the english circle tm (class-8)supportmaterialteacher's

The English Circle

R

8Teacher's Manual

Reader 2

The

CircleEnglish

A Graded English Course

(An imprint of New Saraswati House (India) Pvt. Ltd.)New Delhi-110002 (INDIA)

(An imprint of New Saraswati House (India) Pvt. Ltd.)

R

2017007000113

NSS2TEC086ENGAA17MLN

The English Circle is a set of 10 coursebooks (A, B, 1 to 8) and 8 corresponding workbooks (1 to 8) that combines the best of traditional methods with the most appropriate pedagogy to help students use English both accurately and fluently. Based on the new curriculum of the Council for the Indian School Certificate Examination (CISCE), released in November 2016, the series is uniformly based on multiple themes. The focus of The English Circle is to sharpen the four basic language skills—Listening, Speaking, Reading and Writing—through passages, poems, plays as well as tasks integrated in an exciting and a familiar context for today’s learners.

Key features

S An attractive layout with colourful artwork

S Inclusion of extracts from the timeless classics of English literature to the most contemporary ones

S A rich variety of exercises with scope for individual activity, pair activity, group activity and classroom interaction as well as communication

S Tasks which draw upon the student’s language competence to skim, scan, infer and analyse the text for global and inferential comprehension

S Coverage of all important concepts along with integrated practice and revision of language structures through simple definitions and examples

S Theme-based activities to hone creative skills

P R E F A C E

C O N T E N T SReader

The Cloud 5

1. The Strawberry-Pink Villa 9

2. The Drunken Stupor 12

The Frog and the Nightingale 17

3. Thank You, M’am 20

4. My First Bird Watching Experience at Galibore 25

Palm Tree 29

5. I Have a Dream 32

6. The Last Leaf 36

Life of a Gymnast 40

7. By Himself 43

8. The Use of Force 47

Peace 51

9. Packing 55

10. All You Need Is Paper 58

In the Bazaars of Hyderabad 63

11. Flavours from the Streets of the World 66

12. The Tempest 71

Workbook

1. The Story of the Family Tree 75

2. George and Ranji 77

3. Car-Splashing 79

4. The Heroes of Hurricane Sandy 81

5. The Great Flood 83

6. The Emperor’s New Clothes 85

7. Solitude 87

8. The Dentist and the Crocodile 88

9. The Sea 89

10. How to Start a Blog 91

11. Food Fads of Today 93

12. A Mad Tea-Party 95

5 READER

LEARNING OUTCOMESThe students will be able to

S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about similes. S identify the silent /g/ sound. S listen to an audio and look for specific phrases. S write an autobiography.

Warm-up This activity encourages students to exercise their imaginations and have a discussion with their partners.

ReadingThe Cloud is a poem written in the first person from the perspective of a cloud. The cloud describes its journey in the sky, as it forms and then changes into rain.

Comprehension

The students will be able to S answer questions in one word/sentence via in-text questions. S answer questions based on their understanding of the text. S think and reason beyond what has been taught.

Literary device The students will be able to learn about the literary device simile, identify them and explain their usage in sentences.

PhonicsThe students will listen to words with the silent /g/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Listening The students will listen to an audio of a poem and fill in the blanks with the correct phrases.

Writing The students will use their imagination to write an autobiography.

The Cloud—Percy Bysshee Shelley

6READER

ANSWERS

Comprehension A. Accept all appropriate answers. Some examples are given below. 2. Earth …the moist Earth was laughing below 3. Thunder It struggles and howls at fits 4. Moon …glides glimmering o’er my fleece-like floor 5. Stars The stars peep behind her and peer 6. Sun The sphere-fire above its soft colours wove… 7. Mountains The mountains its columns be 8. Sky I am…the nursling of the Sky

B. 1. At the nights, when the Cloud sleeps in the arms of the wind, the snow covered mountains and pine trees are its ‘pillow white’.

2. Thunder is chained in a cave. There, it is struggling to get free and howling loudly. This imagery is used by the poet to describe the loud sounds that thunder makes, as if some powerful prisoner is struggling against its heavy chains.

3. Lightening is the Cloud’s pilot. It is sitting upon the Cloud and is guiding it over different places, like the hills, lakes, plains, sea, etc., while searching for the spirit genii that it loves.

4. The Cloud forms a layer between the earth and the sky. The layer is white, and looks like the soft fleece of a sheep. This layer of clouds appears like a floor over which the Moon and the stars seems to walk.

5. When the beat of the orbed maiden’s feet tears the Cloud tents, the stars peep from behind the moon through the gap. They spin like a swarm of bees, and are reflected in the rivers, lakes and seas. Their reflections look as if strips of sky have fallen down.

6. The moist earth is laughing because the Cloud is dissolving in rain, which will bring new life on earth and a respite from heat. The thirsting flowers and new buds are also grateful to the Cloud for this reason.

7. The natural phenomena referred to by the Cloud are a. Cloud formation. b. Creation of a rainbow. 8. ‘I change but I cannot die’ means that while the Cloud changes its many forms, it cannot ever

die. When the Cloud dissolves, it becomes rain, and is absorbed by the earth, rivers, seas etc. Later water vapours rise from these and form the Cloud again. And so, it continues forever.

C. 1. a. ‘I’ in the given line refers to the Cloud. The figure of speech that is used here is personification, as the Cloud is the narrator here, and the entire poem is from its perspective.

b. The Cloud gets the showers from water bodies like different seas and streams. It is from these water bodies that the water vaporises to form clouds.

7 READER

c. The Cloud provides shade to the leaves in the noontime, by blocking the harsh sunlight. 2. a. The Cloud hangs from cape to cape. This means that the clouds were so dense that they

covered all of the sky and seemed to spread from one mountaintop to another mountaintop. b. The Cloud looks like a very big roof that is spread over the sky and is held up by the

mountains, which are its columns. c. In the above line, the Cloud compares itself to a roof which is held up by mountains. Like

a roof, the Cloud is so thick and solid that it does not allow any sunlight to get in, so it calls itself ‘sunbeam-proof ’.

3. a. The blue dome of air that is built by the winds and the convex gleams of the sunbeams, when the sky is clear after the end of heavy rain, is the cenotaph of the Cloud.

b. The Cloud laughs at its own cenotaph, because the cloud knows that its death is not permanent. It silently laughs at the temporary peace that has been brought by its death, and it waits till it can undo that peace once more.

c. The Cloud destroys its cenotaph at the end as it is reborn. It, then, again creates all the chaos and activity that it caused before. It compares this action to the birth of a child and rising of the dead in their spirit form from their graves. Just like the womb is for a child, and the tomb is for a ghost, the cenotaph is not a permanent resting place for the Cloud.

D. Accept all appropriate answers.

Literary device 1. Here, the surface of the cloud in the sky is compared to a floor made up of fleece, as the layer

of cloud is thick and appears as soft as fleece. 2. When the clouds part a little, the stars seen through the parting are reflected in the water

bodies below. This reflection is compared to strips of sky which have fallen on the ground. 3. When the clouds spread in the sky, they appear like a bridge between two capes. 4. The poet here describes the heavily clouded sky as a roof which does not let the rays of the sun

pierce it. 5. Here, the formation of clouds is compared to the birth of a child and the rising of ghosts from

their grave—powerful and inevitable. 6. The movement of the stream down the hills is compared to slithering of a snake, to emphasis

on the twisting and turning path the stream takes as it flows. 7. Here, the similarity between the two sisters is described by comparing them to two peas from

the same pod. 8. The terror of people on beholding the monster is compared to the terror of animals caught in

a forest fire. 9. The speed and louds rumbling sounds that the Seattle Express made as it passed is compared

to a volcanic eruption. 10. Sherlock Holmes’ thoughtful expression, as he was trying to solve a case, is compared to the

expression on the face of a chess-player meditating his winning move. Here, the mystery of the game is also compared to a chess game, solved move by move.

8READER

PhonicsPlay the audio. Tell the students to listen to the words and repeat.

Audio scriptS sign S feign S gnarl S gnome S reignS benign S design S resign S cologne S foreign

Listening

Play the audio. Tell the students to listen to the poem and fill in the blanks.

A Raindrop A drop of rain is like

A sudden knock at the door.Unexpected,

Yet often welcomed with a smile,It can brighten your day or ruin your plans.

It can make you laugh or make you sad.Whether the raindrop is moving fast or slow,

Or is big or small, It always gets everyone’s attention.A raindrop contains many secrets.

It is a bubble of anticipation and surprise.It cleanses the earth, it feeds the flowers,

And fills the holes.The raindrop is never silent,

It bangs on the roof,Spatters on the windows

Or, splashes into a puddle.A raindrop .

Audio script

Answers 1. a sudden knock at the door 2. ruin your plans 3. many secrets 4. anticipation and surprise 5. earth; flowers; holes 6. roof; windows; puddle

WritingAccept all appropriate answers.

9 READER

1. The Strawberry-Pink Villa

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S Make sentences using idioms. S learn about simple, complex and compound sentences. S learn difficult spellings (el/al). S have a class discussion. S write a diary entry.

Warm-upThe activity requires the children to talk about their houses and their surroundings, and what they will miss about it if they have to shift to some other place.

ReadingThis lesson is an extract from the autobiographical account, My Family and Other Animals, of Gerard Durrell. It talks about the time spent by the author in Corfu as a child.

Comprehension


Literary device The students will learn the meanings of idioms and make sentences with them.

Grammar The students will learn to make complex and compound sentences by combining two simple sentences.

Spelling The students will learn spellings of difficult words and fill in the blanks with el or al.

Speaking The students will have a class discussion on the given topic.

Writing The students will write a diary entry using information from the lesson.

—Gerard Durrell

10READER

ANSWERSComprehension A. 1. fuchsia. 2. so that no one could swindle them. 3. did not leave them alone. 4. an old tin can from his bedroom window. 5. garden. 6. fruits they plucked from the trees.B. 1. The villa was small, square, and pink. Its shutters were cracked at some places, and

were faded by the sun to a creamy green colour. The villa had a tiny garden which was surrounded by tall fuchsia hedges. Its flower beds were laid in complicated geometrical patterns which were marked by white stones. Many flowers, like roses, pansies, marigolds etc., grew in the garden. The villa had a tiny balcony over which the bougainvillea sprawled.

2. Spiro knew everyone in Corfu, and everyone knew him. Wherever his car stopped, people would shout out his name, and beckon him to sit at their tables under the trees and drink coffee with them. Policemen, peasants, and priests waved and smiled as he passed; fishermen, grocers, and cafe-owners greeted him like a brother. This shows that Spiro was much loved by the people of Corfu.

3. Spiro took complete control of the Durrell family’s affairs. He did all sorts of things for the family. He would take them for shopping and bargain on their behalf. When the family’s money was taking time to arrive from England, Spiro scolded the bank manager about his lack of organisation. He paid the hotel bill and carried their luggage to the Villa.

4. A peasant had tethered his donkey just over the hedge of the villa. The donkey brayed loudly and dolefully at regular intervals. This was disturbing Larry with his writing. This is why he appeared in a highly irritable frame of mind. The problem was resolved by mother and the narrator, who untied the donkey and moved him further down the hill.

5. Mother spent her time in the kitchen by cooking up different dishes, and the scent of herbs and garlic and onion would fill the house. She would consult a pile of books for recipes, and move around pots with her spectacles askew, muttering to herself.

6. It is apt to describe the garden of the strawberry-pink villa as a ‘magic land’. The garden was full of flowers and creatures that the narrator hadn’t seen before. Tiny, crab-like spiders lived among the silky petals of roses. Blue carpenter bees, humming birds, hawk moths, large black ants also lived in the garden. The garden was alive and buzzing with these marvellous creatures.

7. The narrator and Roger learnt a lot of new things in the garden. While the narrator learnt about different creatures who lived in the garden, Roger learnt that it was unwise to smell hornets, and that the peasant dogs were scared of him and would run screaming at his sight.

8. a. The narrator developed friendship with some peasant girls who passed his garden every morning and evening. In the mornings the girls would smile at the narrator and shout greetings. In the evenings they would give him fresh fruits as gifts.

b. The local people were also very friendly to the narrator. They were delighted by his efforts to learn their language, and whenever the narrator and Roger passed by their houses, the entire family of the locals would come out and greet them, loudly and pleasantly.

C. 1. a. ‘We’ refers to the Durrell family, and ‘it’ refers to the strawberry-pink villa.

11 READER

b. The strawberry-pink villa seemed to be standing there as if it had been waiting for the family to come and live in it.

c. They wanted to live there because they felt at home at the place. 2. a. Larry said these words to his brother, Leslie. b. Leslie was shooting at an old tin can from his window to practice with his revolvers.

According to Larry, this did not sound like practice. He compared the practice with the Indian Munity (the revolt of 1857), as the gunshots were loud and startling.

c. The problem was resolved when Leslie reluctantly took his tin a little farther from the window. 3. a. Spiro said these words to the customs official, Christaki. b. Christaki was attempting to examine the contents of the Durrell family’s luggage. When

Spiro tried to stop him, Christaki said that it was his duty to do so. This is why Spiro said the given words to him.

c. Spiro was referring to the illegal practice of dynamiting fish, for which Christaki was once fined twelve thousand drachmas.


VocabularyHelp the students find out the meaning of the idioms given in the Maincourse Book. Once done, ask them to make sentences with each one of them. Accept all appropriate answers.

Grammar 1. Although, the king is rich, he is miserly. 2. You may accept the offer or refuse it. 3. Nobody knows the reason why Sarita was laughing. 4. Is the red one your pen or is the black

one your pen? 5. Sneha is very weak, so she cannot go to school. 6. It was very cold last night, so I could

not sleep. 7. Don’t eat too much or you will fall ill. 8. This is the garden where the finest

chrysanthemums grow. 9. Peter and Patrick are equally strong. 10. Alice is a very kind and brilliant girl. 11. Do not be a borrower or a lender. 12. You are sure to succeed if you

work hard.Spelling 1. apparel 2. arrival 3. general 4. channel 5. funeral 6. parallel 7. occasional 8. scoundrel 9. emotional 10. individual

SpeakingFree response


12READER

2. The Drunken Stupor

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S form compound words. S learn about relative pronouns. S learn to punctuate a paragraph. S Listen to an audio and answer questions. S write an informal letter.

Warm-up In this activity the students will have a group discussion about the effects of wealth and power on human nature.

ReadingThis lesson is a story about two friends from different economic backgrounds. The lesson encourages the readers to examine the hypocrisy of human nature, when it comes to money and power.

Comprehension


Vocabulary The students will fill in the blanks to form compound words.

Grammar The students will learn to use relative pronouns to complete sentences as well as join two sentences.

Punctuation The students will be able to punctuate a paragraph using basic punctuation marks.

Listening The students will listen to an audio of a factual report and answer the given questions.

Writing The students will write an informal letter from the perspective of the narrator of the lesson.

—Munshi Premchand

13 READER

ANSWERS

ComprehensionA. 1. clerk 2. landlords 3. cheeky/discriminatory 4. five 5. faint 6. PrayagB. 1. There was a big difference in the social position and lifestyle of the two boys. While Ishwari

was the son of a rich landlord, Bir was the son of a poor clerk. Ishwari lived in a house which was like a palace, and was served by numerous servants. Bir’s parents managed to send him the money for his monthly expenses with difficulty.

2. The narrator had decided not to go home for the holidays as he did not have money for the train fare, and he did not want to worry his parents by asking more money from them. He was given the option of going to Ishwari’s house, who had invited him to spend the holidays with him.

3. Before the narrator was taken to Ishwari’s home he was briefed by the latter about certain things. Ishwari cautioned him not to criticise landlords at his house, as it may hurt his parents’ feelings. His parents believed that the tenants had been created to serve them, and the tenants believed the same.

4. Two gentlemen came to receive the friends at the station. Ishwari told them white lies about the narrator. He said that the narrator was the son of a very rich landlords, and that he wore simple clothes because he was a follower of Mahatma Gandhi. He did so because he believed that this was the only way to make the people at his place respect the narrator and treat with without discrimination.

