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

Teacher’s Manual

The English Route

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

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Second Floor, MGM Tower, 19 Ansari Road, Daryaganj, New Delhi-110002 (India) Phone : +91-11-43556600Fax : +91-11-43556688E-mail : delhi@saraswatihouse.comWebsite : www.saraswatihouse.comCIN : U22110DL2013PTC262320Import-Export Licence No. 0513086293

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First published 2016

ISBN: 978-93-5199-807-5

Published by: New Saraswati House (India) Pvt. Ltd.19 Ansari Road, Daryaganj, New Delhi-110002 (India)

©Reserved with the Publishers

All rights reserved under the Copyright Act. No part of this publication may be reproduced, transcribed, transmitted, stored in a retrieval system or translated into any language or computer, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, photocopy or otherwise without the prior permission of the copyright owner. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

Printed at: Vikas Publishing House Pvt. Ltd., Sahibabad (Uttar Pradesh)

978-93-5199-792-4

The English Route, a multi-skill structured course in English, launched by New Saraswati House is designed to accomplish this goal while implementing the recommendations of the National Curriculum Framework. The course applies universal pedagogic principles vis-à-vis the theory of multiple intelligences and retention pyramid to ensure acquisition of language skills through the media of oral-aural, print and digital resources.

The English Route comprises two Primers and a Primer Practice book, eight Coursebooks, eight Practice books and eight Literature Readers. An Interactive Student CD and a Teachers’ Manual CD at each level aid the teaching-learning process.

Primers include activities, games, and poems to introduce the alphabet, graded pre-reading skills, vocabulary build up, motor skills and simple writing tasks.

Coursebooks contain thematically laid texts that practise the main skills and sub skills with a definite focus on the learning and usage of grammar structures. They build ability in students to apply language skills in all real-life situations.

Practice books have worksheets that link with Coursebook chapters thematically for reading and connect skills practice of the same topics in grammar, vocabulary and writing skills.

Literature Readers expose readers to stories and poetry from around the world. They aim to inculcate a love and appreciation for literature and the metaphor of language.

Student Interactive CDs provide animated versions of poems from the Coursebook, interactive language games along with auditory rendition of phonic drills and listening texts related to activities in Coursebooks for each level.

Teachers’ Manual CDs aid teachers by providing printable PDFs of teaching techniques, lesson plans, language games and activities. They present the principles and the thought which are the cornerstone of the course. Projects, listening texts, evaluation samples and keys are included in them.

Preface

Main Coursebook

UNIT 1

The School Years 1 SECTION 1. Late for School 1 SECTION2. Judy’sLetter 3 SECTION3. TheParrotWhoWouldn’tTalk 7

UNIT 2 Open Your Doors 12 SECTION1. Daffodils 12 SECTION 2. The Old Kudu 14 SECTION3. FascinatingKerala 18

UNIT 3 Be Sporting! 22 SECTION1. TheAncientGames 22 SECTION2. MyFirstParachuteJump 24 SECTION3. WhiteRoses 28

UNIT 4 Meeting Challenges 31 SECTION1. If 31 SECTION2. WithPowercomesResponsibility 33 SECTION3. Checkmate 37

UNIT 5 The Globetrotter 41 SECTION1. TheCaravan 41 SECTION2. LostinaMozambiqueMinefield 43 SECTION3. CrossingIceland 47

UNIT 6 Imagine! 51 SECTION1. MyAlienFriend 51 SECTION2. NobodyListenedtoLarry 53 SECTION3. ADoorwaytotheWorld 57

Contents

UNIT 7 Living Better Lives 61 SECTION1. TheArrowandtheSong 61 SECTION2. AnshiandtheSingingBird 63 SECTION3. TheYaksha’sQuestions 67

Practice BookUNIT 1 SchoolLiteratureFestival 71UNIT 2 WhiteHorses 75UNIT 3 TheCooper’sHillCheese-RollingRace 78UNIT 4 NelsonMandela 82UNIT 5 NorthernLightsHoliday 85UNIT 6 AlienshaveLanded! 88

UNIT 7 WhereMonsterscanGrow 91

Literature Reader A Boy’s Song 94 1. HowtheRainbowwasMade 95 Winter 96 2. One,Two,Three… 97 How the Leaves Came Down 98 3. TheCowherdandtheWeaverGirl 99 From a Railway Carriage 100 4. Medusa’sHead 101 Paper Boats 103 5. TheQueenBee 104 Life on the Ocean Wave 105 6. AMadTeaParty 106 Model Test Paper - I 108 Model Test Paper - II 117

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Th e School YearsStarter: Accept all correct answers.

Late for School SECTION 1

LEARNING OUTCOMESBy the end of this lesson, the students will be able to: realise that it isn’t alright to reach late to school and understand that giving false

excuses is unlikely to convince their teachers. appreciate humorous and creati ve alibis that students give to school teachers understand and identi fy the basic couplet rhyme scheme, aa, bb, cc, dd

ReadingAsk the students if they have given alibis about reaching late to school or even about missing it altogether. Ask them what some of the humorous ones were and if they or someone they know of—faced any repercussions because of those excuses. Once done, ask them to attempt the exercise.Th e poem introduces students to the concept of rhyme schemes, which are always used in poems. Th e one used in this poem is known as a couplet rhyme scheme and it goes thus: aa bb cc dd ee ff … (time-climb, wait-late, why-sky and so on). Th e poem introduces the students to the fact that imaginary excuses do not get them far and that one day, luck does run out; there will be consequences, even if they are humorous or not really serious.

ComprehensionA. 1. a. hurricane b. spaceship c. cage 2. George ran all the way to school from Russia.

UNIT 1

LEARNING OUTCOMES

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3. George had to wait in a tree till the bulldog that was chasing him went away. 4. There were aliens in the spaceship George shot down. 5. George had to hide in the zoo because a cross lion was loose. The lion’s helper hid

with him. 6. George’s teacher said these words to George.

AppreciationTell students that a rhyme occurs when two or more words have the same sound. Read the text aloud. Ask each student to repeat after you so that they get an understanding of the rhyme scheme right. It is ‘ab ab’ in the first instance (morn = a; tree = b; horn = a; me = b) and aa bb a in the second instance (Niger/tiger = aa; ride/inside = bb; tiger = a). As extra information, you may tell them that in the case of the second instance, the rhyme scheme is known as a limerick. Ask them to write the rhyme schemes at the end of each line as shown in order to identify the rhyming scheme correctly: …what a time to appear. a …there’s no one else here. a …please go away. b …no school today. bB. 1. a, b, a, b 2. a, a, b, b, cC. 1. There was nobody else in the school because it was a holiday. 2. The speaker did not like telling George to go away because for once, George was

not late. He had come to school on time. 3. No George’s tales were not believed by his teacher. The line ‘Late again Georgie,

now what’s your excuse?’ tells us this.

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ReadingAsk the students what they think about boarding schools and seek their views about orphans. Ask them if they know someone who is in a boarding school or if they have ever visited an orphanage. What do they think is most important to any child—is it independence, family, parents, pets, money, material comfort? Would they like to be in a boarding school? Once done, ask them to attempt the exercise.Th e lesson introduces students to the concept of epistolary form of writing or writing of a book in the form of letters. It also acquaints them with the concept of a modern game called fox hunting, in this case, the fox being girls. Th e trail chase was a kind of a hunt where participants had to fi nd the fox or in this case, three girls, based on clues left through a large area, in the form of confetti.

ComprehensionA. 1. a. chase b. barn c. exams 2. Th e fox was made up of three girls and twenty seven girls made up the hunters. 3. Th e fox was carrying confetti. By dropping the confetti along the way they would

mark a trail for the hunters to follow. 4. Th e hunters caught the fox in the kitchen of Crystal Springs, where the girls went

to eat chicken and waffl es. 5. When she is writing the letter, she pretends to be Ophelia from the play ‘Hamlet’.

LEARNING OUTCOMES

Judy’s Letter SECTION 2

By the end of this lesson, the students will be able to: understand what a trail chase is and know the importance of keeping a cheerful and

positi ve atti tude. know that lett er writi ng is another form or style of writi ng a book. understand the concept of word pairs. understand the concept of negati ve questi ons and questi on tags. write an arti cle.

LEARNING OUTCOMES

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6. In her imaginary life, she is ruling Denmark with Hamlet. She looks after charities and has founded some good orphan asylums which she invites the Trustees of her school to visit.

B. 1. The writer finds the trail through the barn window unfair because it was very high and the barn doors were closed. It would not have been possible for the hunters to go through the window.

2. Over the last two miles the confetti was very sparse and so it was difficult to follow the trail.

3. The writer thinks the hunters won because they had caught the fox before it returned to the school campus.

4. The writer wants Daddy Long-Legs to read Hamlet because she had discovered that Shakespeare wrote very well.

C. 1. The crows are feeling restless because the sky is cloudy and there could be a storm. The writer feels like running with the wind.

2. Accept all correct answers.

VocabularyExplain the concept of word pairs or word collocation. Tell students that word pairs cannot be reversed, that is, they always appear in the same order. For instance, we cannot say take and give; it will always have to be give and take. Or, we cannot say every and each; it will always be each and every. Once done, ask them to attempt the exercise.Answers:A. 1. dressed formally 2. very clear 3. a mix of white and grey 4. neat and clean 5. in a relaxed way 6. strong and healthyB. 1. salt and pepper 2. spick and span 3. black and white 4. coat and tie 5. nice and easy 6. hale and heartyC. 1. berth 2. eight 3. birth 4. feet 5. pause 6. feat 7. paws 8. ate

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Phonics

Play the CD or read the text aloud. Ask each student to repeat the words aft er you so that they understand the diff erence between the sounds right.

Audio script

a lot—allot

accept—except

hone—home

desert—dessert

breath—breathe

aff ect—eff ect

imitated—intimated

their—there

allusion—illusion

GrammarExplain to the students that the word order in a negative sentence remains the same as in the affi rmative or positive sentence. Explain that a negative sentence denies something or states that something is not true. Once done, ask them to attempt the exercise.Answers:A. 1. Gurmeet will not go to the show. 2. Mother is not angry with you. 3. Don’t look at the poster. 4. Th e class will not sit quietly. 5. Asha cannot cook the dinner. 6. He did not score the winning goal. 7. School is not closed today. 8. Th at is not my dog. Familiarise the students with the concept of question tags. Explain to them that

they are also known as tag or tail questions. Th ese are short questions at the end of a sentence to convert a simple statement into a question. Tags are particularly used when we want to check if something is true or when we want people to agree with us. Ask the students to memorise the tag question rules well, for example, a negative statement cannot have a negative question tag and vice versa. Once done, ask them to attempt the exercise.

Answers:B. 1. isn’t he? 2. can’t they? 3. will you? 4. shall we? 5. was he? 6. shall we?C. 1. will you? 2. did they? 3. isn’t he? 4. will he? 5. isn’t it? 6. shall we? 7. did they? 8. shall we?

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Grammar ActivityAsk the students to complete the activity. Ensure that the students speak the sentences with these question tags:1. shall we? 2. will we? 3. is he? 4. isn’t she?5. will you? 6. shall we? 7. can he? 8. don’t they?

WritingExplain to the students that article writing is an important feature in print and digital media nowadays. In an article, the writer discusses one subject from one prominent point of view or angle. Once done ask the students ask them to attempt the exercise on their own.Answers:(Answers may vary. Accept all correct answers.) Title: A fox chase by ……………………… (student’s name) Introduction: A mock fox chase—twenty-seven girls including me were the

hunters Body: 1st para: Only nineteen left—panting Body: 2nd para: went through woods—went around the barn Body: 3rd para: ran for two miles—unfair Concluding para: reached school by—but both sides have to be fair

HOTSTell the students that fox hunting was a sport that began in 16th century. It was legal in countries such as Britain even until 10 years back. Encourage them to find out about fox hunting and ask each group to read out their findings, as mentioned in the textbook exercise.

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Th e Parrot WhoWouldn’t Talk

SECTION 3

LEARNING OUTCOMESBy the end of this lesson, the students will be able to: realise that birds are quite intelligent and percepti ve. understand that mocking others backfi res in the end; that kindness always pays. be able to identi fy genders. know about functi ons of a noun. learn how to form nouns and create plurals.

ReadingAsk the students what their thoughts about having a bird as a pet are. Ask them if they have ever had a pet bird or if they have known someone who kept a bird caged. Ask them if they think it is right to keep birds in cages just because they are pretty and provide entertainment. Once done, ask them to attempt the exercise.

ComprehensionA. 1. a. Aunt Ruby b. Aunt Ruby c. Th e author d. the parrot 2. Th e bird catcher sold common parrots by dabbing them with paint and passing

them off as some exotic bird species. Th e parrot was kept in a cage. 3. Th e author, a young boy, fed the parrot. He liked feeding mangoes to the bird as he

himself could eat a few mangoes too. 4. Aunt Ruby did not like the idea of keeping goldfi sh because they did not talk.

B. 1. Birds, kept as pets, learned to speak over a period of time aft er many repetitions by a member of the family.

2. Aunt Ruby became hostile towards the parrot when it refused to obey her. Once it lunged at her knocking her spectacles off .

3. No, Grandfather was not angry that the parrot had fl own off because he did not like keeping caged birds as pets.

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4. Grandfather wanted to give a gramophone to Aunt Ruby because she wanted a pet who sang. On the gramophone she could hear Clara Cluck who sang like a nightingale.

5. The parrot came back to Granny’s house because it wanted to eat the mangoes, the author fed it.

6. No, the parrot did not miss her because it flew out of her reach and shrieked at her.

C. 1. loved the bird—wanted to free it

2. all animals and birds like freedom—so keeping caged not right

3. to tease those it did not like

Study SkillsTell the students that there are many words in the English language that have multiple meanings. Give them a few examples, such as bat (a nocturnal mammal with wings, a wooden tool used to play cricket with, to wink briefly). Once done ask them to attempt the exercise.

Answers:

change make different, replace, exchange

hard solid, difficult, needed

hunt chase wild animals to kill them, look for something difficult to find, look for somebody to harm them

GrammarFamiliarise the students with the concept of different genders in the English language just as genders exist in their own mother tongue. Once done, ask them to attempt the exercise given in their textbook.

Answers:

A. 1. babies common gender

2. wives feminine gender

3. teachers common gender

4. potatoes neuter gender

5. menservant masculine gender

Explain to the students that a noun may function in the capacity of a subject or an object. The subject of a sentence is who or what the sentence is about. To find the subject of a sentence, first find the verb. Then ask who or what is doing the action.

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Example: Tony threw the ball.Who threw the ball? Tony. So he is the subject of the sentence.A direct object receives the action of the verb. In other words, it is the thing being acted upon. To find a direct object, find the verb. Is it an action verb? If it is an action verb, put the verb in the blank and ask ‘ ..................... who or what?’Example: Tony threw the ball.Tony is the subject—he is the one doing the throwing. What did Tony throw? The ball is the direct object because it receives the action—it is the thing that Tony threw.Once done, ask them to attempt the exercise given in their textbook.Answers:B.

nos subject direct object of verb

object of preposition

indirect object of verb

possessive form of noun

1. Mr Patel letter Vibha2. Roshni’s dogs Roshni’s3. cake baker4. My

brotherball goal

5. Bonny’s boots Bonny’s6. cat tree7. examination Amit’s pen Amit’s8. Ashok trees

Most uncountable nouns are singular in number. Therefore, we use the singular form of the verb with them. For example, Do not hurry; there is plenty of time. (NOT There are plenty of time.)Uncountable nouns are often treated as countables. To talk about a certain quantity, we use:• some/ a piece of/ a drop of/ a glass of/ a slice of, etc. • some water / a drop of milk• a piece of cake/pizza• a slice of bread• a glass of milk• a piece of information/luggageOnce done, ask them to attempt the exercise given in their textbook.

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Answers:C. • time—hours• sugar—cubes/bowls• juice—bottles/cartons• furniture—pieces• tea—pots/bags• face cream—jars/tubes• bread—loaves/slices

Grammar ActivityEnsure that the students form pairs to do the activity.Answers:

From adjectives From verbs

surprise Speech

Beauty Astonishment

Truth Appreciation

Honesty Disturbance

Artistic Greeting

comfort behaviour

Listening

Play the CD or read the text aloud. Ask each student to attempt the task when they listen to it the second time.

Audio script

On this Annual day, our class put up the play, Cinderella. Most of the children acted in it. Some children made the props and the rest helped to make the costumes. Sangeeta made a pretty Cinderella and Rahul was the prince. Sheila, who is always laughing was the fairy godmother. Cinderella’s step mother was Anu who is always in a bad temper. Th e two ugly sisters were Ria and Rani. Th e footman was Deepak. He takes the glass slipper to all the ladies to see whom it fi ts. Th e coachman on the pumpkin coach was Gurpreet. Cinderella’s father was the tall boy, Riko. And I, Rajnikanth got the most important role. I was the prompter.

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Answers: 1. prince 2. coachman 3. Cindrella 4. first ugly sister 5. footman 6. Cindrella’s father 7. fairy godmother 8. prompter 9. second ugly sister 10. step-mother

SpeakingEncourage students to think of reasons for being late to school. Ask them to form pairs and give them two minutes each to think of a reason. Then ask them to be objective and impartial when they tell each other whether or not the reason will work.

Life SkillsAsk the students to carefully observe the children in the illustration. Some of them are on lower branches, some on middle branches, and some on top. Some are happy to just sit around and be on lower branches while others are seen climbing the tree higher and making an effort to reach the top. Some are helping others by leading them to climb. Encourage students to observe and then ask them to complete the exercise.

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Starter: Accept all correct answers.

