coursebook 8 - kopykitab
TRANSCRIPT
The
CourseCoursebook 8
Content developed by a panel of ELT experts with valuable inputs by an eminent advisory committee
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First published in 2016First Impression 2016
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Introduction to The Enrich English Course
The Enrich English Course, based on sound ELT principles, is an integrated language and literature course that has been designed to give both learners and facilitators an effective tool that addresses the need for a comprehensive, contemporary approach to the learning and teaching of English. Recognizing the need for imparting fluency in English for everyday use, as well as inculcating an expertise and appreciation of the language, the course components have been devised to give learners plenty of exposure and practice to different genres and usage of the English language.
The course componentsThe series comprises eight coursebooks, eight workbooks, and a teacher’s resource kit for each level. The coursebooks include literature and reading material, along with exercises based on the key language skills. The coursebooks have companion workbooks that complement and cross-refer to the coursebook content, and go beyond to provide ample practice in grammar topics as well as writing and vocabulary. An elaborate teacher’s resource kit gives facilitators additional tools to help enrich and enhance the teaching process.
The reading materialThe course offers a wholesome exposure to a variety of literary genres through selections which include famous classics, fiction, mystery, humour, folk tales, fantasy, and so on. Plays, graphic novels, biographies, and poetry form an integral part of each book. In addition to About the Poet, Words to Know, and Comprehension sections, all poetry chapters have an Appreciation section. This draws the learners’ attention to poetic techniques like personification, alliteration, onomatopoeia, rhythm, syntax, and so on. It also helps them to learn to appreciate poetic thought and form, expanding their knowledge of the language.
C. Th ink, discuss, and then answer the following questions.
1. Do you think Ginger is actually a bad horse? If she had
been treated better, do you think she might have grown
up to be sweeter? 2. Towards the end of the extract, Ginger’s temper becomes milder. Do you think she can really improve?
3. What do you think is meant by One should never underestimate the power of kindness? Do you agree that kindness can be
a powerful thing? Why?
CollocationA. Choose the correct word from the option given.
1. We need to take some e action before it is too late. (casual/decisive)
2. We cannot succeed without the e support of the team. (average/
wholehearted) 3. Th is will probably be the e achievement of her career. (crowning/
damaging) 4. His book has met with h acclaim. (dreadful/great)
5. I doubt he was involved in a a accident. (happy/dreadful)
Lexical and function wordsWhat is a word? Like oxygen, we use them every day, all the time, without even having to think about
it. Despite this, how many of us would be able to defi ne or explain what a word is? It’s time to stop
taking them for granted and to learn a little about those clusters of letters that—quite literally—give
our life meaning.Th e dictionary defi nition of a word is a single unit of language, which means something and can be spoken
or written. Basically, it’s a bunch of letters that have a meaning. Words are also the smallest free form
found in a language. A free form is basically something that can exist on its own (for example, one-
word sentences like ‘Yes.’) and that has no fi xed position in a sentence.
Word WebRemember
A collocation is two or more words that often go together.
36
Tyger Tyger burning bright,
In the forests of the night:
What immortal hand or eye,
Dare frame thy fearful symmetry? William Blake
William Blake (1757–1827) is considered to be one of the most important English poets
of the Romantic Era. His skills, however, weren’t limited to the written word, as he was one
of the most talented visual artists of his time too. He went to art school at the age of ten,
and excelled from the start.
If you want to read more about William Blake, log on to
http://www.poemhunter.com/william-blake/
immortal (adj.) that lives or lasts forever
fearful (adj.) nervous and afraid
symmetry (n.) the exact match in size and shape between two halves
thine (pro.) an archaic word meaning yours
aspire (v.) to have a strong desire to achieve or become something
sieze (v.) to take somebody/something suddenly and using force
sinews (n.) a strong band of tissues that joins a muscle to a bone
dread (adj.) causing fear or fearful anticipation
A. Answer the following questions.
1. Who is the poem addressing?
2. Where, according to the poem, does the creature dwell?
3. According to the poem, where has the creature come from?
4. What words are used to describe the animal in the poem?
5. What other animals are mentioned in the poem?
6. What type of sentence is used most in William Blake’s 'Th e Tyger'statement, question,
or exclamation?
Words to Know
Comprehension
51
Relative adverbsA relative adverb is an adverb that qualifi es a relative clause. Where, why, and when are all examples
of relative adverbs. Relative adverbs connect relative clauses to the nouns or pronouns in
other clauses. Examples:� Th is is the street where Jack grew up.� Th e summer vacation when we went to Shimla was my favourite.
� You can tell me the reason why you did not complete your homework.
As you can see from the given examples, the relative adverb where is used for places, when is used
for time, and why is used for reason.B. Fill in the blanks with correct relative adverbs. 1. London is the city y
I met Karan.