5. The narrator was in awe when he saw Ishwari’s house and its surroundings because Ishwari’s house was like a castle. The entrance had a sentry walking to and fro before it, there were innumerable servants and there was even an elephant tethered on the grounds.

Two first-time experiences that the narrator had in Ishwari’s house were having his feet washed by a servant and leaving his clothes lying about without folding them.

6. Ishwari explained his friend’s poor clothes to the others by telling them that Bir was a follower of Mahatma Gandhi. He said that Bir had burnt down all his fashionable clothes and wore only khadi.

7. The man travelling to Kolkata was uncomfortable because he was carrying a huge bundle, and there was no space to put it down. In addition, the place was so crowded that he did not have enough space to breathe comfortably.

8. After the narrator slapped the man from Kolkata, he was cursed by the people in the train. Even his friend, Ishwari, was embarrassed by his behaviour and called him an idiot. This ended the drunken stupor of the narrator and brought him back to reality, and made him realise his hypocrisy. He refers to it as a ‘drunken stupor’, because the feeling of power and having money is like being in a drunken state, and often makes people do stupid and unkind things.

14READER

C. 1. a. The narrator said these words to his friend, Ishwari. b. The place being referred to in the given line is Ishwari’s house where he had invited the

narrator for the holidays. c. The given words were spoken because Ishwari had requested the narrator to not show his

true feelings about the landlords at his place. So, Bir said these words to say that he could not change himself or his principles just for the sake of not hurting people’s feelings.

2. a. ‘I’ in the given line refers to the narrator. b. The narrator said that he had become more tender than Ishwari, because everyone at

Ishwari’s place treated him with respect, and took special care to not make any delay in his meals or in making his bed. He had started putting on airs, and would not even light a lamp with his own hands.

c. One day, Bir’s bed had not been made on time, and his eyes were drooping in sleep. The narrator had started believing the lie that he was ‘the scion of a princely family’ and so would not make his own bed. The servant, who had been busy with other household works, came late. The narrator then scolded the servant harshly.

3. a. The narrator was not happy about travelling in ‘that coach’ because it was a third-class coach, and was heavily crowded. Also, he had wanted to go back to college in the comforts of first class, as they had done while coming.

b. There was a large crowd at the station because people were returning to their villages after spending Durga Puja. There was no space in the second class coaches, and it was the last train. So, they had no choice but to board the third class coach.

c. The narrator was and his friend were sitting by the door. A man, carrying a heavy bundle, kept coming to the door for a whiff of air. Every time his bundle would brush the narrator’s face. The narrator was annoyed by this, and after a few more times, he caught hold of the man and slapped him hard.


VocabularyAccept all appropriate answers. Some examples are given below. 1. backfire 2. tapeworm 3. limelight 4. somewhere 5. sandcastle 6. firecracker 7. candlestick 8. stronghold 9. cartwheel 10. headlight 11. blacksmith 12. scapegoat 13. bittersweet 14. peppermint 15. underground 16. forethought

15 READER

GrammarA. 1. what 2. that 3. which 4. who 5. which 6. who 7. that 8. whose 9. who 10. whomB. 1. The parcel, that Rekha sent, reached me this afternoon. 2. Do you know the boys who were absent? 3. Show me the road which leads to the market. 4. This is the girl who won the first prize. 5. The seminar, which was held in Mumbai, was a success. 6. They heard some news that astonished them. 7. The man, who had hardly received any formal education, went on to become a great leader. 8. The bus which dashed against a tree was going at over 150 mph. 9. This is the player whom the committee selected as the captain of the team. 10. My grandfather who died last week had been ailing for a while.

PunctuationPetunia has two favourite hobbies. These include writing poetry and knitting sweaters for her cats. She matches the colours of the yarn to the cats’ eyes, and composes poems on their lovely bushy tails. As tea is Petunia’s favourite drink, her house always smells of tea leaves. It’s a pleasant little cottage surrounded by a tiny garden. Her friends’ houses are nearby, and they visit her often. Petunia teaches literature at a university; that is something she liked a lot. Her cats are named after the poets she admires the most: Shelly, Byron and Yeats. Shelly and Byron have reddish-brown fur. Yeats’ coat is a jet black in colour. Every evening Petunia relaxes with her cats on the porch. It is her favourite time of the day.

ListeningPlay the audio. Tell the students to listen to the factual report and answer the given questions.

India is home to over 30 per cent of almost 385 million children living in extreme poverty, the highest in South Asia, according to a new report by the World Bank Group and UNICEF.The report ‘Ending Extreme Poverty: A Focus on Children’ said children are more than twice as likely as adults to live in extreme poverty.In 2013, 19.5 per cent of children in developing nations were living in households that survived on an average of USD 1.90 a day or less per person, compared to just 9.2 per cent of adults.

Audio script

16READER

Globally, almost 385 million children were living in extreme poverty.The report said sub-Saharan Africa has both the highest rates of children living in extreme poverty at just under 50 per cent, and the largest share of the world’s extremely poor children, at just over 50 per cent.“Children are not only more likely to be living in extreme poverty; the effects of poverty are most damaging to children. They are the worst off of the worst off--and the youngest children are the worst off of all, because the deprivations they suffer affect the development of their bodies and their minds,” said UNICEF Executive Director Anthony Lake

Answers

1. India has the highest percentage of children living in poverty in South Asia.

2. The report says that children are more than twice as likely as adults to live in extreme poverty.

3. Globally, almost 385 million children are living in extreme poverty.

4. Sub-Saharan Africa has the largest share of the world’s extremely poor children.

5. Poverty affects the development of the children’s bodies and minds.


17 READER

The Frog and the Nightingale

The students will be able to S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about finite and non-finite verbs. S identify the silent /u/ sound. S recite a poem. S write a news report.

Warm-upIn this activity the students will have a class discussion on insincere friendships their experiences of being in such friendships.

ReadingThis lesson talks about false friendships, jealousy and bullying. It also gives out the lesson that it is important to be yourself like the way you are instead of following others blindly.

Comprehension


Vocabulary The students will be able to learn to identify finite and non-finite verbs in a sentence.

PhonicsThe students will listen to words with the silent /u/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Speaking The students will recite the poem in the class.

Writing The students will learn to write a news report.

—Vikram Seth

18READER

ANSWERS

Comprehension A. 1. cacophony 2. ‘Bravo’ ; ‘Too divine’ ; ‘Encore’ 3. shook ; twitched ; closed ; fluffed ; cleared 4. critic ; art ; throat 5. rain ; six 6. puffed ; vein

B. 1. The other creatures in the bog loathed the frog’s voice. They had no choice but to listen to the frog’s cacophony, as he blared out from beneath the sumac tree, from dusk to dawn.

2. When the nightingale sang under the sumac tree for the first time, all the creatures of the bog were amazed. They admired her song and gave her their complete attention. When she ended the song, everyone clapped and requested her for an encore.

3. The nightingale was unused to the kind of appreciation and admiration that her audience by the sumac tree showed her. So, when they asked for an encore, the nightingale was delighted, and she sang all night without stopping.

4. The frog said to the nightingale that her song lacked a certain force, and that without proper training she would remain a mere beginner. He made an offer to the nightingale to train her.

5. On the morning of the nightingale’s first training session, it was raining. The nightingale said that she couldn’t sing in such weather, but the frog told her to just put on a scarf and a sash. They sang for six hours until the nightingale was shivering with cold, and her voice quivered and was hoarse.

6. Birds and animals came from distant places to hear the nightingale sing. Her audience included distinguished personalities and even royalty. The poet has made use of puns to merge the titles and distinctions with names of the birds to humorously describe the audience. The Owl of Sandwich is a play on ‘Earl of Sandwich’. Similarly, in ‘Mallard and Milady Trent’, the elite titles ‘milord’ and ‘milady’ and the wild duck mallard are put together. The birds martin and cardinal and the high rank Cardinal are brought together to form ‘Martin Cardinal Mephisto’. The coot of Monte Cristo is a reference to the famous literary character the Count of Monte Cristo, and a small bird, coot.

7. The frog criticised the poor nightingale harshly because he was jealous of the way everyone admired her singing, while they loathed his voice. Even though he was earning money from the shows that nightingale gave, his joy at this wealth was made bitter when he saw the nightingale’s success. The frog’s criticism made the nightingale sorrowful. She no longer took pleasure in singing, and her efforts to please the frog made her voice tired and uninspired.

8. As the nightingale’s voice grew tired and dull, the audience started decreasing. The frog scolded her for this, and told her to sing with more passion. The terrified bird tried to follow the frog. When she puffed up to sing, she burst a vein and died. Yes, the frog’s hidden motive, of having the bog to himself once more, was fulfilled.

19 READER

C. 1. a. The frog’s determination was to display the happiness of his heart by croaking all night in his loud, unpleasant voice.

b. The frog blared out his crass songs, in his loud and unpleasant voice, from the sumac tree.

c. In addition to stones, prayers and sticks, the frog was also assailed with insults, complaints and bricks to stop his determination.

2. a. The nightingale was in the bog, sitting on the sumac tree. She was preparing to begin her singing for the night.

b. The frog was boasting about his credibility as a singer and critic in the bog. He also boasted that he was the owner of the bog. He was not being truthful, because his singing was not admired in the bog and was hardly tolerated by the other creatures.

c. The nightingale was deeply impressed by the frog’s words. She hesitantly asked him his opinion of her singing. She was flattered by the frog’s response, and even called him Mozart in disguise.

3. a. The frog said these words. The bird being referred to in the given lines was the nightingale.

b. The nightingale had fallen prey to the frog’s bullying and scolding. The pressure finally killed her. This is why the frog spoke the given words.

c. The phrase ‘your song must be your own’ implies that nobody should blindly copy someone else, but should perform up to his/her own capabilities. The nightingale was gullible. While she sang in her own way her talent was great. But she came under the frog’s influence, and instead of singing her own songs, she started singing to please the frog. This led to the nightingale’s downfall.


Vocabulary 1. F 2. F 3. F 4. F 5. NF 6. NF 7. F 8. NF 9. F 10. NF 11. NF 12. NF


Audio scriptS guest S guild S guile S guise S rogueS guitar S circuit S disguise S guidance S silhouette

SpeakingGuide the students to recite the poem with the correct stress and intonation.


20READER

3. Thank You, M’am

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn synonyms. S learn about degrees of comparison. S find out the meanings of difficult words. S listen to an audio and match the columns. S write a story.

Warm-up This activity asks the students to share their experiences and stories about kindness of people.

Reading This lesson says that kindness and forgiveness have a stronger effect than punishments.

Comprehension


Vocabulary The students will learn how to use synonyms to make their language less repetitive.

Grammar The students will learn to change the degrees of comparison of adjectives in sentences.

Dictionary The students will learn to find out the meanings of difficult words and make sentences with them.

Listening The students will listen to an audio and match the columns.

Writing The students will use the given hints to write a story.

—Langston Hughes

21 READER

ANSWERS

Comprehension A. 1. T 2. F 3. F 4.T 5. T 6. TB. 1. Roger lost his balance as he tried to snatch the bag, because the strap of the bag had broken

with the pull that the boy gave the bag from behind. The woman turned around and kicked Roger’s rear. Then, she picked up the boy by his shirt and shook him till his teeth rattled.

2. Roger was a frail boy, and looked as if he was fourteen or fifteen years old. He was wearing tennis shoes and blue jeans. We know that he was uncared for because on the woman’s asking, he admitted that there was nobody at his home to tell him to wash his face or to cook him food.

3. a. There are many instances in the story which show that Mrs Jones was a strong woman. When her bag was snatched, Mrs Jones did not lose courage, but confronted the culprit. She admitted to having committed similar acts as the boy in her past, and her current mindset shows that she overcame her past and now led an honest life.

b. Mrs Jones compassion and empathy with the boy shows that she was a very kind woman. She did not take the boy to the police, but helped him realise his mistake by being kind to him. She gave him food, did not embarrass him by asking him questions about his family, and at the end even gave him ten dollars even though she herself was a woman of meagre income.

4. When Mrs Jones went behind the screen to cook dinner, Roger sat on the far side of the room because he wanted to remain within the eyesight of Mrs Jones. Mrs Jones had left her purse on the day-bed near the boy, showing that she trusted him to not run away with her purse. Roger had earlier wanted to run away, but now that he saw that Mrs Jones had put her trust in him, he did not wanted to break it. So he sat within the vision of Mrs Jones to show her that he wasn’t going to steal anything or run away.

5. Mrs Jones and Roger had supper together. Mrs Jones heated lima beans and ham for the supper, and made cocoa with canned milk. During the meal Mrs Jones told the boy about her job in a hotel beauty shop. She did not ask him any questions about his family or home which would have embarrassed him. She also gave the boy half of her ten-cent cake.

6. Roger had been afraid earlier that Mrs Jones would take him to the police. But as time passed, he became convinced that she was a kind woman. She did not treat him like a criminal, but took him home, had him wash his face and invited him to have supper with her. He did not run away as he did not want Mrs Jones to mistrust him anymore.

7. Three instances that show that Mrs Jones was a woman of modest income are, a. She worked in a hotel beauty-shop till late at night. She was returning home at eleven

o’ clock at night when she had met the boy. b. She lived in a room which was bedroom and kitchen combined in one. c. Mrs Jones had also, in her youth, wanted things which she could not afford.

22READER

8. Roger couldn’t say anything beyond a ‘thank you’ to Mrs Jones because he was overwhelmed with emotion. Mrs Jones had treated him with love and kindness where any other person would have taken him to prison. She had advised him, and had even given him ten dollars to buy the blue suede shoes that he had wanted so much. She had taught with a lesson with her kindness which he wouldn’t forget for the rest of his life.

C. 1. a. Mrs Jones said these words to Roger. b. Roger had tried to snatch Mrs Jones’ purse. This was the shameful act that Mrs Jones

was referring to. c. Roger had done the ‘shameful act’ because he wanted to buy blue suede shoes. 2. a. The speaker, Mrs Jones, was sitting on the day-bed when she said this. There was Roger

with her in the room. b. According to Mrs Jones, Roger thought that after saying that she also once wanted things

that she could have, she would next say that she didn’t snatch people’s pocketbook to fulfil her desires.

c. She actually said that she had also done some things she was ashamed of, to get the things that she had wanted.

3. a. The woman had given ten dollars to the boy so that he could buy blue suede shoes for himself.

b. In return, the woman wanted a promise from the boy that he would not try to snatch anybody’s pocketbook ever again.

c. The advice that the woman gave to the boy was that even if you succeed in getting things by stealing, there is no real pleasure to be derived from those things. They will always cause guilt and trouble.


VocabularyHelp the students to find out the synonyms of the given words. Once done, ask them to make sentences with each one of them. Accept all appropriate answers.Some examples of the synonyms are given below. 1. terrified 2. brilliant 3. intelligent 4. furious 5. exquisite 6. delighted 7. ravenous 8. destitute 9. delicious 10. precious

23 READER

11. skinny 12. spotless

Grammar 2. a. No other metal is as useful as iron. b. Iron is more useful than all other metals. 3. a. No other girl in the school is as good as Shonali. b. Shonali is better than all the girls in the school. 4. a. No other metal is as heavy as lead. b. Lead is the heaviest metal. 5. a. Rose is lovelier than all other flowers. b. Rose is the loveliest flower. 6. a. No other food is as nourishing as milk. b. Milk is the most nourishing food. 7. a. No one could see a baby as sweet as Kabir. b. Kabir is sweeter than any baby one could see. 8. a. No other train in India is as fast as the Rajdhani Express. b. The Rajdhani Express is faster than all other trains in India. 9. a. Mount Everest is higher than all other peaks in the world. b. Mount Everest is the highest peak in the world. 10. a. No other painting that I have seen is as beautiful as that panting. b. That painting is more beautiful than any other painting that I have seen. 11. a. No other English dramatist is as great as William Shakespeare. b. William Shakespeare is greater than any other English dramatist. 12. a. The Lost Symbol is more interesting than any other novel written by Dan Brown. b. The Lost Symbol is the most interesting novel written by Dan Brown.