ReadingAsk the students what they like about Nature. Tell them that poets oft en give human traits or qualities to Nature in order to paint a picture in the reader’s eye and to make the reader feel as if Nature is alive. For example: dancing waves or dancing daff odils.Encourage students to think about their experiences in gardens, lawns, hills, etc. What were their thoughts and feelings when they saw greenery or colourful fl owers around them? Once done, ask them to attempt the exercise given in their textbook.

ComprehensionA. 1. a. was wandering b. the lake c. daff odils d. cheerful e. sad f. the daff odils

Daff odils SECTION 1

By the end of this lesson, the students will be able to: appreciate the beauty of a simple scene from Nature. learn about personifi cati on, which means giving a human att ribute or quality

to Nature. realise that simple joys of life can come even from watching fl owers move in

the wind. understand what a simile is.

LEARNING OUTCOMES

Open Your Doors

UNIT 2

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2. The poet compares his loneliness to a floating cloud. 3. No. They were fluttering in the breeze. 4. The daffodils were so many and stretched along the bank of the lake. So they

looked like the Milky Way. 5. The poet’s heart was filled by happiness when he saw the daffodils. 6. Whenever the poet felt sad later, he remembered the daffodils and then he became

as merry as the daffodils.

AppreciationTell the class that a simile is the comparison of one thing with another thing of a different type to bring out similarities between the two and to emphasise on a particular quality of one thing. For example: Naren was as brave as a lion. Here, Naren, a human, is compared to a lion because the writer wants to emphasise that Naren was a truly brave and fearless person. Get the students to read the Appreciation paragraph carefully. You may ask them to come up with a simile of their own. Once done, ask them to complete the exercise given in the textbook.B. Accept all correct answers.C. 1. a. The poet was looking at the daffodils. b. The show was of the daffodils dancing in breeze beside the lake. c. The poet calls the show ‘wealth’ because just like one can store riches and use

them later to make oneself happy, the memory of the daffodils remained with the poet and made him happy later.

2. Accept all correct answers. 3. Accept all correct answers.

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ReadingAsk the students if they have ever felt that an animal or a bird has communicated or understood their thoughts without the use of words/sound. Dogs are known to understand our feelings—has anyone in the class had any experience with a dog or any other pet wherein the pet has understood and sympathized with them that he or she would like to share? Encourage them to share.Th e story introduces students to the Addo Elephant National Park in South Africa. It also introduces them to a few varieties of antelopes in Africa known as Kudu and duiker. More importantly, it gets the children to realise that words are not needed for animals to understand us and our thoughts.

ComprehensionA. 1. a. F b. T c. F d. F e. T f. F g. T 2. Th e writer and her team had been searching for the elephants for a week. 3. Th e writer saw diff erent birds, kudus and small, common duikers. 4. Th e old kudu peered at the writer and her team for a long time, instead of

running away.B. 1. Th e writer had become familiar with the way the sun’s rays shone through the

clouds and touched the deep, green vegetation in a magical way.

Th e Old Kudu SECTION 2

By the end of this lesson, the students will be able to: learn about a few varieti es of antelopes in Africa. realise that language is not always needed between two living beings. know what homographs and prefi xes are. acquire an understanding of adjecti ves of number and the order of adjecti ves. become competent in diff erenti ati ng between—and using—‘a litt le’, ‘the litt le’

and litt le.

LEARNING OUTCOMES

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2. It was a huge male kudu in a light grey colour. He had a pair of tall horns set wide apart. He looked attractive and majestic.

3. She was so strongly attracted to the kudu that she could not resist the urge to follow him.

4. The ‘coincidence’ was that if the writer had not followed the kudu 50 metres off the road, she would have been too low to see the elephants.

5. The writer wanted a good view of the kudu because she wanted to photograph him.

6. She turned around to find her way out of the thorny scrub and she saw the elephant herd.

C. 1. The writer decided to take a chance on losing her job for following the kudu off the road.

2. The writer may have felt that the animals in the park spoke to her because it seemed as though the kudu had sensed her need to find the elephants and led her to them.

3. Accept all correct answers.

VocabularyExplain to the students that a homograph is a word that has the same spelling as another word but its meaning (and sometimes pronunciation) is different. Also explain that a prefix is a letter or group of letters added or fixed in front of a word (pre) to make another word. A prefix changes the meaning of the base word. For instance, historic (base word) with the prefix, ‘pre’ becomes prehistoric. Many times, the new word can be an exact opposite of the original or base word; e.g., normal (base word) with a prefix, ‘ab’ becomes abnormal (an opposite of normal). Once done, ask them to attempt the exercises.

Answers:

A. 1. a. moving air b. wrap something around itself

2. a. a winged creature b. a sporting equipment used in cricket

3. a. to leave b. hot, dry region

4. a. to bend at the waist b. a pair of tied loops

5. a. sum of money charged as a penalty b. very good

6. a. a kind of metal b. to go first with followers behind

B. 1. unhappy 2. indirect 3. dissatisfied

4. incomplete 5. disadvantage 6. unnecessary

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Phonics

Tell the students that the way to use the words in the right context is to fi rst memorise the meanings and then practice. Reading books will help them to never go wrong with spell-ings or context.Play the CD track or read the text aloud. Ask each student to attempt the task when they listen to it the second time.

Audio script

Advice: a noun meaning opinion about whether something should be done or not

Advise: a verb meaning to suggest or counsel Aff ect: verb meaning to infl uence Eff ect: noun meaning result or consequence Accept: verb meaning to receive or agree Except: preposition meaning other than Lead: noun meaning a kind of metal Led: verb in past tense meaning to guide Your: possessive noun meaning belongs to you You’re: contraction of you are

Answers:1. led 2. advice 3. your 4. accepted 5. aff ected

GrammarFamiliarise the students with the four types of adjectives. Once done, ask them to attempt the exercise.Answers:A. sentences 2, 3, 5 have errors Tell the students that the mentioned order of adjectives must never change. Ask them

to memorise the order for best results. Once done, ask them to attempt the exercise in the textbook.

B. Accept all correct answers. Practice orally with the students. Give them a sentence (e.g., I ate a little bit of the

pudding.) and ask them to tell you which would be apt: little, a little or the little? Once done, ask them to attempt the exercise.

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Answers:C. 1. a little 2. little 3. The little 4. a little 5. the little 6. a little 7. little 8. a little

Grammar ActivityEnsure that the students work in pairs to do the exercise.Answers:Accept all correct answers.

Writing

Ask the students to read through the instructions carefully. Then ask them go through the conversation carefully. Once they are ready, encourage them to do the task in their textbook.Answers:

Friday

5:00 pm

To Mr Krig,

Nicola called to say that they have found all the elephants at the Addo Elephant Nation-al Park. It took them three days as the rain had made it difficult to search for them. The elephants are healthy and fit.

From,

Mary

HOTSAnswers: • rhinoceros • tiger • lion • endangered turtles

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Fascinating Kerala SECTION 3

By the end of this lesson, the students will be able to: learn about the culture of the people of Kerala. understand what makes Kerala a unique state. know that Kerala has the highest literacy rate in India get to know about pronouns and how to use adjecti ves and pronouns in the

right context.

LEARNING OUTCOMES

ReadingTell the students that Kerala is popularly known as ‘God’s Own Country’ because of its beauty. Encourage the class to fi nd out more about the Vishu festival, which is celebrated with much pomp by the Hindus of Kerala and invite any student from Kerala to narrate his/her experience about the festival in the class.Th is lesson will introduce students to life and lifestyle of the people of Kerala, Vishu, a Hindu festival, in particular. Ask the students if anyone has visited any part of the country (other than their native place) when it was festival time. When students raise their hands, ask them to talk about one such experience in detail. Once done, ask the students to attempt the exercise.

ComprehensionA. 1. a. days b. puja room c. greenery d. bags e. push carts f. coconut fl esh g. Coconut h. interesting 2. When everyone is asleep on the night before Vishu, the lady of the house puts

together a lot of auspicious items before the idols in the puja room. Th ese are rice, coconuts, a mirror, a piece of gold, silk cloth, yellow konna fl owers.

3. Th e real test of a wedding feast in Kerala lies in the quality of the sweet dish or payasam. If guests leave licking their fi ngers the feast is a success.

B. 1. Th e children wait for Vishu because they will be gift ed coins along with new clothes and sweets.

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2. As the writer drives along the highway, she sees villages that have an old world charm, tiny shops, churches with tall spires and beautiful architecture and temples with people offering prayers. There is a feeling of serenity everywhere.

3. People carry jute or cloth bags to the supermarket as the rule of ‘no plastic’ is strictly followed there.

4. The groundnut sellers ring a bell to attract their customers. 5. Kerala means the ‘land of coconuts’ because coconut palms are seen across

the state. 6. The complete coconut can be used in many ways. The outer husk is used to make

charcoal. The inner husk is used to make coir. Coconut flesh, which is dried to copra, is used to make delicious dishes and the milk and oil are used for the final rich taste. Coconut water is nutritious and cooling too.

C. 1. We get to know that in India the level of literacy is the highest in the state of Kerala.

2. The writer feels that one should go to Kerala to relax because its environment is healthy, food uses natural things and it has a peaceful atmosphere.

3. Accept all correct answers.

Study SkillsLike the coconut, a banana has varied uses. Not only is it high in nutrition and is a great energy boosting fruit, but almost every part of the banana plant has uses. Get the students to complete the exercise given in the textbook by referring to the internet or books/encyclopaedias in the library. Encourage them to answer what the WWW in the URL stands for, without consulting the internet. Answers:1. fibre in textile2. to make paper3. cooking, storing and serving food4. cooking dishes5. cooking and eaten raw

GrammarFamiliarise the students with the concept of a pronoun and its four types. Once done ask them to attempt the exercise in their textbook.Answers:A. 1. He, me 2. herself 3. you, mine 4. That 5. you, yourself 6. Those

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Inform the students that a relative pronoun relates to the noun it is describing. Th ey help in identifying the noun and giving more information about the noun. Interrogative pronouns are used when you want to ask questions. Once done ask them to attempt the exercise.Answers:B. 1. who 2. that 3. who 4. whose 5. that 6. which

Grammar ActivityAnswers:1. What is your father wearing?2. Which is the right way?3. What did you see?4. What do you have?5. Who is ill?6. What did he say? 7. What do you prefer?Th ere are some words that can be used both as pronouns and adjectives. Ask the students to complete the exercise in the textbook.Answers:C. 1. this 2. his 3. Th is 4. His 5. Whose 6. which 7. Th ose 8. Th is

Listening

Play the CD or read the text aloud. Ask each student to attempt the task when they listen to it the second time.

Audio script

Lion King was a leader of all the lions. Male lions have thick mane which shows off their health. Lion King did not like to hunt. Lions start hunting when they are two years old and are fully grown by 4 to 5 years of age. Lion King played with his friends all day. Lions live in groups called prides of about fi ft een lions. Lion King lived in his cave and slept much of the time. Male lions leave the pride when they are grown up and form their own prides. All the animals of the jungle loved Lion King. Th e lion is called the King of the Jungle

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Answers:1. king 2. group 3. pride 4. fifteen5. hunts 6. lion 7. mane 8. healthier

SpeakingEncourage students to first write down the questions they mean to ask in their notebooks. Then, they may ask their partner these questions taking turns. Ensure students use the facts to ask and answer questions.

Life SkillsAsk the students to select a state other than their native state for this activity. This will allow them to get to know about other states in detail. Help them with a demonstration of how to make a PowerPoint presentation.

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Starter: Accept all correct answers.

Th e Ancient Games SECTION 1

By the end of this lesson, the students will be able to: know what a mascot is and gain an understanding of the olympic games and

their origin. get to know about paralympics, a major internati onal multi -sport event, involving

athletes with a wide range of physical disabiliti es. appreciate a simple four-line rhyme scheme.

LEARNING OUTCOMES

Be Sporting!

ReadingAsk the students if they know about any games event organised at an international level regularly. Ask them how the Olympics are diff erent from, say, an international football event. Tell them that the Olympics are the earliest-recorded organised sporting competition of the ancient times. Th ey arose out of the Greek idealisation of physical fi tness and mental discipline.Th e poem introduces the students to the most popular international sporting event, known as the Olympics. It also introduces the concept of a mascot, who is someone believed to bring good luck to an event or a particular organisation. Every Olympic Games has a diff erent mascot. In the Olympic Games in Brazil in 2016, there are going to be two mascots, one for the Paralympic games and another for the main Olympic Games. One is Vinicius and the other is Tom. Once done, ask them to attempt the exercise.

ComprehensionA. 1. a. Th e Olympic games started in 776 BC . b. Hercules started the Olympic games.

UNIT 3

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c. Some of the sports events were running, throwing, jumping and Pankration. d. Emperor Theodosius stopped the games. e. The Games were restarted during the reign of the British Queen Victoria. f. You can see them on TV now. 2. According to the legend, Hercules started the Olympic Games because he wanted

celebrate that he had cleaned a filthy stable. 3. It will be considered very rude to play the games in the nude as athletes did in the

past. 4. Emperor Theodosius stopped the games because they honoured Zeus.

AppreciationExplain the single four-line rhyme scheme to the students: ab cb, where the second and fourth line’s end words rhyme. Once done, ask them to complete the exercise.B. 1. • Stanza 2: a, b, c, b • Stanza 3: a, b, c, b • Stanza 4: a, b, a, b • Stanza 5: a, b, c, b 2. a, b, c, b—d, e, f, e—g, h, i, hC. 1. Pankration is no longer part of the Olympic Games because it is a sport with no

rules. Also it was too violent and athletes would get injured and even died in this sport.

2. The Games were started during Queen Victoria’s rule because it was a way to uphold the sporting spirit and fair play.

3. The Paralympic Games is a major international multi-sport event, involving athletes with a range of physical disabilities. This term was officially used in 1988.

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ReadingTell the students that parachuting is also known as skydiving. Ask them if they have ever seen one happening. What do they think about this recreational activity?Ask the students to think of some of their fears and write those down in their notebooks. Once they have done that, ask them to think of ways in which they may conquer these fears.

ComprehensionA. 1. a. F b. T c. F d. T e. F f. F g. F h. T 2. Th e writer wanted to do the scariest thing, which was the parachute jump. She was

scared of heights and wanted to control her fear. 3. Before she did her fi rst jump, she trained how to leave the aeroplane, steer the

parachute and how to land safely.

My First Parachute JumpSECTION 2

By the end of this lesson, the students will be able to: know how parachute jumps happen. understand that in order to get rid of fear, one must face one’s fears. learn all about word collocati ons. get to know what syllables are. learn the rules of subject-verb agreement and know how to identi fy direct and indi-

rect objects in a sentence.

LEARNING OUTCOMES

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B. 1. The writer was feeling sick and numb with fear. She was surprised that the people before her had jumped safely.

2. The writer forgot to count the seconds because she was so afraid. 3. At first she was terrified as she fell. Her eyes were open but she could not hear and

she could not hear either. When her parachute opened and she could steer it, she felt very happy.

4. The writer calls her parachute beautiful because that was the only thing that would save her from falling to her death.

5. The writer did thirty two jumps. She was always scared but she did them to conquer that fear.

C. 1. Yes, the writer was surprised because her fear made her feel that jumping would kill them.

2. The steering goggles are used to brake and slow the parachute and direct the parachute to a safe landing place.

3. Accept all correct answers.

VocabularyExplain the concept of word collocations to the students. Tell them that collocations are one or two words that often go together naturally. Once done, ask them to attempt the exercise.Answers:A. 1. pay attention 2. warm welcome 3. bad temper 4. earn a living 5. watch your weight 6. hard work 7. tell a lie 8. big decision

Explain to students that a word or phrase that means exactly or nearly the same as another word or phrase in the same language is known as a synonym. Give them the example of shut being a synonym of close. Once done, ask them to attempt the exercise.Answers:B. 1. please, cheerful 2. huge, large 3. thrilling, stunning

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4. mad, cross 5. likeable, interesting 6. cute, lovely

Phonics Read the text aloud. Ask each student to repeat aft er you so that they get an idea of what syllables are and how they may be identifi ed.Answers:1. two 2. one 3. two 4. two 5. one6. one 7. two 8. three 9. two 10. one

GrammarFamiliarise the students with the concept of subject-verb agreement. Read out the rules very carefully and ask them to create a sentence of their own against each rule, so that they know exactly what the rule is about. Particularly stress on the rule that subjects and verb that are joined by ‘besides’, ‘as well as’, ‘along with’, and ‘with’, take a singular verb. Once done, ask them to attempt the exercise.Answers:A. 1. is 2. are 3. was 4. are 5. earnsFirst, clearly explain transitive and intransitive verbs to the class. Th en explain how to identify direct and indirect objects in a sentence. Once done, ask them to attempt the exercise.Answers:B. 1. car 2. letter 3. basket 4. Sara, party 5. cycle 6. daughter, hatExplain to students that fi nite verbs are those verbs that have a defi nite relation with the subject or noun. Th ese verbs are usually the main verb of a clause or sentence and can be changed according to the noun. Th ey are used only in the present and past tense. Th ey can indicate passive or active voice and the number (singular or plural).Non-fi nite verbs, on the other hand, cannot be the main verb of a clause or sentence as they do not talk about the action that is being performed by the subject or noun. Th ey do not indicate any tense, mood, or gender. Th ey are used as nouns, adverbs, and adjectives. Th ey are also used to form non-fi nite clauses which are simply dependent clauses that use non-fi nite verbs. Once done, ask them to attempt the exercise.Answers:C. 1. laughing participle 2. To eat infi nitive

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3. Walking gerund 4. sinking participle 5. swimming gerund 6. to lock infinitive

Grammar ActivityAnswers:1. to my uncle 2. to the children 3. to her friend4. to me 5. my friend 6. me

WritingAsk the students to first read through the sentences carefully and then place the words in the right order in each sentence. Once they are ready, encourage them to do the task.Answers:K: Hello. Is that Susan ?S: Hi Kathi. How are you?K: I am well. I am also so excited.S: Hey! What happened?K: I did the parachute jump finally!S: What! You of all the people! You were so afraid of heights.K: Yes, I know but I decided to face my fear. S: How did you feel?K: I was afraid at first.S: And then what happened?K: When the parachute opened and I could steer it, I felt very, very happy.S: I am so happy you decided to face your fears and won against them.(Accept all correct answers for the last four blanks.)

