7 OUNT

COUPON
IN

Coursebook

SID
DIS

E
WOW! ENGLISH aims to make learning English language fun and rewarding . The series progressively helps
learners connect language to life. It covers major language areas such as vocabulary, grammar, reading,
writing and phonemic awareness.

The learning process is organised in ten themes which pupils can easily relate to. The use of colourful
illustrations stimulates thinking and encourages participatory learning.

THE COURSE PACKAGE

Textbook Workbook Teachers Support Kit

• Thematic Lessons and Poems • Textbook-linked extended exercises • Teacher-support manual with activities to support
• Concept elaborations • Varied and interesting tasks (creative, concepts and skill incorporated in the textbook
• Wide Range of skill-builder activities logical, comprehension) • Includes guidelines, assessments, answers and checklist
ranging from LSRW to life skills, phonics, • Focussed skill strengthening • Ebook for teachers with audio-visual features
free reading and HOTS

TOEFL® YOUNG STUDENT SERIES (TOEFL® Junior™ and TOEFL® Primary™ tests coupon included)
Designed to set the foundation for the successful development of English-language skills, the
TOEFL Young Students Series features age-appropriate assessments, products and services — including the
TOEFL® Junior™ and TOEFL® Primary™ tests — to help guide younger students to the next steps of learning.

BBC MUZZY
Developed by the British Broadcasting Corporation, BBC MUZZY uses a natural immersion approach to
language learning that mimics the process we all use to acquire our native tongue. The unique MUZZY
design is effective for visual /spatial, verbal, kinesthetic, musical and logical/mathematical learning.

TEACHER’S RESOURCE KIT

PROFICIENCY LEARNING SOLUTIONS PRIVATE LIMITED ₹ 425

7
Address: A-12, Second Floor, Mohan Cooperative Industrial Estate, Main Mathura Road, New Delhi-110044
Phone: 011 6140 0200 | Email: info@eupheus.in | Website: www.eupheus.in | Facebook:
Eupheus Learning is a registered trademark of Proficiency Learning Solutions Pvt. Ltd. All other brands and product names are the trademarks of their respective
companies. All rights reserved. Fb.com/eupheuslearning

Susan Iannuzzi | Vaishali Mudgal

 7
Susan Iannuzzi | Vaishali Mudgal

TEACHER’S RESOURCE KIT

Copyright Reserved

All rights reserved. No part of this work may be reproduced or utilized in any form or by any means, electronic
or mechanical, including photocopy, recording, or by any information storage and retrieval system without
prior permission in writing from Eupheus Learning. Enquiries concerning reproduction outside the scope of
the above should be sent to the address below. You must not circulate this book in any other binding or cover
and you must impose this same condition on any acquirer.

First Published in 2019

Published by Sarvesh Shrivastava, Managing Director, Proficiency Learning Solutions Private Limited
Head office: Proficiency Learning Solutions Pvt Ltd., A-12, 2nd Floor, Mohan Cooperative Industrial Estate,
Main Mathura Road, New Delhi -110044
Registered office: 99, DSIDC complex, Okhla Industrial Area Phase-I New Delhi-110019, India

Eupheus learning is the registered trademark of Proficiency Learning Solutions Private Limited. WORLD
BOOK and the GLOBE DEVICE are registered trademarks of World Book, Inc.
All rights reserved.

Acknowledgements
While every effort has been made to contact the copyright holders of the material reproduced in this book, we
have been unsuccessful in some instances. In such cases, the publishers would welcome information from the
copyright holders. To them we offer our sincerest apologies and hope they will take our liberty in good faith.
 Preface
Dear Educator

We are delighted to bring to you this Teacher Resource Book for Wow English!

This resource book is specially designed for the convenience of the teachers. It

provides a wide range teacher support tips and activities for skill based hands on

learning. The book contains reproduced pages from the textbook to assist efficient

absorption of tips and strategies. Surrounding these pages are suggestions,

strategies and answers for the respective topic. The lesson plans are designed to

provide step-by-step guidelines for effective classroom teaching and learning in

tandem with the content prescribed in the textbook.

The suggested activities and games aim at making learning of the concept more

engaging and facilitate lasting retention. They are practical and easy to carry out and

can be edited or adapted as per the students’ needs and classroom requirements.

We wish you an enriching, engaging and rewarding teaching experience with the

Wow English series.

 An Overview
Language learning becomes a natural outcome when we create a language rich environment. The ultimate
aim of language acquisition is to prepare self-reliant learners.

Wow English, the ELT series, is based on an approach which progressively leads learners to connect the
language to life. It includes a pragmatic presentation of the aspects of the language in adherence to the
guidelines of the National Curriculum Framework (NCF) 2005. In addition, the international principles of
learning are followed in planning the progression of the various elements in a unit, to ensure that the student
gains the most.

Language is a child’s vehicle to the world. The purpose of teaching a language to the child is to equip
him/her with the skills to listen, read, write and express effectively. This series has been designed to
stimulate a child’s thinking abilities and encourage participatory learning. The programme aims to enable
the child to become a self-reliant learner, adept at proper use of the language and good communication.

Age and language-appropriate thematic literature has been selected to stimulate content-based academic
learning. This approach is beneficial to young learners because it provides contextual knowledge and
cultural information. It offers opportunities to acquire language skills by the use of integrated and thematic
curriculum.

Create a Supportive Learning Climate

In order to groom the students into fluent and confident learners, we need to focus not just on developing
a desire for academic enquiry through a pedagogically sound teaching plan but also, provide a safe and
supportive learning environment.

To be comfortable in expressing themselves fully; they don’t want to be scared of making a mistake, and they
should be dealt with the utmost compassion.

Practicing a language out loud might expose their weaknesses to their peers and teachers. This might make
them hesitate to speak in front of everyone and really hone their language skills. Encourage them to speak
up and correct errors carefully (sometimes it’s best to let things slide if the overall sentence is correct).

Though as a teacher, you feel the need to draw attention to certain language errors, yet be mindful of being
critical and judgmental. Students need to feel safe and supported in order to express Give them time to form
their answers, and patiently wait for a response – don’t move on to another student when you can see that
they’re thinking about the best way to answer your question. It is imperative that you reward good work and
effort to encourage students to keep learning. As their teacher, it’s your responsibility to create a supportive
climate in which they can learn, practice and flourish without fear.
 Rememb
er n a l yse cepts into
Recall or
retr
learnt fac ieve from the A and con g ideas g
ts and co
ncepts t h e ideas tions amo
n
S i m plifyin
down onne
c ting
Showing Break nd draw c t i n g i ff e r entia
Restating a rimen D hing
Naming Choosing parts Expe i n g R e searc
Finding ifying Divid
Listing Matching Class ting ing
Recognizin
g e s t i g a D i s cover
Relating Inv g
ciatin
Disso
nk...?
y ou thi ip...?
W hy d o
l a tionsh st...?
•
t i s the r e
. . ? contra
• Can you recall...? • W
h a
mpar
e .
ou co o...?
Where is...? Who is...? a n y l e vant t
• • C a is r e ize...?
Can you list four...? W h at ide u c a tegor
• • uld yo
• How would you describ
e...?
nd H o w wo u inter..
.?
• n y o
How could you explain.
..? hat ca
• • W
.? false...?
ta
Which of these is true..
•
Evaluate
de
rs

Judge and just

Un
ify a stand or
decision

Validating Justifying
en Critiquing
m e a n in g from the giv oncepts Debating Monitoring
Construc t rc
n a n d e x p lain ideas o Assessing
Prioritizing
Selecting
informatio g Reviewing Rating
ra p h ra s in
g Pa Inferring • Which is
Organizin x te nding more import
E
Discussing in g Showing • Is there
a better solu
ant?
O u tl in tion to...?
g
Interpretin • Can you
defend...?
ea of...?
h a t is the main id • What are
• W of...? the pros of...
n y o u fi n d an example • Why is... ?cons..?
• Ca arize...? of value?
o w w o u ld you summ • How wo
• H n next...? uld you feel
W h a t m ight happe if...?
• in...?
H o w d o you expla
• w...?
h a t id e a s or facts sho
• W

Apply Create
Combine idea
s to produce a
Carry out new or origina
pro l work
or use info cedures Building Constructing Changing
rmation in
new situa Combining
Practicing tions Divising Adapting
Implementin Formulating
g Interviewing Improving Producing
Choosing
Operating
Planning Solving
Developing
Generalising
• What is an alternative...?
• What w • Could you invent...?
ould happe
• How co n if...?
uld you cla • Can you compose a...?
• Who d rify...?
o you think • What is your theory about...?
• Which .. .?
approach w • How can you imagine...?
• How w ould you...?
ould you u • What could you design to...?
se...?
 Content
1. Hope 7

2. Secrets 25

3. Friendship 45

4. Travel 65

5. Inspiring People 82

6. Myths and Legends 98

7. Care and Concern 118

8. Science Adventure 135

9. Humour 154

10.
Lasting Literature 172
 LESSON TARGETS
Getting Started and Listening
• Listen for details
• Recall information
Say it Right: Silent Letters
• Rules to pronounce silent letters
• Pronounce words with silent letters
• Identifying words with silent letters
Grammar: Modal Verbs
• Understand rules of modal verbs
• Explore types of modal verbs
• Use modal verbs in sentences
Reading: The Last Leaf
• Grasp meaning of words, phrases and sentences in context
• Infer thought, feelings and traits of characters through actions and
dialogues;
• Chorus reading

Understanding
• Re-tell the story from a different character’s point of view
• Make inferences based on comprehension of the text
• Discuss and engage with the text
Vocabulary: Medical Specialists
• Identify and list different types of medical specialists
• Understand what each specialist does
Practising Grammar: Modal Verbs
HOPE

• Use modal verbs correctly in sentences

• Identify errors in the use of modal verbs and rectify them
Speaking: Non-verbal Communication
• Understand the importance and use of non-verbal communication
• Speak confidently using appropriate non-verbal communication skills

Writing: Informal Letter

• Identify the features of an informal letter
• Write informal letters
Plug-In: Quotation Marks
• Learn the rules of using quotation marks
• Use quotation marks for direct speech correctly

Poem appreciation: There is Another Sky

• Recite and comprehend the meaning of the poem
• Identify the poetic devices used in the poem
• Discuss the author’s purpose and theme of the poem

Enrichment
• Personality development
UNIT 1
SUGGESTED TEACHING PLAN
More to Do Teaching
S.no. Topic Task
(Workbook) Periods

• Exercise (Page 7)
1 Getting Started
• Activity 1: Stick it Out
1
Listening: Listen to a • Listening for Details
2
Diary Entry • Exercise (Page 8)

• Reading and Sound

Say It Right: Silent Identification
3 1
Letters • Exercise (Page 8-9)
• Activity 2: Shout Out

4 Grammar: Modal Verbs • Activity 3: Pair Make a Guess 2

Pre-reading • Exercise (Page 11)

5 Reading • In-Text Comprehension 4

• Activity 6: Point of View Activity 1

6 Understanding 2
• Exercise (Page 14-15) (page 7-8)

• Spell Names of Medical

Vocabulary: Medical Specialists Activity 2
7 1
Specialists • Activity 5: Problem Mixer (page 9)
• Exercise (Page 15)

Practising Grammar: Activity 3

8 • Exercise (Page 16) 1
Modal Verbs (page 10-11)

• Learn about Body Language

Speaking: Non-verbal
9 • Class Discussion 1
Communication
 More to Do Teaching
S.no. Topic Task
(Workbook) Periods

• Understanding Diary Entry

Activity 4
10 Writing: Informal Letter • Activity 9: Peer Review 1
(page 12-13)
• Exercise (Page 24)

Plug-In: Quotation • Activity 6: Role Play

11 1
Marks • Exercise (Page 17)

• Read and Understand

Celebrating Poetry:
12 • Activity 7: Theme Corner
There is Another Sky 2
• Exercise (Page 20)

13 Enrichment • Personality Development

14 Project Work • Friendship Garland 1

 Teaching Trail
Skills in focus
Communication: Articulating
Thoughts, Listening Effectively
Creativity: Generating original ideas • Write the words ‘I hope’ on the board. Ask students to
Logical thinking: Analysis complete the sentence ‘I hope….’
• Ask them to pair up and tell their sentence to their partners.
• Introduce the theme hope by reading the text given in
Activity 1 - Stick it out the introduction.
• Discuss the answers to the questions given in the
Give each student 3 ice cream sticks.
Tell them to write three things they introduction.
hope for; one on each stick. Then
ask them to mark the sticks 1, 2 or
3 based on what they hope the most
and the least, with 1 being the most
and 3 the least. Tell students to keep
the sticks with them and make the
things written on them their goals in
life. Tell them to remind themselves of
these goals time and again and devise
a plan to achieve them.

Teaching Trail

• Read the question.

• provide dictionaries to students
• let students attempt the
question independently

Answer Key

1. shine faintly with wavering light

2. a hope or ambition of achieving
something
3. something most loved or most
important to you
4. make something or someone seem
less at fault or bad
5. comfort or consolation in a time
of great distress or sadness
6. a time set or situation that makes
it possible to do something

Dear Diary,
Our school organised a marathon today. A dozen of students from each class participated in it. Other
students and the teachers stood around the track, cheering us on. It was like we were in the Olympics.
Listening Text

I saw Riya and Lily ahead of me. I kept running comfortably till I realised that almost five more students
had overtaken me. Then I shot off. I kept running past other runners until there was only Riya left
in front of me. Riya was one of the best athletes of the school but I didn’t lose hope. On and on, I
ran. My legs and lungs hurt but I couldn’t stop. Towards the end of the race I came close to Riya and
somehow managed to run past her! A minute later, I was declared the winner of the marathon. I could
hardly breathe but it didn’t matter. I felt like a hero.
Answer Key
Zara
1. false 2. true 3. true
4. false 5. false 6. true
10
 Communication: Listening

Skills in focus
Effectively, Using clear and
articulate speech, Speaking
confidently
Critical Thinking: Making
Connections, Making Decisions

Reading Café

Here are some rules that will

help you identify the silent letter:
(applicable in most cases, yet
exceptions are there)
• b is silent when it comes after
m at the end of a word (climb)
• c is silent when it comes after
s (scene)
• k is silent when it comes before
n at the beginning of a word
(Knew)
• w is silent when it comes before
r at the beginning of a word
(Write)
• d is silent when it comes before
g (judge, )
• g is silent when it comes before
n (sign)
• s is silent when it comes before
l (island)
Teaching Trail

• Introduce the concept of silent letters by read the text Differentiated Learning
on page 8. Level 1: Ask students to
• Explain the rules of silent letters given in Reading Café. pronounce simple words with
Remind students that there are always exceptions to silent letters.
every rule in English. Level 2: Ask them to identify
• Ask students to give a word for each rule. the silent letter in the words.
• Discuss the words with silent letters and write them Level 3: Ask them to spell the
on the board. word after Level 2 students
have identified the silent letters

Activity 2 - Shout it Out Variation

Instead of words you can read
Compile a list of words with silent letters. Add some aloud simple sentences which
words that do not have silent letters. Tell students contain words with silent letters.
that you will read aloud a list of words. They have For example, stop cracking your
to identify the words with silent letters and write in knuckles.
their notebooks. Read your list. When students have
Answer Key
written all the words tell them to make sentences
with at least five silent letter words (in pairs). castle; subtle; muscle; receipt;
asthma
11
 Teaching Trail
Collaboration: Organising team
• Read aloud the sentences given on Page 9 omitting
materials
Skills in focus

the underlined verbs.

Creativity: Using strategies to • Ask students if the sentences are correct.
narrow the list of ideas • Ask students to read the sentences given on Page 9
Communication (Written): Using and point out the difference
appropriate tone and vocabulary • Explain the use of modal verbs using the table on
for the intended audience page 9.
• the main verbs. Discuss how both modals and main
verbs are important to make a sentence meaningful.
Activity 3 - Make a Guess

Divide the class into groups of 4.

Tell students to make a list of five
things/people. Ask them to write two
sentences describing each thing/
person. The first group reads out
a description and the next group
tries to guess what is described.
Explain that they must use modals
to ask questions about the object.
For example, ‘it could be…’; ‘it must
be…’; ‘it should be…’. Right guesses
get points. Let other groups proceed
similarly
Skills in focus

Critical Thinking: Reflection,

Making judgments and inferences
Communication: Growth through
word choice

Teaching Trail

• Write on the board: ‘Hope is a

thing with feathers.’ by Emily
Dickinson.
• Ask students to explain what
the quote means to them.
• Students read aloud the
words on the leaves. Discuss
the question.

Answer Key

The second leaf carries words denoting hope. More words could be optimist and positive.

12
 Teaching Trail Creativity: Generating Ideas

Skills in focus
• Write the names of each student either on a slip of paper Logical Thinking: Analysis,
or on ice cream sticks. Randomly pick a slip and call Reasoning, Making Connections;
out the name of the student. The student whose name Determining relationships;
has been called out should read the text.
Communication: Listening
• As the text is read: Actively – Answering questions
»» Pronounce and explain difficult words
»» take breaks and ask comprehension questions Page 10
given beside the text
Comprehension Questions
• Where was Sue’s and Johnsy’s
studio?
• Why and when did they come to
New York?
• Who visited New York in
November?
• What happened to Johnsy?
• Why did the doctor give Johnsy
one chance in ten to live?
• What was Johnsy counting?

Teaching Trail

• Draw slips and call out names to

read further.
• Pronounce and explain difficult words

Page 11

Comprehension Questions
• How do we know Sue and Johnsy
were good friends?
• What did Johnsy think would
happen when the last leaf fell?
• Why was Johnsy so hopeless?
• Which word in the last paragraph
means the same as whispered?
13
 Page 12

Comprehension Questions
• What did Sue asked Johnsy to
promise?
• Where did Sue have to go? Why?
• How do we know Mr. Behrman
liked the two girls?
• Why was Mr Behrman angry
after listening to Sue?

Page 13

Comprehension Questions
• What did Johnsy see when she
looked out of the window the
next morning?
• Did the last leaf give any hope
to Johnsy?
• Why was Johnsy sure that the
last leaf would fall?
• What gave so much hope to
Johnsy?

14
 Page 14

Comprehension Questions
• Was Sue responsible for Johnsy’s
changing condition? How?
• W
hich patient did the doctor
have to see?
• What happened to Mr Behrman?
• What was Behrman’s
masterpiece?

Integrated Learning
Pneumonia is a deadly disease.
Many children below the age of 5
years die of pneumonia, mostly those
who do not get proper nutrition. In
adults getting a flu shot can prevent
this. The good thing is that it can
get better in 2 weeks.
Ask students to find out about the
causes, symptoms and treatment of
pneumonia.

Skills in focus
Critical Thinking: Problem solving,
evaluating Making predictions,
Activity 4 judgements and inferring
Communication: Speaking confidently,
Divide the class into 3 groups. Assign one character
from the story to each group- Sue, Johnsy and Using clear and articulate speech
Behrman. Tell students to re-tell the story from that
character’s point of view. Tell them to think about
Answer Key
the setting, characters, problem, events and the
solutions of the story. 1. a. The people of the city were
falling sick due to pneumonia.
Differentiated Learning
b. Sue was a caring, kind and
Level 1: Ask them to retell the events of the story cheerful person. She looks
without focusing on the character’s thoughts and after and cheers Johnsy and
emotions. tells Mr. Behrman about her.
Level 2: Ask them to retell the story in own words c. The doctor said that Johnsy
by focusing on character’s actions, emotions and had about one chance in ten
thoughts. to live, but she had made up
Level 3: Ask them to retell the story in their own words her mind that she was going
and build a relationship between the 3 characters. to die. She did not want to get
better, so medicines would not
work so well.
d. Mr. Behrman painted the last green leaf on the wall the night the last leaf fell. It was his
masterpiece, and gave Johnsy the will to live.

15
 e. Johnsy implied that she had been foolish to think that when the last leaf fell, she would die.
The last leaf painted on the wall gave her the hope to live.
f. Yes, the leaf that Mr Behrman painted just before he died was his masterpiece so real looking
that it gave Johnsy the will to live.
2. Open-ended question.
3. a. The second paragraph begins with these words: In November, a cold, unseen stranger, whom
the doctors called pneumonia, visited the city ...
b. Sue and Johnsy are introduced to the readers as artists who had recently come to New York
to make their living.
c. We are told that he had always wanted to paint a masterpiece, but had not painted anything
for many years.
d. Sue told Johnsy in the end that Old Mr Behrman died in the hospital this of pneumonia.
Skills in

Communication: Articulating:
focus

oral and written

Teaching Trail

• Ask students if they know the

names of different types of doctors.
Write answers on the board.
• Read the text about physicians
given on Page 15.
• Explain the crossword. Ask
students to attempt the questions
independently.

Answer Key

Across:
1. ophthalmologist 5. dentist
6. cardiologist 7. nephrologist
8. psychiatrist

Down:
2. paediatrician 3. optician 4. oncologist
Some other medical experts are:
Dermatologist – one who treats skin problems
Neurologist – one who treats brain, spinal cord and nerves diseases

16
 Teaching Trail
Critical Thinking:

Skills in focus
• Recapitulate the concept of modal verbs. Analysis, reasoning, Making
• Read the questions and explain what is to be done. judgments; Reflecting,
• For Exercise 2, Ask students to correct the sentences and write evaluating and concluding
them in their notebooks.
Communication:
• Give time to students to independently complete the exercise. Articulating Clearly

Activity 5 - Problem Mixer

Ask students to write any one

problem they are facing on a slip
of paper. They do not have to write
their names. Collect all the slips
and mix them. Distribute the slips
to students again. Students should
now give a solution to the problem
using modal verbs.

Answer Key

1.
a. needn’t b. may
c. may not watch d. Should
e. May
2. I can never forget my
grandfather. He might get up
really early every morning.
He will have been more than
seventy then. He will practice
yoga for at least an hour every
morning, even if he was little
unwell. “Yoga would keep all the
ailments away”, he would say.
3. a. Children should wash their
hands before eating.
b. We might have a holiday this
Teaching Trail Friday.
c. You must have a passport to
• Introduce non-verbal communication by reading the travel out of India.
text and examples given on Page 16. d. Sheela can play the guitar.
• Divide the class into groups of four. e. May I come in?
• Read the question and explain what students need f. Should I call the police?
to speak about.
• Two members of the group should discuss one
Skills in focus

Communication: Using clear

picture and the other two members the next one.
and articulate speech, Speaking
Then they should share their points with each
confidently, Listening actively
other.
• Have a class discussion about the question on Creativity: Generating Original
page 17. Ideas

17
 Critical Thinking: Teaching Trail
Problem solving, Making
• Introduce the elements and structure of an informal letter using
Skills in focus
Skills in focus

decisions, Reflecting,
the details on Page 17.
evaluating and
concluding, • Ask students to read the letter carefully and notice the use of
personal pronouns. Explain that in an informal letter can use
Creativity: Using
strategies to narrow the
informal language as well.
list of ideas • Ask students to write the letter in class.

Activity 6 - Peer
Review
In pairs, ask students to
exchange notebooks and read
their partner’s letter. Once they
have finished reading, they
should return their partner’s
notebook and write a reply to
their letter.

Teaching Trail - Plug-In

• Write the sentence on the board: Rohit stood up and said How about offering a reward for the
best game.
• Ask students to read the sentence and say what is missing.
• Introduce quotation marks using the definition given on Page 18.
• Read the given examples and rules.
• Ask students to find five sentences from the story that uses quotation marks.
• Ask them to complete the task and write the correct answers in their notebooks. Discuss answers
after they have finished.

18
 Critical Thinking: Analysis,
citsiugniL :gnitacinummoC

Skills in focus
Reasoning, and inferring, Solving

ni sllikS
gnikaM :gnikniht lacitirC
problems, resolving conflicts

sucof
snoitcennoc
Collaboration: Asking
gnitquestions,
aroballoC
group work, Suggesting/ accepting
new ideas;

Activity 6 - Role Play

Divide students into 4 groups.
Give each group a comic strip.
Ask the groups to identify the
characters in the comic strip and
take on their roles. Tell them to
act out the comic strip. The other
members of the group should see
if the acting matches the content
of the strip. Then, they should
together write a story using the
content from the comic strip.
Guide students to use quotation
marks for dialogues in their story

Variation:
Instead of using the content of
the comic strip students can write
their own stories on a similar
theme or idea.

Answer Key

1. a. My father’s friend called up and said, “Tell him to get the client’s file for the meeting
tomorrow.”

b. Mohini asked, “Did you complete the project?”

c. Mother called out, “Have you shut the front door?”

d. “The grass on the other side always appears greener,” the teacher said.

e. “What a lovely day it is!” said the tourist.

2. a. “Come down for dinner,” mother said.

b. The shopkeeper asked, “How can I help you?”

c. “Can you help me with hanging the picture?” asked Uncle Podger.

d. The dentist said, “Open your mouth wide.”

e. Shrishti asked, “Will you attend my birthday party?”

19
 Skills in focus Critical Thinking: Analysis,
Reasoning, and inferences
Communication: Articulating
Creativity: Generating original
ideas

Teaching Trail

• Read the title of the poem. Ask

students what the title suggests
about the poem.
• Read the poem with correct stress
and intonation. Ask students to
read it silently.
• Ask students to notice the words
the poet has used to describe the
forest, field, garden, sky, sunshine,
and flowers. Ask them: Which of
these are words of hope?

Reading
Ask relevant comprehension
questions: Whom does Emily
Dickinson write this poem to?
• What is the poem about?
• Which word in the poem means
peaceful?
• How does the poet describe the
garden and the forest?
• Why has the poet repeated ‘never
mind’ in lines 5 and 6? (Use
the text on Page 20 to explain
the meaning and important of
repetition as a poetic device)

Activity 7: Theme Corner

Write 3 themes on separate sheets of paper and paste them in 3 corners of the room. Ask
students to go through the poem and go to the corner that best describes the theme of the
poem. Tell students to write why they think this is the theme on a slip of paper. Have three
boxes on your desk (labelled 1,2,3) for the three themes. Ask students to put their slips in the
appropriate box. discuss the answers and explain that there are multiple themes in this poem.
Themes: 1. A sister’s request to her brother to come back
2. Importance of home
3. A sister’s love for her brother

20
 Answer Key

1. a. The poet mentioned a serene and fair sky.

b. They refer to the inhabitants of the garden.
c. The poem depicts the everlasting importance of home. The speaker suggests that
everything else will fade away, but home remains bright and welcoming all the time.
2. The poet tells her brother that he should not mind the faded forests or the silent fields
where he is. Although it is dark and gloomy home is a bright and beautiful place where
there is always serenity sunshine and unfading flowers.
3. Open ended – Ask students to do this for homework.
Poetic devices:
‘Here is’ in line 7 and 9. ‘There is’ in lines 1 and 3.

Skills in focus
Critical Thinking: Analysis,
Reasoning, Making judgments
inferring
Communication: Articulating,
Valuing Contributions

Teaching Trail

• Read the text and ask students

to list their personality traits
from those given.
• Ask them to write down what
they would like to change.
They should look at the tips on
personality development to write
how they can change.
• Ask students to share what they
have written about themselves
using their notes.

PROJECT WORK
Interview
Ask students to identify a few people who have gone through challenging situations and were
able to overcome them because of hope, others’ support and determination. Tell them to
prepare a list of questions they would like to ask the person before the interview. Tell them
to fix an appropriate time with the interviewee and to make notes/record answers during the
interview. Ask students to write the interviewee’s story and share it in class.

21
 Workbook Answer Key
Activity 1: Understanding
1. a. Sue and Johnsy were artists.
b. Sue and Johnsy lived at the top of a three-storey building in New York.
c. The doctors named the “cold, unseen stranger” that has “touched” Johnsy pneumonia.
d. Yes, Johnsy believed her fate was tied to the vine outside her window. She believed that
when the last leaf fell, she would die.
2. a. The doctor gave Johnsy one chance in ten to live and that one chance depended upon
Johnsy’s desire to get better. He said that without that desire, even the effect of medicine
would be reduced by fifty percent.
b. Mr Behrman was an old man - a painter who lived on the first floor. He was angry and
called Johnsy foolish to believe that she would die if leaves fell from a vine. He scolded Sue
for permitting such ideas.
c. Mr Behrman died in the hospital due to pneumonia. He caught pneumonia because he
spent all night in the cold and rain to paint a green leaf on the wall.
d. Yes, Mr Behrman had finally painted his masterpiece. The green leaf that he painted looked
so real that it gave courage and hope to Johnsy and made her think that she should live.
It saved her life.
3. a. Johnsy said these words to Sue.
The speaker thinks that she had been bad because she wanted to die.
4. a. Sue lied to Johnsy because she cared for her. She knew that if she told her the truth,
Johnsy would lose hope and the will to live.
b. This tells us that Johnsy was getting better because she had regained her lost hope and
the will to live.

Activity 2: Vocabulary
1.
a.
paediatrician b.
cardiologist c. dentist d.
ophthalmologist
e. psychiatrist f. optometrist g. nephrologist h.
oncologist
2. opthalmos in ophthalmologist – eye kardia in cardiologist – heart
pediatric in paediatrician – holder of children opsis in optometrist – to view
onkos in oncologist – tumour nephros in nephrologist – kidney
psyche in psychiatrist - mind

Activity 3: Grammar
1. a. shall - willingness b. will - talk about future c. Will - request
d. should - advice e. should - prediction f. May - permission
g. might - prediction h. must - necessity i. could - possibility (past)
j. can - ability

22
2.
a.
must b.
might c. can d.
Can e. Could
f. may g. could h.
should i. could
3. a. He should have passed the exam if he had studied more. could
b. You will not lose any more weight, you are already underweight. must
c. It is raining outside at the moment, so he could stay inside. should
d. Would you mind if I sit here?
e. He must have called me, but he lost my number. would
f. They should not have cut down the tree in their backyard, it gave them shade in the
summers.
g. That man cannot be a musician, he is tone-deaf.
h. His life must be easy, he has five children and no job. can’t
i. There should be something wrong with his bike, it’s making a strange sound. must
4. Sample answers – answers may vary.
a. I shall go to school with you.
b. My friend will give me the car keys.
c. They should win tonight, they are a better team.
d. The shopkeeper might give us 20% discount.
e. He could lift a 100 kilos in his youth.
f. Could you please help me solve this problem?
g. You should eat an apple every day.
h. She may be able to help me with this project tomorrow.
i. May I have another cup of tea?

Activity 4: Writing
1.
Open ended question 2.
Open ended question

Activity 5: Celebrating Poetry

1. a. The poem was written as part of a letter which the writer sent to her brother Austin
pleading to him to come back home. Yes, it conveys the message effectively.
b. Yes, the title is appropriate. It urges the reader to keep a positive attitude and remind him
that there is another place for him in the world.
2. a. i. Austin is Emily Dickinson’s brother.
ii. Emily Dickinson wrote the poem.
iii. ‘Faded forests’ conveys the idea of a place being lifeless ad dull. ‘Silent fields’ gives the
feeling of being sad and lonely.
iv. The poetic device used in the words ‘never mind’ is repetition.
v. The poetic device used in the words ‘faded forests is alliteration.
b. i. The home where Emily and Austin grew up is referred to as the brighter garden.
ii. Frost refers to sadness and sorrow..

23
 Activity 6: Comprehension
1.
a.
surrounded b.
loud c. deep d.
exhaustion e. strength
2. Idiom What do you think it Meaning as found on the
means Internet
sinking feeling Accept all appropriate a feeling of dread that
responses. something bad is going to
happen
glimmer of hope Accept all appropriate a small sign that something
responses. may improve, succeed or turn
out for the best
to keep his (your) chin up Accept all appropriate to improve one's mood
responses. especially when sad or
discouraged

3. a. Mayank was in a jungle.

b. These words tell us where Mayank was - Mayank was standing alone, surrounded by the
trees and darkness.
c. Mayank heard the sound of his feet falling on the leaves, owls screeching from the treetops
and the loud beating of his heart.
d. Mayank was trying to hear his father’s voice.
e. The light from the torch he turned on gave him a glimmer of hope.
f. Mayank could not remember how many times he had shouted for his father.
4.
a.
ii b.
i c. iii
5. a. Mayank was calling out to his father because they had got separated in the jungle. He did
not stop because stopping would mean giving up.
b. Mayank’s trembled from exhaustion. He had shouted for his father countless times.
c. Accept all appropriate responses.
d. Yes, Mayank saved his father. The fact that he used a rope and the words: “There was
nothing to fear now,” show that Mayank saved his father.

24
 LESSON TARGETS
Getting Started and Listening
• Listen for details
• Recall information
• Comprehend and form codes

Say it Right: Sound Change due to Suffixes

• Understand what suffixes are and what each suffix means
• Identify sound changes due to suffixes and pronounce words with suffixes
correctly
Grammar: Types of Verbs and Subject Verb Accord
• Identify and differentiate between the different types of verbs – transitive
verbs and intransitive verbs; finite and non-finite verbs
• Understand the rules of using different types of verbs
• Use subject verb accord correctly in sentences
Reading: The Necklace
• Grasp meaning of words, phrases and sentences in context
• Make inferences and draw conclusions
• Silent reading and helping each other in understanding the text
SECRETS

Understanding
• Debate on the central message of the story
• Make inferences based on comprehension of the text
• Discuss and engage with the text
Vocabulary: Idioms
• Identify and find the meanings of different idioms
• Use idioms in sentences

Practicing Grammar: Types of Verbs and Subject Verb Accord

• Identify and use different types of verbs correctly in sentences
• Write sentences using correct subject verb accord
Speaking: Asking for Favours Politely
• Importance of asking for favours politely
• Role play - asking favours politely
Writing: Diary Entry
• Identify the structure and elements of a diary entry
• Write a diary entry and review it

Plug-In: Ellipses
• Identify and learn the rules of using ellipses
• Use ellipses correctly in sentences

Poem Appreciation: Winter: My Secret

• Learn about the poet
• Recite the poem and understand the main idea
• Discuss the central message, tone and theme of the poem
Enrichment
UNIT 2 • Use formal and informal language
SUGGESTED TEACHING PLAN
More to Do Teaching
S.no. Topic Task
(Workbook) Periods

• Exercise (Page 22)

1 Getting Started
• Activity 1: Secret Message
1
Listening: Listen to a • Listening for Details
2
Passage • Exercise (Page 23)

• Identification of change in
pronunciation due to adding
Say It Right: Sound
3 suffixes 1
Change Due to Suffixes
• Exercise (Page 23)
• Activity 2: Listen to Me!

