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The English Circle

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6Teacher'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.)

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2017007000120

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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 STextbook

Daffodils 5

1. The Story of My Life 9

2. Paper Boats 13

The Duck and the Kangaroo 17

3. Birds of Different Feathers 20

4. I Want to Be an Environmentalist 25

A Trek through the Himalayas 28

5. Pandora’s Box of Troubles 32

6. The Happy Prince 36

A Beast with Beauty 40

7. The Adventures of Huckleberry Finn 43

8. The Fun They Had 47

The World Is at Peace 51

9. Sinbad the Sailor: The Third Voyage 54

10. Harry Potter and the Chamber of Secrets Is OUT! 59

The Telephone Call 64

11. Let No Fad Break This Bread and Butter Bond 67

12. The Post Office 71

Workbook

1. How Selfishness Was Rewarded 75

2. The Adventures of Tom Sawyer 76

3. The Window 78

4. A New Home in the City 80

5. Order of the Animals 82

6. From a Railway Carriage 84

7. What’s Your Dream? 86

8. My Smartphone Isn’t Very Smart 88

9. Heidi 90

10. Mark Zuckerberg: The Person behind Facebook 92

11. Too Busy to Relax 94

12. Three Questions 96

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Daffodils —William Wordsworth

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 personification. S identify the /st/ sound. S listen to an audio and look for specific words. S write a diary entry.

Warm-upIn this task students will be encouraged to think and express their deep thoughts clearly, in writing as well as verbally.

Reading This poem addresses the deep effect that nature can have on us.

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 deviceThe students will be able to learn about the literary device, personification, and how to use it to make their language more interesting.

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

ListeningThe students will listen to the poem Composed upon Westminster Bridge by William Wordsworth and look for specific words to fill in the blanks.

WritingThe students will use their imagination to write a diary entry from the perspective of the poet.

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ANSWERS

ComprehensionA. 1. c. beside a lake. 2. b. full of energy. 3. b. for a long time. 4. a. jocund. 5. a. happy when alone. 6. b. danced with the daffodils.B. 1. The poet walked alone amongst valleys and hills. He wandered as if he were a cloud floating

over the hills. 2. All at once, the poet saw a crowd of golden daffodils growing beside a lake and under the

trees. He saw that the daffodils were moving in the breeze as if they were dancing cheerfully. 3. Two adjectives that the poet has used to describe the daffodils are ‘golden’ and ‘continuous’. The bright yellow colour of the daffodils makes them appear golden to the poet. Rows of

daffodils grow on the banks of the lake in great abundance, and appear continuous and without an end.

4. The poet compares the daffodils to the stars. He says that the daffodils were so abundant that they seemed to be infinite like the stars on the milky way. The glee and gaiety of the daffodils matched the twinkling of the stars.

5. Two lines which show that the daffodils are a happy lot are, ‘Out-did the sparkling waves in glee’ and ‘in such a jocund company’ (also ‘tossing their heads in sprightly dance’).

6. We know that the poet was delighted at the sight of the daffodils because he says that in such a cheerful company like that of the daffodils, a poet cannot help being happy. In his delight the poet gazed and gazed at the daffodils.

7. The wealth that the daffodils brought to the poet is the happy memory that they gave him, and which he can recall on his sad days and feel cheerful again.

8. The ‘bliss of solitude’ means the things that bring happiness to a person when he/she is alone. In the context of the poem the ‘bliss of solitude’ is the ‘inward eye’ through which one can see beautiful images from one’s memory or imagination.

C. 1. a. The meaning of ‘fluttering’ is moving lightly and quickly. b. The daffodils that the poet found while wandering on the hills were fluttering

and dancing. c. The daffodils were fluttering and dancing in the breeze, under a tree which was beside

a lake. 2. a. ‘Them’ in the given line refers to the daffodils which the poet found beside a lake. b. Yes, the waves faced a competition in beauty and happiness from the daffodils. While the

waves sparkled beautifully, the golden daffodils danced with such joy that their sight was more attractive to the poet than the sight of the sparkling waves.

c. The competition can make any poet delighted and fill him/her with appreciation of the beauty of nature.

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3. a. When the poet lies on his couch he remembers the daffodils dancing in all their joy. b. The poet is in a thoughtful and serious mood when he lies on his couch. c. When the poet lies on his couch and thinks about the daffodils he forgets his troubles and

sorrows, and finally, his heart is filled with pleasure and it dances with the daffodils of his memory.

D. Accept all appropriate answers.

Literary Device 1. The daffodils are personified here as a crowd of people. 2. The waves are attributed with the human quality being able to dance. 3. The poet here, is attributing the human action of ‘dancing’ to the daffodils. 4. The movement of clouds and the moon causes the moon to be hidden behind the clouds at

times. The moon and clouds here are personified as two people playing hide and seek. 5. Here, to show that Tim’s time spent in the detention room was unpleasant to him, time is

given the human quality of crawling, as it seemed to pass very slowly. 6. The soft noise that the wind made as it passed through the forest is compared to the

action of whispering. Also, the forest is dark due to lack of sunlight, so it is personified as being gloomy.

7. Nature is called ‘mother’ as it nurtures us and provides for us as mothers do for their children.

8. The noises that the stairs made as they climbed upstairs are compared to the groaning noise that humans make when they are under stress or in pain.

9. The sun was hot in the scorching desert, and its effect on them was similar to them being beaten down.

10. When Rajeev turned the key in the car, the car’s engine made sounds like coughing. Here the engine is personified as being unwell implying that it was faulty.

11. The plants are drooping due to lack of water. The human quality of ‘begging’ is attributed to them to emphasize their dire need of being watered.

12. The chirping of crickets and the hooting of owls is called the lullaby of the night. Here, night is given the human quality of being able to sing.

Phonics Play the audio. Tell the students to listen to the words and repeat.

Audio scriptS stab S stare S stand S stompS stool S storm S steady S strokeS stammer S stubborn

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

Audio script

Composed Upon Westminster Bridge by William Wordsworth Earth has not anything to show more fair:

Dull would he be of soul who could pass by A sight so touching in its majesty:

This City now doth, like a garment, wear The beauty of the morning; silent, bare,

Ships, towers, domes, theatres, and temples lie Open unto the fields, and to the sky;

All bright and glittering in the smokeless air. Never did sun more beautifully steep

In his first splendour, valley, rock, or hill; Ne’er saw I, never felt, a calm so deep!

AnswersEarth has not anything to show more fair:

Dull would he be of soul who could pass by A sight so touching in its majesty:

This City now doth, like a garment, wear The beauty of the morning; silent, bare,

Ships, towers, domes, theatres, and temples lie Open unto the fields, and to the sky;

All bright and glittering in the smokeless air. Never did sun more beautifully steep

In his first splendour, valley, rock, or hill; Ne’er saw I, never felt, a calm so deep!

WritingAccept all appropriate answers.

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1. The Story of My Life— Helen Keller


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S use prefixes and suffixes to make new words. S learn about kinds of sentences, and subject and predicate. S learn difficult spellings (ie/ei). S conduct an interview. S write a biography.

Warm-upThis activity involves interacting with the class and sharing earliest memories of family.

ReadingThis lesson is a biographical account of Helen Keller. It talks about her earliest years as a child, and the beginning of her illness.

Comprehension


VocabularyThe students will learn how to form new words by using suffixes and prefixes.

Grammar

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

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

SpellingThe students will learn spellings of difficult words and fill in the blanks with ie or ei.

SpeakingThe students will learn to conduct an interview. They will use information from the lesson to talk from the perspective of Helen Keller.

WritingThe students will use the given hints and write a biography of Geeta Phogat.

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ANSWERS

ComprehensionA. 1. Maryland 2. paradise 3. Helen Everett 4. imitating 5. ‘tea, tea, tea’ 6. stomach, brainB. 1. Helen’s father was Arthur H Keller, and her mother was Kate Adams. Her father was a

captain in the Confederate Army. His family was descended from Caspar Keller, who was a native of Switzerland but had settled in Maryland. One of Helen’s ancestors was the first teacher of the deaf in Zurich and had written a book on their education.

2. Till the time of her illness Helen lived in a tiny house, which had one large and one small room. The house was built by her father after the Civil War. It had an annex attached to it. It was completely covered with vines, climbing rose and honeysuckles. The porch of the house was hidden behind a screen of yellow roses. It also had a little rose bower. The house was called ‘Ivy green’.

3. Helen’s house had an old fashioned garden with stiff boxwood hedges. Helen would guide herself by her sense of smell and by feeling along the hedges. After a fit of temper Helen would go to this garden to comfort herself, and hide her face in the cool leaves and grass.

4. Helen’s mother gave the solution to the problem of selecting a name for Helen. She suggested to name the baby Helen Everett, after her own mother. However, the solution was not a success. Helen’s father was not in favour of the name ‘Helen Everett’. So, while he carried Helen to the church to be christened, he lost the name.

5. Since she was a baby, Helen showed many signs of an eager, self-asserting disposition. She insisted on imitating everything that other people did. At the age of six-months she could say ‘How d’ye’. One day she said ‘Tea,tea,tea’ quite clearly and surprised everyone.

6. One of the happy days that existed before Helen fell ill was the day that she first walked. She was a year old. Her mother had taken her out of the bath tub and was holding her on her lap. Helen was attracted by the flickering shadows of the leaves on the smooth floor. She almost ran towards the shadows in her excitement and fell down. This was the first walk of her life.

7. Before her illness came, Helen enjoyed a brief spring, which was musical with the songs of robin and mocking-bird; a summer rich in fruit and roses; and an autumn which fell the gold and crimson leaves at her feet. Then the illness came in the month of February.

8. The illness that attacked Helen was called acute congestion of the stomach and brain by the doctors. The illness left suddenly one day, but due to it Helen lost her ability to see and hear.

C. 1. a. The above words are spoken by the author Helen Adams. b. The task of writing an autobiography is a difficult one, because while many of the

experiences are clear and vivid in our memory, most of the details of the joys and sorrows of childhood are forgotten. In the excitement of adult life, the incidents of childhood which are vital lose their clarity in the memory.

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c. The speaker decides to present it in a series of sketches. She describes only the episodes that seem to her to be the most interesting and important. This, she hopes, will help her make her work less tedious.

2. a. Helen Keller said these words. b. These words were spoken by Helen, one day, when she was about six months old. c. When Helen spoke these words, everyone’s attention was attracted to her as she was just

six months old at that time. 3. a. The word being referred to in the above line is ‘water’. b. After her illness, when she had lost her ability to hear and had lost all other speech, she

could still make the sound ‘wah-wah’ for the word ‘water’. c. Helen’s speech was lost because of an illness she had as a child. The doctors had diagnosed

the illness as the acute congestion of stomach and brain.D. Accept all appropriate answers.

Vocabulary A. Accept all appropriate answers. Some examples are given below. 1. illegal, illogical 2. exhale, extend 3. absolute, abnormal 4. beside, behold 5. dissatisfied, disobey 6. impossible, immature 7. prepone, prejudice 8. postpone, postscript 9. unhappy, unlikely 10. foretell, forehead 11. indefinite, infinite 12. international, interactB. Accept all appropriate answers. Some examples are given below. 1. cyclist, dentist 2. happiness, kindness 3. illusion, vision 4. patriotism, capitalism 5. achievement, disappointment 6. dental, arrival 7. careless, helpless 8. gently, rudely 9. reporter, driver 10. conductor, executor

11. foolish, childish 12. blissful, cheerful

GrammarA. 1. exclamatory 2. declarative 3. imperative 4. exclamatory 5. declarative 6. declarative 7. declarative/imperative 8. exclamatory, interrogative 9. imperative 10. interrogative

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B. 1. Manjul and his cousins ran outside to play basketball.

2. The little pup picked up its bone and climbed up the bed.

3. The four little birds took off the branch and flew away.

4. The doctor thought the patient could not live any longer.

5. The new Harry Potter book has many beautiful illustrations.

6. The young girl holding the bunch of flowers is my sister.

7. The light green skirt with the colourful patterns was my favourite.

8. The crackling of fire kept us warm during the winter months.

9. Over in the meadow, lived an old mother toadie with her children.

10. While we were at the movies, my friends and I were eating popcorn with lots of butter.

Spelling 1. t i e r 2. f i e l d 3. r e i g n 4. s e i z e 5. w e i r d 6. f o r f e i t 7. l e i s u r e 8. a n c i e n t 9. h y g i e n e 10. n e i g h b o u r

SpeakingFree response.


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2. Paper Boats— Anil Ekbote


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S make sentences with phrases. S learn about kinds of adjectives and their degrees of comparison. S learn to punctuate sentences. S listen to an audio of a conversation and write true or false. S write a character sketch.

Warm-upThis activity encourages students to share their memories related to rainy days with the class.

ReadingThis lesson is about making new friends. It also teaches the students not to judge a person on the basis of appearances alone.

Comprehension


VocabularyThe students will learn about phrases and make sentences using phrases.

GrammarThe students will learn about different kinds of adjectives and how to use those adjectives in the three degrees of comparison—positive, comparative and superlative.

PunctuationThe students will learn to punctuate sentences with full stop, question mark, exclamation mark, comma, apostrophe and speech marks.

ListeningThe students will listen to an audio of a conversation between a mother and daughter, and write true or false.

WritingThe students will write a character sketch based on their understanding of the character from the lesson.

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ANSWERS

ComprehensionA. 1. F 2. T 3. F 4. T 5. F 6. T

B. 1. When Ana barged in to complain about the boy, Aunt Avanti was sitting in the armchair. She was watching the newly washed trees and the beautiful sky.

2. Ana was angry when she went to her aunt to complain. Her face was red with anger, and her lips were pouting with displeasure.

3. Aunt Avanti made two extra boats for the boy so that he would not take Ana’s boats anymore. She also thought that perhaps the boy did not know how to make paper boats for himself.

4. After Aunt Avanti gave the boats to Ana, she walked towards the stream. She was still sulking as she did not want to have anything to do with the boy. She did not want to give any boats to him. So she walked hesitantly.

5. Aunt Avanti had told Ana to give two boats to the boy. As Ana was unwilling to give any of her boats to the boy, she selected two not-so-good boats to give to him.

6. The boy could not believe that the pretty girl in the blue frock was calling him. This was because Ana had earlier been angry at him, and also perhaps because the he wasn’t used to children like Ana talking to him.

7. Ana had sailed her boat in the muddy stream, and it sailed swiftly and beautifully. When Ana was about to jump with joy, her boat got caught in a lump of mud and stones. Water splashed against the boat and flooded it.

8. Ana’s fear did not come true. As soon as her boat was caught in the lump of mud, the boy dashed through the stream, pulled the boat out of water and after draining its water, gave it back to Ana.

