin the Paranoid Android
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E. B. White – Stuart Little

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Hugh Lofting – Doctor John Dolittle

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Miguel de Cervantes – Don Quixote

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P. G. Wodehouse – Jeeves
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R. K. Narayan – Swami
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A.2 a. The number thirteen (13) is considered to be unlucky by many, especially having thirteen guests for
g

se
id

dinner. It is considered to be a bad omen keeping in mind the story of Jesus’s last supper. Judas was
the thirteenth guest at the final meal Jesus shared before his crucifixion. It was Judas who betrayed
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Jesus. Hence, the number 13 is considered to be unlucky, and people avoid dinner parties with
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thirteen guests.
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b. When some guests cancel at the last hour, we try to invite some other guests who would agree to
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come over at a moment’s notice. If this is not a possible solution, then we just go ahead with the
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guests that have confirmed. We may also send over the extra food to the guests who could not make it
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to the dinner party or simply give it away to people who are homeless or needy.
Answers will vary. Sample answer is provided for your reference.
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c. Before the party, the house is cleaned. Cushion covers, tablecloths and curtains may also be

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changed. The table is set with the finest of crockery and cutlery. Lights are put up and the music is set

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up as well. The decoration for a party depends on the occasion being celebrated.

en
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Answers will vary. Sample answer is provided for your reference.
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A.3 in-text questions
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Q. Why do you think Mrs. Pringle enters the stage in haste? What might this convey to the audience

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watching the play? (page 65)

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A. Mrs. Pringle seems to be in a hurry and bothered by something. This conveys a sense of urgency and
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panic to the audience watching the play.

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Q. Why do you think Mrs. Pringle pretends otherwise over the telephone? (page 68)
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s
A. Mrs. Pringle and Elaine are delighted when Jessica calls to refuse the invitation to the dinner party as they
es
would now be back to 14 guests. Nevertheless, she pretends otherwise over the telephone so that Jessica does
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not learn how Mrs. Pringle actually feels. Mrs. Pringle wants to be perceived as the perfect hostess.
A.4 iii. showing that she could deal with a difficult situation successfully
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A.5 a. do something for a laugh - vii. do something for fun or as a joke

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b. have the last laugh - vi. finally get an advantage from an argument or disagreement, when it seemed
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that you would not

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c. laugh all the way to the bank - iv. make a lot of money easily and feel very pleased about it
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d. laugh out of the other side of your mouth - viii. be forced to change from feeling pleased or satisfied
to feeling disappointed or annoyed m
ge

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e. laugh up your sleeve - iii. secretly find something funny
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f. laugh your head off - v. laugh a lot, loudly

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g. laughing stock - ii. someone or something that seems foolish or silly, especially by trying to be serious
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or important and not succeeding

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h. no laughing matter - i. very serious

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A.6
Name of Guest who Cancels Reason How Mrs. Pringle reacts
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Mr. Harper He is called away to meet a She is annoyed.

sick friend
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Mrs. Sedgwick She is caught in a snowdrift She is delighted.

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and cannot get another car.

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Mr. Darby Mr Darby’s child is suffering She tries to invite some more people in
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from chicken pox. Mr. Darby’s family’s place.

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Jessica She is suffering from a cold. She is delighted.

e

ss
g

Mr. Farnsworth He was called away on She is furious.

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business.
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A.7 a. iii. She had to cook for more people than what had originally been planned for.
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b. iv. apprehensive
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c. ii. no
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d. ii. untruthfulness; iv. pettiness

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A.8 a. iii. caught in a landslide

b. iv. determined
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c. iv. She was furious at Ella for telling Elaine about the house-guests, and did not want to bring eight

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people when only six were invited.

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A.9 a. No, I do not agree with this assertion. Mrs. Pringle was exhausted and harassed when she said these
words. She had invited her guests cordially for dinner, but many of them backed out at the last
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m
minute. She had invited Oliver Farnsworth as he was a rich businessman and wanted her daughter,
ge

ss
Elaine, to sit beside him. She tells Elaine: “Didn’t I put you next to Oliver Farnsworth? Millions! He’s

se
worth millions!” When Oliver Farnsworth also cancelled, Mrs. Pringle was very angry and out of
id

frustration uttered the words.

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b. No, Mrs. Pringle did not always say this. Oliver Farnsworth could not come for the dinner himself but
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sent the Prince of Wales instead. This changed Mrs. Pringles’ mind about Oliver Farnsworth.

&
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c. Mrs. Pringle was referring to the telephone when she used these words. It was the telephone that

s
was instrumental in giving all the bad news that evening. It rang several times to inform Mrs. Pringle
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about guests who could not make it to the dinner party.
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d. Yes, Mrs. Pringle changed this opinion by the end of the play. Though she said these words at the
beginning of the play, by the end of it when the Prince of Wales himself graced her dinner party,
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she was just glad that her dinner party was going to be a success. She no longer cared where anyone
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would be seated. She says: “…the guests may sit anywhere they choose.”
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A.10 a. Mrs. Pringles’ mood changed suddenly when she learnt that the Prince of Wales was coming for

t
en
dinner. She had eagerly invited Oliver Farnsworth, a wealthy and influential businessman, but she
ni

was very disappointed when he cancelled. Mr. Farnsworth had to leave for Boston for a business
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m
meeting, which made Mrs. Pringle very upset. She had taken the pain to arrange the most perfect
ge

ss
dinner party but over the course of the evening, everything was on the verge of getting ruined as the
guest cancelled one after the other. When she learnt that the Prince would be attending her dinner
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party in Mr. Farnsworth’s stead, her mood changed completely. Though she had been upset with
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Mr. Farnsworth for cancelling, she was delighted that he had asked the Prince to attend the
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dinner party.
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Here are the 5 words that describe Mrs. Pringle’s state of mind before she learnt about the
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Prince’s arrival:
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1. exhausted
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2. harassed
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3. furious
4. annoyed
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5. anxious
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Here are the 5 words that describe Mrs. Pringle’s state of mind after she learnt about the Prince’s arrival:
en
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1. relieved
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2. triumphant
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3. surprised
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4. pleased
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5. happy
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Answers will vary. Sample answer is provided for your reference.

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b. Mrs. Pringle considered herself to be a good hostess. She was anxious to make her dinner party a
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success. She had made the arrangements for the dinner party with utmost attention to detail. Mrs.
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Pringle had invited fourteen guests to the party. When the guests began to cancel at the last minute,
Pr

she was annoyed that her arrangements were disrupted. As more guests called to inform her that
they could not make it to the dinner party, she felt harassed. In an attempt to have fourteen guests,
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she resorted to inviting others at the last moment. As the time for the dinner party came closer,
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Mrs. Pringle was exhausted. Finally, when Oliver Farnsworth called to inform Mrs. Pringle, she was
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furious. She was sure that the dinner party would be an absolute failure.
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Mrs. Pringle was surprised to know that Oliver Farnsworth had sent the Prince of Wales instead of

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him. Farnsworth’s gesture greatly pleased Mrs. Pringle. All worries came to an end. She felt relieved

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and happy. She could now go ahead with the dinner party with fourteen guests as she had planned

en
ni
all along. She felt triumphant that her dinner party would be a bigger success than she had imagined.

m
I think Mrs. Pringle was fickle-minded. She was upset that Oliver Farnsworth, one of her
ge

ss
distinguished guests could not come. However, her attitude completely changed at the arrival of the

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Prince of Wales. On the other hand, due to the incidents that happened throughout the evening till
id

the dinner commenced, it would be justified to say that she had all the reasons for the transformation
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As
that she underwent.
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Answers will vary. Sample answer is provided for your reference.

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c. Yes, I think this is a humorous play. There are various instances of humour in the play. Here are some
'C

s
of the following:
es
Mrs. Pringle: That’s four out.
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Elaine: Then you’re only eight! Quick, the plates, Dunham—
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[Elaine begins to remove chairs and gathers up silver and plates feverishly. Mrs. Pringle helps. Dunham
gets confused and does many unnecessary things—removes plates, breaks them, drops silver—aimlessly
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trying to hurry.]
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Answers will vary. Sample answer is provided for your reference.

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en
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A.11 a. ii. present perfect

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b. iii. simple past

m
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c. i. simple present
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d. iv. future continuous

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e. iii. present perfect continuous

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f. ii. simple past

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A.12 a. had been playing

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b. will go
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c. have read
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d. will have reached

e. had been trying
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A.13 • Write a composition about a stand-up comedy workshop you attend every year.
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• The composition should be approximately 200 words long.

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• Use different forms of the past tense (simple past, past continuous, past perfect and past perfect
en
ni

continuous) to write about your experience last year at the stand-up comedy workshop.
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• Use different forms of the present tense (simple present, present continuous, present perfect and
e

ss

present perfect continuous) to write about this year’s experience at the stand-up comedy workshop.
g

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• Use different forms of the future tense (simple future, future continuous, future perfect and future
id

perfect continuous) to write about what you expect next year’s experience to be like.
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Answers will vary. Some points have been given here to help you.
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3B Ha Ha!

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B.1

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C J D E U E N H T C Q C

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O Z S N O R T N G H D G
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As
C A C K L E I P C U K B
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&
L G U F F A W Q M C M D
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s
M G K G I G G L E K L N
A T Y H F D esU S N L Y L
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A K E W G P E H E E N Q
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P I F N B T I T T E R U
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B.2 • While choosing a word pay close attention to the meaning. This will help you pick an instance that is
ve

best suited for this exercise.

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en
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• Before choosing the situation that makes you laugh in a particular manner, ensure that you can
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provide your reasons for the choice.

m
Answers will vary. Some points have been given here to help you.
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ss
B.3 in-text question
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id

Q. Try to think of any two things that make you laugh. (page 76)
br

As

A. There are many things that make me laugh. Among them are a funny movie or a TV show and a
am

funny book.
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Answers will vary. Sample answer is provided for your reference.

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B.3 podcast-based question

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Q. Listen to the podcast Becoming a Stand-up Comedian. Work in groups of four and perform a humorous
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skit in class. How many students laughed after your performance? Ask the others how you can improve
your performance. (page 78)
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A. • Decide the topic that your skit will be about.

rs

• Write a script of the skit before your performance.

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• A skit should have a beginning, a middle and an end.

en
ni

• Remember that the skit should have humorous elements. The topic of the skit could be
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humorous, and the personality or the characteristics of the characters in the skit could add
e

ss

humour or funny dialogues could add humour.

g

• Ensure that you practise before the real performance.

se
id

Answers will vary. Some points have been given here to help you.
br

As

B.4 This exercise will be done by the learners with the help of their teacher.
am

&

B.5 1. cartoon - a drawing, especially in a newspaper or magazine, that tells a joke or makes a humorous
'C

criticism
s
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2. hyperbole - a way of speaking or writing that makes someone or something sound bigger, better,
more, etc. than they are
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3. limerick - a humorous short poem, with two long lines that rhyme with each other, followed by two
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short lines that rhyme with each other and ending with a long line that rhymes with the first two
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4. parody - writing, music, art, speech, etc. that intentionally copies the style of someone famous or

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copies a particular situation, making the features or qualities of the original more noticeable in a way

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that is humorous

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5. practical joke - a joke that makes someone seem silly and involves a physical action rather than words
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m
6. punchline - the last part of a story or a joke that explains the meaning of what has happened
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ss
previously or makes it funny

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7. sarcasm - the use of remarks that clearly mean the opposite of what they say, made in order to hurt
br

someone’s feelings or to criticise something in a humorous way

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8. sense of humour - the ability to understand funny things

&
9. slapstick - a type of humorous acting in which the actors behave in a silly way, such as by throwing
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s
things, falling over, etc.
10. es
stand-up comedy - a comedic performance to a live audience in which the performer addresses the
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audience directly from the stage
B.6 a. i. ‘Laugh, and the whole world laughs with you’ is an adage which has been proven true over the
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course of time.
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ii. Good humour and laughter have social implications.

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iv. Laughter has positive effects on a person’s mind and body.

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b. iv. making us more intelligent

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c. i. evident
m
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d. i. play pranks on our friends
B.7 a. As children, we laugh way more than we do as adults. This lower frequency of laughter in adults is
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known as the humour cliff. A cliff is a high area of land that has a side that is very steep. I think this
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As

word is used to describe this phenomenon because the lower the frequency of laughter, the more this
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is detrimental to the person’s personal and professional life.

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b. The three positive effects of laughter on a person’s mind and body are as follows:
'C

i. It lowers the rate of the release of stress hormones.

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ii. It reduces pain in muscles.

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iii. It prevents cardiac diseases.

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c. There are different ways to combat the humour cliff. The first step is to smile. The next step is to count
our blessings. Lastly, we can make a list of positive things in our lives.
rs

d. A smile or some laughter in a dire situation is almost akin to a ray of sunshine that pierces through a
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volume of clouds. A smile gives us the strength to get through the toughest of situations.
t
en
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B.8 a. • Sometimes we may laugh so hard that we might experience choking.

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• This is another phenomenon associated with laughing hard. When one laughs very hard,
e

ss

tears may begin to roll down that person’s eyes. However, these tears have nothing to do with
g

sadness. Instead, they indicate a high intensity of laughing.

se
id
br

Answers will vary. Sample answer is provided for your reference.

As
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b. i. I. organs
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ii. III. stress response

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iii. II. satisfaction

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iv. IV. happier

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c. • Think of creative ideas for this exercise and put down your thoughts.
• Ensure that your ideas will make others laugh.
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• Use different forms of writing that can help you achieve the goal.
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• You can include pictures or drawings to enhance your chart.

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• Ensure that your chart is neat and legible.

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• The reader must be able to understand your message with ease.

m
Answers will vary. Some points have been given here to help you.
ge

ss
B.9 • for the welcome speech: Write three to four lines welcoming everyone to the talk you have organised.
Be sure to tell everyone the reason for holding the talk. Thank everyone for making time for attending

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id

the talk.
br

As
• for introducing the author you have chosen to invite, do the following:
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ơ Choose an author you are familiar with.

&
'C

ơ Use the Internet or books to find out more about the author of your choice.

s
ơ
es
Say five to six sentences introducing the author.
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ơ Include the achievements he or she is best known for.
ơ You may also speak of the professional and personal journey the writer has been on to be your
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choice today.
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ơ You may include the reason you have chosen to invite this author.
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ơ You may also include why this writer inspires you.

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ơ You can end this introduction by inviting the writer to come up and speak a few words.
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• for the role-play: While role-playing, keep in mind what a real talk would be like.
m
ge

ss
Answers will vary. Some points have been given here to help you.
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B.10 • Here are the authors whose stories you can choose from:
id
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ơ A. A. Milne
As
am

ơ Charles Dickens
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ơ Douglas Adams
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ơ E. B. White
es

ơ Hugh Lofting
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ơ Miguel de Cervantes
ơ P. G. Wodehouse
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ơ R. K. Narayan
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• Use the Internet or books to find stories written by these writers.

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• Choose any one story and read the same carefully.

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• Pay close attention to the characters and dialogues of the characters in the story.
U

• While reading the story, keep referring to the table in order to find the answers to the questions in
e

ss

the table.
g

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id

• Make notes while reading so that you do not lose track of your observations.
br

Answers will vary. Some points have been given here to help you.
As
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B.11 • While reading the story choose a scene that can be changed into a dialogue format.
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• You have already identified how the story can be made better. Now find out ways to make the scene
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you have chosen better.

es

• Make additions and subtractions to the scene to make it suitable for a dialogue scene. You may also
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change the set up to add humour.

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• Remember that dialogues are written in the present tense or the present continuous tense using the

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first person.

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• Use the checklist to check your partner’s work.

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Answers will vary. Some points have been given here to help you.

m
B.12 This exercise will be done by the learners with the help of their teacher.
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3C Cracking Impact
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C.1 • Choose a picture that you think is the funniest.
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• Give at least two reasons why this picture is the funniest.
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C.2 in-text questions
Q. Have you ever felt an earthquake? What are the things you noticed during the earthquake? (page 85)
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A. Yes, I have experienced an earthquake. During the earthquake, I felt the floor moving and the whole
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house seemed to be trembling. I heard the utensils rattling in the kitchen. The pictures on the walls were
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moving like a pendulum and curios fell off the shelves.

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Q. What do you think the Earthquake wanted to say to the Dormouse? (page 86)
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A. The Earthquake had become weak by the time he met the Dormouse. It would have perhaps requested
the Dormouse not to get angry. It probably wanted to pacify the Dormouse as it had been disturbed by
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the tremors.
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Answers will vary. Sample answer is provided for your reference.

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C.3 a. I was amused to read the poem the first time. The poem seemed to be a funny poem.
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Answers will vary. Sample answer is provided for your reference.

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b. My favourite line in the poem is “I never before was so mortified!” because this line is unlike anything
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earthquakes are in real life. Earthquakes are devastating in nature, and the feeling of being mortified
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seems to be a very unlikely feeling for the Earthquake.

Answers will vary. Sample answer is provided for your reference.
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c. My choice of an appropriate title for the poem is A Crashing Earthquake because earthquakes rush
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through the region and cause devastation in their way.

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Answers will vary. Sample answer is provided for your reference.

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d. There are approximately 500,000 earthquakes occurring every year. They happen mostly deep in the
Earth’s crust. Only 20% of the world’s earthquakes are felt by us.
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e. 1. grammar: stammer
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2. fatigue: league
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f. no
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C.4 a. iii. a country lane next to a field of grain

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b. ii. a river
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c. ii. Sentences 1, 3 and 5

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d. iii. tired and weary

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e. ii. a particular place

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C.5 a. i. not paying attention to where I am going

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b. i. The Earthquake and the Dormouse

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ii. Why Dormice Love Earthquakes

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iii. The Poor Earthquake
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iv. The Joys of Earthquakes
c. iv. shy and easily embarrassed.

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d. i. AAABACCC

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C.6 a. The Earthquake destroyed everything in its path. It rumbled and bumped into everything, knocking
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down buildings and destroying the roads, houses and palaces.

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If I were in the middle of a violent earthquake, I would feel scared. Yes, I would feel scared and

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nervous. No, I was amused reading this poem. I found the poem funny. This is because the
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Earthquake here is feeling embarrassed about the destruction he is causing. He is apologetic about
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his actions.
Answers will vary. Sample answer is provided for your reference.
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b. Yes, I agree with this description. Here are some lines from the poem as evidence:
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“What under the sun

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Have I gone and done?

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I never before was so mortified!”

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Then away he fled,

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And groaned as he sped:
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“This comes of not looking before I tread.”

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His voice with rage was a husky squeak.

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The Earthquake by now had become so weak

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He’d scarcely strength enough to speak.

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Answers will vary. Sample answer is provided for your reference.

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c. I do not find the poem humorous An earthquake is devastating for its victim. Earthquakes are
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unforgiving let alone being something that is apologetic for its actions. The poem fails to capture the
violent face of earthquakes.
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He even forgot the rules of grammar;

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All he could do was to feebly stammer:

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“I’m sorry, but I’m afraid it’s me.

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Please don’t be angry. I’ll try to be—”

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Answers will vary. Sample answer is provided for your reference.

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C.7 a. The Dormouse seemed to be an angry creature. He was quite particular about his timings. He was
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annoyed as the quivering of the nest destroyed his sleep.

