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Teacher’s Resource Pack

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ADVANCE PROOF COPY

 Copyright © Viva Online Learning Technologies Private Limited
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recorded or otherwise,

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without the written permission of the publishers.

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Information contained in this book has been obtained by its authors from sources believed to be
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shall in no event be liable for any errors, omissions or damages arising out of use of this information
and specifically disclaim any implied warranties or merchantability or fitness for
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Every attempt has been made to trace holders of copyright. Where the publishers have
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it has not been possible to identify the sources of materials used, the publishers would be grateful for
any information that would enable them to make appropriate acknowledgements in future reprints/
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editions of this book.

First Published 2023
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4737/23, Ansari Road, Daryaganj, New Delhi 110 002

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Tel. 011-42242200, Email: [email protected]

ISBN: 978-93-92335-??-?
Published by Viva Online Learning Technologies Private Limited
4737/23, Ansari Road, Daryaganj, New Delhi 110 002.
www.vivavolt.in
 Contents
1. Woodman, Spare That Tree!..........................................................................1
2. The Ghost of the Mountains...................................................................... 10
3. I Am Here to Speak ....................................................................................... 27
4. The Little Green Orchard ............................................................................ 44
5. Alice Meets the Cheshire Cat .................................................................... 53

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6. The Diary of a Young Girl ............................................................................ 68

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7. Ozymandias..................................................................................................... 87

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8. After Twenty Years......................................................................................... 95
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9. The Fun They Had........................................................................................110
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10. The Way Through the Woods ..................................................................126

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11. Bhola Grandpa..............................................................................................133

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12. Hide-and-Seek with Salim Ali..................................................................148

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13. The Miller of the Dee..................................................................................164

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14. The Tempest ..................................................................................................172

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15. Three Men Pack for a Trip..........................................................................189

16. Vocation..........................................................................................................204
17. Marco Polo and the Indian Pearls...........................................................213
18. The Coromandel Fishers............................................................................230
19. The Guinea Pig..............................................................................................238
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1W
 oodman, Spare That
Tree!
Objectives
• To develop a sense of affinity with nature
• To introduce the idea of environmental protest
• To be able to locate, analyse and infer information
from the text

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• To introduce syllabic division and stress patterns

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• To highlight the emotional aspect of lyric poetry

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genre: poetry
themes: childhood memories; environmental
conservation
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periods allotted: 4
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WARM UP READING PLAN

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ƒ Ask the class if they have any particular ƒ Ask the students to read the poem silently.
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childhood toy, book or any other object Give them about 5 minutes to finish
that they don’t want to part with. reading.
Encourage the class to share the special
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ƒ Next, read the poem to the students with

memories attached to this particular proper enunciation, stressing the words
object.
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properly and bringing out its rhyme

ƒ Discuss the introduction given in the scheme.
coursebook. Expand on the previous ƒ Use the glossary to discuss the meaning
discussion by telling the students how the of difficult words in the poem. Then ask
natural environment of the place(s) that we the students to make sentences with these
grow up in has a profound effect on us. words.
ƒ Name a few popular authors like Ruskin ƒ Divide the poem into sections in order to
Bond who have written many stories based explain it more clearly.You may use the
on this theme. Ask the class if they have following questions along with the in-text
read any stories or poems about childhood questions given in the coursebook.
and nature.

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z Woodman, spare that tree … Thy axe shall ƒ Once the students have completed both the
harm it not. exercises, ask them to swap their textbooks
XWho is a woodman? with their partners and check the answers.
XWhy should he spare the tree? Provide the correct answers only when the
students are unable to.
XWho had planted the tree and where?
ƒ Discuss Exercise C in class and ask them
That old familiar tree … towering to the
to do it as homework. Ensure that all the
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skies.
students are given a chance to participate in
XHow can a tree have ‘glory and the discussion.
renown’?
XWhat do ‘earth-bound’ ties mean? Sounds and Pronunciation
XHow is the tone of the poet different ƒ Ask the students to read out the words
in this stanza? given in the exercise aloud. Correct their
When but an idle boy … let that old oak enunciation if required.

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stand.

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ƒ Draw their attention to the way particular
XHow does the poet describe the syllables are emphasized in each word.
shade of the tree?

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ƒ Use words with a varied number of
XWhat kind of memories does the syllables as examples so that the students are
poet have of this place?
ofable to listen for the stressed syllable in each
My heartstrings round thee … axe shall word.
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harm it not. ƒ Ask the students to attempt Exercise A in

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XWhy does the poet ask the woodman their notebooks. Tell them to pronounce
to leave the spot? the words slowly and clearly so that the
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XWhat is the dominant emotion in this syllabic division becomes clear to them.
stanza? ƒ After ten minutes or so, read each word
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ƒ Ask the students if there is any line/phrase from the exercise and show the students
from the poem that they have not how the syllables have been divided. Ask
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understood. If they have doubts, clarify them to correct their answers.

them. ƒ Assign Exercise B as homework, and
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ƒ Instruct the students to make sentences ask the students to refer to a standard
using the words given in the glossary. dictionary for the correct pronunciation of
each word.
EXERCISE PLAN
Appreciation
Comprehension
Ask the class to do the given exercise as
ƒ Ask the students to attempt Exercise A in homework.
their textbook. Give them 5–8 minutes to
complete the task. REVISION PLAN
ƒ Next, ask the students to attempt
Exercise B in their notebooks. They should ƒ Distribute the following worksheets to
be able to answer these questions on their ensure that the students can comprehend
own. Give them 8–10 minutes to do so. and apply their learning.

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z Worksheet 1: Comprehension Resource Sheet

XTell them to read the poem carefully ƒ Distribute the resource sheet with this
and answer the questions. lesson plan and ask them to do the given
z Worksheet 2: Appreciation task.
XAsk the class to read the instructions ƒ Allow them sufficient time for the task.
given and to do the task accordingly. Collect the resource sheets for correction.
ƒ You may use the worksheets to assess their Choose the five best answers and display
reading and comprehension skills and them on the noticeboard.
appreciation of lyrical poems.

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Worksheet 1

Comprehension

Read the poem given below.

Trees

I think that I shall never see

A poem lovely as a tree.

A tree whose hungry mouth is prest

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Against the earth’s sweet flowing breast;

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A tree that looks at God all day,

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And lifts her leafy arms to pray;
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A tree that may in Summer wear
A nest of robins in her hair;
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Upon whose bosom snow has lain;

Who intimately lives with rain.
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Poems are made by fools like me,

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But only God can make a tree.

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Joyce Kilmer

A. Answer the following questions.

1. What does the ‘hungry mouth’ of the tree refer to?

_____________________________________________________________
_____________________________________________________________
2. How does the poet describe the branches of a tree?
_____________________________________________________________
_____________________________________________________________

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 3. How do the different seasons affect a tree? Quote from the poem.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. How does the poet compare a poem to a tree? What conclusion does he draw
from this comparison?
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_____________________________________________________________
5. Name any one of the literary devices used in the poem and quote the
relevant lines.

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_____________________________________________________________

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_____________________________________________________________

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B. Explain the meaning of these words/phrases in the context of the poem.
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1. prest: ____________________________________________________
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2. leafy arms: ____________________________________________________

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3: lain: ____________________________________________________
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Worksheet 2

Appreciation
Lyric poems always hint at a set of relationships, like the poet had with the tree and
his family members as well. In that sense, there is always a ‘story’ in or behind them.
Write the story implied by ‘Woodman, Spare That Tree!’ in your own words, as if it
were something that had happened to you. Keep the narrative short and crisp, about
100–150 words.
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Resource Sheet

Think of a song that tells/implies a story (not just any song). Prove that this song really
does reveal a story, and be prepared to discuss whether the music is essential, useful,
or detrimental to the revelation of the story.
In the space given below, write down which song you have chosen and the story
told by it.
Note: Bear in mind that this is a poetry class, so you should choose a song whose
lyrics are effective and well used.
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ANSWER KEY
COURSEBOOK everywhere for the wonderful memories
they associated with the old oak tree.
Comprehension
3. The ‘earth-bound ties’ refer to the
A. The poet pleads with the woodcutter roots of the old oak tree, and also to
to spare his oak tree. He tells him not to the many lives it has nourished through
touch even a single bough. He reminisces its presence in the world. These earth-
how the tree had sheltered him in his bound ties must not be cut because they
youth and says that now it is time for him are necessary to keep the tree alive.
to protect it. He goes on to say that it was 4. This tree is associated with the poet’s
planted by his forefather near his cot. He childhood memories. When he was
asks the woodman if he could really cut young, the poet took shade under this

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down a tree whose glory and renown are tree. His sisters played there. It was here

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spread far and wide. that his mother had kissed him while his
The poet insists that the latter mustn’t cut father had held his hand to reassure him

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the earth-bound ties of the old familiar when he was young and anxious.
tree. He talks about how much he rejoiced of 5. The poet is determined to protect the
in its grateful shade as a boy; how his sisters old oak tree at any cost. Hence, he
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played there, his mother kissed him while declares his intent to the woodcutter
his father pressed his hand to reassure him. clearly by saying that as long as he has
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He asks to be forgiven for his foolish tear. even one hand left, he will protect the
The poet ends the poem by addressing tree and will not let the woodcutter cut
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the tree as his old friend. He says that his it down with his axe.
heartstrings cling to the tree as closely as
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C. Accept all relevant answers.

its bark. He is certain that the old tree will
brave the storm once again; the wild-bird Sounds and Pronunciation
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shall sing again and the tree’s branches

shall continue to bend. He concludes by A. sleep: sleep
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challenging the woodman, telling him cry: cry

that as long as he has a hand to save it, the meditate: med-i-tate
former’s axe shall not harm it. elephant: el-e-phant
B. 1. The poet wants to protect the oak tree military: mil-i-tar-y
because when he was young the tree had undo: un-do
provided him shelter. This tree had been
offer: of-fer
planted by his forefather and the poet
felt it was his duty as well to protect the office: of-fice
tree. computer: com-pu-ter
2. The ‘glory and renown’ of the oak travel: trav-el
tree means that the tree was fondly compensate: com-pen-sate
remembered by various members of purchase: pur-chase
the poet’s family and their friends

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postponement: post-pone-ment Here the poet expresses two emotions.

cartoon: car-toon Firstly he is talking about the close
rejoice: re-joice relationship that he feels that he has with
this tree – which is as strong as being
B. canteen: can-teen
part of the tree itself.
milk: milk
The second emotion is one of hope.
destroy: de-stroy The poet has hope and faith that the old
away: a-way oak tree will survive many more strong
example: ex-am-ple storms and that wild birds will build
because: be-cause their nests in this tree and sing from its
swinging branches.
different: dif-fer-rent
conclude: con-clude
WORKSHEETS
correct: cor-rect

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about: a-bout Worksheet 1: Comprehension

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increase: in-crease A. 1. The ‘hungry mouth’ refers to the roots
become: be-come of the tree, which draw nourishment

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from the earth.
Appreciation of 2. The branches of the tree are described
1. Touch not a single bough! – as the ‘leafy arms’ of the tree, which look
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Through this line the poet is giving a like they have been lifted towards the
stern warning to the woodcutter to not sky in prayer.
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cut down even a single branch of the old 3. The tree wears ‘a nest of robins in her
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oak tree. hair’ during summer. In winter, snows

2. In all their gushing joy, falls upon the ‘bosom’ of the tree, and
the tree ‘lives intimately with rain’
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Here, too, my sisters played.

during the rainy season.
My mother kissed me here;
4. The poet compares the loveliness of a
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My father pressed my hand – poem to that of a tree and draws the

Forgive this foolish tear, conclusion that since a poem is made by
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But let that old oak stand. foolish humans, it can never be as lovely
Here the poet expresses nostalgia. He is as a tree, which is made by God.
remembering happy memories from his 5. Accept varied answers like metaphor
childhood when he played under this and personification.
tree with his sisters and where he spent B. 1. to be pressed against something or
time with his parents and they reassured firmly attached to something
him in times of crisis. 2. branches covered by leaves
3. My heartstrings around thee cling, 3. lied down; fallen upon something
Close as thy bark, old friend!
Here shall the wild-bird sing, Worksheet 2: Appreciation

And still thy branches bend. Accept varied answers which describe the
Old tree! the storm still brave! poem accurately.

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2 The Ghost of the
Mountains
Objectives
• To inculcate the interest of young learners in wildlife
• To discuss sustainable practices for wildlife conservation
• To be able to locate, infer and analyse information
• To be able to use words and expressions in the correct

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context

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• To facilitate the usage of verbs transitively or
intransitively

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• To be able to retain information by listening to a text
• To be able to use the Internet for research and collate
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relevant information and present it
• To be able to create a first-person narrative
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genre: short story

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theme: wildlife conservation

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periods allotted: 8
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WARM UP habits and regal appearance. Also discuss

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these distinctive qualities with reference

ƒ Ask the class if they have seen any wild to the habitat of these animals, and how
animals like tigers, lions or leopards in
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well they are adapted to their natural

the zoo or national parks. If yes, ask them environment.
to think of how they felt on seeing these
ƒ Point out the similarity of this story to
animals. Were they scared? Did they try and
the poem ‘Woodman, Spare That Tree!’.
touch the animals?
Encourage the students to find thematic
ƒ For the students who haven’t seen these links between the two chapters.
animals before, ask which of these they’d
ƒ Answers may vary according to the life-
like to see: a tiger, a lion or a leopard.
experiences of the students.
Discuss how each of these animals has
distinct qualities, despite all of them ƒ Read the introduction of the story to the
belonging to the larger cat family. For class. Discuss the common conflicts over
example, a leopard is known for its speed, food and land which often arise between
a tiger is known for its impressive size and wild animals and humans inhabiting
hunting prowess, and a lion for its social the same area. Tell the students that it

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is essential to involve local people in X What had Rigzin learnt about the
conservation efforts and find a solution snow leopards from the nature guides
which benefits them as well as wild animals. course?
X How did Rigzin save the calf from
READING PLAN the snow leopard?
Why did the villagers want to kill the
ƒ Since the theme of the story has been
X

snow leopard?
discussed in detail, let the students read and
explain the lesson. Take a paragraph at a X What were the alternative ways to
time. Ask one student to read it aloud with deal with the leopard?
clarity and correct intonation, and then ask ƒ After all the questions have been answered
the next student to read the next paragraph to your satisfaction, ask the students if there
and so on. is any part of the story that they did not
ƒ Ask the students to mark words and phrases understand. If they have doubts, explain

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which they do not understand. These will that section to the students.

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be discussed once the reading is completed. ƒ Invite students to present their own
ƒ Divide the class into 4 teams. solution to the problems discussed.

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ƒ Label them as Team A, B, C and D. Then ƒ Conclude by asking them to say a few lines
ask the students from each team to ask the of about why wildlife protection must be
meaning of the words/phrases they have practised by human beings.
marked to the other teams. Give 5 points to
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the team which answers correctly. EXERCISE PLAN

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ƒ Keep rotating the turns till the doubts of

all the students have been cleared. Address Comprehension
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the words/phrases which none of the teams ƒ Ask the students to do Exercises A and B
have been able to explain correctly. from the Comprehension section in class.
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ƒ Keeping the students in the same teams, Then give out the answers for them to self-
ask them the following questions. Along assess their performance. Exercise A can be
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with these, you may also use the in-text done in the textbook while Exercise B is to
questions provided in the coursebook. be done in the notebook.
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X Why was Rigzin up earlier than ƒ Discuss the questions from Exercise C and
usual? ask the students to write down the points
X Why did the chants of ‘Shan! Shan!’ in the class.
make Rigzin’s heart skip a beat? ƒ Instruct them to write the answers for
X Where had the people near Tashi’s Exercise C as homework task.
house gathered?
X What did Chorol hear and see when Vocabulary
she went to gather firewood? ƒ Ask the students to refer to the story and
X What did Rigzin see when he attempt Exercise A from the Vocabulary
climbed onto the roof? section. The answers may be written in the
textbook itself.

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ƒ Once the students have completed the ƒ Encourage the students to cite some more
exercise, read out the correct answers and examples and drill them orally to reinforce
ask the students to correct their answers. the correct usage.
ƒ For Exercise B, write down the word amiss ƒ Ask them to complete Exercise A in the
on the blackboard. class and correct the answers.
ƒ Explain to the students that it is an ƒ Ask them to do Exercise B as homework.
adjective which is used to mean that ƒ Exercise C is a Gear Up activity. Refer to
something is wrong or not as it should be. the Gear Up section for the guidelines on
ƒ Then explain how this one word can be how to conduct it.
used in different expressions to refer to
different situations. Listening
ƒ Give the students ample examples of all ƒ Read aloud the listening extract from the
the expressions to highlight the subtle Teacher’s Handbook or play it. Once this

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differences between them. has been done, ask the students to attempt

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ƒ Ask the students to attempt Exercise B. the matching exercise provided in the
After all of them have finished, discuss the coursebook.

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answers.
The text is given below for your reference.
ƒ Ask the students to make 5 sentences with of
expressions using amiss. This can be done as Tiger,Tiger, burning bright
homework. In the forests of the night,
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ƒ Exercise C is a Gear Up activity. Refer to What immortal hand or eye

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the Gear Up section for the guidelines on

Could frame thy fearful symmetry?
how to conduct it.
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In what distant deeps or skies

Grammar Burnt the fire of thine eyes?
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On what wings dare he aspire?

ƒ Explain the concept of transitive and
intransitive verbs to the students, telling What the hand dare seize the fire?
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them that often the same verb can be used And what shoulder and what art
in 2 sentences transitively or intransitively. Could twist the sinews of thy heart?
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ƒ Use these 2 sentences as examples, where And when thy heart began to beat,
the verb ‘burnt’ has been used transitively What dread hand and what dread feet?
in the first, and intransitively in the second
What the hammer? what the chain,
sentence.
In what furnace was thy brain?
z Payal accidentally burnt the food she
was making. What the anvil? what dread grasp
z The fire burnt brightly. Dare its deadly terrors clasp?
ƒ Using the inputs from the coursebook, When the stars threw down their spears,
further explain how verbs used And water’d heaven with their tears,
intransitively sometimes need a subject Did He smile His work to see?
complement, which is different than the Did He who made the lamb make thee?
object needed by transitive verbs.
Tiger,Tiger, burning bright

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Activity
In the forests of the night,
ƒ Refer the students to the articles about the
What immortal hand or eye
Chipko movement on websites like https://
Could frame thy fearful symmetry? en.wikipedia.org/wiki/Chipko_movement and
https://www.britannica.com/topic/Chipko-
ƒ Discuss the correct answers for students to movement.
assess their work. ƒ Assign 15–20 minutes to the class and
using all the information they have
Speaking gathered, conduct a moderated discussion
ƒ Explain to the students how to use the on the success and failures of the Chipko
Internet to do research on the physical movement and the effect it has had on the
features, behaviour and habitat of snow future of conservation practices in India.
leopards.
REVISION PLAN

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ƒ Encourage the students to note down the

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points they are going to speak about.
ƒ Distribute the worksheets to gauge the
ƒ Call the students one by one and ask them students’ understanding of the concepts

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to make their presentation. taught.
ƒ Encourage the students who are nervous to of zWorksheet 1: Comprehension
complete their presentation and speak with
Tell them to read the story carefully
more confidence.
X
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and answer the questions.
Worksheet 2:Vocabulary
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Writing z

Ask the students to rewrite

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ƒ Help the students compose a story using
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the sentences using the correct

the first-person narrative voice. Give them
expressions with amiss.
some tips like:
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zWorksheet 3: Grammar
z The narrator should describe sights,
sounds, smells and tastes as observed by The students will state whether
X
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her/him/it. the verbs used in the sentences are

transitive or intransitive.
The narrator’s words should give us a
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glimpse into her/his/its motivations, zWorksheet 4: Listening

along with an insight into the other Read aloud the following passage
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characters. slowly and clearly.

ƒ Ask the students to complete any one of
With the growth in human population, the
the writing tasks given in the exercise. Give
demand for wildlife has grown as well. In
them about ten minutes to complete the
many countries, the prevalent lifestyle habits
task.
of the people fuels the demand for a variety
ƒ Once the students have completed the of wildlife products such as sea-foods, leather
exercise, collect their notebooks for goods, textiles, timber, medicinal ingredients, etc.
correction and mark them on the plot, Such people are far removed from the unethical
characterization and use of language. practices behind the manufacture of such

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products. At the other end, many organizations the consequences of plundering wildlife.The
and national governments see wildlife as a poachers who are caught are most often poor
valuable commodity that has a high market locals, who have little knowledge of the illegal
value, without caring for the ecological harm trade.The real masterminds are almost never
that is the result of such trade. brought to trial, and this keeps the business
Animal parts like rhino horn, elephant ivory intact.
and tiger skin and bones continue to command
high prices among consumers, especially in Asia. Tell the students to listen carefully
X

The recent fad that rhino horn can cure cancer and do the given exercises.
has led to massive poaching in South Africa Worksheet 5:Writing
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and made rhino horn almost as valuable as gold Complete the writing task, using
X

in Vietnam. what they have learnt from the

Illegal wildlife trade is a low risk business with coursebook exercise.

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high returns.Various factors like corruption, ƒ Collect the worksheets to evaluate them

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lax laws, weak judicial systems and light and share your feedback.
sentences allow criminal networks to disregard

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Vocabulary
C. Don’t let it go amiss.
Use the phrases and expressions with amiss in Printable 1 for the activity.

Grammar
C. Mix and match.

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Some transitive and intransitive verbs are listed below.You may use them for

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the activity.
Transitive Intransitive

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1. grab of1. cry
2. ignite 2. depend
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3. inflate 3. die
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4. teach 4. disappear
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5. push 5. emerge
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6. make 6. exist
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7. melt 7. explode
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8. soak 8. fade
9. stroke 9. fall
10. hold 10. float
11. pull 11. fly
12. draw 12. gallop
13. hug 13. go

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14. throw 14. grow

15. squeeze 15. happen
16. drink 16. agree
17. touch 17. arrive
18. close 18. run
19. open 19. sleep

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20. ride 20. come

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You may use the following objects for the activity.
ƒ a sandwich
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ƒ wax
ƒ a fire ƒ a clay sculpture
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ƒ a balloon ƒ door
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ƒ children ƒ window
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ƒ lime ƒ drawer
ƒ clothes ƒ kite
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ƒ a sand castle ƒ chair

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ƒ iced tea ƒ pen

ƒ a beach ball ƒ doll
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ƒ grandparents ƒ bottle
ƒ a horse ƒ pillow
ƒ a puppy ƒ toy
ƒ ice ƒ curtains

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 Printable 1

judge amiss

go/gone amiss

nothing/something amiss

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may not be amiss

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take something amiss

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come amiss
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Worksheet 1

Comprehension

Read the following passage on the bee hummingbird carefully.

The bee hummingbird is just two inches tall but it can hover in mid-air and fly in
every direction, including backwards. Most hummingbirds are about 3–5 inches long.
But the bee hummingbird is just 5 centimetres or roughly just 2 inches. It is not
much bigger than a large insect. But don’t let its tiny body fool you. This bird is a
fierce flier. A bee hummingbird can beat its wings up to 80 times per second. It’s so
fast that if you see a bee hummingbird in flight, the wings will be a blur to your eye.

y
Hummingbirds are also the only vertebrates that can hover in one place. Add to that

op
being able to fly backwards and upside down, and these creatures are amazing flying
machines.

C
Besides drinking nectar, bee hummingbirds eat insects. A bee hummingbird eats food
of
equivalent to roughly half of its body mass each day. But what’s more impressive is
that it also drinks 8 times its body mass every day. This is why bee hummingbirds live
ro

in areas where there are gardens and shrubbery. These tiny birds are found primarily
P

in Cuba, but some have been spotted in Jamaica and Haiti as well.
ce

A. Answer the following questions.

an

1. What is the size of an average bee hummingbird?

dv

_____________________________________________________________
_____________________________________________________________
A

2. The bee hummingbird can beat its wings up to _______________________.

a. 30 times per second b. 60 times per second
c. 100 times per second d. 80 times per second
3. Why is the bee hummingbird an amazing flying machine?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

18
 4. Where are bee hummingbirds primarily found?
a. India b. Cuba
c. Canada d. Haiti
5. Apart from being a great flier, what is special about the bee hummingbird?
_____________________________________________________________
_____________________________________________________________
6. What message do you think this passage has for the reader? Give reasons for
your answer.
_____________________________________________________________
_____________________________________________________________

y
op
B. Write the meaning of these words used in the passage.

C
1. hover : ____________________________________________________
of
2. blur : ____________________________________________________
ro
3. vertebrate : ____________________________________________________
P

4. equivalent : ____________________________________________________
ce
an
dv
A

19
Worksheet 2

Vocabulary

Correct the following sentences.

1. The villagers were amiss when we suggested paying them for their wonderful
hospitality.
_____________________________________________________________
_____________________________________________________________
2. It isn’t amiss to state in the debate that war between the two countries should

y
be avoided at all costs.

op
_____________________________________________________________

C
_____________________________________________________________
of
3. The house is too silent. Something has gone amiss.
_____________________________________________________________
ro

_____________________________________________________________
P

4. Don’t go amiss when your teacher suggests how to improve your essay.
ce

_____________________________________________________________
an

_____________________________________________________________
5. The preparations are going well. I’ll know immediately if something takes it
dv

amiss.
A

_____________________________________________________________
_____________________________________________________________
6. Sara should not go amiss if you tell her the truth.
_____________________________________________________________
_____________________________________________________________

20
Worksheet 3

Grammar

A. Write whether the underlined verbs in the following sentences are used
transitively or intransitively.

1. Heat expands metals. _________________

2. Metals expand on heating. _________________
3. The driver stopped the car. _________________
4. The car stopped abruptly. _________________

y
5. You must speak the truth. _________________

op
6. The woodcutter felled a huge tree. _________________

C
7. The boy is flying the kite. _________________
8. The birds are flying in the sky.
of _________________
ro
9. The rider fell off the horse and broke his arm. _________________
P

10. You must speak loudly. _________________

11. The explosion sank the ship._________________
ce

B. Make sentences with each verb by using it transitively and intransitively.

an

1. admire : ______________________________________________________
dv

______________________________________________________
A

2. leave : ______________________________________________________
______________________________________________________

3. ring : ______________________________________________________
______________________________________________________

21
Worksheet 4

Listening

Read the statements given below. Then listen to the passage carefully. As you
listen, write true or false against each statement. Correct the false statements.

1. The lifestyle of people in many countries often increases the demand for
wildlife products.
_____________________________________________________________
_____________________________________________________________

y
2. The end consumer of a wildlife product is always aware of how the product

op
reaches them.
_____________________________________________________________

C
_____________________________________________________________
of
3. Trading wildlife products is illegal as well as unethical.
ro

_____________________________________________________________
P

_____________________________________________________________
ce

4. The high profit margin of wildlife product makes the industry lucrative for
many organizations.
an

_____________________________________________________________
dv

_____________________________________________________________
5. A fad which starts in one country can become the reason behind the
A

poaching of wild animals in another country.

_____________________________________________________________
_____________________________________________________________
6. The ringleaders of the poaching business are often caught red-handed, yet the
business flourishes due to the high returns.
_____________________________________________________________
_____________________________________________________________

22
Worksheet 5

Writing

Write a first-person account of an episode where you were involved in the

rescue of a stray dog. Remember to include the following points:

• Where was the animal?

• Why did the stray dog need to be rescued?
• How was the rescue operation carried out?
• What can be done to prevent the recurrence of such a situation?

y
op
_____________________________________________________________
_____________________________________________________________

C
_____________________________________________________________
of
_____________________________________________________________
ro
_____________________________________________________________
P

_____________________________________________________________
ce

_____________________________________________________________
_____________________________________________________________
an

_____________________________________________________________
dv

_____________________________________________________________
_____________________________________________________________
A

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

23
 english central: teacher’s resource pack

ANSWER KEY
COURSEBOOK to distract the leopard in order to
make it move away from the calf. This
Comprehension could be done by making another
A. 1. Rigzin woke up early to help in the small hole in the roof at the other end
preparations for the special prayers. of the lhas. Then he wanted everyone
2. Jigmet urgently pointed him towards present there to peep through the
Tashi’s house. new hole and make a lot of noise.
The leopard would find that
3. A snow leopard had entered Tashi’s lhas
disturbing and definitely cross over
and killed all the livestock.
to see what was happening. Rigzin
4. Only a calf was still alive. would take this opportunity and

y
5. People wanted to throw poisoned meat quickly enter the lhas and retrieve the

op
through the hole. calf.
6. The leopard began to jump towards the 3. a. Rigzin is speaking to Tashi and the

C
hole. villagers.
7. Rigzin went in to retrieve the calf. of b. The villagers complain that snow
8. The villagers gasped when they saw the leopards have killed many of their
ro
leopard up close. livestock like yaks, rams and sheep.
9. The snow leopard was taken to Leh. They feel that if there are fewer
P

leopards, their livestock will be safer.

10. A happy Rigzin thought about the snow
They also fear that if they let this
ce

leopard as he prayed that night.

leopard go, it may turn up again and
B. 1. a. Rigzin’s friend Jigmet says these lines. attack their livestock when it feels
an

Jigmet and Rigzin are standing in hungry.

Tashi’s house.
c. Rigzin explains to the villagers that
dv

b. The ‘big one’ referred to here is the snow leopards are endangered animals.
snow leopard. Rigzin had learnt a lot There are only about five thousand
A

about these magnificent animals in snow leopards left in the world. Many
the nature guides course. are killed for their fur and bones and
c. Snow leopards communicate with sometimes angry villagers kill them
each other through scents that they for attacking livestock. If this killing
leave on large overhanging rocks. continues, the snow leopard may
2. a. Rigzin says these words. But the become extinct in the country and
listeners around him feel that his plan the future generations will only see
is crazy and would not work. pictures of snow leopards.
b. Chorol is most attached to the calf 4. a. Chorol is the speaker.
as she had taken care of the calf from b. The hole in the roof had been made
the time it was born. last year when Chorol’s family used
c. Rigzin came up with a daring plan. the lhas to store grass. They used to
He told the villagers that they needed

24
 english central: teacher’s resource pack

drop bundles of alfalfa from the roof 9. Transitive

into the room below. Let’s kill the leopard.
c. It was a mistake to make a hole in the 10. Transitive
roof because it made the lhas unsafe. The family sold all the expensive furniture
Tashi and Chorol had temporarily in the house.
covered the hole with a plastic sheet,
11. Transitive
which the leopard had ripped apart.
The lhas should have been covered What will you give Akshit for his
properly and made fully secure. birthday?
C. Answers may vary. 12. Intransitive
13. Transitive
Vocabulary
The team should take a bow for
A. 1. magnificent 2. tiptoed their splendid performance in the
3. fraction 4. chipped in tournament.

y
14. Transitive

op
5. on the decline 6. substitute
B. 1. take it amiss Geolin was the only one brave enough

C
2. was amiss to approach the howling dog.
3. wouldn’t go amiss ofB. Answers may vary.
4. wouldn’t go amiss Listening
ro
5. took it amiss 1. h 2. f 3. e 4. g 5. a
6. was amiss
P

6. c 7. b 8. d
Grammar
ce

WORKSHEETS
A. 1. Transitive
an

The children quickly shut the door. Worksheet 1: Comprehension

2. Transitive 1. The size of an average bee hummingbird
dv

How did the villagers save the calf ? is 5 centimetres or approximately

3. Intransitive 2 inches.
A

4. Transitive 2. d
The Australian hockey team won 3. The bee hummingbird is called an
the World Cup. amazing flying machine because it is the
5. Transitive only vertebrate that can hover in one
place, and it is able to fly backwards and
Raksha joined all the pieces of the
upside down.
jigsaw puzzle.
4. b
6. Transitive
5. Apart from being a great flier, a bee
Where have you put the keys to the car?
hummingbird can eat food equal to
7. Intransitive half its body mass, and drink nectar
8. Intransitive equivalent to 8 times its body mass each
day.

25
 english central: teacher’s resource pack

6. This passage implies to the reader that 6. Sara should not take it amiss if you tell
size does not matter when it comes to her the truth.
ability. A bee hummingbird, despite its
tiny size, can perform the most amazing Worksheet 3: Grammar
feats while flying. A.   1. Transitive (object: metals)
B. 1. stay in one place in the air by moving  2. Intransitive
the wings quickly   3. Transitive (object: car)
2. something that cannot be seen clearly  4. Intransitive
3. having a backbone or spine   5. Transitive (object: truth)
4. equal in amount   6. Transitive (object: tree)
Worksheet 2: Vocabulary   7. Transitive (object: kite)
 8. Intransitive
1. The villagers took it amiss when
  9. Intransitive, Transitive (object: his arm)

y
we suggested paying them for their

op
wonderful hospitality. 10. Intransitive
2. It wouldn’t go amiss to state in the 11. Transitive (object: ship)

C
debate that war between the two B. Answers will vary.
countries should be avoided at all costs. of
3. The house is too silent. Something is Worksheet 4: Listening
amiss. 1. True 2. False 3. True 4. True
ro

4. Don’t take it amiss when your teacher 5. True 6. False

P

suggests how to improve your essay.

Worksheet 5: Writing
5. The preparations are going well. I’ll
ce

know immediately if something is/goes Accept varied answers.

amiss.
an
dv
A

26
3 I Am Here to Speak
Objectives
• To make students aware about climate change
• To introduce students to rhetoric and public speaking
• To analyse and interpret a speech as a literary text
• To develop the usage of contextual vocabulary
• To explain reflexive and emphatic pronouns
• To be able to infer information by listening to a text

y
• To encourage students to express their opinions on

op
global issues through creative channels

C
genre: speech
theme: environmental activism of
periods allotted: 6
ro
P

WARM UP ƒ After the class has finished reading, start

reading the speech aloud with proper
ce

ƒ Ask the class what they know about climate intonation and diction.
change. How can we say that the climate of
ƒ Test the comprehension level of the
an

the earth is changing? Ask the students to

students by asking them questions from
provide examples.
sections of the text.
dv

ƒ Mention to the students how important it

ƒ You may use the following questions along
is for them to take climate change seriously,
with the in-text questions given in the
A

as it is their generation and the ones after it

coursebook.
which will be most affected by it.
zHello. I’m Severn Suzuki … And borders
ƒ Read the introduction to the chapter from
and governments will never change that.
the coursebook. Highlight how Severn
Suzuki was only 12 years old (almost the Can the delegates save the salmon?
X

same age as most students in the class) What are the other things that adults
X

when she gave this speech in front of many cannot fix or get back anymore?
important delegates, business people, etc., at Why can’t these things come back
X

a highly prestigious international summit. anymore?

Whom do the delegates represent?
X

READING PLAN How does Severn view the

X

ƒ Ask the students to read the speech silently, delegates?

taking 10–12 minutes.

27
 english central: teacher’s resource pack

z I am only a child … Thank you. Vocabulary

XWho all are part of Severn’s family? ƒ Ask the students to attempt Exercise A and
XWhat does Severn mean by ‘family’ find the relevant words from the chapter.
here? Tell them to pay attention to the context of
XHow are the ‘Northern countries’ the questions in order to find the answers
more privileged than others? quickly.
XWhy does Severn think she has a ƒ Give them 8–10 minutes to finish the
privileged life in Canada? exercise. Read out the correct answers and
XHow has the behaviour of the ask the students to correct their work.
Brazilian child moved Severn? ƒ Give the students a couple of minutes to go
ƒ Divide the students into groups and ask through the words in Exercise B. Ask them
them to discuss how instead of spending to think of possible antonyms for each
on war, governments should be spending to word and write them in the textbook. Then

y
protect the environment. ask them to find and circle these words in

op
the word grid.
ƒ Ask them to name all possible solutions
ƒ Give the students about 10 minutes to
to problems such as pollution, wildlife

C
finish the exercise. Then ask them to
conservation, etc.
exchange their textbooks with their
ƒ Encourage all the students to present their of partner.
views and opinions on the topic.
ƒ Read out the answers and let the students
ro
ƒ Conclude by asking them to write about correcting each other’s work find each
any one environmental problem that can be word in the grid.
P

resolved by taking proper measures.

ƒ Exercise C is a Gear Up activity. Refer to
ce

the Gear Up section for the guidelines on

EXERCISE PLAN how to conduct it.
an

Comprehension
Grammar
dv

ƒ Ask the class to do Exercises A and B from

ƒ Use the inputs from the coursebook to
the Comprehension section in class. Then
explain the concepts of reflexive and
A

discuss the answers for them to self-assess

emphatic pronouns.
their performance.
ƒ Encourage the students to cite some more
Exercise A can be done in the textbook examples.
while Exercise B is to be done in the
ƒ Ask them to complete Exercises A and B in
notebook.
the textbook.
ƒ Discuss the questions in Exercise C and ask
ƒ Ask the students to exchange books with
the students to mark the relevant sections
their partner and correct each other’s work.
in the chapter.
ƒ Exercise C is a Gear Up activity. Refer to
ƒ Instruct the class to do Exercise C as
the Gear Up section for the guidelines on
homework task.
how to conduct it.
ƒ Collect their notebooks for correction the
next day.

28
 english central: teacher’s resource pack

Listening
What I have learnt from the first two chapters
ƒ Read aloud the listening extract or play it. of the Holy Quran is the word ‘Iqra’, which
Ask the students to answer the questions means ‘read’, and the word ‘nun wal-qalam’,
provided in the coursebook. which means ‘by the pen’.
The text is given below for your reference. And therefore, as I said last year at the United
Nations, ‘One child, one teacher, one pen and
Education is one of the blessings of life and one one book can change the world.’
of its necessities.That has been my experience
during the 17 years of my life. In my paradise ƒ You may discuss the correct answers for
home in Swat, I always loved school and students to assess their work.
learning and discovering new things. I remember
when my friends and I would decorate our Speaking
hands with henna for special occasions. Instead
of drawing flowers and patterns, we would paint ƒ Explain to students how to use the Internet

y
our hands with mathematical formulas and to collect information on the plight of

op
equations. street children in India. Encourage them
to note down the points they are going to
We had a thirst for education because our future

C
speak about.
was right there in that classroom.We would
sit and learn and read together.We wanted to ofƒ You may use the following links as
make our parents proud and prove that we reference:
ro
could also excel in our studies and achieve those z https://www.actionaidindia.org/childhood-
goals, which some people think only boys can. on-the-streets/
P

But things did not remain the same. I was z https://www.youthkiawaaz.com/2017/08/

the-plight-of-our-children/
ce

just ten when more than 400 schools were

destroyed. And our beautiful dreams turned into z https://www.huffingtonpost.in/suma-ravi-/
nightmares. Education went from being a right nobodys-child_b_7434444.html
an

to being a crime. Girls were stopped from going ƒ Call the students one by one and ask them
to school. to present a speech on their findings and
dv

When my world suddenly changed, my suggest solutions for these issues.

priorities changed too. I had two options: one
A

ƒ Encourage a question-and-answer session

was to remain silent and wait to be killed. And in the class after each speech to make the
the second was to speak up and then be killed. students comfortable with public speaking.
I chose the second one. I decided to speak up.
The terrorists tried to stop us and attacked me Writing
and my friends on 9th October 2012, but their ƒ Explain that the main goal of repetition is
bullets could not win. emphasis.
I tell my story, not because it is unique, but ƒ Help the students apply the technique
because it is not. It is the story of many girls. of repetition to make the message of the
Today, I tell their stories too. writing effective.
People like to ask me why education is ƒ Encourage students to note down the
important, especially for girls. My answer is points they are going to speak about.
always the same.

29
 english central: teacher’s resource pack

ƒ Ask them to complete the guided writing

am not alone.
task in class.
I crack an eyelid,
ƒ Collect the notebooks for correction.
scan the room –
Activity that’s when I see
ƒ To be done as homework. Students may use dark shadows loom.
reference books and the Internet. I rub my eyes
so hard they burn.
REVISION PLAN I crumple up
ƒ Distribute the following worksheets to my sheets and turn.
ensure that students comprehend and apply I struggle, wrestle
their learning. through the night,
Worksheet 1: Comprehension then, finally,

y
z

op
X Tell them to read the passage carefully at dawn’s first light:
and answer the questions. as sunbeams ’cross

C
z Worksheet 2:Vocabulary my window creep,
X Ask the students to choose the of I shudder twice
correct option.
And fall asleep.
ro
X They may refer to a dictionary to
complete the exercise. Tell the students to listen carefully
P

z Worksheet 3: Grammar and do the given exercise.

