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E-learning material for the Standards I to XII, Available in Marathi and English medium, , ebalbharati, Features, • Inclusion of prescribed subjects as per subject scheme., • Complete E- learning material based on textbook, • In the form of audio-visual, • Presentation of chapterwise content and inclusion of questions as, per necessity, • Inclusion of various activities, pictures, figures/diagrams, etc., • Use of animation for easy and simple learning, • Inclusion of exercises., , E-learning material (Audio-Visual) for the Standards One to Twelve is, available through Textbook Bureau, Balbharati for the students of Marathi, and English medium., For purchasing E-learning material..., • Register your demand by scanning the Q.R. Code given above., • Register your demand for E-learning material by using Google play store, and downloading ebalbharati app., • Visit the following websites of the Textbook Bureau., www.ebalbharati.in, www.balbharati.in
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The Coordination Committee formed by GR No. Abhyas - 2116/(Pra.Kra.43/16) SD - 4, Dated 25.4.2016 has given approval to prescribe this textbook in its meeting held on 3.3.2017, , ENGLISH, , BALBHARATI, STANDARD SEVEN, , Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune.
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Preface, Dear Students,, A most hearty welcome to Std VII. We are happy to place this textbook, ‘English Balbharati’ in your hands., English has been a part of your studies since Std I. So far, you have learnt, to use English for communication in most situations. You have enjoyed some, interesting stories and passages in the previous textbooks. You have completed, many projects. You have read the works of many well-known authors. Now that, you are in Std VII, you will do all this and also learn to use English with a better, understanding of the language and the way it is used., English is not just a subject in your curriculum. It is the medium through, which you learn all other subjects. A good command over the language will, make it easier for you to study other subjects, too. Our main aim is to help you, use English with confidence. We want you to be able to ask questions, gain, knowledge and new skills, be creative and to spend your free time joyfully., That is why, we want you to take part in all the activities and exercises in the, ‘Warm up’ and ‘English Workshop’ sections without feeling shy. Talk to your, teacher freely about the problems and difficulties you face while studying this, textbook. Many of the activities are designed to show you ways of thinking and, learning on your own. The more you use them, the better you will learn., We will be happy if you share your feelings about the contents of this book, with us. We hope you enjoy studying it throughout the year., Wish you all the best in your studies !, , Pune, Date : 28 March 2017, Gudi Padwa, Indian Solar Year :, Chaitra 7, 1939, , (Dr Sunil Magar), Director, Maharashtra State Bureau of Textbook, Production and Curriculum Research, Pune.
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English Balbharati - Standard Seven - Learning Outcomes, Suggested Pedagogical Processes, The learner may be provided opportunities in pairs, groups/ individually and encouraged to–, • consciously listen to songs/poems/stories/prose texts, in English through interaction and being exposed to, print-rich environment, • participate in different events/ activities in English, in the classroom, school assembly; and organised by, different institutions, • listen to English news and debates (TV, Radio) as, input for discussion and debating skills, • watch and listen to English movies, serials,, educational channels with sub-titles, audio-video, materials, teacher reading out from materials and, eminent speakers, • share their experiences such as journeys, travelogues, visits, etc. in pairs /groups, • introduce self, converse with other persons,participate, in role play / make speeches, reproduce speeches of, great speakers, • summarise orally and in writing a given text, stories,, or an event, • learn vocabulary associated with various professions, (for example, cook, cobbler, farmer, blacksmith,, doctor etc), • read stories / plays (from books/ other sources in, English) and locate details, sequence of ideas and, events and identify main idea, • use material from various sources in English and, other languages to facilitate comprehension and corelation, • understand the rules of grammar through a variety of, situations and contexts focussing on noun, pronoun,, verb, determiners, time and tense, passivisation,, adjective, adverb, etc., • interpret tables, charts, diagrams and maps, and, incorporate the information in writing, • think critically on inputs based on reading and, interaction and try to provide suggestions/solutions, to the problems raised. (The themes could be social, issues, environment problems, appreciation of, culture and crafts), • refer sources such as dictionary, thesaurus and, encyclopedia to facilitate reading, • read text, both familiar and unfamiliar, and write, answers for comprehension and inferential questions, • take dictation of a paragraph with a variety of, sentence structures., • draft, revise and write with appropriate beginning,, middle and end, along with punctuation marks, • know the features of various types of writing:, messages, emails, notice, letter, report, short, personal/ biographical experiences etc., • use ICT (Net, mobile, website, Youtube, TED talks, etc) to browse for information, for projects/PPT, discussion, debate etc., • attempt creative writing, like stories, poems, dialogues,, skits etc., • visit a language laboratory, • read/write a book review., , Learning Outcomes, The learner–, 07.03.01 Listens attentively in the classroom., 07.03.02 Understands speeches, announcements, stories, etc about familiar topics/situations., 07.03.03 Finds specific details, facts, information from a, speech, story, conversation etc., 07.03.04 Remembers/ recalls important facts/details/main, points after listening to a programme., 07.03.05 Predicts the remaining part of a sentence, the next, sentence, etc., 07.03.06 Carries out a complex /long process with the help, of oral instructions., 07.03.07 Thinks critically about what she/he has heard, (decides whether it is true or false, relevant/, irrelevant, logical/illogical etc.), 07.03.08 Draws his/her own inferences from what is, presented., 07.03.09 Verifies experiences/information being presented, with his/her own observations/experiences/, previous knowledge., 07.03.10 Participates in different activities in English such, as recitation of a poem, monologue presentation,, role play, skit, drama, narration of story, joke or, incident, speech, quiz organised by school with, proper pronunciation, pause and intonation., 07.03.11 Frames questions/queries/requests politely., 07.03.12 Responds to different kinds of instructions,, requests, and directions in varied contexts., 07.03.13 Communicates one’s feelings / emotions, appropriately., 07.03.14 Presents a report based on a survey, notes,, information gathered from other resources., 07.03.15 Uses appropriate body language, gestures and, facial expressions while speaking., 07.03.16 Answers queries, provides directions etc. clearly., 07.03.17 Retells something in his/her own words., 07.03.18 Prepares a speech by arranging the points, systematically and presents it., 07.03.19 Creates a dialogue / story/ skit as a pair/ group, activity., 07.03.20 Makes a short speech on a formal occasion., 07.03.21 Speaks about excerpts, dialogues, skits, short, films, news and debate on TV and radio, audiovideo programmes on suggested websites., 07.03.22 Reads simple passages on familiar topics., 07.03.23 Understands the literal as well as the suggested /, implied meaning., 07.03.24 Understands the mode of communication –, notice, formal/ informal letter, application forms,, personal notes, diaries, essays, blogs., 07.03.25 Reads/Writes a book review., 07.03.26 Refers dictionary, encyclopedia on the internet to, get required information., 07.03.27 Guesses the meaning of a word / expression from, the context., 07.03.28 Learns new words, expressions and enrich his/her, vocabulary through reading., 07.03.29 Reads to seek information in print/ online notice, board, sign boards in public places, news paper,, hoardings etc .