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The Earthquake was timid in comparison to the Dormouse. It was embarrassed and frightened.
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It became weak by the time it reached the Dormouse’s nest. It apologised to the Dormouse for
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waking it up immediately.
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b. • Imagine what a dialogue between the Earthquake and the Dormouse can be about.
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• Put down two or three storylines for this dialogue.

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• Flesh out the one that you think will be the most humorous.
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• Use expressions, characteristic traits and other devices to add humour to this dialogue.
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C.8 a. i. Bumpyty-thump!

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Thumpyty-bump!—

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ii. Oh, what a crash!
Oh, what a smash!
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b. i. Till almost ready to faint with fatigue
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ii. “Oh, bother the Bats!” was all he said.

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c. i. The Earthquake has been personified.

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ii. The Dormouse has been personified.
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Art Integration
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This exercise will be done by the learners with the help of their teacher.
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Real-English Worksheet 1

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a. 1. Agriculture is the science of farming food and cash crops. Through agriculture, we get the food we
eat and the clothes we wear. For thousands of years, human beings have domesticated animals

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and cultivated plants for consumption. Human beings have gradually transitioned from eating
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raw food to being able to sow, harvest and cook their food. Presently, India is one of the top three
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global producers of many crops. From the period of the Indus Valley Civilization, humans have been

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cooking food, growing cash crops and making clothes from cotton. The different kinds of farming
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practised in India are irrigation farming, shifting cultivation and commercial agriculture. Food habits

s
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vary from place to place in India and remind us of our unity in diversity.
Answers will vary. Sample answer is provided for your reference.
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2. a. This exercise will be done by the learners with the help of their teacher.
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b. • Note down your ideas.

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• Write out your recipe.

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• Remember: a recipe includes the ingredients with measurements, the method and the

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process of making the dish.

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• Use the prompts on page 20 while presenting.

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Answers will vary. Some points have been given here to help you.
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c. • You may make a day-wise observation chart.
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• Do not forget to add the date.

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• You may make your observation chart in the following format:

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Date Observations Remarks

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Answers will vary. Some points have been given here to help you.
The advantages of growing crops at home are as follows:
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• the pleasure of having an eco-friendly home

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• a productive hobby
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• a fresh source of healthy vegetables

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• the proper use of domestic waste

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The disadvantages of crops at home are as follows:

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• high cost of such a setup

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• regular maintenance
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• lack of skill, impacting the production

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• use of gardening tools causing injuries

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Some edible crops that can be grown at home are tomato, chilli, beans, mustard, coriander
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and radish.
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Answers will vary. Sample answer is provided for your reference.

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b. The five causes of global warming are as follows:

1. deforestation
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2. industrialisation
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3. greenhouse effect

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4. increase in livestock farming

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5. urbanisation

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Answers will vary. Sample answer is provided for your reference.
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• Think of possible questions about these causes of global warming.
• The questions can be about what the phenomenon is and how it affects the earth.

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• You may also include questions about how we can change human behaviour related to these causes

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of global warming.
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Answers will vary. Some points have been given here to help you.

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c. • You can use the Internet or books to find out about the causes of global warming.

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•
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Find out information about the different phenomena that cause global warming, their effects and
the remedies.
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• While having a conversation, logically present all the information you have found out.
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• If you have any questions that arise during the conversation, do not hesitate to ask your partner
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the question.
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• You can also look up the Internet or books if you don’t have answers to any questions.

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d. 1. In Bengali, the word aam means mango.

2. m
No, unripe mangoes generally do not have hard seeds. (You can use the Internet or books to find
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out more.)
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3. The dried chilli has been removed from the pot once it is fried. This is so because the red chilli has
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been used for tempering the oil and adding flavour to the dish. Keeping the red chilli in the pot may
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make the dish spicier than needed.

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4. The lentil should be added to the cooking pot after frying the mango.
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e. also otherwise furthermore significantly besides such as notably

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and as a result alternatively additionally because yet

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f. Connector Function
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also, additionally, and addition

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otherwise contrast
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because, as a result, cause and effect

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such as, besides illustration

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g. Hence, and, but, Definitely

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• Think of a restaurant you love going to and describe it to your partner.

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h.
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• When you are talking about the reasons why this restaurant is your favourite, use connectors that
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show cause and effect or that show illustration; for example: because, as a result, such as, besides.
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• When you are describing the menu, you can use connectors to show addition; for example: and, in
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addition to, besides.

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• When you want to explain why you prefer this restaurant over others, you can use connectors that
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show contrast; for example, otherwise.

Answers will vary. Some points have been given here to help you.
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i. 1. because

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2. but

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3. When

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4. because
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5. as
6. Although

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7. but

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8. However, and
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j. best, most expensive, cheaper, good, cool, smaller, expensive
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k. 1. What are you doing next Saturday?
2.
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Will you have completed your exams by mid-May?
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3. Will only electric taxis be operating in 2030?
4. Have you been watching a lot of videos on your phone lately?
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5. Have you ever seen a tiger in a forest?

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6. Had you known about Kashmiri food before you read about it in this book?
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7. Will you come with me if I go to the zoo next weekend?

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8. Did you read about the accident in the newspaper this morning?
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l. 1. I am going to a party next Saturday. m

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2. Yes, I will have completed my exams by mid-May.
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3. Yes, Only electric taxis will be operating in 2030.

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4. No, I have been watching a lot of videos on my phone lately.

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5. No, I have never seen a tiger in a forest.

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6. Yes, I had known about Kashmiri food before you read about it in this book.
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7. Yes, I will go to the zoo with you next weekend.

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8. I read about the accident in the newspaper this morning.

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Answers will vary. Sample answer is provided for your reference.

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m. A: What is it that you have always wanted to learn?

B: I’ve always wanted to learn photography.
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A: Can you go out and see how the weather is outside?

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B: It’s bright and sunny outside.

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A: When do you usually watch the TV?

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B: I usually watch TV in the afternoon.

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A: Does an elephant move slowly?

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B: I think it moves slowly.

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A: How often do you travel by an aeroplane?

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B: I generally travel a lot by aeroplanes.

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A: What did you have for dinner yesterday?

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B: We had pasta for dinner yesterday.

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n. • Your skit should be about an occasion involving food preparation.

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• Decide the premise together.

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• A skit should have a beginning, a middle and an end.

m
• Do not forget to give a title to your skit.
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• Write a complete script before performing the skit.
• Ensure that you practice before the performance.

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Answers will vary. Some points have been given here to help you.

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o. • Conduct some research before getting down to work.

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• Your pictures do not have to be picture-perfect. They just need to depict irony.
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• Use a mix of pictures and text to convey your message.
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Try to depict topics that are relatable to the audience for the greatest impact.
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Answers will vary. Some points have been given here to help you.
p. This exercise will be done by the learners with the help of their teacher.
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4 Money and Us
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a.

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Things I Want Things I Need
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1. a better computer than I have 1. a good education

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2. an iPhone 2. good healthcare

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3. bluetooth headphones
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Answers will vary. Sample answer is provided for your reference.
• Observe a 500 - rupee note of the Indian currency carefully.
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b.
• Identify all the information present on the note.
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• Use your observations to design your own currency.

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t
• Once your note is complete, list your daily expenditure.

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• Calculate the total expenditure of your week.

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• m
Figure out whether your weekly expenditure includes any charitable causes.
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c. Here are some ways you can earn money as a 13/14-year-old:

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• You can tutor younger kids.

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• You can babysit kids in the neighbourhood.

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• You can ask your parents to pay you for the chores you do around the house.
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• You have a garage sale of your toys and other objects you do not use anymore.
• If you are good at making things such as handmade jewellery, you can also sell your wares to make
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some money.
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Answers will vary. Sample answer is provided for your reference.

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d. i. I will choose the Choco - Dotz Biscuits.

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ii. I will choose the Choco - Dotz Biscuits because by spending less amount of money, I am getting the
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maximum number of pieces. It has also been manufactured later than the other options, making it
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the freshest choice among the four options.

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Answers will vary. Sample answer is provided for your reference.

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4A Generosity
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A.1 a. • Think about the topic and find out whether you are for or against the statement.
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• List as many points you can think of that supports your point of view.
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• Ensure that you back your point of view with substantial examples.
• During the discussion in class maintain decorum.
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• If someone puts forth an argument you do not agree with him or her, let the person complete
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his/her thoughts. Then, you can rebut the argument and support it with examples.
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Answers will vary. Some points have been given here to help you.
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b. qualities I associate with a charitable person are as follows:

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• generous

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• kind

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• selfless
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• benevolent
Answers will vary. Some points have been given here to help you.

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A.2 a. 1. ineffectual - not having any effect

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2. buoyant - to be able to float
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3. extravagant - spending too much money, or using too much of something
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b. The learners will do this exercise using a dictionary.
A.3 a.
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Hughie Erskine was a very handsome and delightful person. He had crisp brown hair, grey eyes and
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a clear-cut profile. Hughie was also an accomplished person and very popular among his friends.
Unfortunately, he was unable to stick to any one profession and never could earn enough money.
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b. The speaker said these words because he was aware of the reality. The speaker knew that the man
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was not a beggar, but rather one of the richest men in Europe, a rich model who had commissioned
Alan Trevor, the speaker, to paint his portrait as a beggar.
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A.4 in-text questions

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Q. Why would Hughie be glum? (page 101)

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A. Hughie often looked glum as he did not have the money to get engaged and marry his fiancé, Laura
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Merton, who was the daughter of a retired Colonel. The Colonel did not say anything regarding their
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engagement; he only asked Hughie to earn 10,000 pounds on his own before he would allow him to marry
his daughter. This made Hughie even sadder.
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Q. How do you think Hughie felt seeing the beggar? (page 102)
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A. Hughie found the model amazing but felt miserable as he looked old and poor. He thought these kinds of
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models should be compensated as they were also working hard as the painters.
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Q. Why was Hughie upset with what Trevor said? (page 105)
A. Hughie, out of pity, had given the beggar the only sovereign he had. When he learnt the truth about the
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beggar actually being the richest man in Europe, Hughie felt ashamed. He was upset with what Trevor said
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because Trevor had disclosed everything, including Hughie’s financial status, to the model.
Q. Think about the two phrases: millionaire models and model millionaires. Why has the author used these
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two phrases? What do you think about the sentence as the closing sentence of the story? (page 106)
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A. The term ‘millionaire models’ refers to millionaires who act as models. On the other hand, the
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term ‘model millionaires’ refers to millionaires who can be considered to be role models for all other
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millionaires. The author has used these two phrases to explain that millionaire models are rare as only a
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few such models can become millionaires. On the other hand, model millionaires are rarer as very few
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millionaires could be considered to be role models in the world. The author used these lines to convey the
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Baron’s generosity.
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A.5 a. This exercise will be done by the learners with the help of their teacher.
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b. This exercise will be done by the learners with the help of their teacher.
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c. tears and tatters - synonyms and alliteration

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patched and cobbled - synonyms

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finished and framed - alliteration

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d.
Word 1 Clue (type) Word 2 Write the Binomials

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1. black opposite i. greet black and white

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2. more repetition ii. troubled (This is the extra word.)
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3. meet rhyming iii. simple more and more

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or
4. plain synonym iv. less meet and greet
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5. tried alliteration and v. more plain and simple

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6. more opposite vi. white tried and tested

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es vii. tested more or less
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e. i. plain and simple
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ii. black and white

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iii. more or less

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iv. More and more

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A.6
Action Impact
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The Colonel was very fond of Hughie but would m

Hughie often looked very glum and had to go to
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not hear of any engagement. Laura for consolation.
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The model was very keen to know about Hughie. Alan Trevor provided all the information about
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Hughie to the model.

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Hughie slipped the sovereign into the beggar’s The old man started, and a faint smile flitted across
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hand as a gesture of charity. his withered lips.

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The envelope marked ‘A wedding present to Hughie could finally get married to Laura as the
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Hugh Erskine and Laura Merton, from an old Baron had generously given him the required 10,000
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beggar’ was handed over to Hughie. pounds as a gift.

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A.7 a. i. his financial status; iii. his love interest and approaching wedding
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b. ii. spending more money than in the bank

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c. iv. the real identity of the beggar

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d. i. surprise
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e. iv. witty
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A.8 a. iii. a fixed sum

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b. ii. He was appalled to see the old man’s rags and his condition.
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A.9 a. Hughie could not marry Laura due to his poor financial condition.
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b. Yes, Hughie felt sorry for the old man. Hughie sympathised with the old man as he thought the man
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was in a miserable condition. He wished that the man would be compensated for his hard work.
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c. The old man, in reality the Baron, was interested in knowing everything about Hughie because he
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was generous and wanted to help Hughie. He also knew about the Colonel’s condition about Hughie
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earning 10,000 pounds.

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d. Hughie did not approve of what Trevor had done. Hughie was already embarrassed after knowing
the Baron’s reality and for giving the Baron a sovereign. He was upset that the Baron would think him
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to be a foolish person.
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e. The old model did not want to sign Hughie’s wedding card as Baron Hausberg because he did not

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want to embarrass Hughie. He wanted to be viewed as an old beggar, the way Hughie saw him.

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A.10 a. Yes, Baron Hausberg was both a model millionaire and a millionaire model. Baron Hausberg was a
millionaire who posed as a model for painters such as Alan Trevor. He was also a model millionaire
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m
as he was a role model for people as along with being rich and powerful, he was generous too.
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b. • Think about the statement and mention if you are unable to stick to one thing.

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• List the reasons why you think you cannot stick to one thing.
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• You must also write down how you can change this quality of yours and be able to focus on
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one thing.

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Answers will vary. Some points have been given here to help you.
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c. The Colonel was retired and was Laura Merton’s father. He admired Hujghie’s personality but

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was apprehensive about his financial condition. Though he had the resources, he did not take the
initiative to get Hughie and Laura engaged.
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Hughie was a handsome and charming man. He was popular among his friends. He was
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accomplished and had no steady job as he was whimsical.

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Alan Trevor, on the other hand, was a composed person, who loved Hughie’s charm and delightful
personality. Baron Hausberg was a spirited man. He was very rich but also generous and helpful.
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A.11 This exercise will be done by the learners with the help of their teacher.

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A.12 This exercise will be done by the learners with the help of their teacher.
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A.13 a. N m
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b. N
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c. F
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d. N
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e. N
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f. N
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A.14 a. gerund
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b. gerund
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c. participle
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d. gerund
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e. participle
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f. gerund
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A.15 Investing, to help, to put, fixed, to choose, to achieve

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4B Money Matters
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B.1
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What is this picture Who do you support What is the best way If you were a parent,
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showing? and why? to get money which situation would

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to accomplish you favour and why?

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Situation B?
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The picture shows two I support Situation The best way to If I were a parent, I
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situations. Situation A: A 2 because the child accomplish Situation would favour Situation B
child is asking his father for has learnt how to save B is to request your because saving money is
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a new desktop computer. money so that he can parents to pay you for an important life skill that
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buy the things he the chores you do I would want my

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Situation B: A child has desires to buy. Saving around the home. You child to develop.

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saved up money to buy a money is a good skill can also babysit kids

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new desktop computer. to learn. in the neighbourhood

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or have a garage sale.

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Answers will vary. Sample answer is provided for your reference.

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B.2 in-text question

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Q. Do you get pocket money from your parents? If yes, how do you spend it? (page 113)

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A. Yes, I get pocket money from my parents. I usually spend the money on sweets, snacks or for movies. I save

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the money remaining at the end of the month so that I can save up to buy something nice for my birthday.
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Answers will vary. Sample answer is provided for your reference.

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B. 2 podcast-based question
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Q. Listen to the podcast Developing the Fiscal Sense of the Youth. Work in groups of four. Discuss the
following questions:
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• Do you get pocket money?

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• If yes, do you get the money weekly, monthly or yearly?

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• If no, do you want to request your guardians for it? How can you convince them for it? (page 113)

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ơ Before discussing the questions, read them carefully and think of your answers to the questions.
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The whole point of discussing this is to learn about different perspectives, so let everyone
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complete what they are saying.

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Answers will vary. Some points have been given here to help you.
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B.3 This exercise will be done by the learners with the help of the teachers.
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B.4 This exercise will be done by the learners with the help of the teachers.
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B.5 a. The highlighted phrases express the opinion of the speaker.

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b. This exercise will be done by the learners with the help of the teachers.
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c.
Opinion Words Transition Words
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I have no doubt… In addition to that…

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I’m certain… Furthermore…

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I strongly believe… Moreover…

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You also have to consider… What is more…

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In my point of view… I might also add...

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I’m absolutely certain… Perhaps I should also mention…

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I’m fairly confident… Not to mention the fact...

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After much thought…

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d. i. In my point of view
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ii. in my opinion
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iii. I strongly believe

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iv. I’m absolutely certain

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B.6 a. ii. the children of today have a lot of needs due to their lifestyles
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b. iii. develop a strong work ethic

c. iv. form most of their habits and routines by the age of nine
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d. iv. They become more aware of what they truly want.

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B.7 a. In my opinion, Alia has presented her argument better. In today’s day and age, there is no harm in

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giving pocket money to a 14-year-old child. She is right in saying that pocket money teaches one

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to become responsible and independent. When parents give pocket money, children feel that

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their parents bear trust in them. They learn to take responsibility and try to spend wisely. If guided

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properly, the children may even try to save some of the pocket money they receive. If they are paid
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money for the household chores they take up, they think it is an earning and in the process learn
work ethics. This creates awareness about the cost of their need. When they use their own money,

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they understand the value of it, which leads them to spend wisely.
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Answers will vary. Sample answer is provided for your reference.
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b. It is very important to earn money. All our needs can be met if we earn money. It is equally important

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to save money. Life is unpredictable and it is always better to have some money saved up for a rainy
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day. When children earn money, they learn to take responsibility for their actions. They learn that
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money does not come easily, and it only comes through hard work. They try to spend wisely and buy
only those things that they need. Eventually, if guided properly, they may even end up saving some.
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Answers will vary. Sample answer is provided for your reference.
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c. It is a mixed feeling while spending my pocket money. Sometimes it is tough to buy any luxury item
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with my money. I have to think hard and come to a decision. On the other hand, sometimes I feel
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content and happy when I could buy things that I have longed for a long time with my own money.

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Answers will vary. Sample answer is provided for your reference.

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B.8 a. Yes, I agree with the statement: Getting pocket money teaches children to be money-wise. Pocket money
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teaches children to become financially aware and responsible. It helps them to plan their expenses
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and spend in a sensible manner. They learn how to save and invest. They also learn the importance of
budgeting and then carefully use that money. Children observe how their parents manage their finance
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and try to follow that for the better. They realise how difficult it is to earn money. Money does not come
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without hard work. This helps them to manage money properly in the future. When children buy things
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with their own earned money, they become aware of their exact needs.
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Answers will vary. Sample answer is provided for your reference.

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b. The statement Pocket money creates differences among children because not all parents can afford
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to give their child an allowance. is somewhat true. In a society, there are people from different
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economic backgrounds. There are parents who have no difficulty giving a sum as pocket money to
their children but there are also parents who cannot indulge themselves in doing this. This difference
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creates dissent in those who are not that privileged. Most of the time they do not get what they desire
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and sometimes try to get them in the wrong way. Some children who receive a good amount as
pocket money, sometimes become spendthrifts and even waste money. Everyone cannot manage
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money properly and ends up messing it up.

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Answers will vary. Sample answer is provided for your reference.

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B.9 Returning a purchased item can be a difficult or complicated process.

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• What was the item you purchased?