2. June to August are the months s it rains in Mumbai.
3. Is this the building g you live?
4. Th e drought is the reason n the crops failed.
5. My mother bakes cakes s it is one of our birthdays.
6. Does Sheila know the reason n Malini isn’t speaking to her?
Listen to the story that has been outlined, divided up into three parts or scenes. Form three groups
and have the teacher assign one scene per group. Each group must discuss their storyline and
elaborate on it. Th en, write a short skit and dialogue for the group to perform in front of the rest of
the class.
Write a character sketch of any one of the characters from the given extract from A Midsummer
Night’s Dream. Remember to include what the character does in the scene, why he or she does it,
and what the character may feel.
Listening and Speaking
Writing
85
Alliteration
Alliterations occur when a number of words in the same sentence begin with the same sound.
Synecdoche
When just a part of an object is mentioned but it represents the whole object, we call that a synecdoche
(pronounced si-nek-du-kee).
Example: With fi ve of Vikram’s friends staying over, Malini had plenty of mouths to feed.
Here, mouths represent everyone Malini has to feed.
Underline and name the fi gures of speech in the sentences given below.
1. I am as hungry as a horse!
2. Th e fi recrackers shot into the sky with a bang.
3. Did you draw the diagrams of Delhi for your geography project?
4. Keep your nose out of my aff airs!
5. Th e roses in Uma’s garden are blood red.
6. Th e train journey to Kochi took me a hundred years!
7. Th e sun gazed down upon the land.
8. Maya is a fi sh out of water.
Modals
Choose the appropriate modal auxiliary verbs to fi ll in the blanks.
1. Rashmi looks tired. She e (could, should)
go to sleep.
2. How many times a month h (can, might)
Kavya miss school?
3. (may, can) I use your eraser?
4. (shall, will) you come with us for the fi lm today?
5. ‘Tanmoy y (could, can) go home now,’ said the teacher.
GrammarRemember
A modal is a type of
auxiliary verb that is used
to indicate modality.
92
Subordinating conjunctions
Th ese conjunctions indicate the relationship between an independent or main clause and the
dependent clause in a sentence. Examples: though, although, so, after, before, because, if, whether, that,
where, while, etc.
Join the pairs of sentences with the conjunctions given in brackets.
1. Niraj was hungry. He decided to eat dinner early. (so)
2. Kunal didn’t win the race. He was the fastest runner. (although)
3. Anirudh is a good student. He is a gifted athlete too. (and)
4. I don’t want to read this book. I have already read it. (because)
5. Rahul made fun of everyone. Anant also made fun of everyone. (and)
Your teacher will read out famous phrases that have been coined by William Shakespeare. Choose
the correct meaning from the options given below. Form sentences using any three phrases.
1. (a) jealousy (b) ghosts 2. (a) keep quiet (b) keep out of sight
3. (a) in trouble (b) worthless 4. (a) bad tempered (b) evil
5. (a) in trouble (b) laughing hard 6. (a) send him away (b) cross him off
Choose from any of the topics below and write a speech. It must be at least two minutes long.
1. Mahatma Gandhi is the father of our nation
2. What intelligence means to me
3. Greatest female athletes
4. Th e importance of growing up with pets
Listening and Speaking
Writing
164
3. And come I may, but go I must, and, if men ask you why,
You may put the blame on the stars and the sun and the white road and the sky. (a) What is the speaker trying to say in the lines given above?
(b) How does the speaker feel about going? (c) Who is to blame for his leaving?C. Th ink, discuss, and then answer the following questions.
1. Do you think the poem’s title is appropriate? Explain with reasons.
2. What lines in the poem indicate the fact that it was not written in modern times? Do you
think travel was diff erent back then? If so, how? 3. Is there a deeper meaning in the line about the ships? What is it?
Rhyme schemeIdentify and write the rhyme scheme in the following extract, taken from Sir Walter Scott’s poem,
‘Lochinvar’.O young Lochinvar is come out of the west,Th rough all the wide Border his steed was the best;And save his good broadsword he weapons had none,He rode all unarm’d, and he rode all alone.So faithful in love, and so dauntless in war,Th ere never was knight like the young Lochinvar.He staid not for brake, and he stopp’d not for stone,
He swam the Eske river where ford there was none;But ere he alighted at Netherby gate,Th e bride had consented, the gallant came late:
For a laggard in love, and a dastard in war,Was to wed the fair Ellen of brave Lochinvar.
Appreciation
RememberRhyme scheme is the order in which the rhyming lines are arranged in a poem.
119
About the author provides
author’s life and work.
Words to Know is a glossary
learners understand the text.
Word Web provides
Grammar
horizontal progression.
skills of the learners.
draws the
Comprehension provides
Listening and Speaking
the learners.
The Enrich English Course attempts to bring a new dimension to the teaching and learning of English by
utilizing all aspects of content and book design. A panel of experts and validators have ensured that the
books meet the most stringent standards of quality.
Coursebook designEach coursebook chapter is structured into sections that give it a form and a logical flow.