• Learning about Transitive

Grammar: Types of
and Intransitive verbs, Finite
4 Verbs and Subject Verb 2
verbs and Non-finite verbs
Accord
• Activity 3: Box It!
• Exercise (Page 25)
• Activity 4: Question Time
Pre-reading
5 • Reading silently 4
Reading
• In-Text Comprehension
Practice

• Activity 5: Debate Activity 1

6 Understanding 2
• Exercise (Page 30 and 31) (page 18-19)

• Exploring Idioms
Activity 2
7 Vocabulary: Idioms • Exercise (Page 32) 1
(page 20)
• Activity 6: Dialogue Spree

Practising Grammar:
Activity 3
8 Types of Verbs and • Exercise (Page 32 and 33) 1
(page 21-22)
Subject Verb Accord
 More to Do Teaching
S.no. Topic Task
(Workbook) Periods

• Understanding language to
Speaking: Asking For ask for favours
9 1
Favours Politely • Enactment
• Class Presentation

• Understanding elements and

structure of a diary entry Activity 4
10 Writing: Diary Entry 1
• Activity 7: Review (page 23)
• Exercise (Page 34)

• Learning about ellipses

11 Plug-In: Ellipses • Activity 8: Clap at Pause 1
• Exercise (Page 35)

• Read and understand a poem

Celebrating Poetry: • Recitation Activity 5
12 1
Winter: My Secret • Activity 9: Secretly (page 24)

• Exercise (Page 37-38)

• Formal and Informal

13 Enrichment 2
Language

14 Project Work • Secret Box 1

 Communication: Articulating Teaching Trail
Thoughts, Listening actively, Asking
Skills in focus

questions • Read the introductory passage and introduce the theme

Creativity: Improving and of the unit.
Developing Ideas • Ask students to share their thoughts on having secrets.
Collaboration: Suggesting /
accepting new ideas

Teaching Trail

• Ask students if they know

what a code is. (words, or
symbols used to write/say
something – usually secret).
• Read the question. Point out
that dots and dashes in front
of each letter are the code for
that letter.
• Students can write their secret
code using the dots and
dashes. Demonstrate with an
example on the board.
• Let students attempt the
question independently.

Activity 1 - Secret Message

Divide students into groups of 4. Ask

them to generate their own secret
codes using their course books. This
can be done by replacing the words
of the message with the location of
the words in the book.
For example, if your message is: “Sue
painted flowers.” You need to look I reached home after playing in the park. It was almost
for the word Sue. This is on Page dark. Mom was red with anger and blasted me like never
14, line 4 and it is the fourth word before. I quietly went to my room and started studying. The
in the line. So the code for Sue is doorbell rang. It was Dad. He was in a hurry and asked
Listening Text

us to close all the doors and the windows immediately.

14.4.4. Similarly the word painted is
He gathered me and Mom in the hall, and switched off
on Page 14, line 15 and is the third
all the lights. After some time, the lights were on and
word in the line. The code then is
there was a rich chocolate cake on the table. Mom and
14.15.3, and flowers is on Page 19, Dad whooped together, “Happy birthday, Paras!” I actually
line 11, word 3. So our code is 14.4.4 thought they had forgotten about my birthday. It was
14.15.3 19.11.4. quite a surprise for me!
Tell students they have to write
a secret message that they would Answer Key
like only their group to know. The 1. Paras came late.
message could be anything. Then tell 2. She was angry because Paras came home late.
the groups to share their message 3. Father rang the doorbell.
with other groups. Other groups
4. The speaker saw a rich chocolate cake was on the table.
have to try to decode the message.
5. Father gathered everyone in the hall to celebrate
28
Paras’ birthday.
 Communication: Listening

Skills in focus
actively, Using clear and articulate
speech, Speaking confidently
Critical Thinking: Making
Connections, Making Decisions

Reading Café

A suffix is a group of letters

added at the end of a word to
make a new word. The main
word (to which a suffix is added)
is called a root word.
• The suffix -ious means
characterised by’. For
example, studious means a
person who spends a lot of
time studying.
• The suffix –ion means action
or process. For example, the
meaning of creation is the
act/process of creating. This
suffix is generally used with
words of Latin origin.
• The suffix –ian means
relating to. For example, the
word historian means an
Teaching Trail expert in history.
• Introduce suffixes and explain the meanings
of different suffixes as given in Reading Café.
• Introduce the concept of how a suffix changes Differentiated Learning: Divide the class
the pronunciation of a word by reading the into three groups based on their learning
text on page 23. capabilities. Assign different tasks to the
• Demonstrate the change in pronunciation groups.
using the words given as examples. Level 1: Ask the students to pronounce and
• Ask students for more examples, write them spell words with the given suffix correctly.
on the board and demonstrate/ask students Level 2: Ask the students to add the given
to demonstrate changes in pronunciation. suffix to root words correctly.
• Tell them to complete the task independently. Level 3: Ask the students to add the right
• Discuss the answers. Ask students to check/ suffix to root words and explain the change
correct their answers. in meaning.

Activity 2 - Listen to Me
Variation
Create -ion, -ian and -ious placards. Place them in three corners of You can ask
the room. Prepare a list of words with these suffixes for yourself in students to
advance. Shout out the words one by one and ask students to run contribute to
to the correct suffix station. Be a part of the group and at times run your word list.
to a wrong station to add a twist to the activity.
29
 Answer Key
Open ended question.
Sample answers: -ion words: evaporation, examination, adoption, celebration; -ian words:
electrician, librarian, magician, musician; -ious words: religious, glorious, hilarious, victorious

Collaboration: Solving problems

Skills in focus

Creativity: Listing ideas

Communication (Written): Using
appropriate tone and vocabulary for
the intended audience

Teaching Trail

Transitive and Intransitive Verbs

• Introduce and explain the meanings
of subject and object in a sentence.
• Pick a few sentences from the text
and ask students to identify the
subject and object.
• Using the meaning and example given
on Page 24, introduce and explain
transitive and intransitive verbs.
• Ask students to think of a few
more sentences with transitive and
intransitive verbs.
• Write a few sentences in first person,
second person and third person.
»» He talks to his neighbours every
day.
» Deepa likes to bake.

» We went to the bakery. » You will be leading the group.

• Ask students to identify the subject, verb, person and tense. For example, in the sentence - He
talks to his neighbours every day. - the subject is he, the verb is talks, the sentence is in the
third person singular and the tense is simple present.
Subject-Verb Accord
• Introduce subject-verb accord using the sentences written on the board.
• Read the examples and definition from the book.
• Explain the aspects of subject-verb accord given in the table on page 25.
• Write examples on the board for each aspect.
Finite-Non-Finite Verbs
• Then write on the board some sentences with non-finite verbs.
» Swimming makes us healthy. » I try to paint everyday.
• Ask students to identify the subject, verb, and object. Point out that in the first sentence, the
verb is makes and the subject of the sentence is Swimming. In the second sentence, to paint is
the object of the verb try.
• Explain infinitives with the help of the text. Point out that infinitives can be either nouns or adjectives.
• Elicit from students the difference between finite and non-finite verbs.
30
Activity 3 - Box It!

Make verb cards with words that can be used both transitively and intransitively. Put them in a
bowl or in a pile on your desk. Ask students to pair up and pick a verb card from the pile. Tell
them to write two sentences such that the verb is used transitively in one sentence and intransitively
in the other, on two separate slips of paper. Then tell them to write two more sentences with
the same verb used as a finite verb and a non-finite verb respectively. Tell them to use different
colours to write the sentences. Make 4 boxes and label them transitive, intransitive, finite and
non-finite. Ask students to drop their sentences in the respective box. Pick and read slips from
each box and ask students if the verbs have been used correctly.

Skills in focus
Critical Thinking:
Making judgments and
inferences
Communication: Asking
questions

Teaching Trail

• Read the questions and discuss them in the class.

• Tell students to share their thoughts. Let each question be answered by multiple students. See
how they respond to others’ responses.

31
 Creativity: Generating Original Ideas

Skills in focus
Critical Thinking: Analysis, Reasoning,
Making Connections; Determining
relationships;
Communication: Listening Actively,
Asking and answering questions

Activity 4 - Question Time

Distribute the ‘I Wonder’ worksheet to

each student. The worksheet should
be divided into three parts: Before
Reading, During Reading and After
Reading. Before you start with the
text, tell students to fill in the ‘Before
Reading’ part by looking at the title and
pictures of the text. Also allow time to
fill in the ‘During Reading’ part while
reading the story. Ask them to finally
fill in the ‘After Reading’ part after they
have read the story. Ask them to share
their ‘After Reading’ part and compare
it with their classmates. Did almost all
wonder about the same thing?

I Wonder...

Teaching Trail Write what you wonder before,

during and after reading the text.
• Tell students to read the first page of the story silently. Use the words in the question
Ask them to raise their hands if they have any query mark to get you started.
regarding any word, phrase or event in the story.
Name: ___________________________
• Before the text is read pronounce and explain difficult
words Text title: _______________________
• Once they have finished, ask the comprehension __________________________________
questions and the questions given beside the text. __________________________________
__________________________________
Page 26
Before Reading
Comprehension Questions Why
__________________
t

• Why was it difficult for Madame Loisel to get

ha

Who __________________
W

married into riches?

en
• Was she happy with her marriage? Wh During Reading
ere

• What did she imagine while her husband ate the __________________
Wh

delicious soup? __________________

• What did the envelope contain?
After Reading
Open ended questions How
__________________
• Use ‘exultant air’ in a sentence of your own sentence.
__________________
• Why do you think Madame Loisel flung the envelope
away?

32
 Teaching Trail

Let students read next page of the story

silently. Encourage them to ask/discuss any
queries they might have. Proceed as earlier.

Page 27

Comprehension Questions
• How did Monsieur Loisel react when
Mathilde flung the invitation?
• Do you think what Mathilde did was
right? Why?
• Why did Monsieur Loisel give his wife
the money he had been saving?
• What did he plan to buy before he
gave the money to his wife?
• Describe Madame Loisel’s feelings
when she saw the necklace.
Open ended questions
• Monsieur Loisel gave the money he had
been saving to Loisel? What does it tell
us about him?
• What did Monsieur Loisel suggest to his
wife when she said she did not have
any jewels? What does this tell us about
Monsieur Loisel and his wife?

Page 28

Comprehension Questions
• Which lines tell us that Madame
Loisel enjoyed the party?
• What did she lose on the night of the
party?
• What lie did they tell Madame
Forestier? Do you think it was a right
decision?
• How did the Loisels repay the money
for the necklace?
Open ended questions
• D
o you think what happened to Madame
Loisel after the party was fair?
• What would have you done if you
were in Monsieur Loisel’s place?
33
 Page 29-30

Comprehension Questions
• How did the incident change
Madame Loisel’s appearance?
• How did the Loisels’ life change
after the incident?
• Why was Madame Forestier not
able to recognise her friend?
Open ended questions
• What would you do on learning
about the necklace if you were
Madame Forestier?
• Do you think what happened to
the Loisels was just bad luck or
was someone to blame for it?

Integrated Learning
Diamond is one of the hardest
natural substances known to man.
Talk about diamonds in class. Ask
students to find out about how
diamonds are formed in nature, how
they are processed and made ready
to be sold by jewellers. Ask students
to find out: What makes diamonds
so valuable? What are the uses of
diamonds other than in jewellery?
Skills in focus

Critical Thinking: Problem solving,

Reflecting, evaluating and concluding;
Making judgements and inferences
Communication: Speaking confidently,
Using clear and articulate speech

Activity 5 - Debate

Hold a debate session on either of

the topics given below. Ask students
to support their opinion with details
from the story.
• Lying is acceptable in some
situations.
• Having money and living a
Variation: You can also choose to have a panel
luxurious life is extremely
discussion and elect students from other classes as
important to be happy.
well to be a part of the panel.

34
 Answer Key

1. a. 
The story is about greed and secretiveness. If Madame Loisel had been happy with what
she had and worked hard to better her life, she would not have suffered. The moral – be
happy with what you have.
b. 
Monsieur Loisel managed to get an invite for the party after considerable trouble just to
please his wife. He gave his wife the money he had saved to buy a new suitcase so that
she could buy a new dress for the party.
c. 
If she had told the truth, she would not have had such a difficult life. Accept other opinions
from students.
d. A
 fter years of hard work, Madame Loisel had become like all the other women of poor
households – strong, hard and coarse. Madame Forestier was unable to recognise her because
she had changed so much over all the years..
e. Yes, Madame Loisel did change by the end of the story. She looked poorer and older than
before. Besides that she had learnt to value and respect what she had instead of running
after luxury and worldly pleasures that were out of her reach.
f. 
Yes, Madame Loisel could have played a better role in the story by not being greedy and
dissatisfied with what she possessed. She could have felt happy and content with whatever
she had.
g. 
Madame Forestier and her necklace had a tremendous impact on the lives of Monsieur
Loisel and his wife. They had to move to a smaller house and had to burn the candle at
both ends to repay the loan they had taken to replace the necklace. But Madame Forestier
did not play an active role in the story, it was Madame Liosel whose actions and decisions
made her life miserable.
2. ugly – pretty dull – gleaming joy – grief depressed – exultant calm – furious
fast – hesitation (in para 10) composed – anxious awful – ecstatic
3. Sample answers
Adjectives Evidence
ungrateful Her husband managed to obtain an invitation to a party after considerable
trouble just to please her and she threw it away with disdain.
beautiful The first line of the story describes her as a pretty and charming girl.
greedy She loved only jewels, clothes, and wanted to live a life if luxuries.
discontent Even after she had bought an expensive dress for the party, she wanted
more. She got sad and anxious as she wanted to wear a piece of jewellery
with that dress.
selfish She did not even hesitate to use the money her husband had been saving to
buy herself a dress.
4. a. Inference: It is true that Madame Loisel did not lead a life of luxury and opulence in
beginning of the story, but she did not live in poverty either.
Evidence: She was born in the family of artisans and married to a clerk. Though not
being particularly well-off, she could afford conveniences like keeping a house help, have
running water, etc.
b. Inference: No, Madame Loisel was not thankful to her husband for the invitation to the
party, at the Ministry of Education.
Evidence: She flung the invitation across the table murmuring, “What do you want me to
do with this?”
c. Inference: Yes, Monsieur Loisel helped Madame Loisel in returning their debt.
Evidence: Monsieur Loisel worked in the evenings and often at night.

35
 Communication: Articulating:
Skills in
focus
oral and written
Critical Thinking: Analysing,
Inferring

Teaching Trail

• Ask students what they know

about idioms.
• Call a few volunteers to write on
the board an idiom they know.
• Read the idioms in the box and
explain what each idiom means.
To let the cat out of the bag: to
reveal a secret
To keep something under your
hat: to keep a secret, to something
in your mind
To keep something yourself: to
withhold an idea or information
from everyone
To spill the beans: to reveal a
secret
My lips are sealed: I will not tell
anyone about this.
To not breathe a word: to not
disclose any information
To keep something to oneself: to
withhold an idea or information
from everyone
The secret is safe with me: to
assure someone that you will not
tell anyone about a secret
• Read the questions and explain
what is to be done.
• Discuss the answers.
Answer Key

Activity 6 - Dialogue 1.
a.
poker faced b.
behind closed doors
Spree c. Don’t give the game away / Don’t let the cat out
Divide the class into pairs. One student
from each pair has to write dialogues of the bag (Both correct)
between Madame and Monsieur Loisel d. as quiet as a mouse e. to cover their tracks
using the idioms given on page 31.
2. dish the dirt – They love gossip – they love to dish
Then they share their dialogues with
the dirt about their classmates.
their partners. The partners must
re-write the dialogues using the let the cat out of the bag – We wanted to give Dad
meanings of the idioms. a surprise party, but Grandma let the cat out of the
bag when she said, ‘Where’s the present?’
Variation: Instead of dialogues hold your tongue – Learn to respect your elders and
students can write a short story. hold your tongue when they speak to you.

36
 Critical
citsiugThinking:
niL :gnitaAnalysis,
cinummoC

Skills in focus
Making
gnikjudgments;
aM :gniknReflecting,

ni sllikS
iht lacitirC

sucof
evaluating and concluding
snoitcennoc
Communication: gArticulating
nitaroballoC
clearly

Teaching Trail

• Recapitulate the concept of types

of verbs and subject verb accord.
• Read the questions and explain
what is to be done.
• G i v e t i m e t o s t u d e n t s t o
independently complete the exercise.
• Discuss answers.

Answer Key

1. a. drove – transitive, car

b. expand – intransitive
c. cleaned – transitive, house
d. flocking – intransitive,
e. lived – intransitive
f. sank – transitive, ships
g. blew – transitive, whistle
started – intransitive
h. climbed – transitive,
mountain
2. a. a lovely song
b. a three-legged race
c. his mother in the new car
d. murals in the city centre
e. his backpack
3. Accept all appropriate responses.
4. a. have b. contains
c.
was d.
are
Teaching Trail
e. is
• Let students read the sentences given on Page 33. 5. a. To move – to infinitive
• Point out that phrases like ‘I wonder if you could’, b. travelling – gerund
‘I would be grateful if you could’, Could you…” are
c. to find – to infinitive
polite ways of asking for favours.
• Ask why it is important to ask for favours politely. d. playing – gerund
• Divide the class into groups of 6. A pair in each e. rolling – participle
group should pick one situation and enact it. Group
members should help each other.
• Ask the groups to then enact the situations for the class.
37
 Skills in focus Critical Thinking: Problem Solving,
Making decisions and determining
relationships, Reflecting, evaluating
and concluding,
Communication: Using personal
voice, Using appropriate tone and
vocabulary

Teaching Trail

• Introduce the elements and

structure of a diary entry.
• Give time to students to make
notes for their diary entry.
Tell them to jot down points
they would like to include in
their diary. Then tell them to
review their points by clubbing,
omitting or re-wording the
points.
• Ask students to write the diary
entry as homework.

Activity 7 - Review

Tell students to share their diary entry with their partners. Encourage them to review their
partner’s work using the checklist.

Areas Yes/No
Uses first person pronouns.
Uses informal language
Includes a date, salutation and name at the
end
Uses past tense
Describes feelings using feeling words
Writes a clear introduction and conclusion
What I like the best:
One thing that needs improvement:

38
 Skills in focus
Critical Thinking: Analysis,
Reasoning, and making inferences
Collaboration: Asking questions,
Group work; Suggesting/ accepting
new ideas; Resolving conflicts

Teaching Trail

• Introduce ellipses using the

meaning and examples given on
Page 35.
• Explain the rules for using
ellipses.
• Tell them to complete the task
independently.

Activity 8 - Clap at Pause

Play some audio in the class that
has ellipses like a monologue or
dialogue between two people. Ask
students to clap whenever they
think there should be an ellipse.

Variation:
In place of the audio you can read
aloud from a book.

Answer Key

1. I don’t think we have met earlier, Mr …?

2. He couldn’t find any fault ... in the paragraph.
3. ‘I have a dream that one day even the state of Mississippi ... will be transformed into an
oasis of freedom and justice.’
4. He tasted all the flavours ... before he decided upon which ice-cream to have.
5. Ellipsis not required

39
 Skills in focus Critical Thinking: Analysis,
Reasoning, and making inferences,
Reflecting, evaluating and
concluding
Communication: Articulating
Creativity: Generating original
ideas

Teaching Trail

• Ask students to silently read the

poem.
• Tell them to think about the
secret the poet is talking about.
Is there a secret at all?
• Explain the poem line by line.
• Talk about the poet.
• Link for reference: https://www.
poetryfoundation.org/poets/
christina-rossetti
Reading
• Ask students to read the
poem at an appropriate pace,
with proper pauses, stress
and intonation. Ask relevant
comprehension questions after
Activity 9 - Secretly
the poem is read:
• Who is I in the poem? The second stanza shows how the speaker wears layers
of cloth to hide herself and her secret. Like everyone,
• Whom is the speaker talking to
she does not want to reveal it (wear my mask for
in the poem? (Who is you on the warmth). The speaker uses metaphor and figurative
poem?) language to convey a range of information. Ask
• What does the title suggest students to find lines/words in the poem that directly
about the poem? Is it convey the speaker’s intentions, that indirectly convey
the speaker’s intentions, that indirectly refer to people
appropriate? Why?
who snoop around trying to reveal her secrets.
• What is the mood of the poem?
• What does one want on a Answer Key
nipping and biting day?
• Which lines tell us that the 1. a. The speaker of the poem is a woman as there are
speaker will not tell her secret? references to female clothing such as ‘shawl’ and
‘veil’ in the poem. Also, the poet is a woman.
b. Yes, the poet is trying to show how the speaker,
a woman, is in complete possession of her
secrets, and will not reveal them at any cost.
She knows how to protect her possessions and
herself from the outer world.
2. Open-ended question. 3. Open-ended question.
40
 Skills in focus
Critical Thinking: Analysis,
Reasoning, Making judgments
inferring
Communication: Articulating,
Valuing Contributions

Teaching Trail

• Discuss how the way we speak

and write will differ depending
on
»» place – A school council
meeting
»» Relationship between
speaker and listener –
Classmates / teacher –
student
»» Age difference – A little child
and you
»» Speaker’s intentions – Asking
for permission/playing
together
• Ask for and elicit examples of
each of the above.
• Ask students to read the text
to see the difference between
formal and informal language.
• Ask:
»» In which situations should
we use formal language?
Informal?
• Let students complete the
exercise individually.

PROJECT WORK
Secret Box
Discuss with students that there are safe and unsafe secrets. Safe secrets are secrets that do
not put you into danger or trouble, but may be something about you or a friend that you do
not want to share with others. Unsafe secrets should be revealed to an adult, as they could
harm you or put your life in danger. Discuss examples of both kinds of secrets.
Keep two boxes labelled safe and unsafe secrets. Elicit from students two idioms that will
best describe the content of the boxes. Ask students to write one situation for each box on
two different slips of paper and put them in the respective box. As a whole class, discuss the
situations and decide which are safe and which are unsafe.

41
 Workbook Answer Key
Activity 1: Understanding
1. a. Madam Loisel was unhappy with her life because she wanted to live a luxurious life and be
rich, but was married to a poor clerk.
b. Mathilde Loisel refused to visit her rich friend because it would only remind her of what
she did not have, and she would weep whole days with grief, regret, despair and misery
after she returned from her visit.
c. Monsieur Loisel gave the money to his wife to buy a pretty gown for herself for the party.
d. Mathilde visited Madame Forestier to borrow some jewellery that she could wear with her
dress to the party.
2. a. The necklace got lost. The Loisels bought a new diamond necklace for which they had to
spend all their savings and borrow some money too. They also shifted to a smaller house
with no help.
b. After the ball Mathilde had to buy an expensive necklace to return to her friend. So, she
had to move to a smaller house and do all the heavy work of the house and duties of the
kitchen. Her clothes were poor, and she bargained for fruits and vegetables.
c. Madame Forestier did not recognize Mathilde when they met after 10 years because
Mathilde looked weary like all the strong, hard and coarse women of poor households. She
had also grown old and maybe looked older than her age.
d. Yes, Mathilde could have avoided all the suffering by not being dissatisfied with whatever
she had. Her sufferings were the result of her greed for riches and luxury. It led her to
borrow an expensive necklace from a friend. In order to repay for the lost necklace, the
Loisels lost all their savings and went into debt. Had they confessed to her friend, she
could have given her the money, and avoided suffering.
3. a. i) The envelope had an invitation from the Ministry of Education.
ii) Mathilde was annoyed, and she flung the invitation across the table.
b. i) Madame Forestier said these words.
ii) The necklace that Mathilde returned to Madame Forestier is being talked about here.
iii) These words are of extreme importance, they tell us how futile and meaningless the
Loisels’ suffering had been. They also show how cruel life can be – Madame Loisel
wanted luxury, but she lived a life of struggle and poverty.
4. a. Madame Loisel understood how it is to live a poor life and do all the household errands.
She experienced the life of poverty and realized how fortunate she had been before to have
a comfortable life.
b. This shows how much Monsieur Loisel loved his wife. He easily and without another
thought sacrificed his needs for his wife’s demands.

42
Activity 2: Vocabulary
1.
a. 
behind closed doors. b.
cover his tracks.
c. let the cat out of the bag d. gave the game away
e. not breathe a word
2. take it to the grave – never ever reveal a secret
keeping our ears to the ground – trying to find a secret
open secret – something that is supposed to be a secret but still is known by everyone
keeping me in the dark – trying to keep something hidden
low profile – avoid attracting attention to oneself

Activity 3: Grammar
1.
a.
I b.
T c. I d.
T e.
T f. I g. I h. I
2.
a.
in the kitchen b.
outside
c. in a hurry d. well
e. since he got married f. past my bedtime
3.
a.
a marathon b. their car c. his hand
d.
your name e.
his homework f. a beard
4. a. Either the coach or the players are late for the match.
b. Either the diners or the cashier is making a mistake in the calculation.
c. Several people are coming for the movie.
d. The captain of the team is late for the match.
e. Each of you is making a mistake in the calculation.
5. a. to drink – to infinitive b. driving – gerund
c. to make – to infinitive d. waiting – participle
e. praised – past participle f. flooding – gerund
g. Making - gerund
h. looking – gerund i. to wait – to - infinitive
j. lying – gerund

Activity 4: Writing
Open ended question

Activity 5: Celebrating Poetry

a. i. Veils, cloaks and shawls are used to protect oneself from the cold.
ii. Secrets protect a person from being laughed at and from people who cannot be trusted.
iii. These words suggest that if the speaker reveals her secret then it will make her weak and
uneasy allowing others to take advantage of her weakness.
b. i. nipping and clipping; buffeting, astounding
ii. Christina Rossetti is the poet of this poem.
iii. It signifies the speaker’s secretive nature. She uses secrets like a mask to protect herself
from the outside world. 43
 Activity 6: Comprehension
1.
a.
different b.
firm c. worried d.
gulped e. disbelief
2. Aryan at the dining table – scared, nervous, distracted
Father after hearing about the writing career – accepting, appreciative
Mother after reading the poem – proud, happy
3. a. The narrator’s brother was nervous and distracted and sweating heavily. He did not eat his
food, stared at his plate.
b. Aryan was nervous because he wanted to tell his father about his writing, but did not
know how to say it.
c. Aryan decided to take up a job as a writer in a magazine.
d. Aryan received a bank cheque for his poems and stories that had been published in
magazines.
e. In the last paragraph, all the tension that had built up in the previous paragraphs was
released, and there was an air of relief and cheerfulness in the room.
4. a. he was nervous b. Father’s strict tone
c. he sank into silence d. everyone stopped eating because everyone was surprised
5. a. Aryan was nervous about sharing the news about his career choice because he was worried
about his father’s reaction. He knew that his father would be disappointed and unhappy.
b. Yes, Aryan’s parents were happy about their son’s decision. The lines ‘The mother looked
proud and happy after reading the poem.’ and ‘Father ... gave a slight nod,’ and that he
said he would love to read more of what his son had written, tell us that they were proud
and happy.
c. The narrator’s father did not react to the poem he read, but gave a slight nod. This shows
he was strict. We know he was concerned because he asked why the son wanted to be a
writer when he was studying to become a doctor.
d. Open ended question – accept all reasonable answers.

44
 LESSON TARGETS
Getting Started and Listening
• Imagine life without friends
• Appreciate the value of true friendship
• Listen to details
Say it Right: R-controlled Vowel Words
• Rules to pronounce R-controlled vowel words
• How to pronounce ‘ir’, ‘er’ and ‘ur’ words
• How to pronounce ‘or’ and ‘ar’ words
FRIENDSHIP
• Identifying exceptions to these rules
Language Ladder: Phrases and their Kinds
• Understand phrases
• Differentiate between noun phrase, verb phrase, adjectival phrase and
adverbial phrase
• Use these different kinds of phrases in sentences
Reading
• Grasp meaning of words, phrases and sentences in context
• Infer character traits through actions and dialogues
• Understand how situations change with time
• Silent reading
Understanding: Kabuliwala
• Understand the dual meanings of phrases
• Make inferences based on comprehension of the text
• Understand the deeper meaning of friendship
• Understand the concepts of justice and injustice
• Understand the historical and societal context of the narrative
• Infer the author’s message conveyed through the story
Vocabulary: Compound Words
• Identify and differentiate between closed, open and hyphenated compound
words
• Form compound words
Practicing Grammar: Phrases and Their Kinds
• Identify the different kinds of phrases used in sentences
• Add phrases to different types of sentences
Speaking: A Strange Friends
• Understand how our friends can be very different from us
• Speak about how you would make friends with a grown up, a baby, a
pet or a specially abled person
Writing: E-mails
• Learn the do’s and don’ts of formal and informal e-mails
• Frame an e-mail
Plug-In: Present Perfect Tense versus Simple Past Tense
• Learn when to use present perfect tense and when to use simple past
tense
• Use the correct tense forms of the given verbs in sentences
Poem Appreciation: A Time to Talk
• Critically analyse the poet’s thoughts about friendship
• Identify the rhyme scheme of the poem or write if it’s free verse
• Discuss the author’s purpose and theme of the poem

UNIT 3 Enrichment
• Knowing a Newspaper
SUGGESTED TEACHING PLAN
S. More to Do Teaching
Topic Task
no. (Workbook) Periods

1 Getting Started • Activity 1: Qualities of Friends

1
Listening: Listen to • Listening for Details
2
a Passage • Exercise (Page 41)
• Reading and pronunciation
Say It Right: • Exercise (page 41-42)
3 1
R-controlled Vowels • Activity 2: Spot the r-controlled vowel
words
Grammar: Phrases • Understand and use phrases
4 1
and Their Kinds • Activity 3: Think and Convert

Pre-reading • Activity 4: Character Peek-a-Boo

5 4
Reading • In-Text Comprehension Practice

• Activity 5: Changing Perspectives Activity 1

6 Understanding 2
• Exercises (Page 47-48) (Page 28-29)

Vocabulary: • Activity 6: Word Fun Activity 2

7 1
Compound Words • Exercise (Page 49) (Page 30)

Practising
Activity 3
8 Grammar: Phrases • Exercise (Page 49-50) 1
(Page 31-32)
and Their Kinds

Speaking: A • Activity 7: Talking about Unique Friends

9 1
Strange Friend • Exercise (Page 50)

• Formatting and writing an e-mail

Activity 4
10 Writing: E-mails • Activity 8: Checklist 2
(Page 33-34)
• Exercise (Page 52)

Plug-In: Present • Differentiate between present perfect and

11 Perfect Tense vs simple past 1
Simple Past Tense • Exercise (Page 53)

Celebrating Poetry: • Read and comprehend a poem Activity 5

12 2
A Time to Talk • Exercise (Page 55) (Page 35)

13 Enrichment • Activity 9: Knowing your Newspaper 1

Home
14 Project Work • Friendship Ship
Work
 Communication: Listening actively, using clear and articulate speech
Skills in
focus
Critical Thinking: Reflecting, evaluating and concluding, Making decisions and determining
relationships

Teaching Trail

• Write the word ‘Friendship’ on the board and ask students to use descriptive words for it.
• Ask students to exchange their answers with each other.
• Read the introductory text and direct the discussion towards the importance of having
friends in one’s life.

Activity 1: Q
 ualities of
Friends

Give each student a post it

note. Ask them to write a
sentence on the quality they
admire the most of any one
close friend of theirs. The
sentence could also be about a
relative, a pet, or anyone they
are close to and feel a deep
bond of friendship with. Ask
students to create a ‘Qualities
of Friendship’ corner by sticking
the notes on the bulletin board
in their class.

Teaching Trail
• Ask students to sit in pairs.
• Ask them to identify the
games in the pictures and
read the questions carefully.
• Allow them to share their
answers with their partners.

Orville and Wilbur Wright were two brothers. They were very interested in flying. They flew
kites. They watched how birds flew. They began to dream that one day people would fly too.
Listening Text

The boys grew up but did not forget their dream. They read all about flying and then they
built an aeroplane. They took it to a place called Kitty Hawk. There were strong winds at
Kitty Hawk. It was a good place to test an aeroplane. Orville Wright took the pilot seat and
the plane began to fly. Their aeroplane worked! In December 1903, Orville Wright became
the first man to fly.

48
 Communication: Speaking

Skills
focus
confidently, using clear and

in
articulate speech

Answer Key

1. The passage is about Orville

and Wilbur Wright.
2. The brothers dreamt that
one day people would also fly
like birds.
3. The brothers tested their
aeroplane at Kitty Hawk.
4. Strong winds at Kiity Hawk
made it a good place to test
an aeroplane.
5. In December 1903, Orville
Wright became the first man
to fly.

Teaching Trail

• Introduce the concept of

pronouncing r-controlled
vowels by reading the
explanation given on Page 41.
Activity 2: Spot the r-controlled vowels • Explain how the vowels in
these words have neither the
Provide five different coloured sheets to students. Ask
short nor the long sound.
them to label each sheet using a different vowel. Divide
• Ask students to think of
students into groups of 5. Ask the groups to spot as many more r-controlled words with
r-controlled words as they can in their textbook and write ar, er, ir, or, and ur.
them in the respective sheets. They must find words with • Write the words that students
all the five vowels. Have the groups read aloud the lists come up with on the board.
they have made, and the other groups should decide if the • Ask students to complete the
list is correct or not. exercise independently.