C. 1. a. The time referred to in the above line is when Ana launched her boat for the third time. b. The horrible thing that happened was that a big boy pounced on her boat and pulled it out

of water. c. Earlier the time was not horrible because her boats had sailed down the stream swiftly and

proudly without any disturbance. 2. a. ‘He’ refers to the big and dirty boy who had pounced on Ana’s boat. b. Ana was angry because the boy had pulled her boat out of the water and was examining it

without her permission. Ana thought that the boy was rude and awful for doing so. c. The boy did not notice Ana’s angry stare because he was too engrossed in examining the

boat that he had pulled out of the water. 3. a. Aunt Avanti said these words to Ana. b. Aunt Avanti had handed out a few boats she had made for Ana. She had also made

two boats for the boy. c. No, Ana did not ‘run along’. She did not want to give two of the boats to the boy.

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VocabularyAccept all appropriate answers.GrammarA. 1. Gangtok is truly an amazing place. Adjective of quality 2. How do you play this instrument? Demonstrative adjective 3. Whose side are you on? Interrogative adjective 4. Which team won the game? Interrogative adjective 5. I want those flowers in my garden. Demonstrative adjective 6. They lost their way back to the camp. Possessive adjective 7. I knew the answers to most questions. Adjective of quantity 8. He was speaking in a strange language. Adjective of quality 9. She just wants to read her book quietly. Possessive adjective 10. There are sixteen chocolates in Aradhana’s bag. Numeral adjective 11. The honey is kept on the third shelf from the top. Numeral adjective 12. Edwin Aldrin was the second person to walk on the moon. Numeral adjectiveB. 1. the youngest 2. faster 3. good 4. more worried 5. wiser 6. better 7. the happiest 8. the most difficult 9. far, farther 10. long, longer 11. louder, louder 12. bad, worse, the worst

Punctuation 1. Raju rushed inside shouting, ‘Hurray! We won!’ 2. Just like you, I am very scared of deep waters. 3. Elizabeth and Mary’s cousin, Linda, is visiting them. 4. Karan asked his mother, ‘Have you ever been to Jaipur?’ 5. ‘Congratulations!’ said the principal, as he gave me the first prize. 6. I live in Delhi with my mother, father, brother and grandmother. 7. I have never seen the Charminar, but I have heard that it is beautiful. 8. Shagun’s most prized possessions are her colouring set, story books, and binoculars. 9. Are your friends coming? If they are coming, then please ask them to meet us at the mall. 10. Dania said to her best friends, Harpreet and Johnny, ‘You have to come to my birthday party.’

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ListeningPlay the audio. Tell the students to listen to the conversation and write T for true and F for false.

Audio script

Daughter: Mummy, everybody says that mums are best friend?Mother: Yes dear.Daughter: But you are bigger than me?Mother: Well I am the best person to talk to about anything. The best person to tell you what direction to take!Daughter: But mummy, how is it possible you know so much?Mother: Well you see, I came into this world much before you, so I have more experience.Daughter: Tell me something, did you ever get scared of your mummy, I mean grandma?Mother: Oh no. We are the best of friends. But I will always be her child, so she does scold me when I am wrong. But that is all for my good.Daughter: Are you going to scold me too?Mother: Sometimes yes. But that doesn’t mean I don’t love you. It depends on what you have done.Daughter: Oh, ok! (laughing)

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


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The Duck and the Kangaroo— Edward Lear


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn words meanings. S identify the /zə/ sound. S speak on the given topic. S write an essay.

Warm-upThis fun task encourages children to use their imagination and articulate it to others.

ReadingThis poem introduces the children to the genre of nonsensical poems. It is highly imaginative and fun to read.

Comprehension


VocabularyThe students will be able to identify meanings of words as per their usage in given sentences.

PhonicsThe students will listen to words with the /zə/ sound and repeat to ensure correct pronunciation. They can also be asked to sug-gest some more words with the same sound.

SpeakingThe students will use information from the poem to enact the request the Duck makes to the Kangaroo.

WritingThe students will write an essay on the given topic using the given hints.

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ANSWERS

ComprehensionA. 1. hopped 2. nasty 3. ride 4. reflection 5. rocks 6. cloakB. 1. The Duck lived in a pond and spent all its time in it. The Duck longed to go out of the pond

and travel around the world, hopping like the Kangaroo. 2. The phrase ‘Good Gracious’ shows that the Duck was surprised and awed at the way the

Kangaroo hopped all day long. The Duck admired the Kangaroo and wished to be able to hop along it.

3. When the Duck requested the Kangaroo to give it a ride on its back, the Kangaroo thought a while and said that that giving the Duck a ride might be a benefit as it might bring it luck.

4. The Kangaroo had only one objection to giving the Duck a ride on its back. The Kangaroo said that the Duck’s feet were wet and cold, which made them very unpleasant. They might cause the Kangaroo rheumatism because of their wetness and coldness.

5. ‘Roo-matiz’ refers to rheumatism, which is a disease that causes joint and muscle pain. The disease is caused by cold environment. The Kangaroo thought that if it gave the Duck a ride on its back, the Duck’s cold feet would give the Kangaroo rheumatism.

6. While sitting on the rocks the Duck had thought about the problem of giving the Kangaroo rheumatism by its cold feet. It had bought four pairs of thick woollen sock, which fit its feet perfectly, and a cloak to keep out the cold.

7. The Duck bought the socks made of worsted wool to keep its cold and wet webbed feet warm. This way, there was no fear of the Kangaroo catching rheumatism due to the cold.

8. In order to follow the true love of a Kangaroo, the Duck was willing to wear a cloak which would keep out the cold, and take a hot shower every day. These will keep it from catching cold, and it would be able to take a ride on the Kangaroo’s back.

C. 1. a. The Duck said these words to the Kangaroo. b. The ‘ride’ being referred to in the given line was the ride that the Duck wished to have on

the Kangaroo’s back. The Duck wanted to ride to the Dee and to the Jelly Bo Lee. It wished to hop along over the land and the sea as the Kangaroo did.

c. In return for the ride, the Duck would sit quietly all the day on the Kangaroo’s back and would only say ‘quack’.

2. a. The Duck wanted to go over the land and the sea with the Kangaroo. b. The Duck wished to ride to the Dee and to the Jelly Bo Lee. c. It planned to ride on the Kangaroo’s back and hop to these places. 3. a. The Duck and the Kangaroo took a ride together. They hopped three timed round the

world and were perfectly happy. b. They began their ride on one night when the moon was shining palely.

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5. Hope in the Ruins c. Just before starting on their ride the Kangaroo advised the Duck to sit at the end of its tail and to sit steady in order to balance well.


Vocabulary 1. c. dry fruits 2. b. mesh 3. c. lifting machine 4. a. kind 5. b. unattended 6. a. option 7. a. area 8. c. think 9. a. actions 10. b. smell 11. c. likely 12. a. disaster

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

Audio script S usual S casual S vision S closure S leisure S measure S seizure S division S pleasure S treasure



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3. Birds of Different Feathers—Tithi Tavora


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S find out synonyms and antonyms. S learn about kinds of adverbs. S find out the meanings of difficult words. S listen to an audio and write true or false. S write a message.

Warm-upIn this activity students will reflect on their behaviour towards other people and share it with the class.

ReadingThis lesson talks about living peacefully with people who are different to us. It tells the students that everyone has a role to play in a community.

Comprehension


VocabularyThe students will find out synonyms and antonyms of the words given in the Main Coursebook.

GrammarThe students will learn to identify different kinds of adverbs and what questions they answer.

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

ListeningThe students will listen to an audio of a conversation and write true or false.

Writing The students will learn to write a message.

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Answers

ComprehensionA. 1. F 2. T 3. T 4. F 5. F 6. TB. 1. Mrs Totaben’s son, Mithu, brought the news of a new neighbour to Mrs Totaben while she

was chatting with Mrs Popatlal. Mrs Totaben was not pleased to hear the news. She grumbled that the place was getting very crowded, and soon there would be more parrots than there were mangoes. She was upset about having to share the tree’s mangoes with too many parrots.

2. Totabhai was the Chief Parrot of the tree. When at night they were awaken by a deep, low call, Totabhai was sure that it was a wild animal. He went to inspect it into the darkness. He stalked onto the branch and peered, but couldn’t see anything. Then the call came again suddenly, and he jumped in fright. He asked shakily who it was, and the reply came that it was an owl named Ullunath.

3. The inmates of the tree did not behave nicely with their neighbour initially. First they tried to make him go away, saying that it was their tree. When it didn’t work, they forbade him from hooting at night and disturbing their sleep. They made fun of his habit of sleeping during the day, and hunting for rats instead of eating mangoes. They also mocked his appearance, which they said was inferior to their own.

4. Ullunath was a brave owl. When the parrots came to inspect the source of hooting which had disturbed their sleep, they found that it was Ullunath. As Ullunath was different from them, they did not welcome him to the neighbourhood. Instead, they said that it was their tree and they could not allow him to stay there. In spite of all the parrots gathered there Ullunath did not cow down. He calmly replied that the trees belonged to all the living things, and he had the right to stay there. This shows that the owl was very brave.

5. Mithu had been waiting for a chance to see Ullunath clearly. Ullunath kept in his hollow during the day, and came out in the dark of the night, so Mithu had never seen him. But that night, the grove was bathed in the light of the full moon. So Mithu along with all the inmates of the tree had their chance of getting a good glimpse of Ullunath as he perched on a nearby branch. They saw that he had a speckled, tawny brown body with a light brown chest. He had huge, round, amber eyes which looked very deep and knowledgeable.

6. One evening many ripe mangoes fell on the ground. The birds were looking forward to eating them the next day. But, the next day the parrots saw that all the mangoes had been gnawed through by rats. They had lost most of the ripe mangoes to the rats, and the mangoes on trees would only ripen a couple of days later. They were worried that even these would be consumed by the rats when they fell on the ground.

7. When the bird found that most of their ripe mangoes had been gnawed through by the rat brigade, they were very worried. Then, Kala came up with the plan that they could ask Ullunath for help as he preyed on rat. While Totabhai said that the idea was a bad one, Tiya and Parakeet said that it was worth a try.

8. To get rid of the problems of the rats, the parrots went to ask for Ullunath’s help. They drew a plan where the parrots would drop a few mangoes, and when the rats came Ullunath would hunt them. The plan worked. Ullunath hunted most of the rats and the rest were frightened

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away. The next day the rats did not come. The parrots were overjoyed to have gotten over the problems of rats.

C. 1. a. Mithu, a young parrot who lived on the tree, said these words. b. By calling the owl ‘funny’ Mithu meant that the bird was strange and different from

the parrots. c. The ‘funny, brown bird’ stayed in the hollow of the tree instead of living in a nest. 2. a. Ullunath said this in retaliation to the claim by the parrots that the tree was theirs and

they could not allow Ullunath to stay there. b. The tree belonged to all the living things. Therefore anyone who wished to live there could

do so without the permission of the parrots. c. The parrots had expected the owl to cow down to their demands and leave the tree.

However, the owl reacted differently to their expectations and very calmly stood his ground. The parrots were shocked by the owl’s courage.

3. a. Totabhai said these words to Ullunath b. When Kala asked Ullunath why he ate rats instead of eating mangoes like the rest of

them, Ullunath replied that he preferred rats to mangoes. Hearing this Totabhai called Ullunath crazy.

c. Ullunath repied to this by saying that a tree full of owls will also find a parrot and its ways odd. He meant that they only found him and his habits odd because they were not used to them.


VocabularyA. 1. My sister is a brave girl. 2. Viren has the skill to drive fast. 3. We needed a few chairs for our classroom. 4. The movie I watched was funny. 5. I shall make a new design for this car. 6. I saw a very strange creature yesterday. 7. The old woman was walking weakly yet she managed to cross the road. 8. These rules are not effective for students of class 6. 9. It is important that we honour the martyred soldiers. 10. The detective exposed the truth behind the crime. 11. The jury members decided together to give him a promotion. 12. It is necessary to practice the exercises more for better understanding.

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B. 1. dislike 2. unfair 3. nonsense 4. incorrect 5. irregular 6. immortal 7. present/latter/next 8. illiterate 9. infamous 10. insufficient 11. dysfunctional 12. misunderstand

Grammar A. 1. Ramesh will tell you the story tomorrow. 2. The tortoise stayed behind in the race. 3. The lion walked through the forest quietly. 4. The doctor met the patient yesterday. 5. Anu walked to the centre of the stage slowly. 6. Simran speaks so softly that one can’t hear her. 7. I must have left my book somewhere in this room. 8. I have looked everywhere for my book but I can’t find it.B. 1. The bomb exploded here. place 2. How does Jaffar feel right now? time 3. My father paints extremely well. degree (extremely); manner (well) 4. John practised cricket frequently. frequency 5. Janet always wanted to be a pilot. frequency 6. Jerry’s father sang the hymn loudly. manner 7. Mary’s parents will arrive tomorrow. time 8. Jagriti eagerly licked her ice cream cone. manner 9. Why were you missing from the concert? place 10. She completely agreed with my clever plan. degree 11. Skiing on the tallest mountain really excited me. degree 12. The pilot quickly boarded the aircraft and took off. manner

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.

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ListeningPlay the audio. Tell the students to listen to the conversation and write T for true and F for false.

Audio scriptSahil: Hey Roohi! Can I sit here for some time?Roohi: Of course, Sahil. Come in. I have been trying to solve

this grammar exercise. I have a test tomorrow. I will take a break now.

Sahil: I wanted to say something. Have you seen that flat opposite to the children’s park? A new family has moved in there recently.

Roohi: Oh yes. The new buzz in our neighbourhood. So, have you met them yet?

Sahil: I saw the gentleman yesterday in the dairy shop. Just said ‘hi’ to him. His name is Joseph Thomas. He seemed to be very friendly you know.

Roohi: I see. Who all are there in his family?Sahil: His wife and their little son, John. Listen, how about

inviting them for lunch next Saturday? Roohi: Wow! That’s really a good idea. They will get a chance to meet

our family too. I hope mother does not have any objection.Sahil: I will talk to mother, don’t worry. Roohi: This is truly very wise of you. I am sure Mr Thomas

and his family will accept this invitation. We can call Jasmeet’s family as well.

Sahil: I thought so. It is very important that we know our neighbours. I think it is our responsibility to make them comfortable here.

Roohi: Should we make an invitation card? Sahil: We must. Roohi: Fantastic! I shall go and see if Jasmeet is at home.Sahil: Okay then. See you soon!

Answers 1. F 2. F 3. T 4. F 5. T 6. T 7. T 8. F


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4. I Want to Be an Environmentalist


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about similes. S learn about coordinating and subordinating conjunctions. S learn difficult spellings (ery/ory). S make a PowerPoint presentation. S write an argument.

