l i s h at yo u r f i n g e r t ips

En g


 





Acknowledgements are due to the following for permission to use copyrighted extracts:

Turning the Tide (Copyright © Kartik Shanker. Reprinted with permission); Children of India
(Copyright © Ruskin Bond. Reprinted with permission); The Road Not Taken (by Robert Frost from the
book THE POETRY OF ROBERT FROST edited by Edward Connery Lathem. Copyright © 1916, 1969
by Henry Holt and Company. Copyright 1944 by Robert Frost. Used by permission of Henry Holt and
Company. All rights reserved); Adrift at Sea (From Life of Pi by Yann Martel (Harcourt, 2001). Copyright
© 2001 Yann Martel. With permission of the author); Joseph and the Truth Stick (Copyright © Roger
Hurn. Reprinted with permission)

Editorial Team: Ila Garg, Depika Verma, Neha Gupta, Mahendra Bhandari

This book is printed on PREPS 3 grade environment-friendly paper manufactured from raw materials
sourced from sustainable and identified sources.

Copyright © 2020 Pearson India Education Services Pvt. Ltd.

This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold,
hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or
cover other than that in which it is published and without a similar condition including this condition being
imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no
part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in
any form or by any means (electronic, mechanical, photocopying, recording or otherwise), without the prior
written permission of both the copyright owner and the above-mentioned publisher of this book.

ISBN 978-938-95-5250-8

10 9 8 7 6 5 4 3 2 1

Published by Pearson India Education Services Pvt. Ltd., CIN: U72200TN2005PTC057128.

Head Office: World Trade Tower, 15th Floor, Plot No: C – 01, Sector – 16 (Near Rajnigandha Chowk),
Noida 201301 U.P., India.

Registered Office: The HIVE, 3rd Floor, Metro zone, No 44, Pillaiyar Koil Street,
Jawaharlal Nehru Road, Anna Nagar, Chennai, Tamil Nadu 600040.
Phone: 044-66540100, Website: in.pearson.com, Email: companysecretary.india@pearson.com

Chapter Illustrations by: Subinita Deshprabhu (pg.5, 8, 14, 32, 56, 68, 69, 102, 110, 111, 113, 120, 122,
148, 149, 153, 154)

Filler images by: Rich Carey.Shutterstock (pg.22); Bplanet.Shutterstock (pg.34); 89studio.Shutterstock

(pg.53); mhatzapa.Shutterstock (pg.83); Lukiyanova Natalia/frenta.Shutterstock (pg.105); Nilabho Dhar
Chowdhry (pg.41); Renu Sharma (pg.45); Ratan Mani Banerjee (pg.48, 49, 69, 85, 137, 144); Jemma Jose
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 Preface
‘I have a passion for teaching kids to become comfortable with a book, not daunted. Books
shouldn’t be daunting, they should be funny, exciting and wonderful…’
Roald Dahl
My New Canvas is a series of coursebooks, practice books and literature readers for
classes 1−8 that aims at making the learner’s journey of understanding the nuances of
the English language a holistic experience.
My New Canvas follows an all-inclusive formula with a balanced focus on skill-based,
activity-based, application-based interactive approach in the teaching and learning of
English in classrooms.
In keeping with the blended approach, for the integrated development of the learner,
each book has been divided into many classic and contemporary themes, such as
My World, Animals Around Us, Nature, Technology, Art and Culture, Learning,
Celebrations and Life in the Future. Each theme has a delectable mixture of prose,
poetry and essay.
The text selections in this series include excerpts from time-tested contemporary
international bestsellers along with classics. The pieces are well graded throughout
the series taking into consideration the intellectual and emotional development of the
learner, providing both the familiarity of context and the challenge of the unknown.
The exercise section is a melting pot of puzzles, mazes, word searches, grids, MCQs
and other assessment types that make the journey of acquiring language seem like an
adventure. The meticulously graded exercises are activity- and application-based that
encourage peer assessment and constructive classroom interaction.
This approach is followed in all the sections: Pre-reading warm-up, Comprehension,
Vocabulary, Grammar, Pronunciation, Listening and Speaking and Composition.
Apart from this, the theme pages have a variety of HOTS questions, MI activities
and projects that will help the learners with skill-enhancement and value-based
development and prepare them for what they are going to study in the subsequent
chapters. At the end of each theme, is a Brush Up that provides a place for learning to
move beyond the book.
Each coursebook in the series is supplemented with a practice book and literature
reader. The linguistic elements covered in the coursebooks are further exploited and
tested in the practice books.
My New Canvas gives the learner a space to learn, to grow and engage with the
language, eventually painting the canvas with their unique expression.

A01_LONG7817_05_CB_FM.indd 3 10/16/2019 2:28:44 PM

 In the Series
My New Canvas, an E ng lish lang uag e series, focuses on learning th roug h fun activ ities by aim ing to
facilitate learning th roug h practice, participation and peer assessm ent.
I ’ ll te
T hey
M y
S an

Pre-theme
LEARNING
The
1
Work in groups.
Think of way
which you can s by

includes learning objectives, warm-up and MI activities. Whispering

save water. Mak
list and compare ea
your list with
of the other grou those
ps.
Palm
g ob j ecti
L earnin g about the
v es
importa
ple
learnin helping peo and not
sel ess
ly
joy in mo
nding tic things
ments
nce of

ple
sets the tone for the theme, which contains fiction, poetry ands non-fiction.
alis ue of peo
materi about the val periences
nin g the ir e
lear
you and
around about values
g
learnin ori was a li
le girl with big
beautiful coc brown eyes.
onut grove, She lived wit
ne t to a sma h her parent
very mornin ll blue lake. s in a
g, she balance

Reading text
her head as d a big emp
she walked ty basket on
lake. Her mo down to the
ther followe
the laundry d with
and her fath
er

includes a variety of prose, poetry and plays.

brought the
ry , big shing D
dev oted her
life to ‘ the hung le net.
T eresa? S he s, all those peop
ab out M other b lind, the leper ty , people that
H av e y ou heard
homeless, the
crippled, the socie Her mother
the nak ed, the ed, uncared
for throug hout y ev ery one’ . F ind out
b washed
anted, unlov the clothes on

covers different types of reading texts fables,

are shunned
w ho feel unw n to the society and a
e a b urde
hav e b ecom stone ne t to
more ab out
her. the
lake, while her
father went

short stories, extracts from classics, international

shing.
He dragged
the net
ashore, and
they
collected the
sh in

bestsellers and contem porary w orks of fiction and We

a big basket.
Sometimes,
gotwil l tak
a turtle
stuc k inethe
onlnet
y as
, many sh as can
non- fiction.
but
ori wasori always t into this bas
hurried topu the
led. ket,’ he replied
.
om
rescing
ue. back from sch
and oil from the ool, she was thri
coconuts. lled to nd her
mother makin
ori g soap
4 swi ly climbed
cautioned, Don up a tree to get
’t pluck them more coconuts,
we must only but her mother
Her father add use wh at the tree gives
ed
Look, we’ve eve We have taken only fallen us.’

Introduction
n made this soa coconuts for the
p with a jasm se things.
Rinsy Packs
rom that day, ine ower insi

1
the family ma de!’
mats from coc de brooms from
onut bre. The the palm leav
es and wove
initiates the learners into the reading texts.
sh to the marke y took soap, oil
If you could go on a picnic to any t. and only a sma

the Picnic When ori gre ll amount of

place of your choice, where would and always wo
w older, she lov
ed to carve tiny
you go? re one around turtles out of
her neck. coconut shells

Basket New Words

D e e p a Gang w ani
and T ina Su c han
ek

New Words
ashore

New Words
to the shore
uneasy
w andered ( he r e ) mov ed aimlessly
‘ D on’ t forg et my F risbee, ’ b ring M ori up
troubled
v ales v alley s ( he r e take care
said R ohan. R ohan is thrilled of ori
sprig htly
out- did
liv ely
( he r e danced be er providesR insy contextual
’ s y ou ng er brother. meanings to the words and g rov e
b alanced
e cited
a small group
of trees
g lee ex citement He is whiz z ing arou nd ( he r e held stea

phrasesin from the text.

laundry dily on her hea
d
j ocund cheerful the backy ard on his rescue
clothes that nee
d to be washed
pensiv e in deep, serious thought save
cy cle. R insy is bu sy deep into the
nig ht late into the nig
solitude the state of being alone puz z led ht
making a list. T he picnic swi l
confused
basket is ly ing in front cautioned uickly
warned
of her, half packed. carv e
Comprehension M u m walks in with a
to make design
s or shapes

A1. Answ er these q uestions. bo of mu ns. 6

1. Where does the speaker nd the daffodils? ‘ W hat are y ou doing ,

Comprehension
2. What, according to the speaker, do the daffodils appear to be doing?
R insy ?’
3. What does the speaker compare the daffodils to?
4. rie y e plain the feelings of the speaker on seeing the‘ M daffaking
odils. the picnic
A2 . E x plain these lines w ith reference to the contex t.
1. C ontinu ou s as the s tar s that s hine
includes a comprehensive repository of questions
list, M u m. I do
not want to forg et
based on the text in a variety of formats short answer
A nd tw ink l e on the m il k y w ay ,
any thing .’
T he y s tr e tc he d in ne ve r - e nding l ine
A l ong the m ar g in of a b ay : ‘ T hat is alrig ht dear.
T e n thou s and s aw I at a g l anc e , I am su re y ou will
T os s ing the ir he ads in s p r ig htl y danc e .
do a g reat j ob.’
questions, true and false, fill in the blanks, reference to
context and subjective questions based on the learner’s
a. Where do the stars shine?
b. What does they’ stand for here?
c. How has the speaker described their dance? ch I lie
en on my cou

understanding of th e ch apter.
2 2. For oft, wh od,
in pensive mo
In vacant or ard eye
n tha t inw
They flash upo
s of solitude;
develops literary sensibilities and appreciation skills.
15 is the blis
Which sure fills,
heart with plea
And then my odils. lines?
with the daff od in these
And dances cribed his mo
speaker des
furthers the communicative aspect of the series, the Discuss’ questions lead to class w has the speaker?
a. Ho
do daff odi ls have on the
ect end?
b. What eff r feel in the
s the speake
c. How doe enjoys a
discussions honing the learner’s own observations. A3. Discus
s.
daffodils, the
On seeing the s. Why?
spe ake r forgets his
loneliness and

of blis
moment

Vocabulary
m the poem.
se lines fro
B1. Read the d
ely as a clou
I wandered lon e
the stars that shin es.
as d in these lin
Vocabulary
Continu ous
e of speech is use s given bel
ow.
ich figur m the option
Discuss wh t simile fro
bla nk s with a correc a bat
B2. Fill in the as blind as

represents a variety of interesting exercises with focus on as hard as a

rock
affe
like a rabbit
as fresh as
a daisy
like the win
d

as tall as a gir ____________

_____.

th e com m unicativ e approach in using w ords for ev ery day ple . He is ___
ping into peo
ends up bum ay. She looks
1. He always slee p yes terd
a good night’s
2. Geeta had ________.
situations, professional situations or academ ic situations.
________.
____________ ____________
is hopping __ during the
race.
the baby! It
3. Look at ___ ____________
par tici pan ts ran ___
___ ___ ___ ___________.
4. The
, he is not hurt. He is up big . He looks
rry gro wn
5. Don’t wo ently? He has
met Nitin rec
6. Have you ________.
____________

16

A02_My Canvas English DS.indd 2 10/16/2019 2:29:33 PM

 B2 . L ook at the pictures and name the food items.

1. _______________
2. _______________
3. _______________
4. _______________
5. _______________
6. _______________

Are y ou hung ry ? W hat can y ou mak e using the ab ov e items?

Grammar
Grammar
helps the learners to understand the essentials of grammar,
W ords that name people, places, animals and thing s are called
‘ naming words’ . N aming words are also called nouns.
C 1. Boy s, g irls, pets and places hav e special names. Read the sentences

structures, syntax and punctuation.

r,
is not nea b elow and w rite the special names in the tab le. O ne has b een done
C hristmas ear.
en thou g h ring the y for y ou.
m that ev any time du
I ’ ll tell the to v isit me v isit me the
n,
welcome y come to

includes exercises and activities targeted at helping the

T hey are st, so if the rty fu n!
thd ay is in A u g u j oin my birthday pa vindan
R ahu l is a boy . R ani is a g irl.
M y bir Santhini Go
s an d R u dolph can R ahu l has a S he has a
S anta C lau tortoise. parrot.

learners acquire communicative proficiency in the language.

_
_ _ _ _ _ _ _ _ _ He calls it T orry . S he calls it P ip.
_ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _
_ _ _ draws attention to language and promotes understanding of
_ _
_ _ _ _ _ _ _ _
_ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _
_ _ _ _ _ _ _ _
_ _ _ _ _ _
R ani and R ahu l both
liv e in a city .

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ T he name of the city

the literary devices used in the text.

_
_ _ _ _ _ _ _ _ _ _ _ _ _ is D elhi.
_ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 7
_ _ _

io n
Pronunciat re the vowel
s. ompa
the vo wel sound
aloud. ote B.
D . ead
these words
sounds in
olumn
to olumn
Pronunciation
B
provides phonic drills for learning pronunciation and mastering
A
cake, plate
a
e
park, black
belt, den
meet, teen
mind, din
e
rig h t speech h abits.
sit, g ing er Listening and
i oat, boat
pot, stop Speaking
o u se, refu se
u pu p, u g ly 9 E 1. L isten to
Radha. S he w
correct answ er. ants to tell y ou
ab out herself
. T hen, circle
1. R adha stu the
dies in C lass
2 / C lass 1.
2. R adha’ s fath
er’ s name is S
Raj esh S harma. unil S harma
/

Listening and Speaking 3 . R adha liv es

4 . R adha lov
in Delhi / P une
es to draw / dan
.

E 2 . T ell the clas ce.

includes a wide variety of listening tasks comprehension D o not forg et

s ab out y ourself
to talk abou t
, as Radha did.
these thing s.

activ ities in response to liv e or recorded m aterial, such as 1. Y ou r

name
2. T he
class y ou 3 . Y ou r

perform ing a task, interpretation, g ath ering inform ation

stu dy in father’ s
name
4 . T he

and answering questions to enable fluency in language and

place 5 . O ne
where y ou thing y ou
liv e lov e to do

h oning com m unicativ e skills. Composition

provides a wide variety of speaking activities focusing on role plays, presentation to

F 1. F ill this
identity card
w ith y our nam _ _ _
e, class, _ _ _ _ _ _ _ _ _
date of b irth _ _ _ _ _ _ _ _ _
and N ame _ _ _ _ _
_ _ _ _ _ _ _ _ _
class or debating on contem porary issues enables th e learners to attain fluency .
school’ s nam
e. _ _ _ _ _ _ _ _ _
C lass _ _
_ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _
D ate of B irth _ _ _ _ _ _
_ _ _ _ _ _
enables a comfortable environment for learners by introducing them to discussion based S chool _ _
_ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _
_ _ _ _ _

activ ities and pair w ork tasks w ith th eir peers. 11

E 2 . Y ou are in a foreig n country and hav e separated from y our tour g roup.
Y ou reach the local police station, b ut unfortunately , no one understands
E ng lish. E nact a role play in the class. H ow y ou w ould ex plain the
prob lem and ask for help?

Composition Composition
F 1. A character sketch is a description of a character in the story that y ou hav e
includes guided writing activities at the primary level
j u st read. I t rang es from phy sical to emotional description of that person. I t
also tells u s abou t the relation that the person shared with other characters and g radually m ov es to free w riting activ ities for
in the story . W e come to know abou t the backg rou nd of the character, their
g oals, their fears and their thou g ht process. teach ing creativ e w riting and com position.
character sketch should be wri en in the present tense, unless you are
describing an ev ent/ s that happened in the past of when the incidents in the
story take place.
draws attention to the sub-skills of writing audience,
W hile describing the character, alway s cite ex amples from the tex t to
illu strate.
form , function, org anisation, coh erence and coh esion,
W rite the character sk etch of:
. uni 2. he merican
and th e different ty pes of w riting .
Up
F 2 . E x chang e y our noteb ook s w ith y our partner and identify more traits that Brush
y ou w ould lik e to include to their character sk etches. G iv e each other medicine’
.
the b est
feedb ack on these parameters.
r is
‘L aug hte
y our class on
on for
presentati
M ak e a
content a school for specia
l
P lan a v isit to ith
spend time w
vocabulary children and out y our

Brush up
parag raph ab
them. W rite a
ex perience.
grammar
e pression
for
folded

includes interesting project work and discussion-based questions to help

ing b lind ses to
T ry stay U se y our sen
r. and
an hou house d
und the . H ow w oul
g et aro
e people ex perience?
recog nis our
crib e y
y ou des

facilitators assess if learners h av e been able to understand th e th em e

appropriately .
the
feel cture in
y ou a pi
n do
W he Draw
iest?
happ nv as.
the ca

16

A02_My Canvas English DS.indd 3 10/16/2019 2:29:42 PM

 Contents
Nature
1. Alice and the Mouse Lewis Carroll 4
2. Echoing Green William Blake 14
3. Turning the Tide Kartik Shanker 21

Celebrations
4. A Christmas Wish Eugene Field 32
5. Damon and Pythias 40
6. Children of India Ruskin Bond 55

T echnology
7. Game-addiction Junaid Yahya 68
8. M.O.M in Orbit CG Salamander and Jemma Jose 78
9. The Other Side of Scientists 88

Learning
10. The Road Not Taken Robert Frost 102
11. The Cop and the Anthem O Henry 110
12. Adrift at Sea Yann Martel 120

A rt and Culture
13. Wandering Singers Sarojini Naidu 132
14. Leonardo da Vinci 139
15. Joseph and the Truth Stick Roger Hurn 147

A01_LONG7817_05_CB_FM.indd 4 10/17/2019 11:52:44 AM

 My New Canvas

M01_LONG7817_05_CB.indd 1 10/16/2019 2:30:36 PM

 NATURE
ectiv es
Learning obj se nsitive toward
s
in g m o re
becom
nature r us
n d in g w h a t nature does fo
understa ore
in g to a p p re ciate nature m e
learn
a b o u t o u r ro le in the schem
learning
of nature

_ _
_ _
_ _
_ _
_ _ Nature prov ides us with
many gif ts. C an you
_ _
name some of them?
_ _ Mak e a list.
_ _
_ _
_ _
_ _
_ _
_ _
_ _
_ _
_ _

M01_LONG7817_05_CB.indd 2 10/16/2019 2:30:42 PM

 We all are part of nature and hav e a role to play in protecting it. D iscuss
what we can do to protect nature.

Visit a neighbourhood nursery. Pick any five flowering plants and gather
more information on them. Record your findings in the table below.

Name of the H ow it looks What it needs Notes

plant

M01_LONG7817_05_CB.indd 3 10/16/2019 2:30:43 PM

 1 Alice and
the Mouse
Have you ever read or heard a strange
story? Work in pairs and tell your partner.

This is an extract from Lewis Carroll’s novel, Alice’s Adventures in

Wonderland. P ublished in 18 71, i t is a fantastic story of a young girl named
Alice, who follows a white rabbit down a rabbit hole and discovers a long
passage with lots of doors.
She finds a golden key and a tiny door that it fits. Beyond the door is a
beautiful garden. Alice wants to go into the garden, but cannot, because the
door is only fifteen inches high.
She finds a bottle that says DRINK ME and when she does, it shrinks her to a
tiny ten inches. But she still can’t get through the door because she left the key
on the table and could not reach it anymore.
She then comes across a tiny cake that says EAT ME. This makes her nine feet
tall. Alice begins to cry. Luckily, she finds a fan that shrinks her. By now, all
her tears have made a huge pool around her and Alice finds herself swimming
in it.
Now, read on.

She heard something splashing about in the pool a li le way o , and she
swam nearer to make out what it was: at rst she thought it must be a
walrus or hippopotamus, but then she remembered how small she was
now, and she soon made out that it was only a mouse that had slipped in
like herself.