Answer Key

1. a. He tore apart the contract into little pieces.

b. I love the shirt that you have got for my birthday.
c. I burnt the school skirt accidentally.
d. The herd of cattle burst through the gate as soon as it was opened.
e. The art firm selected her at the first go.
2. curl, turn, bank, fork, birth, storm, nerve, dinner, return, smirk
49
 Critical Thinking: Understanding and applying a concept
Skills in

Creativity: Generating original ideas

focus

Communication (Written): Expressing thoughts with words and images, showing reflection of
growth through word choice

Teaching Trail

• Explain what a ‘phrase’ is, using the example given on Page 42.
• Go on to explain the meaning of each kind of phrase using the examples given on Page 42.
• Write on the board: garden, read, unique, softly. Ask students to convert the words to a
noun phrase, a verb phrase, an adjectival and an adverbial phrase respectively in sentences
of their own. They can write the sentences in their notebooks.

Activity 3: Think and Convert

In pairs, ask students to think of a noun, a verb, an adjective and an adverb and make sentences
using a noun phrase, a verb phrase, an adjectival phrase and an adverbial phrase in place of the
words. Pairs could then share their sentences with the class.

50
 Critical Thinking: Reflection,

Skills in focus
making judgements and
inferences
Communication: Speaking
confidently, providing expression
and enthusiasm

Teaching Trail

• Read the well-known sayings on

Page 43.
• Discuss with students what
each one implies.
• Read aloud the questions. In
groups of 4, ask students to
discuss the answers to the
questions.
• Encourage them to discuss
which saying they can relate to
and why.

Critical Thinking: Reflecting, evaluating and concluding, Making decisions and determining

Skills in
focus
relationships, Making predictions, judgements and inferences
Creativity: Generating ideas
Communication: Listening actively – Answering questions

Teaching Trail Page 43

• Let students read one or two Comprehension Questions

paragraphs by turn. • What kind of questions did Mini ask her father?
• As the text is read: • How did he respond?
»» pronounce and explain
• What was the Kabuliwala dressed like?
difficult words.
• Why was Mini afraid of his appearance?
»» take breaks and ask
comprehension questions. • What did Mini think was in his bag?
given beside the text. • How did the peddler enter their home?

51
 Page 44

Comprehension Questions
• Why didn’t Mini accept the nuts and raisins from the Kabuliwala?
• What was Mini’s father surprised to find a few days later?
• Why did Mini’s father give the Kabuliwala an eight-anna bit?
• What kind of jokes did the two friends crack in each other’s company?
• What would the Kabuliwala say that made Mini burst into peals of laughter?

Page 45

Comprehension Questions
• How did Mini’s mother feel about
the Kabuliwala?
• Why did Mini’s mother ask Mini’s
father to keep a watchful eye on
the friendship between Mini and
the Kabuliwala?
• Why did the Kabuliwala get into a
fight?
• Why was Mini not amused about
the Kabuliwala’s going to the
‘father-in-law’s house’?

Page 46

Comprehension Questions
• What was Mini’s household excited
about years later?
• Why had the Kabuliwala come to
visit Mini after all these years?
• Why was the Kabuliwala sad?
• What did the Kabuliwala want to
give Mini?

Page 47

Comprehension Questions
• What had the Kabuliwala preserved all these years?
• Why did the Kabuliwala look shocked when he saw Mini?
• What did the Kabuliwala realise after he met Mini?
• What did Mini’s father give the Kabuliwala?
• Why did Mini’s father feel satisfied at the end of the story?

52
 Activity 4: Character Peek-a-Boo Integrated Learning

Ask students to make a list of three There are two things that strike us about
the story most: one is the social divide
characteristics of each character in the story:
between the Kabuliwala and Mini’s family.
Mini, the Kabuliwala, the narrator or Mini’s The second is the unjust way that the
father and Mini’s mother. Ask them to write Kabuliwala was sent to jail without any
these traits on different slips of paper. On the trial. What are your thoughts on these?
other side of the slip, ask them to give evidence Find out what social divide means, how
from the story for each trait they have written. it impacts people in daily life and if it is
good to have a social divide in society.

Critical Thinking: Reflecting, evaluating and concluding, Making decisions and determining

Skills in focus
relationships, Making, judgements and inferences
Communication (Oral): Asking questions to clarify unknown topics, Speaking confidently, Using
clear and articulate speech
Communication (Written): Using personal voice in writing, Expressing thoughts with words and
images

Activity 5: Changing Perspectives

Divide the class into 4 groups. Assign

one character to each group. Let each
group discuss what they would have
done in place of the character in
the story if the story was set in the
present. How would each character
have handled the situations described
in the story differently?

53
 Answer Key

1. a. Mini is friendly and mixes easily with others. She is a curious girl who wants to learn
about the things around her, she has a lot of has questions about the how and why
of everything.
b. Mini’s believed that there were two or three other children like herself inside
Kabuliwala's bag.
c. The first meeting between Mini and Kabuliwala was when Mini called him loudly and
he looked at her. She was frightened and ran inside. The Kabuliwala came to her
doorway, she peeped from the door and looked at him and his bag. He offered her
some nuts and raisins, but she refused to take them.
d. Mini’s mother was wary of the Kabuliwala because she was a faint-hearted lady. She
did not trust the Kabuliwala. She feared that he would somehow harm her daughter.
e. The Kabuliwala was sentenced to jail because he had struck a neighbour with a knife.
The neighbour owed him some money for a Rampuri Shawl that he had bought from
the Kabuliwala. But he falsely denied having bought it and this started a quarrel
between the two..
f. The Kabuliwala was shocked when he saw Mini in her bridal attire because he realised
that she had grown up and he could revive his old friendship with her.. He thought that
his own little daughter at home must have grown up like Mini. She would not be little
girl anymore, and he would have to make friends with her again.
2. Kabuliwala is a story of human relationships that exist at various levels such as the
relationship between a father and his daughter, Mini; the relationship between Kabuliwala
and Mini . The kabuliwala sees his daughter in Mini while Mini sees a friend she can share
jokes with the story revolves around the relationships these characters share. We also see
a glimpse of the relationship between a daughter and her protective mother. The story ends
with Mini's father recognising the Kabuliwala's relationship with Mini and his daughter back
in Afghanistan..
3. a. staggered b. cheerfully c. falsely d. marriage e. festivities
4. Qualities Evidence
shabby He wore the loose soiled clothing of his people, with a huge turban.
kind-hearted Mini’s sari was stuffed with almonds and raisins, the gifts that Kabuliwala
brought for her. Also, he gave the eight-anna bit to Mini.
bad-tempered He had struck a neighbour with a knife that he carried in the course of the
quarrel.
poor He was a peddler selling dry-fruits and once a year, in the middle of
January, he returned to his country and as the time approached he would
be busy, going from house to house collecting his dues.
loving father You have a little girl, I too have one like her in my own home, I think of
her and bring fruits to your child. Saying this, he put his hand inside his
big loose robe, brought out a small and dirty piece of paper. With great care
he unfolded this and smoothed it out with both hands on my table. It bore
the impression of an ink – smeared hand laid flat on paper.

5.
Incident Evidence from the story Inference
Mini didn’t understand We had kept these things away from Mini was innocent to
the father-in-law joke our child. She must have been a,trifle not understand the
cracked by the Kabuliwala confused but she was ready with a joke but prompt in her
in the beginning. reply, “Are you going there?” reply.

54
Table Cont.
 Incident Evidence from the story Inference
Mini’s father shunned When Rahamat entered the study, Mini’s father was
Rahamat away on the saluting respectfully he said, “There very busy with the
morning of her wedding. are ceremonies going on and I am ceremonies going on
busy. Could you perhaps come as it was the day of
another day?” his daughter’s wedding
and he did not want
Rahamat to meet Mini.
The narrator had to I took out a bank note and gave it The narrator was
curtail some of the to him saying, “Go back to your own kind-hearted, a loving
festivities as he had given daughter, Rahamat, in your own father and a helpful
money to Rahamat to country, and may the happiness of person. He was
return to his home. your meeting bring good fortune to happier and brighter
my child.” for the thought that in
a distant land a long
lost father would meet
again with his only
child.

Skills
Communication: Using appropriate vocabulary

focus
in
Critical Thinking: Making connections

Teaching Trail
• Write on the board: basket ball
• Then write: basketball.
• Ask students to give the meaning
of the words separately.
• Explain what compound words
are, how they are formed with
some examples as given on Page
48.
• Guide students to match the
words to create compound words.
• Ask students to attempt the
questions in pairs.

Activity 6: Word Fun

Write the words air, water, and food

on the board. Ask students to think of
at least two, if not more, nouns and
adjectives they can form from these
words by adding words to them. Write
the suggestions they come up with
on the board. For example, airtight,
airborne, airmail, airport, waterborne,
watertight, waterproof, waterway,
foodies, foodstuffs, seafood, etc.

55
 Answer Key

1.
Closed compound words Open compound words Hyphenated compound words
earthquake post office half-sister
fireworks middle class well-being
moonlight six pack mass-produced
upstream grand jury get-together

2.
a.
fireworks b.
post office c.
earthquake
d. six pack e.
well-being f. half-sisters
Skills

focus

Critical Thinking:
in

Analysis, reasoning

Teaching Trail

• Revise the concept of

noun, verb, adjectival and
adverbial phrases
• Read the questions and
explain what is to be
done.
• Give students time to
independently complete
the exercise.
• Ask students to attempt
Q4 of the exercise
on page 50 in their
notebooks.

Answer Key

a. w
 as caught cheating: verb
phrase
b. really keen on football:
adjectival phrase
c. an old melody: noun phrase
d. w
 ill present: verb phrase; a
dance recital: noun phrase
e. T
 he man in the bus: noun
phrase; was robbed: verb
phrase

56
 Answer Key

2. a. I went to the village, to visit my uncle.

b. I go for a walk almost every day.
c. This level is too difficult to clear.(No adverbial phrase in this sentence.)
d. Visit the library as often as required.
e. The judge arrived at a decision with much consideration.
3. a. a white coloured peacock. b. island without any inhabitants
c. girl with the blue eyes d. tales which were full of adventure
e. road full of mud
4. a. All Sheru had was an old rickety bus.
b. Samar ran to catch the bus with great speed.
c. It will be better to install solar panels in the long run.
d. He is a wealthy, kind and generous man.
e. Our new teacher, with her friendly disposition, is my favourite.

Communication: Using clear and articulate speech, Speaking confidently, Listening actively

Skills
focus
in
Creativity: Generating original ideas

Teaching Trail

• Read the introduction for the

Speaking section aloud.
• Tell students that friendships
are often unique and need not
be with a person of our own age
but with one who shares our
interests.
• Give time to students to prepare
their presentations based on the
questions given on page 50.
• In pairs, ask students to talk
about the friend they would like
to have and why.

Activity 7: Talking
about Unique Friends

Divide the class into groups of four.

Ask two students in every group to
pretend to be unusual friends and
the other two students to strike up
a conversation with them. Ask them
how they would make friends, what
things they could do together and
what they would find interesting about
their unique friendship.

57
 Critical Thinking:
Reflecting, evaluating
Skills in focus

and concluding
Communication
(written): Using
appropriate tone and
vocabulary for the
intended audience

Teaching Trail

• Explain the elements,

structure and the do’s
and don’ts of writing
e-mails.
• Ask students to
carefully note the
format of the sample
e-mail and write their
own e-mails.
• Remind students that
they will be writing
a semi-formal e-mail
as Rahamat, the
Kabuliwala to Mini’s
father.
• Ask students to
write their e-mails
individually.

Activity 8: Check list

Ask students to exchange their e-mails with their partners and check each other’s work. The
following checklist could be given on the board:

E-mail address of the recipient and cc is filled correctly Yes/No

Subject line is brief, clear and to the point Yes/No
Body of the e-mail contains at least three paragraphs Yes/No
The salutation, courteous leave-taking and signature are correct Yes/No
The introduction consists of 1 or 2 lines Yes/No
The main body of the mail explains the matter in detail in 3 to 5 lines Yes/No
A suitable conclusion is written in 1 to 2 lines Yes/No

58
 Teaching Trail

• Revise and explain the rules of when to use the simple past tense versus the present perfect
tense from Page 53.
• Ask students to make sentences of their own using both simple past and present perfect
tense in their notebooks.
• Write the sentences on the board and recapitulate the structure of sentences in the both
tenses.
• Allow students to individually complete the exercise using appropriate verb tenses.

Critical Thinking:

Skills in focus
Analysis, reasoning,
and inferring,
Solving problems,
resolving conflicts

Answer Key

a. went b. have just washed c.

had d. have forgotten
e. visited f. have returned g. has never tried h.
Have, seen
i. wrote j. lived

59
 Critical Thinking: Analysis,
reasoning, and inferences
Skills in
focus

Communication: Articulating
Creativity: Generating original
ideas

Teaching Trail

• Ask students what they think

‘A Time to Talk’ means.
• Read the poem aloud with
expression and pause when
needed to emphasise a
thought.
• Ask students which words in
the poem they think imply
friendship, leisure and social
niceties?
• Discuss the answers to the
questions in the exercise.

Reading
Read the poem slowly and
joyfully. Ask simple yet relevant
comprehension questions:
• What are the poet’s views on
friendship?
• Who has come to meet the
poet?
• Does the poet have no work or lots of work to do? Which 2 lines in the poem tell you the
answer to this?
• Why does the poet/farmer plod and not sprint?
• Is the poet/farmer polite or rude? How do you know?

Answer Key

1. a. F b. F c. F d. F e. T
2. a. The poet does not stand still when his friend calls him from the road.
b. The poet is a farmer by profession. He uses a hoe to dig his grounds.
c. The poet does not reply to his friend from where he is. He walks to the stone wall to
talk to him because he always has time to talk to his friend..
d. The poet stops working and walks up to the stone wall to acknowledge his friend's visit.
e. The poem teaches the importance of friends in life. Even if you are busy with your
work, you should meet a friend who has come to you. You should cherish and treasure
the time spent with your friends to keep your friendship strong.

60
 f.
Poetic Devices
Rhyming scheme – abcadbceed
Yes, it is a free verse.

Teaching Trail
Collaboration: Organising
Skills in

and gathering team materials, • Read the introduction and allow students to read the
focus

Suggesting/ accepting new rest of page 56 silently

ideas, Asking questions to the • Ask students to complete the exercise.
group and the teacher

Activity 9: Knowing
your Newspaper
Divide the class into groups of
4. Distribute one newspaper
(each group must have the same
newspaper even if they are dated
differently) to each group and ask
them to look for which pages the main
political news, editorial columns,
economic news, sports news, world
news, cartoons, advertisements,
classifieds, entertainment news
etc. are located. Ask them to note
down the page numbers of each of
these and the groups could then
compare their findings. The group
that identifies each section and
page number correctly can display
their findings to the class in a brief
presentation.

PROJECT WORK
The Friendship Ship
Ask students to research some of the best stories and poems on friendship. They could
choose any one poem and one story and make a small booklet giving details about them. They
could write the titles, the author’s and poet’s name, a brief synopsis of each and what it was
that endeared these particular titles to them. Ask them to also write what made them choose
each poem or story.

61
 Workbook Answer Key
Activity 1: Understanding
1. a. Mini’s father is the narrator of the story.
b. She believed that he had two or three children like herself in the bag.
c. Kabuliwala bribed Mini with nuts and almonds and became friends with her.
d. For the Kabuliwala the term ‘father-in-law’s house’ meant jail.
2. a. Mini and Kabuliwala laughed and talked together. They shared many quaint jokes which
afforded them much amusement.
b. Kabuliwala was put in jail because he had struck a neighbour with knife as the neighbour
owed him money for a Rampuri shawl that he had bought from Kabuliwala. The neighbour
falsely denied having bought the shawl and this resulted in a quarrel between the two.
c. Kabuliwala could not give the few things he had brought for Mini because Mini’s father did
not allow him to meet her personally. He did not accept money from Mini’s father because
he too was a father of a little girl and he thought of Mini as his daughter.
d. Mini’s father had to curtail some of the festivities for Mini’s wedding as he gave some
money to Kabuliwala to go back to his own country and meet his daughter. The love and
affection for his own daughter and the thought that Kabuliwala being separated from his
daughter made him help the Kabuliwala.
3. a. i. Mini’s mother asked this question to Mini.
ii. Yes, the speaker is worried. We know this from the way the dialogue has been said.
iii. The eight-anna bit was given by Mini’s father to Kabuliwala, and he gave it back to
Mini.
b. i. Kabuliwala said these words to Mini.
ii. The speaker said these words when he was being taken away by the policemen.
iii. The old father-in-law refers to the jail. No, Mini does not understand this as her parents
have never told her about the meaning of father-in-law.
4. Sample answer. Accept all appropriate responses.
Statement What I know Inference
The Kabuliwala looked a The Kabuliwala came from The Kabuliwala thought Mini to
little surprised at the sight prison after eight years to meet be the old little girl and did not
of Mini in her bridal attire. Mini and looking at Mini all expect her to be grown up.
grown up he was shocked.
Mini’s father was amazed Mini was afraid of and feared Mini had overcome her fear
to see Mini laughing Kabuliwala so Mini’s father of the Kabuliwala and became
and talking with the was amazed to see her fear friends with him. Mini got
Kabuliwala. Mini had never gone and that she had become a listener as she was an
found so patient a listener. friends with Kabuliwala. Mini extremely talkative child and
was a very talkative child and enjoyed chattering.
Kabuliwala would listen to
whatever she had to say.

62
Activity 2: Vocabulary
1.
web page
hot dog
table cloth
first aid
foot print
grass hopper
skate board
key hole
long term
high tech
deep fried
time saving
2.
Open Closed Hyphenated
web page footprint long-term
hot dog grasshopper high-tech
first aid skateboard deep-fried
table cloth keyhole time-saving
Activity 3: Grammar
1. b. Subject: English sentences; Object: one noun phrase
c. Subject: Every one of them; Object: the bell to ring
Subject: Walking bare feet; Object: the green grass
d.
e. Subject: The children; Object: Aunt May’s dog
2. b. am going c. are invited d. is being built e. are, going
f. should have been done
3. b. The old man was quite upset when he lost his wallet.
c. The plant in the garden is five feet tall.
d. The villages that we visited were all uninhabited and vacant.
e. I picked up the luggage and realized it was heavier than I thought.
f. The problem was harder than it looked. I had a tough time solving it.
4. a. We will meet at 9 o’clock right at this place.
b. They drove towards the hills a while ago.
c. I have looked all over the place, but still haven’t found the things I am looking for.
d. I need you to come over here at this moment.
e. I will be with you as soon as possible.
f. They always behave in a professional manner.
Activity 4: Writing
1. Open-ended question
2. Open-ended question
63
 Activity 5: Celebrating Poetry
1. a. The narrator’s friend calls him from the road.
b. The narrator does not stand still and look around the hills.
c. The narrator is digging his land on the hills.
d. The narrator leaves his work and walks up to his friend for a talk when he calls him.
e. a b c a d b
f. Robert Frost is the poet.
g. The poet conveys that if a friend comes to visit you then you should welcome him and talk
to him even though you are busy with work. Friends are important in life.
h. Open-ended question
Activity 6: Comprehension
1. thee
flatters
pity
misery
scant
bountiful
2. a. iii. praise someone for your own benefit
b. iv. faithful friends
c. ii. have a lot of money
d. iv. you will find a lot of flatterers
3. similar meaning to flatter – glorify, fawn
Opposite to flatter – castigate, condemn
4. a. Faithful friends are hard to find
b. Faithful friend from flattering foe
5. a. It appears that the poet is a little sad. He remembers his own experiences while writing the
poem. The speaker writes like a wise old man who has learnt form his experiences
b. Open Ended question.
c. The fifth stanza tells us about the qualities of real friends. A true friend is someone who
will always help you in your need. He will be sad if you are in sorrow. He will stay awake
with you. He will always be there in your all grief.
d. He is referring to the words of a flattering friend. A flattering friend uses words which are
meaningless just to praise you. They have no weight or substance just like the wind.

64
 LESSON TARGETS
Getting Started and Listening
• Recognise that travel makes for new experiences
• Research parting traditions in different cultures
• Listen to details
Say it Right: Sentence Stress
• Understand the difference between stressed and unstressed words
• See how content words are stressed while structure words are unstressed
• Know that there are always exceptions to the rule
Language Ladder: Clauses
• Understand clauses
• Surmise that coordinating conjunctions are followed by coordinating clauses
• Differentiate between the main or principal clause and the dependent or
subordinate clause
• Types of subordinate clauses: noun clause, adjective clause, and adverbial
clause
Reading: Lakshadweep: A Tryst with the Unexplored
• Grasp the meaning of words, phrases and sentences in context
• Appreciate the uniqueness of Lakshwadeep with its pristine waters and tiny
islands
• Explore holiday destinations for marine and water sports enthusiasts
• Silent reading
Understanding
TRAVEL

• Make inferences based on comprehension of the text

• Words, phrases and their meanings
Vocabulary: Homophones, Homographs and Homonyms
• Identify and differentiate homographs, homophones and homonyms
Practising Grammar: Clauses
• Identify subordinate clauses within sentences
• Identify noun clauses in a sentence and see if it functions as a subject or an
object
• Change phrases into noun clauses
• Join sentences using subordinate clauses
Speaking: Plan a Holiday
• Make travel plans, decide upon a destination
• Discuss all you will need to carry and about sightseeing spots
Writing: Itinerary
• Read and understand all that goes into a travel itinerary
• Chalk out an itinerary for a three day trip to the Lakshadweep Islands
Plug-In: Spell Well
• Learn the rules of attaching prefixes and suffixes to words
• Identify spelling mistakes in sentences and correct these
Learning Text Styles: Advertisement
• Understand how to make informational advertisements/posters
• Appreciate the different styles used in advertisements and tourist brochures/
posters
• Identify persuasion techniques in print advertisements
• Learn the language features like imperative emotive language to get readers

UNIT 4 interested
Enrichment
• Travel Etiquette
SUGGESTED TEACHING PLAN

More to Do Teaching
S.no. Topic Task
(Workbook) Periods

1 Getting Started • Activity 1: Parting Traditions

• Listening for Details 1

Listening: Listen to a
2 • Exercise (Page 58)
Passage

• Reading and pronunciation

Say It Right: Sentence • Activity 2: To Be or Not to
3 1
Stress Be Stressed
• Exercise (Page 59)

• Understand independent
clauses joined by
coordinating conjunctions
• Note the difference between a
principal and a subordinate
4 Grammar: Clauses clause 2
• Learn the different types
of clauses: noun clause,
adjective clause & adverbial
clause
• Activity 3: Let’s Get Together

• Class Discussion on the Pros

and Cons of Travel
Pre-reading
• In-Text Comprehension
5 Reading 4
Practice
• Exercise (Page 55)

• Activity 4: What Makes My Activity 1

6 Understanding Island Unique (Page 39-40) 1
• Exercise (Page 65)
 More to Do Teaching
S.no. Topic Task
(Workbook) Periods

Vocabulary:
• Activity 5: Have you Seen the
Homophones, Activity 2
7 Scene? 1
Homographs and (Page 41)
• Exercise (Page 65-66)
Homonyms

Practising Grammar: Activity 3

8 • Exercise (Page 66-67) 1
Clauses (Page 42-43)

Speaking: Plan a
9 • Exercise (Page 67) 1
Holiday

• Format and writing an Activity 4

10 Writing: Itinerary Itinerary (Page 44- 2
• Exercise (Page 68) 45)

• Understand how to correctly

11 Plug-In: Spell Well spell words with suffixes 1
• Exercise (Page 69)

• Observe, Read and

Understand
Learning Text Styles: • Activity 6: Ecstatic
12 2
Advertisement Exploration
• Exercise (Page 70)

• Understand Travel Etiquette

• Activity 7: Railway Rules
13 Enrichment 2
• Exercise (Page 72)

• Design a Travel
Advertisement/Travel Home
14 Project Work
Brochure using Persuasive Work
Language
 Teaching Trail
Communication (Oral):
Skills in focus

Listening actively, using clear • Read Seneca’s quote aloud and initiate a discussion as to
and articulate speech what it implies.
Creativity: Generating Original
• Read the introduction and ask students if they have travelled
Ideas, Seeking appropriate
to different places and if they learnt some new customs.
modes
• Ask students to research some unique parting traditions
that are not Indian.

Activity 1: Parting Traditions

Divide students into groups of four and

ask each group to enact a particular
parting tradition. The other students can
guess which culture or state of India
it belongs to or whether it’s a western
tradition. For example, touching the feet
of elders, shaking hands, bowing the head
slightly with their right hand placed on
their heart, a simple Namaste, saluting,
placing the right hand on the forehead
while bowing slightly, or hugging a person
while moving the head to the left and
then the right.

Teaching Trail

• Tell students that different cultures

have different forms of greeting and
parting gestures.
• Read the text under Getting Started.
• Ask students to research different
greeting and parting gestures followed
in different countries.

Jai: How was your trip?

Tarun: Oh. We had a great time.
Jai: That’s great! How did you find Egypt?
Tarun: Quite interesting! It was a cultural shock, though. A weekend that we spent in an oasis in
the desert was really amazing.
Listening Text

Jai: I can quite imagine. I have always wanted to make a trip to a desert myself. Could you visit
the famous Pyramids?
Tarun:  Yeah! They were pretty crowded, but the visit was worth it. Even though there are quite a
few locals ready to take advantage of your lack of knowledge about the Pyramids.
Jai: Oh! I can very well imagine. It’s always the same at tourist spots, isn’t it? Did you have a
chance to go diving?
Tarun: Yes, for sure. We went to a camping site at the Red Sea. There was this little beach, totally
unexplored and pristine. It was more like a private beach.
Jai: That’s awesome; sounds absolutely brilliant. You really had a whale of a time, then. How was
the food? I’ve never heard of a specific Egyptian cuisine.
Tarun: Well, in that field, we have nothing to write home about, but yes we did enjoy some very
good seafood while at the beach. But it’s like you can’t have it all.
68
 Answer Key

had a great time It was a cultural shock was worth it

ready to take advantage of had a whale of a time nothing to write home about
you can’t have it all

Skills in
Communication: Using

focus
clear and articulate speech,
Speaking confidently

Teaching Trail
• Introduce the concept of
stressed and unstressed
words in sentences.
• Explain how content
words like nouns, verbs,
adjectives, adverbs and
negative contractions are
usually stressed upon.
• Explain why structure
words like articles,
pronouns, prepositions,
conjunctions and auxiliary
words are unstressed.
• Ask students to attempt
Q1 by reading it aloud
and thinking about what
exactly is being emphasised
in each sentence.
• Ask students to carefully
look at the two columns
in Q2 on page 59.
• Tell them to focus on the
stressed words in each
sentence and match it
to what is meant to be
conveyed in the second
column.
Activity 2: To Be or Not to Be Stressed • Ask students to write
Ask students to turn to their partner and say something to sentences of their own
and underline the words
them in a complete sentence. The other student needs to
that are to be stressed
point out which word he/she has stressed upon and why. depending on what the
sentence wishes to convey.

Variation
Write some simple sentences on the board. Ask students to try and identify which words need
to be stressed. For example, Stand in a straight line, Submit your projects by tomorrow.
Don’t run in the corridors etc. What neat handwriting!

69
 Answer Key
1. a. Why haven’t you done your home assignment?
b. Please go and complete the task.
c. We aren’t ready to present the dance recital.
d. What a lovely garden you have!
e. We shall be going for a picnic next weekend.
f. Salil has a huge St. Bernard.
2. I requested you to bring a register – No one else requested you to bring a register.
I requested you to bring a register – I requested you and not ordered you to bring the register.
I requested you to bring a register – I requested you and not Ravi to bring the register.
I requested you to bring a register – I requested for a register and not a notepad.

Critical Thinking: Gathering

information to solve a problem,
Skills in focus

Proposing multiple solutions to a

problem
Collaboration: Organising and
gathering team materials
Communication (Written): Showing
reflection and growth through word choice

Teaching Trail

• Explain that two principal clauses

are essentially stand-alone sentences
that can be joined together using
coordinating conjunctions.
• Write the coordinating conjunctions
on the board. Remind students of
FANBOYS – the acronym to remember
coordinating conjunctions.
• Ask students to make sentences using
some of these in their notebooks.
• Explain the difference between
principal and subordinate clauses.
• Explain the differences between the
noun clause, adjective clause and the
adverbial clause.

Activity 3: Let’s Get Together

Divide students into groups of 9. Distribute slips of paper with one principal clause and one
subordinate clause written on each to 6 students in each group. Three of students in each
group will have 3 different subordinate clauses on their slips of paper. Let students look at
their slips together, discuss and decide which 3 sentences can be made using the clauses
given to them. Have each group display their three sentences and check if they have correctly
grouped the principal and subordinate clauses and used suitable conjunctions in these.
Different groups could be given different subordinating conjunctions so as to create noun,
adjective and adverbial clauses.
70
 Critical Thinking: Reflection, making

Skills in
judgements and inferences

focus
Communication: Speaking confidently,
providing expression and enthusiasm

Teaching Trail

• Read the introduction and initiate a

discussion on the pros and cons of travel.
• Ask what the fun parts of travel are and
what becomes a hassle during travel.

Skills in

Communication: Providing expression

focus

and enthusiasm, Listening actively,

Answering Questions

Teaching Trail

• Let students read one or two paragraphs

by turn.
• As the text is read:
»» Pronounce and explain difficult words
»» take breaks and ask comprehension
questions given beside the text
Page 62

Comprehension Questions
Page 61
• What does SPORTS stand for?
Comprehension Questions • What is the climate like in Lakshadweep?
• What is the origin of the meaning of • What puzzles visitors to Lakshadweep the
Lakshadweep? most?
• How is the name misleading? • What is Kavaratti famous for?
• What is peculiar about the islands? • What are the activities sports lovers can
• Why is tourism restricted in Lakshadweep? enjoy in Kavaratti?
• How does one get to Lakshadweep? • What is the Wall of Wonder?

71
 Page 63

Comprehension Questions
• What is Kadmath known for?
• What are some unique species
that divers can see?
• What makes the sea cucumbers
unique?
• What is the high point of walking
around the Bangaram island?
• How do the natives of Bangaram
entertain tourists?

Page 64

• What is the most fascinating

aspect of Kalpeni?
• What is the similarity between
the Minicoy Island and the
Maldives?
• What is the Minicoy Island’s chief
attraction?
• For whom is the Thinikkara
Island a paradise?
• What kind of memories do
visitors to Lakshadweep take
home with them?

72
Integrated Learning
Although the world has many beach destinations to offer to tourists, visiting Lakshadweep is a
once-in-a-lifetime experience. Would you agree? Have a discussion in class as to what makes
Lakshadweep stand out from other tourist spots.

Critical Thinking: Reflecting, evaluating

and concluding, Making decisions and
determining relationships, Making
predictions, judgements and inferences

Skills in focus
Communication (Oral): Speaking
confidently, Using clear and articulate
speech, Providing expression and
enthusiasm
Communication (Written): Using
personal voice in writing, Expressing
thoughts with words and images

Activity 4: What Makes My Island

Unique?
Divide the class into 4 groups.
Assign 1 island to each group. Let
each group discuss what is most
unique about that particular island.
Allow them to take turns to share
their thoughts with the class.

Answer Key

1. a. The name of the Lakshadweep group of Islands comes from Sanskrit. Its name is misleading
as it means ‘one hundred thousand islands’ but actually it contains only thirty-nine islands,
of which only eleven are inhabited.
b. The Lakshadweep islands are a tropical paradise in the backyard of India. These islands
are a divers’ paradise with baffling mysteries and unbelievable underwater surprises. One
can easily see 15 to 20 meters in water and get a lovely view of the coral reef and the
myriad marine life in Kavaratti Island. Bangaram, with its sandbanks, is a great place to
spot a variety of sea birds in action and hermit crabs scurrying into their holes. Kalpeni
is a paradise of beauty with the green ocean on one side and the blue ocean on the
other. As one approaches Minicoy island, the blue-black waters of the deep sea look as if
they have melted into sky blue which soon blends into aquamarine and finally the pure
green of the lagoon.
c.
i. Kadmath ii. Minicoy iii. Thinnakara

73
 d. Open-ended question
2. a. paradise b. lovely c. exquisite d. strange
3. The waters of Lakshadweep islands sustains a kaleidoscope of marine life. Kavaratti island
has a lovely view of the myriad marine life. The Wall of Wonder is a massive wall of soft corals
with giant sea turtles crawling all over it. A diver can see shoals of barracudas, scores of tiny
fish and big fish with striking colours, sea cucumbers, blue tangs, different colours of surgeon
fish and butterfly fish, sting rays, flame angelfish, around Kadmath island. Bangaram island
is a great place to spot a variety of sea birds and hermit crabs. The sea bed near Kalpeni
island is littered with sponges, bristle worms, brittle stars and even a long-spined black
sea urchin may be encountered. Lakshadweep islands have a plethora of marine life in all
colours imaginable.
4. Minicoy island is very close to Maldives. The shades of the sea water change as one goes
closer to the island. The blue black water of the deep sea looks as if it has melted into sky
blue which soon blends into aquamarine and finally the pure green of the lagoon.
Skills in

Communication: Using appropriate

focus

vocabulary

Activity 5: Have you seen the scene?

Make three columns on the board. In

one write the words: bow, bow, minute,
minute. In the second column, write our,
hour, here, hear. In the third write bark,
bark, kind, kind. Ask students to identify
the difference in each set of words. The
first column contains homographs which
are words that are spelt the same way
but pronounced differently and have
different meanings. The second column
contains homophones or words that are
spelt differently but pronounced the same
and have different meanings. The third
column has homonyms that are spelt
and pronounced the same way but have
different meanings.