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• Why did you have to return the item?

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• What did you tell the salesperson?

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• How did the salesperson react to your request?

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• Was money returned or did you receive store credit?

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• How was your overall experience?

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• What did you learn about the experience?

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Answers will vary. Some points have been given here to help you.
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B.10 a. iii. 6
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b. ii. grey boots

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B.11
i. the customer’s mobile number 9999933220

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ii. the customer’s address 63, Green Avenue

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iii. the colour of the previous item purchased golden

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iv. the percentage (%) of discount received on the previous item 30

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v. the final amount paid by customer Rs 800

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B.12 a. Discounts and sales always excite us because we get the sense that we would be saving money if were

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to purchase the items on sale. Discounts and sales encourage us to purchase items that we may not
have bought unless they were on discounts or sale.

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Answers will vary. Sample answer is provided for your reference.

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b.
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Stores and showrooms often offer discounts to attract customers. They decrease the price of some
products to sell them quickly, clear old stock or before introducing new products. Stores and
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showrooms keep customers interested in coming back.
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Answers will vary. Sample answer is provided for your reference.

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c. Some people avoid purchasing discounted products because they think that it must be a ploy on the
part of the shop owners to entice customers to buy more than they need to. Some even believe that if
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the item is on sale there might be some defect in the item.

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Answers will vary. Sample answer is provided for your reference.

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B.13 Points to be kept in mind while presenting a debate are as follows:
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• You should be convincing enough on your subject and must have a good understanding of it.
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• You need to be mindful of your composure.

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• Always provide relevant points connected to the topic.

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• Provide proper proofs and involve the audience.

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• Be careful with the language.

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• Give comparisons and claims to explain why you are speaking for/against the topic
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B. 14 a. Answers will vary. Some points have been given here to help you.
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b. Answers will vary. Some points have been given here to help you.
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c. • Choose whether you are for or against the debate topic.

• Jot down the points that support your point of view.
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• Include examples to support for your point of view.

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• Ensure that you put your point forward in complete and clear sentences.
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• Be confident while putting your point forward.

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Answers will vary. Some points have been given here to help you.
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B.15 • Read the lesson carefully.

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• Make notes of what you observe while reading the lesson.

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• Notice how the debaters have put across their points of view.
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• Notice how the debaters have supported their points of view.

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• Make a note of how the characters respond to their opponent.

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Answers will vary. Some points have been given here to help you.
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B.16 I will be speaking for; National surveys show that; where they will eventually need; choosing a new mobile
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phone; The first argument that I would like to put across is that; Sadly; The next argument that I would like
to state is that; enable children to acquire; Along with this; This is demonstrated by; To summarise
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B.17 • Jot down the points that support your point of view.

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• Include examples to support for your point of view.

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• Ensure that you put your point forward in complete and clear sentences.

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• Be confident while putting your point forward.
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Answers will vary. Some points have been given here to help you.
B.18 The learners will use the checklist for this exercise.

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B.19 The learners will use the checklist for this exercise.

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4C Costlier Than Money

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C.1 a. • es
The boy is playing with a paper boat.
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• The boy is pushing a wheelbarrow.
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• The boy is balancing books on his head and hands.

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• The girl is playing on a swing.

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• The girl is flying a toy aeroplane.

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• The man is working on a computer.

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b. The children are enjoying themselves. The man doesn’t seem to be enjoying himself. It is evident
from the expression on their faces. m
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Answers will vary. Sample answer is provided for your reference.
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c. I see myself in the picture where the girl is swinging from a tree because that would make me feel
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happy and joyful.

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Answers will vary. Sample answer is provided for your reference.

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C.2 in-text questions

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Q. What are glad games? (page 123)

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A. The term glad games refers to games that make one happy.
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C.3 Children play games with mud-pies and sticks, and adults are busy with their lumps of gold and silver.
According to the poet, both are playing games. The difference between the games played by children and
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adults is that children find and create their own games, but adults have to follow the rules and standards
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set by other people. Children are content and happy playing with mud while adults are caught in this
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materialistic world with lots of wealth but at the cost of being unhappy.
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Answers will vary. Sample answer is provided for your reference.

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C.4 a. ii. monetary gain which is the end goal for most adults
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b. iii. whatever they find

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c. ii. the adult who is now weak and ageing

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d. ii. endless
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e. i. Enjoy the simple pleasures of life.

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C.5 a. iii. mud-pies and sticks as he has forgotten how to be absorbed in them
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b. ii. thoughtful
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C.6 a. The child and adult both are playing — the child with mud and twigs, and the adult with money.
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b. The child would think that the adult’s game is stupid because the adult though playing with gold and
silver, is unhappy.
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c. An adult generally seeks materialistic achievements and desires more and more.
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d. The adult realises that he is playing the game of life.

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C.7 a. The adult calls the act of being absorbed in sticks and mud-pies an art. He thinks it to be an art form,

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which is the art of simplicity. He emphasises on simplicity. It is all about finding joy in everything

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worldly and still remaining content with what one has.

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Answers will vary. Sample answer is provided for your reference.
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m
b. The poem compares the anxieties of adulthood with the simple pleasures of childhood. The poet
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draws the comparison to show if we continued to live as children do then the anxieties of adulthood

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would be non-existent. He says that as we grow up, we make our lives more complicated as we run
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after materialistic needs. If we just remembered that life is a game and took it easy, life would be

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devoid of all complexities. He insists that life is about finding joy in the smallest of things, which
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children are able to achieve seamlessly.

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C.8 • Think of all the games that you like playing with your friends.

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•
•
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Come up with two games on your own.
Remember that the game should be easy to understand.
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• The things required to play the game must a bare minimum so that it is not complicated for the players.
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• Write down the rules and requirements of the games you make before sharing them with
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your classmates.
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• Remember if your game is easy to understand more people will want to play your game.

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Answers will vary. Some points have been given here to help you.
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U

C.9 a. The poem is written in free verse. The lines do not end in rhyming words.
b. m
An example of a metaphor from the poem Playthings is the phrase ‘sea of desires’. The poet makes an
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indirect comparison of a human’s desires to the sea. He is trying to convey that a person’s desires are
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never-ending like the sea.

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c. These instances direct the reader towards the mood and message of the poem. It indicates what the
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poet has emphasised on and what that emphasis indicates.

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Answers will vary. Sample answer is provided for your reference.

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d. The phrases ‘how happy’ and ‘with whatever’ are two more instances of alliteration.
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e. The word ‘game’ has been used in a connotation that indicates that playing a game is child’s play;
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something that may be silly or childish.

C.10 The learners will use the checklist for this exercise.
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C.11
Elements of the Poem Playthings Epigram for Wall Street
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central idea simplicity; the innocence of a child finance; saving money

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tone thoughtful funny

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mood sad humorous

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a word that is repeated ‘child’, ‘game’ ‘fold’

g

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Art Integration
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This exercise will be done by the learners with the help of their teacher.
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Unit

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5 Tourism
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m
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• Choose the place of your choice.

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• Use the Internet or books to research the place of your choice. Choose the place

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• List the tourist attractions at the place of your choice.
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• Plan the financial aspects of the tour—the train or flight fares, hotel tariff, etc.
• es
Compare different places for accommodations and choose the accommodation that is best suited for
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your trip.
• Create an itinerary for your trip. Include all the activities you can engage in on the trip.
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• Ensure that you make note of factors such as the weather conditions in the place you have chosen.
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Answers may vary. Some points have been given here to help you.
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• While discussing with your partner, ensure that you have all the pros of the place you want to visit.

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• Put forth your reasons for choosing the place for your trip in a clear and comprehensive manner.
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• m
When your partner is giving their reasons for choosing a place, be patient and hear them out.
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• Do not interrupt them while they are speaking.
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Answers may vary. Some points have been given here to help you.
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5A A Race against Time

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A.1 H E L I C O P T E R
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C M Z V N A Q O J A
A S I G Z J T Y P E
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R H L Y B M R B N R
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E Q R L I U A U X O
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S H I P C W I S U P
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T A U Z Y G N A B L
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B M K W C L B L O A
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A Z S Z L S Z N A N
g

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D D H S E L P R T E
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Vehicles that Travel on Land Vehicles that Travel in Air Vehicles that Travel in Water
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car aeroplane ship

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train helicopter boat

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bus
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cycle
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• Depending on how you think your journey is going to be, choose the modes of transport.

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• Write down your reasons in a complete and comprehensive manner.

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• Remember to mention why you prefer one mode of transport over the other.

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Answers may vary. Some points have been given here to help you.
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A.2 a. Time passed quite quickly in Mongolia. Most of the travelling time was consumed by the mouth-
watering breakfast, lunch, dinner and supper that was spread on the cabin tables. The passengers

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also spent much of their time singing, dancing and playing games.
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b. The Red Sea was often very rough especially when winds blew from the African and Asian coasts.
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Naturally, the passengers on board used to get worried and stopped all their activities. However,

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Phileas Fogg though worried within did not show any outward signs of that. He did not wish to
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interrupt his journey by being anxious and worried. He was not afraid of the turbulent sea and not
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interested in the sight of the historic towns and villages. He was known to be an indifferent and
uncaring person.
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A.3 in-text questions
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Q. Why did the singing and dancing cease suddenly? (page 132)
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A. The singing and dancing ceased suddenly as the sea had become very rough. This happened due to the
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winds that blew from the African and Asian coasts.

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Q. How would you pronounce the word quays? (Hint: There is another word in English with the same
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pronunciation.) Try to pronounce it and then listen to the audio given to check your pronunciation.
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(page 133) m
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ss
A. This question will be done by the learners with the help of their teacher. (The other word pronounced the
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same way is keys.)

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Q. Do you agree with Monsieur Fix that India is a very curious place? Why/Why not? (page 133)
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A. Yes, I agree with Monsieur Fix. The story is set in the late nineteenth century. At that point, there were
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many beliefs and things that did not match with those of the people from the Western world. India was a
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country where religions, such as Hinduism, Islam and Buddhism existed simultaneously. Therefore, one
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got to see temples, mosques and even pagodas. This was something very different from the place where
Monsieur Fix belonged. People believed in lots of superstitions often not that logical.
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Answers will vary. Sample answer is provided for your reference.

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Q. What does Fix mean by perhaps a diplomatic mission? (page 134)

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A. Fix means that Mr. Passepartout was probably on a secret mission on behalf of the French government.
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A.4 This exercise will be done by the learners with the help of their teacher.
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A.5 1. khaki Hindi

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2. aficionado Spanish
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3. gourmet French
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4. fjord Norwegian
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5. kindergarten German
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6. tycoon Japanese
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7. pizza Italian
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8. kung fu Chinese
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A.6 1. cul-de-sac - e. a short road that is blocked off at one end

2. entrepreneur - d. someone who starts their own business especially when this involves seeing a
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new opportunity
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3. karaoke - h. a form of entertainment in which recordings of the music but not the words of popular
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songs are played, so that people can sing the words themselves
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4. origami - b. the art of making objects for decoration by folding sheets of paper into shapes

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5. paparazzi - f. photographers who follow famous people everywhere they go in order to take

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photographs of them for newspapers and magazines

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6. patio - a. a flat hard area outside, usually behind a house where people can sit

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7. siesta - c. a rest or sleep after lunch, especially in hot countries
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8. tattoo - g. a permanent image, pattern, or word on the skin that is created by using needles to put

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colours under the skin

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A.7 • Mocha, surrounded by its ruined walls where date-trees were growing, was sighted by the people
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aboard the Mongolia. 2

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• Phileas Fogg and Passepartout went ashore at Aden. 5
'C

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• Phileas Fogg and Passepartout started their journey from Suez. 1
• es
The Mongolia came in sight of the Indian coast. 7
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• The Mongolia hauled up at the quays of Bombay. 8
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• The Mongolia passed through the Strait of Bab-el-Mandeb. 3

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• The Mongolia put in at Steamer Point, north-west of Aden harbour, to take in coal. 4
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• The Mongolia slowly moved out of the roadstead, and was soon once more on the Indian Ocean. 6

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A.8 a. i. Passepartout wanted to befriend Monsieur Fix.

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b. iv. “Several times. I am one of the agents of the Peninsular Company.”

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c. i., ii. m
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ss
A.9 a. ii. his valet Passepartout
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b. i. cautious
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c. ii. itinerary
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A.10 a. The statement that Mongolia was an efficient ship was correct. Although the sea was turbulent at
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times, it sailed off smoothly. The engineers’ vigorous efforts and rapid speed did not deter it from
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sailing straight on.

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Answers will vary. Sample answer is provided for your reference.

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b. Monsieur Fix, when referring to the diplomatic mission, meant that maybe Phileas Fogg was on a
secret mission which he had hidden from Passepartout.
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c. I agree with the above statement. Travelling is a learning process as there is no harm to gain
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knowledge about new places. It is a good way to learn and make oneself aware of different cultures.
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Answers will vary. Sample answer is provided for your reference.

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d. Phileas Fogg passed his time in Mongolia quite nicely. He enjoyed all his meals, in spite of the rolling
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and hurling of the steamer. He played whist the whole day with some of his co-passengers.
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e

A.11 a.
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Date Event Sights

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9 October boarded the Mongolia at Suez the tranquil Red Sea and
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narrow gulfs
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13 October sailed past Mocha dismantled fort, ruined walls

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with date-trees growing on

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them, vast coffee-fields on the

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mountains beyond
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14 October passed through the Strait of a lighthouse

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14 October Phileas Fogg and his valet went mixed population that

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ashore at Aden comprised the 25,000

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inhabitants of Aden

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18 October continued voyage on Indian all sails aiding the engine,
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Ocean singing and dancing on the
deck resumed

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20 October came in sight of the Indian a range of hills lay against the
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As
coast sky in the horizon and soon
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the rows of palms which adorn

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Bombay came into view
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b.
es
I boarded Mongolia from Suez to Bombay via Aden on the 9th of October. On the 13th of October,
Mongolia sailed passed Mocha. It was surrounded by ruined walls, with date trees growing around
Pr
them and dismantled fort. I could see vast coffee fields in the mountains. On the 13th night, it passed
through the Strait of Bab - el - Mandeb. On the 14th evening, Mongolia reached Aden before time.
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On the same night I went ashore and observed the mixed population of Aden. On 18th October, it
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continued its voyage on the Indian Ocean. At this point the sea was calm and the sails were helping
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the engine as the wind was blowing from the northeast. Dancing and singing resumed on the deck.

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Finally, on the 20th of October, I saw the Indian coast. A range of hills lay against the sky on the

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horizon. The rows of palm trees that decorated Bombay became visible. At half - past four, Mongolia
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hauled up in the quays of Bombay. m

ge

ss
Answers will vary. Sample answer is provided for your reference.
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id

c. • First, make a list of things that you see around you.

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• Write why you think or don’t think that Monsieur Fix has given an accurate account of India.
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• Compare your list with Monsieur Fix’s account and find out how the account is exaggerated.
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• Write about the effect such an exoticisation or exaggeration might have on a listener who does
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not know about India.

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Answers may vary. Some points have been given here to help you.
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A.12 This sentence is in the passive voice.

A.13 1. The voyage was enjoyed by Passepartout. passive
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active: Passepartout enjoyed the voyage.

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2. This pretended tour in eighty days may conceal some secret errand. active
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passive: Some secret errand may be concealed in this pretended tour of eighty days.
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3. The four players were playing whist silently. active

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passive: Whist was being played by the four players silently.

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e

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4. Phileas Fogg and Passepartout were being followed by Monsieur Fix. passive
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active: Monsieur Fix was following Phileas Fogg and Passepartout.

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5. Phileas Fogg observed the memorable scenes of the Red Sea. active
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passive: The memorable scenes of the Red Sea were observed by Phileas Fogg.
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A.14 This exercise will be done by the learners with the help of their teacher.
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A.15 1. D
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2. ND
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3. ND
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4. D
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5. ND
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6. D
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A.16 a. Paris:

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Paris, which is the capital of France, is a famous European city.

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My brother went to Paris, which is a five-hour flight from here.

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b. Great Barrier Reef:
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The Great Barrier Reef, which is located in Queensland, Australia, is the world’s largest coral
reef system.

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id

It is composed of 2900 individual reefs and 900 islands, which stretches over 2300 km.
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As
c. Jaisalmer:
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Jaisalmer, which was formerly a princely state, is located in the western Indian state of Rajasthan.

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It is in the heart of the Thar Desert, which is distinguished by yellow sandstone architecture.

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d.
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Andaman and Nicobar Islands:
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The Andaman Islands are an Indian archipelago located in the Bay of Bengal, which has white sand
beaches, mangroves and tropical rainforests.
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The Andaman and Nicobar Islands are a union territory of India, which consists of 572 islands.
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e. Sahara Desert:
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The Sahara Desert, which is in the African continent, has an area of 9200000 sq km.

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It is the largest hot desert in the world, which is only smaller than the deserts of Antarctica.
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Answers may vary. Sample answer provided for your reference.

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5B Heaven on Earth
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B.1 • Things you might do before a trip to the beach.

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• First thing you need to carry is a water-resistant bag to keep your valuables.
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• Carry biodegradable bags for the trash.

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• You should avoid any kind of plastic.

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• Carry reusable glasses and plates.

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• Things you might do after a trip to a beach to keep it clean.

• Take care of your trash and never throw them on the beach.
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• Do not feed any marine animals.

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• Clean up properly before you leave the beach.

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Answers may vary. Some points have been given here to help you.
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B.2 in-text questions

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Q. If you were to make a travel vlog, which place you would like to visit? (page 143)
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A. If I were to make a travel vlog, I would opt for a hill station like Mussoorie.
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Answers may vary. Sample answer provided for your reference.

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Q. Imagine you are visiting the Andaman Islands with your friends and family. What are the activities you
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would like to participate in there? (page 145)

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A. The activities that I would like to participate in there are trekking, mountain biking, scuba diving,
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canoeing and other water sports.

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Answers may vary. Sample answer provided for your reference.

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B.2 podcast-based question

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Q. Listen to the podcast Travelling to the Indian Archipelagos. Work in pairs. Imagine you are the school trip

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organisers and this time, you are in charge of planning a trip for your whole class. Discuss about the ideal
place to travel. Collect ideas from other classmates and teachers. Discuss the pros and cons. Then present
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your ideas to everyone. (page 146)
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A. • Start planning in advance.

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• Discuss with your classmates and teachers and select the place for the school trip.
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• Get permission from your principal.
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• Do research on the particular place.

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• Take help from your teacher and contact a tour operator.

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•
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Plan the financial aspects of the trip.
Book tickets in advance.
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• Make sure that the students should be aware of all the rules and regulations.
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• Students should carry appropriate clothes and some essential medicines.

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• Conduct a meeting with the parents and share all the information about the trip.
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Answers may vary. Some points have been given here to help you.

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B.3 This exercise will be done by the learners with the help of their teacher.
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B.4
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This exercise will be done by the learners with the help of their teacher.
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B.5 This exercise will be done by the learners with the help of their teacher.
B.6 1. swimming
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2. kayaking
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3. surfing
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4. snorkelling
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5. whitewater rafting
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6. scuba diving
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B.7 a. iii. The writer wants to immediately begin to explore all the things the place has to offer.
b. iv. spotting leatherback, hawksbill, olive ridley and green turtles’ nests on the same coastal stretch
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c. ii. progenies
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d. iii. both options i. and ii.