M01_LONG7817_05_CB.indd 4 10/16/2019 2:30:44 PM

 5

M01_LONG7817_05_CB.indd 5 10/16/2019 2:30:46 PM

 Would it be of any use, now,’ thought Alice, to speak to this mouse
Everything is so out-of-the-way down here, that I should think very likely
it can talk: at any rate, there’s no harm in trying.’
So she began: O Mouse, do you know the way out of this pool I am very
tired of swimming about here, O Mouse ’
The Mouse looked at her rather inquisitively, and seemed to her to wink
with one of its li le eyes, but it said nothing.
Perhaps it doesn’t understand English,’ thought Alice so she began again:
‘ Ouest ma chatte?’ which was the rst sentence in her French lesson-book.
The Mouse gave a sudden leap out of the water, and seemed to shiver with
fright.
Oh, I beg your pardon ’ cried Alice hastily, afraid that she had hurt the
poor animal’s feelings. I quite forgot you didn’t like cats.’
Not like cats ’ cried the Mouse in a shrill, passionate voice. Would you like
cats if you were me ’
Well, perhaps not,’ said Alice in a soothing tone: don’t be angry about it.
Are you are you fond of of dogs ’
The Mouse began swimming away from her as hard as it could.
So she said softly, Mouse dear Do come back again, and we won’t talk
about cats or dogs either, if you don’t like them ’
When the Mouse heard this, it turned around and swam slowly back to her.
Its face was pale, and it said in a trembling voice, Let us get to the shore,
and then I’ll tell you my history.’
Mine is a long and a sad tale ’ said the Mouse, turning to Alice, and
sighing.
It IS a long tail, certainly,’ said Alice, looking down with wonder at the
Mouse’s tail but why do you call it sad ’
And she kept on puzzling about it while the Mouse was speaking, so that
her idea of the tale was something like this

M01_LONG7817_05_CB.indd 6 10/16/2019 2:30:47 PM

 Fury said to a
mouse, That he
met in the
house,
Let us
both go to
law: I will
prosecute
you. Come,
I’ll take no
denial We
must have a
trial: For
really this
morning I’ve
nothing
to do.
Said the
mouse to the
cur, Such
a trial,
dear Sir,
With
no jury
or judge,
would be
wasting
our
breath.
I’ll be
judge, I’ll
be jury,
Said
cunning
old Fury:
I’ll
try the
whole
cause,
and
condemn
you
to
death.

M01_LONG7817_05_CB.indd 7 10/16/2019 2:30:47 PM

 ou are not a ending ’ said the Mouse to Alice severely. What are you
thinking of ’
I beg your pardon,’ said Alice very humbly: you had got to the fth bend,
I think ’
I had NOT ’ cried the Mouse, sharply and very angrily.
A knot ’ said Alice, always ready to make herself useful, and looking
anxiously about her. Oh, do let me help to undo it ’
I shall do nothing of the sort,’ said the Mouse, ge ing up and walking
away. ou insult me by talking such nonsense ’
I didn’t mean it ’ pleaded poor Alice. But you’re so easily offended,
you know ’
The Mouse only growled in reply.
Please come back and nish your story ’ Alice called after him and the
others all joined in chorus, es, please do ’ but the Mouse only shook his
head impatiently, and walked a li le quicker.
What a pity he wouldn’t stay ’ sighed the Lory, as soon as he was quite out
of sight and an old Crab took the opportunity of saying to her daughter
Ah, my dear Let this be a lesson to you never to lose OU temper ’
Hold your tongue, Ma ’ said the young Crab, a li le
snappishly. ou’re enough to try the patience
of an oyster ’ I wish I had our Dinah here, I
know I do ’ said Alice aloud, addressing
nobody in particular. She’d soon fetch
him back ’
And who is Dinah, if I might venture to
ask the question ’ said the Lory.
Alice replied eagerly, for she was always
ready to talk about her pet: Dinah’s
our cat. And she’s such a capital one for
catching mice you can’t think And oh,
I wish you could see her after the birds
Why, she’ll eat a li le bird as soon as
look at it ’
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 This speech caused a remarkable sensation among the party. Some of the
birds hurried o at once: one old Magpie began wrapping itself up very
carefully, remarking, I really must be ge ing home the night-air doesn’t
suit my throat ’ and a Canary called out in a trembling voice to its children,
Come away, my dears It’s high time you were all in bed ’ On various
pretexts they all moved o , and Alice was soon left alone.
I wish I hadn’t mentioned Dinah ’ she said to herself in a melancholy tone.
Nobody seems to like her, down here, and I’m sure she’s the best cat in the
world Oh, my dear Dinah I wonder if I shall ever see you any more ’ And
here poor Alice began to cry again, for she felt very lonely and low-spirited.
In a li le while, however, she again heard a li le pa ering of footsteps in
the distance, and she looked up eagerly, half hoping that the Mouse had
changed his mind, and was coming back to nish his story.
From Alice’s Adventures in Wonderland by Lewis Carroll

New Words

prosecute start legal proceedings

denial refusal
offended felt insulted
snappishly angrily
melancholy unhappy

Comprehension
A 1. A nswer these q uestions.
1. When the Mouse said that it was a long and sad tale’ what were Alice’s
feelings
2. Why did the Mouse leave
3. What happened when Alice wished she could have Dinah to get it back

M01_LONG7817_05_CB.indd 9 10/16/2019 2:30:48 PM

 A 2. A nswer these q uestions with ref erence to the context.
1. ‘I will prosecute you; Come, I’ll take no denial;’
a. Who said these words and to whom
b. Why did the speaker say, I’ll take no denial’
c. What was the listener’s response
d. How did the speaker respond
2. ‘You are not attending!’
a. Why did the speaker feel that the listener was not a ending
b. Which other word did the listener misunderstand and anger the
speaker further
c. What did this interaction lead to
3. ‘I wish I hadn’t mentioned Dinah!’
a. Who said these words and to whom
b. How did the speaker feel about Dinah How did the others feel
about Dinah
c. How did Alice feel in the end
A 3. D iscuss.
All animals display distinct human characteristics. Discuss.

Vocabulary
B1. Match the words in Column B with the correct prefixes or suffixes.

prefixes B suffixes
mis friend ment
touched
excite
un adventure ist
appeared
dis terror ly

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 B2. Work in pairs. Mak e sentences with the words you hav e made in the
prev ious exercise.

Grammar
C1. ead these sentences.
What time is it
Whose book is lost
Which girl is taller
In the above sentences what, whose and which are question words and
they are followed by nouns time, book and girl. Such words are called
interrogativ e adj ectiv es.
Question words, such as what, whose and which, if standing for nouns are
called interrogativ e pronouns.

What happened
We have found one pencil. Whose is that
Which of these cars will you buy

Identif y whether the highlighted words in these sentences are

interrogativ e adj ectiv es ( IA ) or interrogativ e pronouns ( IP) .
1. Which of these coats is yours
2. Whose blanket has fallen on the ground
3. What is required to make a beautiful greeting card
4. Which umbrella belongs to you
5. Whose parents are not in town
6. What colours do you plan to use in your painting

C2. F ill in the blanks with suitable interrogativ e adj ectiv es.
1. mother has come to meet the principal
2. arrangement suits you the most

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 3. books are lying on the table
4. mountain peak is the highest in the world
5. assignment are you doing
6. medicines need to be taken every day
C3. Work in pairs and say a q uestion using any of the q uestion words as an
interrogativ e adj ectiv e. L et your partner say a sentence using the same
word as an interrogativ e adj ectiv e. T ake turns to do the exercise.

Pronunciation
D 1. Read these words aloud.

whale wallet west water

van visor vest viper

What is the di erence between the v and the w sounds

D2. Work with your partner and write five words each with w and v in them.
T hen, t ake turns to read aloud those words.

Listening and Speaking

E1. Listen to the passage and fill in the blanks to solve the Mystery of the
Lost H azel nut.
Once Chippy, the , was sleeping peacefully when the
of the jungle was sha ered to pieces by an earthquake.
She looked down and saw all the animals trying to save
their lives. Before she could grab her hazelnut, the tree began to sway and
she rolled down and lost her hazelnut. When she recovered, she met a
who was holding her hazelnut. She also saw some small, red
lying, all sca ered about next to a woodpecker.
She wanted to them and so she went to the woodpecker and
requested him to give her some berries, but he refused. She saw the quail
running with her nut and knew that he would hide it somewhere. The poor
squirrel wept in and tried to nd other things to eat. The nut

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 was all she had. She began to and weep and walked on and
on for a long time. When she got tired, she sat down next to a large potato
eld.
She dare not climb a tree for fear of the . She thought of
digging out the roots of the plants in the eld to satisfy her hunger. She
found juicy . But to her surprise she also found her hazelnut
which the quail must have hidden there. The mystery of her lost hazelnut
was solved. She sat on a low branch and began to crack the nut to eat it.
E 2. Imagine you are A lice. A f ter your v isit to Wonderland, y ou go
back home and tell your best f riend about your experience. R ole-play
the situation.

Composition
F1. You are the Mouse. Write a letter to your friend telling him/her about the
strange girl you met.
F2. Work in pairs. As Alice, write a letter to Dinah, telling her about
everything experienced in Wonderland. As Dinah, read the letter Alice
wrote to you and respond appropriately.

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 2
How do you like to spend your
Echoing evenings? Do you like playing indoors
games or playing in a park? How do

Green your parents or grandparents like

to spend their evenings? Discuss in
class.

The sun does arise,

And make happy the skies
The merry bells ring
To welcome the spring
The skylark and thrush,
The birds of the bush,
Sing louder around,
To the bell’s cheerful sound.
While our sports shall be seen
On the Echoing Green.

Old John, with white hair,

Does laugh away care,
Si ing under the oak,
Among the old folk.
They laugh at our play,
And soon they all say.
Such, such were the joys
When we all girls and boys,
In our youth time were seen
On the E choing Green.’

Till the li le ones, weary,

No more can be merry
The sun does descend,
And our sports have an end:

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 ound the laps of their mothers,
Many sisters and brothers,
Like birds in their nest,
Are ready for rest,
And sport no more seen,
On the darkening Green.
William Blake

New Words

skylark a brown-coloured bird larger than a sparrow

thrush a small-sized songbird
echoing ( here repeating
weary tired
descend to go down

Comprehension
A 1. A nswer these q uestions.
1. Which season does the poem celebrate in the rst stanza
2. What are the birds doing
3. What do Old John and his folks remember
4. Till the li le ones, weary, No more can be merry.’ Explain.
5. Why are the children compared to birds in the last stanza
6. Justify the title of the poem.
A 2. E xplain these lines with ref erence to the context.
1. The sun does arise,
And make happy the skies;
The merry bells ring

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 To welcome the spring;
The skylark and thrush,
The birds of the bush,
Sing louder around,
To the bell’s cheerful sound,
While our sports shall be seen
On the Echoing Green.
a. What makes the skies happy
b. Which season is being welcomed in these lines
c. How do the skylarks and the thrushes express their happiness
2. They laugh at our play,
And soon they all say.
‘Such, such were the joys.
When we all, girls and boys,
In our youth time were seen
On the Echoing Green.’
a. Who are being referred to as they’ in these lines
b. What are they’ talking about
c. What are the joys of childhood that the speaker refers to
A 3. D iscuss in groups.
Why do you think the echoing green has been referred to as the darkening
green in the last stanza

Vocabulary
B1. Read these lines f rom the poem.
Many sisters and brothers,
L i k e b i r d s in their nest,
Are ready for rest;

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 When a comparison is made using words as or like, the figure of speech is
called..
homophone simile collocation
Similes are comparisons made using like or as. For example,
as light as feather
B2. Look at the simile cloud giv en below. T here are eight similes in it.
Work with your partner and find out the eight similes. Take turns to
play this game.

clear bee

quiet wise gold

lamb

free daisy owl

busy fresh

mouse good

innocent bird

crystal

B3. Mak e your own similes. D escribe the f ollowing.

1. sudden rain 2. a brick

3. an umbrella 4. a playful cat

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 Grammar
C1. Read these lines f rom the poem.
The sun does arise,
A nd make happy the skies;
ou have learnt that and is a conjunction. It joins two independent
statements. Such conjunctions are known as coordinating conj unctions.
In English, there are seven coordinating conjunctions. They are: and,
but, or, f or, so, yet, and nor. Y ou can remember them by the acronym
F A NBO Y S ( f or, and, nor, but, or, yet, so .

Read these sentences and identif y coordinating conj unctions in them.

1. Mahua came late to school but escaped punishment.
2. Please hurry up, or you will be late.
3. She must have studied hard, for she topped the school.
4. Samira wanted to celebrate her birthday in a di erent way, so she visited
an orphanage and distributed sweets.
5. Vihaan does not like dogs, yet loves the li le brown mongrel down the
street.
C2. F ill in the blanks choosing an appropriate coordinating conj unction f rom
the box.

nor for yet and or but so

1. Shaila was very upset and angry, she chose to keep quiet.
2. I don’t make good pancakes, do I try hard making them.
3. ou may certainly visit me, I will be home only after six in the
evening.
4. He stormed angrily out of the room went back home.
5. ou must run fast, you will miss the bus.
6. There must have been a robbery in the neighbouring house last night,
I heard the breaking of the windows.
7. I was late for school, I decided to take a cab.

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 C3. Wo rk in groups. S ay aloud one coordinating conj unction. L et ev eryone else
make a sentence using the same. T ake turns to play the game.

Pronunciation
D 1. Read these words.

law fault jaw draw caught taught

ouch slouch outside house out stout

The words with aw and au in them sound the same, while the words with
ou sound di erent.
D 2. Work in pairs and think of two words each with au, aw, an d ou sounds.

Listening and Speaking

E 1. Y ou hav e j ust read the poem E c h o i ng G r een. I magine you are one of the
children who plays there ev ery ev ening. S hare your experience with your
classmates using cues f rom the poem.
E 2. Imagine you are ‘ O ld J ohn’ f rom the poem. S trike a conv ersation with
your f riend who may pose as a child playing on the echoing green.
E 3. What did your parents and grandf athers do to spend their leisure time?
What kind of games did they play? F ind out and make a presentation in
class. Y ou may use a slideshow if you wish to.

Composition
F 1. Read this passage. N ikhil describes an ev ent that took place in his colony.
It was the scorching month of June. All of us were getting bored doing nothing in
our summer vacations. It was too hot to play outside. Raman Uncle, the secretary
of our Residents’ Welfare Association, promised that he would certainly arrange for
something that would make us happy. It was finally decided that we would celebrate
the World Environment Day which is celebrated all over the world on June 5 every

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M01_LONG7817_05_CB.indd 19 10/16/2019 2:30:54 PM

 year. We were all geared up for the celebrations. We had prepared colourful banners
and posters. We wished to raise awareness amongst people to take positive action
to save Mother Earth. Our whole colony supported us in this initiative. Residents
promised to switch off extra lights, fans and coolers. Not only this, we planted 100
trees in and around our area.
Raman Uncle also organised an arts competition where children from other housing
societies were invited. The participants had to make placards related to environment.
A wonderful speech was prepared by the children of our colony, who pledged to save
water, love animals, care for the nature and stop wasting natural resources. There
was a loud applause when the children expressed their concern for future generations
who would probably not get to enjoy the pleasures of the wonderful benefits given to
us by Mother Nature.
The event was a success and we promised to celebrate it every year.
Based on your understanding of the passage abov e, w rite a paragraph
describing one of the ev ents giv en below.
No Car Day
Earth Day
Plant-a-Sapling Day
Water Conservation Day
F 2. Work in pairs. E xchange your description with that of your partner. T hen,
attempt giving feedback based on these points.
language grammar and vocabulary
ideas used in the description

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 3
Do you know the meaning of the
Turning the word ‘endangered’? When we say
that a certain animal is endangered,

Tide what does it mean?

Imagine yourself on a beach in Orissa1 in winter. Moonlight glistens and

is re ected, not o the sand or water but o the wet backs of a thousand
turtles Each Olive idley2 turtle, two feet long and weighing about fty
kilograms, has dragged itself up the beach to dig a nest and lay eggs, as
all sea turtles do. Unlike other sea turtles though, idleys indulge in an
annual ritual known as the arribada, which means arrival’ in Spanish. Tens
of thousands come ashore at the same time to lay their eggs. This amazing
natural phenomenon may disappear one day unless we are able to do
something about the hazar ds that threaten these turtles’ very existence.
Sea turtles are magical animals, all the more mystif ying because of our
ignorance about them. They appear but brie y on land to lay eggs, and
spend the rest of their lives wandering the oceans. As hatchlings, they drift
with oceanic currents, sometimes trav ersing the entire Paci c or Atlantic3.
When they become adults ten to fteen years later some species live up to
fty years , they use the earth’s magnetic eld to nd and lay their eggs on
the same beach where they were born
They have done this for millions of years. But today, sea turtles are
threatened by human activity. This includes the increasing pollution of
the oceans. Electric lights on beaches confuse hatchlings and prevent them
from nding the ocean after they hatch. Fishing nets have killed hundreds
of thousands of turtles worldwide sea turtles are air breathers and when
they get accidentally caught in shing nets, they drown. In Orissa, more
than 100,000 Olive idleys have been killed in trawl shing nets in the
1 Old name for Odisha
2 A medium-sized species of sea turtles commonly found in the Indian and the Paci c Oceans
3 Two of the ve oceans the other three being Indian, Arctic and Southern in the world

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M01_LONG7817_05_CB.indd 21 10/16/2019 2:30:54 PM

 last ten years. Current e orts to create an alliance between shermen and
conserv ationists seem to o er some hope.
I saw my rst Olive idley turtle one moonlit night in Chennai. We had
just started a student group to conserve turtles. We watched the female
turtle come ashore, crawl up to a dry part of the beach, dig a two-feet deep
nest with her hind flippers, and lay 100 to l50 eggs. The hatchlings would
emerge about two months later, and under the cover of darkness, make
a swift dash for the sea...which they locate by the re ection of moonlight
and starlight on the water. Now, nearly twenty years later, some of those
hatchlings have hopefully reached adulthood. The group with which I saw
my rst Olive idley is still active. It has been joined by other organisations
and they all work for the conservation of these fascinating marine animals.
However, more e ort more e ort will be required to counter new threats
on the horizon.
In Orissa, several ports have been planned
along the coast, such as Dhamra. This is less
than ten kilometres from Gahirmatha,
a major nesting site for the idleys.
O shore oil exploration poses another
threat. This coastal development,
with a endant problems of pollution,
lighting, and habitat loss due to changes
in beach dynamics,, are sure to cause even
further decline in the populations. Not only will sea
turtles and other marine organisms su er, but so will the
people who depend on marine resources for their livelihoods.
Often, such development does not help local people as much as it is
expected to do.
Sea turtles are only one of many many species that are threatened by
human activity. Will they survive into the next century That depends on
us. If you live near the coast, nd out which species of sea turtle nests on
those beaches, and join in on the e orts to save them. They need all the help
they can get.
Kartik Shanker

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 New Words

indulge in ( here participate in

hazar ds risks
mystif ying puzzling
hatchlings young animals that have just come out from their eggs
trav ersing travelling across
trawl here to search through a large body of water for a
particular thing
conserv ationists people who act for the protection of environment and
wildlife and the ecosystem
flippers broad at limbs used for swimming by various sea
animals
beach dynamics ( here system of features related to beaches
alliance partnership
phenomenon a fact or situation that is observed, seen, or
experienced to happen

Comprehension
A 1. A nswer these q uestions.
1. Why do Olive idleys come to the beaches in thousands
2. How has human activity threatened the sea turtles
3. What has been the e ect of using the trawl shing nets in Orissa in the
last ten years
4. Describe the speaker’s experience of watching the Olive idley turtle for
the very rst time.
5. How does o shore oil exploration pose a threat to marine life
6. Write one fact about the Olive idleys that you found most interesting.