DictionaryHelp the students find the meanings of the words given in the Main Coursebook using a dictionary.Once done, ask them to make sentences of their own. Accept all appropriate answers.

ListeningPlay the audio. Tell the students to listen to the quotes and match the columns.

Martin Luther King Jr. : Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.

Audio script

24READER

Bruce Lee: Mistakes are always forgivable if one has the courage to admit them.

Mother Teresa: If you judge people, you have no time to love them.Mahatma Gandhi: The weak can never forgive. Forgiveness is the

attribute of the strong.Mark Twain: Kindness is the language which the deaf can hear

and the blind can see.

Answers 1. Mistakes are always forgivable if one has the courage to admit them. —Bruce Lee 2. Kindness is the language which the deaf can hear and the blind can see. —Mark Twain 3. Darkness cannot drive out darkness; only light can do that. Hate cannot

drive out hate; only love can do that. —Martin Luther King Jr 4. The weak can never forgive. Forgiveness is the attribute of the strong. —Mahatma Gandhi 5. If you judge people, you have no time to love them. —Mother Teresa


25 READER

4. My First Bird Watching Experience at Galibore

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about phrases and clause. S learn about noun phrases and noun clauses. S learn difficult spellings (au/ou). S conduct an interview. S write a notice.

Warm-up In this activity the students will reflect and share the effect that singing of birds in the early morning has on their feelings.

Reading This lesson is a blog entry about a bird-watching experience of the writer in the forests of Galibore.

Comprehension


Vocabulary The students will learn to identify phrases and clauses in a sentence.

Grammar The students will learn to identify and form noun phrases and noun clauses.

Spelling The students will learn spellings of difficult words and fill in the blanks with au or ou.

SpeakingThe students will learn to conduct an interview. They will use information from the lesson to conduct an interview on the given topic.

Writing The students will use the given hints and write a notice.

—Lakshmi Sharath

26READER

ANSWERS

ComprehensionA. 1. A pair of mynahs 2. Spotted owlet 3. Blue-faced malkoha 4. A pair of verditer flycatcher 5. Tickell’s blue flycatcher 6. Brown fish owl 7. Indian cuckooB. 1. In the process of birdwatching, the word ‘clock’ is a code word used to denote the position of

a bird on a tree, without having to point at it. The naturalist uses this system of direction to tell his party where the bird he spots is.

2. The writer is bird watching in Galibore, a small fishing camp located on the banks of the river Cauvery. The locals of the area are not birdwatching, they are fishing for the mahseer.

3. A naturalist helps the writer develop an interest in bird watching by showing her how to look at birds and identify them. She eventually learns that birds could be identified by their shapes, sizes, curve of their beaks, colour of their rumps and their calls.

4. The blue-faced malkoha, which has a body that sometimes shimmers green, is called so because it has a blue patch around its eyes. A bird’s name and the colour attributed to it are not often synonymous.

5. The basic skill required to be a birdwatcher is patience. The writer accomplishes this skill, and can stare at a same tree for hours, as if she is in a mediation, for any sign of movement.

6. Once the writer develops the basic skill of bird watching, patience, and gazes at the same place for infinity for the sight of a bird, her friends either find her amusing or think that she has gone crazy.

7. For the usual birdwatchers, the process is all about ticking the names of birds they sight off their lists. The writer is different because for her birdwatching is a sense of high as she makes a new discovery among the trees. It brings out the curiosity in the writer.

8. The writer refers to the Indian cuckoo as ‘One more bottle’ bird, because the call that the cuckoo makes sounds as if it is saying the words ‘one more bottle’.

C. 1. a. The new found discovery, referred to in the given line, is a Spotted owlet that the writer has spotted and identified.

b. The Spotted owlet is a small and stocky owl. It has white spots, brown streaks and bright yellow eyes.

c. The bird is spotted in a hollow in the bark of a coconut tree. 2. a. The writer says the given words because she has just spotted the blue-faced malkoha,

which does not have a blue body, but only a small blue patch around its eyes. b. To prove his point, the naturalist gives the example the black kite, which is actually

brown in colour. c. Some examples that show that most birds are known by their hues are different varieties

27 READER

of the bulbul—red whiskered bulbul, red vented bulbul, grey bulbul, yellow throated bulbul and ruby throated bulbul.

3. a. ‘I’ refers to the writer of the blog. b. The loud call that the writer hears is not a hoot, chirp, song or whistle. It sounds like the

bird is saying ‘one more bottle’. The call belongs to the Indian cuckoo. c. When the writer heard the loud call for the first time she was transfixed as she had never

heard that sound before.D. Accept all appropriate answers.

Vocabulary

A. 1. Shanta reached school just in time.

2. Nikita was standing near the blackboard.

3. The hare ran the race so that he would win the prize .

4. I am glad that he has become the class monitor .

5. The choir is singing Christmas carols in a beautiful way.

6. Mother bought a new book for me.

7. The jury declared that the prisoner was gulity .

8. You are looking beautiful in this picture.

9. When Swami was at school , he won many prizes for Mathematics.

10. We all admire a person who has integrity .

B. 1. I do not know the place where she was born. 2. We met a girl who had beautiful brown eyes. 3. Nobody knows the time when she will arrive. 4. The soldiers fought in a manner that was heroic. 5. The accident took place on the road which is in front of Shelley’s house. 6. Hari spoke in a manner that was rather rude. 7. The Helen of Troy was a woman who was very beautiful. 8. The tourists reached the Sunset Point after the sun had set. 9. The doctor who lives next door is friendly and wise. 10. The school boy went out wearing a shirt which was blue in colour.

GrammarA. Accept all appropriate answers.

28READER

B. 1. The doctor is hopeful that he will recover. 2. I heard that he succeeded in the race. 3. I expect that I will hear from you soon. 4. The judge believed the man was guilty. 5. The time when she will arrive is not known to me. 6. The pair of shoes, which are yellow, is not for sale. 7. The snow, which was glistening, covered the pine leaves. 8. The shopkeeper gave the boy who was little a candy. 9. The poet went along the road which was long and winding. 10. The students consider that Mrs Rao is their favourite teacher.

Spelling 1. sauce 2. dough 3. bough 4. trauma 5. launch 6. sought 7. lounge 8. haughty 9. scrounge 10. distraught



29 READER

Palm Tree

The students will be able to S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about prefixes. S identify the silent /c/ sound. S listen to an audio and answer questions. S write an essay.

Warm-up This activity encourages the students to observe nature and assess their emotions based on this observation.

Reading The poem explores the concept of love for motherland.

Comprehension


Vocabulary The students will be able to form new words by adding prefixes to the given words.

PhonicsThe students will listen to words with the silent /c/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Listening The students will listen to an audio of a speech and answer the given questions.

Writing The students will use their imagination to write an essay.

—Rabindranath Tagore

30READER

ANSWERS

Comprehension A. 1. single-legged giant 2. black cloud ceiling 3. fronds 4. flutter/heave/swish 5. firmament 6. earthly cornerB. 1. The poet calls the palm tree a ‘single-legged giant’ because the tree stands tall like a giant, on

its one leg which is its trunk. 2. If the palm tree had wings, it would fly away up in the sky and pierce the ceiling of clouds. 3. The palm tree expresses its wish by tossing about its head in the wind. By ‘rising on their

flutter’ the poet means that the palm tree would make use of its fronds as wings, and it would flutter these fronds and rise high up in the sky.

4. The words that convey the sounds made by moving of the leaves are heave, swish, flutter and flap. The figure of speech used here is onomatopoeia.

5. The tree imagines its leaves to be wings. If it were so, it would be able to flap these wings and fly high up in the sky.

6. The strong wind moves the palm tree with its force. The words from the poem that convey this movement are: tossing, heave, swish, flutter, flap, and shudder.

7. Two instances where the poet has used personification are: a. The tree seems to express its wish in the tossing of its head. b. the mind of the tree returns to earth, recalls that earth is its mother 8. The return of the palm tree to the earth signifies the importance of motherland. It implies that

after all the adventures and wandering, it is one’s home that gives one the real repose.C. 1. a. Fronds are the leaves of the palm tree. b. The palm tree imagines that it can fly using its leaves as wings. c. It imagines that it wanders in the skies and travels to unknown places past the stars. 2. a. The poet repeats the word ‘subside’ twice to show the gradual change in the palm tree’s

behaviour as the wind dies down. b. The mind of the tree had been wandering in the skies, imagining that it was flying there.

But as the wind dies down, the mind of the tree returns to reality. c. As soon as the wind dies, the palm tree returns to its earthly corner, its home. It recalls

that the sky is not where it belongs, and that the earth is its mother.D. Accept all appropriate answers.

Vocabulary 1. illegal 2. dishonour 3. impossible 4. misuse 5. ex-student 6. inactive 7. autobiography 8. unconfident 9. anti-climax

31 READER

10. antechamber 11. submerge 12. unconscious/subconscious 13. extracurricular 14. misinterpret


Audio script S ascent S muscle S descend S scenery S crescentS conscious S conscience S fluorescent S luminescent S miscellaneous

ListeningPlay the audio. Tell the students to listen to the speech and answer the given questions.

Audio script

Jawaharlal Nehru gave the following speech, as India’s first Prime Minister, in New Delhi at midnight on August 14, 1947:At the stroke of midnight hour, when the world sleeps, India will awake to life and freedom. It is fitting that at this solemn moment we take the pledge of dedication to India and her people and to the still larger cause of humanity. The achievement we celebrate today is but a step, an opening of opportunity, to the greater triumphs and achievements that await us.That future is not one of ease or resting but of incessant striving so that we might fulfil the pledges we have so often taken and the one we shall take today. The service of India means the service of the millions who suffer. It means the ending of poverty and ignorance and disease and inequality of opportunity. The ambition of the greatest man of our generation has been to wipe every tear from every eye. That may be beyond us but so long as there are tears and suffering, so long our work will not be over.And so we have to labour and to work, and work hard, to give reality to our dreams.

Answers 1. The speech is given by Jawaharlal Nehru. 2. India will awaken to life and freedom at the stroke of midnight. 3. The achievement being talked about is India becoming independent. 4. The future is going to be full of incessant striving. 5. The service of India means the service of the millions who suffer. 6. To give reality to our dreams we have to labour and work hard.


32READER

5. I Have a Dream

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S explain metaphors. S learn adjective phrases and adjective clauses. S punctuate sentences. S read a speech. S write an argument.

Warm-upIn this activity, students will address the issues in the society today, and share with the class what they dream with regards to the world and the country that they live in.

Reading This lesson is the speech delivered by Martin Luther King Jr, addressing the issues of racism in the United States of America.

ComprehensionThe students will be able to

S answer questions based on their understanding of the text. S think and reason beyond what has been taught.

Vocabulary The students will be able to understand and explain metaphors from the lesson.

Grammar The students will learn to replace adjectives with adjective phrases and adjective clauses.

Punctuation The students will punctuate sentences with temporal apostrophes.

Speaking The students will read aloud the speech from the lesson.

Writing The students will write an argument for or against the given topic.

—Martin Luther King Jr

33 READER

ANSWERS

Comprehension A. 1. justice ; reality 2. despair 3. creed 4. threshold 5. content 6. hewB. 1. By ‘make real the promises of democracy’, Martin Luther King means that it was time that the

promises that the United States of America has made to people as a democratic state, to treat all equally without discrimination, should be put to practice.

2. He wants to make the promises of democracy real because at the time this speech was made, the black Americans were facing a lot of discrimination. There had been cases of violence against them and violation of their rights all over America.

3. a. The atmosphere of discrimination and hatred against the African Americans is described as a dark and desolate valley of segregation. While, the way towards creating an egalitarian and just society is described as bright and sunlit.

b. Racial justice is compared to quicksand, which is destructive and engulfs everything in its depths. Brotherhood and unity is in comparison with the quicksand is called a solid rock on support of which the country can develop and grow.

4. The speaker urges the gathered crowd to watch their own actions and emotions and not respond violently to the violence that has been done to them. He says this because he believes that only love can do away with hate and violence. He believes in meeting physical force with the force of soul.

5. The creed referred to in the speech is the statement ‘We hold these truths to be self-evident; that all men are created equal’. This statement is taken from the Declaration of Independence which was signed in 1776 when America gained independence from England. This statement in the present situation is ironical, because the creed which was written in 1776, is still not put in practice nearly two hundred years later, as a large part of the American population is suffering extreme inequality.

6. Martin specifically referred to Georgia and Mississippi because these two states had some of the largest number of cases of racial violence.

7. For his children’s future, Martin dreams that his children will have a future where they will not be judged on the basis of the colour of their skin but by the content of their characters.

8. King hopes that one day every valley will be exalted and every hill will be made low, meaning that one day there will be true equality amongst the people of America. He hopes that all crooked and rough places will be made straight and plain. The dream he returns to the South with is the dream of a nation based on the concepts of equality and love.

C. 1. a. The speaker is Martin Luther King Jr. He is addressing the civil rights supporters who had gathered at the Lincoln Memorial to listen to his speech.

34READER

b. The speaker is at the Lincoln Memorial. The cause for the speech is the March on Washington which was conducted as a part of the American Civil Rights Movement.

c. By the ‘threshold which leads into the palace of justice’ Martin means that the black Americans are standing just outside the palace of justice where they are still denied entry. The justice that they are seeking is the end of racism in America.

2. a. The hope that the speaker is talking about is the hope that America will one day be governed by rules of equality and brotherhood.

b. With this faith they will be able to hew out of the mountain of despair a stone of hope. c. The day that Martin refers to is the day when America will emerge from its atmosphere

of hatred and racism, as a just nation. On that day all will be able to sing the patriotic song mentioned in the lesson with a new and better meaning.


VocabularyHelp the students find out the meanings of the metaphors given in the Maincourse Book based on their understanding of the lesson. Once done, ask them to write down their meanings. Accept all appropriate answers.

Grammar 2. a. Gold is a metal of value. b. Gold is a metal which has value. 3. a. Shah Rukh Khan is an actor with great fame. b. Shah Rukh Khan is an actor who has great fame. 4. a. Mrs Sharma lost her necklace made of diamonds. b. Mrs Sharma lost her necklace which was made of diamonds. 5. a. My neighbour is a woman of bad temper. b. My neighbour is a woman who has a bad temper. 6. a. It was a sight full of terror. b. It was a sight that was full of terror. 7. a. Nitin is a boy without fear. b. Nitin is a boy who has no fear. 8. a. The poor old woman lived in a hut of mud. b. The poor old woman lived in a hut which was made up of mud. 9. a. The ice cream of strawberry flavour tastes no good! b. The ice cream that has the strawberry flavour, tastes no good! 10. a. My grandfather is a storyteller of great talent. b. My grandfather is a storyteller who has a lot of talent.

35 READER

11. a. Eco-friendly cars running on electricity help reduce global warming. b. Eco-friendly cars which run on electricity help reduce global warming. 12. a. I met a woman from Spain at the party yesterday. b. I met a woman who was Spanish, at the party yesterday. B. Help the students find the meanings of the idioms given in the Main Coursebook using a

dictionary. Once done, ask them to make sentences of their own. Accept all appropriate answers.

Punctuation 1. I took a day’s leave to recover from the illness. 2. The building was ready in a few months’ time. 3. He finished a month’s work in two weeks! 4. They were given 10 days’ notice to vacate the apartment. 5. They want candidates with at least 4 years’ experience. 6. A couple of weeks’ holiday will make you feel better. 7. I have three hours’ time to finish my homework. 8. Manpreet was asked to make a chart of a year’s progress in the sales. 9. Harry walked home happily, with the week’s pay in his pocket. 10. Arfia had never seen such a scene in her twenty years’ lifetime.

SpeakingHelp the students read out the speech with the correct pronunciation, rhythm, stress and intonation.


36READER

6. The Last Leaf

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S form collocations. S learn about adverb phrases and adverb clauses. S find out the meanings of difficult words. S listen to an audio and answer questions. S write a character sketch.

Warm-up In this activity students will rethink about the meaning of heroism and courage.