Students will choose the correct
ce

X
zWorksheet 5:Writing
option to complete the sentences. Ask the class to write a paragraph
X

Worksheet 4: Listening
an

z
about why they think that voluntary
X Read aloud the following poem work should be a must in schools.
slowly and clearly.
dv

ƒ You may use the worksheets to assess their

reading and listening skills, vocabulary and
I go to bed.
A

the understanding of adjectives.

I close my eyes, ƒ Collect the worksheets for correction and
but spectres share your feedback.
in my mind arise.
I punch my pillow, Resource Sheet
toss and moan. ƒ Distribute the resource sheet with this
Clearly, I lesson plan to help the students with their
writing task.

30
 english central: teacher’s resource pack

Vocabulary
C. Opposites attract?
Use Printable 2 to create the worksheet of words and their antonyms for the
activity.

Grammar
C. Spin to win.

y
op
Use Printable 3 to get the reflexive and emphatic pronouns for the activity.
Note: you can design the spinner in this manner.

C
of
ro

Reflexive Emphatic
P
ce

Reflexive Emphatic
an
dv
A

31
 Printable 2

absence bitter sweet

dismal accept accurate

ebb lend disadvantage

discourage cowardice dead

y
op
presence narrow modern

C
refuse humane
of question
ro
inaccurate calm rush
P
ce

encourage capable troubled

an

cheerful captivity incapable

dv

entrance exit freedom

A

disappear appear borrow

bravery broad cruel

advantage alive ancient

flow

32
 Printable 3

myself yourself

y
op
himself yourselves

C
of
ro
P

herself themselves
ce
an
dv
A

itself ourselves

33
Worksheet 1

Comprehension
The year was 1979. Floods in the state of Assam washed a large number of snakes
ashore on a barren sandbar. Devoid of any tree cover, the snakes soon died of heat.
Jadav ‘Molai’ Payeng, a 16-year-old from a nearby village, found the place dotted
with the dead reptiles. Aghast at the carnage, the boy wept over the lifeless forms of
the animals.
This was the turning point in his life. He reported the incident to the Forest
Department and asked them if it was possible to grow trees on the barren land. They
said it wasn’t possible, but he could try growing bamboo there. When nobody else

y
would help him with the task, Payeng shouldered the responsibility alone.

op
Payeng located a riverine island on the Brahmaputra and started working full-time
to create a lush new forest ecosystem. He started planting a few saplings every day

C
and watered the land, first manually and then by devising a drip-system. Payeng even
of
transported ants to his fledgling forest to boost growth in the soil. Decades later,
today the barren land is a sprawling 1,360 acres of jungle that Payeng planted single-
ro

handedly.
P

Named ‘Molai Forest’ after its creator, the forest is home to tigers, rhinoceros, deer,
ce

rabbits, monkeys and several varieties of birds. There are several thousand trees.
Bamboo covers an area of over 300 hectares. A herd of around hundred elephants
an

comes calling every year. The elephants have given birth to several calves as well.
A haven has thus been created for these creatures by one man’s determination. It
dv

has taken many years, but Payeng is finally receiving the recognition and support he
deserves.
A

A. Answer the following questions.

1. What happened to the snakes which washed ashore on the sandbar?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What response did Payeng receive from the Forest Department?
_____________________________________________________________
_____________________________________________________________
34
 3. What measures did Payeng take to ensure the saplings he planted grew well?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. What is the impact of Molai Forest on wildlife?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

B. Find words from the passage which mean the following:

y
op
1. the time of a dramatic change in life : _________________________
2. moved an object from one place to another : _________________________

C
3. newly created of : _________________________
4. a peaceful, protected place : _________________________
ro
P
ce
an
dv
A

35
Worksheet 2

Vocabulary

Tick the correct option.

1. Which of the following words can be used to refer to a speaker who does not
use more words than necessary?
a. laconic b. taciturn
c. inarticulate d. garrulous
2. Which of the following words can be used to refer to a person who fears

y
shut-in or crowded places?

op
a. arsonist b. agoraphobe

C
c. claustrophobe d. hydrophobe
of
3. A person who has morbid anxiety about their health is a/an ____________.
a. hyperbole b. hypochondriac
ro

c. tyro d. virtuoso
P

4. Which of the following words can be used to refer to an elderly man who is
ce

the head of a family or a community?

a. patriarch b. chauvinist
an

c. martinet d. octogenarian
dv

5. Which of the following words can be used to refer to musician?

A

a. dilettante b. termagant
c. virtuoso d. connoisseur

36
Worksheet 3

Grammar

Fill in the blanks by choosing the appropriate reflexive and emphatic

pronouns.

1. She washes her clothes ____________________.

a. herself b. her c. herselves
2. We enjoyed ____________________ at the party.
a. ourself b. ourselves c. oneself

y
3. The little boy sat by ____________________.

op
a. himself b. him c. himselves

C
4. He excused ____________________ from the class.
a. himself
of
b. himselves c. him
ro
5. The minister ____________________ said this.
P

a. himself b. him c. himselves

6. She was so much in love with ______________ that she thought of no one
ce

else.
an

a. her b. herself c. herselves

7. Betrayed by his friends, he withdrew ____________________ from society.
dv

a. herself b. himself c. themselves

A

8. He ____________________ is responsible for this.

a. himself b. themselves c. himselves
9. She is old enough to dress ____________________ now.
a. her b. herself c. themself
10. The house ____________________ is nice, but the garden is small.
a. itself b. themselves c. thatself

37
Worksheet 4

Listening

Listen to the poem carefully.

Tick the correct option.

1. Why can’t the speaker in this poem fall asleep?

a. She is not tired. b. She is feeling scared and nervous.
c. She is in an uncomfortable bed. d. She is worried about school.

y
2. How long does the speaker stay awake in bed?

op
a. an hour or two b. until midnight
c. until morning d. until dusk

C
3. Which word is a synonym for ‘wrestle’?
of
a. dream b. sleep
ro

c. headache d. struggle
P

4. What does the word ‘loom’ mean?

ce

a. to move about b. to tower over

c. to come closer d. to make quiet sounds
an

5. Which word is a synonym for ‘shudder’?

dv

a. tremble b. blink
A

c. snore d. breathe

38
Worksheet 5

Writing

In about 100–150 words, write a paragraph about whether you think

volunteering for a social cause should be part of the school curriculum.
Provide adequate reasons to justify your point of view.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

y
___________________________________________________________________

op
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
ro
___________________________________________________________________
P

___________________________________________________________________
___________________________________________________________________
ce

___________________________________________________________________
an

___________________________________________________________________
dv

___________________________________________________________________
___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Resource Sheet

Persuasive Speech

In a persuasive speech, the speaker’s main purpose is to win over the audience to
see things from his or her perspective. So speeches of such nature follow a certain
structure. It normally follows the given pattern:
• A slow and easy going warm-up to put the audience at ease.
• A substantive body to argue or put forward the speaker’s point of view.
• An inspirational or hopeful end to make a connect with the audience.
You may read the following speeches which have become widely popular for their
persuasiveness:

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• Martin Luther King Jr.: I Have a Dream

Available at: https://www.archives.gov/files/press/exhibits/dream-speech.pdf

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In this speech Dr King makes an appeal to end racism and segregation and for
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society to come together as one.
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• Winston Churchill: We Shall Fight on the Beaches
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Available at: https://winstonchurchill.org/resources/speeches/1940-the-finest-hour/
we-shall-fight-on-the-beaches/
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Churchill delivered this speech in 1940 when there seemed to be impending gloom
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and defeat for the Allied forces. Through this impassioned speech, he not only
instilled hope and faith, but guidance and confidence as well.
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• Abraham Lincoln: Gettysburg Address

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Available at: http://voicesofdemocracy.umd.edu/lincoln-gettysburg-address-speech-
text/
This brief speech was delivered on 19 November, 1863 by Lincoln after the Union
armies defeated the Confederates at the Battle of Gettysburg. It is one of the most
popular speeches in American history and contains this well-known definition of
democracy: ‘the government of the people, by the people, for the people’.

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ANSWER KEY
COURSEBOOK to have been born in Canada. She
could easily have been one of those
Comprehension children living in the slums of Rio.
A. 1. a. The people who are being addressed 4. a. Severn’s father says these words.
are delegates of various national b. Severn feels like crying at night
governments, business people, because of the ‘doings’ of grown-ups.
organizers and politicians.
c. Severn’s speech highlights the
b. The ecosystem of the earth is broken problems that children all over the
and needs fixing. world face today because of what
c. According to Severn, the listeners the grown-ups are doing. The ozone
don’t know how to fix it because they layer has holes in it, the fish have

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cannot bring back creatures who have cancer, animals have become extinct

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died or become extinct or grow back and forest are depleting. Severn feels
a forest on a desert. Climate change is that adults should take care of the

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irreversible. environment instead of making it
2. a. Severn comes from the city of
of worse. Adults should practise what
Vancouver in Canada. they teach children in school about
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b. Severn’s two emotions are anger and sharing and taking care of each other
fear. These emotions have made her and the environment. Their actions
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see the truth and decide to tell the should reflect their words so that the
children will have a safe future.
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world fearlessly about her feelings.

c. She repeats this sentence for B. 1. ECO stands for the Environmental
Children’s Organization. The other
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emphasis – to make a point. The point

is that developed countries create ECO members who accompanied
an endless cycle of consuming and Severn were Michelle Quigg,Vanessa
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wasting resources and do not think of Suttie and Morgan Geisler.

the consequences of their actions. 2. Severn was speaking on behalf of the
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3. a. A child who lives on the street of future generations, on behalf of the
Brazil says this. starving children whose voices are not
heard, and for the countless animals
b. The speaker, a child, is deeply moved
who have lost their homes due to
by the condition of the lives of the
deforestation.
children on the street. The child is not
greedy and is willing to share what he 3. Severn is afraid to go out in the sun
has even though he has nothing. because the ozone layer has holes in it.
Severn is afraid to breathe because the
c. Severn cannot stop thinking that
air is polluted by chemicals. She used to
these street children in Brazil are the
go fishing with her father every day in
same age as she is. She realizes that
Vancouver but she stopped after it was
the place of birth makes a difference
found that the fish had cancer.
to one’s fortunes, and she is privileged

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4. Borders and governments will never 2. The teacher asked the student,
change the fact that we are all part of a ‘Did you write this essay yourself?’E
family that is five billion strong, rather, 3. Ragini told herself to be brave and
thirty million species strong. dived into the water. E
5. The Northern countries need to 4. ‘I believe in myself,’ said the athlete
share more of their wealth with to the reporter. R
other countries that are economically 5. Did you educate the children
backward. They need to stop buying yourselves?R
things only to throw them away
6. I myself carried all the luggage to
callously, thus creating a lot of waste.
the top floor of the building. E
6. Severn’s challenge to the adults of the
7. The dog looked at itself in the
world was to make their actions reflect
mirror and barked at its reflection. R
the promises they make to their children.
They should prove through their actions 8. Mimi cleaned the entire room

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that they were doing the best they could herself.E

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and that the children and their future is B. 1. itself 2. themselves
a priority for them. 3. itself 4. ourselves

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C. Answers may vary. 5. himself 6. yourselves
Vocabulary
of 7. themselves 8. myself
9. ourselves 10. myself
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A. 1. make a difference
11. himself 12. yourselves
2. on behalf of
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3. strong Listening
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4. on the streets 1. b 2. d 3. a 4. c 5. a
5. conference 6. d
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B. 
V A E X T I N C T L WORKSHEETS
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I N H I D D E N E V Worksheet 1: Comprehension
A

C I V V T E E U R W A. 1. Since the barren sandbar had no trees to

give them shade, the snakes that washed
T R E M E N D O U S
ashore died of the heat.
I S T C X R Y I N O 2. The Forest Department told Payeng that
M R W I L L I N G X it was not possible to grow trees on the
sandbar, but suggested he should try to
S O L U T I O N S T plant bamboo there.
E M S T A R V I N G 3. Payeng looked after all the saplings he
planted by watering them regularly, first
Grammar manually and then by dripping water
onto them. To make the soil more fertile,
A. 1. Zakir himself saw the huge snake he brought ants from elsewhere and
disappearing into the garden. E added them to the soil.

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4. The Molai Forest has become home 4. He excused himself from the class.
to many animals like deer, monkeys, 5. The minister himself said this.
the Indian rhino, Bengal tiger, rabbits, 6. She was so much in love with herself
various birds, etc. The greenery also that she thought of no one else.
attracts a herd of elephants every year,
7. Betrayed by his friends, he withdrew
and their calves have been born there as
himself from society.
well.
8. He himself is responsible for this.
B. 1. turning point 2. transported
9. She is old enough to dress herself now.
3. fledgling 4. haven
10. The house itself is nice, but the garden is
Worksheet 2: Vocabulary small.
1. a 2. c 3. b 4. a 5. c Worksheet 4: Listening
Worksheet 3: Grammar 1. b 2. c 3. d 4. b 5. a

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1. She washes her clothes herself.

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Worksheet 5: Writing
2. We enjoyed ourselves at the party.
Accept varied answers.

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3. The little boy sat by himself.
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4 The Little Green Orchard
Objectives
• To appreciate poetry rich in imagery
• To develop the skill of active listening
• To be able to locate information and analyse verses
• To introduce learners to onomatopoeia
• To look for emphasis and repetition in poetry

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genre: poetry

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themes: imagination; mystery; childhood

periods allotted: 4

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WARM UP ƒ After the poem has been read, ask the
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students to find words and phrases which
ƒ Read aloud the questions posed in add to the spooky effect.
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the introduction to the chapter in the ƒ Take up all the words listed in the glossary
coursebook. and ask the students to make sentences
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ƒ Encourage the students to share any with them.

mysterious, inexplicable incidents they ƒ Using the in-text questions given in the
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might have encountered or heard of from coursebook, test whether the students have
others. grasped the meaning of the poem.
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ƒ Explain the meaning of the word ‘orchard’ ƒ Once all the in-text questions have been
and ask the students to visualize the setting answered satisfactorily, put the students
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before listening to the poem. in pairs and ask them to discuss the
mysterious ‘someone’ in the shadows whose
READING PLAN presence the narrator feels. Is the presence
real or is it just a figment of the speaker’s
ƒ Read the poem to the students in a tone imagination? What kind of presence could
and pace that will create a spooky effect. this possibly be: a spirit of nature, a ghost,
ƒ Tell the students to keep their books closed or something else?
and visualize the scenes as you read. ƒ Give the pairs 5 minutes to have a
ƒ Any questions from the students should be discussion along the lines indicated above
taken only after you have finished reading and ask them to prepare a well-reasoned
the entire poem. answer for the class.
ƒ After 10 minutes, ask one person from each
pair to read their answer to the class.

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ƒ Appreciate and highlight any fanciful, Sounds and Pronunciation

imaginative and thoughtful answers which ƒ Explain the word ‘onomatopoeia’ to the
take into account the context of the poem. students using the inputs in the coursebook.
ƒ End the discussion by telling the students ƒ Ensure that they learn to spell and
that this poem is a good example of realism pronounce the word correctly.
combined with fantasy, as the poet depicts
the activities happening in the orchard ƒ You can explain the Greek and Latin roots
along with the idea of a mysterious, unseen of the word to the class in a simple manner
presence. in order to make it easier for them to
remember its meaning. It originates from
the Greek ‘onomatopoiia’, which means
EXERCISE PLAN ‘word-making’.
Comprehension ƒ Ask the students to think of more examples
of onomatopoeic words. Draw their
ƒ Ask the students to attempt Exercise A in

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attention to the fact that such words are
their coursebook.

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especially common in comic books.
ƒ Give them 3–5 minutes to tick the right ƒ After the discussion, ask the students to
options.

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attempt the exercise in their coursebook.
ƒ Discuss the answers so that the students can ƒ Give them 3–4 minutes to complete it and
correct them.
of then discuss the answers.
ƒ Next, ask them to go through the questions
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in Exercise B. Appreciation
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ƒ Encourage the students to come up with

ƒ Tell the students that repetition in poetry
the answers on their own as far as possible.
refers to a line or a phrase being repeated
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However, for difficult questions, give

throughout the text for emphasis.
them the option of raising their hand and
ƒ Discuss the use of repetition in this poem
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initiating a class discussion.

and ask the students to underline the lines
ƒ Once all the challenging questions have
that have been repeated.
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been discussed, ask the students to write

the answers in their notebooks. The answers ƒ Ask the students to read the question given
in the exercise and write down their answer
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must be written neatly and legibly in

properly constructed sentences. in their notebooks.
ƒ Give the class 10–12 minutes to complete ƒ Give them 4–5 minutes to complete their
the exercise. answers, after which you can discuss the
answers.
ƒ Once this is done, ask the students to
attempt Exercise C in their notebooks. Tell
them to think about the class discussion REVISION PLAN
they had with their partners earlier, and use ƒ Distribute the following worksheets to
those points to write their answers. ensure that students comprehend and apply
ƒ Give them 10–12 minutes to complete the their learning.
exercise. zWorksheet 1: Comprehension
ƒ Collect the notebooks for correction. XTell them to read the poem carefully
and answer the questions.

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z Worksheet 2: Sounds and Pronunciation ƒ Collect the worksheets for correction and
X Ask the class to read the instructions share your feedback with the students.
given and to do the task accordingly.
ƒ You may use the worksheet to assess Resource Sheet
their reading skills and understanding of ƒ Distribute the resource sheet with this
onomatopoeia. lesson plan and have a discussion in class.

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Worksheet 1

Comprehension

Read this poem carefully.

April

Ah, who is this with twinkling feet,

With glad, young eyes and laughter sweet,
Who tosses back her strong, wild hair,
And saucy kisses flings to Care,

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The while she laughs at her? Beware—
You who this winsome maiden meet!

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She dances on a daisied throne,
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About her waist a slender zone

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Of dandelion’s gold; her eyes

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Are softer than the summer skies,

And blue as violets; and lies
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A tearful laughter in her tone.

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She reaches dimpled arms and bare;

Her breath is sweet as wild-rose air;
She sighs, she smiles, she glances down,
Her brows meet in a sudden frown;
She laughs; then tears the violets drown—
If you should meet her—ah, beware!
Ella Higginson

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Answer the following questions about the poem.

1. Who/What is described in the poem? In what way has the subject been
described?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What advice does the poet give to any person who might meet the subject of
the poem? What do you think is the reason for such advice?
_____________________________________________________________
_____________________________________________________________

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_____________________________________________________________
3. Name four flowers the poet has mentioned to describe the subject.

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4. How has the poet described the laughter of the subject? What is unique about
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this laughter?
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_____________________________________________________________
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5. What, in your opinion, is the main characteristic of the subject, as described

by the poet? Give reasons for your answer.
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_____________________________________________________________
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Worksheet 2

Sounds and Pronunciation

Identify the examples of onomatopoeia in each literary passage by

underlining them. Then, in the blank given below, state what is making the
sound.

1. I chatter over stony ways,

In little sharps and trebles,
I bubble into eddying bays,
I babble on the pebbles.

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(Alfred Tennyson, ‘The Brook’)

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_____________________________________________________________

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2. Open here I flung the shutter, when, with many a flirt and flutter,
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In there stepped a stately Raven of the saintly days of yore;
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(Edgar Allan Poe, ‘The Raven’ )
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3. Hear the sledges with the bells—

Silver bells!
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What a world of merriment their melody foretells!

How they tinkle, tinkle, tinkle,
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In the icy air of night!

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(Edgar Allan Poe, ‘The Bells’)

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Resource Sheet

Repetition

Repetition of words or phrases in prose and poetry forms an effective tool to make a
certain thought or idea stand out or resonate in the reader’s mind.
Orators and powerful speakers often employ this technique to reiterate their core
message till it strikes a chord with the listener. In oral storytelling also, be it folktales
or religious texts, repetition has been an integral component.
Here are some popular examples of the various ways in which repetition can be
employed:
• Oh, woeful, oh woeful, woeful, woeful day!

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(Shakespeare, Romeo and Juliet)

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• And miles to go before I sleep, and miles to go before I sleep.

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(Robert Frost, ‘Stopping by Woods on a Snowy Evening’)
• A horse is a horse, of course, of course,
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And no one can talk to a horse of course,
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That is, of course, unless the horse is the famous Mr. Ed.
(Theme song from Mr. Ed, television show)
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• My conscience hath a thousand several tongues,

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And every tongue brings in a several tale,

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And every tale condemns me for a villain.

(Shakespeare, Richard III)
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• I felt happy because I saw the others were happy and because I knew I should
feel happy, but I wasn’t really happy.
(Roberto Bolano, 2666)

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ANSWER KEY
COURSEBOOK Sounds and Pronunciation

Comprehension 1. The teacher scolded the two friends for

murmuring and giggling to each other
A. 1. c 2. c 3. d 4. a 5. b in class.
6. b 2. The water of the stream gurgled and
B. 1. a. The place being referred to as ‘there’ is splashed over the smooth stones.
the little green orchard. The ‘someone’ 3. The leaves rustled and we heard the
refers to an unseen supernatural spirit. swish of a skirt.
b. It is noontime. 4. George heard the hiss of a snake over
c. In the little green orchard, the bees the chattering of the monkeys above

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are buzzing from one rose to another him.

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and the sounds of their droning can 5. The children gasped in wonder as the
be heard faintly. bird suddenly fluttered its wings and

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2. a. The speaker is referring to the moon. flew away.
b. The moon’s light is called ‘lonesome’ of
because it is the only light in the Appreciation
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orchard at night.  he phrase, ‘in the little green orchard,’
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c. In this context, ‘shedding’ refers to is repeated in this poem. This is done to
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letting light fall over a place. emphasize the eerie feeling that the speaker has
3 a. The snail comes out in the evening inside the orchard every time she is there.
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after the moon comes out.

b. The speaker of the poem sits in the WORKSHEETS
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orchard as the snail is leaving its home.

Worksheet 1: Comprehension
c. The ‘horn’ could also refer to a
dv

supernatural presence in the orchard. 1. The month of April is described in the

poem. It has been described as a young
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4. a. When the speaker is completely alone

lady with twinkling feet, joyful eyes and
in the orchard, that is when she is left
sweet laughter.
with silence.
2. The person who meets April has been
b. In the orchard people dig, hammer,
warned to be wary of her, because she is
and chop and saw wood. The speaker
carefree and saucy.
paints and draws.
3. The four flowers the poet has
c. The speaker feels strange that there
mentioned are: daisy, dandelion, violet
is someone in the orchard whom
and wild-rose.
she cannot see. She can feel this in
the orchard at all times of the day, 4. April’s laughter has been described as
whether she is alone or with people, being tearful. It is unique because she
engaged in an activity or idle. might be laughing one moment, and
the next moment her eyes will be full of
C. Accept all relevant answers.
tears.

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5. Suggested answer: The main quality Worksheet 2: Sounds and Pronunciation

of April is her unpredictable nature.
1. chatter, bubble, babble: The water of the
The weather in April might be sunny
brook makes these sounds as it moves.
and pleasant most of the time, but any
moment it might turn and start raining, 2. flirt, flutter: The wings of the Raven
hence the reference to April’s ‘tearful make these sounds.
laughter’ by the poet. 3. tinkle, tinkle, tinkle: The bells on the
sledges make this sound.

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5 A lice Meets the Cheshire
Cat
Objectives
• To read and understand literary excerpts
• To question the rules of society through puzzles and
‘nonsense’ literature
• To locate information and find subtext

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• To enrich idiomatic vocabulary

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• To discuss different kinds of phrases and how to use them
• To glean information from a listening text and apply it

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correctly
• To construct polite conversations of
• To read a book and do character analysis
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genre: literary excerpt from fantasy fiction
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theme: adapting to new situations and ideas

periods allotted: 6
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WARM UP ƒ Once everyone has finished reading,

divide the class into 3 teams. Conduct a
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ƒ Introduce the story by explaining that comprehension quiz using the following
doing something unusual or behaving in sets of questions for each team, along
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an unconventional way can often lead to with the in-text questions given in the
negative reactions from people. coursebook. Instruct the students that the
ƒ Ask students how they would behave answers must be in properly constructed
if they came across funny and weird sentences and in their own words.
characters like a talking rabbit, a wise z The door led right into a kitchen … I didn’t
caterpillar, a vanishing cat, etc. know cats could grin.
XWho was sneezing and who was
READING PLAN howling in the kitchen?
ƒ Give the students ten minutes to read the XWho was an exception to the
story on their own silently. sneezing?
ƒ Ask them to keep underlining (with a XWhat did Alice ask the Duchess?
pencil) the words they don’t understand as XDo you find the response of the
they read. Duchess logical? Why/Why not?

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z [Some time and a few more incidents later … ƒ Give them 3–5 minutes to complete the
if you only walk long enough.’ exercise.
X What incidents had happened before ƒ Next, ask the students to attempt Exercise B.
Alice met the Cheshire Cat outside ƒ Give them 8–10 minutes to complete the
the house again? exercise.
X Why did Alice decide to treat the Cat ƒ Ask the shy and reserved students to read
respectfully? their answers.
X What directions did the Cat give ƒ Once that is over, ask the students to
Alice when she asked where she discuss Exercise C with their partners. They
ought to go? should only discuss and not write anything.
X Why do you think Alice felt that the Give the students the liberty to engage in a
Cat’s directions could not be denied? healthy discussion. They may agree/disagree
z ‘What sort of people live about here? … I’d and give their point of view.

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gone to see the Hatter instead!’ ƒ Once the questions have been discussed,

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X How did the Cat explain why Alice ask the students to write their answers
was mad? independently in their notebooks.

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X How did the Cat prove itself mad? ƒ Give them 10–15 minutes to write down
X Which habit of the Cat annoyed of their answers in their notebooks.
Alice? ƒ Collect their notebooks for correction.
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X What can you tell about Alice from
her fears about the Hatter and the Vocabulary
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March Hare? ƒ Ask the students to read the cat-related

idioms and their meaning given in the
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ƒ Keeping the students in the same groups,

discuss the relationship between Alice and coursebook. Then ask them to do the
the Cheshire Cat. exercise.
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ƒ Ask the students to explain all the difficult ƒ Give them 10–15 minutes to finish both
words underlined by the others in their the exercises. Then discuss the answers.
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group. Give the correct meanings yourself ƒ Exercise B is a Gear Up activity. Refer to
only if the group is unable to come up the Gear Up section for the guidelines on
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with a satisfactory answer. how to conduct it.

ƒ Conclude by asking the students to analyse
any one of the characters in the story and Grammar
come up with three points that make the ƒ Use the inputs from the coursebook to
character interesting. explain the grammatical concept of
phrases.
EXERCISE PLAN ƒ Encourage the students to cite some more
examples.
Comprehension
ƒ Explain the difference between a phrase, a
ƒ Ask the students to attempt Exercise A clause and a sentence.
in their notebook. Ask them to answer in
ƒ Encourage them to complete exercises
complete sentences while correcting the
A and B in the class. Give them 10–15
false statements.
minutes.
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 english central: teacher’s resource pack

ƒ Discuss the answers and ask the students to

known for its ‘point colouration’, that is,
correct their work.
a furcoat with a pale body and relatively
ƒ Exercise B is a Gear Up activity. Refer to darker face, ears, feet and tail.
the Gear Up section for the guidelines on
how to conduct it. ƒ Ask the students to complete the exercise
as they listen.You may discuss the correct
Listening answers for the students to assess their
ƒ Read aloud the listening extract to the class work.
or play it.
Speaking
The text is given below for your reference.
ƒ Explain to the students how to conduct
1. Sphynx cat: It is known for its lack of polite conversations using the inputs in the
coat or fur. Its skin is the colour that its fur coursebook.

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would be if it had any. ƒ Encourage students to note down the

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2. Bengal cat: It resembles big jungle cats like points they are going to speak about.
leopards. Its coat has vivid markings which ƒ Call the students in pairs and ask them to

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contrast with each other. conduct the prepared dialogue.
  It may look ‘wild’ like a leopard, but the ofƒ Remind the students to use polite phrases
breed is known for being quite vocal and during their conversation.
friendly.
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3. Abyssinian cat: It is a medium-sized Writing

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cat with a distinctive tabby coat and big,

ƒ Help the students read and understand the
expressive eyes. Usually a warm reddish-
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book to complete their writing assignments

brown in colour, the eye colour of these cats
on any of the characters of Alice in
varies from green, gold, copper or hazel,
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Wonderland. They should explain why they

depending on the colour of the coat.
chose this character and use descriptive
4. Norwegian Forest cat: Originating in adjectives to write about these characters.
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Northern Europe, this breed is adapted to

ƒ Ask them to complete the guided writing
very cold climate with its top coat of long,
task in class.
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glossy hairs and a woolly undercoat. Larger

than an average cat, it has long legs, a bushy ƒ Give them about a week’s time to finish
tail and a sturdy body. reading the book in their spare time. Allow
a separate period for the writing task.
5. Scottish Fold cat: Is it an owl or a cat? This
breed has ‘folded’ ears bending downwards
and outwards towards the front of the head. REVISION PLAN
It has a round body and a round face and ƒ Distribute the following worksheets to
big round eyes, and might have the sweetest ensure that students comprehend and apply
expression you’ve ever seen on a cat! their learning.
6. Siamese cat:With its blue almond-shaped zWorksheet 1: Comprehension
eyes, large ears, and an elongated, slender
Tell them to read the passage carefully
X
muscular body, the Siamese is one of the
and answer the questions.
most popular cat breeds in the world. It is

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z Worksheet 2:Vocabulary
Wonderland while on one of his boating
X Ask the students to match the idioms trips with the children of his colleague Henry
with their meaning and to complete Liddell. His companions on this trip were the
the sentences by choosing the correct inspiration for many major and minor characters
idiom from the previous exercise. in the story. Alice is Alice Liddell, the Lory is
z Worksheet 3: Grammar Lorina Liddell, the Eaglet is Edith Liddell,
X Students will state the types of the duck was a colleague Reverend Robinson
phrases. Duckworth, and the dodo was Dodgson
z Worksheet 4: Listening himself.The popular story is that he used the
X Read aloud the following passage extinct bird to caricature himself because his
slowly and clearly. stammer made him sometimes introduce himself
as ‘Do-Do-Dodgson’.
Charles Lutwidge Dodgson, better known as
Tell the students to listen carefully

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Lewis Carroll, had a stutter since childhood. X

and complete the given exercises.

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Because of this problem, even as an adult,
the company of children made him more zWorksheet 5:Writing

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comfortable. Charles loved to tell and write Ask the class to write a paragraph on
X

stories, and he found that children made better an adventure as their favourite animal.
listeners. A fever during his childhood had
ofƒ You may use the worksheets to assess their
also left him deaf in one ear, and a bout of reading and listening skills, vocabulary and
ro
whooping cough in his late teens weakened his understanding of adjectives.
chest for the rest of his life.
P

ƒ Collect the worksheets for correction and

Dodgson came up with the plot for Alice in share your feedback with the students.
ce
an
dv
A

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 english central: teacher’s resource pack

Vocabulary
B. Bell the cat.
You may use the following cat idioms for the activity.
ƒ to let the cat out of the bag
ƒ A cat in gloves catches no mice.
ƒ a fat cat
ƒ a copycat

y
ƒ like something the cat dragged (or brought) in

op
ƒ to make a cat laugh

C
ƒ raining cats and dogs
ƒ smiling/grinning like a Cheshire cat
of
ƒ Curiosity killed the cat.
ro

ƒ like herding cats

P

ƒ to bell the cat

ce

ƒ Cat got one’s tongue.

an

ƒ cat on a hot tin roof

ƒ to play cat and mouse
dv

Suggested answers:
A

ƒ to let the cat out of the bag: let out a secret, usually by mistake or
carelessness
ƒ A cat in gloves catches no mice: you can’t get what you want if you are too
careful.
ƒ a fat cat: a wealthy person who may be dishonest
ƒ a copycat: someone who imitates the actions of another person
ƒ like something the cat dragged (or brought) in: look dirty or in a bad shape
ƒ to make a cat laugh: to say something very funny

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 english central: teacher’s resource pack

ƒ raining cats and dogs: raining heavily

ƒ smiling/grinning like a Cheshire cat: smiling/grinning in a silly way
ƒ Curiosity killed the cat: too much curiosity can lead to a precarious
situation.
ƒ like herding cats: difficult to coordinate
ƒ to bell the cat: difficult task
ƒ Cat got one’s tongue: when someone does not speak

y
ƒ cat on a hot tin roof: extremely nervous

op
ƒ to play cat and mouse: trick someone into making a mistake to defeat them

C
Grammar
of
ro
B. Who am I?
P

You may create the worksheet for the activity using the following sentences
containing noun, adjective and adverb phrases. The phrase is italicized in each
ce

sentence.
an

Noun phrases:
dv

1. She supplies tasty and affordable lunch to students.

2. This yellow dress looks nice on you.
A

3. A new and complicated case awaited Holmes.

4. The first match of the series begins tomorrow.
5. Children often enjoy colourful and attractive drawings.
6. Langston Hughes was a famous black poet in the USA.
7. Working for social causes was an important aim in her life.
8. Do you mind slowing the car down?
9. The book fair will be held in Kolkata.
10. The local youth are very helpful.

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Adjective phrases:
1. I wrapped myself in a blanket made of wool.
2. The weather today is extremely humid.
3. The girl had wrapped a beautiful pink scarf around her head.
4. She gave a doll made of wood to her daughter.
5. Toru Dutt had a short but promising career as a poet.
6. The poor man found a box filled with gold coins.

y
op
7. Sinbad went on voyages full of adventure.
8. He was a man of great integrity and strength.

C
9. Aladdin found a lamp with magical powers. of
10. She was dressed in an elegant red sari.
ro

Adverb phrases:
P

1. The streets were less crowded in those times.

ce

2. I am free at this moment.

3. You can’t be in every place at the same time.
an

4. Mr Jagat has not been well over the last few days.
dv

5. We will call you in a short while.

A

6. He answered all the questions with confidence.

7. Diplomats have to choose their words with care.
8. He almost never comes to see us these days.
9. Jay writes for a magazine that is published every fifteen days.
10. The children were playing outside the house.

59
Worksheet 1

Comprehension

Read the following passage.

Some animals are experts at surviving because they are expert spitters. Llamas are
animals often found in petting zoos and farms. Native to South America, these
animals seem to like their personal space. A llama that feels threatened or annoyed
will spit slimy saliva at you to get you to leave it alone.
Sometimes, llamas even spit on each other to steal food! This trick usually works
because llama spit includes food from the llama’s stomach, and it can be quite smelly.

y
When a llama spits on another animal, the animal usually loses its appetite and walks

op
away, leaving its food behind.

C
Spitting is considered to be rude behaviour in people. But a llama can often move up
the social ladder if it successfully spits on and scares away another llama.
of
These small, dramatic fights often take place between males looking to establish
ro
dominance, while female llamas usually spit only to control other herd members.
P

Answer the following questions.

ce

1. When does a llama usually spit?

an

_____________________________________________________________
dv

_____________________________________________________________
2. Where does the llama originate?
A

a. farms b. petting zoos

c. South America d. North America
3. How would a llama steal food by spitting?
_____________________________________________________________
_____________________________________________________________
4. How does a male llama seek to move up the social ladder?
_____________________________________________________________
_____________________________________________________________

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Worksheet 2

Vocabulary

A. Match the idioms with their meanings.

Idiom Meaning
1. the elephant in the room a. the biggest portion
2. the lion’s share b. used to describe a person who is very gentle
and non-violent
3. wild goose chase c. a trivial piece of information that diverts the

y
attention away from the important facts

op
4. wouldn’t hurt a fly d. a problem or controversial issue that is
obvious but is being ignored

C
5. red herring e. to wait a bit before taking action without
of
thinking
ro
6. hold your horses f. a hopeless search for something that one is
P

not likely to get

ce

B. Choose the correct idiom from the above exercise to fill in the blanks.
an

1. At the Cabinet meeting this week, the minister’s implication in a corruption

scandal was _____________________________.
dv

2. You should wait for the results of your blood test before beginning the
treatment. _____________________________ until then.
A

3. The promise by the politician that the village would be supplied with street
lights is a ____________________________ to divert from the fact that no
development has taken place since his election.
4. Manas is so gentle that he _____________________________.
5. It is good that the investigation was called off as it was turning out to be a
_____________________________ for the organization.
6. Rohit’s team members were not at all pleased with him as he staked claim to
_____________________________ of the prize money.

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Worksheet 3

Grammar

State whether the underlined phrases are noun, adjective or adverb phrases.

1. The girl in the blue dress is my friend.

____________________
2. The soldiers of this battalion consider their captain to be a man without fear.
____________________
3. People from Lucknow are considered very courteous.

y
op
____________________
4. Ankit threw the banana peels without any care.

C
____________________ of
5. They have decided to meet at the library later in the evening to complete the
ro
project.
P

____________________
6. The children walked back to the class with great reluctance after the bell rang.
ce

____________________
an

7. I n those days before the arrival of the Internet, people communicated better
among themselves.
dv

____________________
A

8. The apartment is too expensive for its size.

____________________
9. We had chocolate and strawberry cake for dessert.
____________________
10. Students angry with the administration were protesting.
____________________

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Worksheet 4

Listening

Listen to the passage carefully.

Some of the statements below are true. If the sentence is true, write the word
‘true’ against it.

If the statement is false, cross out the word(s) that make it incorrect and write
the correct word(s) on the blank to make the statement true.

1. Dodgson thought of the story of Alice in Wonderland while on one of his

y
hiking trips.

op
________________________

C
2. He developed a stutter at an early age that stuck with him throughout
adulthood. of
________________________
ro

3. Charles stuttered more in front of children.

P

________________________
ce

4. Alice was inspired from Alice Liddell, the daughter of his colleague Henry
Lidell.
an

________________________
dv

5. The duck was based on a colleague of Lewis Carroll’s, Reverend Robinson

Duckworth.
A

________________________
6. Whooping cough left him weak in one ear.
________________________
7. Charles loved to tell and write stories, and he found that children loved to
hear his stories.
________________________
8. His stammer made him sometimes introduce himself as ‘Do-Do-Dodgson.’
________________________

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Worksheet 5

Writing

Write a story in which you become the animal of your choice. What kind of
adventures would you like to have as this animal? Remember to include the
following points:

• Why did you choose this animal?

• What does this animal look like and how does it behave?
• Where and how are you going to have adventures?

y
op
___________________________________________________________________
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
ro
___________________________________________________________________
P

___________________________________________________________________
ce

___________________________________________________________________
___________________________________________________________________
an

___________________________________________________________________
dv

___________________________________________________________________
___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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ANSWER KEY
COURSEBOOK that they were all mad, including Alice
and the Cat itself.
Comprehension
b. The Cat replies to Alice’s question
A. 1. False by asking her if she agreed that a dog
The Cheshire Cat always grinned. wasn’t mad. Alice agrees, then the
2. False Cheshire Cat says that a dog growls
when it is angry and wags its tail
The Duchess addressed the baby as ‘pig’.
when it is pleased. But the Cat itself
3. True growls when it is pleased and wags its
4. False tail when it is angry. Therefore, it is
The Hare’s house was towards the mad.

y
left-hand side of the Cat. c. The speaker will see the listener again

op
5. True at the croquet match with the Queen.
6. False 4. a. … ‘it won’t be raving mad – at least

C
Alice thought dogs were not mad. not so mad as it was in March.’
7. False
of b. The March Hare would be more
interesting than the Hatter for Alice
The Cat started vanishing with its tail
ro
because she had seen hatters before
first and its grin last.
already. And since it was the month of
P

8. True May, she hoped the Hare wouldn’t be

B. 1. a. The Duchess says this to Alice. raving mad.
ce

b. The speaker says this because Alice c. The March Hare’s house had
told her that she didn’t know that cats chimneys which were shaped like ears.
an

could grin. The roof was thatched with fur. The

c. Alice, the listener, was offended by sight of this funny house made Alice
dv

the tone of the Duchess’s remark think that maybe the March Hare was
but decided it was best to introduce raving mad after all.
A

another subject for conversation. C. Accept all relevant answers.