C. Think, discuss, and then answer the folff lowing questionns.
1. Do you think Ginger is actually a bad horse? Irr f shee had
been treated better, do you think she might have grrown
up to be sweeter?2. TowardTT s the end of the extract, Ginger’s temper becomes milder. Do you think she can really irr mproove?
3. What do yWW ou think is meant by One should never underestimate the power of kindness? Do you agree tthat kindness can be
a powerful thing? WhyWW ?
CollocationA. Choose the correct word from the option givgg en.
1. We need tWW o take some eaction bef ore it is too late
ff. (casual/decisive)
2. We cannot suWW
cceed without theesupport of the team. (aver. age/
wholehearted) 3. ThiTh s will probably be theeachievemen
t of her career. (crowning/
damaging) 4. His book has met with hacclaim. (dreadful/great)
5. I doubt he was involved in a aaccident. (happy/d. readful)
Lexical and function wordsWhat is a word? Like oxygen, we use them every day, all the time, without even having to think ak bout
it. Despite this, how many of uf s would be able to definfi e or explain what a word is? It’s time to stop
taking them for granted and to learn a little about those clusters of letf ters that—quite literally—give
our life meaning.TheTh dictionary defi nition of a word is a single unit of language, which means something and can be spoken
or written. Basically, yy it’s a bunch of letters that have a meaning. W. ordsWW are also the smallest free form
found in a language. A freff e form is basically something that can exist on its own (forff example, one-
word sentences like ‘Yes.YY ’) and that has no fi.
xfi ed position in a sentence.
WoWW rd WebRemember
A collocation is two or more nwords that often go together.rr
36
Tyger Tyger burning bright,
In the forests off f the night:
What immortal hand or eye,
Dare fraff me thy fearful symmetry?ff
William BWW lake
William Blake (1757–1827) is considered to be one of the most important English poets
of the Romantic Era. His skills, however, weren’t limited to the written word, as he was one
of the most talented visual artists of his time too. He went to art school at the age of ten,
and excelled from the start.
If you want to read more about William Blake, log on to
http://www.poemhunter.com/william-blake/ rr
immortal (adj.) that lives or lasts forff ever
fearful (adjff .) nervous and afraff id
symmetry (n.) the exact match in size and shape between two halves
thine (pro.) an archaic word meaning yours
aspire (v.) vv to have a strong desire to achieve or become something
sieze (v.) vv to take somebody/something suddenly and using forceff
sinews (n.) a strong band of tissues that joins a muscle to a bone
dread (adj.) causing fear or fearful anticipation
A. Answer the folff lowing questions.
1. Who is the poem addressing?
2. Where, according to the poem, does the creature dwell?
3. According to the poem, where has the creature come from?
4. What words are used to describe the animal in the poem?
5. What other animals are mentioned in the poem?
6. What type oW f sentence is used most in William BWW lake’s 'Th’ TheTh Tyger'sTT tatement, question,
or exclamation?
WoWW rds to Know
ComprehensionCC
51
Relative adverbsA relative adverb is an adverb that qualifiefi s a relative clause. Where, whyh , and when are all examples
of rf elative adverbs. Relative adverbs connect relative ce lauses to the nouns or pronouns in
other clauses. Examples:� ThiTh s is the street where Jack grew up.� The summer vacation when we went to Shimla was my favourite.
� You can tYY ell me the reason why you did not complete your homyy ework.
As you can see froff m the given examples, the relative adverb where is used for pff laces, when is used
for time, and whyh is used for rff eason.B. Fill in the blanks with correct relative adverbs. 1. London is the city y
I met Karan.
2. June to August are the months sit r ains in Mumbai.
3. Is this the buildinggy ou live?
4. The drought is the reason nthe cr ops failed.
5. My mother bakes cakessit is one o f our birthdays.
6. Does Sheila know the reason nMalini isn’t speaking to her?
Listen to the story that has been outlined, divided up into three parts or scenes. Form three groups
and have the teacher assign one scene per group. Each group must discuss their storyline and
elaborate on it. Th. eTh n, write a short skit and dialogue for the gff roup to perform in fronff t of the rest of
the class.
Write a character sketch of any one of f the characters froff m the given extract froff m A Midsummer
Night’i s Dr’ eam. Remember to include what the character does in the scene, why he or she does it,
and what the characrr ter may feel.ff
Listening and SpeakingLL
WrWWW iting
85
Alliteration
Alliterations occur when a number of wof rds in the same sentence begin with the same sound.
Synecdoche
When just a part of an object is mentioned but it represents the whole object, we call that a synecdoche
(pronounced si-nek-du-kee).
Example: With fi ve of Vikram’sm friends staying over, r Malini had plenty of mouths to feedff .
Here, mouths represent everyone Malini has to feedff .
Underline and name the fi gures of speech in the sefntences given below.