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07.03.30 Remembers and recalls a complex set of written, communication., 07.03.31 Makes use of reading to improve his/her, writing., 07.03.32 Develops respect for one’s identity as an Indian., 07.03.33 Writes neatly and legibly and correctly., 07.03.34 Attempts calligraphy and decorative writing., 07.03.35 Reviews and if necessary corrects his/ her own, work as a matter of habit., 07.03.36 Fills forms correctly., 07.03.37 Prepares a formal invitation using a given, format., 07.03.38 Prepares posters on various themes., 07.03.39 Describes people, places, objects, landscapes, etc effectively., 07.03.40 Writes a clear set of instructions., 07.03.41 Reports an event/happening using an, appropriate format - a news item, a personal, observation (diary) etc., 07.03.42 Organises sentences coherently in English with, help of verbal and visual clues., 07.03.43 Prepares outlines for an essay, a short note, a, short story etc. (arrange the major and minor, points coherently and systematically.), 07.03.44 Writes an essay., 07.03.45 Describes a process / the working of a device in, step by step and to the point manner., 07.03.46 Prepares a conversation/dialogue as a group, activity or individually., 07.03.47 Attempts creative writing in different formsstories, poem, skits, dialogues, cartoons, jokes,, playlets etc., 07.03.48 Writes dialogues from a story and story from a, dialogue., 07.03.49 Uses first person/third person appropriately in, narratives and writing., 07.03.50 Uses appropriate grammatically forms in, communication (For example, noun, pronoun,, verb, determiners, time and tense, adjectives,, adverbs etc)., 07.03.51 Makes notes for personal references while, listening/ reading., 07.03.52 Labels various diagrams appropriately., 07.03.53 Writes appropriate captions to photographs,, pictures and diagrams., 07.03.54 Understands and uses the organisation of, graphic presentation., 07.03.55 Transfers verbal information to graphic format, such as a chart, a table, a graph, flow charts, a, web, a map etc., 07.03.56 Compiles lists of useful words, expressions,, idioms, definitions, formulas etc., 07.03.57 Identifies which learning style/strategies work, best for oneself and uses them., 07.03.58 Classifies given information using different, criteria., 07.03.59 Provides English/ mother tongue equivalents, for certain terms correctly while speaking/, writing English., 07.03.60 Translates different types of informative texts, from the mother tongue into English and from, English into the mother tongue., , 07.03.61 Translates literary pieces from the mother, tongue into English and from English into the, mother tongue., 07.03.62 Prepares/compiles bilingual glossaries and, other reference materials including graphics., 07.03.63 Finds the required information on the internet., 07.03.64 Finds the required pictures, video clips, films, etc on the computer/internet., 07.03.65 Handles various forms of digital material, (eBooks, audio books, interactive materials,, language games etc)., 07.03.66 Understands the features available on a, website and uses them properly., 07.03.67 Understands computer etiquettes (regarding, passwords, email etc)., 07.03.68 Identifies and uses subject and predicate,, subject, verb and object (direct/indirect), complement, adverbial, transformation, (framing questions)., 07.03.69 Transforms a statement into question., 07.03.70 Understands and uses root-words, prefix,, suffix, synonyms, antonyms, homonyms., 07.03.71 Uses punctuation marks such as full stop,, comma, and question mark, exclamation, mark, hyphen, dash., 07.03.72 Learns the literary devices such as simile,, metaphor,, alliteration,, onomatopoeia,, consonance., , Language Study, Parts of speech :, Nouns : Common and proper nouns;, Singular / plural / irregular; concrete / abstract, Conjunction and interjection, Verbs : main - auxiliary- modal verbs;, transitive and intransitive verbs, Sentence structures :, Subject and predicate, Subject, verb and object (direct /indirect), complement, adverbial, transformation (framing questions), Vocabulary and word building :, Root word, prefix, suffix, synonyms,, antonyms, homonyms, Punctuation :, Full stop, comma, question mark,, exclamation mark, hyphen, dash, Literary devices :, Simile, metaphor, alliteration, onomatopoeia, consonance
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Contents, Unit One, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, , Past, Present, Future...........................................1, Odd One In.........................................................3, In Time of Silver Rain........................................8, The King’s Choice............................................10, Seeing Eyes Helping Hands.............................16, A Collage..........................................................21, Unit Two, , 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, , From a Railway Carriage . ..............................22, The Souvenir ....................................................24, Abdul Becomes a Courtier...............................30, How doth the little busy bee.............................35, Learn Yoga from Animals................................37, Chasing the Sea Monster..................................43, Great Scientists.................................................49, Unit Three, , 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, , Tartary..............................................................55, Compere a Programme.....................................58, A Crow in the House.........................................64, The Brook.........................................................68, News Analysis..................................................71, Think Before You Speak !.................................75, Unit Four, , 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, , Under the Greenwood Tree..............................79, Unke Munke Timpetoo.....................................81, The Red-Headed League..................................86, Home Sweet Home...........................................95, Seeing Eyes Helping Hands.............................97, Papa Panov’s Special Christmas......................99, , About the cover : The ‘Blue Mormon’ is our State butterfly. The cover shows blue mormons enjoying, nectar from books which have blossomed on the plants. On the title page, we see the same butterfly, mud-puddling - drawing salts from mud.
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1.1, , Past, Present, Future, , Tell me, tell me, smiling child,, What the past is like to thee?, ‘An Autumn evening soft and mild, With a wind that sighs mournfully.’, Tell me, what is the present hour?, ‘A green and flowery spray, Where a young bird sits gathering its power, To mount and fly away.’, And what is the future, happy one?, ‘A sea beneath a cloudless sun;, A mighty, glorious, dazzling sea, Stretching into infinity.’, - Emily Bronte, , * * *, , 1
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Emily Brontë and her sisters were well-known authors who lived in the nineteenth, century. Emily Brontë uses nature to talk about her thoughts, feelings and ideas in, many of her poems. This poem about time is presented in the form of a dialogue, between the poet and a happy child. For the child in the poem, the past was a, pleasant time, but sadly, we cannot go back to it. The present is a time when you, prepare for the future which is unknown but exciting., , ENGLISH WORKSHOP, 1. Read the poem aloud using proper rhythm and intonation., 2. Link the items in the three columns properly., , A, , B, , C, , The past, , A sea beneath a, cloudless sun, , A pleasant time, which has ended, , The present, hour, , A soft and mild, autumn evening, , An exciting, thrilling, time which has no end., , The future, , A green and, flowery spray where, a young bird sits, , A time, full of life, in which you gather, strength, , 3. Find the meaning of the following words., thee, mournfully, spray, mighty, 4. Write the adjectives that are used to describe the following., evening, spray, sea, 5. Write one line about each of the following with the help of the poem., wind in the autumn evening, young bird on the spray, the sea, 6. Language Study :, A simile is an imaginative comparison of two different things which have, something in common. A simile always includes the words ‘as’ or ‘like’., For example : as tall as a tree, as lovely as a flower, A metaphor is an imaginative expression that refers to someone/something, as another person/thing. It shows that the person or thing has some quality, of that other person or thing. The words ‘as’ or ‘like’ are not used in a, metaphor. For example : He is a gem of a person., Time is money., Books are our friends., The clouds are white sheep., There are three metaphors in the poem. Can you find them ?, 2
