Mr Mocking-Bird and His 1

Prize Song
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. The baby squirrel was annoyed at Mr Mocking-bird because the latter had mocked the baby
squirrel’s song.
2. The singing competition of the birds was held because there were rivalries in the forest about who
was the best singer. The competition, it was thought, would settle the matter for once and for all.
3. Mr Mocking-bird won the competition because it could repeat each bird’s song accurately since
many generations ago, and therefore remembered every bird’s song better than they themselves
remembered it.
B2. Character | Characteristics according to the story
woodchuck | lazy, wise, contented
squirrel | frivolous, noisy, curious
mocking-bird | artistic, fun-loving
The students will do the second part of the task themselves.
B3. 1. The woodchuck considered squirrels noisy and frivolous, and could not imagine they had any
better business than going about looking for food. That is why he thought the baby squirrel had
come looking for food.
2. Mr Mocking-bird’s art was to repeat every animal’s sound till he had perfected it. So when he was
repeating the baby squirrel’s sounds, he was not mocking him.
3. Because Mr Mocking-bird could repeat every song to perfection, he remembered the songs of all
birds even from long, long ago, and could sing them better than their present generation exponents.

c think

In the responses to the questions in this section, some degree of subjectivity should be encouraged. They
do require written responses.
Suggested answers:
C1. 1. a) Peace refers to a situation where there is no disturbance or conflict. b) Conflict generally means
a serious argument, but it also means a clash of interests or disagreement in thought between two
or more parties.
2. Conflict can emerge in a family, between different families in a community, between different
communities, between different countries, etc. Conflict can also emerge between different
individuals trying to reach the same goal, each asserting their method or findings are better.

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3. The baby squirrel angrily confronted the mocking-bird on impulse. Since the mocking-
bird is senior and more experienced, he could have easily taken offence at the baby squirrel’s
confrontation and replied in an even more angry manner, leading to a serious clash.
4. When the woodchuck told the baby squirrel that the mocking-bird was very knowledgeable, he
gave the impression that the mocking-bird was not out of line in making fun of the squirrel’s art,
thereby pacifying the squirrel’s feeling of injustice and insult. Instead, the woodchuck inspired
respect for the mocking-bird and made the squirrel feel humble and willing to learn.
5. Among the birds, each wanted to prove themselves a better singer than the other. The jury judging
one among them the best would have further fuelled jealousies and rivalries. This way, if the
competition went on, relationships among forest dwellers may have become strained.
6. The mocking-bird made the competitors feel that each of them was lacking, not by someone else’s
standards but by the standards of their own ancestors and forefathers. This way, he made each of the
competing birds look inwards for improvement rather than looking outwards for recognition.
7. Subjective answer. Students should write their own experiences.

d language in use

Vocabulary
D1. 1. ignore: intentionally refuse to take notice of someone or something
If someone continues to do something even after a few requests to stop, it is best to ignore that
person’s actions.
2. redirect: change the course of something to a new destination
Your queries have been redirected to the accounts department.
3. reassure: say or do something to dispel someone’s doubts or fears
The principal has reassured the parents that the academic rigour lost due to covid will be made up
for within a year.
4. passive: accepting or allowing what others do, without an active response or resistance
Women are sometimes portrayed as passive participants in India’s freedom struggle, which is not
the truth at all.
5. aggressive: ready to attack or confront
Kohli’s captaincy is more aggressive than Rahul Dravid’s.
6. assertive: showing confident and forceful features
The petition was very assertive of the rights of the elderly.
7. perspective: a point of view or attitude towards reading something
The documentary studies addiction and substance abuse from various perspectives.
8. compromise: a settlement to a dispute reached by both sides making concessions
The two parties reached a compromise with the help of a skilled lawyer.
9. assumption: a thing that is accepted as true or certain, without proof
Many common assumptions about life in Europe were debunked by the students’ survey reports.
10. avoidance: the action of keeping away from or not doing something
The government has been avoiding the inflation question for quite some time.
D2. 1. conflict resolution: Compromise is one of the routes to conflict resolution.
2. win-win situation: By conceding a trophy to each of the rivals, the board has diffused the conflict
between the rivals amicably – a win-win situation for all parties.
3. be accepting: The only way for the administration to pacify the protestors was to be accepting of
their scathing criticism.

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4. setting expectations: The peace treaty has set expectations of nuclear republics across the globe.
5. suggest alternatives: Scientists are looking to pacify fossil-fuel-related anxieties of the world by
suggesting viable alternatives in terms of renewable energy harvesting.
6. rolling eyes: The ruling party would do well to take the opposition’s suggestions seriously instead of
rolling eyes at them.
7. looking down: It is high time the privileged among us stopped looking down upon the historically
disadvantaged.
D3. Behaviour Do Don’t Why
apologize  Gives the other party an opportunity to lay their arms
and reach truce mutually.
avoid eye contact  Eye contact establishes mutual respect and facilitates
conflict resolution.
show humility  Taking the first step to resolving conflict prompts the
other party to follow suit.
watch the clock  It is important to communicate to all part that
conflict-resolution exercise is an important one and
must not be treated as if it is time-consuming.
call names  counterproductive; disrespect only burns bridges

listen to the other  It is only by hearing each other out that conflicting
person parties can negotiate a realistic resolution.
fold one’s arms  signals unwillingness, counterproductive

decide to talk later  It is good to defer a conversation to a time when the

when you are less mind is free from any disturbing thought. For a good
upset conversation, we need to be cool and composed.
step into someone’s  communicates disrespect
personal space
step into the other  facilitates compassion and empathy
person’s shoes
express needs clearly  Clear communication facilitates arriving at realistic
common grounds.
point fingers  futile, counterproductive, signals disinterest in
resolving the conflict
D4. 1. Charlie-Burly has run away from his kennel.
Charlie-Burly has not run away from his kennel.
Has Charlie-Burly run away from his kennel?
2. Lora-Girlie and Charlie-Burly have played in the backyard.
Lora-Girlie and Charlie-Burly have not played in the backyard.
Have Lora-Girlie and Charlie-Burly played in the backyard?
3. They have run for the good cause of raising awareness on child labour.
They have not run for the good cause of raising awareness on child labour.
Have they run for the good cause of raising awareness on child labour?

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4. My best friend and her family have left for Singapore.

My best friend and her family have not left for Singapore.
Have my best friend and her family left for Singapore?
5. Neo and Flora have swum in the sea.
Neo and Flora have not swum in the sea.
Have Neo and Flora swum in the sea?
6. I have finished eating my ice cream.
I have not finished eating my ice cream.
Have I finished eating my ice cream?
D5. 1. have forgotten 2. has gone 3. has played
4. have been 5. have seen 6. have, swum
7. Has, completed 8. Have, bought
D6. have asked; have given; have, been; have been; have, bought; have bought, haven’t bought, taken; have
taken, walked; haven’t walked
D7. Students will do this AGILE Learning activity with the help of the teacher.

e interact

Listening

Audio Transcript
A school claims to have almost eliminated bullying by banning games like football at break times.
Instead, students at Hackney New School participate in supervised quizzes, poetry recitals and other activities,
including chess and choir clubs.
The school says there have been only five reports of bullying, including cyber bullying, in the last year.
Head teacher Charlotte Whelan said: “A school without bullying sounds like a utopia but it is achievable. The school
has been completely transformed and the students are really doing well.”
The students, aged 11 to 16, are still taking exercise during breaks and PE lessons, but sports are “more structured”
and supervised.
Rather than kicking a football around or jumping skipping ropes in the playground unsupervised, pupils practise
sonnets by classic poets like Shelley and Tennyson or quiz each other on capital cities, reports the Local Democracy
Reporting Service.
They have memorized poems ‘Ozymandias’ and ‘The Charge of the Light Brigade’ and recite them as they line up for
lessons or when they are eating lunch, Ms Whelan said. She added: “It’s long been my belief that we could be doing
more for pupils while they on their breaks, so often you see them aimlessly wandering the playground. We want every
second at school to count.
Unstructured games can sometimes lead to nasty comments, aggressive behaviour or children feeling left out, she
added.
Kidscape CEO, Lauren Seager-Smith, said it was important that schools create safe spaces for children during lunch
and break times and that supervised activities can help them “feel supported and included”.

E1. bullying, football, quizes, poetry recitals, chess, five, cyber, without, achievable, well, exercise,
supervised, jumping, sonnets, cities, charge, light, eating, doing, nasty, behaviour, left, safe, supported

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f express

F1. It will be done by the students with the teacher’s help.

g learn by doing

G1. It will be done by the students either in groups or on their own.

G2. It will be done by the students either in groups or on their own.
G3. It will be done by the students either in groups or on their own.

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Trees 2
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. seasons, plants, humans, frost, blossom, fruits, threatens, roots, pleads, wind, cherries, girl, permission,
bows, saving

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. The tree has been portrayed as saving its fruits for the child, and generously bending from its great
strength and height so that the child can pluck them easily. This is how our parents and caregivers
treat us. This way the poet has likened the tree to a parent or caregiver.
2. The tree is shown to be interacting with the wind and the frost and saving its fruits for the child.
The tree also bends, offering its fruits generously, warmly and affectionately. By showing these
qualities, the poet makes the tree person-like.
3. In autumn and winter seasons, and also in spring, we see winds sweeping leaves and flowers away.
In strong winds and in frost, leaves and flowers get swept away and fall – this is the cycle of nature.
In the poem, the poet has personified the wind and the frost. By showing that they too long for
the buds and flowers, and that the tree prefers saving these for the child, the poet has portrayed the
fruits to be precious and prized by not just the tree and the child but by all elements of nature.

d language in use

Appreciation
D1. Finland, England, blind, mind, midland
D2. The students will do this activity on their own.

e learn by doing

E1. Written responses will vary from student to student.

E2. The students will do this activity with the help of their teacher.

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A Wise Lesson 3
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. He hoped that his unborn son would be a great source of joy, glory and pride for him and his wife.
2. The wife was far more realistic and rational in her perception of future. So, when her husband
expressed his hope about their unborn child, she dismissed it completely. She told him categorically
that it was absolutely implausible to nurture such hope and predict with so much of conviction
the future of an unborn child. She also rejected his assumption that the child she was going to give
birth to would be a son rather than a daughter.
3. She cautioned her because she believed that they had no control over the course of their destinies,
like other human beings. So, it would be better for him to leave everything to the Almighty who
alone had the power to chart out the course of their destinies and the future of the unborn child.
4. Like the dervish in the story told by his wise and farsighted wife, the husband too had built his
hope on something that was uncertain and unpredictable. Both of them were daydreamers who
fancied a bright and prosperous future for themselves without being sure about it.
B2. 1. The dervish began making plans of selling his honey in the market and thereby getting rich by
using the money he would make.
2. The dervish broke his jar because while he was daydreaming of getting rich he raised his stick so
high that it broke his jar of honey which he was going to use to get rich.
3. The plans of the dervish and the husband were similar because both were planning for things for
the future without knowing what would exactly happen.
4. The dervish’s hope of a better future crashed because while planning for the future he ignored the
present and got careless.
5. The lesson that the wife shared with her husband was that it is not wise to plan ahead for the
future because you don’t know the things that can happen in the future.

c think

In the responses to the questions in this section, some degree of subjectivity should be encouraged. They
do require written responses.
Suggested answers:
C1. 1. The woman was wise and knew that it is foolish to plan too long into the future, for life has many
unpredictable turns. The husband’s dreams about his child took too many things for granted, which
is why his wife cautioned him against doing so.
2. I don’t think it was a mistake on the part of the dervish or the husband to plan their future.
However, they both planned too long into the future and took too many things for granted. This
was a mistake.

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3. If I were the dervish, I would plan only as much as selling my honey and buying gold. Planning
any further would not be realistic at all, for I cannot accurately predict what the selling cost of
the gold I have purchased would be, and thus any plans for a future further than this would be ill
founded.

d language in use

Vocabulary
D1. professional what they do
cartoonist someone who specializes in making amusing drawings
fishmonger someone who sells seafood
gamekeeper someone who looks after an area to ensure that there are enough animals for
hunting
cryptographer someone who studies and breaks secret codes
numismatist someone who studies old coins, paper money or medals
wrangler someone who looks after animals professionally, especially horses
D2. 1. painter  2. baker  3. producer  4. cardiologist  5. farmer  6. musician
7. radio jockey  8. principal  9. sailor  10. treasurer
D3. Students will do this AGILE Learning activity with the help of their teacher.
Grammar
D4. John : Are you enjoying your trip to France?
Claire : Yes, we are having a great time. The children love staying in your house.
John : What are your plans for tomorrow?
Claire : We are going to be out the whole day tomorrow.
John : Oh! That sounds good. Where are you planning to go?
Claire : We are going to go to the Eiffel Tower first and then visit some of the vineyards. All of us are
very excited about it.
John : You are going to have an amazing time tomorrow.
Claire : What are your plans for tomorrow?
John : We will be going to see the Notre Dame at ten. Then we will take the tour of the cathedrals.
But I really wish we could go to the vineyards. It sounds exciting.
Claire : It is. I am going to take lots of pictures. Then you can see if you would like to go there next.
John : Thanks. That’s a good idea.
Claire : Oh! I will go and see what my kids are doing. They are too quiet.
D5. 1. is going to be 2. are going to get 3. will dislike
4. will buy 5. will depart 6. will help
7. is going to have 8. is going to throw 9. will drive
10. is going to rain
D6. The students will do this AGILE Learning activity as per the instructions given in the coursebook.

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e interact

Audio Transcript
Sir Charles Spencer ‘Charlie’ Chaplin was born on 16 April 1889 and died on 25 December 1977. He was an English
comic actor and film director of the silent film era. He was one of the best-known film stars in the world before the end
of the First World War. He was one of the best actors in the silent movies and is still easily the most identifiable actor
in the world. He was also known as the ‘Little Tramp’ after a character he played.
Interviewer : Sir Chaplin, where were you born?
Charlie Chaplin : I was born in 1889 in Walworth, London.
Interviewer : How did you begin your career and when?
Charlie Chaplin : I started my career at the age of 5 when I had to replace my mom in a musical as she was ill.
Interviewer : Why did you decide to become a comedian?
Charlie Chaplin : Well, it was the easiest thing for me to do. Being a comedian felt natural to me. It also helped
that when I first performed a comedy I received a huge applause from my audience which told
me that I was good at it. And that encouraged me to become the best comedian in the world.
Interviewer : Your films are silent. Is it not hard to act in silent movies and still be the best?
Charlie Chaplin : No, surprisingly it is very easy. I find it very easy to communicate without words. The actions
and body language help people to understand the movies. In addition, the background music
plays a very important part in conveying the mood of the scene. People understand what is
going to happen or is happening when they hear the different tones in the music. Music also
expresses the sense of the scene – the climax, the humour and the suspense.
Interviewer : How did you create the famous Tramp outfit that you are known for?
Charlie Chaplin : It all came about in an emergency. The cameraman said, ‘Put on some funny make-up,’ and I
hadn’t the slightest idea what to do. I went to the dress department and, on the way, I thought,
well, I’ll have them make everything in contradiction – baggy trousers, tight coat, large head,
small hat – shabby but at the same time a gentleman. I didn’t know how I was going to do to
the face, but it was going to be a sad, serious face. I wanted to hide that it was comic, so I found
a little moustache. And that moustache just added to the silliness. It does not hide my
expression.
Interviewer : What do you think was the great appeal of the Tramp?
Charlie Chaplin : The Tramp was a gentle character who was also very poor but he liked to dress well. Everyone
wants to do that and have a good time. That’s what I enjoy about the character – being very
picky and very delicate about everything. The Tramp was something within myself I had to
express. I was motivated by the reaction of the audience, but I never related to an audience. The
audience comes only after the movie is finished and not when it’s being made. I wanted to
express something funny is present inside me.
Interviewer : Do you have a film that’s a favourite?
Charlie Chaplin : Well, I think I like City Lights. I think it’s solid, well done. City Lights is a real comedy.
Interviewer : Do you think there is such a thing as a genius?
Charlie Chaplin : I’ve never known quite what a genius was. I think it’s somebody with a talent, who’s highly
emotional about it, and is able to master a technique. Everybody is gifted in some way. He does
something different, he does this very well.