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B.8 a. Ships sail to the Andaman Islands from the ports in Kolkata, Chennai, and Vishakhapatnam and not
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from Mumbai, Goa and Cochin because the Andaman Islands are on the Bay of Bengal and not on
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the Arabian Sea.

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b. i. The Andaman Islands were used as a prison during the British Raj. The Cellular Jail was
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built in 1906. Freedom fighters were deported to this jail and kept in solitary confinement till
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death. It has witnessed the most inhuman atrocities borne by freedom fighters. After India’s
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Independence, it has been converted into a memorial and museum. It has a photo and an
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exhibition gallery, an art gallery and an eternal flame of freedom, called the Swatantrata Jyoti.
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ii. Netaji Subhas Chandra Bose Island, formerly known as Ross Island, is an island of the Andaman
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Islands. It is situated three kilometres from central Port Blair. This island was a convict
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settlement established in 1858 mainly to jail prisoners from the 1857 Sepoy Mutiny.
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c.
i. Swaraj Dweep diving, snorkelling, kayaking

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ii. Kalipur Beach hiking

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iii. Mahatma Gandhi Marine National Park snorkelling

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Answers may vary. Sample answer provided for your reference.
d. The writer says this as most of the time tourists behave carelessly and damage natural and marine

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resources. Tourists cause enormous stress on local land use. This leads to soil erosion. The influx of
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tourists also puts the endangered species in a spot of bother. As pollution increases, marine life gets
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disturbed along with the destruction of natural habitats. All these human activities have a lasting

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impact on the ecology and biodiversity of a tourist spot.
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B.9 a. rotary intersection: the enlarged intersection of roads where vehicles change their directions
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breathtaking: extremely exciting and beautiful
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blog: a regular record of one’s opinions and experiences that one puts up on the Internet for others
to read
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T-point: a road that bifurcates into two roads, one on the right and on the left, making a shape like a T
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b. i. St Peter’s Road
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ii. Ayan: We have come to the wrong place. We need to go back to St. Peter’s Road.

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Cab driver: Riverside Road allows only one-way traffic, so we can’t go back to St. Peter’s Road.
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Ayan: Okay, then let’s head straight and take the right turn. We will be on Serene Walk Road then.
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Cab driver: Oh yes, as we turn right, you can get a glimpse of Pine Peak on the left and the river
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on the right.
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Ayan: Oh, that’s wonderful. And if we stay on this road, we will reach Meera’s house in Serene
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Walk soon.
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Cab driver: Absolutely, and you will also be able to see the cotton plantation which is located
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just behind Serene Walk.

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c. • Write informal letters for this exercise.

• Ensure that you get the format for the letter correct.
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• Have a minimum of three paragraphs in the letter.

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• Remember to enquire about the receiver’s well-being and speak about the reason for writing
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the letter in the first paragraph.

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• Elaborate on the reason for writing the letter in the second paragraph.
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• In the last paragraph, conclude the letter. You may ask the receiver to send you a response at
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the earliest.
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Answers may vary. Some points have been given here to help you.
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B.10 This exercise will be done by the learners with the help of their teacher.
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a. This exercise will be done by the learners with the help of their teacher.
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b. • Study the cards closely and imagine a map with these places.
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• You can then make a rough draft of a map.

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• Study the various paths between the different places on the map.
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• Use the expressions given in the coursebook to give directions from one point to another.
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• Use short and concise sentences while you are giving directions.
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• Ensure that your directions can be understood by the other person.

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Answers may vary. Some points have been given here to help you.
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B.11 This exercise will be done by the learners with the help of their teacher.

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a. • Write informal letters for this exercise.

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• Ensure that you get the format for the letter correct.

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• Have a minimum of three paragraphs in the letter.
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• Remember to enquire about the receiver’s well-being and speak about the reason for writing
the letter in the first paragraph.

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id

• Elaborate on the reason for writing the letter in the second paragraph.
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• In the last paragraph, conclude the letter. You may ask the receiver to send you a response at
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the earliest.

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Answers may vary. Some points have been given here to help you.
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b.
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Learners will use the checklist in the coursebook to complete this exercise.
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5C Home to All
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C.1 • Think of the tourist places where your family is likely to relocate.
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• Consider whether you would like to live close to a tourist destination.

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• List your reasons for or against this relocation.

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• Write your reasons in complete and clear sentences,m

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• Substantiate your reasons with examples.
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• For the discussion choose for or against and discuss this topic with your partner.
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• Your partner and you must present your points one by one.
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• Try not to interrupt each other for a meaningful and fruitful discussion.
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Answers may vary. Some points have been given here to help you.
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C.2 in-text question

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Q. What does the poet mean by the words driving mode? (page 155)
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A. By ‘driving mode’, the poet implies ‘a mode where people are driving their cars’.
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C.3 a. When I read the poem for the first time, I felt the poet’s frustration that a beautiful place that is close
to her heart is thoughtlessly encroached on by tourists.
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Answers may vary. Sample answer provided for your reference.

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b. My favourite line in the poem is I wouldn’t want to live elsewhere because it shows the love the poet
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has for the tourist spot she lives close to.

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Answers may vary. Sample answer provided for your reference.

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c. My choice of an appropriate title for the poem is A Tourist Spot because the poem shows how tourists
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have little regard for the tourist spot they drive miles to visit.
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Answers may vary. Sample answer provided for your reference.

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d. 1. Stick to one lane.

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2. Use the mirrors wisely.

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Answers may vary. Sample answer provided for your reference.

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e. 1. blessing
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2. curse
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f. yes
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C.4 a. ii. beauty and splendid views

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b. iii. parking lot

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c. ii. Sentences 1, 3 and 5

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d. iii. in an inconsiderate manner

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e. iii. assured of

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C.5 a. ii. perplexed
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b. i. The People Who Visit the Peak District
c. ii. a small area that is different in some way from the area that surrounds it.

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C.6 a. The narrator is not pleased with the tourists visiting the Peak District because they do not behave in

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a responsible manner. The visitors come in cars and park them anywhere they please. They do not
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leave even a patch of ground. They also do not keep in mind the traffic rules just to visit this splendid

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tourist spot.
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b. A highway code is a set of information, guidelines and mandatory rules for driving on a highway. The
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highway code applies to not only drivers but also to horse riders, motorcyclists and pedestrians. It
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has been forgotten because the tourists are excited to go visit the Peak District.
c. By the words ‘driving mode’ the poet refers to a mode in which people are driving their cars or other
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vehicles, alert and aware of the road. However, in the poem, the people are no longer in the driving
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mode because they are engrossed in the beauty of the tourist space. They have forgotten that they
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must be alert and aware of their actions and surroundings.

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d. The poet says these words because she is dismayed at how the tourists treat her home which is also a
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tourist destination. She is dismayed that the tourists ‘park on every clearway’, which they would not
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do otherwise. She says that ‘the highway code (is) forgotten as the tourists are so engrossed with the
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sights. She is disappointed that the tourists treat her home carelessly.
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C.7 a. The poet lives in a place near a tourist spot. He thinks it is both a blessing and a curse. It’s a
blessing because he is near a splendid place where others have to come from faraway places to
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witness this. On the other hand, living near a tourist spot can be a botheration. People come in
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huge numbers to visit this place. They come in cars and park them anywhere possible causing
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inconvenience for the residents.

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b. • Before penning the dialogue, review the situation.

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• Make a list of things each party could say.

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• Write the problem, the reason for the problem and the possible solution to the problem before
putting it in dialogue.
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• While enacting the dialogue, express the feelings that each character might be having.
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Answers may vary. Some points have been given here to help you.
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C.8 a. ii. a place that a lot of people are attracted to.

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b. i. Here, ‘the hurt caused by the poet’s words’ has been compared to ‘the hurt caused by a knife’.
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ii. Here, ‘the grief that the narrator feels’ has been compared to ‘the pain or the feeling of drowning’.
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iii. Here, ‘nightfall’ is compared to ‘a theatre’s end curtain’.

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iv. Here, ‘the action of the water skipping from stone to stone’ is compared to that of ‘a happy child
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skipping from stone to stone’.

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c. examples of alliteration:
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i. sunny Sunday
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ii. passing place

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This exercise will be done by the learners with the help of their teacher.

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Art Integration

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6 An Equitable World
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Consider the reasons why a woman might have used a male pen name for her work in the 18th and

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•
19th centuries.
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• Consider whether the society and social norms in that time period would encourage women to take
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this route.

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•
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You can use the prompts in the coursebook for guidance.
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• Write down your points in clear and complete sentences.
• You can substantiate your point of view with examples.
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Answers may vary. Some points have been given here to help you.
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6A Persistence and Grit

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A.1 a. m
Charlotte, Emily and Ann Bronte - ii. Currer, Ellis and Acton Bell
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b. Mary Ann Evans - iii. George Eliot
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c. Louisa May Alcott - i. A.M. Barnard

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d. Amantine Lucile Aurore Dupin - v. George Sand

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e. Karen Blixen - vi. Isak Dinesen

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f. J.K. Rowling - iv. Robert Galbraith

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A.2 a. The family felt very happy with her achievements but at the same time, every family member gave
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her a piece of advice on how she could improve on it.

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b. Jo felt herself to be a power in the house because her earnings provided comfort to the family in
different ways.
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A.3 in-text questions

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Q. What has been referred to as the magic slip of paper? (page 163)
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A. The cheque for hundred dollars has been referred to as the magic slip of paper.
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Q. What does Jo mean by chop it up to suit purchasers? (page 164)

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A. Jo means to say by chop it up to suit purchasers that she opted to curtail the content of her book to please
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the publishers.
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A.4 This exercise will be done by the learners with the help of their teacher.
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A.5 a. fully aware

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b. utterly disappointed
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c. take risks
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d. give advice
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e. save time
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A.6 a. Amy was fully aware of what Jo was to trying to say.

b. I was utterly disappointed with my performance in the competition.
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c. You need to take risks if you want to succeed.

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d. I think I need to give you advice in this situation.

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e. If you finish this today, it will save time.

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Answers will vary. Sample answer is provided for your reference.

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A.7 a. i. The protesters in the street were shouting a lot of noise.
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ii. The protesters in the street were making a lot of noise.
b. i. When Rita told her brother that she wanted to be an author when she grew up, her brother

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made a face to show his disbelief.

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ii. When Rita told her brother that she wanted to be an author when she grew up, her brother did a
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face to show his disbelief.

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c. i. Do you think it’s fair that my brother always does a mess when he is doing a craft project for his

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class, and then expects me to clean it up?
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ii. Do you think it’s fair that my brother always makes a mess when he is doing a craft project for
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his class, and then expects me to clean it up?
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d. i. We have made some progress, and many girls from distant areas are able to attend schools
regularly.
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ii. We have done some progress, and many girls from distant areas are able to attend schools
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regularly.

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A.8 • A letter arrived which almost took Jo’s breath away. 4

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• m
In the hope of pleasing everyone, Jo took everyone’s advice, and chopped up her novel ruthlessly. 10
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• Jo arranged for Beth and Mother to go to the seaside. 7
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• Jo copied her novel for the fourth time, read it to all her confidential friends, and submitted it with
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fear and trembling to three publishers. 9

As
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• Jo was satisfied with the investment of her prize money, and fell to work with a cheery spirit, bent on
earning more of those delightful cheques. 8
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• Jo said nothing of her plan at home. 1

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• Jo was beginning to give up all hope of ever seeing her manuscript again. 3
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• Jo electrified the family by appearing before them with the letter in one hand, the cheque in the other. 5
• The manuscript was privately dispatched, accompanied by a note. 2
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• When the story was published, everyone read and praised it. 6
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A.9 a. ii. “Send Beth and Mother to the seaside for a month or two,” answered Jo promptly.
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b. ii. ...while Mrs. March declared she felt ten years younger.
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c. i. encourage
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d. iii. she was much better

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e. i. II is the reason for I.

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A.10 a. ii, iii. and iv.

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b. i. She is practical.
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c. i. She was overwhelmed by intense happiness.

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A.11 a. Jo’s experience and miscellaneous reading were useful for her as they provided ideas regarding the
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dramatic effects of her stories. Her reading experience also supplied ideas about the plots, language
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and costumes.
b. Jo valued the letter more than money because after a long wait and effort her book, at last, received
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appreciation and recognition. It was an overwhelming experience for her.

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c. The author says so as she receives the appreciation that she never imagined. The March family was

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going through a rough patch when she was appreciated for her novel, and she also received some

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money. The feeling of satisfaction amidst adversity, which only comes from hard work, is a blessing.

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d. Jo resolved to make a bold stroke for fame and fortune. She read her novel to her family and friends
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and apprehensively submitted the novel to three publishers. She opted to cut down on the content,
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ss
especially the parts she admired. This was a bold step to please the publishers.

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e. I do not think Jo should have followed her father’s advice of ‘Let it wait and ripen.’ This is because it
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would have not been correct to keep it waiting. The better way would have been to allow outsiders to

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read the novel and give their impartial views as family and friends could be partial, but the views of
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the other readers could be useful. Criticism helps one improve the work.

&
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Answers will vary. Sample answer is provided for your reference.

s
A.12 a. •
•
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Read the passage carefully to understand Jo’s personality.
Think of the various questions you can ask Jo.
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• Here are some questions you might include:
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ơ What was your inspiration?

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ơ Why did you choose to become an author?

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ơ What kind of research did you do before beginning to write?

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• While writing responses for Jo, it is important to understand her personality.

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• Use the lesson to support your dialogue.

m
ge

ss
Answers may vary. Some points have been given here to help you.
• Make a table as presented in the coursebook before writing the paragraph.
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b.
• Use all the words you think describe Jo.
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• Use instances from the lesson to write the paragraph. Site them in your paragraph.
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• Use concise and complete sentences to write the paragraph.

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• paragraph should have 10 to 12 sentences.

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Answers may vary. Some points have been given here to help you.
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c. No, it is not a smart thing to take everybody’s advice and try to please everyone. It creates confusion
for oneself, and it is also not possible to please everyone. If I were in Jo’s place, I would have listened
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to myself and given the novel to the publishers in its original form. I would have been more confident
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in myself as the praise would be mine and the criticism too would be mine.
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Answers may vary. Sample answer provided for your reference.

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A published author will be the recipient of both praise and blame. A few of Jo’s stories had been
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published earlier, but never a novel. She was generally a good writer, so praise was given to her, but
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she had also tried to please one and all by taking their advice. Jo wasn’t prepared for the praise and
e

ss

blame she would receive for the novel. The novel had a larger readership than her stories. It had been
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read by more people. She was now famous. Hence the praise and the blame both were also more
than she had expected. It is especially difficult for new authors because they have to learn how to
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As

strike a balance between praise and criticism. The new writer should learn how much to take and
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how much to ignore. If the writer would take in everything that comes his or her way, it would be
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overwhelming and would take a toll on their well-being.

'C

Answers may vary. Sample answer provided for your reference.

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A.13 This exercise will be done by the learners with the help of their teacher
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A.14 Mrs March said that it seemed to her that Jo would profit more by taking trial than by waiting. She said
that criticism was the best test of such work, for it would show Jo both unsuspected merits and faults, and
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help her to do better the next time. She also said that they were too partial, but the praise and blame of the
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outsiders would prove useful even if she got little money.

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Jo agreed and said that it was just that. She had been fussing over the thing for so long and she really did not

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know whether it was good, bad or indifferent. It would be a great help to have cool, impartial persons take a

t
look at the manuscript and told her what they thought about it.

en
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Meg told Jo that she would not have left a word out of it. Meg said that Jo would spoil the book if she did
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m
so, for the interest of the story was more in the minds than in the actions of the people, and would all be a
ge

ss
muddle if she did not explain as she went on. Meg firmly believed that the book was the most remarkable

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novel ever written.
id
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A.15 a. direct

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indirect: The young author asked the publisher whether his/her novel would be published within the
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next six months.

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b. indirect

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direct: The girl exclaimed, “I am very happy to meet the famous author.”
c. direct es
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indirect: Jo told Amy that she had been waiting for that letter for six months.
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d. direct
indirect: The interviewer asked Jo about what she would be writing in her next book.
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e. indirect
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direct: The publisher said to Jo, “I have received the manuscript yesterday.”

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f. indirect
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direct: Jo said, “The publisher promises to call me again tomorrow.”
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A.16 • Use the prompts provided to list the points that will be covered for each writer.
• Keep in mind that for the direct speech, use proper punctuation marks.
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• When writing the indirect speech, transform the sentences in direct speech appropriately.
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Answers may vary. Some points have been given here to help you.
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6B Setting an Example
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B.1 • Read the statements carefully.

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• Think whether you consider these perceptions to be true.

• Think of your reasons for your perspectives.
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• Think of examples to support your point of view.

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• Write down your answer in a clear and concise manner.

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• Use the Internet or books to find out more about people who do not fit these stereotypes.
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Answers may vary. Some points have been given here to help you.
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g

B.2 contrary
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Define the word in your own language.

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something that is different in direction or nature

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Synonyms
&
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conflicting
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Example (an example of the word/idea)

used to show or feel the opposite of what has been said.
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He said that the book was not that interesting but on the contrary, I quite liked it.
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Write a sentence using the word.

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Harry behaved arrogantly, which was contrary to his nature.

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Answers may vary. Sample answer provided for your reference.

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narrative

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Define the word in your own language.
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a description of a series of events
Synonyms

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id
br

account

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Example (an example of the word/idea)
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She is writing a narrative about her family’s history.
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s
Write a sentence using the word.

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Her novel was lacking logic in the narrative.
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Answers may vary. Sample answer provided for your reference.
B.3 in-text questions
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Q. What are some of the stereotypes associated with fathers? Can you think of one that is not mentioned
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here? (page 174)

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A. Some of the stereotypes associated with fathers are that they come home late from work, they are busy

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with their work, so much that they cannot give enough time to their children. Fathers often fondly think
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of their children and are regretful that they have missed their children’s formative years. Most of the time,
fathers are the only earning member in the family. m
ge

ss
Answers may vary. Sample answer provided for your reference.
se
id

Q. Why does the author refer to all the three stay-at-home dads as round pegs in the square holes? (page 176)
br

As

A. The author has referred to all the three stay-at-home dads as round pegs in the square holes because they
am

have chosen to do tasks that the patriarchal society doesn’t identify as tasks done by men. Instead of going
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to work, they are taking care of children. This is considered to be a woman’s role. These fathers do not fit
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into the stereotypes regarding men in our society.

s
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Q. What does Balachandran refer to as ‘work in progress’? Why do you think he says this? (page 177)
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A. Balachandran refers to the stay-at-home dads as work(s) in progress. He says so because they are still
learning how to be better dads.
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B.3 podcast-based question

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Q. Listen to the podcast, The Roles of Boys and Girls. Work in groups of four and discuss how girls and boys
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function in your own homes. (page 177)

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A. • Think whether you have gender-defined roles at home.

ni
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• Do you think it is correct to have gender-defined roles?

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• Do you think there is any chore/work that a boy can do better than a girl or a girl can do better than
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a boy?
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• Why do think there are gender-defined roles in some households.

br

As

Answers may vary. Some points have been given here to help you.
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B.4 a. This exercise will be done by the learners with the help of their teacher.
&

b.
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Question Request Command Exclamation

s
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Where is your Please drop Anshu to Clean your room till What a lovely day it is
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mother’s office? school today, Sekhar. the time I am back. for a picnic, Papa!
c. This exercise will be done by the learners with the help of their teacher.
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B.5 a. iv. Both fathers and mothers are stereotyped and portrayed in a certain way, as can be seen in

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popular literature.