1. I am as hungry as a horse!
2. The fi recrackers shot into the sky with a bang.
3. Did you draw the diagrams of Delhi f for your geography project?
4. Keep your nose out of my afff aiffff rs!
5. The roses in Uma’s garden are blood red.
6. The train journey to Kochi took me a k hundred years!
7. The sun gazed down upon the land.
8. Maya is a fi sh out of waf ter.
Modals
Choose the appropriate modal auxiliary verbs to fi ll in the blanks.
1. Rashmi looks tired. Shee (c ould, should)
go to sleep.
2. How many times a month h (can, might)
Kavya miss school?
3. (ma y, can) I use your eraser?
4. (shall, will) you come with us for the fi lm today?
5. ‘Tanmoy TT yyy(could, can) go home now,’ w, said the teacher.
GrammarGG Remember
A modal is a type of l
auxiliary verb that is used
to indicate modality.
92
Subordinating conjunctions
TheTh se conjunctions indicate the relationship between an independent or main clause and the
dependent clause in a sentence. Examples: though, although, so, afteff r, beforff e, because, if, ff whether, rr that,
where, while, etc.
Join the pairs of sentences with the conjunctions given in brackets.
1. Niraj was hungry. yy He decided to eat dinner early.yy (so)
2. Kunal didn’t win the race. He was the fastest runner.rr (although)
3. Anirudh is a good student. He is a gifteff d athlete too. (and)
4. I don’t want to read this book. I have already read it. (because).
5. Rahul made fun of everyone. Anant also made fun of everyone. (and)
Your teacher will read out famous phrases that have been coined by William ShakWW espeare. Choose
the correct meaning froff m the options given below. ww Form sentences using any three phrasesrr .
1. (a) jealousy (b) ghosts 2. (a) keep quiet (b) keep out of sight
3. (a) in trouble (b) worthless 4. (a) bad tempered (b) evil
5. (a) in trouble (b) laughing hard 6. (a) send him away (y b) cross him off
Choose froff m any of the topics below and write a speech. I. t must be at least two minutes long.
1. Mahatma Gandhi is the father of our nation
2. What iW ntelligence means to me
3. Greatest female athletes
4. The importance of growing up with pets
Listening and SpeakingLL
WrWWW iting
164
3. And come I may, but go I must, and, if mef n ask you why,You may put the blame on the stars and the sun and the white road and the sky.(a) What is the speaker trying to say in the lines given above?
(b) How does the speaker feel about going? (c) Who is to blame for his leaving?C. Think, discuss, and then answer the following questions.
1. Do you think the poem’s title is appr’
opriate? Explain with reasons.
2. What lines in the poem indicate the fact that it was not written in modern times? Do you
think travel was differffff ent back then? If sof , how?3. Is there a deeper meaning in the line about the ships? What is it?
Rhyme schemeIdentify and write the rhyme scheme in the following extract, taken from Sir Walter Scott’s poem,
‘Lochinvar’.O young Lochinvar is come out of the westf ,Through all the wide Border his steed was the best;And save his good broadsword he weapons had none,He rode all unarm’d,m’ and he rode all alone.So faithful in love, and so dauntless in war,There never was knight like the young Lochinvar.He staid not for brake, and he stopp’d not for stone,
He swam the Eske river where ford there was none;But ere he alighted at Netherby gate,The bride had consented, the gallant came late:
For a laggard in love, e and a dastard in war,Was to wed the fair Ellen of brf ave Lochinvar.
AppreciationAA
RememberRhyme scheme is the order in which the rhyming lines are arranged in a poem.
119
About the author provides
author’s life and work.
Words to Know is a glossary
learners understand the text.
Word Web provides
Grammar
horizontal progression.
skills of the learners.
draws the
Comprehension provides
Listening and Speaking
the learners.
The Enrich English Course attempts to bring a new dimension to the teaching and learning of English by
utilizing all aspects of content and book design. A panel of experts and validators have ensured that the
books meet theeeeeeeeeeeeeeeeeeeeeee mmmmmmmmmmmmmmmmmmmmmmmmmmmmooooooooooooooooooooooost stringeeeennnnnnnnnnnnnnnnnnnt standards of quality.
Coursebook designEach coursebook chapter is structured into sections that give it a form and a logical flow.