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Interviewer : What has been your greatest achievement?

Charlie Chaplin : Now, I can’t narrow it down to only one achievement, so I’ll say two. The first of my greatest
achievements was winning an Oscar Award in 1972 for dedicating my entire life in
theatre, writing scripts, and lastly for my new comedy series Charlie Chaplin. The second
greatest achievement was being knighted in England in 1975. Those were my two greatest
achievements!

E1. 1. a) 2. b) 3. a) 4. a), c) 5. c)
6. b), c) 7. b) 8. c) 9. a), c)
E2. Spoken responses will vary from student to student.

f experss

F1. Written responses will vary from student to student.

g learn by doing

G1. Students will do this free-play activity on their own.

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The Story of the River Ganga 4
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. The Ganga is considered a holy river because it was brought down to the earth from heaven.
2. People release the ashes of the dead in the River Ganga so that their souls may find salvation.
3. King Sagara performed the aswamedha yagya because he wanted to draw the boundary of his
empire and ensure that people knew who their king was.
4. In the aswamedha yagya a horse was allowed by the king to roam across the realm. Whoever lets the
horse roam uninterrupted is promised the king’s protection.
5. The difference between the sixty thousand sons of King Sagara and the grandson Anshuman was
that the sons were cruel, proud and not liked by the people, but Anshuman was a good grandson
who fulfilled his duties.
6. All the sons of King Sagara were disliked by the people because they were cruel and unkind.
B2. 1. The Gods were unhappy with the sons of King Sagara because they were cruel and people
suffered greatly because of their cruelty.
2. The Gods’ solution to the problem of Sagara’s sons was to lead them to their death.
3. King Bhagiratha chose to do penance because he had no sons who could succeed him as the next
king. Also, he was troubled by the unfulfilled task of not having brought Ganga down to the earth
so that his sixty thousand ancestors could attain salvation.
4. Ganga was very proud as she was the favourite of the Gods. She flowed to the earth with all her
might. But Shiva stopped her with his matted hair.

c think

In the responses to the questions in this section, some degree of subjectivity should be encouraged. They
do require written responses.
Suggested answers:
C1. 1. Ishaan had seen a TV programme where lots of people pray near River Ganga. Grandmother’s
story also says that Ganga is a holy river that has descended on the earth after a lot of prayers and
sacrifices made by King Bhaghiratha and the gods that were pleased with him. But he also knows
that the Ganga is one of the most polluted rivers of the world. This made Ishaan worry about the
river.
2. Some of Ishaan’s friends may not have known about how polluted the Ganga is. But some others
may have been curious like Ishaan himself, and found out about it from their parents, grandparents
and other sources. They may have known and told Ishaan about many organizations that help clean
the Ganga. They may have also known about student volunteers, and may even themselves have

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volunteered for cleanliness drives during their vacations. Ishaan must have gotten to share varied
experiences from his friends.
3. Throwing plastic waste into rivers is a big source of polluting them. People unthinkingly throw
plastic bags, used water bottles, and wrappers into the river. Plastic is not biodegradable and
pollutes the river and harms the fish and other life living in them. Industrial waste from factories
being released into the river also pollutes them. Deforestation along the floodplains increases the
risk of floods and depletes the groundwater table, along with slowing down natures own process of
cleaning itself. All of these activities not only pollute rivers but also disturb the river ecosystem.
4. From grandmother’s story, we learn that the kings and princes who were unkind and cruel had
a fearful fate in store for them, whereas those kings who were kind, noble, and strove for the
wellbeing of their people and their ancestors were rewarded by the gods. This is the moral of
grandmother’s story, that we should always be kind, and also respect and value the many gifts that
gods have given us, like rivers, trees, soil, and all natural elements.

d language in use

Vocabulary
D1. character traits
King Sagara powerful, strong, good
the sons of King Sagara rude, cruel, arrogant, vain, disliked by people
Anshuman dutiful, good, well-liked, kind, brave
King Bhagiratha humble, religious, strong-willed

D2. The students will do this AGILE Learning activity with the teacher’s support.
D3. 1. a bed of roses 2. eager beaver
3. keeps to herself 4. keep you going
5. keep track of 6. back to square one
7. break a leg 8. without a hitch
D4. 1. c) 2. b) 3. a) 4. a) 5. a)
6. b) 7. a) 8. b)
D5. The students will do this AGILE Learning activity with the teacher’s support and according to the
instructions given in the coursebook.
Grammar
Answer to the fill-in-the-blanks-type question: shelves, red, yellow, kettle, sugar, pens, a pencil, blue,
flowers, book, birds, chair
D6. 1. much 2. much 3. many 4. much 5. many
6. many 7. much 8. many 9. many 10. much
D7. 1. some 2. some 3. any 4. some 5. any
6. some 7. any 8. some
D8. Answers will vary from student to student.
Suggested answers:
as countable as uncountable
hair There are three hairs in my food. She doesn’t have much hair.

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light There are four lights in our study. Close the curtain. There’s too much light.
noise She thought she heard a noise. It’s difficult to concentrate when there is
too much noise.
paper The lawyer brought the papers for me to I want to draw a picture. Have you got
sign. some paper?
room Our house has only one room. Is there room for me to hang my clothes?
time We had a great time at the party. Have you got time for a cup of coffee?
D9. The students will do this AGILE Learning activity on their own. The teacher will provide the
necessary input in accordance with the instructions given in the coursebook.

e interact

Listening and Speaking

Audio Transcript
The River Nile is about 6,670 km long. It is the longest river in Africa. At one point in time it was also the longest river
in the world. Recent studies show that now the Amazon River is the longest in the world. Only 22% of the Nile’s course
runs through Egypt. Some of the other countries through which the Nile flows are Sudan, Burundi, Ethiopia, Zaire,
Kenya, Uganda, Rwanda and Tanzania. Its source is River Kagera and its tributary Ruvubu, in Burundi, located in the
Central Africa and drains into the Mediterranean Sea. It was once believed that Lake Victoria was the source of the
Nile.
River Nile has two tributaries namely the Blue Nile and the White Nile. The Blue Nile contributes to more than 50% of
the water of the River Nile. Both tributaries contribute almost equally in terms of fertility. In fact White Nile is called
so because it appears white due to the presence of silt. White Nile originates at Lake Victoria and then the Blue Nile,
which originates at Lake Tana in Ethiopia, joins in Sudan and proceeds northwards.
In Egypt, the River Nile creates a fertile green valley across the desert. Like the Indus River and the Yellow River, the
Nile provided fertile soil for growing crops, transportation, water and food. River Nile also helped in trade. Egyptians
painted and wrote on papyrus, which grew alongside the Nile. Nile also played an important role in the building of
the famous Pyramids. The blocks of stones that were used in building the pyramids were transported to the sites from
their source through River Nile.

E1. 1. 6,670 2. longest

3. Amazon River 4. 22
5. Ethiopia, Zaire, Rwanda 6. Kagera, Central, Mediterranean
7. Victoria   8. Blue
9. Blue   10. silt
11. Tana 12. desert
13. Indus River, Egyptians, crops, transportation   14. trade
15. the papyrus 16. pyramids

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E2.

Audio Transcript
India is a land of many rivers. Some of them are considered holy by the local people. The most famous of these rivers
is the Ganga, which is believed to have divine powers. This river flows through a large portion of northern India. In the
north, the Ganga and its tributaries form the major river system, meeting the agricultural and inland water transport
needs of the people. In the south, there are many rivers such as the Mahanadi, Godavari, Krishna and Kaveri that are
the lifelines of the inhabitants of the land. Although these rivers provide water for farming and domestic purposes,
they are also among the polluted water bodies in the world.
The Kaveri, for example, originates in the Western Ghats, near Coorg, and flows towards the Bay of Bengal. Revered as
a ‘mother’ for its life-sustaining properties throughout the region, this river flows for over 800 kilometres. It is polluted
in various ways. The sources of pollution include industries, pesticides used in agriculture, waste from domestic use,
and so on. Moreover, the Kaveri river bed is exploited by the notorious sand mafia for its sand, especially during the
dry summer months. This sand is sold at high prices in the construction industry.

1. The Ganga is the largest river flowing in north India.

2. The Mahanadi, Godavari, Krishna and Kaveri are some of the rivers flowing in south India.
3. They are called so because they provide water for farming and domestic purposes.
4. The Kaveri originates in the Western Ghats.
5. These includes industries, pesticides used in agriculture, waste from domestic use, etc.
E3. Students will do this activity with the support of the teacher.
E4. The teacher will encourage the students to share their understanding of legends and folk tales. The
speaking activity will be done as a free play.

f express

F1. The charts prepared by the students will vary from one another.

g learn by doing

G1. The students will do this activity as a project.

G2. The charts prepared by the students will vary from one another.

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The Old Gumbie Cat 5
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. When people work during the day, she sits upon the stair, on the steps or on the mat. Sometimes,
she even sits beside the hearth or on the bed or on the poet’s hat. In other words, she spends her
day sitting here and there without doing any work.
2. The Gumbie Cat waits for the night when she can go down to the basement of the poet’s house
and teach the rats how to behave nicely and become sociable.
3. c)
4. b)
5. a)
B2. 1. false 2. true 3. true 4. true 5. false
6. true
B3. Subjective response question

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. The cat is shown as a mother or nanny figure to the mice in the household. She teaches them,
knits for them, even bakes and cooks for them. She is also shown to be lazy and fond of cozily
sitting on the bed. All these makes the cat appear like a caring, friendly grandparent or nanny.
2. Jennyanydots is deeply concerned about the mice. She teaches them, cooks for them, cares for
them, and it appears as if the entire household is running because of Jennyanydots. Other cats do
not care about mice, they only hunt them for food.
3. I think the poet is describing a cat of his imagination. This is because cats in real life do not wear
skirts, not take care of the household and do chores for mice. The poet is merely creating a cat in
his imagination, like we sometimes create superheroes and imaginary friends.
4. Rats are a menace in households. They eat away the food grains, tear up clothes, and cause all kinds
of ruckus. It appears that there are many rats in the poet’s household. Jennyanydots is the only one
keeping them disciplined and making them behave well. This is why the smooth functioning of the
household depends on Jennyanydots.

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d language in use

Sounds and Pronunciation

D1. Suggested answers:
1. mat, bat, rat, sat, hat 2. kind, bind, whined, find, grind
3. same, fame, tame, shame, came 4. deal, seal, heal, kneel, zeal
5. may, way, ray, say, hay
D2. Answers will vary from student to student.

e learn by doing

E1. pieman, fair, Said, ware, penny, not, fishing, catch, water, pail, look, thistle, sieve, adieu
E2. The students will do the task on their own. However, before they start doing the activity, the teacher
will help them access the sites where they can find the poems of Ted Hughes.
E3. The students will do this activity as a guided play with the teacher’s support. The teacher will help
them access the relevant sources of information for their presentation on nocturnal and diurnal
animals. Names of some sites where they can search for the required information are mentioned in
the guideline for this activity. The teacher may add more to the list of these sites.
E4. The students will do the task on their own.

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The Ghosts of the Greasy 6
Spoon
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. Even though the café had been closed, the door was open when Deepa pushed it, and the
interiors were spotless, as if the café were still being maintained. That is why Deepa went inside the
restaurant, out of curiosity.
2. The café had closed because the bypass had opened there and the traffic must have made it difficult
to access for pedestrians.
3. Being an animal, with intuitive senses sharper than those of humans, Bengi must have been able to
sense trouble. The dog must have figured out that there was something unnatural about a deserted
café being maintained so well, with chairs and tables neatly arranged and cutlery laid out. This is
why Bengi must have been scared to enter.
4. The inhabitants of the deserted café had not seen a customer in a long time and were lonely,
unable to serve anyone. The bustle of everyday inflow of customers was now a distant memory for
them. This is why they were unhappy ghosts.
B2. 1. …Deepa was the first customer they had seen in a long time.
2. … the smudge was being careless about how it was tossing burgers and chips into the hot oil, and
was being very careful about avoiding accidents.
3. … the contents of the fryer fell onto the red-hot element of the cooker, and flames erupted and hit
the ceiling.
4. …the café was anyway due to be razed down.

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
C1. 1. I think the food served in the café was of the oily variety. Not only are two of the ghosts in the
café called Cholesterol and Smudge, there are also remains of smudges and many fires in the
kitchen. This indicates that the food was cooked on high flame and was of the fast-food variety.
2. A lot of high-cholesterol and oily food and lead to not only obesity but also increase the risk of
heart diseases.
3. I do not think it was wise of Deepa to have entered the café, especially when her pet dog had
made its apprehensions very apparent to Deepa. The abandoned café could have been a den of
miscreants instead of friendly ghosts, and Deepa could have ended up in serious trouble. It is

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common knowledge that our pet animals are much more intuitive than we are, and when they
express their apprehension or fear about something, it is best to tread with extreme caution.

d language in use

Vocabulary
D1. Phrasal verb Meaning(s)
1. dig into investigate; begin to eat
2. finish off finish completely
3. hand in give something to a person of authority
4. pull ahead overtake
5. spell out explain in clear and simple terms
6. play around be silly
7. attend to pay attention to
8. clear away to take something away
9. believe in have confidence in the power or ability of

D2. 1. New year resolutions are easy to make but difficult to stick to.
2. I am lucky that my friends have always stuck up for me.
3. I make it a point to patch up with my friends the same day we have an argument.
4. Heading off in the middle of a conversation can appear as rude. It is best to either wait till the
other has finished, or to let them know that there is an emergency that one must attend to.
5. It is not uncommon to feel fed up when everyone in the team is eager to be the leader, but no one
is willing to follow.
6. I prefer eating out than ordering in, because this way I get a reason to step out of home and meet
people.
D3. The students will do the activity with the teacher’s support and in accordance with the instructions
given in the coursebook.
Grammar
D4. 1. bored 2. disappointing 3. excited
4. calming 5. depressing 6. exhausted
7. annoying 8. entertaining 9. relaxed
D5. 1. interesting 2. broken 3. surprising
4. shooting 5. shocking 6. fallen
7. frozen 8. molten
D6. The students will do the AGILE Learning activity with the teacher’s support. The teacher will provide
the input required for the activity.

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e interact

Listening

Audio Transcript
Interviewer : Chef, tell us about your background.
Kunal Kapur : I was born in a Punjabi family and my love for food started early. I studied at St Francis De Sales
School and pursued higher education in Hotel Management from Dr. Ambedkar Institute of Hotel
Management Catering & Nutrition, Chandigarh. I learnt about cooking from my grandfather and
father.
Interviewer : How would you describe your style of cooking?
Kunal Kapur : I like to cook food that everyone can enjoy. My cooking style is rustic and simple. I like to cook dishes
that remind people of their homecooked food but bursting with flavours… something that can make
them happy. I like using spices and have my own secretive combinations of them.
Interviewer : What is your favourite dish?
Kunal Kapur : My favourite meal is Karela Subzi (bitter gourd) that my mom cooks. She makes it a couple of times in
a week.
Interviewer : You are well known for using cooking as a way to reach out to people. Can you tell us more about it?
Kunal Kapur : Yes, I believe that cooking has the power to improve the lives of people and also connecting people
with different cultures and travel. I train underprivileged and unemployed youth in cooking. I
have also helped raise funds to help some of them to make their own sustained food business in
collaboration with United Ways Delhi. I worked closely with National Association of Street Vendors
in India to improve the lives and quality of food and sanitation of food hawkers in India. I also enjoy
taking food enthusiast on culinary adventures around the country.
Interviewer : What are you most excited about?
Kunal Kapur : I have been enjoying being part of Master Chef India. There are so many talented and aspirational
chefs in India.