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1.2, , Odd One In, , “How was the first day of school?’ asked, Mother as Rima sat down for dinner., “Okay,” Rima shrugged. “No lessons. Just, settling in.”, “Any new girls in your class?” enquired her, father, Mr Sen., “Only one - Malti - and she is funny,”, grimaced Rima as she helped herself to the salad., , Discuss the meaning, in the context of, the story., • settling in, • sniffed, • insufferable, , “Why do you say that?” asked Mr Sen., “She can’t speak much English. She has come, from another State,” sniffed Rima, naming one at, the other end of the country., , Discuss :, z How did Rima, decide whether or, not Malti was, smart ? What is, your opinion ?, , “Oh ! Children from that State are supposed, to be clever. They are specially good at maths,”, said Mr Sen quietly., “Well, this one does not seem smart at all., Oily hair, bindi and all. ‘Gud marning, Teeechurr,”, mimicked Rima., Her parents exchanged glances. Rima was their, only child. They doted on her. But she could be, insufferable at times., , z, , Do Rima and her, parents share the, same attitude ?, How do we know, that ?, , “I do hope you and your friends will not make, things too difficult for Malti,” sighed, Mr Sen as he rose from the table., Rima and her gang had decided, to do just that., Next morning, the minute Malti, entered the class, they all chorused,, “Gud marning!”, Poor Malti. She did not realise that they were, making fun of her. She beamed back at them and, replied, “Gud marning!”, , 3
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Shahnaz giggled. “Why do you put so much, oil on your hair ?” she asked rudely., Malti looked offended but did not reply., z, , Guess what Malti, was about to say, when Teacher, entered., , “And the skirt - soo l-o-o-n-g,” said Clare cattily., Malti flushed. She was about to say something, when Teacher entered. As the class progressed,, everyone was surprised to see Malti raise her hand, whenever Teacher asked a question., “Yes, Malti, you answer,” said Teacher., Malti answered correctly and Teacher nodded, in appreciation., When Rima recounted this at home, her mother, said, “Sounds like a clever girl.”, “What is the use?” said Rima uncharitably., “Her English is so atrocious.”, , Discuss the difference, in the meaning of, the following words :, • smart, • confident, • snob, , “The same may be said of your Hindi,”, countered Mr Sen sharply. He was getting quite, sick of Rima’s attitude., Even Mrs Sen did not like it. That night Rima’s, parents discussed the matter., “We put Rima into a good school to make her, smart and confident. I am afraid she is turning into, quite a little snob!” said Mr Sen sadly., , • recounted : told, • atrocious : Here,, it means of very, poor quality, • snidely : in a, nasty manner, • jeer : make rude, remarks in a, loud voice., 4, , The following Saturday was the Inter-House, singing competition. Rima, who was participating, in the English song category, was surprised to see, Malti’s name in the list of participants for the, Hindi song category. “Oily plaits sings also,” she, said snidely to Clare., “Croaks, you mean,” giggled Clare., They were to be proved wrong., Malti sang beautifully. She had a melodious, and well-trained voice. Rima and her gang had, decided to jeer when Malti sang, but there was, such absolute silence, they did not dare to. They
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were sure to get caught. When Malti finished, the, Principal was the first one to start clapping,, followed by the teachers and students., No one was surprised, when Malti won the first, prize. Rima did come, first in her category;, somehow, she felt no, joy., As the term progressed, it was abundantly clear, to all that Malti was a bright child. She was quiet,, studious and intelligent. She fared well in sports as, well as in studies. Her forte was mathematics. Her, simple appearance belied a sharp and nimble brain., Slowly, many of the girls began seeking her help, in mathematics. Help which she readily and, cheerfully gave. The teachers had liked the, respectful, intelligent girl from the beginning. Now, girls from the class also befriended her., Not Rima and her clique though. They stubbornly, disliked Malti. They were a stylish lot and nothing, that Malti did could alter the fact that she was not, their type. They never lost a chance to poke fun, at her, particularly her English., Malti felt bad about their behaviour. One day,, she was on the verge of tears when Rima mocked, at her mercilessly because she said “aks” instead, of “ask”., Her, voice, trembling, Malti said,, “I know my English is, weak. Yours is good., Please, will you help, me to improve it?”, , Guess the, meaning of :, • forte, • belied, • befriended, , Think and answer :, z Why did Rima, feel no joy even, though she came, first in her, category ?, , • clique : a small, group of friends, who do not allow, others to join, them., , “I won’t be able, to help you, my dear,”, replied Rima with an exaggerated accent. “Speaking, proper English isn’t easy for you countrified types!”, 5
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z, , Name the, friends in, Rima’s clique., , Malti’s face turned red. She wanted to retort, but could not find the right words. She burst into, tears and ran off., “That was horrid, Rima,” said Shahnaz., , • roundly : Here,, it means ‘in, an emphatic, manner.’, , “Yes,” agreed Neha and Clare roundly., Rima was shocked. Her own, friends had turned against her! She, walked off in a huff., Mrs Sen found her subdued over, lunch but decided not to ask anything., Rima knew that she had behaved, very badly. She was too proud to, admit it - even to herself., - From ‘Odd One In’ by Tithi Tavora, , This is an extract, from the story ‘Odd, One In’., Can you imagine, what happened next in, this story of Rima, and Malti ?, Try to complete the, story on your own or, by discussing it with, your friends., , * * *, , ENGLISH WORKSHOP, 1. Read aloud the conversations in the story turn, by turn., 2. Write about Malti and Rima using the following, points :, , Malti, , ide, to dec te, t, n, e, d, ple, stu, each, to com, Allow they want ly or as a, er, al, wheth y individu e enough, r, iv, o, t, G, s, the, ., the, ivity, t, c, m for ts’, a, o, o, r, p, s, u, s, o, gr, cla, uden, in the lay the st, time, p, ., s, i, sroom, ty. D, activi in the clas, stories, , 6, , Rima, , • Appearance..., , • Appearance..., , • Studies..., , • Studies..., , • Singing..., , • Singing..., , • Attitude to others..., , • Attitude to others..., , • Weak points..., , • Weak points..., , , Use details from the story and your own, imagination when you write the above descriptions., 3. Imagine you are Malti. Write about any one, event in the story from Malti’s point of view.
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4. How do you behave with your classmates ? Write about your attitude and, behaviour in the appropriate column., (Some actions : • Ask others for help • Refuse help • Judge others by their, appearance • Judge others by their accent.), Always, , Sometimes, , Never, , 5. Talk about : (a) your strengths (b) your weaknesses (c) the changes that you, would like to see in yourself (3 each)., 6. Discuss : Is it necessary to develop a good accent ? Why ? What efforts can, you take to improve your pronunciation ? With your teacher’s help, find out, how to use online dictionaries for the purpose., 7. List all the adverbs that end with ‘-ly’ from the passage., 8. Language Study : Types of nouns : You know that a noun is a word used, as the name of a person, place or thing. The names given to particular, persons, places, animals etc. are proper nouns and the rest are common, nouns. For example, ‘Ria’ is a proper noun, because it is the name of a, particular person. But, ‘girl’ is a common noun, as it is not the name of a, particular person. ‘Ahmednagar’ is a proper noun, because it is the name of, a particular place. ‘Town’ is a common noun, because it is not the name of, a particular place., Nouns, Common nouns , , Proper nouns, , girl boy town river table Sangeeta Rahul London Nashik, pencil bag road, etc. Sahyadri Pravara, etc., • Write at least 5 common nouns and 5 proper nouns each. Proper nouns are always, written with a capital letter at the beginning. Can you think of proper nouns that, include two or more words ? How are they written ? Find at least ten such nouns., Examples : Seva Hospital, The Times of India., 7
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1.3, , In Time of Silver Rain, In time of silver rain, The earth, Puts forth new life again,, Green grasses grow, And flowers lift their heads,, And over all the plain, The wonder spreads., Of life,, Of life,, Of life!, In time of silver rain, The butterflies, Lift silken wings, To catch a rainbow cry,, And trees put forth, New leaves to sing, In joy beneath the sky, As down the roadway, Passing boys and girls, Go singing, too,, In time of silver rain, When spring, And life, Are new., - Langston Hughes, * * *, , 8