Contents1 STORY The Time Machine 09
2 STORY Kayla Wheeler 19
POEM Where the Mind is Without Fear 27
3 STORY Kindness at Birtwick Park 30
4 STORY The Mysteries of the Boy Pharaoh 41
POEM The Tyger 50
5 STORY Web Diaries 55
6 GRAPHIC STORY Scrooge and the Ghosts 65
POEM If 72
7 DRAMA III Met by Moonlight 76
8 STORY When the Earth Shook 86
POEM In the Bazaars of Hyderabad 94
9 STORY The Great Sport 99
10 STORY The Imprisoned Princess 109
POEM Wander-Thirst 117
11 STORY Dorothy’s New Friends 120
12 STORY Stephen Hawking 129
POEM The Pobble Who Has No Toes 140
13 STORY The Speckled Band 144
14 DRAMA A Pound of Flesh 155
POEM The Inchcape Rock 165
Listening Text 170
1 STORY The Time Machinene 09
2 STORY Kayla Wheeler 19
POEM Where the Mind is Without Fear 27
3 STORY Kindness at Birtwick Park 30
4 STORY The Mysteries of the Boy Pharaoh 41
POEM The Tyger 50
5 STORY Web Diaries 55
6 GRAPHIC STORY Scrooge and the Ghosts 65
POEM If 72
7 DRAMA A III Met by Moonlight 76
8 STORY When the Earth Shook 86
POEM In the Bazaars of Hyderabad 94
9 STORY The Great Sport 99
10 STORY The Imprisoned Princess 109
POEM Wander-Thirst 117
11 STORY Dorothy’s New Friends 120
12 STORY Stephen Hawking 129
POEM The Pobble Who Has No Toes 140
13 STORY The Speckled Band 144
14 DRAMA A A Pound of Flesh 155
POEM The Inchcape Rock 165
Listening Text 170
Deta
iled
Con
tent
sU
nit a
nd G
enre
Com
preh
ensio
nW
ord
Web
/ A
ppre
ciat
ion
Gra
mm
arLi
sten
ing
and
Spea
king
Writ
ing
1.
The T
ime
Mac
hine
(S
tory
)Fa
ctua
l, In
fere
ntia
l, E
xtra
pola
tive
Col
loca
tions
; ab
brev
iatio
ns a
nd
acro
nym
s
Type
s of s
ente
nces
: sim
ple,
com
poun
d an
d co
mpl
ex;
tran
sfor
mat
ion
of se
nten
ces
Tal
king
abo
ut th
e fu
ture
An
acco
unt o
f tr
avel
ling
back
/fo
rwar
d in
tim
e
2.
Kay
la W
heel
er
(Sto
ry)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Syno
nym
s; a
nton
yms
Cla
uses
; com
plex
sent
ence
usin
g cl
ause
sLi
sten
to a
pas
sage
ab
out B
onne
r Pa
ddoc
k an
d an
swer
th
e qu
estio
ns
New
spap
er
repo
rt
W
here
the M
ind
is W
ithou
t Fea
r (Po
em)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Them
e; m
etap
hor
3.
Kin
dnes
s at
Birt
wic
k Pa
rk
(Sto
ry)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Col
loca
tion;
lexi
cal w
ords
; ar
chai
c pr
onou
ns; L
atin
an
d G
reek
der
ivat
ives
; E
nglis
h w
ords
of A
sian
orig
in
Func
tion
of n
ouns
; pro
noun
s and
an
tece
dent
sIf
you
wer
e an
an
imal
/bird
for a
day
, ho
w w
ould
you
like
pe
ople
to tr
eat y
ou
Poem
or s
hort
st
ory
4.
The
Mys
terie
s of
the
Boy
Pha
raoh
(S
tory
)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Ana
gram
sV
erbs
: tra
nsiti
ve a
nd in
tran
sitiv
e ve
rbs;
finite
and
non
-fini
te v
erbs
List
enin
g co
mpr
ehen
sion;
w
orki
ng in
pai
rs to
co
llect
info
rmat
ion
Shor
t sto
ry
base
d on
the
pict
ure
Th
e Tyg
er (P
oem
)Fa
ctua
l, In
fere
ntia
l, E
xtra
pola
tive
Rhy
me
sche
me
and
them
e; fi
gure
s of s
peec
h:
Rep
etiti
on a
nd a
llite
ratio
n,
hype
rbol
e
5.
Web
Dia
ries
(Sto
ry)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Hyp
erbo
le o
r exa
gger
atio
n A
djec
tives
: com
para
tive
adje
ctiv
es;
supe
rlativ
e ad
ject
ives
; gra
dabl
e an
d no
n-gr
adab
le a
djec
tives
Arr
angi
ng th
e se
nten
ces i
n ch
rono
logi
cal o
rder
Blog
and
des
ign
the
page
6.
Scro
oge
and
the
Gho
sts
(Gra
phic
stor
y)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Suffi
xes a
nd p
refix
es
Art
icle
s;D
eter
min
ers
An
enco
unte
r with
a
ghos
t B
ook
revi
ew
If
(Poe
m)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Dra
mat
ic m
onol
ogue
; re
petit
ion
7.
III M
et b
y M
oonl
ight
(Dra
ma)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Idio
ms;
fixed
exp
ress
ions
Adv
erbs
and
adv
erb
clau
ses
of ti
me,
purp
ose,
resu
lt an
d co
nces
sion,
com
paris
on; r
elat
ive
adve
rbs
Perf
orm
a sh
ort s
kit
Cha
ract
er sk
etch
8.