Reading This lesson is a story about sacrifice and heroism.

Comprehension


Vocabulary The students will form collocations by matching columns.

Grammar The students will learn about adverb phrases and adverb clauses.


Listening The students will listen to an audio of an extract from Peter Pan and answer the given questions.

Writing The students will use the given hints and write a character sketch of a character from the lesson.

—O Henry

37 READER

ANSWERSComprehensionA. 1. T 2. T 3. F 4. T 5. F 6. FB. 1. When they met, Sue and Johnsy decided to live and work together. They decided this because

they found out during their meeting that they liked the same kind of art, the same kind of food and the same kind of clothes.

2. Johnsy was looking outside the window at a very old tree. Almost all the leaves had fallen from its branches. Johnsy was counting the remaining leaves on the tree. It had entered her head that when the last leaf would fall from the tree, she would die.

3. When Johnsy told Sue the strange notion that had entered her head, Sue tried to reason with Johnsy by telling her that the span of her life had nothing to do with the tree. She tried consoling Johnsy by lying to her that the doctor was very hopeful of her recovery.

4. Mr Behrman was an old man past his sixties, who lived in Sue and Johnsy’s building. He was an unsuccessful painter and always talked of painting a masterpiece. He made his living by posing for painters. He was very protective of Sue and Johnsy. He believed that it was his special duty to do everything possible to help the young girls.

5. Johnsy had expected the last leaf to fall during the stormy night. When she saw it still clinging to the branch the next morning, she was filled with guilt at her own despair. She accepted that it was wrong to wish to die and said that she would try to get better.

6. Johnsy called herself a bad girl, because her wish to die, when there were still chances of her living, was not a good thing to do. She had realised that she was not only hurting herself, but was also hurting other people with her negativity.

7. The next day, Sue told Johnsy that Behrman had died of pneumonia that day in the hospital. He had been ill for only two days. People had found him on the morning of the first day—cold, wet and helpless with pain.

8. Behrman was found in his house on the first day of his sickness, cold as ice and with wet clothes on. They also found a light which he had taken outside on the cold and stormy night, and his painting materials with green and yellow paint. Sue and Johnsy noticed that the last leaf on the wall never moved in the wind. Piecing all this together, the girls realised that Mr Behrman had painted the leaf on the wall on that cold, windy night when the last leaf fell.

Mr Behrman had done this in the hope that it will give Johnsy courage to live on.C. 1. a. The disease Pneumonia entered the Greenwich Village. b. Pneumonia, referred here as a person, touched people with his icy finger. He

also touched Jhonsy with his cold fingers making her seriously ill. c. The author has used personification here. He refers to the disease Pneumonia as a human

being, who roamed around the village touching people with his icy fingers. 2. a. The doctor said these words to Sue. b. ‘Her’ refers to Johnsy in the given line. Jonhsy had contracted Pneumonia and was very ill.

38READER

c. The doctor advised the listener to talk to Johnsy about new winter clothes, because he felt that if Johnsy were interested in the future, she would have a better chance of getting better.

3. a. The ‘lonely soul’ in the story was Johnsy. She was called so because she was preparing for the possibility of her imminent death, which seemed to her like a surety.

b. The ‘far journey’ in the given line refers to the journey after death. c. Johnsy had connected this journey with a very old tree which she could see from

her window. She believed that she would go on this journey as soon as the last leaf on the tree fell.


Vocabulary 1. admit – defeat 2. hard – to believe 3. centre – of attention 4. take – a bath 5. set – the table 6. tight – schedule 7. owe – an apology 8. sense – of humour 9. save – energy 10. run – out of time 11. meet – the expectations 12. bring – to an end

GrammarA. 1. The nurse answered with politeness. 2. The kitten is sleeping at the moment. 3. The accident occurred at this place. 4. The leader speaks with eloquence. 5. Vinita answered the question with promptness. 6. The moon will rise in a short time. 7. Let us stop at this place. 8. The dog ran home with swiftness. 9. The flowers can be seen at all places. 10. I could find the mechanic at no place.B. 1. The wind blew with a force which was great. 2. He stared at me in a fit which was full of anger. 3. The girl sang a song in a manner which was melodious. 4. Anna sat on the steps which were in front of her house. 5. I saw a lot of traffic where the highway was. 6. The bomb exploded with bang which was huge. 7. I stood on the deck of the ship when it was midnight.

39 READER

8. The cattle were hurrying in the direction where their home was. 9. Many creatures prowl in the forest when it is night. 10. This product is available where all the major cities are.


ListeningPlay the audio. Tell the students to listen to the excerpt from Peter Pan and answer the given questions.

Audio script

If you shut your eyes and are a lucky one, you may see at times a shapeless pool of lovely pale colours suspended in the darkness; then if you squeeze your eyes tighter, the pool begins to take shape, and the colours become so vivid that with another squeeze they must go on fire. But just before they go on fire you see the lagoon. This is the nearest you ever get to it on the mainland, just one heavenly moment; if there could be two moments you might see the surf and hear the mermaids singing. The most haunting time at which to see them is at the turn of the moon, when they utter strange wailing cries; but the lagoon is dangerous for mortals then. However, on sunny days after rain, the mermaids come up in extraordinary numbers to play with their bubbles. The bubbles of many colours made in rainbow water they treat as balls, hitting them gaily from one to another with their tails, and trying to keep them in the rainbow till they burst. The goals are at each end of the rainbow, and the keepers only are allowed to use their hands. Sometimes a dozen of these games will be going on in the lagoon at a time, and it is quite a pretty sight.

Answers 1. When you shut your eyes, you see a shapeless pool of lovely pale colours suspended in

the darkness. 2. After the colours become very vivid, you see the lagoon just before the colours go on fire. 3. If you could see the lagoon for two moments you would see the turf. 4. The most haunting time to see the mermaids is at the turn of the moon when they utter

strange wailing cries. 5. On sunny days the mermaids come up and play with their bubbles. 6. They hit the balls with their tails.


40READER

Life of a Gymnast

The students will be able to S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about suffixes. S identify the silent /h/ sound. S deliver a speech. S write a paragraph.

Warm-upThis activity is aimed at teaching the students the importance of training and hard work involved in sports. It also encourages them to think about which sport they would like to excel in.

ReadingThe lesson is a poem by a gymnast telling the reader about the poet’s training days, and the life lessons that she/he learnt while training.

Comprehension


Vocabulary The students will be able to form new words by adding suffixes to the given word.

PhonicsThe students will listen to words with the silent /h/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Speaking The students will deliver a speech for just a minute on the given topic.

Writing The students will write a paragraph by researching on the given topic and by using the given hints.

41 READER

ANSWERS

ComprehensionA. 1. chalk 2. fingers 3. headstands 4. grips 5. leos; tape 6. low barB. 1. The poet repeatedly says ‘I grew up…’ throughout the poem to convey the significant role

that her training as a gymnast played in her growing up and becoming the person that she is.

2. The poet’s gymnast coaches were a part of her family. This closeness and affection between the poet and her coaches made the difficult and strenuous training sessions much easier for the poet.

3. Chalk, in its powder form, is used by gymnasts to gain a better grip. The poet’s hands and face were often marked with this powder. That’s why she says that she used chalk as her make-up.

4. The poet had a very friendly relationship with her teammates. They giggled, chatted and played together while practicing. They fought over beams, but they also loved each other.

5. The poet’s best friends were her grips, which she wore on her hands during practice. But they did not really become her best friends until they were stained by cuts and rips. This means that the poet did not get fully accustomed to them until she had practiced in them so much that they were stained, ripped and cut.

6. The poet tells the readers about the difficulties of her training, and injuries and obstacles were a part of her daily life. But, she also adds that good times, fun and laughter were also as much a part of her training. She loved her teammates, and her coaches were like family to her. At the beginning of each stanza, the poet mention how her training comprised of giggling, playing, lounging and chatting with her teammates. These things imply that she enjoyed her training and the people around her.

7. Injuries, fear, and obstacles were part of the poet’s every day routine. She could not have a practice without running into the vault and hurting herself in the process.

8. In the process of her training, the poet learnt that skills, routines, medals and scores are not as great as your passion for a thing, and the memories created while pursuing that passion. She also says that the values and the lessons which stay inside you during your journey of a sportsman, are more important than your success.

C. 1. a. The above lines tells us that the poet was very good at what she did. b. No, the poet sessions were not always without fault. She would often run into the vault

and hurt herself during practice. c. Injuries, fear and obstacles were a part of the poet’s practice sessions every day. 2. a. No, the poet was not satisfied with the things listed above. According to her, the

memories once created during these routines and sessions were more important than these things.

42READER

b. For the poet, what ones sees through the mind’s eye is truer than what one sees in reality. This means that everything cannot be taken at face value. The practice was not merely practice for the poet, but the lessons she learnt, the friends and family she made, and the memories she created was what made the practice sessions valuable to her.

c. The ‘interesting view’ that the poet refers to later is the view at life from the perspective of a gymnast.


Vocabulary 1. Inventor/invention 2. extremely 3. penniless 4. brotherhood/brotherly 5. accurately/accuracy 6. merriment 7. translation/translatable 8. frequently/frequency 9. inclusion 10. laughable/laughter 11. psychological/psychologist 12. honourable/honorary


Audio scriptS echo S heir S honour S scheme S monarchS orchestra S technique S mechanical S melancholy S monochrome


WritingAccept all your appropriate answers.

43 READER

7. By Himself

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about phrasal verbs. S learn about the perfect tenses. S learn difficult spellings (ery/ary). S listen to an audio and make a list. S write a formal letter.

Warm-up This activity asks the students to think and share with the class what they think the key to success is.

ReadingThis lesson is a biographical account of Jack London. He describes the various challenges he faced while growing up and in his journey to become a writer.

Comprehension


Vocabulary The students will use phrasal verbs to complete sentences.

Grammar The students will be able to use verbs in their perfect tense form correctly.

Spelling The students will learn spellings of difficult words and fill in the blanks with ery or ary.

Listening The students will listen to an audio of a poem and make a list.

Writing The students will use their imagination and a write a letter from the perspective of the author of the lesson.

—Jack London

44READER

ANSWERS

Comprehension A. 1. worked as a ranch boy 2. sold papers in the street 3. joined oyster pirates 4. went on a seal-hunting expedition 5. worked in a laundry 6. left for the Klondike gold expeditionB. 1. Jack says he is on the hunt for a lost boyhood, because as a child Jack was burdened with

responsibilities. He started working at a very young age, and he thought of himself as a man rather than a young boy. If he ever had some extra money, he would never spend it on candy because he thought that candies were childish.

2. Jack’s second school at San Mateo was a hit and miss affair. The teacher used to get drunk, and then one of the elder students would thrash him. To make it even, the teacher would thrash the younger students. There were many days when the students wouldn’t even sit on their desks.

3. Jack was different from the other ranchers, because while Jack loved to read, the other ranchers were mostly ignorant in this area. By the time he was nine years old, he had read and absorbed Washington Irwin’s Alhambra. But he found out that none of the other ranchers knew anything about it.

4. One day, a man from the city had come to the ranch where Jack worked. Jack had decided that people in the city were not as ignorant as people in the country. So, he had formed the assumption that the city man would know about Alhambra, and he would be able to have a discussion with him on the book.

Jack was disillusioned of his assumptions. He built a model of an Alhambra from old bricks, and brought the city man to see it. But, he found out that the man knew nothing about Alhambra.

5. Jack was once a part of oyster piracy. This was an illegal activity, and if Jack had been caught, he would have spent his entire life in prison. It is ironical that he was later a part of the fish patrol, because now his job was to catch the people committing illegal fishing at the sea.

6. Jack was writing a descriptive essay, titled ‘Typhoon off the coast of Japan’, for a competition. Those days, he was working in a jute mill thirteen hours a day. Each day he would begin his essay at midnight and write two thousand words. He would get up at half past five in the morning, so he got little time to sleep. For two nights he wrote the essay, and on the third night he edited it to bring it within the word limit. Jack won the first prize for the essay.

7. Jack was known as the ‘Boy Socialist’, because he spoke strongly in favour of socialism, and this drew attention of other people towards him. Jack would give speeches on socialism in the streets to the crowds. This led to him being arrested by the police, as socialism was often perceived as dangerous by the government.

8. Jack got admission in the University of California after cramming for three months. He managed to study there by working in a laundry and writing to earn money. But this proved to be too much to handle, so he had to give up the university education before it was finished.

C. 1. a. Jack’s reading material mostly consisted of dime novels, which he borrowed from the

45 READER

men hired to work on the ranch, and newspapers, which contained the adventures of poor shop-girls.

b. The book Signa by Ouida greatly impressed Jack. The copy that Jack was reading had the last few chapters missing. So, he did not know the end of the story until he grew up, and so he kept dreaming about the possible endings.

c. The opening line of Signa was ‘It was only a little lad’. The ‘little lad’ of Signa had dreams of becoming a great musician and having all Europe at his feet, despite being just a boy. This line had a great impact on Jack. He thought that he also could dream big, and his being just a young boy should not stop him aiming for higher goals.

2. a. Jack had to leave the Klondike because of the outbreak of scurvy. b. The journey home was 1,900 miles long. Jack covered these miles to home on an open

boat. He wrote the details of his trip while travelling in the boat. c. In Klondike, Jack found himself because he had a lot of time to think. Nobody talked

much in the Klondike, and this helped Jack to turn his thoughts inwards and get his true perspective.

3. a. ‘It’ refers to the work that Jack was trying to get. b. While waiting for the rejection of Down the River, Jack wrote a twenty thousand word

long serial for a news company. This serial also got rejected. c. The series of rejections finally ended when a story by Jack got accepted by a Californian

magazine. He received five dollars for this story, and soon another story was selected for which he got forty dollars. This changed things and Jack finally succeeded in becoming a writer and could make a steady living from his writings alone.


Vocabulary 1. turned up 2. cheered up 3. fallen through 4. drop in 5. give up 6. put up 7. called off 8. set up 9. take down 10. run down 11. cut down 12. cut off

Grammar 1. went 2. left 3. had gone ; came 4. came ; had posted 5. will have been 6. will have studied 7. has broken 8. have just 9. realised ;

had taken 10. will have 11. will have left 12. had left ; arrived

Spelling 1. misery 2. library 3. bravery 4. gallery 5. boundary 6. necessary

46READER

7. flattery 8. sanctuary 9. dispensary 10. machinery

ListeningPlay the audio. Tell the students to listen to the poem and make list of things associated with youth and things associate with old age.

Audio scriptYoung and Old by Charles Kingsley

When all the world is young, lad,And all the trees are green;

And every goose a swan, lad,And every lass a queen;

Then hey for boot and horse, lad,And round the world away;

Young blood must have its course, lad,And every dog his day.

When all the world is old, lad,And all the trees are brown;

And all the sport is stale, lad,And all the wheels run down;

Creep home, and take your place there,The spent and maimed among:

God grant you find one face there,You loved when all was young.

Answers 1. Things associated with youth in the poem are: a. all trees are green b. every goose is a swan c. every lass (girl) is a queen d. one should hey for boot and horse (This means that youth is the time when you grab

opportunities and seek adventures) 2. Things associated with old age in the poem are: a. all trees are brown b. all sport is stale c. the wheels run down d. people are spent and maimed


47 READER

8. The Use of Force

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S use modals. S learn about question tags. S punctuate sentences. S have a situation-based conversation. S write a drama.

Warm-up This activity addresses the apprehension that almost every child has to being examined by a doctor.

Reading This lesson is a story which describes a ‘battle’ between a doctor and a young patient, where the patient refuses to get examined.

Comprehension


Vocabulary The students will learn to use modals appropriately.

Grammar The students will learn to add question tags to statements.

Punctuation The students will learn to punctuate sentences using colons.

Speaking The students will learn to conduct a conversation based on a given situation.

Writing The student will write a drama based on the lesson.

—William Carlos Williams

48READER

ANSWERS

Comprehension A. 1. 2. 3. 4. 5. 6. 7. 8. B. 1. The family had called for the doctor because their daughter, Mathilda, had had fever for three

days. The mother had given her some home remedies which hadn’t worked. There had been a lot of viral sickness going around the town, so they decided to call the doctor.