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Langston Hughes was an American writer and activist, who won many awards and, honours for his work. He started a new style of writing poetry in which rhythm and, spontaneous expression are important. In this poem, he describes how rain brings joy, and life., , ENGLISH WORKSHOP, 1. Find the pairs of rhyming words used at the end of the lines in the poem., 2. Read the poem aloud using proper intonation., 3. If you were to draw a landscape on the basis of this poem, what elements, will you show in it ? What colours will you use ?, 4. The special arrangement of short lines makes you think about every detail., If you write the sentences in the usual manner, it does not have the same, effect. For example, the first stanza would be something like ‘The earth puts, forth new life again; green grasses grow and flowers lift their heads and the, wonder of life spreads all over the plain in time of silver rain.’, Now try the following :, Write one or two sentences about something beautiful, using your own, experience or imagination. Then rearrange the words in the sentences in a, poetic form. You may write about a beautiful day, a beautiful night, a stream,, a crop standing in a field, a graceful bird or animal, etc., 5. Fill in the following blanks with reference to the poem., ‘In time of rain when spring and life are ............, the butterflies lift ............, wings to catch a ............ cry and trees put forth ............ leaves to sing in, ............ beneath the sky as ............ boys and girls too ............ singing down, the roadway’., 6. Think and answer :, (a) Is the poet talking about heavy rains in the rainy season or rain that has, come after a long time ?, (b) Are the boys and girls happy that it is raining ?, 7. Find out the following with the help of your teacher and the internet., • Seasonal Rains (monsoon) in India and other countries., • Rain in countries like UK which experience spring-summer-autumn-winter., 8. Talk about your favourite season. (A one minute activity.), 9. Language Study : Alliteration : When the same sound occurs at the beginning, of two or more words in the same line, it is called alliteration., Example : Nayna needs new notebooks., Find an example of alliteration from the poem., Collect other examples of alliteration., 9
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1.4 The King’s Choice, , z, , Guess the, meaning of, ‘fierce’ in this, context., , Think and answer :, z, , Why must a king, have a court ?, , z, , What qualities are, necessary in the, following ? Why ?, • king, • adviser, • bodyguard, • messenger, , z, , What is oath of, loyalty ?, , z, , Write and read, aloud the oath, that each of the, courtiers must, have taken ?, , 10, , THERE was once a lion who was king of the, forest. He was big and strong and very fierce., All the other animals in the forest called him, king. They brought him gifts from every corner of, the forest., But the more the lion had, the more he wanted., ‘A king must have a court,’ he said to himself, one day., He called a fox to his side., “You are known to be a wise and clever, creature, fox,” said the lion. “I want you to be my, adviser.”, “Thank you, Your Majesty,” said the fox,, bowing low., The lion next called a leopard to his side., “You are known to be watchful and swift of, foot, leopard. I want you to be my bodyguard.”, “Thank you, Your Majesty,” said the leopard,, bowing low., The lion then called a vulture to his side., “You are a bird, vulture, and can fly high. You, are to be my messenger.”, “Thank you, Your Majesty,” said the vulture,, bowing low., The fox, the vulture and the leopard took an, oath of loyalty to the king. The king promised to, give them food and protection., For some time all went well in the court of the, lion king. The three courtiers never opposed the, king. His wishes were law. Whenever he roared,, they stood in awe. Whenever he took a walk, they, followed him., When the lion king went hunting, they found, the animals for him to kill. And after he had his
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meal, he left the remains for them. So they always, had enough to eat., One day the vulture came back from a flight., “Your Majesty, have you ever eaten a camel?”, he asked. “It is very tasty. I ate it once in the, desert.”, The lion had never seen a camel, but he liked, the idea of trying camel’s meat., “But where can we get a camel?” he asked., “There is a desert some miles away.” said the, vulture. “I was flying over it when I saw a lone, camel not far away. It looked big and fat.”, The lion looked at his other advisers. They, were wise and experienced. He wanted their opinion., Now the fox and the leopard did not know the, desert. But they did not want the vulture to seem, wiser than them. So they said, since it was the, vulture’s idea, he should lead the way., Early next morning the lion and his court, started off on the camel hunt., They reached the edge of the desert easily. But, after they left the shelter of the forest, the day, became very hot. The sun shone down with fire-hot, rays., , • lone : only one, , z, , Why was the, vulture told to, lead the way ?, , Think and answer :, z, , Why had the lion, never seen a, camel ?, , z, , What advice did, the fox and the, leopard give ?, Was it based on, good and sound, thinking ?, , 11
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z, , Do you think the, vulture was, enjoying the, search ?, , z, , Do you think the, king’s decision to, go back was, right ?, , z, , Can you guess, the plan that, the fox had, thought of ?, , z, , Why does the, fox address the, camel as ‘friend, camel’ ?, , z, , What qualities of, the courtiers, emerge in this, part of the, story ?, , 12, , High up in the cooler air the vulture flew., “Hurry along,” he called, “the camel is not far, off.”, But the lion could not hurry any more. The hot, sand had burned his paws. He could go no farther., “Stop!” he shouted to the others., “Let us go back to the forest. I do not care to, try camel meat.”, The lion king’s advisers were frightened. The, forest was far behind them and they did not know, how to get the lion back home., The leopard wanted to run away., The vulture wanted to watch and wait and eat, the lion later on., But the clever fox thought of a plan. Off into, the desert he ran saying, “I will bring some help.”, After running for some time, the fox found the, camel. The camel was indeed surprised to see him., “Hurry up, friend camel,” said the fox. “Our, king wants you at once.”, “Your king ?” said the camel. “Who is that ? I, do not know any king. I only know my master,, for whom I carry goods across the desert.”, “Our king, the lion, has killed your master,”, said the fox. “Now you are free, and the lion has, invited you to live at his court. Come along.”, The camel followed the fox., When the fox and the camel reached the lion’s, camp, the vulture and the leopard were surprised., Even the lion looked pleased, in spite of his burned, paws., The camel was presented to the king. He agreed, to serve the lion in return for a home at his court., “Get on the camel’s back, Your Majesty,” said, the fox. “We will return home.”, The lion at once jumped on to the camel’s, back. His courtiers, the fox and the leopard, jumped
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up behind him. And with the vulture flying ahead, as a guide, they set off on the long journey back, to the forest., When the travellers reached the forest, they, were all tired and hungry., The fox, the leopard and the vulture looked at, the camel. Then they looked at each other and, smiled hungry smiles., They had brought the camel for the king’s, dinner. Now it was time for the feast., The lion king knew what his courtiers were, thinking. He called the camel to him., “Friend camel,” he said, “I have to thank you, for saving my life. You are welcome to live at my, court as long as you like. I promise you my, protection.”, The lion’s courtiers were shocked. Had they not, risked their lives so that he could try camel meat ?, And the king wanted to let the camel live !, The courtiers were not pleased with his decision., Yet they could do nothing., Now the lion’s paws were so badly burnt that, he could not go hunting. But that did not keep him, from growing very hungry indeed., “Fox ! Leopard ! Vulture !” he shouted., “Don’t you see that I am ill and hungry ? Go, and get me some food !”, The courtiers had to obey the king. So out they, went. But they did not go far. They sat down in, a safe place and discussed what they could do., “I know,” said the fox after a while, “we shall, make the camel ask to be eaten.”, He told the others of his plan. They all agreed,, so back they went to the king., First the vulture stepped forward. “Your, Majesty,” he said, bowing low, “we have found no, food. But we cannot let Your Majesty suffer. I am, a poor creature. Eat me.”, , z, , The fox, the, leopard and the, vulture have the, same thought, about the camel., Why is it so ?, , z Did you expect, the lion to be kind, to the camel ? Do, you think his, decision was right ?, , Why did the, courtiers have to, obey the king ?, z, , z, , Were the courtiers, being loyal to, their king ?, Discuss., , 13
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z, , What qualities of, the camel are, seen in his, speech ?, , Think and answer :, z, , Why did the lion, laugh to see the, courtiers go ?, , z, , Is ‘friend’ a, position at a, court ? How is it, different ?, , The fox pushed the vulture aside, “I have more, meat on me,” he cried. “Eat me, Your Majesty.”, Now the leopard rushed forward. “I am not, much good,” he cried. “But I could make a meal, for the king.”, The camel listened to all these offers. He must, do as much, he thought., “Your Majesty,” he said. “I too am willing to, give my life for you. Please eat me instead of these, old friends of yours who will be more useful than, I am.”, This was what the fox, the leopard and the, vulture were waiting for. They prepared to jump at, the camel. But the lion stopped them., “You are all good and loyal subjects,” he said., “My heart is touched by your offers. I accept them, all. I shall eat you in the order in which you, offered yourselves.”, The vulture, the fox and the leopard were, shocked., Away flew the vulture. Away ran the fox and, the leopard. They were never seen in the forest, again., The lion laughed to see them go. Then he, turned to the camel and said, “You have been loyal, and good. You shall be my friend as long as we, are alive.”, The camel was happy and, grateful. The lion thought to himself,, ‘To be king is good. But to be kind, is better.’, - Shankar, (From ‘Folk Tales Retold’), * * *, , ‘To be king is good., But to be kind is better.’, 14