2. a. The Cheshire Cat says this to Alice.
Alice is in the open air outside the Vocabulary
Duchess’s house. The Cheshire Cat is A. 1. like something the cat dragged in
sitting on a branch of a tree nearby. 2. like the cat that got the cream
b. Alice is willing to go anywhere as 3. fight like cats and dogs
long as she gets somewhere.
4. see which way the cat jumps
c. Alice feels the Cheshire Cat should
5. set a cat among pigeons
be treated with respect because it had
long claws and many sharp teeth. 6. let the cat out of the bag
3. a. The speaker, Alice, is questioning the B. 1. ‘When the cat’s away, the mice will play’
statement made by the Cheshire Cat means that in the absence of a person

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who is in charge, people who are under Listening

supervision will behave badly.
1st cat: Siamese cat
2. When someone asks ‘Has the cat got
2nd cat to the right: Sphynx cat
your tongue?’, they are asking why you
are silent when you are expected to 3rd cat: Bengal cat
speak. 4th cat: Norwegian Forest cat
3. ‘A cat may look at a king’ implies 5th cat: Scottish Fold cat
that even a person of low status or 6th cat: Abyssinian cat
importance has the right to be curious
about a person of superior status. WORKSHEETS
4. ‘Who will bell the cat?’ means to
attempt a dangerous or difficult task for Worksheet 1: Comprehension
the benefit of one’s community. 1. A llama usually spits when it feels

y
5. ‘All cats are grey in the dark’ means that threatened or annoyed by its personal

op
appearances don’t matter when it is dark, space being invaded.
because things cannot be distinguished 2. c
from each other in the dark.

C
3. A llama’s spit often includes half-
The sentences made by the students will digested food from its stomach; hence
vary.
of it can be quite smelly. So when a llama
spits on another animal which is feeding,
ro
Grammar
the animal usually loses its appetite and
A. 1. noun phrase   2. adverb phrase
P

walks away, leaving its food to the llama.

3. adverb phrase   4. noun phrase 4. A male llama seeks to move up the
ce

5. adjective phrase   6. adverb phrase social ladder by engaging in short,

B. 1. Answers may vary. Sample answer: dramatic fights with other llamas and
an

spitting on them and overcoming them.

Alyssa drank some delicious fruit juice.
2. Queens wear robes made of silk. Worksheet 2: Vocabulary
dv

3. There was an accident on this highway A. 1. d 2. a 3. f 4. b 5. c

recently.
A

6. e
4. Dia is going to a foreign country for the
B. 1. the elephant in the room
first time.
2. Hold your horses
5. Becoming an architect needs hard work
and patience. 3. red herring
6. It was just at this place that the army 4. wouldn’t hurt a fly
landed. 5. wild goose chase
7. Answers may vary. Sample answer: 6. the lion’s share
The old man was carrying a bag made Worksheet 3: Grammar
of jute.
8. Ray is a sensible man and will not take a 1. noun phrase 2. adjective phrase
decision hastily. 3. noun phrase 4. adverb phrase

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5. adverb phrase 6. adverb phrase 5. True 6. one ear: his chest

7. adverb phrase 8. adjective phrase 7. True 8. True
9. noun phrase 10. adjective phrase
Worksheet 5: Writing
Worksheet 4: Listening Accept varied answers.
1. h
 iking: boating 2. True
3. more: less 4. True

y
op
C
of
ro
P
ce
an
dv
A

67
6 T he Diary of a Young Girl
Objectives
• To introduce the students to wartime non-fiction
• To be able to locate, infer and analyse information
• To develop idiomatic vocabulary
• To learn the usage of the second conditional
• To be able to listen to specific information
• To be able to prepare content for a survey

y
• To develop an interest in diary writing

op
genre: diary; non-fiction

C
themes: adolescence; religious persecution

periods allotted: 8 of
ro

WARM UP ƒ As the facilitator, go around the class to

P

ensure that all the students are involved in

ƒ Ask the class if they write in a diary or the task.
ce

a journal about their thoughts and ideas.

ƒ Once the reading is done by all the
Then ask them to describe if they are
3 groups, choose 3 other students from
an

able to express their thoughts more easily

each group who will focus on the diary
in their diary. Ask them if they write real
entries other than the ones their teams read
dv

accounts of their lives or fictional stories or

and ask the students from the other 2 teams
about adventures they would like to have.
to make sentences using words from the
A

sections assigned to them.

READING PLAN
ƒ Award 2 points for each correct sentence.
ƒ Read out the background information Write the score on the blackboard.
given in the chapter first. Briefly explain ƒ Next, appoint another 3 students from each
who the Nazis were and why Jews were group who would ask questions to the
persecuted by them because of racism and other 2 groups, based on the sections. They
religious intolerance. can come up with their own questions or
ƒ Divide the class into 3 groups. Assign one use the in-text questions for this purpose
diary entry to each group to read. along with the following:
ƒ Ask one person from each group to read X Why did Anne say that paper has
their assigned diary entry aloud. Encourage more patience than people?
them to read the text with correct X How was Anne’s diary going to be
pronunciation and intonation. completely different?
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X Why did Anne’s family travel to Vocabulary

Holland? ƒ Introduce the exercise on idioms by
X Why were there fewer good times quizzing students about what they have
after 1940? learnt about idioms earlier.
X Why were so many restrictions placed ƒ Tell the students that the meaning of an
on the Jews? Who placed them? idiom comes from the context in which it
X Why does Anne mean to say when is used rather than the words themselves.
she mentions her class ‘quaking in its ƒ Use the inputs in the coursebook for
boots’? further explanation.
X On which topic was Anne assigned ƒ Ask the students to attempt Exercise A in
multiple essays? their textbooks.
X What was the hiding place of the ƒ Give them 5–10 minutes to finish the
Frank family called? exercise.

y
X How did going into hiding affect ƒ Once they have finished, ask them to

op
Anne? exchange their notebooks with their
partners. Ask them to correct the exercise

C
EXERCISE PLAN as you read out the correct answers.
ofƒ Assign Exercise B as homework to the class.
Comprehension
Collect the notebooks the next day for
ro
ƒ Once the entire chapter has been read and correction.
understood, ask the students to attempt ƒ Exercise C is a Gear Up activity. Refer to
P

Exercise A. the Gear Up section for the guidelines on

ƒ Give them 5–7 minutes to complete the how to conduct it.
ce

exercise.
ƒ Ask the students to read out their answers. Grammar
an

Let the other students say whether the ƒ Use the detailed inputs from the
answer is right or wrong. In case the coursebook to talk about the first and
dv

students have made any mistake, discuss that second conditionals.

answer.
A

ƒ Revise the first conditional before

ƒ Next, instruct the students to attempt introducing the second conditional.
Exercise B in their notebooks. Give them
ƒ Emphasize the need to use commas
12–15 minutes to complete the exercise.
correctly in sentences which use the
ƒ Discuss the questions from Exercise C and conditional if-clause.
ask the students to use points from the class
ƒ Explain the concept by using lots of
discussion of the chapter.
examples. Form sentences with the if-clause
ƒ Ask the students to write the answers in and ask students to identify whether they
their notebook as homework. are first conditionals or second.
ƒ Collect their notebooks for correction on ƒ Once the concept is clear, ask the students
the next day. to attempt Exercise A in their textbooks.
ƒ Give them 5–10 minutes to finish the
exercise.

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ƒ Discuss the answers and make sure that

seven of us altogether.’
all the students have grasped the concept
properly. Silence.We couldn’t speak.The thought of
Father off visiting someone in the Jewish
ƒ Ask the students to attempt Exercise B.
Hospital and completely unaware of what was
Tell them that their answers should be
happening, the long wait for Mother, the heat,
conditionals using the if-clause, based on
the suspense – all this reduced us to silence.
the hints given in the brackets.
Suddenly the doorbell rang again. ‘That’s
ƒ Give them 5–10 minutes to finish the
Hello,’ I said. ‘Don’t open the door!’ exclaimed
exercise.
Margot to stop me.
ƒ Select 5 students randomly to read their
But it wasn’t necessary, since we heard Mother
answers to the class. Make sure that is a
and Mr van Daan downstairs talking to Hello,
mixed group of performers.
and then the two of them came inside and shut
ƒ Accept all answers which are constructed the door behind them. Every time the bell rang,

y
correctly and are relevant to the hints given either Margot or I had to tiptoe downstairs to

op
in the exercise. Ask the rest of the students see if it was Father, and we didn’t let anyone
to self-assess their work on the basis of else in. Margot and I were sent from the room,
the sample answers read out in class.You

C
as Mr van Daan wanted to talk to Mother
can also use the suggested answers in the alone.
answer key for more options. of When she and I were sitting in our bedroom,
ƒ Exercise C is a Gear Up activity. Refer to Margot told me that the call-up was not for
ro
the Gear Up section for the guidelines on Father, but for her. At this second shock,
how to conduct it.
P

I began to cry. Margot is sixteen – apparently,

they want to send girls her age away on their
ce

Listening own. But thank goodness, she won’t be going;

ƒ Read aloud the listening extract or play the Mother had said so herself, which must be what
an

audio. Father had meant when he talked to me about

our going into hiding.
A little while later, Margot appeared in the
dv

Hiding … where would we hide? In the city?

kitchen doorway, looking very agitated. ‘Father In the country? In a house? In a shack? When,
has received a call-up notice from the SS,’ she
A

where, how …? These were questions I wasn’t

whispered. ‘Mother has gone to see Mr van allowed to ask, but they still kept running
Daan.’ Mr van Daan is Father’s business through my mind.
partner and a good friend. I was stunned.
A call-up: everyone knows what that means. ƒ Ask the students to attempt the exercise
Visions of concentration camps and lonely given in the coursebook.You may discuss
cells raced through my head. How could we let the correct answers for the students to
Father go to such a fate? assess their work.
‘Of course, he’s not going,’ declared Margot
as we waited for Mother in the living room. Speaking
‘Mother’s gone to Mr van Daan to ask whether
ƒ Ask the students to form pairs. Then
we can move to our hiding place tomorrow.The
explain to them how to use the Internet to
van Daans are going with us.There will be
do research on World War II. Also explain

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to them how many people perished in ƒ You may use the worksheets to assess
this war and more importantly, how they their reading and comprehension skills,
perished. vocabulary and the understanding of
ƒ Encourage students to note down the conditionals.
points they are going to speak about. zWorksheet 4: Listening
ƒ Call the students one by one and ask them XRead aloud the following passage
to present their findings. slowly and clearly.
ƒ You can use the following link for
Imagine this.You step up to the sink, wet your
reference:
toothbrush, and begin cleaning your pearly
https://www.natgeokids.com/au/discover/ whites. Out of the corner of your eye, you see
history/general-history/world-war-two something moving on the wall.
Suddenly, you realize you’re not alone in
Writing
the bathroom.Your heart pounding, you turn

y
ƒ Help the students apply what they have towards the tiny intruder to get a better look.

op
learnt about writing a first-person narrative You’re horrified to see that it has 8 legs, and
and use it to write a diary entry. a pair of oversized pincers on its front end. Is

C
ƒ Ask them to complete the guided writing it some kind of miniature octopus, or a bizarre
task in class. of crab? Is it going to sting you? Actually, it’s
ƒ Collect their notebooks for correction and a bug, and it’s no more harmful to you than
ro
share your feedback. a housefly.This tiny bathroom bug is called
a pseudo scorpion. But don’t be fooled by
P

Activity its name. It’s not really a scorpion; it’s just

a relative.The pseudo scorpion is a kind of
ce

ƒ To be done as homework. Students may use arachnid, which means it is closely related to
reference books and the Internet. spiders, scorpions, and mites. Like scorpions,
an

pseudo scorpions have a segmented body and

REVISION PLAN two enormous pincers. But pseudo scorpions
dv

lack the curved stinger that all true scorpions

ƒ Distribute the following worksheets to
have.
ensure that students comprehend and apply
A

their learning. Pseudo scorpions usually live outside in mulch,

under tree bark, and in leaf litter.
z Worksheet 1: Comprehension
So how do they end up in the bathroom?
X Tell them to read the passage carefully
and answer the questions. They use those pincerlike claws to hitch a ride
on other bugs such as flies and beetles.When
z Worksheet 2:Vocabulary
these insects come in, so do the pseudo
X Ask the students to underline the scorpions – attached to their legs!
idioms and explain the meaning.
These tiny arachnids prefer moist places.
z Worksheet 3: Grammar
Since the bathroom tends to be humid after
X Students will write the correct form bathing and showering, it’s a likely place to find
of the verb to complete the second them. But they are easily overlooked.
conditional: if-clause.

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Worksheet 5:Writing
z
Most pseudo scorpions are only about
2–8 millimetres long. Ask the class to write a diary entry
X

describing their experience staying

Pseudo scorpions don’t bite or sting humans,
home alone for a night.
and they can even be helpful.These bugs feed
on common household pests, such as carpet ƒ Collect all the worksheets for correction
beetle larvae, ants, mites, and small flies. and share your feedback.
Welcoming this hitchhiker into your home may
mean there are fewer household pests to ‘bug’ Resource Sheet
you! ƒ Distribute the resource sheet with this
lesson plan and have a discussion in class.
X Tell the students to listen carefully
and do the given exercises.

y
op
C
of
ro
P
ce
an
dv
A

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Vocabulary
C. Act it out.
Use Printable 4 to get the idioms for the activity.You may add your own if you
think they are required.
Note: Choose the idioms that can be acted out easily and that are easy enough
for the students to guess.

Grammar

y
op
C. A different ball game

C
You may use the following if-clauses in the second conditional for the activity.
of
Bonus points can be awarded to the students if they complete the sentences in
such a way that they look funny or absurd!
ro

1. If I swam quickly, …
P

2. If they ran, …
ce

3. If Ravi wanted to, …

4. If I were an elephant, …
an

5. If Jose went to the circus, …

dv

6. Daddy would sing, if …

7. If Farah went to the moon, …
A

8. My sister would be very excited, if

9. If seven ships sailed for seven years …
10. If the sea were boiling hot …
11. If wishes were horses …
12. If the sun would never set …
13. If the taps had a steady supply of fizzy drinks …
14. If we had flying buses …
15. If I could drive …

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16. If we could speak all languages …

17. If my arms and legs were stretchable …
18. If we all had superpowers …
19. If we lived inside a video game …
20. If I had a magic lamp …
21. If we didn’t have to go to school …
22. If I could build anything …
23. If I had a pet dragon …

y
op
24. If everything tasted bitter …
25. If I were the king …

C
26. If I could talk to animals … of
27. If there were eight days in a week …
ro
28. If I lived alone …
29. If I could clap and go anywhere …
P

30. If I could wear anything …

ce
an
dv
A

74
 Printable 4

beat around back against

break the ice
the bush the wall

bite the bullet cut corners burn bridges

fish out of water up in arms piece of cake

y
op
(get) bent out
once in a blue of shape
bone to pick

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moon
of
by the skin of take (something)
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one’s teeth on thin ice with a pinch of salt
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get out of hand a snowball effect like the plague

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keep an ear to the

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hit the sack ground sell like hotcakes

A

leave out in the have bigger fish run around in

cold to fry circles

having an ace up
scrape the barrel blessing in disguise the sleeve

hook, line and sinker break a leg under the weather

75
Worksheet 1

Comprehension

Read the following passage about a famous American labour leader called
Cesar Chavez carefully.

Cesar Estrada Chavez was a Mexican-American labour leader who used non-violent
methods to fight for the rights of migrant farm workers in southwestern United
States.
Chavez was born in Arizona. When he was 10 years old, his parents lost the family
farm because of the Great Depression. They were forced to become migrant workers

y
themselves.

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He served in the U.S. Navy during WWII. Chavez and his wife, Helen Fabela,

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helped teach Mexican immigrants to read and helped them with voting registration.
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Migrant workers often move from farm to farm or from town to town to find
work, unlike settled workers. Chavez was concerned about the health and working
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conditions of the migrant population. He organized a group of people to help work

P

for the rights of farm workers. They worked on many goals like increasing the wages
for the workers, improving their working conditions, and improving the safety rules
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for them.
Chavez helped organize strikes. In these strikes the workers chose to stop working as
an

a means of protest. For example, the migrant workers went on strike to protest the
dv

poor wages, poor working conditions, and lack of safety on their jobs.
Chavez went on many hunger strikes, too, which is another type of strike
A

undertaken in order to draw attention to serious concerns. Chavez was able to use
the hunger strikes to persuade lawmakers to change the laws to improve the lives of
farm workers. Because of Chavez’s actions, he was jailed many times. Despite this, he
continued his goal of helping to fight for the migrant worker.
Throughout his life, Chavez’s motto was ‘Si, se puede.’ This meant, ‘Yes, it can be
done.’ Chavez proved that it could indeed be done. His work for fair treatment and
better pay for migrant workers helped make the lives of millions of people better.
‘Si, se puede’ has become a rallying cry across the United States for pro-immigration
activists. And an English phrase derived from it, ‘Yes, we can!’, became the campaign
slogan of Barack Obama, the first African-American president of the United States.

76
Answer the following questions.

1. Who was Cesar Estrada Chavez?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. How is the fate of the migrant worker different from that of the other
workers?
_____________________________________________________________
_____________________________________________________________

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_____________________________________________________________

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_____________________________________________________________

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3. What issues did the migrant workers’ strikes raise?
_____________________________________________________________
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_____________________________________________________________
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_____________________________________________________________
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4. What change did the hunger strikes of Chavez bring?

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_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
A

5. What are the two meanings of ‘Si, se puede’ given in the passage?
_____________________________________________________________
_____________________________________________________________

77
Worksheet 2

Vocabulary

Given below are sentences that have idioms. Underline the idiom in each
sentence and write its meaning under the sentence.

1. If you want to be a singer, you should give it a shot.

meaning: _____________________________________________________
2. The meeting completely slipped my mind.
meaning: _____________________________________________________

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3. She gets a kick out of watching cartoons.

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meaning: _____________________________________________________

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4. Are you having second thoughts about getting a pet?
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meaning: _____________________________________________________
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5. It’s late; let’s call it a day.
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meaning: _____________________________________________________
6. I saw Sheila at the store and she gave me the cold shoulder.
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meaning: _____________________________________________________
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7. Karen’s mother baked her birthday cake from scratch.

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meaning: _____________________________________________________
8. Ajay is the type of friend who stays with you through thick and thin.
A

meaning: _____________________________________________________
9. I don’t always see eye to eye with Joan.
meaning: _____________________________________________________
10. His brother had to go home and hit the books.
meaning: _____________________________________________________

78
Worksheet 3

Grammar

Complete the following sentences using appropriate second conditional

forms of the verbs given in the brackets.

1. If I _____________ (elect) the president of the country, I _____________

(declare) that there are to be only three days of school in a week.
2. If he _____________ (walk) faster, he _____________ (win) a marathon.
3. My brother _____________ (make) it as a national hockey player if he

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_____________ (practise) more.

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4. If she _____________ (know) the cure for cancer, my neighbour
_____________ (give) it to everyone.

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5. If I _____________ (be) you, I _____________ (not do) it.
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6. I _____________ (travel) all over the continent of Europe if I _____________
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(have) the money.
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7. If the police _____________ (be) on time, the riot _____________ (can)
have been avoided.
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8. She _____________ (hire) you if she _____________ (know) that you were
interested in that position.
an
dv

B. State whether the following sentences are in the first or the second
conditional.
A

1. If he is not here on time, he will be fired. ____________________________

2. If you take this medicine regularly, you
will get rid of your acne in a week’s time. ____________________________

79
Worksheet 4

Listening

Listen to the passage carefully and write whether the following statements
are true or false.

1. A pseudo scorpion has 8 legs but no pincer. ________

2. An arachnid is closely related to crabs and octopuses. ________
3. Unlike scorpions, a pseudo scorpion does not have a curved
stinger. ________

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4. Pseudo scorpions end up in bathrooms by riding on the backs

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of other bugs. ________
5. Pseudo scorpions thrive in dry, hot places. ________

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6. Pseudo scorpions don’t bite or sting humans.
of ________
7. Pseudo scorpions can act as a way to control household pests. ________
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8. The word ‘pseudo’ means ‘false’ or ‘not genuine’. ________

P
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A

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Worksheet 5

Writing

Imagine that you are alone in your house for a night. Write a diary entry
recording your thoughts and feelings and the problems you face during this
time. Remember to include the following:

• Where are the other members of your family?

• How are you getting food?
• How do you plan to pass your time?

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• What is your biggest fear during this time?

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___________________________________________________________________

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___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
P

___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

81
Resource Sheet

A Typical Weekday in the Secret Annexe

Anne Frank spent 761 days in the Secret Annexe. Based on Anne’s diary and a few
of her short stories, we can reconstruct what typical weekdays and Sundays in the
Secret Annexe would have been like.
In the morning:
At 6:45 a.m., the alarm of Mr and Mrs van Pels went off. Hermann van Pels got up,
put the kettle on, and went to the bathroom. After fifteen minutes, the bathroom
was free again and it was Fritz Pfeffer’s turn. Anne got up and removed the blackout
screens from the windows. The people in hiding took turns using the bathroom.

y
At 8:30 a.m., the men in the warehouse started their working day, while the office

op
helpers had not yet arrived. Any noise from the people in hiding was dangerous,
as the warehouse was located below the hiding place and the warehouse staff was

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unaware of the people in hiding.
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At 9:00 a.m., the helpers started working in the office above the warehouse. The
ro
people in hiding walked around in socks and still had to be quiet, but sounds from
above now caused less suspicion. The rest of the morning was devoted to reading,
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studying, and preparing for their lunch break.

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The lunchbreak:
At 12:30 p.m., the warehouse workers went home for lunch, and the helpers and
an

people in hiding had the place to themselves for a while. At 12:45 p.m., a few of
the helpers, usually Johannes Kleiman,Victor Kugler and Bep Voskuijl, came up to
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the Secret Annexe to have lunch. Other friends also joined them occasionally, while
A

Miep Gies usually stayed in the office to keep an eye on things. For the people in
hiding, it was nice to see other people and to hear the latest news from the city. At
1 p.m., the radio was switched on for the BBC news. At 1:15 p.m., they had lunch
and at 1:45 p.m., the helpers went back to work.
In the afternoon:
After the people in hiding had cleared everything away, most of them took an
afternoon nap. Anne used that time for studying or writing. Around four o’clock,
they had coffee and then started on the preparations for dinner.
At 5:30 p.m., the warehouse workers went home. Helper Bep Voskuijl usually came
by to see if the people in hiding needed anything. After she had gone home at a

82
quarter to six, the people in hiding were no longer restricted to the Secret Annexe
and they spread out through the building.
In the evening:
Hermann van Pels looked at the day’s post, Peter van Pels fetched the bread that had
been left for them in the office, Otto Frank wrote business letters on the typewriter,
Margot and Anne did administrative chores and Auguste van Pels and Edith Frank
cooked dinner.
After dinner, they read, talked, or listened to the radio. Around 9 p.m., they started
preparing for the night. Pieces of furniture had to be moved, for instance in the
room of Hermann and Auguste van Pels. Just like in the morning, they took turns
using the bathroom.

y
Every day when the sun went down, the windows had to be blacked out. After that,

op
the Secret Annexe went quiet. The next morning, the alarm went off at 6:45 a.m.
again, except on Sundays.

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A

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ANSWER KEY
COURSEBOOK 3. a. The class roared at the funny title of
the essay that Mr Keesing asked Anne
Comprehension to write as a punishment for talking in
A. 1. True 2. False 3. False 4. True class. The essay was titled ‘ “Quack,
5. True 6. False 7. True 8. True Quack, Quack,” said Mistress
Chatterback.’
B. 1. a. Two of Anne’s uncles fled to North
America to seek refuge. Her b. Anne didn’t willingly laugh. She
73-year-old grandmother came to wrote in her diary that she had to
live with Anne and her family from laugh but she thought she had written
Germany to Holland. all there was to write on the topic of
chatterboxes. She was perfectly aware

y
b. The freedom of the Jews was severely
that Keesing was trying to play a

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restricted. They were required to wear
joke on her by using that ridiculous
a yellow star; turn in their bicycles;
subject.
they were forbidden to use street-cars

C
or ride in cars, even their own. They c. Anne wanted to come up with
were to shop between 3 p.m. and
of something original that would ensure
5 p.m. and visit only Jewish-owned that the joke Mr Keesing was trying
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barbershops and beauty parlours. to play on her backfired on him.
They could not be on the streets 4. a. Anne Frank wrote this on 26 May
P

between 8 p.m. and 6 a.m. They were 1944. Some thieves had entered the
forbidden to attend theatres, movies building where Anne and her family
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or any other forms of entertainment; were hiding. One of their friends,

Jews were forbidden to use swimming Mr van Hoeven who had helped
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pools, tennis courts, hockey fields or the Franks, was arrested on 25 May
any other athletic fields, etc. Jewish for sheltering two Jews in his house.
dv

children were required to attend There was tension among her family
Jewish schools. and friends in hiding. The food
A

c. Anne Frank and her family had was awful, and the atmosphere was
moved to Holland. miserable.
2. a. The teachers in Anne Frank’s school b. Anne was sitting at her desk in front
are expected to be unpredictable. of a crack in the window frame and
writing in her diary.
b. According to Anne, about a quarter of
the class should be kept back by the c. The ‘gap’ refers to the fact that one
teachers. day Anne and her family would be
laughing at the comical side of life in
c. Anne shares a good relationship with
hiding and the next day they would
all her teachers. However, the Math
be frightened and the fear, tension and
teacher Mr Keesing was mad at her
despair could be clearly seen on their
because she talked too much in class.
faces.
C. Accept all relevant answers.

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 english central: teacher’s resource pack

Vocabulary WORKSHEETS
A. 1. g 2. h 3. a 4. f 5. b Worksheet 1: Comprehension
6. c 7. d 8. e
1. Cesar Estrada Chavez was a Mexican-
B. Accept all relevant answers. American labour leader who advocated
Grammar the rights of migrant farm workers
through non-violent methods of protest.
A. 1. If I were you, I would laugh.
2. Unlike workers who are settled in one
2. If you took a vacation, you would feel place, migrant workers often move from
better. farm to farm or from town to town to
3. Raina would call her if she had her find work.
number. 3. The strikes of the migrant workers
4. Yash would be terrified if he knew the raised important issues related to their
truth. work, such as their poor wages, poor

y
working conditions and the lack of

op
5. If she were an actress, she would be
famous. safety procedures while they were on
the job.

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6. I would beat Roger Federer if I played
tennis. 4. Through his hunger strikes, Chavez was
B. Suggested answers:
of able to persuade American lawmakers
to change the laws to become more
1. You would fall ill if you bathed in cold
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favourable for farm workers.
water.
5. The two meanings of ‘Si, se puede’ given
P

2. If you are not careful in the woods, you

in the passage are: ‘Yes, it can be done.’
will lose your way.
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and ‘Yes, we can!’.

3. If you asked me, I would say he deserves
the punishment. Worksheet 2: Vocabulary
an

4. Jai will get a sunburn if he doesn’t wear 1. give it a shot: make an attempt at doing
a hat. something
dv

5. If rice becomes more expensive, people 2. slipped my mind: I forgot about it

will starve.
A

3. gets a kick out of: gets enjoyment or

Listening amusement from something
4. having second thoughts: doubting
1. call-up notice
something one had been sure about
2. seven people previously
3. Margot and Anne 5. call it a day: stop doing something
4. Anne Frank’s mother 6. gave me the cold shoulder: ignored me
5. Margot in an unfriendly manner
6. going into hiding 7. from scratch: from the beginning,
without using any pre-existing material
8. through thick and thin: through good
times and bad times

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 english central: teacher’s resource pack

9. see eye to eye: agree on something B. 1. first conditional

10. hit the books: start studying 2. second conditional

Worksheet 3: Grammar Worksheet 4: Listening

1. were elected, would declare 1. False 2. False 3. True 4. True
2. walked, would win 5. False 6. True 7. True 8. True
3. would make, practised
Worksheet 5: Writing
4. knew, would give
Accept varied answers.
5. were, would not do
6. would travel, had
7. were, could
8. would hire, knew

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C
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A

86
7 Ozymandias
Objectives
• To develop a taste for poetry
• To be able to locate information and analyse verse
• To be able to recognize irony in texts
• To draw attention to rhyme scheme and alliterative
sounds

y
genre: poetry

op
theme: the folly of arrogance

periods allotted: 4

C
WARM UP
of following questions to the students as you
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read the poem:
ƒ Read out the first paragraph of the
z I met a traveller … stand in the desert
introduction given in the chapter.
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Encourage the class to share their thoughts X Who has seen the statue in the desert:
the narrator or the traveller?
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and experiences on the topic.

ƒ Ask the students what they know about X What are ‘trunkless’ legs?
an

the ancient Egyptian civilization. Talk to z Near them … sneer of cold command,
the students about the many unique aspects X Whose visage is the traveller referring
dv

of the ancient Egyptians and how this to?

civilization has contributed to the ones that X What do the features on the visage
came after it. Also ask the students if they
A

suggest to the onlooker?

have watched any movie or documentary
z Tell that its sculptor … and the heart that
about this civilization.
fed;
ƒ Explain the word ‘pharaoh’ with the help
X What talent did the sculptor have?
of the glossary. Ask the students to repeat
the word after you to ensure they get the X What survives on the lifeless statue?
pronunciation right. X The statue is a product of two things.
What are they?
READING PLAN z And on the pedestal … sand stretch far
away.’
ƒ Read the poem aloud with proper
X Do you think Ozymandias was an
intonation and diction.
ordinary man?
ƒ You may divide the poem into sections in
order to explain it more clearly. Ask the

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 english central: teacher’s resource pack

X What qualities of Ozymandias are notebooks. Tell them to quote from the
apparent from his statue? poem only when asked, and to use their
X Why have only the ruins of the statue own words as far as possible for the rest of
survived? the answers.
X What message do you think the ƒ Give them 10–12 minutes to complete the
image of the ruins presents to the exercise.
reader? ƒ Randomly ask the students to read the
answers written by them. In case of errors,
Group Discussion pass the question to another student so that
you can help the students reach the correct
ƒ Put the students in pairs and ask them to
answer. Discuss all the questions in this
discuss whether power fades with time. Do
manner.
people remember kings like Ozymandias?
Why/Why not? ƒ Ask the students to form pairs again and
discuss the questions in Exercise D. Give

y
ƒ Allow them about 10 minutes for the
them 8–10 minutes to complete the

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group discussion.
discussion.
ƒ Invite students to write their views on the
ƒ Assign Exercise D as a home task.

C
board.
Collect the notebooks of the students for
ƒ Conclude by asking the students to write of correction in the next class.
a paragraph on someone they admire
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for being powerful. Let them describe
Appreciation
why they think this powerful person is
P

admirable. ƒ Using the detailed inputs in the

coursebook, discuss irony. Cite examples
ce

of irony from popular books and movies as

EXERCISE PLAN
well to make the concept clear.
an

Comprehension ƒ Ask the students to attempt Exercise A in

ƒ After the poem has been read, ask the their notebooks. Give them 5–8 minutes to
dv

students to attempt Exercises A and B in complete the exercise.

their textbooks. ƒ Randomly pick 3 students to read out
A

ƒ Give them 10–12 minutes to complete their answers. Using this as a base, initiate a
both the exercises. discussion on the ironical elements in the
poem and make sure the concept is clear to
ƒ Once they have completed both the
everyone.
exercises, ask them to swap their textbooks
with their partners and correct the answers ƒ Read the poem aloud once again, and ask
while you randomly ask the students the the class to mark the rhyme scheme of the
answer to each question. poem in their textbooks.
ƒ Once all the answers have been given ƒ After the poem has been read, discuss the
correctly, ask the students if they have any rhyme scheme and structure of the poem
more queries about the poem. Clear these, briefly and ask the students to correct their
if any, and move on to the next exercise. errors, if any.
ƒ Ask the students to write the answers ƒ Next, explain that alliteration is the
to the questions in Exercise C in their repetition of a consonant sound at the

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 english central: teacher’s resource pack

beginning of words or within words. zWorksheet 1: Comprehension

Provide students with a few examples of Tell them to read the passage carefully
X

tongue twisters like ‘Sally sells sea-shells by and to answer the questions.
the sea-shore’, which use alliteration. zWorksheet 2: Appreciation
ƒ Ask the students to cite more such tongue Ask the class to read the instructions
X
twisters. Then ask them to underline the given and to do the task accordingly.
examples of alliteration in the poem.
ƒ You may use the worksheets to assess their
ƒ Once everyone has finished marking, reading skills and understanding of irony.
discuss the answers.
ƒ Collect the worksheets for correction and
share you feedback.
REVISION PLAN
ƒ Distribute the following worksheets to Resource Sheet
ensure that students comprehend and apply ƒ Distribute the resource sheet with this

y
their learning. lesson plan and have a discussion in class.

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C
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A

89
Worksheet 1

Comprehension

Read the following story.

It was a cool day in autumn. The wind and the sun were having an argument.
The wind boasted, ‘I am stronger than you.’
The sun mildly said, ‘No, you are not.’
Just then, they saw a traveller passing by. A cloak was loosely draped over his
shoulders. The wind said, ‘Whoever separates that cloak from the traveller is the

y
stronger one. Do you agree?’

op
The sun replied, ‘I agree. Why don’t you try first?’

C
The wind started blowing. The traveller wrapped his cloak around himself. The wind
blew harder. The traveller held his cloak more firmly and put his arms through the
of
sleeves. The wind kept blowing harder and harder, but the harder it blew, the more
ro
tightly the traveller clutched his cloak. At last the wind stopped and conceded its
defeat.
P

It was the sun’s turn. It looked brightly upon the traveller. Feeling warm, the traveller
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loosened his grip on the cloak. The sun smiled warmly and shone even brighter. The
traveller was overcome with heat and soon took off his cloak and kept it in his bag.
an

The sun was declared stronger.

dv

Adapted from Aesop’s Fables

A

A. Write the meanings of the following words in the context of the story.

1. boasted : ____________________________________________________
2. mildly : ____________________________________________________
3. clutched : ____________________________________________________
4. conceded : ____________________________________________________

90
B. Answer the following questions.

1. What were the wind and the sun arguing about?

_____________________________________________________________
_____________________________________________________________
2. What was the challenge the wind posed to the sun?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. How did the wind try to win the challenge?

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_____________________________________________________________

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_____________________________________________________________

C
_____________________________________________________________
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4. How was the sun’s approach different from the wind’s?
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_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
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5. What is the moral of this story, in your opinion?

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_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
A

91
Worksheet 2

Appreciation

Tick the lines below which are examples of irony.

1. Again and again he tried after the tempting morsel, but at last had to
give it up, and walked away with his nose in the air, saying: ‘I am sure
they are sour.’ (Aesop’s Fables, ‘The Fox and the Grapes’)
2. Today was a very cold and bitter day, as cold and bitter as a cup of
hot chocolate. (Lemony Snicket, Lemony Snicket:The Unauthorized
Autobiography)

y
op
3. Remember: the time you feel lonely is the time you most need to be by
yourself. (Douglas Coupland, Shampoo Planet)

C
4. The story so far:
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In the beginning the Universe was created.
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This has made a lot of people very angry and been widely regarded
as a bad move. (Douglas Adams, The Restaurant At the End of the Universe)
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5. Nobody steals books but your friends. (Roger Zelazny, The Guns of
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Avalon)
6. I’d kill for a Nobel Peace Prize. (Steven Wright)
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7. Outside of a dog, a book is man’s best friend. Inside of a dog it’s too
dv

dark to read. (Groucho Marx)

8. The trouble with having an open mind, of course, is that people will
A

insist on coming along and trying to put things in it. (Terry Pratchett,
Diggers)

92
Resource Sheet

Irony

In literature, irony is used to indicate a meaning which is different from the actual
meaning of the words. At times the irony that comes through could be inadvertent.
Authors and poets employ this figure of speech to force their readers to contemplate
on the different implications of what has just been said. For irony to be effective, the
audience must know how to discern the difference between appearance and reality.
Irony can be classified into three types:
• 
Verbal irony:
In verbal irony, specific words are chosen to the effect that they imply

y
something contrary to the literal meaning. This is not to be mistaken with

op
sarcasm, which is intended to highlight the shortcomings and deemed

C
foolishness of the person or situation at the receiving end of the comment.
Unlike sarcasm, verbal irony is meant to deliver a message and is not
of
necessarily a ridicule.
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• Situational irony:
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In situational irony, a situation which is contrary to what is expected to

happen takes place. For instance, a person trying to get away from a constable
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happens to run straight into a police point. In situational irony, both the
characters and the audience are unaware of the implications of the situation.
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• Dramatic irony:
dv

In dramatic irony, the audience is more aware of what is happening than the
character in the drama. For example, in Romeo and Juliet, the protagonists
A

profess undying love for each other but the audience is aware of the tragic
ending which awaits them.

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 english central: teacher’s resource pack

ANSWER KEY
COURSEBOOK Some ironic words from the poem:
mocked, lifeless things, despair, king of kings
Comprehension
B. Yes, it is a sonnet. The rhyme scheme is
A. 1. False 2. True 3. False 4. False ABABACDCEDEFEF.
5. False C. 1. Half sunk, a shattered visage lies
B. 1. c 2. d 3. a 4. d 5. d 2. cold command
C. 1. The narrator hears the description of the 3. boundless and bare
statue from a traveller from an antique
land.
WORKSHEETS
2. Yes. The sculptor could portray the

y
arrogant and powerful personality of Worksheet 1: Comprehension

op
Ozymandias in the frown and wrinkled A. 1. arrogantly talked about its abilities
lip and the sneer on the statue’s face.
2. in a gentle manner

C
3. The spirit of the sculptor survived in the
expression that he managed to capture 3. held firmly
in his creation.
of 4. admitted defeat in a contest
Half sunk, a shattered visage lies, whose B. 1. The wind and the sun were arguing
ro

frown, about who was stronger between them.
P

And wrinkled lip, and sneer of cold command, 2. The wind and the sun saw a traveller
Tell that its sculptor well those passions read passing by with a cloak draped over his
ce

shoulders. The wind challenged the sun

Which yet survive, stamped on these lifeless that whoever separated the cloak from
things.
an

the traveller would be declared stronger.

4. The following words are inscribed on 3. The wind tried to win the challenge by
the pedestal of the statue:
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blowing harder and harder in order to

“My name is Ozymandias, king of kings: blow the cloak off the man. But the man
A

Look on my works, ye Mighty, and despair!” held on to his cloak even more firmly as
D. Accept all relevant answers. the wind blew.
4. The sun’s approach was milder and
Appreciation gentler than the wind’s. It smiled warmly
A. The following lines have an ironic tone: and brightly upon the traveller, who felt
warm and was easily persuaded to take
 Look on my works, ye Mighty, and despair!”
off his cloak and put it away.
Nothing beside remains.
5. Suggested answer: The moral of the
These lines are ironic as they juxtapose the story is that gentle persuasion works
arrogant words of Ozymandias, who was better than brutal force.
convinced that his power was permanent,
against the shattered ruin of the statue, the Worksheet 2: Appreciation
symbol of his might.
1, 2, 3, 5, 6,8

94
8 After Twenty Years
Objectives
• To read and enjoy a story with a surprise ending
• To develop the skills of comprehension and
interpretation
• To be able to locate, infer and analyse information
• To learn the application of one-word substitution in a
sentence

y
• To learn the use of infinitives, participles and the gerund

op
• To be able to listen to short texts for specific information
• To be able to work in pairs for role play

C
• To learn how to write messages; to imagine alternative
endings for a story of
genre: short story
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theme: friendship

periods allotted: 8
P
ce

WARM UP ƒ You could pick the students randomly to

an

read, in case you feel that all the students

ƒ Ask the class if their friendships have aren’t attentive.
changed with time or remained the same.
dv

ƒ Once the reading is over, divide the

ƒ If some students have friends who live in students into 4 teams. Ask each team to
another city or country, ask them how this
A

appoint a leader. Then, invite the leader

distance affects their friendship. from Team A to ask a question to any
ƒ Encourage the whole class to participate in student from Team B. This would help
the discussion. you gauge whether the students have
understood the story.
READING PLAN ƒ Let the leader of Team A decide if the
member of Team B deserves 5 or 10 points
ƒ Ask the students to take turns and read the
(5 points will be awarded if the answer is
story.
correct but in words which are directly
ƒ Tell them that they could mark words, lifted from the text. 10 points will be
phrases or sentences they have not awarded if the answer is correct and in the
understood which you will explain once words of the student).
the reading is completed.