2. Mathilda was in the kitchen because it was warm there. She was there because the area was prone to dampness which was bad for the child due to her fever.

3. The doctor describes the mother as a big and startled looking woman. She was very clean. She was apologetic as she led the doctor to the kitchen where the patient was.

4. The parents were eyeing the doctor distrustfully. They did not tell him much about their daughter’s illness. They wanted to assess his expertise by making him tell them about the illness after inspecting their daughter, to know whether the three dollars they had spent on him were worthwhile.

5. The doctor understood that Mathilda had fever as her face was flushed, and she was breathing rapidly.

6. Mathilda had had the fever for three days. The parents had taken some measure of their own before calling the doctor. They had given their daughter some homemade remedies for the illness. They feared Mathilda had contracted some viral disease that had been going around in the town.

7. When Mathilda’s secret, that her throat was sore, was finally revealed, she was furious. She was blinded with tears, and she tried to get off her father’s lap and attack the doctor.

8. The title of the story, ‘The Use of Force’, is justified as the battle between the patient and the doctor was ultimately a battle for dominating the other by the use of force. The doctor wanted the patient to submit to his will to examine her, and the patient used all the force she had to hide her secret sore throat from the doctor.

C. 1. a. The doctor said the given words. b. The doctor was trying to coax Mathilda, because he wanted to examine her throat for

signs of diphtheria. c. When the doctor’s coaxing had no positive effect on Mathilda, he spoke sternly with her,

telling her that if she did not open her mouth of her own will, she would be made to open it by force.

2. a. ‘It’ refers to the throat culture that the doctor had to perform to examine Mathilda’s illness. b. The doctor had to do ‘it’, because he wanted to ensure that Mathilda did not have

diphtheria. The doctor had seen a few cases of diphtheria where neglect by doctors or parents had caused the death of the patients.

c. Yes, the battle was worth the effort because when the doctor finally examined the throat, he saw that Mathilda’s throat was sore and her tonsils were covered in membrane.

49 READER

3. a. ‘She’ refers to Mathilda, and ‘me’ refers to the doctor. b. Mathilda’s secret was her sore throat, which she had been hiding from everyone for three

days, for the fear of examinations and medicine. c. Mathilda had fought valiantly with the doctor to prevent her throat form being

examined. When she was not persuaded by coaxing and threats, the doctor had to use force. At the first attempt Mathilda clawed at the doctor’s face, making his glasses fall. Then the father held her on his lap and held both of her hands. A wooden spatula was forced into her mouth, but she used her teeth to reduce the spatula to splinters. Next the doctor used a heavy spoon, overpowered her neck and jaws, and managed to get a look inside her throat.


VocabularyAt places where there are multiple answers, accept all appropriate answers. Some examples are given below. 1. should 2. might 3. should 4. Could 5. could 6. Can ; can’t 7. must 8. should 9. could 10. must 11. May 12. Could Accept all appropriate answers.

Grammar 1. He is very foolish, isn’t he? 2. You are going home, aren’t you? 3. Radha doesn’t tell lies, does she? 4. Your house needs painting, doesn’t it? 5. You didn’t do your homework, did you? 6. There is no point in wasting time, is there? 7. Ali hasn’t read Wuthering Heights, has he? 8. You will let me see your new phone, won’t you? 9. We will go to the museum tomorrow, won’t we? 10. Jhumpa Lahiri is your favourite author, isn’t she? 11. The Kapoors have been to the new mall, haven’t they? 12. Shanta has bought a new dress for her birthday, hasn’t she?

50READER

Punctuation 1. Our English paper begins at 4:15 pm. 2. Asad said: ‘Can we go for the picnic, Ms Paul?’ 3. My flight is scheduled to depart at 10:00 am on Sunday. 4. The dentist said: ‘Taking care of your teeth is very important.’ 5. I woke up at 6:30 am in the morning to the sound of birds chirping. 6. The following need to be taken care of: food, accommodation and clothing. 7. The newspaper report said: ‘Twenty people were injured in the accident.’ 8. To repair this car, we need the following parts: a radiator, a hose and a head gasket. 9. The participants going for the training course are as follows: Rebecca, Archana and Udit. 10. Mark Antony’s famous speech begins with these words: Friends, Romans and Countrymen.



51 READER

Peace

The students will be able to S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about proverbs. S identify the silent /l/ sound. S listen to an audio and answer questions. S write a message.

Warm-up In this activity the students will discuss what, according to them, is the best way to achieve peace in today’s world.

Reading The poet in this lesson searches for peace, and learns that peace is not to be found in materialistic things.

Comprehension


Literary device The students will be able to explain proverbs in their own words.

PhonicsThe students will listen to words with the silent /l/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Listening The students will listen to a news report and answer questions given in the Maincourse Book.

Writing The students will write a message on a given topic.

—George Herbert

52READER

ANSWERS

Comprehension A. 1. The poet searched for peace in a secret cave. 2. The poet looked for peace in a rainbow. 3. The poet went to a garden and looked for peace at the root of the crown-imperial. 4. The poet asked an old reverend where to find peace.B. 1. The poet addresses ‘peace’ at the opening of the poem. The figure of speech used here is

personification, as the abstract object, peace, is spoken to as if it were a human and would reply back.

2. The poet was searching for peace in life. The first place he looked for peace was in a secret cave. But the hollow wind told him that peace wasn’t there.

3. Then the poet thought that he could find peace in the rainbow, and that the rainbow was the lace of peace’s coat. But the clouds broke, and the rainbow also disappeared.

4. The poet went to a garden and found the beautiful flower, the crown-imperial. When the poet searched for peace at its root, he found that a worm was devouring its root.

5. The cave, the rainbow and the flower symbolise the three things which, from outside, seem to offer peace, but the pleasure they offer are not real. The cave symbolises knowledge and expertise. The rainbow symbolises materialistic pleasures like wealth, finery etc., which are short-lived and fickle. The flower, crown-imperial, symbolises power and authority, which appear enticing on the outside, but ultimately are prone to ruin and rot by forces which are internal.

6. ‘Bread’ symbolises the Christian ritual of communion. The poet here uses the symbol of bread to represent the benefits you reap from the twelve stalks of wheat, which are the twelve apostles of Jesus Christ. According to the poet, if you follow the teaching of these apostles then only can you achieve peace.

7. When the poet asked the old reverend where to find peace, the old man told him a story of a prince from whose grave sprung twelve stalks of wheat. These contained a special virtue. This virtue, if attained, could help one in eradicating sin from one’s life, and gain peace and happiness.

C. 1. a. The poet sought peace in life. b. No he did not find it there. A hollow wind answered him in the cave. c. The poet was asked to continue his search in other places. 2. a. ‘I did’ refers to the poet’s continued search for peace. b. The poet describes the rainbow as being the lace of the coat of Peace. The poet has used

figure of speech here, as the abstract object peace is spoken of as a person. c. Here the poet is implying the he was searching for peace in materialistic things. The

rainbow was the ‘lace of peace’s coat’, and it symbolises here the poet’s search for peace in worldly pleasures like fine clothing and high living.

53 READER

3. a. The poet demanded from the old man the place where he could find peace. b. The old man began his answer to the poet’s demand. He told the poet a story about a

kind and generous Prince of Salem who was killed by his foes. From the grave of this prince, twelve stalks of wheat grew. Their grains contained a special virtue which brought peace to anyone who consumed it.

c. The old man finally gave a grain of wheat to the poet. He gave it to the poet because this was the answer to the poet’s search for peace.


Literary deviceHelp the students find the meanings of the proverbs given in the Maincourse Book. Once done, ask them to explain them in their own words. Accept all appropriate answers.

Phonics

Play the audio. Tell the students to listen to the words and repeat.Audio scriptS balm S calm S folk S yolk S chalkS stalk S almond S salmon S folktale S palmistry

ListeningPlay the audio. Tell the students to listen to the news report and answer the questions given in the Maincourse Book.

Audio script

Musicians played lively tunes in South Sudan’s capital, and pedestrians and market shoppers watched the impromptu concert with curiosity. A soldier in desert camouflage walked around, surveying the scene. As the drumming grew more insistent, the audience stood silent and motionless seemingly afraid to join the fun. Then the soldier started to breakdance. That broke the ice and women swayed to the beat. Soon children and adults were dancing, enjoying a rare respite from South Sudan’s festering conflict.

For many in South Sudan, the arts have become a rare haven of peace in a young country that has known little but civil war. A group of artists are campaigning for peace, with pop-up street performances and murals across the capital, Juba. The activists have taken the name Ana Taban, or ‘I am tired’, in Arabic.

‘We are tired of this, the constant fear, the war,’ said Manas Mathiang, 32, a musician and artist who leads the movement.

Recently Mathiang met with nearly 30 artists who are part of Ana Taban. Members come from many of South Sudan’s main tribes.

54READER

The group has painted vibrant murals in Juba depicting athletes, religious leaders and doctors under the slogan “Let us all do our part.” The artists also stage skits in street markets to promote reconciliation.

Transcending tribe and politics, the artists use their work to try to unify South Sudan, the world’s newest nation

Answers 1. The events of the news-report are happening in the capital of South Sudan. 2. A soldier starts dancing first. 3. The meaning of Ana Taban is ‘I am tired’, in Arabic. 4. Manas Mathiang is a musician and artist who leads the movement. 5. The artists are attempting to promote reconciliation of the civil war in South Sudan.


55 READER

9. Packing

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S find out the meanings of confusing words. S learn about prepositional phrases. S find out the meanings of difficult words. S have a group discussion. S write an email.

Warm-up In this activity the students will share their experiences of getting ready for a trip, and the chaos that the act of packing creates.

Reading The lesson is a humorous account of three friends packing for a boating trip.

Comprehension


Vocabulary The students will be able to differentiate between the meanings of confusing words and make sentences with them.

Grammar The students will learn about prepositional phrases and use them in sentences.


Speaking The students will have a group discussion where each will share a story with the group.

Writing The students will write an email on the given topic.

—Jerome K Jerome

56READER

ANSWERS

ComprehensionA. 1. packing 2. superintending the work 3. Harris ; boots 4. tooth-brush ; a boot 5. break a cup 6. stumble ; curseB. 1. The narrator told his friends to leave the packing to him, because he believed that packing

was one of the many things that he knew more about than any other person. His friends promptly agreed to the suggestion. George sat down in an easy chair, and Harris sat with his legs on the table.

2. The narrator’s actual intentions were that he would be the boss and give directions, while George and Harris carried out his directions. He was irritated because he would now have to do all the work, while his friends just sat doing nothing.

3. The narrator had once lived with a man who used to make the narrator mad. The man would relax in a sofa and watch the narrator do things for hours. He followed the narrator’s movements with his eyes, and said that it made him feel that life was not an idle dream but a noble task, full of duty and hard work.

4. After the narrator had finished packing and had strapped up the bag, Harris asked him if he was going to pack the boots or not.

5. The ‘horrible idea’ that occurred to the narrator while packing was that whether he had packed his tooth-brush. This usually made his life a misery, as when he would be going somewhere, he would always dream that he had not packed his tooth-brush. He would wake up in cold sweat, and get out of bed to hunt for it.

6. While packing the bag, it was the narrator who did all the work, while George and Harris just sat and watched him. They taunted him and laughed when he got irritated. In the packing of the hamper the roles were reversed, as the narrator sat and enjoyed while George and Harris did the work and made a huge mess out of it.

7. To feel that his day had not been wasted Montmorency would squirm in where he was not wanted. He would be a complete nuisance, make people mad and have things thrown at his head.

8. After the narrator says, ‘I never saw two men do more with one-and-two pence worth of butter in my whole life than they did’, what followed was a humour filled session as Harris and George tried to pack the butter. They first tried to pack it in the kettle but it wouldn’t go in completely. Then when they tried to take out the little amount that had got in, it wouldn’t come out. When they got it out at last, and put it down on a chair, Harris sat on it, and it stuck to him. They didn’t realised it and went looking for it all over the room, and arguing with each other until they noticed it sticking to Harris’ backside.

C. 1. a. ‘They’ refers to George and Harris. They were intending to show the narrator that how packing was supposed to be done.

b. The narrator made no comment and waited calmly. He knew that both George and Harris were terrible packers and would create a mess soon.

57 READER

c. The first thing they did was break a cup. 2. a. Montmorency was their pet dog. He was in the process of packing the hamper along with

George and Harris. b. His ambition in life was to get in everybody’s way and be sworn at. c. Montmorency added to the prevailing chaos by getting into everyone’s way. He sat on the

things which had to be packed, pushed his nose in George and Harris’s hands, put his leg into jam, pretended the lemons were rats and pounced on them.

3. a. George said these words to Harris and the narrator. b. Harris and the narrator had an argument about the time. Harris wanted to be woken up

at 7 am, and the narrator wanted to get up at 6 am. c. The narrator and Harris had a row. Finally it was decided that they would wake up at

6:30 am.D. Accept all appropriate answers.

VocabularyHelp the students find the meanings of the words given in the Main Coursebook using a dictionary. Once done, ask them to make sentences of their own. Accept all appropriate answers.

GrammarAccept all appropriate answers.




58READER

10. All You Need Is Paper

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about homonyms. S learn about direct and indirect speech. S learn difficult spellings (ent/ant). S listen to an audio and write true or false. S write an inteview.

Warm-up This activity asks the students to compare the experiences of doing things with technology and without technology.

Reading This lesson is a narrative account of an author about his love for writing.

Comprehension


Vocabulary The students will learn about homonyms and make sentences with them.

Grammar The students will learn to change direct speech into indirect speech and vice-versa.

Spelling The students will learn spellings of difficult words and fill in the blanks with ent or ant.

Listening The students will listen to an audio of a mythical account and write true or false.

Writing The students will use their imagination to write an interview of Ruskin Bond in an essay form.

—Ruskin Bond

59 READER

ANSWERS

Comprehension A. 1. Prep School – first story 2. Brigadier General – memoirs 3. Tissue paper – letters 4. Dehradun’s clock tower – tikkee eating contest 5. The Runaway Bus – Qutub Minar 6. Sahib Singh – thiry two tikkees 7. Dream – a shadowed valley 8. Large format children’s book – paper bagsB. 1. The writer prefers pen and paper to the typewriter or computer because a pen feels more

personal to him. A pen gives a sense of control and power to the writer as the words flow from his pen. Whereas, a machine seems rather daunting to him. Combined with the feel of the paper, the act of writing becomes a sensuous act for the writer,

2. The writer had had a dream about discovering a town, which was so deep in a valley that the sun never shone there. Despite the perpetual dark, people lived in that town, and there was also a bus service for tourists who wanted to visit the valley. The writer wished to remember the dream because he felt that the subject of the dream was worth being turned into a story.

3. The writer says that he is a ‘compulsive writer’, meaning that when he wants to write, he would write with whatever is handy. There are two instances which prove this claim. First, when he woke up from his dream and wished to write it down, he couldn’t find any pen or pencil, and so he wrote it down with a bright coloured crayon. Second, in his school days, when there was a shortage of paper, he felt the urge to write a detective story. He wrote it down on toilet paper, using the entire packet.

4. In the story The Runaway Bus, a bus driver spots his wife riding on a scooter with a stranger. The bus driver is enraged, and he starts chasing the scooter, disregarding the route that the bus had to follow. He catches up with the scooter at Qutub Minar and sees that the woman sitting on the scooter was not his wife, but was a look-alike. The bus passengers, who are angry by then, beat up the bus driver.

5. The invention of the Xerox machine was a blessing to the writer because it allowed him to make as many copies of his writings as he wanted without having to type it multiple times. This also reduced the chances of him losing a written story. Earlier, he could only take carbon copies of the writings, which were not good enough in quality to be submitted to publishers, so he would have to type or write the stories over and over again.

6. The gift that the Brigadier General brought for the writer was two volumes of his memoirs. The volumes were bound in handloom cloth, an the frontispiece had a terrifying picture of the General. The writer’s first thoughts about the volumes was that they would make a good door-stop.