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M01_LONG7817_05_CB.indd 23 10/16/2019 2:30:56 PM

 A 2. D iscuss.
1. Sea turtles are endangered species. Discuss and suggest ways to protect
them.
2. How does human activity destroy animal habitat

Vocabulary
B1. ead these words from the text.

ippers traversing hazards hatchlings mystifying

F ill in the blanks with words f rom the box abov e.

1. Pollution poses several to the health of plants, animals
and human beings alike.
2. The turtle escaped the sherman’s net with a few broad strokes of its
, vanishing fast into the deep blue ocean.
3. The adventurous hikers were the deep jungle when
they came across a ferocious lion.
4. The presence of aliens has been a question for
humanity since ages.
5. Almost all birds look after their till they are old
enough to y on their own.
B2. Now, u se the words f rom the prev ious exercise in sentences of your own.

Grammar
C1. Look at these sentences.
I saw my rst Olive idley turtle one moonlit night in Chennai.
Most sea turtles lay their eggs on the same beach where they were
born.
The highlighted words in the above sentences are possessiv e adj ectiv es.
They modify the nouns following them and show possession.
Possessive adjectives are di erent from possessiv e pronouns.

24

M01_LONG7817_05_CB.indd 24 10/16/2019 2:30:56 PM

 While possessive pronouns just replace the nouns, possessiv e adj ectiv es
also modify nouns that follow them. For example,
That turtle is mine.
Those notebooks are theirs.
The highlighted words in these sentences are possessiv e pronouns.

Identif y possessiv e pronouns in these sentences. T hen, r ewrite the

sentences by changing possessiv e pronouns to possessiv e adj ectiv es. O ne
has been done f or you.
1. This book is mine.
This is my book.
2. Is that notebook yours
3. These handkerchiefs are theirs.
4. That parking space is ours.
5. Those pens are hers.
6. That apartment is his.
7. I was amused when I got to know about this strange habit of hers.
8. Which of these pens is yours
C2. F ill in the blanks with appropriate possessiv e adj ectiv es.
1. father is in the military.
2. ama has a pet parrot. name is Mi hu.
3. ou are welcome to visit us anytime. house is right
opposite the library.
4. He loves playing tennis. It is also dream to become a
tennis star.
5. Is this phone It looks expensive.
6. plan is to go abroad during vacations.
7. Have you seen new car It looks amazing.
8. I am hopeful dreams will come true very soon.
C3. Work in pairs. R ead this paragraph. L et one partner identif y possessiv e
pronouns, while the other identifies possessive adjectives.

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 My uncle, Mr Singh, has a hobby of collecting shells. His collection is
admired by all who visit him. The shells are kept in display-cases. His
friends observe their beauty, shapes and colours. My aunt is happy that
her husband shares his collection with others too. He came to our school
one day. The students in our class asked him many questions about this
hobby of his. He said, This collection of mine is yours too. ou may
come to see the shells at my home any day you wish. They are a gift of
Nature to us.’

Pronunciation
D1. Read these words aloud. Pay attention to the highlighted letters.

boat rain feet sea moon

The vowel combinations in these words produce a single vowel sound. ou

have learnt that such combinations are known as vowel digraphs.
Now, r ead these words aloud. C ircle the v owel digraphs in them.

pail peach toad spoon tea

leaf tail queen goat pool

D 2. Work in pairs. C omplete this table with words with v owel digraphs.

o a ai ee ea o o

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 Listening and Speaking
E 1. Listen to the paragraph and mark these statements as true ( T ) or f alse ( F ) .
1. We should save electricity if we wish to help our environment.
2. Showers take lesser amount of water compared to buckets.
3. Unplugging unused electronic items is of no help in
saving electricity.
4. Arti cial lights should be given preference over natural light.
5. Table lamps and other forms of task lighting are known to save
electricity when compared to ceiling lights.
6. LED bulbs are more energy-e cient than halogen bulbs.

E 2. Work in groups of f our and make a presentation in class on ‘ D oing my bit

to sav e the env ironment’ . A f ter each presentation, p ose q uestions to the
presenting team. A lso, g iv e each other f eedback on these parameters.
content
presentation
idea
body language
duration

Composition
F 1. Imagine you are a j ournalist and hav e been asked to take an interv iew of
your favourite film star. What questions will you ask her/him? Make a list.

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M01_LONG7817_05_CB.indd 27 10/16/2019 2:30:58 PM

 H ints
early childhood
education
inspiration
challenges faced
rst success
special moments
future plans
community service

F 2. E xchange your script with that of your f riend and rate the q uestions
f ormed on the basis of these parameters.
relevance of the questions asked
language in use
correctness of grammar

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 Brush Up

D o you know what

causes high and low
tides? D o some research
and make a slideshow
presentation.
Children play together
in a park or a garden.
Sometimes they
also fight amongst
themselv es. H ow should
you deal with a fight
with a f riend? D iscuss.

D o you think f orming

a group of like-minded
people to achiev e a goal
is usef ul? If yes, h ow?
If you were giv en an
opportunity, w hat kind
of group would you like
to f orm and why?

Where do you like to go f or

v acations? D o you like to go to
the mountains? O r do you like
to go to a beach? O r would you
rather go to a f orest f or a j ungle
saf ari? E xpress your thoughts in
the f orm of a picture, p oem or
a short description in the space
prov ided.

M01_LONG7817_05_CB.indd 29 10/16/2019 2:31:01 PM

 CELEBRATIONS
ectiv es
Learning obj th e ro le of celebrati
ons
n d in g
understa
in our lives n ce lebrate occasi
ons
o w w e ca
learning h
di erently ave and
a rn in g to v a lue what we h
le
celebrating it tr u e sp irit of festivals
g th e
understandin

_ _
_ _
_ _
_ _
_ _
Imagine you hav e been giv en
_ _ the responsibility of planning
_ _ the birthday of your best f riend.
_ _ What will you do? J ot down your
_ _ plan in points.
_ _
_ _
_ _
_ _
_ _

M01_LONG7817_05_CB.indd 30 10/16/2019 2:31:04 PM

 Speak to a f riend or a neighbour
who belongs to a city different
from yours. Ask her/him about
her/his favourite festival and
how they celebrate it.

T alk to your parents or grandparents and ask them how they used to
celebrate different festivals when they were young.

India is a land of festivals. Choose any five regional festivals and find out
more about them. P aste their pictures in the space below.

M01_LONG7817_05_CB.indd 31 10/16/2019 2:31:05 PM

 4
A Christmas
Wish
I’d like a stocking made for a giant,
And a meeting house full of toys
Then I’d go out on a happy hunt
For the poor li le girls and boys
Up the street and down the street,
And across and over the town,
I’d search and nd them everyone,
Before the sun went down.
One would want a new j ack-knif e
Sharp enough to cut
One would long for a doll with hair,
And eyes that open and shut
One would ask for a china set
With dishes all to her mind
One would wish a Noah’ s ark
With beasts of every kind.
Some would like a doll cook-stove
And a li le toy wash tub
Some would prefer a li le drum,
For a noisy rub-a-dub
Some would wish for a story book,
And some for a set of blocks
Some would be wild with happiness
Over a new tool-box.
And some would rather have
li le shoes,
And other things warm to wear,
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M01_LONG7817_05_CB.indd 32
What do you want for Christmas
this year? Discuss with your
partner and share your wish list
with the class.
For many children are very poor,
And the winter is hard to bear
I’d buy soft flannels for li le frocks,
And a thousand stockings or so,
And the jolliest li le coats and
cloaks,
To keep out the frost and snow.
I’d load a wagon with caramels
And candy of every kind,
And buy all the almond and pecan
nuts
And taffy that I could nd
And barrels and barrels of oranges
I’d sca er right in the way,
So the children would nd them the
very rst thing,
When they wake on Christmas day.
Eugene Field
10/16/2019 2:31:06 PM
 New Words

j ack-knif e a large knife with a folding blade

Noah’ s ark the ship in which Noah, his family, and the animals were
saved from the ood, according to the Bible
flannels soft woven fabric, typically made of wool or co on
wagon a railway railroad truck for carrying goods
caramels here soft to ee made with sugar and bu er that have
been melted and further heated
pecan a smooth pinkish-brown nut with an edible kernel
similar to a walnut
taffy a sweet similar to to ee, made from brown sugar, boiled
with bu er and pulled until glossy
barrels a cylindrical container bulging out in the middle,
traditionally made of wood

Comprehension
A 1. T hese are the wish lists of the other children and the poet. F ill in the
missing items.

Christmas Wish List of Poet’ s Christmas

O ther Children Wish List
a new made
with hair a for a giant meeting house
set Noah’s full of soft
Ark with a for li le frocks
stove a thousand
wash tub for and
a new a li le cloaks load a wagon with
_
and nuts barrels of
_

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 A 2. A nswer these q uestions in a sentence or two.
1. Who does the poet want to search for and why
2. According to the poet, what kinds of gifts make a child happy during
Christmas
3. What is the poet’s wish list for the poor children
4. What kind of clothes does the poet want to give to the poor children to
keep out the frost and snow
A 3. T hink and answer.
1. Discuss how the poem stresses on the idea of in giving we receive’.
2. There is a big di erence between the wish lists of the poor and the rich
children. What could be the reason for this di erence Elaborate.

Vocabulary
B1. Look at these word pairs.

foolish real
wise arti cial

These words are opposite in meaning. These are called antonyms.

Mat ch the words with their antonyms.

1. grave a. seldom
2. freeze b. praise
3. blame c. succeed
4. crooked d. melt
5. fail e. merry
6. frequent f. straight

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 B2. Work in pairs. O ne of you will read out a sentence, an d your partner will
repeat the same sentence using the antonym of the highlighted word. T ake
turns to play this game.
1. This room was brightly lit.
2. His pov erty has forced him to take this decision.
3. Water in that river is pure and uncontaminated.
4. This is a temporary arrangement, so you need not worry.
5. She is under-qualified for this job.
6. All the rooms in this hotel are occupied.
Write your own sentences highlighting one word. T hen, c hallenge your
partner to repeat your sentences with the antonyms of words that you
highlight.

Grammar
C1. ead these groups of words.

three wise guys Three wise guys

visited the baby.

Which of the two can be called a sentence? D iscuss.

The rst group of words conveys some meaning, but it is not complete.
Such groups of words that convey a partial meaning are called phrases.
The second group of words conveys a complete meaning and is thus
known as a sentence.

Write whether these groups of words are sentences ( S) or phrases ( P) .

1. in the study room
2. The children
3. We got the children burgers and fries to eat.

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 4. beautiful new umbrella
5. She was not ready to carry an umbrella with her.
6. They paint their house every year.
7. my dreams
8. Christmas is celebrated all over the world.
9. broken sentences
10. She is a beautiful child.
C2. Look at the sentences in the prev ious exercise again. P ick out phrases f rom
them. W ork with your partner and add more words to those phrases to
make them into complete sentences.
C3. Write whether the highlighted words in these sentences are phrases ( Y )
or not ( N) .
1. I have returned the book to the library.
2. Her mother hates working in the kitchen.
3. He had hung the coat on the hook.
4. The zoo is not very well maintained.
5. She wants to be an artist when she grows up.
6. O ur f amily loves to go on vacations.
7. Can we have a discussion on this issue
8. Will you be able to meet me tomorrow evening
9. I will see you in ten minutes.
10. So, what is your nal decision

Pronunciation
D 1. Read these words f rom the poem. N ote the sound of i in both these words.

Christmas wise

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 Now, r ead these words aloud. Wo rk with your partner and put them into
separate columns in the table giv en below.

kite insect bite iceberg panic

swift silent lick pin might

sound of i as in Christmas sound of i as in wise

D 2. Work with your partner and try coming up with three words each with
/i / sound as in Christmas and that in wise. Wr ite the words in the cloud
below.

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 Listening and Speaking
E1. Work in groups. Take turns to talk about a birthday party you attended.

T alk about:
whose birthday it was
how it was
what you did there
what you ate there
what games you played
what you enjoyed most

E 2. Listen to your f riends caref ully. N ow, as k them q uestions related to their
experiences.

Composition
F 1. ead this dialogue between a teacher and her students.

T eacher: Good morning, children. There is a good news for you. All of
you had wanted to go on a class trip, right
Students t o ge t h er : es, Ma’am.
T eacher: Our Principal has agreed. It will be a day trip. We will go to
Pratapgarh Farms.
Students exc i t ed : ay
T eacher: We shall be leaving next Friday morning at 7 am from the
school and will be back by 6 in the evening. There are many activities
you can do there, such as rock climbing, camel rides, tractor rides,
tug-of-war, and many more. There will be a dhol dance and gidda
performance too. I am sure you will have a wonderful time.

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 Gitali: Ma’am, Ma’am, we love the idea.
Sunit: Ma’am, how much do we have to pay
T eacher: Each child will have to pay ` 500. This will include all meals,
games and activities. But children, you must pay the money by next
Monday.
Students: es, Ma’am.

Imagine you are an assistant to the Principal. B ased on the inf ormation
giv en in the dialogue, w rite a notice to be put on the school bulletin board.
Giv e details of date, t ime, v enue and agenda.

F 2. E xchange your notice with that of your partner. R ate each other’ s notices
on these parameters.
design
information covered
creativity
spellings

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 5
Who is your best friend? Make a card
Damon and for your best friend thanking her/him
for any five things she/he does for

Pythias you.

Damon and Pythias, two good friends, were travelling to Syracuse1. After a
long and tiring journey, they stopped at an inn on the outskirts of the city.
Let’s spend the night here,’ said Damon. We’re both hungry and tired, and
we have a long trek ahead of us tomorrow.’
Pythias agreed, and after bathing and changing into fresh clothes, they sat
down to a hot meal. They were joined by other travellers, and soon the talk
turned to the hardships they faced under the tyrannical ing Dionysius.
Many of the men spoke in hushed whispers about his cruelty.
Why don’t you do something about it ’ asked Pythias. ou could go and
meet him and tell him how unhappy the citizens are. After all a king is like
a father, stern yet loving.’
Hush Hush ’ said an old man. Walls have ears ’ Then lowering his voice
even further, he continued, We can’t complain about the king. His spies
are everywhere. If he gets to know that you complain of his rule, you won’t
stay alive for very long.’
Damon, knowing how headstrong his friend was, tried to restrain him. He
is right, Pythias,’ he said. Calm down. We’re not citizens of Syracuse. It is
none of our concern.’
Nonsense ’ said Pythias. We Greeks have always spoken freely, especially
against injustice And if I have to die for speaking the truth, die I will,
gladly.’

1 Syracuse pronounced, sira’ku:za is an ancient city in Southern Italy.

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 The next morning, the two friends set o for the capital, unaware that word
had already reached Dionysius that a young traveller had tried to incite
people to revolt against him.
As they reached the gates of the city, they were surrounded by soldiers who
put them in chains and dragged them before Dionysius.
Which of you is Pythias ’ asked the king.

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 Pythias stepped forward.
So you want to teach me how to rule, do you ’ said Dionysius.
No one dares to criticise me ou shall pay for your folly.
Throw him into the dungeon.’
Unafraid, Pythias replied, The people were right ou are a tyrant ou
are so afraid of f ree speech that you imprison anyone who u ers a word
against you ’
ing Dionysius was liv id. Not imprisonment, but death ’ he screamed.
Pythias, for your insolence, you shall die ’
Pythias smiled. It’s a small price to pay for telling the truth,’ he said. Do
with me what you will ’
When Damon tried to intercede on behalf of his friend, he was rudely
silenced.
Enough Enough ’ said Dionysius. Pythias will die. But I am not the
monster you think I am. Before you die, I grant you one last wish.’
Let me go home to put my a airs in order and bid my family farewell,’
said Pythias. I promise I’ll return and you can execute me.’
Dionysius roared with laughter, as he heard this. So, in your eyes, I’m not
only a tyrant, but also a fool If I let you go, you’ll never come back ’
At this, Damon spoke, our Majesty, please let him go. If he doesn’t return,
you can execute me I will stand as surety for my friend ’
There was silence in the court at these words. It was broken by Dionysius.
What did you say, young man ’
Let Pythias go, our Majesty. If he doesn’t return on the appointed day,
you can execute me.’
Dionysius was amused. This is a ne entertainment ’ he said.
Be sure that if your friend doesn’t come back, nothing can save you from
dying in his place.’

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 Damon looked the king straight in the eye. When Pythias gives his word,
he keeps it ’
Well, well,’ said the tyrant, a fool and his life are soon parted.
ou get a month, Pythias,’ he said. If you don’t return, your friend dies.’
And so, Damon was imprisoned and Pythias left for his home.
In the days that followed, Pythias travelled over land and sea till he reached
home. He se led his a airs and bade his family farewell. Then, he started
on the long journey towards Syracuse. He knew that Damon would die if
he were delayed.
But alas for poor Pythias He was faced with misfortune at every step. First,
the ship he boarded was a acked by pirates who robbed the passengers
and threw them overboard. Using all his strength, Pythias swam to the
shore.
But his troubles had not ended. Syracuse was hundreds of miles away and
time was running out. If only he had a horse But who would give a horse
to a penniless man No one U ndeterred, he decided to walk. If he kept a
fast pace and rested only when it was absolutely necessary, he might just
make it before the month was over.
Meanwhile at Syracuse, Dionysius’s spies reported to him daily on the
health of the prisoner. Is he worried ’ asked the king. Does he ask for
news about his friend ’
No, our Majesty,’ they replied. He leads a normal life. He reads, exercises
and plays the ute. At night, he sleeps well ’
Ah ’ said Dionysius, intrigued. Never before had he heard of a man giving
up his life for a friend. It’s time I spoke to him. Bring him here.’
Damon was brought to the court. Dionysius looked at him carefully. He
didn’t look in the least worried.
Damon,’ he said it is three weeks since your beloved friend left and there’s
not a sign or sound from him Perhaps he couldn’t tear himself away from
his loved ones. And why should he, when he knows there’s a fool here
ready to die for him.’

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 No, our Majesty,’ replied Damon, you are mistaken. Pythias will come. If
he’s delayed it’s because he has met with some terrible misfortune. I’m sure
of it as I’m sure that day follows night ’
Hmm,’ said Dionysius. That’s a pre y speech. But you can’t buy your
freedom with poetry If he doesn’t arrive by the evening of the thirtieth day,
you die.’
I know that,’ replied Damon. But mark my words I also know that Pythias
will be here.’
Take the fool away ’ said Dionysius.
But Damon was con dent that his friend would return, even as the last
day of the month given to Pythias dawned. There was no change in his
behaviour and his guards grudgingly admired him for it. Never had they
seen such trust As the day progressed, large crowds thronged the public
square, awaiting a miracle that would save an innocent man from certain
death.
A hush fell upon the noisy crowds as with a f anf are of trumpets, Dionysius
arrived to take his seat in a grand tent from where he could view the
proceedings in royal comfort.
As the sun began its slow descent, Damon was brought out and led before
the king. our ne friend has let you down,’ said Dionysius, mockingly.
No,’ replied Damon. The sun is yet to set ’
Take him to the centre of the square,’ ordered the king. Then he turned to
the executioner. Behead him as soon as the sun sets ’
Damon walked straight and sure behind the soldiers. The sky was lled
with a rosy glow as the moment of sunset approached. The executioner
raised his sword high and was about to bring it down in one sure swoop,
when a cry rang out.
Stop For God’s sake, stop I’m here ’
Pythias had arrived His clothes were in tatters and his feet were bleeding
from walking miles without shoes. Hunger and exhaustion had made him a
shadow of himself.

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 The crowds cheered as the two friends embraced. Dionysius was amazed.
Swept by emotion, he approached the two friends.
ou shall not die ’ said the king. I would give my kingdom for a friend like
either of you Damon, you were ready to lay down your life for Pythias and
he su ered greatly to prevent your death. Go home in peace ears from
now, people will remember you both as true friends.’
And to this day, people remember their true friendship.