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 english central: teacher’s resource pack

ƒ Keep noting the score on the blackboard the answers. Ask them to write the answers
and make sure the points are being awarded in the textbook.
fairly. ƒ Give them 3–5 minutes to complete the
ƒ Then let Team B ask a question, and so on. exercise.
ƒ Encourage the students to come up with ƒ Choose students randomly to read one
questions which involve thinking. Good answer at a time. If the student answers
questions will get bonus points, but also tell wrongly, ask another student to read out
them that repeating the in-text questions their answer. Continue until all the correct
will result in a forfeit of their points to the answers have been provided.
other team. ƒ Ask the other students to correct their
ƒ At the end, you can throw open the in-text work as the answers are being discussed.
questions given in the coursebook to all the Ask them to make sure that they have
students. Whoever is the first to raise their spelled the answers correctly.
hand and answer correctly will be awarded

y
ƒ Exercise B is a Gear Up activity. Refer to
points accordingly.

op
the Gear Up section for the guidelines on
ƒ Total the points and read out the scores. how to conduct it.

C
ƒ Let the students remain in the same teams.
Ask the students to make sentences with Grammar
the difficult words which are listed in the
ofƒ Begin by discussing the concept of finite
glossary section and the other words they and non-finite verbs. Then using the
ro
had marked earlier. Total the points and detailed inputs in the coursebook, explain
applaud the winners.
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the infinitive to the students.

ƒ Once this is done, explain any section/ ƒ Explain in detail how the infinitive may be
ce

phrase/word which was not addressed used with or without to, depending on the
satisfactorily. verb. Cite plenty of examples.
an

ƒ Ask the students to orally give the answers

EXERCISE PLAN to Exercise A. Use this as a base to make
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sure they have grasped the concept.

Comprehension
ƒ Once the infinitive has been discussed in
A

ƒ Ask the class to do Exercises A and B from detail, explain the other verb forms like
the Comprehension section in class. participles and the gerund. Explain in detail
Exercise A can be done in the coursebook the differences between the three verb
while Exercise B is to be done in the forms you have explained, citing plenty of
notebook. examples.
ƒ Give the students 10–12 minutes to ƒ Discuss the answers to Exercises B and C
complete the exercises. in class. Make sure that students of mixed
ƒ Instruct them to do Exercise C in their ability get to answer the questions.
notebooks. ƒ Once all the answers have been discussed
and you are satisfied that the concepts are
Vocabulary clear, ask the students to write the answers
ƒ Ask the students to pay attention to the to Exercises A, B and C in their notebook.
context of each question in order to find

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ƒ Give them 10–12 minutes to finish. ƒ Call the students one by one and ask them
ƒ Read the answers for the final time, asking to present the role play.
the students to self-assess their work. ƒ Applaud their efforts for public speaking is
ƒ Exercise D is a Gear Up activity. Refer to not easy.
the Gear Up section for the guidelines on
how to conduct it. Writing
ƒ Ask the students to complete the guided
Listening writing task in class.
ƒ Read aloud the listening extract to the class ƒ Emphasize the usage of short, concise yet
or play it. Then ask them to answer the warm words in the message. They must be
questions provided in the coursebook. able to express emotions using very few
words.
Aristotle: What is a friend? A single ƒ Display the best messages on the
soul dwelling in two bodies.

y
noticeboard of the classroom.

op
Jim Morrison: A friend is someone who
gives you total freedom to REVISION PLAN
be yourself.

C
Mark Twain: Good friends, good books ƒ Distribute the following worksheets to
and a sleepy conscience:
of ensure that students comprehend and apply
this is the ideal life. their learning.
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Mahatma Gandhi: Friendship that insists zWorksheet 1: Comprehension

upon agreement on all Tell them to read the story carefully
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things isn’t worth the and answer the questions.

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name. zWorksheet 2:Vocabulary

Helen Keller: I would rather walk with XAsk the students to choose the
an

a friend in the dark, than correct option.

alone in the light. zWorksheet 3: Grammar
dv

Khalil Gibran: Friendship is always a XStudents will rewrite the sentences as

sweet responsibility, never directed.
A

an opportunity. zWorksheet 4: Listening

ƒ You may discuss the correct answers for the XRead aloud the following passage
students to assess their work. slowly and clearly.

‘It takes a great deal of bravery to stand up

Speaking to our enemies, but just as much to stand up
ƒ Ask the students to read the dialogue given to our friends,’ J.K. Rowling wrote in Harry
in the coursebook silently. Potter and the Sorcerer’s Stone.The
ƒ Explain that to make the roles convincing, line was famously uttered by the legendary
they must believe in the character of the Headmaster of Hogwarts School of Witchcraft
role play. and Wizardry, Professor Albus Dumbledore,

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zWorksheet 5:Writing
who is one of the most popular characters from
the Harry Potter series. Friendships, both Ask the class to compose the
X

good and bad ones, are at the heart of these messages using their own words.
books. Dumbledore’s own friendship with the ƒ You may use the worksheets to assess their
equally brilliant wizard Gellert Grindelwald reading and listening skills, vocabulary and
is an example of how difficult it is for us to go the understanding of non-finite verb forms.
against our friends, even when we know they ƒ Collect the worksheets and share your
are in the wrong. Dumbledore paid a heavy feedback.
price for his reluctance to confront the growing
ambition of Grindelwald. His younger sister Resource Sheet
Ariana tragically died when she was caught
ƒ Distribute the resource sheet in the class
in the crossfire in a three-way duel between
and let the students play the game and have
Dumbledore, his brother Aberforth and
fun. Moderate the proceedings as and when
Grindelwald. Many decades later, Dumbledore

y
required.
finally defeated Grindelwald in another duel,

op
but the scars left by this friendship on his life
and his family never healed.

C
of
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P
ce
an
dv
A

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 english central: teacher’s resource pack

Vocabulary
B. What’s the context?
Use the text of Printable 5 with highlighted words as the passage for the
activity.
Suggested meanings of the highlighted words are given below.
ƒ estate: an area of land with a large house, owned by one person, family or
organization
ƒ scanty: meagre; very small amount of something

y
op
ƒ fortune: money or assets
ƒ apprentice: a person who learns a trade from a skilled employer

C
ƒ eminent: prominent; standing above others in terms of achievement, rank or
status of
ƒ navigation: the skill of guiding a ship from one place to another; the science
ro
of finding a way from one place to another during a voyage
ƒ intend: to plan something; to have a purpose to do something
P

ƒ assistance: help or aid in any form received from someone

ce

ƒ recommended: suggested as suitable for a particular job

ƒ resolved: decided
an

Grammar
dv

D. Triple trouble
A

You may use the following verbs for the activity.

sail dance chew bake
play learn sing cook
look see win find
eat go listen work
twist buy sell purchase
start stop drink run
swim talk sleep build
pay send

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 Printable 5

My father had a small estate in Nottinghamshire. He sent me to Emanuel

College in Cambridge at fourteen years old, where I applied myself close to
my studies; but the charge of maintaining me, although I had a very scanty
allowance, being too great for a narrow fortune, I was bound apprentice to
Mr. James Bates, an eminent surgeon in London, with whom I continued
four years. My father now and then sending me small sums of money, I laid
them out in learning navigation, and mathematics, useful to those who
intend to travel, as I always believed it would be, some time or other, my
fortune to do. When I left Mr Bates, I went down to my father: where, by the
assistance of him and my uncle John, I got forty pounds.

y
Soon after, I was recommended by Mr Bates, to be surgeon to the Swallow,

op
Captain Abraham Pannel, commander; with whom I continued three years
and a half. When I came back I resolved to settle in London.

C
of
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P
ce
an
dv
A

100
Worksheet 1

Comprehension

Read the passage carefully.

Bump! Bump! Scratch! Adnan opened his eyes and pulled the covers up to his chin.
He stared around his room, searching the darkness for the thing that was making
those scary sounds. The cupboard door moved as something banged on it from the
inside. ‘Who’s there?’ Adnan asked in a shaky voice. The cupboard slowly began to
open. Adnan jumped out of bed and ran to the cupboard door, slamming it shut with
his palms. He grabbed his desk chair and propped it against the door handle. Then he

y
ran out of his room and down the hall. His father’s door was wide open, and Adnan

op
jumped onto his bed. ‘Adnan?’ his father asked in a groggy voice. ‘What are you
doing in here?’ Adnan tugged on his father’s arm. ‘There’s something in my closet!’

C
‘You probably had a bad dream. Go back to bed.’ Adnan yanked the blankets off the
of
bed. ‘It wasn’t a dream. I was awake, and the cupboard door started opening by itself!’
His father sighed. ‘Fine. But if we don’t find anything, you have to promise to leave
ro
me alone for the rest of the night.’
P

Adnan nodded. His father reached into his desk drawer and pulled out a flashlight.
Then they headed to Adnan’s room. Adnan stopped in the doorway. He could hear
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something scratching his closet door. ‘Do you hear that?’ Adnan asked. His father
nodded. He walked over to Adnan’s bed and pulled the case off one of the pillows
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and held it wide open. ‘You open the door very slowly, and I’ll grab whatever it is.’
dv

Adnan slid the chair to the side and pulled the closet door open a crack. Something
banged against the door, trying to force it open. Adnan took a deep breath and
A

opened the door a few more inches. A small furry creature ran right into the
pillowcase. ‘I got it!’ his father said, closing the pillowcase and holding it in the air.
‘What is it?’ Adnan moved closer as his father peeked inside. He put the pillowcase
on the bed and an orange cat climbed out. Adnan scooped the cat up. ‘Apricot? How
did you get trapped in my closet?’ His father laughed. ‘The poor cat! If I were locked
in your closet with your stinky shoes, I’d be banging on the door to get out, too!’
‘Poor Apricot!’ Adnan said. ‘You were probably more scared than I was!’

101
A. Tick the correct option.

1. Why did Adnan pull the covers up to his chin?

a. He was feeling cold. b. He was feeling scared.
c. That was how he normally slept. d. no particular reason
2. What did his father suggest it was that woke him up?
a. a bad dream
b. the fact that he was thirsty
c. the night owl
d. a sound made by one of the neighbours

y
3. What did Adnan’s father pull out from his desk drawer?

op
a. a hunting knife b. a shooting rifle

C
c. a flashlight d. a recording device
of
4. What did Adnan’s father use to catch whatever was inside the cupboard?
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a. He used a net. b. He used a pillowcase.
c. He used a dart. d. He used a spray.
P
ce

B. Answer the following questions.

an

1. What promise did Adnan’s father extract out of him before they headed into
Adnan’s room?
dv

_____________________________________________________________
A

_____________________________________________________________
2. Describe Adnan’s father using three adjectives. Explain why you chose each
word.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

102
Worksheet 2

Vocabulary

Rewrite each sentence after replacing the underlined word with its synonym
from the word box.

below  glad  ill  hilarious  price
bright  thief  plump  present  blend

1. His uncle brought a birthday gift wrapped in red paper.

y
op
_____________________________________________________________
2. The fat cat could barely climb up the tree.

C
_____________________________________________________________
of
3. My teacher was happy to see me.
ro
_____________________________________________________________
P

4. The painting had brilliant shades of blue.

ce

_____________________________________________________________
5. The dog curled up under the table.
an

_____________________________________________________________
dv

6. My mother knows a lot of funny jokes.

_____________________________________________________________
A

7. The burglar stole the diamonds and gold.

_____________________________________________________________
8. I went home early because I felt sick.
_____________________________________________________________
9. You will need to mix the eggs and flour.
_____________________________________________________________
10. The cost of the toy was too high.
_____________________________________________________________

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Worksheet 3

Grammar

A. Rewrite the following sentences using an infinitive.

1. The prisoner demanded a meeting with his lawyer.

_____________________________________________________________
2. Convincing the judge that he is innocent will be tough.
_____________________________________________________________
3. Writing a bestseller is my dream.

y
op
_____________________________________________________________
4. Throwing away your chances like that is just silly.

C
_____________________________________________________________
of
5. Waking up children in the morning is a difficult task.
ro
_____________________________________________________________
P

B. Combine the sentences using gerunds or participles.

ce

1. We heard a loud noise. We ran to the window.

an

_____________________________________________________________
dv

2. The audience cheered the gold medallist. They were waving their hands.
_____________________________________________________________
A

3. The burglar jumped over the fence. He escaped.

_____________________________________________________________
4. Hina and Hamid grew up together. They were best friends.
_____________________________________________________________
5. Leela switched the radio off. She wanted to watch the news on television.
_____________________________________________________________

104
Worksheet 4

Listening

Choose the correct answer.

1. Which fictional character said the following line: ‘It takes a great deal of
bravery to stand up to our enemies, but just as much to stand up to our
friends.’?
a. Dumbledore b. Harry Potter c. Grindelwald
2. What is the first name of Professor Dumbledore?

y
a. Albus b. Ariana c. Aberforth

op
3. According to this passage, which relationship is at the core of the Harry Potter
books?

C
a. teacher and student b. friendship
of c. siblings
4. What was Dumbledore reluctant to do in his friendship with Grindelwald?
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a. fight a duel with his friend

P

b. check the dangerous ambitions of his friend

ce

c. work with his brother against his friend

5. How did Ariana die?
an

a. She fought a duel and lost.

dv

b. She opposed Grindelwald.

A

c. She was caught in the middle of a duel.

6. Who finally defeated Grindelwald decades later?
a. Harry Potter
b. Albus Dumbledore
c. Aberforth Dumbledore

105
Worksheet 5

Writing

Imagine that your friend has done something wrong and you have had a fight
with them about it. Create at least five short messages which shall convey the
following ideas to your friend:

• You still value the friendship, despite the fight.

• As a true friend, it is your duty to be honest with your friend, and you expect
the same from them.

y
• Friendships are made stronger by disagreements like these.

op
___________________________________________________________________
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
ro

___________________________________________________________________
P

___________________________________________________________________
ce

___________________________________________________________________
___________________________________________________________________
an

___________________________________________________________________
dv

___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

106
Resource Sheet

React and Act!

React and Act! is a funny game in which players randomly select a sheet of paper that
has an occurrence on it (for example, winning a fortune in the lottery) and they
must react to the occurrence using animated expressions, gestures, and words. After
a set amount of time, other players try to guess what happened that caused those
reactions and actions.
Each player gets a sheet of paper on which they write down an event. Be as creative
as possible! Examples of events can include:
• Being surprised by a leopard while taking a walk in the park

y
• Becoming paralyzed and unable to move for some reason

op
• Having a huge fight with your friend

C
Once everyone writes an event, fold the paper once and place it into the bag. Divide
the group into two teams (or select five volunteers if it is a very large group).
of
Ask five people on each team to randomly select an event from the bag. Instruct
ro

them to react to this event, without explicitly giving away what the event is. Choose
P

a time limit (usually 30 seconds to a minute works well) and when you say ‘Go!’,
have all five people simultaneously react to their event using exaggerated gestures,
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facial expressions, and their voice.

an

For example, the person who has won a lottery can look excited and jump up and
down in glee. The one who has spotted a leopard could stop suddenly while walking,
dv

then look afraid and start to walk backwards, and so on. Each of the five actors can
interact with each other, but they must stay ‘in character’ and continue reacting and
A

acting based upon what their sheet said.

After the set time expires, the other members of the team try to guess what
happened for each person. If you wish to keep score, each team gets a point for each
correct guess. This game is a great way to improvise, while watching people act out
silly (and usually hilarious) things.
You can also try variations within the game to make it more interesting. Some
examples are:
• No talking allowed, but noises are okay. This increases the difficulty of the
game, but adds to the hilarity.
• Narrator explains the event before each person acts.

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 english central: teacher’s resource pack

ANSWER KEY
COURSEBOOK be or from what distance they might
have to travel to come.
Comprehension
2. The policeman was on his regular beat.
A. 1. b 2. c 3. d 4. a 5. b He was trying doors while keeping a
B. 1. a. The policeman said this. watchful eye on the pacific thoroughfare.
b. He said it to Bob. 3. Bob saw the full face of the man
c. He was referring to the fact that a walking with him at the corner of the
lot of time had passed since Bob and drug store where bright lights were
Jimmy had met. shining. He immediately realized that
this man’s nose was in snub shape while
2. a. Bob said this to the policeman.
his friend had always had a sharp nose.

y
b. He wanted to boast that he had done That’s when he realized that he was not

op
well for himself in the west, much with Jimmy because the shape of one’s
more than Jimmy could have done in nose doesn’t change.

C
New York.
4. Jimmy Wells was there at the exact time
c. The policeman twirled his club and of and date that he and Bob had decided
said he was going to leave. He bid to meet. When Bob, who was standing
ro
Bob goodbye. He also asked Bob if under the doorway, lit up a cigar, Jimmy
he was going to wait a while for his recognized his friend as one of the men
P

friend. wanted in Chicago.

3. a. They refer to the shape of one’s nose. 5. Bob’s hands trembled with the emotion
ce

b. Bob saw the full face of the man of realizing that he had been talking
walking with him at the corner of the to his old friend without realizing it.
an

drug store where bright lights were Respecting that friendship, Jimmy had
shining. He immediately realized that not humiliated Bob by arresting him. He
dv

this man had a snub nose and could had asked another plainclothes man to
not be Jimmy by any means. do so.
A

c. Bob was angry when he realized he D. Accept all relevant answers.

had been tricked so he snapped at the
man. Vocabulary
C. 1. He was waiting to meet an old friend. 1. spectators 2. thoroughfare
About 20 years ago Bob and Jimmy had 3. gusts 4. scar
eaten dinner at Big Joe. Bob had been
5. corresponded 6. outline
20 years old and his best friend Jimmy
had been 18. Jimmy didn’t want to leave 7. submerged 8. simultaneously
New York and Bob had decided to go Grammar
West to seek his fortune. They agreed
that they would meet at the same place A. 1. to meet 2. come 3. stand
exactly 20 years from that date and time, 4. to help, bake 5. shout
no matter what their conditions might

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 english central: teacher’s resource pack

B. 1. Scolding: present participle Adnan’s father was rational, because he told

2. scared: past participle him at first that it was probably a bad dream
3. Dancing: gerund that woke him up but re-evaluated the
situation later.
4. learning: present participle
5. being: present participle Adnan’s father was funny, because he said that
anyone confined to the cupboard with Adnan’s
6. lighting: present participle
smelly shoes would have had a terrible time.
7. helping: gerund
8. completed: past participle Worksheet 2: Vocabulary
9. standing: present participle 1. 
present  2.  plump  3. glad
10. drenching: gerund 4. 
bright  5.  below  6.  hilarious
C. 1. You will need to call him to ask for the 7. 
thief  8. 
ill  9.  
blend
files. 10. price

y
2. Sitting in the bus, Gini saw her friend in

op
the street. Worksheet 3: Grammar
3. Sahal went to the park to play with his A. 1. The prisoner demanded to meet with

C
friends. his lawyer.
4. Dogs need lots of exercise to stay healthy. of 2. It will be tough to convince the judge
5. People were crowding around the of his innocence.
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bonfire to warm their hands. 3. My dream is to write a bestseller.
6. Exhausted, Adi went to sleep. 4. It is just silly for you to throw away your
P

7. Hearing a loud scream, we ran into the chances like that.

ce

house. 5. It is a difficult task to wake up children

8. The detective followed the woman in the morning.
an

carrying a colourful umbrella. B. 1. Hearing a loud noise, we ran to the

window.
Listening
dv

2. Waving their hands, the audience

1. c 2. e 3. a 4. f 5. b cheered the gold medallist.
A

6. d 3. Jumping over the fence, the burglar

escaped.
WORKSHEETS 4. Growing up together, Hina and Hamid
were best friends.
Worksheet 1: Comprehension
5. Wanting to watch the news on
A. 1. b 2. a 3. c 4. b television, Leela switched the radio off.
B. 1. He made Adnan promise that he would
Worksheet 4: Listening
leave him in peace if they didn’t find
anything in the room. 1. a 2. a 3. b 4. b 5. c
2. Suggested answer: Adnan’s father was 6. b
kind, because he understood that his son
had a genuine problem and was willing Worksheet 5: Writing
to help him solve it. Accept varied answers.

109
9 The Fun They Had
Objectives
• To introduce learners to science fiction
• To be able to locate, infer and analyse information
• To enrich vocabulary related to science fiction
• To apply the rules of subject-verb agreement
• To be able to listen to and comprehend a text
• To practise discussion and speaking in class

y
• To introduce notice-writing

op
genre: short story

C
themes: school and learning; the passage of time

periods allotted: 6 of
ro

WARM UP READING PLAN

P

ƒ Ask the class if they have thought about ƒ Let the students read and explain the lesson.
ce

what schools would be like in the future. Take a paragraph at a time. Ask one student
Do they think that a hundred years from to read it aloud with clarity and correct
an

now, schoolchildren will still be using pen intonation, and then ask the next student to
and paper to write and would they be read the next paragraph and so on.
dv

studying from printed books? Do they ƒ Ask the students to mark words and phrases
think teachers will still exist or will robots which they do not understand. These will
A

be teaching the children? Ask the class be discussed once the reading is completed.
to share any thoughts they have on this ƒ Divide the class into 4 teams.
subject.
ƒ Label them as Team A, B, C and D. Then
ƒ Encourage the whole class to participate in ask the students from each team to ask the
the discussion. meaning of the words/phrases they have
ƒ Give the students 2 minutes to read the marked to the other teams. Give 5 points to
introduction to the story. the team which answers correctly.
ƒ Ask students to predict what they think the ƒ Keep rotating the turns till the doubts of
‘fun’ element could be in this lesson. all the students have been cleared. Address
the words/phrases which none of the teams
have been able to explain correctly.
z Keeping the students in the same teams,
ask them the following questions. Along

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 english central: teacher’s resource pack

with these, you may also use the in-text ƒ Give them 6–8 minutes for discussion.
questions provided in the coursebook. ƒ Once the questions have been discussed,
X How old were Tommy and Margie? ask the students to write their answers
X Why did Tommy think the book was independently in their notebooks.
a waste? ƒ Give them 12–15 minutes to write their
X Why was Margie scornful? answers.
X What had caused Margie to hate the ƒ Exercise D can be attempted as a home
school more than she usually did? task.
X What had happened to Tommy’s ƒ Collect their notebooks for correction the
mechanical teacher once? next day.
X Why didn’t Margie want any man to
teach her? Vocabulary
Did Margie want to read the book? ƒ Ask the students to read the words in the

y
X

Do you think Margie felt that old box carefully.

op
X

schools were better than the school ƒ Tell them that many of these words were
she went to? ‘invented’ by science fiction authors to

C
X Is the title of the story suitable for it? describe futuristic ideas or objects. Give
Why/Why not? of them a few examples like deep space,
alternate universe, etc.
ƒ After all the questions have been answered
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to your satisfaction, ask the students if there ƒ Tell them that the meaning of many of
is any part of the story that they did not these words may be guessed by looking at
P

understand. If they have doubts, explain their components.

ƒ Ask them to attempt the exercise. Give
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that section to the students.

them 7–8 minutes to complete the task.
EXERCISE PLAN ƒ Randomly ask the students to read the
an

answers.
Comprehension ƒ Ask the students to make sentences with
dv

ƒ Once the story has been understood, ask each new word they have learnt, to ensure
the students to attempt Exercise A. they have grasped the meaning properly.
A

ƒ Give them 3–5 minutes to complete the This can be an oral exercise for which you
exercise. may award points.
ƒ After this, ask them to attempt Exercise B. ƒ Exercise B is a Gear Up activity. Refer to
Ask them to write the answers in their the Gear Up section for the guidelines on
notebooks, using complete sentences. how to conduct it.
ƒ Give them 10–12 minutes to complete the
exercise. Grammar

ƒ Choose students randomly to read out their ƒ Explain the rules of subject-verb agreement
answers and also justify them. to the class using the detailed inputs given
ƒ Once the answers to both exercises have in the coursebook.
been discussed, ask the students to discuss ƒ Give plenty of examples.
questions in Exercise C.

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ƒ Ask the students to attempt both the

enthusiasts, 1947 is a key date, as this was the
exercises. Tell them they must identify the
year of the supposed alien sightings at Roswell,
subject in the sentence first before writing
New Mexico, in the United States.
their answer.
Mr Broom, a film-maker who is doubtful about
ƒ Discuss the answers and make sure the
the existence of aliens, says it could have been
difficult questions are explained properly.
produced as a stage prop or else made by one of
ƒ Exercise C is a Gear Up activity. Refer to the many US servicemen and women who have
the Gear Up section for the guidelines on been based in the area.
how to conduct it.
Professor Adam Roberts, a specialist in science
fiction literature, says the type of alien depicted
Listening
is more like the images portrayed in the 1960s,
ƒ Read aloud the listening extract to the class rather than in the 1940s.
or play the audio. Before the 1960s, aliens were more likely to

y
be seen as ‘little green men’, says Professor
Builders working in the attic of Barney

op
Roberts, from Royal Holloway College,
Broom’s cottage in the village of Gunthorpe
London.
found an old jar containing what appeared to

C
be a model of an alien, about 12 inches tall, Any connection with the US military has been
made of clay and preserved in a liquid which of dismissed by an air force spokeswoman, based
smelled of vinegar. at the Pentagon in Washington.
ro
The jar was wrapped in a 1947 copy of the
Daily Mirror newspaper.The alien appeared ƒ You may discuss the correct answers for
P

to have a serial number on its foot. students to assess their work.

ce

Intrigued by the discovery, Mr Broom’s initial

Speaking
suspicion was that the model was somehow
connected to nearby United States’ airbases. ƒ Ask the students to pair up with their
an

Not quite knowing what to do with it, he partner.

approached the Sci-Fi Channel, which is ƒ Explain that there will be pros and cons to
dv

now carrying out investigations into whether both types of schooling.

the serial number is a form of military
A

ƒ Encourage students to note down the

identification. points they are going to speak about.
As far as the Pentagon is concerned, it’s nothing ƒ Call the students one by one and ask them
more than ‘another hoax’.There is no military to present their points in a coherent and
connection, a spokesman told the BBC News logical manner.
Magazine.
But what would be the point of producing this Writing
dummy?
ƒ Help the students compose a notice
Why would someone be making aliens like this
keeping in mind all the relevant
in the 1940s?
information given in the coursebook.
There’s nothing to date the model except the
ƒ Collect the notebooks of the students for
newspaper wrapped around it, which could have
correction.
been attached at a later date. But for UFO-

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REVISION PLAN
called a siphon to shoot ink into the water.The
ƒ Distribute the following worksheets to ink forms a cloud that hides the octopus. By
ensure that students comprehend and apply the time the ink clears and the predator can see
their learning. again, the octopus has swum away or hidden
z Worksheet 1: Comprehension itself. It’s very much like a magician doing a
vanishing act.
X Tell them to read the passage carefully
and answer the questions. But what if there’s no time to hide? If an
octopus is in trouble, it can break off one of
z Worksheet 2:Vocabulary
its arms.The arm will then change colours
X Ask the students to match the correct and squirm around in the water to distract
words to the definitions. the predator while the octopus swims away to
z Worksheet 3: Grammar safety. Don’t worry though.The octopus’s arm
X Students will choose the correct will grow back.

y
option from the brackets to complete These strange creatures with their tentacles,

op
the sentences. camouflage and shape-shifting skills have even
z Worksheet 4: Listening prompted some scientists to suggest that they

C
X Read aloud the following passage may have come from outer space! Alien or
slowly and clearly. not, the octopus is certainly one of the most
of fascinating creatures on earth.
What do three hearts, eight arms, and one huge
ro
brain add up to? An octopus, a creature that can Tell the students to listen carefully
X

do amazing things. Octopuses are extremely and do the given exercises.

P

intelligent.They don’t have teeth or sharp claws zWorksheet 5:Writing

ce

to defend themselves. Instead, they use more Ask the class to write a notice about
X

clever ways to fool their attackers. Octopuses an essay-writing competition.

like to hide themselves in the sand on the
an

ƒ You may use the worksheets to assess their

bottom of the ocean floor by changing the colour
reading and listening skills, vocabulary and
of their skin to match the sand. And this colour
dv

understanding of subject-verb agreement.

change, or camouflage, happens in less than a
minute. Another way an octopus can hide is by ƒ Collect the worksheets and share your
A

shooting ink. An octopus uses a part of its body feedback.

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Vocabulary
B. Diction in fiction
Use Printable 6 to get the words for the activity.

Grammar
C. In Agreement

y
For this activity, you may use the following sentences with errors in the

op
subject-verb agreement.
1. We has joy, we has fun, we has seasons in the sun.

C
2. Arka and Alam is partners in tennis. of
3. My cousin and best friend have sent me these sneakers.
ro
4. Mrs Khanna and her son runs the grocery shop.
5. The founder and president are the keynote speaker today.
P

6. Neither Babu nor Piu are coming today.

ce

7. An army of ants live in this tree.

an

8. Either Anya or Alia are responsible for this.

9. Neither Grandpa nor his siblings knows how to drive.
dv

10. No one have reached this peak before.

A

11. Someone were knocking on the door.

12. Everybody love this café.
13. I trusts him with all my heart.
14. My writings is as complicated as my mind are.
15. We becomes conscious while talking.
16. The room were painted in green colour.
17. Monika are learning French.
18. Meanings of words changes when used in a different context.

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19. Everyone praise Sagarika for her presence of mind.

20. Switch off the fan when you leaves the room.
21. Jayant have a pet dog.
22. A unit of blood were injected into the patient’s body.
23. Medha and Rekha is coming home.
24. Neither the bag nor the shoes matches the dress.
25. 62 years are the minimum age of retirement for retirement.
26. 500 rupees are a high price to pay for such an ordinary thing.

y
27. The news I have just heard are so heartening.

op
28. My uncle work in a textiles factory.

C
Suggested answers:
1. We have joy, we have fun, we have seasons in the sun.
of
2. Arka and Alam are partners in tennis.
ro

3. My cousin and best friend has sent me these sneakers.

P

4. Mrs Khanna and her son run the grocery shop.

ce

5. The founder and president is the keynote speaker today.

6. Neither Babu nor Piu is coming today.
an

7. An army of ants lives in this tree.

dv

8. Either Anya or Alia is responsible for this.

9. Neither Grandpa nor his siblings know how to drive.
A

10. No one has reached this peak before.

11. Someone was knocking on the door.
12. Everybody loves this café.
13. I trust him with all my heart.
14. My writings are as complicated as my mind is.
15. We become conscious while talking.
16. The room was painted in green colour.
17. Monika is learning French.

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18. Meanings of words change when used in a different context.

19. Everyone praises Sagarika for her presence of mind.
20. Switch off the fan when you leave the room.
21. Jayant has a pet dog.
22. A unit of blood was injected into the patient’s body.
23. Medha and Rekha are coming home.
24. Neither the bag nor the shoes match the dress.

y
25. 62 years is the minimum age of retirement for retirement.

op
26. 500 rupees is a high price to pay for such an ordinary thing.

C
27. The news I have just heard is so heartening.
28. My uncle works in a textiles factory. of
ro
P
ce
an
dv
A

116
 Printable 6

virus martian extraterrestrial

time machine cyborg teleportation

cyberspace android UFO

y
op
meme freelance chortle

C
of
ro
factoid gremlin nerd
P
ce

pedestrian twitter yahoo

an
dv

bedazzled utopia quark

A

catch-22 thoughtcrime serendipity

dreary blatant mentor

pandemonium robot munchkin

117
Worksheet 1

Comprehension

Read the following passage on penguins carefully.

Penguins are one of the world’s most interesting birds. They waddle when they walk,
and have flippers instead of wings. The bones in a penguin’s flippers are heavier
and more solid than those in the wings of a flying bird. This helps the penguin
‘fly’ through the water. The penguin’s black back and white front has an important
function, too – camouflage in the water. Penguins blend in with the sea from above
and with the sky from below. This makes it harder for predatory birds, leopard seals,

y
sea lions, orcas and sharks to see them. Many people think all penguins live in the

op
cold and ice of Antarctica. However, only 6 of the 17 species of penguins live in
Antarctica. The others live in parts of New Zealand, Australia, South Africa and

C
South America and on the Falkland and Galapagos Islands. The Emperor penguin
of
is the world’s largest penguin. Its oily outer feathers help keep it dry. Its dense inner
down feathers and thick fat layer helps keep it warm. Emperor penguins also often
ro
huddle in groups to conserve heat. A mother Emperor penguin lays only one egg
P

at a time. After the mother Emperor penguin lays the egg, she travels to the open
sea to feed on fish, squid and krill (shrimp-like ocean crustaceans). The father stays
ce

behind with the egg. He keeps it warm and protected by balancing it on his feet
and covering it with feathered skin called a brood pouch. The mother returns two
an

months later, regurgitates food for the newly-hatched chick, then stays with it while
the father goes out to sea to feed.
dv

A. Choose the correct options.

A

1. Penguins are fascinating animals because ________________.

a. they waddle when they walk
b. they have flippers instead of wings
c. they can ‘fly’ through water
d. all of the above
2. The penguin’s black back and white front ___________________.
a. makes it look cute b. keeps it warm in the icy waters
c. acts as camouflage in the water d. helps it in swimming

118
 3. Of the 17 species of penguins, only __________ are found in the Antarctica.
a. 4 b. 5
c. 6 d. 7
4. Emperor penguins often huddle in groups _____________.
a. to preserve heat
b. because they are very social by nature
c. as a game
d. none of the above

B. Answer the following questions.

y
op
1. What helps penguins fly through water?
_____________________________________________________________

C
_____________________________________________________________
of
2. What helps the Emperor penguins to survive the extreme cold?
ro

_____________________________________________________________
P

_____________________________________________________________
ce

_____________________________________________________________
3. What is the role of the father Emperor penguin after the egg is hatched?
an

_____________________________________________________________
dv

_____________________________________________________________
A

4. Do you think human beings have something to learn from the way Emperor
penguins take care of their babies? Give reasons for your answer.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

119
Worksheet 2

Vocabulary

Match these science fiction terms to their meaning.

1. bionic a. a genetically identical being produced in a

laboratory
2. clone b. a phone in which communication is carried
out through transmission of video
3. cyborg c. having one or more electromechanical parts in

y
one’s body

op
4. galactic d. from a place outside earth and its atmosphere
5. microbook e. relating to one or many galaxies

C
6. ray gun f. a gun which emits rays, causing injury or
of
damage
ro
7. replicant g. a book in which the text is in an extremely
P

small size
8. videophone h. a place or object free from gravitational force
ce

9. anti- gravity i. a being who has both biological and

an

mechanical parts in its body

10. extraterrestrial j. a bioengineered android identical to human
dv

beings
A

11. fan fiction k. a powerful weapon capable of mass destruction

12. super weapon l. alternative versions or spin-off versions created
by fans of a fictional work

120
Worksheet 3

Grammar

Complete the following sentences using an appropriate form of the verb

given in the brackets.

1. Bread and butter ____________ my favourite breakfast. (is/are)

2. Anand and his friends ____________ the ushers for the evening service.
(is/are)
3. Many around him ____________ staring at him. This made him realize that

y
he had worn different shoes on both feet. (was/were)

op
4. This bull and those calves ____________ to the same farm. (belong/belongs)
5. Sugar and Spice, the pastry shop, ____________ down this lane. (is/are)

C
6. Everybody ____________ alarmed by the news that broke out this morning
of
from the Parliament. (is/are)
ro
7. Either Sonia or Ranjit __________ to be held accountable for this mess.
P

(is/are)
8. Woollen garments ____________ on sale now as winter ____________
ce

retreating. (is/are)
an

9. These seats ____________ been kept aside for the groom’s family. (has/have)
10. A large sum of money ____________ stolen. (was/were)
dv

11. Either her bag or her shoes ____________ always on the floor. (is/are)
A

12. The players, as well as the captain, ____________ eager to win. (is/are)

121
Worksheet 4

Listening

Choose the correct option.

1. How does the octopus get its name?

a. from its hearts b. from its brain
c. from its arms d. from its venom
2. Which of the following is a defence mechanism present in an octopus?
a. sharp claws b. camouflage

y
op
c. pointed teeth d. keen sense of smell
3. What is a ‘siphon’?

C
a. the storage place for venom in an octopus
of
b. the mouth of an octopus
ro
c. a place to rest its arms
P

d. a way to shoot ink

ce

4. Which of these parts can an octopus break and re-grow?

a. arm b. head
an

c. tail d. claw
dv

5. What have some scientists suggested about the octopus?

a. It is the most dangerous predator in the world.
A

b. It is the most attractive creature in the marine world.

c. It has come from outer space.
d. It can re-incarnate after its death.

122
Worksheet 5

Writing

An essay-writing competition with the theme ‘Science Fiction’ is about to be

held in your school. Write a notice for your class announcing the event.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

y
op
___________________________________________________________________
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
ro
___________________________________________________________________
P

___________________________________________________________________
ce

___________________________________________________________________
___________________________________________________________________
an

___________________________________________________________________
dv

___________________________________________________________________
___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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ANSWER KEY
COURSEBOOK a teacher. In fact, his father knew as
Comprehension
much as his teacher knew.
C. 1. Margie was excited about Tommy
A. 1. true 2. false 3. false 4. true finding a real book. Since they only
5. false 6. true had telebooks, she was fascinated by
B. 1. a. Tommy says this to Margie. the yellow crinkly pages of the book
b. It means to finish reading the book. and how the words stood still instead of
moving like they did on a screen. And
c. It implies that Tommy is not sure of
then, when they turned back to the page
the value of the book and does not
before, it had the same words on it that
know how to use it properly.
it had had when they read it the first

y
2. a. Margie speaks these lines. time. So she wrote about it in her diary.

op
b. The speaker says this in a tone of 2. Margie studied at home using the
contempt. mechanical teacher in the school room.

C
c. Margie hated schools because the Margie was the only student.
mechanical teacher had been giving of 3. The mechanical teacher was a robot.
her test after test in geography According to Margie, it was large, black
ro
and her performance had become and ugly.
progressively worse.
4. In the old school, the teacher was a man.
P

3. a. ‘He’ is the County Inspector. The teaching took place in a special

ce

b. It was for taking the mechanical building where all the kids went to
teacher apart. study. They all studied the same thing.
an

c. He was there to make the mechanical He told the girls and boys about things
teacher work properly. and then gave them homework.
dv

4. a. Mrs Jones is Margie’s mother. 5. According to Mrs Jones, little girls learnt
b. The little girl is Margie. It’s not better if they learnt at regular hours. She
A

her fault because the space in her thought a teacher had to be adjusted
computer which stored information to fit the mind of each boy and girl
on the subject of geography was it taught and that each kid had to be
geared towards a higher level of taught differently.
learning. C. Accept all relevant answers.
c. He slowed the geography sector
Vocabulary
down to the level of an average ten-
year-old. 1. credit 2. cyberspace
5. a. Margie says this to Tommy. 3. alien 4. robot
b. A man is not smart enough to be a 5. android 6. teleportation
teacher. 7. supercomputer 8. spaceship
c. Tommy responds by saying that a 9. astrogate 10. parallel universe
man is definitely smart enough to be

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Grammar feathers and a thick fat layer, both of

which keep them warm. They also often
A. 1. are 2. was 3. is 4. has
huddle in groups to conserve heat.
5. has 6. selects 7. are,is
3. After the mother penguin hatches the
8. read egg, the father penguin keeps it warm
B. 1. is/was 2. wait and protected by balancing it on his
3. has 4. pray feet and covering it with feathered skin
5. are 6. attends called a brood pouch.
7. are 8. loves 4. Accept all relevant answers.
9. is 10. Are Worksheet 2: Vocabulary
Listening 1. c 2. a 3. i 4. e 5. g
1. b 2. c 3. a 4. b 5. b 6. f 7. j 8. b 9. h 10. d

y
6. a 7. a 8. c 9. b 10. b 11. l 12. k

op
Worksheet 3: Grammar
WORKSHEETS

C
1. is 2. are 3. were 4. belong
Worksheet 1: Comprehension of 5. is 6. is 7. is 8. are, is
A. 1. d 2. c 3. c 4. a 9. have 10. was 11. are 12. are
ro
B. 1. The bones in a penguin’s flippers are
Worksheet 4: Listening
heavier and more solid than those in
P

the wings of a flying bird. This helps the 1. c 2. b 3. d 4. a 5. c

penguin ‘fly’ through the water.
ce

Worksheet 5: Writing
2. The outer feathers of the Emperor
penguins are oily. This helps to keep Accept varied answers.
an

them dry. They have dense inner down

dv
A

125
10 The Way Through the
Woods
Objectives
• To develop a taste for poetry
• To be able to appreciate imagery
• To be able to locate, analyse and infer
information

y
• To be able to spot internal rhymes in poetry

op
genre: poetry

C
themes: nostalgia; lost memories

periods allotted: 4
of
ro

WARM UP ƒ You may use the following questions or

P

work out your own for the following

ƒ Ask the class if they have any memories of sections.
ce

their early childhood. Do they remember

z They shut the road … Before they planted
faces of people who may have visited them
the trees.
an

or attended their birthday parties but are

no longer in their lives? And do they still X Who are ‘they’?
Why was the road shut?
dv

remember some special places they may X

have visited? X What has ‘undone’ the road again?