Life SkillsAsk the students to seriously do as asked in this section. Tell them that attempting this exercise will help them in many ways; most importantly, it will help them to tackle problems easily.

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ReadingEncourage students to recall any incident from the newspapers/TV/any other source of information about a person who could achieve the impossible because of his/her grit and determination. Tell them about how Saina Nehwal, the current badminton champion, has small and asymmetrical feet, which make her prone to injuries and render her unfi t to play. Anyone else would not have been able to run that fast or play that well and that frequently. But, in spite of her physical condition, she has become a champion not just in India, but at an international level.Th e chapter introduces students to a story about a sportsperson who overcomes impossible odds to reign in the Olympics Games.

ComprehensionA. 1. b. walking 2. a. Mikhail 3. b. lorry 4. a. hospital 5. a. book 6. b. year 7. a. Svetlana 8. a. goldB. 1. Svetlana was the pride of the family because she was such a good gymnast that she

was planning to enter the Olympics. 2. Th e plan that fate had for her was an accident that would never let her walk again. 3. Th e real reason for her anger was the way her family and friends had accepted that

she would never walk again. 4. Th ey could not believe that a girl who could not walk was balancing the hoop. 5. Svetlana was dying to hear, ‘It’s time’, because she eager to prove to the world how

good a gymnast she was.

White RosesSECTION 3

By the end of this lesson, the students will be able to: comprehend the power of determinati on and eff ort. realise that nothing can defeat a person if there is enough will power. learn about future perfect tense. understand how to use a dicti onary eff ecti vely.

LEARNING OUTCOMES

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6. Possibly Mikhail would have congratulated her on her success. But Svetlana would have thanked him for inspiring her to reach her goal.

C. 1. Svetlana was more ambitious because she wanted to perform at the Olympics Games.

2. The chapter was about the effort that the heroine of the story made to walk. It inspired Svetlana to perform at the Olympics.

3. The writer starts with the scene of Svetlana’s success and then takes the reader through her inspiring story. When she reaches this sentence again, the reader is impressed by the efforts Svetlana required to reach this goal.

Study SkillsAsk the students to bring a dictionary to class. Get the partners to share a dictionary between them while you demonstrate how to use the dictionary, pointing out to each feature mentioned in this section.

GrammarRevise the following tenses with the students: simple present tense, simple past tense, simple future tense, past perfect tense, past continuous tense, present perfect tense, present continuous tense, and future continuous tense. Once done, explain that the future perfect tense is used to explain an activity that will be completed by a certain time in the future. Once done ask them to attempt the exercise.Answers:A. 1. sings 2. had locked 3. have given 4. cycled 5. had been searching 6. Will, go 7. is studying 8. will be travellingB. 1. will be closed 2. I will have finished 3. will have baked 4. will have completed 5. will have left 6. will have escaped

Grammar ActivityAsk students to form pairs and attempt the exercise.Answers:1. I will have cooked dinner before it becomes dark.2. I will have finished homework before I go to bed. 3. They will have mowed the grass before the sun sets.4. Mona will have gone to sleep before it is 9 o’clock. 5. He will have finished the essay before the bell rings.6. He will have bathed before breakfast is ready.

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Listening

Play the CD or read the text aloud. Ask each student to attempt the task when they listen to it the second time.

Audio script

Martina Navratilova was born on 18 October, 1956 in Prague, Czechoslovakia. She was one of world’s top female tennis players during late 1970s and 1980s. When she was 3 years old her parents divorced and she began living with her mother. In 1962 Martina’s mother married Mirek Navratil. Martina and her new father grew very close. She took her stepfather’s surname as her own and he became her fi rst tennis coach.By the time she was 4 years old, Martina was hitting tennis balls off a cement wall. When she turned 7 years, she was playing regularly, working with her stepfather and spending hours on the courts improving her strokes. Martina began taking lessons from Czech champion, George Parma at the age of 9. At age 15, she won the Czech national championship. In 1973, when she was 16, Martina became a professional tennis player and started competing in the United States. Martina has not just played tennis, she has also authored a series of fi ction books.

Answers:1. Born on18 October, 1956 in Prague, Czechoslovakia.2. She was 3 years old.3. Mirek Navratil.4. When she turned 7 years.5. Czech champion, George Parma.6. At age 15, she won the Czech national championship.7. Martina became a professional tennis player and started competing in the United

States.8. She has also authored a series of fi ction books.

SpeakingAsk the students to read any interview of a famous sportsperson. Based on the type of questions that have been asked in the interview that they have read, tell them to frame their own questions (on similar lines) as they attempt the task in this section.

Life SkillsAsk the students to focus on the courage and resolve of the mentioned-sportspeople when they research about them.

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Starter: Accept all correct answers.

Meeting Challenges

UNIT 4

If

By the end of this lesson, the students will be able to: realise that maintaining a balance in all situati ons makes you a good human being. know that one should not allow power, money, applaud or pride to change us. appreciate the poeti c feature of repeti ti on.

LEARNING OUTCOMES

SECTION 1

ReadingAsk the students if they have faced a situation (or know of someone who changed for the worse because of too much fame or victory or similar situations) where they have found pride entering their natures—perhaps a series of wins in a competition or good grades? Did a winning situation make them a worse person?Th e poem encourages the children to maintain a healthy balance in their lives—no matter what the situation, if they manage to keep themselves above pettiness, pride, ego, and treat victory and loss alike, they will become great people. Once done, ask them to attempt the exercise.

ComprehensionA. 1. a. calm b. trust c. patient d. be just e. work hard 2. According to the poet, we should be understanding about their mistrust and

trust ourselves.

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3. One should not lie or hate in return. 4. We should let dreaming control us. We need to act out our dreams. 5. Winning or losing is not is not the goal. 6. One must be strong within to speak the truth. 7. It means that one is so confident and strong that neither enemies nor friends can

hurt one. 8. With these qualities, one will receive goodwill of everyone on Earth and will be

capable of being an upright and true person.

AppreciationExplain the concept of repetition. Tell the class that repetition consists of repeating a word, phrase, or sentence, and is common in both poetry and prose. It is a technique to add emphasis, unity, and/or power. Once done, ask them to complete the exercise given in the textbook.B. Accept all correct answers.C. 1. The poet means spent most of the years of your life. 2. People who are envious and do not want your success. 3. Because the tools have been used so much and for so long.

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ReadingAsk the students if they have heard of or read about Malala Yousafzai. Give them an example of a woman who turned a nightmare into an opportunity to help others. Tell them about Laxmi Agarwal, an an acid attack survivor who is a TV host now and speaks for the rights of acid attack victims. She was attacked in 2005 at the age of 16, by a 32-year-old man. It is due to her eff ort that the Supreme Court has asked central and state governments to regulate the sale of acid. She is the director of an NGO dedicated to help the survivors of acid attacks in India. She received the 2014 International Women of Courage award by US First Lady, Michelle Obama. Th e chapter, which is in the form of a letter, tells the story of Malala, narrated by her. Ask the students what they know about her. Once they have done that, ask them to think of ways in which they may conquer these fears.

ComprehensionA. 1. a. F b. T c. F d. F e. F f. T g. F h. T 2. Mr Kailash Satyarthi who is an Indian Child Rights activist of Bachpan Bachao

Andolan, India’s grassroots movement for the protection of children.

With Power comes Responsibility

By the end of this lesson, the students will be able to: realise how important it is to turn negati ve experiences into powerful, positi ve ones

for oneself and in turn, inspire others. appreciate the value of right to educati on given to girls and children in our country. understand the importance of word stress. know what phrasal verbs mean. learn what interrogati ve adverbs are, what the placement of adverbs is in a

sentence, and the degrees of comparison of adverbs.

LEARNING OUTCOMES

SECTION 2

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3. After Malala boarded the bus, it braked and halted with a screech. As the girls leaned out, a young man appeared and asked who Malala was.

4. The gunman asked who Malala was because he wanted to shoot her. 5. Malala’s wished that family was with her. She also wondered how she could die so

soon without finishing her work. 6. Mr Gordon Brown launched a petition that demanded all children worldwide be in

school by the end of 2015.B. 1. The gunman recognized her because the girls in the bus looked at her. 2. Malala was shot because she was fighting for the rights of girls in the Swat Valley to

go to school. 3. Malala was shifted to Birmingham because the Pakistan Army doctors were not

able to save her. Her organs had started failing. 4. According to her, she had been reborn because Allah had given her another chance

to do her work. 5. The attack brought Malala international attention and support. She has been

featured by the Time Magazine. It made her fight stronger and the result has been ratification of Pakistan’s First Right to Education.

6. Her dream will become a reality only when her country welcomes her back because her work is for girl children in that country.

7. She writes her blog under another name so that her enemies are not able to find her and try to kill her.

C. 1. Yes, The UN Secretary General called the attack ‘a heinous crime’ because a young defenceless girl was shot only because she wanted the girls in her region to go to school.

2. Malala is afraid because the award makes her more aware that she is responsible for completing her mission.

3. Accept all correct answers.

VocabularyExplain the concept of phrasal verbs to the class. Tell them that these are a combination of verb + particle, for example take + after, which means look or behave like someone (‘She takes after her father.’ This means that she looks like her father.) Once done, ask them to attempt the exerciseAnswers:A. 1. march 2. roam 3. stroll 4. walk 5. jogs 6. trek

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B. 1. take care of 2. turn eyes away 3. examine 4. be careful 5. search 6. fi nd out

Phonics

Play CD track or read the text aloud. Lay stress on the appropriate syllable of the word that you read and ask each student to repeat aft er you so that they get the word stress right.

Audio script

car-ton may-be fam-ous

re-lax be-tween ap-pear

GrammarRevise the types of adverbs and then explain that as the name suggests, interrogative adverbs are question adverbs of when, how, why, and where. Th ey are placed at the beginning of a question. Once done, ask them to attempt the exercise.

Answers:

A. 1. slowly adverb of manner 2. here adverb of place 3. frequently adverb of degree 4. pleasant adverb of manner 5. 6 pm adverb of timeTell the class that adverbs may be placed anywhere in the sentence, as explained in this section. Once done, ask them to attempt the exercise.

Answers:

B. 1. When 2. Why 3. How

4. Where 5. Why 6. WhenTell the students that diff erent degrees are formed in diff erent ways. Read what is mentioned in this section clearly and carefully so that each student is able to grasp the concept. Once done, ask them to attempt the exercise.

Answers:

C. 1. brightly 2. higher 3. sweetest 4. harder

5. earlier 6. less, least 7. least quietly 8. carefully

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Grammar ActivityAnswers:1. How do you keep fit?2. When will the jazz band perform?3. How did go to Jaipur?4. How will you make the paper bags?5. Where did you sleep last night?6. When will your exams begin?

WritingAsk the students to first read the lesson again and think about the answers. Once they are ready, encourage them to do the task in their textbook.Answers:B: Hi Malala, it is a great honour to meet you.M: I am happy to meet you too.B: What did you feel when you were told you had received the Nobel Prize?M: I felt very honoured and imagined the huge smile on my parents’s faces.B: You have been through a lot of pain. Have you felt angry at your attackers?M: No. I do not feel angry. I only wish they would let my sisters study. I wish they would

understand it is good to let their sister’s study.B: What was your first reaction when recovered?M: I felt I had been reborn. I felt Allah had given me another chance so that I could

complete my work.B: Do you think all the international attention you received helps your mission?M: Yes, it certainly helps my mission. Already Pakistan’s First Right to Education Bill has

been ratified.B: What is your dream?M: My dream is that my country recognises my work and welcomes me back.B: Is there a message you want to give to the children of the world?M: Yes. To never be afraid to take the right action. Always fight injustice with courage.(Accept all correct answers for the blanks.)

HOTSEncourage the students to surf the internet to find out facts about Malala. Ask them not to depend on Wikipedia for this, but to refer to an official website that hosts information about Malala, such as www.malala.org

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Checkmate

By the end of this lesson, the students will be able to: understand that someti mes, a cleverly thought of plan works bett er than an army in

the war. know how to frame dialogues and learn how a play works. Understand the concept of prepositi onal phrases and the object of prepositi ons.

LEARNING OUTCOMES

SECTION 3

ReadingAsk the students what if they are aware of the enmity between Rajputs and the Muslim rulers in India. Tell them that amongst all other independent kingdoms, the Rajputs were the toughest for the Moguls to win over. In fact, there are many stories of Rajput valour where the women have outsmarted the invading ruler.Th e lesson introduces the students to a dramatic narrative, complete with dialogues. It talks about how the wit of a Rajput queen came to the rescue of the kingdom when the bravest of men had lost all hope for remaining independent. Ask the students if they have ever used extraordinary means to get what they wanted and that they must tell the class about one such incident.

ComprehensionA. 1. a. not listening b. brave c. defeat d. a few e. don’t show f. Maharaja 2. Th e Maharaja was sad because he could no longer fi ght the Pathan General,

Keshab Khan. 3. Maharaja could not solve the problem of releasing Chittor from Keshab

Khan’s siege. 4. Th e Rajput women carried baskets of fl owers and platters of red, yellow, green and

pink powder. 5. Th e Maharaja of Chittor fi nally played Holi with the blood of his enemy.B. 1. As most of the men of Chittor had died in the battle with the Pathans, the young

boys of Chittor were joining the army to replace them.

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2. Keshab Khan was happy because he would get a chance to see the beautiful Rajput ladies.

3. Sher Khan was suspicious because it was a lonely spot and they had few soldiers. They could be easily attacked.

4. What if we were attacked? 5. Sher Khan looked in surprise because the hand was hard and big and not soft and

small like a lady’s hand. 6. The palanquins held weapons. 7. a. Keshab Khan b. The Rajput ladies who had come to play Holi with them. c. According to the speaker they are different because the Rajput ladies are born

strong and hardy, not like the Pathan ladies. 8. The result of the plan was that Keshab Khan and Sher Khan were killed and Chittor

was released from the siege.C. 1. The Maharaja waited till it was dark, so that the Pathan soldiers do not suspect that

it was a trick. 2. Keshab Khan would have defeated Chittor and killed all its people. 3. brave, not give up, tough

Study SkillsAsk the students to consult a dictionary for this exercise.Answers:(Accept all correct answers.)

GrammarFamiliarise the students with the concept of prepositional phrases. Prepositional phrases are groups of words that contain prepositions. Tell the students to remember that prepositions are words that indicate the relationships between various elements within a sentence. If they remember this, they will never have difficulty identifying prepositional phrases.A prepositional phrase is a group of words that lacks either a verb or a subject, and that functions as a unified part of speech. It normally consists of a preposition and a noun or a preposition and a pronoun. Once done ask them to attempt the exercise.Answers:A. 1. at, to 2. towards 3. with 4. behind 5. into 6. above

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Other than what is mentioned in the textbook, tell this to the class: the words that follow a preposition are called the object of the preposition.Example: Th e cat ran under the car. (Th e words the car are the object of the preposition under.)Once done ask them to attempt the exercise.B. Accept all correct answers.

Grammar ActivityAsk students to form pairs and attempt the exercise.Answers:1. from memory2. by the order of3. at the mercy of4. on the road5. in vain6. in spite of

Listening

Play the CD or read the text aloud. Ask each student to attempt the task when they listen to it the second time.

Audio script

Chittorgarh Fort is the largest fort in India. It is on a high hill near the Gambheri River in Chittorgarh. Th e Fort is 112 kms from the city of Udaipur in Rajasthan. Th is fort was built by the Maurya rulers in the 7th century. Th e fort is a symbol of courage, determination and sacrifi ce of the Rajputs. Th e imposing Fort has palaces, huge towers and many gateways. Th ere are many temples in the fort. Th ese temples have beautiful carvingsTh e fort was attacked three times and every time the daring heroism of the Rajput warriors saved it. First the fort was attacked by Allaudin Khilji to take away Rani Padmini. Th e second time, the Fort was attacked by Sultan Bahadur Shah. Lastly, it was attacked for by the Mughal Emperor Akbar. Chittorgarh Fort reminds one of the great history of the brave Rajputs. It is worth a visit by any tourist to Rajasthan.

Answers: 1. a river 2. Udaipur

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3. 7th century 4. towers, gateways 5. The temples 6. take away Rani Padmini 7. Sultan Bahadur Shah attacked 8. Mughal Emperor Akbar 9. bravery 10. all tourists to Rajasthan

SpeakingAsk the students to clear their thoughts and think what they want to say. Then, they must write down their thoughts on paper. After this, they must give a speech in the class, as asked for in this section.

Life SkillsEncourage students to think on their own; to not consult their partner of friends for tackling this section. Once they have answered, ask them to give reason/s about why they selected a particular answer(s).

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Starter: Accept all correct answers.

Th e Globetrotter

UNIT 5

Th e Caravan

By the end of this lesson, the students will be able to: realise that having dreams isn’t wrong; in fact, it is a creati ve process. learn about alliterati on.