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b. ii. He takes every decision in the family.

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c. iii. shock

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d. i. and iii.
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B.6 a. All the three fathers in the article are not trying to be super-dads. Instead, they are just trying to take

se
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good care of their children. Madhur Prabhakar chose to be a stay-at-home dad to be able to witness
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As
his daughter Mysha grow up. Sambit Mukherjee’s are also similar. Sid Balachandran is a hands-on
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father who takes pride in changing his son’s nappies. These three men had successful professional

&
careers, but they chose to stay at home to see their children grow up. There is no hard and fast rule
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that only mothers have to stay home to take care of their children.

s
b.
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The author is being sarcastic about the notion of fatherhood that the patriarchal society has
perpetuated over time. They are going against the stereotypes of fatherhood set by the patriarchal
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society. Mukherjee learns lullabies from YouTube to sing them out for his daughter, and Mysha
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has taken up the habit of reading from Prabhakar who is a voracious reader himself, something the
doting father is only too proud of.
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c.
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The Name of The Name Where They The Father’s Job Reason for Deciding to

t
the Father of the Child Live Currently Become a

en
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Stay-at-home Father
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Madhur Mysha Faridabad m Practice Head at He wanted to see his

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Prabhakar Ecoemmisions daughter grow up.
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Xchange
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Sambit Shivangi Gujarat businessman He did not want to leave

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Mukherjee his child with a stranger.

&
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Sid Rishi Bangalore blogger who Both parents were keen

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Balachandran regularly writes to ensure that at least

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for various one of them be with their

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journals then-one-year old son; so,

Balachandran decided to
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take a break and pursue

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the role of a
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stay-at-home dad.
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B.7 Yes, I agree with the author’s claim. The fathers have not taken the easy way out. The three fathers mentioned
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here consciously took this decision. They preferred staying at home with their children, not because they were
unsuccessful professionally but wanted to take up this role. A child is the responsibility of both the parents.
e

ss
g

In these cases, the fathers invested themselves in looking after their children against the norm. They have
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all gone through the ordeal of parenting, and learnt it the hard way. They have faced criticism. They were
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questioned and ridiculed as well but they did not deter from doing what they wanted to.
As
am

Answers may vary. Sample answer provided for your reference.

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B.8 a. • Consider whether there have been changes in boys and girls being treated differently.
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• You may speak to your parents and grandparents to identify the changes that have come about.
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• Identify the reasons for these changes.

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• Do you think these changes are good and bad?

• List your reasons for your point of view.
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b. i. False

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ii. True

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iii. False

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iv. True
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v. True

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• Think of a few solutions that could help Ravi and Sakshi.
id

B.9 a.
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• Write down the suggestions you can make to Ravi and Sakshi before sharing them in class.

As
am

• Ensure that the suggestions are worded as suggestions and not commands or advise.

&
• Anticipate how Ravi and Sakshi will react to your suggestions.
'C

s
• Why do you think they will react in the way you anticipate?
• es
Think of your reasons and then discuss it with your partner.
Pr
Answers may vary. Some points have been given here to help you.
• How will the conversation between Ravi/Sakshi and a friend who has suggestions
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b.
about their situations be like?
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• Take into account the outcomes from the previous exercise and incorporate them in
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the dialogues for this role-play exercise.

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Answers may vary. Some points have been given here to help you.
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B.10 This exercise will be done by the learners with the help of their teacher.
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B.11 • Read the story of your choice closely.
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• Fill out the table in the coursebook with the information you gather when you read the short story.
id
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• Keep in mind what each of the column stands for based on the definitions provided in B.10.
As
am

Answers may vary. Some points have been given here to help you.
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B.12 • Plan for writing our own short story.

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• Fill out the table in the coursebook with the details you would like to have in your story depending on
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the direction you want to give it.

Pr

• Fill in as much details as you can. This will help you structure your short story better.
• Make notes so that you have a clear idea before writing the actual story.
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Answers may vary. Some points have been given here to help you.
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B.13 • Make a rough draft of your story before you begin writing.
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• Think about an interesting title for your story.

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• Hook readers with an attention-grabbing beginning.

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• Think about how you are going to introduce your characters.

e

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• Pay attention to the language and structure of the story, so that it does not lose focus.
g

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• End the story with a twist or a surprise, if possible.

id
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• Edit and revise your story after you have finished writing it.
As
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• Use the checklist provided to ensure that you have all the required elements for the story.
&

• Remember to use the table you have filled out for B.12.
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Answers may vary. Some points have been given here to help you.
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Learn ers will use the checklist in the coursebook to complete this exercise.
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6C Busy as a Bee

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C.1 Picture 1: She is harvesting cotton in a plantation.
Picture 2: She is running a street food stall.

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Picture 3: She is playing golf.

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Picture 4: They are carrying pots of water.
am

&
Picture 5: She is treating a patient.
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Picture 6: She is teaching a student.

s
es
Answers will vary. Sample answer is provided for your reference.
Pr
C.2 • Choose one of the pictures.
• Describe what the woman in the picture is doing.
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• Consider how her actions are helping the people around her.
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• Consider whether her actions are important for the people around her.
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• Write down your point of view and reasons before sharing them.

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Answers will vary. Sample answer is provided for your reference.

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C.3 in-text questions

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Q. Is the speaker from 2022? (page 185)
A. No, the speaker is not from 2022. However, the plight of women isn’t much different even in 2022.
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id

Q. Why is the speaker talking to the elements? (page 186)

br

As

A. The speaker is talking to the elements as these elements give her happiness after a long day’s work. She
am

calls the elements ‘her own’ as they demand nothing of her in return.
&
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C.4 a. I feel that the speaker is tired doing the chores and longs to get some rest.
s
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b. My favourite line in the poem is Shine on me, sunshine/ Rain on me, rain/Fall softly, dewdrops/And
cool my brow again. because these lines indict the soothing effect the poet is craving.
Pr

c. My choice of an appropriate title for the poem is A Long Day’s Work because it indicates how long
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and busy her day is.

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d. i. cleaning ii. looking after the sick

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e. 1. weed: seed 2. white: tonight

t
en

f. no
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C.5 a. ii. a woman b. iii. work in a factory

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c. i. Sentences 1 and 3 d. i. bored and iv. repetitive

e

ss
g

e. iv. take care of

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C.6 a. i. weed b. ii. Exciting Work

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c. ii. wind — again

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C.7 a. The speaker in the poem Women Work has to do a good list of things. She takes care of the children
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from drying them to dressing them. She mends the clothes and sweeps the floor. She does all the
'C

shopping, cutting, cooking and cleaning. She also has to take care of the garden, and clean the house
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to make it a beautiful place for everyone.

Pr

b. The chores that the speaker does on daily basis makes her life monotonous. She is tired and wants to
have some rest after a whole day’s hard work.
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c. The speaker asks the storm to blow her away as she wants to get away from routine and
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monotonous work.
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d. The speaker wants the dewdrops to fall softly and cool her brow to feel calm and for a soothing effect

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after the toiling day.

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C.8 a. The things that the speaker can call her own are the sun, the moon, the sky, mountains, oceans,
leaves and stones. These are the only things that the speaker can call her own because they do not
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m
demand anything from her in return. Instead, they provide her some respite from a hard day’s work.
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b. • The diary entry must have the description of your day.

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• The entry must be written in first person.

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As
• You may also include notes to yourself or details of how you feel.
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• The diary entry should ideally be broken into three to four paragraphs.

&
• It must be about 200 words long.
'C

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• Add your personal touch to the diary entry. It is supposed to be a personal account of your day
es
and your feelings about the day.
Pr
Answers will vary. Sample answer is provided for your reference.
C.9 a. Storm, blow me from here
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With your fiercest wind

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Fall softly, dewdrops

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And cool my brow again.

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ni

b. The first stanza which has 14 lines has the rhyming scheme of AABBCCDDEEFFGG. The remaining
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m
stanzas have 4 lines each. Only the third stanza does not have a rhyme scheme. The second, fourth
and fifth stanzas have the rhyme scheme ABCB.
ge

ss
In the first 14 lines, the mood of the poem can be described as hectic. The speaker is busy doing her
se
id

chores one after the other. In the following stanza, the mood is calm and relaxed as the speaker longs
br

to take some rest.

As
am

c. The first stanza which has 14 lines has the rhyming pattern of AABBCCDDEEFFGG.
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d. Yes. There are exceptions.

'C

e. Only the third stanza does not have a rhyme scheme. The second, fourth and fifth stanza have the
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rhyme scheme ABCB.

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f. The speaker wants to contrast her present condition and what she longs for.
C.10 The central idea of the poem Woman Work is about the pressure a woman faces to work and take care of
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others. From the speaker’s experience, we get to know how the society’s relentless demands can leave her
rs

with little to call her own.

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The central idea of the poem Don’t Be Beautiful is to reject the idea of being beautiful that has been imposed
t
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on the woman by the society. The poet tells the woman that she should be her version of ‘amazing’.
ni
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Both poems are contrasting. One highlights the pressures of being a woman and the other tries to liberate
m

the woman from the norms set by society.

e

ss
g

Answers may vary. Sample answer provided for your reference.

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Art Integration
br

As
am

&
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This exercise will be done by the learners with the help of their teacher.
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Real-English Worksheet 2

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a. 1. • Choose whether you and your team members are for or against the topic.
• As you watch the video, jot down points for the point of view you are supporting.

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id

• Substantiate your point of view with examples.

br

As
• Write out your argument before presenting it in front of the class.
am

&
• Ensure that you pay close attention to your opponents. Make notes if you need to.
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• You can rebut your opposition’s point of view when it is your turn to make your point.

s
es
Answers will vary. Some points have been given here to help you.
Pr
2. a. • Use the Internet and find out about the travel prospects of the state you have chosen.
• Find out the best time to visit that place and decide how many days you would need for
ity

the visit.
rs

• Research and find out about the places of interest including the wildlife presence.
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• Each state has their own tourism department. You can visit their websites for

t
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more information.
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• Research various packages available for the state you chose.

m
ge

• Find out about the routes and how to get there.

ss
Answers will vary. Some points have been given here to help you.
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id

b. 1. The narrator went to the bank to open an account.

br

As

2. According to the narrator, the accountant appeared to be a cold and strict person.
am

3. The narrator thought that his behaviour and his request to meet the manager alone might have
&

prompted the manager to assume that he would deposit a large sum of money. The manager,
'C

according to the narrator, might have thought him to be a relative of Baron Rothschild or Jay Gould,
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two of the wealthiest men in the late 19th century.

Pr

4. The following documents are required to open a bank account:

a. address proof
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b. identity proof
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c. salary statement
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d. passports-size photographs
en
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The narrator’s apprehensions were not justified because after all, he wanted to deposit a paltry sum
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of fifty-six dollars.
e

ss

Answers will vary. Sample answer has been provided for your reference.
g

se
id

5. It is important to know how to manage one’s finances. One should be able to manage their
br

finances so that one can avoid unnecessary debts. Knowing how to manage one’s finances can
As

help one understand how and where you are spending money. One can create a budget and then
am

spend and save accordingly. One can compare the cost before purchasing. One can plan their
&

future in a better way.

'C

Answers will vary. Sample answer has been provided for your reference.
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c. 1. F
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2. NF
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3. NF
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4. F

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5. NF

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6. F

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7. F
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8. NF
9. NF

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id
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10. NF

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11. F
am

&
12. NF
'C

s
13. NF
14. NF
es
Pr
15. NF
16. NF
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d. Sentence Finite Non-finite

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Number
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Infinitives Participles Gerunds

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1. wanted
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2. m visiting
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3. to do
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4. was pursuing
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As
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5. cycling
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6. hit
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7. suffered
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8. walking
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9. travelling
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10. to keep
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11. is
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12. participating
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13. visiting
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14. understanding
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ss
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15. to escort
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id
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16. booking
As
am

e. 1. ii. What Keyan wants to say about a detailed plan by the underlined clause is not very important;
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so, the underlined clause is a non-defining relative clause.

'C

2. i. By the underlined relative clause, Keyan’s mother is trying to say something necessary, that is,
es

she is indicating that she would like to see the plan (mainly because) her son had painstakingly
Pr

prepared it. Hence, the underlined clause is a defining relative clause.

3. iv. All the underlined clauses are non-defining relative clauses.
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4. i. The underlined clause is a defining relative clause because it imparts essential information

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about the box in question.

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5. iii. The underlined non-defining relative clauses here start with the word which and the underlined
defining relative clause here starts with the word that.
U

m
f.
ge

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Speakers Relative Clauses Word/Group of Words
the Relative Clause is Talking About

se
id
br

Keyan which is right next to the blue circle the scribble in pink

As
am

that I need to cook the food myself the food ingredients

&
'C

s
which will most definitely be public the local travelling

es
transport
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that may leave me confused in an unavoidable expenses
unfamiliar place
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which is going to be a real luxury I don’t need to cook my own food.

rs

for me
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Mom which is totally indecipherable now the budget plan

t
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ni
U

g. 1. Today, Ms Roberts asked Simran which story she wanted to read. Simran replied that she wanted to
read the story about women scientists. m
ge

ss
2. Anshu told his mother that he would clean the storeroom the next weekend. His mother agreed and
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id

said it would be a big help.

br

As

3. Vivaan asked his friends about their plans for the vacation. He said he would be going to visit his
am

mother in the city she works in. He said that he had not met her for a while, and that he was very excited.
&

Arshi replied that it was great. She said that it would be hiking for her. She was going to trek till Triund
'C

in Himachal Pradesh. Salman said that he was envious of Arshi. He said that he would not be doing
s
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anything great this time. He thought he would just laze around at home. He then asked Tina about her
plans. Tina reassured Salman that his plans were good too. She then told them that she was going to
Pr

train for the upcoming swimming championship. She asked her friends to wish her good luck.
h.
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• Find out the meaning of the word equity.

• What is the difference between equity and equality?
rs
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• How do you think we can achieve equity in today’s world?

t

• Use examples from around you to support your point of view.

en
ni

• Use the Internet to find relevant data, images and case studies in your presentation.
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• Ensure that your presentation is not cluttered with too much text or irrelevant information or images.
e

ss
g

• Take turns explaining different parts of the presentation.

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id

Answers will vary. Some points have been provided for your reference.
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As
am

&
'C

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Worksheets
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Worksheet 1

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COMPREHENSION
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A. Read the story on dairy products.

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br

As
DAIRY PRODUCTS
am

Uncle Ben lives on a dairy farm in west New York State. It is a beautiful rolling country with cultivated

&
'C

fields, woodland, and pastures, and here and there a sparkling stream winding its way through the

s
es
lowlands. The farmhouses are large and well built, and are surrounded by grand old maple, beech, and
elm trees. Most of the barns are painted red.
Pr
There are many dairy farms in the neighbourhood. Farmers send their milk to the towns to be used
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directly— some sell it to creameries, and some to cheese factories.

rs

Last summer I spent my vacation on Uncle Ben’s farm, and Cousin Frank and I had happy times.
ve

Every day, just before sundown, we went to the pasture for the cows. There were about twenty-five of

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them, and they always seemed perfectly contented after the long day of feasting on rich grass and clover.
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m
After we drove them into the barnyard, Uncle Ben helped us fasten them in their stanchions in the barn.
ge

ss
Then the men brought the bright pails and cans to begin milking. Cousin Frank and I always helped,
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although he can milk much faster than I. Some of the cows gave but two or three quarts, while others
id
br

gave as many gallons.

As
am

We strained the milk into cans holding eight gallons each, and put them into tanks of water to cool. After
&

milking was finished, we turned the cattle into the barnyard for the night.
'C

They were put on the ‘milk train’, which took them to the city.
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It was sent to bakeries, to hotels and restaurants, and to milkmen, who delivered it from house to house.
Pr
ity

1. Fill in the blanks with words from the text.

(a) Uncle Ben resides on a ................................. farm.
rs
ve

(b) The beautiful ................................. country has cultivated fields, woodlands and pastures.
t

(c) Maple, beech and ................................. trees surround the well-built farm-houses.
en
ni

(d) Before sundown, the narrator went to the ................................. for the cows.
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(e) They drove the cows into the ................................. .

e

ss
g

(f) The cows were fastened in their ................................. .

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id

2. Say whether the following are true or false.

br

As

(a) Uncle Ben fastened the camels in the barnyard.

am

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(b) There was a total of twenty-five cows that went to the pasture.
'C

(c) The milking of cows was done by men and women.

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(d) The narrator could milk faster than Cousin Frank.

Pr

(e) The milk train carried the milk to the cities.

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3. Choose the correct option.

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(a) The dairy farm is located in a picturesque landscape with

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ni
i. buildings.

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ii. rolling hills and pastures.
ge

ss
iii. rocky mountains.

se
(b) Large farmhouses are surrounded by
id
br

i. elm trees.

As
am

ii. banyan trees.

&
iii. mulberry bushes.
'C

s
(c) The barns in the farmhouses are painted
i. blue. es
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ii. green.
iii. red.
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(d) The men brought pails and cans

rs

i. to keep water.
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ii. to keep milk.

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iii. to keep in the barn.

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(e) The milk was sent to bakeries, and milkmen delivered it from
ge

ss
i. hotels to houses.
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id

ii. house to house.

br

As

iii. trains to houses.

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4. Answer the following questions in 2–3 lines each.

&

(a) Why do you think the cows went to the pasture?

'C

(b) What is implied by the term stanchion?

es

(c) Why were the trains termed as ‘milk trains’?

Pr

VOCABULARY
ity
rs

1. Match the nouns with the correct describing words, then make sentences using the two words
meaningfully.
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t
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Describing Words Nouns Sentences

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grilled chocolate
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e

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bitter fish
g

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dark coffee
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black potatoes
am

mashed pill
&
'C

2. Unjumble the words used in the process of cooking.

s
es

(a) CHPOIGNA: ...............................

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(b) LLRIGNGI: ...............................

(c) AUINTESG: ...............................
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(d) INTGAROS: ...............................

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(e) ILOBNIG: ...............................

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GRAMMAR
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m
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1. Fill in the blanks with appropriate connectors and linking words from the box.

ss
se
id

nevertheless however but in addition to those because

br

As
(a) We all are aware of the hazards of pollution, ................ we continue to pollute our environment.
am

(b) Sarah did all she could do as a doctor to save the life of a patient; ................, fate had something else

&
in store for her.
'C

s
(c) It was raining cats and dogs in the morning. ................, Pia left for office in a cab.
(d) es
The match was postponed ................ it was raining.
Pr
(e) Mom bought some dresses for me. ................, she also bought two pairs of shoes for me.
ity

2. Identify the errors and rewrite the sentences correctly.

rs

(a) He seemed quite excited about the trip. Because, he looked a little sad on the day of departure.
ve

(b) Wasif likes to draw and paint. That is why his brother likes to work with technology.

t
en
(c) Singapore is a beautiful holiday destination. Because we decided to go there in June.
ni

(d) She was hardworking but keen to work on the project.