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 New Words

tyrannical cruel and unfair, but powerful

spies people who are paid to collect information secretly
restrain to stop or control
incite to urge someone to do something
tyrant a ruler who is cruel and unfair
f ree speech the right to express one’s opinion freely
liv id extremely angry furious
insolence lack of respect extremely rude
intercede to act on behalf of someone in trouble
pirate someone who sails on the seas, a acking other boats and
stealing things from them
undeterred without le ing anything get in the way
intrigued interested in something that seems strange
grudgingly unwillingly reluctantly
thronged went in large numbers
f anf are ( here a short loud piece of music played to
introduce a person or an event
in tatters clothes torn and ragged

Comprehension
A 1. A nswer these q uestions.
1. Who was the king of Syracuse Why were Damon and Pythias dragged
in chains before him
2. Why did the king o er to grant Pythias one last wish What did Pythias
wish for

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 3. In your own words, describe what happened to Pythias on his journey
back to Syracuse.
4. How did Damon spend his time in prison for a month Why did his
behaviour intrigue the king
5. Why did the king of Syracuse let the two friends go
A 2. E xplain these lines with ref erence to the context.
1. ‘It’s a small price to pay for telling the truth.’
a. Who said these words and to whom
b. What was the small price’ the speaker had to pay
c. What was the truth
d. Do you agree with the speaker Give reasons for your answer.
2. ‘I will stand as surety for my friend!’
a. Who said this and to whom Who is the friend’
b. What do you understand by the word surety’ here
c. What does this line tell you about the speaker and his friend
3. ‘Your fine friend has let you down.’
a. Who said these words and to whom
b. From the box, pick out adjectives that describe the speaker and the
listener.

trusting cruel con dent mocking disbelieving

unfair secure generous insecure positive

c. Was the speaker correct Brie y describe the events that proved him
right or wrong.

Vocabulary
B1. ead these words.

lighthouse reworks basketball everybody

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 All these words are made up of two words. ou have learnt that such words
are called compound words.
Pick out the odd word out in these groups of words.

friendship misunderstanding outgrow birthday

footprint bathroom outlandish forecast
necktie racecourse snow ake television

B2. Mat ch the columns to make correct compound words.

1. jaw a. nut
2. lady b. stand
3. ground c. bug
4. dare d. ship
5. partner e. bone
6. under f. devil

Grammar
C1. ead this conversation between two friends.

Hello Mayank
What did you do on
Sunday Hi Vasvi I made a
birdhouse for my li le
sister.

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 That’s great How did
you make it
I made it with pieces of
wood. It is like a small hut.
It also has a small hole for
the birds to go inside.

That is lovely. Did your

sister like the birdhouse

Oh yes, she loved it.

ou have learnt about pronouns.

Pick out the pronouns in this conv ersation.
C2. ead these sentences from the above conversation.
How did you make it
Oh yes, she loved it.
In these sentences, you and she are subj ect pronouns, while it is an obj ect
pronoun.

Personal pronouns like I, Personal pronouns like me,

we, you, he, she, it and they us, you, her, his, it and them
usually act as the subject in come in place of the object in
a sentence. They are called a sentence. They are called
subj ect pronouns. obj ect pronouns.

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 Work in pairs. R ead this paragraph. L et one partner identif y the subj ect
pronouns. L et the other partner identif y the obj ect pronouns.

i y is a student of class 5. She loves to go to school. Her school is very

far from her house. She travels every day for one hour by bus to reach
her school.
She has many friends in school. Her best friends are Mohit, Tina and
George. They always help her with schoolwork.
Mohit loves making models. Mohit likes it when the teacher gives
children a Science project to work on.
Tina and George help Mohit when he is making projects.
But they also love to tease Tina when she is working. This is so because
Tina always has her tongue out when she is writing something.
George is a superb basketball player and his friends always cheer for him
when there is a match. Mohit, Tina, i y and George are best friends.

C3. Now, look at these clouds.

his hers ours this that

theirs mine yours these those

ou have learnt that words in the rst cloud are possessiv e pronouns.
Words in the second cloud are demonstrativ e pronouns.
Sonu showed ahiman the toys. The toys were his. possessiv e
pronoun)
T hese are Sonu’s toys. demonstrativ e pronoun)
Tammy and Shikha have bought a new house. This house is theirs.
( possessiv e pronoun)
T hat is Tammy and Shikha’s new house. demonstrativ e pronoun)

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 Read this poem. C ircle the possessiv e pronouns and underline the
demonstrativ e pronouns.
A bunch of golden keys is mine
To make each day with gladness shine.
Good morning,’ that’s the golden key
That unlocks every day for me.
When evening comes, Good night,’ I say,
And close the door of each glad day.

When at the table, if you please ’

I take o from my bunch of keys.
When friends give anything to me,
I use the li le Thank you’ key.
Excuse me,’ Beg your pardon,’ too,
When by mistake some harm I do.

Or, if unkindly harm I’ve given,

With I’m sorry,’ I shall be forgiven.
On a golden ring these keys I’ll bind
This is its mo o, Be ye kind.’
I’ll often use each golden key,
And then a happy child I’ll be.

Pronunciation
D 1. ead these words aloud.

glad gather magic

gum region gorilla
germs giant engine
guess fungus gira e
Notice the di erence in g’ sound.

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 Put the words on the prev ious page in the appropriate columns.

hard / g/ sound sof t / g/ sound

D 2. Now, read these words aloud. Notice the di erence between ch and tch
sounds.

chop churn chick a ach

fetch itch catch kitchen

Work in pairs. W rite as many c h and t c h words as you can think.

Listening and Speaking

E 1. Listen to the text and complete this table.

hometown favourite favourite favourite

subject sport dish

Aman
Deepu

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 E 2. ead these situations.
you need help in doing a school project
you were absent and need help with completing classwork and
homework
Work in pairs and role-play the situations. S tart a conv ersation that
inv olv es one of you making a polite req uest to your f riend and the other
answering it.

Composition
F1. Read what Sushma has written in her diary about her feelings for her best
f riend.

y
April 12, Frida

Dear Diary

ad an
n d a y to d a y at school. We h
We had a fu ion.
w in g a n d p a inting competit
inter-class dra a sk et ch o f o ur best friend
to draw
We were asked d y o u k n o w what, my bes
t
o . A n
and colour it to w a p ic tu re of me, won the
ho d re
friend Ridhi, w o n ly g o t a ce rtificate but
he no t
competition. S o p h y . I a m so happy for her.
d a tr
also a medal an ause she drew
my
e is h a p p y b ec
Ridhi says sh are.
sa y s th a t’ s h ow best friends
picture. Mom ch o th er ! I just pray tha
t
fo r ea
Always happy m ain best friend
s.
d I a lw a y s re
Ridhi an

Good night!

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 Now, i magine you are Rahiman. Wr ite a diary entry describing the
incident that took place on the beach. Men tion how you f elt when your
best f riend, S onu, t rampled on your sand castle.
F 2. Work in pairs. E xchange diary entries and giv e each other f eedback based
on these parameters.
creativity
language
expression
grammar
vocabulary

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 How do you go to school? Do you know

6
Children some children in India have to climb a
mountain or cross a river to go to school?
Would you like to go to your school by some
of India other means of transport? Discuss.

They pass me every day on their way to school boys and girls from the
surrounding villages and the outskirts of the hill station. There are no
school buses plying for these children: they walk.
For many of them, it’s a very long walk to school.
anbir, who is ten, has to climb the mountain from his village, four miles
distant and two thousand feet below the town level. He comes in all
weathers, wearing the same pair of cheap shoes until they have almost
fallen apart.
anbir is a cheerful soul. He waves to me whenever he sees me at my
window. Sometimes he brings me cucumbers from his father’s eld. I pay
him for the cucumbers he uses the money for books or for small things
needed at home.
Many of the children are like anbir poor, but slightly be er o than
what their parents were at the same age. They cannot a end the expensive
residential and private schools that abound here, but must go to the
government-aided schools with only basic facilities. Not many of their
parents managed to go to school. They spent their lives working in the
elds or delivering milk in the hill station. The lucky ones got into the
army. Perhaps anbir will do something di erent when he grows up.
He is yet to see a train but he sees planes ying over the mountains almost
every day.
How far can a plane go ’ he asks.
All over the world,’ I tell him. Thousands of miles in a day. ou can go
almost anywhere.’

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 I’ll go round the world one day,’ he vows. I’ll buy a plane and go
everywhere ’
And maybe he will. He has a determined chin and a defiant look in his eye.
Up to a few years ago, very few girls in the hills or in the villages of India
went to school. They helped at home until they were old enough to be
married, which wasn’t very old. But there are now just as many girls as
there are boys going to school.
Bindra is something of an extrov ert a con dent fourteen-year-old who
cha ers away as she hurries down the road with her companions. Her
father is a forest guard and knows me quite well: I meet him on my walks
through the deodar woods behind Landour.

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 And I had grown used to seeing Bindra almost every day. When she did not
put in an appearance for a week, I asked her brother if anything was wrong.
Oh, nothing,’ he says, she is helping my mother cut grass. Soon the
monsoon will end and the grass will dry up. So, we cut it now and store
it for the cows in winter.’
And why aren’t you cu ing grass too ’
Oh, I have a cricket match today,’ he says, and hurries away to join his
team-mates. Unlike his sister, he puts pleasure before work
As winter approaches and the days grow shorter, those children who live
far away must quicken their pace in order to get home before dark. anbir
and his friends nd that darkness has fallen before they are halfway home.
What is the time, Uncle ’ he asks, as he trudges up the steep road past
Ivy Co age.
It’s dark at six and by then, anbir likes to be out of the deodar forest and
on the open road to the village. The moon and the stars and the village
lights are su cient, but not in the forest, where it is dark even during the
day. And the silent ying of bats and flying-foxes, and the eerie hoot of an
owl can be a li le disconcerting for the hardiest of children.
Usually, anbir has the company of other boys, and they sing most of the
way, for loud singing by small boys will silence owls and frighten away the
forest demons. One of them plays a ute, and ute music in the mountains
is always enchanting.
Not only in the hills, but all over India, children are constantly making
their way to and from school, in conditions that range from dust storms in
the deserts of ajasthan to blizzar ds in Ladakh and ashmir. In the larger
towns and cities, there are school buses, but in remote rural areas ge ing to
school can pose a problem.
Most children are more than equal to any obstacles that may arise, like
those youngsters in the Ganjam district of Orissa. In the absence of a bridge,
they swim or wade across the Dhanei iver every day in order to reach
their school. I have a picture of them in my scrapbook. Holding books or
satchels alof t in one hand, they do the breaststroke or dog paddle with the
other, or form a chain and help each other across.

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 Wherever you go in India, you
will nd children helping out with
the family’s source of livelihood,
whether it be drying sh on the
Malabar Coast, or gathering sa ron
buds in ashmir, or grazing camels
or ca le in a village in ajasthan or
Gujarat.
Only the more fortunate can a ord
to send their children to English
medium private or public’ schools, and those children are really fortunate,
for some of these institutions are excellent schools, as good, and often be er
than their counterparts in Britain or USA.
Whether it’s in Ajmer or Bangalore1, New Delhi or Chandigarh, anpur or
olkata, the best schools set very
high standards. The growth of a
prosperous middle class has led
to an ever-increasing demand for
quality education. But as private
schools prolif erate, standards
su er too, and many parents must
se le for the second-rate.
The great majority of our children
still a end schools run by the state
or municipality. These vary from
the good to the bad to the ugly,
depending on how they are run
and where they are situated.

1 Old name of Bengaluru

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 A classroom without windows, or with a roof that lets in the monsoon rain,
is not uncommon. Even so, children from di erent communities learn to
live and grow together. Hardship makes brothers of us all.
The census tells us that two in every ve of the population is in the
age-group of ve to fteen. Almost half our population is on the way
to school
And here I stand at my window, watching some of them pass by boys and
girls, big and small, some scru y, some smart, some mischievous, some
serious, but all going somewhere hopefully towards a be er future.
Ruskin Bond

New Words

defiant bold, aggressive

extrov ert outgoing
trudges up walks up with slow and heavy steps
eerie ghostly, mysterious
disconcerting disturbing, upse ing
enchanting delightful, appealing
blizzar ds severe snowstorms with harsh winds
alof t up in the air
prolif erate grow in number
census an o cial count during a survey
flying-foxes a type of bat whose face looks like a fox
abound to be present in large numbers or in plenty

Comprehension
A 1. Mar k these statements as true ( T ) or f alse ( F ) .
1. The author does surveys on schoolchildren.
2. anbir is ten and cheerful.

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 3. anbir sees ships in the ocean every day.
4. Bindra is four years old.
5. The author didn’t see Bindra for days as she was busy playing
cricket matches.
6. The growth of a middle class has led to an increasing demand
for quality education.

A 2. A nswer these q uestions.

1. What does anbir do with the money that the narrator gives him
2. Why didn’t anbir’s and other children’s parents in the village go to
school
3. What was the scenario of girls’ education till a few years ago
4. What does Bindra’s father work as and how does the narrator know him
5. Why does Bindra cut grass with her mother
6. Why do the children need to quicken their pace while returning home
7. What do anbir and his friends do when they go back home in the dark
A 3. E xplain these lines with ref erence to the context.
1. He has a determined chin and a defiant look in his eyes.’
a. Who is he’
b. Why do you think the look in his eyes is de ant What does it tell
you about him
2. Hardship makes brothers of us all.’
a. Discuss the above line in class. Do you think it is true Support your
answers with examples.
3. And here I stand at my window, watching some of them pass by—boys and
girls, big and small, some scruffy, some smart, some mischievous, some serious,
but all going somewhere—hopefully towards a better future.’
a. Do you think there is a hopeful tone in the last line of the passage
above Why Discuss in class.
A 4. D iscuss.
Why do some children go to school even in very di cult situations Have a
discussion on this in class.

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 Vocabulary
B1. Look at these words. I dentif y which words are spelt wrong and correct
their spellings.
1. hankerchief 2. cemetary
3. recieve 4. conscience
5. accommodate 6. embarass
7. pronounciation 8. rythm
B2. Do you know the meanings of all the words in the previous exercise If not,
look up a dictionary and nd their meanings.
Work in pairs and make sentences with these words.

Grammar
C1. ou have learnt that there are four types of sentences declarative,
interrogative, imperative and exclamatory.

Read these sentences and identif y their types.

1. anbir is a cheerful soul.
2. How far can a plane go
3. Come here.
4. Unlike his sister, he puts pleasure before work
Work in pairs. Wr ite two examples of each type of sentence.
C2. Mar k these sentences as declarativ e ( D ) , i nterrogativ e ( I) , i mperativ e ( IMP )
or exclamatory ( E ) .
1. The great majority of our children still a end schools run
by the state or municipality.
2. Are you sure you won’t participate in the race this time
3. The scientists were sure they had seen an alien.
4. Contact the head o ce, right now.

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 5. That’s an unbelievable piece of news
6. Wow, this perfume smells really good
7. indly switch o the fans in that room.
8. There are four types of sentences.

C3. Work in pairs. P ick any story f rom the book. I dentif y as many types of
sentences as you can in five minutes. Give each other a score depending
on types of how many sentences were identified. Write the scores in the
circles below.

Player A Player B

Pronunciation
D1. Read these words aloud. Pay attention to the /sh r / sound.

shrub shriek shrimp mushroom shrewsberry

Work with your partner and list at least five more words with sh r sound.

D2. Read these words aloud. Pay attention to the /sq u / sound.

sq uid sq uash sq ueak sq uirrel sq uabble sq uibble

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 Work with your partner and list at least five more words with sq u - sound.

Listening and Speaking

E 1. Listen to Man i’ s story. T hen, ar range the j umbled sentences in the right
seq uence.
She gets ready for school.
She studies in the night and then goes o to sleep.
She cleans the house and milks the cow.
She returns home and makes dinner.
Mani gets up at ve every morning.
She prepares tea for everyone.

E 2. Imagine you and your f riend liv e in a remote v illage. R ole-play the
situation and start a conv ersation.

H ints
talk about your daily routine
how far is your school from your house
how do you go to your school
some details about your school

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 Composition
F 1. efer to the speaking exercise. ou have just heard a conversation between
two children about how they reach school even in the most di cult of
conditions.
Imagine you are a j ournalist and you want to cov er their story f or the
newspaper or magazi ne you work f or. Wr ite an article on it. Y ou can giv e
imaginary names to the children and the v illage.
F 2. E xchange your report with that of your partner and try to giv e f eedback to
each other in terms of these parameters.
catchy headline
usage of words
interesting facts in the report
grammar
readability

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 Brush Up

D o you know someone who

succeeded in lif e in spite of
difficult situations? Meet
that person and take her/his
What is the role of celebrations
interv iew. A sk your parents to
in our lif e? What makes an
accompany you.
occasion or a situation worthy of
a celebration? D iscuss in pairs
and then share your ideas with
the class.

H ow important is
education in a person’ s
lif e? H ow much of a
difference can it make?
H ow is education helping
you? D iscuss.

T he stories you hav e read

in this unit are about
celebration of the true spirit
of a f estiv al, f riendship, an d
determination. Wh at else
can you celebrate? What
would you like to celebrate
today? Sketch your ideas
here or write a short poem.

M01_LONG7817_05_CB.indd 65 10/16/2019 2:31:28 PM

 TECHNOLOGY

ectiv es
Learning obj th e ro le of technology
in
in g
understand
our lives
rs ta n d in g th e positive and
und e gy
act of technolo
negative imp e of
ci a ti n g th e humorous sid
appre
scientists

D o you use technology in your

ev eryday lif e? What kind and
how much?
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

M01_LONG7817_05_CB.indd 66 10/16/2019 2:31:30 PM

 What aspects of
technology do you like?
Is there anything that
you dislike? D iscuss in
groups.

Speak to your parents or grandparents and ask them about things/

gadgets that hav e almost v anished because of technology. P aste or draw
their pictures here.
H ints
le ers
greeting cards
photo albums
board games

M01_LONG7817_05_CB.indd 67 10/16/2019 2:31:31 PM

 Do you enjoy playing video games on

7
Game-
your laptop or console? How often
do you play them? Do you think your
studies or health can get affected if you

addiction play these games for long durations?

Discuss in class.

Two brothers with funny names

Got addicted to video games
H ooked to the screen day and night
They became a horrid sight

Now, homework went incomplete

As they preferred to compete
In the game downloaded a day before
They were on the level four

Food they would not eat at all

That would stop the game after all
They cared not for the milkman’s roar
They’d only imagined it, they were sure.

The passion for the game did soar

So they forgot to close the door
Then one night the burglars broke in
And swept away each and everything

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 So while the boys were busy at it
The thieves rolled the ashmiri carpet
Filled the valuables in school bags
Stu ed in the clothes and left the tags

Books, shelves, Superman and AC

They took away whatever they could see
But, after much consideration,
They did not touch the play station

Papers report the thieves did wait

Till the morning, when they went to bathe
Had eggs and pasta in breakfast too
Didn’t forget to use the loo

And what do you think the brothers had said

While the thieves had slept in their bed
O Wait till we nish our game, please,
Then, we shall call the police ’

The mother returned after some days

And gazed at the apartment all amazed
Seeing her boys glued to the screen
She knew exactly why the loot had been

She carried her sons to the doctor urgently

T urning a deaf ear to their endless plea:
O Wait till we nish our game, mother dear,
We’ve still got the nal round to clear ’

Junaid Yahya

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 New Words

addicted physically and mentally dependent on something

hooked enjoying a thing so much that one cannot stop doing it
addicted
soar ( here increase
burglars thieves
turn a deaf ear refuse to listen ignore
plea an urgent request
gazed looked at something

Comprehension
A 1. Mar k these statements as true ( T ) or f alse ( F ) .
1. The poem is about two brothers addicted to video games.
2. They would always complete their homework before playing
video games.
3. Their neighbours came to visit them when they had left the door
of their house open.
4. The boys ignored the milkman’s roar.
5. The thieves even slept in their beds and had breakfast the
next morning.
6. The mother of the boys was not at home when their house
was looted.
7. The brothers were happy to be taken to the doctor.

A 2. A nswer these q uestions.