LEARNING OUTCOMES

SECTION 1

ReadingTell the students that historically, a caravan meant a group of people travelling across a desert or hostile territory for trading or pilgrimage. A caravan is also a vehicle meant to be travelling in. Ask the students why they think this poem has been titled Th e Caravan.Encourage the students to speak about what they’d like to do—no matter how impossible it may seem—before they became adults. Th e poem introduces readers to the desire of a boy to travel the world along with his horse and what he wishes to do if her were to have a caravan.

ComprehensionA. 1. a. around the world b. horse c. sea d. coconuts e. he grows up 2. Th e poet needs a caravan to travel so that he can live in it. 3. Th e poet will wash the horse’s legs because they would be dirty travelling on the

road and would make the caravan muddy.

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4. They would search it for treasures and sweep the Spaniards out of the Spanish Main.

5. When his horse is tired, the poet will call a whale to tow them to an island. His horse can stretch his legs then.

6. He would not sell pots and pans because his wish is to travel the world.

AppreciationExplain the concept of alliteration to the students. Tell them that it means the repetition of the same sound or letter at the beginning of each or most of the words in a sentence. Once done, ask them to complete the exercise.B. 1. I’d travel all the world, I would, And when we’d sweep the Spaniards out 2. Accept all correct answers.C. 1. His horse would be tired of sitting inside the caravan. 2. The poet wanted to see the world before he became a man, because grown people

have too many responsibilities to travel wherever they want. 3. Gold.

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ReadingTell the class that Mozambique got its independence from Portugal only in 1975. Ask the students to discuss what a minefi eld is and what its purpose is. Have they heard of poaching? Why do we need anti-poaching laws?Th e chapter introduces students to Mozambique, poaching, and minefi elds, from a journalist’s point of view. Once done ask the students to attempt the exercise.

ComprehensionA. 1. a. Gorongosa National Park b. for a month c. rangers d. poachers e. minefi eld f. fi ghting groups g. lost her way h. colours i. birds

Lost in a Mozambique Minefi eld

By the end of this lesson, the students will be able to: get to know about a relati vely new country, Mozambique. learn what poaching is and how diffi cult and dangerous it is to control. appreciate the job of people who work to counter illegal means, knowing they may

even be killed while doing their job. learn and use a few idiomati c phrases. understand that stress on a parti cular syllable in the same word is in a diff erent

place when it is on a noun than a verb. learn about auxiliary verbs and modals.

LEARNING OUTCOMES

SECTION 2

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j. beaches

k. close

2. Roberto was afraid because they were lost in an active minefield.

3. When trucks meet a landmine, they are blown into charred, twisted hulks.

4. The writer had come to Mozambique as a reporter to backpack through the country.

5. The writer woke up to the screeching of various beautiful birds.6.The grass hut was windowless. The door was a simple straw curtain that could be rolled up. A mat of the floor and a seashell was the only furniture.

B. 1. The brave words were spoken by Roberto and they seemed hollow to her because she could see that he was also afraid.

2. The writer was feeling very insecure and expected to be attacked any moment.

3. The poles stuck in the field showed the demined path through the minefield.

4. The writer felt the footprints showed where the people had walked. So it must have been safe to walk along that way.

5. The writer was tired of minefields and rough living. She had also heard about the beautiful beaches of Mozambique.

6. She had no lights with her. So she had to match her day to the sunrise and sunset.

7. The writer wants to impress on the reader just how isolated and lonely these places were.

C. 1. The forest rangers were poorly armed and had hardly any ammunition to fight the poachers.

2. Example: She could live very simply as was shown by the way she stay on the Vilanculos beach. (Accept all correct answers.)

3. Accept all correct answers.

VocabularyExplain what is meant by an idiomatic phrase. Tell the class that an idiom is a phrase or an expression that has a figurative/implied or sometimes, a literal meaning. For example, a clean slate does not mean that the slate is not dirty. Once done, ask them to attempt the exercise.

Answers:Accept all correct answers.

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Phonics

Play CD track or read the text aloud. Notice that the stress on the noun changes from the stress that is given to the syllable in the same word as a verb.

Audio script

1. Does the factory produce machines? 2. Th is year his rice fi elds had the highest produce in the village. 3. He will present the show soon. 4. Shruti gave me a large present. 5. He got his learner’s permit as soon as he turned eighteen. 6. Th e teacher did not permit him to leave the class. 7. He will address the crowd tomorrow. 8. Do you know his address?

GrammarFamiliarise the students with the concept of auxiliary verbs. An auxiliary or a helping verb is a verb used in forming the tenses, moods, and voices of other verbs. Th e primary auxiliary verbs in English are be, do, and have. Once done, ask them to attempt the exercise.

Answers:

A. 1. is 2. have 3. Do 4. has 5. Did

A modal is an auxiliary verb that expresses necessity or possibility. English modal verbs include must, shall, will, should, would, can, could, may, and might. Once done, ask them to attempt the exercise.

Answers:

B. 1. can—give permission 2. may—possibility 3. should—advise

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4. will—show willingness 5. will—show command 6. Could—make request 7. can—show ability 8. May—wish

Grammar ActivityAnswers:1. Give me a glass of water.2. You must practice harder for the match.3. May you have happy holidays!4. I will give you my dress for the party. 5. I can go for the party then.6. You should keep silent in the library.

WritingTell the class that a brochure is, essentially, a small book or magazine containing pictures and information about a product or service. Once they are ready, encourage them to do the task based on internet research.Answers:Accept all correct answers for the blanks.

HOTSEncourage students to surf the internet and visit the official website of Mozambique to look for factual information asked in this section.

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ReadingTell the class that Iceland is one of the most sparsely populated countries in the world. Also tell them that it is geologically and volcanically active. Now ask the students to pronounce Reykjavic correctly by repeating aft er you: Raykyevik. Tell them that the ‘j’ is pronounced as a ‘y’ in Icelandic.Ask students if they have read any science fi ction book. Tell them that Jules Verne was best known for his adventure novels and his infl uence on science fi ction, which deals with imaginative stories set in the future. Once done ask them to attempt the exercise.

ComprehensionA. 1. a. Axel, his uncle and Hans leave Reykjavik. b. Crossed yellow pastures on Icelandic horses. c. Arrived aft er two hours at Gufunes. d. Th ey had breakfast. e. Reached Ejulberg aft er riding for three hours. f. Came upon a sea estuary. g. Reached Garear, their night halt around 6.30 in the evening. 2. According to Axel, perfect weather for tourists is when there is no tiring heat and it

doesn’t rain. 3. Axel imagined the journey to be travelling through a fascinating country and

climbing a remarkable mountain. Even if they climbed down the crater of an extinct volcano, he did not believe it would lead to the centre of the earth.

4. According to Axel’s uncle, Icelandic horses are intelligent, brave, cautious and reliable.

Crossing Iceland

By the end of this lesson, the students will be able to: get to know that Iceland is one of the biggest islands in the world. learn about the types of conjuncti on and the proper use of a colon and semi-colon.

LEARNING OUTCOMES

SECTION 3

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5. Axel looked at the map top locate Garear which they had to reach and to find out how far it was.

6. He sniffed at the water and stopped. Though Axel’s uncle whipped it, the horse refused to enter the water. Finally it unsaddled its rider.

7. The travellers got across to Garear on a ferry.

B. 1. Because Axel did not believe there was a way to reach the centre of the earth.

2. Because the route will help them avoid the hills that were mostly in the centre of the island.

3. Because his uncle was very big and the horse was small.

4. Because they were moving on a narrow shore between the hills and the sea. Also there was a fjord that they had to cross during high tide.

5. Axel expected his horse to be intelligent enough to not try crossing a sea estuary.

6. Hans told Uncle that they have to wait for high tide. Then cross the estuary on a ferry.

7. During high tide, the sea is no longer moving. So the ferry is in no danger of being carried away either to the bottom of the sea or out into open seas.

C. 1. The objective of the expedition was to climb down the crater of an extinct volcano and look for a tunnel to the centre of the earth.

2. Iceland is covered with volcanos and rugged hills. Also it is very cold most of the year.

3. Yes, because the horse was reliable enough to not take the risk of trying to swim across the sea estuary.

Study SkillsExplain the concept of an idiom by saying that it is an expression whose meaning is not predictable from the usual meanings of its constituent elements, such as in ‘kick the bucket’. Once done ask them to attempt the exercise.

Answers:Accept all correct answers.

GrammarFamiliarise the students with the three types of conjunctions. Then ask them to complete the exercise given in the textbook. Once done ask them to attempt the exercise.

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Answers:A. 1. and independent clause 2. Though, yet independent clause 3. but independent clause 4. till dependent clause 5. if dependent clause 6. because dependent clause 7. because dependent clause 8. where dependent clause

Explain to the students that a semi colon is a punctuation mark (;) indicating a pause, typically between two main clauses, that is more pronounced than that indicated by a comma. Also tell them that a colon is also a punctuation mark (:) but it is used to precede a list of items, a quotation, or an expansion or explanation. Once done ask them to attempt the exercise.

Answers:

B. 1. Eating healthy helps you to lose weight; keeping fit keeps you healthy. 2. Take a holiday: go hiking, take a cruise, relax. 3. I hate Math; I love Art. 4. They said: ‘It is no use calling her she cannot hear.’ 5. I live in the city; I don’t like village life. 6. He is always acting; he works in films. 7. Red is my favourite colour; I like wearing blue sometimes. 8. Rana was shouting: he had fallen down the stairs.

Grammar ActivityAsk students to form pairs and attempt the exercise.

Answers:1. but2. for3. whether4. when5. because6. both…and

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Listening

Ensure student groups play the game as given.

Audio script

Divide the class into two teams. Each team leader is given a list of words. Both lists have 6 words each. Th ese words on both lists start with 4 letters and go on to 5, 6, 7, 8, 9 letters each.Now the team leaders will stand on opposite walls of the classroom so that the black board is at an equal distance from each. Th ey have to choose from their teams 2 students for the fi rst word. S1 stands at the blackboard and S2 stands beside the leader.To play, the leaders turn to the wall and whisper the fi rst word on their list to S2 who runs to S1 and whispers the word to S1. S1 writes the word on the blackboard.For the next word, the team leaders choose two diff erent students from their teams to be S1 and S2. Th e game goes on till all the words are written on the blackboard. Th e team that has written the most correct spellings in the lesser time wins.

SpeakingEncourage students to discuss and then focus on positive points without bringing down the other teams.

Life SkillsAsk students to select the two languages from that part of the country where they haven’t been to. For instance, a student from Bihar must select a language from the south and east India. A student who belongs to, say, Andhra Pradesh, must select a language from west and east India and so on.

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Starter: Accept all correct answers.

Imagine!

UNIT 6

My Alien Friend

By the end of this lesson, the students will be able to: understand that aliens aren’t necessarily enemies. realise that if we keep judgement out, we can become friends with the most unlikely

of people and create great memories with them. get imaginati ve, think of a situati on, and create an interesti ng story. know what a hyperbole is.

LEARNING OUTCOMES

SECTION 1

ReadingAsk the students if they have seen movies that involve an alien, such as ET or Koi Mil Gaya. Th e poem introduces students to the idea of having an alien as a friend and having a great adventure together. Tell the students that it is important to not view someone who is diff erent from us as scary or weird. Th ere are immense possibilities of friendships between dissimilar people.

ComprehensionA. 1. a. sleeping b. alien c. go with him d. fl ew e. moons, stars and new worlds f. feeling g. gone h. sure

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2. A buzzing, humming and lights flashing woke up the poet. 3. The alien spoke through messages beamed from his antenna. 4. The poet jumped from his window sill. 5. ‘We’ are the alien and the poet. The ‘new worlds’ are other galaxies. 6. Because they did not crash into any of the heavenly bodies as they were moving

between them. 7. The poet is referring his soft bed. 8. The poet believed that an alien had come because there was star dust on his pillow.

AppreciationExplain hyperbole to the class. Tell the students that a hyperbole is pronounced as hai-per-bolee. It is an extreme overstatement used to make a point. It is from a Greek word meaning ‘excess.’ Once done, ask them to complete the exercise given in the textbook.B. 1. A soft, velvety lake. (Accept all correct answers.) 2. Accept all correct answers.C. 1. The poet adds those last words to convince the reader and himself that his

experience was not a dream. 2. Accept all correct answers.

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ReadingAsk the students what happens when we don’t listen to what the other person is saying and instead keep talking. Tell them that there is a diff erence between ‘hearing’ and ‘listening’. Hearing is a physical ability where you can hear sounds/receive sound vibrations because your ears are in perfect working condition. Listening is an act where you understand what the other person is trying to say and focus on what is being communicated to you. Get the class to come up with answers on how everyone can listen more and what may be done in order to develop this habit.

ComprehensionA. 1. a. T b. F c. T d. F e. F f. T 2. He got lost as his mother was reading a book and did not pay attention to where

Larry went. 3. A police offi cer found Larry. He was perfectly fi ne. 4. Th e next day Larry started talking constantly about anything. His mother could not

stop him. 5. When Larry died, the members of his family were his wife, daughter and

his grandson. 6. Th e coroner found an electronic device implanted in Larry’s skull. 7. Th e device was implanted so that we could get answers to many of our questions

through it.

Nobody Listened to Larry

By the end of this lesson, the students will be able to: understand that it is important to listen to what the other person is saying. realise that a lot of problems can be solved by listening and learning. learn how to correctly use certain suffi xes to form nouns and adjecti ves. get to know how to apply stress on compound words. know how to identi fy direct and indirect speech and convert one to the other.

LEARNING OUTCOMES

SECTION 2

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B. 1. She was worried about his chatter because he just would not stop talking. 2. The doctor thought that Larry was going through a phase and would stop

talking later. 3. Larry remained a normal boy. He got good marks in school, grew up tall and

strong, got a good job and married a deaf woman. Later they had a normal daughter who had a normal life.

4. Larry and Jason grew close because they spent most their time together as Larry’s mother had to work.

5. a. The implantation of the electronic device in Larry’s skull b. Jason’s mother said this c. She said this because she did not want Jason to feel that his grandfather was

different from other people. 6. Larry had told him about the device and who had put it there. 7. The aliens wanted to give human beings answers to their questions and solve their

problems.C. 1. Larry had been telling answers to certain problems. As he grew older he spoke of

more complex problems. 2. If we listen…many solutions…answers to questions…important to listen to people. 3. Accept all correct answers.

VocabularyAsk the students to create nouns and adjectives by adding the suffixes mentioned in this section.Answers:A. 1. payment 2. childhood 3. freedom 4. argument 5. kingdomB. 1. beautiful 2. useful 3. wooden 4. costly 5. agreeable

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Phonics

Encourage the students to use a dictionary to know where stress falls in the words given in this exercise.

Audio script

• seafood • come in • dark-green• telegram • take off • well-known

GrammarRevise direct and indirect or reported speech with the students. Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between quotation marks and there is no change in these words. We may be reporting something that is being said now, or telling someone later abouta previous conversation.Reported or indirect speech is usually used to talk about the past. So we normally change the tense of the words spoken. We use reporting verbs such as ‘say’, ‘tell’, ‘ask’, and we may use the word ‘that’ to introduce the reported words. Inverted commas are not used. Once done, ask them to attempt the exercise in the textbook.Answers:1. Mrs Roy said that we must win the match the next day.2. He asked me whether I had seen the match the previous day.3. She said that she can see the fi lm the next week.4. Th ey inquired whether we would come to their house that night.5. Bela asked me if I had cooked dinner the previous night. 6. My mother said that the mangoes were ripe.7. Th e police man said that they would catch the thief that day. 8. Th e singers announced that their show would begin the next month.

WritingFirst ask the students if they know what a report is and how to write it. Explain to them that it is a brief account of an event that has already taken place. A report attempts to present the fi rst hand information of an incident or event. Points to Remember:• Mention the place, date, time and other relevant facts about the event.• Include information collected from people around or aff ected by the event.

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• Write the name of the reporter.• Provide a suitable title/heading.• Write in past tense and in reported speech. Use passive form of expression.• Present your ideas and impressions to make the report interesting.Once they are ready, encourage them to do the task on their own.Answers:Accept all correct answers.

HOTSEncourage the students to first gather their thoughts clearly and then attempt this activity. Tell them if only the people around Larry would have listened to him, they would have probably found answers to their problems. Give them a few hints, such as one alien saying that the Earth is a wonderful planet but there are many problems. The other alien could say that they want to help Earthlings through Larry, and so on.

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ReadingAsk students what is wrong about excessive focus towards either TV/computers, etc., or books. Tell them about the importance of maintaining a balance in order to become a well-rounded personality.Why is it important to go out and enjoy ourselves amongst nature? Nature off ers us practical experience and an actual understanding of life. Th is is critical for our growth. Once done ask them to attempt the exercise.

ComprehensionA. 1. a. computer b. turtles c. did not d. screen e. turtles f. computer g. pet shop 2. Albert would sit for hours and hours in front of his computer. 3. He was an expert at a game in which one had to move a character and win turtles. 4. When the screen of his computer broke, thousands of little turtles came out of it. 5. His parents made him responsible for the care of the turtles. 6. He named the turtles so that he could make out the diff erent turtles and call them

by their names. 7. Later, he used his computer to fi nd out more about the natural world.B. 1. Because he got a lot of information about the world beyond his home from

the computer.

A Doorway to the World

By the end of this lesson, the students will be able to: realise that nothing can substitute playing outside or being with nature. understand that TVs, computers, books, etc., are supposed to be informative;

that to overindulge in them is not good for a person’s overall growth or personality.

learn what phrases are, about the diff erence between clauses and phrases; and diff erent types of sentences.