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(e) m
Riya asked Mita to go home and her Mom was waiting for her.
ge

ss
se
id

WRITING
br

As

1. Select a food item of your choice. Then make three columns A, B and C. Write about the traits and
am

appearance of the food item you chose in Column A, its benefits in column B and the effects of its
&

deficiency in Column C.
'C

2. Write an article on Food—the Soft Power of India.

es
Pr

Worksheet 2
ity
rs

COMPREHENSION
ve

t
en

A. Read the story of the World Trees of the Ancients. Then answer the questions that follow.
ni
U

The World-Trees of the Ancients

e

ss
g

It is a proof of the solemnity with which, from the very earliest times, man has invested in trees, and
se
id

of the reverence with which he has ever regarded them, that they are found figuring prominently in
br

As

the mythology of almost every nation; and despite the fact that in some instances these ancient myths
am

reach us, after the lapse of ages, in distorted and grotesque forms, they would seem to be worthy of
&

preservation, if only as curiosities in plant lore. In some cases, the myth relates to a mystic cloud-tree
'C

which supplies the gods with immortal fruit; in others to a tree which imparts to mankind wisdom and
es

knowledge; in others to a tree which is the source and fountain of all life; and in others, again, to the
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actual descent of mankind from anthropological or parent trees. In one cosmogony—that of the
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Iranians—the first human pair are represented as having grown up as a single tree, the fingers or twigs of

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each one being folded over the other’s ears, till the time came when, ripe for separation, they became two

t
en
ni
sentient beings, and were infused by Ormuzd with distinct human souls.

m
But besides these trees, which in some form or other benefit and populate the earth, there are to be found
ge

ss
in ancient myths records of illimitable trees that existed in space whilst yet the elements of creation were

se
id

chaotic, and whose branches overshadowed the universe. One of the mythical accounts of the creation of
br

the world represents a vast cosmogonic tree rearing its enormous bulk from the midst of an ocean before

As
am

the formation of the earth had taken place; and this conception, it may be remarked, is in consonance

&
with a Vedic tradition that plants were created three ages before the gods.
'C

s
1.
es
Say whether the following are true or false.
Pr
(a) Man has invested in trees with a sense of solemnity from early ages.
(b) Man has never regarded the trees with reverence.
ity

(c) Trees have been a part of mythologies.

rs

(d) Man has been curious about plant lore.

ve

t
(e) The cloud tree supplies gods with the immortal drink.

en
ni
U

2. Fill in the blanks with words from the text.

m
ge

(a) There is a myth of a tree which imparts ................................. and knowledge.

ss
(b) The ................................. supplies gods with the immortal fruit.
se
id

(c) The Iranian ................................. shows the human pairs growing up as a single tree.
br

As
am

(d) In Iranian cosmogony, the ................................. represent fingers in the tree.

&

(e) Trees in some form benefit and ................................. the earth.

'C

3. Match the words in column A with those in column B.

es

A B
Pr

From time immemorial man has invested infused by Ormurzd.

ity

Two sentient beings with two distinct human existed in space.

rs

souls were
ve

Trees benefit and populate in trees.

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en
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Illimitable trees plants were created three ages before gods.

U

A Vedic tradition says that the earth.

e

ss
g

4. Answer the following questions in 2–3 lines each.

se
id

(a) Why do some myths become distorted after a lapse of ages?

br

As

(b) Why were trees revered in ancient times?

am

(c) How were trees and humans related according to a myth?

&
'C

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es
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VOCABULARY

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t
1. Fill in the blanks with the correct compound adjectives given in the box.

en
ni
U
brand-new pollution-free laid-back three-legged last-minute

m
ge

ss
(a) She has a very ................................. attitude when it comes to working at the farm.

se
id

(b) This ................................. rush to the airport is so unnerving!

br

As
(c) This ................................. car belongs to my brother.
am

(d) Our aim is to provide a ................................. environment to the future generation.

&
(e) On the sports day, my friend and I won the ................................. race.
'C

s
2.
es
Match the expressions to their meanings.
Pr
donkey’s years for a very long period of time
till kingdom come not very often
ity

once in a blue moon It will never happen.

rs

forever and a day an exceptionally long period of time

ve

t
en
when hell freezes over until the end of time
ni
U

GRAMMAR m
ge

ss
1. Fill in the blanks.
se
id

(a) In December the weather in Delhi was cold but in January it was ................ than December.
br

As
am

(b) Danny is ................ but his younger brother is lazier than him. His father is the ................ of all in
&

the family.
'C

(c) The road to the woods is narrow but as you penetrate deeper it becomes ................ . It is the ................
es

at the point where it meets the road to the lake.

Pr

(d) Liza is intelligent but her friend is ................ than her.

(e) Most of the houses look old and weak but as we enter the desolate city, we come across ................
ity

and ................ houses.

rs

2. Identify the error in the underlined words and write the correct words.
ve

(a) The birds chirped loud.

en
ni

(b) Recent there has been an increase in the level of crime in this city.
U

(c) He entered the room quiet and crawled in his bed, pretending to sleep.
e

ss
g

(d) This is a library. You must read silent here.

se
id
br

As

WRITING
am

1. Draft a notice for the school noticeboard about a plantation drive to be held for students of class 6–8.
&
'C

Each class will plant saplings in the school backyard and adopt at least five trees each.
s
es

2. ‘Forests are the lungs of the world.’ Reflect on the quote and prepare a list of dos and don’ts related to
the quote.
Pr
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Worksheet 3

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U

m
COMPREHENSION
ge

ss
A. Read the advertisement for the requirement of a supporting actor. Then answer the questions that

se
id

follow.
br

As
am

REQUIREMENT

&
If you have the talent to floor the audience with your humorous acting skills, then Black Pepper Films
'C

s
Division is the place to go!
es
Walk in for an open-stage auditioning and acting presentations and if you’re lucky, you will be a part of a
Pr
mega project soon to be telecast on National Television.
ity

Come. Be a part of an enviable casting crew for

rs

Laughter, the Best Medicine.

ve

Black Pepper Films Division is looking for a male supporting actor to play the role of a comedian in its

t
en
ni

forthcoming television production—Laughter, the Best Medicine. The production will deal with a series of
U

28 episodes based on subtle humour designed to make the audience laugh through amusing anecdotes,
m
gestures and facial expressions. Since comedy, as an acting genre, highlights the talents of individual
ge

ss
actors, BPF Division will analyse the creative capabilities through mock situations. Applicants who have
se
id

the talent to meet the requirements of the role must come prepared. On-spot evaluation will also be a
br

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part of the selection process.

am

Selection of the supporting actor will take place at the Open Theatre, India International Centre, Lodhi
&

Marg, New Delhi on 26 May, 2023, from 11 am onwards.

'C

For any query you may contact—

es

RK Shah
Pr

Manager, BPFD
ity

9999912222
Or write to us at: [email protected]
rs
ve

1. Fill in the blanks with words from the text.

t
en
ni

(a) The requirement for an actor is advertised by ................ .

U

(b) A male supporting actor is required for the role of a ................ .

e

ss
g

(c) The title of the series is ................ .

se
id

(d) Creative capabilities will be analysed through ................ .

br

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(e) ................ will be a part of the selection process.

am

2. Say whether the following are true or false.

&
'C

(a) Applicants can walk in for an open-stage auditioning.

s
es

(b) The production will deal with 25 episodes.

Pr

(c) The purpose of the series is to make the audience cry.

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(d) Applicants need to come prepared.

ve
(e) India International Centre is the venue for selection.

t
en
ni
3. Identify the mistakes in the sentences and write the correct sentences.

m
(a) Black Pepper Films Division is auditioning for a lead actor.
ge

ss
(b) A closed-stage auditioning has been set up at the India National Centre.

se
id

(c) Applicants do not have to meet the requirements for the role.
br

As
(d) The title of the film is ‘Laughter, a Good Medicine’.
am

(e) Mr. KR Shah is the point of contact for any query.

&
'C

4. Answer the following questions in 2–3 sentences each.

s
es
(a) What role does humour play in the field of entertainment?
(b) Why is the series on the National Television considered a mega project?
Pr
(c) How important is the audience’s response to any program?
ity

VOCABULARY
rs
ve

1. The underlined idioms in the following sentences are not worded correctly. Correct the idioms and

t
en
rewrite the sentences.
ni
U

(a) Sheila had laughed at the last when her presentation fetched more marks than others who had tried
to discourage her. m
ge

ss
(b) Zara thought her model was a failure but now she’s laughing in the bank on her way.
se
id

(c) Madan has become a stock of laughter in the class.

br

As

(d) Stop acting like you’re concerned about this issue! I can see you laughing inside your sleeve!
am

(e) This is not a matter of laughter that our team should lose like this!
&
'C

2. Unjumble the words related to humour.

s
es

(a) NOROTAC: ....................................

Pr

(b) RAIKCLMI: ....................................

(c) LEHYEPROB: ....................................
ity

(d) DYAPRO: ....................................

rs

(e) ASCMARS: ....................................

ve

GRAMMAR
en
ni
U

1. Identify the tense of the underlined verbs and then change the tense of the underlined verbs as
e

directed in brackets.
ss
g

(a) Shayna plays basketball really well. ................... (present perfect)

se
id

(b) Neena and Gita have driven all the way to the castle. ................... (future continuous)
br

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(c) No one is going to do this task. ................... (past perfect)

am

(d) We are reading novels that we bought from the bookshop. ................... (past perfect continuous)
&
'C

(e) Zakia and Zubair cooked a meal for everyone. ................... (present simple)
s
es
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2. Match the words in column A to the ones in column B.

ve
A B

t
en
ni
Daniya giggled loudly and kicking his hooves in the ground.

m
The horse is snorting tomorrow morning.
ge

ss
The baby boy chuckles and I shall sprinkle some on my egg.

se
id

David will leave for Delhi and tries to hold his mom’s hands.
br

As
Pass me the salt and covered her mouth with her hands.
am

&
WRITING
'C

s
1.
es
Two friends are walking on a road. One has a mobile in his hands. The other friend tries to strike a
Pr
conversation. Write a dialogue that ensues between the two of them.
2. Use the cues given in the box to write a short story with dialogues.
ity

a man walking on the road - steps on a banana peel - falls down - peals of laughter from onlookers -
rs

man embarrassed - pretends he’s not hurt - slips again - his dentures fall out of his mouth - a little boy
ve

helps him up

t
en
ni
U

m
Worksheet 4
ge

ss
se
id
br

As

COMPREHENSION
am

&

A. Read the conversation between a bank manager and a customer. Then attempt the questions that follow.
'C

s
es

AK: Good morning, my name is Aditya Kumar. I read about the productive services offered by your bank,
and I am really impressed with the efficiency of your dealings. May I speak with the manager of the bank,
Pr

please?
ity

BM: Thank you, Sir. I am Dinesh Bhatiya, your Relationships Manager, at your service! It’s an honour for
rs

us to get your invaluable feedback about our bank. How may I help you?
ve

AK: I wish to open a bank account, please.

t
en

BM: Sure, I’ll just get some details for you. It won’t take long.
ni

AK: OK, thanks.

U

BM: Well, would you like to go in for a savings account?

e

ss
g

AK: Yes, I think that should be fine. Could you let me know what benefits there are if I opt for a savings
se
id

account?
br

As

BM: Well, a savings account is an effective way to store your money in in this bank where it can earn
am

interest. With a savings account, you can maintain your savings in a liquid state.
&

AK: Liquid state?

'C

BM: It means you can access your funds whenever you want while also putting some space between your
es

savings and your daily spending needs.

Pr

AK: Ok, I get it. So, an advantage of a regular savings account is the high liquidity, which means I can get
my money out very easily.
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BM: Yes, that’s right. Your money is safe here. You can withdraw it whenever needed. Here’s the

t
application form. Have a look at this leaflet.

en
ni
AK: Thank you, I will fill this up.

m
BM: You can fill this form online too. Here’s the link.
ge

ss
AK: Oh, that’s convenient. I’ll submit it online then. You will have it by the evening.

se
id

BM: That would be perfect. How often would you like to receive bank statements?
br

As
AK: Can the statements be emailed to me? What about an online banking service?
am

BM: Ok, just a moment, please. I’ll add your contact details to our system here so you may benefit from

&
online banking. You will have to download an app to avail of this service.
'C

s
AK: I’ll do that.
es
BM: Thank you, we look forward to serving you. You are our invaluable customer. Have a great day!
Pr
AK: You too. Thank you.
ity

1. Choose the correct options.

rs

(a) Mr. Dinesh Bhatiya is ...... .

ve

i. the Relationships Manager

t
en
ni

ii. the customer

U

iii. a Bank Director

m
ge

(b) The feedback of customers is productive for

ss
i. the finances.
se
id

ii. the bank.

br

As

iii. the customer.

am

iv. both the bank and the customer.

&

(c) The client wanted to open a ...... .

'C

i. deposit account
es

ii. locker
Pr

iii. savings account

(d) With a savings account, one can access funds ...... .
ity

i. nowhere
rs

ii. anywhere
ve

iii. at the bank

t
en
ni

(e) The application form for opening an account ...... .

U

i. couldn’t be submitted to the banker.

e

ss

ii. could be submitted online.

g

iii. could be emailed to the director.

se
id

2. Say whether the following are true or false.

br

As

(a) Productive services were offered by the client.

am

&

(b) The money is safe in a savings account.

'C

(c) The Relationships Manager was helpful to the customer.

es

(d) The banker added the details of the customer to his system.
Pr

(e) Savings in a liquid state are not safe in the bank.

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3. Match the following.

ve
A B

t
en
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The Relationships Manager was is the high liquidity.

m
The benefit of a regular savings account Dinesh Bhatiya.
ge

ss
Money can be to Aditya Kumar.

se
id

Dinesh Bhatiya offered the application form is a convenient task.

br

As
Filling an application form online taken out easily.
am

&
4. Answer the questions in 2–3 lines each.
'C

s
(a) How is high liquidity an advantage in the banking system?
es
(b) Why did Aditya Kumar opt to fill up the application form online?
Pr
(c) How does a client benefit from keeping money in a savings account?
ity

VOCABULARY
rs
ve

1. Match the words in the two columns to make correct binomials.

t
en
ni

A B
U

peace and cobbled

m
ge

ss
tears and quiet
se
id

finished and square

br

As

fair and down

am

up and framed
&
'C

patched and tatters

s
es

2. Fill in the blanks with the appropriate binomials from the box.
Pr

tried and tested meet-and-greet plain and simple more and more black and white
ity

(a) .................. students are joining the TED club now.

rs

(b) The recipe is .................. . You can go ahead with it!

ve

(c) It was a foul, .................. . No second opinion about it is needed!

t
en
ni

(d) Mike Tyson spent almost an hour at a .................. with his fans.
U

(e) The case with all its issues was presented in .................. by the lawyer.
e

ss
g

se
id

GRAMMAR
br

As

1. Correct the sentences.

am

(a) Making matters worse, Hannah left for London without meeting her friend.
&
'C

(b) Mana enjoys to play the guitar.

s
es

(c) Sarah and Moosa lives in New Delhi.

Pr

(d) His grandfather used saying, “If you plan buying a dress, first take one out from your cupboard
and give it away to someone.”
ty

(e) He needs posting the letter by Monday.

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2. Fill in the blanks with the correct forms of the verbs in the brackets.

ve
(a) Ben likes .................. sports on television. (watch)

t
en
ni
(b) .................. money for a rainy day is a wise thing to do. (save)

m
(c) Sara needs .................. hard for her exams. (study)
ge

ss
(d) Mala requested the driver .................. the car in the garage. (park)

se
id

(e) .................. a sport will keep you fit and healthy. (play)
br

As
am

WRITING

&
'C

1. Work in pairs and write a debate on the following topic: Money is the only thing that matters in life

s
today. One of you must be for the motion and one of you must be against the motion.
2. Make a chart on the following: es
Pr
(a) the benefits of having money in the life of a youngster
ity

(b) the harmful influence of money in the life of a youngster

rs
ve

Worksheet 5

t
en
ni
U

m
ge

COMPREHENSION
ss
se
id

A. Read the travel itinerary and answer the questions that follow.
br

As
am

Udaipur Travel Itinerary

&

Delhi-Udaipur-Delhi
'C

s
es

Are you planning a trip to the city of lakes?

Pr

Udaipur is your answer to the question!

places to visit in Udaipur, best restaurants, best hotels, best places to shop, the best time to visit, how to
ity

reach Udaipur and much more-only by Fasal Tours and Travels

rs

Udaipur, also known as the Venice of the East, is the historical capital of the kingdom of Mewar. Founded
ve

in 1559 by Udai Singh II of the Sisodia clan of Rajputs, Udaipur provides you with just the right
en
ni

ambiance needed to rejuvenate your spirits!

U

Fasal Tours and Travels

e

ss
g

36, Charanjiv Road, New Delhi

se
id

Offers an exciting package for 2 days and 3 nights at 20% discount from 1 May 2023 – 4 May 2023
br

As
am

Cost per person INR 20,000 (all meals included)

&

Itinerary:
'C

s
es

Date of Departure from Delhi: 1 May, 2023

Pr

Time of Departure: 8 pm
Departure from IDA Bus Terminal
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Bus No. DL 234

ve

t
Arrival in Udaipur: 2 May, 2023

en
ni
Time of Arrival: 7 am
U

m
Lodging at: Hotel Turf, Lake Road, Udaipur
ge

ss
Date of Departure from Udaipur: 5 May, 2023

se
id
br

Time of Departure: 10 am

As
am

Departure from Hotel Turf after Checkout

&
Arrival in Delhi: 7pm
'C

s
Day 1 (2 May, 2023)
es
Pr
• Morning: check-in at Hotel Turf at 9 am
ity

• Welcome drink followed by breakfast

rs

• Visit to City Palace

ve

• Lunch at Hotel Turf

t
en
ni

• Afternoon-visit to Jagmandir and Jagdeesh Temple, Saheliyon ki Badi,

U

boat trip in Sur Sagar lake m

ge

ss
• Evening-dinner at Amber Hotel
se
id
br

Day 2 (3 May, 2023)

As
am

• Morning: visit to Bagore Haveli, Old City Heritage walk

&
'C

• Afternoon: visit to Lok Kala Mandal, lunch at Birsa Haveli

s
es

• Evening: Sunset Point at Sajjangarh, shopping at Marsa Bazar

Pr

• Dinner: Khamma Ghani Hotel

ity

Day 3 (4 May, 2023)

rs

• Breakfast at the hotel

ve

• Checkout
t
en
ni
U

1. Fill in the blanks with words from the itinerary

e

ss

(a) Udaipur is called the city of .................. .

g

se
id

(b) It is also called the .................. of the East.

br

As

(c) The trip to Udaipur is organised by .................. .

am

(d) The cost per person includes all .................. .

&

(e) Udai Singh II belonged to the .................. clan of .................. .

'C

s
es

2. State whether the following are true or false.

Pr

(a) Check-in on Day 1 is at 9 pm.

(b) Bagore is a haveli in the old city.
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(c) Fasal Tours and Travels have arranged lunch at Birsa Haveli.

ve
(d) Fishing in Sirsa Lake is a promising activity arranged for tourists.

t
en
ni
(e) Visits to Lok Kala Mandal and Sunset Point are scheduled on separate days.

m
3. Match the following.
ge

ss
A B

se
id

Fasal Tours and Travels offers was the capital of the kingdom of Mewar.
br

As
Udaipur, the city of lakes, on 1 May, 2023.
am

Each person will be charged a total of INR 20000.