E1. b ackground; Punjabi; early; higher; Hotel Management; grandfather; father; style of cooking; enjoy;
rustic; simple; homecooked; bursting; flavours; happy; spices; secretive; favourite; Karela Subzi; mom;
couple; cooking; reach out; power; improve; connecting; different cultures; travel; unprivileged;
unemployed; funds; sustained;National Association; Street Vendors; quality; sanitation; food hawkers;
Master Chef India; aspirational
Speaking
E2. The students will do this speaking activity on their own.

f express

F1. This activity will be done by the students with the teacher’s help.

g learn by doing

G1. This activity will be done by the students either in groups or on their own.
G2. This activity will be done by the students after carefully reading the text given in the coursebook.

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Thunder and Rain 7
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. shortest; strong words; influence; storm;

wind; threatening; fly
effect; branches
react; slowing down; lightning; fence; barns; pouring; gushed; destructive; local church
B2. 1. b) 2. b) 3. c)
B3. 1. The poet gives images like frightening tunes, clawing lightning bolts, darkening skies, dusty
throwing the road away, etc.
2. Thunderstorms cause damage to life and property where they occur. Trees are uprooted, roads are
damaged, vehicles are swept away and damaged, houses are also affected, and sometimes lightning
strikes and causes loss of life too.
3. The poet says that the church was spared with minimal damage to a tree in the compound. By
evoking God and faith, the poet shows that the storm was not merciless after all.

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. The general picture of the thunderstorm painted by the poet is one of destruction. The church is
also evoked, and conveys a sense of extreme unease where one retreats to the thought of God for
protection and strength. Apart from these, certain words used by the poet bring out a sense of fear
and panic, and depict the might of the storm. These are: threatening tunes, low, menace, unhooked,
throw away, hurried, livid, claw, fled, giant, wrecked and quartering.
2. Cloudburst, avalanches, droughts, floods and cyclones are some of the weather phenomena that
bring about destruction and loss of life and property.

d language in use

D1. 1. feathers, words 2. stone, frown 3. life, off, soils, bills

e learn by doing

E1. The students will do this activity on their own.

20
The Godfather of Natural 8
History TV
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. c) 2. b) 3. b) 4. a) and b)
B2. 1. Beginning with the first BBC program presented by Attenborough, he gradually began presenting
more and more programs which gave viewers a range of information about plant and animal
kingdoms on TV.
2. A naturalist studies the patterns in nature. Through their work, we understand the
interconnectedness of various elements in the ecology, and are better equipped to establish
ecological balance and conserve the environment.
3. A conservationist needs to have a keen interest and love for nature. A conservationist also needs
to have physical fitness and a willingness to take risks, because conservation work is likely to take
them into various kinds of terrains and situations, not all of which may be very friendly.
4. Wildlife and the wilderness is not always friendly, and a conservationist working in these
environments has got to be prepared for a few accidents involving wild animals. Attenborough
himself was attacked by an army of ants, and also faced difficulties and hardships in challenging
terrains.

c think

C1. In response to the questions in this section, some degree of subjectivity should be encouraged. They
do require written responses.
Suggested answers:
1. a) A naturalist studies how nature evolves, and provides us with important knowledge on what
interventions can make certain flora and fauna grow and thrive.
b) A conservationist keeps a watch on the numbers of species and works towards saving them from
going extinct.
c) An environment advocate raises awareness in general public as well as the people in power
towards the urgent need to pay attention to environmental concerns.
d) An environment minister ensures that funds are allocated towards bettering the environment
and funds conservation measures.
2. As individuals, we can feed grains to birds and also keep food for stray cattle, dogs, and cats outside
our home. In harsh winters or in the rains, we can offer them shelter in our balconies or porches,
and if possible, give them something to cover themselves with. We can call the local veterinary
doctor to help ensure regular rounds and ensure their wellbeing. We can make sure that on festivals

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like holi, animals are not coloured by children, because they lick themselves clean and ingesting
colours is harmful for them. We can also form groups for animal and bird welfare where we can
research ways in which we can make our neighbourhood a safer place for them.

d language in use

Vocabulary
D1. Synonyms for excited: thrilled, exhilarated, elevated, enlivened
Synonyms for anxious: worried, concerned, uneasy, apprehensive
D2. Antonyms for satisfied: dissatisfied, unhappy, unfulfilled, uncertain
Antonyms for exciting: boring, dull, unexciting, unstimulating
D3. The students will do this activity with the help of the teacher.
D4. The students will do this activity according to the instructions and with the teacher’s support.
Grammar
D5. a, a, the, the, the, an, , the, a
the, a, a, , a, the, the, the, an, an, , the, the
D6. The students will do this activity with teacher’s support.

e interact

Listening

Audio Transcript
A jaguar paces at the edge of a rainforest in Brazil. The big cat once roamed through a jungle packed with trees, but
now part of its home is a working farm with herds of cattle that have taken over the jaguar’s territory. Jaguars ranged
from the southwestern United States to Argentina, in South America a hundred years ago. Today their territory has
shrunk by more than half, and they live mostly in the Amazon rainforest. Many other animals have lost their habitats.
This loss is the main threat to about 85 per cent of all endangered plant and animal species.
Tropical rainforests cover only about 7 per cent of Earth’s land, but they’re home to an estimated half of all known
plant and animal species. Most experts agree that about 80,000 acres disappear every day when trees are cut down
for lumber and land is cleared for farms. Trees also play an important role in absorbing the carbon dioxide that
contributes to climate change. Fewer forests means that more greenhouse gases remain trapped in the atmosphere.
Grasslands, underwater habitats, and wetlands are also at risk of habitat loss. They are drained or reclaimed for
human use. That means less space for animals to feed, breed, and raise their young.
Finding a balance between what humans and animals need will help prevent habitat destruction. Some scientists
think that if we put aside half of Earth’s land and water for nature, we could save up to 90 per cent of all species.

E1. jaguar; Brazil; working farm; southwestern United States; Argentina; Amazon rainforest; endangered;
7 per cent; 80,000; lumber; farms; carbon dioxide; climate change; greenhouse; atmosphere;
Grasslands; wetlands; human; feed, breed; prevent; 90 per cent
Speaking
E2. The students will do this activity following the instructions given in the coursebook.

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 real english teacher’s resource pack

f express

F1. This activity will be done by the students with the help of the teacher.

g learn by doing

G1. This activity will be done by the students themselves, either individually or in small groups or pairs.

23
Self-Contained 9
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. Walt Whitman; humans; compares; animals; whimsical; calm; dependent; needs; company; surround;
authority; complaining; worry; present; duty; unhappy
B2. 1. By the line ‘They do not lie awake in the dark and weep for their sins’, the poet means that they
are neither scared of anything, nor penitent for anything wrong they have done. The poet’s purpose
here is to draw a comparison between animals and human beings. According to him, someone
usually stays awake at night when they are frightened or fearful. Similarly, someone weeps while
repenting on the misdeeds they have committed in the past. Human beings occasionally show these
emotions, but wild animals never do. According to the poet, this suggests that they are relatively
free from the emotions that exhibit the softer side of our personality.
2. c)
3. This line means that the wild animals don’t make any effort to show themselves as the ones who
deserve respect from one another. They are not concerned about it and are therefore mentally free
from anything that bothers human beings. Similarly, they are not melancholic about the way the
world goes.
B3. 2 and 6

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. Living only with animals is not practical because ultimately we all need to be in human society in
order to study, work, earn a living, etc. Through the poem the poet is wishing that everyone around
him would take inspiration from animals and learn to be self-contained.
2. Animals do not have the concept of ownership. They live in nature and enjoy the bountiful gifts
of nature, each according to their own needs. If all humans stopped owning things, the concept
of material wealth would disappear and the race to become the ‘richest’ in terms of material
possessions would also end.
3. By being self-contained, humans would definitely start appreciating what they have instead of
longing for what they do not have. Also, there would be less conflicts in society because people
would be less inclined to covet what others have.

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d language in use

Sounds and Pronunciation

D1. i for sound // i for sound /a/

placid mind
in time
discuss find
sick sigh
things right
minute (indicating a fraction bind
of time) white
island
ice
minute (meaning ‘subtle’ or ‘very small’)
D2. Suggested answer:
1. sing, thing, mint, drink, sink
2. mine, crime, prime, shrine, mime

e express

E1. The paragraphs will vary from student to student.

f learn by doing

F1. The students will do this debating activity with the teacher’s support.
F2. The students will do this activity on their own. The dramatic monologues written by them will vary
from students to student.

25
The Red Room 10
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. Suggested answers:

1. he wanted to spend a night in the Red Room in spite of the fact that anyone who had done that
previously had died.
2. they believed that there were ghosts in that room.
3. people thought it was haunted and anyone who went there at night met with terrible accidents.
4. he did not want to be taken over by fear.
5. he had lost consciousness after being hit by something.
B2. 1. a) 2. b) 3. a) 4. c) 5. c)
B3. Free response question. Answers will vary from student to student.

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. The descriptions of the people and the place evoke an eerie feeling, making the house appear
haunted. The old people taking care of the house are described as gloomy and ghostlike. There are
no people living in the mansion, and the fact that it is deserted makes it appear strange. The people
also say there is great tragedy in the house, and even though they do not reveal what this tragedy is,
the mere mention of it evokes a sense of fear.
2. The repeated tellings of the stories of horror in the Red Room remind the narrator of misfortunes
that befell his own friends. The eerie manner in which the caretakers of the mansion tell these
stories also evokes fear and silence even in the most rational thoughts of the narrator.
3. I do not think there was any supernatural activity in the Red Room. As the narrator himself says
towards the end, it was only fear that was playing tricks on the minds of the narrator. Even though
he describes the fires as going out all at once, it is evident that the narrator had been panicking and
the chronology of the events could have easily been garbled in his agitated emotional state.
4. Most of the objective reality we see is sieved through our imagination that affects how we register
it in our minds. A perfectly harmless park can be perceived by us as unpleasant simply because we
associate it with memory of an unpleasant experience.
5. People fear ghosts because nobody has seen them, and the unknown is always uncomfortable and
can be easily associated with fear.
6. Some of the techniques that have been used in the present story to evoke fear are repetition of
unpleasant anecdotes, confirmation of them by various sources, evoking a sense of darkness and

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suspense through the weather and time of day, for example a stormy night or thunder or heavy
rain, a sense of desertedness by showing absence of people to heighten the feeling of being alone,
etc.

d language in use

Vocabulary
D1. Suggested sentences:
word homophone sentence
Ritu is checking her mail.
mail male
What do you call a male parrot?
She had no brake on her bicycle.
brake break
You will break your leg if you fall from here.
The stall sells drinks and snacks.
sell cell
Bring two cells from market.
The sale of tobacco is banned here.
sale sail
This boat can sail faster than the other one.
I will take the stairs instead of the lift.
stair stare
Don’t stare at people.
I bought kitchenware from the department store.
ware wear
I can’t wear this small shirt.
I can’t bear it anymore.
bear bare
Do not touch electrical wires with bare hands.
They were so poor that they even thought of stealing food.
steal steel
My mother bought some steel utensils recently.
D2. 1. compliment 2. fourth 3. principal 4. cord 5. chews
6. hare 7. here 8. meet
D3. The students will do this AGILE Learning activity as per the instructions and with the teacher’s support.
Grammar
D4. 1. P  2. A  3. P  4. A  5. P  6. P  7. A  8. A  9. P  10. P
D5. 1. will be screened 2. were uprooted 3. was introduced
4. is brought 5. is being cleaned up 6. was bought
7. is remembered 8. was held
D6. The students will do this AGILE Learning activity as a free play based on the instructions given in the
coursebook.

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e interact

Listening and Speaking

Audio Transcript
There was a village Puri where people were very poor. They earned their livelihood by farming. But for five years it did
not rain in Puri. Their land was no longer fertile. Their cattle were skinny and not able to plough the farms. The people
of Puri were starving and the children were suffering from malnutrition. Their two wells were also drying up.
The people of Puri were so distressed that many of them left their village and migrated to other places. Those who
stayed back had very little money to do anything. Many people lost hope and even stopped farming in their own
lands.
There was a young boy of 15. He had lost his father and mother during the drought. He had two younger sisters and a
younger brother to look after. Even though he was so young and had such a huge responsibility, he was not afraid to
face the challenges. He took to farming in his father’s land. He did not have any bulls to pull the plough; so he used his
shoulders to support the plough. Many people told him to leave his family and go to the city to earn, but he refused
to do so.
One day when he was ploughing his field, his plough struck something hard. When he bent down to inspect it he
discovered a big pot of treasure. It had coins of gold and silver and many pieces of jewellery. There were two choices
before him. One was to take the treasure, and move with the family to the city where they could live well. In the city
they would have good food to eat and all the luxuries. The other choice before him was to take the treasure and sell
it. Then he could use the money to buy a better water pump which could draw water from sources deeper than the
two wells. He could also use the money to buy some cattle and better seeds for the village. This way he could help his
whole village and do something about his neighbours who were starving.

E1. Puri; farming; rain; fertile; skinny; plough; malnutrition; two; distressed; migrated; lost hope; farming;
drought; two; afraid; to pull the plough; shoulders; refused; treasure; gold and silver; jewellery; water
pump; cattle; neighbours
E2. Spoken responses will vary from student to student.

f express

F1. Written responses will vary from student to student.

g learn by doing

G1. Free response question. Answers will vary from student to student.
G2. Free response question. Answers will vary from student to student.

28
Life 11
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. b) 2. a), b) 3. a), c)

B2. difficult, defeated, hopes, boy, people, adventures, uncertain, faith, willingness, reward, last

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. I think the poet endorses a busy life with a lot of enthusiasm and zest for living, but one without
too much worrying, and one of accepting every experience as a fulfilling one.
2. The poet has not lost his boyish enthusiasm for life and an open and curious mind, ready for every
experience as an adventure. This is why he likens himself to a child even in adulthood.
3. Being reactive means being impulsive in demonstrating our reactions to situations. For example,
if I am not able to wake up early and miss my school bus, I can easily get upset and carry the
foul mood into the rest of the day. But when we learn to be proactive, I could cut short my
disappointment in the situation and spend the remainder of the day preparing for the next day, and
also prepare a schedule to go to bed early so that I can wake up on time.

d language in use

D1. How Doth the Little Crocodile: abab cdcd   The Vulture: abab cdcd

e learn by doing

E1. The students will do the task in groups as a fun activity.

E2. The students will do the task with the help of the teacher.
E3. The students will do the task with the teacher’s support and as per the instructions in the coursebook.