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ENGLISH WORKSHOP, 1. Write a character sketch of each of the animals. Write about, their actions and thoughts and the qualities that emerge through, them. You may present the sketch in the form of a graphic., 2. Using your imagination, write more sentences in the same pattern:, (a) But the more the lion had, the more he wanted., (b) Whenever he took a walk, they followed him., (c) To be king is good. But to be kind is better., 3. Turn the story into a play as a group activity and present the scenes in the, classroom., 4. This story takes an unexpected turn when the lion decides to spare the camel’s, life. Choose any fable, story that you like and rewrite it giving it an, unexpected turn., 5. Talk about the good qualities of any one person you do not like. (You need, not name the person.), 6. Language Study : Common nouns -1 : Some things, animals etc., that is,, some nouns can be counted. They are called countable nouns. Some common, nouns stand for something that cannot be counted. They are called uncountable, nouns. Countable nouns have two forms. A noun that shows one person or, thing, etc. is said to be in the singular. For example, ‘boy’, ‘girl’, ‘dog’,, ‘tree’, ‘chair. A noun that shows more than one person or thing, etc. is said, to be in the plural. For example, ‘boys’, ‘girls’, ‘dogs’, ‘trees’, ‘chairs’., Common nouns, Countable nouns , Singular , word, country, , game, watch, etc. , , Uncountable nouns, hair, water, gold, sky, fun, etc., Plural, words, countries,, games, watches, etc., , Note the expressions ‘a slice of bread’, ‘strands of hair’, ‘two glasses of water’, ‘a cup, of milk’ and ‘a bit of fun!’. Here, we do not say ‘breads’, ‘hairs’, ‘waters’, ‘milks’,, ‘funs’, etc., • Find five countable nouns from the, • List the units that we use to measure, passage and write their singular and, the following : water, milk, distance,, plural forms., weight., 15
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1.5, , Seeing Eyes Helping Hands, , Everyone in New Vision High School was busy. The, inauguration of the project ‘Seeing Eyes, Helping Hands’, was scheduled to take place next week. It was getting, late for sending out the invitations. At last, the Principal, herself prepared the formal invitation. The art teacher and, her students made copies of it. Here is a sample of what, they did :, , We solicit your presence at the Ina, of the Project, , uguration, , ‘Seeing Eyes, Helping Hands’, at the hands of, , Smt. Vimala Naik, Former Principal of New Vision Hig, and, President, Sahayak Samaj., , h School, , Dr A. M. Chaudhary, Dean,, New Life Medical College and Hospi, tal, has kindly agreed to preside over, the function., Time : 10 am to 11 am, Sunday, 9 July 2017, , Venue : Assembly Hall, New Vision High School,, Off Main Street, Girgaon., , Suhasini Ambekar, Principal, New Vision High School, V. S. Ajinkya,, Teacher-in-Charge,, S. E. H. H., , Komal Shelar, Nitin Valke, Student Secretaries, S. E. H. H., , A : A formal invitation, , •, , Find the different ways in which you can send this invitation using the, internet., 16
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Also, a notice was put up on the school notice board to invite the students and, parents to the inaugural function :, , - NOTICE Students of Std VII and, their parents are invited to the, Inauguration, of the Project, ‘Seeing Eyes, Helping Hands’, at the hands of, Smt. Vimala Naik, Former Principal of New Vision High School, and, President, Sahayak Samaj., Dr A. M. Chaudhary, Dean,, New Life Medical College and Hospital, has kindly agreed to preside over the function., Time : 10 am to 11 am, Sunday, 9 July 2017, Venue : Assembly Hall, New Vision High School,, Off Main Street, Girgaon., , B : A written notice, , •, , Many times, the school authorities have to communicate with your parents., How is it done in your school ? How are written communications sent ?, , •, , With your teachers’ help, get two or three specimens of the notices /, announcements put up on the school notice board., 17
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Teachers made phone calls to some special invitees. Here is a sample of one, such telephone conversation :, Receptionist, , :, , Hello, Girgaon Times., , Teacher, , :, , Good morning, I am Vishwas Ajinkya from, New Vision High School. Could I speak to your, news editor, Mr Shashank, please ?, , Receptionist, , :, , Just a sec., , Teacher, , :, , Thank you., , News Editor, , :, , Hello, Mr Ajinkya. Shashank speaking. How, are you ?, , Teacher, , :, , Fine. How are you ?, , News Editor, , :, , Fine., , Teacher, , :, , Mr Shashank. I have a request. I am calling, from New Vision High School. Our school, is starting a new social work project. The, inauguration is on the coming Sunday. We, are sending you the official invitation today., , News Editor, , :, , I see., , Teacher, , :, , Our idea is to make our students aware of, their social responsibilities. It will be a big, project and we hope it will set a trend for all, schools to follow. We would like your paper to, cover the function prominently., , News Editor, , :, , Well, this Sunday is going to be a busy day., But, as you say, the project is an important, one. It should get good publicity. When did, you say is the function ?, , Teacher, , :, , This Sunday, at ten in the morning., , News Editor, , :, , Fine, I’ve made a note of it., , Teacher, , :, , Thank you very much., C : An oral invitation, , 18
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Students passed on the message to their parents. Here’s a sample :, , “Mummy, you and Daddy are invited to our, school on Sunday, the ninth,” said Sameer., “What’s the occasion?”, “Our school is going to run a project called, ‘Seeing Eyes, Helping Hands’. There’s a function to, inaugurate it on Sunday at 10 sharp. Students of, seventh standard are invited with their parents., “Where is it ?”, “In the School Assembly Hall.”, “How long will it be ?”, “About an hour. Ms Naik will be there, too. She, is going to inaugurate it.”, “I see. And what’s this project about ?”, “Oh, we are all going to visit places and work, for others, turn by turn. They’ll explain that on, Sunday.”, “So, you are going to participate in it, aren’t, you ?”, “Yes, Mummy.”, “Let’s see. Daddy and I can’t both go, but one, of us will accompany you.”, “That would be nice, because Mr Ajinkya has, specially asked all the students to tell their parents, about it.”, , D : Another oral invitation, , 19
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ENGLISH WORKSHOP, 1. This passage contains four different types of invitations. They are :, A : A formal invitation , C : An oral invitation, B : A notice, , D : Another oral invitation, l, , Read each invitation carefully, keeping in mind the list of eight questions given, below. Note the answers in your notebook. Verify that the formal invitation ‘A’, covers all the eight points., (1) Who is sending / giving the, information ?, (2) What is the programme ?, (3) What is the name of the project ?, (4) Who will inaugurate it ?, , l, , (5), (6), (7), (8), , Who will preside over the function ?, What time will the function start ?, Where will it take place ?, How many names get mentioned in, the invitation ?, , Now see which of these eight points are covered in the other invitations ‘B’, ‘C’ and, ‘D’. Put tickmarks against the points that are covered., Points covered, A, B, C, D, (1), , P, , (2), , P, , (3), , P, , (4), , P, , (5), , P, , (6), , P, , (7), , P, 6, , (8), , 2. Prepare a formal invitation for a function, It should clearly state the following points :, • Who is inviting people to the function., •, • The date and time., •, • A polite request to attend the function., , you have arranged at home., What the programme is., The venue. (The place where, the function will take place.), , 3. Write an imaginary telephone conversation in which you invite your friend to the, above function., 4. Imagine someone has invited your family to a programme and you were the only, person at home when the invitation was given orally., Write a note (4-5 lines) to pass on the message to the other people in, your family. Or, Write an imaginary conversation in which you pass on the, message to your parents., 20