A

ƒ Encourage the class to share their X Who would never know that there
experiences and think why they remember was a road?
these people or places. z It is underneath … through the woods.
ƒ Encourage the whole class to participate in X What is hiding the road?
the discussion.
X Why can only the keeper see it?
ƒ Read aloud the introduction to the poem.
X What is an anemone?
What are the ring doves doing?
READING PLAN
X

z Yet, if you enter the woods … But there is

ƒ Read the poem slowly, clearly and with no way through the woods.
appropriate intonation and diction. X What do you hear when you enter
ƒ Pause reading after a few lines and the wood?
ask questions to ensure that students X Why don’t the otters fear men?
understand the poem.
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 english central: teacher’s resource pack

X What kind of mysterious presence is Appreciation

there on this lost road? ƒ Explain that there are 3 types of internal
ƒ Put the students into pairs and ask them to rhymes, using the inputs given in the
talk about the mysterious presence on the coursebook.
lost road. Are they ghosts or just memories? ƒ Ask them to do Exercise A in class and to
ƒ Allow them some time for the discussion. complete Exercise B as homework.
ƒ Invite students to write their views on the
board. Activity
ƒ Conclude by asking them to choose 2 lines ƒ Give the class 2 minutes to write the
from the poem that best describe the road answers.
and the woods and to explain why they
ƒ Discuss the answers in class.
picked those lines.

REVISION PLAN

y
EXERCISE PLAN

op
ƒ Distribute the following worksheets to
Comprehension ensure that students comprehend and apply

C
ƒ Discuss Exercises A and B from the their learning.
Comprehension section in class and ask of zWorksheet 1: Comprehension
them to do the tasks. XTell them to read the poem carefully
ƒ Ensure that all the students are given a
ro
and to answer the questions.
chance to participate in the discussion. zWorksheet 2: Appreciation
P

ƒ Give the class 15–20 minutes to finish both XAsk the class to read the instructions
the exercises. given and to do the task accordingly.
ce

ƒ Discuss the questions in Exercise C. This ƒ You may use the worksheets to assess their
can be done as a home task. reading skills and understanding of internal
an

ƒ Collect their notebooks for correction the rhymes.

next day.
dv
A

127
Worksheet 1

Comprehension

Read the poem below and answer the questions that follow.

I enjoy strolling along the narrow path,

As it meanders through the forest.
It generates a feeling of relaxation,
And puts my troubled mind to rest.

The forest is peaceful and quiet.

y
op
I appreciate its immense cover of shade,
And I feel focused and comfortable

C
In this sanctuary nature has made.
of
I feel a sense of enchantment
ro

In the cool, refreshing air,

P

As I seek the hidden secrets

ce

That the forest had to bear.

an

I hear the strange sounds of the forest

As I quietly make my way,
dv

And stop to observe the wonders

Nature unfolds for me this day.
A

I enjoy strolling along the narrow path,

It brings a welcome peace of mind to me.
I thank the forces of nature
For this moment of soothing serenity.
Joseph T. Renaldi

128
A. Complete these statements.

1. The speaker puts his troubled mind to rest by _________________________

__________________.
2. The speaker feels as if the forest is like _______________________________
__________________.

B. Answer the following questions.

1. When does the speaker feel enchanted by the forest?

_____________________________________________________________
_____________________________________________________________

y
_____________________________________________________________

op
2. Why is the speaker grateful to the forces of nature?

C
_____________________________________________________________
of
_____________________________________________________________
ro
_____________________________________________________________
P

3. What are the sights that you think the speaker sees on a daily basis? Give
reasons for your answer.
ce

_____________________________________________________________
an

_____________________________________________________________
_____________________________________________________________
dv
A

129
Worksheet 2

Appreciation

Read the following lines and find out which internal rhymes they are.
Underline the rhymes and write ‘S’ for rhymes on the same line, ‘M’ for
rhymes in the middle of two separate lines and ‘E’ for the middle words that
rhyme with the end word of the previous line.

1. It is fallible men who make the law.

This may be a flaw, but there’s no other way. _____

y
2. I’d like to jump into the ocean.

op
But don’t dump me in instead. _____

C
3. I lost my dog in the midst of fog.
of
He found his way home, he doesn’t like to roam. _____
ro

4. The snowflakes are dancing, floating, and falling.

P

The church bells are calling, but I will not go. _____
ce

5. I see a red boat that has a red flag.

an

Just like my red coat and my little red pail. _____

6. I had a cat who wore a hat.
dv

He looked cool but felt the fool. _____

A

7. I went to town to buy a gown.

I took the car and it wasn’t far. _____

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ANSWER KEY
COURSEBOOK While I nodded, nearly napping, suddenly
there came a tapping,
Comprehension
As of someone gently rapping, rapping at
A. 1. b 2. a 3. c 4. c 5. d my chamber door.
6. c ’Tis some visitor,’ I muttered, ‘tapping at
B. 1. The road was shut about seventy years my chamber door –
ago. The people of the town shut it. Only this and nothing more.’
2. No one would know that there B. Accept all logical answers.
was once a road through the woods ago, know; heath, sees; broods, woods;
because weather and rain have caused cools, pools; few, dew, etc.

y
it to disappear among the trees and

op
undergrowth. Activity
3. The road lies under overgrown trees. 1. otter 2. trout

C
shrubs and anemones. 3. badger 4. ring dove
4. The animals are unafraid because they of
see very few human beings in the forest. WORKSHEETS
ro
5. On late summer evenings in the woods,
one can hear the otter whistling to his Worksheet 1: Comprehension
P

mate, the steady beat of a horse’s feet A. 1. strolling along the narrow path that
and the swish of a skirt in the dew. meanders through the forest
ce

6. According to the poet, the horse and 2. a peaceful and quiet sanctuary that
its rider perfectly knew the lost way nature has made
an

through the woods because they steadily

B. 1. The speaker feels enchanted by the
rode through it.
forest when he breathes the cool,
dv

7. a. That, where the ring dove broods refreshing air of the place and thinks
b. And the badgers roll at ease about the many secrets of the old forest.
A

c. Where the otter whistles his mate 2. The speaker is grateful to the forces of
d. where the ring doves brood nature because the sights, sounds and
e. beat of a horse’s feet smells of the forest bring him immense
f. trout-ringed pools peace of mind and relaxation, and create
a serene, soothing moment of quietude
8. 1. d  2. e  3. b  4. a  5. c for him.
C. Accept all relevant answers. 3. Accept all relevant answers.
Appreciation Worksheet 2: Appreciation
A. Once upon a midnight dreary, while 1. It is fallible men who make the law. /
I pondered, weak and weary, This may be a flaw, but there’s no other
Over many a quaint and curious volume of way. E
forgotten lore –

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2. I’d like to jump into the ocean. / But 5. I see a red boat that has a red flag. / Just
don’t dump me in instead. M like my red coat and my little red pail. M
3. I lost my dog in the midst of fog. / He 6. I had a cat who wore a hat. / He looked
found his way home, he doesn’t like to cool but felt the fool. S
roam. S 7. I went to town to buy a gown. / I took
4. The snowflakes are dancing, floating, and the car and it wasn’t far. S
falling. / The church bells are calling, but
I will not go. E

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C
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A

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11 Bhola Grandpa
Objectives
• To acknowledge the quirks in other people and
empathize with them
• To read and understand an episodic story
• To be able to locate, infer and analyse information
• To enrich vocabulary by learning phrasal verbs and
compound words

y
• To learn how to use different forms of the past tense

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• To learn role play in bigger groups
• To learn how to write an eyewitness account

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genre: short story
themes: forgetfulness; childhood memories
of
periods allotted: 8
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WARM UP students to imagine the different setting

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of each incident in the story and let them

ƒ Ask the class if there has been someone in enjoy the humour.
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their lives who makes them feel happy and

ƒ Keep taking down notes, which you will
lively. How do they feel about them? What
explain after the students have read and
makes them special?
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explained the story.

ƒ Encourage the whole class to participate in
ƒ After the whole story has been read and
A

the discussion.
explained, ask the students the following
ƒ Tell the class the story is about a character questions, along with the in-text questions
whose forgetful nature leads to many given in the coursebook. Use your notes to
humorous scenarios in his life. fill in any information gaps.
z Bhola Grandpa and his wife lived …
READING PLAN withdraw it while falling asleep.
ƒ Let the students read and explain the X Who was Bhola Grandpa?
lesson. Ask one student to read and the X What was Bhola’s relationship with
next to explain the same paragraph. Ask the narrator’s father?
the students who are explaining to use X What advantages did the narrator have
the glossary to understand the meaning of since he was still considered a child?
the difficult words. Remain the facilitator
X What had made people take Bhola
and do not start explaining. Encourage the
Grandpa for dead?
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X Can we call Bhola a ‘grandpa’ at the Vocabulary

time of this incident? ƒ Explain to the class the different
z I remember Bhola Grandpa blushing … prepositions or adverbs that can be paired
mistaken the dream to be a fact. with ‘pass’ and how they change the
X Which story made Bhola Grandpa meaning of the phrase formed.
blush and hang his head? ƒ Instruct the class to do Exercise A in the
X What had made Bhola Grandpa so class.
excited? ƒ Give them 3–5 minutes to finish.
X How long did the villagers dig at the ƒ Next, ask them to attempt Exercises B
seashore? and C after reading the instructions.
X What was the reason for Bhola ƒ Give them 8–10 minutes to finish. Then
Grandpa’s sudden collapse? discuss the answers.
z The locale of the most significant incident … ƒ Exercise D is a Gear Up activity. Refer to
the Gear Up section for the guidelines on

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murmured with a sigh.
how to conduct it.

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X Why do you think the narrator calls
this the most significant incident in
Grammar

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Bhola Grandpa’s life?
X How did Bhola Grandpa fall behind ƒ Use the inputs from the coursebook to
his companions?
of explain the concept of the past perfect and
What does Bhola Grandpa forget the simple past tense.
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X

during this episode? ƒ Cite some more examples to demonstrate

How old was Bhola Grandpa when the difference between the tenses.
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he died? How did he die? ƒ Ask them to attempt the exercise in the
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X How was the reaction of Bhola class. Give them 3–5 minutes to complete
Grandpa’s wife different from that of the exercise and then discuss the answers.
ƒ Exercise B is a Gear Up activity. Refer to
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the villagers?
the Gear Up section for the guidelines on
EXERCISE PLAN how to conduct it.
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Comprehension Listening
A

ƒ Ask the class to do Exercises A and B from ƒ Read aloud the listening extract to the class
the Comprehension section in class. Then or play it.
give out the answers for them to self-assess
their performance. While Bhola Grandpa’s story has a humorous
angle to it, forgetfulness is a condition that
ƒ Exercise A can be done in the textbook
affects a lot of people. It can become quite
while Exercise B has to be done in the
serious, too, particularly in the elderly.
notebook.
ƒ Discuss the questions in Exercise C in the There are various possible reasons for
class. forgetfulness in people.The first and foremost
ƒ Instruct them to write the answers of is lack of sleep.We need certain hours of restful
Exercise C in their notebook as homework. sleep every day; and, when denied, it leads
to mood changes and anxiety and eventually
ƒ Collect the notebooks in the next period
problems with memories. Some types of
for correction and share your feedback.

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z Worksheet 4: Listening
medications cause us to feel sleepy, leading to a
general state of confusion. People who consume X Read aloud the passage provided
too much alcohol tend to be forgetful. Alcohol slowly and clearly.
is said to affect short-term memory.The other I’ve always had vivid dreams and it takes me a
three causes are somewhat interrelated – stress, while after waking up to realize that they’re not
anxiety and depression. real. Sometimes, I feel disappointed but most
All these take a toll on the memory of a person of the times I forget about them and move on.
and, if left undetected, can lead to more serious Unfortunately, one of these dreams got me into
issues. a problem with my best friend.When I was
11 years old I had one very close friend whom
ƒ You may discuss the correct answers for I had never gotten into a fight with. One night,
students to assess their work. I had a dream where my friend and I had
a huge argument about something that I cannot
Speaking

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even remember now. I had never been a

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ƒ Sort the class into groups. forgiving child, so for three weeks I completely
ƒ Ask each group to improvise their own ignored my best friend in anger. It carried on

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role-play on any of the two situations given for so long that at one point she began to cry
in the coursebook and present them in the in front of the teacher. He asked what had
class.
of happened between the two of us. I began telling
them the story. However, as the story progressed
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Writing I realized that the events that I was narrating
ƒ Discuss the writing task given in the were quite strange. Had it had all been just a
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coursebook in the class. dream? I immediately fell silent and simply

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ƒ Ask them to attempt the writing exercise in looked at my friend. Every time we remember
the class. this incident, both of us cannot stop laughing.
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ƒ Remind them to keep in mind the points

that have been given in the coursebook. XTell the students to listen carefully
ƒ Collect the notebooks for correction and and do the given exercise.
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share your feedback. zWorksheet 5:Writing

Ask them to complete the writing
A

REVISION PLAN task in the class.

ƒ Distribute the following worksheets to ƒ You may use the worksheets to assess
ensure that students comprehend and apply their reading and comprehension skills,
their learning. vocabulary and the understanding of the
z Worksheet 1: Comprehension simple past and past perfect tenses.
X Tell them to read the passage carefully
Resource Sheet
and answer the questions.
z Worksheet 2:Vocabulary ƒ Distribute the resource sheet with this
lesson plan.
X Ask the students to fill in the blanks.
z Worksheet 3: Grammar
X Give the students enough time to
complete the task.
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Vocabulary
D. Compound word bingo
You may write the following words on the blackboard.

craft lift port sheet

spread head bug time

break light dream sight

brow lash witness bone

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hand sheet rise glasses
set flower

C
You may read out the following words. of

air bed day eye
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back sun
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Format of the bingo card:

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A

Suggested compound words formed by combining the two sets of

words:
1. aircraft 2. airlift 3. airport 4. airtime
5. bed sheet 6. bedspread 7. bedbug 8. bedtime
9. bedset 10. daytime 11. daybreak 12. daylight

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13. daydream 14. eyesight 15. eyebrow 16. eyelash

15. eyewitness 16. eyeglasses 17. backlash 18. backbone
19. backhand 20. backseat 21. sunglasses 22. sunlight
23. sunrise 24. sunset 25. sunflower 26. setback
27. flowerbed 28. backlift

Grammar

y
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B. Box the past.

C
Get the sentences for the slips from Printable 7.
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A

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 Printable 7

You finished the book in We had played video

two days. football.

Harish had become a successful They had cut the tree

businessman. last week.

Neha made a good I visited my grandparents last

painting. weekend.

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July played the piano beautifully. I went on a road trip.

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Faisal read a novel in
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The rain stopped in the afternoon.
one day.
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We watched a movie The children built a sandcastle

last night. on the beach.
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I learned a new language

Lalit had eaten all the snacks.
last year.
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John had found a

My dad had gone to Karnataka.
new job.

You did a bad job with

They had gone too far.
the task.

The birds sang loudly in

the morning.

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Worksheet 1

Comprehension

Read the following passage on why April Fool’s Day is celebrated.

No one knows for sure how April Fools’ Day began. But the most likely explanation
has to do with the calendar. People used to celebrate New Year’s Day on April 1st.
Just like today, people would have big parties to celebrate. Over time, the calendar
changed and so did the date for the new year. In the 1500s, the widely accepted new
calendar marked New Year’s Day as January 1st. But because there was no Internet or
other means to spread the word, the news travelled slowly by word of mouth. It took

y
a while for everyone to hear about the change, and even then some people resisted it.

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They continued to celebrate the new year on April 1st. These people were given the
nickname ‘April fools’. People following the new calendar played tricks on the ‘April

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fools’ by sending them on ‘fool’s errands’.
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Not everyone is convinced that this is actually how the tradition of April Fools’ Day
began. People have tried to pinpoint the exact date of the first April Fool’s Day, but
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this only led to more pranks. A professor from Boston University pranked a reporter
P

by making up a story about a court jester who said he could run the empire better
than the king. The jester was made king for a day every year on April 1st. This turned
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out to be a big April Fools’ Day trick because the reporter thought the story was real.
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Even though we aren’t sure how this tradition began, people still celebrate April
Fools’ Day by playing tricks on each other. So the next time you prank someone
dv

and yell ‘April Fools!’, remember that the day may actually be about the people
who didn’t want to change their traditions when the new calendar was adopted. Or
A

maybe it’s just a day to celebrate the joker in all of us.

A. Complete the statements.

1. People used to celebrate ____________________ on April 1st.

2. The news of the new calendar travelled slowly because _________________
______________________.
3. The ‘April fools’ were sent ______________________ by people who
______________________.

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B. Answer the following questions.

1. What was the story made up by the professor from Boston University?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What does the story of April Fools’ Day tell you about how our traditions
change over time?
_____________________________________________________________
_____________________________________________________________

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_____________________________________________________________

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3. Do you think we should celebrate April Fools’ Day? Give reasons for your
answer.

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_____________________________________________________________
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_____________________________________________________________
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_____________________________________________________________
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dv
A

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Worksheet 2

Vocabulary

Fill in the blanks with appropriate phrasal verbs from the box given below.

pass on/away   pass down   pass off   pass over   pass into   pass up

  1. Gaurav could not _______________ the opportunity of attending a

university in England.
  2. All her bad memories __________________ oblivion.

y
  3. The ruby necklace has been ________________ to each generation for

op
seventy years.
  4. Shila’s grandfather _________________ while he was sleeping. She is

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mourning with her family.
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  5. The singing competition _________________ smoothly without any
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technical problems.
  6. Shubham _______________ his phone whenever the exams are nearing.
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  7. We all should aim to _______________ a good legacy to the generations that
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will come after us.

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  8. Will you ever regret _______________ the chance of meeting your hero?
  9. The event began with a few difficulties but we were able to _________ it
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___________ well in the end.

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10. The last light of the day __________________ darkness after sunset.

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Worksheet 3

Grammar

Complete the following sentences with either the past perfect or the simple
past forms of the verbs given in brackets.

1. After Farah ______________ (spend) her holiday in Italy, she

______________ (want) to learn Italian.
2. Jai ______________ (call) his father at work before he ______________
(leave) for the trip.

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3. Imaan ______________ (lock) the door after she ______________ (check)

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the windows.
4. When she ______________ (arrive), the match __________________

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already ______________ (start).
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5. The man ______________ (forget) to feed his cat before he
______________ (leave) for work.
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6. Before he ______________ (become) a solo act, he ______________ (be) in

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a band.
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7. She ______________ (watch) a movie after the children ______________

(go) to bed.
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8. After Eric ______________ (make) breakfast, he ______________ (take) a

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shower.
9. I ______________ (be) very tired because I ______________ (study) too
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much.
10. Shashi ______________ (learn) to read before she ______________ (can)
walk.

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Worksheet 4

Listening

Listen to the passage being read out and fill in the blanks with appropriate
words.

I’ve always had ________________ and it takes me a while after waking up to

realize that they’re not real. Sometimes, I feel _________________ but most of the
times I forget about them and move on. Unfortunately, one of these dreams got
me into a ________________ with my best friend. When I was ____________
years old I had one very close friend whom I had never gotten into a fight with.

y
One night, I had a dream where my friend and I had a huge ________________

op
about something that I cannot even remember now. I had never been a
_____________________ so for three weeks I completely _______________

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my best friend in anger. It carried on for so long that at one point she began to
of
________ in front of the teacher. He asked what had happened between the two of
us. I began telling them the story. However, as the story progressed I realized that the
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____________ that I was narrating were quite ____________. Had it had all been
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just a dream? I immediately _______________ and simply looked at my friend.

Every time we remember this incident, both of us cannot stop _______________.
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A

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Worksheet 5

Writing

Write an eyewitness account of a child who fell out of a bus but was saved by
a brave pedestrian.

• Where did the incident take place?

• At what time did the incident take place?
• How did the child fall from the bus?
• How was the child saved?

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___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

144
Resource Sheet

Eyewitness Report
A first-person account of an event that you witnessed is called an eyewitness report.
Providing details that you can recall as accurately as possible in a clear, concise
manner is the goal of such a report.
Key Features

First, you must think about the incident you are to report. In order to stay accurate,
you must ask yourself exactly what you saw and the sequence of the events. Then,
you must consider those who were involved in the incident and try to describe them
as accurately as possible. Before anything is written down, the events and the order in

y
which they occurred have to be clearly reconstructed.

op
The report should be written from your point of view, i.e., the first person.You
do not need to give your opinion as to how and why the incident happened but

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simply write whatever you actually witnessed. Unnecessary or dramatic adjectives
of
are to be left out in such a report. If there are details that you wish to add but had
not exactly witnessed you can use a phrase like, ‘She appeared to have a gun.’ When
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the word ‘appear’ is used, it allows anyone who is reading the report to understand
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that although you may not have seen the gun yourself, it looked as if there was one
present at the scene.
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The language that you choose to use for such a report must be as precise as possible.
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If clothes are to be described, don’t just say someone was wearing a dark jacket. If a
more specific word can be used, then make sure to use it. Try to remember unique
dv

features that allow people to narrow down the options. General observations do not
really help in such a report.
A

Another important aspect is providing the specific time and date of the incident or
event.Your full name, contact information and other names that you can provide
can also be added to the report to support your account. If you caught hold of
information from someone who is unavailable to provide their own report, include it
in yours with the clarification that it was obtained from someone else.

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ANSWER KEY
COURSEBOOK C. The old man was very imaginative and told
us far-fetched tales. His style of narration
Comprehension tickled everyone’s funny bones. One of his
A. 1. b 2. a 3. b 4. c 5. d stories was about the snowman and how
6. c he tamed it. The old man was oversensitive
and did not like people making fun of
B. 1. Bhola Grandpa was tightly gripping the
him. He was rather sharp and learnt things
hand of his dear grandson.
quickly. So, we collected money to buy a
2. Bhola Grandpa reacted by sticking his laptop for him, so he could write down his
tongue out in modest embarrassment. stories.
3. Bhola Grandpa suddenly collapsed on At first, he resisted our goodwill gesture;

y
the sand because he realized that he had but, before long, he became busy with

op
made the villagers look for a treasure writing his stories. He came over to meet
that he had seen being buried by pirates us the other day with a gift for us – his

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only in his dream. storybook, printed by an eminent
4. In the Sundarbans of those days nobody of publisher!
would walk alone even in daytime as
tigers and alligators frequently sneaked Grammar
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in from the swamp. People took care to 1. Reyna met me after she had moved to
P

move about only in groups, particularly the city.

after sundown. Often, they were led
2. Falak had written the letter last evening,
ce

by a necromancer who, from time to

before I saw her.
time, gave out a piercing yell that could
3. The train had left by the time we
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not be imitated by the uninitiated. This

eerie sound was believed to drive away reached the station.
or immobilize all beings, natural or 4. Did you forget that we had come to this
dv

supernatural, hostile to man. place exactly two years back?

5. The explorers decided to leave the
A

C. Accept all relevant answers.

forest after they had undertaken one last
Vocabulary expedition and found nothing of value.
A. 1. passed down 2. passed into Listening
3. passed away 4. passed off
1. elderly
5. pass up 6. passes over
2. Lack of sleep
B. 1. able-bodied
3. types of medication
2. reverence
4. Alcohol
3. spied
5. stress, depression
4. immobilize
5. woke up to the fact
6. threshold

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WORKSHEETS   7. pass down   8. passing up

 9. pass, off 10. passed into
Worksheet 1: Comprehension
A. 1. People used to celebrate New Year’s Day Worksheet 3: Grammar
on April 1st. 1. had spent, wanted
2. The news of the new calender travelled 2. had called, left
slowly because there was no Internet. 3. locked, had checked
3. The ‘April fools’ were sent on ‘fool’s 4. arrived, had, started
errands’ by people who followed the
5. had forgotten, left
new calendar.
6. became, had been
B. 1. A professor from Boston University
pranked a reporter by making up a story 7. watched, had gone
about a court jester who said he could 8. had made, took

y
run the empire better than the king. The 9. was, had studied

op
jester was made king for a day on 10. had learnt, could
April 1st.
Worksheet 4: Listening

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2. Accept all relevant answers.
3. Accept all relevant answers. ofvivid dreams, disappointed, problem, 11,
argument, forgiving child, ignored, cry, events,
Worksheet 2: Vocabulary strange, fell silent, laughing
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 1. pass up  2. passed into

Worksheet 5: Writing
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3. passed down   4. passed away

  5. passed off   6. passes over Accept varied answers.
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A

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12 Hide-and-Seek with
Salim Ali
Objectives
• To develop an interest in humorous non-fiction
• To develop the skills of comprehension and
interpretation
• To be able to locate, infer and analyse information

y
• To enrich vocabulary by learning words related to

op
different professions
• To be able to use different kinds of adverbs and

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position them correctly in a sentence
• To be able to listen for specific information of
• To be able to improvise and participate in role play
• To be able to write a biographical sketch
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genre: biographical anecdotes

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themes: family; childhood memories

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periods allotted: 7
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WARM UP ornithology with the help of reference

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websites like Wikipedia or Britannica.

ƒ Ask the class how they would feel if
ƒ Lastly, discuss how becoming an
someone in their family was a famous
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ornithologist must have been an

person known for achieving great things.
unconventional choice of career in Salim
Ask them if their fame would change the
Ali’s time. Ask the students what hobbies
way they behaved with them.
they have, and whether they would like to
ƒ Explain the word ‘ornithologist’ to the turn that hobby into their profession.
class with the help of the glossary. Tell the
students that ornithology is an important
READING PLAN
field of study because birds are crucial to
the well-being of our environment in many ƒ Involve as many students as possible in a
ways. reading activity, even if that means allotting
ƒ Ask the students if they have heard of 3–4 sentences to each student.
Salim Ali before. Explain the importance ƒ Instruct the class to underline the difficult
of Salim Ali’s work in the field of Indian words and phrases as the chapter is being
read.

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ƒ Once the chapter is read, ask the students EXERCISE PLAN

to read it again, but this time silently.
ƒ Give them 7–8 minutes to read the Comprehension
chapter. ƒ Ask the class to attempt Exercise A in their
ƒ Ask them a few questions to test their coursebook.
comprehension. ƒ Give them 3–5 minutes to complete the
z You can use the in-text questions along exercise.
with the following: ƒ Randomly ask the students to read out
XWho was the legend in the family? the correct answers. Continue till all the
XHow is the narrator related to the questions have been discussed and the
legend? students have corrected their mistakes.
XWhat were the narrator’s earliest ƒ Next, ask the students to attempt Exercise B
memories of Salim M? in their notebook.

y
What is the similarity between ƒ Give them 15–20 minutes to finish.

op
X

Downton Abbey and 46 Pali ƒ After they have finished, discuss the
Hill? questions in Exercise C and encourage

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XWhy was Salim the most pampered students to give their opinions. This will
by Nani? of help them speak more confidently in class
and learn to think for themselves.
XWhich bird did Salim adopt in his
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childhood? How was it cared for? ƒ Collect the notebooks for correction.
What games did the cousins
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X
Vocabulary
play during their visits to their
ƒ Ask the students to solve the crossword
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grandparents’ house?
XDescribe the daily routine of puzzle in their coursebook.
ƒ Give them hints for the difficult answers by
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Salim M.
XDid Salim M have a sense of providing one or two letters in the word.
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humour? How do you know? ƒ Encourage them to complete the activity

XWhat did Salim M like to do on themselves, with as little help as possible.
A

summer nights? ƒ Wait till a significant number of students

XWhere were the best times of the have completed the crossword, then discuss
narrator’s childhood spent? the answers.
XWhat was this place famous for? ƒ Exercise B is a Gear Up activity. Refer to
the Gear Up section for the guidelines on
XWhy did the cousins suspect that
how to conduct it.
Salim M could not swim?
XWhat was Salim M’s attitude towards
Grammar
the children? Give reasons for your
answer. ƒ Use the inputs in the coursebook to
ƒ Instruct the students to answer in properly explain the different types of adverbs to the
constructed sentences. students.

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ƒ Cite plenty of examples for each type of

A watch-tower has been expressly erected
adverb.
nearby to enrich the bird-watching experience of
ƒ Ensure that the students are able to the visitors.
differentiate between an adverb and a
Access to the sanctuary is primarily by ferry.
preposition. A preposition always has an
One arrives at the Ribandar ferry wharf from
object, while an adverb does not. Use the
Panaji by surface transport. A ferry then takes
same word as a preposition and then an
the visitors across the Mandovi river to the
adverb to explain the concept clearly.
island of Chorao.The sanctuary is within
ƒ Discuss Exercise A in the class and ask the walking distance from the ferry wharf at the
students to mark the answers during the island. It is criss-crossed by an intricate network
discussion. of channels.Therefore, any movement by boat is
ƒ Next, use the inputs in the coursebook to restricted to the coming and receding of the high
explain the way different kinds of adverbs tide. Canoes, however, can access the creeks at
are positioned in a sentence. Tell them that

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any time.
they may find quite a few exceptions to

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The sanctuary is open throughout the year, but
these rules and they should always read the one needs to obtain permission from the Chief
sentence properly before deciding where to

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Wildlife Warden, Forest Department.
place the adverb. A proposal of conducted tours through the water
ƒ Cite plenty of examples. of channels is also in the pipeline.
ƒ Ask the students to attempt Exercise B in Aptly named Dr Salim Ali Bird Sanctuary, the
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their notebook. sanctuary is indeed a bird-watchers’ paradise.
ƒ Give them 3–5 minutes to complete the
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exercise. Discuss the answers. ƒ You may discuss the correct answers for
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ƒ Exercise C is a Gear Up activity. Refer to students to assess their work.

the Gear Up section for the guidelines on
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how to conduct it. Speaking

ƒ Explain to students how to write the
dv

Listening dialogues for their role-play. Encourage

ƒ Read aloud the listening extract to them them to note down the points they are
A

or play it and then ask them to answer the going to speak about.
questions provided in the coursebook. ƒ Divide them into pairs and call each pair to
conduct the role play.
The island of Chorao is located along the
ƒ Applaud their efforts for public speaking is
river Mandovi in Goa.The western tip of the
not easy.
island abounds with mangrove swamps that
offer a home to birds from all over the world
along with occasional flying foxes, jackals and Writing
crocodiles. Spread over an area of 1.8 sq. km, ƒ Discuss the writing task given in the
this mangrove ecosystem is known to be a most coursebook in the class.
productive one and provides home, food and ƒ Give the students 5–8 minutes to fill the
breeding grounds to a large variety of fish and table in the coursebook.
insects that form the base of the food-chain.

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 english central: teacher’s resource pack

ƒ Discuss the points and give them

mercury climbing at a faster pace, birds are one
20 minutes to write the sketch.
of the most affected in the animal kingdom.
This summer, one can easily aid the little
REVISION PLAN winged creatures by keeping bird baths in house
ƒ Distribute the following worksheets to compounds, thereby bringing a slice of the wild
ensure that students comprehend and apply into your home.
their learning. A bowl of water can help the birds a great
z Worksheet 1: Comprehension deal in coping with the temperature rise. All
one needs to ensure is to change the water on
X Tell them to read the passage carefully
a daily basis. Moreover, keeping the bowl at a
and answer the questions.
height of around 4 or 5 feet will ensure that the
z Worksheet 2:Vocabulary birds feel safer, with them being able to escape
X Ask the students to complete both and fly away if they feel threatened.This is

y
the exercises in class. ideal for homes having cats as pets.Water can

op
z Worksheet 3: Grammar be kept in earthen pots, ensuring that it remains
X Students will rewrite the sentences cool on a hot day. It needs to be changed daily
as the birds may take a bath, and contaminate

C
after placing the adverbs.
it.The water bowl needs to be wide, but it
Worksheet 4: Listening of shouldn’t have much depth.
z

X Read aloud the following passage

ro
slowly and clearly. zWorksheet 5:Writing
X Tell the students to listen carefully Ask them to complete the writing
P

and do the given exercises. task in the class.

ce

Have you thought about turning your home ƒ You may use the worksheets to assess their
into a bird haven this summer for bulbuls, comprehension by reading and listening,
an

mynas, robins and magpies? vocabulary and the understanding of the

placement of adverbs.
The cruel summer is taking its toll on the
dv

avian species.With water bodies drying up and

A

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Vocabulary
B. Know your role.
Use Printable 8 to create slips for the activity.

Grammar
C. Pass the ball!
Some sample sentences are listed below.

y
op
1. Principal Coleman always arrives late.
2. My cousin Shubhra eats very slowly.

C
3. Calcutta is experiencing an exceptionally hot summer this year.
4. Ozu the dog ran excitedly towards me.
of
ro
5. Mr Qureshi, our music teacher, plays the tabla skilfully.
6. Jayeeta dances Bharatanatyam gracefully.
P

7. Roshan bumped into the door clumsily.

ce

8. We practiced for the swimming tournament diligently.

an

9. Our Airbnb hosts greeted us warmly.

10. We sadly bid our friends goodbye.
dv

11. The waves rocked the boat roughly.

A

12. The cable car took us quickly up the mountainside.

13. Moving further on the safari, we saw a herd of elephants.
14. Migratory birds fly south in winter.
15. Auntie Fatima is moving abroad for work.
16. The detective painstakingly searched for clues.
17. It usually rains daily in July.
18. I see my grandparents weekly.
19. My family loves bread so much we need a loaf daily.
20. Neil and Arka forgot their lunch today.

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21. Our class will go the movies next week.

22. Raisa made eggs last week.
23. She ran hurriedly to the bus stop so she wouldn’t be late.
24. My friends visit me regularly.
25. Apeksha regularly rows in the lake.
Some additional adverbs are listed below that may be used by the teacher to
form more sentences.

y
Manner Place Frequency

op
ƒ angrily ƒ above ƒ usually
ƒ boldly ƒ behind ƒ normally/generally

C
ƒ daringly ƒ below of ƒ often/frequently
ƒ accidentally ƒ down ƒ sometimes
ƒ anxiously ƒ up ƒ on occasion/
ro

ƒ awkwardly ƒ far occasionally

P

ƒ badly ƒ outside ƒ seldom/hardly ever

rarely
ce

ƒ beautifully ƒ
ƒ never
an

Time Reason Degree

ƒ weekly ƒ hence ƒ utterly
dv

ƒ usually ƒ therefore ƒ totally

A

ƒ tonight ƒ so ƒ thoroughly
ƒ tomorrow ƒ since ƒ terribly
ƒ today ƒ thus ƒ strongly
ƒ then ƒ consequently ƒ somewhat
ƒ still ƒ so
ƒ soon ƒ simply
ƒ sometimes ƒ scarcely
ƒ since ƒ really
ƒ seldom ƒ rather
ƒ purely

153
 Printable 8

farmer domestic worker milkman

grocer bus driver teacher

electrician plumber pilot

y
op
sailor astronaut journalist

C
of
ro
carpenter programmer artist
P
ce

writer archaeologist butcher

an
dv

cook fisherman washerman

A

gardener cobbler tailor

postman sweeper guard

athlete singer actor

154
Worksheet 1

Comprehension

Read the following passage about pigeons carefully.

Have you ever seen a pigeon flying across the sky? Look at it carefully! Is it holding
a can? Or a camera? Or wearing a backpack? If it’s a carrier pigeon, it just might be
a working bird.You must have heard about working dogs that assist police officers, or
of horses that help farmers. Did you know that carrier pigeons can be trained to help
people too?
What kind of jobs do these birds perform? Some pigeons can be trained to carry

y
messages to people. The note is inserted into a small skinny can. The can is tied to

op
the pigeon’s leg. Then the pigeon flies off to deliver the note. Carrier pigeons are
useful messengers because they’re fast and can fly long distances. They also have a

C
good sense of direction. They can even reach places that people can’t. More than
of
800 years ago, Genghis Khan, the great Mongol ruler, set up pigeon post offices
across his lands! As recently as 2010, Cuba used pigeons to send election results to its
ro

mountain people.
P

Pigeons can also be specially trained to spot orange life jackets in the ocean.
ce

Sometimes it is difficult for humans to spot people lost at sea, especially when the
weather is bad. However, pigeons can fly quickly over a large area of water to search
an

for people.
Many years ago, carrier pigeons were used to help some countries during wars.
dv

‘Spy pigeons’ had small cameras tied to their feet. As a pigeon flew over enemy land,
the camera snapped photos of the land below. This would allow the military to see
A

where the enemies were and what they were doing. The pigeons have probably saved
many soldiers’ lives. These ‘spy’ birds had a dangerous job. They had to dodge bullets,
poisonous gas and bullies like hawks. During World Wars I and II, the USA and its
allies even had huge pigeon armies. Thousands of pigeons were like flying soldiers.
A few even received medals for their brave work.
In 2006, a group of scientists used pigeons to study air pollution in California.
Special backpacks with miniature cell phones were strapped onto pigeons. As the
pigeons flew, machines in the backpacks tested to see what gases were in the air. The
cell phones sent information about the air to the scientists.