29
Save the Children 12
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. b), c) 2. a) 3. b) 4. c) 5. b)
B2. 1. Answers will vary from student to student.
2. The parents are contacted by someone they know. This person promises the family a better life for
their children and promises to send the children to school or give them houses to live in. But in
reality, they sell the children to people who force them to work in factories.
3. Working children lead a miserable life. They are forced to work under horrible conditions. They
work for long hours – sometimes for 16 hours a day. Sometimes they don’t get food to eat and if
they do something wrong, they are severely punished.
4. Small children are employed in silk factories, cracker factories, construction sites and sari factories.
5. Abandoned children live in terrible conditions. They stay wherever they get some money, food and
a place to stay. When things get bad, they run away to another place. Nobody is there to take care
of them or love them. They often feel lonely and miss their families.
6. In the few hours of the night Jai’s life totally changed. He became aware of so many things that
he had taken for granted like how street children spend their life without parents. From that day,
whenever he saw another poor kid on the street he would remember Shantu.

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. The biggest difference between the lives of the two children is that Jai has his family to support
him, while Shantu is all by himself. Jai has parents who look after him, feed him and clothe him
and give him an education and bring him toys, while Shantu has none of this. Shantu doesn’t go
to school, he has to work to earn his bread. Shantu has nobody to fall back on, while Jai has the
cushion of family.
2. Child labour has been made illegal because children deserve an education so that they can make
their future better. Having to work deprives children of their childhood.
3. One of the ways to end child labour is to cut down demand for the products made in such
factories that employ children. To begin with, we as students should stop buying firecrackers
because the firecracker factories not only employ children, but making firecrackers also destroys
their health.
4. Jai was unaware of the struggles of thousands of underprivileged children before he met Shantu on
the train. Learning about Shantu’s experiences, and those of many other children like him, forced

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Jai to look at what all privileges he has. He was confronted with the knowledge that there are
many children in the world who can only dream of having what Jai has and considers basic.
5. When we meet people whose experiences are very different from our own, we get acquainted
with entirely different perspectives and worldviews, which not only broaden our mind but also
make us more sensitive to others.

d language in use

Vocabulary
D1. out- do/be more than; re- again, back; pre- before; mis- wrong(ly), bad; over- too much; sub- under,
below; multi- many
D2. fore – before; ex – former; anti – against; vice – deputy;
mini – little; mid – in the middle
D3. 1. vice-  2. anti-  3. fore  4. ex-  5. mid  6. mini
D4. The students will do the AGILE Learning activity with the teacher’s support.
Grammar
D5. should; should; should; should not; would; could; will/might; would; may; might; might
D6. The students will do the AGILE Learning activity with the teacher’s support.

e interact

Listening and Speaking

Audio Transcript
Girl : Hello! What are you doing here? Are you lost?
Boy: Hey, no. I am not lost. I have come to the city in search of a job.
Girl : (laughs loudly) A job? What sort of job are you looking for? Where are you from?
Boy: I have come from Varanasi. I am going to be the richest man in Mumbai.
Girl : And how do you plan on doing that?
Boy: I will find a job and work hard. I ran away from home because there was not enough food. Now, I am hungry.
Girl : Why don’t you work with me till you find a job that will make you rich?
Boy: What do you do?
Girl : I pick up bottles from the railway station and deliver it to the scrap dealer outside the station. He gives me
some money and I have a place to stay at night.
Boy: Will I get some food? I am hungry. Also, how long have you been working like this?
Girl : I also came to Mumbai to get rich. I have been looking for a job for five years, but the big companies do not hire
children.

E1. in search of a job; Where are you from; the richest man in Mumbai; work hard; there was not enough
food; work with me; rich; pick up bottles from the railway station; scrap dealer; some food; five years;
the big companies

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E2.

Audio Transcript
Kedar : Mom, the cricket match is about to start. Could you bring me some chips and a bowl of ice cream? And . . . uh
. . . a slice of pizza from the fridge.
Mom : Anything else?
Kedar : Yeah, some Coke would be nice too. Mom, the school is planning to start a cricket academy. I am thinking
of joining it. What do you think?
Mom : Haha!
Kedar : ‘Haha’! What do you mean ‘Haha’? I know all the rules of cricket.
Mom : Yeah, so what if you know all the rules? Look at yourself. You never exercise, you can barely run and you
don’t even eat healthy food. Just see what you’re eating right now and you have just had lunch.
Kedar : So, what are you saying? Should I just give up the idea? I’m not that out of shape.
Mom : Well . . . you ought to at least see a doctor first. You should find out if playing such an exhausting game is
alright for you.
Kedar : Well, okay, but . . .
Mom : And you need to watch your diet and reduce the fatty foods, like ice cream and Coke. And you should try
eating more fresh fruits and vegetables.
Kedar : Yeah, you’re probably right.
Mom : And you should take up a little weight training to strengthen your muscles or perhaps try cycling. You know,
you would also need to go to bed early instead of watching TV half the night!
Kedar : Hey mom, you’re starting to sound like my personal fitness instructor!
Mom : So! You are my son and I would like to see you healthy and active.
Kedar : Okay Mom, I will try.

1. ice cream, a slice, Coke

2. The school is planning to start a cricket academy.
3. Kedar is planning to join the cricket academy the school is going to start.
4. doesn’t, run, junk
5. No.
6. Kedar should visit the doctor just to find out if he can play an exhausting game like cricket.
7. diet, fatty food, ice cream, fruits, vegetables
8. strengthen his muscles
E3. Spoken responses will vary from student to student.

f express

F1. The students will make posters as per the instructions given in the coursebook. Posters prepared by
them will vary from each other.

g learn by doing

G1. The students will do the activity on their own.

G2. The students will do the activity on their own.

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Break, Break, Break 13
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. serious; loss; friend; joyful; death; unable

crash; wishes; great
happy; son; sister; sing; shore; friend
emotions; adventure; safety; hear
sorrow; rough; irreparable
B2. 1. ‘Break, Break, Break’ describes the waves of the sea crashing on to the rocks and the cliff, but the
word break also describes the crushing grief that the poet feels. ‘Break, Break, Break’ conveys his
state of mind along with the scene in front of him.
2. The poet rejoices at the sight of the boy playing with his sister, which suggests that the person the
poet is mourning gave him a similar joy. When he describes ‘a voice that is still’, it suggests that the
poet was used to hearing and being comforted by this voice.
3. The poet shows the two sides of life through juxtaposing joyful sights and sorrowful ones. While
the poet feels joy at the sailor and the fisherman’s children, his mind quickly wanders to the grief
of losing someone, and to the fact that even though ships sail safely to other ports, what he himself
has lost will never return.
4. The poem asks us to hold dear the relationships we have in our life that give us joy. The poet asks
us to live every day with joy, and remember that whatever goes away never returns, not even a day.

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. For the fisherman’s boy and for his sister, as for the sailor lad, the poet has delight in his heart and
wishes them well. At the sight of the ships, he feels awe. But for the loved ones who are no more
and for the days that are gone, the poet feels a longing, and the poem assumes a melancholic and
sombre tone when he describes them.
2. Twilight hours can also create an image of tension. It is neither day nor night, neither bright nor
dark. Birds and animals are retiring to their retreat after a day of work, to be with their families or
to sleep in nature’s peaceful lap. But darkness is also the hour of the predators and when they are
out to hunt. As the sun goes down, it takes with itself a day full of laughter and tears and joys and
sorrows of all the people, a day that will never return and will only be a memory, more and more
distant with the passage of time.

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3. Memories are very precious because we associate emotions with them. These memories remind
us of the people we loved and those who loved us. They are stored in our minds as a reservoir of
emotions, and in effect, these emotions make us who we are, to a large extent.

d language in use

Appreciation
D1. 1. light – darkness 2. ugliness – beauty 3. wisdom – foolishness
4. outsiders – family 5. fate – free will 6. warmth – cold
7. cowardice – bravery 8. evil – good
D2. Students will do the task on their own.

e learn by doing

E1. Subjective response question. Answer will vary from student to student.

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The Necklace 14
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. b) 2. a) 3. b) 4. a) 5. c)
B2. 1. Monsieur Loisel was willing to give up the money that he had been saving to buy a gun and give
it to Madame Loisel so that she could buy a new dress.
2. Madame Loisel was always unhappy with her life as she believed that she deserved to be very rich
and live a luxurious life. All this however remained a dream.
3. Monsieur and Madame Loisel could have been sent to the prison because they lost the borrowed
diamond necklace. They could have been accused of stealing it.
4. Monsieur and Madame Loisel had to buy a new necklace when they could not find the necklace
that they borrowed.
5. Monsieur and Madame Loisel sold everything they had and borrowed the rest of the amount to
buy a new necklace.
6. They sold their house and moved into a smaller one. Monsieur Loisel worked two jobs and
Madame Loisel had to do the house work all by herself.
7. Madame Loisel found out that the diamond necklace which she had lost was in fact not a real one,
but an imitation.
8. Madame Loisel’s life became more difficult as she grew up. Her greed and desire for a better life
ultimately made them poor, and she lost all her beauty that she was proud of.

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. I think telling the truth would indeed have saved Madam Loisel much trouble, for her friend
would have told her that the necklace was a cheap imitation and she does not need to bother
about replacing it. Madam Loisel would not have had to drown herself and her husband into debt,
then, and endured gruelling hard work for ten years to pay of that debt.
2. If I were Madam Loisel, I would not have thought too much about not having luxurious clothes to
wear to the ball. Her husband had pointed out that she does have good clothes which she wears to
the theatre. Even plain clothes can be worn aesthetically, and being well dressed has nothing to do
with being dressed in expensive attires.
3. I think what kept Madam Loisel from admitting the truth to her friend was pride. She must have
thought that if her friend expresses a desire to have the necklace replaced, Madam Loisel would
have felt utterly inadequate to do it, and she did not want to bare her true feelings before her

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friend. This pride and unwillingness to truly bare herself even to a friend was what got in the way
of Madam Loisel having meaningful and genuine relationships with people.
4. Many a time we find ourselves in situation when borrowing is either a necessity or simply a
convenient way of getting around a situation. It is wise though to borrow only from those we
completely trust, and also ascertain the true value of whatever it is that we are borrowing.

d language in use

Vocabulary
D1. 1. anxious – b) worried about something
eager – a) waiting impatiently for something
2. employ – a) use somebody or something for a particular task
imply – b) point out specifically
3. accept – a) agree to take on something
except – c) not including something
4. incredible – b) astonishing
incredulous – c) not able to believe
5. luxurious – c) something which is of high quality and rich in texture
luxuriant – b) growing thickly and strongly
6. averse – a) not wanting to do something
adverse – c) opposing and negative
D2. 1. wide 2. borne 3. since 4. Besides 5. raise
6. among 7. borrow
D3. The students will do this AGILE Learning activity with the teacher’s support.
Grammar
D4. 1. can 2. Could 3. can 4. could 5. could
6. Can 7. could 8. can 9. could 10. could
D5. Can you, can possibly, can’t decide, can go, could do, can work, could even
D6. The students will do this AGILE Learning task with the teacher’s support.

e interact

Listening and Speaking

Audio Transcript
The Lion, the Fox and the Ass
The Lion, the Fox and the Ass entered into an agreement to assist each other in the chase. Having secured a large
booty, the Lion on their return from the forest asked the Ass to allot his due portion to each of the three partners in the
treaty. The Ass carefully divided the spoil into three equal shares and modestly requested the two others to make the
first choice. The Lion, bursting out into a great rage, devoured the Ass. Then he requested the Fox to do him the favour
to make a division. The Fox accumulated all that they had killed into one large heap and left to himself the smallest
possible morsel. The Lion said, ‘Who has taught you, my very excellent fellow, the art of division? You are perfect to a
fraction.’ He replied, ‘I learned it from the Ass, by witnessing his fate.’    (Aesop’s Fables)

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E1. 1. The Lion, the Fox and the Ass entered into an agreement to assist each other in the chase.
2. Having secured a large booty, the Lion on their return from the forest asked the Ass to allot his due
portion to each of the three partners in the treaty.
3. The Ass carefully divided the spoil into three equal shares and modestly requested the two others
to make the first choice.
4. The Lion, bursting out into a great rage, devoured the Ass.
5. Then he requested the Fox to do him the favour to make a decision.
6. The Fox accumulated all that they had killed into one large heap and left to himself the smallest
possible morsel.
7. The Lion said, ‘Who has taught you, my very excellent fellow, the art of division? You are perfect
to a fraction.’
8. He replied, ‘I learned it from the Ass, by witnessing his fate.’
E2. Spoken responses will vary from student to student.
E3. The students will do this activity as a free play. Their spoken responses will vary from one another.

f express

F1. Dialogues will vary from student to student.

g learn by doing

G1. The students will do the task on their own.

G2. The students will do the task one their own.

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Sheem, the Wolf-Boy 15
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 1. c), e) 2. a), c), d) 3. b), c), d), e)

B2. 1. look after the mother and their sick younger brother.
2. they lived away from other people.
3. his elder brother and sister wanted to explore life away from home.
4. berries and roots and in winter, the leftover meals of the wolves.
5. he felt alone and abandoned.
6. he felt guilty for neglecting his youngest brother.
B3. 1. Good family members look after each other in sickness and in health. They love and support each
other.
2. The older sister and brother grew bored looking after their sick younger brother. They wanted to
explore life away from home and live with other people.
3. Suggested answer: The little brother must have felt very sad and all alone. He did not have good
food to eat and no one to love and take care of him.
4. The youngest brother slept in the caves. He ate the food that was left behind by the wolves.
5. The wolves proved to be the real family to the youngest brother because after a while they made
sure that he was not harmed and he had enough to eat. They accepted him when his own sister
and brother had abandoned him.

c think

In the responses to the questions in this section, some degree of subjectivity should be encouraged. They
do require written responses.
Suggested answers:
C1. 1. It appears from how the children treated each other after the father had died that the father did
not really succeed in keeping the children selfless and bereft of pride. Perhaps it was his love that
had kept the family united throughout his lifetime, and the location may not have had much to do
with it at all.
2. The youngest child was thought of by the family as one who must be protected and taken care of.
After the father’s death, the other children slowly started feeling it to be a burden. But it appears
that the youngest child did not really need to be taken care of. His free love was enough to earn
him the care he needed in order to survive and grow.
3. The transformation of the child into a wolf seems to be symbolic of his transformation into a wild
force that does not need to be supervised, and finds his own pack instead of being lugged around
by uncaring human like a burden.

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4. I think a good family member should be a friend, always keeping their family’s best interest in
mind. A good family member should be willing to guide their brethren and kin in the right
direction, and care for them to the best of their capacity in times of difficulty.

d language in use

Vocabulary
D1. 1. entertainer  2. attractive  3. dangerous  4. leadership, powerful  5. Careless
6. package  7. Curiosity  8. bribery  9. attendance  10. moisten
D2. the person to whom a letter is sent – addressee  
money or things given in charity – donation
somebody who acts – actor
having deep feelings about one’s country – patriotism
well known – famous
someone who is logical and practical – realist
the state of being without a job – unemployment
a person who studies celestial bodies – astronomer
a person who climbs mountains – mountaineer
D3. The students will do this AGILE Learning activity with the teacher’s support.
Grammar
D4. 1. more expensive  2. longer  3. better  4. more important  5. cleaner
6. friendlier  7. thinner  8. more difficult  9. less pretty  10. neater
D5. quietly, gently, as white as, warmer, darker, heavier, higher, as silent as, calmer, longer
D6. The students will do this AGILE Learning activity with the teacher’s support.

e interact

Listening and Speaking

Audio Transcript
Good evening, passengers of King Kong Airlines, Flight Number 2846 bound for Delhi from Leh at 13:00 hours. There
has been a delay of three hours due to heavy snowing. Your flight will now depart at 16:00 hours. The ground crew is
trying to clear the ice off the runway. There may be further delays if the weather conditions continue to worsen. The
passengers of King Kong Airlines are requested to rest in the guest lounge till further notice. Thank you.