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1.6, , A Collage, , Swami Vivekananda, born Narendra, Datta, was a great personality who, made, the, world, aware, of, the, greatness of Indian philosophy. At the, Parliament of World’s religions, he, began his speech with “Sisters and, brothers of America !” At these words,, he received a two-minute standing, ovation. He emphasized the importance of, selflessness and service to mankind. He is, regarded as a patriotic saint., , ot, stop n, d, n, a, !, hed ., Awake, is reac, Arise!, l, a, o, g, the, until, , Talk to yourself at, least once in a day..., Otherwise you may, miss a meeting with, an excellent person, in the world ., , Take, up o, Make, ne i, dea ., that, your, o, life - ne idea, it, d, think, rea, of, on th m of it,, at id, l, i, ve, ea, brain, , mus . Let the, cles, n, every, erves,, p a rt, body,, of, your, be fu, idea ,, ll of, that, and, every, just, leave, other, id, This, i s t h ea alone ., e wa, succes, s., y to, , with, n, i, a, ,, e br u g h t s, h, t, Fill, t h o . Place, h, s, g, i, deal night, h, i, t, s, e, d, high day an d out, n, a, e, them you, com, e, l, r, l, o, i, f, w, be, hat, of t work ., t, grea, Whatever you think , that you will be ., If you think yourself weak , weak you, will be; if you think yourself strong,, strong you will be ., , •, , Gather information about your favourite great historical personality. You may, use the internet. You may also gather photographs, pictures, etc. Prepare a, collage using the pictures, inspirational quotes, and a brief description of the, person’s importance. Hold an exhibition of your collages in the classroom., 21
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2, , 2.1, , From a Railway Carriage, , FASTER than fairies,, faster than witches,, Bridges and houses,, hedges and ditches;, And charging along, like troops in a battle,, All through the meadows,, the horses and cattle;, All of the sights, of the hill and the plain, Fly as thick, as driving rain;, And ever again,, in the wink of an eye,, Painted stations, whistle by., Here is a child, who clambers and scrambles,, All by himself, and gathering brambles;, Here is a tramp, who stands and gazes;, And there is the green, for stringing the daisies !, , 22
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Here is a cart, run away in the road, Lumping along, with man and load;, And here is a mill, and there is a river., Each a glimpse, and gone for ever !, - R. L. Stevenson, , ENGLISH WORKSHOP, 1. Read the poem aloud with proper rhythm. What does the rhythm remind you of ?, 2. Find pairs of rhyming words from the poem., 3. Write the following :, (1) The sights seen through a railway carriage mentioned in the first stanza., (2) The sights mentioned in the second stanza., (3) The sights mentioned in the third stanza., 4. Think and answer:, (1) Why are the sights said to ‘fly’ ?, (2) Does the last line make you happy or sad ? Why ?, 5. List the lines that begin with ‘Here’ or ‘And here’., Also list the sentences or phrases that begin with ‘And there’., These phrases and sentences tell us about things that appear one after the other, as the carriage moves. Can we tell which ones are closer to the train and which, ones are at a distance ? How ?, 6. Read the following :, • Charging along like troops in a battle. • Fly as thick as driving rain., Using your imagination, write one or two comparisons each with • like ............. • as ............. as, 7. Write about the sights you may see from a bus or an aeroplane., You may write it in the form of a short poem., 8. Find and read other poems of R. L. Stevenson using the internet., Find other rhythmic poems about trains, in English or other languages., , 23
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• out of this world, : Here, the, expression has, dual meaning it means ‘not, found on the, earth’ and also, ‘extra-ordinary’, • panorama : a, very wide view, , Think and answer :, z, , In what time, periods is the story, taking place ?, , z, , Where does Sayali, live ?, , 2.2, , The Souvenir, , With the tip of her nose pressed, to the window of the space shuttle,, Sayali sat gazing at the view outside, for so long, still she didn’t seem to be, contended. She had read the description of this view, several times before and had seen this scene on the, video too. But this was different! Reading the, description was one thing, watching the pictures, and videos captured by the camera was another but, getting an opportunity to view that amazing, panorama with your own eyes, being, present physically right in the midst of it, was, indeed an ‘out of the world’ experience ! No, matter how long she sat gazing, her awe and, wonder did not seem to abate., The earth gradually appeared to get smaller and, smaller in the sky. The azure blue sky was now, looking jet black. The clouds had disappeared, the, stars were shining bright., * * *, This trip to the moon was exorbitantly expensive,, but still Sayali’s mother had sent her on the trip., ‘In our childhood we could not even, think of such long distance trips ! The, longest trip meant going to Europe. If you, are getting this opportunity, make the most, of it.’ said mummy., ‘Oh! Mummy, Neha’s grandmother was, saying that in their childhood, the longest, trip for school children used to be only up, to Delhi or Kolkata. It seems so funny,, isn’t it?’ said Sayali laughing. Remembering, the incident made her laugh even now., Now the shuttle was getting closer and, closer to the moon. Then it started orbiting, the moon. In every 32 minutes, the shuttle, completed one revolution round the moon., , 24
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Light and darkness followed each other in quick, succession. The dome shaped settlements on the, moon which resembled the igloos of the Eskimos, were now visible., After some time, Sayali’s shuttle made a slow,, measured and safe landing on the moon. The door, of the shuttle was opened and the children were, escorted through an airtight tunnel to the settlement, at the Neil Armstrong base., , z, , Imagine you, are landing on, the moon., What would be, your feelings ?, , The receptionist at the entrance to the base gave, some instructions at the very outset., ‘I welcome you all to the Neil Armstrong base., To make your stay on the moon pleasant and, comfortable, I would like you to take certain, precautions. Listen carefully to my instructions and, please follow them during your stay. You know that, the gravitational force of the moon is 1/6 that of, the earth. In the human settlements on the moon,, a gravitational force equivalent to that of the earth, has been artificially maintained; but outside those, settlements, the gravitational force of the moon is, at work. You will have to be extremely careful, when you roam around there. The second point to, remember is related to shopping on the moon. You, all must be interested in carrying souvenirs back, home from the moon. Please buy the articles only, from the shops which are inside the dome shaped, settlements. There you will be assured of genuine, articles. Do not buy anything from the unauthorised, shops outside the settlement. I wish you a very, happy and pleasant stay on the moon.’, , z, , What were the, two important, instructions ?, , * * *, A jam-packed three day’s programme awaited, the children on the moon., According to the earth calculations, on the moon, there were fifteen days of daylight and fifteen days, of nighttime. The three days of the trip were going, to be part of the nighttime on the moon. One of, the most important programmes of the first day was, 25
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z, , What was, special about, sky watch on, the moon ?, , z, , What does it, tell you about, the conditions, on the earth at, that time ?, , Think and answer :, z, , What would be the, overall effects of, having no, atmosphere ?, , z, , What could be the, reason behind the, unique seating, arrangement ?, , 26, , Sky Watch. On the earth, it was usually foggy and, the stars were seen rarely and only very faintly., There was no atmosphere on the moon. On the, dark background of the moon sky, the stars shone, dazzling bright., The most attractive view was that of the disc, of the earth! In the moon sky the earth looked, thirteen times bigger than the moon in the earth, sky. It was also seventy times brighter. The earth, light fell on the moon. This beautiful enchanting, view made Sayali and her friends ecstatic. They, fell asleep feeling happy, excited and comfortable, at the same time., * * *, The second day’s attraction was the circus on, the moon ! One unique feature of the circus was, the seating arrangement. The spectators were made, to sit in the tent and the circus was going on, outside. High jumps and long jumps were the, special attractions! One gymnast jumped twentyseven metres high!, On both the days, besides the main attractions,, much time was reserved for visiting the various, settlements there. It was expected that the students, should spend some time for self-study. The teacher, had assigned them the task of writing an essay on, how they spent their time on the moon; which, places they visited; what they observed etc. Sayali, and her friends had travelled far and wide and had, done a lot of sight-seeing., On the third day, their teacher took them to a, place of historical importance. A hundred years ago, Neil Armstrong had landed at this place. Everyone, was looking forward to this visit to the historical, monument - it was the oldest place in the history, of man on the moon. The first footprint of Neil, Armstrong was preserved on the moon land. Beside, the footprint was a grand statue of Armstrong. At, the base of the statue were carved the first words, uttered by a human on the moon, ‘One small step, for a man, one giant leap of mankind.’