Teaching Trail

• Ask students to make the same columns in their notebooks with the same words as written
on the board.
• Then, ask them to think of two more pairs of words to put in each column and note the
differences between each.
• Explain the concept of homographs, homophones and homonyms as shown on page 65.
• Ask students to attempt Q1 and Q2 of the exercise on pages 65 and 66 in pairs.
74
 Answer Key

1.
a.
ore b.
aisle c.
due d.
lessen e.
buoys
2.
a.
accent b.
produce c.
desert d.
bat e.
down f. frequent g.
content

Teaching Trail

• Revise the concept of principal and subordinate clauses and the three types of subordinate
clauses including noun clause, adjective clause and adverb clause.
• Read the questions and explain what is to be done.
• Give students time to independently complete the exercise.
• Ask students to attempt Q4 of the exercise on page 67 in their notebooks.

Answer Key

1. a. unless you take the short route – adverbial clause

b. whom I had come to visit – adjective clause
c. where I was sitting – adverbial clause
d. so that no one was harmed – adverbial clause
e. that I bought – adjective clause

2. a. She asked if I would help her. O

b. He performed what I taught him. O
c.
What you wish to do is not my problem. S
d. I will never understand why you dropped out of the team. O
e.
Wherever you go, I will follow you. S

3. a. It gives me no happiness to have to travel in a hot rickety bus.

b. She wants that she should top the class.
c. Promise that you will come again.
d. No one can guess when he will come.
e. I predicted that the weather would change.

4. a. I went to school by the car as the bus had already left.

b. The place looks so beautiful that I couldn’t take my eyes off.
c. I won’t be able to help you if you do not tell me everything.
d. Shivani won’t go home until she completes her project.
e. In spite of hurting his ankle, Dhruv completed his race.

75
 Skills in focus Communication: Using clear
and articulate speech, Speaking
confidently, Listening actively
Creativity: Generating Original
Ideas

Teaching Trail

• Read the introduction aloud.

• Divide students into groups of five.
Ask them to choose one dream
destination that they would all
like to visit.
• Give time to students to prepare
their presentations based on the
instructions given on page 67.
• Ask each group to share their
plans using their notes with the
class.

Critical
citsiugThinking:
niL :gnitaReflecting,
cinummoC

Skills in focus
evaluating and concluding

ni sllikS
gnikaM :gnikniht lacitirC

sucof
snoitcennUsing
Communication (written): oc
gnitvocabulary
appropriate tone and aroballoC
for the intended audience

Teaching Trail

• Explain the structure of an

itinerary as shown on page 68.
• Ask students to carefully note the
format of the itinerary.
• Ask students to chalk out their
own itineraries for a three day
trip to Lakshadweep based on the
given format.
• Tell them to add details of
specific sightseeing spots they are
especially interested in visiting.

76
 Critical Thinking: Analysis, Reasoning,

Skills in
focus
and inferring, Testing out solutions
Communication: Showing reflection and
growth through word choice

Teaching Trail

• Read the introduction on page 69.

• Explain that there are variations in
spelling different words when adding
suffixes.
• Read out the rules and samples of each
kind.
• Allow students to individually complete
the exercise keeping the spelling rules
in mind.

Answer Key

1. a. hobbies b. married
c.
grayer d.
stayed
e.
sprays f. visited
g.
supplied h.
grassier
2. a. theories b. married
c.
puppies d.
no error
e.
delays f. valleys
g. luxurious h. merciless

Critical Thinking:
citsiugniAnalysis,
L :gnitacreasoning,
inummoC

Skills in
and inferences Communication:

focus
gnikaM :gnGenerating
Articulating Creativity: ikniht lacitirC
snoitcennoc
original ideas, Seeking appropriate
modes gnitaroballoC
Teaching Trail

• Ask students to look at pictures and read the content.

• Ask them what they thought about the presentation of the advertisement.
• Ask them to reflect upon the audience that the advertisement is intended for.
• Initiate an open-ended discussion regarding the quality of the advertisement in terms of visual
appeal and informational relevance.
• Explain the kind of language and techniques used to create an advertisement as conveyed on page 71.
Reading
Ask simple yet relevant comprehension questions: What is the advertisement poster trying to convey?
• Is the text of the advertisement in sync with the visuals provided?
• Do you think the advertisement is effective in terms of persuasion and appeal?
• What do you feel is missing in terms of information?
• What would you have added to the advertisement if you were to make it even more appealing?

77
 Activity 6: Ecstatic Exploration

Divide students into groups of 5. Assign each group a different experience for tourists to
experience. For example, a wildlife safari, a cave exploration, an underwater experience, a
hiking trail, mountain climbing, a nature walk through the forests, an exploration of an
ancient monument, or even a toy train ride through the hills. Ask them to design a simple
brochure with facts and appealing details as shown on page 70.
Skills in focus

Collaboration: Organising
and gathering team materials,
Suggesting/ accepting new ideas,
Asking questions to the group and
the teacher

Activity 7: Railway Rules

In pairs, let students chalk out
a list of 10 rules to follow while
travelling by train. Allow students
to share their views with the class.

Teaching Trail

• Instruct students to look at the

pictures carefully.
• Ask them what they
understand by the term Travel
Etiquette.
• Based on the visuals on page
72, encourage them to pose
questions to the whole class
which can then be answered
popcorn style.
• Ask them to share their views
on railway travel in India today.
• Pose questions as to what
PROJECT WORK
would help to make railway
Research
journeys less stressful for
Ask students to design an advertisement of their
children, elders and the
own based on the one place they dream of visiting
differently abled.
or an experience they would most like to have. They
• Allow them to attempt the could conduct their own research, add visuals and
exercise on page 72 in their relevant information to create their own advertising
notebooks. posters. They need to use persuasive techniques and
emotive language to spark the interest of tourists.
Students could then bring these to class and make
a presentation of the same.
78
 Workbook Answer Key
Activity 1: Understanding
1.
a.
Sanskrit b.
one hundred thousand c. seven d.
Agatti island
e. Kavaratti f. Jeseri, Mahi g. Minicoy h.
Thinnakara
2. a. False
Only three inhabited islands of the Lakshadweep group are open to foreign tourists.
b. False
Most of the Lakshadweep islands are well connected through ships.
c. True
d. False
Kadmath is a small elliptical shaped island, 8 km long and 500 m wide.
e. True
3. Kavaratti – crystal clear waters, aquarium, planetarium
Kadmath – Sting Ray City, Shark Alley, Coir Rope Factory
Bangaram – sea birds, folk dance, folk music
Kalpeni – green ocean on one side and blue on the other, hosiery factory and lighthouse
Minicoy – close to Maldives, tallest lighthouse in Lakshadweep
Thinnakara – little human habitation, teardrop shaped, shipwreck, snorkeling.
4. a. Tourism is the primary source of income on the Lakshadweep islands, yet it is restricted
to preserve the coral species and other marine creatures endemic to these islands. Another
cause of worry is the fear of pollution that tourists might cause.
b. The waters of Lakshadweep islands sustains a kaleidoscope of marine life. Kavaratti island
has a lovely view of the myriad marine life. The Wall of Wonder is a massive wall of soft
corals with giant sea turtles crawling all over it. A diver can see shoals of barracudas,
scores of tiny fish and big fish with striking colours, sea cucumbers, blue tangs, different
colours of surgeon fish and butterfly fish, sting rays, flame angelfish, in Kadmath island.
Bangaram island is a great place to spot variety of sea birds and hermit crabs. Kalpeni
reveals a clutch of cuttlefish eggs, green and sparkling in the sunshine. The sea bed
littered with sponges, bristle worms, brittle stars and even a long-spined black sea urchin
may be encountered. Lakshadweep islands are a plethora of marine life in all colours
imaginable.
c. Open-ended question d.
Open-ended question
Activity 2: Vocabulary
1. a. there – they’re b. here – hear c. toad – towed
d. except – accept e. bare – bear f. whether – weather

79
 2. a. The wound is deep and will take time to heal.
b. She hoped that she would get a moped if she came first in the class.
c. My dad will be here in a minute.
3. Answers may vary. Accept all appropriate responses.
a. book – Keep the book properly in the rack. Please book a movie ticket for me.
b. bear – There is one bear in the zoo. You will have to bear the consequences.
c. fair – The girl is very fair. It is not fair to throw food outside the window.
Activity 3: Grammar
1. a. they had arrested the thieves. subordinate
b. there is a strong wind blowing. subordinate
c. will bring you a chocolate. main
d.
I smile main
e. she had not eaten for days. subordinate
f. You will not get a toffee main
2. b. She could not write what she wanted to.
c. There is a reward for whoever will bring the lost dog.
d. She said that she will go to market today.
e. I am packing extra food for when we reach the place.
f. He wondered whether he would win the lottery.
g. His mother will buy what he has left out of the list.
3. b. This is the car whose window is broken.
c. The man whom you met yesterday is a fire fighter.
d. I hope the bus that I have to board is on time.
e. The plan that we submitted was accepted by the committee.
f. This is the box whose key I have lost.
g. My brother who is studying in Delhi, will be here tomorrow.
h. They were playing in the playground which is near the gate.
4. b. She started to paint before she was a lawyer.
c. She ate an ice cream because she felt hot.
d. We read the book as it was so interesting.
e. I will buy a suit as soon as there is a sale.
f. There will be no more traffic jams now that the road has been repaired.
g. You will get to eat the dessert once you finish your vegetables.
h. I can’t believe my luck, it started to snow when I left the house.

80
Activity 4
Open ended question
Activity 5: Comprehension
1.
a.
lush b.
picturesque c. heritage d.
preserved e. barely
2. Answers may vary. Accept all appropriate responses.
3. a. Stockholm Highlights tour is available daily from May to September and the timings are
from 9 am to 12 am.
b. SEK or Swedish Krona is the currency of Sweden.
c. One can go on the Uppsala walk all around the year.
d. The streets of the medieval town of Uppsala were paved more than five hundred years ago.
e. On the Vikings and Beaches tour one can see the Viking ships.
f. Fee for entrance tickets to Viking Ship Musuem is included in the Vikings and Beaches trip.
g. One can see the Northern lights from November to March.
h. Viking tours can organize winter activities, Kayaking and food tours as well.
4.
a.
three hours b.
Uppsala
c. public transport used on the tour d. June to September, 4 pm
e. Abisko
5. a. The prettiest town anywhere, Uppsala, is known for its grand buildings and rich heritage.
One can visit World Heritage sites and famous landmarks like the Uppsala Cathedral,
Disagarden, open air museum, and listen to legends of Svea Kings.
b. The chances of seeing the northern lights in Abisko during a three-day period is 88%.
Abisko has the world’s best conditions for seeing the northern lights. The surrounding
mountains keep the skies clear and there’s barely any pollution.
c. Answers may vary. Accept all appropriate responses.
6.

81
INSPIRING PEOPLE
LESSON TARGETS
Getting Started and Listening
• Appreciate people who have achieved great things in life against all odds
• Talk about people who have been an inspiration in your life
• Listen to an informative passage
Say it Right: Root Words
• Identify root words and how they are pronounced
• Use a dictionary to find root words and their meanings
Language Ladder: Nouns and Determiners
• Understand countable nouns and the rules for forming their plurals
• Note the measures used for uncountable nouns
• Understand the different types of determiners
Reading: Paralympics: Sports for the Disabled
• Grasp the meaning of words, phrases and sentences in context
• Appreciate the will and determination of people who have overcome their
physical limitations and gone on to excel in sports
Understanding
• Make inferences based on comprehension of the text
• Respond to the text
Vocabulary: Words Related to Sports
• Identify the various sports-related words
Practising Grammar: Determiners and Nouns
• Differentiate between countable and uncountable nouns
• Identify incorrect determiners and replace these with the correct ones
• Convert singular nouns into plural nouns
Speaking: A Telephonic Conversation
• Role play conversations based on different scenarios
• Understand how to initiate and continue formal conversations
Writing: Article
• Understand and replicate the structure and features of an article
• Write an informative article as per the given guidelines
Plug-In: Prefixes and Suffixes
• Learn the different prefixes and suffixes and their meanings
• Add appropriate prefixes and suffixes to the given words to complete the
sentences meaningfully
Celebrating Poetry: Don’t Quit
• Read the poem with appropriate rhythm and intonation
• Appreciate the message the poem
• Critically analyse the poet’s thoughts about failure and success
Enrichment
UNIT 5 • Identify common pictograms
SUGGESTED TEACHING PLAN
S. More to Do Teaching
Topic Task
no. (Workbook) Periods

1 Getting Started • Activity 1: Against All Odds

Listening: Listen 1
• Listening for Details
2 to an informative
• Exercise (Page 74)
Passage
• Reading and pronunciation
Say It Right: Root
3 • Activity 2: Rooted Out 1
Words
• Exercise (Page 75)
• Differentiate between countable and
Language Ladder: uncountable nouns
4 Nouns and • Learn about the different types of 1
Determiners determiners
• Activity 3: Divide and Rule
• Class Discussion on people with
Pre-reading
5 disabilities who have athletic capabilities 4
Reading
• In-Text Comprehension Practice
• Activity 4: Trial Activity 1
6 Understanding 2
• Exercise (Page 79) (Page 49-50 )
Vocabulary: Words Activity 2
7 • Exercise (Page 79) 1
Related to Sports (Page 51)
Practising
Activity 3
8 Grammar: Nouns • Exercise (Page 80) 1
(Page 52-53)
and Determiners
Speaking: Role
9 Play: Telephonic • Activity 5: Hello Hello! 1
Conversation
• Format and writing an Article
Activity 4
10 Writing: Article • Exercise (Page 81) 2
(Page 54)
• Activity 6: Checklist
• Understand the meaning of prefixes and
Plug-In: Prefixes
11 suffixes and make words 1
and Suffixes
• Exercise (Page 82)
• Read and Understand
Celebrating Poetry: • Activity 7: Meaningful Matters, Speak to Activity 5
12 2
Don’t Quit Me! (Page 55)
• Activity 5 (Page 55)
• Understand & Create Pictograms
13 Enrichment • Activity 8: Picturing Pictograms 1
• Exercise (Page 85)
• Write an article on the advent of the
Home
14 Project Work Paralympics and any two inspiring
Work
disabled sports personalities
 Critical Thinking: Reflecting, Evaluating and Concluding,
Skills

focus
in
Communication (Oral): Listening actively, Using clear and articulate speech, Speaking confidently

Teaching Trail

• Read the introduction

aloud and ask the
students about some
personalities who have
inspired them and how
they have done so.
• Discuss the
achievements of the
people in the pictures.
• Ask students to find
out (as homework)
famous musicians,
sportspersons or
motivational speakers
whose disabilities have
not got in the way of
letting them achieve
their goals.

Teaching Trail

• Ask students to look at

the pictures carefully.
• Invite students’
responses and initiate
a discussion about the
things common in the
given personalities
• Tell the students about
who has inspired you
the most in life and
why.

Activity 1: A
 gainst All Odds

Divide students into groups of four and ask each group to mention three facts about a famous
personality who has gone on to achieve his or her dreams despite being differently abled. The
other groups can guess which personality is being spoken about. For example, She is a young
Indian woman. She was thrown out of a moving train in a robbery bid and her leg had to be
amputated. Even with a prosthetic leg, she has scaled mountains in every continent.
Answer: Arunima Sharma

84
 Listening Text

Passage 1
Rajinder Singh Rahelu
is from Mehsampur in
Jalandhar district. He is
a power lifter. In 2004, in
Athens Paralympics, he
won a bronze medal in
56-kg category. He also
won the 2002 Asian Bench
Press Championship in the
Rajinder Singh
same weight category. He
Jalandhar over 300 medals
won silver in the Glasgow
discus
2004 javelin
Paralympics. He finished
56-kg
wheelchair race fifth in the 2008 Beijing
Athens
Arjuna Award Paralympics. He was
the 2002 Asian Bench Press 1996 honoured with the Arjuna
2001 Award in 2006.
gold medal
the Glasgow Paralympics
javelin
Passage 2
the Arjuna Award
World Master's Game Malathi Krishnamurthy
2006
the 2008 Beijing Paralympics
1989 Holla has won over 300
medals in her career. She
took part in shot put,
discus, javelin, wheelchair
race and obstacle race. She
was honoured with the
Arjuna Award in 1996 and
the Padma Shri in 2001.
She won a gold medal in
200m shot put, discus and
javelin at the 1989 World
Master’s Game, Denmark.

Teaching Trail
Communication: Using clear

Skills in focus
• Introduce the concept of root words. and articulate speech, Speaking
• Ask students to guess the meaning of the words: confidently
cardio, astro and auto. Critical Thinking: Gathering
• Guide them towards what the words convey and let information to solve a problem,
them infer the correct meaning. Proposing multiple solutions to a
problem, Testing out solutions
• Ask students to read the table of root words on
page 74, their meanings and the different words
formed using them. Activity 2: Rooted Out
• Allow them to add a couple of more words to each
root word in the table if they can think of a couple. Ask the students to think of one word
that includes a root word they know.
• Give students dictionaries and ask them to attempt
the exercise in pairs. Allow them to tell their partner the
• Ask students to individually make sentences with at word they have thought of. Let each
least 5 of the words given in the exercise in their student guess both the root word and
notebooks. its meaning in pairs.
85
 Variation Answer Key

Give the students some Word Root Pronounced as Meaning

more words on the board
ambidextrous ambi am-bee on both sides
and let them guess the root
word and its meaning. For generation generate gene-rate produce
example, cryptic, normality, narrator narrate nar-rate give a spoken
claustrophobia, megabyte, or written
intravenous etc. account for
prejudice pre prae before
candle cand kaend to shine
accelerate celer seler swift
Critical Thinking: circumference circum sir-kum around
Skills in

Gathering information
focus

to solve a problem, corporation corpo kor-poe body

Understanding and applying captivating captive kap-tive a prisoner
a concept
inclusion include in-clood contain as part
or whole

Teaching Trail

• Explain the rules of

converting singular countable
nouns into plurals as shown
on page 75.
• Ask students to think of
a few more words in each
group that use the rule of
adding s, es, ies, and other
irregular nouns that are an
exception to the common
rules like goose, woman,
man, louse, dice, ox, etc.
• Ask students to make a note
of the singulars and plurals
of these irregular nouns in
their notebooks and add to
the list if they can think of
some more.
• Explain the use of definite
and indefinite articles as well
as when to use the, a and
when to use an.
• Ask the students to make
2 sentences with each type
of determiner based on the
table on page 76.

86
Activity 3: Divide and Rule
Divide the class into 6 groups and assign each group a different set of determiners. Ask each
group to make five sentences using the determiners given to them. The group that completes
making their sentences first wins the game.

Critical Thinking: Reflection, making judgements and inferences

Skills
focus
in
Communication: Speaking confidently, providing expression and enthusiasm

Teaching Trail

• Read the introduction and ask

the students to carefully observe
the pictures.
• Initiate a discussion on whether
differently abled people are
treated with compassion and
empathy or do people show
them sympathy. Ask them which
attitude is better and why
• Discuss the athletic endeavours
of some people who have
disabilities but have overcome
them.
• Ask the students how they think
such people feel about their
achievements.
• Do they think these people have
an inner strength and fortitude
that even most able people do
not possess? Why and how?

Communication: Providing

Skills in
expression and enthusiasm, focus
Listening actively, Answering
Questions

Teaching Trail

• Let the students read one paragraph turn by turn. Stop each student and let the next
student in the row start from there to ensure they are all engaged in the text and
answering of questions asked during the reading.
• As the text is read:
»» Pronounce and explain difficult words and phrases.
»» Ask comprehension questions and discuss the questions given beside the text.

87
 Page 77

Comprehension Questions
• Who is eligible to participate in the Paralympics?
• Where did the idea of holding the Paralympics originate from?
• When did the Paralympics gain international recognition and response?
• What was Ludwig Guttman’s purpose?
• How has people’s perception of the disabled changed over time?
• Is the word Paralympics a countable noun?

Page 78

Comprehension Questions
• Which sport does
Mariyappan Thangavelu
take part in?
• What are his greatest
achievements?
• What did Deepa Mallick
overcome to excel in shot
put?
• What has been Devendra
Jhajharia’s remarkable
achievement?
• What prominent changes
to the structure of sports
building and academies
have been made the
world over?
• How have the
Paralympics changed
people’s perceptions?

Integrated Learning
There are so many people in
the history of the world who
have achieved marvelous
things despite being with
serious disabilities. Can you
think of one such famous
personality in the history of western classical music, a famous inventor and a writer? Discuss
what made Beethoven, Louis Braille and Helen Keller famous and why?

88
 Critical Thinking: Reflecting, evaluating and concluding, Making judgements and inferences

Skills in
focus
Collaboration: Suggesting/ accepting new ideas, Encouraging group members, Solving problems,
resolving conflicts
Communication (Written): Using personal voice in writing,

Activity 4: Trial

Tell the students they will role play a courtroom scene with you. At the start of the activity, accuse
a group of students with the crime of not knowing anything about the text or the sportspersons
in the text. They must now prove their innocence.
Using the information they have read, they must prepare for their trial. The rest of the class will
take on the role of prosecutors, and come up with questions to test them. The students on trial
will be judged guilty or not guilty on the basis of their answers.

Answer Key

1. a. Paralympics is a sports event for people with disabilities whereas Olympics is a sports event
for people who are not disabled.
b. The idea behind the Paralympics was to use sports in building physical strength and self-
respect and help the disabled find their place in the world. Yes, the purpose has been
achieved as the number of participating countries has risen to 160. There has been a
shift in people’s perception about the disabled. Institutions around the world have made
prominent changes to accommodate people with disabilities.
c. Devendra Jhajharia and Deepa Malik are two of many paralympians that have made at the
Paralympic games.
d. Mariyappan Thangavelu got disabled when he was run over by a drunken bus driver;
the bus crushed his leg below the knee, causing it to become stunted. His specialty in
Paralympics is high jump.
e. Paralympics has changed the position of disabled in the world. Institutions and academics
around the world have made prominent changes to the structure of their sports buildings
like special toilets, sitting areas and walking paths. Sports serve a medium for them to
remember that they are as valuable and dignified as any other person.

2. Deepa Malik is a brave

woman. She was paralysed
from her chest below due
to the treatment she took
for spinal tumour. She
braved over 183 surgeries
in 14 years. She is the
first Indian Paralympian
to win a medal at the
Paralympics. She won a
silver medal in shot put
F-53 category with the
best performance of 4.61
meters. She was also
awarded the Arjuna award.

89
 3. Devendra Jhajharia, at a tender age of eight years, touched a live electric cable while
climbing a tree. His left hand was amputated. This didn’t hinder his spirits. He was spotted
as a talent in javelin throwing. He is the only Paralympian from India to have won two gold
medals in javelin throw.
4. Open-ended question 5. Open-ended question
Skills

focus

Creativity: Using strategies to narrow the list of ideas

in

Teaching Trail

• Ask students to read the

words in the help box.
• Invite students to share what
they know about the games
and sports given in the box.
• Ask them to find out
information about the games
they do not know about as
homework.
• Ask the students to
individually look for the
games and sports hidden in
the word grid on page 79.

Answer Key

Answers are available on the

textbook page

Critical Thinking:
Skills in
focus

Understanding and
applying a concept

Teaching Trail

• Recapitulate the concepts of

countable and uncountable
nouns, plurals, determiners
and articles.
• Read the questions and
explain what is to be done.
• Give the students time to
independently complete the
exercise.

90
 Answer Key

1. a. class – countable, students – countable b. tiger – countable, strength – uncountable

in this sentence
c. soldiers – countable, victory – countable d. ink – uncountable, pen – countable
e. cleanliness – uncountable, godliness – uncountable
2. Egypt is as fantastic as the brochures say! We saw the Pyramids of course. There was a
restoration job going on around the Sphinx, so we had to choose carefully, the best angle
to take X pictures. We spent some time just walking around despite the heat, enjoying the
feeling of being there.
In the afternoon, we took a boat tour on the Nile, and we had X dinner on the boat. It
was a delicious meal.
3. a. more – much b. a – my c. every – each
d. any – some e. these – those
4. a. I hurt my feet during the recess.
b. The king shot at the deer and they fell down immediately.
c. The geese cackled loudly to wake me up.
d. He was counting sheep as he waited to fall asleep.
e. There were lovely fishes in the aquarium.

Communication: Using clear

Skills in
focus

and articulate speech, Speaking

confidently, Listening actively
Creativity: Generating Original Ideas

Teaching Trail

• Read the introduction aloud.

• Put the students into pairs and
assign them different situations on
the basis on which they will prepare
to hold their conversations.
• Add a few more situations for
the sake of variety. For example,
complaining to the society office about a water leak from an apartment on the floor above
you, reporting that the Wi-Fi connection in your home has slowed down, requesting a
neighbour not to play loud music beyond 10 pm at night, calling the police about a theft in
the neighbourhood and requesting better security measures, complaining to the municipal
corporation about the poor garbage collection in your locality
• Give time to the students to prepare their presentations based on the instructions given on
page 81.
• Ask each pair to enact a brief conversation based on the given situations.

Activity 5: Hello Hello!

Allow the students to improvise and make their conversations a little humorous wherever possible.

91
 Skills in Critical Thinking: Reflecting, evaluating and concluding
focus
Communication (written): Using appropriate tone and vocabulary for the intended audience

Teaching Trail

• Explain the structure of an article as shown on page 81.

• The students should have researched at home and come prepared to write about a famous
sports personality.
• Ask students to write their own informative articles including all the information needed in
the specified format.
• Tell them to add an anecdote or two about the personality to make their articles even more
interesting.

Activity 6: Check list

Ask students to exchange their articles with their partners and check each other’s work. The
following checklist could be given on the board:

The article has a suitable heading and introduction Yes/No

Sub headings are used in the form of paragraphs Yes/No
Appropriate vocabulary has been used Yes/No
Each paragraph has proper explanations and sufficient details Yes/No
The article has a suitable closure Yes/No
Correct grammar and spelling has been used Yes/No
Dates and other facts are correct Yes/No

92
 Critical Thinking: Analysis, Reasoning, and inferring, Testing out solutions

Skills
focus
in
Communication: Showing reflection and growth through word choice

Teaching Trail

• Recapitulate prefixes and suffixes.

• Explain the meanings of the affixes and read out the examples of prefixes and suffixes.
• Ask students to think of one or two more words using each different prefix and suffix.
• Allow students to individually complete the exercise on page 82.

Answer Key

1.
comfortable 2. unreadable 3.
backward 4. musically
5.
disastrous 6. forecasted 7.
incomplete 8.
deplane
9.
anticlimax 10. irrelevant

93
 Skills in Critical Thinking: Reflecting, evaluating and concluding,
focus
Communication: Providing expression and enthusiasm
Creativity: Generating original ideas

Teaching Trail

• Ask students what the

expression ‘Don’t Quit’ means.
• Read the poem aloud with
expression and pause when
needed in between to emphasise
a thought.
• Ask the students: Which words
and phrases in the poem speak
of never giving up, having hope
and carrying on regardless of
the circumstances?
• Discuss the poetic devices used
in the poem and explain them
in detail.
• Once the poem has been read,
discuss the answers to the
questions in the exercise in
class.

Reading
Read the poem slowly and
emphatically. Ask comprehension
questions that clearly stress on the
theme and message of the poem:
• Is the road in the first stanza
a real one or does it stand for
something else?
• What does the poet mean by
funds are low and debts are
high? Activity 7: Meaningful Matters, Speak to Me!
• How does the poet feel about Write on the board King Richard II was a lion in the fight
failure? and The trees whispered its ancient secrets into her ears.
• What is the golden crown the Ask the students which one is an example of personification
poet speaks about? and which is a metaphor? Divide the students into groups
• Do you agree with sticking to of four. Ask each group to make a list of the metaphors
the fight when hardest hit? and examples of personification used in the poem and write
Why/why not? why they think it is metaphor or personification.

Answer Key

1. a. i. The struggler is someone who is trying hard to succeed in his endeavours. The poet
describes a struggler as someone who is trudging uphill.
ii. “Given Up” means to stop trying to do something and admit defeat if front of challenges.
iii. ‘He’ has given up because he does not know how close to success he is.

94
b. i. The word queer means strange.
ii. The twists and turns are the ups and downs of life.
iii. They affect life by making people quit.
3. Success and failure are closely related. One can turn their failure into success. Success lies
beneath failure. One should not quit even if he/she has doubts. One should be positive
and optimistic and pursue his/her goal and not quit because of the fear of failure.
4. These lines talk about the importance of perseverance. Life is a fight and it has lot of small
and big challenges. It gives you pain and hits you hard. We should continue living our life
with hope. We should not quit when things are bad. We must face hardships and do not
quit if we are to succeed. Sometimes, things are not worse they just seems worse. So, we
should not quit and fight till the end.
5. Answers may vary. Accept all appropriate responses.

Poetic Devices
1. a. personification b.
metaphor c.
metaphor
2. AABBCC DDEEFF GGHH EEIICC

Collaboration: Organising

Skills in
and gathering team materials,

focus
Suggesting/accepting new ideas,
Asking questions to the group
and the teacher

Teaching Trail

• Instruct the students to look at

the pictures carefully.
• Ask them what they understand
by pictograms.
• Ask the students why we use
pictograms and what purpose
do they serve.
• Ask them to identify where
they are most likely to see
pictograms and why.
• Let them find out some
pictograms and draw them in
their notebooks. Also have them
write what they mean. This can
be given as homework.

95
 PROJECT WORK
Research
Ask students to research on the advent of the Paralympics and write an article about how
it came to be recognised on par with the regular Olympics. They can also focus on how it
has changed the lives of many disabled people. They can choose any two sports personalities
whom they found most inspiring and write about how these individuals overcame many
challenges to achieve their goals.

Workbook Answer Key

Activity 1: Understanding
1.
a.
Paralympics b.
Paralympians c. disabled patients
d.
high jump e. medal f. javelin throw
2. a. False: L
 udwig Guttmann first organized a sports competition for his disabled patients
because he wanted to build physical strength and self-respect in his patients.
b. False: A
 fter 1960, the number of countries participating in Paralympics has grown in leaps
and bounds.
c. True d.
True
e. False: Devendra Jhajharia’s left hand had to be amputated after he touched a live electric cable.
f. True
3. The students have to write in brief what they know about these personalities. Answers may
vary. Accept all appropriate responses.
4. a. The idea of Paralympics originated in the year 1948 when a doctor named Ludwig
Guttmann organized a sports competition for his own patients who were disabled. He
wanted his patients to gain self-respect and strength through this event. He hoped that
this way the disabled will find a place in the world.
b. Institutions and academics around the world have made prominent changes to the
structure of their sports buildings like special toilets, sitting areas and walking paths.
Sports serve a medium for them to remember that they are as valuable and dignified as
any other person.
Activity 2: Vocabulary

boccia para athletics goalball taekwondo

rowing sitting volleyball wheelchair tennis wheelchair rugby

96
Activity 3: Grammar
1. a. X, the b. an, a c. the d. the, the e. X, a
f. a, the g. the, a h. a, X i. a, the j. the, an
2. a. those, these b. both/neither c. some other d. rather e. first
f. that g. its h. Neither i. Both j. Every
3. a. climaxes b. suffixes c. supplies d. foci e. loaves
f. geese g. syllabuses/syllabi h. lice i. secretaries
j. iceboxes k. rashes l. splashes m. plays n. fungi
o. spies p. crises q. phenomena r. alleys s. roofs t. trays
4. a. I need to buy a bag of rice. b. Can you fetch a bar of soap for me?
c. I am eating a bowl of cereal. d. May, I have a cup of tea please?
e. He saw a drop of blood and fainted. f. I will watch an item of news now.
g. There is a jar of honey in the cabinet. h. I need a slice of bread.
i. Add a teaspoon of salt to the soup. j. Buy a roll of paper on your way back.
Activity 4: Writing - Open-ended question
Activity 5: Celebrating Poetry
1. a. ‘You’ is the reader.
b. ‘You’ has to sigh because of all the problems ‘you’ is in, even though ‘you’ wants to be happy.
c. The poet advices ‘you’ to rest if needed or pause for a while but never quit.
2. a. The poet says that success and failure are a part and parcel of life. We can change our
failure into success.
b. The metaphor is ‘silver tint of clouds of doubt’. It refers to success that is sometimes
hidden behind clouds of doubt.
c. So stick to the fight when you’re hardest hit,
It’s when things seem worst that you mustn’t quit.
Activity 6: Comprehension
1. a. The childhood days of Mary Kom were filled with hardships. Mary helped her parents earn
money for the family and also attended school where she was exposed to athletics and
later boxing.
b. Mary’s father got to know about her love for boxing when her photo appeared in the
newspaper after she won the state boxing championship in 2000.
c. Mary’s husband was her longtime friend named Onler Karong.
d. Mary had to fight through many hardships to become successful. Her family was very
poor, so she had to help her parents earn money. Her decision of pursuing sports was not
supported by her father, so she had to keep boxing a secret from him.
e. After winning a gold medal in the 45 kg weight class at the second AIBA Women’s World
Boxing Championship in Turkey
f. Answers may vary. Accept all appropriate responses.
g. Answers may vary. Accept all appropriate responses.
2. a. athletics b. wrestler, support c. six, gold d. success e. self-defence
3. Open-ended question
4. • 1983 – Mary Kom was born.
• 2001 – She won her first silver medal.
• 2003 – She won six medals at the AIBA championship and won gold at Asian Games.
• 2008 – She won a silver medal at Asian Games and gold at China’s AIBA Women’s World
Boxing Championship.
• 2012 – She won a bronze medal in Olympics.
97
 LESSON TARGETS

MYTHS AND LEGENDS Getting Started and Listening

• Share knowledge about myths and legends
• Listen to features of fairy tales, fables, myths and legends
Say it Right: Intonation
• Note that using the correct intonation or pitch of voice conveys the
correct message or feelings of the speaker
• Learn about the two aspects of intonation called pitching and chunking
Language Ladder: Reported Speech
• Understand the difference between direct and indirect speech
• Learn the rules to convert sentences from direct to indirect speech
• Note the various time period words that also change during conversion
• Learn the rules to convert questions, exclamatory and imperative
sentences in direct speech into declarative sentences in indirect speech
Reading: Hercules and the Apples of the Hesperides
• Grasp the meaning of words, phrases and sentences in context
• Learn about the famous Greek legend of Hercules and read about how he
carried out some seemingly impossible tasks
Understanding
• Make inferences based on comprehension of the text
• Guess the meanings of words in context and then find their dictionary
meanings
• Identify character traits based on evidence from the story
Vocabulary: Words Expressing Intensity
• Learn different types of words that convey different intensities of feelings
• Use them to complete sentences meaningfully
Practising Grammar: Reported Speech
• Convert reported speech into direct speech and vice versa
• Practise changing questions and imperatives into reported speech
Speaking: Interview
• Role play an interview with a famous personality
• Ask and answer questions based on the given pointers
Writing: Story Web
• Note that a short story is a short, narrative phrase with a beginning,
middle and end
• Decide on a setting, characters, mood and style, conflict and plot to
create your own short story
• Complete a story web which includes the resolution of the conflict and
the message
Plug-In: Question Tags
• Learn that a brief question at the end of a statement, asking for
agreement or confirmation is a question tag
• Learn that negative tags follow positive statements and vice versa
• Complete exercises to test your understanding of questions tags
Poem Appreciation: The Clans
• Appreciate a narrative poem that has an ancient story to tell
• Identify and analyse poetic devices such as personification, alliteration
and similes
Enrichment
UNIT 6 • Structure and language features of myths
SUGGESTED TEACHING PLAN
More to Do Teaching
S. no. Topic Task
(Workbook) Periods
1 Getting Started • Activity 1: Who Was This?
Listening: Listen • Listening for Details 1
2
to a Passage • Exercise (Page 87)
• Using the Correct Intonation
Say It Right: • Activity 2: Chunking It and Raising the
3 1
Intonation Pitch
• Exercise (Page 88)
• Differentiate between direct and indirect
speech
• Learn the rules of conversion of
Grammar:
4 questions, exclamations and imperatives 2
Reported Speech
into statements in indirect speech
• Activity 3: Guess What’s Direct and
Indirect
• Class discussion on Greek gods
• Introduction to more legends in Greek
Pre-reading
5 and Roman mythology 4
Reading
• In-Text Comprehension Practice
• Exercise (Page 89)
• Activity 4: How Do I Define You? Activity 1
6 Understanding 1
• Exercise (Page 93) (Page 59-60)
Vocabulary: Activity 2
7 Words Expressing • Exercise (Page 94) (Page 1
Intensity 61 -62)
Practising • Recapitulation of the rules of conversion
Activity 3
8 Grammar: of direct to indirect speech and vice versa 1
(Page 63)
Reported Speech • Exercise (Page 95)
Speaking:
9 • Role Play 1
Interview
• Necessary elements of a short story
• Planning a short story using the story
Activity 4
10 Writing: Story Web web 2
(Page 64)
• Exercise (Page 96)
• Activity 5: Checklist
• Understand how positive statements take
Plug-in: Question negative question tags and vice versa
11 1
Tags
• Exercise (Page 97)
• Read and understand
• Poetic devices: alliteration, personification
Celebrating Poetry: Activity 5
12 and simile 1
The Clans (Page 65)
• Activity 6: Whither, Wherefore?
• Exercise (Page 99)
13 Poem Appreciation • Exercise (Page 99)
• Understand the structure and language
14 Enrichment features of myths 2
• Activity 7: Mystical Myths
Home
15 Project Work • Research
Work
 Critical Thinking: Reflecting, Teaching Trail
evaluating and concluding, Making
predictions, judgements and • Read the introduction aloud and ask the students
inferences about legends and myths that they are familiar with.
Skills in focus

Communication (Oral): Listening • Discuss how these folktales, fables, legends and
actively, Utilising clear and myths give us a glimpse into the history and culture
articulate speech, Speaking of places.
confidently • Ask students to individually fill in the table with
Communication (Written): what they know about myths and legends and what
Using personal voice in writing, they would like to know.
Expressing thoughts with words
and images

Teaching Trail
• Allow students to guess the
characters in epics.
• Initiate a discussion on which
legends and myths the students
would like to know more about.
• Discuss how these myths and
legends help us to understand
more about the culture of a
place.