E1. 1. c) 2. d) 3. a) 4. b) 5. a)
6. d) 7. d) 8. c)
E2. Spoken responses will vary from student to student.

f express

F1. Written responses will vary from student to student.

F2. Answers will vary from student to student.

g learn by doing

G1. Spoken and written responses will vary from student to student.
G2. Written and spoken responses will vary from student to student.
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Come out with Me 16
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. childhood, treasured, explore, spend time, guidance, too busy, puzzlement, sunny, shine, sailor, darling,
adventures
B2. Answers will vary from student to student.

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. Children are curious because everything in the world is new to them, and they want to make
sense of it. As we grow older, we have more knowledge and become used to seeing same things
repeatedly, and the charm of these things fizzles off.
2. Adults are engaged in productive tasks that earn them livelihood with which to sustain their
families. They must earn this livelihood, and in order to do that, they must work. This is why adults
are usually very busy and do not have as much time as children for leisure, play, and exploration.
3. To spend an entire day in nature, I would have to give up coming to school, meeting with friends,
studying with them in class, playing with them, and spending time with the elders at home who
answer all my questions and help me with homework. Once in a while, I will not mind foregoing
many of these things in exchange of being with nature, because being with nature itself brings me
new friends, new knowledge, new questions and new ways of finding answers to them.

d language in use

Sounds and Pronunciation

D1.
1. crossword – cross word
1 2
teapot – tea pot
1 2
export – ex port
1 2
mother – moth er
1 2
detective – de tec tive
1 2 3

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professor – pro fess or

1 2 3
2. candy – can dy
1 2
cricket – crick et
1 2
earth – earth
1
mathematics – math(e) mat ics
1 2 3
teacher – tea cher
1 2
guitar – gui tar
1 2

e express

E1. Free response questions

Answers will vary from student to student.

f learn by doing

F1. Students will do this activity in keeping with the instructions given by the teacher.
F2. Students will do this activity on their own.
F3. Students will do this activity on their own. The list prepared by them may vary from student to
student.

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The Gifts of Wali Dad 17
a reflect

A1. This section contains prompts that are aimed to encourage critical and creative ways of thinking.
Written responses are not necessary. The teacher may suggest pointers to get the intended responses
from the learners, without interfering with their original perception and thought process. The teacher
should avoid, as far as possible, prescribing any answer as the only correct one.

b understand

B1. 2. Wali Dad knew that his needs were few. He did not know what to do with the money that he had
saved up and was willing to give it away.
3. The young queen of Khaistan was flattered on receiving the first gift and did not hesitate to send a
gift back in gratitude.
4. The young king was delighted on receiving a present.
5. The merchant did not steal any of the gifts that were exchanged between Wali Dad, the young queen
of Khaistan and the young king of Nekabad even though he had many opportunities to do so.
6. The young king and queen had never met Wali Dad before and they were wondering why they
kept receiving such expensive presents from a stranger.
7. The gifts that they sent back to Wali Dad were more expensive and precious than the ones sent by
him.
8. Wali Dad rewarded the merchant for helping him by giving a fair share of the gifts sent to him.
9. Wali Dad was blessed by the peris for having a generous heart. Also, he did not like receiving the
gifts that he got in return. They made him uncomfortable. Even when his small hut was turned
into a palace by the peris, Wali Dad wished to go back to a simpler life.

c think

C1. In the responses to the questions in this section, some degree of subjectivity should be encouraged.
They do require written responses.
Suggested answers:
1. The peris had made Wali Dad wealthy in a way that his outward riches mirrored his inner riches.
This is why the peris said that everything was the way as it should be.
2. The gifts Wali Dad received became more and more elaborate because the recipients thought that
Wali Dad was trying to outdo them, and they also jumped in the race.
3. Living as generously as Wali Dad did is not very practical, for we live in a world where everything
is costly and getting more costly, therefore it is wise to store some money for emergency. But then,
there are millions of people in the world, and each have a right to live their life the way they deem
fit. Some may choose to live like Wali Dad for reasons best known to them.

d language in use

Vocabulary
D1. 2. ancient 3. thorough 4. recent 5. exotic 6. pious
7. skinny 8. silly

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D2. 1. cookery 2. trickery 3. embroidery

4. jewellery 5. pottery 6. buffoonery
7. machinery 8. robbery 9. discovery
10. bakery
D3. The students will do the activity with the help of their teacher.
Grammar
D4. 1. d) 2. b) 3. c) 4. b) 5. d)
6. d) 7. a)
D5. 1. the laziest 2. the best 3. the most beautiful
4. the hottest 5. the goofiest 6. the tiniest
7. the fastest 8. the oldest
D6. brainiest, quickest, fastest, most handsome, funniest, the trickiest
D7. The students will do the activity on their own.

e interact

Listening and Speaking

Audio Transcript
Hi! I’m Ryan. I’m 10 years old. My family and I always go out for camping during holidays. We go camping to the hills
of Mussourie, Manali, or even the desert in Jaisalmer. One summer we went for white water rafting above Rishikesh.
Our camping trips are filled with adventure and fun. One of my favourite camping trips was to McLeod Ganj, where
I learned skiing. When we go out we don’t stay in hotels, but we camp out. My father says that it gives us time to be
close to nature and learn a lot of things.
Since we camp out, we have to give special attention to our camping gear. At most places you can hire a tent, but
my dad likes us all to carry our own tents as they are big and are of better quality. Since we do not stay in a hotel, we
cannot do without a good flashlight. My mother makes certain that we carry an extra set of batteries in case we run
out of them. My sister has a different kind of flashlight. It can be worn around the head! We also carry a lantern.
Each of us has to carry a bedroll to sleep in. At nights we love to sit around the campfire, eat, and listen to stories or
sing songs. So we also take along a grill, a cooler to keep our drinks and fruits cold, and a guitar. In the daytime we
explore around the area where we’re staying. A good pair of strong boots, a raincoat, a water bottle, and some energy
bars are very essential. My elder brother Ben carries a Swiss army knife which has many attachments to it, such as a
screwdriver, a knife, a nail-cutter, and an opener. When we go for white water rafting, we always carry our life jacket
or hire one after my dad and mom have checked it completely.
I love to go out on vacations with my family as our trips are full of adventure and fun. We learn about so many new
things. It also gives us a chance to spend some time together and take a break from our busy schedules.

E1. 10, for camping, Manali, Jaisalmer, Rishikesh, adventure, skiing, hotels, nature, hire, quality, flashlight,
batteries, worn around the head, lantern, bedroll, campfire, guitar, raincoat, energy bars, Ben,
screwdriver, life jacket, fun, break
E2. Spoken responses will vary from student to student.

f express

F1. Written responses will vary from student to student.

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g learn by doing

G1. The students will do the activity on their own. Their responses will be subjective and based on their
own opinion. So, they will vary from student to student.
G2. The students will do the activity on their own based on their reading of the two stories, and their
ability to compare them. The lists of points made by them to show the similarities and differences
between the two stories will vary from student to student.

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Answer Key: Worksheets

Worksheet 1
A. 1. feeding the birds   2. took pleasure in feeding birds every day
3. she liked the feeling of being among the birds
B. 1. Huma’s father assigned her the task of feeding the birds regularly till her holidays were over.
2. Huma was unwilling to feed the birds as she did not like the sticky dough on her hands and
most of the birds that stopped by were crows.
3. Suggested answer: Huma’s perspective changed when the crows started waiting for her to lay
out their food and soon they built a special bond.
Worksheet 2
A. counterfeit – forged, phoney, copied   belligerent – threatening, combative, ill-tempered
   ascend – climb, surge, rise   lenient – forgiving, easygoing, merciful
   scarce – insufficient, limited, lacking   appropriate – fitting, right, well-suited
   intention – purpose, goal, aim
B. 1. bolted  2. scampered  3. galloped  4. raced  5. jogged
Worksheet 3
A. 1. has bought  2. Have, watched  3. has had  4. have not met  5. have, been
B. 1. Positive: Meeta has won the gold medal in running.
Negative: Meeta has not won the gold medal in running.
Interrogative: Has Meeta won the gold medal in running?
2. Positive: They have studied for the test.
Negative: They have not studied for the test.
Interrogative: Have they studied for the test?
3. Positive: Rohan and Farhaan have gone to school.
Negative: Rohan and Farhaan have not gone to school.
Interrogative: Have Rohan and Farhaan gone to school?
4. Positive: Jacob has taken his dog for a walk.
Negative: Jacob has not taken his dog for a walk.
Interrogative: Has Jacob taken his dog for a walk?
Worksheet 4
Answers will vary from student to student.
Worksheet 5
A. 1. he hadn’t studied science in the month before the exam and left it for the days before the
exam date, during which he fell sick.
2. shattered
3. he did not assess the odds and delayed his preparation for the test.

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B. 1. Dave was worried because his science exam was two days away and he had not studied much
for it.
2. Dave was happy with his exam schedule because there were four days gap between the maths
and science exams.
3. From this incident, Dave learnt to not delay the important tasks and instead plan to do them
before it is late because the future is not set and defined.
Worksheet 6
A. 1. b  2. f  3. d  4. g  5. c  6. a  7. e
B. 1. gunsmith  2. botanist  3. carpenter  4. oceanographer  5. sculptor
6. psychiatrist  7. pilot  8. gardener
Worksheet 7
A. 1. will be   2. is going to send   3. is going to erupt   4. will visit
5. is going to retire   6.   will finish   7. is going to volunteer   8. is going to work
9. will walk   10. is going to cry
B. 1. are going, will  2. Will you  3. are you going to, will  4. will  5. will
6. is going to
Worksheet 8
Answers will vary from student to student.
Worksheet 9
A. 1. false  2. true  3. true  4. true  5. true
B. 1. northern  2. Hindus  3. Yamunotri  4. deterioration  5. Chemicals
Worksheet 10
A. 1. make ends meet – earn just enough money to live on
2. buried the hatchet – stopped fighting and started being friendly
3. dropped a bombshell – made an unexpected or shattering announcement
4. devil-may-care attitude – a casual, worry-free attitude
5. burn the midnight oil – work late at night
B. 1. a  2. b  3. b  4. c  5. b
Worksheet 11
A. 1. much  2. much  3. many  4. much  5. many
B. 1. any  2. some  3. any  4. some  5. some
C.   Suggested answers:
1. as countable: Children were playing with glasses a moment ago.
as uncountable: Our shop has a variety of tinted glass.
2. as countable: Batman has super powers to combat adversaries.
as uncountable: May God give you more power to realize your dreams into reality.
3. as countable: Participating in debate competition was a good learning experience.
as uncountable: In my experience, we all learn by making mistakes.

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Worksheet 12
Answers will vary from student to student.
Worksheet 13
A. 1. a retired army general, he was old and frail   2. its kung fu and sword-fighting skills
3. her country for twelve years
B. 1. During Mulan’s time, China was facing invasion from the Mongols.
2. Mulan went to fight instead of her father because her father was old and frail.
3. Suggested answer:Yes, Mulan’s story is inspiring as she bravely fought for her country for
twelve years and won many honours.
Worksheet 14
A. 1. died   2. change into   3. be on the same level
4. search and find information about  5. speak louder  6. check  7. wear
8. stays awake
B. 1. Go through  2. take off  3. carry on  4. run over  5. broke down
6. cut off   7. turn off
Worksheet 15
A. 1. thrilled  2. invigorating  3. overwhelmed  4. frustrating  5. tired
6. surprising  7. irritating  8. terrified
B. 1. fascinating  2. swollen  3. exhausting  4. hidden  5. relieved
6. concerned  7. embarrassed  8. confusing
Worksheet 16
Answers will vary from student to student.
Worksheet 17
A. 1. visit their family grave
2. welcome the spirits of one’s dead ancestors
3. guide the ancestors’ spirits back home
4. the summer season in July or August, for three days
B.   1. Any two of the activities given in the passage would suffice. Suggested answer:
Obon festival starts with ritual fires or lighting lanterns at the entrances of houses. People also
perform a ritual cleaning of the grave stones of their ancestors and perform Bon Dance.
2. Obon is termed as a ‘festival of the dead’ because it is based on the belief that the spirits of the
dead come back once a year to visit their families.
Worksheet 18
A.    meanings  opposites
1. noisy or high-spirited quiet, restrained
2. slow-moving or inactive brisk, active, energetic
3. full-grown immature, childish
4. slightly fat skinny, thin
5. belonging to a very distant past recent, modern

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6. favoured by or involving good luck unfortunate

7. the state of being extremely poor affluence, wealth
8. agreeing with or consenting to a statement or request negative, dissenting
B.   opposite – deep, rough or violent, easy, cheap, important
1. rough or violent  2. deep  3. cheap  4. easy  5. important
Worksheet 19
A. 1. an  2. a  3. –, a  4. The  5. –, a  6. a  7. –, an, a  8. the, a
9. –  10. an
B. 1. Sarla bought a bunch of bananas.
2. There is a big spider on my window.
3. This is the famous actor I was talking about.
4. Anu liked the book that you gave her.
5. I saw an elephant at the zoo.
6. If you are in a rush then take a cab.
Worksheet 20
Answers will vary from student to student.
Worksheet 21
A. 1. an astrologer had told him that his life was in danger.
2. he neither ate nor drank owing to his fear.
3. the only danger to his life was listening to mysterious predictions and failing to focus on
reality.
B. 1. Raghu was an ordinary man with an ordinary job and life.
2. The astrologer told Raghu that his life was in danger.
3. Raghu realized that listening to fortune tellers is dangerous as he was always fearful of what
might happen after he had heard the mysterious prediction. He felt he would have to give
away this fear to not cause any danger to his life.
Worksheet 22
A.   Suggested answers:
1. whole: hole
whole – I want to eat the whole cake.
hole – The hole is too small for the rat to pass through.
2. hymn: him
hymn – The students recited hymns from the Bible.
him – I would like to invite him for the party.
3. dew: due
dew – The dewdrops on the petals seemed like crystals.
due – The due date of your billing amount is 4th of every month.
4. pane: pain
pane – The glass of the windowpane is shattered.
pain – His pain made me pity him.

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5. mane: main
mane – He trimmed the horse’s mane.
main – This is not the main entrance to the museum.
B. 1. night  2. bored  3. tale  4. steal  5. herd  6. piece
Worksheet 23
A. 1. A  2. P  3. P  4. A  5. P  6. A  7. P  8. A  9. P  10. P
B. 1. was changed  2. was blamed  3. has been named  4. was made
5. has been bought   6. was defeated
Worksheet 24
Answers will vary from student to student.
Worksheet 25
A. 1. his family could not afford to buy books for him
2. to find hundreds of books delivered at his doorstep
B. 1. Ron Lynch was touched to see the dedication with which Mathew used to read junk mails.
So he wanted to help Mathew read books as he could not afford them.
2. Ron Lynch posted about Mathew’s situation on a social media website, asking his friends to
donate books for the boy who wanted to read.
3. Mathew was surprised to receive hundreds of books. He stated that he would read them all
and also share them with other children.
Worksheet 26
A.   pre- : before   ante- : before   co- : with   semi- : half   tri- : three   omni- : every
  post- : after   re- : again   multi- : many   mono- : singular
B. 1. co  2. pre  3. re  4. multi  5. tri  6. semi
Worksheet 27
A. 1. might  2. can  3. Would  4. might  5. Would  6. should  7. would
8. would
B. 1. should read  2. should try  3. might cancel  4. would do  5. Would you
6. may raise  7. May I  8. may have  9. might go  10. might be
Worksheet 28
Answers will vary from student to student.
Worksheet 29
A. 1. look colourful and pretty   2. being rejected by the peacocks
3. felt lonely and decided to accept himself as he was
B. 1. The crow was unhappy with how he looked.
2. The monkey helped the crow to wear the colourful peacock feathers.
3. ‘Strutting’ means ‘to walk in a stiff or proud way that suggests arrogance’.