60READER

7. In the story Gone Fishing, the narrator promises a village boy to go fishing with him, but later breaks his promise as he has to leave for the town for a job. When he gets a glimpse of the boy from the train, he realises that he had missed a chance at being really happy, if only for a little while. He feels that happiness is as difficult to achieve as it is to catch a small fish in a mountain stream.

8. Gautam’s philosophical comment, on hearing that the writer’s book had been used to make paper bags for peanuts, is that perhaps the world needed peanuts more than it needed books. It is called so because for the writer this statement had a deeper meaning. For him, it humbled his pride as a writer, and made him think about the value of his art in comparison to worldly necessities.

C. 1. a. ‘Compulsive’ means having a habit that is difficult to control and that has to be carried out when you feel the urge.

b. The speaker is a compulsive writer because when he has to write, he could write with anything that is available to him at the time.

c. An incidence that shows the speaker as a compulsive writer is when he wakes up from a dream and wants to write it down, he uses a crayon as he cannot find any pen or pencil at the bedside table.

2. a. At this time, the writer was studying at a Prep School in Shimla. b. In those days, due to wartime shortage of paper, there were no exercise books, and the

students would use sheets of toilet paper to do rough work or write letters. When the writer wrote his first story, he inscribed it on toilet paper as well.

c. The writer’s first piece of literary production was a detective story. In the story a mysterious stranger gets a job in the writer’s school as a games master. He begins murdering all the teachers that the students dislike, and is finally killed by the food matron who puts rat poison in his cornflakes.

3. a. The reader being referred to in the above line was a boy from the ration shop, who had asked the writer for one of his books.

No, he was not a reader in reality. b. The writer gifted the boy a large format children’s book. It had lots of good, strong paper. c. When the boy had initially asked for a book, the writer had felt very pleased. But

when he realised that the boy’s father had used the pages of the book as paper bags, he felt humbled.


VocabularyHelp the students find the meanings of the words given in the Main Coursebook using a dictionary.Once done, ask them to make sentences of their own. Accept all appropriate answers

61 READER

GrammarA. 1. He ordered me to wait there till he returned. 2. Rohit said that he went to the movies the day before. 3. The boys exclaimed with sadness that they had lost the match. 4. The teacher told the children to stop writing. 5. Monica said that she had lived many years in Canada. 6. Mohan said to his brother that he was very foolish. 7. Rahim exclaimed to Shreya that she sang very beautifully. 8. Father asked me to pass him his spectacles. 9. Mrs Rao requested me to lend her my pen for a while. 10. She told me that my mother had sent me a new dress. 11. The commander ordered the soldiers to march forward. 12. The leader said that they would eradicate poverty and illiteracy by the year 2020.B. 1. The traveller asked if anybody was there. 2. The teacher asked who discovered America. 3. The librarian asked me which book I wanted. 4. Sunil asked his friend how much did that game cost. 5. Lyla asked me if I could give her her telephone number. 6. My grandfather asked me if I had read the Ramayana. 7. My mother asked me whether I will accompany her to the market. 8. The stranger asked John if he knew the way to the railway station. 9. Mother asked Sarah when she would come back home from the party. 10. My sister asked me whether I remembered to save a piece of cake for her. 11. The teacher asked the student why he was absent the day before. 12. The child asked his mother if she believed in the existence of ghosts.

Spelling 1. lenient 2. innocent 3. tolerant 4. opponent 5. arrogant 6. brilliant 7. excellent 8. indignant 9. prevalent 10. consultant

62READER

Listening

Play the audio. Tell the students to listen to the account and write T for true or F for false.

Audio script

In the book of Genesis there is an account of how the diverse human languages came into being.All the people of Earth once spoke a common language. They migrated to Babylon and settled there. With the purpose of unifying all the human race under one name, the people of Babylon devised a plan. They intended to build a tower of brick and mortar—a tower so high that it would reach the heavens! When God saw their city and their half built tower, He was alarmed. He thought that if all the humans unify under one name and one language, then nothing would be able to deter them from achieving all that they wanted. So God made it so that their language was confused; they no longer spoke the same language and could neither understand others nor make themselves understood. It was now impossible to live in one city and under one name. So they left the tower half-built and scattered in separate directions. They settled in different parts of the world, and that is how different languages came into being.

Answers 1. T 2. F 3. T 4. F 5. T


63 READER

In the Bazaars of Hyderabad

The students will be able to S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn synonyms and antonyms. S identify the silent letters sound. S conduct a debate. S write a picture composition.

Warm-upIn this activity the students will compare shopping in malls and shopping online, to shopping in a market which is a pleasant mixture of sounds, smells and bright visuals.

Reading The lesson is a vivid description of the ambience of a traditional Indian bazaar.

Comprehension


Vocabulary The students will be able to learn synonyms and antonyms of difficult words.

PhonicsThe students will listen to words with the silent letters sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Speaking The students will conduct a debate on a given topic.

Writing The students will write a picture composition based on the picture given in the Maincourse Book.

—Sarojini Naidu

64READER

ANSWERS

ComprehensionA. 1. mirrors 2. lentil 3. spice 4. chessmen 5. bells 6. pomegranate 7. spells 8. chapletsB. 1. The poet’s attention is caught by the merchant’s wares which are displayed beautifully.

The items being sold by the merchant are crimson and silver turbans, tunics with purple brocade, mirrors which have panels of amber, and daggers with jade handles.

2. In the first stanza the poet mentions that the merchant has displayed his wares in an array of rich colours. There are colourful clothes including red and silver turbans and tunics which have purple brocade. There are also mirrors decorated with ambers, which are yellowish brown stones, and daggers the handles of which are made of the pale green jade.

3. The goods being sold in the second stanza cater to the sense of smell. The maidens are grinding sandalwood, henna and spices. All of these goods have strong, distinct smells, which add to vibrancy of the bazaar.

4. The poet says that the vendors are weighing their goods which are saffron, lentil and rice. The actions of the vendors are different from those of the maidens. While the vendors are weighing their goods, the maidens are grinding theirs.

5. The fruitmen sell fruits like citron, pomegranate and plums. Their cries awaken the senses of taste in the onlookers.

6. The magicians and the musicians cater to the senses of hearing. Their music and chanting create a celebratory atmosphere, and combined with the calls and cries of other vendors, they add to the spirit of the bazaar.

7. The poet has used the literary device, simile, here to explain the delicateness of the bells that the goldsmiths make for the feet of pigeons. The bells are compared to the wings of a dragon-fly to bring out their frail and exquisite designs.

8. The poet brings out the beauty of a traditional Indian bazaar by aesthetically describing the chaos of sounds, smells, tastes and vibrant colours in the bazaar. The goods like turbans, spices, henna, anklets etc are some goods one would usually find in an Indian bazaar. Also, the magicians with spells, maidens weaving crowns and chaplets for bridegrooms and flower-sheets for funerals, point at various aspects of the Indian culture.

C. 1. a. The goldsmiths are making wristlets, anklets, rings, bells for feet of pigeons, girdles for dancers and scabbards for kings.

b. Apart from the goldsmiths, the flower-girls in the poem also make things with their own hands.

c. The goldsmiths would be catering to the rich class and the royalty, as their goods would

65 READER

be costly, since they are made of gold and are of elaborate designs. This tells us that the rich in the poem have a lavish lifestyle. Also, the poem talks about kings, so there is kingship in the world of the poem.

2. a. The flower-girls are weaving crowns and chaplets for bridegrooms, and sheets made of flowers, to be used in funerals.

b. The two specific occasions that the flower girls are weaving for are marriage and funerals. c. The poet while describing the goods of flower girls beautifully merges happiness and

sorrow. The flower-girls weave for the occasion of marriage, which is a cause of happiness and a new beginning in life. In contrast to this they also weave sheets of flowers for funerals, which are cause of sorrow and signify the end of life.


VocabularyA. 1. disagree 2. disposes 3. lender 4. expenditure 5. seniors 6. foolish 7. lose 8. ascend 9. freedom 10. genuine 11. legible 12. despair/hopelessness B. 1. decree 2. adage 3. churlish 4. drift 5. relating to heart 6. enthusiasm 7. energizing 8. invigorate


Audio scriptS gnaw S subtle S writhe S borough S cologneS gourmet S alphabet S faux paus S ricochet S rendezvous


WritingAccept all your appropriate answers.

66READER

11. Flavours from the Streets of the World

The students will be able to S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about syllable stress. S learn about active voice and passive voice. S punctuate sentences with apostrophes. S listen to an audio and make a list. S write a review.

Warm-up In this activity students will share with their partners what street food they like the best.

Reading This lesson talks about the history of street food, and various street food around the world.



Vocabulary The students will listen to an audio and mark the stress in the words given in the Maincourse book.

Grammar The students will learn to change the voice of a sentence from active to passive and vice-versa.

Punctuation The students will learn to punctuate the temporal expressions using apostrophes.

Listening The students will listen to an audio of an interview and make a list.

Writing The students will use the given hints and write a food review.

67 READER

ANSWERS

Comprehension A. 1. Fried fish was very popular in... – Ancient Greece 2. Chickpea soup was common in... – Ancient Rome 3. Atolli was sold by local vendors in... – Aztec 4. Rice fritters were popular in... – 14th Century Cairo 5. Oysters were cheap and popular... – until 1910 in New York 6. French fries probably came from... – Paris 7. Biryani is a street food in... – Pakistan 8. Japanese ramen originated in... – ChinaB. 1. The term ‘street food’ means the food or drink that is ready-to-eat and is sold by a vendor in

a street or a public place. It is meant to be consumed immediately after buying. 2. A vendor or a hawker sells the street food from portable vehicles. It could be a food booth, a

food cart or even a small car or truck. There are some hawkers who ride around a city to sell their food.

3. Some of the dangers associated with street food are that street food are often unhygienic and unhealthy. Most street food are finger food, and can lead to food poisoning due to dirty hands or the water and ingredients used to make them.

4. In China, the government has cut down on street vendors of snack foods. The reason cited for this is safety and traffic congestions. To continue their business, many vendors have opened small shops and restaurants, and sell and serve street food indoors.

5. In ancient Greece and Rome, very few of the poor urban residents had an oven or a hearth in their homes. So they could not cook food at home, and had to purchase cheap food from the streets.

6. The difference in the consumption of street food between the rich and the poor in ancient China was that while the poor consumed the street food on the streets, the rich usually sent a servant to buy the street food and bring it home for them.

7. The first country which legislated street food and established standards for it, in the fifteenth century, was Turkey. Previously many crossroads had vendors selling ‘fragrant bites of hot meat’, including chicken and lamb that had been spit-roasted.

8. The Aztecs were people of central Mexico in the 14th, 15th and 16th centuries. Their street vendors sold beverages such as atolli, which was made from maize dough. They also sold almost fifty types of tamales, with ingredients that ranged from the meat of turkey, rabbit, frog and fish to fruits, eggs and maize flowers, as well as insects and stews.

9. Oyster was a popular street food item in New York City. After 1910, their popularity as a street food dropped because their prices rose due to overfishing and pollution.

68READER

10. The origins of the famous Japanese ramen are traced to China. It was brought to Japan by Chinese immigrants about a hundred years ago. It began as a street food for the immigrants, mostly labourers and students, and later became a national dish.

11. In Thailand, while street food did not become popular among the native Thai people, it became very popular among the urban population which had a large number of Chinese immigrants. Because of the rapid growth of the urban population, street food rapidly replaced home-cooking in Thailand.

12. Experts find differences between street food in Vietnam and Thailand. They say that street food of Vietnam is fresh and lighter than many other cuisines in the area and draws heavily on herbs, chilli peppers and lime. While street food in Thailand is fiery and pungent with shrimp paste and fish sauce.

13. Due to globalisation and cultural exchange, it is possible to find street food of all types in every city of the world. One can buy a Turkish meal in New York or a Chinese dish in Dublin. Globalisation has made it possible to buy a street food from another country from a local street vendor. It has also made cultural exchange between different parts of one country, especially in India which has very diverse cultures in its different parts.

14. Street food is more popular than exotic cuisine anywhere in the world, because it is attractive visually, has a heavenly taste, satisfies the hunger and is cheap.

C. Accept all appropriate answers.

VocabularyPlay the audio. Tell the students to the words and mark the stress.Given below are words which have the same spellings in their noun forms and verb forms. However, the stress on the syllables is different in each case. Help the students mark the stress correctly as they listen to the audio of the noun forms and the verb form of each word.

Audio script

1. desert desert 2. produce produce 3. conflict conflict 4. present present 5. discount discount

6. compound compound 7. misprint misprint 8. upgrade upgrade 9. rewrite rewrite 10. decrease decrease

Answers 1. desert desert 2. produce produce 3. conflict conflict 4. present present 5. discount discount

6. compound compound 7. misprint misprint 8. upgrade upgrade 9. rewrite rewrite 10. decrease decrease

69 READER

GrammarA. 1. His guilt was confessed by him. 2. By whom were you taught Chemistry? 3. A story was told to us by the teacher. 4. Historical novels are read by Radha. 5. Our motherland will be served by us. 6. The poor should not be despised by us. 7. The field were being ploughed by the farmer. 8. A poor blind beggar was knocked down by a car. 9. English is spoken by people all over the world 10. The visitors were delighted by the exhibition of paintings by school children.

B. 1. Who ate the cake? 2. The robbers have cut all the telephone wires. 3. A stone struck him on the head. 4. We will play the match tomorrow. 5. A dog bit his sister. 6. It is now time for the farmers to sow the seeds. 7. You should obey your parents. 8. They are eating burgers. 9. The postman clears this box every day. 10. Why did the Principal called you?

Punctuation 1. I missed a week’s school due to illness. 2. Our trip to the village is of seven days’ duration. 3. One week’s journey had tired me out completely. 4. What did you do in the three hours’ break time? 5. I have been given two weeks’ extra time to finish my work. 6. Humera took a fifteen minutes’ nap in between her studies. 7. A year’s time in a dog’s life is like seven years of a human life. 8. He is incapable of giving five minutes’ continuous attention to a task. 9. A hundred years’ time has brought little change to this secluded tribe. 10. Jason and Kartik had come back to the town after three months’ absence.

70READER

ListeningPlay the audio. Tell the students to listen to the interview of a doctor and make a list of six things suggested to remain fit and healthy.

Audio script

Male VO: Why is proper nutrition important?Female VO: Poor nutrition can cause health problems, overweight, and

obesity. Some of the health problems associated with poor nutrition can be very serious, especially as the child grows into an adult. By teaching your child healthy eating habits, you can help prevent these health problems.

Male VO: How can we make healthy choices about food?Female VO: By making a few changes to our diet we can ensure that the

food we eat is contributing to our health in the best way. We should include vegetables and fruits in our daily diet.

In addition, whole grains, cereals and sources of proteins, such as fish, eggs, nuts etc. comprise a proper diet. Instead of frying our food, it is better to boil or steam them.

Male VO: How does fast food affect us?Female VO: Fast food is typically high in sugar, unhealthy fat, and calories

and low in nutrients. Still, junk food is tempting, so instead of eliminating it entirely, try to cut back on the times you eat fast food. You can also try healthier alternatives. Like, instead of having fried fries, have baked fries salted lightly.

Male VO: Is physical activity also important?Female VO: Yes! Children should aim for at least 1 hour of active play

every day. Limiting your time using a TV, computer and cell phone is advisable. Take a walk, go for a bike ride, or do chores that require physical activity. Regular physical activity is the key to good health

Answers 1. Include vegetables and fruits in your daily diet. 2. Instead of frying our food, it is better to boil or steam it. 3. Cut back on the times you eat fast food. 4. Aim for at least 1 hour of active play every day. 5. Limit your time using a TV, computer and cell phone. 6. Take a walk, go for a bike ride, or do chores that require physical activity.


71 READER

12. The Tempest

The students will be able to S read a play with the correct pronunciation and stress. S answer questions related to the lesson. S learn about personification. S learn about the third conditional. S find out the meanings of confusing words. S enact a play. S write a summary.