1. Why did the boys not do their homework
2. What happened one night when the boys forgot to close the door
3. What did the thieves steal from the house

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 4. What did the thieves do afterwards
5. Why did the mother ignore the boys’ plea Do you think she made the
right decision
A 3. E xplain these lines with ref erence to the context.
1. Now homework went incomplete
As they preferred to compete
In the game downloaded a day before
They were on the level four!
a. Who are they’ in these lines
b. Can anyone be so addicted to games Discuss.
2. Books, shelves, Superman and AC
They took away whatever they could see
But, after much consideration,
They did not touch the play station!
a. Who are they’ in these lines
b. Why did they not touch the play station
3. P apers report the thieves did wait
Till the morning,
when they went to bathe
Had eggs and pasta in breakfast too
Didn’t forget to use the loo!
a. Do you think the thieves had a good time Why
b. What else could they have done
4. She carried her sons to the doctor urgently
Turning a deaf ear to their endless plea:
‘O! Wait till we finish our game, mother dear,
We’ve still got the final round to clear!’
a. Why did the mother take her sons to a doctor
b. Do you think the boys needed medical help
A 4. D iscuss.
Do you think avoiding something completely, such as video games, is
a solution to addiction Is it possible to follow a balanced approach
Discuss in class.

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 Vocabulary
B1. Look at these words from the poem.

loose soar
wait dear

Now, look at these word pairs.

loose−lose soar−sore
wait−weight dear−deer

These words sound the same, but have di erent meanings and are spelt
di erently. Such words are called homophones.
Circle the homophones in these sentences.
1. The di cult phase in his life did not faze him one bit.
2. The hare had soft white hair on its body.
3. The whole class was curious to see what was hidden in the big hole in
the ground.
4. Let’s get in the inn and order something to drink.
5. He agreed to sell the toy with the cell to the customer.
6. I like to eat milk and cereal as I watch my daily serial on television.
7. Only one child has won the golden trophy.
8. Which witch did you dream about last night
B2. Look at these words f rom the poem. Work with your partner and write a
homophone f or each of them.
1. night 2. week
3. sight 4. ear
5. their 6. our
7. see 8. went

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 Grammar
The simp
le
form of t
C1. Look at these words. P ut them in the correct he
adjective
columns in the table below. is
as the po known
sitiv e
degree.
younger nest more dangerous old
greyest merrier worst fa er
li le oldest more di cult farthest

positiv e comparativ e superlativ e

The
compara
tiv
degree is e
always
followed
by the
word tha
n.

ou have learnt about degrees of adjectives. The positiv e degree,

comparativ e degree and superlativ e degree are known as degrees of
comparison.
C2. T ick the sentences where the degrees of
comparison hav e been used correctly.
Rewrite the incorrect sentences.
1. Mira is the taller girl in the class. rlativ e
The supe ays has the
lw
2. This was a di cult problem. degree a efore it.
b
3. She is the more excited of them all. word t e
h

4. This gira e is tallest than that gira e.

5. My grandfather was the oldest one.
6. This cloth seems nest than that.

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 7. Mount Everest is the taller mountain in the world.
8. She is most intelligent.
9. I was the younger one in the whole class.
10. This boy was naughtiest than that one.
C3. ead these sentences.

Today I saw a German racing red new car.

Today I saw a new red German racing car.

Which of these sentences sounds more appropriate? Why?

Look at this table to understand how adj ectiv es are placed in a sentence.

q uality size age shape colour origin material purpose

wonderful big new round red oman silk running
bright tiny old curved yellow Indian glass racing

Now, l ook at these sentences. F ill in the blanks with the correct option.
1. My uncle gifted me bicycle.
a. a new bright red
b. a bright new red
2. My grandfather drives car.
a. a German blue old
b. an old blue German
3. There is movie in the cinema this week.
a. an interesting new
b. a new interesting
4. our books are lying on table.
a. the brown wooden
b. the wooden brown

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 5. All children love teacher.
a. the Science new
b. the new Science
6. The cookies are in container.
a. a large silver metal
b. a silver large metal
C4. Work in groups of four. Look around and write down any five nouns.
Now, l et each member of the group come up with an adj ectiv e f or each
noun. T hen, t ogether arrange the
adj ectiv es in the correct order.
ou can id
entify th
Pronunciation of syllab
doing th o
e chin te d by
e
les in a w number
r
your ng st. Just p
er ut
D . ou have learnt that a syllable and coun on your chin
t how m
it moves any time
always has a vowel. The number of when yo s
particula u say a
times you hear the vowel sound is r word.
the number of syllables in the word.
Look at this table.

one-syllable words: great, egg, did

two-syllable words: teacher, chicken, hundred
three-syllable words: bicycle, di cult, family

F ind the number of syllables in these words.

1. cheese 2. cake 3. eating 4. free 5. water
6. inferno 7. elephant 8. family 9. telephone 10. period

Listening and Speaking

E 1. Work in pairs. O ne of you can play a child and the other, t he grandparent.
Role-play the situation and start a conv ersation on how you like to spend
your time. The student playing the grandparent can talk about her/his
childhood memories.

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 H ints f or grandparent
loved to read books
sat with parents
talked to friends
played in the garden
read in the library
ate fresh fruit
played indoor games with family

H ints f or child
love to read online books
love to play online games
surf on the net
chat with friends on mobile
communicate through various apps
eat fast food and small meals
spend a lot of time studying

E 2. H av e a class discussion on adv antages and disadv antages of technology.

Remember to note down all relev ant ideas that were discussed. T hen,
conclude your discussion with a summary of your ideas.

Composition
F 1. Based on the q uestion in E 1, w rite a comparativ e account of how children
spent their time in earlier times and modern times.
ou may begin as:
When our grandparents were children, there were no mobile phones, laptops
or computers people spent more time talking to friends and family...

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 F 2. Work in pairs. E xchange each other’ s write-ups and giv e each other
f eedback on these parameters.
creativity
language
expression
vocabulary
grammar
spellings

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 8 M.O.M in Imagine that aliens have landed
on Earth. What do you think they
will look like? Draw a picture and
Orbit assign names to the aliens.

Here is some information about space exploration.

A rti cial satellites, like the Mars Orbiter Mission,

are objects that we place in orbit around a
planet. Satellites can be useful in lots of ways.
Communication satellites help us talk over the
phone, watch TV and use the Internet, and weather
satellites help us predict the weather and sometimes prepare for natural
disasters.

The satellite placed into orbit around Mars will send us photographs
and information about the climate, the presence of water and the natural
environment of the planet. With this information, scientists will be able
to nd out more about how planets are formed and why Earth is the only
planet to harbour intelligent life. Who knows,
perhaps these satellites will
help us nd life on other
planets in the universe

Satellites are carried into space using rockets that fall

back to Earth after they launch the satellites into space.

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 79

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 80

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 CG Salamander and Jemma Jose

New Words

harbour give a home or shelter to

ISRO Indian Space esearch Organisation
elliptical having an oval shape
thrust push suddenly or violently in a speci ed direction
on tenterhooks worried or nervous
humble not special or important
spaceport base from which spacecraft are launched
simultaneously at the same time

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 Comprehension
A 1. F ill in the blanks.
1. IS O stands for .
2. The launch was postponed for ve days because .
3. The scientists were .
4. India successfully launched its rst satellite into Mars’ orbit on
.
5. The scientists had to .

A 2. A nswer these q uestions.

1. Why were the scientists racing against time to launch the MOM
2. What was the rst challenge for the scientists and how did they solve it
3. What was the second challenge for the scientists and why
4. In the last panel of the comic, whom are the scientists speaking to How
do you know
A 3. D iscuss.
1. How old is IS O Which panels in the comic give you this information
2. How did the scientists feel at di erent points in the story Choose two
panels and explain how the images show you how they felt.
3. How do you think this story will end Discuss in groups.

Vocabulary
B1. Look at these phrases.

have an experience
invent a machine

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 These are v erb-noun collocations. ou have learnt that when two or more
words are commonly used to express something, we call the group of words
a collocation.
Mat ch the columns to make correct v erb-noun collocations.

1. break a. an e ort
2. take b. quiet
3. make c. a ention
4. catch d. a rule
5. pay e. a thief
6. keep f. an exam

B2. F ill in the blanks with words f rom the box to f orm the most common
collocations.

u make sweep dust

pay hang walk wash

1. the dishes
2. the oor
3. a ention
4. a mistake
5. the chairs
6. the clothes
7. the pillows
8. the dog
B3. Now, w ork in pairs and make your own sentences with the v erb-noun
collocations that you hav e made in the prev ious exercises.

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 Grammar
A and an
ar
C1. ou have learnt that a, an and the are articles b e indefinite
ecause th
articles. do not re ey
fer to an
particula y
r noun.
F ill in the blanks with appropriate articles.
On cold night, Arab put
up tent and decided to take some rest. As
night grew colder, his camel gently thrust his nose inside tent
and looked in. Master, let me put my nose inside tent. It’s cold and
stormy out here.’
Of course,’ said Arab, and he turned
over and went to sleep.
be the li le later, night became colder.
T he is said to ca u se
le b e camel said to his master, May I place
definite artic c, o r
a sp e ci
it points to my neck and my forelegs within tent.
it e , n o u n .
de n night is too cold and it is di cult to
stand out here.’
C2. An occasion in speech or writing where a noun or noun phrase is not
preceded by an article like a, an or the is known as the zer o article or zer o
determiner.
The zero article is used with proper nouns and mass nouns where the
reference is inde nite and plural or countable. For example,
Presidents spoke to ambassadors at the meet.
If you have nished your dinner, you can ask for the bill.
If you want to lose fat, eat less.
The zero article is also used with means of transport.
I went by plane.
I came by car.
Put a, an and the where needed. P ut a ( ✘) where the article is not needed.
1. The computer is electronic device.
2. It makes calculations at great speed.
3. kangaroos are native to Australia.
4. horseshoe is lucky for me.

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 5. frogs have long hind legs.
6. I have problem with my mobile phone.
7. There is going to be eruption in Africa very soon.
8. clouds are ge ing dark it might rain.
C3. ead these sentences.

Professor Shonku was an intelligent man.

Professor Shonku was a man of great intelligence.

In the above sentences, intelligent is an adjective, while the phrase of

great intelligence does the work of an adjective. It quali es the noun man.
Therefore, it is an adjective phrase.
An adj ectiv e phrase is a group of words that does the work of an adjective.
It tells us something more about a noun.
In these sentences, r eplace the highlighted adj ectiv es with adj ectiv e
phrases.
1. Shreya is a wise girl.
2. He commi ed a brav e act.
3. The emperor wore a silk robe.
4. The princess wore a gold tiara.
5. The Garhwal hills are very beautif ul.
6. There are many mud houses in the village.
7. Several armoured trucks entered the town.
C4. Work with your partner. S elect any noun f rom the classroom. T ake turns
describing it using not j ust an adj ectiv e, b ut an adj ectiv e phrase.

H ints
a bench
a wooden bench
a bench of wood

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 Pronunciation
D1. Read these words aloud. Stress the highlighted letters.

climate knowledge
req uire decide

In the rst set of words, the rst syllable is stressed. In the second set of
words, the second syllable is stressed.
D 2. Read these words aloud. S tress the syllables as indicated in brackets.

ippant spacious water people first syllable)

before begin relax receive second syllable)

Listening and Speaking

E 1. Listen to the text and answer these q uestions.
1. Where is the museum
2. On which side of the museum is the lane
3. Where does one go from the orist’s shop
4. Where is the ids’ Caf
E 2. Work in pairs. H av e a conv ersation with your f riend where you both ask
and giv e directions to any of these places.
1. from school to your best friend’s house
2. from your house to a neighbourhood park

Composition
F 1. ead this extract from the passage you have just read. It explains how
Professor Shonku’s machine functions.

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 I built a metal helmet to t my head. Two electric wires come out of
this helmet, which go into a glass bowl lled with a solution that I have
made. Soaking in that solution are two at pieces of copper. The two
wires are connected to the copper.
A variety of ingredients have gone into making the solution. The
most important of these is the juice from the roots of some trees in our
cremation ground, which have been nourished over many years by the
smoke from several funeral pyres.
When this solution is heated over a gas burner, thick coils of green smoke
rise from it, forming a column that shoots up to a height of ve and a half
feet. ather extraordinarily, it does not spread anywhere, but remains
hovering over the glass bowl. It is through this column of smoke that a
ghost is supposed to appear.

Now, w rite a step-by-step procedure f or operating the machine. A lso, g iv e

a suitable name to the machine.
F 2. D o you know how to make a lemonade? Write step-by-step instructions
explaining the process.

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 9
The Other What does an athlete do when
she/he is feeling lazy? What does
Side of a comedian do when she/he is
feeling low? Discuss.

Scientists

Scientists are men of learning and are looked upon as people who are
always preoccupied with their own researches and experiments and have
no time for other people. They are thought to be highly serious and having
practically no sense of humour. This is the general impression that we have
about these learned men. But the following anecdotes will reveal a di erent
aspect of their character.

E uclid’ s road to geometry

Euclid, the famous Greek mathematician who lived in the fourth-
century BCE, is known to have measured the height of a pyramid by
measuring its shadow.
Once, Ptolemy, the ing of Alexandria, impatient at the manner in
which Euclid explained his theorems in detail, asked him, Isn’t there
a shorter way of learning geometry than your method ’
Euclid replied, Sire, in our country, there are two kinds of roads
the hard road for the common people and the easy road for the royal
family. But in geometry, all must go the same way. There is no royal
road to learning.’

D arwin names a bug

When Charles Darwin, the nineteenth-century naturalist, was visiting the
country house of a friend, two boys of the family decided to play a joke on
him. They glued together various parts of a bu er y, a centipede, a beetle

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 and a grasshopper, and made a strange-looking insect. They took it to
Darwin and said, We caught this bug in a eld. Can you tell us what kind
of bug it is, Sir ’
Darwin looked at it and asked, Did you notice whether it hummed when
you caught it, boys ’
es,’ they promptly replied.
Then,’ said Darwin, it’s a humbug.’

Pasteur’ s wedding day

It was the wedding day of the famous French chemist, Louis Pasteur.
The bride and her family were nervous as the bridegroom had not
arrived.
A friend of Pasteur hurried to the laboratory, hoping to nd him there.
Sure enough, he was busy with an experiment.
Did you forget your wedding ’ asked the friend.
Oh, no ’ replied Pasteur. But do you expect me to quit in the middle of
an experiment ’

T he arithmetic class
Once, a li le schoolgirl was having some di culty with her homework in
arithmetic. On hearing that a very famous mathematician, who was also a
very helpful man, stayed close by, she went to him for help.
When the old man had explained everything patiently, the li le girl
went back home and told her mother that she had found it easier to
understand him, than when her teacher had explained it in school. The old
mathematician was none other than the famous scientist Albert Einstein
When the li le girl’s mother heard of this, she went to him to apologise
for the inconvenience caused. But Einstein replied, ou don’t have to
apologise. I have certainly learnt more from the conversation with the child
than she did from me.’

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 T he humane scientist
Sir Isaac Newton, the great English physicist and mathematician who
discovered gravity, was once compiling the notes on all the research
he had conducted over the course of twenty years. As usual, his dog,
Diamond, slept nearby while he was busy at work.
Newton worked all day, and when the sun went down, he lit a few
candles and continued his work. Suddenly, he heard a knock at the
door and he went to answer it after closing the door behind him. When
Diamond heard strange voices, he woke up and panicked because he
did not see his master around. He started barking in excitement and
apparently collided against Newton’s study table and upset the candle
on the table.
When Newton came into the room, he saw that all the notes he was
working on were reduced to ashes. As Diamond came rushing towards
him, he stroked the dog’s head gently and said, Oh, Diamond,
Diamond, thou li le knowest the mischief thou hast done ’
F leming’ s thoughts at breakf ast
Sir Alexander Fleming, who discovered penicillin, was once forced into
an interview in New ork by two journalists just as he was about to have
breakfast. One of them asked him, Sir, what are you thinking about right
now We wish to know what a great scientist thinks while ge ing ready
for breakfast.’
Fleming mused awhile on the question and he replied, I am thinking
of something very special.’ The journalists, who were all ears, drew
themselves forward. I am thinking, whether to have one egg or two.’

T he boy genius
A mathematics teacher, teaching in the eighth standard in a small
school in South India, was telling the class that any number when
divided by the same number becomes unity, that is, one. A thin,
dark-eyed boy, Srinivasa, asked, Sir, is that true of zero, too ’
The master was left speechless.
The boy was the Indian mathematical genius, Srinivasa amanujan.

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 New Words

anecdotes short stories about real persons and incidents

theorems ( here theories
humane compassionate
compiling pu ing together
apparently seemingly as it would appear
knowest ( here know
mused ( here thought

Comprehension
A 1. A nswer these q uestions.
1. What is the general impression people have about scientists
2. What did the king demand from Euclid What was Euclid’s response
3. Who was Darwin What joke did the boys play on him
4. Why were the bride and her family nervous on the day of Louis Pasteur’s
wedding
5. Why was the li le schoolgirl happy learning arithmetic from Einstein
6. Why did Diamond start to bark in excitement
7. What was Newton’s reaction on nding his notes burnt
8. How did Newton react to what Diamond had done
9. Who was Srinivasa amanujan
10. What did amanujan ask his teacher
A 2. E xplain these lines with ref erence to the context.
1. But do you expect me to quit in the middle of an experiment?’
a. Who said these words and to whom
b. Where did the listener want to take the speaker
c. What does this tell you about the speaker

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 2. You don’t have to apologise. I have certainly learnt more from the conversation
with the child than she did from me.’
a. Who said these words and to whom
b. Why did the listener apologise to the speaker
c. Do you think you can learn from children What can you learn
from them
3. ‘I am thinking, whether to have one egg or two?’
a. Who said these words and to whom
b. When did the speaker say these words
c. How do you think the listeners must have reacted
A 3. D iscuss.
What was your impression about the scientists before reading this lesson
Has it now changed Why

Vocabulary
B1. Look at these words from the passage.

own
bug
course

These words have more than one meaning.

ead these sentences.

I have done this project on my own.

Do you own this bungalow

Words that have the same spellings and same pronunciation, but di erent
meanings, are homonyms.

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 Now, look up the dictionary and find meanings of the other two
words— bug and course. Mak e two sentences f or each word to bring
out the different meanings.
B2. Read the different meanings of the homonyms given below. Then, make
sentences explaining each v ariation in meaning.
1. bore
a. dull or uninteresting
b. to make a hole in something
c. an animal
2. right
a. opposite of wrong
b. a direction
c. a moral or legal privilege to have or do something
3. row
a. a ght
b. a horizontal line of people, houses, books, etc.
c. the action of propelling a boat by pulling the oars
4. light
a. opposite of dark
b. opposite of heavy
5. sole
a. the lower-most part or underside of the shoe
b. only
6. cricket
a. an insect
b. a sport
7. stable
a. a place where horses are kept
b. not easily upset
8. patient
a. someone sick
b. able to accept problems

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 B3. Work in groups. Make a list of five homonyms. Exchange your list
with any other group. Mak e sentences with the homonyms
you hav e got.

Grammar
C1. ead these sentences.
I ate many mangoes.
We have only little oil left.
The highlighted words tell us the quantity of mangoes how many and oil
how much . Such words are called quantifiers.

Quanti ers can be used both for countable and uncountable nouns.

Fill in the blanks with correct quantifiers from the box. You can use them
more than once.

some all enough

a few several more

1. We have food to last us a whole week.

2. Do you have sugar
3. I scored marks than my neighbour.
4. He lends me books every now and then.
5. the children in the class started making noise as soon as
the teacher went out.
6. There are cases of accidents reported every day in the
newspapers.
7. I faced issues in the project but still succeeded.
8. Have of you nished your homework

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 C2. Given below is a list of some more quantifiers. Work with your partner
and use them in sentences.

a bit of
both
a couple of
any
plenty of
much

Pronunciation
D 1. ou have learnt about syllable stress.
Read these sentences stressing the highlighted syllables.