Warm-upThe students will learn the importance of caring about environ-ment by sharing their real life experiences.

ReadingThis lesson tells the students some easy ways through which they can contribute to taking care of the environment.

Comprehension


Literary device The students will form similes by completing the sentences.

GrammarThe students will learn to join sentences with coordinating and subordinating conjunctions.

Spelling The students will learn spellings of difficult words (ery/ory).

SpeakingThe students will collect information on the red list of endangered animals and make a PowerPoint presentation.

Writing The students will learn to write an argument on a given topic.

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ANSWERS

ComprehensionA. Students will tick () these sentences: 1. Communicate with other people. 3. Visit wildlife sanctuaries. 5. Rethink about our consumption.B. 1. Some causes that environmentalists support are: protection of endangered species,

conservation of natural resources, protection of forests and promotion of recycling. 2. Each of us has some special talent. We can use our talents to bring attention to and raise

money for environmental efforts. We can get involved in events, fundraisers and campaigns for conservation issues.

For example, if someone is talented in painting, they can exhibit their paintings which spread awareness about some issues. If someone likes to bake, then they can put up a stall selling their baked goods to raise funds for conservation projects.

3. The best way to spread awareness about environmental issues is to educate ourselves first and then educate others. Read magazines, books and articles, watch documentaries, and browse websites to learn about nature and how human activities are affecting the earth. Share what you learn with family, friends and neighbours.

4. Getting connected with people is the most important step to become an environmentalist. It is important to stay in touch with other people who are concerned about the same environmental issues as you. By getting connected with the experts you can learn and help make a bigger impact.

5. Planting tress helps the environment as trees absorb harmful CO2, prevent their emission and decrease global warming. They also provide food and shelter for animals and birds. By planting trees in our gardens, we help provide habitat for various life forms.

6. The four Rs of the environment are: Reduce, Reuse, Recycle and Rethink. Reducing the amount of materials we use, reduces the amount of waste we create. Reusing materials helps in their conservation. Recycling also helps in conservation of materials. We should use separate garbage cans for non-recyclable and recyclable wastes. Rethinking means that we should consider our usage and disposal of resources and be more provident in our usage where we can.

7. The concept of ‘go green’ talks about recycling and reusing raw materials and reducing wastes and rethinking about our usage. The concept of ‘go without’ compels us to think if our consumption is beyond what it should be. It talks about using the amount of resources according to what is just enough, and not to consume more than what is necessary. It also suggests that there are various items we consume which are entirely unnecessary. By not using them we could cut back their demand in the society and thus also cut their supply.

8. We must rethink about our consumption because the planet is being destroyed by our overconsumption. We often consume beyond what is required. We also consume a lot of unnecessary products that we can do without. If we rethink about our consumption and

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reduce our usage of products, their demand will fall and so will their production. This will help in the conservation of natural resources.

C. Accept all appropriate answers.

Literary Device 1. the wind 2. a wolf 3. a log 4. a bone 5. ice 6. rocks 7. a feather 8. nails/an old boot 9. a mule/slave/horse/beaver 10. gold 11. a hawk 12. a bat

Grammar A. 1. I had a silver coin, but I lost it. 2. The weather was terrible, yet we had a good time. 3. I will save money and travel around the world. 4. My uncle likes sweets and chocolates. 5. The dog must have been hungry, for it ate all the stew. 6. Hurry up, or you will miss the beginning of the movie. 7. Sushil had studied for the exam, so he got a good grade. 8. I don’t want to argue with you nor do I want to give in. 9. You can choose vanilla or chocolate ice cream. 10. Gurpreet must have done his duty, for he is a conscientious man. 11. Rajeev wants to be a politician, so he can bring changes to the society. 12. The Prince of Wonderland is rich, but he is not happy.B. Accept all appropriate answers. Some examples are given below. 1. as 2. while 3. when 4. unless 5. even though 6. even if 7. although 8. whether 9. that 10. whenever 11. since 12. because

Spelling 1. factory 2. cutlery 3. sensory 4. surgery 5. advisory 6. cemetery 7. territory 8. monastery



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A Trek through the Himalayas— Srinjay Chakravarti


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about homonyms. S identify the/sp/sound. S listen to an audio and look for specific information. S write informal letter.

Warm-upIn this task students will be able to express their wishes to the class and give reasons for their wish.

ReadingThis poem is about the poet’s journey on the Himalayas. The experience is deeply spiritual and cathartic.

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.

VocabularyThe students will be to identify homonyms, find out their meanings and make sentences

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

ListeningThe students will listen to conversation between two friends planning a trip and underline the correct answers.

Writing The students will learn to write an informal letter.

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ANSWERS

ComprehensionA. Accept all appropriate answers.B. 1. The poet and his companions are trekking on the Himalayas. Their journey to the peak of the

mountain lasts for days and days. 2. As the poet and his companions climb higher on the mountain, they are surrounded by

clouds. In this world of clouds, they hear the sounds of waterfalls and the strong mountain winds blowing.

3. Here, mist is personified. Due to the mist, the scenery around the trekkers is getting dim and nearly invisible, as if someone was covering them with a shroud. Here the mist is attributed the human action of spreading a shroud to cover the surroundings.

4. At last, the trekkers reach the final peak of the mountain they are climbing. The very top beckons them closer. At this peak the air is cold and their feet are numb.

5. After they reach the final peak, they climb further to reach the very summit of it. 6. The summit of the mountain beckons them closer. It means that despite the cold air, and their

numb feet, the sight of the summit gives new energy to the trekkers. The sight of the summit is what carries them forward.

7. The final peak that is the destination of the trekkers is stark and bright as snow. The air is clear, and the sunshine that spreads is golden. From that height they can see the place where the sky and earth merge.

8. The stony path that the trekkers climb on the final peak is called ‘stairs of stone’ by the poet. These ‘stairs’ are narrow and so winding that the path they mark appears to snake its way on the mountains. This path marks the route of the trekkers.

C. 1. a. ‘We’ in the above line refers to the poet and his companions who are trekking with him on the Himalayas.

b. The hope with which they carry themselves is that during this trek they would find new and strange routes; that they would be the first to walk down these routes.

2. a. The path that the trekkers take to climb their final peak is referred to in the above lines. b. The path, apart from being narrow and steep, is very winding and rocky. The poet called

the path to be ‘stairs of stone’ which snakes its way up the mountain. c. The trekkers are taking new, untrodden ways. They do not follow a particular path, but

find new ways as they go along and make them their own path. The line that shows this is ‘…mark the route we make our own’.

3. a. The poet and his friends are looking from their destination, the summit of the mountain. b. The effect of this scenery on the trekkers is cathartic. They forget the world that lies far

beneath the mountains. They feel as if their souls are purified of all the sins and worries of the world that lies below.

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


Audio script S spin S spur S spill S spine S sport S spread S spring S special S sporadic S spontaneous

ListeningPlay the audio. Tell the students to listen to the conversation and underline the correct answers.

Audio scriptAnjali: Hey Ryan! Finally the tickets are here. Ryan: That’s great Anjali. It’s only a week till we depart for

Roopkund, right?Anjali: Exactly a week Ryan, and I am sure you are excited to know

our travel plan.Ryan: No doubt Anjali. Waited so long. So what is our plan?Anjali: Look at this map. We land in Kathgodam on the 7th of

October, early in the morning.Ryan: It must be cold there.Anjali: Moderate weather. Soft woollen clothing would be perfect

for us. Our trek starts the next morning. We shall have at least 20 more trekkers with us and it would be a 40 kilometers’ distance covered in four days. Roopkund is about 5,000 meters above sea-level.

Ryan: I need to go shopping this evening to pick up some trekking gears.

Anjali: Okay, I shall come with you. I need to collect my camera from the repairing shop.

Ryan: Don’t forget to take some insect repellent and first-aid medication.

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Answers 1. Anjali and Ryan got the tickets 6 days/7days before their journey. 2. They were travelling to Roopkund/Raipur. 3. Ryan/Anjali introduced the travel plan. 4. Soft cotton/Woollen clothes would be perfect for them. 5. Roopkund is about 5000/500 metres above the sea level. 6. Anjali wanted to collect her watch/camera from the repairing shop. 7. Ryan reminded Anjali of buying some insect-repellent/anti-fungal ointment.


32READER

5. Pandora’s Box of Troubles


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn Greek words commonly used in English. S learn about prepositions and prepositional phrases. S punctuate a paragraph. S have a picture discussion. S write a dialogue.

Warm-upThis is a group activity where students will assess the world we live in on the basis of what they find good and what they find bad about it.

ReadingThis lesson is a Greek mythology which tells the story of Pandora, the first mortal woman as per Greek mythology.

Comprehension


VocabularyThe students of will learn some the Greek words which have been imbibed into English, and are commonly used today.

GrammarThe students will learn to

S use prepositions correctly. S identify prepositional phrases in a sentence.

PunctuationThe students will learn to punctuate a paragraph using capital letters, full stops, questions marks, exclamation marks, commas, apostrophes and speech marks.

SpeakingThe students will learn to analyse a picture and have a discussion with their partner on all that they could infer from the picture.

WritingThe students will learn to write a dialogue using their imagination and information from the lesson.

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ANSWERS

ComprehensionA. Accept all appropriate answers. Some examples are given below. 1. He was the king of Greek gods. 2. He had a good heart and was a friend to mankind. 3. She was blessed with every possible virtue. 4. He was the maker of things. 5. He was gentle and kind-hearted.B. 1. Prometheus and Epimetheus were two brothers who lived in ancient Greece. They were Greek

gods. They had good hearts and were good friends to mankind. 2. Zeus was the king of gods in ancient Greece. He was furious with Prometheus because

Prometheus had helped the mankind discover fire, even though Zeus had forbidden it. 3. As punishment to Prometheus, for helping man discover fire, Zeus chained Prometheus to a

rock for many, many years. 4. Zeus had decided to create Pandora in order to punish Prometheus’ brother Epimetheus.

Zeus gave a lump of clay to Hephaestus to create Pandora, the first mortal woman. From that clay, Hephaestus moulded a very beautiful woman, who was Pandora.

5. The meaning of Pandora is ‘all-gifted’, that is someone who is gifted with every possible virtue. 6. When Pandora was moulded out of clay, Zeus called upon all the gods to give her a gift. Each

god gave her a different gift – kindness, beauty, curiosity etc. So, Pandora possessed every good quality. That is why she was named Pandora, which meant ‘all-gifted’.

7. When Pandora and Epimetheus were married, Zeus gave them a gift. It was either a jar or a box. It was locked and it came with a note which said ‘Do not open’. There was also a key which was attached to the note. Pandora couldn’t help wondering and wondering about what the box contained.

8. When Pandora opened the box to look at its contents, a thousand little bugs flew out with a buzzing sounds. These bugs were all the bad things which are in the world today—envy, sickness, hate etc. These bad things flew all over the world. They entered into every household and carried sorrow and suffering wherever they went.

C. 1. a. ‘He’ in the given line refers to Zeus, the king of gods. b. He had chained Prometheus to a rock. c. Prometheus was chained to a rock because he had helped mankind discover fire, against

Zeus’ orders. 2. a. Zeus said these words to Epimetheus. b. The ‘someone special’ was Pandora. She was moulded on Zeus’ orders to carry out Zeus’

revenge from Prometheus. c. Pandora was really special in two ways. She was the first woman in the world. Also, she

had been gifted by various Greek gods with every possible virtue.

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3. a. Pandora was in tears because, due to her curiosity, all bad things had escaped the box and had brought sorrow and suffering to the entire world.

b. Epimetheus went running to Pandora, because he had heard her weeping. c. Finally, when Pandora opened the lid of the box to show Epimetheus what had happened,

a tiny bug flew out of it and gave Pandora a smile. It then flew away into the world. The bug was named Hope and it made up for the bad things that had earlier escaped the box.


Vocabulary 1. cereal – a crop with edible grains 2. herculean – requiring a lot of effort 3. flora – all plant life of a region 4. marathon – a long lasting task 5. titanic – of great size and power 6. fauna – the animals of a particular region 7. narcissism – an exceptional interest in oneself 8. labyrinth – a maze

Grammar A. 1. during 2. in 3. in 4. for 5. in 6. In 7. On 8. up to 9. from, to 10. at 11. for 12. inB. 1. The balloon drifted up the sky. 2. The extra blanket is kept under the bed. 3. I will climb up the highest mountain soon. 4. Tell me the story about the brave princess. 5. The kangaroo hopped through the meadow. 6. The car beside the red one is the one I will buy. 7. There is a gift inside the big bag for my friend. 8. I could see the palace by the light of the moon. 9. She ran towards her mother as soon as she saw her. 10. A diary with the tattered cover was lying on the table.

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11. The area outside the boundary belongs to someone else. 12. The chef served the guests Indian food instead of Chinese.

SpellingOne day, a goat was crossing a bridge. As it reached the middle, it met another goat. ‘Go back,’ said one goat to the other, ‘There is no room for both of us.’ ‘Why should I go back?’ asked the other goat. ‘You go back!’‘You must go back,’ said the first goat, ‘because I am stronger than you.’ ‘That is a lie!’ said the second goat, as it rammed its horns against the first goat’s horns. ‘We will see about that,’ said the first goat, as it lowered its horns to fight back. The fight was making the bridge shake dangerously. ‘Stop!’ shouted the second goat, ‘If we fight, we shall both fall off the edge and die. I have a plan. I shall lie down, and you may walk over me.’ The second goat’s plan worked.



36READER

6. The Happy Prince— Oscar Wilde


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S use prefixes and suffixes to make new words. S learn about kinds of sentences, and subject and predicate. S learn the meanings of difficult words. S conduct an interview. S write a biography.

Warm-upThis activity encourages students to think of the concept of happiness and write down the things which signify happiness to them.

ReadingThis lesson teaches students the importance of being generous and kind even at a great personal cost.

Comprehension


VocabularyThe students will complete the sentences with the appropriate phrasal verbs.

GrammarThe students will learn to identify past participles and present participles.


SpeakingThe students will learn to conduct an interview. They will use information from the lesson to talk from the perspective of Helen Keller.

Writing The students will learn to write a formal letter on a given topic.

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ANSWERS

ComprehensionA. 1. The Swallow picked out the great ruby from the Prince’s sword and flew away with it in his

beak over the town. 2. The Swallow plucked out the Prince’s eye, and flew away to the student’s garret. 3. The Swallow swooped past the match-girl, and slipped the jewel into the palm of her hand.B. 1. The statue of the Happy Prince stood high above the city on a tall column. The statue was

gilded with gold. He had two bright sapphires in the places of his eyes. The hilt of his sword was studded with a large red ruby.