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Worksheet 30
A. 1. foreword: a short introduction at the beginning of a book
forward: towards the direction that is in front of you
2. exhibition: a public display of works of art or items of interest
expedition: an organized trip for a particular purpose
3. pedal: the parts of a cycle that are pushed by the feet to make it move
peddle: to sell something by going from place to place
4. gate: a door-like barrier fixed in walls or fences
gait: the manner in which a person walks
B. 1. between  2. well  3. fewer  4. further  5. amount
Worksheet 31
A. 1. Could  2. can, can  3. could  4. could  5. Can  6. could  7. could
8. could
B. 1. Can I get   2. could not go   3. can speak   4. could have been
5. can leave  6. Could you see  7. can see  8. can’t study  9. she could
10. could find
Worksheet 32
Answers will vary from student to student.
Worksheet 33
A. 1. a friend’s wedding in another village
2. Molu if the bear had talked to him and what it had said
3. he had been self-centred to leave his friend alone in danger
B. 1. When Golu and Molu saw a bear, Golu ran and climbed a tree and Molu lay still holding his
breath to appear dead.
2. Golu and Molu’s friendship ended because Golu left his friend Molu alone in danger and
climbed a tree quickly without thinking about Molu when a bear came.
Worksheet 34
A. 1. -ful  2. -able  3. -ity  4. -ive  5. -able  6. -y  7. -ous  8. -y
9. -ing  10. -able
B. l. e  2. a  3. g  4. b  5. c  6. d  7. h  8. f
Worksheet 35
A. 1. bigger  2. better  3. sweeter  4. tougher  5. older  6. more colourful
B. 1. Are turtles as slow as tortoises?
2. This book is more interesting than the one I read last week.
3. Whales are heavier than elephants.
4. A mile is longer than a kilometre.
5. The parakeet looks more beautiful than a pigeon.
6. Zarina finds maths more boring than English.
7. William works faster than anyone else in his class.

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Worksheet 36
A.   Answers will vary from student to student.
B.   Answers will vary from student to student.
Worksheet 37
A. 1. listen to his teachings
2. he was about to be caught by a cat and wanted to save his life
3. scared and killed
4. when the mouse was a big tiger, he had turned evil and threatened to kill the sage.
B. 1. The sage turned the mouse into a big cat because he could not let the mouse be killed by the
cat.
2. After becoming a tiger, the mouse was worried that the sage might use his divine powers to
turn it back into a mouse.
3. Subjective-response question
Answers will vary from student to student.
Worksheet 38
A. 1. offensive  2. pleasant  3. greasy  4. traditional  5. pitiable  6. unnatural
7. influential  8. graceful  9. keen  10. secretive  11. skinny  12. polite
B. 1. stationery  2. surgery  3. nursery  4. mystery  5. cemetery  6. grocery
7. archery  8. millinery  9. query  10. greenery
Worksheet 39
A. 1. c  2. a  3. d  4. b  5. b
B. 1. the coldest  2. the sweetest  3. the tallest  4. the cutest  5. the costliest
6. the best
Worksheet 40
Answers will vary from student to student.

Answer Key: Model Test 1

A. 1. c)  2. c)  3. c)  4. b)  5. c)

B. 1. Munni was not ready to give Halku the money because had she done so, Halku would not
have had any money to buy himself a blanket.
2. Munni suggests to Halku to tell the landlord that they will pay the money after the harvest.
3. No, tenant farming doesn’t do any good for them. This is because whatever they harvest goes
to pay up the arrears. So they were not able to earn an amount that feeds them better.
4. When Halku said that he would have to bear the abuse of the landlord, Munni decided to
give him the money.

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5. Halku felt like tearing his heart out while giving the money away. He had saved the rupees
from his work, paisa by paisa, for his blanket.
C. 1. set aside  2. give up  3. tenant farming  4. put up  5. figure out
D. Examples:
1. Life is not at all a bed of roses.
2. I have to start the project from scratch and finish it quickly.
3. We have to keep track of the products of other companies to improve our products.
4. The first portion of the test was difficult but after that it was smooth sailing.
5. Injuries are part and parcel of any sport.
E. 1. Has Shalini bought a new cycle?   2. He has seen many places.
3. Samik hasn’t gone to Mumbai.   4. He will read a book.
5. Ravi and Malini will not be going to school.
F. 1. Binu is a courageous boy.   2. The dentist asked Vivek to close his mouth.
3. They work from morning to evening.   4. Apes try to mimic men.
5. Varun is afraid of snakes.
G. 1. a  2. the  3. an  4. many  5. no
H. 1. a) As we learn from the story ‘Mr Mocking-Bird and His Prize Song’, a mocking-bird has
the unique quality of exactly copying or imitating the sounds of other birds and small
animals like squirrels. This is what makes a mocking-bird so special.
b) The little squirrel was angry because he heard someone repeating his words. It made him
feel that he was being mocked at by some other squirrel. He was puzzled because he
was unable to find who it was, as he saw neither any other squirrel nor any animal in his
neighbourhood doing that.
2. The Ganga was very proud as she was the favourite of the Gods. She flowed to the earth with
all her might. But Shiva stopped her with his matted hair.
3. The greasy smudge introduced itself as ‘the ghost of a million burnt burgers’. The other
ghosts it spoke of during its conversation with Deepa were the spirit of the side salad and the
cholesterol goblin.
4. In the poem ‘Thunder and Rain’, the poet compares the lightning with a large bird. Phrases
like ‘a yellow beak’ and ‘a livid claw’ used for the lightning clearly indicates this.
5. As the essayist of ‘The Godfather of Natural History TV’ informs the readers, the titan arum
is the world’s largest flower discovered so far. We learn that the famous naturalist David
Attenborough gave it its common name.
6. The moral of the dervish’s story is that it is unwise to speculate on things of the future. The
wife told this to the husband to make him understand that there is no point in daydreaming.
She wanted him to leave everything to God who controls their destinies.
7. The Ganga was allowed to flow down after Bhagiratha prayed again to Lord Shiva. The water
of the Ganga got divided into seven streams – three flowed to the east and three to the west.

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One stream followed the chariot of Bhagiratha. The Ganga is considered a holy river because
it is believed that it came down from heaven.
8. The tree told the frost to wait till the flowers came. When the wind asked for flowers, the tree
asked the wind to wait till the cherries came. These are the two excuses made by the tree to
the frost and the wind.
9. Naturalists study the patterns of nature. They seek to observe the interconnections in the
relationships between plants, birds, trees and ecology. Because of the findings of their research,
we get to understand the past, present and future of our local and global environments.
10. a) Jennyanydots likes warm and sunny spots. She spends the entire day sitting beside the
hearth or on the bed or on the speaker’s hat; but at night she is the most hardworking cat.
This makes Jennyanydots unique.
b) We should cheer for the Gumbie Cat because she is not lazy as her owner’s family thinks.
The Gumbie Cat works very hard to make sure that the family is not disturbed when they
are asleep at night by keeping the mice busy.
I. Answers will vary from student to student.
J. Answers will vary from student to student.

Answer Key: Model Test 2

A. 1. d)  2. d)  3. b)  4. b)

B. Examples:
1. The Government is desperately trying to wipe out illiteracy in the country.
2. The eagerly anticipated final match of the Cricket World Cup is today.
3. I assured myself that I’ll crack the entrance this time.
C. 1. When Ambedkar came out of the station he was disturbed by the questions where to go and
that who will take him.
2. Ambedkar was educated in Baroda. He studied at Columbia University in New York from
1913 to 1917. In 1917, he came to London and joined the post-graduate department of the
School of Economics of the University of London.
3. Ambedkar was educated by the Baroda State, so he was bound to serve the state. That was
why he came back.
4. Ambedkar was not ready to impersonate as he was aware that his real identity would be
revealed soon and that would cause problems.
5. Ambedkar was unsure whether they would welcome him or not. They might feel
embarrassed at admitting an untouchable into their household.
D. 1. tale  2. buy  3. expect  4. adapt  5. made

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E. 1. newer  2. bigger  3. more beautiful  4. most talented  5. worst

F. 1. active voice  2. passive voice  3. passive voice  4. active voice  5. passive voice
G. 1. can  2. should  3. Can  4. Would  5. could
H. 1. Madame Loisel was always unhappy with her life because she believed that she deserved to be
very rich and live a luxurious life. All these, however, remained a dream.
2. Wali Dad left his house because he thought he had brought shame on himself, the merchant
and the queen. But on his way, he saw two peris from Paradise. They touched him on his
shoulder and he suddenly became a rich man and his small hut changed into a splendid
palace.
3. The boy in the story ‘Sheem, the Wolf-Boy’ transformed into a wolf at the end of the story.
He sang and howled just like the other wolves whom he lived with.
4. The older sister and brother grew bored looking after their sick younger brother. They
wanted to have some fun and live with other people. That was why they left their younger
brother alone.
5. Monsieur Loisel and Madame Loisel had to work hard to pay off the debt. They took 10 years
to do this. In these 10 years she understood what abject poverty meant. Also, she lost all her
beauty and looked older. All these misfortunes happened because she lost the necklace which
she had borrowed from Madame Forestier.
6. Shantu and his father boarded a train to the city. When he woke up in the morning, he was
all alone. He couldn’t find his father. He had left Shantu while he was sleeping. Shantu got
off the train and started looking for his father at the station but in vain. At last he met a boy,
Dhruv, selling paper soap, who took him to a place where he could find many children like
him.
7. The poem ‘Break, Break, Break’ tells us that life is full of diverse things and occurrences, some
of which are joyful and some are sad. However, everything we observe, see or feel around us
lasts for a certain period of time only.
8. The young man decided to stay in the Red Room to prove that ghosts don’t exist. The real
ghost according to him is fear which is beyond reason and understanding. It is fear that haunts
the imagination of men, and increases the awareness of even the simplest things.
9. The little boy is complaining about the attitude of adults towards him. They don’t have time
to listen to his little discoveries and queries. They acknowledge the fact that the boy is a little
darling, but still, they are unwilling to spend time with him.
10. Shantu is going to Mumbai to find a job. He, like other children, go to Mumbai when it gets
cold in Delhi. There are millions of children like them in Mumbai, so he is sure that he could
find something to do there.
I. Answers will vary from student to student.
J. Answers will vary from student to student.

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1 present perfect tense

exercise a

1. have eaten 2. have registered 3. has spoken 4. have been 5. Have, visited
6. has been 7. has finished 8. has practised

exercise b

1. He has parked his car wrongly.

2. Ram, Rahim and John have left for Goa.
3. Have you taken my History book?
4. Malini has visited many countries as she loves to travel.
5. Ravi and Ramya have decorated their house for the festival.
6. You have not returned my novel.
7. Have you given it to someone?
8. They have upset my little sister.

exercise c

1. We have decided not to go for the movie.

2. We have not seen the Taj Mahal.
3. She has not been awarded for her project on the carbon footprint.
4. The travel agent has not finalized all the reservations.
5. You have not submitted your homework.
6. Mummy has not baked a walnut cake.
7. Maya has not cleaned her room.
8. They have not arranged for the cab.

exercise d

1. Have they finished their meal?

2. Has Ravi sent the courier to the client?
3. Have you emailed to the manager?
4. Has Ranjan finished the entire cake?
5. Have you been to Palampur?
6. Has Kriti bought five novels?
7. Has Ram lost the keys of his house?
8. Has Vijay been appointed the head boy of the school?

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exercise e

1. Negative 2. Interrogative 3. Positive 4. Positive 5. Negative

6. Interrogative 7. Interrogative 8. Negative 9. Positive 10. Negative

2 synonyms

exercise a

1. awesome 2. vibrant 3. political 4. laggard 5. despair

6. focus

exercise b

Suggested answers:
1. real, existent 2. select, pick 3. changeless, ceaseless
4. companion, buddy 5. clever, smart 6. interest, liking

exercise c

Step 1 1. pale  2. partner  3. forest  4. dull  5. hazard  6. proud  7. damage

 8. mate 9. jungle 10. danger   11. haughty   12. harm
Step 2 1. dull  2. mate  3. jungle  4. danger  5. haughty  6. harm

exercise d

10
I
9
C S
7
S A I L O R L
1 5
ER D N A
8
X D E S T I N Y
2
P U F F T D
E A
3
M A G N I F I C E N T
S T
6
I P
V I
4
R E N O W N
U
S

3 professions

exercise a

1. orthodentist 2. surgeon 3. guitarist 4. plumber 5. veterinary doctor

6. banker 7. receptionist 8. nutritionist/dietician

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exercise b

1. MINISTER 2. FLORIST 3. OPTICIAN 4. KING 5. CHEMIST

6. CRICKETER 7. BARBER 8. CONDUCTOR 9. PROFESSOR
10. SOLDIER

4 chocolate!

comprehension

A1. 1. b) 2. b) 3. c) 4. c) 5. b)
A2. 1. false 2. true 3. true 4. false 5. false
A3. 1. Chocolates make excellent presents. Recent research by some doctors conclude that chocolates
have a good impact on health. Someone who is feeling sad or depressed feels better after
consuming chocolate. Some cardiologists have recently concluded that chocolates are good even
for the heart. Beauty experts are waking up to its benefits on the skin and today there are chocolate
spas and facials.
2. The Cocoa beans grow on Cacao trees in Central America. The high rainfall and high temperature
with immense humidity in this area make it an ideal condition for the cultivation of Cacao trees.
3. Initially, chocolate was consumed in a very different manner. Cacao seeds were roasted and
pounded, with maize and peppers, to brew a spicy, bitter-sweet drink. The drink was served in
ceremonies or in the homes of the wealthy and the religious elite.
A4. 1. hit somebody/something hard a lot of times, making a lot of noise
2. very sad and without hope
3. dishonest or immoral
4. a substance that has been obtained from something else following a certain process

5 future tense

exercise a

will, will, going to, will, going to, will, going to, will, will, going to

exercise b

1. I will visit an old-age home.

2. I will find out all about the old-age home from my friends.
3. I will take some of my friends along with me.
4. I will collect some games and CDs of old movie songs.
5. We will prepare some snacks and bake a cake.
6. We will carry them to the old-age home.
7. The inmates will be very happy to spend time with us.
8. It will be a memorable experience.

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exercise c

1. going 2. going 3. will 4. going to 5. going

6. will 7. going to 8. will 9. going to 10. going to

exercise d

1. I will buy a new DVD player tomorrow.

2. They will book my ticket for the show next week.
3. Will there be an inspection tomorrow?
4. Scientists say that the sun will turn into a black hole after several million years.

6 idioms

exercise a

1. crying wolf 2. once in a blue moon 3. on cloud nine

4. in good shape 5. a piece of cake 6. through thick and thin
7. sitting on the fence 8. in the same boat

exercise b

There can be slight variations in the answers.

Suggested answers:
2. I am the one who is treasured by my grandfather; therefore, he will always fulfil my wishes.
3. No one likes Manav because he picks up a fight for trivial/silly reasons.
4. My missing the train proved to be really fortunate as the train got derailed.
5. The Khannas are finding it difficult to earn their livelihood after they suffered a loss in their
business.
6. I have been ill for a while as excessive humidity does not suit me.
7. The students sat hoping for good luck before they got their report card.
8. Today the politicians’ meaningless words have no takers for they have lost people’s faith.

exercise c

1. believing the wrong explanation of something

Muhammed had nothing to do with the [Link] cops are really barking up the wrong tree this time.
2. work very hard to accomplish something
He will bend over backwards to help me.
3. to have private reasons for being involved in something or for arguing for a particular cause
These criticisms are commonly voiced by those who have some political axe to grind.
4. say something that is exactly right
The news channels are supposed to hit the nail on the head but unfortunately they are not doing that.
5. I cannot understand it
Sunita tried to explain how the system works but it’s all Greek to me.
6. make a problem worse
Shouting at a crying child adds fuel to the fire.