Whe
n th
e E
arth
Sh
ook
(Sto
ry)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Figu
res o
f spe
ech
(sim
iles,
met
apho
rs, o
nom
atop
oeia
, pe
rson
ifica
tion,
hyp
erbo
le,
allit
erat
ion,
syne
cdoc
he)
Mod
als
List
en to
a p
assa
ge
and
answ
er th
e qu
estio
ns
Info
rmal
lett
er
In
the B
azaa
rs o
f H
yder
abad
(Poe
m)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Lyr
ic p
oem
; wor
d st
ress
9.
The
Gre
at S
port
(S
tory
)Fa
ctua
l, In
fere
ntia
l, E
xtra
pola
tive
Diff
eren
t use
s of t
he w
ord
such
; wor
ds w
ith m
ake a
nd
do; m
etap
hors
and
sim
iles
Tens
esA
rgui
ng fo
r/ag
ains
tFo
rmal
lett
er
10.
The
Impr
ison
ed
Prin
cess
(Sto
ry)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Wor
ds a
nd p
hras
es; n
on-
stan
dard
Eng
lish
usag
e;
slang
: inf
orm
al u
sage
Ver
bals:
ger
unds
; pre
sent
and
pas
t pa
rtic
iple
s; in
finiti
ves;
part
icip
le
phra
ses
List
en to
sent
ence
s an
d an
swer
true
or
false
Des
crib
ing
an
enco
unte
r and
w
ritin
g a
stor
y
W
ande
r-Thirs
t (Po
em)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Rhy
me
sche
me
11.
Dor
othy
’s N
ew
Frie
nds (
Stor
y)Fa
ctua
l, In
fere
ntia
l, E
xtra
pola
tive
Wor
ds d
escr
ibin
g m
ovem
ent;
lang
uage
s an
d co
untr
ies;
wor
ds th
at
nam
e w
ays o
f lau
ghin
g;
auth
ors a
nd th
eir w
orks
Voi
ce: a
ctiv
e an
d pa
ssiv
e vo
ice;
ve
rb a
nd p
rono
uns;
verb
–ten
se
agre
emen
t
Dis
cuss
wor
ds o
f sig
nal o
r war
ning
D
iary
ent
ry
12.
Step
hen
Haw
king
(S
tory
)Fa
ctua
l, In
fere
ntia
l, E
xtra
pola
tive
Con
text
ual m
eani
ng o
f w
ords
; inv
ersio
nD
irect
and
indi
rect
spee
ch;
repo
rtin
g qu
estio
nLi
sten
to a
pas
sage
an
d an
swer
the
ques
tions
Biog
raph
y
Th
e Pob
bleW
ho H
as
No
Toes
(Poe
m)
Fact
ual,
Infe
rent
ial,
Ext
rapo
lativ
e
Non
sens
e po
etry
13.
The
Spec
kled
Ban
d (S
tory
)Fa
ctua
l, In
fere
ntia
l, E
xtra
pola
tive
Stre
ssed
sylla
bles
; str
ess
patt
erns
; sile
nt le
tter
sPr
epos
ition
s; us
ing
prep
ositi
on to
fo
rm p
hras
es; u
sing
betw
een
and
amon
g
Intr
oduc
ing
som
eone
Det
ectiv
e st
ory
14.
A P
ound
of F
lesh
(D
ram
a)Fa
ctua
l, In
fere
ntia
l, E
xtra
pola
tive
Para
phra
sing
Con
junc
tions
: typ
es o
f co
njun
ctio
nsLi
sten
to fa
mou
s Sh
akes
pear
ean
phra
ses
Spee
ch
Th
e Inc
hcap
e Roc
k (P
oem
)Fa
ctua
l, In
fere
ntia
l, E
xtra
pola
tive
Alli
tera
tion;
Arc
haic
w
ords
and
exp
ress
ions
; eye
rh
yme
9
The Time Machine1
When the Time Traveller told us about his invention, the Time Machine, none of us believed him. He always told his stories with such a straight face that it was very difficult to know
when he was playing a prank and when he was being serious. He could be so clever and cunning that it was impossible for us to separate facts from lies. That is why, at his previous dinner party, none of us had believed a word about the Time Machine.
Now, a week had passed, and here we were again, sitting once more around his table, ensconced in the chairs that he had designed. The Time Traveller has kept us waiting for half an hour. He had left a note telling us to start eating dinner if he hadn’t returned by seven o’clock.
At the appointed hour, we sat down for dinner. We were halfway through our dinner when our host finally walked in, completely bedraggled. His clothes were filthy and his hair was a mess.
I looked down and saw that he wasn’t wearing any shoes; he was only wearing dirty, blood-stained socks. There was a half-healed cut on his chin.
‘Good god, man!’ I cried, ‘What have you been up to!’
Our host looked dazed, but a few sips of water seemed to help him recover.
‘I’ll be fine,’ he said, starting to sound like himself again.
‘I have a most remarkable tale to share! However, first, allow me to clean up and have a bite to eat,’ he said.