155
A. Find the synonyms of the following words from the given passage.

1. help: ______________ 2. taught: ______________

3. common: ______________ 4. adrift: ______________
5. tiny: ______________ 6. risky: ______________
7. data: ______________ 8. secret agent: ______________
9. daring: ______________ 10. experimented: ______________

B. Answer the following questions.

1. Who set up pigeon post offices across his lands more than 800 years ago?

y
_____________________________________________________________

op
_____________________________________________________________

C
2. How are pigeons able to serve as lifeguards?
_____________________________________________________________
of
_____________________________________________________________
ro

_____________________________________________________________
P

3. In 2006, what did a group of scientists use pigeons for in California?

ce

_____________________________________________________________
an

_____________________________________________________________
_____________________________________________________________
dv

4. Which of the jobs that are mentioned in the passage would you use a pigeon
A

for? Give reasons for your answer.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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Worksheet 2

Vocabulary

A. Fill in the blanks with bird names to complete the idioms.

1. __________________ feed: an insufficient amount of payment

2. a ___________________ and bull story: an excuse or an explanation that is
hard to believe
3. a ___________________ duck: an easy target
4. count one’s ________________ before they hatch: make plans based on

y
something which is yet to happen

op
5. wild _______________ chase: a foolish or misguided search which will never
be successful

C
of
B. Make sentences with the idioms given below.
ro
1. as the crow flies: ________________________________________________
P

_____________________________________________________________
ce

2. sick as a parrot: _________________________________________________

_____________________________________________________________
an

3. to kill two birds with one stone: ___________________________________

dv

_____________________________________________________________
4. spread your wings: ______________________________________________
A

_____________________________________________________________
5. eagle eye: _____________________________________________________
_____________________________________________________________
6. chicken out of (doing something): __________________________________
_____________________________________________________________

157
Worksheet 3

Grammar

Rewrite the following sentences after adding the given adverb in the
appropriate place.
1. You must talk like this. (never)
_____________________________________________________________
2. My mother forgot to lock the door when she left. (completely)
_____________________________________________________________

y
3. Hasan got dressed in order to see the sunrise. (quickly)

op
_____________________________________________________________

C
4. Your bicycle needs some oil to stop creaking. (just)
_____________________________________________________________
of
5. My friends and I are invited to parties on weekends. (often)
ro

_____________________________________________________________
P

6. Haven’t our neighbours finished renovating their house? (almost)

ce

_____________________________________________________________
7. It will rain in the evening. (probably)
an

_____________________________________________________________
dv

8. My grandparents visit the hills during summer. (usually)

A

_____________________________________________________________
9. Raina has consulted physicians from abroad for her condition but to no avail.
(even)
_____________________________________________________________
10. I was joking. Please don’t be offended. (only)
_____________________________________________________________
11. Did you get a headache after visiting the place? (also)
_____________________________________________________________
12. My friends will help me during difficult times. (definitely)
_____________________________________________________________
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Worksheet 4

Listening
1. Why are birds affected greatly during summer?
_____________________________________________________________
_____________________________________________________________
2. Which is the easiest way to aid a little bird during summer?
_____________________________________________________________
_____________________________________________________________

y
3. How can a bird be made to feel safer around a bath?

op
_____________________________________________________________
_____________________________________________________________

C
_____________________________________________________________
of
4. Where should the water ideally be kept?
ro

_____________________________________________________________
P

_____________________________________________________________
ce

5. What should one do to prevent the spread of diseases through the water in a
bird bath?
an

_____________________________________________________________
dv

_____________________________________________________________
A

159
Worksheet 5

Writing

Write a biographical sketch of a common household pet like a dog, a cat or a

bird in about 100–150 words. Remember to include the following points:

• name
• year of birth/death
• the relationship between the animal and you/your family
• important phases in the animal’s life

y
• the impact it had on your life

op
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
ro
___________________________________________________________________
P

___________________________________________________________________
ce

___________________________________________________________________
___________________________________________________________________
an

___________________________________________________________________
dv

___________________________________________________________________
___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 english central: teacher’s resource pack

ANSWER KEY
COURSEBOOK is how they were way ahead of their
time.
Comprehension
c. The author says that they were ahead
A. 1. b 2. a 3. a 4. b 5. c of their time because this was much
6. a 7. b 8. a before ‘naturalist’ was a bona fide
B. 1. a. The author heard those steps while career. Men were supposed to earn
hiding under the bed. a living and not go chasing after
weavers and sunbirds.
b. These were the footsteps of Salim
Ali, Salim Mamoo to the author, 4. a. Salim Mamoo and Dilip Kumar, the
who was a famous ornithologist. He famous actor, had a chat over the
fence.

y
was the kid brother of the author’s
b. The fence was between the gardens of

op
grandmother.
c. The footsteps were saying, ‘How am the two houses.
c. He once picked a ripe lemon from

C
I to finish Volume 8 of the Handbook
with this infernal noise?’ The author a bush and threw it to the author as
knew that Salim Mamoo was a man
of she stood and stared at him from the
who was always busy with his work, balcony.
ro
so all the noise she and her cousins 5. a. Saloo is the name affectionately
created interfered with his routine. given to Salim Ali by the author’s
P

2. a. The author’s grandparents’ bungalow grandmother.

ce

in Bombay was a ‘veritable Downton b. The rosiest and largest alphonso

Abbey’. The address was 46 Pali Hill, mango went to Saloo. The mangoes
an

Bandra, Bombay 50. would be brought by Ibrahim and

b. She compared it to ‘Downton Abbey’ placed before Nani. She would inspect
each mango thoroughly and then
dv

because this house, like the house in

the drama series, had endless rooms, indicate the person it should go to.
A

anterooms and parlours. c. This special treatment showed that the

c. The whole world of below stairs family pampered Salim Mamoo even
was ruled by their wonderful cook more than they did the children.
Shamsoo, who made kababs, puddings, 6. a. They couldn’t ask the legend whether
jams, jellies, peanut brittle and other he could swim.
goodies. b. The author’s sister was planning to ask
3. a. Salim Mamoo’s siblings were ahead of him this question. This was because
their time. he never came into the sea with them
b. Salim Mamoo developed a passion for when they all visited Kihim, their
birds in early childhood. His siblings grandparents’ seaside retreat in Alibag.
encouraged and developed it in every c. It was better to assume that he
possible way throughout his life. This was too busy for inconsequential
things such as swimming. It was

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 english central: teacher’s resource pack

better to assume this because the B. 1. Rushie will still be there.

children thought it was the proper 2. Sometimes he is early for school.
and respectful way to behave with a 3. Mani seldom goes to the theatre.
legend.
4. I usually park my car there.
7. a. Salim Mamoo said this to the author.
5. Tia just saw her friend in the shop.
b. He said this when they went for an
6. Salma arrived here one morning.
evening walk at Kihim and the author
mistook a squirrel’s call for a bird’s. 7. You must never say such a thing again.
c. He was pulling the author’s leg. 8. This is quite a delicious drink.
These lines from the text justify this
Listening
assumption: ‘His weather-beaten face
broke into a delighted smile. His eyes The island of Chorao is located along the
twinkled.’ river Mandovi in Goa. The western tip of the
island abounds with mangrove swamps that

y
C. Accept all relevant answers.
offer a home to birds from all over the world

op
Vocabulary along with occasional flying foxes, jackals
and crocodiles. Spread over an area of 1.8 sq.

C
Across
km, this mangrove ecosystem is known to be
1. veterinary surgeon 3. professor ofa most productive one and provides home,
7. dietician 8. journalist food and breeding grounds to a large variety
ro
9. cartographer 10. lawyer of fish and insects that form the base of the
11. physiotherapist food-chain. A watch-tower has been expressly
P

erected here to enrich the bird-watching

Down
experience of the visitors.
ce

2. geologist 3. paediatrician
Access to the sanctuary is primarily by ferry.
4. architect 5. pathologist One arrives at the Ribandar ferry wharf from
an

6. cameraman Panaji by surface transport. A ferry then takes

the visitors across the Mandovi river to the
dv

Grammar island of Chorao. The sanctuary is within

A. 1. rather: adverb of degree walking distance from the ferry wharf at
A

2. quite: adverb of degree the island. It is criss-crossed by an intricate

network of channels. Therefore, any movement
3. inside: adverb of place
by boat is restricted to the coming and
4. never: adverb of frequency; here: adverb receding of the high tide. Canoes, however, can
of place access the creeks any time.
5. often: adverb of frequency; how: adverb The sanctuary is open throughout the year, but
of manner one needs to obtain permission from the Chief
6. out: adverb of place Wildlife Warden, Forest Department.
7. far: adverb of degree; away: adverb of A proposal of conducted tours through the
place water channels is also in the pipeline.
8. so: adverb of degree; fast: adverb of Aptly named Dr Salim Ali Bird Sanctuary, the
manner sanctuary is indeed a bird-watchers’ paradise.

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 english central: teacher’s resource pack

WORKSHEETS 5. My friends and I are often invited to

parties on weekends.
Worksheet 1: Comprehension
6. Haven’t our neighbours almost finished
A. 1. assist 2. trained renovating their house?
3. ordinary 4. lost 7. It will probably rain in the evening.
5. small 6. dangerous 8. My grandparents usually visit the hills
7. information 8. spy during summer.
9. brave 10. tested 9. Raina has even consulted physicians
from abroad for her condition but to no
B. 1. More than 800 years ago, Genghis Khan,
avail.
the Mongol ruler, set up pigeon post
offices across his lands. 10. I was only joking. Please don’t be
offended.
2. Pigeons can be specially trained to spot
orange life jackets in the ocean. When 11. Did you also get a headache after

y
it is difficult for humans to spot people visiting the place?

op
lost at sea, pigeons can fly quickly over a 12. My friends will definitely help me
large area of water to search for them. during difficult times.

C
3. In 2006, a group of scientists used
Worksheet 4: Listening
pigeons to study air pollution in of
California. 1. Birds are greatly affected during summer
ro
4. Accept varied answers. because water sources dry up as the
temperature increases.
P

Worksheet 2: Vocabulary 2. The best way to aid a bird during

summer is to keep a bird bath in the
ce

A. 1. chicken 2. cock
compound of the house.
3. sitting 4. chickens
3. The bath should be kept at a height of
an

5. goose
around 4 or 5 feet, so that the bird finds
B. Accept all relevant answers. it easier to fly away from possible threats
dv

Worksheet 3: Grammar like cats or bigger birds of prey.

4. The water should ideally be kept in a
A

1. You must never talk like this. earthen pot, so that it remains cool.
2. My mother completely forgot to lock 5. The water should be changed daily since
the door when she left. it could be contaminated by birds taking
3. Hasan quickly got dressed in order to a bath in it.
see the sunrise.
4. Your bicycle just needs some oil to stop Worksheet 5: Writing
creaking. Accept varied answers.

163
13 The Miller of the Dee
Objectives
• To discuss the idea of what brings happiness to
people
• To develop the skills of extrapolating, recalling and
analysing information
• To identify archaic words in a text

y
genre: poetry

op
themes: humility; gratitude

periods allotted: 4

C
WARM UP
of zThere dwelt a miller … Beside the river
Dee?
ro
ƒ Ask the students what makes them content
XWhere did the miller live?
and happy.
P

XHow would you describe the

ƒ Read the introduction to the poem given
character of the miller?
ce

in the coursebook and initiate a discussion

in the class. XWhat song did the miller sing?
an

ƒ Encourage all the students to give their XWhat did the song mean?
point of view and ensure that balanced, XWhy did the king say that he would
dv

realistic views are given on the topic. gladly change with the miller?
zThe miller smiled and doffed his cap, …
A

READING PLAN O miller of the Dee!’

XWhy did the miller doff his cap?
ƒ Ask the students to read the poem silently
on their own. XWhat did he say in response to the
king’s question?
ƒ Instruct them to underline the difficult
words and phrases while reading the poem. XWhen do you think this poem was
written?
ƒ After the poem has been read, ask the
students questions to ensure that they have XWho are ‘England’s boast’?
understood the poem. ƒ Ask the students to say aloud the difficult
ƒ You may use the following questions along words and phrases they have underlined.
with the in-text questions for the following Discuss the meanings in class.
sections. ƒ Use the conversation between the miller
and the king to analyse their relationship.

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 english central: teacher’s resource pack

ƒ Invite students to share their views on the ƒ Correct any wrong answers.
relationship. ƒ After the discussion, give the students two
minutes to fill up the table in Exercise A in
EXERCISE PLAN the coursebook.
ƒ After everyone has completed the exercise,
Comprehension
ask the students to attempt Exercise B in
ƒ Ask the students to attempt Exercise A in their coursebook.
their coursebook. ƒ Give them 3–4 minutes to complete the
ƒ Give them 2–3 minutes to finish the exercise.
exercise. ƒ Discuss the answers.
ƒ Ask the class to attempt Exercise B in their
notebook. REVISION PLAN
ƒ Give them 10–15 minutes to complete the
ƒ Distribute the following worksheets to

y
exercise.
ensure that students comprehend and apply

op
ƒ Instruct them to write the answers in their
their learning.
own words.
Worksheet 1: Comprehension

C
z
ƒ Take a round of the class to ensure that all
are wholly occupied in their task. XTell them to read the passage carefully
of and to answer the questions.
ƒ Collect their notebooks once they
Worksheet 2: Appreciation
ro
complete the task. z

ƒ Discuss the questions in Exercise C and XDistribute the resource sheet along
P

encourage all the students to share their with the appreciation worksheet.
opinion. Ask the class to read the resource
ce

ƒ Instruct the students to do corrections once sheet and then attempt the exercise
their notebooks are returned to them. given in the appreciation sheet.
an

ƒ You may use the worksheets to assess their

Appreciation reading skills and appreciation of the use of
dv

archaic words.
ƒ Explain the meaning of archaic words
A

with the help of the inputs provided in the

Resource Sheet
coursebook.
ƒ Ask the students to identify the archaic ƒ Distribute the resource sheet with the
words in the poem. appreciation worksheet.
ƒ Ask them to raise their hands and say the
words they have identified.

165
Worksheet 1

Comprehension

Read the passage carefully and answer the questions below.

Ratna squinted at the blackboard. Was that a 6 or an 8? Her friends copied the math
problems into their notebooks, but Ratna couldn’t see the board from the back of
the room. ‘Ratna, is something wrong?’ Mrs Kumar asked.
‘No, Mrs Kumar.’ Ratna slid over in her seat, trying to copy the problems from
Gina’s notebook.

y
‘Ratna, would you please come to my desk?’ Mrs Kumar said. Ratna jumped. She

op
walked up to Mrs Kumar’s desk at the front of the room.
‘I wasn’t trying to cheat,’ Ratna lowered her head and whispered. ‘I just can’t see the

C
board.’
of
‘Oh, that is a problem. It sounds like you’re short-sighted. Do you have glasses you
should be wearing?’
ro

Ratna felt a lump in her throat. Her parents had gotten her glasses two weeks ago,
P

but she didn’t want to wear them in class where everyone would see.
ce

Mrs Kumar sighed. ‘I think I see the problem.You don’t want your friends to know
you need glasses. Is that right?’ Ratna nodded. ‘Well, there is another solution. I could
an

move your seat to the front of the room.’

dv

‘But then I wouldn’t be sitting next to Gina and Ashi!’ Ratna said.
‘You’re going to have to make a decision, Ratna. Either you wear your glasses or
A

I move your seat. The choice is up to you.’

Ratna turned to look at Gina and Ashi. Gina had a worried expression on her face.
Ashi mouthed the words, ‘What’s wrong?’ They were good friends, and
Ratna wanted to continue sitting by them. ‘I think I’m going to keep my seat in the
back,’ Ratna said.
Mrs Kumar nodded. ‘Okay, but if I don’t see you wearing your glasses when you’re
copying problems from the board, I’ll be forced to move your seat.’ Ratna walked
back to her seat, wondering how she was going to tell Gina and Ashi that she needed
to wear glasses. ‘Are you in trouble?’ Gina asked. ‘You look scared,’ Ashi said.

166
‘I’m not in trouble. I just have to wear my glasses if I’m going to sit back here with
you.’ ‘Then put them on,’ Gina said with a shrug.
Ratna smiled, suddenly relieved. ‘I will.’

Answer the following questions.

1. Why was Ratna facing trouble in copying the math problems from the board?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Why did Mrs Kumar ask Ratna to come to her desk?

y
_____________________________________________________________

op
_____________________________________________________________

C
_____________________________________________________________
3. Why didn’t Ratna want to wear glasses?
of
ro
_____________________________________________________________
P

_____________________________________________________________
_____________________________________________________________
ce

4. What options did Mrs Kumar give Ratna?

an

_____________________________________________________________
dv

_____________________________________________________________
5. What kind of teacher do you think Mrs Kumar is?
A

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

167
Worksheet 2

Appreciation

Fill in the blanks with the correct archaic words from the box.

beseech  anon  bruit  sooth  vouchsafe
morrow  belike  fain  verily  betwixt

1. Meera was _______________ to acknowledge that the mistake was hers.

y
2. ‘We _______________ you to stay longer with us,’ the people said to the

op
philosopher.
3. The minister announced that the royal wedding would take place on the

C
_______________.
of
4. In _______________, I do not have any money to give you.
ro
5. The storm, ______________, shall subside in an hour or two.
P

6. My elder brother shall not _________________ any information without

making me do his chores first.
ce

7. I will see you _____________. Stay here.

an

8. I am sure Naren will ______________ all over town without finding out the
facts first.
dv

9. _________________ this place is cursed. We should leave as soon as possible.

A

10. You seem to be stuck ___________ the devil and the deep sea.

168
Resource Sheet

Archaic Words

We know that the English language is always evolving and changing. Hence, if
you read a play or a literary piece that has many archaic words in it, you might feel
as though you are reading a different language. It is important to remember that
the people who used these words in their works lived in a different time period
than ours. Therefore, the readers of that time could understand them. For example,
William Shakespeare wrote about 100 years after the Middle Ages and hence, he
used a lot of terms that were from that period in his writing. This makes his works
challenging for us to read and understand. Let’s take a look at these lines from one of
his famous sonnets.

y
Shall I compare thee to a summer’s day?

op
Thou art more lovely and more temperate.

C
If this sonnet were written using modern English, it would look something like this:
Should I compare you to a summer’s day?
of
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You are more lovely and more pleasant.
P

Many of these words are still used to impart an old-fashioned effect to historical
novels or to provide humour in standard conversation or writing. A list of some
ce

archaic words with their meaning is given below.

an

Archaic word Meaning

anon in a little while
dv

belike with considerable certainty; probably

A

beseech ask for or request earnestly

bruit tell or spread rumours
fain obliged; willing
betwixt between
morrow the next day
sooth truth
vouchsafe grant in a condescending manner
verily certainly

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ANSWER KEY
COURSEBOOK possessions. The greatest possession
one could have is happiness that
Comprehension comes from things that cannot be
A. 1. c 2. d 3. c 4. c bought with wealth.
B. 1. a. The miller’s song is being referred to C. Accept varied answers.
here.
Appreciation
b. ‘Burden’ refers to a line in the miller’s
song that is repeated constantly. A. Archaic word Modern word
c. The burden of his song is, ‘I envy hale healthy
nobody – no, not I – And nobody thou wouldst you would

y
envies me!’ while meanwhile

op
2. a. The king is the speaker of these lines. quoth said
b. The king knows that the miller’s babes babies

C
heart is light because he is able to sing
happily day and night. B. 1. ‘I love my wife, I love my friend,
c. The king is sad and melancholy.
of I love my children three;
2. ‘I earn my bread,’ quoth he;
ro
3. a. The friend is the miller.
b. The king sighs for a moment and I owe no penny I cannot pay,
P

expresses regret at his own fate. 3. ‘I thank the river Dee,

That turns the mill that grinds the corn
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c. Hal asks him to be happy because

he has a good life with his family That feeds my babes and me.’
and friends and has no debts. He
an

doesn’t have the burden of ruling the WORKSHEET

kingdom and can continue to live a
dv

satisfying and carefree life. Worksheet 1: Comprehension

4. a. The other person’s cap is mealy
A

1. Ratna was sitting at the back of the class

because he grinds flour all day and his and was facing trouble in copying the
cap gets covered in flour. math problems from the board as she
b. These lines indicate that all the wealth was short-sighted.
that the king possessed could not be 2. Mrs Kumar knew that Ratna was having
compared to the miller’s possessions. trouble in copying the problems from
The king makes such a comparison as the board. When she saw her trying to
he feels envious that the miller is rich copy them from Gina’s notebook, she
in happiness that is worth more than called Ratna to her desk so that she
all his wealth. could help her.
c. The miller’s cap and mill are worth 3. Ratna didn’t want to wear glasses
as much as the king’s crown and because she did not want her friends,
kingdom which are mere worldly

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Gina and Ashi, to know that she needed cheating. She also helped Ratna in
them. making her own choice by firmly laying
4. Mrs Kumar told Ratna that she would out the options before her.
have to wear her glasses or move away
Worksheet 2: Appreciation
from her friends and sit in the front of
the class. 1. fain 2. beseech
5. Suggested answer: Mrs Kumar was a 3. morrow 4. sooth
patient and understanding teacher. She 5. belike 6. vouchsafe
allowed Ratna to explain her problem 7. anon 8. bruit
and did not judge or accuse her of
9. Verily 10. betwixt

y
op
C
of
ro
P
ce
an
dv
A

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14 The Tempest
Objectives
• To facilitate comprehension of prose
• To introduce students to the works of Shakespeare
• To be able to locate, infer and evaluate information
• To develop contextual vocabulary
• To be able to report commands, requests and
exclamatory sentences

y
• To be able to listen to and analyse information

op
• To be able to speak as a fictional character
• To be able to write a letter of order

C
genre: story
themes: revenge; parents and children
of
periods allotted: 8
ro
P

WARM UP ƒ Once that is done, divide the class into

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5 teams. Instruct each team to compile a

ƒ Discuss the question posed in the list of difficult words and also be ready with
an

introduction in the coursebook. 2 sentences with each of the words in their

ƒ Encourage each student to participate in lists. This is a collaborative activity.
dv

the discussion. ƒ Give each team 8–12 minutes to do this.

ƒ Next, invite one team at a time to conduct
A

READING PLAN a vocabulary quiz. The teams will give the

ƒ Ask the students to silently read the first meaning of the words and also construct
two pages of the story. Give them 5–7 sentences with the same word.
minutes to read. ƒ Award 2 points to each correct word
ƒ Once the first two pages are read, ask them meaning and sentence. As the facilitator,
to read the third, fourth and fifth pages in ensure that all the difficult words in the
a similar manner. Give them about 5–7 glossary section have been tackled. In case
minutes for each page. the students haven’t got them in their lists,
you could ask them.
ƒ Tell them to keep underlining (with a
pencil) the words which appear difficult to ƒ After all the teams have had their chance to
them. conduct the vocabulary quiz, ask the teams
to compile 6–8 questions from the page
assigned to them.

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ƒ Likewise a comprehension quiz will be ƒ Exercise C is a Gear Up activity. Refer to

conducted by the 5 teams. Instruct the the Gear Up section for the guidelines on
students that the answers must be in how to conduct it.
properly constructed sentences and in their
own words. Grammar
ƒ Tell the teams that they may use the in- ƒ Use the inputs given in the book to explain
text questions on their assigned page, the concept of reporting commands,
but original questions will be awarded requests and exclamatory sentences.
2 extra points. Award 5 points for each
ƒ Quiz them orally to make sure they have
correct answer spoken by the students in
grasped the concept.
their own words. As the facilitator, make
a note of those questions which have not ƒ Instruct the class to attempt the exercise
been satisfactorily answered or where the and write the answers in their notebooks.
students made mistakes. Deal with them ƒ Give them 8–10 minutes to finish.

y
once the quiz is over. ƒ Collect the notebooks for correction.

op
ƒ Write the score on the blackboard and total ƒ Exercise B is a Gear Up activity. Refer to
them once the quiz is over. Ask the students the Gear Up section for the guidelines on

C
to join you in applauding the winners. how to conduct it.
ƒ If you find certain words/sections of the of
story that were not understood by the Listening
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students, explain it to them at this stage. ƒ Read aloud the listening extract to the class
or play it.
P

EXERCISE PLAN
Mary Celeste, a first-rate sailing ship
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Comprehension carrying a cargo of barrels of poisonous alcohol

ƒ Ask the class to do Exercise A from the was found abandoned off the Azores islands,
an

Comprehension section in class. Portugal in 1872.The cargo was intact and

all the belongings of the captain and the crew
ƒ Give them 8–10 minutes to complete the
dv

were found undamaged.The last entry in the

exercise.
ship’s book was dated ten days earlier.The
A

ƒ Discuss the questions in Exercise B in class ship was on a trip from New York to Genoa in
and ask them to write the answers in their Italy, fully provisioned and perfectly seaworthy.
notebook. What could have happened to the crew, the
ƒ Encourage each student to participate in captain and others on board? Why was the ship
the discussion. abandoned? Would anyone leave a perfectly
ƒ Pick students randomly to read their good vessel and run away?
answers and discuss both exercises. People have gone overboard to put forward
Vocabulary theories and reasons as to how the ship’s crew
just vanished into thin air. Some say that
ƒ Ask the class to complete Exercise A in the
earthquakes on the ocean floor must have
class.
resulted in the ship rolling violently, sending
ƒ Tell them to do Exercise B as homework. the crew to a watery grave. A few say that

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z Worksheet 1: Comprehension
there could have been an uprising among the
crew or a battle resulting in the death of all on X Tell them to read the story carefully
board. Others say that the crew might have and answer the questions.
been attacked by sea monsters or aliens. Other zWorksheet 2:Vocabulary
theories suggest that the crew abandoned the XAsk the students to complete the task
ship because of a fear of explosion, the sight of in the class.
an iceberg, or the danger of being stuck in the zWorksheet 3: Grammar
sands, or that pirates could have taken over the
Give them sufficient time to
ship killing everyone on board.
X

complete the task in class.

A monument to the Mary Celeste has
ƒ You may use the worksheets to assess
been erected on the site where the ship was
their reading and comprehension skills,
constructed.The wreck of the ship still remains
vocabulary and understanding of grammar
somewhere at the bottom of the sea off the coast
concepts.

y
of Haiti.
Worksheet 4: Listening

op
z

ƒ You may discuss the correct answers to the XRead aloud the following passage
slowly and clearly.

C
exercise for students to assess their work.
XTell the students to listen carefully
Speaking of and do the given exercises.
ƒ Discuss the task given in the coursebook in
ro
Stories and movies often represent bats as
the class.
frightening creatures that attack in the dark
P

ƒ Ask the students to write down their points of night. In real life, however, most bats are
in the notebook and read them out one by harmless. A few are even helpful to humans.
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one. Over 800 species or types of bats prey on pesky

ƒ Applaud their efforts for public speaking is insects that damage crops or spread disease.
an

not easy. Another 400 or so bat species eat ripe fruit and
plant nectar.These bats are very useful because
dv

Writing they pollinate flowers and disperse seeds.There

ƒ Discuss the writing task given in the are also a few species of larger bats that hunt
A

coursebook in the class and ask them to go small animals like mice, fish, lizards, and frogs.
through the sample letter. Some even drink blood.The blood drinkers are
ƒ Ask them to complete the guided writing called vampire bats. However, the vampire bat
task in their notebooks. doesn’t suck blood. Instead, it makes a puncture
wound with its sharp incisors and then laps the
ƒ Give them 10–12 minutes to complete the
blood up like a kitten.The victim usually sleeps
exercise.
through the entire process.While attacks on
ƒ Collect the notebooks for correction. humans have occurred, vampire bats commonly
target livestock and other animals. Interestingly,
REVISION PLAN the vampire bat may become useful to humans.
You see, a chemical in the bat’s saliva thins
ƒ Distribute the following worksheets to
blood and dissolves blood clots. Studies indicate
ensure that students comprehend and apply
that this could be a great aid in treating people
their learning.

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with a heart condition. In the future, a medicine covered in fur, bats mostly fly after dark when
may be made from vampire bats’ saliva. Some the temperatures are cooler. Have you ever heard
people think bats are birds, but they’re not. the expression ‘blind as a bat’? You might be
They have fur, not feathers. And their babies surprised to learn that bats aren’t really blind at
do not hatch from eggs; they’re born alive. Also, all. All bats have eyes and can see, but not very
bats have mouths and noses; birds have beaks. well.The bat sends out a high-pitched sound.
Bats are the only mammals that can truly fly. While people can’t hear the sound, the bat,
Since flying uses a lot of energy, bats sleep with its specially adapted ears, hears the sound
when they aren’t flying. Many bats hibernate in fine.When the sound hits an object it echoes
winter, when their food supply is limited. Some back. From the sound of the echo the bat knows
also migrate to warmer climates in winter. Bats the object’s size, shape and location and decides
are nocturnal, which means they sleep during if it’s something yummy to eat!
the day and come out at night. But why?
There are several reasons. First of all, night Worksheet 5:Writing

y
z

is when most insects are out.There’s also less Ask the class to complete the writing

op
X

competition for food at night. Also, night-time task in the class.

is safe for bats because there are fewer predators

C
ƒ Collect all the worksheets for correction
hunting for food.The temperature is another and share your feedback with the class.
reason bats are active at night. Since they’re of
ro
P
ce
an
dv
A

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Vocabulary
C. All the class is a stage.
Use Printable 9 to create cards with archaic words for the activity.You may
create such cards of your own with more archaic words.
Suggested meanings of the archaic words in the Printable:
1. anon: (old-fashioned or informal) in a little while
2. belike: with considerable certainty; without much doubt

y
3. beseech: ask for or request earnestly

op
4. betimes: in good time

C
5. betwixt: in the interval
6. fain: having made preparations of
7. fool: a person who lacks good judgement
ro

8. forsooth: certainly; indeed (now often used ironically)

P

9. gaoler: someone who guards prisoners

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10. haply: by accident

11. Liege: lord
an

12. morrow: the next day

dv

13. mote: a tiny piece of anything

14. nonce: the present occasion
A

15. sirrah: formerly a contemptuous term of address to an inferior man or

boy; often used in anger
16. sooth: truth or reality
17. thou: the cardinal number that is the product of 10 and 100
18. verily: in truth; certainly
19. vouchsafe: grant in a condescending manner
20. whence: from what place, source, or cause
21. wherefore: the cause or intention underlying an action or situation
22. withal: together with this

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Grammar
B. Reporting from the field
1. Priyanka said, ‘I am not well.’
2. Mannat said, ‘I am reading an interesting story.’
3. D- Trishna said, ‘I mostly go to school by school bus.’
4. ‘Thailand is to the east of India,’ said the teacher.
5. Mother said, ‘Water occupies three-fourths of the earth’s surface.’

y
op
6. Zafar said, ‘Ali is playing chess with Father.’
7. She said, ‘I have had my dinner.’

C
8. He said, ‘I have been trying to call Isha.’ of
9. She said, ‘I bought the painting in Italy.’
ro
10. Lydia said, ‘Hannah was buying flowers.’
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11. Billy says, ‘I want some cake with tea.’

ce

12. I will say, ‘Vimal is a very helpful boy.’

13. ‘I am just curious,’ Tom said.
an

14. ‘I will think about it,’ I said.

dv

15. ‘You need to be more careful,’ Jia said to Kriti.

16. ‘You are my good friend,’ Raman said to me.
A

17. ‘I think you will make a great doctor,’ I said to Heer.

18. Rameswar said, ‘Why did Priya leave in haste?’
19. Arjun said, ‘When will the office reopen?’
20. Harini said to me, ‘What time does your train leave?’
21. Abdul said to me, ‘Will you participate in the theatre festival?’
22. Jeenat said to Sheetal, ‘Are you going to Akira’s place?’
23. ‘Where is my bag?’ Derek said.
24. ‘Why did you hide it from me?’ Mother said to me.

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25. ‘Why do you look so worried?’ Mother said to me.

26. The commander said to his men, ‘Prepare for the battle.’
27. Darshan said to the man, ‘Please give me a glass of water.’
28. The teacher said to the children, ‘Stop making noise!’
29. We shouted, ‘Hurrah! We have won!’
30. She said, ‘How horrible the weather is today!’
Suggested answers in indirect speech:

y
op
1. Priyanka said that she was not well.
2. Mannat said that she was reading an interesting story.

C
3. Trishna said that she mostly went to school by school bus.
of
4. The teacher said that Thailand is to the east of India.
ro
5. Mother said that water occupies three-fourths of the earth’s surface.
P

6. Zafar said that Ali was playing chess with Father.

ce

7. She said that she had had her dinner.

8. He said that he had been trying to call Isha.
an

9. She said that she had bought the painting in Italy.

dv

10. Lydia said that Hannah had been buying flowers.

11. Billy says that he wants some cake with tea.
A

12. I will say that Vimal is a very helpful boy.

13. Tom said that he was just curious.
14. I said that I would think about it.
15. Jia said to Kriti that she needed to be more careful.
16. Raman told me that I was his good friend.
17. I told Heer that I thought that she would make a great doctor.
18. Rameswar asked why Priya had left in haste.
19. Arjun enquired when the office would reopen.

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20. Harini asked me what time my train left.

21. Abdul asked me if I would participate in the theatre festival.
22. Jeenat asked Sheetal if she was going to Akira’s place.
23. Derek asked where his bag was.
24. Mother asked me why I had hidden it from her.
25. Mother asked me why I looked so worried.
26. The commander ordered his men to prepare for the battle.

y
op
27. Darshan requested the man to give him a glass of water.
28. The teacher asked the children to stop making noise.

C
29. We shouted joyfully that we had won. of
30. She exclaimed that the weather was very horrible that day.
ro
P
ce
an
dv
A

179
 Printable 9

anon belike beseech

betimes betwixt fain

fool forsooth gaoler

y
op
haply Liege morrow

C
of
ro
mote nonce sirrah
P
ce

sooth thou verily

an
dv

vouchsafe whence wherefore

A

withal

180
Worksheet 1

Comprehension

Read the following passage carefully.

Arthur was the first-born son of King Uther Pendragon and heir to the throne of
Britain. However, these were very troubled times and there was considerable danger
to the life of the young prince. Merlin, a wise magician, advised that the baby Arthur
should be raised in a secret place and that none should know his true identity.
As Merlin had feared, when King Uther died there was great conflict over who
should be the next king. Merlin used his magic to set a sword in a stone. Written

y
on the sword, in letters of gold, were these words: ‘Whoso pulleth out this sword of

op
this stone and anvil, is the rightwise born king.’ Of course, all the contenders for the
throne took their turn at trying to draw the sword, but none could succeed. Arthur,

C
quite by chance, withdrew the sword for another to use in a tournament. Following
of
this he became King.
ro
Under the guidance of Merlin, Arthur obtained a magical sword from the Lady of
the Lake. This sword was called ‘Excalibur’, and with this weapon he vanquished
P

many foes.
ce

A. Find words from the passage which mean the following:

an

1. a person who has the legal right to inherit

another’s property or titles when that person dies: ______________________
dv

2. who somebody is: ______________________

A

3. serious disagreement: ______________________

4. people who compete for a position or a title: ______________________
5. defeated in a duel or a war: ______________________

B. Answer the following questions.

1. Why was Arthur’s identity kept secret?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

181
 2. How did Arthur become the king of Britain?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Which sword did King Arthur use to win his battles? How did he obtain this
sword?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

y
op
_____________________________________________________________
4. In your opinion, which one of the incidents mentioned in the passage has

C
contributed the most to the legend of King Arthur? Give reasons for your
answer.
of
_____________________________________________________________
ro

_____________________________________________________________
P

_____________________________________________________________
ce
an
dv
A

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Worksheet 2

Vocabulary

Complete the following sentences using the appropriate form of the

adjective.

1. Mukesh is __________________ than his neighbours.

a. rich b. richer c. richest
2. The brides were much __________________ than the grooms.
a. young b. younger c. youngest

y
3. He is too __________________ to study in this grade.

op
a. intelligent b. more intelligent c. most intelligent

C
4. Samiya is __________________ than I thought her to be.
a. clever b. cleverer
of c. cleverest
ro
5. When the old woman became __________________, she began to move
about.
P

a. stronger b. more strong c. strongest

ce

6. Grandpa is doing much __________________ now.

an

a. good b. better c. best

7. The offer was too __________________ to be true.
dv

a. good b. better c. best

A

8. She catches fish with __________________ success than I do.

a. great b. greater c. greatest
9. Shakespeare is the __________________ playwright in English.
a. great b. greater c. greatest
10. The pain was __________________ than he could bear.
a. much b. more c. most

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Worksheet 3

Grammar

Change the following into indirect speech.

  1. The girl said, ‘Please visit us again soon.’

_____________________________________________________________
  2. The man said to me, ‘I must go as soon as possible.’
_____________________________________________________________
  3. She said, ‘I don’t want to see any of you; go away.’

y
op
_____________________________________________________________
  4. My mother said, ‘Go clean your room at once.’

C
_____________________________________________________________
of
  5. The man said, ‘How wonderful it was to be a child!’
ro
_____________________________________________________________
P

  6. He said, ‘Please wait for my return.’

ce

_____________________________________________________________
  7. Alice said, ‘How clever I am!’
an

_____________________________________________________________
dv

  8. The teacher said, ‘Stop making so much noise.’

_____________________________________________________________
A

  9. ‘Alas!’ said she, ‘We did not win the lottery.’

_____________________________________________________________
10. My aunt said to me, ‘Chew with your mouth closed.’
_____________________________________________________________

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Worksheet 4

Listening

Write whether the following statements are true or false.

1. All types of bats are very harmful. ________

2. About 400 species of bats eat ripe fruit and plant nectar. ________
3. The bats that drink blood are called dracula bats. ________
4. The common targets of blood-drinking bats are mostly humans. ________
5. The chemical in these bats’ saliva thins blood and dissolves

y
blood clots. ________

op
6. Studies on these bats indicate that their saliva could be a great

C
aid in treating people with a kidney problem. ________
of
7. Bats are not like birds as they have fur, mouths and noses and
give birth to babies. ________
ro

8. Bats are the only mammals that can truly fly. ________
P

9. Bats hunt for food during the day. ________

ce

10. Bats do not have eyes and are blind. ________

11. Bats have specially adapted ears that can hear high-pitched sounds. ________
an

12. Bats use their sense of smell to locate insects and animals. ________
dv
A

185
Worksheet 5

Writing

Write a letter ordering five items of stationery that you need for your
classes. You can choose any type of stationery specific to a particular class,
for example, art supplies for a drawing class or writing instruments for a
calligraphy class.

___________________________________________________________________
___________________________________________________________________

y
___________________________________________________________________

op
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
___________________________________________________________________
ro

___________________________________________________________________
P

___________________________________________________________________
ce

___________________________________________________________________
an

___________________________________________________________________
___________________________________________________________________
dv

___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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ANSWER KEY
COURSEBOOK Listening

Comprehension 1. a 2. c 3. a 4. b 5. a
6. b
A. 1. c 2. b 3. c 4. a 5. b
6. a 7. c 8. c 9. b 10. b
WORKSHEETS
B. Accept all relevant answers.
Worksheet 1: Comprehension
Vocabulary
A. 1. heir 2. identity
A. 1. distressed 2. laborious
3. conflict 4. contenders
3. inhabitants 4. deprive
5. vanquished

y
5. hindrance 6. perish
B. 1. The identity of Arthur was kept secret

op
B. pray: earnestly request something because Merlin, a wise magician, feared
thy charge: duty that the life of the baby would be in

C
yonder: over there danger since he was the heir of King

Grammar
of Uther Pendragon and those were
troubled times.
ro
1. The boy asked his friend not to harm 2. When there was great conflict over the
that bird. throne of Britain after the death of King
P

2. The teacher shouted to stop that Uther, Merlin set a sword in stone. The
ce

foolishness at once. lettering on the sword said that whoever

3. The girl delightfully exclaimed that it pulled it out of the stone would be the
true king. Many contenders tried and
an

was a lovely day.

failed, but Arthur managed the feat and
4. The teacher lamented that none of them
became the king.
dv

had won the scholarship.

3. Arthur used the sword Excalibur to win
5. Her mother commanded her not to
many battles. He was guided by Merlin
A

leave that bench till she returned.

to obtain it from the Lady of the Lake.
6. Shammi cried out that there had been a
4. Accept all relevant answers.
snake there just then.
7. The beggar begged in a weak voice for a Worksheet 2: Vocabulary
cup of water and some food. 1. richer 2. younger
8. Roshan said joyfully that every day was 3. intelligent 4. cleverer
more beautiful than the previous one.
5. stronger 6. better
9. The grieving children prayed to the
Almighty to help them get their puppy 7. good 8. greater
back. 9. greatest 10. more
10. The children exclaimed joyfully that the
flowers were beautiful.

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Worksheet 3: Grammar 8. The teacher ordered the class to stop

making so much noise.
1. The girl requested us to visit them again
soon. 9. She lamented that they did not win the
lottery.
2. The man told me that he must go as
soon as possible. 10. My aunt told me to chew with my
mouth closed.
3. She said she didn’t want to see any of us
and ordered us to go away. Worksheet 4: Listening
4. My mother ordered me to go and clean
1. False 2. True 3. False 4. False
my room at once.
5. True 6. False 7. True 8. True
5. The man exclaimed wistfully that it was
wonderful to be a child. 9. False 10. False 11. True 12. False
6. He asked us to wait for his return. Worksheet 5: Writing
7. Alice exclaimed how clever she was.

y
Accept varied answers.

op
C
of
ro
P
ce
an
dv
A

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15 Three Men Pack for a
Trip
Objectives
• To develop an interest in humorous travel writing
• To develop the skill of active listening
• To be able to sequence, analyse and infer information
• To enrich vocabulary by learning phrasal verbs

y
op
• To understand the usage of the active and passive
voice
• To be able to listen for specific information

C
• To be able to speak for both sides of a situation
• To be able to write humorous stories based on of
illustrations
ro
genre: literary excerpt
themes: travel; humour
P

periods allotted: 8
ce
an

WARM UP ƒ Tell the students to keep their books closed

and visualize the scene as you read. Tell
dv

ƒ Ask the students who packs their things them that you will also check how attentive
before they go on a trip. Ask them to share they are when listening and how much
A

anecdotes related to packing. information they are able to retain.