Reading This lesson is an excerpt from the play The Tempest by William Shakespeare.



Literary device The students will be able to explain personifications in their own words.

Comprehension

The students will be able to S identify different kinds of sentences—declarative,

interrogative, imperative, exclamatory. S extract subject and predicate from a sentence

Dictionary The students will learn to find out the meanings of confusing words and make sentences with them.

Speaking The students will enact the play in groups.

Writing The students will write a summary of a section of the lesson.

—William Shakespeare

72READER

ANSWERS

Comprehension A. 1. F 2. T 3. F 4. T 5. T 6. FB. 1. Miranda describes the terrible sea storm to her father by saying that the rain was so heavy

and terrible that it seemed as if hot tar was pouring down from the sky. She says that the sea level had increased so much that it appeared to reach the heaven, and matched the ferocity of the raging sky. She asks her father to calm the storm and bring it to a stop.

2. Miranda remembers very little from her past, before they had come to that island. She only remembers that four or five women took care of her when she was little. When Miranda tells this to Prospero, he is taken by surprise as he didn’t expect her to recall anything at al. He then asks her if she could remember anything else.

3. As the Duke of Milan, Prospero had made the foolish mistake of putting his younger brother in charge of the administration of his state. He himself was engrossed in his study and became a stranger to his kingdom.

4. Prospero repeatedly asks Miranda if she is listening to him, because what he is telling Miranda has to do with her past as well as her future. He wants her to be aware of the entire story of her past and the reason that he had caused the shipwreck.

5. Antonio conspired against his brother, to become the Duke of Milan. As the governor of the state he had power over all the important officers and administration. He made an alliance with the king of Naples, who was Prospero’s enemy, to expel Prospero and Miranda. It hurt Prospero so much because he had trusted his brother and loved him the most after his daughter.

6. Antonio plotted with the king of Naples to have Prospero and Miranda expelled from Milan. Antonio’s men took them out in the sea, and put them in a rotten boat to face the challenges of sea and wind. They did not kill them because Prospero was loved by the people in his kingdom, and his murder might have led them to revolt against Antonio.

7. A Neapolitan named Gonzalo had helped Prospero and Miranda. He gave them food, water, clothes and other necessities. He also gave Prospero his books from the library.

8. Prospero’s enemies, including his brother, are in the shipwreck. Prospero has caused the ship to wreck, because he wanted to use this opportunity to have revenge on his brother for his betrayal. However he saves his brother and the people on board from the shipwreck, because he has some other plans to carry out the revenge.

C. 1. a. Prospero says the given lines to his daughter, Miranda. He speaks the given line because Miranda is worried about the people who had been in the shipwreck.

b. Miranda does not know where she lived before she came on the island. She had not questioned her father because whenever he would start telling her the story of her past, he would stop.

c. Prospero now decides to tell her that she is in reality the only heir of the Duke of Milan.

73 READER

2. a. The time that Miranda is referring to is when she and Prospero were in the sea on a rotten boat.

b. Prospero replies that Miranda was not a trouble to him, but was the angel who kept him alive. Miranda preserved him as her smile filled him with courage and endurance during those troubled times.

c. Prospero educated Miranda. He gave her a better education than princesses usually got in those times. Most princesses spent their time in leisure.

3. a. Prospero says these words to Miranda. b. In his love for Antonio, Prospero put him in charge of the administration of Milan. c. Prospero does not continue to love his brother, Antonio, because Antonio betrayed him

and left him and his daughter for dead in a rotten boat on the sea.D. Accept all appropriate answers.

Literary device 1. Here, to describe the silent classroom, the abstract object, silence, is given the human quality

of creeping. 2. The movement of the candle flame in the dark is described by giving it the human action

of dancing. 3. Here, winter is personified as having icy fingers, and being able to grip the body of the weary

man in its fingers. 4. The inanimate object, money, is personified as a human to show its influence on people’s life.

Money is a good friend, meaning that using money carefully and efficiently is beneficiary. That it is a bad enemy means that using it carelessly can have drastic effects.

5. The frost, which is inanimate, is given the human quality of painting, to describe its appearance as it falls on the pine trees in the winter time.

6. The storm is attributed the human quality of swallowing to show how quickly and entirely the ship and its crew were sunk in the sea by the storm.

7. To describe the happiness and brightness that the sun brought after three days of heavy rains, the sun is given the human quality of smiling.

8. The appearance of the old, abandoned house is compared to the appearance of a human being who is sad and gazes sadly into the distance.

9. The sun is here personified as a human who stretched his/her arms when he/she woke up. The sun here is said to stretch its golden arms, as the new day arrives and the sun’s rays, here called its arms, spread across the world.

10. The inanimate clinking bangles in the bright little shop are attributed the human quality of calling out to show their attractiveness to the person in question.

11. The soft noise that the leaves made as the night breeze moved them is compared to the human action of whispering secrets.

74READER

12. Here, the shiny pairs of shoes in the shoe store are personified as they are attributed the action of calling out to the person.

Grammar 1. If I had not been late, I would not have missed the flight. 2. If I had arrived early, I would have met the curator. 3. If I had gone to bed on time, I would not have woken up late. 4. If I had been a musician, I would have recorded my own CD. 5. If I had gone to art school, I would have been a painter. 6. If I had been born in a different country, I would have spoken another language. 7. If I had not taken the job, I would have gone travelling. 8. I would been happy if I had stayed at home. 9. I would have taken a taxi if I had enough money. 10. If had not forgotten my phone, I would have called you. 11. If we had come, we would have invited you. 12. I would not have gotten married if I had gone to the same university.

DictionaryHelp the students find the meanings of the confusing word-pairs given in the Main Coursebook using a dictionary.Once done, ask them to make sentences of their own. Accept all appropriate answers.



75 WORKBOOK

1. The Story of the Family Tree

ComprehensionA. 1. The longest family tree – Confucius 2. Oldest-known living family – Lurie family 3. The ruling dynasty of Ethiopia – King Solomon 4. More detailed family trees – Genograms 5. The Tree of Jesse – Ancestry of Jesus Christ 6. Recorded from circa 3000 – Ancient Egyptian ruling dynastiesB. 1. Family trees represent family relationships. These relationships are represented in a tree

like structure. 2. Some other names for family trees are genograms, which are detailed family trees, ancestry

charts, which show all ancestors of an individual, and descendancy charts, which show all descendants of an individual.

3. An ancestry chart depicts ancestors of an individual. The individual in these charts appear on the left or bottom, and the ancestors appear on the right or top respectively. In the second case, the ancestry charts are wider at the top.

A descendancy chart depicts all descendants of an individual. It is narrowest at the top, and wider at the bottom.

4. The first ever non-Biblical use of the family tree is in the book Genealogia deorum gentilium, dated 1360 AD, which records family trees of classical gods.

5. The longest family tree belongs to the Chinese philosopher and educator, Confucius. The tree spans more than 80 generations and has more than two million members.

6. The genealogy of the Ancient Egyptian ruling dynasties was recorded from the beginning of Pharaonic era, circa 3000 BC, to the end of the Ptolomaic Kingdom in 30 BC.

Vocabulary 1. ABC – primary knowledge 2. a red rag to a bull – something that makes one furious 3. a shot in the dark – a wild guess 4. daggers drawn – enmity 5. curry favour – to flatter 6. by leaps and bounds – very rapidly

76WORKBOOK

7. hot potato – a controversial matter 8. a moot point – an irrelevant question 9. pour oil on troubled waters – try to calm a situation 10. wild goose chase – useless pursuit

Grammar 1. Complex sentence 2. Complex sentence 3. Complex sentence 4. Compound sentence 5. Compound sentence 6. Complex sentence 7. Compound sentence 8. Compound sentence 9. Compound sentence 10. Complex sentence 11. Complex sentence 12. Complex sentence


77 WORKBOOK

2. George and Ranji

ComprehensionA. 1. T 2. F 3. T 4. T 5. F 6. FB. 1. The narrator assumed that George would turn up at his house, because it was the approach

of cricket season. George often escaped the hospital during this season as he believed that he was the great cricketer Ranji.

2. George did not suffer from the idea that he was some great leader. He suffered from the delusion that he was the great cricketer Ranji and that he had just been selected to captain the Indian Cricket team.

3. George emptied the glass of water over a pot of ferns, because he thought that the ferns looked thirsty.

4. No, the narrator was not successful in taking the auto rickshaw to the railway station, because the driver followed George’s directions. The driver thought that the narrator was crazy and George was the sane one.

5. The narrator confirmed the driver’s worst fears that he was crazy, by jumping off the moving auto rickshaw.

6. The narrator got the news from the mental hospital that George had returned to the hospital and was boasting that he had scored a century.

Vocabulary 1. bee – line beeline 2. play – mate playmate 3. awe – struck awestruck 4. jay – walking jaywalking 5. dare – devil daredevil 6. day – dream daydream 7. horse – back horseback 8. arrow – head arrowhead 9. river – bank riverbank 10. down – trodden downtrodden

—Ruskin Bond

78WORKBOOK

11. thunder – bolt thunderbolt 12. mantle – piece mantelpiece 13. peace – keeper peacekeeper 14. chess – board chessboard 15. ginger – bread gingerbread

Grammar 1. The dog that barks seldom bites. 2. This is the woman whom I suspected. 3. Is this the road which leads to the station? 4. This is the girl whose parents helped us. 5. I have lost the watch which you gave me. 6. The pen that you gave me is a very good one. 7. This is the man whose cell phone was stolen. 8. She is a singer whose voice is very melodious. 9. He took the road which led in the wrong direction. 10. The film is about a spy who betrays his country. 11. A dog was chasing a cat which had brown fur. 12. Rahim gave an answer that was correct. 13. These are the books that we bought yesterday. 14. Erica went to visit her friend whose house was nearby. 15. The king consulted a hermit who was the wisest man in the kingdom.


79 WORKBOOK

3. Car-Splashing

ComprehensionA. 1. astrological charts 2. ridicule 3. flying 4. umbrella 5. conceit 6. heelsB. 1. That day, the narrator was supposed to settle the right day for a wedding in a client’s house.

This job was going to earn him at least a rupee. 2. As the narrator was walking wrapped up in his thoughts, a car came along splashing through

the puddle, and splattered the narrator’s face and clothes with mud. 3. The narrator collected a dozen stones to throw them at the next car that would pass by. He did

this because he was angry at all the car drivers. 4. After throwing down his books, the narrator grabbed the gentleman from the car by the waist

and tripped him on the ground. 5. The first speaker amongst the onlookers said that the drivers of cars intentionally splashed

people walking on the road, and then thought that it was a great laugh. 6. The narrator decided to punish the master and the driver by making them hold their ears and

do knee-bends, while the memsahib counted.

Vocabulary 1. smart intelligent, bright, careful 2. help assist, impress, aid 3. civil polite, learned, courteous 4. important essential, attainable, significant 5. useless irrelevant, fraud, futile 6. destroy imprint, ruin, extinguish 7. show display, desist, demonstrate 8. move budge, advance, create 9. hygiene healthy, cleanliness, sanitation 10. loyal soldier, faithful, dependable 11. signify indicate, denote, ultimate 12. reveal uncover, recover, expose

—Munshi Premchand

80WORKBOOK

13. secret document, classified, confidential 14. defy disregard, disobey, discourage 15. dazzling unbearable, exceptional, remarkable

Grammar 1. a. No other girl in class is as good as Ruchira. b. Ruchira is better than any other girl in the class. 2. a. No other metal is as heavy as lead. b. Lead is the heaviest metal. 3. a. Only some Indian poets are as great as Kalidasa. b. No other Indian poet is greater than Kalidasa. 4. a. I have never seen a monument more beautiful than the Taj Mahal. b. The Taj Mahal is the most beautiful monument I have ever seen. 5. a. No other subject is as easy as this. b. This is the easiest subject. 6. a. No boy in our class is as studious as him. b. He is more studious than any other boy in our class. 7. a. No other month in India is as cold as January. b. January is colder than all other months in India. 8. a. No other boy in class is as tall as Peter. b. Peter is taller than all other boys in the class. 9. a. No other city in India is as big as Mumbai. b. Mumbai is bigger than any other city in India. 10. a. I have never seen a more beautiful picture than this. b. This is the most beautiful picture that I have ever seen. 11. a. I have never travelled farther away from home than this. b. This is the farthest away from home that I have ever travelled. 12. a. No other chapter in the book is as important as this. b. No other chapter in the book is more important than this. 13. a. No other thing is as precious to Megha as her violin. b. Megha’s violin is the most precious thing to her. 14. a. Paras does not like any food more than biryani. b. The food that Paras likes the most is biryani. 15. a. No animal is larger than the blue whale. b. Blue whale is the largest animal.


81 WORKBOOK

4. The Heroes of Hurricane Sandy

ComprehensionA. Some things that Jack and Jennifer took along, or made use of during their rescue missions are: 1. boots 2. raincoat 3. flashlight 4. life jackets 5. kayak 6. scooter 7. blankets 8. winter clothing 9. internet (social networking)B. 1. From the window of his parent’s house Jack Buzzi saw his neighbour’s house floating by on

water from the Atlantic Ocean that had flooded the area. 2. Before going out to Kathey’s house, Jack took a flashlight and two life jackets along with him. 3. The next morning Jack and Kathey rescued Kathey’s sister, Mary Ward, and her friend Dave

O’Hara, who were trapped in the attic of Mary’s bungalow that had been flooded. 4. Jennifer decided to head towards the town on her scooter instead of her car, because she knew

that the roads were nearly blocked, and her car wouldn’t have navigated them as efficiently as her scooter.

5. In her scooter’s tiny trunk Jennifer carried blankets and winter clothing for the flood affected people.

6. Jennifer’s scooter was resourceful to the police, ambulance etc. because it was fuel efficient and helped the rescue volunteers to get to the Jersey shore which was one of the areas hit the hardest by the storm.

Vocabulary 1. Sean finished his test just in time. Sean finished his test just as the time was about to be over. 2. Mr Singh is a man of great wealth. Mr Singh is a man who is very wealthy.

82WORKBOOK

3. Tehmina hopes to win the top prize. Tehmina hopes to win the prize that is the top one. 4. The thief denied stealing the money. The thief denied that he had stolen the money. 5. The farmer stood near the banyan tree. The farmer stood where the banyan tree was. 6. The boy looked hardly fourteen years old. The boy looked like he was hardly fourteen years old. 7. I find nothing better than cycling to school. I find nothing better than going to school riding on my cycle. 8. The birds were chirping in a cheerful manner. The birds were chirping in a manner that was cheerful. 9. She speaks French with surprising fluency. She speaks French with a fluency that is surprising. 10. Coal, a very useful mineral, is found in West Bengal. Coal, which is a very useful mineral, is found in West Bengal. 11. The motorcycle swooped past me with a high speed. The motorcycle swooped past me with a speed that was high. 12. I found this poor, injured bird in the school playground. I found this poor, injured bird where the school playground is. 13. This summer, I had hoped to go away on a holiday to Goa. This summer, I had hoped that I would go away on a holiday to Goa. 14. Raju and Joy decided that they would wake up at 6 in the morning. Raju and Joy decided that they would wake up when it is 6 in the morning. 15. The headmaster made the announcement with a loud and clear voice. The headmaster made the announcement in a voice that was loud and clear.

GrammarA. Accept all appropriate answers.B. Accept all appropriate answers.


83 WORKBOOK

5. The Great Flood

ComprehensionA. 1. F 2. T 3. F 4. T 5. F 6. FB. 1. The grandmother had a lot of burrs in her hair. They were all picked by the boy and

his mother and put in a jar. 2. According to the grandmother, the great flood would come when the eyes of the lions in front

of the prison gate would glow red. 3. On the following day, the butcher took some chicken blood and rubbed it on the eyes of the

stone lions that were in front of the prison 4. When the boy dug out the wooden ship from the ground, it grew larger and larger until it was

as large as a real ship. 5. When the boy and his mother were in prison, the animals helped them survive. The mice

dug a hole in the jail’s wall through which the dog and the cat brought them meat and bread to eat. The raven flew off and brought a letter which got the boy and his mother freed from the prison.