Once he had a bath and some food to eat, we moved to the drawing room.
Here, the Time Traveller began his amazing story.
My time machine finally began working at ten o’clock this morning. After putting the last screw in place, I sat on the saddle and pushed the start lever. Almost immediately, I pushed the lever to stop.
I felt dizzy. I felt like I was falling. I looked at the clock and realized something was wrong. It had been 10 am a few seconds ago; now, in my clock it was half-past three! The machine had worked! I gripped the starting lever with both hands and away I went.
The machine thudded along and everything around me began to look blurred. How can I describe the sensation of time travelling? It was like hurtling headlong down train tracks or a zigzag road. Days and nights passed by in seconds, and soon the room around me began to disappear!
I reached a point in time when the room was destroyed. I saw many miraculously tall buildings. I saw the landscape change, trees growing and falling. I looked at the speedometer and realized that I was travelling at the rate of over one year per minute!
My earlier discomfort had been replaced by a kind of exhilaration, which soon gave way to fear. I knew I would have to be careful where I stopped, making sure that my machine didn’t crash into some other object. However, once the idea to stop had occurred to me, I knew it had to be done. So, I threw my weight upon the lever to stop.
When I finally stopped, I lurched forward and was thrown out of the machine. I found myself in a garden. There was hail falling as thunder clapped in the background. I stood up and looked around,
already soaked to the bone.
Apart from the flowers and some trees, the only visible structure was that of a colossal white marble statue. It was a sphinx, with wings spread out on the sides. The statue stood on a pedestal made of bronze.
As I waited for the hailstorm to stop, my mind wandered. Where were all the people? Had humans died? What if they had evolved into some cruel species, with no humanity left? What if they saw me and thought I was a savage, a beast to be slaughtered? As these terrifying thoughts occurred to me, the hailstorm slowed down and soon the sun began to shine.
I could distinguish the shapes of buildings—vast and tall, with intricate parapets and long columns. Close to panicking, I ran back to my time machine. It had overturned when I landed, and I struggled to straighten it. Once I managed this, I felt more at ease.
10
Feeling more courageous, I once again looked around. That’s when I heard some voices. Some people were coming towards me. The first one was short—about four-feet high—but an adult. He wore a purple robe cinched with a belt. I noticed how beautiful yet frail he was. As more people approached me, my fear subsided. These beautiful creatures were tiny and frail, and I could easily fight them—and win—if need be.
Luckily, they came towards me smiling and laughing, all wearing similar, colourful robes. They spoke a strange, but beautiful language. When one spoke to me, I tried to use hand signals to show that I didn’t understand what he was saying. He could not understand me either. Some of these creatures went to touch my time machine, but I made a gesture with my hand, telling them not to.
Before any harm could be done, I removed the start and stop levers, and kept them with me. The reading on my machine said it was the year 802,701 AD! I quickly realized that these future people seemed rather dim-witted. This was a great disappointment. I had expected the future generations to be far more intelligent than us.
For some reason, these people seemed to think that I had come from the sun. They kept pointing at it and, then at me. Finally, I simply nodded. One creature, a female, I think (it was hard to differentiate), came forward and laughed, as she placed a garland around my neck.
They led me away through a garden filled with strange plants and trees. They took me to a grey stone building. Inside, there was a communal hall filled with tables bearing fruit. Some looked like a kind of futuristic raspberry; some like oranges. I couldn’t recognize most of the fruits; however, I ate them, and they were delicious.
In my eight days there, I observed these people ate nothing but fruits. In fact, dogs, horses, sheep, and cattle all appeared to be extinct!
After eating, I thought the next thing to do was to learn their language. However, after much laughter and excitement, I only managed to learn a handful of words before they lost interest. I soon found that these people of the future, though excited by new things, had no true sense of curiosity. Besides, even if they did, they seemed to be too lazy to even try and learn! Because of this, I spent most of my days there on my own. With no guide to help me, I couldn’t learn as much as I would have liked to.
The more I looked around, the more I saw how poorly everything was maintained. There were beautiful buildings everywhere, all filled with wondrous carvings and stained glass. However, all of these were broken, cracked, or chipped. Their gardens, too, were overgrown. The people of the future were lazy indeed!
I climbed up a hill to survey the land. Here, I was finally left alone. The future people were too weak to climb up here. I watched as the sun set, and it occurred to me now that this might be one of the last stages of human civilization.
11
In my time there, I saw no signs of battle and no signs of disease. Their gardens, though unkempt, had no weeds, and there were no insects or gnats floating about in the air. Mankind had triumphed over everything—disease and nature—and was living in great splendour and comfort. Only now, because of this, the people had grown soft and weak. The great buildings had in all likelihood been built when the only thing man had to pursue was art. Now, with artistic aspirations out of their systems, these people of the future did no more than eat, play, and dance in the sun. Soon, this urge would leave them too. What would happen then?