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The next attraction for the children was that, they were going to wear the space suits for the, first time. Then they were going to roam outside, experiencing the gravitational force of the moon., “Be careful when you walk, dear children !, Don’t run, or sprint, you will fall !” The teacher, was warning repeatedly, but who was in the mood, to listen ? They hopped, jumped and ran around., “Buy ornaments specially made from the stones, on the moon, very cheap, cheaper than those, available in the shops in the settlement. Cheaper, and better! At least have a look.” The roadside, shopkeepers screamed at the top of their voice., “Buy, sister, buy. I am selling these earrings really, cheap,” saying this, he approached Sayali and, displayed the sets of shining stones earrings. Sayali, suddenly remembered her mother. Tomorrow they, were to start on their return journey. She had, completely forgotten her mother in the last three, days. She felt terribly guilty., “Buy these, sister, don’t think much, cheaper, and better….take it.”, Sayali looked around; the other children had, proceeded ahead., “Come on, give me those red earrings, quick.”, Sayali pointed at them and asked, “What’s the, price ?”, “Only one thousand rupees,” replied the salesman., Sayali immediately paid the amount, took the, earrings and ran to catch up with her friends., * * *, On returning home, Sayali told her mother very, enthusiastically, “Mummy, look what I have brought, for you!” Her mother picked up the earrings. She, exclaimed, “Hello dear, how am I going to wear, such heavy earrings?’’, Sayali immediately realized her mistake. Sayali, had purchased the earrings in the field of the moon’s, gravity., , Think and answer :, z Was Sayali, making a mistake, when she bought, earrings ?, z, , z, , What instructions, had she ignored ?, , Why had the, earrings become, so heavy on the, earth ?, , - Translated from the story, ‘Bhet’ by Lakshman Londhe, 27
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ENGLISH WORKSHOP, 1. Guess the meaning of the following words :, • exorbitantly • precautions • unauthorised • repeatedly • enthusiastically, Write the smaller and related words that you see within these words., 2. Use the details given in the story and your imagination and prepare a timetable for, the trip to the moon., 3. Say whether the following statements are right or wrong., (a) Sayali was travelling in space for the first time., (b) Many changes had occurred on the earth in the hundred years before Sayali’s, trip to the moon., (c) There were no old cities left on the earth., (d) Sayali’s mother did not want her to go on the trip., (e) There were no human settlements on the moon., (f) Sayali made a hasty purchase., (g) Sayali did not understand the mistake she had made., 4. Imagine you are Sayali. Write your diary for every day of your trip to the moon,, and for the day you gave the earrings to your mother., 5. Discuss : In the story, human settlements are mentioned but not cities or villages., Why is it so ?, 6. Gather more information about the following from your Science textbook, the, internet and other sources., • Gravitational force • View of the sky when you are on the moon., • Chandrayaan mission of India., 7. You want to start human settlement somewhere else other than the earth, in the, universe. Will you select a star or a planet ? Why ? What features supporting life, will you look for ? Try to find answers to such questions and make a presentation, using scientific information and your imagination., 8. Language Study : Common nouns - 2 : Some nouns stand for a number of persons, or things taken together. They are called collective nouns., Examples : class ( a class of sixty students), a herd of cattle, a flock of sheep,, a team of players, a list of names., Collective nouns also have singular and plural forms., Examples : class-classes, herd-herds, team-teams, • Make a collection of collective nouns., 28
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Punctuation, Full-stop ., It is also known as ‘period’. It is used at the end of a statement or order., Statement : I have three coloured pencils., Order : Sit down., It is also used in abbreviations like ‘B.A.’, Comma ,, A comma shows a slight pause in a sentence., It is used for the following., (a) To separate words in a list :, We have a mango tree, a banana tree, two neem trees and a guava tree in, our garden., (b) To separate phrases or clauses :, Actually, if you are interested in wild animals, you must visit that sanctuary., (c) In writing conversations :, “Please pay attention,” the teacher said. She said, ‘‘This is interesting.’’, (d) Before or after the word or words used to address someone :, Mummy, can I go out to play with friends?, Question mark ?, It is used at the end of a question., - How are you?, - Can you hold my bicycle for a moment, please?, Exclamation mark !, It is used after an interjection or exclamation., - What a beautiful flower!, - Ouch!, , -, , Congratulations!, , Hyphen It is used to connect the parts of a compound word., Examples : double-click, Commander-in-chief, anti-terrorism, Dash It is used to separate parts of a sentence., There are three types of pollution – air pollution, water pollution and sound, pollution., , 29
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2.3 Abdul Becomes, a Courtier, , Abdul, , Father, , (Father who is a schoolmaster is getting, ready to go to school.), : Father, to knowledge and erudition I aspire., To study hard and deep, books I require., Will you lend me a little gold ?, Books I’ll buy and study to rise high in the world., : Only the first half of the month has passed,, , But alas, the money doesn’t last !, Great books and manuscripts are so expensive., They are treasures rare and exclusive, But from my school, I will try to borrow, Books that will take you to a brighter tomorrow., Abdul, , : That will be great!, , How eagerly I wait!, Abdul, , (In the evening, when father returns -), : How many books could you get ?, Oh! Now my life will be all set -, , Father, , : I am so sorry son,, , Couldn’t lay my hands on even one !, Chorus, , : Poor Abdul is sad and dejected, , Ponders; ‘Why my wishes are thus rejected ?’, Continues to do his daily chores, Reads borrowed books in tens and scores, An idea then crosses his mind, To serve the rich, and get paid in kind., • erudition : learning, scholarly work, • scares : sets of twenty, • in kind : (payment) given in the, form of goods or services and not, money., 30, , z, , Guess the meaning of ‘a brighter, tomorrow’ in the context of the play., , z, , What does Abdul want to do ? How, does he plan to do it ?
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(Abdul approaches a rich merchant.), Abdul, , : I’m a poor student, give me a chance, , to serve., Observe my work, pay only what I deserve., Merchant : You appear to be smart, be my Clerk., , I’ll pay you well, if honestly you work., (Some days pass. The merchant calls Abdul.), Merchant : I am pleased with your work and loving care !, , You are indeed a gem, quite rare., I’ll give you a reward, if your demand is fair., Abdul, , Chorus, , Friend, , : (excited) May I now read the books in your store ?, , Quench my thirst for knowledge,, I need nothing more., : Days passed by, he learned and learned, Gaining the knowledge for which he yearned, Philosophy, Astronomy, Arabic and Persian, Abdul the scholar now is one in a million !, Will he come to the Emperor’s notice ?, Will he be given an honourable office ?, : News for you, Abdul., , The Emperor has answered your prayer., The Royal Murgikhana is now under your care., Abdul, , : What, the Murgikhana for me, a scholar !, , Intellectual, sagacious, astute - made a poultry keeper ?, Never mind, the chance I won’t refuse., It is an opportunity. I’ll put it to good use., • clerk : a person who keeps records,, accounts, etc. • quench : satisfy, • office : position, responsibility, • prayer : Here, it means a request, • sagacious : wise, • astute : intellegent. One who knows, how to use a situation to his advantage, , z, z, z, z, , Find pairs of rhyming words used in, this passage., Guess the meaning of ‘a gem’ in the, context of this play., Find words/phrases that mean ‘rare’., What request must Abdul have sent, to the Emperor ?, 31
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Chorus :, , Abdul worked with conviction, zeal and passion, The hens were given a new kind of ration., The birds seemed to be in the pink of health, But nothing was spent from the Emperor’s wealth !, Emperor : How is that ?, , Why are we spending so little on our hens ?, Have most of them died in the pens ?, Minister, , : No, your Majesty, they are alive and well., , The secret of their health, only Abdul can tell., (Abdul enters and bows before the Emperor.), Emperor : How come you spend so little on our hens?, , How do you nourish them, at no expense ?, Abdul, , : Jahapanah, your humble servant feeds them well., , Food from the royal kitchen, if I may tell But only scraps and shells and kitchen waste, That’s enough for the hens, they relish the taste., It’s good for their health, see how they thrive., Waste not, want not, that’s my drive., Emperor : Interesting, young man, you seem to have brains., , We put you in charge of the library for all your pains., Chorus, , : Oh, no ! Not again. Only a keeper of books !, , And he wished to be a courtier ! How sad he looks !, Abdul, , : Never mind ! I love books. I’ll get down to work., , I’ll handle this well, my duties I won’t shirk., • zeal : enthusiasm, • to be in the pink (of health) : to be, fit and fine • passion : great feeling, • drive : an effort made to achieve a, certain purpose, • brains : intelligence • shirk : avoid, 32, , z, , How did Abdul manage to feed the, birds well without spending money ?, , z, , How did the Emperor reward Abdul, for his good work ? Do you think the, Emperor’s action was right ?