She set a record in her school of being the fastest runner.

Can you record this song for me

Note when the word record is used as a noun in the rst sentence, stress is
placed on the rst syllable.
When it is used as a verb as in the second sentence, stress is placed on the
second syllable.
D 2. Work in pairs. Mak e sentences using these words as nouns and v erbs.
T hen, r ead aloud the sentences.
1. project
2. import
3. export
4. discount
5. permit
6. present

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 Listening and Speaking
E 1. Work in pairs. O ne of you sit behind the other. L et one partner imagine
a strange-looking machine and describe it to the other partner. L et the
other partner draw a picture of the machine as per the description. A f ter
all the instructions hav e been giv en and the drawing is complete, s how the
picture to the class. L et the person who had imagined the machine decide
if the drawing looks as she/he had visualised.
E 2. Work in groups. L et each group choose one scientist and prepare a
slideshow presentation.

ou can cover details on the scientist’s:

appearance
childhood
interests
contribution in the eld of science

Composition
F1. Refer to the speaking activity above. Make a profile sheet for the scientist
you prepared slideshow presentation on.
Use the format given below.

Name of the scientist

D ate of birth
Place of birth
E ducation
_
_
_

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 _ _
_ _

E arly childhood
_ _
_ _
_ _
_ _
_ _

Interests
_
_
_
_
_

Contribution in field of science

_
_
_
_
_

A wards won
_
_
_
_
_

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 A ny other inf ormation
_ _
_ _
_ _
_ _
_ _

F2. Work in pairs. Exchange each other’s profile sheet and give feedback on
these parameters.
details included
factual accuracy
presentation
spellings

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 Brush Up
D o you know someone who
believ es in ghosts or claims to
Imagine it’ s your
hav e seen a ghost? Meet that
birthday. A mong
person and ask her/his opinion
the many gif ts you
on ghosts.
hav e receiv ed,
there is a remote-
operated car and a
handmade greeting
card. Wh ich would
you like more?
Why? D iscuss.

H ow important is technology
in a person’ s lif e? What
difference does it make?

Imagine a day you and your

best f riend are alone on an
island with no electronic
dev ices around. H ow will you
spend your day? E xpress your
thoughts in a short poem or a
sketch.

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 LEARNING
ectiv es
Learning obj th e choices we ha
ve in
ta n d in g
unders
life
n d in g h o w we should face
understa
di culties e people who st
and
te fu l to th
being gra
mes
by us in bad ti

What is meant by learning?

Note down your ideas here.

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 What, ac cording to you, h as been your learning in lif e so f ar? F ill in your
v iews in this table.

things I hav e learnt things I wish to learn things I do not want

in f uture to learn

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 10
Imagine you have been given

The Road a difficult school project to do.

Would you attempt to do it like
every one of your classmates or
Not Taken would you do it differently? What
will you do?

Two roads div erged in a yellow wood,

And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth

Then took the other, as just as fair,

And having perhaps the be er claim,
Because it was grassy and wanted wear
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the rst for another day
et knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I
I took the one less travelled by,
And that has made all the di erence.
Robert Frost

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 New Words

div erged took di erent routes

undergrowth dense growth of bushes and shrubs, under trees
wanted wear wanted to be used
trodden ( here stepped over
sigh to breathe out heavily and slowly expressing sadness,
disappointment, or tiredness

Comprehension
A 1. A nswer these q uestions.
1. What choices lay before the speaker
2. Describe how the two roads appeared to the speaker in the beginning.
3. What was the speaker’s nal decision Was he satis ed with his decision
4. What is the central theme of the poem
5. If you were in the speaker’s place, which road would you have chosen
6. Do you think the title of the poem is justi ed Suggest another title for
the poem.
A 2. E xplain these q uestions with ref erence to the context.
1. Then took the other, as just as fair...’
a. What does other’ refer to
b. What else was just as fair’
c. What is the speaker’s opinion about the other’ and the one
just as fair’
2. Oh, I kept the first for another day!’
a. Why did he keep the rst for another day
b. What did he know about way’
c. What doubts did he have

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 3. And that has made all the difference.
a. What does that’ refer to
b. When did he make that choice
c. What di erence had it made Is he happy or sad
A 3. D iscuss.
1. This is a poem about the celebration of having chosen di erently. Do you
agree with this statement Quote lines to support your answer.
2. Have you ever made choices that nobody agreed with or ones that were
very di erent’. How do you feel about them

Vocabulary
B1. ead these lines from the poem.
it was grassy and wanted wear
no step had trodden black
I shall be telling this with a sigh
The description in these lines is vivid and you can actually experience what
is wri en here. This literary device is called imagery.
Imagery is the use of vivid and descriptive language to add depth and
delight to writing. Imagery engages all the senses and also uses other gures
of speech to express the ideas and concepts.
There are ve forms of imagery.
Visual imagery pertains to visual scenes, pictures and the sense of sight.
A uditory imagery pertains to sounds, noises and the sense of hearing.
O lf actory imagery pertains to scents, odours and the sense of smell.
Gustatory imagery pertains to avours and the sense of taste.
T actile imagery pertains to physical textures and the sense of touch.
For example,
It was a starry night.
The inside of the truck smelled of dead wood.
The sweet lling of the apple pie welcomed him.
She felt the warm sun.

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 Read this poem written by Robert Frost. Pick out the instances of imagery
f rom it.

Stopping by Woods on a Snowy E v ening

Whose woods these are I think I know.
His house is in the village though
He will not see me stopping here
To watch his woods ll up with snow.

My li le horse must think it queer

To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake

To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy ake.

The woods are lovely, dark and deep,

But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

B2. D escribe the roads in your city or area. Mak e the description as interesting
as possible. R emember to use interesting imagery.

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 Grammar
C1. ead these sentences. Pay a ention to the highlighted words.
I go for a walk every day.
The monkey is climbing the tree.
What is the difference in usage of verbs in these two sentences? Discuss
in pairs.
C2. ou have learnt about simple present and present continuous tenses.
The simple present tense tells us about a situation or an event in the
present time.
It is used to talk about an action that is true in general, or to say that
something happens repeatedly or all the time.
The present continuous tense is used to describe an action that is happening
right now.
The rst sentence in the above exercise is in simple present tense, while the
other one is in present continuous tense.
Rewrite these sentences using the present continuous tense.
1. The police took steps to reduce robberies in the area.
2. Mother baked a cake for me.
3. The boys help to keep the beach clean.
4. We went to erala for a holiday.
5. The teacher helped the students with their project work.
C3. ou have also learnt about past and future continuous tenses.

Sentences that tell us about actions that were going on at a certain time
in the past are said to be in the past continuous tense. We use was or
were and the -ing form to express this tense.
Sentences that tell us that something has been planned or tell us about
events that are likely to happen are said to be in the f uture continuous
tense.
The future continuous tense is formed by will shall be the -ing
form of the verb.

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 It is be er to add some examples before giving exercises.
We were playing on the playground. past continuous
We will be playing on the playground. future continuous

F ill in the blanks with appropriate simple or continuous tenses of the

v erbs in brackets.
1. Abha eat a lot of junk food.
2. esterday, he tell me about his family.
3. Look, the man over there make a shoe. He
be a cobbler.
4. I do my homework when you come
yesterday.
5. They v isit us in the coming week.
6. The children play in the garden now.
7. The teacher ask you about this surely.
8. I am sure, he sleep when I reach his
house.

Pronunciation
D 1. ead these words aloud. Stress the highlighted le ers.

f amous open

Note that these are adjectives with two syllables and it is their rst syllable
that is stressed.
Now, r ead these words aloud.

clever clumsy equal

nal neutral slender

Which syllable did you stress while reading out these words?

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 D 2. Work in pairs. R ead the poem again. P ick out adj ectiv es f rom the poem
and take turns in reading them aloud. I dentif y the syllables you stressed
while reading them aloud.

Listening and Speaking

E . Look at the pictures below.

Work in pairs. Select one picture. T ake turns to describe your picture while
showing it to your partner. T he partner will listen to what you say and
then give her/his interpretation for the picture.

Composition
F 1. Can you write a poem on your own

Here are some tips on writing a poem.

The most important thing to remember is that a poem re ects the
poet’s personality and way of life.
Brainstorm and choose a topic you like.
Think of all the ideas and words that you associate with this topic.
Think of a line that could become a part of your poem.

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 Then nd rhyming words for it.
eep repeating these steps.
emember to choose simple things that you are familiar with.

Work in pairs or groups of f our and try writing a short poem on any one of
these topics.
school life
teachers
fun in the sun
friends are for life
F 2. Now, exc hange poems with the other pairs or groups and giv e f eedback
based on these parameters.
idea of the poem
exploitation of idea
vocabulary
imagery

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 11
The Cop Should we get what we want or
and the what we need? What do you think
is the difference?

Anthem

Soapy moved endlessly on his seat in Madison Square1. Winters were

approaching. He had to nd some way to take care of himself during the
cold weather.
His hopes for the winter were not very high. He was not thinking of sailing
away on a ship. Three months in the prison on Blackwell’s Island2 was what
he wanted. Three months of food every day and a bed every night, three
months safe from the cold north wind and safe from cops. This seemed to
Soapy the most desirable thing in the world. There were many easy ways
of doing this. The most pleasant way was to go and have a good dinner
at some ne restaurant. Then he would say that he had no money to pay.
And then a cop would be called. It would all be done very quietly. The cop
would arrest him. He would be taken to a judge. The judge would do
the rest.
Soapy left his seat and
walked out of Madison
Square to the place where
the great street called
Broadway and Fifth
Avenue meet. He went
across this wide space and
started north on Broadway.
He stopped at a large and
brightly lit restaurant.
1 a place in New ork City
2 a narrow island located in East iver in New ork

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 This was where the best food was served and the best people in the best
clothes appeared every evening. Soapy believed that above his legs he
looked all right. His face was clean. His coat was good enough. If he could
get to a table, he believed that success would be his.
But as Soapy put his foot inside the restaurant door, the head waiter saw
his broken old shoes and the torn clothes that covered his legs. Strong and
ready hands turned Soapy around and moved him quietly and quickly
outside again. Soapy turned o Broadway.
At a corner of Sixth Avenue was a shop with a wide glass window, bright
with electric lights. Soapy picked up a big stone and threw it through the
glass. People came running around the corner. A cop was the rst among
them. Soapy stood still, and he smiled when he saw the cop.
Where’s the man who did that ’ asked the cop.

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 Don’t you think that I might have done it ’ said Soapy. He was friendly and
happy. What he wanted was coming towards him.
But the cop’s mind would not consider Soapy. Men who break windows do
not stop there to talk to cops. They run away as fast as they can. The cop
saw a man further along the street, running. He ran after him. And Soapy
walked slowly away. He had failed twice.
Across the street was another restaurant. It was not as ne as the one on
Broadway. The people who went there were not as rich. The food was not
as good. Into this, Soapy took his old shoes and his torn clothes, and no
one stopped him. He sat down at a table and was soon eating a big dinner.
When he had nished, he said that he had no money.
Go, call a cop,’ said Soapy.
No cop for you,’ said the waiter. He called another waiter. The two
waiters threw Soapy upon his left ear on the hard street outside.
He stood up slowly, one part at a time, and beat the dust from his clothes.
Prison seemed only a happy dream. A cop who was standing near laughed
and walked away.
Soapy travelled almost half a mile before he tried again. When he stopped,
he was near several theatres. He saw a cop standing in front of a big theatre.
He thought of something else to try. He began to shout as if he had had too
much to drink. He danced, he cried out.
But the cop turned his back to Soapy, and said to a man standing near him,
It’s one of those college boys. He won’t hurt anyone. Let him shout.’
Soapy was quiet. Was no cop going to touch him
At last Soapy came to one of the quiet streets on the east side of the city.
He turned here and began to walk south towards Madison Square Garden.
He was going home, although home was only a seat in a park. But on a
very quiet corner Soapy stopped.
Here was an old, old church. Through one coloured-glass window came a
soft light. Sweet music came to Soapy’s ears and seemed to hold him there.
And the anthem that came from the church held Soapy there, for he had
known it well long ago. In those days, his life contained such things as
mother and owers and high hopes and friends and clean thoughts and
clean clothes.

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 There was a sudden and wonderful change in his soul. He would ght to
change his life. He would make a man of himself again. There was time.
He was young enough. He would nd his old purpose in life, and follow it.
That sweet music had changed him. Tomorrow he would nd work. A man
had once o ered him a job. He would nd that man tomorrow. He would
be somebody in the world. He would Soapy felt a hand on his arm. He
looked quickly around into the broad face of a cop.
What are you doing hanging around here ’ asked the cop.
Nothing,’ said Soapy.
ou think I believe that ’ said the cop.
Full of his new strength, Soapy began to argue. And it is not wise to argue
with a New ork cop.
Come along,’ said the cop.
Three months on the Island,’ said the Judge to Soapy the next morning.
Adapted from The Cop and the Anthem written by O Henry

New Words

approaching ( here coming

desirable pleasing, something really wished for
hanging around to wait a place for some time

Comprehension
A 1. Reorder these incidents in the order that they appear in the story.
Then he went to a restaurant which was not a very ne one.
He is arrested and taken to a prison.

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 He walked to a place where Broadway and Fifth Avenue met.
He was at Madison Square Garden.
Then he came to one of the quiet streets on the east side of the city.
He then turned to a corner of Sixth Avenue.
He stopped near several theatres.
He then started walking towards Madison Square.
He stopped in front of an old church.
A 2. A nswer these q uestions.
1. What were Soapy’s hopes for the coming winter
2. What was so desirable about the prison on Blackwell’s Island
3. Describe the restaurant at the north on Broadway.
4. What happened when Soapy tried to enter the fancy restaurant
5. Why did the cop not arrest Soapy when he admi ed to breaking the glass
window of the shop
6. What did the waiter do when Soapy told him he had no money to pay for
the food
7. What e ect did the anthem have on Soapy
A 3. E xplain these lines with ref erence to the context.
1. It’s one of those college boys. He won’t hurt anyone. Let him shout.’
a. Who said these words and to whom
b. Who was shouting
c. Why was he shouting
2. There was a sudden and wonderful change in his soul. He would fight to change
his life. He would make a man of himself again.’
a. Who is he’ here
b. What brought a change in his soul
c. What was he thinking of doing
A 4. D iscuss.
1. What could Soapy have done di erently in the beginning of the story
2. Why is it important to struggle to change di erent circumstances rather
than accept them Discuss.

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 Vocabulary
B1. T ick the clouds with correct spellings.

handkerchief enargetic receive missunderstanding

bizarre grammer accross commi ee

misunderstanding
energetic hankerchief recieve

commi e grammar across bizzare

B2. Work in pairs. T ake the spelling challenge. G iv e each other a spelling test.
Then share a list of difficult words to spell with the class.

Grammar
C1. ead these sentences.
Soapy waited for the cop patiently.
Soapy waited there for the cop.
Soapy waited for the cop yesterday.

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 ou have learnt that the highlighted words are adv erbs. They tell us how,
where and when an action takes place. These are called adverbs of manner,
place and time.
Work in pairs and pick out adv erbs of time, p lace and manner f rom
the story.
C2. U nderline the adv erbs in each of these sentences and state their kinds.
1. Jaya dances gracefully.
2. We went to the theatre yesterday.
3. The children slept soundly.
4. The cat drank the milk and went out.
5. She got completely wet in the rain.
6. He ran quickly to catch the ball.
7. The umbrella is kept there.
8. The thief crept quietly through the window.
C3. Y ou hav e learnt that adv erbs modif y v erbs. L ook at these v erbs giv en in
the cloud.

y swim bring
appear change buy
enjoy decorate hang

Now, w ork in pairs and make sentences with these v erbs with suitable
adv erbs modif ying them. O ne has been done f or you.
The aeroplane was flying high in the sky.
C4. Now, read these sentences.
Soapy waited for the cop f or two hours.
Soapy waited for the cop outside the restaurant.
The phrases in the above sentences are performing the function of an adverb.
Such phrases are called adv erb phrases.

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 U nderline adv erb phrases in these sentences.
1. My friend lives in a palatial home.
2. We plan to visit you early next week.
3. The puppy was lying beside the pile of newspapers.
4. We must nish our project before the holidays.
5. The warriors fought with all their strength.
6. My mother cooks extraordinarily well.
C5. Look at these adverb phrases.

in the pan for the last ten days

day after tomorrow gently with light strokes
on the playground under the yover

Work with your partner and f rame short dialogues using these phrases.
O ne has been done f or you.
Student 1: Do you know how to reach the railway station
Student 2: es, just keep going straight under the flyover and then take a
U-turn.

Listening and Speaking

D . In the story, S oapy goes to many places. L ook at the options below, c hoose
any one and enact a scene.

Soapy an Soapy and his

d his
conversa with
tion with conversation
the guar e the
do the cop outsid
expensiv utside the
e restaur theatre
ant

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 Soapy an Soapy and his
d his
conversa with
tion with conversation
waiter in th e the
the resta e the cop outsid
where h ur
e had foo ant church
d

When the pair enacts its scene, t he remaining students should listen
caref ully and giv e them f eedback on these parameters.
dialogues
pronunciation
body language
language

Composition
E . The story has a sad ending. Do you agree
Write a different ending to the story, the way you would like it to end.
T hen, r ead out your ending in the class and let your f riends giv e you
f eedback.

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 12
What comes to your mind when
Adrift at you think of the word ‘adventure’?
Imagine you are stuck in a boat in

Sea the middle of a stormy sea. What

will you do?

This is an extract from the international bestseller Life of Pi. The novel is
about a young boy named Piscine Molitor ‘Pi’ Patel, an Indian boy from
P ondicherry. His father runs a z oo. The novel has two parts. The second part
of the novel begins with the family moving to North America on a Japanese
ship along with all the animals of the zoo. The ship, however, sinks and Pi is
left alone on a lifeboat in the Pacific Ocean with a Bengal tiger named
Richard Parker.

The ship sank. It made a sound like a

monstrous metallic burp. Things bubbled
at the surface and then vanished.
Everything was screaming: the sea,
the wind, my heart. From the
lifeboat I saw something in the
water.
I cried, ichard Parker, is that
you It’s so hard to see. Oh, that
this rain would stop ichard
Parker ichard Parker es,
it is you ’
I could see his head. He was
struggling to stay at the surface of
the water.