LEARNING OUTCOMES

SECTION 3

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2. a. When the screen of his computer broke. b. From the computer came thousands of turtles that filled up his room. c. It had

changed for Albert. 3. Albert did not have any free time as he had to look after and feed the thousands of

turtles that filled his room. 4. His parents, teachers and friends enjoyed listening to all that Albert found out

about turtles and nature. 5. His parents were afraid that Albert will again go back to his computer once the

turtles left. 6. When the turtles left, Albert went to the pet shop and bought another turtle and

some other animals. 7. No Albert was not unhappy because he was now eager to know more about

other animals. 8. The turtles taught Albert that there was a great deal to learn about the

natural world.

C. 1. The turtles left because Albert had learned the lesson, they wanted to teach. 2. Because he wanted to know about other animals too. 3. The doorway to the natural world was larger and taught him more. Nature is vast

and endless in the knowledge it can give us.

Study skillsExplain the concept a phrasal verb to the students. It is an idiomatic expression consisting of a verb and another element. Once done ask them to attempt the exercise.Answers:a. Get away Noun: to have a holiday Phrasal verb: to escape from some place/thing/personb. Come back Noun: start doing something again or become popular Phrasal verb: to returnc. Break in Noun: entry by force usually to steal something Phrasal verb: to enter a building by force

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GrammarFamiliarise the students with the concept of a phrase. It is a group of (two or more) words that expresses a single idea but does not usually form a complete sentence. Once done ask them to attempt the exercise.Answers:A. 1. Th e girls were in the garden playing with a ball. 2. Th e man from Imphal came. 3. Th e kitten slept under the table. 4. Th ere is my son in the yellow shirt. 5. I gave him a book. Tell the students that if they are unsure whether a group of words is a clause or phrase,

they must fi rst break down the words into the parts of speech. If there is a subject and a verb with a predicate, it is a clause. If there is a noun but no verb or a verb but no noun and does not have a predicate, it is a phrase. Once done ask them to attempt the exercise.

Answers:B. He went out C and looked up and down the road. Th ere was nobody to be seen. P He

shook his head from side to side P. He must have heard it in his mind P. His hearing had to be checked C. Th e old man with his shock of white hair P turned and went inside.

Explain the types of sentences given in this section and ask the students to carefully read each feature in order to understand the three types of sentences. Once done ask them to attempt the exercise.

Answers:C. 1. Compound 2. Simple 3. Complex 4. Complex 5. Compound 6. Complex

Listening

Play the CD or read the text aloud. Ask each student to attempt the task when they listen to it the second time.

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Audio script

Alien Fact FileName: NappaColour: Orange hands and legs with a blue body.Size: 10 inches tall.Looks: Has thin wavy antennas with eyes at their ends, thin legs and

hands, a big stomach and a short tail with a sting gun. It uses the sting gun to blow needles into his enemies.

Communicates: Does not speak. Antennas make a humming noise and eye beams light when it wants attention. It communicates by catching and throwing thoughts.

Answers:1. Nappa2. Thin3. at the end of antennas4. blue5. orange6. body7. sting gun8. blow needles at them9. thoughts

SpeakingAsk the students to read a little about what sparrows and rabbits are best known for before attempting this exercise. Research will help them in answering the questions asked. Ensure that the student pairs ask and answer questions to fill the table.

Life SkillsEncourage students to take responsibility for pets. Tell them that pets are dependent on us for their well-being and that caring for them is as important as caring for ourselves.

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Starter: Accept all correct answers.

Living Better Lives

UNIT 7

Th e Arrow and the Song

By the end of this lesson, the students will be able to: realise that for every acti on, there is a consequence; someti mes it is good and

someti mes it is bad. understand that the words said, the deed done, disappear into the past, but oft en,

years later, we can be astonished to learn of their impact. learn what a ‘rhetorical questi on’ means.

LEARNING OUTCOMES

SECTION 1

ReadingEncourage the class to think what an arrow symbolises. Th en tell them that in this poem, the poet compares two forms of action, represented by an arrow and a song. Th e speaker shoots an arrow into the air and it falls to earth, out of sight. As a weapon, with the capacity to cut and kill, it could represent our destructive emotions and behaviour. We say a bad word, we spread a rumour, and we lie. Our hatred may fl y out of sight, but it can have a lasting impact on someone. Th e song, on the other hand, hits the heart of a friend who may remember our kindness or aff ection forever.

ComprehensionA. 1. a. arrow b. quickly c. sang a song d. did not know e. found

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2. The arrow flew so fast that the poet’s eyes could not follow it. 3. The poet breathed a song into the air to express his happy thoughts. 4. He found the arrow in an oak tree. 5. His song reached his friend because his friend understood the poet’s thoughts

expressed in the song. 6. a. sight b. No, because nobody can follow the movement of a song or its thoughts.

AppreciationExplain what a rhetorical question is. Tell the class that it means a question that you ask without expecting an answer. The question might be one that does not have an answer. It might also be one that has an obvious answer but you have asked the question to make a point or statement, to persuade, or for the sake of effect. Once done, ask them to complete the exercise given in the textbook.B. 1. Has anyone seen the wind? 2. What is this life full of care? 3. Will they ever learn?C. 1. a. The song is the expression of the poet’s thoughts. b. The poet’s friend c. The theme of the song seems to be that of love for all men. 2. The poet shot an arrow—swift like the wind—eyes cannot follow its motion. Poet

sang a song—melodious like the gurgling river or singing breeze—does not know who heard it—who liked it—found arrow in a tree—song echoed by a friend.

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ReadingAsk the class whether or not they think they can learn from birds and animals. Does kindness to other beings pay? Is it essential to be rich to be able to be nice to a bird, plant, or an animal?

ComprehensionA. 1. a. Anshi went to the water pump to fi ll her bucket. b. She saw a thrush near the pump. c. Th e thirsty bird wanted water from Anshi. d. Th e thrush said it would teach Anshi to sing. e. Anshi wanted to take part in the singing contest. f. Anshi learned to sing from the thrush. g. Anshi sang in front of all the students. h. She won the singing contest. 2. Anshi’s dream was to become a great singer. 3. Placing the bucket under the spigot, she used both hands to move the handle up

and down, the muscles in her thin arms straining. 4. It was a black bird with beautiful blue feathers on the head and the shoulder. 5. Th e bird wanted a drink of cold water from Anshi.

Anshi and the Singing Bird

By the end of this lesson, the students will be able to: realise that kindness always pays. get to know what abbreviati ons and acronyms are. practi ce a few collecti ve nouns. know how to place stress on words and what is meant by structure words. learn the diff erence between acti ve and passive voices and understand how to

change one to another.

LEARNING OUTCOMES

SECTION 2

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6. Anshi overcame her fear of singing before the students by closing her eyes and imagining them to be birds listening to her.

7. Anshi won the singing contest which was six hundred rupees.B. 1. Anshi liked filling water from the pump because she enjoyed the serenity around

her far from her noisy home. 2. Anshi wanted the rains to come as the well seemed to be going dry. 3. When Anshi heard the thrush speaking to her, she thought her brother was playing

a game with her. 4. After she gave the bird a drink, the bird started following her while singing. It

promised to meet her the next evening to start her music lessons. 5. Anshi wanted to win the singing contest because the prize was six hundred rupees

and the money would help her family. 6. When Anshi copied the thrush, her voice was so melodious and sweet like honey

that all the other birds flocked to listen to her. 7. Even when she became a great singer, Anshi believed that one should be kind to

animals for they returned the kindness done to them.C. 1. Anshi was singing a monsoon song that invited the clouds to rain. 2. a. ‘This’ was a bird promising to teach her to sing. b. Anshi was thinking. c. She could not believe that a bird could teach her to sing.

VocabularyExplain the difference between an acronym and an abbreviation. Tell the class that an acronym is a term that is formed from the initial letters of some longer name and is pronounced differently than the expanded form. Examples of acronyms as the term is commonly used:• CBI: Central Bureau of Investigation, pronounced, see-bee-aye• NATO, stands for North Atlantic Treaty Organization, but is pronounced

NAY-toeAn abbreviation is written differently from the expanded form but is pronounced the same. Examples:• Mr, which stands for mister and is pronounced mister• ft, which stands for feet and is pronounced feetThe key difference is whether the abbreviated form is pronounced differently from the expanded form.Once done ask the students to attempt the exercise.

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Answers:A. 1. AC 2. AB 3. AB 4. AC 5. AC 6. AC 7. AB 8. ACExplain to the class that collective nouns are names for a collection or a number of people or things. Words such as group, herd, and array are some examples.

Answers:B. 1. a choir 2. a panel 3. a quartet 4. a murder 5. a wad 6. a string

Phonics

Play the CD or read the text aloud. Ask each student to attempt the task when they listen to it the second time.

Audio script

1. Do not give me any sugar.2. Have you seen the new fi lm of Amitabh Bachchan?3. He has had a heart attack.4. I am going back to Chennai for good.5. How long is your vacation?6. My school reopens on 1st July.

Answers:1. Do not give sugar2. seen new fi lm Amitabh Bacchan?3. He heart attack4. going Chennai for good 5. long your vacation?6. school reopens 1st July

GrammarFamiliarise the students with the concept of active and passive voices. When the subject does or acts upon the verb, the sentences are said to be in the active voice. When the subject is being ‘acted upon’ (or is passive), the sentences are said to be in the passive voice. Once done, ask them to attempt the exercise.

Answers:A. 1. P 2. A 3. P 4. A 5. A 6. P

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B. 1. Shayan was picked up from school by his parents. 2. The bus was driven fast by the driver. 3. 4. 5. This house was built by my father. 6. The shrubs were carefully by the gardener. 7. 8. Anshi was taught by the thrush.

Grammar ActivityEnsure that the students work in piars.Answers:1. Over the base spread tomato sauce.2. Carrots, celery and capsicums must be sliced.3. Vegetable slices must be placed on the base. 4. Herbs must be sprinkled over the sliced vegetables.5. Cheese must be grated over the pizza.6. The pizza must be kept in a hot oven.7. The pizza must be baked for twenty minutes.8. The pizza must be taken out and cut into wedges.9. The delicious pizza can be eaten and enjoyed.

WritingTell the students that notices are written in order to give important information or instructions and, often, for a good cause.A notice should be brief, clear and precise in instructions. It should be written in an easy to understand language. It should include the following information:• whom the notice is for• the reason for the notice• details of the event like date, location, time• contact details for more informationOnce they are ready, encourage them to do the task on their own.Answers:Accept all correct answers.

HOTSEncourage students to refer books/encyclopaedias in the library as well as the internet, for this section.

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ReadingEncourage students to discuss what is wrong with wanting to take or use things that do not belong to us. What possible consequences can there be? Even if there were no consequences, does it make it right?Get the class to select two candidates. One can read the part of Yudhishtra and the other can read the part of the Yaksha.

ComprehensionA. 1. Comparisons b, d, e are correct. 2. When he saw his brothers lying the ground, Yudhishtra cried out. 3. A loud voice stopped Yudhishtra from using the water from the pool. 4. Yaksha’s condition was one had to answer his questions before drinking from

his pool 5. Th e sun is the Truth. 6. Yudhishtra asked the Yaksha to release his brothers from death.

B. 1. Th e Pandava brothers came to the pool to take water for the brothers to drink. 2. Th e Yaksha was waiting for Yudhishtra because he knew that he would answer the

Yaksha’s questions. 3. One should give up pride to be loved by all. 4. Th e ‘wonder’ is Man dreams of living forever even though people die every day. 5. Th e path of duty is the right path because our lives will be valued if we are dutiful.

Th e Yaksha’s Questions

By the end of this lesson, the students will be able to: realise it never pays to be arrogant. understand that if we insist on taking what isn’t ours, there can be serious conse-

quences. get to know about determiners in detail.

LEARNING OUTCOMES

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6. The brothers were surprised because they did not remember how they had got to this spot.

7. Yudhishtra said this because he did not want his brothers to remember the punishment that the Yaksha had given them.

C. 1. Anger takes away Man’s ability to think and it makes him do unjust and evil acts.

2. Yudhishtra is humble—he does as the Yaksha tells him. He loves his brothers—he asks the boon of their lives from the Yaksha. He has patience---he answers the questions before drinking the water. He respects others as he respects the Yaksha. He is dutiful—It is his duty to protect his brothers and he asks for the boon of their lives from the Yaksha.

3. Accept all correct answers.

Study SkillsExplain that a thesaurus is a book that lists words in groups of synonyms and related concepts. Once done ask them to attempt the exercise.

Answers:• sweet sugary, pure, fragrant, musical, pleasant• wake emerge, become alert, come to life, watch beside a dead body, party after a

funeral• answer thing said or done as reaction to a question, solution, be responsible for,

defend oneself against a charge, be suitable for• path footpath, track, course or direction, course of action, avenue• worry feel anxious, annoy or disturb. pull about with the teeth, disturbance,

cause for concern• help make it easier for someone to do, improve a situation, serve someone with

food or drink, cannot or could not avoid, a domestic employee

GrammarFamiliarise the students with the concept of determiners. Determiners tell us whether the noun phrase is specific or general. Determiners are either specific or general. Once done ask them to attempt the exercise.

Answers:1. Each, a2. Which3. Many, one

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4. second, his

5. their

6. Our, fourth, this

7. An, an

8. several

Grammar ActivityEnsure that the students work in pairs.

Answers:1. Th ese2. many3. your4. those5. many6. Which

Listening

Play the CD or read the text aloud. Ask each student to attempt the task when they listen to it the second time.

Audio script

1. Th e fastest bird is the swift . 2. Th e smallest country is Vatican City. 3. Th e highest city is Wen Chuan,China. 4. Th e longest day in the year is 21st June. 5. Th e largest delta is the Sundarbans. 6. Th e lowest water level is the Dead Sea. 7. Th e deepest lake is Baikal, Siberia. 8. Th e largest mosque is Jama Masjid, India 9. Th e coldest planet is Pluto. 10. Th e hottest place is Al-Azizia, Libya.

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Answers:

1 Hottest place Al-Azizia, Libya

2 Largest mosque Jama Masjid, India

3 Lowest water level Dead Sea

4 Fastest bird The swift

5 Longest day in a year 21st June

6 Smallest country Vatican City

7 Deepest lake Baikal, Siberia

8 Largest delta The Sunderbans

9 Highest city Wen Chuan, China

10 Coldest planet Pluto

SpeakingEnsure that the class acts out the plays.

Life SkillsEncourage students to do most of this work without help from others. Doing this activity will delight them in the end and make them feel responsible.

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Worksheet A Comprehension A. 1. Sonal’s 2. stories 3. attended 4. parents 5. PrincipalB. 1. Th e festival went on for fi ve days and all the students of the school from class 1 to

12 participated in it. 2. Authors came to the festival to read from their books and train the students to

write stories. 3. Th e poetry recitation contest was open to all. Tiny tots recited nursery rhymes

while the senior students recited classical poems. Some even acted out ballads. 4. Bookmarks were exhibited. A model of Noddy’s village was displayed and students

put up samples of their calligraphy. 5. Th e students want to hold the Literature Festival every year because they learnt a

lot about books, stories, authors and poets. Th ey also enjoyed themselves.

GrammarA. 1. not 2. can’t 3. no 4. Don’t 5. can’t 6. never 7. isn’t 8. No, not 9. isn’t 10. Won’tB. Th e bus did not come early in the morning. Th e teachers did not take the children to

the bus. Vish’s mother had not cooked pulao for all the children. Sonal’s father did not buy fruits for everyone. Th e children did not sing songs on the way. Th ey played no games and had no fun. Th e driver did not laugh at their jokes. Th ey did not reach the picnic gardens aft er two hours.

C. 1. was she? 2. can’t they? 3. shall we? 4. will we? 5. isn’t he? 6. doesn’t he? 7. should I? 8. won’t she? 9. Does she? 10. won’t it?

School Literature Festival

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D. 1. will we? 2. won’t you? 3. doesn’t he?

4. won’t you? 5. is it? 6. isn’t there?

7. is he? 8. does she? 9. are they?

10. doesn’t he? 11. won’t they? 12. is it?

WritingTitle: Fun with Colours by ................................ (your name)Introduction: Day, date and venue of the contest. Theme—how many participantsBody: Response of participants to theme—over all description of the

venue with everyone busy painting—descriptions of some good artists—incident of one student toppling water over another’s sheet—solution to the problem—judgement—who were the judges

Conclusion: winners announced—prize distribution—your school won—next year looking forward to another contest.

Worksheet B

Vocabulary

A. 1. h. 2. g. 3. f. 4. a.

5. b. 6. c. 7. d. 8. e.

B. Accept all correct answers.

C. 1. platform for worship 2. change 3. shout

4. toy 5. more courageous 6. big rock

7. empty 8. carry 9. stopping device

10. break to pieces

Grammar

A. Masculine gender: fisherman, bridegroom, emperor, bachelor, wizard

Feminine gender: duchess, mare, heiress, czarina, spinster

Neuter gender: train, keys, road, computer, lamp

Common gender: pilot, kid, doctor, professor, principal

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kB. 1. mothers, fathers, teachers, children 2. cars 3. trees 4. king 5. mother, baby 6. maid servant, man servant 7. Ducks, drakes, ducklingsC. 1. Wolves howl, men pick up their guns 2. flowerwomen, daisies, pennies 3. children, loaves, leaves 4. geese cackle, mice that nibble cheese 5. houses 6. potatoes, tomatoes, cherries 7. this mushroom, fungus 8. bowls 9. These doctors’ analyses are 10. men 11. Thorny cacti, oases 12. bags of tea, cupsD.

Subject of verb

Possessive form of noun

Direct object of verb

Indirect object of verb

Object of preposition

1. pilot plane airport

2. Sheela dog’s chain hand

3. postman parcel me

4. footballer ball goal post

5. Seema Rohit’s book mother

6. uncle Mother’s chocolate cake birthday birthday

7. actor King’s script green room

8. rabbit carrots field

9. stars sky

10. father teacher’s note me

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E. 1. act 2. amazement 3. approach 4. admiration 5. belief 6. breaths 7. chase 8. collection 9. cure 10. addition 11. advice 12. blood

WritingUse information from the passage to make the poster. Use the format of a poster.