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7. a story that is unlikely to be true but is used as an explanation or excuse

His explanation was a cock and bull story about being late to class.
8. a person who does not tell other people much about their life, and who surprises the people by
having interesting qualities
When the competition was over, Raj became the dark horse and won the first place.
9. suffering happened because of one’s own deed
Hari behaved very rudely to his parents and he got the taste of his own medicine when his son started doing
the same to him.
10. to go to bed
It is time to hit the sack.
The sentences will vary from student to student. The ones given are only examples.

7 determiners

exercise a

1. many/a few, much, any 2. any 3. a few, any 4. some, much

5. any, some 6. many, a few, little   7. a little 8. little

exercise b

1. Do you have a couple of minutes now?

2. Many children were playing in the park and most of them were known to me.
3. I do not have any problem if your son stays with us overnight.
4. The doctor advised me to drink more milk and have a vegetarian diet.
5. I have a few job offers in hand.
6. I am about to accept any of them.
7. There were many experts at the conference but the outcome was nil.
8. There is little sense in advising you, now that you have made up your mind.

exercise c

1. C  2. U  3. C  4. U  5. U  6. C  7. U  8. U

exercise d

1. beauty, a) U, b) C 2. evil, a) U, b) C 3. light, a) U, b) C

4. time, a) C, b) U 5. experience, a) C, b) U 6. education, a) C, b) U
7. help, a) C, b) U 8. sleep, a) C, b) U

exercise e

1. My uncle has a lot of money.

2. There weren’t any dolphins in the zoo.
3. I would like a little custard.
4. I saw many paintings in that house.
5. Some people visited the old couple last weekend.
6. Every student will clean the classroom.
Suggested answers are given for questions 4, 5 and 6.

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8 phrasal verbs

exercise a

1. b)  2. a)  3. a)  4. b)  5. a)  6. b)  7. a)

exercise b

1. passed away
Ravi’s grandfather died last night.
2. left out
Raj was unintentionally dropped from the basketball team.
3. get into
What was the need to have a fight with the hooligans?
4. put aside
It makes sense to save something for a rainy day.
5. look into
The Principal assured the parents that he would personally examine the matter where ragging was
involved.
6. pick up
Please buy a kilo of apples on your way home.
7. fit in
He is such a versatile person that he would be comfortable with any age group.

exercise c

1. tagging along  2. break into  3. answer back  4. looks after   5. Back up
6. reason, out   7. reach out

9 apes

comprehension

A1. 1. b)  2. c)  3. a)  4. c)  5. b)

A2. 1. gorillas, chimpanzees, orangutans, gibbons
2. Gibbons are monogamous and territorial pair-bonders while orangutans mainly live alone.
Orangutans belong to the group of great apes while gibbons belong to the lesser ape group.
3. Apes are like humans because they have similar skeletal structure, organs and muscles. Their hands
are also similar to human hands, only the fingers and thumb are of equal length.
4. The chests of apes are broad and flat. This enables them to move their shoulders up and backward
from their shoulders. The arms of apes are longer than their legs. Apes do not have tails and cheek
pouches commonly found in the monkeys. They have highly developed stereoscopic colour vision.
5. Chimpanzees have a large brain weighing upto 400 grams which makes them the most intelligent
animal on earth. They can be easily taught certain human chores and even to communicate. That is
why the writer refers them as the most intelligent animals.
A3. 1. resemble  2. territorial  3. monogamous  4. inhabit

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10 participial adjectives

exercise a

1. The crushed apples were used for making a delicious smoothie.

2. The terrified child wouldn’t leave his mother.
3. The struggling actor finally shot to fame.
4. The old gentleman sitting in the front is a highly qualified scholar.
5. When the doctors gave up, the frustrated family turned to God.
6. The film was boring.
7. The tired farmer had his food and went to bed.

exercise b

1. haunted 2. striped, spotted 3. packed 4. depressed, concerned

5. used 6. broken 7. kidnapped, abandoned

exercise c

Answers will vary from student to student.

Suggested answers:
1. Sangeeta is very sad about her dilapidated house.
2. Wearing torn jeans has now become a fashion.
3. A crying child is very difficult to handle.
4. The waiter served the steaming chicken soup.
5. He had a refreshing walk along the riverbank.
6. The disgruntled face of yours suggests that something really bad has happened.
7. The illuminated house looks very beautiful.
8. The suppressed news came out later.

11 antonyms

exercise a

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

exercise b

Mehar was a strong, young boy of twenty-one years. He lived in a small hut on the seashore. Every
morning when he woke up and came out of his hut, he would be filled with happiness to see the
wonderful sight. The sea water sparkled like a thousand dazzling diamonds. That was the time when
he would leave with his tiny fishing boat. He would look up at the sky and thank God for His mercy.

exercise c

1. present 2. passive 3. modern 4. disbelief 5. coward

6. expensive 7. reveal 8. inequality 9. gain 10. negative
11. permanent 12. wild 13. bitter 14. nadir

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12 articles

exercise a

1. a, a 2. an, a, an, an, a 3. an, an, an 4. a, an, a, an, an

exercise b

1. the, the 2. the, x, The, the, the, the 3. the, the, x, x 4. the, the

exercise c

1. x, The, the 2. a, the, The, an 3. x, a, the, x, x

4. the, the, A, the, a, the 5. x, an, a, the, The, the, x

exercise d

the, the, a, the, the, The, the, the, a, the, a, the, the

13 homophones

exercise a

1. I have bought a new red sweatshirt.

2. While I was sitting and watching the movie, I ate the entire bowl of popcorn.
3. All the friends decided to meet at the football court before the practice.
4. My aunt had an operation recently and she looks extremely pale.
5. The moment I heard that my son topped in the board exam, I ordered sweets for everyone.
6. All of us were asked to wait as a special announcement was to be made.
7. I complimented my friend and told him that he looked great in the black suit.

exercise b

1. hail 2. baron 3. beet 4. boar 5. bred

6. scent 7. idle 8. reign

exercise c

Answers will vary from student to student. Given below are only examples.
1. Drinking foul water can cause jaundice.
There is a variety of fowls in my house.
2. I don’t like cakes which have currant in them.
The railway minister presented the Railway Budget for the current year.
3. There may be a kernel of truth in what she said.
Colonel Mayank Singh is a good person.
4. The accident could have been averted had the cab driver applied the brakes in time.
It is always good to take breaks in between rather than going on working for hours.
5. The bough which is hanging above the current lines should be cut down before the rainy season.
All the people bowed down before the Emperor.

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6. This palace has got so many cellars.

A flower seller died in the accident which occurred yesterday in the city.
7. Even though I stay in Delhi, I haven’t seen the Qutub Minar yet.
The Indian Cricket team’s World Cup victory produced some scenes of joy all over the country.
8. The sandwich will taste better if you have it with some tomato sauce.
It is a pity that a single pipe is the only source of water for all the people living in the colony.

14 how i became a teacher

comprehension

A1. 1. b)  2. a)  3. c)  4. b)

A2. 1. Yes, she would have been a good teacher. This is because she was very active in school. Her way of
learning things was activity based. Every good teacher should know activity-based teaching. She
would have used this method while teaching.
2. The writer was a very active girl. She enjoyed sports very much. She excelled in athletics, sprints,
mountaineering, NCC, etc. She loved reading, clay modelling, and she was always the captain of
her house and class. She even became the school prefect.
3. Suggested answer: I do agree upon that because her library teacher was very creative. She always
came up with some tricks to make her and other students hooked onto reading. This love for
books and reading must have resulted in her taking English Literature.
4. The writer loved clay modelling. After doing that her blazer, hair, shoes and all would be smeared
with clay. The writer’s mother was not so happy to see her child like that.

15 active and passive voice

exercise a

1. A  2. P  3. A  4. P  5. P  6. A  7. A  8. A

exercise b

1. Amit’s new car was hit by a rickshaw.

2. Amit came out and the poor rickshaw puller was thrashed by him.
3. Amit was told to excuse the poor man by the crowd.
4. The policeman on duty was bribed by Amit.
5. The poor rickshaw puller was further harassed by him.
6. The patience of the crowd was lost by then.
7. Amit and the policemen were roughed up by the angry mob.
8. The situation was controlled by a journalist who promised to take the culprits to task.

exercise c

1. My sister packed the gift.

2. x

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3. Subin was ironing the blazer.

4. Mr Jacob taught me English.
5. x
6. Mr Sudhir Tailang made the caricature.
7. x
8. x
9. The pirates destroyed the ship.
10. x

16 prefixes

exercise a

1. under 2. disdain 3. India 4. periwinkle 5. diamond

exercise b

1. extraordinary 2. unused 3. disadvantage 4. debarred 5. prefabricated

6. co-workers 7. predetermined 8. de-stress

exercise c

Suggested answers: 1. eco-warriors  2. foreword  3. precaution  4. bilingual

5. rekindle  6. anti-hero  7. international

17 modal auxiliaries

exercise a

1. Would 2. should 3. may 4. would 5. May

6. might 7. might 8. Should

exercise b

1. The landing might be delayed due to bad weather.

2. I would not do this if I were you.
3. People say that because of the cold wave that has hit the city the winter break might be extended.
4. The sky is covered with clouds. It may rain.
5. I saw that you were rude to your granny. You should apologize to her.
6. I would love to accompany you to the World Book Fair.
7. Would you like to come with us to the Film Festival?
8. You have not been keeping well. I suggest that you should visit a doctor.

exercise c

The answers may vary.

Suggested answers:

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1. Press this button, should the machine start making noise.

2. You should see a dentist as soon as possible.
3. Would you like to have dinner with me?
4. Would you like to go for a movie?
5. The accident might not have happened if the brakes were working properly.
6. It might rain. So take an umbrella when you go out.
7. May I have your attention, please?
8. May God bless you.

18 keep walking

comprehension

A1. 1. c)   2. a)   3. a)

A2. 1. Exercising in the gym is suited to places where it rains or snows most of the time.
2. a) It is an aerobic exercise which supplies the lungs with oxygen.
b) It strengthens the bones, and people will not develop problems like osteoporosis while they
grow up.
3. a) It provides one with time to think and introspect.
b) When one sets out for the morning walk, one can actually plan out the day’s activities without
any disturbance.
4. Creative people like writers, poets, painters and musicians can draw inspiration from nature. They
can get ideas for their compositions. This is because the morning walker is treated to a visual
delight in the form of fresh trees, birds, hills, dales, animate and inanimate objects. They can dwell
on these observations for their work.
A3. Answers will vary from student to student.
Suggested answers:
1. Parents should nurture the talents of their children.
2. Hitler’s regime ended during the Second World War.
3. The WHO advocates less use of mobile phones as it was found carcinogenic.
4. Many costly laboratory apparatuses were stolen from the school’s chemistry lab.

19 words easily confused

exercise a

1. altar 2. orally 3. access 4. affect 5. accent

6. It’s, its   7. principal, principle

exercise b

1. a)  2. b)  3. b)  4. b)  5. b)  6. a)  7. a)  8. a)  9. b)

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exercise c

1. This five-year-old is a child prodigy. You must see him solve complex mathematical problems.
2. I am looking for someone who could advise me on studying abroad.
3. Please go back to your respective classrooms and do not crowd here.
4. Everyone is impressed by the ingenious plan, which was foolproof in every respect.
5. The notorious terrorist was killed in an encounter.
6. The electricity meter is not working properly and must be changed.
7. I was riding my cycle when the accident took place.

20 modals: can and could

exercise a

1. could 2. can 3. could 4. can, can 5. can

6. could 7. Could 8. can

exercise b

1. He could have helped you if he wanted.

2. All the K.G. children can be seated on the carpet, right in the front.
3. You can take the horse to the water …
4. … but you cannot make it drink.
5. I could drive a car when I was in Class 7 but my father did not let me.
6. Could you help me shift my luggage to the lobby?
7. I could have replied rudely to him, given the way he spoke to me, but I decided against it.
8. Can you write the script for the play?

21 suffixes

exercise a

1. lawyer 2. youngster 3. cookery 4. humidity 5. debatable

6. neatness 7. medicinal 8. peaceful, visitors

exercise b

Answers will vary from student to student.

Suggested answers:
1. truthfulness blindness
2. harmless effortless
3. mouthful harmful
4. development arrangement
5. slowly fondly
6. communication publication
7. humidity credibility
8. heroism criticism

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exercise c

1. The student was not very respectful to his teacher.

2. He whispered something, but I did not understand what he said.
3. The driver was drunk and careless when he rammed the car into the tree.
4. The dress was so attractive that I bought it immediately.
5. The captain asked the cadets to stand at attention.
6. The stupidity of the passenger left everyone in amazement.
7. The motherly affection that we boarders got from our warden has made her very dear to all of us.
8. The dark figure that I saw a second ago has disappeared.

exercise d

1. positive transitive active

2. formerly occasionally hourly
3. talented bearded diseased
4. magical verbal survival
5. unable formidable pleasurable
6. handful sorrowful forgetful
7. harmless headless ageless
8. simpler harder smarter
9. privatize utilize fossilize
10. zoology sociology phraseology

22 comparative adjectives

exercise a

1. taller 2. older, shorter 3. stronger 4. fresher 5. longer

6. more beautiful

exercise b

1. more arrogant 2. more handsome 3. more tiring

4. larger 5. more expensive 6. livelier
  7. more cheerful

exercise c

Answers may vary from student to student.

Suggested answers:
1. Duryodhana was more arrogant than any of his brothers.
2. Prem thinks Shahrukh is more handsome than Hamid.
3. This job is more tiring than my previous job.
4. My flat is larger than Ravi’s flat.
5. A BMW is more expensive than a Chevrolet.
6. The new employee in our company is much livelier than the old one.
7. Sheela is more cheerful than Radha.

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23 the story of gautama buddha

comprehension

A1. 1. c)  2. b)  3. c)  4. b)

A2. 1. Before the birth of Prince Siddhartha, Queen Mayadevi dreamt that a white elephant descended
from heaven and entered her womb. The queen did not experience pain when she gave birth to
the child.
2. After his mother died, the young boy’s father married his mother’s sister. She looked after the
young boy.
3. Siddhartha was shocked to see a cripple, an old man and a dead body. It was a shock for him
because he remained in the palace all through his life till then and was not exposed to any kind of
suffering.
4. Gautama Buddha became the enlightened one after 49 days of intense meditation under the Bodhi
Tree in Bodhgaya.

24 use of adjectives

exercise a

adjective noun other

pleasant plan also
talkative politician slowly
appealing fox hurrah
boisterous boy swimming (also a noun)
cunning dress approximately
corrupt girl almost
attractive experience alternatively

exercise b

1. It was a heavy downpour, but the big umbrella protected me completely.

2. The ripe apples were plucked from the trees in the orchard.
3. The careful mother left the toddler with his granny so that no harm could come to him.
4. The funny clown made us laugh uncontrollably.
5. The movie was so sad that we cried throughout.
6. He has always been a bright student and hence has been a topper consistently.
7. The brave soldier preferred to die instead of disclosing the military secret to his captor.

exercise c

Answers will vary from student to student.