Activity 1: Who Was This?

Divide the class into pairs. Ask

each student to think of any
incident in the life of a character
from ancient Indian, Roman, or
Greek myths and legends and write
it down on a post-it note. Each
student can then hand over the
slip of paper to his or her partner
and he/she will have to guess the
name of the character, and the
epic, myth or legend. For example,
Her nose was chopped off. Answer: Folktales come in many forms. They can be fairy
Surpnakha, Ravana’s sister in the
Listening Text

tales, fables, myths and legends. Fairy tales usually

epic Ramayana whose nose was begin with the phrase ‘once upon a time…’ The
chopped off by Laxman. Example characters in a fairy tale are kings, queens and
2: He flew too close to the sun animals. A fairy tale is usually set in a castles or a
forest. Fight between good and evil and magic are
and his wax wings melted. Answer:
common themes in fairy tales. They usually conclude
Greek myth of Icarus. with the sentence ‘They lived happily ever after’.

100
 Fables are very short stories about animals acting as people. Fables generally have three or
less characters. They are set in forests and woods. Characters in a fable deal with only one
problem. Characters often resolve to using trickery. Fables were intended to teach lessons for
Listening Text

life that is why they end with a moral lesson.

Myths are stories about gods and goddesses. They do not have a specific setting. A myth
explains something that happens in nature. By the end of a typical myth the good is
rewarded and the bad punished. A myth generally ends with a moral lesson.
Legends have everyday people and animals as main characters. They do not have a specific
setting. Legends often explain how something in nature came to be. A common feature of
legends is use of magic. They often deal actual people who lived a long time ago.

Answer Key

Folktales can be… Fables Myths Legends

Fairy Tales
-Once upon a time… • very short stories • Gods and • everyday people
-kings, queens • animals acting like Goddesses • animals are often
-animals people main characters
-castle • forests and woods • nothing specific • nothing specific
-forest
-good vs. evil • o
 nly one problem; • explains something • e
xplains how or
-magic using trickery that happens in why something in
nature by using nature came to be
gods or goddesses
• good is rewarded
• bad is punished
-They lived happily • ends with a moral • ends with a moral • magic
ever after. • teaches lessons for lesson • a
 ctual people who
life lived long ago

101
 Communication: Listening actively,
Skills in focus

Utilising clear and articulate

speech, Providing expression and
enthusiasm
Critical Thinking: Testing out
solutions, Making decisions and
determining relationships

Reading Café
Teaching Trail
Think about how we read text
aloud in class. Do we read in a • Read out the sentences on page 87 first in a flat voice
flat voice and convey no expression with no expression.
whatsoever or do we read clearly, • Then, read out the same sentences with expression
articulately and with expression according to what each sentence conveys.
according to what the text conveys?
• Introduce the concept of intonation and what it
We follow the latter pattern, isn’t
means.
it? We do so because a text is not
just words but what those words • Explain the concepts of pitching and chunking.
mean to convey. Think of how • Write a few more sentences on the board conveying
you would say, “What a beautiful, different moods and ask the students to read these
pleasant morning it is today!” In a aloud. For example, “Oh no! I have missed my bus.”
flat tone, it would not convey the “Where do you think you are going out so late? It’s
feeling of enthusiasm that such 8.00 o’clock at night!” “Oh my! What a lovely dress.
a statement is meant to convey. I wish I had one just like yours.” “What an adorable
However, if spoken enthusiastically puppy you have there. May I pet it?” etc.
with expression the speaker is • Guide the students to attempt the exercise on page
understood to clearly be expressing 88 in pairs after discussing the answers.
his appreciation for the lovely
morning weather.
Answer Key
1. a. falling tone
b. falling tone
c.
falling tone
d. falling tone
e. falling tone
2. a. Did you go to the mall/or the
market,/yesterday?
b. I think/the first dress/was
prettier.
c. H
 owever,/there’s no point in
going/if you don’t want to.
d. H
 ave you ever been/to the
Great Wall of China?

102
 Activity 2: Chunking It and Raising the Pitch

In pairs, ask students to read a sentence aloud from any one poem in the content book to each
other in a flat tone. The partner will then read that same sentence aloud with expression. Then,
let them select dialogue sentences from any one short story and attempt to chunk these by
using the oblique/sign and by underlining the parts of the dialogue in which the pitch is raised.

Variation
Alternatively, write a short passage on the board and let the students in pairs attempt
chunking and identifying the raised pitches in their notebooks. For example, a dialogue
between characters in Alice in Wonderland would work well to test these skills.
“Would you tell me, please, which way I ought to go from here?”
“That depends a good deal on where you want to get to.”
“I don’t much care where –”
“Then it doesn’t matter which way you go.”
Dialogue between Alice and The Cheshire Cat, Alice in Wonderland by Lewis Carroll
“Oh, you can’t help that,” said the Cat: “we’re all mad here. I’m mad. You’re mad.”
“How do you know I’m mad?” said Alice.
“You must be,” said the Cat, or you wouldn’t have come here.”
Dialogue Alice and The Cheshire Cat, Alice in Wonderland by Lewis Carroll

Critical Thinking: Gathering information to solve a Teaching Trail

Skills in

problem, Proposing multiple solutions to a problem

focus

• Explain the difference between

Communication (Written): Showing reflection and
growth through word choice
direct and indirect speech.
• Explain the rules of converting
direct speech into indirect
speech as shown on page 88
and 89.
• Encourage students to ask
questions in case they have not
understood some of the rules of
conversion.
• Test students on how much
they have understood by
asking them to convert simple
sentences into indirect speech
using time period words.
• Give them at least 10 sentences
on the board which they could
note down and convert into
indirect speech in their notebooks. For example, He said, “I am going out now.” Mother said,
“Your father is leaving for Mumbai tomorrow.” etc.

103
 Activity 3: Guess What’s Direct and Indirect

Divide the class into pairs. Give each student 2 slips of paper each. One slip of paper will have a
sentence in direct speech and the other in indirect speech. For example, The teacher said, “Submit
these projects tomorrow.” and My mother said that she had been sleeping when the phone rang.
The partner will have the indirect speech and the direct speech of the same sentences, i.e. The
teacher asked us to submit those projects the next day. and My mother said, “I was sleeping when
the phone rang.” Each student can test each other on one conversion each (either direct to indirect
or indirect to direct) and then exchange the slips of paper to check if their answers are correct.

Creativity: Generating original ideas, Trying new things

Skills in
focus

Critical Thinking: Reflection, Making judgements and inferences

Communication: Speaking confidently, Providing expression and enthusiasm

Teaching Trail

• Introduce the students to

the Greek gods mentioned
in the word grid.
• Hold a popcorn quiz to
find out what the students
know about each of the
mentioned gods.
• In case they are unable to
answer, give them a little
information on each. For
example, Midas was the
Greek king who could turn
everything he touched into
gold. Zeus was the king of
the Greek gods who lived
and ruled from Mount
Olympus, etc.
• Ask students to mention
any more famous Greek
and Roman gods or demi
gods and heroes and what
they were famous for. For
example, Hades, Poseidon,
Athena, etc. as well as
Greek heroes like Odysseus,
Achilles and mythical
creatures like the Cyclops,
Centaurs and Pegasus.
• Allow students to
individually find the Greek
gods and heroes in the Answer Key
word grid given on page 89. Eurystheus Selihca Hercules Midas Atlas
Icarus Suez Minerva Ollopa Hera
104
 Communication: Providing

Skills in
focus
expression and enthusiasm,
Listening actively, Answering
Questions

Teaching Trail

• Let the students read one

paragraph turn by turn. Stop
each student and let the next
student in the row start from
there to ensure they are all
engaged in the reading aloud and
answering of questions asked
during the reading.
• As the text is read:
}} Pronounce and explain difficult

words and phrases.

}} Ask comprehension questions

given beside the text.

Page 90

Comprehension Questions
• What did Hercules need to do to
regain his position as a god?
• Why was King Eurystheus
humiliated?
• What was the eleventh task
Hercules needed to carry out?
• Who was the old man that
Hercules caught hold of?
• What were the golden apples of
Hesperides?

Page 91

Comprehension Questions
• Who guarded the golden apples
of Hesperides?
• What did Hercules realise about
the king’s eleventh task?

105
 Page 92

Comprehension Questions
• What important job did Atlas have?
• What was Hercules’ plan?
• How did Hercules convince Atlas of
his strength?
• How did Hercules trick Atlas into
once again taking on the weight of
the world?
• What was Minerva the goddess of?

Integrated Learning
Give the following instructions to the
class: Think about the most famous
myths and legends you have read
about. Did they have something deeper
to teach us or in other words did they
have a message or were they only
interesting stories? Think of stories
like Androcles and the Lion or the
legend of Prahlad or Eklavya, the great
warrior.

Critical Thinking: Reflecting, evaluating

and concluding, Making predictions,
Skills in focus

judgements and inferences

Communication (Written): Using
personal voice in writing, Expressing
thoughts with words and images, Using
appropriate tone and vocabulary for the
intended audience

Teaching Trail

• Explain the questions in the exercise

on page 93.
• Allow them to use dictionaries to
attempt Question 2.
• Allow students to individually answer
all the questions in their notebooks
and where there is assigned space,
in their content books.

106
 Activity 4: How Do I Define You?

Divide the class into 5 groups. Assign each group one character from the story. Ask them to
search for evidence from the story that defines their major character traits. Tell them to make
five sentences about each character. Also, ask them to change any one characteristic and write
down how the story would have ended if the character did not have any one character trait. For
example, what if Minerva were not wise, Hercules was not determined, King Eurystheus was not
envious, what if the Old Man of the Sea had not helped Hercules or if Atlas were not foolish etc.
Compare notes in class and see if everyone agrees.

Answer Key

1. a. Hercules was asked to perform twelve impossible tasks.

b. Hercules had to perform the impossible tasks to prove his strength and become a god.
c. When the Old Man of the Sea was sleeping, Hercules sneaked behind him and caught hold
of him.
d. When Atlas returned with the apples he refused to hold the sky again. He said that Hercules
on the other hand, looked like he was born for it and so he suggested Hercules to keep it
till he enjoys his freedom.
e. Eurystheus had never wanted the apples so he gave them back to Hercules to return to
their original site. Minerva, the goddess of knowledge and wisdom, returned the apple.
2. Open-ended question
3. Hercules was not one to retreat so easily. He was known for his extraordinary strength,
courage and skill. To become a god he had to complete twelve impossible tasks. He successfully
completed all the tasks and never backed down. His strength was unimaginable. He could beat
every man and monster in this world. He would never back away from danger.

4. Characters Character Traits Evidence from the story

Atlas strong Atlas had to hold the sky on his shoulders.
Old Man of the Sea magical When Hercules held him tight he changed himself
into a stag, sea-bird and other animal forms to
free himself.
Eurystheus clever He gave Hercules the task to fetch the apples of
Hesperides which were guarded by a dragon that
never slept and are a gift to his father Zeus.
Hercules determined Hercules was determined to complete the task
and so he convinced the Old Man of the Sea to
answer his question and Atlas to steal apples for
him while he carried the weight of the sky on his
shoulders.
Minerva wise Minerva knew how important the apples were to
Zeus and where the apples had come from. So
she carried them back to the garden.
5. Open-ended question

107
 Skills in
focus Creativity: Using strategies to narrow the list of ideas
Communication: Using appropriate tone and vocabulary for the intended audience, Showing
reflection and growth through word choice

Teaching Trail

• Introduce the students to words of varying intensity as shown in the table on page 94.
• Give the students a thesaurus and ask them in pairs to think of low, medium and high
intensity words for feelings of hurt, surprise and wonder.
• Make a word web on the board and note down the suggestions they come up with
• Ask them to make a note of these in their notebooks.

Answer Key
1. thrilled, euphoric 2. dismal, miserable 3. jovial, exhilarated 4. agitated, infuriated
5. petrified, anxious 6. pained, tortured 7. estranged, abandoned 8. lonesome, isolated
9. remorse, ashamed 10. upset, dismal

108
 Skills in
focus
Critical Thinking: Analysis,
Reasoning

Teaching Trail

• Recapitulate the rules of

converting direct to indirect
speech and vice versa.
• Read the questions and explain
what is to be done.
• Give the students time to
independently complete the
exercise on page 95 in their
notebooks.

Answer Key
1. a. Mani asked whether I had
got the invitation.
b. I asked mummy when Uncle
Shankar would arrive.
c. The stranger asked what my
name was.
d. Soha asked me whether I
was coming to the party.
e. The teacher asked me where
I lived.
2. a. The father asked, “Did you go
to the market today?”
b. The Principal announced,
“The school has got the best
result this year.”
Skills in

Communication: Using clear and articulate speech, c. The captain said, “Troops,
focus

Speaking confidently, Listening actively march ahead!”

Creativity: Generating Original Ideas d. Tarun said, “You should take
enough woolens for the trip.”
e. Mummy asked, “Where have
you kept the scissors?”
3. a. Miss Simons ordered me to
get out of the class.
Teaching Trail b. The examiner advised me to
revise my answers properly
• Read the introduction aloud. before handing over the
• Ask the students to make a careful note of the kind papers.
of questions to ask in an interview as shown on page c. The station master suggested
95. getting travel insurance.
• Let them prepare for the role play. d. The officer requested me to
sit down.
• Invite a few students to role play the interview in
e. The customer ordered to get
front of the class.
the menu for him.
109
 Skills in focus
Creativity: Generating original
ideas, Improving upon ideas
Communication (written): Using
personal voice in writing, Using
appropriate tone and vocabulary
for the intended audience

Teaching Trail

• Explain the structure of a short

story as shown on page 96.
• Explain the importance of
having each aspect of a short
story in place by using the
story web.
• Give the students time to think
about the kind of short story
they would like to write.
• Ask students to write their own
short stories.
• Set a word limit of a maximum
of 150 to 200 words for their
stories.

Activity 5: Check list

Ask students to exchange their stories with their partners and check each other’s work. The
following checklist could be given on the board:
The story has a suitable title. Yes/No
The story has a setting that matches the genre chosen to write in. Yes/No
Characters are few and well-rounded. Yes/No
The mood and style of the story matches the genre chosen. Yes/No
There is a conflict and resolution in the story. Yes/No
The story has a plausible and well developed plot. Yes/No
The story has a message to give to its readers. Yes/No

110
Skills

focus Communication: Using appropriate vocabulary

in

Teaching Trail

• Explain the concept of question tags and the rules for when to use positive and when to use
negative question tags as shown on page 97.
• Write at least two more sentences on the board for students to see if the students have grasped
the concept. For example: You are coming to my party, aren’t you? This house cleaning service
isn’t very reliable, is it?
• Allow students to individually complete the exercise on page 97.

Answer Key
1. a. She gave you the bag b. You’ll help me c. Stop talking
d. I am getting the hamper e. He shouldn’t waste time
2. a. aren’t I b. doesn’t he c. shall we d. won’t you e. will you

111
 Critical Thinking: Teaching Trail
Reflecting, evaluating • Ask students to observe the picture carefully and identify the
Skills in focus

and concluding, Making people shown in it.

decisions and determining
relationships, Making • Read the poem aloud with expression and pauses.
predictions, judgements • Ask the students whether the clan believed in mystical powers?
and inferences How do they know? Which phrase in the poem tells them this?
Communication: Providing • Discuss whether there are still tribes in the world which
expression and enthusiasm follow ancient customs and traditions and believe in spirits.
Creativity: Generating • Discuss the answers to the questions in the exercise in class.
original ideas

Reading
Read the poem slowly and emphatically. Ask comprehension questions that clearly stress on
the theme and message of the poem:
• What impending natural disaster is being alluded to in the first stanza?
• How did the people believe they were rescued?
• How did the Wolf clan come to be known as such?
• How was the Turkey clan saved from the enemy?
• What kind of message does this poem convey?

112
 Skills in
focus
Making predictions, judgements
and inferences

Teaching Trail

• Have students read the poem

silently.
• Let them read the questions.
• Discuss the answers and
let them write them in their
notebooks.
• Recapitulate the poetic devices
using activity 6.
• Let students write the answers
for poetic devices.

Activity 6: Whither, Wherefore!

Write on the board It was a

wet weekend in winter, The
cold wind screamed down the
chimney, and The moon crept
like a wolf stealthily across
the night sky. Ask the students
which one is an example of
personification, a simile and
which uses alliteration? Divide the students into groups of four. Ask each group to make a list
of where alliteration is used in the poem and where personification or similes have been used.

Answer Key
a. The turtle came to rescue when there was a high tide. A good spirit had sent the turtle.
b. The wolf clan came from children who were nursed by a she-wolf with care.
c. The wailing of a she-wolf who nursed the children brought the hunters to the children where
they lay.
d. The poem talks about animals and spirits, but the poem is not really about them. It is about
human beings i.e., the hunters. The hunters and the animals live together.
Poetic Device
a. alliteration, personification
b. alliteration
c. personification

113
 Collaboration: Organising
Skills in

and gathering team materials,

focus

Suggesting/accepting new ideas,

Asking questions to the group and
the teacher

Teaching Trail

• Explain the structure and

language features of myths and
legends.
• Ask them to recall some
famous myths or legends they
have read about, watched
movies or animated movies on.
• Ask the students why the
settings and characters in
myths are so vividly described?
• Ask them what kind of
symbolic meanings the story
they read about Hercules has.

Activity 8: Mystical Myths

In groups of 4, allow students to rewrite a myth or legend from any culture in the world they
have heard of and read about or even watched in brief. They could share these with the class.

PROJECT WORK
Research
Ask students to research famous myths, legends, fables, heroic tales, or even fairy tales from
anywhere in the world on the net and write briefly about any one. They could include an
illustration or a picture and display these on charts in class for others to read. At the bottom,
include the hyperlink so that if interested, other students can make a note of the same and
read the original on the Internet.

114
 Workbook Answer Key
Activity 1: Understanding
1. a. Hercules was the son of a god. He was known for his extraordinary strength, courage and
skill.
b. Hercules was a mortal, and to become an immortal god, he had to prove his strength to
others. So, he was asked to serve King Eurystheus.
c. Eurystheus gave Hercules the task to fetch the apples of Hesperides. The task tested his
strength and intelligence both.
d. The apples of Hesperides were guarded by a dragon that never slept. The apples belonged
to Hercules’ father Zeus.
2. a. No, Hercules did not know where the apples were and who they belonged to. Hercules got
to know about the apples when he caught hold of The Old Man of the Sea. He captured
the man and asked him about the whereabouts of the apples.
b. The apples reached back to the garden where they belonged. Hercules gave the apples
to Eurystheus, but Eurystheus never wanted them, so he gave them back to Hercules.
Hercules offered them to goddess Minerva who carried them back to the garden.
c. No, Hercules would not be able to complete the task without his godly strength. He used
his godly strength twice to complete the task. First, he caught hold of the Old Man of the
Sea. And the second time, he carried the weight of the sky on his shoulders.
d. Yes, Hercules would have failed the task if he had only relied on his strength. He used his
wits to complete the task on two occasions: First when he planned how to steal the apples
without angering his father, and second when he tricked Atlas into carrying the weight of
the sky again.
3. a. i. Eurystheus said these words to himself.
ii. “This is a game” phrase refers to the eleventh task that Hercules had to perform.
iii. “Him” refers to Hercules. The speaker meant that he would not let Hercules complete
the eleventh task.
b. i. Atlas said these words to Hercules.
ii. The speaker had the job of holding up the sky on his shoulders. He could not rest or
leave his place. He was in a prison without walls.
iii. The listener was born for holding the sky, that is, carrying huge weight over his shoulders.
4. This tells us that Hercules was a determined man. He was a loving and a caring son. He was
ambitious and extraordinary. He did not leave any task unfinished and found every possible
way to complete the task before him. He was strong and courageous. He was smart to tackle
any problem and situation.

Activity 2: Vocabulary
1.
a.
on cloud nine b.
upset c. irritated d.
petrified

115
 e. embarrassed f. isolated g. terrible h.
regretful
2. a. regretful, remorseful, disgraced b. pained, wounded, anguished
c. mad, agitated, furious d.
upset, dismal, devastated
e. afraid, tormented, petrified f. glad, cheerful, euphoric
g. lonesome, isolated, abandoned

Activity 3: Grammar
1.
a.
he, that day b.
she, there c. they, then
d. they, the next day e. I, the day before f. she, that
2. a. Tanvir asked how often I cook.
b. The mother told her not to run.
c. The teacher asked whether I/we had written it down.
d. My friend asked me if that was my book.
e. The man asked me where the detective was.
f. The policeman ordered the thief to put his hands in the air.
3. Annie asked Jagat if he knew where her bag was.
Jagat replied that he had not got the slightest idea.
Annie requested Jagat to help her look for it.
Jagat asked her to describe the bag to him as he did not know what it looked like.
Annie replied that it was big and blue in colour.
Jagat said he remembered it then.
Esha had hidden it in the attic.

Activity 4: Writing
Open-ended question

Activity 5: Celebrating Poetry

1. a. The turtle came to rescue of the tribe and brought them safely onto land when there was a
high tide and all were doomed to die. This is how “The Turtle Clan” got its name.
b. The turkey alarmed the tribe when they were in danger. It gave a vision to an unmarried
young woman and showed her the plan to safety.
2. a. The wolf band comes from children who had been nurtured by a she-wolf.
b. The she-wolf nursed the children because they had been abandoned by their parents..
c. The wailing of she-wolf helped the hunters to find the babies.
d. ababcded
e. Richard Calmit Adams is the poet.

Activity 6: Comprehension
1.
a.
terrible b.
invaded c. perseverance d.
ammunitions e. single-handedly
2. a. a catch – a problematic situation
There is a catch in the admission rules.
116
 b. dead of the night – in the middle of the night
They had to call the police in the dead of the night.
c. to fight tooth and nail – to put in a lot of effort to achieve something
I had to fight tooth and nail to get admission in Oxford University.
d. to be toothless – to be without means of attack or defense
The army, without arms and ammunitions, was toothless.
3. a. Mulan lived in Touba Wei, the northern part of China.
b. Mulan learnt sword fighting, archery and horse riding from her father in her childhood.
c. Tu-Li had invaded China because of which the emperor ordered one man from every family
to join the army. Since Hua Zhou was the only man in his family, he had no other choice
but to leave his family to and fight.
d. Mulan cut her hair, put on her father’s armor, gave herself a boy’s name, stole her father’s
horse and left for the army camp to protect her father.
4. a. Mulan had to change her appearance to look like a man as the army only accepted men.
She cut her hair, put on her father’s armor and gave herself a boy’s name Hua Li. In the
middle of the night she stole her father’s horse and left for the army camp. She fought
tooth and nail to be accepted in the army.
b. Open-ended question
c. Yes, Mulan’s training with her father helped her in the army. Learning sword fighting,
horse riding and archery helped her to get accepted in the army and then to defeat Tu-Li
Khan single-handedly and become a hero.
d. Yes, Mulan managed to defeat the invader Tu-Li Khan single-handedly. When she knew
that Tu-Li Khan was about to win the war, she surrendered herself to him. She won his
trust by passing the test of bringing him all the food, animals and fodder from the army
camp. She said that there was more, but it would take some time to deliver it. Tu-Li Khan
waited for hours and when he lost his patience. he went himself to see why the delivery
was so late. When he reached the river, he was ambushed and captured by Chinese
soldiers.
5. a. Mulan decided that she would go and fight in place of her father.
b. When Mulan got to know that Tu-Li Khan was about to win the war, she surrendered
herself to him with a plan to trap him and capture him.
c. Tu-Li Khan waited for hours and hours to receive the rest of the supplies, but it did not
come. He lost his patience and himself went to see why the delivery was so late and was
captured by Chinese soldiers.

117
 LESSON TARGETS

CARE AND CONCERN Getting Started and Listening

•
•

•
Learn the roles that different people play in our lives
Think about strangers, acquaintances and friends who are directly or
indirectly a part of our lives and how our behaviour with them depends
on our likes or dislikes
Recall information
Say it Right: Soft ‘c’ and Soft ‘g’
• Identify the soft ‘c’ and soft ‘g’ sounds different letters in different words
produce
Language Ladder: Adverbs
• Understand the different types of adverbs: of time, place, manner, and
frequency
• Learn the rules for the position of these different types of adverbs in
sentences
• Note where adjectives function as adverbs and vice versa
Reading: The Skipping Shoes
• Grasp the meaning of words, phrases and sentences in context
• Read an imaginary classic short story that has an important message to
convey about human relationships
Understanding
• Make inferences based on comprehension of the text
• Identify character traits based on evidence from the story
• Answer questions in reference to context
Vocabulary: Oxymoron and Onomatopoeia
• Learn the difference between these two figures of speech and identify
them in sentences
• Make sentences using the given examples of oxymoron
Practicing Grammar: Adverbs
• Identify the different types of adverbs in sentences
• Convert adjectives into adverbs
Speaking: Role Play
• Role play conversations based on given situations
Writing: Notice
• Understand the format of a notice and the information needed to write a
notice
Plug-In: Spellings: ‘ie’ and ‘ei’ words
• Learn the rules of spelling and when to use ‘ie’ and when to use ‘ei’ in
different words
• Solve a crossword puzzle using ‘ie’ or ‘ei’ words
Poem Appreciation: Punctuality
• Critically appreciate a poem that conveys an important message
• Learn to decipher the rhyming scheme used in the poem
Enrichment
UNIT 7 • Learn the tone of voice, and make a note of the kind of language and
words and phrases we need to use in order to disagree politely
SUGGESTED TEACHING PLAN
More to Do Teaching
S. no. Topic Task
(Workbook) Periods
1 Getting Started • Activity 1: Remember the Time?

Listening: Listen • Listening for Details 1

2
to a Passage • Exercise (Page 102)
Say It Right: Soft
• Using the Correct Pronunciation
3 ‘c’ and soft ‘g’ 1
• Exercise (Page 103)
words
• Learn about adverbs and their kinds
• Note where the different types of adverbs
are positioned in a sentence
4 Grammar: Adverbs 2
• Understand that some words function as
adjective-adverbs
• Activity 2: Where, When, How?
Pre-reading • In-Text Comprehension Practice
5 4
Reading • Exercise (Page 104)
• Activity 3: How Did I Feel? Activity 1
6 Understanding 1
• Exercise (Page 109) (Page 69-70)

Vocabulary:
Activity 2
7 Oxymoron and • Exercise (Page 110) 1
(Page 71)
Onomatopoeia
• Recapitulation of adverbs or place, time,
Practising Activity 3
8 manner and frequency 1
Grammar: Adverbs (Page 72-73)
• Exercise (Page 110- 111)
Speaking: Role
9 • Activity 4: Let’s Talk! 1
Play
• Format and Structure of a Notice
• Writing a notice Activity 4
10 Writing: Notice 2
• Exercise (Page 112) (Page 74-75)
• Activity 5: Checklist
• Understand the rules of spelling ‘ie’ and
Plug-In: ‘ie’/’ei’ ‘ei’ words
11 1
Words
• Exercise (Page 113)

• Read and understand

Celebrating Poetry: • Rhyming Scheme Activity 5
12 2
Punctuality • Activity 6: Archaic Abbreviations (Page 76)
• Exercise (Page 115)

• Understand the tone to use when

13 Enrichment disagreeing politely 2
• Activity 7: Politeness is the Key
• Planning and writing a notice on any one Home
14 Project Work
given event Work
 Teaching Trail
Skills in focus
Critical Thinking: Reflecting,
evaluating and concluding,
• Read the introduction aloud and ask the students
Communication (Oral): Listening the questions posed therein.
actively, Utilising clear and
articulate speech, Speaking
• Discuss how important it is to interact well with
confidently people in order to build relationships.
• Explain how we shouldn’t let our personal prejudices
dictate the way in which we communicate with
Teaching Trail people be they strangers, acquaintances or friends.
• Allow students to speak briefly
about the different situations or
even recall exact conversations
that took place.
• Initiate a discussion on
whether some meetings and
conversations were more formal
or more informal, whether they
felt awkward or at ease.
• Discuss how it is important to
always maintain a polite stance
in any situation.

Activity 1: Remember the Time?

Divide the class into groups of

four and ask them to discuss
an incident when they first met
someone: a relative or a grown
up, when they first joined school,
when they needed to talk to a
stranger, when they went to their
first birthday party, when they
first made friends with someone.
Assign these and more situations
to the different and allow them
to share the most interesting
anecdotes from their own life and
experiences.

Bad Listener is … Good Listener is …

Listening Text

not interested in topic and conversation finds area of interest

easily distracted concentrates on the content
is inattentive looks at the person speaking
jumps to conclusions reacts responsively
keeps finishing the speaker's sentences does not rush the speaker
always interrupts does not interrupt the speaker

120
 Answer Key

Bad Listener Good Listener

not interested in topic and conversation finds area of interest
easily distracted concentrates on the content
is inattentive looks at the person speaking
jumps to conclusions reacts responsively
keeps finishing the speaker's sentences does not rush the speaker
always interrupts does not interrupt the speaker

Communication: Listening

Skills in
actively, using clear and

focus
articulate speech
Critical Thinking: Testing out
solutions

Teaching Trail

• Demonstrate the soft ‘c’ and

soft ‘g’ sounds.
• Explain when the soft ‘c’ and
soft ‘g’ sounds are made while
pronouncing some words as
shown on page 102.
• Write a list of words that
contain both the hard and soft
‘c’ and ‘g’ sounds.
• Ask the students to pronounce
each word to check if they
have understood the difference
between the hard and soft
sounds.
• Check whether they have
understood the concept of the
soft ‘c’ and soft ‘g’.
• Guide the students to
individually attempt the
exercise on page 103.
• Ask the students to make their
own list of 5 soft ‘c’ and soft ‘g’
words in their notebooks.