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Worksheet A ComprehensionA. 1. F 2. T 3. F 4. T 5. FB. 1. Th e poet saw the horses on the sea shore. Th ey were thousand in each row with

rows and rows of them. 2. Th e horses were happy and joyful. 3. Th ey live in sea green caves. 4. Th ey are afraid when they hear the huntsman shouting and urging his dogs to

chase them. 5. Th e ‘white horses’ are the stormy waves of the sea with white foam on their surface. 6. Accept all correct answers.

GrammarA. 1. eleventh 2. All, some 3. Either 4. many 5. second 6. hundred 7. Each 8. seven 9. some, ten 10. twelve 11. few 12. either

B. 1. untidy, angry, fat, old 2. dirty, small, square, blue 3. pleasant, tall, thin, young 4. noisy, tiny, yellow, French 5. rough, fi lthy, large, grey, woollen

C. 1. a little 2. little 3. Th e little 4. little 5. a little 6. the little 7. a little 8. little 9. a little 10. the little

White Horses

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Writing(Accept all correct answers. Given below is a sample.)

Message

Friend’s name,

I have been able to get two tickets of the latest play being performed by the famous group, Stagecraft. The one both of us wanted to watch.

It is on 24th August, at 6 pm. The theatre is Jamini Drama House. I will meet you there on 24th evening. Be there at 5.30 pm.

Your name

Worksheet B VocabularyA. 1. Weapons, body part 2. music makers, strap 3. part of a ship, bend 4. container, able 5. insect, move through air 6. avoid, bird 7. fruit, digits on a calendar 8. direction, went 9. for writing, enclosure 10. hit lightly, faucetB. 1. dissatisfied 2. unhappy 3. inaccurate 4. disadvantages 5. invisible 6. unavailable 7. unnecessary 8. discontinue 9. ineffective 10. inefficient

GrammarA. 1. They 2. these 3. myself 4. That 5. yourself 6. We 7. themselves, themselves 8. Those 9. you 10. usB. 1. Whose I 2. who R 3. Which I

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k 4. Whom I 5. whose R 6. Who I 7. which R 8. Whose I 9. who R 10. Which I 11. What I 12. that RC. 1. Whom 2. whose 3. What 4. whose 5. What 6. who 7. that 8. that 9. Which 10. What

Writing(Accept all correct answers. Given below is a sample.)

New Message

To RanjuT@gmail.com

_____________________________________________________________________

Subject Trip to Ranthambore

_____________________________________________________________________

Hi Ranju,

Just back—Ranthambore—trip fun—informative

Saw—Royal Bengal Tiger—beautiful—full grown—took photographs—saw many other animals and birds—the forests serene—tall trees—cool

Stayed at tourist lodge—jeeps for safari—morning , evening trips—cold in mornings

Do visit—take train to SawaiModhopur—let me know about your trip.

Love,

(your name)

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Th e Cooper’s Hill Cheese-Rolling Race

Worksheet A ComprehensionA. 1. England 2. held every year 3. nine pounds 4. the cheese 5. all over the world 6. 2013B. 1. It is held on Spring Bank Holiday at Cooper’s Hill, near Gloucester in England. 2. Th is race is being held since the 15th century and it celebrates the birth of the New

Year aft er winter. 3. It is a 9 pound Double Gloucester Cheese. It is a hard cheese in the shape of a

wheel with a hole in the centre. It is decorated with ribbons. 4. Th e cheese rolls down the hill at a speed of 112 km per hour. If a participant tries

to catch it, he would be knocked down by it and could get injured. So participants do not try to catch the cheese.

5. To ensure a good harvest, the Master of Ceremonies also scatters buns, biscuits and sweets on top of the hill.

6. It has become a popular international event because people from all over the world come to watch it. Some prize winners have also been from other countries.

GrammarA. 1. is—are 2. Have—has 3. are—is 4. are—is 5. was—were 6. were—was 7. was—were 8. have—has 9. were—was 10. forms—form 11. dries—dry 12. makes—makeB. 1. decides 2. walks 3. Are 4. looks 5. is 6. wins 7. have 8. have 9. was 10. was 11. Were 12. agrees

C. 1. Direct object: secret, indirect object: me 2. poetry book, indirect object: me 3. Direct object: ride, indirect object: me

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k 4. Direct object: story, indirect object: me 5. Direct object: cricket bat, indirect object: me

D. 1. Finite-is, Non finite-plucking 2. Finite-will buy Non Finite—to visit 3. Finite-saw, Non Finite-floating 4. Finite-keeps, Non finite-swimming 5. Finite-blew, Non finite-sailing 6. Finite-have seen, Non finite-roaring 7. Finite-wakes, Non finite-to pack 8. Finite-is, Non finite-to visit 9. Finite-walked, non finite-carrying

E. 1. Playing 2. approaching 3. to swim 4. reading

5. standing 6. to ask 7. Jumping 8. to increase

9. playing 10. Waving 11. waiting 12. Walking

WritingUsing the format of the informal letter use points from the passage to describe the event. Accept all correct answers.

Worksheet B

Vocabulary

A. 1. bitterly cold

2. neat and tidy

3. bad tempered

4. Balanced meal

5. aches and pains

6. deep sleep

7. leads the field

8. pass the time

9. happy ending

10. take a break

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GrammarA.

Tense forms First person Second person Third personPresent Simple I dance. You dance. He/ She dances.

Continuous I am dancing. You are dancing. He/She is dancing.Perfect I have danced. You have danced. He/She has danced.

Past Simple I danced. You danced. He/She danced.Continuous I was dancing. You were

dancing.He/She was dancing.

Perfect I had danced. You had danced. He/She had danced.

Future Simple I will dance. You will dance. He/She will dance.Continuous I will be dancing. You will be

dancing.He/She will be dancing.

Perfect I will have danced. You will have danced.

He/She will have danced.

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kB. 1. were playing 2. have finished 3. is sewing 4. will come 5. jumped 6. had locked 7. will be leaving 8. was singing 9. will be going 10. has driven

C. 1. The team will have played a winning match tomorrow. 2. Mira will have taken part in the contest by then. 3. The dogs will have chased the thief out of town by night. 4. She will have won the match tomorrow morning. 5. Before you reach, he will have left. 6. I will have written my letter by that time. 7. When I see him, he will have received the medal. 8. The train will have left by the time we reach the station. 9. Will he have spoken to you by tomorrow morning? 10. The trees will have grown tall by the end of the year.

WritingAccept all correct answers. Ensure students use the diary format and the points given in the question.

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Nelson Mandela

Worksheet A

ComprehensionA. 1. Nelson Mandela was born in Transkei, on 18 July, 1918. 2. In 1943, he started fi ghting against apartheid. 3. In 1963, Mandela was put on trial. 4. He was released from prison in 1990. 5. Nelson Mandela became the fi rst President of new South Africa. 6. Nelson Mandela died in 2013.B. 1. Unlike his father, who was the local tribal leader of the Tembu tribe, Nelson

Mandela studied at the University College of Fort Hare and also the University of Witwatersrand. He was a good student and qualifi ed with a law degree in 1942.

2. Studying at the University, he became increasingly aware of the racial inequality and injustice faced by non-white people in South Africa. So he decided to actively take part in the struggle against apartheid.

3. In 1963, the State wanted to convict Mandela of plotting to overthrow the government.

4. At the end of his trial, Nelson Mandela made a long speech, in which he spoke fi rmly of his belief in the principles of democracy.

5. Mandela’s release from prison was important for South Africa and the world because it meant end of apartheid.

6. According to Mandela, courage was not the absence of fear, but the triumph over it. Th e brave man is not he who does not feel afraid, but he who conquers that fear.

GrammarA. 1. slowly 2. home 3. on Monday 4. to school 5. very 6. oft en 7. hardly

UNIT 4

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kB. 1. Why is Sahil late? 2. How did he clean your bicycle? 3. Where are you going? 4. Why did you open the window? 5. When will Pushpa come home? 6. How high is the Qutab Minar? 7. Where is Abdul? 8. Why did you wake up early? 9. How is Thomas feeling today? 10. Where did Sonali go?C. 1. The highest 2. faster than 3. better than 4. sweetly 5. The swiftest 6. earlier 7. most skillfully 8. the worst 9. more 10. better than 11. harder than 12. the loudest

WritingEnsure that the students use the biodata to write the paragraph.

Worksheet B VocabularyA. 1. meet 2. not in working condition 3. find out 4. withdraw from an agreement 5. become relaxed or less angry 6. steal and hurry away 7. contribute 8. wait 9. go to sleep 10. meet unexpectedlyB. whisper, murmur, speak, tell, exclaim, shout, scream, roar

GrammarA. 1. at 2. behind 3. before 4. on 5. between 6. with 7. down 8. on 9. in 10. outside

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B. 1. without fail 2. In a flash 3. with regret 4. by the sea 5. for hire 6. on the road 7. Out of pity 8. at the foot of 9. under age 10. on the dot

C. Accept all correct answers.D. 1. on—for 2. on—behind 3. for—between 4. inside—under 5. behind—down 6. in—to 7. down—at 8. next—for

Writing

Accept all correct answers. Check format and references from the two stories.

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Northern Lights Holiday

Worksheet A Comprehension1.

Day Morning Evening20 August Arrival Fairbanks city and

travelling to the log cabin in the mountains.

Relaxing at the log cabin and viewing the Northern Lights.

21st August Boarding the bus for a sightseeing tour of the city.

Visiting the natural hot pools at Chena.

22nd August Riding and racing on sled dog rides.

Viewing ice sculptures at the World Ice Art Championships.

23rd August Enjoying going around the unique ice museum.

Departure Fairbanks for New Delhi via Chicago

2. Th ey can be viewed from Alaska.3. Th e visitors will need a heated log cabin as the place is close to the North Pole and it is

very cold there.4. It takes place in August, September, October.5. Th e total charges would be 2 lakhs for a four-member family.6. I would fi nd out more details from the website in the brochure and emailing at

tourdirector@alaskatours.com

GrammarA. 1. have 2. will be 3. did 4. was 5. was 6. are 7. have 8. was 9. has 10. hadB. Th e bicycle/been one of the most effi cient means 1. has of transport. A bicycle/controlled by pedals which 2. is in turn/pedaled by human feet. In many countries 3. is the bicycle/been turned into a common transport. 4. has

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People/been finding it not only cheaper but 5. have healthier too. Cycle races/also gained a lot of 6. have popularity nowadays. Sports events/held 7. are every where in the world./not you like riding cycles too? 8. Do C. 1. You need not buy any more. 2. You cannot smoke here. 3. He will be tired after so much hard work. 4. My father could speak Arabic fluently when we lived in Morocco. 5. I can swim very well. 6. I am not sure but he ought to come back to the city soon. 7. May I please sit in the class? 8. It may rain later. 9. We should respect our grandparents always. 10. He will always accompany me whenever I leave the house.D. 1. shouldn’t 2. must not 3. May 4. need not 5. Can 6. must 7. can

Writing

Accept all correct answers. Ensure they use the points from the brochure.

Worksheet B VocabularyA. 1. Examine something carefully 2. Put a plan into action 3. Adjust to changes and take quick decision 4. Be successful without much effort 5. To not delay in taking action 6. Wait for an opportunity 7. People or things that are not useful 8. Clever way of doing something 9. Try out every possibility to get the result 10. Do what is expected or promised

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kB. Accept all correct answers.

Grammar

A. 1. and 2. or 3. neither…nor 4. but

5. Because 6. after 7. Unless 8. If

9. Although 10. till

B. Annaya’s garden had many mango but orange trees. 1. and She ate the fruits for breakfast if there were so many mangoes 2. but yet oranges on her table. She was always thinking other ways 3. and of using them. Or she made bottles of jam when the fruit 4. Although was ripe, fruit hung from the trees if they rotted 5. until but fell down. Her garden was always full of squishy fruit 6. and even because she cleaned it every day. 7. though Annaya was not happy with her fruit trees unless they 8. because made her work so hard.

C. Amol wrote his name in the hotel register. Other than a wallet in his pocket, he had no luggage; so went out to buy a few essentials from a nearby shop. He bought the following things: toothbrush, toothpaste, comb and bars of soap. He would need clothes too, but that can wait till tomorrow. Today, he must wait in his room— wait for a man, whose name was Arun; who was a stranger; who claimed to be his brother— a brother he knew nothing about— a brother his parents had never mentioned. He didn’t like it one bit. There seemed something fishy about the whole thing.

WritingAccept all correct responses. Ensure that students use the points in the question and the correct format of a speech.

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Aliens have Landed!

Worksheet A Comprehension1. a. F b. T c. F d. T e. F f. F g. T h. F2. As Chetan lay on the lawn in his garden, he saw the spaceship fl ying in the sky.3. It was as large as a football. In the air it looked like a cup upturned on a saucer.4. Chetan was hiding because he did not want the aliens to see him.5. Th e aliens looked like ants with spindly arms and legs. Th eir bodies had three sections,

the big head, small chest and large stomach and hips. Two large red eyes were on either side of their head. Th ey were a couple of feet tall and had long antennae that waved.

6. Yes. Th ey spoke by throwing thoughts into Chetan’s mind.7. Th e aliens were looking for water.8. Th e next morning, Chetan did not fi nd any spaceship or aliens in his garden. 9. At the end, he did not want Venu to tell him that he was dreaming. Th e reason is that

nobody can dream with their eyes open.

GrammarA. 1. Shammi asked whether I would go to the concert. 2. I said to my friend, ‘Wait at the school gate for me.’ 3. My parents told the driver to come early the next day. 4. Th e teacher has told you to complete your work the week aft er. 5. Brain said to me, ‘Can we go for a picnic tomorrow?’ 6. Venu asked Chetan whether he had a torch. 7. Kona said that she would be cooking in a short time. 8. Tinku asked if I would be fi nishing my homework that evening. 9. Jyoti asked Karen whether she had eaten at that restaurant the previous day. 10. My uncle said to my mother, ‘I may have to fl y to London next month.’

UNIT 6

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kB. One morning, Akbar told his courtiers that somebody had pulled his beard that day.

Everyone at court was surprised. Akbar asked what should be done with this person. The courtiers were quiet for a while. Then one said that the soldiers should be told to beat him. Another man shouted that he should be sent out of the kingdom. A third person felt that was too kind and advised that it would be fair to send him to prison since he had committed a crime. All the people at court nodded their heads.But, Akbar quietly looked at his friend, Birbal. He wanted Birbal’s advice. Birbal said quietly that Akbar must give him sweets. The people at court were shocked.Akbar smiled and asked Birbal if he was sure. Birbal said that he was sure and added that the only person who would dare to pull Akbar’s beard can be nobody but his grandson.

WritingAccept all correct answers. Ensure the email format is followed.

Worksheet B VocabularyA. 1. kindom 2. democracy 3. babyhood 4. government 5. freedom 6. agreement 7. boyhood 8. bureaucracy B. 1. valuable 2. useful 3. written 4. helpful 5. usually 6. resourceful 7. effortless 8. golden

GrammarA. 1. to look for a pup—adverb phrase 2. the address of his shop—noun phrase 3. instead of beating around the bush—adverb phrase 4. with a feather in it—adjective phrase 5. at the drop of a hat—adverb phrase 6. soft and warm from the oven—adjective phrase 7. without another word—adverb phrase 8. really a blessing in disguise—noun phraseB. 1. that had a diamond brooch 2. that sells birds 3. which had lettuce in it 4. whom the world knows 5. when it was the early nineties

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6. that I bought for Jo’s party 7. who were twittering in the trees 8. who is in the blue skirtC. 1. New leaves sprouted on the trees, the bushes bloomed with flowers—compound

sentence 2. Do you know the man in the blue cap—simple sentence 3. Tina wore a sparkling, frilly, white dress—simple sentence 4. who is last year’s swimming champ—complex sentence 5. the secret that Hina told you—complex sentence 6. My father cooked for the party, my mother did the shopping—compound sentence 7. The horse jumped over the gate in the wall around the field—simple sentence 8. which you bought for Lorna’s party—complex sentence 9. You can go for the show, stay at home.--compound sentence 10. The red, plump, juicy apples were hanging from the tree—simple sentence

WritingAccept all correct answers. Ensure students use correct format.

Introduce the problem—write what you tried feeding them—the response of the turtles—ask what they like eating—whether raw or cooked—thank the doctor

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Where Monsters can Grow

Worksheet A Comprehension1. We must be careful to not allow sad and discouraging thoughts take over our minds.

Th ey live in the dark corners and need hopelessness to help them thrive. Not knowing about things helps negative thoughts grow and we must try to learn, think and grow strong.

2. Th ese monsters are unhappiness, sadness and depression.3. Th ese monsters live in darkness because they like dark thoughts, ignorance and

sadness.4. without light5. Because we don’t have the knowledge to destroy them. 6. Th e hate that these monsters put in us makes us angry7. We can become strong by learning and thinking. Th en we can destroy the monsters.

GrammarA. 1. Passive 2. Active 3. Active 4. Active 5. Active 6. Passive 7. Active 8. Active 9. Passive 10. Passive 11. Active 12. ActiveB. 1. Th e fi lm was shot in a few hours by the cameras. 2. An ugly, dark man drove the car. 3. A bouquet was given to the Chief Guest of the function by the Head Girl. 4. Th e labourers broke the wall 5. Th e ship was steered through the storm by the Captain 6. Th e newspapers reported the accident. 7. Medals were pinned on the winners by the Prime Minister 8. My pet dog chased the cats. 9. Every morning fresh milk is given by the cows. 10. A long essay was written by Puneet.