2. The Swallow was looking for a shelter in the city. He saw the statue of the Happy Prince on the tall column and decided to take shelter there. The first thing he liked about the place was that it was positioned nicely, with access to plenty of fresh air.

3. When the Swallow sat between the feet of the Happy Prince to sleep, a large drop of water fell on him. It was very curious as there was not a single cloud in the sky. When two more drops fell on him, he looked up and saw that the drops were tears, falling from the eyes of the statue of the Happy Prince.

4. When the Happy Prince was alive, he had a human heart. Now he was dead, he had a heart of lead. He was set up so high that he could see all the ugliness and misery of the city. Though he now had a heart of lead, he could still feel pain for the misery of the people.

5. Happy Prince helped three people. The first person he helped was a poor seamstress. Her son had a fever and was crying for an orange, but she had nothing to give him except river water. The Happy Prince sent her the big red ruby of his sword-hilt so that she may sell it and buy food and medicine for her child.

6. The second person the Happy Prince helped was a young student in a garret. His room had no fire and he was faint with hunger. He was trying to finish a play for the director of theatre, but he was too cold to write. The Happy Prince gave him one his sapphires. The young man believed that it was a gift from some admirer. The ruby not only made it possible for him to buy food and firewood, it also gave him encouragement to write.

7. The Happy Prince saw a little match-girl, who was standing in a square in the cold, with no hat, shoes or stockings on. Her matches had fallen in the gutter and were spoiled. The Happy Prince was concerned about her because if she did not bring any money home, her father would beat her.

8. The Happy Prince had given away both of his eyes and was now blind. The Swallow felt sorry for him and also loved him for his sacrifice. So, the Swallow refused to leave the Happy Prince and promised to stay with him always.

C. 1. a. The Swallow said these words. b. The statue was proving to be useless because just as the Swallow had settled down to sleep,

three large drops of water had fallen on his head. The Swallow thus concluded that the statue could not shelter him from rain and was useless.

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c. In reality, it was not rain which had fallen on the Swallow. The three drops were drops of tears which were falling from the eyes of the statue of the Happy Prince.

2. a. The Swallow had done a good action. b. The Swallow had plucked out the ruby from the Happy Prince’s sword and had delivered

it to the poor seamstress. The Swallow also flew gently around the seamstress’ son fanning his hot forehead. This was the good action that the Swallow had done.

c. Because of it the Swallow felt warm despite the fact that the weather was very cold. 3. a. The Happy Prince said these words to the Swallow. b. The Prince had commanded the Swallow to pluck the sapphire out of his eye and take it to

the young student in the garret. c. The Swallow hesitated to obey the command because plucking the sapphire out of the eye

of the Happy Prince would make the Prince blind in one eye.D. Accept all appropriate answers.

Vocabulary 1. check in 2. step down 3. look into 4. broke down 5. went off 6. take over 7. get along 8. gave up 9. comes from 10. called off 11. put together 12. count on

Grammar 1. A burnt toast tastes rather bitter. - Past participle 2. We saw the trees laden with ripe mangoes. - Past participle 3. Driven by madness, the dog bit the traveller. - Past participle 4. Everybody looked at the flying car in surprise. - Present participle 5. The broken fence has been repaired by the workers. - Past participle 6. The crying child was comforted by its mother at last. - Present participle 7. Swaraj loves to eat baked sandwiches for his breakfast. - Past participle 8. The police seized the stolen materials from the robbers. - Past participle

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9. Having spoken, the chairman decided to leave the room. - Present participle 10. The swinging door at the castle is a source of fear for the visitors. - Present participle 11. The audience watched the dancing girls at their performance in the concert. - Present participle 12. The frightening demon appeared in his balcony when the children were playing in the garden. - Present participle

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 poem and write T for true or F for false.

Audio scriptMy next door neighbour is a witch,And she lives way down in a ditch.Her clothing is a little strange,Because she never wants to change.She has a black robe and a black hat,Green skin and a smelly black cat.A big fat wart grows on her nose,And seventeen pimples on her toes.Last night she had a witch’s feast,And turned into a greedy beast.I think she cooked my best friend Tilly,And ate her with some peas and broccoli.That scared me most of all!

Answers 1. T 2. F 3. F 4. F 5. F 6. T 7. F


40READER

A Beast with Beauty—Raghavendra Prabhu


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about homophones. S identify the/dr/sound. S deliver a speech for a minute. S write a report.

Warm-upIn this task students will think of similes used to describe people, and share with the class some of the similes they would use to describe themselves

ReadingThis poem is written as a praise for Saina Nehwal, an Indian Badminton player.

Comprehension


VocabularyThe students will be able to find out the meanings of the given homophones and make sentences with them.

PhonicsThe students will listen to words with the /dr/ 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 one-minute speech on the given topic.

Writing The students will write a news report using the given hints.

41 READER

Answers

ComprehensionA. 1. She sees like – a hawk. 2. Her games are – no mere play. 3. She’s the pride of – our nation. 4. She spring like – a deer. 5. She’s the new – sign of success. 6. She knows only – action.B. 1. The two actions spoken of at the very start of the poem are ‘springs’ and ‘pounces’. These

actions are used here to describe Saina Nehwal. The poet compares her fast and fierce movements to that of the deer and the lion.

2. No, Saina is not satisfied with the victories she has achieved, she wants to achieve even more. The line from the poem that justifies this is ‘For her it’s never enough, she likes to win them all’.

3. The hawk is a preying bird. It has very sharp eyes, and can spot its prey from a great distance. The poet compares Saina to a hawk, because he wants to imply that Saina never misses a shot, but sees every shot coming her way.

4. For Saina, her badminton matches are not merely games. To her, they represent a duty that she has to take on.

5. Saina deals with her duty with determination. She believes that she must work for her matches every day.

6. The poet refers to the dying hope of the audience of badminton in India. The poet wants to imply that before Saina came around, there had not been many wins in badminton by Indian players in the recent times. So, Saina has emerged as a new hope for these people.

7. Because of her spectacular performance in the matches, Saina has caught the imagination of her billions of fans.

C. 1. a. ‘Willpower’ means the determination that one must have to tackle a task at hand. b. The willpower is compared to iron because to succeed in a task you need a determination

which is as strong as iron, and which does not get broken down by failures or problems. c. Saina plays her matches with this willpower of iron. She does not let the fear of defeat

break her willpower to succeed. 2. a. ‘She’ in the given line refers to Saina Nehwal. b. Saina’s games and her performance in the matches are being talked about here as ‘actions’. c. In contrast to her incessant and loud actions are her spoken words which are few, as Saina

believes in doing rather than talking.D. Accept all appropriate answers.

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


Audio script S drip S drop S drape S drool S droop S dragon S dreary S drowsy S dreamer S drumstick



43 READER

7. The Adventures of Huckleberry Finn— Mark Twain


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S make compound words. S learn about the present tense. S learn difficult spellings (ible/able). S listen to an audio and answer questions. S write an informal letter.

Warm-upThis activity will enable the students to exercise their imagination or creativity as they think about a suitable name for their group of friends.

ReadingThis lesson is an extract from the novel The Adventures of Huckleberry Finn. It talks about the friendship of Huck and his group.

Comprehension


VocabularyThe students will replace phrases in sentences by forming compound words.

GrammarThe students will learn about simple present tense, present continuous tense, present perfect tense and present perfect continuous tense.

SpellingThe students will learn spellings of difficult words and fill in the blanks with ible or able.

Listening The students will listen to a narrative and answer the given questions.

WritingThe students will use their imagination and write an informal letter to Tom Sawyer from the lesson.

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ANSWERS

ComprehensionA. 1. 2. 3. 4. 5. 6.B. 1. Jim worked for Miss Watson. Huckleberry Finn saw Jim as he was passing by the kitchen of

Miss Watson’s house. Jim was sitting at the kitchen door. He was clearly visible because of there was a light behind him.

2. While Huck and Tom were crouching quietly near Jim and hiding from him, Huck’s ankle started itching. Then his ear and his back also started itching badly. He could not scratch the itch because the sound would have attracted Jim’s attention. Then his nose and his underneath also started itching. This lasted for almost six-seven minutes. But Huck overcame it by setting his teeth hard and resisted the urge.

3. Jim was sleeping beneath a tree with his hat still on his head. Tom took Jim’s hat off his head and hung it on a branch above his head in order to confuse and scare him.

4. When Jim woke up, he found his hat hanging on a branch above his head. He then told everyone that while he was sleeping, witches had bewitched him and put him in a trance. He said that they rode him over the country. Then they put him down by the tree again and hung his hat on a branch as their mark.

5. Tom and Huck’s friends were hiding in the tanyard. They were waiting for Tom and Huck to come, so they could all go to the cave and have their secret meeting.

6. Tom Sawyer had a plan of starting a band of robbers which they would call the ‘Tom Sawyer’s Gang’. A cross would be the mark of the band. According to the oath, which they had to take to become a member of the band, no one outside the band was allowed to use the mark. If a non-member used the mark he must be sued. If he used the mark again, he would be killed.

7. One condition of the Tom Sawyer’s Gang was that anyone who divulged the band’s secret would be killed along with their families. Ben Rogers pointed out that Huck did not have any proper family as his father hadn’t been seen for more than a year. They thought that it would be unfair to the other boys to include Huck as he did not have any family member to kill while they all did. That was why Huck was almost ready to cry.

8. Nobody could think of any way to overcome the problem of Huck not having any family member to offer to be killed in case of his future disloyalty. Then Huck had an idea and said that they could kill Miss Watson in lieu of a family member. Everyone agreed and Huck joined the gang.

C. 1. a. ‘We’ refers to Tom Sawyer and Huckleberry Finn in the above lines. b. They tiptoed because they were trying to sneak out of Miss Watson’s house without getting

caught, and there was Jim sitting outside near the kitchen as a guard. c. They were going to meet their friends and have a secret meeting. 2. a. At this moment, Huck and Tom were crouching near the kitchen of Miss Watson. They

were hiding from Jim.

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b. They had just escaped past Jim with difficulty, when Tom remembered that they hadn’t got enough candles. He wanted to go back to the kitchen to get some more. Huck did not want Tom to try this because the noise could wake up Jim or Miss Watson, and then they would be caught.

c. No, Tom did not listen to him. So they went back and got three candles. 3. a. Ben Rogers said these words about Huckleberry Finn. b. Huck had no family except a father. His father was a drunk, who would lie in the tanyard

with hogs when he was in the city. He hadn’t been seen for more than a year. c. In order to become a member of the Tom Sawyer’s Gang everyone needed to have a family

so that in case of any betrayal by a member his family could be killed. That’s why Huck needed to have a family.


Vocabulary 1. He is a sportsman. 2. This bag is homemade. 3. I have an acute stomach-ache. 4. The footprints of a tiger led to the forest 5. There is something on your fingernails. 6. My sister is the goalkeeper of her team. 7. Many people were hurt due to the landslide. 8. Our teacher teaches us with a smartboard. 9. We shall buy tickets for the magic-show. 10. We were told to be careful of pickpockets 11. The patient wanted a cure for her backache. 12. The actor won a lifetime award.

Grammar A. 1. draws 2. has found 3. are watching 4. has left 5. looking 6. travel 7. has searched 8. learns 9. is growing 10. has taughtB. 1. Natasha has been working here for five years. 2. I have been praying all day. 3. You have been talking a lot recently. 4. We have been living in Jaipur for two weeks. 5. He has been playing cricket so he’s tired. 6. They have been learning French for two years. 7. I have been running, so I’m out of breath.

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8. She has been going to the movies every weekend. 9. It has been raining, and the garage is flooded. 10. Diya has been looking for her brother at the station. 11. My teacher has been trying to contact my parents. 12. The child has been growing weaker day by day.

Spelling 1. audible 2. durable 3. eligible 4. digestible 5. applicable 6. predictable 7. dependable 8. accessible

ListeningPlay the audio. Tell the students to listen to the narrative and answer the questions given in the Main Coursebook.

Audio script

We boarded the train at Kastinagar. It would take us one day to reach Zariwapur. It was a cold, foggy morning and the station wore a deserted look. We could see a few beggars and the owner of an old tea shop, working drowsily, at the station. We were perhaps the only people who boarded the Tismabad Express that morning. The train chugged along. After an hour into the journey, the train stopped a little outside a tunnel. We were in the midst of a jungle. Alas! My parents didn’t allow my brother and me to get down and explore the jungle. Apparently, a herd of elephants was passing and one of them had decided to sit right in the middle of the railway tracks. It took two hours for the forest department professionals to persuade and cajole the elephant to move away from the track. The journey had given us an exciting incident to narrate to our cousins in Zariwapur.

Answers 1. The journey began at Kastinagar. 2. The children were going to Zariwapur. 3. The name of the train was Tismabad Express. 4. The train stopped in the middle of a jungle because an elephant was sitting in the middle of

the railway tracks. 5. The children wanted to explore the jungle. 6. The incident was exciting for them.


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8. The Fun They Had— Isaac Asimov


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about modals. S learn about the past tense. S learn punctuation to show possession. S read tongue twisters aloud. S write an essay.

Warm-upIn this activity students will use their imagination to think of the changes that future might bring to the lives of people.

ReadingThis lesson is a work of science fiction. It gives a perspective on how life could be in the future, especially for school going children.

Comprehension


VocabularyThe students will learn to use modals (could, would, should) appropriately.

GrammarThe students will learn about simple past tense, past continuous tense, past perfect tense and past perfect continuous tense.

PunctuationThe students will learn the use of apostrophe for showing possession of living and non-living things.

SpeakingThe students will read out tongue twisters to improve their pronunciation.

Writing The students will learn to write an essay on the given topic.

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ANSWERS

ComprehensionA. 1. F 2. T 3. F 4. T 5. T 6. FB. 1. The old book that Tommy had found appeared very strange to him and Margie. Its pages were

yellow and crinkly. The words on its pages stood still instead of moving like they did on the telebooks that the children were used to. And, when they turned back to a previous page, it had the same words as it had had earlier.

2. Tommy called the old book a waste because the words on the pages of the book neither moved nor changed. So, when you were done with a book you would have to throw it away. Tommy’s telescreen had had more than a million books till the date, and it was still good for more books.

3. Margie hated school more than ever because her mechanical teacher had been giving her test after test in geography. Margie had been performing worse in every test.

4. The part that Margie hated most about her mechanical teacher was a slot. She hated it because this was where she had to put her homework and test papers. She had to type them in a punch code. The mechanical teacher then calculated the marks immediately.

5. When Tommy tells Margie that in earlier days schools had human teachers instead of mechanical teachers, Margie does not believe it. She did not believe that a human could be as intelligent as a mechanical teacher. So, she did not think a human could teach children.