ƒ Encourage all the students to participate in ƒ Do not encourage the students to interrupt
the discussion. you and ask questions while you are
ƒ Introduce the students to the story by reading the story. Focus only on reading
giving them a summary of the novel Three and getting the students hooked to the
Men in a Boat. Tell them what the novel is story.
about and introduce the characters. ƒ After the story is read, take up all the words
listed in the glossary and get the students to
READING PLAN make sentences with them.
ƒ Read the story to the students in a tone ƒ Divide the class into 4 teams, each row
and pace that will create humour. being a team. Ensure that the number of
students in each team is equal.

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ƒ Give two points for each correct answer What problems occurred with the
X

even if it is answered in a word or phrase butter?

for the purpose is to check whether the Who was Montmorency?
X

students have comprehended the story. What was Montmorency’s ambition

X

ƒ Pass the question to the next team in case in life?

one team is unable to answer. At what time did the packing finally
X

ƒ Without attempting to explain the story, get done?

divide the story into sections for your own What was the feeling among the
X
reference and ask the students the following three friends when the packing was
questions: finally completed?
z We made a list … and they had a go. ƒ You may also use the in-text questions
XWhat was the first thing the 3 friends given in the coursebook along with the
did before they started packing? questions given above.

y
XWhy did the narrator offer to pack? ƒ Total the points and ask the students to join

op
XWhat did the narrator actually mean you in applauding the winners.
when he told his friends to leave the ƒ Explain those lines/phrases of the story

C
whole matter entirely to him? which the students were unable to
XWas the narrator satisfied with the of understand.
response of his friends? Why/Why
not?
ro
EXERCISE PLAN
XWhat did Harris point out to the
P

narrator after he had finished packing Comprehension

and strapped the trunk shut? ƒ Ask the class to attempt Exercise A in the
ce

XWhat horrible idea occurred to the coursebook.

narrator when he was going to close ƒ Give them 3–4 minutes to finish the
an

the trunk a second time? exercise.

Where did the narrator find the thing ƒ Read out the correct sequence and ask
dv

he was worried about? the students to correct their work on their

What did George ask the narrator own.
A

after he had finished packing for the ƒ Next, ask them to attempt Exercise B.
third time? Tell them to write the answers in their
XWhat were George and Harris going notebooks in properly constructed
to pack? sentences.
z They began … We were all ready for bed. ƒ Give them 8–10 minutes to finish the
XHow did George and Harris begin exercise.
their packing? ƒ After they have finished the exercise, ask
XWhy did the narrator wait and watch the students to exchange their notebooks
as they packed? with their partners.
XWhat irritated George and Harris as ƒ Discuss the answers with the class and ask
they packed? the students to correct the answers of their
partners.

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ƒ Discuss the questions in Exercise C.

trips are filled with adventure and fun. One
Encourage all the students, especially the
of my favourite camping trips was to McLeod
shy and reserved ones, to come forward
Ganj, where I learned skiing.When we go out
with their viewpoint.
we don’t stay in hotels, but we camp out. My
ƒ Ask the class to write the answers as a father says that it gives us time to be close to
home task. nature and learn a lot of things.
Since we camp out, we have to give special
Vocabulary
attention to our camping gear. At most places
ƒ Discuss the different phrasal verbs that can you can hire a tent, but my dad likes us all to
be formed with the verb fall. carry our own tents as they are big and are of
ƒ Instruct the class to do the exercise. better quality. Since we do not stay in a hotel,
ƒ Give them 3–5 minutes to finish the we cannot do without a good flashlight. My
exercise. Then discuss the answers. mother makes certain that we carry an extra

y
set of batteries in case we run out of them. My
ƒ Exercise B is a Gear Up activity. Refer to

op
sister has a different kind of flashlight. It can be
the Gear Up section for the guidelines on
worn around the head! We also carry a lantern.
how to conduct it.

C
Each of us has to carry a bedroll to sleep in. At
Grammar nights we love to sit around the campfire, eat,
of and listen to stories or sing songs. So we also
ƒ Use the inputs given in the coursebook to take along a grill, a cooler to keep our drinks
ro
explain active and passive voice. and fruits cold, and a guitar. In the daytime we
ƒ Encourage the students to cite some more explore around the area where we’re staying.
P

examples. A good pair of strong boots, a raincoat, a water

ce

ƒ Ask them to complete Exercises A and B in bottle, and some energy bars are very essential.
the class. My elder brother Ben carries a Swiss army
knife which has many attachments to it, such
an

ƒ Give them 5–8 minutes to complete both

exercises. Then discuss the answers. as a screwdriver, a knife, a nail-cutter, and an
opener.When we go for white water rafting, we
dv

ƒ Exercise C is a Gear Up activity. Refer to

always carry our life jacket or hire one after my
the Gear Up section for the guidelines on
dad and mom have checked it completely.
A

how to conduct it.

I love to go out on vacations with my family as
Listening our trips are full of adventure and fun.We learn
about so many new things. It also gives us a
ƒ Read aloud the listening extract to the class chance to spend some time together and take a
or play it. break from our busy schedules.
The text is given below for your reference.
ƒ You may discuss the correct answers for
Hi! I’m Ryan. I’m 10 years old. My
students to assess their work.
family and I always go out for camping
during holidays.We go camping to the hills
Speaking
of Mussoorie, Manali, or even the desert in
Jaisalmer. One summer we went for white ƒ Discuss the task given in the coursebook in
water rafting above Rishikesh. Our camping the class.

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ƒ Encourage students to note down the X Tell the students to listen carefully
points they are going to speak about. and do the given exercises.
ƒ Applaud their efforts for public speaking is
Your attention please.Train No:12505, North-
not easy.
East Express, arriving from Guwahati via
Patna has been delayed by 1 hour 30 minutes
Writing
from its scheduled time of arrival. It will now
ƒ Discuss the writing task given in the arrive at the New Delhi railway station at
coursebook in the class. 20 hours 45 minutes.We are sorry for the
ƒ Ask them to complete the guided writing inconvenience.
task in class. Train No: 12055, New Delhi-Dehradun Jan
Shatabdi Express, will depart from platform
REVISION PLAN number 2 at 15 hours 25 minutes. Passengers
travelling by Dehradun Jan Shatabdi Express
ƒ Distribute the following worksheets to

y
are requested to board the train.We wish you a
ensure that students comprehend and apply

op
pleasant journey.
their learning.
Passengers are requested not to buy tickets
Worksheet 1: Comprehension

C
z
from touts. It is illegal to buy tickets from touts,
X Tell them to read the passage carefully of and is a punishable offence. Please show your
and answer the questions. identification cards to the Travelling Ticket
Examiner.
ro
z Worksheet 2:Vocabulary
X Give sufficient time for them to
Worksheet 5:Writing
P

z
complete the task.
Ask the class to write a paragraph
X
Worksheet 3: Grammar
ce

z
about any humorous event that
X Ask them to complete the exercise in occurred when they went for a
the class.
an

family holiday.
z Worksheet 4: Listening ƒ You may use the worksheets to assess their
dv

X Read aloud the following reading and listening skills, vocabulary and
announcement slowly and clearly. understanding of active and passive voice.
A

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Vocabulary
B. Freefalling
You may use the following phrasal verbs for the activity.
fall down fall over fall apart fall about
fall back fall back on fall behind fall for
fall in fall flat (on) fall out with fall out
fall into fall in with fall through fall off

y
fall into place fall in line

op
Grammar

C
C. Changing voices
of
ro
Use Printable 10 for the activity.
P

Suggested answers:
ce

Sentences in active voice

ƒ I have received the gift. ƒ His grandmother looked after him.
an

ƒ Who stole your bike? ƒ The sun rises from the east.
dv

ƒ He has gone. ƒ Amit is buying books.

ƒ Newton discovered gravity. ƒ I will have accepted the invitation.
A

ƒ Premchand wrote Godaan. ƒ They are dancing.

ƒ Priya had won a gold medal. ƒ The cat killed the mouse.
ƒ It is raining.

Sentences in passive voice

ƒ The dinner was being eaten by my friends.
ƒ A letter was written by Rita.
ƒ Has the work been done by him?

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ƒ The door was opened by the key.

ƒ The house was cleaned by the maid.
ƒ The report was written by the analyst.
ƒ A song is sung by Rita.
ƒ A clay doll was being made by her.
ƒ The song was sung by the choir.
ƒ Our muscles are made strong by exercise.
ƒ French was being learnt by Rita.

y
op
ƒ She is known to me.
ƒ The book was read by the student.

C
ƒ The vase was broken by the cat.
ƒ Rajiv was punished by the teacher.
of
ro
P
ce
an
dv
A

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 Printable 10

Amit is buying
I have received the gift. A song is sung by Rita.
books.

The dinner was being Premchand wrote I will have accepted the
eaten by my friends. Godaan. invitation.

A letter was written by Priya had won a gold

They are dancing.
Rita. medal.

y
op
Has the work been done French was being learnt
It is raining.

C
by him? by Rita.
of
Who stole your His grandmother looked
ro
The cat killed the mouse.
bike? after him.
P
ce

The sun rises from the

He has gone. She is known to me.
east.
an
dv

Newton discovered A clay doll was being The book was read by
gravity. made by her. the student.
A

The door was The song was sung by The vase was broken by
opened by the key. the choir. the cat.

The house was cleaned Our muscles are made Rajiv was punished by
by the maid. strong by exercise. the teacher.

The report was written

by the analyst.

195
Worksheet 1

Comprehension

Read the following passage carefully.

Have you ever had the desire to wander the world and see what was out there?
While some people prefer to stay within the comfort of their home, others are bitten
by the travel bug and can’t wait to explore the world. Exotic places call to them.
Every year millions of people pack their suitcases or put on backpacks and flock
to visit the seven continents of the world. They wander through the castles and
museums of Europe and the ancient cities and natural wonders of North and South

y
America. Some want to experience the cultural richness of Asia, Africa and the

op
Middle East. The great outback of Australia is a wild wonderland for those who go
there. And a few lucky people even make it to the most mysterious continent on the

C
earth – Antarctica. of
Why do people want to explore the world? It gives them a better perspective about
ro
the earth and the people living on it. It gives them a feeling of accomplishment and
makes them feel alive. The surge of information and resources on the Internet about
P

destinations and travel groups has made it possible for many people to easily find
ce

like-minded travelling companions and cheaper travel options. However, travelling

remains an unattainable luxury for people in many regions of the world for different
an

reasons, and governments and agencies should take meaningful measures to make it
easier for people from all walks of life to experience the joys of travelling.
dv

A. Answer the following questions.

A

1. What happens when one has been ‘bitten by the travel bug’?
_____________________________________________________________
_____________________________________________________________
2. What different things can one find on the seven continents of the world?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

196
 3. How does travelling affect most people?
_____________________________________________________________
_____________________________________________________________
4. Think of any two reasons why travelling for leisure is not possible for many
people in the world. Write them below.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

y
B. Make sentences with the following words from the passage.

op
1. flock : __________________________________________________

C
_____________________________________________________________
2. wander
of
: __________________________________________________
ro
_____________________________________________________________
P

3. exotic : __________________________________________________
_____________________________________________________________
ce

4. explore : __________________________________________________
an

_____________________________________________________________
dv

5. mysterious : __________________________________________________
_____________________________________________________________
A

6. luxury : __________________________________________________
_____________________________________________________________

197
Worksheet 2

Vocabulary

Complete the following sentences using the appropriate phrasal verbs formed
from the verb fall.

1. The chair is very old and in terrible condition. If you sit on it, it is likely to
__________________.
2. I __________________ a shoe in the hallway as I was rushing to answer your
phone call.

y
3. I was hoping to go and visit my family in China but my plans

op
__________________ at the last moment.
4. If I fail to become a lawyer, I could always __________________ my

C
previous teaching job.
of
5. After Mrs Murthy retires, the responsibility of the company will
__________________ her daughter.
ro

6. If you keep on missing classes, you are going to __________________ in

P

your studies.
ce

7. They used to be really good friends but they __________________ because

of a dispute over money.
an

8. The tiger __________________ its prey when its guard was down.
dv

9. We __________________ laughing all the time at the adorable antics of the

puppies.
A

10. The enemy __________________ as our troops advanced after a day of

heavy fighting.

198
Worksheet 3

Grammar

Change the voice in following sentences.

  1. My pockets were filled with sand.

_____________________________________________________________
2. Doesn’t Mary own this shop?
_____________________________________________________________
3. The town was destroyed by fire.

y
op
_____________________________________________________________
4. The room will be cleaned by John every Saturday.

C
_____________________________________________________________
of
5. Sara told me to wait here.
ro
_____________________________________________________________
P

6. The necklace was stolen by the thief.

ce

_____________________________________________________________
7. The magician was doing brisk business during the holiday season.
an

_____________________________________________________________
dv

8. Has Lina written this essay?

_____________________________________________________________
A

9. The rivers are being flooded by the heavy rain.

_____________________________________________________________
10. The sleeping baby was woken by the storm.
_____________________________________________________________

199
Worksheet 4

Listening
1. Where is the announcement being made?
_____________________________________________________________
2. Train No: 12505, North-East Express travels from
a. Guwahati to Patna b. Patna to New Delhi
c. Patna to Guwahati d. Guwahati to New Delhi
3. Train No: 12505, North-East Express is delayed by

y
a. 1 hour b. 1 hour 30 minutes

op
c. 20 hours 45 minutes d. 12 hours 50 minutes
4. The New Delhi-Dehradun Jan Shatabdi Express will depart from platform

C
number ________ at ______________________.
of
a. 3, 2 p.m. b. 2, 8:45 p.m.
ro
c. 2, 3:25 p.m. d. 3, 15 hours 25 minutes
P

5. Who sell train tickets illegally?

ce

a. touts b. ticket examiners

c. retailers d. vendors
an
dv
A

200
Worksheet 5

Writing

Write a paragraph on a funny incident that happened when you were on a

family vacation. Remember to include the following:

• Where did the incident take place?

• Who were you with when the incident took place?
• What was so funny about this incident?

___________________________________________________________________

y
op
___________________________________________________________________
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
ro
___________________________________________________________________
P

___________________________________________________________________
ce

___________________________________________________________________
___________________________________________________________________
an

___________________________________________________________________
dv

___________________________________________________________________
___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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ANSWER KEY
COURSEBOOK 4. a. George says this to Harris.
b. ‘It’ was the butter and it had been
Comprehension
stuck to the back of Harris’s pants all
A. 1. The narrator sat on the bag and strapped this time.
it. c. It was finally packed in the teapot.
2. The narrator packed the boots. 5. a. The name of the dog is
3. George asked if the narrator had put the Montmorency. Harris accused the
soap in the bag. narrator of encouraging the dog.
4. George and Harris broke a cup. b. The narrator feels that making
5. George stepped on the butter. things difficult for other people

y
6. Harris sat on the butter. is the natural, original sin that

op
Montmorency is born with and
7. Montmorency put his leg in the jam.
hence, it did not want or need any
8. Harris hoped nothing would be found encouragement.

C
broken.
of c. The dog’s ambition in life is to get in
B. 1. a. Harris says this to the narrator. the way of others and be sworn at.
b. The boots were to be put inside the
ro
C. Accept all relevant answers.
Gladstone bag.
c. The narrator is frustrated by this Vocabulary
P

question because Harris could have

1. fell back 2. fell about
ce

asked the question before he had shut

the bag and strapped it. 3. fell upon 4. fell to
5. fell out 6. fall behind
an

2. a. The narrator agreed to let Harris and

George do the rest of the packing. 7. fell through 8. fell back on
dv

b. He agreed because it was late and he Grammar

had already packed and repacked the
A

bag a few times and was tired. A. 1. A 2. P 3. A 4. P 5. P

c. The conversation took place on a 6. P
Friday at 10:05 p.m. B. 1. are made
3. a. Here, ‘them’ refers to Harris and 2. has been shut
George. The narrator’s actions 3. was awarded
irritated them. 4. been caught
b. They got irritated when the narrator 5. was being kicked
came and sat on the edge of the table
6. were refused
and watched them working.
c. This irritating action made them Listening
nervous and excited and resulted in
them stepping on and misplacing 10, for camping, Manali, Jaisalmer, Rishikesh,
things. adventure, skiing, hotels, nature, hire, quality,

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 english central: teacher’s resource pack

flashlight, batteries, worn around the head, Worksheet 2: Vocabulary

lantern, bedroll, campfire, guitar, raincoat,
1. fall apart 2. fell over
energy bars, screwdriver, life jacket, fun, break
3. fell through 4. fall back on
Writing 5. fall on 6. fall behind
Accept varied answers. 7. fell out 8. fell upon
9. fall about 10. fell back
WORKSHEETS
Worksheet 3: Grammar
Worksheet 1: Comprehension 1. Sand filled my pockets.
A. 1. Being bitten by the travel bug means 2. Isn’t this shop owned by Mary?
that exotic, faraway places call to the 3. Fire destroyed the town.
traveller in us to go and explore them.
4. John will clean the room every Saturday.
2. A traveller can find beautiful museums

y
5. I was told by Sara to wait here.
and castles in Europe, ancient cities and

op
natural wonders in North and South 6. The thief stole the necklace.
America, rich cultural experiences in 7. Brick business was done by the magician

C
Asia, Africa and the Middle East and the during the holiday season.
wonders of the wild in the Australian of 8. Has this essay been written by Lina?
outback. Antarctica is the most 9. The heavy rain is flooding the rivers.
ro
challenging and mysterious continent 10. The storm woke the sleeping baby.
one can visit.
P

3. Travelling gives people a new Worksheet 4: Listening

perspective about the earth and its
ce

1. The announcement is being made at

people. It gives them a feeling of having New Delhi railway station.
achieved something and makes them feel
an

2. d 3. b 4. c 5. a
alive.
4. Answers will vary. Suggested reasons: Worksheet 5: Writing
dv

economic difficulties, political disputes,

Accept varied answers.
physical/mental illness/disability, etc.
A

B. Accept varied answers.

203
16 Vocation
Objectives
• To read poetry in free verse
• To develop the skills of recalling, analysing and
inferring information
• To be able to recognize stress patterns in words
• To appreciate simile, metaphor and imagery

y
genre: poetry

op
themes: childhood; imagination

periods allotted: 4

C
WARM UP
of ƒ You may use the following questions or
work out your own for the following
ro
ƒ Explain the difference between the words sections.
‘vocation’ and ‘profession’.
P

z When the gong sounds ten … spending

ƒ Read aloud the questions given in my day in the road, crying,’Bangles, crystal
ce

the introduction to the poem in the bangles!’

coursebook.
Who is the person the child meets on
an

ƒ Encourage a class discussion based on those her way to school?

questions.
What does this person shout out?
dv

ƒ Tell the class that our education and

XWhy does the child wish to be like
upbringing play a big role in what we want
this person?
A

to be when we grow up, and that being

open to the many different kinds of work XWhat would she do if she became
that people do in the world makes us all like this person?
better individuals. z When at four in the afternoon … nobody to
stop me from digging.
READING PLAN XWho could the child see through the
gate of the house?
ƒ Read the poem slowly, clearly and with
XWhat things was this person free to
appropriate intonation and diction.
do?
ƒ Pause reading after a few lines and
X What did the child wish for?
ask questions to ensure that students
understand the poem. z Just as it gets dark … chasing the shadows
with my lantern.

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X What happens when it gets dark? ƒ Ask them to write the answers in their
X Whom does the child see from her notebooks as a home task.
open window? ƒ Collect the notebooks for correction in the
X How does the child describe the lane next class and share your feedback.
and the street-lamp?
X Why does she wish to be like the Sounds and Pronunciation
person she sees in the lane at night? ƒ Read the list of words given in the
ƒ Next, ask the students to close their books coursebook aloud. Make sure that you
and then ask them the meanings of all the follow the stress pattern.
words and phrases given in the glossary. ƒ Ask the class to repeat each word after you.
ƒ Next, ask the students to use these words ƒ With the help of the inputs given in the
and phrases in their own sentences. Get coursebook, explain syllables and stress
3–4 sentences with the same word/ patterns for words ending in -sion, -tion, -ic

y
phrase. This will help them use the words and -ive.

op
effectively in future. ƒ Ask the students to attempt the exercise in
ƒ As a closure to the comprehension part, their notebooks.

C
ask the students what they think of the ƒ Give them 3–5 minutes to finish the
child narrator and her thoughts when of exercise.
she sees the hawker, the gardener and the
ƒ Discuss the answers in class.You can also
watchman. Which are the things that the
ro
ask the students to consult a dictionary for
child wishes for when she sees these men
checking their answers.
working?
P

ƒ Conduct a moderated class discussion Appreciation

ce

for about 10 minutes and make sure the

students have grasped the theme of the ƒ As a part of Exercise A, revise simile,
an

poem. metaphor and imagery with the class.

ƒ Ask the students to come up with a few
dv

EXERCISE PLAN examples of each.

ƒ Ask the students to do Exercise B in their
Comprehension
A

notebook.
ƒ Ask the students to attempt Exercise A in ƒ Give them a period to finish writing their
their coursebook. poem. Help them with the composition
ƒ Give them 3–5 minutes to finish the when required.
exercise. ƒ Ask the students to revise their poem at
ƒ Next, ask them to attempt Exercise B in home and put any final touches to it if
their notebooks. required.
ƒ Give them 8–10 minutes to write all the ƒ In the next class, collect the notebooks for
answers. correction.
ƒ After the students have finished the ƒ Read aloud the five best poems in class.
exercise, discuss the questions given in
Exercise C.

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REVISION PLAN zWorksheet 2, 3: Appreciation

Ask the class to read the instructions
X
ƒ Distribute the following worksheets to
given and to do the tasks accordingly.
ensure that students comprehend and apply
their learning. ƒ You may use the worksheets to assess their
reading skills and appreciation of poetry.
z Worksheet 1: Comprehension
ƒ Collect the worksheets for correction and
X Tell them to read the story carefully
share your feedback.
and answer the questions.

y
op
C
of
ro
P
ce
an
dv
A

206
Worksheet 1

Comprehension

Read the following passage and answer the questions that follow.

Jamuni hopped out of the car and ran up to her grandparents, who were waiting
at the front door of their house for her. She was spending the day with her
grandparents as both her parents were going out of town for work. She waved
goodbye to her parents and resigned herself to a day of boredom inside the old,
rambling house where there was no television and the Internet rarely worked.
Looking at her expression, her grandma raised an eyebrow and exchanged a look

y
with her husband. ‘Jamuni, would you like to go see our dinosaur graveyard?’

op
‘Dinosaur graveyard?’ Jamuni asked curiously.

C
Her grandfather laughed. ‘Yes. It’s been my favourite part of this house ever since
of
I was a young boy. My grandfather used to let me play there while he worked in the
orchard.’
ro

‘You played in a graveyard?’ Jamuni pictured her grandfather running around a

P

bunch of tombstones. But wait, dinosaurs didn’t get tombstones. That couldn’t be
right. Maybe there were dinosaur bones discovered in the backyard! Jamuni imagined
ce

herself digging in the dirt and discovering a new species of dinosaur, even bigger
than a Tyrannosaurus Rex. ‘Let’s go!’ she said excitedly.
an

They walked through the large orchard at the back of the house to the edge of the
dv

plot where a storage barn stood. The untrimmed grass behind the barn was almost as
tall as Jamuni. A neck and head peeked over the grass.
A

‘Whoa! Is that a real dinosaur?’

Her grandfather laughed again. ‘It was to me.’
Jamuni ran ahead and pushed through the tall grass. There was a bunch of weird-
looking machines in front of her. Each one looked a little bit like a dinosaur. A few
had long necks just like a Brachiosaurus. ‘This is old farm equipment. There aren’t
any real dinosaur bones here, are there?’ Jamuni asked with a disappointed sigh.
‘No, Jamuni. But these machines have been around for a long time. I don’t use them.
In fact, no one’s used them since my grandfather.’
‘Then why do you keep them?’

207
‘Because when I was even younger than you, I used to come here and play by
myself. I was the only boy in a world of dinosaurs.’ Jamuni still looked disappointed.
‘All it takes is a little imagination. Just a moment ago, didn’t you think this machine
was a real dinosaur?’ her grandfather said, patting the rusty metal.
Jamuni stared at the machine. It did kind of look like a dinosaur. She smiled. ‘It’s a
baby Brachiosaurus. And if there’s a baby, then the mother is probably around here
somewhere, too.’ Her grandpa bent down and whispered, ‘Then we better not let her
catch us with her baby. She wouldn’t like that.’
Jamuni smiled and led her grandpa down the line of tall grass in search of the
mother.

Answer the following questions.

y
op
1. Why did Jamuni expect to get bored at her grandparents’ house?
_____________________________________________________________

C
_____________________________________________________________
of
2. Why was the dinosaur graveyard her grandfather’s favourite place?
ro

_____________________________________________________________
P

_____________________________________________________________
ce

3. Why was Jamuni excited to go see the graveyard?

an

_____________________________________________________________
_____________________________________________________________
dv

4. What lay behind the tall grass near the storage barn?
A

_____________________________________________________________
_____________________________________________________________
5. What was Jamuni’s grandfather trying to teach her by showing her the
dinosaur graveyard? Did Jamuni understand his message? Give reasons for
your answer.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

208
Worksheet 2

Appreciation

Identify the examples of simile and metaphor in the lines given below. Write
‘S’ against the examples of simile and ‘M’ against the examples of metaphor.

1. The cherry trees are seas of bloom and soft perfume and soft perfume
(Alfred Noyes, ‘The Barrel-Organ’)
2. And life is too much like a pathless wood
Where your face burns and tickles with the cobwebs

y
(Robert Frost, ‘Birches’)

op
3. Hope is the thing with feathers

C
That perches in the soul,
And sings the tune without the words,
of
ro
And never stops at all.
P

(Emily Dickinson, ‘Hope Is the Thing with Feathers’)

4. O my Luve’s like a red, red rose
ce

That’s newly sprung in June;

an

(Robert Burns, ‘A Red, Red Rose’)

dv

5. I wandered lonely as a cloud

that floats on high o’er vales and hills.
A

(William Wordsworth, ‘The Daffodils’)

209
Worksheet 3

Appreciation

Imagine yourself with any superpower you would like to have and write a
poem about what you would do with this power. Try to make use of similes
and metaphors to make your poem better. Give your poem a suitable title.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

y
___________________________________________________________________

op
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
___________________________________________________________________
ro

___________________________________________________________________
P

___________________________________________________________________
ce

___________________________________________________________________
an

___________________________________________________________________
___________________________________________________________________
dv

___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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ANSWER KEY
COURSEBOOK Sounds and Pronunciation

Comprehension Suggested answers:

tension incisive
A. 1. d 2. b 3. c 4. b 5. d
attention effective
B. 1. At ten in the morning, the speaker walks
to school. In the lane, she meets the revision directive
hawker who sells crystal bangles. At objection apprehension
4 in the afternoon she returns home lunatic elation
from school and sees the gardener
digging the ground. Just as it gets dark Appreciation
in the evening, her mother sends her A. Simile: like a giant with one red eye in its

y
to bed. She then sees through her open head

op
window the watchman walking up and
Metaphor: walks with his shadow at his
down and guarding the lane.
side

C
2. Unlike the hawker who sells bangles and
The poetic device used here is imagery.
has no set route or time when he must of
return home, she has to take the same (Accept other logical answers.)
ro
road to school. B. Accept varied answers.
There is nothing to hurry him on, there is no
P

road he must take, no place he must go to, no WORKSHEETS

time when he must come home.
ce

Worksheet 1: Comprehension
I wish I were a hawker, spending my day in
the road, crying, 1. Jamuni expected to be bored at her
an

‘Bangles, crystal bangles!’ grandparents’ house because there was

no television there and the Internet
dv

3. She wishes that she were a gardener

digging away the soil with nobody to connection rarely worked. Hence she
thought she had no means to entertain
A

stop her from digging, getting dirty and

getting baked in the sun. herself.
4. ‘Chasing the shadows’ refers to the 2. The dinosaur graveyard was her
watchman walking alone in the lane grandfather’s favourite place because he
at night with a lantern. There are would play there as a young boy when
shadows all around him of the buildings his own grandfather worked in the
and other objects in the lane, and the orchard.
watchman’s own shadow looks like it is 3. Jamuni thought that dinosaur bones
running ahead of him. might have been discovered in the
C. Accept varied answers. graveyard. She was excited by the
prospect of finding some bones herself
and discovering a new species of
dinosaur.

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 english central: teacher’s resource pack

4. Some old, rusty farming equipment lay led him on an expedition to find the
behind the tall grass. They had not been imaginary mother dinosaur.
used for many years.
Worksheet 2: Appreciation
5. Jamuni’s grandfather was trying to show
her how to use her imagination to find 1. M 2. S 3. M 4. S 5. S
things of interest in her surroundings.
Yes, Jamuni understood his message Worksheet 3: Appreciation
because at the end of the story, she Accept varied answers.

y
op
C
of
ro
P
ce
an
dv
A

212
17 M
 arco Polo and the
Indian Pearls
Objectives
• To introduce students to travelogues
• To be able to locate, analyse and infer information
• To be able to use words as both nouns and verbs
• To be able to write in the passive using two objects

y
op
• To be able to listen for specific information
• To be able to create an itinerary following a
productive group discussion

C
• To be able to collate information and write a
travelogue of
genre: travelogue
ro
themes: travel; history

periods allotted: 6
P
ce

WARM UP ƒ Ask the students to underline the difficult

an

words and phrases in the chapter as they

ƒ Discuss the question asked in the warm up. read along with you silently.
dv

ƒ Use the information about the author ƒ After you have finished reading the chapter,
given at the end of the chapter to introduce including Federici’s account, ask the
students to Marco Polo and his writings.
A

students to raise their hands and say which

words/phrases they have underlined.
READING PLAN ƒ Discuss these difficult words and phrases
ƒ Before you begin reading the chapter, point and make sure their meaning is clear.
out the geographical area which Marco ƒ Divide the chapter into sections and ask
Polo is describing. the students to answer orally the in-text
ƒ Make sure the students have understood questions given in the chapter.
which part of modern-day India is being ƒ Make sure that students of mixed ability get
talked about. This will help them visualize the opportunity to answer the questions.
the things described by Marco Polo. ƒ Ask the class if any of them has further
ƒ Read the chapter slowly and clearly. questions about the chapter. If there are
any doubts, clarify them and conclude the
discussion.

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EXERCISE PLAN
Listening
Comprehension ƒ Read aloud the listening extract to the class
ƒ Ask the students to attempt Exercise A in or play it.
their coursebook. The text is given here for your reference.
ƒ Give them 5–6 minutes to finish the
exercise. Pearls can be of three types depending on how
they have been made: natural, cultured and
ƒ Discuss the answers and ask the students to
imitation.
correct any mistakes.
Natural pearls form when a foreign body,
ƒ Discuss the questions given in Exercises B
usually a parasite and not the proverbial grain
and C. Encourage the students to come up
of sand, accidentally enters and gets trapped
with the answers on their own.
inside the shell of an oyster, mussel, or clam.
ƒ Ask them to write down the answers to To defend itself against this foreign particle, the

y
Exercise B in their notebook in the class. shellfish produces a fluid to coat the irritant.

op
Exercise C may be done as a home task. A lustrous pearl is formed when many layers of
ƒ Ask the students to write the answers in this shiny coating, called ‘nacre’ or ‘mother-of-

C
complete, properly structured sentences. pearl’, is deposited on the particle, till the end
ƒ Collect the notebooks for correction and of of the fish’s life.
share your feedback. A cultured pearl is formed by the same process,
ro
except that the irritant is a surgically implanted
Vocabulary bead or piece of shell.These beads are called
P

ƒ Discuss the inputs given in the coursebook. ‘seeds’ or ‘nuclei’.They are most often formed
from mussel shells. Culturing pearls of good
ce

ƒ Instruct the class to attempt Exercises A, B

quality requires at least three years for a thick
and C.
layer of nacre to be deposited. Impatient pearl
an

ƒ Discuss the answers. farmers have often ‘rushed out’ a pearl from an
ƒ Exercise D is a Gear Up activity. Refer to oyster within a year or less, and found one of
dv

the Gear Up section for the guidelines on lower quality with a too-thin coat of nacre.
how to conduct it. Pearls can come from either salt or freshwater
A

sources. Historically, saltwater pearls were

Grammar rounder and more lustrous than freshwater
ƒ Use the inputs from the coursebook to pearls, while freshwater pearls tended to be very
explain the concept of the passive with two irregular in shape, and often looked like puffed
objects. rice. However, new freshwater pearl farming
ƒ Encourage them to cite some more techniques have improved their quality to a
examples. great extent, with many freshwater pearls now
being beautifully round and lustrous.
ƒ Ask them to complete the exercise in the
class. The culturing process usually takes several
years. Mussels must reach a mature age, which
ƒ Exercise B is a Gear Up activity. Refer to can take up to three years before they can
the Gear Up section for the guidelines on naturally or surgically receive a seed. After the
how to conduct it. placement of the irritant, it can take another

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z Worksheet 1: Comprehension
three years for the pearl to reach its full size
and nacre thickness. Of the pearls produced, X Tell them to read the passage carefully
only approximately 5% meet the quality and answer the questions.
standards of top jewellery makers, yet a pearl z Worksheet 2:Vocabulary
farmer can end up spending over $100 for X Give them sufficient time to
every oyster that is farmed, regardless of whether complete the task in the class.
a gem-quality pearl is produced or not. In most z Worksheet 3: Grammar
cases, an imitation pearl is formed by dipping a X Ask them to do the exercise in class.
glass bead into a solution made from fish scales.
Worksheet 4: Listening
This coating is thin and may eventually wear
z

off. One can usually tell an imitation from a X Read aloud the following passage
real pearl by rubbing it across the teeth. Fake slowly and clearly.
pearls smoothly glide across your teeth, while
Hyderabad is often called the ‘City of Pearls’.
the layers of nacre on real pearls feel rough and

y
How did an inland city which is 300 km away
gritty.

op
from the sea become so famous for pearls?
The credit for this goes to the Nizams of
ƒ You may discuss the correct answers for

C
Hyderabad. Known for their lavish lifestyle,
students to assess their work.
of the Nizams ruled Hyderabad for over two
centuries, from the 18th century to the mid-
Speaking
20th century.The Nizams embraced art and
ro

ƒ Discuss the task given in the coursebook culture, appreciated fine craftsmanship and had
in the class and divide them into groups of
P

a great fondness for pearls and pearl jewellery.

four. It is said that they often gifted their wives
ce

ƒ Encourage students to note down the expensive and exquisite pearl jewellery.They
points they are going to speak about. also gathered exotic pearls from all around the
an

ƒ Applaud their efforts for public speaking is world to add to their personal collection.
not easy. As word spread about the fabulously rich
dv

Nizams and their fondness for pearls, craftsmen

Writing and merchants from across the world, especially
A

the Gulf region, flocked to the city in the hope

ƒ Discuss the writing task given in the
of finding better prospects. Soon trade flourished,
coursebook in the class.
pearl business boomed and Hyderabad became
ƒ Help the students understand the meaning known for its bustling pearl trade. Since
of a travelogue and its purpose. Provide tips then, pearls have become an integral part of
on how to structure a travelogue. Hyderabad’s culture.The city has become
ƒ Have them complete the guided writing India’s most famous destination for buying
task in class. pearls and pearl jewellery.

REVISION PLAN X Tell the students to listen carefully

and do the given exercise.
ƒ Distribute the following worksheets to
ensure that students comprehend and apply
their learning.

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 english central: teacher’s resource pack

z Worksheet 5:Writing ƒ Collect the worksheets for correction.

XAsk the class to write a paragraph Share your feedback with the students.
about a trip that they have planned
with their parents. Resource Sheet
ƒ You may use the worksheets to assess their ƒ Distribute the resource sheet with this
reading and listening skills, vocabulary lesson plan.
and understanding of the passive with two
objects.

y
op
C
of
ro
P
ce
an
dv
A

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 english central: teacher’s resource pack

Vocabulary
D. Dual purpose
You can use the following words for the activity.You may add your own to the
list.
supply number trade question
sketch connect reign form
cast shift park dive

y
fish jump hold stick

op
produce pay charm skill
treasure station anchor

C
of
Grammar
ro

B. Passive voice pair-up

P

Get the sentences for the activity from Printable 11.

ce

Suggested Answers:
an

1. The letter was posted by Viren.

dv

2. This painting was made by Amrita Shergill.

3. This case is being investigated by the police.
A

4. Water was poured into the glass by Sarla.

5. A rousing speech was given by Waheeda.
6. Not possible.
7. A glass of water was given to me by her./I was given a glass of water by
her.
8. Science is taught to us by Ms Paromita Ganguly./We are taught science
by Ms Paromita Ganguly.
9. Not possible

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 english central: teacher’s resource pack

10. His old car was sold to me by Michael./I was sold his old car by Michael.
11. The poor man was offered food and money by Vignesh./Food and
money were offered to the poor man by Vignesh.
12. We were given a thrilling account of the case by the lawyer./A thrilling
account of the case was given to us by the lawyer.
13. Some money was lent to Vivek by Anil./Vivek was lent some money by
Anil.

y
14. Not possible

op
15. The milk was spilled by the baby.
16. The books were thrown by the baby.

C
17. Rice and curry are being cooked by him. of
18. I had been informed about the change by her.
ro

19. Let the fire service be called.

P

20. You are requested to give me some coffee.

ce

21. You are warned not to touch the wire.

22. You are instructed to add some salt into the mixture.
an

23. You are requested to close the windows.

dv

24. You are warned from going there after dark.

25. You are requested to have a seat.
A

26. You are requested to give me some more rice.

27. By whom were you taught French?
28. How was the culprit found?
29. When was Arun last seen?
30. Can this question be answered by you?

218
 Printable 11

Amrita Shergill made this The police are

Viren posted the letter.
painting. investigating this case.

Sarla poured water into Waheeda gave a rousing

Malala spoke powerfully.
the glass. speech.

She gave me a glass Ms Paromita Ganguly The President arrived at

of water. teaches us science. the airport late.

y
op
The lawyer gave us a
Michael sold me his old Vignesh offered the poor
thrilling account of the
car. man food and money.

C
case.
of
Anil lent Vivek some The car skidded off the The baby spilled the
ro
money. road. milk.
P
ce

The baby threw the He is cooking rice and She had informed me
books. curry. about the change.
an
dv

Please give me some Do not touch the

Call the fire service.
coffee. wire.
A

Add some salt to the Do not go there after

Close the windows.
mixture. dark.

Please give me some

Please have a seat. Who taught you French?
more rice.

How did he find the When did you last Can you answer this
culprit? see Arun? question?

219
Worksheet 1

Comprehension

Read this passage about Walt Disney carefully.

Disneyland, also known as ‘The Happiest Place on Earth’, came into existence
because of the creativity of one man. The creative genius behind Disneyland was
Walt Disney, who thought of building a ‘magic kingdom’ when he saw a huge
orange grove.
Disney was born in 1901 in Chicago, Illinois, USA. As a child, he enjoyed drawing
and even sold his pictures to neighbours. He later joined the Red Cross and drove an

y
ambulance during World War I in France.

op
After the war ended, Disney started making short cartoons in Kansas City, but soon

C
ran out of money. He decided to find his luck in Hollywood. He came to California
with a suitcase and twenty dollars in his pocket. It took a while, but Disney began
of
to enjoy success with his cartoons. The most famous cartoon character ever, Mickey
ro
Mouse, was created by Disney.
Snow White and the Seven Dwarfs premiered in 1937. It was the first full-length
P

animated movie and became a huge success. Disney made many more movies that
ce

we still watch today, including Pinocchio, Dumbo, and Bambi. Walt Disney decided to
create a fun park for families in the 1940s. His idea grew bigger and bigger and he
an

realized he needed a lot of space for his park. He wanted it to have everything – a
mountain, rockets, spinning teacups and a fairy castle! Years after Walt Disney first
dv

had the idea, Disneyland opened in 1955 in California. Admission cost a dollar. By its
tenth anniversary, 50 million visitors had come to the Magic Kingdom.
A

Disney died in 1966, a few years before the opening of his next dream project,
Disney World. If you ever visit one of the parks, go to a Disney movie, or watch the
Disney Channel, you can think about the man with amazing ideas who started it all.