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11. The ships are guided to the harbour by the lighthouse. 12. A special key was made for the old lock by the locksmith. 13. For the passengers to board, the bus was halted by the driver. 14. The engine driver pulled the emergency brake. 15. High on a tree, a nest was built by the swallows.C. Slice two bananas. Pour cold milk in a mixer and add two spoons of sugar to it. Add

some banana flavor to it. Mix the milk for one minute. Add banana slices to it. Run the mixer for 2 to 3 minutes to mix the milk and bananas. Drop ice cubes in a tall glass. Pour the milk and banana mixture over the ice. Add some cherries to it and drink your banana shake.

WritingAccept all correct answers.

Worksheet B VocabularyA. 1. Avenue—abbreviation 2. Save our Souls—acronym 3. Department—abbreviation 4. Three dimensional—acronym 5. Any Time Money—acronym 6. Mountain—abbreviation 7. Frequently Asked Questions—acronym 8. Versus—abbreviation 9. Personal Computer—acronym 10. Professor—abbreviationB. 1. parliament 2. kindle 3. band 4. stable 5. flight 6. troupe 7. board 8. flock 9. quiver 10. fleet

GrammarA. 1. eleven 2. My 3. youngest 4. some 5. Those 6. the 7. a 8. her

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k 9. Few of 10. This 11. The 12. some 13. either 14. a few 15. A,a, the 16. Which

B. Are you/chocoholic? 1. a Charlie and/Chocolate Factory, one 2. the of/favourite novels, is an interesting 3. my children’s fantasy written by Roald Dahl in 1964. 4. The /factory has been shut for almost/years./day, 5. ten Mr Wonka, the owner decides to allow 6. One children from/rich families to visit it. 7. a few Charlie, though/family was poor 8. his also got a chance./do you think was the reason? 9. What

WritingAccept all correct answers. Ensure that the points given in the question are used along with the right format.

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A Boy’s Song

ComprehensionA. 1. Billy and the poet go up the river and over the lea to reach the pools. 2. Th e blackbird sings his latest songs 3. Th e poet and Billy chase the bee where the hay is thick and green. 4. Th e shade of the trees make the shadows deep where the nuts are found. 5. Th e poet loves to play through the meadow, among the hay, up the water and over

the lea. 6. Th e season is summer and harvest time when all these activities are happening.B. 1. a, b, a, b 2. a. ‘I’ is the poet. b. Th e poet knows he loves to play. c. He plays in the meadows, among the hay, next to the river and over the lea. d. His friend Billy plays with him.

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1. How the Rainbow was Made

ComprehensionA. 1. From his window Nanabozho saw that all the fl owers in his meadow were of the

same colour. 2. Nanabozho was happy because he enjoyed his work and Brother Sun had provided

bright sunshine for him to work in. 3. Th e fi rst little bluebird would chase his friend across the meadow one way. Th en

they would turn around and the second bluebird would chase him back the other way.

4. Nanabozho scolded the two bluebirds and then he waved his hands and shooed them away.

5. Nanabozho left the rainbow as it was because it was so colourful and beautiful shimmering in the misty air.

6. It tells us that Nature is an artist and its paintings are more beautiful than anything that Man makes.

B. 1. Th e story is about early history and explains natural events such as the formation of the rainbow and colourful fl owers. Nanabozho also is a supernatural being.

2. a. iv b. v c. iv d. iii e. ii f. i 3. Gurgle, Whoosh

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Winter

ComprehensionA. 1. a. iii b. iv c. i d. ii e. vi f. v 2. Milk freezes in winter. 3. a. Th e cold wind is nipping at the blood. b. Th e ways are muddy with rain and melting snow. So they are foul. 4. Th e birds are sad because they cannot fi nd food in the snow and are hungry. 5. Joan is the maid in the kitchen who cleans pots and pans. 6. Th e poet is describing the kitchen.B. 1. a. ii b. iii c. i d. v e. iv 2. Accept all correct answers.

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2. One, Two, Th ree…

ComprehensionA. 1. a. Th e Raja had questions to ask. b. Th e Raja asked the dewan to bring him a man who could answer his questions. c. Th e dewan could not fi nd anyone. d. Th e dewan took a simple shepherd to the Raja. e. Th e shepherd answered the Raja’s questions. f. Th e Raja was happy with the shepherd’s answers. 2. Th e Raja believed that nobody was greater than him. 3. Th e dewan’s daughter helped him by bringing a simple shepherd to answer the

Raja’s questions. 4. Th e Raja held up one fi nger fi rst. Immediately the shepherd held up two fi ngers. 5. When the Raja held up one fi nger, his questions was whether he was alone the

king. He thought the shepherd’s answer was that there was God who was more powerful than the Raja.

6. When the Raja held up three fi ngers, the shepherd thought the Raja wanted all his three goats.

7. When the shepherd shook his head, the Raja realized that there was no third person who was more powerful than God and the Raja.

B. 1. a. Th e Raja said these words. b. Th e ‘wise man’ was the shepherd. c. He had answered the Raja’s questions satisfactorily. 2. a. Th e dewan said these words to his daughter. b. Th e speaker wanted to see a man who could tell what was in the Raja’s heart. c. Th e other person ‘came up’ with a simple shepherd. 3. a. Th e shepherd said these words to the dewan. b. When the Raja held up three fi ngers, the shepherd thought he was asking for all

his three sheep. c. No. d. Th e Raja wanted to know whether there was a third person more or as powerful

as God and himself.

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How the Leaves Came Down

ComprehensionA. 1. a. iv b. iii c. ii d. i 2. Th e great Tree’s children are the leaves and leafl ets. Th eir names are Yellow, Brown

and Red. 3. When its leaves droop and look sleepy, the Tree knows it is time for them to go

to bed. 4. a. Th e poet calls the leaves silly because they don’t know that it is time to go

to bed. b. Th ey were begging the great Tree to let them stay a little longer because the day

was so pleasant. c. No. Th e Tree does not agree with them. 5. a. Th e wind was shaking the tree. b. Th e season is autumn. 6. a. Th e leaves and leafl ets on the ground are waiting. b. Th ey are waiting to be wrapped safe and warm. c. Th e ‘one from far away’ is winter. d. Th e ‘white bedclothes’ was snow. 7. Th e poet’s message is that parents know best what benefi ts children so children

should obey their parents.B. 1. a, b, a, b, b 2. Yellow, Brown and Red that personify children.

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3. Th e Cowherd and the Weaver Girl

Comprehension1. a. Th e cowherd’s brother and sister-in-law did not love him. b. Th e cowherd stole a red gown when the maidens were bathing. c. Th e weaver girl agreed to marry the cowherd. d. Th e Queen of the Heavens was very angry to see the weaver maiden living with the

cowherd living on the Earth. e. Th e Queen of the Heavens did not bring the family to live with her and they were

very unhappy.2. Th e cowherd was given am old buff alo and a rickety ox cart as his share of his father’s

property.3. He said, ‘Dear Master, this aft ernoon, maidens from the Heavens will come for a

bath in the pool near our hut. If you steal red gown from their clothes, the owner will become your wife.’

4. Th e result of the meeting between the cowherd and the weaver girl was they fell in love. Th e cowherd asked the weaver girl to marry him and she agreed.

5. Th e Queen of the Heavens was very angry to see the cowherd and the weaver girl living together on Earth, She sent her soldiers to bring the Girl back.

6. Th e cowherd covered his children and himself with the buff alo skin and fl ew behind the soldiers.

7. Th e weaver girl and her family remain separated by the Milky Way that fl ows between them.

8. On 7th of July every year the Queen calls all the magpies from the earth. Th ey form a bridge across the Milky Way. Th e Weaver Girl and her family meet on this bridge.

B. 1. Th e main characters are the cowherd, the weaver girl and the Queen of Heavens. 2. Cowherd: humble, simple, lonely, young. Weaver girl: beautiful, loving, skilled, sympathetic. Queen of the Heavens: angry, intelligent, unkind, powerful.

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From a Railway Carriage

ComprehensionA. 1. Th e poet is sitting in a train and looking out of the window. Th e train is moving is

fast and the poet sees bridges, houses and hedges. He sees cows charging through the meadows. He also sees a child who is climbing hill to gather brambles while a tramp keeps staring at train. A loaded cart, a mill and a river are the other things that the poet sees.

2. He compares the movement of train to fairies and witches because they move very fast.

3. Th e poet feels that things outside his window are moving as the train is actually moving.

4. He compares the horses and cattle to soldiers marching through the fi elds. 5. a. Th e stations are passing by in a wink of an eye. b. No, the stations are not whistling. Th e train is whistling. c. It is whistling to warn the passengers that a train is speeding by. 6. a. Th e child is clambering because he is climbing a hill. b. Th e poet feels the child’s loneliness. 7. Th e cart is moving down the hill with speed and so it seems as though it was

running away. 8. a. ‘All’ refers to everything the poet sees outside his window. b. Th ey are ‘gone forever’ because he will not see these sights again as his train

continues on its journey.B. 1. Another simile is: All of the sights of the hill and the plain Fly as thick as driving rain; 2. a. A strong wind picks up the dry leaves and whirls them around your feet. b. A brook rushes by as though it’s skipping and dancing while the sunbeams

play on its surface peeping through the branches of the trees that grow along its banks.

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4. Medusa’s Head

ComprehensionA. 1. a. Polydectus, a cruel b. Medusa the Gorgon’s head c. Athena, Hermes, the sword of Zeus d. one eye between them e. Medusa f. turned to stone

g. Andromeda

2. Perseus grew up on the island of Serifos in the home of a fi sherman.

3. Polydectus was looking for a reason to send Perseus away because, he wanted to marry Perseus’ mother, Danae, who disliked him. Perseus’ would always protect is mother from Polydectus.

4. Perseus had to go to the Garden of Hera to meet the Nymphs who would tell him where the Gorgons lived and help him.

5. He made the Old Grey Sisters tell him the way to the Garden by taking away their eye and threatening to throw it away, if they did not help him.

6. Th e Nymphs gave him a bag to keep Medusa’s head and a helmet that made the wearer invisible. Th en they pointed the way to the Gorgons’ lair.

7. When he passed the stone fi gures, Perseus was aware of the risks he was taking and he became more careful.

8. A foul stench came from the Gorgons’ cave and it was dark inside. Perseus could hear was a loud snoring and hissing of snakes. Th e Gorgons were sleeping. In the refl ection of his shield, he saw Medusa, twisted and ugly. Her hands were claws and her skin scaly. Her open mouth revealed tusks that served as teeth and a big, black tongue. Th e terrible eyes were closed.

9. When Perseus returned to Polydectus’ court, he untied the bag and closed his own eyes. He quickly held aloft the dead Medusa’s head. Polydectes as well as the courtiers stared at the head in amazement. And they turned into stone.

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B. 1. a. The Old Grey Sisters screeched. b. Perseus was the thief. c. He stole the eye to make the Sisters tell him the way to the Garden of Hera. 2. a. Perseus said these words to Polydectus and his courtiers. b. ‘It’ was the head of Medusa. c. When he said this, Polydectus and his courtiers looked at the head and turned

to stone. 3. In ‘One, Two, Three…’ the event, when the shepherd answers all the Raja’s

questions satisfactorily, is the climax of the story.

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Paper Boats

ComprehensionA. 1. a. Th e poet fl oats paper boats down the stream. b. He writes his name on the paper boats. c. He hopes somebody will fi nd them. d. He fi lls the boats with fl owers. d. Th e breeze pushes his boats. 2. Th e poet writes his name and the name of his village on the boats because he hopes

somebody fi nds them and will know whose boats they are and where they have come from.

3. He hopes that the fl owers will safely be carried to land by night. 4. He imagines that a playmate of his has sent the clouds to race with his boats. 5. Yes the poet is a lonely child because he hopes that somebody would fi nd his boats

and know about him. Also he imagines that a playmate in the sky has sent the clouds to race his boats.

B. 1. I hope that someone in some strange land 2. I load my little boats with shiuli fl owers from our garden. 3. Imaginative, lonely, friendly, loves fl owers

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5. Th e Queen Bee

ComprehensionA. 1. a. vi b. v c. i d. ii e. iii f. iv 2. Th e bees collected honey and fl ower dust for the food to be fed to the grubs. 3. Once the eggs were laid , the old bees had to fi x doors on the cells and shut them. 4. a. Th e baby bees were coming b. Th ey had no eyes, no legs or wings. 5. Some grubs got more food than the others because they were princesses. Th ey

needed more food. Th e others are workers and had to get used to doing with less. 6. Th e youngest grub’s complaint was that she was hungry and wanted more food. She

felt she must get as much food as the princesses. 7. Th e Queen Bee wanted to kill the princesses because she felt that when the

princesses grew into bees, they will not only fi ght among themselves to be the Queen, they will also throw her out.

8. When the princesses became bees, they started quarreling and fi ghting among themselves. Th ey tore each other’s wings, legs and stung each other. Soon, all ten were dead.

B. 1. No the nurse-bee did not hate the youngest grub but she did not want her to imagine that she would be Queen when there was no possibility of it.

2. Th e nurse’s plan was to lay the youngest grub in a princess’ cell and feed her the best honey. As she was the youngest she would have the time to grow into a queen.

3. Queen Bee: selfi sh, wicked, power-hungry, organizer Youngest grub: confi dent, loyal, demanded rights, achiever

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Life on the Ocean Wave

ComprehensionA. 1. a. on the rolling waves of b. movement c. of the waves in his ears. d. the deck of e. as an ocean bird 2. He misses the diff erent sights of the ocean, the light fl ashing on the salt water, the

spray of the waves and the roaring of the storm. 3. a. Th e waves are raving in the open seas. b. As the waves are fl ung up by the strong winds, it looks as though they are

playing games. 4. Th e poet will feel free when he moves at a fast speed through the sea foam like a

free bird and make his home far away on the open seas. 5. No the poet is not afraid of the storm because he has a strong ship and a good crew. 6. Th e poet’s heart is singing because he loves to hear the sound of the waves and

wants to have a home on the ocean.B. 1. Th e movement of the waves, the strong winds, the sunlight fl ashing on the water,

the storm, the feeling of standing on the deck of his sailing ship. 2. Where the scattered waves rave, And the wind their revels keep. 3. Accept all correct answers.

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6. A Mad Tea Party

Comprehension

A. 1. a. Th e tea table was set outside a large house.

b. Th ere were only three people around the table.

c. All of them spoke to Alice when she sat down at the table.

d. Th e Dormouse was sleeping.

e. Th e March Hare had oiled the Hatter’s watch with butter.

f. Time was not a friend of the Hatter

g. Everyone was very rude to Alice.

h. Alice did not eat or drink anything at the tea party.

2. Alice saw a table set out under a tree in front of the house, and the March Hare and the Hatter having tea at it. A Dormouse was sitting between them, fast asleep. Th ough the table was a large one, the three were crowded together at one corner of it.

3. Alice meant that she could guess the answer to the riddle.

4. a. Th e Hatter said this to Alice.

b. Alice replied that he should learn not to make personal remarks as it was very rude.

5. According to the Hatter, if Time was one’s friend, he would help by doing almost anything with the clock. If it were nine o’clock in the morning, just time to begin lessons: one had to only whisper a hint to Time, and round would go the clock in a twinkling! Half-past one, time for dinner!

6. Th e occasion was a concert given by the Queen of Hearts, where the Queen wanted to cut off the Hatter’s head. Th e Hatter was singing a song.

7. Time showed his dislike of Hatter by not doing anything he was asked to do. Now Time kept the clock always at 6 o’clock for the Hatter.

8. Alice hoped they would call her back because she found them very interesting and also she wanted to have some tea.

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a. A March hare and Dormouse speaking like humans.

b. A watch being oiled by butter.

c. A watch showing the day of the month but not the time.

d. Time acting like a person.

2. Accept all correct answers.

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Model Test Paper - I

MM: 50 marks

Reading

Read the passage and answer the questions that follow.

JK Rowling was born in Chipping Sodury, England on July 31st 1965. Her childhood was generally happy, although she does remember getting teased because of her name. She was oft en called ‘Rowling pin’ by her school friends.

From an early age, JK Rowling had an ambition to be a writer. She oft en tried her hand at writing, although little came from her early eff orts. At six years, she wrote a book about a rabbit with measles.

She had a friend, Sean, who became the fi rst person to tell her that one day she would be able to make a very good writer. Sean was also the owner of a battered old car, which would later appear in one of the Harry Potter series as a fl ying car.

Aft er fi nishing school, her parents encouraged her to study French at the University of Exeter. 

It was in 1990, that JK Rowling fi rst thought of the idea about Harry Potter. As she recalls, it was on a long train journey from Manchester to London when she began forming in her mind, the characters of the series. On arriving at her fl at in Clapham Junction, she began work on writing the book immediately, although, it would take several years to complete. Eventually, in 1995, she fi nished her fi rst copy of Harry and the Philosopher’s Stone.

It was rejected by 12 major publishing houses. But, quite small publisher, Bloomsbury agreed to take the book on. Within a few weeks of publication, in 1996, book sales really started to take off . 

She also received a grant from the Scottish arts council, which let her to write full time. Aft er the books’ initial success in the UK, an American company Scholastic agreed to pay £100,000 for the rights to publish in America.

In 1998, Warner Bros secured the fi lm rights for the books, giving a seven fi gure sum. Th e fi lms have magnifi ed the success of the books, making Harry Potter into one of the most recognisable media products. 

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Comprehension

A. Tick (ü) the correct statements. 3 marks 1. JK Rowling was born on 30th July. 2. She was teased by her friends. 3. She did not write anything as a child. 4. She studied English at the University of Exeter. 5. The idea of Harry Potter came to her on a train journey. 6. Her first book was Harry Potter and the Astrologer’s Stone.