6. The letter was from a god, and in it was written that the god had wandered about the world disguised as an old beggar woman. The boy and his mother had shown the old woman kindness and love. The letter told the king to free them or he would be punished by the god.

Vocabulary 1. Here the person’s words are compared to daggers because they hurt the listener’s feelings

just like he/she would be hurt physically if struck with a dagger. 2. Rana Pratap is compared to a lion to emphasize his bravery, courage and ferocity. 3. The large crowd of unknown people is here called a sea, because the person, as if lost in a

vast sea, did not know where to go or who to talk to. 4. Here, life is compared to a journey, and death, which is often said to be the end of life, is

called a new road in this journey rather than its end. 5. The sad news affected her so much that she was overcome by it, and felt suffocated by it as if

she was drowning in a sea. 6. Here, the last few months of Ronnie are compared to a ride in a rollercoaster to show that

they were chaotic and full of drastic ups and downs.

84WORKBOOK

7. The effect of art on life is compared to the cleaning and washing away of dust. This means that art helps one forget and move on from the difficulties and monotony of life.

8. Here, the wooden bench is compared to a bed of flowers, as after the tiring day, even the wooden bench was welcome as a place of repose.

9. Knowledge given by the teacher is compared to seeds planted in children’s minds. This statement says that good knowledge given at a young age results in wisdom.

10. Here, life in this world is compared to a mere performance on stage. And, all the people who are living are merely playing a role assigned to them.

GrammarA. 1. He has done deeds full of heroism. 2. She is an orphan without a home. 3. It was a day of great productivity. 4. Naimish is a boy full of mischief. 5. The judge was a man full of generosity. 6. That was an act full of cowardice on your part. 7. My uncle has lost a document of value. 8. She went out alone in the storm full of terror. 9. The machine of great size worked at a great speed. 10. The gymnasts having great agility were applauded by the audience.B. 1. This story is one which is very humorous. 2. The queen was a woman who was generous. 3. The girl who has grey eyes is my neighbour. 4. The house which is next to the park is where I live. 5. Have you seen the book which has the blue cover? 6. The day when my sister will depart is drawing near. 7. Everybody admires a person who has industrious habits. 8. I want to buy a book which is about the ancient history of India. 9. Flowers which have a strong, sweet smell are my favourite kind. 10. The boy who has the green school bag is the monitor of my class.


85 WORKBOOK

6. The Emperor’s New Clothes

ComprehensionA. 1. swindlers 2. looms 3. minister 4. procession 5. needles; thread 6. trembledB. 1. The two swindlers claimed that they knew how to make the finest cloth imaginable, the

material of which would be invisible to anyone who was stupid. 2. The emperor thought that it would be wonderful to have such cloth because then he would

know which of his men were unfit for their positions. 3. The emperor sent his minister to the weavers instead of going himself because he was uneasy

when he recalled that anyone stupid or unfit for his position would not be able to see it. He feared that he might not be able to see the material.

4. The emperor sent messengers all over the kingdom to make the announcement that a procession was to take place the next day to display the emperor’s new clothes.

5. The night before the procession, the swindlers stayed up all night pretending to work, and burned more than sixteen candles.

6. The small child said that the emperor did not have anything on. This caused the entire crowd to whisper among themselves what the child had said, until they all agreed that the emperor, indeed, was not wearing anything.

Vocabulary 1. have 2. heavy 3. quick 4. deep 5. go 6. take 7. got 8. lack 9. cross 10. role 11. great 12. large 13. drew 14. fast 15. known

GrammarA. 1. Anne replied at the earliest. 2. The cloud moved over the hill. 3. She thanked him with all her heart. 4. The soldier fought in a brave manner. 5. A lot of flowers bloomed beside the road. 6. I found my lost notebook in the storeroom. 7. The show got very boring in the last few hours. 8. Yesterday, it rained heavily throughout the day.

—Hans Christian Andersen

86WORKBOOK

9. The children jumped around in great excitement. 10. My aunt and her family have shifted to a foreign country.B. 1. After I went to sleep, it began raining. When? 2. Please put the box where you found it. Where? 3. She acted in a manner which was wise. How? 4. The little lamb went wherever Mary went. Where? 5. We should make hay while the sun shines. When? 6. Rohan answered in a way which was very polite. How? 7. We must start for the station before it strikes one. When? 8. My mother will come back when it is past midnight. When? 9. She won the race as she ran much faster than other children ran. How? 10. The trail led to the part of the forest where there was little light. Where?


87 WORKBOOK

7. Solitude

ComprehensionA. 1. sing – The hills will answer you. 2. sigh – It will be lost in the air. 3. rejoice – People will seek you out. 4. weep – You will weep alone. 5. be glad – You will have many friends. 6. fast – The world will go by without you.B. 1. Those who weep, weep alone because the world is filled with sadness of its own, and so the

world is attracted towards happy people. 2. When you sigh, your sigh is lost in the air, because the echo shrinks from the sad sound of

sighing and does not respond to it. 3. We are sought by people if we rejoice in our lots in life. This is because people who are

happy have a good effect on other people. 4. The results of being sad and being glad are different, as, if you are glad, then you have many

friends, while by being sad you end up losing them all. 5. Giving happiness to others and having passion in life for success helps you live a good life. 6. One by one everyone must face death one day and walk towards it on a path that is called

‘the narrow aisles of pain’ by the poet.

Vocabulary 1. out 2. down 3. out for 4. out for 5. off 6. up to 7. away 8. with 9. off 10. down 11. into 12. up with 13. catch up with 14. through 15. forward to

Grammar 1. has left 2. had seen 3. have cut 4. will have left 5. has done 6. will have reached 7. have lived 8. had gone 9. had left 10. had washed 11. have broken 12. had lied 13. will have improved 14. will have finished 15. will have completed


—Ella Wheeler Wilcore

88WORKBOOK

8. The Dentist and the Crocodile

ComprehensionA. 1. b. cunning smile. 2. c. afraid. 3. a. worst. 4. b. two yards away. 5. c. wall. 6. b. her pet.B. 1. The crocodile had come to the dentist to have the dentist look at his teeth, which required

repair everywhere. 2. The crocodile wanted the dentist to look at his molars, which were at the very back, first. He

said that, of all his teeth, the molars were in the worst condition. 3. The sight inside the crocodile’s jaws was fearsome. The dentist could see at least three

hundred pointed teeth in the crocodile’s jaw, and all of them were sharp and shining. 4. The dentist was afraid of the crocodile. So, to search for decay in his teeth, the dentist stood

two yards away and used the longest probe he had. 5. A lady with a golden chain in her hands burst into the dentist’s office. She said to the

crocodile that he was naughty for playing a trick on the dentist. 6. The doctor’s warning to the lady was not of any use. Because, the crocodile was not

dangerous for the lady as he was her pet.

Vocabulary 1. Can 2. ought to 3. Could 4. can 5. must not 6. may 7. may 8. might 9. must 10. might 11. must 12. could 13. may 14. ought to 15. should

Grammar 1. doesn’t she? 2. mustn’t we? 3. should she? 4. aren’t you? 5. are you? 6. will you? 7. haven’t they? 8. have they? 9. does he? 10. is she? 11. doesn’t it? 12. will you? 13. won’t he? 14. don’t they? 15. mustn’t we?


—Roald Dahl

89 WORKBOOK

ComprehensionA. 1. T 2. F 3. T 4. T 5. T 6. FB. 1. Three of the actions of sea that the poet describes in the first stanza are: i. It runneth the earth’s wide regions round ii. It plays with the clouds iii. It mocks the skies 2. ‘The blue above’ is the blue sky, and the ‘blue below’ is the blue water of the sea. When the

poet is out on the sea, he is surrounded by blue, both above and below. 3. The waves of the tide make a whistling noise and tell the poet the news about the underwater

world, and the reason that the southwest winds blow. 4. Here, the poet is comparing his relationship with sea to a bird’s relation to its nest. He wants

to convey to the readers that sea was to him like his motherland, and it was there that he always returned.

5. In the noisy hour that the poet was born the whale whistled, the porpoise rolled in the sea and the dolphins came so near to the sea level that their backs could be seen above water. The sea creatures made the wild outcry to welcome the poet to life.

6. The poet wants to die on the wild and unbound sea as he has the last of his many voyages on the sea. He does not want the safety and repose of the coast even in his old age.

VocabularyHelp the students find the meanings of the proverbs given in the Workbook. Once done, ask them to explain them in their own words. Accept all appropriate answers.

GrammarA. 1. Jack and Jill went up the hill. 2. Speak directly. Stop beating about the bush. 3. The parrot is sitting on the branch of the tree. 4. The children played for a long time in the park.

9. The Sea —Barry Cornwall

90WORKBOOK

5. We had a lovely picnic by the banks of the river. 6. My great grandmother was born in the year 1910. 7. In spite of being unwell, he completed the task at hand. 8. The chocolate cupcake with colourful sprinklers is mine. 9. ‘Will you come into the parlour?’ said the spider to the fly. 10. She preferred to watch a movie instead of reading a book.B. Accept all appropriate answers.


91 WORKBOOK

10. How to Start a Blog

ComprehensionA. Help the students find the meanings of the words given in the Workbook using a dictionary. Once done, ask them to make sentences of their own. Accept all appropriate answers.B. 1. Teens around the world are writing blogs and turning it into their jobs. 2. The real difficulty that any first time blogger faces is deciding what they should write about in

their blogs. 3. To attract more readers, you could write about what appeals to the target readers by writing

on subjects which cater to their interests. Another way is to write about issues which you think are important and would create a healthy discussion.

4. You should write about important issues, because other than catering to the entertainment or interests of your readers, it also creates a room for healthy discussion on those issues.

5. Your first blog should be about introducing yourself to the internet world. You could do this by writing about your interests, list your favourite things, the reason you decided to start a blog etc.

6. You must never forget to respond to the comments, as the people who comment are your readers and supporters. They will come back to read your blog if you make an impression on them.

VocabularyAccept all appropriate answers.

Grammar 1. The officer commanded his men to fire. 2. I asked Sana whose pen she was using. 3. Mother told me not to run around in the rain. 4. The prisoner exclaimed that he had been very foolish. 5. The teacher asked me why I was absent the day before. 6. Ella exclaimed that what a beautiful dress he/she was wearing. 7. The policeman announced that he caught the thief red-handed. 8. The principal ordered the class to be quiet and listen to his/her words.

92WORKBOOK

9. My friend asked me who wrote The Discovery of India. 10. The Chief Guest told the audience that he/she was happy to be there that day. 11. Maria requested Amisha to wait for her at the corner of the road. 12. The boys of St. Johns School shouted with joy that they had won the match. 13. James asked his friend where the watch was that his/her father gave him/her. 14. The teacher said to the boy that he had forgotten to do his homework. 15. She asked the porter if he could take her luggage to platform number 10.


93 WORKBOOK

11. Food Fads of Today

ComprehensionA. 1. 2. 3. 4. 5. 6. B. 1. Our busy life is affecting our eating habits because as our lives are getting busier, we hardly

manage to cook and eat nutritious meals at home. 2. Two reasons that people prefer to eat at restaurants are that firstly, it is easier to run to the

restaurant than to cook, and secondly, every member of the family could order what they wish to eat.

3. Hamburgers, French fries are some ‘finger foods’. Nowadays finger food are preferred by people as they could be eaten while going to work, school or a social gathering.

4. Skipping breakfast upsets our eating routine because by the time it is lunch, we are famished, which results to snacking on junk food in between meals.

5. Students prefer to have junk food during their late night study sessions because mostly no one would make a salad or healthy snack that late at night. Snacking keeps hands and mouths busy while the brain is absorbing material. So, students end up snacking on junk food.

6. The key to a healthy diet for teens is in moderation. It is not possible to stop consuming junk food entirely, so they should moderate the amount that they consume.

VocabularyAccept all appropriate answers. Some examples are given below. 1. kill, murder, assassinate 2. little, small, puny 3. nice, fine, wonderful 4. create, construct, build 5. help, aid, support 6. reflect, contemplate, ponder 7. peculiar, weird, odd 8. plan, strategy, project 9. right, correct, precise

94WORKBOOK

10. get, obtain, gain 11. sad, unhappy, despondent 12. useless, futile, pointless 13. huge, large, gigantic 14. fascinating, engaging, captivating 15. understand, grasp, get

Grammar 1. My purse was stolen by someone. 2. Who wrote this essay? 3. The boys are flying kites. 4. Great people do great things. 5. His performance stunned us. 6. Why has your breakfast not been eaten by you? 7. The launching of the ship was seen by the students. 8. The builders have repaired the house. 9. People all over the world watched the solar eclipse. 10. Yesterday, an exciting movie was watched by me. 11. We were taken for a holiday in the hills by my parents. 12. People all over the world speak English. 13. Why is such a noise being made by you in the classroom? 14. The elephants are trampling on the crops. 15. The mechanics started the machine with great difficulty.


95 WORKBOOK

12. A Mad Tea-Party

ComprehensionA. 1. Dormouse 2. tea 3. ravens; writing-desks 4. March Hare 5. treacle 6. bearB. 1. The March Hare and the Hatter were sitting at a table under a tree. A Dormouse, who was fast

asleep, was also sitting between them. 2. Hatter said to Alice that her hair needed cutting. This was the personal comment that Hatter

made. Alice reacted by telling him severely that he should not make personal comments as it was very rude.

3. If you kept on good terms with Time, Time would do anything you liked with the clock. He could make the clock skip study times, and he could make dinner times last as long as you wanted.

4. At the concert the queen had shouted that Hatter should be executed as he was murdering time with his nonsense poem. Its result was that Time was offended and wouldn’t do anything for the Hatter anymore.

5. They woke up the Dormouse because they wanted it to tell them a story. They woke it up by pinching it on both sides at once.

6. As Alice walked away in disgust at the Hatter’s rudeness, she hoped that they would call her back.

Vocabulary 1. Here, the inanimate object, picture, is given the human quality of keeping a secret. This

implies that a picture has a lot of hidden details that are not apparent when you see it. 2. Time and tide are personified by giving the quality of not waiting for anyone, to emphasize

that they pass at their own pace and their passing is inevitable. 3. Here the computer, which is not working properly due to some software or hardware problems,

is compared to a person throwing tantrums. 4. The flood, which is inanimate, is given the human quality of devouring to show the destruction

it caused in the country side. 5. Here, the brook is personified as the sounds made by its running water as it flows are called

chuckling. 6. The twinkling of stars in the moonlit sky is compared to the human action of dancing playfully,

to demonstrate the joyful sight.

—Lewis Carroll

96WORKBOOK

7. The movement of raindrops on petals of the flowers, is described as playing hide and seek with the flowers.

8. The sound the leather couch made under the weight of people is compared to a person squeaking in protest.

9. The wind here is personified, as the noises it made as it moved around the lonely house are called howling.

10. The drops of the heavy rain hit the valley all day as if someone was pounding the ground with heavy fists.

11. The inanimate pair of jeans in the shop window are attributed the human quality of beckoning to show their charm to the person in question.

12. The abstract object, opportunity, is personified as somebody knocking at a door. 13. Here, the first rays of the morning sun are given the human quality of tiptoeing, to show that

the day was dawning slowly. 14. The abstract object, fear, is given the human quality of creeping to show how suddenly the

person was overcome by fear as he/she looked into the eyes of the hungry wolf. 15. Here, the little buds are personified as the opening of the buds into flowers is compared to a

person yawning and waking up at dawn.

Grammar 1. would have enjoyed 2. would have bought 3. would have learnt 4. wouldn’t have started 5. wouldn’t have refused 6. would have lived 7. would have been 8. would have given 9. would have been 10. wouldn’t have caught 11. would never have passed 12. had not told ; would never have known 13. had worked ; would have topped 14. had known ; wouldn’t have gone 15. would you have done ; had been attacked


the english circle tm (class-8)supportmaterialteacher's

Documents