6. The old schools were very different to Margie’s School. Firstly, Margie was taught by a mechanical teacher, while in the old schools humans were teachers. Secondly, in the old school all the children went to the same building to learn. But Margie had a schoolroom in her house, where she learnt all alone. (Also, Margie’s teacher was adjusted to fit her mind and capabilities while in the old schools all the children of the same age learnt the same thing.)

7. Margie’s schoolroom was in her house. It was right next to the bedroom. Her mechanical teacher was in the schoolroom, and it was on at the same time every day accept Saturday and Sunday.

8. As the mechanical teacher taught her fractions, Margie was thinking about the old schools. She was thinking about how all the children from the neighbourhood came laughing, sat together in the schoolroom, and went home together. She was thinking about how they all learnt the same thing and helped each other with the homework, and how the teachers were people. She was thinking about how the children must have loved going to school in the old days and what fun they must have had.

C. 1. a. ‘He’ in the given line refers to the County Inspector. b. The County Inspector was trying to put Margie’s mechanical teacher back together,

because he had taken it apart to repair it. The mechanical teacher was not functioning properly and had been giving Margie test after test in geography.

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c. Margie was hoping that the Inspector wouldn’t know how to put the teacher together again because Margie hated school. Once, Tommy’s teacher had been taken away for nearly a month, and Margie was hoping that the same would happen to her teacher.

2. a. Margie said these words to Tommy. b. According to Margie, a man was not smart enough to teach children, as a man wouldn’t

know as much as a teacher did. c. Tommy, the listener, gave the example of his father to prove the point that a man could

know as much as a mechanical teacher did. 3. a. ‘It’ in the given line refers to Margie’s mechanical teacher. b. The mechanical teacher was in the schoolroom. It was waiting for Margie, as it was time

for Margie’s classes. c. The mechanical teacher was on at the same time every day because Margie’s mother

believed that little girls learnt better if they learned at regular hours.D. Accept all appropriate answers.

Vocabulary 1. should 2. should 3. should 4. could 5. Would/Could 6. would 7. could/should 8. would 9. would 10. could/should 11. would 12. would

Grammar A. 1. laughed 2. had shocked 3. was trying 4. were consuming 5. had occupied 6. walked 7. were becoming 8. attracted 9. looked 10. had been 11. were heading 12. had smiledB. 1. It had been raining when I went out. 2. You had been sleeping like a log. 3. The birds had been chirping when she woke up. 4. The wind had been blowing fiercely. 5. He had been searching for his wallet. 6. Param and Nick had been repairing their car. 7. The mouse had been eating the cheese. 8. Sabiha had been doing her homework at 8 pm. 9. I had been reading when the lights went out. 10. The boys had been learning their lesson.

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11. She had been teasing me the entire day. 12. Manu had been learning to read.

Punctuation 1. 2. The screen of the laptop kept blinking all night. 3. 4. The panes of the window are broken. 5. 6. She could hear the thunder of the clouds. 7. 8. I climbed to the top of the mountain. 9. The keys of the cupboard are kept near the vase. 10.

SpeakingTell each student to read aloud at least one of the tongue twisters given in the Main Coursebook. Tell them to pay attention to their pronunciation while they read the tongue twisters loud and fast.


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The World Is at Peace— Charles M Moore


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about idioms. S identify the /gl/ sound. S listen to an audio and answer questions. S write a story.

Warm-upThis activity requires students to analyse a picture according their own understanding. There may be multiple interpretations.

ReadingThis lesson talks about the suffering that war brings, and draws attention to the futility of war.

Comprehension


Literary deviceThe students will complete the sentences with idioms. They will learn the use of these idioms in context of the given sentences.

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

ListeningThe students will listen to a news report and answer the given questions.

WritingThe students will be able to write a story using the hints given in the Main Coursebook.

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ANSWERS

Comprehension A. 1. Those with no names 2. Makers of weapons 3. The sailors 4. The dictators 5. The brothers and sisters 6. The childrenB. 1. The poet wants to tell many people that the wars have ended. Some of them are: armies who

are fighting with each other, people in the street, makers of guns and cannons, the starving and homeless who have suffered due to war, the children whose futures are now clear, the dictators who are no longer needed.

2. During the war, the schools may have been closed, because it would have been too dangerous for the students to come to school. Now that the wars have ended, the poet is telling the teachers to reopen the schools.

3. When the world is at war, everything, including education, halts to a stop. Children live in fear and do not get a healthy environment to grow and learn. The end of war means that children could again go to school and live without fear. It means that their future is no longer foggy and threatened.

4. The sick people and the starving people were waiting for the end of the war. Because now that the fighting is over, the food and medicine are on their way, and the sick and the starving will no longer have to suffer.

5. By ‘tribes that are under the sun’ the poet means to address all the different communities, sects, groups of people that are there in the world. These tribes are divided on the basis of religion, region, race etc. The poet asks them to unite and act as one because the fighting is over and they should no longer be enemies.

6. The world has been at war, and countries had been enemies. The poet tells the countries to unite again because the war had ended and they are no longer enemies. According to him the world can be rebuilt only if the countries act as one.

7. Now that the world is at peace these people are no longer needed: the monarchs, dictators, sheiks, presidents, potentates, lords and chiefs.

C. 1. a. The makers of guns and cannons are those who made these weapons during the war times. b. The poet wants to tell them that their jobs are now useless because the peace has begun,

and during peace there is no use for weapons. c. The end of the war is not a happy change for the makers, because they make their profits

on war. Now they will not be able to sell weapons, and will be without employment. 2. a. This message is for the people who have lost their homes and livelihood in the wars and

now are starving and homeless. They are sick and miserable. Many have even lost their identities, and the poet calls them ‘those with no names’.

b. The world is starting again. The world has been destroyed during the wars, and everything has to be started anew.

c. The war has just ended.D. Accept all appropriate answers.

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Literary device 1. apple of his eye 2. speak my mind 3. all Greek to me 4. see eye to eye 5. an arm and a leg 6. beat about the bush 7. far cry from 8. broke the ice 9. dropped them like a hot brick 10. cut corners 11. once in a blue moon 12. blessing in disguise


Audio script S glad S glow S glare S gloat S gloss S glance S glacial S glacier S glamour S gladiator

ListeningPlay the audio. Tell the students to listen to the news report and answer the questions given in the Main Coursebook.

Audio script

On August 6, 1945 an atomic bomb named Little Boy was dropped on Hiroshima. Three days later, on August 9, 1945, another atomic bomb, nicknamed Fat Man, was dropped on Nagasaki. The devastation was immense and horrible. At Hiroshima, the blast flattened buildings within a 2.5 km radius of the bomb. At Nagasaki, the hilly landscape meant the destruction was less widespread. The bombs killed about 240,000 people. Around 120,000 were killed outright by the bombs, and a similar number died of injuries and radiation sickness in the weeks, months and years that followed. The justification of the bombings, which ended the Second World War but brought immeasurable suffering to its victims, is still debated today. The only thing that is clear today is the uselessness of war.

Answers 1. The name of the bomb dropped on Hiroshima was Little Boy. 2. The name of the bomb dropped on Nagasaki was Fat Man. 3. Because of the hilly landscape, the destruction was slightly less in Nagasaki. 4. The justification of the bombings is still debated today. 5. The only thing that is clear today is the uselessness of war.


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9. Sinbad the Sailor: The Third Voyage


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S explain metaphors and similes. S learn about the future time. S learn the meanings of difficult phrases. S enact a given scene. S write a picture composition.

Warm-upIn this activity the students will share with the class where they would like to travel, and give reasons for their answers.

ReadingThe lesson is an excerpt from Sinbad the Sailor, a fantastical story about the journeys of a man named Sinbad.

Comprehension


Literary deviceThe students will learn to understand and explain metaphors and similes. They will also learn the difference between a metaphor and a simile.

GrammarThe students will learn about simple future time, future continuous time, future perfect time and future perfect continuous time.


SpeakingThe students will enact a given scene using the hints and improvise using their creativity.

WritingThe students will write a story connecting the pictures given in the Main Coursebook.

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ANSWERS

ComprehensionA. 1. weary 2. castle 3. captain 4. escape 5. comrades 6. winds ; wavesB. 1. In Baghdad Sinbad was leading a pleasant life, after going through the dangers of two of his

previous voyages. But soon he grew tired of his pleasant and easy life. He was young and he longed for adventure and action. So, he left Baghdad with the richest commodities, and set sail with other merchants for distant lands.

2. The island where Sinbad and his companions landed their ship was inhabited by hairy savages. They were all about two feet high, and were covered with reddish fur. They were chattering in a language that Sinbad did not understand. They were so agile and fast that they seemed to fly.

3. When Sinbad and his companions landed on the island, the savages appeared in large numbers and swarmed up the sides of the ship. They hoisted the sails, cut the cable of the anchor and sailed the ship to another island, a little farther off. They drove the sailors ashore on that Island, and themselves sailed back to the Island where they had come from.

4. The sailors froze with fear on entering the castle because of the horrible sight which greeted them. They saw that on one side of the great hall lay a big pile of human bones, and on the other side were spits for roasting. They were overcome with despair because the sight clearly suggested that this castle was a lair of some fearsome monster.

5. The giants was as tall as a palm tree and had only one eye, which was on the centre of his forehead. He had long and sharp teeth. His lower lip hung down on his chest. His ears were big like an elephant’s ears and covered his shoulders. His nails were like claws of a fierce bird.

6. The giant picked up Sinbad when he entered the castle to examine him and determine if he was fat enough to make a good meal. He turned Sinbad in his hand, but decided that he was too skinny to eat. In the similar way he examined everybody, then, finding the captain to be the fattest of them all, he stuck him on a spit and began roasting him.

7. The sailors had decided that if there was no sign of the giant by the morning light, they could assume that the giant was dead, and they would stay on the island. But, on the day of their escape, they saw the giant approaching them. He was supported on either hand by two giants, and they were followed by a crowd of more giants.

8. The giants seized huge pieces of rocks, and threw them after the men escaping in rafts. Their aim was so good that they managed to hit every raft other than Sinbad’s. The result was that all the sailors, except Sinbad and those on his raft, drowned. The survivors, including Sinbad, rowed hard and reached the open sea.

C. 1. a. The captain of the ship that Sinbad was travelling in said these words. b. The ship had been forced to land on a strange Island due to a terrible storm. The captained

said that he would have preferred to anchor anywhere but there because he knew that the island was inhabited by savages.

c. The captain described the island as very dangerous. He said that it was inhabited by hairy savages who would certainly attack them. Also, they could not resist against these savages

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because killing even one of them would mean that an entire crowd of these savages will fall upon them.

2. a. Sinbad said these words to the other sailors stranded in the giant’s castle. b. Sinbad wanted the sailors to listen to his plan of escape. They had been trapped inside

a man-eating giant’s castle on an island. Every day the giant came and ate one of their numbers, and they could do nothing about it. So Sinbad had made a plan to escape the island.

c. The listeners, when they heard Sinbad’s plan of escape, agreed at once to it. They all spent the day building rafts, and when the giant returned, they were ready to execute their plan.

3. a. ‘He’ refers to the giant in the given line. b. Sinbad and his companions had blinded the giant as he slept. The giant woke with a terrible

cry clutching in all directions, but he could not catch anyone. Then, he tried to find the door of the castle. So, he fumbled about until he found it.

c. When the giant found the door after fumbling around, he ran out of it howling terribly.D. Accept all appropriate answers.

Literary device

Students will answer in their own words which may differ from the answers given below. Accept all appropriate answers.

1. Laughter is the music of soul.

Metaphor: Here laughter is called the music of soul, because laughter uplifts one’s soul from sadness and despair.

2. The river shone like a mirror.

Simile: The river is compared to a mirror because it shone as brightly as a mirror shines and reflected everything back.

3. The young boy ran like the wind.

Simile: The boy ran as fast as the wind blows.

4. Life is a stage and we are all actors.

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

5. Good health is the best kind of wealth.

Metaphor: Here the importance of taking care of one’s health is emphasized. Having a good health is of more value than any other wealth. One can only enjoy other bounties if one has a good health.

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6. After the argument, her eyes were fireflies .

Metaphor: Here, eyes of the girl are compared to fireflies because after the argument, her eyes flashed and burned with anger like a firefly flashes in the dark.

7. The classroom was a zoo as soon as the teacher left.

Metaphor: The classroom is compared to a zoo here because after the teacher left, the children began shouting and moving here and there without order, making a lot of noise.

8. I was hungry as a wolf when I returned from school.

Simile: The person was so hungry that he/she felt like a hungry wolf.

9. My shoes felt like thorns after I had walked for four miles.

Simile: Here shoes are compare to thorns because after walking for miles, the shoes hurt the feet like walking on thorns would hurt the feet.

10. My heart melted like snow when I saw the lost puppy.

Simile: The heart of the person was overcome with kindness and pity at the sight of the lost puppy. Here, the softening of the heart is compared to the melting of snow.

11. Your ideas have got wings and you can surely impress your teachers.

Metaphor: Ideas are said to have wings because they are imaginative and innovative and can take people to new heights.

12. When I broke my sister’s watch she came at me like a mad bull.

Simile: Here the anger of the sister is compared to the madness of a bull, and her reaction is said to be as ferocious as that of the animal.

Grammar A. 1. will attend 2. will have cured 3. will be painting 4. will be competing 5. will have taught 6. will surprise 7. will be surfing 8. will shine 9. will shine 10. will have solved

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11. will be understanding 12. will have leftB. 1. I will have been putting finishing touches to the work. 2. We will have been exercising regularly within a month. 3. Jhuma will have been studying when we get back. 4. They will have been going to school by the next week. 5. The students will have been reading the book. 6. Tashi and I will have been playing in the garden when you join us. 7. She will not have been wasting time tomorrow. 8. You will have been visiting your aunt. 9. He will have been collecting stories about ghosts. 10. The girls will have been arranging the party for their parents. 11. Rose will have been teaching in a college within a year. 12. The child will have been crying if I had not given her a candy.

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



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10. Harry Potter and the Chamber of Secrets Is OUT!


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn synonyms and antonyms. S learn about direct and indirect speech. S learn difficult spellings (sion/tion). S listen to an audio and look for specific words. S write an autobiography.

Warm-upThis activity encourages students to develop the practice of writing down their thoughts in the form of a diary or a blog.

Reading

This lesson is written as an autobiographical account of a book. It introduces the children to the genre of autobiography by non-living objects. It also makes the children think about the importance of books and reading.



VocabularyThe students will choose the correct synonyms and antonyms of the given words.

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

SpellingThe students will learn spellings of difficult words and fill in the blanks with sion or tion.

ListeningThe students will listen to a factual extract and look for specific words to fill in the blanks.

WritingThe students will learn to write an autobiography in the manner of the given lesson, from the perspective of the lesson’s narrator.