B. Answer the questions. 3 marks 1. What does JK Rowling remember about her childhood? 2. What was her earliest story about? 3. In what way does her friend, Sean appear in the Harry Potter series? 4. How many years did it take Rowling to finish the first Harry Potter book? 5. After it was published what were the three ways that it became a success? 6. How did the success of the first Harry Potter book help Rowling?

Vocabulary

A. Choose the correct words to complete the sentences. 2 marks

dates feat ball pen bawl feet

1. The sheep at the farm were kept in a ……………… during the night. 2. The baby began to ……………… when I took away his toy. 3. Reaching Mt Everest was a wonderful mountaineering ……………… . 4. The tree was laden with ……………… .

B. Match the collocations with their meanings. 4 marks

collocations meanings1. accept defeat a. straight ahead2. back street b. a beginning or a departure early in the morning3. call attention to c. a reasonable deal in business 4. dead ahead d. get an opportunity5. early start e. to have regular contact with somebody by phone, mail or

email6. a fair deal f. to make somebody notice something7. get a chance g. a street in a city that is far away from the main streets8. keep in touch a. to accept you didn’t win a match, contest, etc

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Grammar

A. Complete as directed. 5 marks 1. Let’s eat lunch ……………………… . (fill with a question tag) 2. He will ……………………… tell you the secret.(Fill with a negative word) 3. I brought a book ……………………… . (fill with an indirect object) 4. Shift the two ……………………… of furniture to the other room. (fill with a

measure) 5. She gave me ……………………… rice she had in her box. (fill with a little/the

little/little) 6. The shoes, ……………………… my father bought, are lost. (fill with a relative

pronoun) 7. The story is about a ……………………… (fill with a participle and a noun) 8. The house ……………………… down, by night. (fill with future perfect tense of

‘burn’) 9. My brother draws ……………………… than me. (adverb of ‘well’) 10. He understood everything ……………………… . (fill with ‘glance’ as object of

preposition)

B. Make questions for the following answers using interrogative adverbs. 2 marks 1. The film started fifteen minutes ago.

…………………………………………………………………………………………

………………………………………………………………………………………… 2. I will bring the kite down with a stick.

…………………………………………………………………………………………

………………………………………………………………………………………… 3. The little girl is crying because she has fallen down.

…………………………………………………………………………………………

………………………………………………………………………………………… 4. I am going to Varanasi next week.

…………………………………………………………………………………………

…………………………………………………………………………………………

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C. Correct the sentences and rewrite. 3 marks

1. One dog and all the birds is chasing each other in the garden.

…………………………………………………………………………………………

…………………………………………………………………………………………

2. Five years are a long time.

…………………………………………………………………………………………

…………………………………………………………………………………………

3. My mother and the Principal of the school are giving the prizes.

…………………………………………………………………………………………

…………………………………………………………………………………………

4. Mathematics are difficult for most students.

…………………………………………………………………………………………

…………………………………………………………………………………………

5. A large number of teachers is at the meeting.

…………………………………………………………………………………………

…………………………………………………………………………………………

6. My sister and I were going to the party.

…………………………………………………………………………………………

…………………………………………………………………………………………

Writing 5 marks

Write a letter to your friend describing a marathon that you have participated in. The run was dedicated to ‘Making the City Friendly to People in Wheelchairs.’ Explain how that can be done by having ramps in public places, for buses and by wheelchair lanes on pave-ments of roads. Tell your friend how you and your classmates ran for five kilometers and the newspapers covered the marathon.

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Listening

Listen to the poem, Fireworks and answer the questions.

Audio script

We sit on the rocks of the ocean’s shoreLooking up into the cold dark night sky We then saw what we were all waiting for A big burst of light and excited eyes

A loud boom that rung throughout the whole town Th e children all gasped and cheered very loud Nobody in sight was wearing a frownTh e colorful bursts smoked into a cloud

Th ey start to come faster than we can seeAn almost continuous fi rework blastEveryone is as happy as can beNow nearing the end it slows down quite fast

And just as quickly as it had begunTh e beautiful concert of light is done

–Anonymous

Answer the following. 2 1/2 marks

1. Where are the poet and his friends sitting?

2. What were they waiting for?

3. What made the children cheer?

4. What made the cloud they saw?

5. Can you give one word for the “concert of light’?

Speaking

Give a short speech on the topic, ‘Reading is a Good Habit.’ 51/2 marks

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Main Coursebook

Answer the questions. 10 marks

1. What did the writer do one afternoon in the story, The Parrot Who Wouldn’t Talk? Why?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

2. Describe the scene the poet saw while he was wandering across hills and valleys in the poem, Daffodils.

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

3. Why did Svetlana cry when Mikhail met her after her performance at the Athens Olympics?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

4. Why was the memory of the day 9th October 2012 so crystal clear in Malala’s mind?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

5. So many of my ladies wear the widow’s veil. Who says this and why?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

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Literature Reader

Answer the questions. 6 marks1. How did the two bluebirds make the rainbow over the waterfall? ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….2. Why is the owl singing merrily in the poem, Winter? ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….3. Why are no magpies seen on earth on the 7th of July? ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….

Answer Key

ComprehensionA. Sentences 2, 3, 5 are true.B. 1. Rowling remembers being teased by her school friends about her name. 2. Her earliest story was about a rabbit with measles. 3. Sean had a battered old car, which appeared in one of the Harry Potter series as a

flying car. 4. It took around six years for Rowling to complete her first book. 5. Within a few weeks of its publication the book sold very well. An American

company Scholastic agreed to pay £100,000 for the rights to publish in America. Warner Bros made a film of it.

6. The book’s success helped Rowling to get a grant from the Scottish arts council, which let her to write full time.

VocabularyA. 1. The sheep at the farm were kept in a pen during the night. 2. The baby began to bawl when I took away his toy. 3. Reaching Mt Everest was a wonderful mountaineering feat. 4. The tree was laden with dates.

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B. 1. h 2. g 3. f 4. a 5. b 6. c 7. d 8. e

GrammarA. 1. Let’s eat lunch, shall we? 2. He will never tell you the secret. 3. I brought a book for my sister. 4. Shift the two pieces of furniture to the other room. 5. She gave me the little rice she had in her box. 6. The shoes, which my father bought, are lost. 7. The story is about a sinking ship. 8. The house will have burned down, by night. 9. My brother draws better than me. 10. He understood everything at a glance.B. 1. When did the film start? 2. How will you bring down the kite? 3. Why was the little girl crying? 4. When are going to Varansi?C. 1. One dog and all the birds are chasing each other in the garden. 2. Five years is a long time. 3. My mother and the Principal of the school is giving the prizes. 4. Mathematics is difficult for most students. 5. A large number of teachers are at the meeting. 6. My sister and I are going to the party.

Listening1. The poet had his friends are sitting on the shore of the ocean.2. They were waiting for a display of lights in the sky.3. When they heard the sound of crackers they cheered.4. The cloud was made by the smoke after the fireworks burst.5. Firework display.

Speaking

Accept all correct answers.

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Answers for the Main Coursebook 1. The writer opened the cage of the parrot and set it free. He did it because he did not

like seeing the parrot kept in a cage.2. The poet saw many daffodils growing along the shore of a lake. The breeze made them

wave and dance beautifully.3. Svetlana cried because she was happy that her dream had come true after so much

hard work.4. The memory of 9th October 2012 is crystal clear in Malala’s mind because that was the

day she was shot.5. The Maharani of Chittor says this because so many men of Chittor had died fighting

the Pathan.

Answers for the Literature Reader 1. The two bluebirds kept flying and chasing each other through the misty spray above

the waterfall. The different colours on their feathers were washed away by the spray making a rainbow above the waterfall.

2. The owl is singing merrily because winter has long nights. So the owl remains awake for a long time.

3. All the magpies go to heaven to build a bridge across the Milky Way so that the Cowherd and the Weaver Girl meet and their family is united.

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Model Test Paper - II

MM: 50 marks

Reading

Read the passage and answer the questions that follow.

Th e kiwi bird is native of New Zealand and is the island country’s national bird. It is a fl ightless bird, about the size of a chicken. It is nocturnal; meaning it sleeps during the day and is active at nighttime. It has a long beak that is one-third the length of its body, and its beak actually has nostrils at the end. Th e kiwi is the only bird with this feature. Another quirky feature of the kiwi is that it has no tail. It has thick brown hair-like feathers.

With its long beak, the kiwi digs up and chews on worms. A kiwi is almost blind; it can see about six feet at night and around two feet during the day, so when it comes to hunting the kiwi is not well equipped. It uses the nostrils on its beak to fi nd its food and then plucks up the worms with its beak.

Th ough kiwis are the size of chickens, they lay eggs the size of ostrich eggs, weighing around a pound each. Th eir enormous eggs are the largest in the bird world, in proportion to their bodies. Th ese birds were named aft er their distinctive shrill cry ‘kee-wee kee-wee’.

A. Correct the sentences and rewrite them. 2½ marks 1. Th e kiwi is the national bird of Ireland. ………………………………………………………………………………………… ………………………………………………………………………………………… 2. It can fl y long distances. ………………………………………………………………………………………… ………………………………………………………………………………………… 3. It uses its sharp eyes to hunt for food. ………………………………………………………………………………………… ………………………………………………………………………………………… 4. Kiwis are as big as eagles. ………………………………………………………………………………………… …………………………………………………………………………………………

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5. They lay tiny eggs. ………………………………………………………………………………………… …………………………………………………………………………………………

B. Answer the questions. 5 marks 1. Where are kiwis mostly found? …………………………………………………………………………………………. …………………………………………………………………………………………. 2. Why is it called a nocturnal bird? …………………………………………………………………………………………. …………………………………………………………………………………………. 3. How does it hunt for worms? …………………………………………………………………………………………. …………………………………………………………………………………………. 4. Describe the kiwi’s eggs. …………………………………………………………………………………………. …………………………………………………………………………………………. 5. Why is the bird called ‘kiwi’? …………………………………………………………………………………………. ………………………………………………………………………………………….

Vocabulary

A. Make sentences with these idiomatic phrases. 3 marks 1. cut the ground from under someone’s feet 2. deliver the goods 3. explore all avenues

B. Make nouns using suffixes. 1 mark

Words Nouns

1. supreme

2. wise

3. neighbour

4. depart

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C. Write AB for abbreviations and AC for acronyms. 1½ marks 1. BTW .................................... 2. NASA .................................... 3. Dr .................................... 4. Dept .................................... 5. USP .................................... 6. FYI ....................................

Grammar

A. Complete using modals or auxiliary verbs. 3 marks 1. He …………………… swim four laps of the pool in one hour. 2. …………………… he ever come to the museum? 3. …………………… I take this book? 4. It may rain, so you …………………… carry an umbrella. 5. …………………… you know where my umbrella is? 6. Kirti …………………… finished her project yesterday.

B. Change into indirect speech. 4 marks 1. He said, ‘I am not feeling well.’ …………………………………………………………………………………………. …………………………………………………………………………………………. 2. Mona asked, ‘Have you seen my dog?’ …………………………………………………………………………………………. …………………………………………………………………………………………. 3. The boy said, ‘Did the letter come yesterday?’ …………………………………………………………………………………………. …………………………………………………………………………………………. 4. The doctor said, ‘You must wear a cap when you go out.’ …………………………………………………………………………………………. ………………………………………………………………………………………….

C. Complete the sentences with phrases and write the kind of phrase it is. 4 marks 1. He was wearing a …………………………… . 2. A boy with …………………………… was singing a song. 3. They were shouting …………………………… . 4. He sat in …………………………… .

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D. Change the voice of the verb in the following to passive. 4 marks 1. Th e dog bit the postman. …………………………………………………………………………………………. …………………………………………………………………………………………. 2. Th e boy was fl ying a kite. …………………………………………………………………………………………. …………………………………………………………………………………………. 3. Th e gardener trimmed the bushes. …………………………………………………………………………………………. …………………………………………………………………………………………. 4. Th e driver honked the horn of the bus. …………………………………………………………………………………………. ………………………………………………………………………………………….

Writing 3 marks

You have clicked some photos for a project called ‘Forests’ that you are partnering with your friend, Arup. You have come to his house to give him the photos but Arup is not at home. Write a message for him that you leave with his mother along with the photos.

Listening

Listen to the biography and complete the fact fi le.

Audio script

Sir Edmund Percival Hillary was born on 20 July 1919 was a New Zealand moun-taineer and explorer. On 29 May 1953, Hillary and Nepalese Sherpa mountain-eer Tenzing Norgay became the fi rst climbers to reach the summit of Mount Ev-erest. Th ey were part of the ninth British expedition to Everest, led by John Hunt. Hillary became interested in mountaineering while in secondary school, making his fi rst major climb in 1939, reaching the summit of Mount Ollivier. He served in the Royal New Zealand Air Force during World War II. As part of the Com-monwealth Trans-Antarctic Expedition he reached the South Pole overland in 1958. He subsequently reached the North Pole, making him the fi rst person to reach both poles and the Everest.Aft er climbing the Everest, Hillary devoted most of his life to helping the Sher-pa people of Nepal through the Himalayan Trust, which he founded. Th rough his eff orts, many schools and hospitals were built in Nepal. Hillary died on 11 January 2008.

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Fact file of Edmund Hillary 3 marks

Born

1939

1953

1958

First person

Died

Speaking 2 marks

Make discussion groups of four students and choose a topic from the ones given below to discuss. • Should zoos be shut?• Can we recycle everything?• Do dogs make the best pets?

Main Coursebook 10 marks1. And scan the flowing tide Who is scanning the tide and why? ……………………………………………………………………………………………. …………………………………………………………………………………………….2. Why did the writer panic when Roberto say, ‘We’re lost.’? ……………………………………………………………………………………………. …………………………………………………………………………………………….3. I was caught up in a feeling of hope mixed with a sense of freedom. What was the writer

hoping for? What made him feel free? ……………………………………………………………………………………………. …………………………………………………………………………………………….4. Which doorway to the world did Albert like finally and why? ……………………………………………………………………………………………. …………………………………………………………………………………………….5. Describe three qualities that Yudhistra had with examples from the play, The Yaksha’s Questions. ……………………………………………………………………………………………. …………………………………………………………………………………………….

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Literature Reader 6 marks1. Now it is my work. Who said these words? What was the work? ……………………………………………………………………………………………. …………………………………………………………………………………………….2. Like an eagle caged… Who feels like a caged eagle and why? ……………………………………………………………………………………………. ……………………………………………………………………………………………3. How was the Hatter’s watch different from other watches? ……………………………………………………………………………………………. …………………………………………………………………………………………….

Answer Key

ComprehensionA. 1. The kiwi is the national bird of New Zealand. 2. It is a flightless bird. 3. The kiwi is almost blind. 4. Kiwis are the size of chickens. 5. They lay eggs the size of ostrich eggs.B. 1. The kiwi bird is native of New Zealand. 2. It is called nocturnal because it sleeps during the day and is active at nighttime. 3. It uses the nostrils on its beak to find its food and then plucks up the worms with

its beak. 4. The enormous eggs are the largest in the bird world. They are the size of ostrich

eggs, weighing around a pound each. 5. These birds were named after their distinctive shrill cry ‘kee-wee kee-wee.’

VocabularyA. Accept all correct answers.B.

words nounssupreme supremacywise wisdomneighbour neighbourhooddepart department

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C. 1. AB 2. AC 3. AB

4. AB 5. AC 6. AC

Grammar

A. 1. can 2. Has 3. May

4. should 5. Do 6. Had

B. 1. He said that he was not feeling well.

2. Mona asked if I had seen her dog.

3. The boy asked whether the letter had come the previous day.

4. The doctor said that I must wear a cap when I go out.

C. 1. He was wearing a soft, red cap. (noun phrase)

2. A boy with golden hair was singing a song. (adjective phrase)

3. They were shouting in loud voices. (adverb phrase)

4. He sat in the corner of the kitchen. (adverb phrase)

D. D.

1. The postman was bitten by the dog.

2. A kite was being flown by a boy.

3. The bushes were being trimmed by the gardener.

4. The horn of the bus was honked by the driver.

Writing

MESSAGE

Monday, 5pm

Arup,

I have taken six photos for our project ‘Forests’. I came to give them to you so that you can decide the captions for them.

As you are not at home, I am leaving them with your mother.

(your name)

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Listening

Fact file of Edmund Hillary

Born 20 July, 19191939 Climbed the summit of Mount Olliver1953 Climbed Mount Everest1958 Reached South PoleFirst person To reach both North and South PoleDied 11 January, 2008

SpeakingAccept all correct answers.

Answers for the Main Coursebook 1. The boy poet is scanning the tide because he wants to sail to the Spanish Main.2. The writer panicked because they were lost in the middle of a live minefield.3. The writer was hoping for an adventure. He felt free because he was expecting to enjoy

the journey.4. Finally, Albert liked the ‘doorway’ that Nature provided him because it was much

larger than that his computer could give him.5. Yudhistra was humble as he addressed the Yaksha with respect. He was disciplined as

he controlled his thirst to answer the Yaksha’s questions. He was very wise, so he gave answers that the Yaksha was happy with.

Answers for the Literature Reader 1. The Queen Bee said this. Her work was to sit in the middle of the hive and lay eggs.

Many, many eggs that the bees carried to each new cell. 2. The poet feels like a caged eagle because he does not want to stay on land. He wants to

sail on his ship across the seas.3. The Hatter’s watch was different because it did not tell the time. Instead it showed

the day of the month. Besides it need butter to oil it and the Hatter dipped it in tea to make it work.

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