&
'C

The tourists will depart from Delhi an exciting package for Udaipur.

s
4.
es
Answer the following questions in 2–3 lines each.
Pr
(a) Write the characteristic features of tourists who would be interested in the trip to Udaipur.
(b) How will the trip to Udaipur rejuvenate the spirits of the tourists?
ity

(c) Why do people go on such tours?

rs
ve

VOCABULARY

t
en
ni

1. Identify the loanwords in the sentences and state the language of their origin.
U

(a) The men in khaki marched into the parade ground. .................. m
ge

ss
(b) Ratan Tata is a business tycoon who is very generous. ..................
se
id

(c) Shall we order pizza? ..................

br

As

(d) My sister studies in kindergarten. ..................

am

(e) I want to be an entrepreneur and start my own business. ..................

&
'C

2. Unjumble the letters that form words related to water sports.

s
es

(a) INKGAYKA ....................................

Pr

(b) INGSLNROKEL ....................................

(c) BACSU VIGNID ....................................
ity

(d) SUFRIGN ....................................

rs

(e) MMNGIWSI ....................................

ve

t
en
ni

GRAMMAR
U

1. Change the sentences from active voice to passive voice and vice versa.
e

ss
g

(a) The lion attacked a deer in the jungle.

se
id

(b) All the gifts are purchased by my uncle.

br

As

(c) The letter was written by King Charles to his Prime Minister.
am

&

(d) The two men fought a duel.

'C

(e) My mother was baking a cake for me.

es

2. Fill in the blanks with relative clauses.

Pr

(a) The girl ........................................................................................... is my sister.

ty

(b) The train, ..........................................................................................., will leave an hour late.

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(c) Maria looked keenly at the dress ........................................................................................... .

ve
(d) The house, ..........................................................................................., belongs to my Aunt.

t
en
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(e) Delhi, ..........................................................................................., is famous for its street food.

m
ge
WRITING

ss
se
id

1. Write a letter to the director of a hospital, addressing your concerns about the hospital charging
br

As
exorbitant amounts from medical tourists.
am

2. Write a composition on ‘A Responsible Tourist’.

&
'C

s
es Worksheet 6
Pr
COMPREHENSION
ity
rs

A. Read the article The Vision of an Equitable World, and answer the questions that follow.
ve

t
en
The Vision of an Equitable World
ni
U

New Delhi, 29 May

m
ge

ss
By Arun Shourya
se
id
br

As the world heals from the COVID 19 global pandemic, we must work harder towards recovering better
As
am

for a sustainable and equitable world. With these words, Professor Krishnamurthy, the Chairman of
&

the World Peace Organization, declared the seminar session open at IIC, New Delhi last Friday. The
'C

seminar was organised on the theme—An Equitable World. Dr Bao Tsang from Japan talked about
es

gender equality and why it is not only a fundamental human right, but a necessary foundation for a
Pr

peaceful, prosperous and sustainable world. Although there has been progress over the last decades,
the world is not on track to achieve gender equality by 2030. To address the issue further, the social
ity

and economic fallout from the COVID-19 pandemic has made the situation more dismal and bleak.
rs

Progress in many areas, including women’s health services, already poorly funded, have faced major
ve

disruptions. And despite women’s leadership in responding to COVID-19, they still linger behind men
t
en
ni

in securing the decision-making positions they deserve.

U

Commitment and bold action are needed to accelerate progress, including through the promotion of
e

ss

laws, policies, budgets and institutions that advance gender equality. Professor Alen commented on
g

the role of women in society. Women and girls represent half of the world’s population and therefore
se
id

also half of its potential. But, today gender inequality persists everywhere and stagnates social progress.
br

As

Women continue to be under-represented at all levels of political leadership. In some countries, girls
am

are deprived of access to health care or proper nutrition, leading to a higher mortality rate.
&
'C

The session concluded with a reflective question on how much progress we have made. International
s
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commitments to advance gender equality have brought about improvements in some areas but a lot is
Pr

left to be done.
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1. Fill in the blanks with words from the article.

ve
(a) Professor Krishnamurthy is the .................. of .................. .

t
en
ni
(b) The theme of the seminar was .................. .

m
(c) Dr Bao Tsang talked about .................. .
ge

ss
(d) A peaceful, prosperous and .................. world is possible in an equitable world.

se
id

(e) Women’s .................. are poorly funded.

br

As
2. Match the following.
am

A B

&
'C

The world is healing from have faced major disruptions.

s
Women’s health services es to make the world a better place for men
Pr
and women.
Professor Alen talked about is a question worth reflection.
ity

Commitment and stronger actions are required women’s role in society.

rs

How much progress we have made the effects of the pandemic.

ve

t
en
ni

3. Say whether the following are true or false.

U

(a) m
Professor Krishnamurthy is the Director of World Peace Organisation.
ge

ss
(b) Women and girls represent less than half of the world’s population.
se
id

(c) Health services lack proper funding.

br

(d) Professor Alen talked about the role of women in the society.
As
am

(e) The session concluded with a pledge on making the world better.
&

4. Answer the following questions in 2–3 lines each.

'C

(a) Why is a sustainable and equitable world the need of the hour?
es

(b) How can we improve health services for women?

Pr

(c) What are some of the ways to promote gender equality?

ity

VOCABULARY
rs

1. Fill in the blanks with the correct words from the brackets.
ve

(a) I don’t think we should .................. a risk in such matters. (make/take/have)

en
ni

(b) The audience was .................. a ruckus in the auditorium. (composing/making/forming)

U

(c) I am .................. disappointed at your performance. (wholly/utterly/fully)

e

ss
g

(d) She .................. a face on seeing her friend wearing her dress. (did/built/made)
se
id

(e) I can see you’ve .................. remarkable progress in this area. (done/made/created)
br

As

2. Rewrite the sentences using correct collocations.

am

(a) The children in the street were forming a lot of noise.

&

(b) Arti has built a mess of the model. Now she will have to start again.
'C

s
es

(c) Please do not put advice where it’s not required.

(d) We can rescue on time if we take a detour from this route.
Pr

(e) Ramila composed a face on finding her notebook missing from her bag.
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GRAMMAR

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t
1. Convert the following into direct or indirect speech as directed.

en
ni
(a) “Hina, can you help me with Math problems?” asked Iram. (indirect speech)

m
(b) “Get me some oranges on your way back from school, Adi,” said Mother. (indirect speech)
ge

ss
(c) Sharmila told Rita to do her work on time. (direct speech)

se
id

(d) Mom asked Riya to visit Grandma on Sunday. (direct speech)

br

As
(e) “Take the dog to the vet as he is unwell,” suggested Uncle Ben. (indirect speech)
am

2. Match the words in the two columns.

&
'C

A B

s
Raman asked Rita
es we will do our project work together.”
Pr
Rita said, “Yes, would be convenient for you, Rita?”
Raman asked, “What time said Rita.
ity

“Any time after 10 am,” if he could visit her on Sunday.

rs

Raman promised to get his laptop.

ve

t
en
ni

WRITING
U

1. m
Create a story on the theme ‘It’s a Beautiful World’. Make columns for each of the following: title,
ge

ss
characters, setting, plot, theme, conflict and resolution. First, fill the table with the suitable points.
se
id

Then compose and write the story.

br

As

2. Write an article on the following topic: Education as a means of creating an equitable society.
am

&
'C

s
es
Pr
ity
rs
ve

t
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ni
U

m
e

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As
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am am am
br br br
id id id
ge ge ge
U U U U
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v er ve ve ve
si rs rs rs
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Pr Pr Pr
es es es
s s s
& & &
As As As
se se se
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en en en en
t t t t

Worksheets
Answer Key
to Additional
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Worksheet 1 – Answers

ve

t
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ni
U

m
COMPREHENSION
ge

ss
1. (a) dairy

se
id

(b) rolling
br

As
(c) elm
am

(d) pasture

&
'C

(e) barnyard

s
2.
(f)
(a)
stanchions
false es
Pr
(b) true
ity

(c) false
rs

(d) false
ve

(e) true

t
en
ni

3. (a) rolling hills and pastures

U

(b) elm trees

m
ge

ss
(c) red
(d) to keep milk
se
id

(e) house to house

br

As

4. (a) The cows went to the pasture to feast on rich grass and clover.
am

&

(b) The term stanchion means ‘a fixed vertical bar or pole used as a support for something’.
'C

(c) The trains were termed as ‘milk trains’ because the trains carried the milk for distribution to houses,
s
es

shops and markets.

Pr

VOCABULARY
ity

1. Describing words Nouns Sentences

rs

grilled fish My grandmother loves to have grilled fish and boiled peas.
ve

bitter pill The tax laws have been revised, and for some, this is a bitter pill
en
ni

to swallow.
U

dark chocolate My brother got me some delicious dark chocolate from France.
e

ss

black coffee I prefer a cup of black coffee with breakfast.

g

se
id

mashed potatoes Can you please bring the bowl of mashed potatoes?
br

As

Answers will vary for this column.

am

&

2. (a) POACHING
'C

(b) GRILLING
es

(c) SAUTEING
Pr

(d) ROASTING
(e) BOILING
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GRAMMAR

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t
1. (a) but

en
ni
(b) however
U

m
(c) Nevertheless
ge

ss
(d) because

se
id

(e) In addition to those

br

As
2. (a) He seemed quite excited about the trip. However, he looked a little sad on the day of departure.
am

(b) Wasif likes to draw and paint. On the other hand, his brother likes to work with technology.

&
(c) Singapore is a beautiful holiday destination. Therefore, we decided to go there in June.
'C

s
es
(d) She was hardworking and keen to work on the project.
(e) Riya asked Mita to go home as her Mom was waiting for her.
Pr
Answers will vary.
ity

WRITING
rs
ve

1. Sample - Spinach

t
en
ni

A-Traits and Appearance B-Benefits C-The Effects of Its Deficiency

U

green in colour/leafy/soft m
strengthens the immune system/ weakens vision/affects heart and
ge

ss
provides iron to the body/keeps bone-health
eyes healthy/good for bones
se
id
br

Answers will vary.

As
am

2. Pointers
&

– integral part of our cultural philosophy

'C

– variety of food/flavour in different parts of our country

es

– food for wellness and sustainability

Pr

– food as nourishment for body, mind and soul

– multiple seasons and seasonal food
ity

– popularity of Indian foods globally

rs

– food and tourism

ve

Some pointers are given. Answers will vary.

t
en
ni
U

Worksheet 2 – Answers
e

ss
g

se
id
br

COMPREHENSION
As
am

1. (a) true
&

(b) false
'C

(c) true
es

(d) true
Pr

(e) false
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2. (a) wisdom

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(b) cloud-tree

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(c) cosmogony

m
(d) twigs
ge

ss
(e) populate
3.

se
id

From times immemorial man has invested in trees.

br

As
Two sentient beings with two distinct human souls were infused by Ormurzd.
am

Trees benefit and populate the earth.

&
Illimitable trees existed in space.
'C

s
A Vedic tradition says that plants were created three ages before gods.
es
Pr
4. (a) Due to the passage of time in some instances, the myths acquire a different shape as they are passed
on from generation to generation.
ity

(b) Myths were revered in ancient times because human beings had always regarded trees as divine,
rs

and trees figure prominently in mythologies and plant lore.

ve

(c) In some cases, the myth relates to a mystic cloud-tree which supplies the gods with immortal fruit;

t
in others to a tree which imparts to mankind wisdom and knowledge; in others to a tree which is the

en
ni

source and fountain of all life; and in others, again, to the actual descent of mankind from
U

anthropological or parent trees.

m
ge

ss
VOCABULARY
se
id
br

As

1. (a) laid-back
am

(b) last-minute
&

(c) brand-new
'C

(d) pollution-free
es

(e) three-legged
Pr

2. donkey’s years: for a very long period of time

ity

till kingdom come: until the end of time

rs

once in a blue moon: not very often

ve

forever and a day: an exceptionally long period of time

t
en
ni

when hell freezes over: It will never happen.

U

GRAMMAR
e

ss
g

1. (a) colder
se
id

(b) lazy, laziest

br

As

(c) narrower, narrowest

am

(d) more intelligent

&
'C

(e) older, weaker

s
es

2. (a) loudly
Pr

(b) Recently
(c) quietly
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(d) silently
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WRITING

ve

t
1. Pointers

en
ni
– Follow the correct format.
U

m
– Mention the name of the organisation.
ge

ss
– The word NOTICE should be in bold.

se
id

– The date of issue and of the drive should be clearly mentioned.

br

As
– A heading (Plantation Drive) should be provided.
am

– The body of the notice must have accurate information.

&
– Signature and designation of the person issuing the notice must be provided.
'C

s
es
– Remember to box the notice.
Some pointers are given. Answers will vary.
Pr
2.
Dos Don’ts
ity

Plant more trees. Do not cut or burn trees.

rs

Adopt a tree. Do not put lights on trees.

ve

Gift a sapling. Do not disrespect trees.

t
en
ni

Answers will vary.

U

m
ge

ss
Worksheet 3 – Answers
se
id
br

As
am

COMPREHENSION
&
'C

1. (a) Black Pepper Films Division

s
es

(b) comedian
(c) Laughter, the Best Medicine
Pr

(d) mock situations

ity

(e) On-spot evaluation

rs

2. (a) true
ve

(b) false
t
en
ni

(c) false
U

(d) true
m
e

ss

(e) true
g

3. (a) Black Pepper Films Division is auditioning for a supporting actor.

se
id

(b) An open-stage auditioning has been set up at the India International Centre.
br

As

(c) Applicants have to meet the requirements for the role.

am

&

(d) The title of the series is ‘Laughter, the Best Medicine’.

'C

(e) Mr. RK Shah is the point of contact for any query.

s
es

4. (a) It attracts a greater audience and projects realities of life in a humorous way.
Pr

(b) A series on the National Television has a greater reach-out level/ is viewed across the country
(c) The audience’s response to any program is very important because it assesses the success rate of any
ty

program. It provides critical appreciation and feedback for further improvement and changes.
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VOCABULARY

ve

t
1. (a) Sheila had the last laugh when her presentation fetched more marks than others who had tried to

en
ni
discourage her.

m
(b) Zara thought her model was a failure but now she’s laughing all the way to the bank.
ge

ss
(c) Madan has become a laughing stock in the class.

se
id

(d) Stop acting like you’re concerned about this issue.! I can see you laughing up your sleeve!
br

As
(e) This is no laughing matter that our team should lose like this!
am

2. (a) CARTOON

&
(b) LIMERICK
'C

s
(c) HYPERBOLE
(d) PARODY es
Pr
(e) SARCASM
ity

GRAMMAR
rs
ve

1. (a) simple present Shayna has played basketball really well.

t
en
ni

(b) present perfect tense Neena and Geeta will be driving all the way to the castle.
U

(c) present continuous tense No one had done this task.

m
ge

(d) present continuous tense We had been reading novels that we bought from the bookshop.
ss
(e) simple past tense Zakia and Zubair cooks a meal for everyone.
se
id

2.
br

Daniya giggled and covered her mouth with her hands.

As
am

The horse is snorting loudly and kicking his hooves in the ground.
&

The baby boy chuckles and tries to hold his mom’s hands.
'C

David will leave for Delhi tomorrow morning.

es

Pass me the salt and I shall sprinkle some on my egg.

Pr

WRITING
ity

1. F1-Hey! F2-<no response>

rs

F1-Have you completed Ms. Dalton’s assignment? F2-<no response>

ve

F1-Hey! Can you keep that thing away please! F2-Yeah…Oh what did you say? Sorry I didn’t
en
ni

hear you…
U

Answers will vary.

e

ss

2. Answers will vary.

g

se
id
br

Worksheet 4 – Answers
As
am

&
'C

COMPREHENSION
es

1. (a) (a) the Relationships Manager

Pr

(b) (d) both the bank and the customer

ty

(c) (c) savings account

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(d) (b) anywhere

ve
(e) (b) could be submitted online

t
en
ni
2. (a) false

m
(b) true
ge

ss
(c) true
(d) true

se
id
br

(e) false

As
3.
am

The Relationships Manager was Dinesh Bhatiya.

&
The benefit of a regular savings account is the high liquidity.
'C

s
Money can be taken out easily.
es
Dinesh Bhatiya offered the application form to Aditya Kumar.
Pr
Filling an application form online is a convenient task.
ity

4. (a) High liquidity is an advantage because money can be withdrawn as and when required.
rs

(b) Aditya Kumar opted to fill up the application form online to save time.
ve

(c) A client benefits from keeping money in a savings account because it can earn good interest and

t
en
ni

helps in increasing the amount of money deposited.

U

VOCABULARY m
ge

ss
se

1.
id

peace and quiet

br

As

tears and tatters

am

finished and framed

&

fair and square

'C

up and down
es

patched and cobbled

Pr

2. (a) More and more

ity

(b) tried and tested

rs

(c) plain and simple

ve

(d) meet-and-greet
t
en
ni

(e) black and white

U

GRAMMAR
e

ss
g

se
id

1. (a) To make matters worse, Hannah left for London without meeting her friend.
br

As

(b) Mana enjoys playing the guitar.

am

(c) Sarah and Moosa live in New Delhi.

&

(d) His grandfather used to say, “If you plan to buy a dress, first take one out from your cupboard and
'C

give it away to someone.”

es

(e) He needs to post the letter by Monday.

Pr

2. (a) to watch
(b) Saving
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(c) to study

ve
(d) to park

t
en
ni
(e) Playing

m
WRITING
ge

ss
se
id

1. Pointers:
br

– Use the correct format.

As
am

– Begin with a salutation/address.

&
– Write the introduction and the objective of the debate (speaking for/against the topic).
'C

s
– Write the body of the debate (focus on the wh- questions).
es
– Write a conclusion by summarising the points.
Pr
– Thank the audience.
Some pointers are given. Answers will vary.
ity

2. Make two webs with the central ideas in the middle.

rs

– benefits - makes a youngster more self-reliant/resourceful/independent/confident

ve

t
– harmful influence - makes a youngster over-ambitious/greedy/resort to unlawful means to earn more/

en
ni

focus away from relationships, studies

U

Some pointers are given. Answers will vary. m

ge

ss
se
id

Worksheet 5 – Answers
br

As
am

&

COMPREHENSION
'C

s
es

1. (a) lakes
(b) Venice
Pr

(c) Fasal Tours and Travels

ity

(d) meals
rs

(e) Sisodia
ve

2. (a) false (b) true (c) true (d) false (e) false
t
en
ni

3. Fasal Tours and Travels offers an exciting package for Udaipur.

U

Udaipur, the city of lakes, was the capital of the kingdom of Mewar.
e

ss

Each person will be charged a total of INR 20000.

g

se
id

The tourists will depart from Delhion 1 May, 2023.

br

As

4. (a) Answers will vary.

am

(b) Answers will vary.

&

(c) Answers will vary.