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ANSWERS

ComprehensionA. 1. 2. 3. 4. 5. 6. B. 1. First, the book was written by J K Rowling. Then, it was sent to publishers. There the editors

read the book and loved it, and it was sent for publication. Millions of copies of the book were printed and were sent to bookshops all over the world.

2. The book was titled Harry Potter and the Chamber of Secrets, and was about wizards, witches, magic and spells. The book was sure that people would buy it because it thought that the story it contained was very interesting. The story contained magic spells, shape-changing potions, Quidditch matches, a flying car and even a very scary monster called Basilisk.

3. A very rude and boisterous boy visited the shop one day. The books were filled with fear at this visit. They had heard stories of what children like him did to books. They were so scared that they sat there with bated breath, hoping not to catch the boy’s attention.

4. While the rude, boisterous boy was roaming around the bookshop looking for a book, all the books sat hoping not to be noticed by the boy. They knew that he was the kind of person who mistreated books. This is why the Harry Potter and the Chamber of Secrets wished that its cover wasn’t so shining and attractive. It also wished that it was not displayed so visibly on the shelves as it did not want to be picked up by the boy.

5. As soon as the book got to its new home, it was put aside carelessly. A toddler was attracted by its shiny, red cover and crawled towards it. She clutched the book with wet finger, drooled over the book and dropped some orange juice on it. The book was all wet and soggy. The toddler also tried to chew its cover.

6. At bedtime the boy picked up the book to read it while eating a chocolate cake. He read a few pages of the book and wiped the chocolate off his finger on the pages. After reading only a few pages he got bored and flung the book across the room.

7. The book had been mistreated by the boy’s family. It was been drooled over by a toddler, skated over and dirtied by the boy, and washed in a washing machine. Finally, when it was completely ruined it was put alongside old newspapers and other ruined books. The other books seemed to have gone through the same kind of torture as the book had gone through. This made the book think that this was a household that had no love for books.

8. At the end of its account, the book tells us to take good care of books. It says that books are our best friends as they increase our knowledge. We learn about different cultures, visit different worlds and travel to far off places without leaving our homes by reading books. They improve our communication skills and help us gain new ideas. This is why, according to the book, books deserve to be taken good care of.

C. 1. a. These are the words of Harry Potter and the Chamber of Secrets.

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b. The speaker was sure that everyone would want to read it because it contained in it the marvellous story of Harry Potter and his adventures.

c. The book was finally bought by a rude, boisterous boy. The boy had ripped a few pages of the book at the shop. The shopkeeper then forced the boy’s mother to buy the book.

2. a. The ‘good days’ were when the book was in the bookshop, waiting for a book lover to buy it. Then, it stood on the shelves, gleaming under spotlights. It had the place of honour on its shelf, as it was displayed very visibly at a reachable height. It was eager to tell its story to a reader and couldn’t wait to be bought.

b. The end of the ‘good days’ was when a rude boy came to the bookshop and picked up the book. He ripped a few of its pages while flipping through them with his dirty hands and was forced to buy it.

c. The books in the store heard stories about some children who ruined books. They had heard that these children did not take good care of books, but ruined them by ripping their pages and using dirty hands to flip through the pages.

3. a. The Harry Potter and the Chamber of Secrets said the above line. b. The speaker whimpered because the boy roller skated all over it as it was lying on the ground. c. At this moment the book had just arrived at its new home. It was lying on the floor, flung

aside by its owners.D. Accept all appropriate answers.

VocabularyA. 1. c. injure 2. c. danger 3. a. rise 4. a. useless 5. a. friend 6. b. home 7. b. poor 8. a. outstanding 9. b. strange 10. c. worryB. 1. b. bold 2. a. deep 3. c. begin 4. b. coarse 5. c. criticise 6. a. sharp 7. b. interest 8. a. dim 9. a. arrogant 10. b. attack

Grammar A. 1. The manager said that he was very busy then. 2. The examiner told the students to hurry up. 3. The new student said that his father was an engineer. 4. The patient said to the doctor that he had a toothache.

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5. The mother told the boy to give her a cup of water. 6. My teacher asked me where I was the week before. 7. Tenzing said that that little one must go to school the next day. 8. Paula shouted out to her friend and asked if he/she will come to the picnic the

next day. 9. My mother showed me where my plants were and told me to water them every day. 10. Aisha said that she was going to college, and only after that would she go to

the library. 11. The author thanked the fan for everything the fan had done for him/her. 12. The storyteller began his story by saying that it had happened a long time ago.B. 1. The teacher said, ‘Russia is the largest country.’ 2. Jane told her mother, ‘I am going to the Park.’ 3. ‘You have been very irregular,’ the teacher told Anuj. 4. You told me, ‘I am going to leave tomorrow.’ 5. Rohan exclaimed, ‘This day is the best day of my life.’ 6. The boy asked, ‘Is this the shrine you had visited before?’ 7. Neha said, ‘These are my books and I am taking them.’ 8. The prisoner begged the judge, ‘Forgive me! I am innocent.’ 9. His parents told me, ‘We will go home the next weekend.’ 10. Amitabh said to me, ‘I have finished my homework and am ready to play.’ 11. He said, ‘I am not going home today. I will decide later.’ 12. The woman informed the police, ‘Thieves had entered my house last night.’

Spelling 1. edition 2. version 3. caution 4. duration 5. explosion 6. compulsion 7. description 8. apprehension

ListeningPlay the audio. Tell the students to listen to the factual extract and fill in the blanks.

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Audio script

The History of PaperPaper gets its name from the Egyptian papyrus plant, used to make paper-like sheets as early as 2300 BC. The Chinese, before discovering how to make paper, wrote on tablets of silk or bamboo. Europeans recorded documents on the skins of calves, lambs, sheep, and goats. In 105 AD, a government official in China named Ts’ai Lun was the first to start a paper-making industry. Ts’ai Lun seems to have made his paper by mixing finely chopped mulberry bark and hemp rags with water, mashing it flat, and then pressing out the water and letting it dry in the sun. His paper was a big success, and began to be used all over China. Even after people in China began to use paper, it took another thousand years before people were using paper all over Eurasia. By the 400 AD, people in India were also making paper. For the traders of the Silk Road, paper had a big advantage: it absorbed ink, so you couldn’t erase it. That made forgery harder. The Arabs learned the secret of papermaking from the Chinese and introduced paper to Europe in the 12th century AD. Europeans soon developed their own papermaking methods. While the world was learning how to manufacture paper, in China people were using paper in more and more different ways. They were using paper for playing cards, kites, folding fans, and even, by the 1300s, for toilet paper.

Answers 1. papyrus 2. industry 3. Chinese 4. the Silk Road 5. Europe 6. The Chinese, toilet


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The Telephone Call— Fleur Adcock


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about collocations. S identify the /tr/ sound. S speak on a given topic. S Write a review.

Warm-upThis activity introduces the students to the concept of flattering, and makes them recall incidents of flattering in their own lives.

ReadingThis is a humorous poem in which the poet relates a telephone prank that she was a victim of.

Comprehension


VocabularyThe students will learn about collocations and fill in the blanks to complete collocations.

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

SpeakingThe students will learn to speak on a given topic in an informal manner.

WritingThe students will write a review of their favourite book using the hints given in the Main Coursebook.

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ANSWERS

Comprehension A. 1. ‘What would you do with a million pounds?’ 2. ‘I’m finding it hard to talk’ 3. ‘Relax, now, have a little cry…’ 4. ‘Not to worry about a ticket.’ 5. ‘I’ll believe it when I see the cheque.’ 6. ‘Experiences are what we deal in.’B. 1. The poet got a call from a person who said that he/she was calling from Universal Lotteries.

They said that they had called because the poet had won the top prize that they had, which was the Ultra-super Global Special.

2. The caller described the prize as the top prize that Universal Lotteries offered. It was worth more than a million pound, and was called Ultra-super Global Special.

3. When the poet heard the news for the first time she couldn’t believe it. She felt as if the top of her head had floated out through the window, revolving like a flying saucer. She was finding it hard to talk because her throat had gone dry, and she thought that she was going to sneeze.

4. The poet was advised by the caller not to hold her emotions in. They told her to give way to her emotions, cry without feeling embarrassed. They said that it was natural to feel this excited as it was not an everyday thing to get the news of winning a million-pound lottery.

5. The poet did not have to worry about buying a ticket because the caller said that the Universal Lotteries were truly universal, as they ran the lottery by selecting a random person who has bought a lottery ticket at least once in their life. And as everyone has bought a lottery once in their life in one form or the other, the poet had no need to worry about buying a ticket.

6. Universal lotteries had a unique way of selecting the lottery winners. They made their selection from amongst all the people who, at least once in their lives, had bought a lottery ticket. They bought the files containing the list of all such people, fed these names into their computer, and selected a person at random. They called this method a Retrospective Chances Module.

7. The poet wanted to see the cheque because she still couldn’t believe it that she had won a lottery worth more than a million pounds. It seemed to her an incredible idea, a little difficult to believe in. That is why she wanted to have actual proof of it.

8. The prize that the poet finally won was not actually a prize. The caller said that they did not deal in money, they dealt in experiences. The prize that they had given the poet was the feeling of having won a lottery. The exciting feeling that she got was what the poet had won. It was, according to the caller, something that she will remember all her life.

C. 1. a. ‘They’ in the given lines refers to the caller. b. These words were spoken because the caller was about to give the poet a news which was

shocking and could be difficult to take in standing up. So, the caller asked the poet if she was sitting down before telling her the news.

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c. ‘Right?’ in the given line means that the caller was confirming the answer to the question they had just asked.

2. a. When the caller asked the poet how she felt, the poet said that she felt as if the top of her head had floated off like a flying saucer. The caller then said that this was ‘unusual’, meaning that this was not the response they usually got.

b. By saying ‘go on’ the speaker was telling the poet to tell him/her more about what she was feeling.

c. The poet responded by telling the caller that she was finding it hard to talk as her throat was dry, and that her nose was tingling making her feel as if she was about to sneeze or cry.

3. a. The ‘great experience’ was the receiving of the news of having won a million pounds in lottery.

b. Yes the speaker excelled at giving people the ‘great experience’. We know so because the speaker says that they dealt in experiences and not money. It is obvious by this that they had pranked others in this manner many times.

c. Immediately after these lines were spoken, the caller congratulated the poet, wished her a good day, and cut the call.


Vocabulary 1. take 2. make 3. give 4. come 5. took 6. stay 7. pay 8. attend 9. stay 10. go 11. do 12. made


Audio script S tram S tramp S trend S trick S troll S trump S trunk S trance S tribal S trespass



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11. Let No Fad Break This Bread and Butter Bond — Ruskin Bond


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S count syllables in a word. S learn about the first conditional. S punctuate a paragraph. S Listen to an audio and look for specific words. S write an essay.

Warm-upThis activity encourages students to think about what is the real meaning of eating healthy.

ReadingThis lesson talks about how being happy with what you eat is as important as eating healthy food. It tells the readers to take life lightly, and learn to enjoy life.

Comprehension


VocabularyThe students will learn how to count the number of syllables in a word.

Grammar The students will learn the first conditional form of verbs.

PunctuationThe students will learn to punctuate sentences with full stop, question mark, exclamation mark, comma, apostrophe and speech marks.

ListeningThe student will listen to an audio of a poem and look for specific words to fill in the blanks.

WritingThe students will write an essay on a given topic using the hints given in the Main Coursebook.

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ANSWERS

ComprehensionA. 1. sugar – white poison 2. pickle – full of salt 3. butter – saturated fat 4. salt – increases blood pressure 5. jam – fifty percent sugar 6. parathas – worse than bread and butterB. 1. For more than eighty years the narrator’s staple diet has been a slice of bread and butter. He

says that as a light snack, nothing is simpler or more satisfying than this combination. 2. The faddists have told him that bread and butter are bad for him. Bread is unhealthy because

of a chemical that is used to bake it. Butter is unhealthy because it is nothing but saturated fat, and it will only increase the narrator’s waistline.

3. The narrator was told by a specialist about fifty years ago that he had a fatty heart. This has not changed, as he still has a fatty heart. However, at that time he lived in Delhi, and now he lives amongst hills.

4. The narrator mishears dhalia to be the flower, dahlia. Dhalia is actually a dish of oats. It is called porridge in England.

5. The narrator describes the taste of dhalia as rather insipid. When he was in boarding school, he used to get dhalia for breakfast. He and his friends would try to make it tastier by adding jam or sweetened condensed milk.

6. When the author was in boarding school, he used to add jams to dhalia. These jams came in tins and were all made by a company called JB Mangharam. The condiments made by JB Mangharam disappeared by the late 1950s.

7. At breakfast, the dietary advisor gave dhalia to the writer. Since it tasted very bland the narrator wished to add sugar to it, but the dietary advisor said that he couldn’t have sugar as it was a white poison. Then he reached for jam. She shouted at him that he couldn’t have it either as it was fifty percent sugar. Next he reached for salt, which was also denied to him as it would make his blood pressure rise. Lastly when he asked for pickle, she said that pickle is full of salt.

8. The writer was forced to have a plain chappati for breakfast. When the dietary advisor wasn’t looking he added butter and green chillies to it. Then he rolled it and ate it quickly, to avoid detection by the advisor. In his haste he had had too many green chillies, and as a result he got hiccups. Later when the dietary advisor wasn’t around, he ate bread with strawberry jam and butter, and had tea made with condensed milk. This stopped the hiccups.

C. 1. a. Dhalia was the insipid stuff. b. Dhalia was insipid because it was a form of oats, made in a very simple manner without

any condiments.

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c. The narrator used to make dhalia better by adding jam or sweetened condensed milk to it. 2. a. The narrator was forced to eat a plain chapatti for the breakfast by his dietary advisor. Just

then the front door-bell rang and the advisor went to see to it. So, the narrator attacked the pickle bottle. He was quick as he wanted to finish what he was doing before the advisor came back.

b. He took a couple of green chillies out of the pickle bottle. c. The narrator made the chilli-rissole by tucking the green chillies into his buttered chapatti. 3. a. The writer, as a child, wished to enter his grandmother’s kitchen to get at the pickles,

chutneys and mince pies that she kept there. b. Grandmother said that pickles and chutneys heated the blood, and mince-pies were bad

for the brain. So she did not allow the writer to enter the kitchen and eat these things. c. When the writer was not allowed to enter his grandmother’s kitchen, he sneaked to his

neighbour, a dear old lady, who would feed him meringues and lemon tarts.D. Accept all appropriate answers.