Reading Café

Soft ‘c’: To pronounce the soft ‘c’ sound, hold your teeth together lightly and place your
tongue just behind them. Then push air through and through the teeth.
Soft ‘g’: To pronounce the sound touch your tongue to ridge behind the teeth lightly and let
air pressure to force your tongue down while voicing out.

121
 Answer Key
It was my friend Lucy’s birthday. She arranged for a huge party, in her garden, since she has
a large number of friends. They decided to celebrate by having a theme party. The theme of the
party was `A Fairy Tale’. She was dressed as a fairy princess and her sister, as an Egyptian gypsy.
The decor was imaginative yet tasteful. Lucy’s parents had ordered a gigantic three-tiered cake
based on the theme, complete with lacy trimmings. The food was divine and the service was really
excellent. It was truly a great party and we all enjoyed ourselves thoroughly. I’m sure Lucy will
never forget this party.
Skills in focus

Critical Thinking: Making

decisions and determining
relationships
Communication (Written): Using
appropriate vocabulary

Teaching Trail
• Explain the different types
of adverbs and the rules for
identifying each in sentences as
shown on page 103 and 104.
• Explain the importance of
the position of adverbs in
sentences.
• Read and explain each concept
thoroughly.
• Encourage students to ask
questions in case they have not
understood some of the rules of
positioning adverbs correctly in
sentences.
• Explain how adjectives
and adverbs are often
interchangeable without
changing their form.

Activity 2: Where, When, How?

Divide the class into 4 groups. Give each group a sheet of paper. Assign an adverb type to each
group. Let each group quickly make a list of as many adverbs for their assigned type as they
can. These adverbs must be different from the ones already in the course book. The group that
lists 5 adverbs words first and makes 5 sentences using them is the winner.

122
 Critical Thinking: Reflection,

Skills

focus
Making judgements and

in
inferences

Teaching Trail

• Explain beforehand that this

activity is not to be judgemental,
but it is for each student to
evaluate their own negative
behaviours and see if they can
improve upon their behaviours in
future.
• Allow students to score themselves
on their own negative behaviours.
• Announce that even though you
are their teacher, you are going to
score yourself as well.
• Lastly, you can ask the students
to make a list of the areas of
improvement in themselves they
could work on.

Communication: Listening
Skills in

actively, Answering Questions

focus

Critical Thinking: Making

predictions, judgements and
inferences

Teaching Trail

• Explain to students before hand

that this is an imaginary tale
from the classic children’s writer
Louisa M. Alcott.
• Let the students read one
paragraph turn by turn. Stop
each student and let the next
student in the row start from
there to ensure they are all
engaged in the story.
• As the text is read:
}} Pronounce and explain difficult

words and phrases.

}} Ask comprehension questions

given beside the text.

123
 Page 105

Comprehension Questions
• How did Kitty always respond
to requests?
• Why did Kitty kick up a fuss
about wearing her new shoes?
• What was the strange thing
that Kitty found out about her
new shoes?
• What did Kitty’s mother ask
request her to do?
• What did Kitty’s father ask her
to do for him?

Page 106

Comprehension Questions
• Why did Kitty go red and
what was she struggling with?
• How did Kitty get to school in
time?
• Why was the teacher happy
with Kitty that day during
class?
• What did Kitty threaten Dolly
with?
• Why did the other children
murmur amongst themselves
and laugh at Kitty?

Page 107

Comprehension Questions
• Under which circumstances did the shoes actually start helping Kitty?
• Why were the boys impressed with Kitty?
• Why did the girls stand around Kitty during recess?
• What did Kitty offer to do after dinner?

124
 Page 108

Comprehension Questions
• What did the cricket in
Fairyland tell Kitty?
• Why did Kitty’s father say she
might be like Hans Christian
Anderson some day?
• What lesson had the magical
shoes taught Kitty on that
Midsummer’s day?
• How did Kitty’s attitude
change from then on?

Integrated Learning
Ask the students to look up and
read other famous stories that
revolve around an inanimate
object that teaches children
a lesson. The Red Shoes by
Hans Christian Anderson and
The Magic Porridge Pot by the
Brothers Grimm are two such
fairytales. While the first is
a very dark tale indeed, the
second is light hearted. They
could research some others on
the Internet.

Critical Thinking: Reflecting,

Skills in

evaluating and concluding,

focus

Making judgements and inferences

Communication (Written): Using
personal voice in writing

Teaching Trail

• Explain the questions in the

exercise on page 109.
• Ask students to reflect on
whether they have ever been
stubborn despite the fact that
they knew they were in the
wrong. How did these incidents
make them feel?
• Allow students to individually
answer all the questions in
their notebooks and where
there is assigned space, in their
course books.

125
 Activity 3: How Did I Feel?

Divide the class into 7 groups. Assign a character/set of characters from the story to each group
(Kitty, Kitty’s mother, Kitty’s father, Kitty’s Teacher Kitty’s girlfriends, the boys in Kitty’s class,
the poor people Kitty helps and the crickets. Tell students to say how they felt in each situation
from that character/s point of view. Tell them to think about the problems, events and the
solutions of the story. One or two sentences for each character should suffice to make this an
interestingly interactive story.

Answer Key

1. a. No, Kitty did not like her shoes in the starting. She called her shoes dreadful and also that
she would never tell anyone about these shoes. She said that she would take them off and
never wear them again. She got red and angry struggling to unbutton the shoes as they did
not come off.
b. Kitty felt a sense of comfort because her shoes got her to school in time.
c. The shoes that Kitty was wearing made her run errands for her mother, even though she
wasn’t very keen to do them.
d. Kitty called the little grove near her home, the Fairyland. It was called the Fairyland because
it was cool and cosy. The place had a cushion of moss and the animals and insects there
could speak.
e. The shoes turned back to the ordinary shoes for the Midsummer Day was over. A cricket in
the Fairyland told Kitty that it was the fairies and angels giving power to her shoes on the
Midsummer Day and it would get over by sunset.
2. It was a hard decision to willingly do the things that Kitty never wanted to. She had to
struggle a lot with the shoes as they leaped and skipped to do the things told to Kitty. She
never wanted to do what people asked her. She would whine and refuse to do things. She was
stubborn and did not please people. But the shoes did not let her walk until she tried to be
pleasant to people around her. She had to decide to walk pleasantly or be whisked about like a
grasshopper against her will. It was hard for her to understand and find that there was a good
side to her shoes.
3. a The shoes had power on the Midsummer Day and when the day would end with the sunset,
the shoes would lose all the powers and become common once again
b. The secret behind the powers of the shoes was that it was the fairies and angels giving
power to the shoes to teach lessons to Kitty to be obedient, kind, do things pleasantly and e
cooperative.
4. a. Kitty’s father said the above lines to Kitty.
b. The speaker does not believe the listener and thinks that she is making up stories.
c. Hans Christian Andersen was a Danish author who is best remembered for his fairy tales.
5. Inference Evidence
Kitty wasn’t a very Kitty whined when her mother asked her to tell the cook to bake
pleasant person. pie for dinner. She denied going to post office when asked by her
father to get his letters. She said to Dolly that she would kick
her house of corn-cobs down.
The shoes held Kitty back The shoes held Kitty back when she was about to kick Dolly’s
when she was about to do house of corn-cobs down. Up went her foot and didn’t come
something back. down until she said to Dolly in a great hurry that she would
forgive Dolly.

126
 Creativity: Using strategies to
Skills in focus

narrow the list of ideas

Communication (Written): Using
appropriate tone and vocabulary
for the intended audience, Showing
reflection and growth through word
choice

Teaching Trail

• Explain to students that an

oxymoron is a phrase that
is essentially a paradox. It is
made up of two words that are
opposites of each other.
• Let them read the explanation
given on page 109.
• Ask the students to think of
some more such expressions.
For example, working holiday,
silent scream, clearly confused,
living dead, pretty ugly etc.
• Introduce the students to Answer Key
words that describe sounds
as they are heard. Ask 1. a. It was delightful to hear the baby gurgling.
them to think of a few more b. Willy put the table cloth and the crockery came
onomatopoeia words. down with a loud clatter.
• Make two columns on the c. As soon as the robber stepped on the road, a bullet
board and note down the whizzed past him.
examples of each figure of d. The old man hadn’t eaten anything since the
speech they come up with. morning. His stomach was grumbling loudly.
• Ask them to make a note of e. It was late at night and with no electricity, the only
these in their notebooks. sound was the hum of the generators.
• Tell the students to discuss f. Hemant braked as soon as he saw the puppy, and
in pairs and then individually the car screeched to a stop.
attempt the exercise given on 2. Answers may vary. Accept all appropriate responses.
page 110.
Skills

focus

Critical Thinking: Understanding

in

and applying a concept

Teaching Trail

• Recapitulate the different types of

adverbs of place, time, manner and
frequency.
• Read the questions and explain what
is to be done.
• Give the students time to independently
complete the exercise on page 110
and 111 in their course books. Let
the attempt questions 3 and 4 in their
notebooks.

127
 Answer Key
1. a. urgently – adverb of manner b. often – adverb of frequency c. today – adverb of time
d. outside – adverb of place e. never – adverb of frequency f. fast – adverb of manner
g. hard – adverb of manner h. no adverb
2. a. Deepika has already reached the auditorium. b. Rohan plays cricket well.
c. I hope to hear from you soon. d. Sameer was seldom late.
e. Today, India got its Independence.
3.
a.
Thomas drives skilfully. b.
The airline colours were clearly visible.
c. Rohan quickly performed the necessary action. d. Rajat works hard.
e. Aanya learns fast.
Skills in focus

Communication: Using clear

and articulate speech, Speaking
confidently, Listening actively
Creativity: Generating Original
Ideas

Teaching Trail
• Read the introduction aloud.
• Ask the students to make a
careful note of the instructions
to follow while preparing for
their role play.
• You could add a few more
situations where a conversation
will need to be carried out.
For example, Requesting your
neighbours to join you and
your friends in a tree plantation
drive, Meeting and talking to
a friend in a hospital, Giving
your parents some good
news, Informing your Physical
Education teacher that you
will not be able to play on the
basketball team for 2 months
because of a knee injury.

Activity 4: Let’s Talk!

Divide the class into 4 or 8 groups (in case you would like to go with the suggestions given
above) and ask them to prepare a short conversation of 5 to 6 dialogues based on each
situation. Allow the students time to prepare for these and enact the conversations in class.

128
 Skills in focus
Creativity: Generating original
ideas, Improving upon ideas
Communication (written): Using
personal voice in writing, Using
appropriate tone and vocabulary
for the intended audience

Teaching Trail

• Explain the format and

structure of a notice as shown
on page 112.
• Explain that a notice has to be
impersonal, and must include
all the necessary details.
• Ask students to write the notice
as per the instructions.

Activity 5: Checklist

Ask students to exchange their

stories with their partners and
check each other’s work. The
following checklist could be given
on the board:
The notice includes the name of the institution, the date, and the word Notice. Yes/No
It has a catchy title. Yes/No
The body of the notice is in the requisite format. Yes/No
The notice answers the 5 Ws: what it’s about, who can participate, where, when and Yes/No
whom to contact.
There is a suitable closing. Yes/No
The name and designation of the issuer of the notice is clearly mentioned at the bottom. Yes/No

Teaching Trail

• Explain the three basic rules that determine when to

use ‘ie’ and when to use ‘ei’ in words.
• Discuss the questions on page 113.
Critical Thinking:
Skills

focus

• In a quiz, ask students to decide which of the given Understanding and applying
in

words break the rule read on page 112: ancient, a concept

efficient, sufficient, conscience, weird, counterfeit,
seize, protein, etc.
• Allow students to individually complete the exercise
on page 113.

129
 Answer Key
1. a. chief b. eighty
c. receipt d. foreigners
e. grievance f. patience
g. reign h. ceiling
i. science j. priest
2. Across
4. ceiling 6. mischief
7. thief
Down
1. veins 2. receive
3. neighbours 5. farms
8. protein

Critical Thinking: Reflecting,

evaluating and concluding, Making
Skills in focus

predictions, judgements and

inferences
Communication: Providing
expression and enthusiasm
Creativity: Generating original
ideas

Teaching Trail

• Read the poem aloud with

expression and pause
when needed in between to
emphasise a thought. Reading
• Ask students to name any Read the poem slowly and emphatically. Ask
other poem that conveys a life comprehension questions that clearly stress on the
skill or a positive message. theme and message of the poem:
• Discuss how procrastination • Do you think the poet is right when he assumes
or delaying things always ends all people like to naturally put off today’s work for
in a frustrated frame of mind tomorrow? Why/Why not?
whether. • Can one really enjoy a vacant space like a
• After the poem has been read, birthday gift? What does this phrase really mean?
discuss the answers to the • Do we go to the dinner or lunch table with ruffled
questions in the exercise in hair or unwashed hands?
class. • Is the poet trying to be funny or telling us
• Allow students to individually something? What is that?
complete the exercise on page • What do the words e’er and whate’er in the poem
115 in their notebooks. mean?

Activity 6: Archaic Abbreviations!

Divide the students into pairs. Explain that the activity is about guessing archaic poetic
expressions. Write on the board an’, ne’er, ‘tis, ‘twas, oft, ope, heav’n, e’en. The first pair to
write the full forms of the abbreviations correctly is the winner.

130
 Answer Key
1. a. The poet is highlighting punctuality.
b. The poet is suggesting that a person should always keep to his/her schedule without
diverting from it so that things are done on time.
c. One can assure being on time by being early for events and activities. If a person has to
choose between arriving early or being late, then he/she should choose the former one.
2. a. “Uncleanly hands or ruffled hair” refers to a person’s grooming. He suggests that an
unkempt appearance suggests untidiness and laziness.
b. The poet recommends one to be present “there” in the state of organization and tidiness.
Poetic Device
The rhyme scheme of the poem is: abab cdcd efef ghgh ijij. It is a traditional rhyme.

Collaboration: Organising

Skills in
and gathering team materials,

focus
Suggesting/accepting new
ideas, Asking questions to the
group and the teacher

Teaching Trail

• Explain that one can be polite

even when disagreeing with
someone else’s point of view.
• Read the introduction aloud
and explain the facets of
Thank, Offer, Nurture and
Extend which together make
up the tone of a speaker while
trying to convey something.
• Introduce the students to the
section What to Say and ask
them to read it silently.

Activity 7: Politeness is the Key!

Write down 5 of 6 situations

on the board. Divide the class
into as many groups as there
are situations. For example, You
need to be somewhere else and
won’t be able to attend a birthday party; Your brother has wrongly accused you of misplacing
his favourite storybook; Your best friend wrongly believes you have spoken ill of her; You need
to tell your classmate to not make fun of you; You need to tell your teammate to play the game
fairly; You were late to school for a valid reason and need to explain this to your teacher, etc.
Let each group discuss how best they should convey their thoughts and feelings based on the
given situations in the most polite yet firm manner.

131
 PROJECT WORK
Research
Ask students to research some notices on the Internet and practise writing notices for their
class, school and locality on a variety of topics. Give them idea of different events like a
donation drive to help the underprivileged, a poster-making competition to raise environmental
awareness, formation of a book club, etc. Give them more such ideas and let them write their
notices at home using the correct format and by following the requisite structure. These could
then be displayed in the class.

Workbook Answer Key

Activity 1: Understanding
1. a. Kitty’s mother told her to tell the cook to bake a pie for dinner.
b. Kitty called the shoes dreadful when they took her straight to the post-office without her
will.
c. The shoes did not let Kitty’s foot come down and let it stay in the air and so stopped Kitty
from knocking down Dolly’s house of corn cobs.
d. Kitty jumped over the hedge as lightly as a rubber ball to get back Willy’s ball.
e. Kitty helped Willy because she wanted to test if she had any power over the shoes.
f. Kitty’s mother asked her to carry clothes and other things for the needy people because
she was tired, and little baby Bryan was sick and needed what she was sending.
2. a. Kitty never wanted to do what people asked her. She would whine and refuse to do things.
Kitty was stubborn and did not please people. She was disobedient to her mother and
father and unkind to others. She was not at all co-operative.
b. Nobody believed Kitty’s story about the Fairyland because they thought she was making
up little stories like the famous author Hans Christian Andersen whose books she liked so
well.
c. Kitty learned several lessons from the shoes. They taught her to be obedient, kind and a
better person. She felt good to do kind things and be cooperative. When she delivered the
bundles to the poor, she felt happy. When she obeyed her mother and father, she felt glad
and joyful for being obedient. She tried to run errands willingly.
d. Answers may vary. Accept all appropriate responses.
3. a. i. The shoes did not let Kitty put her foot down and made it stay in the air.
ii. When Kitty said to Dolly that she would forgive her, only then was Kitty able to put her
foot on the ground.
iii. Kitty learned to be pleasant and kind to people.
4. Answers may vary. Accept all appropriate sentences.
5. Answers may vary. Accept all appropriate sentences.

132
Activity 2: Vocabulary
1. Column A Column B Oxymoron
inside sweet inside out
random unfinished random order
bitter out bitter sweet
loud missing loud whisper
clearly confused clearly confused
completely order completely unfinished
young finished young adult
found whisper found missing
almost adult almost finished
2. Answers may vary. Accept all appropriate sentences.
3.
a.
clucking b.
Bang c. baa d.
clanging e. moos f. honking
g. thud h.
buzzing i. ca-ching j. splash

Activity 3: Grammar
1. Adverb of Time Adverb of Place Adverb of Manner Adverb of Frequency
now here politely monthly
evening downstairs fast occasionally
morning near angrily sometimes
noon away sleepily never
then ahead deeply regularly

2.
a.
upwards, downwards b.
nowhere, here c. inside, outside d.
somewhere
e. there f. upstairs g. anywhere
3.
a.
rarely watch b.
always arrives c. are usually d.
am always
e. hardly needs f. often clean g. are rarely
4. Accept all appropriate sentences.

Activity 4: Writing
1. Open-ended question
2. Open-ended question

Activity 5: Celebrating Poetry

1. a. i. If one places every hour in its place and is punctual, he will have an more free time.
ii. The poetic device used in the words ‘firm fixed’ is alliteration.
iii. Firm definition - strongly felt and unlikely to change
Sentence – He has a firm belief in the judicial system.
Synonyms – sturdy, hard
Antonyms – flexible, uncertain
b. i. The poet suggests the reader to be punctual.
ii.
ABAB
133
 Activity 6: Comprehension
1.
a.
despair b.
whine c. sneer d.
rebuff e. leap
2. Perseverance: Brace up your will till your pulses thrill, And you dare—to your very own soul!/
Get into the thick of it—wade in, boys! Whatever your cherished goal;
Fairness and faithfulness: But he surely wins who honestly tries/ He can never despair who

plays it fair
3. encouragement and inspiration hopelessness and despair
brace up your will wilt and whine
do or die world seems blue
get into the thick of it
4. Open-ended question
5. Open-ended question
6. Accept all appropriate sentences.
Sample sentences
a. The game of life requires give and take, and build and break.
b. I worked hard to achieve my cherished goal.
c. You should know how to make a noise to achieve what you want.
d. I plunged into the pond with a cry.
7. Answers may vary. Accept all appropriate responses.

134
 LESSON TARGETS

SCIENCE ADVENTURE
Getting Started and Listening
• Explore wondrous things about space travel and peculiarities of other
planets
• Think about some interesting facts about other planets and celestial
bodies to share with the class
• Recall information
Say it Right: Commonly Mispronounced Words
• Learn the correct pronunciation of some commonly mispronounced words
Language Ladder: Prepositional Phrase and Conjunction
• Learn that a prepositional phrase consists of a preposition and an object
which could be a noun, pronoun, gerund or clause
• Learn that conjunctions can be coordinating, correlative and
subordinating conjunctions
• Note the rules of identifying and using different types of prepositional
phrases and conjunctions
Reading: The Space Adventure of Tim Potter
• Learn that comics were a popular source of reading about 3 decades ago
• Make a note of any unfamiliar words and find out their meanings
• Read the comic based on a couple’s narrow escape in a space adventure
Understanding
• Make inferences based on comprehension of the text
• Identify character traits based on evidence from the story
• Answer questions in reference to context
• Find words that use onomatopoeia
Vocabulary: Collocations
• Learn how to use collocations correctly using those words that sound
right together
• Make sentences using some collocations
Practicing Grammar: Prepositional Phrase and Conjunctions
• Identify prepositional phrases in sentences and make sentences with
others
• Identify the adverbs used in sentences
• Us appropriate conjunctions to complete the sentences meaningfully
Speaking: Story Narration
• Use the given visuals, questions and hints to narrate an imaginary story
Writing: Character Sketch
• Understand what a character sketch is
• Note the points to keep in mind while preparing to write a character
sketch
• Note the kind of format and structure to follow while framing a character
sketch
Plug-In: Comma, Semi-colon, Colon
• Understand the purpose commas, semi-colons and colons serve
• Understand where which is used
• Practise punctuating a paragraph with commas, colons and semi-colons
Learning Text Styles: Information Report
• Learn about the parts of a rocket and how it works
• Write about what you know about rockets, things you want to know and
things you have learnt about rockets
Enrichment

UNIT 8 • Note the necessary elements of a comic strip and keep these in mind
• Create your own comic strip and use a checklist to evaluate it
SUGGESTED TEACHING PLAN
More to Do Teaching
Day Topic Task
(Workbook) Periods
• Activity 1: Quizzical Quiz
1 Getting Started
• Exercise (Page 117)
1
Listening: Listen to • Listening for Details
2
a Passage • Exercise (Page 118)
Say It Right: • Read about some commonly
Commonly mispronounced words and learn their
3 1
Mispronounced correct pronunciation
Words • Exercise (Page 118)
• Learn about prepositional phrases and
Grammar: that they can talk about objects that can
be nouns, pronouns, gerunds or clauses
Prepositional
4 • Learn about the differences between 2
Phrase and coordinating, correlative and
Conjunction subordinating conjunctions
• Activity 2: Am I Right?

Pre-reading • Activity 3: Comic Collectors

Activity 1
5 • In-Text Comprehension Practice 4
Reading (Pages 80-81)
• Question (Page 120)
• Activity 4: Who Am I?
6 Understanding 1
• Exercise (Page 125)
Vocabulary: Activity 2
7 • Exercise (Page 126) 1
Collocations (Page 82)
Practising Grammar: • Recapitulation of prepositional phrases
Activity 3
8 Prepositional Phrase and conjunctions 1
(Page 83-84)
and Conjunctions • Exercise (Page 126 & 127)
Speaking: Story
9 • Story narration 1
Narration
• Format and Structure of a well-written
character sketch
Writing: Character Activity 4
10 • Writing a character sketch 2
Sketch (Page 85-86)
• Exercise (Page 128)
• Activity 5: We Know our Superhero!
• Understand the rules of when to use
Plug-In: Comma,
11 these different punctuation marks 1
Semi-Colon, Colon
• Exercise (Page 129)
• Read and understand
Learning Text
• In-text Comprehension
12 Styles: Information 1
• Activity 6: Question Time
Report
• Exercise (Page 131)
• Understand all the necessary elements of
a comic strip
13 Enrichment 2
• Activity 7: I Can Be a Cartoonist Too!
• Exercise (Page 133)
Home
14 Project Work • Creating own comic strip
Work
 Skills in focus Critical Thinking: Identifying a Problem, Gathering Information to Solve a Problem, Proposing
Multiple Solutions to a Problem, Reflecting, Evaluating and Concluding, Making Predictions,
Judgements and Inferences
Creativity: Generating Original Ideas, Improving Upon Ideas, Seeking Appropriate Modes, Materials
and Resources to Produce Work that is Visually Appealing and Interesting
Communication (Written): Using Personal Voice in Writing, Expressing Thoughts with Words and
Images

Teaching Trail

• Read the introduction aloud and ask students if they agree that any news involving space
exploration generates excitement.
• Discuss any interesting information they know and would like to share with the class
about other planets or celestial bodies.
• Discuss whether they think aliens and UFO’s are all in the imagination or if there is a
possibility of either or both of these being real.

Activity 1: Quizzical Quiz

Divide the students into groups

of four. Give each group a sheet
of paper with 4 questions on
the planets/space travel/recent
missions etc. written on one side
with the answers on the other
side. The students in each group
take turns at asking each other
questions and finally turn over the
sheets of paper to check if they got
all the answers correct.

Teaching Trail

• Allow students to express

their views on space
exploration and the
possibility of space travel not
just for astronauts but even
for regular human beings in
the future.
• Ask them why they think
space has always fascinated
mankind.
• Ask students about any
science fiction they have
read. Mention that Isaac Asimov, H. G. Wells and Ray Bradbury have been all-time favourite
science fiction genre writers.
• Tell the students they could look up the short stories of these great writers on the Internet.

138
 Answer Key

Open-ended question

Listening Text
It’s a small world!
More than 1300 Earths would
fit into Jupiter’s vast sphere.
Sizzling Venus
The average temperature
on Venus is more than 480
degrees Celsius, hotter than a
self-cleaning oven.
Better stick with a rubber
ducky!
Saturn is the only planet in our
solar system that is less dense
than water. It could float in a
bathtub if anybody could build
a bathtub big enough.
Big, way big
To detect radio signals from space, the Deep Space Network uses dish antennas with diameters
of up to 70 meters. That’s almost as big as a football field.
Too long to wait
A day on Venus is approximately 243 Earth days long. That means if we are on Venus we got
to wait up to three Earth years for a weekend.
Skating, anyone?
Looking for a place to ice skate? How about Europa? Europa is one of the four largest moons
of Jupiter. It is covered in ice, including some smooth ice!
Windiest
Neptune’s winds are the fastest in the solar system, reaching 2,575 km/h. Neptune’s giant,
spinning storms could swallow the whole Earth.
Tiny, very tiny!
The radio signals, that a spacecraft uses to contact Earth, have no more power than a
refrigerator light bulb.

Answer Key

1. Jupiter 2. Venus 3. Saturn 4. The Deep Space Network 5. Venus

6. Europa 7. Neptune 8. Radio signal from a spacecraft

139
 Communication: Listening Actively
Skills

focus
in
Critical Thinking: Testing Out Solutions

Teaching Trail

• Explain that we often rely on the word’s spelling and pronounce it the same way.
• Tell the students that in the history of languages in the world, English is one of the least
scientific in terms of phonetics and pronunciation.
• Next loudly articulate first the wrong and then the correct pronunciation of each word as
shown on page 119.
• Tell the students to ask questions if they have any doubts about which the correct
pronunciation of each word given in the exercise is.
• Allow students to individually complete the exercise on page 119.
• Ask students to think of some more commonly mispronounced words.

vineyard win-yard
poem poe-um
video vid-i-yoh
violence va-yuh-len-s
debris deb-ree
meme meem
bury buh-ree
discretion des-kre-shun
depot dee-poh
women wi-min

140
 Skills in Critical Thinking: Making Decisions and Determining Relationships
focus Creativity: Using Strategies to Narrow the List of Ideas, Trying New Things
Communication (Written): Showing Reflection and Growth Through Word Choice

Teaching Trail

• Explain the concept of prepositional phrases as shown on page 119.

• Ask them to note that in prepositional phrases, prepositions can be followed by a noun,
pronoun, gerund or clause, which is the object of the prepositional phrase.
• Explain how in some cases the preposition can also be used as an adverb.
• Give the students a list of prepositional phrases beginning with at, by, for, in, on, out, to,
under, with, within and without. For example, at a moment’s notice, by far, for lack of, in
accordance with, on the assumption, out of curiosity, to the best of, under consideration,
with reference to, within limits, without warning, etc.
• Encourage students to make sentences using some of the suggested prepositional phrases.
• Explain the concept of when to use coordinating, correlative and subordinating conjunctions
as shown on page 120.

Activity 2: Am I Right?
In pairs, ask students to make five sentences using any 5 prepositional phrases other than the ones
discussed in class. The pair of students that completes the task first and correctly is the winner.

141
 Critical Thinking: Reflection, Making Judgements and Inferences
Skills in
focus
Collaboration: Leading the Group/ Following as a Group Member, Encouraging Group Members
Communication: Asking Questions to Clarify Unknown Topics, Providing expression and enthusiasm

Activity 3: Comic Collectors

Pick up samples of at least six popular comics beforehand to have this activity in class. Divide the
class into 6 or 8 groups. Distribute copies of comics like different historical and mythological titles
available in Amar Chitra Katha, The Adventures of Tintin, an Asterix and Obelisk comic, Marvel or
DC comics like Superman or Batman. Ask the students what is unique about these comics. Allow
them to share their ideas with the class. For example, they are a great way of learning about history/
mythology using pictures and text (Amar Chitra Katha); they are fun adventure stories in pictures
(Tintin). Also, ask the students to summarise the story in brief as well as explain as how comics make
for an entertaining read.

Teaching Trail

• Read only the question. Have a class discussion on it.

• Read the latter part of the question. Ask the students to go home and gather information
about comics. They can take help from their parents, grandparents, siblings and the
Internet.
• The next day, ask the students to share the information they gathered about comic books.

142
 Communication: Listening

Skills in focus
Actively, Providing Expression
and Enthusiasm, Answering
Questions
Critical Thinking: Making
Predictions, Judgements and
Inferences

Teaching Trail

• Explain to students that this

is a story in comic form.
• Let students to look at the
pictures and then read the
speech in the bubbles.
• Ask three students to play the two different characters and the narrator to read the text
on each half page.
• Ask the students to read with expression as if they were really a part of the space
adventure.
• Ask students to write what they think will happen next at the bottom of page 120.
• For the latter pages allow three students to read as Tim, Binni and the Headman of the
Plutonians.
• Ask comprehension questions after the text on each page is read.

Page 120 Page 123

Comprehension Questions Comprehension Questions
• Who did Binni and Tim bid farewell to? • What weapons did Tim and Binni use
• What had Binni done to the ship that they were to fight off the aliens from their ship?
travelling in? • What strategy did the Plutonians
• What does setting the course to autopilot mean? use next to try and capture Tim and
Binni?
Page 121 • Why did they carry Tim and Binni’s
ship into the cave?
Comprehension Questions
• What did Tim and Binni realise they
• What did Tim mean when he told Binni that it had to do to fly their spaceship out of
would be even more fun when they found no the cave?
food or fuel?
• How does the story end?
• What did Tim bump into on Pluto?
• Where did the creatures take Tim?

Integrated Learning
Page 122
Ask the students to read some more
Comprehension Questions science fiction stories and make a
• What command did the Plutonian leader give his note of all the unusual equipment and
army? weapons mentioned in these stories.
• How did Tim save himself from the Plutonian Ask what strange equipment or weapons
leader? were used in this comic strip? What are
• What do Tim and Binni run through to escape regenerator rays, and ray guns? Are they
the army of angry Plutonians? real and in use today?

143
 Skills in Critical Thinking: Reflecting, Evaluating and Concluding, Making Predictions, Judgements and
focus Inferences
Communication (Written): Using Personal Voice in Writing, Expressing Thoughts with Words and
Images, Using Appropriate Tone and Vocabulary for the Intended Audience

Teaching Trail

• Explain all the questions on

page 125.
• Ask students to identify the
character traits of Binni
based on textual evidence
given in the story to attempt
Question 3.
• Ask students to write down
all the words and phrases
they found unusual in the
story and write those down
in Question 4.
• Allow students to answer all
the questions individually.

Activity 4: Who am I?
Divide the class into four
groups. Tell them they will
need to use all the powers of
their imagination to have fun
carrying out this activity. Assign
the character of the Martians
to one group, Binni, Tim and
the Plutonian headman to the
other three. Allow to students
to have a quick discussion on
how they will describe their own
characteristics using as many descriptive words as possible. For example, the Martians could say:
We are a peace loving race and have been friends with earthlings. While they have helped us
to grow our own organic vegetables, we have been generous in sharing our Martian technology
with them.

Answer Key

1. a. The planned course of journey for Tim and Binni was to go back to earth.
b. No, Binni’s decision to alter the course of journey was not appropriate because there was not
enough food and fuel in the ship.
c. Landing on Pluto brought some trouble to Tim and Binni as they lost touch with each other
while finding fuel and both of them got captured by the strange creatures.

144
 d. When Tim managed to defeat the alien army, the army chased Tim and tried to break into
the space ship. When they failed they carried the entire space ship to their cave.
e. The capture of Tim and Binni brought them into an oil cave. As there was no fuel in the
ship, Tim thought of using the oil from the oil cave as the fuel. He filled the oil in the space
ship and they flew off towards their home planet earth.
2. bump, Tim hits into a strange creature Dhishoom: Tim hits the alien
Psst: Binni Whew: Binni
3. Character Trait Evidence
Smart She tells Tim that they are back in the oil cave.
Daring She changed the course of the ship without telling Tim.
Adventurous She loved space adventures and thought changing course would be more
exciting than going home.
Loving She was glad to see Tim when he came to the cave.
Intelligent She knew how to set up large ray gun.

4. Open-ended question
Skills in

Creativity: Using Strategies to Narrow the List of Ideas

focus

Communication (Written): Using Appropriate Tone and Vocabulary for the Intended Audience,
Showing Reflection and Growth Through Word Choice

Teaching Trail

• Read out the introduction to the students and explain to them how some words just go
better together.
• Write on the board “To do an announcement”, “To hide time”, “To lay the bed”, “To save the
table”, “To make a risk.”
• Ask the students what is wrong with these phrases?
• Discuss and make the corrections on the board.
• Tell the students to first discuss in pairs and then individually attempt the exercise given
on page 126.

Answer Key

1. a. score a goal
b. make peace
c. get lost
d. rent a home
e. learn a lesson
f. do your homework
g. do the cooking
h. get ready
2. Open-ended question.

145
 Skills

focus
in Critical Thinking:
Analysis, Reasoning

Teaching Trail

• Recapitulate the rules to identify prepositions and objects in prepositional phrases.

• Read the questions and explain what is to be done.
• Give the students time to independently complete the exercise on page 126 and 127 in their
content books where there in space given and Question 3 and 4 in their notebooks.