It was only after the moon had risen that I set back down the hill. I used the sphinx as a guiding star, as the white marble shone in the moonlight. However, as I walked, I noticed something strange. My Time Machine was no longer on the lawn before the sphinx! The little people couldn’t have moved it. They were too frail and lazy. So where could it be? I ran down to the lawn and looked everywhere, behind the bushes and trees and rocks. I thrashed plants aside, kicked rocks, and worked myself up to a frenzy. Finally, with nothing left to do, I returned to the large grey building and fell into a fitful slumber.
In the morning, I returned to the lawn and found the spot where my Time Machine had landed. Leading away from that very spot were small, strange footprints that ended at the pedestal of the sphinx.
So some other creatures had taken my Time Machine and hidden it in the pedestal! I could not open the door at the sphinx’s pedestal, nor would any of the people help me. However, now that I knew where it was, I felt more at ease. I tried once again to interact with the strange future people.
I had a box of matches with me, and lighting them seemed to scare these people. I even explored some more, especially the odd wells. Looking down one, I saw it was very deep—so deep that I could not see any water. Oddly, I could hear the thudding of machines coming from the wells, and blasts of air as well. I thought perhaps they were some kind of ventilation or a sanitation system. I was wrong.
What struck me as most strange, however, was the lack of machines. You see, all the palaces I visited in the future appeared to be living quarters. These people had everything they needed—beds, linens, and
12
fine clothing. I also knew that none of them worked at all. Yet, there were no machines, no shops, or workshops in sight. How were they getting along? And then there was the mystery of my Time Machine. Who had taken it and why?
Later that day I made a friend. Some of the little creatures were swimming in a pond when I noticed that one was drowning. None of the others even bothered trying to rescue the poor thing. I swam as fast as I could and pulled her out. She soon regained consciousness and we became friends.
Her name was Weena, and she followed me around everywhere. It was through her I learned that all the future people were scared of the dark. Her fear of the dark made me realize something I had missed. The future people never wandered out after dark. In fact, they all slept in communal halls every night. Once the sun set, these rooms were never devoid of light. Still, despite this discovery, I continued sleeping apart from them. Weena, though afraid, slept by my side.
I made several more stops. In a distant time, I stopped on a beach where I was attacked by giant crabs. The bloated red sun sat motionless in the sky. I then travelled thirty million years into the future. The air was very thin, and the only sign of life was a black blob with tentacles. Now, finally, I have returned, exhausted, to the present time.
After his fantastic tale ended, we were all speechless and sceptical. For a moment the Time Traveller’s memory seemed to lose strength, overwhelmed. The next day I returned to speak to the Time Traveller. He was about to go on another journey, but he promised to be back soon.
It has been three years since, he isn’t back. I wonder where he could be!
Herbert George Wells (adapted and abridged)
Herbert George Wells (1866–1946) was an English novelist, journalist, historian, and a science teacher too. Today, he is regarded as the Father of Science Fiction. Through his novel The Time Machine, he popularized the theme of travelling back and forth in time.
To read more stories by Herbert George Wells, log on to http://www.gutenberg.org/cache/epub/35/pg35-images.html
ensconced (v.) became comfortablebedraggled (adj.) made wet, dirty, or untidy by rain, mud, etc.speedometer (n.) an instrument that shows how fast a vehicle is goingexhilaration (n.) a feeling of being very happy and excited colossal (adj.) extremely large
Words to Know
13
humanity (n.) the quality of being kind to other living beings frail (adj.) physically weak and thindim-witted (adj.) stupiddifferentiate (v.) to recognize that two things are not the samefuturistic (adj.) extremely modern and unusual in appearance, as if belonging to the future
A. Answer the following questions.
1. Why didn’t the Time Traveller’s friends believe that he invented a Time Machine?
2. Why was the Time Traveller late to his own party?
3. What did the Time Traveller see before dawn on the hilltop?
4. Did the Time Traveller make any friends? How?
5. How was the Time Traveller able to go back to his own time?
B. Answer the following questions with reference to context.
1. After much laughter and excitement, I only managed to learn a handful of words before they lost interest.
(a) Who is the speaker of the above line?
(b) What is the speaker talking about?
(c) What does he glean from their loss of interest?
2. The future people were too weak to climb up here. I watched as the sun set, and it occurred to me now that this might be one of the last stages of human civilization.
(a) Why did the Time Traveller feel that he had witnessed the end of human civilization?
(b) Why were the future people too weak to climb?
(c) How were the future people affected by the lack of insects and gnats?
3. What struck me as most strange, however, was the lack of machines. (a) Of all the weird things that the Time Traveller saw, why does this fascinate him
so much?
(b) Who is he referring to in the above line?
(c) Why do you think the people the Time Traveller met did not have machines?
Comprehension
14
The Enrich English Coursebook 8
Publisher : SChand Publications ISBN : 9789384857882 Author : S.Chand Experts
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