Vocabulary 1. Four : dic/tio/na/ry 2. Two : gram/mar 3. One : through 4. Two : teach/er 5. Three : per/ma/nent 6. Two : sto/ry 7. Three : va/rie/ty 8. Three : dan/ge/rous 9. One : grow 10. Three : pa/ra/graph 11. Two : cre/ate 12. Three : com/pul/sion

Grammar 1. eat ; will give 2. will shop ; come 3. will use ; go 4. will not feel ; switch on 5. will be ; rains 6. feels ; will call 7. work ; will get 8. works ; will finish 9. will be submit 10. will be ; loses 11. cooks ; will help 12. gives ; will give

Punctuation Thomas was in his room, when he heard a voice call out from the dark, ‘Hey! Come outside!’ He jumped up, wondering, ‘Who can be calling me so late at night?’ He peered outside the window but could not see anyone. ‘Can’t you hear me? Come down!’ called the voice again, urgently. Then, he saw the glinting handle of Rajan’s bicycle. He said, ‘Dont make any more noise, I am coming.’ He tiptoed by his parents’ room, and ran down the stairs.

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

Audio scriptHey I’m carbs, eat six of me

I’m in potatoes and rice and give you energy.We’re fruit and veg, eat us five times a day

Vitamins and minerals is what we pay.

Calcium here, I’m good for your bonesMilk, cheese, yogurt is where I’m at home.

Hey, we’re meat and fish and peasWe heal your cells with our proteins.

I am fat, don’t eat a lot of meOr I could block a main artery.

We make the Food Pyramid, eat us the right wayAnd we will help you through the day.

AnswersHey I’m carbs, eat six of me

I’m in potatoes and rice and give you energy.We’re fruit and veg, eat us five times a day

Vitamins and minerals is what we pay.

Calcium here, I’m good for your bonesMilk, cheese, yogurt is where I’m at home.

Hey, we’re meat and fish and peasWe heal your cells with our proteins.

I am fat, don’t eat a lot of meOr I could block a main artery.

We make the Food Pyramid, eat us the right wayAnd we will help you through the day.


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12. The Post Office—Rabindranath Tagore


S read a play with the correct pronunciation and stress. S answer questions related to the lesson. S make sentences with phrasal verbs. S learn about active voice and passive voice. S find out the meanings of confusing words. S enact a play. S write a paragraph.

ReadingThis lesson is a play that explores the meaning of freedom through a little child who is housebound by an illness.



VocabularyThe students will learn the meanings of phrasal verbs and make sentences with them.

GrammarThe students will learn to identify the voice of a sentence, and also to change the voice of a sentence from active to passive and vice-versa.

DictionaryThe 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.

WritingThe students will write a paragraph from the perspective of the Dairyman, using their imagination.

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ANSWERS

ComprehensionA. 1. T 2. F 3. T 4. F 5. F 6. TB. 1. Madhav loved Amal. Before Amal had come Madhav felt that nothing mattered, but Amal

had taken over his life completely. Madhav’s heart was filled with love and care for the little boy. The thought of losing Amal because of the sickness was unbearable to him. He felt that his home would not feel like home if Amal was gone.

2. The physician told Madhav to take care of Amal. He advised Amal to not go out at all as the autumn sun and the damp were both very bad for the little boy. He based these prescriptions on scriptures. He did not seem to be very good at his job. He consulted only the age old scriptures, and followed them blindly without consideration for Amal’s age or nature.

3. Amal did not want to be a learned man because Madhav had said that learned men stayed home all day and toiled at their books all the time. Amal did not want to stay home and read big books. He wanted to go out in the world and see everything there was to see.

4. When Amal said that he wanted to go beyond the hills that he could see from his window, Madhav told him that the purpose of hills was to stand as a barrier to those who wanted to go beyond it. Amal then said that in his opinion, because the Earth couldn’t speak, it beckoned to the heaven by raising its hands. These hands, according to Amal, were the hills that stood upright.

5. Amal liked the idea of being kidnapped. Madhav told him not to talk to strangers because they might kidnap him. This didn’t scare Amal at all. Instead he got excited at the idea, because no one ever took him anywhere. Everybody wanted him to stay inside the house. By getting kidnapped, Amal thought, he might go places.

6. The Dairyman’s village lay beside the river Shamli at the foot of the Panch-mura hills. It was by the side of a red road, under very old and big trees. Cattle grazed on the slope of the hills beside the village. Women from his village came to draw water from the river, and carried it home in pitchers.

7. Amal felt a strange feeling whenever he heard the Dairyman cry out his call from the bend of the road. He seemed to feel homesick at his cry. He said that he had a similar feeling when he heard the kites give their shrill cry from so far above that it almost seemed like the end of the sky.

8. The Dairyman was initially not pleased to be called by Amal, because Amal had no money to buy curds from him. But by the end he was very grateful to the little boy because the little boy had taught him a very useful lesson. He had taught Dairyman how to be happy selling curds. Amal had given him courage to go about his daily tasks, and had shown him how his job was one that mattered.

C. 1. a. Amal says these word to his uncle Madhav. b. The squirrel is near the quirn where Amal’s aunt is grinding lentils. It is sitting with its tail

up, and is picking broken grains of lentils in its small hands and is crunching them.

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c. Amal wishes to be a squirrel because he too wants to go out of the courtyard and sit near the quirn. He wants to run about and be free like the squirrel.

2. a. ‘I’ in the given line refers to Amal. b. The ‘someone’ that Amal talks about is a man that Amal had seen from his window.

The man was carrying a bundle on a bamboo staff, and a brass pot. He had a pair of old shoes on.

c. Amal says that the man was as crazy as him because the man was making straight for the hills beyond which Amal wanted to go as well. When asked where he was going, the man replied by saying that he did not know, he was going to seek work. Amal also wanted to go out in the world, seeking work.

3. a. The dairyman who comes in Amal’s street says these words. b. The dairyman was selling curds when Amal called him. But, when the dairyman asks

Amal if he wants to buy curds, Amal tells him that he cannot because he doesn’t have any money. So the dairyman gets angry and says that Amal was wasting his time.

c. The dairyman does not consider it a waste of time later. He is deeply affected by Amal’s innocent talks. He insists on giving Amal curds for free. He says that Amal had taught him how to be happy selling curds.


VocabularyAccept all appropriate answers.

Grammar A. 1. A 2. P 3. P 4. A 5. A 6. P 7. P 8. A B. 1. The hut was lifted into the air by the cyclone. 2. The garage shall be painted black and white by us. 3. The scary movie was watched all alone by the child. 4. The refrigerator in the house was stolen by the thief. 5. The new report was presented by the screening committee. 6. These beautiful handicraft items are made by the blind lady. 7. The theme for the play was selected by Mr Gupta and Mrs Bose. 8. The song was written by my sister as a part of the Diwali celebrations.C. 1. Fire destroyed that building. 2. Edward Lear wrote the poem. 3. A bear attacked the fish in the river.

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4. Some of the actor’s fans recognised him. 5. The speeding truck hit a monkey. 6. The surgeon checked the medical papers. 7. The Play Street brought to you this programme. 8. The librarian carried some books from the library.

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.

SpeakingHelp the children enact the play. You may divide the class in groups. And each group shall enact a section from the play.


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1. How Selfishness Was Rewarded

ComprehensionA. 1. F 2. T 3. F 4. F 5. T 6. TB. 1. The reason behind the hardship of the warrior’s family was that the family had to survive on

berries, green sprouts and roots, because the fish stayed away from the shore and the game had moved far away over the mountains.

2. The warrior’s wife caught fish by summoning a school of fish to the shore using a magic spell. 3. After the warrior’s mother told him the truth about his wife, he followed her at night to see if

his mother was telling him the truth. 4. To escape from her family, the girl started climbing a mountain. As she climbed, she grew

smaller and smaller, and at last turned into an owl. 5. Before turning into an owl, the girl realised that the magic that she had used so selfishly was

turning against her as punishment for what she had done. This magic was transforming her into an owl.

6. The act of selfishness mentioned in the extract is the selfishness of the young wife against her own family. She did not share her magic with her starving family, but enjoyed its benefits alone, while her family starved.

VocabularyA. 1. inexpensive 2. impolite 3. irregular 4. unhappy 5. improper 6. dishonest 7. impossible 8. unable / disable 9. immature 10. indirect / misdirectB. 1. cyclist 2. powerful / powerless 3. accidental 4. natural 5. poisonous 6. dangerous 7. miserable 8. comfortable 9. amusement 10. fashionable

GrammarA. 1. Interrogative sentence 2. Exclamatory sentence 3. Imperative sentence 4. Exclamatory sentence 5. Declarative sentence 6. Declarative sentence 7. Imperative sentence 8. Imperative sentence 9. Exclamatory sentence 10. Interrogative sentenceB. Accept all appropriate answers.


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2. The Adventures of Tom Sawyer

ComprehensionA. 1. F 2. T 3. F 4. T 5. F 6. TB. 1. All joy left Tom Sawyer when he looked at the fence, because the fence was long and high and

he had to paint it all. 2. Tom worried about his friends seeing him work, as they would laugh at him for working on

a Saturday. Also, Aunt Polly would return soon and he hadn’t painted the fence yet. 3. Ben Rogers was making noises like that of a riverboat, as he walked. He was also eating

an apple. 4. Tom tricked Ben into painting the fence by pretending that it was a very enjoyable thing to

paint a fence. He also convinced Ben that it was a task that not everybody had the luck to do very often.

5. When Ben asked Tom to let him paint the fence a little, Tom refused him initially by giving him the reason that Aunt Polly wanted it to be perfect, and not everyone could paint a fence well.

6. While Ben was painting the fence, Tom sat under a tree, eating an apple and planning how to get more help.

7. Ben Rogers, Bill Fisher and Johnny Miller ended up painting the fence. They did so, because they were all tricked by Tom into believing that it was a very interesting job to do.

8. A small cat with one eye and a piece of broken blue glass were the playthings among many others that made Tom ‘rich’

Vocabulary 1. I think I will rest for a while. 2. You should not talk during a lecture. 3. She woke up before the sun had risen. 4. He has always liked going to the zoo. 5. You will find your book at the bookstore. 6. Once upon a time, there were two dragons. 7. He jumped into the river to save the little child. 8. Shreya will finish her work during the weekend. 9. My brother wants to be a chef when he grows up.

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10. After the rainfall, everything looked newly washed. 11. Do you remember anything from your childhood? 12. Since the last year, the number of visitors has increased. 13. The children ran into the house to meet their grandparents. 14. She had been deep in thoughts when the doorbell rang loudly. 15. Before going out, check that you have switched off all lights and fans

GrammarA.Accept all suitable answers. Some examples are given below. 1. small 2. their 3. Every 4. Which 5. clumsy 6. fourth 7. his 8. brave 9. Whose; yours 10. six; twoB. 1. the tallest 2. more confident 3. senior 4. the most developed 5. busy 6. young 7. important 8. quieter 9. safer 10. the coldest


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3. The Window

ComprehensionA. 1. the same room 2. an hour 3. describing 4. park ; lake 5. brick wall 6. encourageB. 1. The life of the two men was different, because while one man was allowed to sit up on his bed

for an hour each day, the other man spent all his time flat on his back. 2. The man by the window was allowed to sit up each afternoon to receive his daily medical

treatment. 3. The man by the window described all the things he could see outside the window to the

other man. 4. One day, the nurse found the lifeless body of the man by the window, who had died peacefully

in his sleep. 5. When the other man finally looked out of the window he saw that the window faced a brick

wall. He was surprised because his friend had described to him such beautiful scenes, and there actually was only a brick wall.

6. The nurse told the other man that his friend who had died was blind, and could not even see the brick wall.

VocabularyA. Accept all appropriate answers. Some examples are given below. 1. The book is very costly. 2. My friend is bad in video games. 3. The calmness of this place is liked by tourists. 4. There is a huge spider under my bed. 5. It is crazy to even think of going out in this storm. 6. I require those blue pens for my history test tomorrow. 7. The scorching heat of this summer is quite intolerable. 8. A monitor for the class was chosen after careful thought. 9. My brother was very careful when he was crossing the busy street. 10. My teacher strongly dislikes students talking during examinations.

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B. Students will circle the words given below. 1. common 2. bold 3. general 4. disadvantage 5. humble 6. refusal 7. unplanned 8. expert 9. wild 10. graceful

GrammarAccept all appropriate answers. Some examples are given below. 1. today 2. here 3. daily 4. completely 5. wearily 6. too 7. yesterday 8. in 9. now 10. easily 11. endlessly 12. always 13. enough 14. always 15. everywhere ; anywhere


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4. A New Home in the City

ComprehensionA. 1. 2. 3. 4. 5. 6. B. 1. The migratory birds are the ‘seasonal visitors’? They have chosen to stay at the Najafgarh

nullah and jheel in Delhi. 2. The birds who have arrived at the Najafgarh jheel are migratory birds. They are over 5000 in

number and of at least 16 different species. 3. Some birds have flown out from the Okhla Bird Sanctuary because of disturbance caused by

human activities. 4. The Najafgarh drain is lined by a thick growth of keekar trees on both sides, and so is protected

from trespassers. 5. Some of the migratory water birds are, i. Greater Flamingos ii. Bar-Headed Geese iii. Pied Avocet iv. Northern Shoveler v. Ruddy Shelduck (Also, Red-Crowned Ibis, Gadwal, Ruff, Common Coot and Eurasian Spoonbill) 6. The Painted Stork generally come to the Delhi Zoo for breeding in winters. This time, however,

they are in Najafgarh jheel for this purpose.

VocabularyStudents will complete the similes with the answers given below. Once done, ask them to make sentences with the similes. Accept all appropriate answers. 1. line 2. a b c 3. glove 4. cucumber 5. fox 6. fish 7. dodo 8. ghost 9. cats and dogs 10. mouse 11. dew 12. sore thumb

GrammarA. 1. I ate a lot of food, for I was hungry. 2. She waited for the bus, but the bus did not turn up.

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3. Madhu neither sings nor dances. 4. Drop your gun immediately, or I shall call the cops. 5. We saw the Taj Mahal and the Qutub Minar. 6. Ana wanted to visit her aunt, but it was raining hard. 7. I don’t understand Tamil and Punjabi. 8. I want to get up early, for I have an important meeting tomorrow. 9. They wanted to see the magic show, so I purchased tickets for them. 10. I warned them against the danger in that castle, yet they went there.B. Accept all appropriate answers. Some examples are given below. 1. when 2. whether 3. where 4. if 5. Although 6. because 7. Before 8. After 9. even though 10. In spite of


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5. Order of the Animals

ComprehensionA. 1. The Jade Emperor announced that the animals would be used as signs in the Japanese/Chinese

calendar. 2. The Cat/Rat assured the Cat/Rat that he would wake him up. 3. To reach the castle they had to cross a lake/river. 4. The Ox/Rat became the first animal of the Chinese Zodiac. 5. The Jade Emperor was pleased with the strength/kindness of the mighty Dragon. 6. The Goat/Rooster spotted a raft, and the Goat and the Monkey/Rooster pulled the raft to

the shore.B. 1. One day, the Jade Emperor announced that animals would be used as signs in the Chinese

calendar. He asked all the animals to come to his castle on the mountains. 2. When the Cat heard the announcement, he told the Rat that they should reach the castle early

to sign up. The Cat also said that he usually got up late. 3. The Rat did not keep his promise to the Cat to wake him early in the morning. He either

forgot it, or did it on purpose. 4. The Rat crossed the river by tricking the simple and good-natured Ox into carrying him on

his back. 5. The Jade emperor was pleased with the kindness of the Dragon, who had stopped to make

rain for all people and creatures on earth, at the cost of coming at the fifth place. This was why the Dragon was added to the zodiac calendar.