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 Jesus, Mary, Muhammad and Vishnu, how good to see you, ichard
Parker Don’t give up, please. Come to the lifeboat. Do you hear this
whistle T EEEEEE T EEEEEE T EEEEEE ou heard, right Swim,
swim ou’re a strong swimmer. It’s not a hundred feet.’
He had seen me. He looked panic-stricken. He started swimming my way.
The water about him was shifting wildly. He looked small and helpless.
ichard Parker, can you believe what has happened to us Tell me it’s
a bad dream. Tell me it’s not real. Tell me I’m still in my bunk on the
Tsimtsum1 and I’m tossing and turning and soon I’ll wake up from this
nightmare. Tell me I’m still happy. Mother, my tender guardian angel of
wisdom, where are you And you, Father, my loving worrywart And you,
avi, dazzling hero of my childhood Vishnu preserve me, Allah protect
me, Christ save me, I can’t bear it T EEEEEE T EEEEEE T EEEEEE ’
I was not wounded in any part of my body, but I had never experienced
such intense pain, such a ripping of the nerves, such an ache of the heart.
He would not make it. He would drown. He was hardly moving forward
and his movements were weak. His nose and mouth kept dipping
underwater. Only his eyes were steadily on me.
What are you doing, ichard Parker Don’t you love life eep swimming
then T EEEEEE T EEEEEE T EEEEEE ick with your legs. ick ick
ick ’
He stirred in the water and made to swim.
And what of my extended family birds, beasts and reptiles They too
have drowned. Every single thing I value in life has been destroyed. And
I am allowed no explanation I am to su er hell without any account
from heaven In that case, what is the purpose of reason, ichard Parker
Is it no more than to shine at practicalities the ge ing of food, clothing
and shelter Why can’t reason give greater answers Why can we throw
a question further than we can pull in an answer Why such a vast net if
there’s so li le sh to catch ’

1 a way of being present in one’s absence

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 His head was barely above water. He was looking up, taking in the sky one
last time. There was a lifebuoy in the boat with a rope tied to it. I took hold
of it and waved it in the air.
Do you see this lifebuoy, ichard Parker Do you see it Catch hold of it
HUMPF I’ll try again. HUMPF ’
He was too far. But the sight of the lifebuoy ying his way gave him hope.
He rev iv ed and started beating the water with v igorous, desperate strokes.
That’s right One, two. One, two. One, two. Breathe when you can. Watch
for the waves. T EEEEEE T EEEEEE T EEEEEE ’
My heart was chilled to ice. I felt ill with grief. But there was no time for
frozen shock. It was shock in activity. Something in me did not want to give
up on life, was unwilling to let go, wanted to ght to the very end. Where
that part of me got the heart, I don’t know.
Isn’t it ironic, ichard Parker We’re in hell yet still we’re afraid of
immortality. Look how close you are T EEEEEE T EEEEEE T EEEEEE
Hurrah, hurrah ou’ve made it, ichard Parker, you’ve made it. Catch
HUMPF ’
I threw the lifebuoy mightily. It fell in the water right in front of him. With
his last energies, he stretched forward and took hold of it.
Hold on tight, I’ll pull you in. Don’t let go. Pull with your eyes while I pull
with my hands. In a few seconds you’ll be aboard and we’ll be together.
Wait a second. Together We’ll be together. Have I gone mad ’
I woke up to what I was doing. I yanked on the rope.
Let go of that lifebuoy, ichard Parker Let go, I said. I don’t want you
here, do you understand Go somewhere else. Leave me alone. Get lost.
Drown Drown ’
He was kicking vigorously with his legs. I grabbed an oar. I thrust it at him,
meaning to push him away. I missed and lost hold of the oar.
I grabbed another oar. I dropped it in an oarlock and pulled as hard as I
could, meaning to move the lifeboat away. All I accomplished was to turn
the lifeboat a li le, bringing one end closer to ichard Parker.

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 I would hit him on the head I lifted the oar in the air.
He was too fast. He reached up and pulled himself aboard.
Oh my God avi was right. Truly I was to be the next goat. I had a wet,
trembling, half-drowned, heaving and coughing three-year-old adult
Bengal tiger in my lifeboat. ichard Parker rose unsteadily to his feet on
the tarpaulin, eyes blazing as they met mine, ears laid tight to his head, all
weapons drawn. His head was the size and colour of the lifebuoy,
with teeth.
I turned around, stepped over the zebra and threw myself ov erboard.
An extract from Life of P i wri en by Yann Martel

New Words

bunk a narrow shelf-like bed, mostly one on top of the other

guardian angel a spirit that watches over us and protects us
worrywart a person who worries too much
practicalities realities
rev iv ed ( here became active again
v igorous ( here quick and energetic
ironic ( here strange
immortality a state of not dying ever
yanked removed suddenly
oar a long at pole wide at one end used for rowing a boat
thrust pushed at him with force
oarlock a part meant to hold an oar
tarpaulin a waterproof plastic sheet
ov erboard over the side of the boat into the water

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 Comprehension
A 1. F ill in the blanks with right words f rom the story.
1. This is a tale that takes place at the .
2. ichard Parker was a .
3. ichard Parker looked small and to the narrator when
he was drowning.
4. The narrator took the and threw it in ichard Parker’s
direction.
5. The narrator grabbed an and thrust it at ichard Parker.
6. ichard Parker rose on the tarpaulin.
A 2. A nswer these q uestions.
1. Who is ichard Parker
2. How does the narrator remember his family members during the time
of crisis
3. Was the narrator wounded during the crisis
4. Describe ichard Parker’s reaction on seeing the lifebuoy.
5. Why do you think, the narrator suddenly changed his mind with regard
to ichard Parker coming on the lifeboat
6. What did the narrator choose to do in the end
A 3. D iscuss.
1. ead these lines about the narrator.
Something in me did not want to give up on life, was unwilling to let go,
wanted to fight to the very end.
• Let go of that lifebuoy, Richard Parker! Let go, I said. I don’t want you
here, do you understand? Go somewhere else. Leave me alone. Get lost.
Drown! Drown!
Based on these two extracts about the narrator, write a character sketch
on him.
2. Describe the speaker’s situation in your own words.
3. What do you think would have happened next

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 Vocabulary
B1. ead this sentence from the story.
It made a sound like a monstrous metallic burp.
Both the highlighted words are adjectives and their noun forms are monster
and metal respectively. We can make adjectives from nouns by adding
suitable su xes.
T ick the correct adj ectiv es made f rom these nouns.
1. env y envious envied
2. beauty beautifully beautiful
3. response respond responsible
4. wood wooden woods
5. glory glorify glorious
6. magnet magnetism magnetic
B2. Mak e sentences with the adj ectiv es f rom the prev ious q uestion.
B3. Work in pairs. C omplete the table below.

nouns adj ectiv es

1. rust
2. progress
3. magnetic
4. fortune
5. a ractive
6. sensible
7. home
8. foggy

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 Grammar
C1. ead these sentences.
I have finished my dinner.
She has already lef t the house.
ou have learnt about present perf ect tense. The present perfect form is
used to show actions that have just been completed.
The verbs in the above sentences are in the present perfect tense formed by
has/have + past participle of the verb.
F ill in the blanks with present perf ect f orms of the v erbs indicated in
the brackets.
1. ocky all the pastries. eat)
2. They for a meeting. go)
3. I Diana for almost ten years. know)
4. you the work given to you finish)
5. She that book many times before. read)
6. Can you help me, please I my house keys. lose)
C2. Now, read these sentences.
I had finished my dinner when you came to my house.
She had already lef t the house before I even asked her to.
The highlighted verbs in the above sentences are said to be in the past perfect
tense formed by had + past participle of the verb.
ou have learnt that past perfect form is used to show an action that
happened before a past event.
F ill in the blanks with past perf ect f orms of the v erbs indicated in
the brackets.
1. The mother food before her children arrived home from
school. make)
2. Jonaki looked very tired because she not
well last night. sleep)
3. The police the culprit before the minister ordered them to
do so. catch)

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 4. We our programme even before everyone agreed.
( finalise)
5. She French before she moved to France. learn)
C3. Rewrite this paragraph first in the present perfect tense and then in the
past perf ect tense by changing the highlighted v erbs.
Tina takes very good care of her home. She arranges the things in her room
very neatly. There is a bed in the centre, a small study table and a chair in
one corner, and in another corner is her cupboard where she keeps her
clothes. On a low shelf are a mirror and her two lovely dolls. She makes her
own bed and puts the books neatly on the table. During the holidays, she
hopes to paint her room pink. Tina enj oys having her friends visit her home.
She entertains them and f eeds them delicious snacks made by her loving
mother. Her friends like her very much.
C4. Work in groups of three. O ne of you will say aloud a v erb, w hile the
others will make sentences with that v erb in its past and present perf ect
f orms. T ake turns to play this game.

Pronunciation
D . Y ou hav e learnt about syllable stress. Wo rk with your partner and read
these words aloud stressing the highlighted letters.

samples carton direct among

between orderly manager rarity
patient scenery laughable social

Listening and Speaking

E 1. Listen to the text and mark these statements as true ( T ) or f alse ( F ) .
1. The girl you heard about is Malini.
2. She loves to talk to her friends.
3. She had gone for trekking in Shimla.
4. She had taken a wrong path while trekking.
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 5. The participants were not allowed to take rocky paths at night.
6. The girl was not afraid initially when she was lost.
7. She was left with enough supplies to last her two days.
8. She was nally rescued by her camp leader.
E 2. Now imagine you are the girl of the listening text in the prev ious exercise.
Speak about how one should always be calm even in difficult situations.
Let your f riends giv e you f eedback on these parameters.
content
language
clarity of idea
body language
tone
pronunciation

Composition
F1. Imagine you are the narrator of the story. You finally survived the
shipwreck and the hungry Richard Parker and reached home saf ely.
Write a letter to your friend describing your experience.
F2. Exchange your letter with your partner. Let your partner read your letter.
Now, as your friend, your partner will write a response to your letter.
D o the same f or your partner.

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D o you know someone who
has faced difficulties in life
and has still stood strong?
Meet that person and ask her/
him how one keeps f aith in
difficult situations.
M01_LONG7817_05_CB.indd 130
Brush Up
H ow alert should one be f or
protecting their own lif e? Is
it true that one’ s own lif e is
more important than that of
someone else? D iscuss.
‘ H ard work has no
substitute.’ D o you agree?
Giv e reasons f or your answer.
Visit some underpriv ileged
children who liv e near your
school or home. S pend some
time with them and ask them
about their daily routine,
their dreams and what they
want to do in lif e. E xpress
their dreams in the f orm
of a poem, p aragraph or a
painting.
10/16/2019 2:32:20 PM
 ART AND CULTURE
ectiv es
Learning obj e ro le of art and cult
ure
ti n g th
apprecia
in our lives ures of
a rn in g m o re about the cult
le
tries
di erent coun f art
re ci a ti n g v a rious forms o
app

How would you define the

term ‘ art’ ? What do you think D o you think art makes
it includes? lif e more beautif ul? H ow?
D iscuss in groups.
Y ou may tick ( ✓) more than one
option.
a. a poem
b. a painting T ry your hand at creating art.

c. a music composition
Hints
d. po ery
a poem
e. dance a painting
f. acting a scrapbook

g. cooking
h. sculpting

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 13
Wandering Do you like music? How do you
think people enjoyed music in
the olden days when they did
Singers not have instant access to it?

Where the voice of the wind calls our wandering feet,

Through echoing forest and echoing street,
With lutes in our hands ever-singing we roam,
All men are our kindred, the world is our home.
Our lays are of cities whose lustre is shed,
The laughter and beauty of women long dead
The sword of old ba les,
the crown of old kings,
And happy and simple and
sorrowful things.
What hope shall we gather,
what dreams shall we sow
Where the wind calls our
wandering footsteps we go.
No love bids us tarry, no
joy bids us wait:
The voice of the wind is the
voice of our fate.
Sarojini Naidu

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 New Words

lay song
tarry to wait
lustre shine radiance
kindred one’s relatives a group of related individuals
lute a stringed instrument like a guitar
wander to walk in a leisurely way without a purpose

Comprehension
A 1. A nswer these q uestions.
1. Whose wandering feet’ is the voice of the wind calling
2. What tales do the songs depict
3. What does the poem tell you about the wandering singers
4. How do the singers decide their next destination
5. What kind of life do musicians have today What do you think their life
was like in earlier times
A 2. E xplain these lines with ref erence to the context.
1. With lutes in our hands ever-singing we roam,
All men are our kindred, the world is our home.
a. What is the speaker trying to say when she says, All men are our
kindred’
b. Can the whole world be one’s home Why or why not
2. Our lays are of cities whose lustre is shed,
The laughter and beauty of women long dead;
The sword of old battles, the crowns of old kings,
And happy and simple and sorrowful things.
a. Who are the women mentioned here
b. Why do wandering singers sing about dead people

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 3. No love bids us tarry, no joy bids us wait:
The voice of the wind is the voice of our fate.
a. What does the speaker intend by the rst line
b. Is the poet complaining about feeling alone Give reasons for
your answer.
A 3. D iscuss.
1. Discuss what wind’ stands for in the line, The voice of the wind is the
voice of our fate’.
2. What do you think the life of a wandering singer is like

Vocabulary
B1. Look at the diagram below.

despair laughter merriment

Read the word giv en in the middle circle. N ow, w rite down its antonym in
the lef t circle and its synonym in the right circle.

1. narrow wide

2. break continuation

3. se led unsettled

4. reliable disloyal

5. signi cant trivial

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 B2. Work in groups of three. O ne of you will read a word, w hile the other two
will suggest a synonym and an antonym f or the word. T ake turns to play
this game.

achieve idle a ack

generous noisy random

Grammar
C1. ead these sentences.
Where are you going ’ the poet asked the wandering singer.
The poet asked the wandering singer where he was going.
All the men are our kindred,’ said the wandering singer.
The wandering singer said that all the men were their kindred.
The rst sentence in each set tells you the exact words of the speaker. These
sentences are in the direct speech. In direct speech, the words of the speaker
are always wri en within q uotation marks.
The second sentence in each set reports what the speaker has said, but it
does not use the actual words of the speaker. These sentences are in indirect
or reported speech. In indirect speech, we report what the speaker has said
without quoting his or her exact words.
Change these sentences into indirect speech.
1. She said, I like to dance in the rain.’
2. iddhi said, I am studying for my mid-term examination.’
3. Anuj said to me, ou must work hard.’
4. Shreya said, I went to Goa with my parents.’
5. Abha called from Manali and said, The weather is very pleasant here.’
6. She asked him Can you come tomorrow ’
7. I must see a doctor,’ said Siddhi.
8. ay I nished my project on time,’ said Barirah.
9. Trisha will not come to school today,’ said Preeti.
10. Have you lost your worksheet ’ asked teacher.

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 C2. Change these sentences into direct speech.
1. The teacher happily said that Arav was a hardworking boy.
2. Ali said that he found the ring in the swimming pool.
3. Mrs Moitra said that she had lost her wallet.
4. The boy whom we met at the market said that he belonged to erala.
5. Dennis said that he was scared of staying alone in the house.
6. Namish refused to eat apples saying he did not like them.

Pronunciation
D 1. ead these words aloud. Pay a ention to the highlighted le ers.

deal dread stream spread

feast wheat tread season

D2. Make a list of words with the different /ea/ sounds in the box below.

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 Listening and Speaking
E 1. Listen to the text and identif y the prof essions of these people.

Name: Surekha Name: ishan ant Name: Prerna

Prof ession: Prof ession: Prof ession:

Name: Minakshi Name: Abdul Name: Haribhai

Prof ession: Prof ession: Prof ession:

E 2. F ind out more about Indian f olk songs and make a presentation in class.
T ry to make your presentation as interactiv e as possible. I t could be in the
f orm of an interv iew, a r ole-play, a d ialogue or a simple conv ersation.
our presentation should include information on:
the origin of folk songs
how the young generation reacts to folk songs
other examples of folk culture
the importance of preserving folk songs

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 Composition
F 1. Imagine you are one of the wandering singers’. What is life on the road like
What kind of people do you meet Who all are there in your troupe Have
you ever had any unusual experiences while travelling
Write a paragraph to record a day in the lif e of a wandering singer.
F 2. E xchange your paragraph with your partner and identif y more ideas
you would like to include in your tale. G iv e each other f eedback on
these parameters.
content
vocabulary
grammar
expression

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 What do you like to do in your free

14 Leonardo
time? Painting, reading, gardening
or something else? Imagine when
you grow up, your favourite hobby

da Vinci becomes your profession. Won’t it

be fun? Discuss in class.

Leonardo da Vinci was one of the most div ersely talented personalities
to have ever walked the Earth. Widely considered as one of the greatest
painters ever, Vinci’s areas of interest spread across sculpting, architecture,
science, music, mathematics, engineering and literature.
Leonardo da Vinci was born in the small town of Vinci in the Tuscany
region of modern-day Italy. He was born to a respected legal notary, Ser
Piero, and a peasant woman named Caterina. oung Leonardo received
li le formal education beyond basic reading, writing and mathematics,
but his artistic talents were evident from an early age.
Around the age of fourteen, da Vinci began apprenticeship with the noted
artist Andrea del Verrocchio. He learnt a range of technical skills including
metalworking, leather arts, carpentry, drawing, painting and sculpting. His
earliest known dated work a landscape of the Arno
valley was sketched in 1473.
At the age of twenty, da Vinci quali ed as a master artist in Florence’s Guild
of Saint Luke1 and established his own workshop. However, he continued
to collaborate with his teacher. It is widely believed that Verrocchio
completed Baptism of Christ in 1475 with his help.
Only fteen paintings of da Vinci survive today.
The Last Supper, on the end wall of Santa Maria delle Grazie in Milan, is
one of the most renowned of his creations. Despite numerous a empts at
restoration, very li le of the original painting remains. Even in its current
state, it is a masterpiece.
1 guild of painters and other artists in early modern Europe

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 He chose to capture the moment just after Jesus Christ tells his apostles
that one of them will betray him. The e ect of his statement causes a wave
of emotion among the apostles. These reactions are quite speci c to each
apostle, expressing what Leonardo called the motions of the mind’.
He also created the most famous portrait of all time, The Mona Lisa. It is
believed to be a portrait of Lisa Gherardini, wife of Francesco del Giocondo.
The painting has been on display at the Louvre Museum in Paris since
1797. The striking feature of the painting is the mysterious half smile of the
subject. The enigmatic smile has fascinated experts and common people for
hundreds of years.
Da Vinci’s drawing of The Vitruvian Man has emerged as a cultural icon
today. The image has been reproduced on everything from t-shirts to books
to even the Euro currency. The drawing is an illustration of the theory of
Vitruvius, a rst-century oman architect. It depicts a male gure whose
outstretched limbs touch the circumference of a circle and the edges of
a square and the nav el at the centre. The image demonstrates a blend
of mathematics and art as well as Leonardo’s deep understanding of
proportion.
Although da Vinci will always be remembered as an artist, he actually
spent more time working on his scienti c endeav ours.
The term enaissance man’ is often associated with Leonardo da Vinci
for his creative knowledge and skills in a number of di erent areas. His
detailed sketches and distinct artistry played a large role in his inventions,
and his sketchbooks later provided evidence that da Vinci had imagined
many ideas long before the technology to build them actually existed.
The rst helicopter was not built until the 1940s. However, one of Leonardo
da Vinci’s sketches from the late fteenth century is believed to be the
predecessor to the modern-day ying machine. It was his fascination
with ight that inspired him to invent the anemometer, an instrument to
measure speed of wind.
His ingenious sketches also included models for the parachute, a self-
propelled cart, a revolving bridge and an armoured car among other things.
However, most of his ideas remained on paper as these ideas were way
ahead of those times. Science was not advanced enough to bring these ideas
to completion.
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 His curiosity and hunger for knowledge never waned. He was constantly
observing and inventing. Drawing was a tool for recording his investigation
of nature. He left a large body of drawings over two thousand which
record his ideas. Leonardo da Vinci spent the last years of his life in ome
and France. He died in Amboise in France on 2 May 1519. His genius as an
artist and inventor continues to inspire artists and scientists alike centuries
after his death.

New Words

div ersely di erent in quality

notary a person authorised to perform legal formalities
peasant farmer
restoration act of bringing something back to its original condition
apostle each of the twelve chief disciples of Jesus Christ
enigmatic mysterious
endeav our e ort
predecessor a thing that has been followed or replaced by another
waned ( here decreased
nav el the small depression in the centre of the belly that is
caused by the separation of umbilical cord at birth

Comprehension
A 1. Mar k these statements as true ( T ) or f alse ( F ) .
1. Leonardo da Vinci was born in modern-day England.
2. He quali ed as a master artist in Florence’s Guild of
Saint Luke at the age of sixteen.
3. Baptism of Christ is one of his famous paintings.
4. The Mona Lisa is his most famous portrait of all time.
5. The term enaissance Man’ is often associated with da Vinci.

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 6. Da Vinci made a sketch of an initial ying machine.
7. He died in Venice.
A 2. A nswer these q uestions.
1. Who were Leonardo da Vinci’s parents
2. What did da Vinci learn from Andrea del Verrocchio
3. What is the idea expressed in The Last Supper
4. What extraordinary feature of The Mona Lisa has fascinated artists
for years
5. What does The Vitruvian Man depict
6. Why is da Vinci called the enaissance man’
A 3. D iscuss.
1. On the basis of what you have read, write a brief character sketch of
Leonardo da Vinci.
2. If you could meet da Vinci for a day what would you do Work in pairs
and plan your day with da Vinci.