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Suggested answers:
1. Almost all the students in my class are studious.
2. The sudden death of my grandfather was a traumatic experience for our family.
3. Most of the short stories are written from the writer’s personal experience.
4. Almost all the ads which come on TV about weight loss are aimed at gullible young people who
are concerned about their weight.
5. A gigantic poster of the superstar is placed in front of the cinema hall.
6. Ambedkar was a zealous social reformer.
7. Rajiv’s father is a learned person.

25 superlative adjectives

exercise a

1. most frightening 2. quietest 3. laziest

4. gentlest 5. most inspiring 6. youngest
7. best

exercise b

adjective comparative superlative

kind kinder kindest
prejudiced more prejudiced most prejudiced
diligent more diligent most diligent
stern sterner sternest
tiring more tiring most tiring
simple simpler simplest
vicious more vicious most vicious
encouraging more encouraging most encouraging
strange stranger strangest
soft softer softest
little less least
vain vainer vainest
irritating more irritating most irritating
able abler ablest

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  Answer Key: Model Test 3

A. 1. Lieutenant General in the British Army   2. 1909, captain T.H. Baker   3. ‘Be Prepared’
4. the Brownsea Island in England   5. 2007
B. 1. Lord Baden Powell started the movement Scouting. It was started in 1907.
2. The members of Scouting greet each other through the left handshake. The left handshake is
the way in which a brave person is greeted by another brave person and Baden Powell was
treated like this when he visited an African tribe.
3. Initially Scouting was meant only for boys, but later girls also showed interest. That was how
Guiding was started. It was started by Agnes Baden Powell.
4. The aim of Scouting is to support the young people in their physical, mental and spiritual
development.
5. The Scouting uniform signifies universal brotherhood.
C. 1. turned down  2. put aside  3. passed away  4. look into  5. put up with
D. 1. modern  2. permanent  3. lost  4. inequality  5. famous
E.   Examples:
1. Lydia told a cock and bull story as an explanation for being late for the class.
2. Akshay and Anushka felt that they were in the same boat as both of them hadn’t done the
homework.
3. The injury turned out to be a blessing in disguise for Zaheer Khan as he got some time to
take rest.
4. The leader’s provocative speech added fuel to the fire.
5. I go for fishing once in a blue moon.
F. 1. have left  2. has spoken  3. have read  4. has written  5. has bought
G. 1. a  2. an  3. the  4. the  5. a
H. 1. many  2. some  3. little  4. any  5. Most
I.   The students will write the answer on their own.
J.   The students will write the answer on their own.

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Answer Key: Model Test 4

A. 1. Coral reefs are underwater structures secreted by corals.

2. Climate change, overfishing, water pollution, etc. are some of the threats coral reefs face.
3. Coral reefs provide home for twenty-five per cent of all marine species. They help in fishing
and attract tourists. They also protect coastlines from erosion and provide sand for beaches.
4. Coral reefs have the ability to flourish even though they are surrounded by ocean water.
5. The skeletons of the dead corals become the foundation for the new coral reefs.
B. 1. attract  2. fragile  3. flourish  4. provides  5. ability
C. 1. more beautiful – most beautiful   2. lazier – laziest   3. younger – youngest
4. longer – longest    5. older – oldest
D. 1. beside  2. weak  3. adopted  4. excess  5. principal
E. 1. cooking  2. development  3. educational  4. tasteless  5. faithful
F. 1.
I  2. reign  3. cell  4. hair  5. tale
G. 1. might  2. can  3. Would  4. May  5. should
H. 1. The thief was caught (by the police).
2. The windowpanes were broken by a group of children.
3. A new car was bought by me.
4. Siachen was visited by the president.
5. Hindi was taught to us by Mr Ramesh.
I.   The students will do the task on their own.

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READER

general guidelines

1. Remember that the objective of supplementary reading is to expose the students to good stories
and to inculcate the reading habit.
2. Do not attempt to give the same treatment to the stories given in this section as you have to those
given in the main reader section.
3. Alternate the reading of stories; sometimes silent reading and sometimes aloud.
4. Involve as many students as possible in reading the stories.
5. Do not tell the students the meaning of the words or to look them up in a dictionary. They should
be encouraged to infer the word meanings. Tell them how to do so.
6. Once a story has been read in class, ask the students to attempt the exercises on their own,
preferably in a separate notebook. These should be checked by the teacher to maintain seriousness
or else the students will not do them properly.
7. The textual questions (given in Exercise A) should be dealt with orally.
8. Activities like role-play, acting, etc. should be done in the class. Exercises like writing a diary entry
and drafting an invite should be done independently by the students.
9. Ensure that the books from which the excerpts have been taken are available in the class/school
library.
10. Discuss some of these stories so that you arouse the students’ curiosity in the book and lead him/
her to read them.
11. Aim to get the maximum number of students hooked on to reading in order to improve their
proficiency in English.
12. The entire list of suggested reading should not be given together. It might appear to be a massive
and formidable assignment and might kill the interest.
13. Ensure that the stories in the supplementary section are evenly spaced out. Do one story from the
supplementary reader after three chapters from the coursebook. This will give the students time to
catch up on their reading at an enjoyable pace.
14. After one author is completed in the class, suggest one book at a time. Mention the timelines to
complete the book. Then give them the names of other books by the same author.
15. If the students depend on the school/class library for reading books, then divide the class into
the number of books available and let the students read different books by the same author
simultaneously.

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1 where stories come from

a comprehension

1. Suggested answer: The purpose of storytelling is to share ideas and thoughts. These ideas can be of
an individual, culture or a nation. It is a way of passing on knowledge to future generations.
2. The family of Manzandaba lived in a traditional home in a small traditional village. They had many
children and led a happy life. They would spend the day working, weaving baskets, tanning hides,
hunting and tilling the earth near their home. But during the evening, they were not so happy
because it would become dark and they couldn’t do anything they did during the day. So the
children would ask for stories while sitting around the fire, but sadly the parents didn’t know any
stories to tell.
3. The reason was that during evenings Manzandaba’s family could not do weaving or carving as it
was dark. They could not sleep as it was too early. So they were forced to simply sit around the fire
and kill time. This made the children ask for stories.
4. Manzandaba tried her best to find someone who could tell her stories. Starting from her husband
Zenzele, she asked everyone she came across in order to learn stories. But none of them could help
her except a few who at last guided her to the land of the Spirit People.
5. The Spirit People wanted a picture of Manzandaba’s home and people in return. They asked for it
because they could never go to the dry lands.
6. The king and queen of the Spirit People were able to get a glimpse of the dry lands where they
could never go. They were really happy to see Zenzele’s carvings.
7. The shell provided stories whenever Manzandaba wanted. When she held the shell close to her ear,
she could listen to a story from inside the shell.

b activity

B1. The students will do the activity on their own.

B2. Research-based question. Answers will vary from student to student.
B3. The students will do the activity on their own.

2 your religion is your religion

a comprehension

1. Not at all. We can’t be judgemental about gods. Everyone is free to think and believe in his/her
own way. Different people believe in different gods. But we can’t accuse them of being wrong. We
have to understand that there are multiple truths.
2. We should respect others and their religions. We have no right to say that our god is better than
anyone else’s. We should always remember that everyone is equal.
3. Research-based question. The answer will vary from student to student.
4. The poet thinks that if we say negative things about other people’s religion, we are being
judgemental in a very rude way. Moreover we lack the compassion that we think our god and
religion have.

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5. God would not be pleased with us if we say things against other people’s beliefs. By doing so, we
are claiming that not everyone is equal in our Supreme Being’s sight and we will be portraying our
god in a very poor light.
6. The response will be subjective in nature. It will vary from student to student.

b activity

B1. Research-based question. The answer will vary from student to student.
B2. Research-based question. The answer will vary from student to student.
B3. Research-based question. The answer will vary from student to student.

3 little girls wiser than men

a comprehension

A1. 1. they had just come from the church.

2. play in the puddle.
3. her frock would get dirty.
4. her daughter’s skirt was soiled by Malásha.
5. children don’t bear grudges against each other and soon forget about their fight.
A2. 1. No, it was not deliberate. Since the puddle was a little deep, she could not walk steadily. Water
splashed on to Akoúlya’s dress when her foot plumped down in the puddle.
2. The response will be subjective in nature. It will vary from student to student.
3. Not at all. The issue was a trivial one and it was blown out of proportion by the elders.
4. The girls didn’t care much about the fight. They forgot the incident and started playing again.

b activity

B1. Research-based question. Answers will vary from student to student.

B2. Research-based question. Answers will vary from student to student.
B3. Research-based question. Answers will vary from student to student.

4 hope

a comprehension

metaphor, high, freedom, hearts, good, song, promise, tough, destroy, importance, impossible, free gift

b activity

Answers may vary from student to student.

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5 the adventure with the windmills

a comprehension

1. Yes, he was a strange gentleman. He had an odd appearance. He forgot almost everything like his
meals, baths and also his friends while reading. Apart from this, he used to mix reality with fiction
and considered himself an adventurous knight after reading a lot of adventurous stories.
2. The response will be subjective in nature. It will vary from student to student.
3. Don Quixote thought so because his imagination ran wild. All through his life he read only
stories about the mighty adventures of the knights. He considered himself a valiant knight seeking
adventure. This is what made him think of the windmills as living and breathing giants.
4. Don Quixote believed that the windmills were actually giants. So when he attacked them, a
wicked enchanter named Freston, whom Don accused of stealing his books, bewitched the giants
to turn into windmills. This was why he thought he was defeated.
5. The squire Sancho Panza and Don Quixote were quite opposite characters. The former lived in
reality and the latter in his imagination. Don Quixote, as a result of his voracious reading, believed
himself as a knight looking for adventures. That was why he thought the windmills were giants.
But Sancho Panza knows that it were actually windmills and tries to convince his master but fails
miserably.

b activity

B1. The students will do the activity on their own.

B2. The students will do the activity on their own.
B3. Activity-based question. The answer will vary from student to student.
B4. The response will be subjective in nature. It will vary from student to student.

6 blue beard

a comprehension

1. The man was known as Blue Beard because his beard was blue in colour.
2. The response will be subjective in nature. It will vary from student to student.
3. The girls were hesitant to marry Blue Beard because they had heard that Blue Beard had been
married before. But no one knew what happened to his wives.
4. Fatima decided to marry Blue Bird after a week’s stay in his castle. She and her sister spent the
whole week dancing and feasting and were very happy. So she agreed to marry him.
5. The response will be subjective in nature. It will vary from student to student.
6. The response will be subjective in nature. It will vary from student to student.
7. Fatima was scared that her husband would come to know about her opening of the Blue Closet
when he would see the blood-stained key.
8. The response will be subjective in nature. It will vary from student to student.

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b activity

B1. The response will be subjective in nature. It will vary from student to student.
B2. Research-based question. The answer will vary from student to student.

7 i am the people, the mob

a comprehension

A1. common people, power, history, witness, Abraham Lincoln, Napoleon Bonaparte, inventors, prairie,
storms, recreating, strength, unity, exploited
A2. 1. Sandburg gives importance to a group of people. This is because he believes that unity is strength.
People can rebuild and recreate even if some disaster happens. But this is hardly possible for an
individual. He stresses on the power of unity.
2. The response will be subjective in nature. It will vary from student to student.
3. Suggested answer: History is always created with the participation of common people. Be it a
revolution or revolt, the participation of common people is the sole reason for it. The strength of
the masses is something unique. That is why they can create history. By participating in the making
of history, they also become the witnesses of it.
4. The implication is that the common people are the creators of history. They are like a seed ground
which will stand for much ploughing. They would face hard times just like a prairie which would
stand terrible storms. This spirit of the hardworking common people makes them the creators of
history.
5. The line suggests that if any individual tries to raise above the common people and starts to look
down upon them, the common people will assert their strength through a revolution. They will
stand against anything that comes in their way. This is what history teaches us.

b activity

B1. The students will do the activity on their own.

B2. The students will do the activity on their own.

8 once there was a king

a comprehension

1. The young lad prayed for some rain till half past seven so that the tutor wouldn’t come to teach
him that evening.
2. The boy lied down in his bed and told his mother that he had a headache so it would be better if
there was no class that day.
The second part of the response will be subjective in nature. It will vary from student to student.
3. The boy in his later life felt that what he had done was completely wrong and he received no
punishment for that. Moreover his wickedness was rewarded with success. So he felt a little bad
because any immature child who happens to read his story would be misguided.

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4. Suggested answer: The king wished for a son because he wanted a successor to his throne. As his
daughter would get married in the future and live with her husband, she couldn’t become his
successor. That could be the reason why he wished for a [Link], there are many people with this
attitude in our society.
5. The young wood-picker was seven or eight years old when his marriage took place and that too all
of a sudden. He neither knew what marriage was at that age, nor did he have a clear recollection of
it.
6. The second tragic event was when the boy, her husband, died suddenly of a serpent’s bite.
7. The young lad didn’t want to hear a sad ending to the story because it was a happy evening for
him as there was no tuition. That was why he told Grannie to change the ending.

b activity

B1. The students will do the activity on their own.

B2. The students will do the activity on their own.

9 the child’s story

a comprehension

1. Suggested answer: ‘The Child’s Story’ is about the different stages in the life of a person. Starting
from childhood, the story explores the different priorities and needs of a person at different stages
of life.
2. The response will be subjective in nature. It will vary from student to student.
3. A child loves to play a lot. He/She would play with anything he/she gets. But a school boy would
try to learn things. It is the learning stage for him and so he would try to learn everything around
him.
4. The response will be subjective in nature. It will vary from student to student.
5. Suggested answer: The five different phases in a man’s life are childhood, boyhood, youth, middle
age and old age. During childhood, the child’s only need is to play. He spends most of the time
playing. In boyhood, the boy tries to learn things. This is the time in which he gets to know the
outside world and tries to learn everything around him. During youth, the person seeks love in
order to get married and settled. In the middle age, the person is very busy. He raises a family, so
he has to take care of a lot of things. At last he reaches the old age. In this stage, he just sits and
remembers all that he did in his life.
6. Suggested answer: The old man lived a quiet life. He just remembered all the things that had
happened in his life. He remembered the different phases that he had gone through in his life and
the people who were part of it. He found happiness while thinking about his past.

b activity

B1. The students will do the activity on their own.

B2. The students will do the activity on their own.
B3. The students will do the activity on their own.

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10 peddler polly

a comprehension

1. Taletown was a town where everyone told stories.

2. Peddler Polly had all her wares in her horse cart and it had the sign ‘Goods Bought Here and Sold
There’. That was how she sold her wares.
3. The townspeople were worried because they were losing their stories. They couldn’t remember
any stories any more.
4. Dr Spellbinder’s invention was a storybox. There was no need to remember any stories because by
turning a knob the stories would come to life with live sounds and pictures.
5. Peddler Polly discovered that it was Spellbinder who was responsible for the losing of stories in
Taletown. His machine ‘Story Sucker’ stole all the stories of the Taletown.
6. The response will be subjective in nature. It will vary from student to student.
7. The response will be subjective in nature. It will vary from student to student.
8. If Jack hadn’t called her, the giant would have fallen upon her. Hearing his call, she stopped in time
and was thus saved.
9. Dr Spellbinder used the last story of ‘Pegasus’ to torture her. She was floating in the balloon at that
time and was looking for a way to escape. It was then that Pegasus appeared. Spellbinder didn’t
know that Pegasus was a flying horse. So it was a blessing in disguise for her. She ran and leapt onto
the horse and escaped.

b activity

B1. The students will do the activity on their own.

B2. The students will do the activity on their own.
B3. The students will do the activity on their own.

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