6. The Goat, the Monkey and the Rooster crossed the river by helping each other. The Rooster spotted a raft, and the Goat and the Monkey cleared the weeds, tugged and pulled the raft to the shore.

VocabularyA. 1. disorder 2. invisible 3. immoral 4. incredible 5. unavailable 6. disqualify 7. misbehave 8. impartial 9. unnecessary 10. discontinue

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B. 1. argument 2. happily 3. justice 4. storage 5. childish 6. cheerful 7. assistance 8. poetic 9. carelessness 10. capability

GrammarA. Accept all appropriate answers. Some examples are given below. 1. under 2. for 3. across 4. since 5. from; till 6. over 7. in 8. on 9. under 10. DuringB. 1. The farmer tied the oxen to a tree. 2. I will see you at the theatre at 8 pm. 3. You will find your phone under the pillow. 4. Usually in class, Salman sits behind Charlie. 5. During spring, this garden looks very lovely. 6. Until yesterday, Shelly and Bina had never met. 7. The baby walked towards his father with clumsy steps. 8. Neil Armstrong was the first person to walk on the Moon. 9. The library remains closed on Saturdays, from 1 pm to 3 pm. 10. The mother searched everywhere, and found the baby asleep in his cot.


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6. From a Railway Carriage

ComprehensionA. 1. train 2. rain 3. quickly 4. alone 5. full 6. only onceB. 1. The poet describes the speed of the moving train as being faster than the speed of fairies and

witches. 2. The moving train is compared to ‘troops in a battle’ because the train is moving with the

determination and rhythm that troops charging for a battle possess. 3. The train passes through the stations very quickly. The stations seem to pass by as swiftly as

the wink of an eye. 4. The child is clambering around alone by the railway track. He is gathering brambles from the

bushes around. 5. From the railway carriage, the poet sees a tramp (a homeless person) who is standing

and gazing at the train. He also sees a cart that is running along on the road beside the railway tracks.

6. Two examples of similes used in the poem are: i. …charging along like troops in a battle ii. All of the sights…Fly as thick as driving rain


Grammar 1. Newton picked up the fallen apple. past participle 2. Look how beautiful the twinkling stars are. present participle 3. Children skated over the frozen ice happily. past participle 4. Sold goods will not be returned after a week. past participle 5. She looked at her laughing brother in anger. present participle

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6. I looked at the old, faded picture with excitement. past participle 7. Rose looked at the flying birds with her binoculars. present participle 8. The scared child came forward to admit his blunder. past participle 9. Everybody turned around to look at the shouting man. present participle 10. I know a story about a cursed prince and a talking cat. past participle ; present participle 11. I read an interesting article in the newspaper yesterday. present participle 12. Peter Pan lived in the island of Neverland with the

lost boys. past participle 13. The audience listened to the enchanting melodies

of the singer. present participle 14. The family consists a husband, a wife and their

beloved daughter. past participle 15. The night was filled with the sounds of howling

wolves and creaking trees. present participle ; present participle


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7. What’s Your Dream?

ComprehensionA. 1. F 2. T 3. F 4. T 5. F 6. FB. 1. The old man stopped on the road on the other side of the garden wall. He looked up at the

narrator, who was sitting in a litchi tree. 2. The narrator was shocked on hearing the old man speak because the old man had spoken in

English, and English-speaking beggars were rare in those days. 3. The old man knew that the narrator was a dreamer because the narrator was sitting on a litchi

tree in the afternoon, dreaming, when it was not even summer. 4. The boy’s dream was to have a room of his own. It was interpreted by the old man as a wish

for freedom. 5. The narrator wanted a room of his own because at the time he was living in a room which he

had to share with his brothers and sisters and even with his aunt, when she visited. 6. The time that comes after finding one’s dream is difficult because it is very easy to lose

everything after you have achieved it, by being greedy and careless, or by taking things for granted.

Vocabulary 1. upstairs 2. tabletop 3. lifelong 4. northward 5. overflow 6. sawmill 7. foretell 8. bodyguard 9. sidewalk 10. handshake 11. foothill 12. postman 13. boathouse 14. whitewash 15. fireproof

Grammar 1. Binaka has left for her school an hour early. 2. They have been living in this city for the last five years. 3. I will be playing in the field when she arrives here.

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4. My dog is learning how to play with a toy ball. 5. We have organised the party at the farmhouse near our house. 6. It rains heavily all this month. 7. My father is going to New York on a business trip. 8. Every morning I have been going for a walk in the nearby park to stay fit. 9. Mr Diwan has taught them how to make a paper boat. 10. They stop at the beach for an hour while coming back from the airport. 11. The daughter is requesting her mother to let her swim in the pool for a little longer. 12. I have given my favourite T shirt to you as a gift. 13. Renu has been running up the stairs two at a time. 14. I am handing over my finished assignment to the teacher. 15. The plants in the pots have been drooping due to lack of water.


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8. My Smartphone Isn’t Very Smart

ComprehensionA. 1. a. mobile phone. 2. b. doorknob. 3. c. awesome. 4. b. Surf the internet 5. c. cannot do anything. 6. c. the last week.B. 1. The poet compares his smartphone to a doorknob to explain how dumb his smartphone

has become. He says this because his smartphone doesn’t do anything, that a smartphone is supposed to do, anymore.

2. Earlier the smartphone was awesome as it could do all sorts of things, like surfing the internet, playing a game etc. But now the smartphone is lame as it cannot do anything anymore.

3. Three things that the smartphone can’t do now are that it cannot take a picture, it cannot install an app and it cannot look up the poet’s email.

4. The smartphone won’t bring up a calendar to show the poet the time or the date. 5. The poet is asking the reader to take a look at his smartphone, to figure out what is wrong

with it. 6. The reason, which we know at the end, for all of the poet’s problems is that he has not charged

his phone since a week.

Vocabulary 1. would 2. should 3. could 4. should 5. could 6. would 7. would 8. should 9. would 10. could 11. could 12. could 13. would 14. should 15. would

Grammar 1. The baby had fallen asleep in his father’s arms. 2. I saw a full moon as I was walking home last night.

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3. I reached the station before the train arrived. 4. It started raining as Mr Tomar was beginning his journey. 5. I liked walking in the rain, but I caught cold very easily. 6. The teacher had been teaching us the present tense last week. 7. Tanu and Ali had started going to school from Monday. 8. The clown was so funny that she laughed till her stomach was aching. 9. You had been eating all the chocolates alone! 10. I had found this poor little kitten alone and shivering in the cold. 11. I broke the pot by tripping on it while running upstairs. 12. Kusum was trying to draw a dragon, but it ended up looking like a cow! 13. I had been telling Aditya that the teachers were not happy with his mischievous behaviour. 14. My mother had gone to a meeting an hour ago. She won’t be back until late in the evening. 15. They had been walking with their heads buried in their books, when they bumped into

each other.


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9. Heidi

ComprehensionA. 1. F 2. T 3. F 4. T 5. T 6. FB. 1. There were two men carrying a young girl in a chair, a stately lady on horseback, a young

fellow carrying an empty rolling chair and a porter with a basket in the strange procession that came up the hill.

2. Clara said longingly that she wished she could walk round the hut to the fir trees, and see all the things that Heidi had told her about.

3. In response to Clara’s statement, Heidi said that she would push Clara’s chair to wherever she wished to go. To prove her point she pushed the chair at such a rate that it almost tumbled down the mountain.

4. The table was spread outside the hut in the open, where a delicious wind blew. 5. Going up the ladder to the hay-loft, they saw that Heidi’s bed was kept in the hay-loft. The

place had a delicious perfume, and seemed like a healthy place to sleep in. 6. Clara couldn’t sleep quite then because it was too wonderful to see the stars from her bed. She

had never been outside at night before.


Grammar 1. The rising sun will make the sky orange. 2. You will be ruining your dress if you stand too near to the food table. 3. I will have cooked the dinner by the time you are home. 4. I will be spending the summers in Shimla with my aunt and uncle. 5. He will have been teaching in a school by next year. 6. I think they will come home by the night train. 7. She will have risen at 9 am in the morning; you can meet her then. 8. My mother will be buying a bicycle for me on my birthday.

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9. Lily will have been finishing her homework. She will play later. 10. The alarm in the mobile phone will have been ringing at 5 am sharp. 11. The animals in the jungle will be at peace. 12. They will have become used to this city, in spite of the hot weather and heavy traffic. 13. I will be decorating the stage for the annual day celebration. 14. Rhea will have been waiting here for the bus for two hours. 15. Kanika and Gauhar will have agreed to participate in the dance competition.


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10. Mark Zuckerberg: The Person behind FacebookComprehensionA. 1. F 2. T 3. F 4. F 5. T 6. TB. 1. Mark Zuckerberg is the co-founder of the social-networking site, Facebook. 2. ‘Zucknet’ was used by Mark’s father in his dental office for better and faster communication

with the receptionist. It was also used by the family to communicate with each other within the house.

3. Mark’s parents supported his interest in computers by hiring a private computer tutor to come to their house once a week and teach Mark.

4. Microsoft wanted to hire Mark Zuckerberg even before he had finished high school, because Mark had attracted their attention by creating a music software called Synapse.

5. Mark was popular at Harvard because of his reputation as the software developer to go to for help.

6. TIME magazine said that in the year 2010, no one else had had greater impact on the world than Mark.

VocabularyA. 1. Obtain – get 2. respect – honour 3. products – goods 4. valiant – brave 5. fierce – aggressive 6. startle – surprise 7. summit – meeting 8. untamed – wild 9. incredible – unbelievable 10. comprehend – understand B. 1. This is a machine which can expand anything. 2. You must not conceal this secret from anyone. 3. The soldier took an oath to harm his king. 4. The situation in this city is very calm right now. 5. I saw a tiny snake in our backyard.

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6. The UFO appeared suddenly before her eyes. 7. The animals in this jungle are extremely gentle. 8. These birds have spent their entire life in freedom. 9. To his displeasure he saw that there was a cake on the table. 10. Becoming an expert in this art requires little hard work.

GrammarMayank greeted Leah and asked her how she was. He said to her that he hadn’t seen her for a long time. Leah replied that she had been away for the holidays and had just got back the day before. He asked her where she went for the holidays. She said that she went to visit her grandparents in their village. He asked her if she enjoyed it. She replied that she loved her grandparents’ village, because it was so green and quiet, and the people there were really friendly. Mayank asked her what she did in the village and whether she got bored. She replied that she did not get bored at all. She told him that in the day time she explored the village and that there were so many interesting things to see. She added that there was a very old well, a pond, and fields of flowering crops.Mayank was impressed. He said that it sounded amazing, and must have been very exciting. Leah replied that it was. She said that the evenings were even better when everybody would gather in their courtyard, and people would tell stories.Mayank exclaimed that Leah was very lucky. He said that he wished he too could spend his vacations in her village.


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11. Too Busy to Relax

ComprehensionA. 1. busy ; relax 2. be 3. breathe ; move 4. pace 5. mess 6. forgive ; heartsB. 1. According to the poet people now-a-days are too busy to relax. 2. ‘They’ do not hear the sound of nature that is all around them—the sounds of birds, trees,

clouds, air etc. 3. The fact that people today have so much work to do that they do not have time to just be

themselves, is what makes the poet sad. 4. Instead of racing ahead in life, people can just breathe and watch the world move at its

own pace. 5. The words that people speak saying they are too busy to relax are based in fear. 6. If we look within, instead of rushing on in life, we would find our true selves.

Vocabulary 1. One : fright 2. Four : su/per/mar/ket 3. Three : un/cer/tain 4. Four : ap/pre/ci/ate 5. Two : par/tial 6. Four : re/so/lu/tion 7. Three : ar/range/ment 8. Four : pop/u/la/tion 9. One : sigh 10. Four : an/y/bod/y 11. Two : re/sign 12. Three : car/ni/val 13. Four : es/pe/cial/ly 14. Two : height/ened

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15. Three: blas/phe/my

Grammar 1. If you go out in the rain, you will get sick. 2. If Mohan and Rani talk in class, the teacher will scold them. 3. If I sleep for an hour, I will feel refreshed. 4. If she learns to dance, she will participate in the competition. 5. If my friends ask for help, I will help them. 6. If they get here on time, we will watch the movie. 7. If you finish your vegetables, mother will give you dessert. 8. If you help me with Mathematics, I will help you with English. 9. If people exercise regularly, they will feel less stressed. 10. If he stays too late, it will get dark before he reaches home. 11. If our teacher gives us a Science test, I will score good marks. 12. If we build a fire, we will feel much better. 13. If you walk deep into this forest, you will see magical sights. 14. If Deeksha fights with me, I will not play with her anymore. 15. If we take care of our planet, the future generation will lead a good life.


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12. Three Questions

ComprehensionA. 1. a. a hermit. 2. c. it was impossible to decide the right time for an action. 3. b. they were all different. 4. c. digging the ground with a spade. 5. a. wounded by the king’s bodyguards. 6. b. he had made peace with his enemy.B. 1. The three questions that the king wanted an answer to were that what the right time was to

begin everything, who the right people were to listen to, and what the most important thing was to do.

2. In answer to the king’s second question, the learned men all answered differently. Some said that the most important people to listen to were councilors, some said priests, some said doctors, and some said warriors.

3. When the king went to meet the hermit, he was digging the ground in front of his hut. 4. When the king stuck the spade in the ground at last, a wounded man came running at the

place. He was moaning feebly and fell fainting to the ground. 5. The wounded man informed the king the next day that he was the king’s enemy and he had

come there to take revenge from the king. 6. The lesson that the king learned from the hermit was that the most important time is the

present, the most important person is the person we are with at the present moment, and the most important thing to do is to do that person good.


Grammar 1. A 2. P 3. P 4. A 5. A 6. P 7. A 8. A 9. P 10. A 11. P 12. P 13. A 14. P 15. P


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