Answer Key

1. a. The man in front of the mango tree is carrying a dictionary.

b. There is neither a prepositional phrase nor an adverb in this sentence.
c. Keep the butter-dish in the fridge and come out.
d. The smoke appeared out of nowhere, it became so hot outside.
e. Taking the hint from the situation, we walked off.
2.
a.
yet b.
or c.
Not only, but also d.
Although e.
Whether, or
3. a. The boy standing in front of the gate is reading a book.
b. The woman wearing spectacles is sitting with a stick in her hand.
c. A man in a yellow shirt is reading a newspaper.
d. The girl sitting near the door is wearing boots.
e. The girl standing in the train is looking at her mobile.

146
 Answer Key

4. a. Though he is quick tempered, I like him.

b. You can’t attend the party unless you got an invitation.
c. Both, my sister and her fiancé have attended the wedding.
d. You have to stay quiet or you may go out.
e. He has just run a marathon so he is tired.
Skills in

Communication: Using clear and articulate speech, Speaking confidently, Listening actively
focus

Creativity: Generating original ideas

Teaching Trail

• Read the introduction aloud.

• Ask the students to put on their thinking caps and try and make an interesting story using
the pictures.
• Ask them to use the beginning of the story as directed on page 127.
• Call students over turns and ask them to narrate the stories they have made.

147
 Skills Creativity: Generating original ideas, Improving upon ideas

focus Communication (written): Using personal voice in writing, Using appropriate tone and
in
Vocabulary for the Intended Audience

Teaching Trail

• Explain the pointers that are to be

followed to write an accurate and
pertinent character sketch.
• Tell the students that even though
they may not have all the details
about Tim, they need to use their
imagination to think of the kind
of person he is based on how
he behaves and the dialogues he
speaks in the comic book story.
• Ask them to ensure they break
up the character sketch into
paragraphs: the first should have
a suitable beginning, at least 2
more paragraphs in the body and
a concluding paragraph that also
states the students’ opinions of the
character they are describing.

Activity 5: We know
our Superhero!

Divide students into groups of 4. Allow

them to choose and plan the character
sketch of their favourite Superhero. They
can take the help from the guidelines
given on page 128. They can present
Critical Thinking: Testing out solutions, Making
the character sketch on an A-4 sheet.
Skills in

decisions and determining relationships

focus

They can paste and draw pictures so

Communication: Showing reflection and growth
that it resembles its comic.
through word choice

Teaching Trail

• Explain the rules of when to use commas, semi-colons and colons and why they play an
important role as punctuation marks.
• Read out the examples of each and ask students to simultaneously note their positions in
the content book.
• Write a few random sentences on the board and ask the students where the colon, semi-
colon and commas would be inserted. For example, this exercise contains: rules about
colons, semi-colons, and commas; it also explains where exactly these different punctuation
marks are used in a sentence.
• Tell the students to ask any questions if something is still not clear.
• Allow students to individually complete the exercise on page 129.

148
 Answer Key

When I first went to boarding school, I felt so lost. It was the first time that I was away
from home and I missed my parents and friends; they were not there to help me. During
the first week I was there, I had a tough time trying to find my way around. When I wanted
to go to the library, I would end up at the music room on the opposite side of the campus!
However, whenever I asked the seniors they were always helpful and would direct me to my
destination. They probably knew I was a new entrant and sympathized with me! On the first
day at school, I felt lost all over again because there were so many strange faces all around.
I did not know anyone. However, I was comforted myself by the fact that all the other new
students felt quite the same. In fact, a girl even asked me, “Are you a fresher too?” Over the
next few weeks, I became more and more comfortable with the school. I even found my way
easily around the campus. I like this school because the teachers are nice and helpful; the
other students are friendly; above all the campus is beautiful.
2. a. I gave you the spray bottles for one reason: to clean the windows.
b. You will need these ingredients to bake the cake: milk, sugar, flour and eggs.
c. Jyoti set the alarm clock for 5:30.
d. Mix the oil and vinegar at a 1:2 ratio.
e. I have invited the following people to my party: Ketan, Aanya and Kanti.
f. There is also one way to make it to the top: hard work.

Critical Thinking: Reflecting,

Skills in focus

evaluating and concluding, Generating

original ideas, Improving upon ideas
Communication: Listening actively,
Providing expression and enthusiasm
Creativity: Generating original ideas

Teaching Trail

• Read the introduction aloud and

allow the students to answer the
question.
• Explain the format of a well-
written report and its elements:
introduction, features, interesting
facts, how things work, and an
in-depth analysis of its functioning
principles.
• Ask the students to read the text
aloud. They could take turns and
stop after reading one paragraph for
the next student to take over.
• Remind the others to underline the
most important points in the text.
• Ask students to make a note of
what they now know, still want to
know and what they have learnt
from this report.

149
 Reading Activity 6: Question Time
Ask comprehension questions
Divide the students into groups of 4. Ask each group to come
to evaluate if students have
understood the content of the up with at least 4 questions they may have about rockets.
report: Allow each group to read their questions while other groups
can attempt to answer these. Alternatively, all students could
• What do rocket engines turn
fuel into and why? make a note of the most poignant questions which they could
go home and research the answers to.
• What kind of fuel do rocket
engines use?
• What work do the rocket
boosters do?
• In what way are cars and
airplanes different from
rockets?
• What is Newton’s third law of
motion?
• What do rockets carry?
• Whose job is it to navigate
the rocket to ensure it stays
on course?
• What work does the
combustion chamber do on
the rocket?

Collaboration: Organising
Skills in

and gathering team materials,

focus

Suggesting/accepting new
ideas, Asking questions to the
group and the teacher

Teaching Trail
• Read the introduction on how
students can create a comic
strip of their own.
• Ask the students to fill in the
details in the outline of their
comic strips on page 133
which could be considered as
the first draft.
• The outline must contain all
the elements: the setting, main
characters, minor characters, Activity 7: I Can Be a Cartoonist Too!
problem, resolution and
In pairs, the students could begin discussing how to go about
outcome.
creating images for their comic strip. This is a collaborative
• The students could then activity in which they need to exchange ideas with one another
exchange their content books
and make suggestions as to how they can improve upon the
with their partners and each
content based on the given checklist. The actual cartoon strip
student could check their
with illustrations and speech bubbles should be made by the
partner’s outline based on the
given checklist. students at home.

150
 PROJECT WORK
Research
Ask students to research some comic strips on the Internet and take ideas from them to
create their own comic strips at home. They should only get ideas and not plagiarise! They
could then bring their own illustrated comic strips to school and display these in class. Tell
the students that the PDF of the Tintin comic Explorers on the Moon is available on the net
and they could refer to that. Link:
http://www.blackkat.net/tintin/pdf/17%20-%20Explorers%20On%20The%20Moon.pdf

Workbook Answer Key

Activity 1: Understanding
1. a. Binni changed the course of her space ship to extend her space journey.
b. When Binni changed the course of the rocket ship, the fuel got finished.
c. Tim and Binni decided to land on the planet Pluto for fuel.
d. The creatures of Pluto were strange, evil looking and furry.
e. The creatures of Pluto took Binni to a boiling oil cave.
2. a. The cave of the Plutonian people had huge rocks and a pool of boiling oil. It was big
enough to fit Tim and Binni's rocket ship inside it.
b. Tim and Binni came out of the dark tunnels hurling rocks at them and entered their space
ship. The Plutonians carried the entire ship to their cave. Tim pierced the stony mountain
with the powerful regenerator rays and oil gushed out. The ship got filled with the fuel and
they flew off towards their home planet.
c. Martians were from Mars and Plutonians were from Pluto. Martians were friends of Tim
and Binni, whereas Plutonians attacked them. Tim and Binni visited their Martian friends
whereas they landed on Pluto to find fuel.
d. Open-ended question
3. a. i. Tim’s plan was to drill the rock in the cave to draw out oil from it. The oil could then
be siphoned into their spaceship. He planned to use the oil to power the ship and fly
out of the planet.
ii. Yes, the visit to Pluto served as a blessing for Tim and Binni as they got fuel to return
to their home.
iii. The rocket ship flew from Pluto to Earth.
4. a. narrow gully – To enter the cave, one has to pass through a narrow gully.
b. no food or fuel – We went for a road trip and while coming back we had no food or fuel.
c. army of strange creature – According to the scientists, the footprints referred to the army of
strange creatures.
d. manage to escape – I managed to escape from the boring and dull party.
5. Open-ended question

Activity 2: Vocabulary
1. furnish proof crowning achievement
casual acquaintance wide awake well aware
terribly sorry heavy rain quick meal
pay attention grant attention
151
 2. Open-ended question
3. a. My grandfather says it is hard to break a habit.
b. I read the newspaper after I take bath in the morning.
c. I need to make decision about my car.
d. Wear a sweater or else you will catch a cold.
e. The men were ready to break the law.

Activity 3: Grammar
1. a. The boys went upstairs as soon as they came inside the house.
Preposition – inside; object - house
b. I looked under the bed but found nothing.
Preposition – under; object - bed
c. I saw a lizard running across the wall next to me.
Preposition – across; object – wall
d. I was trying to stay hidden behind the door, but I was found out.
Preposition – behind; object - door
e. We have to deliver these sandwiches at any cost.
Preposition – at; object - cost
f. We have so many plants growing all around the house.
Preposition – around; object – house
2. a. The garment shop where you want to go is across the street.
b. The dog came in through the door.
c. Please provide to him what he is asking for.
d. You will get a tight slap from me if you do any mischief.
e. Suvan was still living on the mountain at the time.
3. a. the bush b. the pond c. the top d. the house
e. the boundary f. from me
4. a. and b. but c. or d. so
e. nor f. for g. yet
5. a. The baby is neither tired nor hungry. – not tired and not hungry
b. The baby is either tired or hungry. – tired or hungry
c. The baby is as tired as he is hungry. – hunger is compared to tiredness
d. The baby is not only tired but also hungry. – tired and hungry
6. a. Even if we had a whole year, we still would not finish writing the report.
b. We went to celebrate, after she won the first prize.
c. Although it was midnight, no one was asleep.
d. I found him where I had left him yesterday.
e. Before you accept the mission, you must prove yourself.

Activity 4: Writing
1. Open-ended question 2. Open-ended question

Activity 5: Comprehension
1. a. constant b. alert c. strange d. surface
e. dramatic f. topple (found in the fifth paragraph)
2. a. The sudden and unexpected movement from the shaking of the ground is an earthquake.
b. The crust is the topmost layer of the earth that we see as ground.
152
 c. The mantle is the third layer of the earth. It is hotter than 2000 degree Celsius and is
found in a semi-liquid state.
d. The several large pieces of rock that make up the crust are called plates.
e. The point on the ground that is directly above the focus of an erthquake is called
epicenter.
3.
Statement True or False Evidence from the passage
The mantle lies at the False The second paragraph says, “On top of these two lies
bottom. the mantle, this is the third layer.”
The inner and outer False The second paragraph says, “The inner and outer
cores are semi-liquids. cores are made up of very hot metal.”
The Ring of Fire is the False The third paragraph says, “The scientists have given the
name of a volcano. area of fault lines a dramatic name: the Ring of Fire!”
4. a. The ground is solid but it still moves constantly. The ground moves because the plates on
the crust flow on the semi-liquid mantle.
b. The earth is made up of four layers. The crust, the top layer, is made up of several large
pieces of rock called plates. These plates flow on a semi-liquid mantle and so they move.
When two plates collide, pull away or slide past one another an earthquake happens.
c. The place where two plates meet is called a fault line. Because the Pacific Ocean is
surrounded by a number of fault lines, scientists have named the area the Ring of Fire.
d. Earthquake can be measured using the Richter scale. It begins from one and ends at nine.
The earthquake that measures one or two on the Richter scale is weak and harmless. It
can hardly be felt. While an earthquake measuring more than six can be very dangerous.
e. Earthquakes can be very dangerous. Big earthquakes can scare animals making them
flee to safer ground. They damage road and bridges and can even topple buildings. A
big earthquake under an ocean can cause tsunamis. The waves of the tsunami can be
more than 30 feet high and can travel long distance at very high speed and can be very
dangerous.
5. Inference Evidence
Earthquake cause maximum damage Epicentre is the point on the ground that is directly
at and near the epicentre. above the focus of an earthquake.
You need not worry about an An earthquake that measures one or two on the
earthquake measuring 2 on the Richter scale is weak and harmless. It can hardly be
Richter scale. felt.
When an earthquake occurs A big earthquake under an ocean can cause
underwater, beach goers are at a tsunamis. The waves of a tsunami can be more than
higher risk. 30 feet high and can travel long distance at very
high speed and can be very dangerous.

153
 LESSON TARGETS
Getting Started and Listening
• Understand what the word humour implies
• Discuss whether humour ought to play an important role in our lives
• Listen to details
Say it Right: The Sounds of the Letter `x’ and the /3/ Sound
• Learn the various pronunciations of the letter x
Language Ladder: Verb Tenses
• Learn the difference between past, present, and future verb tenses and
when to use simple, continuous, perfect, or the perfect continuous forms
of these
• Understand with which time phrase each is used
Reading: Dark is the Nation and Insane is the King
• Learn more about plays performed live by actors on a stage in a theatre
for people to watch
• Read a play adapted from a Hindi short story
HUMOUR

Understanding
• Make inferences based on comprehension of the text
• Learn the meaning of satire and how it is used in the play
• Learn about idioms and their usage in the play
• Compare and contrast characters in the play
Vocabulary: One Word Substitution
• Learn how to use a single word in place of an entire phrase, or a clause
• Identify single words that can be used in place of given sets of words
Practising Grammar: Verb Tenses
• Extend sentences using appropriate tenses
• Complete the sentences meaningfully using the appropriate verb forms
• Correct verb tense errors in sentences
• Change the present into future tense
Speaking: Explaining Procedures
• Learn how to write procedures using sentence starters and connectors
Writing: Character Sketch
• Understand what a character sketch is
• Note the points to keep in mind while preparing to write a character
sketch
Plug-In: Abbreviations and Acronyms
• Understand the difference between abbreviations and acronyms
• Write the full forms of the given abbreviations and acronyms
Celebrating Poetry: Hints on Pronunciation for Foreigners
• Read the poem with expression and enthusiasm
• Appreciate the humour in the poem
• Answer comprehension questions and note the rhyming scheme of the
poem
Enrichment: Editing a Draft
• Learn how to edit a paragraph by ensuring the grammar, spelling and
punctuation is correct
UNIT 9 • Write own composition and polish the draft by editing it
SUGGESTED TEACHING PLAN
More to Do Teaching
S. no. Topic Task
(Workbook) Periods
• Activity 1: What Makes Me Laugh?
1 Getting Started
• Talking about a funny incident
1
Listening: Listen • Listening for Details
2
to a story • Listening Exercise (Page 135)
• Learn how words with x in them are
Say It Right: The pronounced in different ways
Sounds of the
3 • Differentiate between words where the x is 1
Letter `x’ and the
pronounced as /z/, /gz/ and /ks/
/3/ Sound
• Exercise (135- 136)
• Activity 2: This is Tense!
Grammar: Verb • Learn how to use all the aspects of the
4 2
Tenses three tenses and the time phrases used
with them
Pre-reading • Question (Page 137) Activity 1
5 4
Reading • In-Text Comprehension Practice (Pages 90-91)
• Activity 3: A Little Birdie Told Me
• Understand satire
6 Understanding 1
• Compare and contrast characters
• Exercise (Page 142-143)
• Learn the single word substitutes for a
Vocabulary: One set of words or phrases
Activity 2
7 1
Word Substitution (Page 92)
• Exercise (Page 143)
Practising
Activity 3
8 Grammar: Verb • Exercise (Page 144-145) 1
(Pages 93-95)
Tenses
• Learn how to use connectors to write
Speaking: out a procedure from the first step to
9 Explaining 1
the last
Procedures
• Activity 4: Proceed with Caution
• Write a message using the correct
format and including all the necessary Activity 4
10 Writing: Message 2
information (Pages96- 97)
• Exercise (Page 146)
• Understand the difference between
Plug-In: abbreviations and acronyms
11 Abbreviations and • Learn the full forms of common 1
Acronyms abbreviations and acronyms
• Exercise (Page 147)
Celebrating • In-text Comprehension
Poetry: Hints on Activity 5
12 • Activity 5: Pronunciation Problems 1
Pronunciation for (Page 98)
Foreigners • Exercise (Page 149)
• Understand why it is important to edit
a first draft to ensure the final is error-
Enrichment: free.
13 2
Editing a Draft
• Activity 6: Who Wants to Be an Editor?
• Exercise (Page 150)
14 Project Work • Curtain Call 1
 Critical Thinking: Reflecting, Teaching Trail
Skills in focus

Making judgements and inferences

• Read the introduction aloud and ask students if
Creativity: Using strategies to they think having a sense of humour or appreciating
narrow the list of ideas, Trying new humour in life is important.
things
• Discuss the things in life that students find amusing
Communication (Oral): Speaking and evoke laughter in them.
confidently

Teaching Trail
• Ask the students to read the
comic strip and ask them
whether they found it funny
and why.
• Allow students to share some
amusing anecdotes from their
lives.
• Ask students about any
amusing stories they have
read and talk about those. For
example, the famous Akbar and
Birbal tales.
• Tell the students that they
should try reading the comic
strip page in the papers
everyday as these are quite
amusing.

Activity 1: What Makes

Me Laugh?
Divide the students into groups
of four. Give each group a sheet
of paper and ask them to pool
in their ideas and note any
four things they find amusing.
Tell them that it need not be A miser, who was a goldsmith, sold all that he had
the names of comedy shows and bought a lump of gold. He buried it by the
because we all know that those side of an old wall. He would visit the spot every
day to look at his buried lump of gold. One of his
Listening Text

have been created to make us

workmen observed his frequent visits to the spot. He
laugh. Ask them to think about soon discovered the secret of the hidden treasure.
commonplace everyday events One day, he went to the spot and stole the gold.
that might evoke laughter. The Miser, on his next visit, found that the gold
For example, it could be the was missing. He began to tear his hair and to make
funny talk of a baby, the jokes loud lamentations. A neighbour, on seeing this, said,
“Take a stone, and bury it, and fancy that the gold
someone in their family shares
is still lying there. The stone will remain buried
with them, etc. there in place of gold as you never used the gold.”

156
 Answer Key Communication: Listening

Skills in
actively, Utilising clear and

focus
a. He was a goldsmith. articulate speech
b. The miser sold all that he had and bought a lump of Critical Thinking: Testing out
gold. solutions
c. The miser went to see the buried lump of gold every
day.
Reading Café
d. He found that the gold was missing.
e. The neighbour advised him to keep a stone in place The/ʒ/ come in words like casual,
of the lost gold and fancy that the gold was still lying sound is voiced which means
there. The stone would remain buried there in place that we vibrate our vocal cords
of gold as he never used the gold. to pronounce it. To pronounce
f. The answer may vary. the sound the teeth are clenched
together lightly and the tongue is
pulled away from them. Then air
is pushed through them, while
voicing out.

Teaching Trail

• Allow the students to read the

words with ‘x’ aloud.
• Ask them if they noted how
though all the words contain
the alphabet x, they are
pronounced differently in the
different words.
• Let them read the table.
• Call out for more examples for
sounds given in the table.
• Tell the students to make a
note of how the words with
the letter ‘s’ (in the next box)
are pronounced with a sound
between /sh/ and /z/.
• Ask the students if they know
the meanings of all the words
on page 135.
• Allow them to consult
dictionaries and find out the
meanings of the words before
making sentences with these.
• Guide the students in case
they need help before allowing
students to individually
complete the exercise on page
Answer Key 135 and 136.
1. Accept all appropriate sentences.
• azure – My ring has an azure stone which will match your dress.
• luxury – Sita has a very big house and she lives in luxury.
• television – Keep the children away from the television.
157
 • seizure – The court ordered the seizure of the defendant’s car.
• confusion – There is some confusion amongst all children regarding the school reopening
day.
• magnesia – Magnesia is a substance that neutralises acid.
• treasury – The chief minister has looted the people and filled his treasury.
• version – The story has two versions.
• casually – I was casually strolling through the museum.
2. ‘x’ as /z/ ‘x’ as /gz/ ‘x’ as /ks/
xenia exhaust detox
xylophone exaggerate extreme
xenon exhibit mixer
xylem exude pretext
xerography auxiliary galaxy
Skills in
focus

Critical Thinking: Understanding

and applying a concept

Teaching Trail
• Ask students to list all the
tenses they know and write
them on the board.
• Then call other students to
say a sample sentences for the
tenses written on the board.
• Explain the table to the
students in detail.
• Use the examples written
on the board to explain the
structure of each tense.
• Also explain the usage of the
tenses.
• Ask the students to make the
same table in their notebooks
and write the verbs and time
phrases for each tense.

Activity 2: This is Tense!

Divide the class into groups of 4.

Distribute a post-it note to each
of them. Ask them to close their books and notebooks. Give each group any one verb and one
tense (past, present or future) and let the four of them starting from student 1 to 4 write only
the basic sentences in simple, continuous, perfect, and perfect continuous. The first group to
write all the 4 sentences correctly wins.

158
 Skills in
Critical Thinking: Reflection,

focus
making judgements and inferences

Teaching Trail

• Ask the students to observe the

pictures carefully and guess the
kind of play being enacted based
on the setting and the costumes.
• Give them hints if they appear
to be confused. For example, the
first one depicts a biblical scene
and the second is a time period
play.
• Ask them the questions that
have been given beneath the
pictures of plays being enacted
on page 137.
• Ask them what the main features
of a play are that make it a good
play or a mediocre one.

Communication: Listening actively,

Skills in focus

Providing expression and enthusiasm,

Answering Questions
Critical Thinking: Making
predictions, judgements and
inferences

Teaching Trail
• Assign 10 students to read the
parts of different characters in
the play (Jagdish, Guru, Tripathi,
Mother, Judge, Homeowner,
Bricklayer, Cement Mixer, and
Executioner) with expression
and enthusiasm. One student
can read out the portions of the
narrator.
• Ask comprehension questions
after the text on each page is
read.

159
 Page 138

Comprehension Questions
• Why does Jagdish go to his guru for
guidance?
• What is Jagdish’s aim in life?
• What does the guru tell him about
Ajmaira?
• What final warning does the guru
give Jagdish?
• What unfortunate incident takes
place in Ajmaira?
• How is the lawyer Tripathi dressed?

Page 139-140

Comprehension Questions
• Who does the mother want to file a
case against and why?
• What was the judge dressed in for
court?
• Why does Tripathi himself go to call
the aristocrats?
• What argument does the homeowner
present in his defence?
• What does the mother tell the judge
to show that her complaint carries
Page 141 weight?
• Who does the homeowner blame and
Comprehension Questions why?
• What does the judge tell the neighbour? • Who does the bricklayer blame in his
• What is the executioner’s problem? defence?
• What ridiculous judgement does the judge • Who does the judge’s anger fall on
pass next? next?

160
 Page 142
Integrated Learning
Comprehension Questions Ask students to find out
• How does the Guru help Jagdish? information about Theatre of the
• Why does the judge decide to be hanged? Absurd. Ask them if they found
something similar between this
• What does the king decide when he hears of this? play and the plays that come
• What do Jagdish and his guru do at the end of the under Theatre of the Absurd.
story? Ask them also to look for well-
known Indian political satires in
movies, books and plays.

Critical Thinking: Reflecting,

evaluating and concluding,

Skills in focus
Making predictions, judgements
and inferences
Communication (Written): Using
personal voice in writing, Using
appropriate tone and vocabulary
for the intended audience

Teaching Trail

• Explain the questions in the

exercise on page 142 and 143.
• Explain the concept of satire to
the students.
• Write some common idioms on
the board. For example, It cost
an arm and a leg, As cool as
a cucumber, Add fuel to the
fire, Draw a blank, and In the
same boat.
• Ask students what they think
these idioms mean.
• Explain that compare and
contrast means to find vast
differences between two
things, in this case the
Activity 3: A Little Birdie Told Me judge and the guru who are
completely opposite in terms
Divide the class into pairs. Give each pair of students a of their intelligence, knowledge,
slip of paper with 2 idioms written on one side and their intuitiveness, and in their roles
meanings on the other side. Tell the students they must as advisors.
• Allow students to individually
not turn over the slips of paper. Each student needs to
answer all the questions in
guess the meaning of one idiom. They need to tell each their notebooks and where
other the meanings and only then turn over the slip of there is assigned space, in
paper to see if they had guessed the meanings correctly. their content books.

161
 Answer Key
1. a. Jagdish’s Guru advised him against going to the town of Ajmaira because his experience
with the people of that town had not been so welcoming. The Guru referred to that place
as andheri nagri chaupat raja; takah ser bhaji, takah ser khaja . There was one price for
vegetables, dates and everything else. It was an undesirable place to live and citizens there
also lacked intelligence.
b. No, this was not justified as her four sons had planned the theft on the aristocrat family and
tried to breach a wall. In the process the wall fell, and the four brothers died.
c. The blame of the broken wall was passed from the aristocrat on top of the line to the
neighbour at the bottom, yet none of them was hung. This happened because Jagdish’s Guru
said to the Judge that whoever would die that day will go to heaven. The Judge was that he
himself would be hanged because he wanted to go to heaven. But the King intervened and
got his pet monkey hanged.
d. The Judge’s action had left everyone frightened. He announced that since the circumference
of the noose was unalterable according to the law, the only way for the justice to be done
was to hang the first person whom the noose fitted.
2. A satire is a piece of literature that makes fun of follies and shortcomings of a society or a
government. The play makes fun of the judicial system of the country. The town of Ajmaira has
a court, an appointed judge and a king, but none of them can be relied upon. The judge is
easily misguided and passes judgements without even considering their consequences. The whole
case is based on a wrong premise. Till we reach the end of the play, no one knows why Jagdish
is to be hanged, everyone just goes along with the decision because they want to see someone
hanged. In the end, the punishment becomes a boon and the one who is hanged is not even a
human being.
3. Answers may vary. Accept all appropriate responses.
Sample answer:
a. grow up into: This plant will grow up into a fine tree.
b. riding for a fall: They think they know what they are doing, but they are riding for a fall if
you ask the experts.
c. once in blue moon: He goes out of town once in a blue moon.
d. do a bad job: The mechanic did a bad job of fixing up this car.
e. zip your lip: The coach told the captain to zip his lip.
4. The judge was lazy and did not take his job seriously. His demeanour suggested insincerity and
callousness. Jagsish’s guru, on the other hand, was diligent and promptly came to his help.
The guru was sincere in his advice and tried to guide Jagdish to the best of his knowledge.
The judge was gullible and easily fooled, while the guru was quite clear sighted and trusted his
judgement.
5. Answers may vary. Accept all appropriate responses.

162
 Teaching Trail
Skills in
focus
Communication (Written): Using
appropriate vocabulary • Explain that the English language has many words
that can be used to substitute a whole set of words.
• Write on the board: spoken or done without
preparation, certain to happen, safe to drink, a thing kept as a reminder of a person, place or
event, an imaginary ideal society free of poverty and suffering, an annual calendar containing
important dates and statistical information
• Ask the students what they think are the single substitutes for all these.
• Write out the single word for each in case they are unable to answer: extempore, inevitable,
potable, souvenir, utopia, almanac.
• Ask the students if they can think of any more set of words that can be substituted by a
single word and write these on the board as well.
• Tell the students to note all of these in their notebooks and research more at home for more
in order to enhance their vocabulary skills.
• Tell the students to first discuss in pairs and then individually attempt the exercise given on
page 143.

Answer Key
1. somnambulist 2. atheist 3. connoisseur 4. insolvent 5. flotilla 6. cartographer
7. lexicography 8. apiary 9. mint 10. reservoir 11. oligarchy 12. aristocracy

163
 Skills in
focus
Critical Thinking: Understanding
and applying a concept

Teaching Trail
• Recapitulate the rules to write
verb tenses of past, present and
future in simple, continuous,
perfect and perfect continuous.
• Read the questions and explain
what is to be done.
• Give the students time to
independently complete the
exercise on page 144 and 145.

Answer Key
1. Answers may vary. Accept all
appropriate responses.
a. I bought them at
concessional rates.
b. I will be going to pick him
up.
c. We are going to buy a gift
for grandma.
d. There has been a lot of
development in this city.
e. He also got the best athlete award this year.
2. It was a very hot Thursday afternoon. A man wore (wear) a heavy army jacket, a monkey cap
and dark glasses. He walked (walk) into the National Bank and pointed (point) a gun at the
teller. He wanted (want) to frighten the teller,when he said, “Give me all the money in the
bank.” She was so scared that she did (do) what he told her to do. While everyone in the
lobby was screaming, (scream) the security guard tried (try) to calm them, but in vain. By
now, people had started running (run) towards the door. The teller handed (hand) over three
bags full of money. After taking the money, he walked (walk) out of the door. Luckily, nobody
was hurt.
3. am – was had – have been having am packing – packed
have bid – bid were – have been has – had
will decided – decided will – was am seeing – have seen
will have been – was
4. a. I will participate in the competition twice.
b. We will be walking back home as we have not exercised enough.
c. ‘The Town’ will be a famous monthly magazine for years.
d. I will be writing a letter to my Grandma.
e. Children will go to school at 7:30 a.m.

164
 Teaching Trail
Skills in
focus Communication: Using clear
and articulate speech, Speaking
confidently, Listening actively • Read the introduction aloud.
Creativity: Generating Original • Explain that procedure writing is done step by step
Ideas from the first to the last step and uses words that
are called sentence starters or connectors.
• Tell the students that they are connectors in the sense that they connect each step with the
previous one
• Read the instruction and explain to the students what they have to do.

Activity 4: Proceed With Caution

Divide the class into groups of 5 or 6 students and ask them to brainstorm as to how they will
write out the procedure of any one of the given topics. Let them write these down and present
it to the class once they have completed. For the sake of variety, a few more could be added
like baking a cake, making French toast, making French Fries, washing clothes in a washing
machine, making a poster etc. Remind the students to use the sentence connectors to carry out
this activity correctly. Ask them to choose from the connector options as shown on page 145.

165
 Skills in focus
Creativity: Generating original ideas,
Improving upon ideas
Communication (written): Using
personal voice in writing, Using
appropriate tone and vocabulary for the
intended audience

Teaching Trail

• Explain the essential components of

a message and why it is important
to mention all the details.
• Read the message out aloud
mentioning what comes before and
after.
• Explain that a message must
provide the required information
briefly and precisely.
• Read the telephonic conversation
and ask the students to underline
the important information that is
needed to be conveyed by Samarth
to his father.

Critical Thinking: Reflecting,

Skills in focus

evaluating and concluding, Making

predictions, judgements and inferences
Communication (Written): Using
personal voice in writing, Using
appropriate tone and vocabulary for
the intended audience

Teaching Trail

• Explain the purpose of using

abbreviations and acronyms.
• Tell the students it is especially
easier for people to remember
various organisations by their
acronyms instead of the complete
name—like a UFO is an unidentified
flying object but most people know
that UFO’s refer to alien flying
ships.
• Abbreviations, on the other hand,
are easy to write and use in
texts where these are repeatedly
mentioned.

166
• Write a few abbreviations and acronyms on the board and ask the students which they are:
abbreviations or acronyms. For example, UN, e.g., ASAP, NASA, tsp, Ave, Ph.D, SPCA.
• Allow students to guess their full forms. If they are unable to, tell them that the UN, ASAP,
NASA and SPCA are acronyms while e.g., tsp, Ave and Ph.D. are abbreviations. Their full
forms are United Nations, As soon as possible, National Aeronautics and Space Administration,
Society for the Prevention of Cruelty to Animals. The abbreviations mean for example, teaspoon,
Avenue, and Doctor of Philosophy.
• Allow the students to discuss in pairs and then individually complete the exercise on page 147.

Answer Key
1.
a.
That is b.
Postscript c.
Reserve Bank of India
d. Chief Executive Officer e. Master of Science f. Répondez s’il vous plaît (Please respond)
g.
Average h.
Telephone number
2. a. United Nations Educational, Scientific and Cultural Organization
b. Test of English as a Foreign Language
c. North Atlantic Treaty Organization
d. South Asian Association for Regional Corporation
e. Ontology Interface Language

Skills in focus
Communication: Listening
actively, Providing expression and
enthusiasm
Creativity: Generating original
ideas

Teaching Trail

• Read the poem aloud

slowly, pronouncing each
similarly spelt but differently
pronounced word carefully.
• Ask students to underline
these particular words and
note how they sound different.
• Infuse humour into the
recitation and feign a confused
expression when reading these
words.
• Discuss the answers to the
questions in the exercise in
class.
• Allow the students to
individually complete the
exercise on page 149 in their
notebooks.

167
 Reading Activity 5: Pronunciation Problems
Read the poem slowly and
emphatically. Ask comprehension Divide the class into 2 groups. Ask the students in
questions that are the main focus each group to read one line aloud and let the others
of the poem: in the group correct them if they pronounce any word
• How are tough, bough, cough incorrectly. Then, each group can do a combined
and dough different? recitation ensuring they pronounce each word
• Is the poet making fun correctly. The group that makes the least mistakes
of people or is he/she wins.
simply perplexed by how
annoying learning the correct
pronunciation be?
Answer Key
• How has the poet actually
helped students of English 1. The poet is trying to convey that English language
through this poem? is ridiculed for its different pronunciation for similar
words. It is a dreadful language to master.
2. Answers may vary. Accept all appropriate responses.
3. Though the poet started speaking English at the age of five but yet at fifty-five he thinks that
he hasn’t learned it all. This is because the more he tries the more he gets stuck in trying to
spell words that sound the same.
4. Answers may vary. Accept all appropriate responses.
5. Answers may vary. Accept all appropriate responses.
6. Answers may vary. Accept all appropriate responses.
7. Answers may vary. Accept all appropriate responses.
Poetic Device
Rhyming Scheme – aa bb cc dd ee ff gg hh ii jj kk ll ml

know bough, dough

you through

perhaps traps

word heard, bird

mother brother

loose choose, goose

cart thwart, start

alive five

168
 Skills in focus
Collaboration: Organising
and gathering team materials,
Suggesting/accepting new ideas,
Asking questions to the group
and the teacher

Teaching Trail

• Read the introduction.