A. Fill in the blanks.

1. ‘The Happiest Place on Earth’ is a title given to ______________________.

2. Disney was born in 1901 in _________________________________.
3. Disney drove an _______________________ in France during World War I.

220
 4. Disney came to California with a ___________________ and
__________________ in his pocket.
5. ________________________________________ was the first full-length
animated movie.
6. Disneyland opened in 1955 in _________________.
7. Disney died in the year __________.

B. Answer the following questions.

1. What did Disney do as a child?

_____________________________________________________________

y
_____________________________________________________________

op
2. Which is the most famous cartoon character ever?

C
_____________________________________________________________
of
_____________________________________________________________
3. What are the Disney movies mentioned in the passage?
ro

_____________________________________________________________
P

_____________________________________________________________
ce

_____________________________________________________________
an

4. Which quality in Walt Disney do you find admirable? Give reasons for your
answer.
dv

_____________________________________________________________
A

_____________________________________________________________
_____________________________________________________________

221
Worksheet 2

Vocabulary

Make sentences with the following words. Each of them should be used once
as a noun and once as a verb. You may change the word to make it singular or
plural, or change the tense.

1. snow
Noun : _______________________________________________________
Verb : _______________________________________________________

y
2. brush

op
Noun : _______________________________________________________

C
Verb : _______________________________________________________
3. address of
Noun : _______________________________________________________
ro

Verb : _______________________________________________________
P

4. object
ce

Noun : _______________________________________________________
an

Verb : _______________________________________________________
5. vacuum
dv

Noun : _______________________________________________________
A

Verb : _______________________________________________________
6. charge
Noun : _______________________________________________________
Verb : _______________________________________________________

222
Worksheet 3

Grammar

Rewrite the following sentences in the passive, first with one of the objects as
the subject and then the other.

1. Jai gave a bar of chocolate to Jill.

a. ___________________________________________________________
b. ___________________________________________________________
2. I lent a pencil to Gautam.

y
op
a. ___________________________________________________________

C
b. ___________________________________________________________
3. Farah told the truth to Anisha. of
ro
a. ___________________________________________________________
P

b. ___________________________________________________________
ce

4. They offered the job to Saoni.

a. ___________________________________________________________
an

b. ___________________________________________________________
dv

5. The salesman showed the new computer to Anna.

A

a. ___________________________________________________________
b. ___________________________________________________________
6. Rega taught grammar to the students.
a. ___________________________________________________________
b. ___________________________________________________________
7. I have sent the email to John.
a. ___________________________________________________________
b. ___________________________________________________________

223
Worksheet 4

Listening

Listen to the passage carefully and fill in the blanks as you listen.

Hyderabad is often called the ‘________________’. How did an _______________

city which is 300 km away from the sea become so famous for pearls?
The credit for this goes to the Nizams of Hyderabad. Known for their
________________, the Nizams ruled Hyderabad for over two centuries, from
the 18th century to the mid-20th century. The Nizams embraced art and culture,
______________ fine craftsmanship and had a great fondness for pearls and pearl

y
jewellery. It is said that they often gifted their ______________ expensive and

op
exquisite pearl jewellery. They also gathered ______________________ from all
around the world to add to their own personal collection.

C
As word spread about the fabulously rich Nizams and their fondness for pearls,
of
craftsmen and merchants from across the world, especially the _______________,
ro
flocked to the city in the hope of finding better prospects. Soon trade flourished,
pearl business boomed and Hyderabad became known for its bustling
P

__________________. Since then, pearls have become an integral part of

ce

Hyderabad’s culture. The city has become India’s most famous destination for buying
pearls and pearl jewellery.
an
dv
A

224
Worksheet 5

Writing

Write a paragraph about planning a trip with your parents. Remember to

include the following:

• Describe the location.

• How are you going to travel?
• Will you need to take more than one mode of transport?
• Will you be staying with friends/family or in a hotel?

y
• What are the tourist attractions you plan to see?

op
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
ro
___________________________________________________________________
P

___________________________________________________________________
ce

___________________________________________________________________
___________________________________________________________________
an

___________________________________________________________________
dv

___________________________________________________________________
___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

225
Resource Sheet

Steps for Writing a Travelogue

1. Decide the purpose of your travelogue. Who is it meant for – your diary
or your personal blog, a magazine, or for friends? This will determine your
writing style and the content of your travelogue.You will have to pick and
choose the things you describe based on who is reading your travelogue.
2. While travelling, take notes about what you see, places you visit, and people
you get acquainted with. Keep a diary of your impressions. If you don’t
have enough time to write, perhaps a recorder would be a smart option for
keeping a diary. Also, collect various brochures, tourism maps, and guides.
They may come in handy when you start writing a travelogue.

y
op
3. Take as many pictures as possible. A photograph doesn’t necessarily need to
capture an historic or famous place. Sometimes, a photo of a crowded street,

C
neon signboard, or an old man, conveys a stronger impression of a place
you’ve visited than the images of monuments anyone can see on the Internet.
of
4. When you return home, take time to review your recordings. Sort them
ro

out by date, personal importance, or based on any other criteria. Choose

P

photographs which best illustrate the brightest moments of your journey.

5. Create an outline of your travelogue. This must not be a detailed report yet.
ce

The outline is necessary for you to structure your thoughts and to see if the
an

story flows logically and is easy to understand.

6. After you’ve completed the outline, write the full travelogue. Try to make it as
dv

interesting as you can. Add vivid descriptions, historic and factual information,
and educate your readers on the customs and traditions of the place you’ve
A

visited.

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 english central: teacher’s resource pack

ANSWER KEY
COURSEBOOK and dry by this time which makes it
Comprehension
easier to remove the pearls from them.
C. Accept all relevant answers.
A. 1.  2.  3.  4.  5. 
6.  7.  8.  Vocabulary
B. 1. The visits of Marco Polo and Cesare A. 1. The merchants know that when they
Federici to the pearl fisheries in Maabar trade pearls with the king, it is always a
are over 300 years apart. good trade.
2. The pearls are found at a depth of 2. The experts subject the oysters to close
twelve fathoms, according to Marco scrutiny as the subject of quality is an

y
Polo. important one.

op
3. The first difference between the 3. No one could question them as there
accounts of Marco Polo and Cesare was no question about their

C
Federici is that Federici talks about knowledge.
the presence of three or four armed of 4. The group of merchants will only profit
vessels that were stationed to protect the if the profits are divided equally.
fishermen from pirates. Marco Polo’s
ro
5. Fishing pearls is unlike any other type of
account of pearl-fishing at Maabar does
fishing.
not mention this.
P

B. 1. enjoyment, satisfaction
The second major difference between
2. information
ce

the two accounts is the manner in

which the fishermen collect pearls. In 3. guidance, importance
an

Marco Polo’s description, the fishermen 4. belongings

dove straight in and collected the oysters 5. exhaustion
in net bags tied around their waist but
dv

6. connection
according to Federici, the fishermen
took the help of a rope anchored to a C. Accept varied answers.
A

rock to go down to the depths of the sea Grammar

in order to collect oysters in the basket
they carried. 1. The pedestrians are offered tea and
biscuits by the old gentleman.
4. The ‘great fish’ could harm the
fishermen by attacking them. But Tea and biscuits are offered to the
at night the presence of these fish pedestrians by the old gentleman.
discouraged dishonest persons who 2. Mining rights were given to smaller
might think of diving at night for fishing companies by the government.
some extra oysters. Smaller companies were given mining
5. The oysters are opened only after the rights by the government.
fishing season is over. The fish are dead

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 english central: teacher’s resource pack

3. J.K. Rowling’s new book was lent to 3. ambulance for the Red Cross
me by Farah. 4. suitcase, twenty dollars
I was lent J. K. Rowling’s new book by 5. Snow White and the Seven Dwarfs
Farah. 6. California
4. The beautiful art gallery is shown to 7. 1966
visitors by us.
B. 1. As a child, Disney enjoyed drawing and
The visitors are shown the beautiful art even sold his pictures to neighbours.
gallery by us.
2. Mickey Mouse is the most famous
5. The wares were sold to our neighbours cartoon character ever.
by the merchant.
3. The Disney movies mentioned in the
Our neighbours were sold the wares by passage are Snow White and the Seven
the merchant. Dwarfs, Pinocchio, Dumbo and Bambi.
6. All the trophies are going to be 4. Accept varied answers.

y
presented to the winners by Sir Kenneth

op
in tomorrow’s programme. Worksheet 2: Vocabulary
The winners are going to be presented Accept varied answers.

C
all the trophies by Sir Kenneth in
tomorrow’s programme. ofWorksheet 3: Grammar
7. An invitation has not been sent to me 1. a. Jill was given a bar of chocolate by Jai.
ro
by Akshay yet.
b. A bar of chocolate was given to Jill by
I have not been sent an invitation by Jai.
P

Akshay yet.
2. a. Gautam was lent a pencil by me.
ce

8. I was passed a pen and a piece of paper

b. A pencil was lent to Gautam by me.
by the man.
3. a. Anisha was told the truth by Farah.
an

A pen and a piece of paper was passed

to me by the man. b. The truth was told to Anisha by
Farah.
dv

Listening 4. a. Saoni was offered the job (by them).

1. False 2. True 3. True 4. False b. The job was offered to Saoni (by
A

5. False 6. False 7. False 8. True them).

9. False 10. False 5. a. Anna was shown the new computer
(by the salesman).
Writing b. The new computer was shown to
Accept varied answers. Anna (by the salesman).
6. a. The students were taught grammar
WORKSHEETS (by Rega).
b. Grammar was taught to the students
Worksheet 1: Comprehension (by Rega).
A. 1. Disneyland 7. a. John has been sent the email (by me).
2. Chicago, Illinois, USA b. The email has been sent to John (by
me).

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Worksheet 4: Listening Worksheet 5: Writing

City of Pearls, inland, lavish lifestyle, Accept varied answers.
appreciated, wives, exotic pearls, Gulf region,
pearl trade

y
op
C
of
ro
P
ce
an
dv
A

229
18 T he Coromandel Fishers
Objectives
• To develop an interest in reading poetry rich
in imagery
• To be able to locate, infer and analyse
information
• To learn the usage of personification

y
genre: poetry

op
theme: life at sea

periods allotted: 4

C
WARM UP
of ƒ Pause reading after a few lines and
ask questions to ensure that students
ro
ƒ With the help of the glossary, explain understand the poem.
the location of the Coromandel Coast.
P

ƒ You may use the following questions or

This will help give the students a cultural
work out your own for the following
ce

context for the poem.

sections.
ƒ Point out to the students how the
Rise, brothers, rise … we are the kings of the
an

z
description of the fishermen in this poem
sea!
is quite different from the description given
by Marco Polo, which they read in the What time of the day is it?
dv

previous chapter. X Who is the speaker of the poem?

A

ƒ Ask the students if they have read any other X Who are the brothers of the speaker?
poems by Sarojini Naidu before. Remind X Why are they the kings of the sea?
them that her poems are known for their z No longer delay … hide in his breast our
description of Indian scenes, and they lives.
should try to visualize the places described
X Why can’t they delay?
when they read the poem.
X In whose call must they hasten away?
READING PLAN X How are they connected to the sea,
the cloud and the waves?
ƒ Read the poem slowly, clearly and with X Where does the hand of the sea-god
proper intonation and diction. drive?
ƒ Ask students to underline the difficult X Who controls the storms at sea? What
words and phrases in the poem as they will he do to the fishermen?
follow your rendition.

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z Sweet is the shade of the cocoanut glade … where non-human things or ideas are given
low sky mates with the sea. human characteristics.
X What are the sweet things in the ƒ Use the inputs given in the coursebook
speaker’s village? to formally explain the concept of
X What do you understand by ‘kiss of personification.
the spray’? ƒ Ask the class to do the given exercise as
X Till where are the fishermen rowing? homework.

EXERCISE PLAN REVISION PLAN

Comprehension ƒ Distribute the following worksheets to

ensure that students comprehend and apply
ƒ Ask the class to do Exercises A and B from their learning.
the Comprehension section in class.
Worksheet 1: Comprehension

y
z

ƒ Give them 12–15 minutes to complete the

Tell them to read the passage carefully

op
X
exercises. Exercise A can be done in the
and answer the given questions.
coursebook while Exercise B is to be done
Worksheet 2: Appreciation

C
in the notebook. z

ƒ Next, discuss the questions in Exercises C XTell them to do the given exercise on
and D.
of personification.
Allow them sufficient time for the
ro
ƒ Ensure that students of mixed ability X

contribute to the discussion. task.

P

ƒ Ask the students to write the answers to ƒ You may use the worksheets to assess their
both the exercises in their notebook. reading and comprehension skills and
ce

understanding of personification.
ƒ Give them 15–20 minutes to complete the
exercises. ƒ Collect the worksheets for correction and
an

share your feedback.

ƒ Collect the notebooks for correction.
Discuss the answers for Exercise A.
dv

Resource Sheet

Appreciation ƒ Distribute the resource sheet with this

A

lesson plan and encourage the students to

ƒ Ask the students to recall their knowledge
read and appreciate the poem on their own.
of personification – a figure of speech

231
Worksheet 1

Comprehension

Read the following passage carefully.

Once upon a time in Rangoon, the king arranged a banquet to celebrate the birth
of his first child. He invited kings and queens and nobles from all the neighbouring
lands to attend.
For weeks before the celebration, the king’s attendants bustled about the palace,
preparing for the lavish event. They swept and dusted and polished every corner of
the palace, gathered fresh flowers from the gardens, decked the halls with ornaments

y
and ribbons. And most importantly, of course, they cooked and cooked, preparing

op
salads with sesame seeds and shredded cabbage and carrots, rice noodles and fritters,
tapioca and semolina cake, everything but the main course, the fish. The fish, you see,

C
had to be the freshest fish imaginable, caught the very day of the feast.
of
Everything was ready the night before the banquet, but just before dawn, a storm
ro
suddenly blew up. The wind howled, trees shook, and the sea turned wild. The
fishermen, their boats lined up along the shore, shook their heads. ‘It’s far too
P

dangerous to go to sea,’ they said. ‘No one will risk their life for fresh fish today.’
ce

When the cook gave the king the bad news, he nearly wept. He wanted to impress
his visitors, but now what could he do? There would be no feast, after all – at
an

least not one he could be proud of. Everything seemed lost when suddenly the
gatekeeper appeared before the king.
dv

‘There is a fisherman standing at the gate,Your Majesty,’ he said. ‘He is carrying a net
A

full of fish.’
‘Send him in at once!’ the king cried.
The gatekeeper did as he was asked and brought the fisherman, his net brimming
over with marvellous fish, before the king.
‘My good man!’ the king cried with delight. ‘You risked your life to catch these?’
‘I am safe and sound,’ the fisherman said modestly. ‘Here are your fish.’
‘You are a brave and noble man,’ the king said. ‘You have saved my honour. Ask
anything of me. I will offer you any reward.’

232
A. Find words/phrases from the passage which mean the following:

1. a feast given in order to celebrate something: ________________________

2. moved about in a busy manner: ________________________
3. decorated: ________________________
4. the most important part of the meal: ________________________
5. made people admire you by doing something: ________________________
6. filled up to the margin with: ________________________

B. Answer the following questions.

y
1. Why did the king throw a banquet?

op
_____________________________________________________________
_____________________________________________________________

C
2. What preparations were made in the palace for the banquet?
of
_____________________________________________________________
ro

_____________________________________________________________
P

_____________________________________________________________
ce

3. Why was the availability of fresh fish so important for the success of the
banquet?
an

_____________________________________________________________
dv

_____________________________________________________________
_____________________________________________________________
A

4. Why was the king impressed by the bravery of the fisherman who came to
his court?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. Use two adjectives to describe the king’s character. Give reasons for your answer.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

233
Worksheet 2

Appreciation

Write 10–15 lines describing your school, including the building and the
classroom. You must personify the objects you see around your school by
giving them human characteristics.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

y
___________________________________________________________________

op
___________________________________________________________________

C
___________________________________________________________________
of
___________________________________________________________________
ro
___________________________________________________________________
P

___________________________________________________________________
___________________________________________________________________
ce

___________________________________________________________________
an

___________________________________________________________________
dv

___________________________________________________________________
___________________________________________________________________
A

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

234
Resource Sheet

Given below is another descriptive poem by Sarojini Naidu. Enjoy reading it

and look for all the figures of speech you have learnt till now.

The Bangle Sellers

Bangle sellers are we who bear

Our shining loads to the temple fair …
Who will buy these delicate, bright
Rainbow-tinted circles of light?
Lustrous tokens of radiant lives,

y
For happy daughters and happy wives.

op
Some are meet for a maiden’s wrist,

C
Silver and blue as the mountain mist,
of
Some are flushed like the buds that dream
ro
On the tranquil brow of a woodland stream,
Some are aglow with the bloom that cleaves
P

To the limpid glory of new-born leaves

ce

Some are like fields of sunlit corn,

an

Meet for a bride on her bridal morn,

dv

Some, like the flame of her marriage fire,

Or, rich with the hue of her heart’s desire,
A

Tinkling, luminous, tender, and clear,

Like her bridal laughter and bridal tear.

Some are purple and gold-flecked grey

For she who has journeyed through life midway,
Whose hands have cherished, whose love has blest,
And cradled fair sons on her faithful breast,
And serves her household in fruitful pride,
And worships the gods at her husband’s side.

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ANSWER KEY
COURSEBOOK accurate as the wind blows throughout
the night with a sound that is similar
Comprehension to a child crying in distress and stops
A. 1. False 2. True 3. False 4. False blowing towards dawn.
5. True 6. False 7. False 8. True 3. For the fishermen, the sea is their
B. 1. a. One of the fishermen speaks these mother, the cloud is their brother and
lines. the waves are their comrades. The sea
is considered their mother as it takes
b. The fishermen are the kings of the
care of them by providing them the
sea.
fish they need for their livelihood. The
c. He is referring to the fish in the sea. clouds are like their brothers as they are

y
2. a. Here, ‘us’ refers to the fishermen. indicators of the weather and help them

op
b. The ‘track of the seagull’s call’ refers while sailing. Finally, the waves are their
to the direction in which the seagull comrades as they help in carrying them

C
flies over the sea. to where the fish are.
c. They must hasten otherwise the fish of 4. The four things that are sweet to the
will scatter and they will not be able speaker are the shade of the cocoanut
ro
to get a good catch. glade, the scent of the mango grove, the
3. a. The sea-god is being referred to as sands below a full moon and the kiss
P

‘he’. of the spray and the dance of the wild

foam. They are sweet as they enrich and
ce

b. This phrase implies that the sea-god

support the lives of the fishermen.
controls the storms which rise at sea.
D. Accept varied answers.
an

c. The lives of the fishermen depend on

the whims of the sea-god, and they Appreciation
trust him to keep them safe.
dv

Suggested answers:
4. a. The brothers are the other fishermen
1. the wakening skies pray to the morning
A

the speaker is talking to.

light
b. The ‘verge’ is the point where the sky
and the sea meet. 2. the wind lies asleep in the arms of the
dawn
c. The sky seems to meet the sea at the
verge. 3. the low sky mates with the sea
C. 1. The time of the day being referred to is
dawn. We know this because of the line WORKSHEETS
‘Rise, brothers, rise; the wakening skies Worksheet 1: Comprehension
pray to the morning light’.
2. The wind is compared to a child that A. 1. banquet 2. bustled
has been crying the whole night and is 3. decked 4. main course
now asleep in the arms of its mother, 5. impressed 6. brimming
i.e., the wind. The comparison is

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 english central: teacher’s resource pack

B. 1. The king threw a banquet to celebrate 4. The king was impressed by the bravery
the birth of his first child. of the fisherman because the fisherman
2. The attendants of the king started had risked his life and gone out in the
preparing weeks before the banquet. raging storm in order to catch fish for
They swept and dusted and polished the king’s banquet. He thus saved the
every corner of the palace, gathered fresh king’s honour in front of his guests.
flowers from the gardens and decked the 5. Suggested answer: The king was
halls with ornaments and ribbons. They hospitable and generous. He was
also cooked many dishes, preparing hospitable because he put all his effort
salads with sesame seeds and shredded into ensuring the best arrangements
cabbage and carrots, rice noodles and were made for his guests at the banquet,
fritters, tapioca and semolina cake, and wept when fresh fish was not
everything but the main course, the fish. available. He was generous because he
3. Fresh fish was important because it sincerely acknowledged the bravery of

y
would be served in the main course and the fisherman and pledged to give him

op
would be the attraction of the meal. So any reward he desired.
the fish had to be caught on the very
Worksheet 2: Appreciation

C
day of the banquet.
ofAccept varied answers.
ro
P
ce
an
dv
A

237
19 T he Guinea Pig
Objectives
• To familiarize students with plays
• To be able to locate relevant information and draw
inferences
• To be able to use adjectives based on context
• To be able to understand simple, compound and
complex sentences

y
• To be able to analyse and match information by

op
listening
• To be able to thematically link and speak on topics

C
• To be able to write humorous dialogue

genre: play
of
themes: absurdity; humour
ro
periods allotted: 6
P
ce

WARM UP ƒ Ask the students to read the parts assigned

to them. Instruct them on how their
ƒ Discuss the question posed in the
an

speech should have proper intonation and

introduction to the chapter in the diction and stress to bring in the dramatic
coursebook.
dv

component.
ƒ Ask students if they remember the story ƒ Advise the students not to interrupt while
‘Alice Meets the Cheshire Cat’. Tell them
A

the play is being read. In case they are

that this play is based on a similarly absurd unable to understand something, ask them
situation. to mark it with a pencil and that would be
ƒ Ask students to think from different points dealt with later.
of view while they read the text and ƒ Once the play has been read, ask the
decide which character they find the most students how the reading of a play was
reasonable. different from the reading of a story or a
poem.
READING PLAN ƒ Ask the students to read the words and
ƒ Allocate roles to the students. their meanings given in the glossary
section. Next, tell them to use those words
ƒ You may divide the chapter into sections
in meaningful sentences. Once they have
and have different students play the same
done so, ask them to read out the sentences.
roles.

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 english central: teacher’s resource pack

Get 3–4 students to read out the sentences Vocabulary

using the same word so that they get ƒ Use the inputs in the coursebook to
sufficient practice. explain which adjectives are specifically
ƒ Next, deal with words/parts that seemed used for people and which are used for
difficult to the students by asking them situations and circumstances.
questions and eliciting answers from them. ƒ Give them more examples using the same
ƒ You may use the following questions along adjective in different contexts.
with the in-text questions given in the ƒ Instruct them to complete the exercise in
coursebook. the class.
z WAITER! … Twenty five. ƒ Discuss the answers in class.
X Why did the customer call the waiter ƒ Exercise B is a Gear Up activity. Refer to
loudly? the Gear Up section for the guidelines on
X What was the mistake the customer how to conduct it.

y
had made?

op
X Was poisoning a common occurrence Grammar
at the restaurant?
ƒ Explain to the class that a simple sentence

C
X Why was it hard for the waiter to tell consists of just one clause. Examples are
how many pigs had been poisoned? of given below.
z Hmmm.Tell me … As you wish, sir. zThe dog barks.
ro
X Did many customers come back to zThe kettle boils.
the restaurant? Why/Why not?
P

zBirds live in nests.

X Did the waiter care if the customers
zThe boys are singing.
ce

didn’t return?
ƒ A compound sentence consists of two or
X How did the customer’s feelings
more independent clauses. An example is
an

towards the guinea pig change?

given below.
X What does the phrase ‘being a guinea
The boys sang and the girls danced.
dv

z
pig’ mean?
This compound sentence consists of
two simple clauses connected by the
A

EXERCISE PLAN coordinating conjunction and.

Comprehension ƒ Use the inputs from the coursebook
to explain the concept of simple and
ƒ Ask the class to do Exercises A and B from
compound sentences.
the Comprehension section in class. Then
give out the answers for them to self-assess ƒ Encourage the students to cite some more
their performance. examples.
ƒ Discuss the questions in Exercise C in the ƒ Encourage them to complete Exercise A in
class and ask them to write the answers in the class.
the notebook. ƒ Give them 3–5 minutes to complete the
exercise.

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 english central: teacher’s resource pack

ƒ Explain complex sentences to the class

Chipmunks are mostly found in North
using the inputs in the coursebook.
America.They are also called ‘striped squirrels’
ƒ Tell them to identify the subordinate due to the distinctive stripes on their backs.
clauses in the following complex sentences. Many species of chipmunk also hoard food for
z Unless you attend classes regularly, you winter, although their cheek pouches are smaller
will not do well in the examination. than those of hamsters.The film series Alvin
z The dog barks whenever it sees a and the Chipmunks made these little rodents
stranger. very popular.
z I will complete this project when you Gerbils were once known as ‘desert rats’. Most
return my book. gerbil species are adapted to extremely dry
ƒ Ask the students to attempt Exercise B in habitats. A Mongolian species of gerbil, first
their coursebook. brought from China, is particularly popular
ƒ Give them 3–5 minutes to complete the as a small house pet. In some places like New

y
exercise. Zealand, however, keeping gerbils as pets is

op
illegal.
ƒ Next, ask them to write the answers to
Exercise C in their notebook. Blesmols are only found in the Sahara Desert

C
in Africa.They live in elaborate burrow systems
ƒ Give them 3–5 minutes to complete the
and spend almost their entire lives underground.
exercise. of They are herbivorous and are able to pull small
ƒ Discuss the answers to both exercises and plants underground by their roots.This enables
ro
ask the students to correct their work. them to eat the leaves, stems and other parts
ƒ Exercise D is a Gear Up activity. Refer to of the plants too, without having to leave their
P

the Gear Up section for the guidelines on underground homes at all!

ce

how to conduct it. Dormice are mostly found in Europe.

A dormouse looks like a mouse, except that it
Listening
an

has a furry, rather than a scaly tail. Dormice

ƒ Read aloud the listening extract to the are known for their long periods of hibernation,
usually six months.They sustain themselves
dv

students or play the audio.

during this period by burning the fat which
The text is given below for your reference. they accumulate in summer.
A

Hamsters are popular house pets.They are In cold weather, they can keep on hibernating
characterized by elongated cheek pouches which till it gets warmer, waking up only occasionally
extend to their shoulders.They use these to to eat food previously stored nearby. An ideal
carry food back to their burrows.When full, the life, one would say!
cheeks can make their heads more than double
in size. ƒ You may discuss the correct answers for
Flying squirrels, unlike birds or bats, are only students to assess their work.
able to glide from one tree to another with
the help of a parachute-like membrane which Speaking
stretches from wrist to ankle.Their long limbs ƒ Discuss the task given in the coursebook in
and tail control their movement. Most flying the class.
squirrels are nocturnal and omnivorous.

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 english central: teacher’s resource pack

ƒ Give the students some time to write their

wobbly.’Tooth by tooth, Namik jiggled. He
points.
wriggled the last tooth. ‘It’s wiggly. It’s wobbly!’
ƒ Call the students one by one and ask them ‘Tug it,’ Neha said. ‘Uh!’ Namik mumbled.
to present their points. ‘It’s stuck in my gums.’ ‘Hmmm.’ Neha
ƒ Encourage the students to come up with scrunched her nose. ‘Munch that apple.’ Namik
interesting, original ideas. took a bite. ‘Ouch! No luck.’ ‘Hmmm,’ said
Neha. She tapped her pinky against her chin.
Writing ‘I’ll scare it out of you! That’s how you get rid
ƒ Discuss the writing task given in the of hiccups. Maybe it works for teeth too.’ Namik
coursebook in the class. squeezed his eyes shut. He held his breath.
He waited and waited. ‘Hey! When are you
ƒ Have them complete the guided writing
going to scare me?’ He propped one eye open.
task in class with the help of the resource
‘How scary would it be if I told you?’ Neha
sheet.
asked. ‘Well–,’ Namik said. ‘Boo!’ cried Neha.

y
She flapped her arms. Namik’s fingers flew to

op
REVISION PLAN the tooth. He wriggled it. He jiggled it. ‘Blah!
ƒ Distribute the following worksheets to I’ll never lose a tooth.’ He hung his head. ‘I’ll

C
ensure that students comprehend and apply never learn to whistle, either.’ ‘Whistle? I can
their learning.
of teach you!’ Neha said. ‘Pucker your lips. Leave
a tiny space.’ Namik scrunched his lips together.
Worksheet 1: Comprehension
ro
z
‘Perfect.’ Neha smiled. ‘Now, shoot the air out.
X Tell them to read the story carefully Hard.’With all his might, Namik blasted air.
P

and answer the questions. Out burst a high note – with his tooth!
z Worksheet 2:Vocabulary
ce

X Ask the students to complete the task ƒ You may use the worksheets to assess their
in the class. reading and listening skills, vocabulary and
an

z Worksheet 3: Grammar understanding of simple, compound and

complex sentences.
Give the students sufficient time to
dv

complete the task in the class. zWorksheet 5:Writing

Worksheet 4: Listening Ask the class to write a paragraph on
A

X
z

two animals who are enemies trying

X Read aloud the following story
to be friends. Use dialogues to make
slowly and clearly.
the piece interesting.
X Tell the students to listen carefully
ƒ Collect all the worksheets for correction
and do the given exercise.
and share your feedback.
‘I’m always last,’ Namik sighed. ‘Last to learn
to whistle. Last to lose a tooth.’ Namik’s older Resource Sheet
sister, Neha, was always bossy. ‘Jiggle your ƒ Distribute the resource sheet with this
teeth,’ she said. ‘Find one that’s wiggly and lesson plan.

241
 english central: teacher’s resource pack

Vocabulary
B. Recycle the adjective.
You may use the following adjectives for the activity.
great terrific terrible funny
bad simple clear quick
bold basic brilliant captive
dim faithful fading fair

y
hard keen minor narrow

op
odd rare sweet critical

C
sorry mad free right
pretty cool of
ro

Grammar
P

D. Represent your sentence.

ce

Let the students do the activity on their own. Before saying aloud the types
an

of sentences on which the activity is based, tell them with the help of the
coursebook, how to differentiate between them.
dv
A

242
Worksheet 1

Comprehension

Read the following story carefully.

One evening, a group of twelve friends went to a restaurant for dinner. They were
celebrating the thirtieth birthday of one of the men in the group. The server at the
restaurant assured this man that he would get a special complimentary dessert after
the meal. This seemed to please him.
When the time came, the server asked the man what sort of dessert he would like.
The man fired off a long, detailed list of ingredients he was allergic to and the

y
horrible reactions he could suffer if he ate any of them. Since he was allergic to nuts,

op
the server suggested their special green tea ice cream instead.

C
This seemed acceptable, and the server brought him a small bowl of green-coloured
ice cream. The man looked at it, and then asked the server if he was sure that the
of
ice cream didn’t have any pistachios in it. Could he check again with the kitchen?
ro
It looked a lot like pistachio ice cream. After all, he was deathly allergic to pistachios
and his throat could swell up and he could die right there on the floor.
P

Before the server could answer, the friend who was sitting to the man’s right picked
ce

up the bowl and tasted the ice cream. Looking a little confused, she passed it to
another friend on her right, asking, ‘What do you think? Does this ice cream taste
an

like it has nuts in it?’

dv

The second friend picked up on the joke, took her own taste and passed it to her
right with the same question.
A

Obviously, this had happened before. All the other people at the table tried a bit of
the ice cream and passed it along, to the great amusement of all but the birthday boy.
When it reached the last person sitting to the birthday boy’s left, he scraped up the
very last bit of the ice cream, licked the spoon, handed the bowl off to his right and
announced that no, there were no nuts in that delicious ice cream. Could the server
bring them the bill, please?

243
Answer the following questions.

1. Why did the restaurant offer a complimentary dessert to one of the

customers?
_____________________________________________________________
_____________________________________________________________
2. Why did the restaurant suggest their special green tea ice cream to the
customer?
_____________________________________________________________
_____________________________________________________________
3. Why did the customer ask the server to check with the kitchen about the ice

y
cream again?

op
_____________________________________________________________

C
_____________________________________________________________
of
_____________________________________________________________
ro
4. What did the friends of the customer do with the ice cream?
P

_____________________________________________________________
_____________________________________________________________
ce

_____________________________________________________________
an

_____________________________________________________________
dv

_____________________________________________________________
5. Do you think the friends of the customer were trying to teach him a lesson?
A

Give reasons for your answer.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

244
Worksheet 2

Vocabulary

Fill in the blanks with suitable adjectives.

1. Our math teacher is a ___________ man and leaves no room for mistakes.
(strict/angry)
2. Meena is a ___________ girl. She can pass her exams with flying colours.
(wise/smart)
3. My sister, who is very ___________, nursed me when I was ill. (caring/

y
smart)

op
4. I cannot sleep well at night after watching a ___________ movie. (scary/
terrible)

C
5. The speaker was a ___________ man. The audience could not stop laughing
of
the whole time he spoke. (crazy/funny)
ro
6. My new haircut is not very ___________. I will never go back to that salon
again. (flattering/beautiful)
P

7. The new shopping mall is ___________. Its size can be compared to two
ce

stadiums. (huge/amazing)
8. The book I recently read was so ___________ that I regret paying money to
an

buy it. (scary/terrible)

dv

9. My grandmother was known to be a ___________ woman. People often

visited her to solve their disputes. (smart/wise)
A

10. The special effects in this movie were ___________. We were all mesmerized.
(huge/amazing)

245
Worksheet 3

Grammar

Write whether each of the sentences is a simple, complex or compound

sentence.

1. The children shall go to bed when the clock chimes ten o’clock.
2. Jai bought a pair of shoes, and he also got some stationery.
3. The small, furry puppy ran after the larger dog.
4. Raina and Shyam met in the library after lunch.

y
5. Before they started working together, Sana and Fatima really disliked each

op
other.

C
6. The song was quite long, but the choir sang only half of it.
of
7. Many brave soldiers fought in the war and received medals.
8 Rati made the cookies after she watched a recipe on the Internet.
ro

9. After tomorrow, the elections will be over.

P

10. Ask him what he means by this statement.

ce

11. Actors will come and go but there shall be none like her.
an

12. I shall read you the story tonight.

13. I shall go to the party if you agree to come too.
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14. Walking through the woods, Gia saw a beautiful flower.

A

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Worksheet 4

Listening

Answer the following questions.

1. What was Namik sighing about?

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2. What is Neha’s character like?

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op
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C
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of
3. What are the ways Neha tried to remove Namik’s tooth?
ro
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P

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ce

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4. How did Namik’s tooth eventually come out?
an

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dv

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Worksheet 5

Writing

Write a humorous dialogue between two animals who are enemies but are
trying to become friends. You could begin like this:

Elephant: Tiger and Lion, I think you should be friends.

Tiger: I hate his big furry mane! Why would I be friends with him?
Lion: Well I am no fan of your stripes either, but I think we should consider
the elephant’s proposal.

y
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op
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C
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of
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ro
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P

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ce

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an

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dv

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A

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Resource Sheet

Dialogue Writing

A dialogue engages two or more speakers/characters in a conversation. It forms the

basis of conversations in literary pieces such as novels, short stories, etc., allowing
characters to come to life through lively and relevant expressions that enable
exchange of ideas and opinions. A dialogue is important for stories as it allows
readers to make a distinction among characters through their conversations.
When writing a dialogue, we must:
Use language appropriate to the context: The tense should always be kept in mind
• 
and the punctuations should be clearly marked. Subject and verb agreement

y
is also very important. Contractions must be marked clearly and at places that

op
feel natural.
• U
 se short and simple sentences: Using short sentences instead of long ones allow

C
the readers to grasp the meaning more quickly. Long and complex sentences
tend to confuse the readers.
of
ro
• T
 he speech of the speakers is to be clearly marked: Make sure that the speech of
each speaker is clearly indicated by the use of paragraphs. This makes it easier
P

for the reader to follow the dialogue.

ce

• M
 aintain continuity of ideas: Ensure that the response of one speaker is in
tandem to what was asked or opined by the previous speaker. This would
an

help in maintaining continuity of ideas. If there is a break in the continuity, it

makes it difficult for the idea or message to come across to the readers.
dv

• E
 nsure the dialogue suits the character of the speaker: It would not be credible to
A

have an elderly person speaking in slang and vice versa. So dialogues should
be written keeping in mind who the speaker is and what their character or
situation in life is like.
In conclusion, we can say that dialogues bring life to a story and highlight the
differences between the characters. Most stories for children have more dialogues
because children can relate better to the characters once they speak up. Characters
are vital for any story to be interesting. Therefore, a writer must be clear about the
characters in a story before providing them suitable dialogues.

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 english central: teacher’s resource pack

ANSWER KEY
COURSEBOOK Writing

Comprehension Accept varied answers.

A. 1. True 2. True 3. True 4. False

WORKSHEETS
5. True 6. True
B. 1. c 2. b 3. b 4. d 5. a Worksheet 1: Comprehension
6. a 1. The restaurant offered a complimentary
C. Accept all relevant answers. dessert to one of the customers because
it was his thirtieth birthday.
Vocabulary
2. The restaurant suggested their special

y
Accept all logical answers. green tea ice cream because the

op
customer said he was allergic to many
Grammar foods, especially nuts.

C
A. 1. The sun rose yet the rain fell heavily. 3. The ice cream was green in colour, and
2. Meeta worked hard and won a of looked similar to a pistachio ice cream.
scholarship. The customer was deathly allergic to
pistachios and was afraid of suffering a
ro
3. We wanted to visit the park but it was
too hot outside so we watched a movie. bad reaction from the nuts in the ice
P

cream. So he asked the server to check

4. Rega is very young but she solved this
again.
problem easily.
ce

4. The friend who was sitting on the man’s

5. Go straight and take the first right.
right tasted the ice cream and pretended
an

B. 1. complex 2. complex to be confused whether it had any nuts

3. compound 4. complex in it, and passed it to the friend sitting
dv

5. simple 6. compound next to her, who did the same thing. In

C. 1. Harshdeep met Avanti. She is a scientist. this way, the group of friends kept eating
A

small bits of the ice cream and passing

2. There was an iceberg in the ship’s path
it round the table till it reached the
which nobody spotted.
friend sitting on the other side of the
3. You must keep working until this man whose birthday it was. This friend
problem is solved. finished the ice cream, licked the spoon
4. This is the house. We grew up here. clean and declared finally that there were
5. That horse is wild and bad-tempered so no nuts in the ice cream.
you should think again about riding it. 5. Suggested answer:Yes, the friends of the
man were trying to teach him a lesson.
Listening
They were probably used to the fuss he
1. d 2. a 3. e 4. f 5. b made at restaurants, inconveniencing
6. c everyone in the process. By playing such
a prank on him, they deprived him of

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 english central: teacher’s resource pack

the dessert that was meant for him and Worksheet 4: Listening
showed him what he was missing out
1. Namik was sighing about always being
on.
the last to do anything in the family
Worksheet 2: Vocabulary such as being the last to learn to whistle
and the last to lose a tooth.
1. strict 2. smart
2. Neha, Namik’s older sister, was
3. caring 4. scary always bossy. She kept giving Namik
5. funny 6. flattering instructions on how to remove his tooth.
7. huge 8. terrible 3. Neha asked Namik to tug the wobbly
9. wise 10. amazing tooth and to bite into an apple in order
to remove it. She also tried to scare the
Worksheet 3: Grammar tooth out of Namik.
1. complex 2. compound 4. Namik’s tooth eventually came out

y
3. simple 4. simple when he was learning how to whistle.

op
5. complex 6. compound Worksheet 5: Writing
7. compound 8. complex

C
Accept varied answers.
9. simple 10. complex
11. compound 12. simple
of
13. complex 14. complex
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ce
an
dv
A

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