'C

s
es

VOCABULARY
Pr

1. (a) khaki - Persian;

ty

(b) tycoon - Japanese;

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(c) pizza - Italian;

ve
(d) kindergarten - German;

t
en
ni
(e) entrepreneur - French

m
2. (a) KAYAKING
ge

ss
(b) SNORKELLING
(c) SCUBA DIVING

se
id
br

(d) SURFING

As
(e) SWIMMING
am

&
'C

GRAMMAR

s
1. (a) es
A deer was attacked by the lion in the jungle.
Pr
(b) My uncle purchased all the gifts.
(c) King Charles wrote a letter to his Prime Minister.
ity

(d) A duel was fought by two men.

rs

(e) A cake was being baked by my mother.

ve

t
2. (a) who is carrying a red bag

en
ni

(b) which normally leaves at 2 pm

U

(c) which her sister had bought for her m

ge

ss
(d) that has a yellow door
se
id

(e) which is the capital city of India

br

As
am

WRITING
&
'C

1. Pointers
s
es

– use the correct format

– make a word bank with ideas before writing
Pr

– make rough drafts

ity

– revise drafts and then write the final draft

rs

– Some ideas you may use: hospitals targeting care takers/luring them with offers/asking for extra charges
ve

for basic amenities/ adding hidden costs to the bills etc

t
en

Some pointers are given. Answers will vary.

ni
U

2. Answers will vary.

m
e

ss
g

Worksheet 6 – Answers
se
id
br

As
am

COMPREHENSION
&
'C

1. (a) Chairman, the World Peace Organisation

es

(b) An Equitable World

Pr

(c) gender equality

(d) sustainable
ty
si

(e) health services

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2. The world is healing from the effects of the pandemic.

ve
Women’s health services have faced major disruptions.

t
en
ni
Professor Alen talked about women’s role in society.

m
Commitment and stronger actions are required to make the world a better place for men and women.
ge

ss
How much progress we have made is a question worth reflection.

se
id

3. (a) false (b) false (c) true (d) true (e) false
br

As
4. (a) A sustainable and equitable world is the need of the hour as social and economic fallout after the
am

pandemic needs to be restored. The world is in the process of healing after the pandemic. This is

&
needed for a peaceful and a balanced world.
'C

s
(b) We can do so by improving infrastructure more funds to health services.
(c) es
Some of the ways to promote gender equality are more representation of women in different areas
Pr
that are predominantly male dominated, by offering leadership roles to women, and by offering
better health facilities.
ity
rs

VOCABULARY
ve

t
1. (a) take

en
ni

(b) making
U

(c) utterly m
ge

ss
(d) made
se
id

(e) made
br

As

2. (a) The children in the street were making a lot of noise.

am

(b) Arti has made a mess of the model. Now she will have to start again.
&

(c) Please do not give/offer advice where it’s not required.

'C

(d) We can save on time if we take a detour from this route.

es

(e) Ramila made a face on finding her notebook missing from her bag.
Pr

GRAMMAR
ity
rs

1. (a) Iram asked Hina if she could help her with Math problems.
ve

(b) Adi’s mother asked him to get her some oranges on his way back from school.
t

(c) “Rita, do your work on time,” said Sharmila.

en
ni

(d) “Riya, could you visit Grandma on Sunday?” asked Mom.

U

(e) Uncle Ben suggested (to me) to take the dog to the vet as he was unwell.
e

ss

2.
g

Raman asked Rita if he could visit her on Sunday.

se
id

Rita said, “Yes, we will do out project work together.”

br

As

Raman asked, “What time would be convenient for you, Rita?”

am

“Any time after 10 am,” said Rita.

&
'C

Raman promised to get his laptop.

s
es
Pr
ty
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WRITING

ve

t
1. Sample:

en
ni
U
title characters setting plot theme conflict resolution

m
A Magical old man/ in a village a poor but a it is love younger son returns after a
ge

ss
World wife/son/ happy family/ that makes son leaves failed attempt to start

se
id

daughter/ survive on the world the house a business in the city/

br

farming/ have go round in search loses everything/

As
a cow and two of better returns broken and
am

goats /live in a facilities shattered /family

&
little hut in the city/ welcomes him back/
'C

s
family starts working on his
es devastated field/ digs up a pot
Pr
of gold coins under
a tree
ity

Some pointers are given. Answers will vary.

rs

2. Pointers:
ve

t
– role of education

en
ni

– how education can change quality of life

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– role of schools in local communities m

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– gender equality
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Divide your article into paragraphs. Some pointers are given. Answers will vary.
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Listening Text Script

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UNIT 1
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Irfan: Hi, Anitha! Have you been to that new juice and salad bar in town, Tasty Fitness?

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Anitha: No, I haven’t, Irfan.

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Irfan: Well, it’s brilliant. We celebrated my cousin’s birthday there last week. It was great. They’ve got an
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extensive menu.

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Anitha: Have they? What sort of food items do they have?

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Irfan: Anything you can imagine really. It’s not just juices. You can get sandwiches and milkshakes too. You
should go!
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Anitha: Actually, I haven’t been to any cafes and local eateries, yet.
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Irfan: What, never? Not even with friends?

Anitha: No, Mom usually orders food if we need a change. She’s still being a little cautious post the coronavirus
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pandemic, you see.

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Irfan: Aah! I understand. Tasty Fitness follows all precautions though.

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Anitha: That’s good to know. My food outings are basically with family during evenings at proper restaurants and
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that too on occasions. It’s a joint family you know! (laughs). Like, last month we went to Sagar Bhavan. Have you
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heard of it?
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Irfan: No. Where’s that?
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Anitha: It’s next to the gas station.

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Irfan: What kind of food do you get there?

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Anitha: It’s a vegetarian restaurant; so, when we went there, I had a North Indian thali. It was really good!
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Irfan: Maybe I should try it. I’ll tell Dad about it; he loves the thali system! So, tell me, when you all go out what
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does your pet dog, Caesar, do?

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Anitha: Oh, that’s sad! He actually hates being left alone.

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Irfan: There you are! Tasty Fitness has a lush, green backyard for dogs to run around and play. There’s also a pool
for them. My pet, Rocket, loves basking in the sun there.
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Anitha: Really?! That sounds great!

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Irfan: Wait! There’s more! They keep changing the menu every few months so they can create new dishes and
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keep us guessing!
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Anitha: Well, that’s interesting, Irfan! I’m definitely going to check this place out, online.
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Irfan: Oh, you should! You might just win the offer to create a salad with them! I created one last week. It was one
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of my grandma’s recipes including almonds, cottage cheese and mint!

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Anitha: Whoa! That’s fantastic. Do they have a similar offer for juices too?
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Irfan: (laughs) Not that I know of. But I’m sure you’ll find some unique juice and salad combos when you look
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them up, online.

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Anitha: You know, based on whatever you’ve shared with me, I think Tasty Fitness is tailor-made for the teens.
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You know why? It’s healthy eating while one is on the go, and it has a variety of combos and fun opportunities. I
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have to admit that you had me convinced when you talked about the provision for pets. (chuckles)
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Irfan: Oh, I’m glad you like the idea. My grandfather’s laughing yoga group always stops by Tasty Fitness in the
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morning, for their favourite carrot and beetroot juice. Perhaps you could mention this to your grandparents.
Anitha: I definitely will. Thank you, Irfan. See you at school tomorrow. Bye.
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Irfan: Bye and you’re welcome, Anitha!

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UNIT 2

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Speaker 1: I know that the world is hanging between going green or going brown. I have watched it change form over

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the last few decades. It is heartening to see my grandchildren ditch the plastic water bottles and tiffin boxes. I think

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that this is one massive way of preventing the planet from further degradation. If we’re lucky, we might bring about
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positive changes with this method in the near future.

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Speaker 2: You know, people might think that we models, in the fashion world, are least bothered about
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environmental sustainability. Quite the contrary. Many of us are particular about washable make-up wipes and own
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coffee mugs rather than use-and-throw items. I understand that saying ‘no’ to single-use plastic bags is important
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too, but I’ve faulted frequently in that arena. I’m trying. For now, I’m happy about the little way I contribute.

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Speaker 3: Its astonishing how unused items pile up if they aren’t taken and disposed of systematically. As a
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homemaker, it’s my responsibility, among various other things like avoiding plastic water bottles and tiffin boxes
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for my children, to using things in different ways. This is especially true for old clothes or bedsheets or food
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storage containers. Honestly, it’s like magic when old items can be used again for an entirely new cause.
Speaker 4: Our restaurant uses steel utensils and cloth napkins instead of plasticware and paper napkins.
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However, what I feel makes a difference is that we largely use local produce to create items on my restaurant
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menu. This brings down pollution issues caused due to shipping, air miles and transport. I think its perhaps the
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best way I could address the issue of keeping the planet green.

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Speaker 5: I manage the best I can, and most villagers use old clothes as pillow covers and dish rags. That said, what
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has worked really well is composting, where all food waste and vegetable and fruit peels are gathered in a pit. We
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just use the final decomposed matter as manure, and it works wonders. This cyclic process is like magic, and I think
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composting is the best way I can contribute towards a greener planet.
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UNIT 3
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Let us learn about some more benefits of laughter.

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There are some short-term benefits of laughter:

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• It stimulates many organs in our bodies. It can enhance the body’s oxygen intake and can stimulate our
heart, lungs and muscles. It also increases the production of endorphins that are released by our brain.
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• It can activate and relieve our stress response. An uproar of laughter can excite and then quickly cool down
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our stress response, and this can increase and then decrease our heart rate and blood pressure. This results
in giving us a good, relaxed feeling.
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• It can soothe our tensions. Laughter can enhance the blood circulation and help in muscle relaxation, both of
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which can help reduce some of the physical symptoms of stress.

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Now let us hear about some long-term benefits of laughter:

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• It can improve our immune system. Negative thoughts can lead to chemical reactions that can affect our body
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by introducing stress into our system and decreasing our immunity. Positive thoughts, on the other hand, can
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actually release small proteins produced by neurons that help fight stress and many serious illnesses.
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• It can help in relieving pain. Laughter causes the body to produce its own natural painkillers, and in this way,
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eases the pain in our body.

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• It can enhance our personal satisfaction levels. It has also been reported that it is perhaps easier to cope with
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difficult situations if one laughs more. It also helps one connect with others easily.
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• It can improve our mood. Laughter can help lessen our stress levels, depression and anxiety, and may
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make us feel happier. It can also improve our self-esteem.

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REAL-ENGLISH WORKSHEET 1

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Ritika: Hi Faraz, I am glad I spotted you. I really wanted to thank you for the party the other night. Also, I wanted to

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express my gratitude for the excellent food that Aunty and Uncle served us.
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Faraz: Well, thank you, Ritika. I will convey your message to Mummy and Papa too. Besides, they were really
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happy to see all my friends.

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Ritika: I hope you come to my place soon because you’ve got to taste the awesome brownies my father makes.
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You must come, otherwise you will honestly miss something nice.

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Faraz: Oh, I love brownies. I would love to visit you again. And, Aunty had also promised to show me her

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pottery wheel.
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Ritika: Yes, she has been making some great clayware such as some designer kulhads, a skillet and a beautiful

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vase these past few months. Also, she would be happy to show them to a fellow potter. Additionally, she has made
a wok in which one can make pasta and also bake a really good Bengali pithe, a special sort of sweetmeat. As a
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result, we have been eating some great food these days.
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UNIT 4
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Speaker 1: Hi! I’m Madhurima Roy. I came to your store last week to buy these golden sandals. But I want to
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return them.

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Speaker 2: Can I have your mobile number and address to check the details, Ma’am?
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Speaker 1: Sure, it is 9999933220. And my address is R-63, Green Avenue.
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Speaker 2: Er…. Ma’am, can you please go a little slower? I need to key it in my system.
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Speaker 1: Oh! Sorry. It is five 9s, two 3s, two 2s and a 0. And my address is R-63, Green Avenue. Let me spell it out
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for you—G-r-e-e-n A-v-e-n-u-e.

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Speaker 2: Got it! You bought a pair of silver block heels in size 6, right?
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Speaker 1: No, they were golden and yes, they were in size 6.
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Speaker 2: Alright. Thank you for the details! What can I show you in exchange?
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Speaker 1: You can show me a good quality brown leather purse.

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Speaker 2: I’m sorry, Ma’am. Footwear can only be exchanged

for footwear.
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Speaker 1: Okay, in that case, please show me a pair of black ballerinas.

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Speaker 2: I’m afraid we’ve run out of those in your size. You may want to check again on Friday. That’s when
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we restock.
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Speaker 1: I don’t think I can come back here again. Do you have boots in my size?
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Speaker 2: Of course, we do! We have the best collection of boots in the city. Which colour would you like to try?
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Speaker 1: Grey please. And I hope they are of the same price as
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my sandals.
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Speaker 2: No, Ma’am. The sandals you bought were on 30% discount. These boots are from our new winter
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collection. So, you’ll have to pay the remaining amount.

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Speaker 1: 30% was a good discount! I was hoping to get a deal on these too. Anyway, what is the difference that I
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need to pay?
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Speaker 2: Just a second, Ma’am, let me calculate. The first bill was for 1200 rupees and these boots are for 2000
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rupees, so you’ll need to pay 800.

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Speaker 1: Here you go!

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Speaker 2: Thank you, Ma’am. Do visit again.

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UNIT 5

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Meera: Hi Ayan, how was journey? Have you taken a cab?

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Ayan: So far so good, Meera. Can’t wait to see you. I’m about to take a cab. But can you please tell me the
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directions once more?
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Meera: Of course, Ayan. There are two ways you come to my place from the airport. Listen to me carefully.

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As you come out of the airport, you land on MHT Road. As you head straight a little bit, you come to a rotary
intersection. You can either head down straight and be on MHT Road, or you can turn left and take St Peter’s
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Road. Am I clear so far?
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Ayan: Yes, Meera. It is so far clear. Please continue.

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Meera: Alright. So, if you take MHT Road, you’ll soon cross a cement factory to your left. As soon as you cross it,

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turn left and you’ll be on Phatphat Road. To your right now, there will be the Town Mall. Follow Phatphat Road
till you come to a T-point. From the T-point, take a left till another intersection and then take the very next right—
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you’ll land on Serene Walk Road. Head down the road, and Serene Walk, where my house is, will be on your left.
Ayan: That’s great Meera. But you said there’s another way to head to your place, isn’t it?
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Meera: Yes, there is. The other route is more breathtaking; however, there may be a lot of traffic as it is the
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tourist season.
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Ayan: Still, do tell me. I have some time and would like to take some photographs along the way for my travel blog.

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Meera: Sure. Once you reach the rotary intersection on MHT Road near the airport, turn left and take St Peter’s
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Road. Head straight down the road, till the same road turns to the right. As soon as you turn right, you’ll find
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RiverView Apartment to your left. Keep heading straight till you reach an intersection. The road to your left will be
Serene Walk Road. You’ll find Serene Walk to your left. I’ll be waiting for you outside, so that you can spot me.
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Ayan: Thanks, Meera. I think I’ll take St Peter’s Road this time. Meet you soon! I’ll give you a call when I am nearby.
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UNIT 6
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Tamanna: Today, I am here to talk to Mr Desai, who is an octogenarian. When he was in his twenties, in the 1960s,
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he decided to become a stay-at-home father. We can well imagine how challenging this role was for him at a time
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when there was almost no precedence of this in the society. Mr Desai, a very warm welcome and thank you for
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agreeing to speak to us.

Mr Desai: It is my pleasure. It is so good to see the youth of today discussing these relevant issues.
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Tamanna: Thanks to people like you, our generation can look ahead and be all-rounded individuals. Tell me, Mr
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Desai, why did you make this decision back then?

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Mr Desai: You know, when we were young, I noticed that the men of the family always ate their food before the
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women. The women cooked meals, served them to everybody else, and then got to eat their share. My sisters never
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got to study after they passed school, and they were married off at the age of eighteen or nineteen.
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Tamanna: Yes, sadly, this remains a reality even to this day! Did you voice out your opinion, or rather, I should ask,
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could you?
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Mr Desai: I remember being scolded when I talked about these issues at home. My grandfather and my eldest uncle
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never found any fault with these things. They chided me that I was wasting my time and getting these rebellious
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ideas from books I was reading or the music I was listening to. I saw that there was actually no point in me revolting
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like this. I had to find my own way.

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Tamanna: So, what did you do next?

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Mr Desai: When I got married, I was one of the lucky few whose wife was also educated. And what more, she
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was more qualified than me! My wife wanted to apply as a teacher for a government school. The moment
she was selected, I still remember, was the happiest time of our lives. I still recall the moment she opened the
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appointment letter with trembling hands… she shrieked with joy! However, she was soon troubled by the fact that
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she had gotten into a school which was quite far from our place, which meant that she would have to go and stay

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there. Our daughter was only 3 years old then.

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Tamanna: Oh my god! I can imagine how difficult it was for her to decide…

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Mr Desai: I was quite adamant that Sheila should take up the offer and leave, and should focus on her career. So, I

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quit my full-time job and became the stay-at-home guardian for Lati, our daughter. I managed to get a lot of part-
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time jobs, which allowed me to take care of her as I worked. Yes, the initial five years was a challenge. I had to face

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the wrath of my family members and even Sheila’s family members! Our neighbours also tried coaxing me to ask
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Sheila to give up her career when our daughter was so small. And then? Sheila landed a huge offer to teach in the

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United States of America. No one in those days could believe that a woman could on her own account go abroad
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for work. We all settled abroad then, and we came back to India only after Sheila retired. Lati is settled with a

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fantastic job and her family abroad, and we are free to travel and enjoy as much as we want now.
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Tamanna: Your story is one of a kind. The respect and love you had for your wife should act as an example for us.
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And you are the role model of a father, who stood up for his ideals with his actions, and not merely through words.
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REAL-ENGLISH WORKSHEET 2
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Mother: Keyan, you are travelling alone for the first time. Have you planned your finances well?
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Keyan: Yes Mom, I have. I have made a detailed plan, which I can share with you.
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Mother: Sure. I’d very much like to see the plan that my son has prepared so painstakingly.

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Keyan: Here you are. I’ll explain the plan, which is so messy, ha ha.
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I have kept 15,000 for my flights, which I’ll board from various places in the next 15 days. Weren’t the tickets,
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which I booked quite a few months ago, cheap?
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Mother: You have a total of 4 flights, right? These tickets are cheap indeed! Now, tell me the rest—tell me what is in
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the box that is to the right of the page.

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Keyan: Oh that? This money, which is in green ink, is my stay budget. I have booked hostels and guesthouses that
fit my budget well. In total, I am keeping 8000 aside. In Nainital, I’ll be saving quite a lot as I’ll be staying at Aunt
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Fatima’s place, which has a lovely peach orchard…

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Mother: I must say that I’m impressed with your planning, Keyan! Have you planned for your meals? Don’t skip
meals, please.
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Keyan: Don’t worry, Mom. Can you see the scribble in pink, which is right next to the blue circle?
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Mother: Yes, what is that?

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Keyan: I have kept aside some money for buying the food ingredients that I need to cook the food myself.
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Mother: Are you sure about that? Cooking all your meals can be very tiring…
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Keyan: I have to, Mom. See, till now, I have budgeted for 23000 and I am left with only 2000 more. With this
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money, I have to manage local travel, which will most definitely be public transport. I also must keep some
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money for unavoidable expenses that may leave me confused in an unfamiliar place.
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Mother: I see… Yes, the plan is a bit tight, I feel. Tell me, Keyan, if I add 5000 more to your kitty, will you feel a bit
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more confident?
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Keyan: 5000? Wow, Mom, I wasn’t expecting this. I think that with this, I don’t need to cook my own food, which is
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going to be a real luxury for me! And what more, I think I can even save some money from this! Thank you, Mom.
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Mother: You’re welcome, Keyan. But, can you please make a clean copy of this budget plan, which is totally
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indecipherable now?
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Keyan: Sure, Mom. I’ll do so!

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