• Explain how editing the first
draft is always a good thing to
do so that the final paragraph
or composition is error-free.
• Read out the portions in the
given paragraph that have
been edited and explain how
each change sounds and reads
much better.
• Allow students to individually
write a paragraph on their
favourite hobby and then
spend time to edit it.

Activity 6: Who Wants to Be an Editor?

Divide the class into groups of 4. Give them each a passage on a sheet of paper with errors in
it. These can be downloaded from the internet for practise work in class. Let them then work
out how best to edit it and make it error free.

PROJECT WORK
Curtain Call
Allow students to get into groups of 10 and discuss briefly as to how they would enact the
first period on their first day of school in Grade 7. Assign one student in each group to play
the class teacher and the rest to play the role of the students. Tell them that since this unit
deals with humour, they need to enact this scene in a humorous manner. Tell them that
their dialogue delivery must be clear so that the whole class can hear. They must also use
gestures and display appropriate body language as well as pretend that they are acting on a
real stage.

169
 Workbook Answer Key
Activity 1: Understanding
1. a. Jagdish decided to go to the new town of Ajmaira.
b. The Guru advised him stay in his own town. He told Jagdish that it was an undesirable
place, and the people there lacked intelligence.
c. The Memsahib held the aristocrat family responsible for the death of her sons.
d. The bricklayer said that the cement being used was of poor quality.
e. The executioner was struggling with the noose because the man sentenced to death was so
thin and lean that the noose was slipping off his head and neck.
2. a. Jagdish told Guru that he wanted to earn a lot of money and Vijaynagar didn’t have
enough. If the citizens of Ajmaira were not intelligent then he could make more money off
them and so he wanted to move to Ajmaira.
b. The homeowner said that the people who came to rob him should have been on trial. Later
he said that the people who had constructed the house were guilty.
c. The Guru made up a tale and said that whoever would die that day would go straight to
heaven. The judge fell for it and decided to hang himself.
d. Answers may vary. Accept all appropriate responses.
3. a. i. The homeowner was summoned to the court because the mother considered her sons’
death was because of the homeowner who hadn’t built strong walls.
ii. According to the homeowner, the people who constructed the house were responsible for
the falling of the wall.
b. i. The four men were four brothers who died trying to breach a wall.
ii. The Judge said these lines. The accused saved himself by putting the blame on the
neighbour whom he greeted while mixing the cement.
4. Answers may vary. Accept all appropriate responses.
Activity 2: Vocabulary
Across: 6. anarchy 8. ludicrous
Down: 1. sagacious 2. polyglot 3. edible
4.
monarchy 5.
headstrong 7.
altruist
2.
a.
sagacious b.
headstrong c. anarchy d.
ludicrous e. monarchy
Activity 3: Grammar
1. Sentence The present tense is used to talk about
Indira has just bought a new Sitar. an action that happened recently
She knows how to play the Sitar. a fact
She has been studying the instrument for ten an action that started in the pat and still
years. continuing
She is living in Delhi for the time being. a temporary situation
She is playing the Sitar right now. an action happening now
She practises ragas every evening. a repeated action/schedule/habit
She has performed in many concepts. an action happened in the past, time not
specified

170
2. Answers may vary. Accept all appropriate responses.
3. I was jogging as usual, when suddenly a dog started chasing me. I had never run so fast in
my life! Thankfully, the dog gave up midway. The chase made me reach the park earlier than
usual. And who did I find there, my History teacher! I had never seen her there before. She
told that she had been coming there for past one year. Then I realized that I had to complete
my homework. I had been delaying the homework for a week now. As I opened my notebooks,
Father told me that the holidays had been extending. I was thrilled. I should stop now, I have
to get up early tomorrow.
4. a. We will arrive on time. b. They will be staying in the hotel.
c. We will have called the police. d. The train will have been running non-stop for two days.
5. a. What you have done? b. Will they be late for the meeting?
c. She had been practicing for an hour. d. He had not been studying lately.
e. The location has not changed since then.
Activity 4: Writing
1.
Open-ended question 2.
Open-ended question
Activity 5: Celebrating Poetry
1. a. The poem makes fun of the English language.
b. No, the author is anonymous.
c. Yes, the narrator can speak English. Writing English troubles the narrator.
2. a. i. Bough, dough, thorough, through
ii. It means to make a mistake or repeat mistakes in speaking. People would stumble with
these words because although they are spelled similarly are pronounced differently.
b. i. ‘Dreadful’ means causing or involving great suffering, fear, extremely bad or serious. The
narrator calls English a dreadful language because the spellings and pronunciation of
many English words often do not match.
ii. The speaker has mastered speaking English since he was five. He mentions in the poem
that he is still struggling with writing it.
Activity 6: Comprehension
1.
a.
lounging b.
might c. engrossed d.
stiffly e. cadet f. taunting
2. a. i. not knowing when something will end b. ii. to decide to stop doing something
c. ii. a book on WW II d. iv. the sound of her alarm clock
3. a. Vineet read 300 pages before he fell asleep.
b. Vineet was wearing a pan on his head. He thought it was a helmet.
c. Twenty means twenty push-ups.
d. Vineet gave his sister a banana in her hand, a pan to put on her head and a shawl. He
thought they were a helmet, a gun and a jacket respectively.
e. Seema saw the book lying on the sofa, and realized that Vineet was sleepwalking.
4. a. Answers may vary. Accept all appropriate responses.
b. When Seema woke up, Vineet stood stiffly in a corner wearing a pan on his head and
shouted at her. He pulled her out of the bed and ordered her to do twenty push ups.
c. Vineet mistook the doorbell for the enemy’s taunt. He said that he the sound felt like an
insult, and someone needed to put an end to it.
d. Answers may vary. Accept all appropriate responses.

171
 LESSON TARGETS

LASTING LITERATURE Getting Started and Listening

•
•
•
Understand how people react differently to different situations in life
Use the given hints to form new words
Listen for details
Say it Right: Words Stress in Compound Words
• Learn stress patterns for compound words
Grammar: Passive Voice
• Learn how imperative sentences are changed from the active to the
passive voice
Reading: A Christmas Carol
• Read an excerpt from the classic A Christmas Carol by Charles Dickens
• Make inferences based on comprehension of the text
• Respond critically to the text
Understanding
• Make inferences based on comprehension of the text
• Make inferences based on textual evidence
• Infer the meanings of unfamiliar words and cross check with the
dictionary
• Answer questions in reference to context
Vocabulary: Words Often Confused
• Learn how to differentiate between the words that are often confused
• Choose the correct words to complete the sentences meaningfully
Practising Grammar: Passive Voice
• Change imperative and interrogative sentences into passive voice
• Change active into passive voice
Speaking: Class Discussion
• Learn how to take turns while speaking and how to have a courteous
conversation
Writing: Accepting an Invitation
• Note the format of an informal invitation
• Note the points to keep in mind while drafting a reply for accepting an
invitation
Plug-In: Phrasal Verbs
• Make phrasal verbs using two words to match the given meanings
Celebrating Poetry: Stopping By The Wood on a Snowy Evening
• Read the poem and understand its deeper meaning
• Learn the different poetic devices used
• Answer comprehension questions with reference to context
Enrichment: Being Tactful
• Learn how to be tactful while being polite at the same time

UNIT 10 • Rewrite given sentences in a more tactful manner

SUGGESTED TEACHING PLAN
More to Do Teaching
S. no. Topic Task
(Workbook) Periods
• Activity 1: Should I Smile or Cry?
1 Getting Started
• Exercise (Page 151)
1
Listening: Listen
2 • Listening for Details
to a Passage
• Learn how different syllables are stressed
Say It Right: in compound nouns, compound verbs,
3 Word Stress in compound adjectives and hyphenated 1
Compound Words compound words
• Exercise (Page 153)
• Activity 2: Where’s My Voice?
Grammar: Passive
4 • Learn how to convert active into passive 2
Voice
voice and vice versa
Pre-reading • Group Discussion (Page 155)
5 4
Reading • In-Text Comprehension Practice
• Understand unfamiliar words
• Infer character traits
Activity 1
• Answer questions with reference to
6 Understanding (Pages 102- 1
context
103)
• Exercise (Page 160-161)
• Activity 3: Ghostly Visions
Vocabulary: Words Activity 2
7 • Exercise (Page 162) 1
Often Confused (Page 104)
Practising Activity 3
8 Grammar: Passive • Exercise (Pages162-163) (Page 105- 1
Voice 106)
• Learn the do’s and don’ts on how to
Speaking: Class have a polite discussion
9 1
Discussion
• Activity 4: Group Discussion
• Note the format of an invitation which
includes the 5 Ws Activity 4
Writing: Accepting • Learn how to frame a response
10 (Pages 107- 2
an Invitation
• Exercise (Page 164) 108)
• Activity 5: Responsive Responses
• Learn new phrasal verbs and use them
Plug-In: Phrasal in a sentence
11 1
Verbs
• Exercise (Page 165)
Celebrating Poetry: • Poem reading
Stopping By The • In-text Comprehension Activity 5
12 2
Wood on a Snowy • Activity 6: I Am Poetic! (Page 109)
Evening • Exercise (Page 167)
• Learn the importance of being tactful
Enrichment: Being and polite
13 1
Tactful • Activity 7: I Can Be Tactful!
• Exercise (168)
14 Project Work • Draft a conversation 1
 Critical Thinking: Reflecting, Teaching Trail
evaluating and concluding, Making
• Read the introduction and discuss the meaning of
predictions, judgements and
Skills in focus

inferences being optimistic versus pessimistic.

• Allow students to think of new words to describe the
Creativity: Using strategies to
narrow the list of ideas, Trying new kinds of people mentioned in the introduction.
things • Ask them to think of the stories and movies they
Communication (Oral): Utilizing have read or seen. Have them think of and share
clear and articulate speech, the names of characters that match the descriptions
Speaking confidently given in the introduction.

Teaching Trail
• Also, ask them in the long run,
which attitude does a person
benefit from: a positive one or a
negative one?
• Guide the students to complete
the exercise on page 151.
• Provide hints in case students
are stuck with some of the
answers. Ask the students to
share what kind of reactions
most people have in situations
acted out in the following
activity.

Activity 1: Should
I Smile or Cry?
Divide the students into groups
of four. Write down one situation
for each group on the board and
ask them to discuss amongst
themselves as to what their
reaction would be. For example,
You have scored fewer marks
than you thought you would,
You have been told you are
moving to a new city and school,
The vacation you were planning for got cancelled, You forgot your lines on stage, Your teacher
scolded you for something somebody else did, etc. Let each group come up with one positive
reaction and one negative one. Discuss the positive and negative reactions in class and reach
a decision as to which is the better way to handle a frustrating or sad situation.

Answer Key
a.
bear b.
sail c.
nice d.
lean e.
clear

174
Listening Text A festival is an event centered on some particular tradition. One of the oldest Indian
festivals, Holi is celebrated as a symbol of triumph of good over evil, the arrival of spring and
the end of winter. It is also known as the Festival of Colors.
Holi celebrations begin with burning a big bonfire, hoping that the prayers will ward off
internal evil. In the morning, people smear each other with colors, using powder, water guns
and flower petals. Holi has become so popular that it is not restricted to India only. It is also
celebrated in other Southeast Asian countries now.

Answer Key
1. c. centered around 2. a. over 3. b. bonfire 4. a. ward off 5. c. restricted

Communication: Listening

Skills in
actively, Utilising clear and

focus
articulate speech
Critical Thinking: Testing out
solutions

Teaching Trail

• Read the introduction and

explain which syllables will
be stressed on in compound
nouns, verbs and adjectives as
well as hyphenated compound
words.
• Since this is a complex topic,
introduce more compound
words of each kind to see if
they understand which syllable
is to be stressed in compound
nouns, verbs, adjectives and
hyphenated words.
• Ask them to think of more
compound words in each
category.
• Guide the students in case
they need help before allowing
students to individually
complete the exercise on page
153.
Reading Café

There are many compound nouns like baseball, Answer Key

newspaper, in which the first syllable is stressed. Other
compound verbs like shortchange, breakdown lay stress 1. FOOTball 2. duty-Free
on the second syllable while in compound adjectives with 3. window-SHOP 4. Hotdog
a noun in them, the stress will lie on the first or second 5. BUS stop 6. overTAKE
syllable like high-speed, or waterproof. In hyphenated
7. PHOTOgraph 8. red HOT
compound words, the first syllable is usually stressed
like in mother-in-law, and merry-go-round. 9. UP-to-date 10. babsySIT

175
 Teaching Trail

• Differentiate between the roles of the subject and object in active and passive voice.
• Explain that the doer or subject is more important than the object in active voice, for example,
The cat ate the mouse; however, the object is more important than the subject in passive
voice, for example, The mouse was eaten by the cat.
• Explain the rules of changing questions and imperative statements into the passive voice as
shown in the two tables on pages 153 and 154.
• Write one sentence of each kind on the board for the students to attempt converting to passive
voice in their notebooks. For example, Did you close the front door?Were you reading this
book?, Have they completed their work?, Does she study Geography every day?, Should we
open the package now? Etc. Answers: Was the front door closed by you? Was this book being
read by you? Has the work been completed by them? Is Geography studied by her every day?
Should the package be opened by us now, etc.
• Follow the same pattern for commands, orders, sentences giving advice, suggestions and
requests.
Skills in

Critical Thinking: Understanding

focus

and applying a concept

Activity 2: Where’s My Voice?

Divide the class into pairs. Tell each student to speak a sentence in active voice to their
partner. The partner then changes it into passive voice. Then let the partner do the same for
the student.

176
 Critical Thinking: Reflection,

Skills in
making judgements and inferences

focus
Communication: Providing
expression and enthusiasm

Teaching Trail

• Read out the questions on

page 155.
• Tell them to be as vivid in
their descriptions as they can.

Communication: Listening
actively,Providing expression and

Skills in
enthusiasm, Answering Questions

focus
Critical Thinking: Making
predictions, judgements and
inferences

Teaching Trail

• Let the students read one or

two paragraphs turn by turn.
Stop each student and let the
next student in the row start
from there to ensure they are
all engaged in reading the story
Page 155 and answering comprehension
questions.
Comprehension Questions • As the text is read:
• What was Scrooge grumbling to Fred about }} Pronounce and explain

Christmas Eve? difficult words.

• Why did Scrooge send away the two men asking for }} Take breaks and ask

charity? comprehension questions.

• What was Bob Cratchit expecting from Scrooge? }} Discuss questions given

• What did Scrooge think of Christmas? beside the text.

Page 156

Comprehension Questions
• Who came to visit Scrooge that night and why?
• What did he warn Scrooge about?
• What did the Ghost of the Christmas Past show Scrooge?
• Why did Scrooge feel sad when he saw himself as a boy in a dreary room?
• What did Scrooge choose instead of his love, Belle?

177
 Page 157

Comprehension Questions
• Who came to visit Scrooge
next?
• Where did he take Scrooge
and what did he show him?
• Why did Scrooge feel a twinge
of sadness when he saw Tiny
Tim?
• What was Scrooge shocked to
hear Bob Cratchit say?
• Where did he take Scrooge
next?

Page 158

Comprehension Questions
• What was the Christmas spirit
like in the air?
• What did Scrooge suddenly
realise?
• Who came to visit Scrooge at
the stroke of midnight?
• Why was Scrooge most
terrified of this visitor?
• What did Scrooge realise
about his wealth?
• Where had Bob Cratchit just
returned from?
• What promise did Scrooge
make to the visitor?
• Where was Scrooge surprised
to see himself all of a sudden?

178
 Page 159
Comprehension Questions
• What was the first thing Scrooge did
on Christmas morning?
• What did Scrooge do for Bob
Cratchit?
• What was Tiny Tim’s fate?
• How did the city remember Scrooge
long after her had died?

Integrated Learning
Talk to the class about Christmas carols
sung all over the world. Introduce the
famous carol 12 Days of Christmas.
Play it in the class and make sure the
students know the words of the carol.
Explain that the words of the carol have
a hidden meaning. It refers to the twelve
day period that starts with Christmas
day and ends on Epiphany (6th
January). The words ‘true love’ represent
God, the true love of the world. Ask
them to find if the words of the carol
have other hidden meanings.

Critical Thinking: Reflecting, evaluating

and concluding, Making, judgements and
Skills in focus

inferences
Communication (Written): Using personal
voice in writing, Using appropriate tone
and vocabulary for the intended audience
Collaboration: Encouraging group
members, Solving problems, resolving
conflicts

Activity 3: Ghostly Visions

Divide the class into 3 groups. Assign

each group one of the ghosts and
tell them to make a list of what
they showed Scrooge on the night of
Christmas Eve. Ask them to try and
infer what each ghost was trying to tell
Scrooge and how every vision of the
past, present and future made Scrooge
feel. Allow them to make brief notes
on the same and share these with the
class.

179
 Teaching Trail

• Explain the questions in the exercise on pages160 and 161.

• Explain the deeper meanings of symbols like the chains that Marley carried and the three
ghosts who visited Scrooge.
• Ask them if they can think of any more symbols used in the story.
• Ask the students to infer the meanings of the words and phrases in Question 2 and then
consult dictionaries to find their dictionary meanings.
• Explain how they need to answer questions with reference to context.
• Allow students to individually answer all the questions.

Answer Key
1. a. Ebenezer Scrooge was an old businessman. He was a miser and did not give his money
to anyone in need. He did not care about his relatives and employee. He did not believe in
sharing and charity.
b. Marley had to wear the chains he was wearing because he has spent his life as a stingy
person. He did not care about other people and was obsessed with making money.
c. The ghost of Christmas Past made Scrooge regret his decision of not giving donations to the
two gentlemen who had come to office earlier that evening. His donation could have freed a
child or two from the same misery that he had faced in his childhood.
d. The Christmas dinner at Bob Cratchit’s house was being prepared by Mrs. Cratchit and the
children were helping her cheerfully. Bob Cratchit with his family sat on the dinner table
joyfully and called Scrooge the founder of that feast. Everyone had Christmas spirits in their
hearts and was very happy and thankful to Scrooge.
e. Scrooge sent a big turkey to Bob Cratchit’s house on Christmas morning.
2. Word Your meaning Dictionary meaning
brushing away Accept all appropriate responses. to refuse to accept or listen to something
that someone says
wander Accept all appropriate responses. to walk or move in a leisurely or aimless
way
tolled Accept all appropriate responses. charge a toll for the use of a bridge or
road
kin Accept all appropriate responses. one’s family and relation
poulterer Accept all appropriate responses. a dealer in poultry
3. a. i. Scrooge said these words to Bob Cratchit.
ii. No, it was not fair of the speaker to say these words as Bob was just asking for a day off
for Christmas and not doing something as harmful as picking a man’s pocket.
iii. The speaker is a miser and a cold person who does not care about others.
b. i. The Ghost of Christmas Present said these words.
ii. Bob Cratchit’s son Tiny Tim’s chair is being talked of here.
iii. The shadows refer to Scrooge and his actions.
c. i. Ebenezer Scrooge said these words.
ii. Scrooge did not know how much time the spirits were supposed to take. He was happy
the spirits did it all in one night, and he could make amends on Christmas day.

180
 iii. The night being talked about here is the night before Christmas Day.
4. Questions Inference Evidence in the story
Was Scrooge Scrooge was poor as a child as The Ghost of Christmas Past took Scrooge
rich or poor as he only loved his wealth and to a massive house whose owners had
a child? thought being rich is being lost their fortune and the house is poorly
happy. furnished, had cold halls to a bare and
dreary room where a young Scrooge was
sitting lonely.
Why was Scrooge found The Spirit of The spirit of Christmas yet to come was
the spirit of Christmas yet to come most most fearful as it showed Scrooge his
Christmas yet fearful because he had realized future where he is dead and there are
to come most his mistakes and knew how no friends or kin to join his funeral. His
fearful? horrible the future would be if fortune could do nothing.
he did not change.
How much time The three spirits visited Scrooge When Scrooge woke up he said,
did the spirits in one night itself as next day “Christmas Day! Thank you, the spirits
take when they was Christmas and spirits gave have done it all in one night. I haven’t
visited Scrooge? him a chance to change it. missed the bus.”

Communication (Written):

Skills

focus
Using appropriate tone and

in
vocabulary

Teaching Trail

• Have the class read the

sentences and take note of the
highlighted words.
• Ask students: Do the
highlighted words have different
meanings?
• Explain that certain words
are often confused in English
language even though
they have entirely different
meanings. This happens
because of the closeness in the
way they are spelt.
• Refer to the table and explain
it in detail adding a couple of
more examples where possible.
For example a dress and
address, it’s and its, bough
and bow, etc.
• Ask the students if they can
think of some more words that
can be commonly confused.
• Tell the students to individually
attempt the exercise.
181
 Answer Key
1.
a.
allowed b.
won’t c.
sympathy d.
flower e.
all-together
2.
a.
principal b.
amicable c.
accept d.
its e.
any more

Critical Thinking:
Skills

focus

Understanding and applying a

in

concept

Teaching Trail
• Recapitulate the rules convert
active into passive voice and
vice versa.
• Read the questions and explain
what is to be done.
• Give the students time to
independently complete the
exercise on page 162 and 163
in their notebooks.

Answer Key
1. a. By whom has this painting
been made?
b. When will the phone be
brought by Uncle Sam?
c. Was the bread bought by
you?
d. Can I be helped by someone?
e. To whom was the book given
by you?
f. Were you recognised by her?
g. Can it be cured by anybody?
h. By whom was the poem written?
2. a. Let the ball be thrown. Or You are ordered to throw the ball.
b. You are requested to give me the book.
c. The chapters should be revised properly.
d. You are advised to not go out in the dark.
e. You are ordered to sit down.
3. a. Do not touch the hot plate.
b. Whom did you invite?
c. Where is our team playing the match?
d. Finish the job quickly.
e. Was the gardener watering the plants?

182
 Communication: Using clear

Skills in
and articulate speech, Speaking

focus
confidently, Listening actively
Creativity: Generating Original
Ideas

Teaching Trail

• Allow this to be a student-

controlled activity.
• Explain the rules of having a polite
discussion in a large group where
everyone should be given a chance
to speak as shown on page 163.

Activity 4: Group Discussion

Divide the class into groups of 4 and

ask them to reflect on the questions
on page 163. Allow them to make
brief notes on the same. When all
the groups have completed their
discussion, allow each group 30
seconds to explain any 1 point they
have discussed. Try and ensure that
each and every student gets a chance
to speak in this activity to reiterate
the idea of speaking by turns.
Skills in focus

Creativity: Generating original ideas,

Improving upon ideas
Communication (written): Using
personal voice in writing, Using
appropriate tone and vocabulary for
the intended audience

Teaching Trail

• Explain the essential components

of an invitation and what all
information necessarily needs to be there.
• Tell students that an invitation must answer the 5 Ws: who is being invited, why it is being
held, where it is, what the occasion is, who is hosting it, when it will begin and end,and how
can the host receive a reply.
• Explain that an invitation must be followed by a note of acceptance or refusal as the case may be.
• Walk them through the structure of a note of acceptance and let them frame their responses
individually.
183
 Activity 5: Responsive Responses

Put students into pairs. Ask them to invite each other for an occasion and frame one response
of acceptance and one to refuse to invitation. Tell them to put the refusal in the most polite
manner possible. They can exchange notes and compare to see whether it meets with the norms
of polite acceptance or refusal to an invitation.
Skills

focus

Communication: Using
in

appropriate vocabulary

Teaching Trail
• Explain that phrasal verbs
are made up of verbs and
prepositions used together. A
phrasal verb may be completely
different in meaning from the
original stand-alone verb or
preposition.
• Allow the students to read and
note the number of phrasal
verbs that can be made with
the verb look as per the table
on page 164.
• Ask them to think of more
phrasal verbs.
• Allow the students to discuss
in pairs and then individually
complete the exercise on page
165.

Answer Key

1. look for search something show up – He might show up today.

called off cancelled called off – The meeting was called off due to
rain.
show up to arrive
break down – The car will break down in the
break down stop functioning middle of the journey.
find out discover find out – I was curious to know what
get over recover from illness happened last night in the neighborhood.
2. Answers may vary. Accept all appropriate get over – The doctor said he will get over
responses. his illness.
look for – Please look for my spectacles in 3. a. drop out b. fell apart c. gave up
the room. d. hang up e. take after

184
 Skills in focus
Communication: Listening
actively, Providing expression and
enthusiasm
Creativity: Generating original
ideas

Teaching Trail

• Read this poem aloud slowly,

with an expression of mystery
and deep philosophical
thought, emphasising each
poignant point with a pause.
• Ask the students if the poem
is a deeply reflective one or a
straightforward narrative?
• Ask them why they think the
poet has ended the poem by
repeating the words ‘And miles
to go before I sleep’.
• Discuss the answers to the
questions in the exercise in
class.
• Allow the students to individually
complete the exercise on page
149 in their notebooks.

Activity 6: I am Poetic!

Divide students into pairs.

Reading Ask each pair to brainstorm
Read the poem slowly at an appropriate pace. Ask and write two sentences: one
comprehension questions: that uses personification and
• Why can the poet not stop to see the woods fill up another that uses alliteration.
with snow? On the board, write trees, wind,
• Why does the poet call it the darkest evening of moon, sky, sea, rain, thunder,
the year?
sun, death, flowers stars etc.
• Why does the horse give his harness bells a
Ask the students that they can
shake?
make their sentences using any
• What do you think are the promises that the poet
needs to keep? of these by personifying them.
• Discuss the questions on page 167 and then let They can use the same words to
the students complete the exercise individually. create sentences with alliteration.

Answer Key

1. a. i. The owner of the woods has his house in the village.

ii. He would not see the poet because he lives in the village.
iii. The poet has stopped here by the woods to watch the snow filling up the woods.

185
 b. i. The horse thinks it was a mistake because there was no farmhouse i.e., civilization
nearby and it was the darkest evening of the year.
ii. The sounds mentioned here are of the shaking of the harness bells, the wind and snow
falling down.
iii. The horse represents the voice of reason and poet’s companion.
2. The last two lines of the poem are symbolic of the brief span of human life. It reinforces that
the speaker cannot rest and neglect his responsibilities and duties before he goes to sleep or
before his life ends.
Skills

focus

Communication: Using
in

appropriate tone and vocabulary

Teaching Trail
• Read the introduction and the
text on page 168 upto the
exercise.
• Tell students to note how a
polite refusal to a birthday
party is so much better than a
rude one.
• Explain how when something
needs to be said it can be
conveyed to another person
in a rude as well as a polite
manner.
• Tell them that being rude is
not the way to get your ideas
across to anyone.
• Say that being tactful and polite
is important to maintain good
relations with people.
• Tell them that when one is
tactful, one can even disagree
without sounding offensive.

Activity 7: I Can Be Tactful

Divide the class into pairs. Allow them to brainstorm and figure out the most polite way to
convert the given rude statements into polite ones using tact. Let each pair then write down the
best option that they have mutually agreed upon in their individual notebooks.

186
 PROJECT WORK
Research
Ask students to research on phrasal verbs and use some of them in an imaginary polite
conversation between two friends. The topic of discussion could be anything: like plans for
the summer/winter vacation, working together on a school project, organising a Christmas
fete in your locality, using Saturdays and Sundays to teach underprivileged children for a
couple of hours each day, environmental issues and how to tackle these, or even the art of
conversation. They could write these and share their presentations in class.

Workbook Answer Key

Activity 1: Understanding
1. a. The name of Scrooge’s nephew was Fred.
b. Scrooge was a miser and didn’t believe in charity in the beginning of the story.
c. Scrooge met the spirit of Jacob Marley on Christmas Eve.
d. Marley tried to warn Scrooge about the consequences of being a stingy person.
e. The Ghost of Christmas Past had long hair, which was white as if with age; and yet his
face resembled that of a little child.
f. The beautiful young girl that Scrooge saw was Belle. She said that she was sad because
Scrooge loved money more than her, and so they should part ways.
2. a. Marley was Scrooge’s partner. He was wearing shackles because he lived a life of a stingy
person and only cared about wealth and not about people.
b. Bob Cratchit was a clerk who worked in Scrooge’s office. Scrooge saw that there was
nothing in terms of Christmas dinner in Bob’s house yet everyone was happy and joyful.
Everyone was thankful to him for the feast.
c. The places shining brightly with Christmas spirit made Scrooge realize that riches are not
needed for being happy. He saw that Bob and his family were happy despite having not
much, the sick were cheerful despite the pain, the foreigners felt at home and the poor felt
rich. All this changed his perspective about happiness.
d. Scrooge gave contribution to the charity, raised Bob Cratchit’s salary by the end of the
story. Scrooge became a good boss, a good friend and a good man.
3. a. i. ‘Him’ refers to Tiny Tim.
ii. ‘We’ refers to Bob Cratchit and his wife.
iii. Scrooge changed as a person and was not the same any longer.
b. i. The spirits were Scrooge’s Christmas Past, Christmas present and Christmas yet to
come.
ii. 
Scrooge thanked God because the spirits had shown him the error of his ways in one
night. He still had a chance to make amends, do good to others and celebrate Christmas.
187
 4. Answers may vary. Accept all appropriate responses.
Sample Answer
Describing words Incidents from the story
Ebenezer Scrooge miser He didn’t believe in charity.
before Christmas. rude He insulted two gentlemen who came to his office
asking for charity and sent them away.
Ebenezer Scrooge helpful He went to the charity and gave his contribution.
after Christmas. kind He surprised Bob Cratchit by raising his salary.

Activity 2: Vocabulary
1. Word Meaning
principle a moral rule
complement make something better or complete
stationary not moving
you’re you are
cache a store of things
lead a metal
accept to say yes to something
loose not firmly fixed
it’s it is
dessert a sweet dish
2.
a.
principal, principle b.
compliments, complements c. stationary, stationery
d.
You’re, your e. desert, dessert f. loose, lose
g. cash, cache
3.
a.
flour b.
breath c. effects d.
two f. Their

Activity 3: Grammar
1.
a.
P b.
A c. P d.
P e. P f. A g. P
2. a. Was the car parked in the garage (by him)?
b. Are the birds kept in cages (by them)?
c. Would the paper be written (by him)?
d. By whom has the essay been written?
e. When is the stick fetched by the dog?
f. Had the cookies been baked (by them)?
g. Is the poster going to be put up (by them)?
h. Should the cookies be put in the bag (by me)?
3. a. You are requested to be quiet during the screening.
b. You are advised to keep your bag in the back seat.
c. You are ordered to keep your hands out of the pocket.
d. Let the gates be opened.
e. You are advised to write slowly and carefully.
f. You are requested to throw the papers in the waste-bin.
188
4. City Hit By Storm
The coastal city of Chennai was hit by a devastating storm. The maximum effects of the
storms were felt by the residents living close to the coastline. The wind reached the speed of
250 km/hr. The support of the army of relief and rescue operations were called by the Chief
Minister. 1200 people have been rescued by the fire fighters and paramedics till now. The
number of people to be rescued is still not known to us. The rations and supplies have been
also sent by Sri Lanka.

Activity 4: Writing
1. Open-ended question
2. Open-ended question

Activity 5: Celebrating Poetry

1. a. i. The word ‘queer’ means strange or odd.
ii. The speaker has stopped by a cabin between the woods and a frozen lake.
iii. The words ‘frozen lake’ and ‘darkest evening’ tells us that it is winter.
iv. It is evening. The adjective used by the speaker to describe it is darkest.
b. i. The words that show alliteration are dark and deep.
ii. Robert Frost is the poet of the poem.
iii. The speaker cannot stay where he has stopped because he has promises to keep and
miles to go before he can rest.
iv. aaaa is the rhyming scheme of this stanza.
2. Answers may vary. Accept all appropriate responses.

Activity 6: Comprehension
1. sections fragments
never getting exhausted tireless
excellence perfection
logic reason
dark and gloomy dreary
useless and futile dead habit
2.
a.
held high b.
striving stretches c. dreary desert
3. The poem has no rhyme scheme.
4. a. i. The world is described as ‘broken up’.
ii. The domestic walls mean caste, creed and religion.
iii. These walls can create a lack of trust and divide the people.
b. i. Freedom means a state where men are free to think and act. It is a state where they
are not limited by narrow walls of religion, caste or creed.
ii. God is referred as Father here.
5. a. The poet talks about a nation where knowledge is not restricted. It is free of narrow ideas
and loyalties. People feel proud of their knowledge and strength born of that knowledge.
189
 b. The habits are called dead as they are useless and old customs that are followed blindly.
People should not dwell on the mistakes of the past. Dead habits like superstitions, beliefs,
rituals and narrow mindedness should all be kept aside.
c. The poet wished his country and the world to be a place where blind superstitions and old
habits have not put out the light of reason. He imagines a place the power of reason and
progressive thought.
d. The poet wrote this poem before India got independence. The British ruled India and the
Indians were fighting for their freedom. The people of India were being held back because
of the divisions of caste and superstition. The British used this to divide and weaken the
people.
e. Yes, this poem was written to instil a feeling of patriotism in the people of the country.
The poet prays for a country where knowledge is be free for all. The country that is not
be divided by creed or caste. He invokes the image of a country he imagines has no
boundaries and its citizens strive tirelessly to reach perfection.
f. The poet wants his country to be a paradise. The country should have no boundaries
and an atmosphere of fearlessness. Knowledge should be free. The country should not be
divided by caste, creed or religion. It should be united. The people of the country should be
logical and progressive in thought and actions. The countrymen should live their lives with
decency and dignity.

190