Vocabulary
B1. ead these sentences.
Vinci’s teacher believ ed in his talent as a painter.
My neighbour’s car broke down yesterday while he was going to work.
What do the highlighted words mean Discuss with your partner.
The highlighted phrases are a combination of a verb and a preposition. Such
verbs are called phrasal v erbs. They are unique in their meaning.
Identif y the phrasal v erbs in these sentences.
1. The meeting was called o after the chairman fell ill.
2. I fell out with my cousin last year when he tried to cheat me in business.
3. We are having a party at our place tonight. Why don’t you join in
4. All these years we were in Jaipur. We just moved here in Delhi last year.
5. All her friends tried to cheer iya up when she lost her favourite pen.
6. Do not worry The police are looking into the ma er. The culprit will be
behind bars very soon.
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 B2. Were you able to identif y the phrasal v erbs in the prev ious exercise? Now,
write them next to their meanings.

phrasal v erbs meanings

1. a. start living in a new place
2. b. make someone happy
3. c. to investigate something
4. d. to stop talking to someone as
you are upset with them
5. e. to be a part of something
6. f. cancel something

B3. Now, w ork in pairs and use phrasal v erbs in the prev ious exercise in
sentences of your own.

Grammar
C1. ou have learnt that prepositions are words that tell the relation of a noun or
a pronoun to other words in a sentence.
F ill in the blanks with suitable prepositions.
1. There is an iron bridge the river. ov er on)
2. The ki en is hiding the table. in under)
3. She is responsible the mess in the room. in f or)
4. Hang the picture the wall. on under)
5. He is never satis ed whatever I do. about with)
6. We are thankful you for helping us in time of need. at to)
7. The actors danced the trees. around on)
8. The tailor put a thread the needle. in through)
9. I put the food the fridge. on into)
10. The snake crawled the basket. f or into)

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 C2. Look at these prepositions. Wo rk with your partner and make sentences
with each of them.

against for between near

in above below behind

C3. ou have learnt how phrases are di erent from sentences.

ead this sentence.
My best f riend stays here.
T he man in the brown suit is my neighbour.
The set of highlighted words is a phrase that functions as a subject in the
sentence. Such phrases are called noun phrases.
When we add more words to a noun, it is referred to as a noun phrase. A
noun phrase can function both as a subject or as an object in a sentence.
Identif y the noun phrases in these sentences.
1. Those bungalows are very expensive.
2. The real gold necklace belongs to her.
3. That boy in yellow shorts is my roommate.
4. Both my cousins are studying to become engineers.
5. Chilly winds are blowing outside.
6. The woman with a tiara is the main model of the show.
7. My friends hate watching cricket.
8. unning in the snow is not easy.
9. The man enjoys playing hockey.
10. Climbing Mount Everest is my aim.
11. His denying the ma er is no surprise.
12. The children prefer swimming in this pool.

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 C4. Look at these noun phrases. Wo rk with your partner and make sentences
using them.

stale and ro en eggs

my cousin who stays in the Andaman Islands
the book that was torn
my uncle’s new restaurant
your six crayons
many children

Pronunciation
D . ead the sentence.
I like to read nov els.
In the sentence above, the highlighted words are stressed while speaking.
Thus, when we speak, we stress certain words more than the others. This is
called sentence stress. This is used to show our listeners which parts of our
sentences are the most important.
We usually stress words that are more important than the others. Such
words are called content words, which include main v erbs, nouns and
adj ectiv es. These carry more meaning in a sentence than articles or
auxiliary v erbs.
emember that we stress such words by saying them a li le louder
and more slowly than the other words in the sentence.
Work in pairs. R ead these sentences aloud. I dentif y the content words that
need to be stressed.
1. Have you been to the new restaurant
2. omila loves to cook chicken.
3. ecently my dog has been having a lot of problems.
4. How long will the lm last
5. My aunt will be visiting us tomorrow.

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 Listening and Speaking
E 1. Work in groups of f our and prepare a slideshow presentation on da Vinci’ s
paintings. Wh ile one group is making the presentation, l et the other
groups listen and ask q uestions.
E 2. Look up any of Leonardo da Vinci’ s paintings on the Internet. E xpress
your opinion on it in class.

Composition
F 1. ou read about the important events that took place in Leonardo da Vinci’s
life. When we write about the course of someone else’s life, we call it a
biography.
Work in groups of f our. A mongst the f our of you, d iv ide the group in two
pairs. E ach pair will select a celebrity ( f or example, a s ports person, leader,
musician or an athlete) and write a biography of that person.
The biography should include information on:
personal history
some important events
important in uences
their contribution to their respective elds
F 2. E xchange the biography with that of the other pair in your group. E v aluate
each other’ s work on these parameters.
content
grammar
vocabulary
expression

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 15
Joseph and Imagine you find a tool that
can tell you truth from a lie.

the Truth What will you do with it? How

will you use it? Discuss in
class.
Stick

List of characters
Narrator 1 Guards
Narrator 2 Mahu
Narrator 3 Ani
Narrator 4 Dedu − Servants
Narrator 5 Huya
Pharaoh Irsu
Joseph
( The P haraoh1 is standing in his treasure house with his guards, servants and his
advisor Joseph.)
Narrator 1: Once, in the ancient land of Egypt, where the river Nile ows
lazily and the stern stone sphinx2 gazes out over the desert,
the Pharaoh visited his treasure house.
The P haraoh, accompanied by his guards and servants and his
c o u nc i l l o r Joseph, walks into a Hall.)
Narrator 2: He wanted to see the f abulous moonstone, a milky white
crystal that sparkled like a rainbow when held up to the
sunlight.

1 Egyptian emperor
2 a mythical creature with a lion’s body and a human head

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 Narrator 3: Of all the jewels in his treasure house, the moonstone was the
Pharaoh’s favourite.
Narrator 4: He waited patiently while a servant opened the box
containing the amazing gem.
The servant opens the box with a flourish.)
Narrator 5 : To everyone’s horror the box was empty
Everybody gasps. The Pharaoh looks furious.)
Narrator 1 : The Pharaoh’s face darkened like a thundercloud.
Pharaoh: Who is responsible for this outrage Who dares to steal the
moonstone from me
All the servants drop to their knees in fear.)
Serv ants: We don’t know, mighty Pharaoh. But it wasn’t us

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 Pharaoh: I don’t believe you I shall have you all executed. Guards,
seize these traitors Take them away from my sight and cut
their heads o
Guards: At once, our Majesty
Narrator 2: But before the guards could grab the fearful servants, Joseph,
the Pharaoh’s cleverest councillor, spoke up.
J oseph: Please, our Highness. I beg you not to spill the blood of
innocent men.
Pharaoh: But these ve men have stolen the moonstone. They are not
innocent.
J oseph: No, my Lord, you are wrong. I think it is far more likely that
just one of these men is the thief.
Pharaoh: eally
J oseph: es and only he knows where the jewel is hidden. If you have
them all executed, then not only will you have taken the lives
of four honest fellows, you will also never see the beautiful
moonstone again.
Pharaoh: Why do you say that
J oseph: Well, the thief will surely
take the secret of its
location to his grave. He
has no reason to tell
us its hiding place if
he knows he’s done
for. Therefore,
we should try to
discover who the
real culprit is
and then give
him a chance
to tell us the
truth.

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 Pharaoh: Good idea. Leave it to me, Joseph. I’ll soon nd out which of
my ve servants is the thief.
Narrator 3: The Pharaoh ordered the men to stand up and look at him. He
stared hard at their frightened faces.
Pharaoh: Mahu, are you the thief
Mah u: No, Lord Pharaoh.
Pharaoh: Well then, Ani, are you the thief
A ni: No, Lord Pharaoh. I am not.
Pharaoh: What about you, Dedu Did you steal the jewel
D edu: No, Lord Pharaoh, I didn’t.
Pharaoh: Then it must have been you, Huya.
H uya: No, Lord Pharaoh, I promise you it wasn’t me.
Pharaoh: So, it was you, Irsu. ou stole the moonstone
Irsu: No, Lord Pharaoh, I didn’t.
The Pharaoh makes a ge st u r e of disgust.)
Pharaoh: This is impossible. I can’t tell which one is the thief.
J oseph: I know a way to nd out. Will you let me try
Pharaoh: Very well, but I still think their heads should roll
Narrator 4 : Joseph smiled gently at the furious Pharaoh and then turned
to the servants who were shaking like leaves in a gale.
J oseph: If the thief will own up to his crime and reveal where the
moonstone is hidden then I promise you that the Pharaoh will
spare all your lives.
Pharaoh: Oh no, I won’t
Joseph frowns and strokes his chin thoughtfully.)
J oseph: Please tell me, Lord Pharaoh, do you wish to see the
moonstone again

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 Pharaoh: es, of course I do
J oseph: And do you agree that killing innocent men is a crime
Pharaoh: Of course.
J oseph: Then will you promise to spare the lives of all these men if the
thief conf esses
Pharaoh: Well, I suppose so. But your idea had be er work, Joseph, or
else it won’t just be my servants who are in big trouble with
me Do I make myself clear
J oseph: ou do, my Lord Pharaoh.
Joseph smiles at the t r em b l i ng servants.)
J oseph: Calm yourselves. If the thief steps forward now, he will have
to give up the moonstone, but he will save the lives of his
friends and I will allow him to go free. If he does not then I
will use my magic powers to unmask him and he will be put
in gaol.
Narrator 5: Joseph and the Pharaoh waited for the thief to speak up but
not one of the servants said a word.
Narrator 1: The villain was sure that Joseph was lying about having magic
powers so he did not believe he would be found out.
Narrator 2: He felt that all he had to do was keep his nerve and keep quiet
and he would get away with both the moonstone and his life.
Narrator 3: When it was clear that no one was going to admit to stealing
the jewel, Joseph told all the servants to stay where they were.
Then, to everyone’s surprise, he strode out of the hall.
Joseph hurries out of the hall. Everybody looks puzzled. They
scratch their heads and shrug. Then Joseph comes back holding five
long sticks.)
Narrator 4: However, he soon returned clutching ve long, thin pieces of
plain wood. He gave each of the servants one of the sticks.
J oseph: These truth sticks are magical. ou will take them to your
rooms and a guard will be posted outside your doors. At

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 dawn tomorrow you will all return here and I will inspect the
sticks. I will then discover the identity of the thief because his
stick will stay the same length as it is now but all the others
will have shrunk to half their normal size.
Narrator 5: When Joseph nished speaking the guards marched the
servants away.
Everyone leaves.
Narrator 1 : The next morning as the sun peeked over the horizon, the
servants were brought back to the treasure house where the
Pharaoh and Joseph were waiting.
Narrator 2: Four of the servants looked very worried but one of the
servants was smiling.
J oseph: ight, the time has come to nd out who stole the moonstone.
Show me your sticks.
Narrator 3: All the servants did as Joseph ordered. Four of the sticks were
exactly the same length, but one had shrunk to half size.
Narrator 4: It was Ani’s stick.
Narrator 5 : He was grinning broadly but Joseph wasn’t.
J oseph: Guards, arrest Ani He is the thief.
A ni: No ou said if I was innocent the magic stick would shrink
and it has Look
J oseph: That’s right, I did, but the sticks aren’t magical so they can’t
shrink. ou knew you were guilty and thought that you could
fool me by cu ing it in half.
Pharaoh: ou villain
Narrator 1: Ani hung his head in shame.
Pharaoh: Guards, take him away
The guards march Ani off to prison.)
Pharaoh: Well done, Joseph. ou are truly my cleverest advisor. Now
let us all go and tell everyone how you caught the thief.
They all leave.)
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 Narrator 2 : When the guards searched Ani’s room they found not only
the other half of the truth stick but the moonstone as well.
Narrator 3: Joseph made the Pharaoh keep his word, so Ani’s life was
spared, but he was kept under lock and key until the end of
his days.
Narrator 4: et if only he had told the truth when he had the chance he
would have lived the rest of his life as a free man.
Narrator 5: Which goes to show that honesty is always the best policy.
Roger Hurn

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 New Words

stern strict and severe

f abulous extraordinary
outrage ( here an act that causes extreme anger
traitor a person who is not loyal to his country or king
councillor an elected member of government
culprit a person guilty of a crime
gesture expression of an idea
gale strong wind
conf esses admits one’s mistake
trembling shivering
gaol ( pronounced jail prison
strode walked with long steps

Comprehension
A 1. Look at these pictures of the Pharaoh and Joseph.

Write down words that you will use to describe them.

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 A 2. Mar k these statements as true ( T ) or f alse ( F ) .
1. The play is set in ancient Egypt.
2. The Pharaoh had a diamond that he loved to see every day.
3. The precious stone was stolen by Joseph.
4. Joseph gave enough chances to the thief to admit his mistake.
5. Joseph’s sticks were magical.
6. Ani cut his stick by half.
7. Ani was executed in the end.
A 3. A nswer these q uestions.
1. Why was the Pharaoh so fond of the moonstone
2. Who was Joseph
3. How does Joseph convince the Pharaoh not to execute the servants
4. What magical powers did the sticks have
5. Why did Ani cut his stick in half
6. Were the sticks magical
A 4. E xplain these lines with ref erence to the context.
1. Well, the thief will surely take the secret of its location to his grave. He has no
reason to tell us its hiding place if he knows he’s done for.’
a. Who said these words and to whom
b. What had the thief stolen
c. What does this line tell you about the speaker
2. These truth sticks are magical. You will take them to your rooms and a guard
will be posted outside your doors. At dawn tomorrow you will all return here
and I will inspect the sticks.’
a. Who said these words and to whom
b. Why were the sticks called truth sticks’
c. What did the speaker intend to inspect the next day
A 5. D iscuss.
1. Joseph gives so many opportunities to the thief to admit his mistake.
What does this tell you about him

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 2. What should Ani have done
3. Why did the Pharaoh’s way of nding the thief not work

Vocabulary
B1. ead the sentence given below.
I still think their heads should roll.
The highlighted words are an expression that means to be beheaded.
Mat ch the expressions with their meanings.

expressions
1. it’s not rocket science
2. back to square one
3. without any rhyme or
reason
4. on cloud nine
5. a damp squib
6. sea change
meanings
a. without any sense
b. a big change
c. back to where you began
d. much less impressive than expected
e. not very di cult to understand
f. in a very happy state

B2. Work with your partner and make sentences with the abov e phrases.

Grammar
C1. ou have learnt that the -ing form of the verb is known as the present
participle.
ead these sentences.
Grandma is narrating a story.
Amar was practising the guitar last night.
We can form sentences in the present continuous or past continuous tense
by using is am are or was were respectively, along with present participle.

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 The -ing form of the verb is known as the present participle.
The -ed, -d, -n, -t and -en forms of a verb when used with has or
hav e are called the past participles.

F ill in the blanks with is/am/are/was/were and the present participle of the
v erb in the brackets.
1. I gave my car keys to the valet who the guests’ car.
( park)
2. The postman le ers when I o ered him a cup of tea.
( deliv er)
3. The children in the park. play)
4. I a book on gardening to take be er care of my
garden. read)
5. I a cake for my nephew. bake)
6. I on the phone. Would you please answer the door
( talk)
7. The street vendor vegetables on his cart. sell)
C2. Look at these sentences.
They have lived in anpur for twenty years.
The cat has climbed up the wall.
The diver has jumped into the pool.
The highlighted verbs tell us about an action that happened in the past.
The -ed form of the verb when used with has or have is called the past
participle.

Not all past participles are formed by adding -ed to the simple form of
the verb.
Sometimes, past participles end in -d, -n, -t and -en. For example,
I have lost my watch.
She has spent all her pocket money.
The artist has drawn an exquisite sketch.

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 F ill in the blanks with the correct participle f orm of the v erbs giv en in
the brackets.
1. The water in the lake has . f reeze )
2. We have a new car. buy)
3. The movie has . begin)
4. I have this novel before. read)
5. I have my leg. bruise)
6. She has a ower vase. break)
7. I have this picture. draw)
C3. H ere is a list of some v erbs. Wo rk with your partner and write their
present as well as past participles. T hen, t ake turns to make sentences
with them.

irritate confuse exhaust

excite trouble puzzle

Pronunciation
D . ou learnt about sentence stress in the previous chapter.
Read these sentences aloud stressing the right words.
1. The teacher is teaching the students.
2. We will be playing basketball in our games period.
3. Wild animals stay in jungle.
4. This is a very well-made cake.
5. Joseph was an intelligent man.
6. ids love to eat junk food.

Listening and Speaking

E . E nact the play in the class.

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 Composition
F 1. Imagine J oseph goes to v isit A ni in the prison one day. Wh at will the two
talk about? Write a dialogue between the two.
F2. Work in pairs. Exchange dialogues you have written and give each other
f eedback on these parameters.
language
expression
creativity
vocabulary
grammar

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Y ou hav e reached the end of the
book. Wh ich of these was your
f av ourite lesson? Calculate how
many stories had happy endings.
D o you think all stories should
always end happily?
M01_LONG7817_05_CB.indd 160
Brush Up
D o you think one’ s passion
can help one to succeed? A re
there any other q ualities,
other than passion, t hat one
req uires to succeed in lif e?
India is a country of div erse
cultures. S peak to your
classmates who belong to
different states. Visit their
f amilies and collect more
inf ormation on their culture.
Express your findings in the
f orm of a picture collage or
drawings.
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 Detailed Contents
Chapter Comprehension Vocabulary Grammar Pronunciation Listening and Speaking Composition
Nature

Z01_LONG7817_05_CB_FM.indd 2
1 A lice and th e an ex tract pre xes and su xes interrogative w and v listening and gap- lling informal le er
M ouse questions adjectives sounds role-play
reference to context
discuss
2 Echoing Green a poem similes coordinating au , aw and sharing experience descriptive
questions conj unctions ou sounds making a conversation paragraph
reference to context slideshow presentation
discuss

3 Turning the Tide an essay correct usage of possessive adjectives vowel digraphs listening to infer interview
questions words possessive pronouns
discuss
Celebrations
4 A Christmas Wish a poem antonyms sentences and phrases i sounds talking to friends notice
true and false listening and asking
questions questions
discuss
5 Damon and a story compound words pronouns and its g , ch and j listening and gap- lling diary writing
Pythias ll in the blanks types sounds
questions
reference to context
discuss
6 Children of India an essay spellings types of sentences shr and sq listening and sequencing article writing
true and false sounds
questions
reference to context
discuss
T echnology
7 Game-addiction a poem homophones degrees of comparison identifying talking about lifestyle and comparative
true and false order of adjectives syllables and habits account
questions syllable stress
reference to context
discuss
8 M.O.M in Orbit an ex tract noun-verb collocation articles syllable stress listening and summarising step-by-step
true and false adjectives and − identifying process writing
questions adjective phrases primary stress
reference to context
discuss

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 9 The Other Side of an essay homonyms quanti ers syllable stress listening and making a pro le writing
S cientists questions in noun and picture

Z01_LONG7817_05_CB_FM.indd 3
reference to context verb forms making a slideshow
discuss presentation
Learning
10 The Road Not Taken a poem imagery simple and syllable stress talking about pictures writing a poem
questions continuous tenses in adjectives listening and interpreting
reference to context
discuss
11 The Cop and the a story spellings adverbs enacting a scene alternative
Anthem sequencing adverb phrases ending
questions
reference to context
discuss
12 Adrift at Sea an ex tract formation of perfect tense syllable stress listening and stating true informal le er
ll in the blanks adjectives and nouns or false
questions
discuss
A rt and Culture
13 Wandering Singers a poem synonyms and direct and indirect ea sounds listening to infer descriptive
questions antonyms speech making a presentation paragraph
reference to context
discuss
14 L eonardo da V inci an essay phrasal verbs prepositions sentence stress making a presentation biography
true and false noun phrases expressing opinion
questions
discuss
15 Joseph and the a play phrases and present and past sentence stress enacting the play scriptwriting
Truth Stick true and false meanings participles
questions
reference to context
discuss

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