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(After one year., The Emperor is looking, at the books in the library.), Emperor : What !, , All these books have such expensive jackets !, Surely they’ve cost a fortune silks, brocades and velvets !, Abdul, , : No, Your Majesty. The expenses were none., , Emperor : I can’t believe it, then how was it done ?, Abdul, , : Your Majesty, I observed that the formal requests, , Were sent to you in bags made of the fabrics best., When the papers were read, the bags were discarded., Why waste the silk, velvet, brocade, I demanded?, The Royal Tailors made the jackets,, nothing did they take., Each book was dressed for Your Majesty’s sake., Emperor : You’ve great merit, I’d realised much earlier., , I’m happy to announce, now you are my courtier !, Chorus, , : Wits, brains, and perseverance, , helped Abdul achieve his aim, Patience, determination won him, great name and fame., - Adapted from the story ‘Enter Mulla Do-Piaza’, by Pratibha Nath, • brocade : rich fabric woven with, golden or silver thread, • papers : official documents, • won him name and fame : It means he, became a famous person., , z, , How did Abdul manage to get, expensive jackets for the books ?, , z, , Abdul got the Royal Tailors to work, for making the jackets. What skills, does it reflect ?, 33
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ENGLISH WORKSHOP, 1. From the play, find all the words that are related to the following :, • knowledge and learning • fabrics • books • work, Add other related words you know to the list., 2. Discuss the following., (a) Abdul gets what he wants in the end. What is the major factor that contributes, to this success ?, • His learning of books • His intelligence • His attitude, • His relations with other people • His luck, (b) The Emperor says he had realised earlier that Abdul has great talent. Does this, tally with his actions ? Give your opinion., 3. Write a letter from Abdul to the Emperor, requesting the Emperor to give Abdul a, suitable job., 4. Rewrite the play in the form of a short story., 5. Suggest at least one method of creating something useful or beautiful from waste., 6. Write how you take care of your books., 7. Language Study : Common nouns - 3 : Common nouns can be classified in one, more way – concrete nouns and abstract nouns. Concrete nouns stand for things, that you can actually touch or see., Examples : school, house, bags, butterflies, child., Abstract nouns stand for ideas, feelings, qualities, actions, states, etc. Examples :, life, time, goodness, progress, kindness, childhood, honesty, mathematics Can you, spot at least three abstract nouns in the following paragraph?, ‘We put the plan of action in motion immediately. We kept it a secret. We wanted, to give Mrs Desai a surprise. But her intelligence is really appreciable. She spotted, the change within a week.’, Now you know that plural forms of nouns have -s, -es, or -ies at the end. But the, plurals of some nouns are formed differently. Look at the following forms., • child - children • man - men • tooth - teeth • foot - feet, • leaf - leaves • mouse - mice, Some nouns have the singular and the plural alike., Examples : sheep, deer., 34
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2.4, , How doth the little busy bee, , How doth the little busy bee, Improve each shining hour,, And gather honey all the day, From every opening flower., How skilfully she builds her cell;, How neat she spreads her wax,, And labors hard to store it well, With the sweet food she makes., - Isaac Watts, , * * *, , A Parody, How doth the little crocodile, Improve his shining tail;, And pour the waters of the Nile, On every golden scale !, How cheerfully he seems to grin,, How neatly spreads his claws,, And welcomes little fishes in,, With gently smiling jaws !, - Lewis Carroll, , * * *, 35
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ENGLISH WORKSHOP, 1. Write the meaning of :, • doth • opening (in the context of the poem) • cell, 2. A parody is playful, comic imitation of a writer’s style. A parody is like a verbal, cartoon. Compare the original poem and its parody given on page 35 using the, following points :, How doth the little busy bee, (original), , How doth the little crocodile, (parody), , Choice of subject (an animal), , ..................................................., , ..................................................., , ..................................................., , Number of lines and stanzas, , ..................................................., , ..................................................., , ..................................................., , Same or similar constructions :, , ..................................................., , ..................................................., , ..................................................., , Tone of the poem, , ...................................................., , ..................................................., , ...................................................., , 3. Answer the following questions and write in short, why the parody sounds funny., (a) What does the bee stand for ?, (b) What does the crocodile stand for ?, (c) Why does the bee work hour after hour ?, (d) Why does the crocodile work ?, (e) Is the bee a gentle creature ? Is the crocodile gentle ?, 4. Describe a crocodile in your own words. Which of the words and phrases in the, poem will you use in a realistic description ?, Put a tick mark against the ones you will use., • little, , • shining tail, , • golden scale, , • cheerful, , • grin, , • claws, , • gently smiling, , • jaws, , 5. Note that most of the times well-known works are parodied, because people can, enjoy the parody better when they know the original. Try to find more examples of, parodies in English or other languages., 6. What do you like better - the original poem or the parody ? Why ?, 36
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2.5, , Learn Yoga from Animals, , Since the year 2015, the world has been, celebrating June 21st as International Yoga Day. As, most of us will know, yoga is a culture of physical,, mental and spiritual discipline perfected in ancient, India. Yoga as an ancient Indian discipline is a, composite practice, involving the complete mindbody-soul complex that is a human being. Here, let, us focus on yoga as an integrated system of physical, exercises that help us to attain concentration, focus, and also improve flexibility, balance, and strength., From an ancient Indian discipline, let us move, to a very contemporary area of research. Experts, today are doing a wonderful job of drawing us into, the world of biomimicry. In simple terms, bio means, life and mimicry is to emulate. Basically biomimicry, is the science of solving human problems with, solutions already present in the natural world. From, this point of view, yoga is also a form of biomimicry, where in typical asanas or poses, we emulate, mountains, trees, fish, cats, and so many more, animals! This helps solve our problems brought on, by day to day living – such as stiffness and back, pain – and allows us to feel physically vibrant and, mentally sharp., Before we proceed further, here are a few basic, precautions regarding yoga practice:, 1. If you are a beginner, you should start, practising yoga either in the presence of a yoga, teacher or join yoga class so that you learn the basics, and the do’s and don’ts of yoga., 2. Asanas should be practised in a clean, airy, and well-lit room. The floor should be level. It is, advisable to use a yoga mat. If it is not possible to, practise indoors, you may practise on level ground, outdoors., 3. The best time to practise is in the morning, before breakfast or in the evening before dinner., Some of the poses described below must be learnt, from an instructor before you attempt to practise, them on your own., , z, , Where was yoga, perfected ?, , z, , What does yoga, involve ?, , z, , What are the, benefits of yoga ?, , What is, biomimicry ?, z, , z, , In what way is, yoga a form of, biomimicry ?, , • emulate : imitate, • vibrant : full of, energy and life, , 37
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• posture : the, position in which, you hold your, body while, sitting or, standing, • tone : Here, it, means firmness, of muscle, , Let us look at a few well known animal poses, in yoga:, Bhujangasana is a beginner’s, pose. Bhujanga in Sanskrit means, a cobra. Bhujangasana is a pose, that resembles the posture of a, cobra with raised head. This asana, helps you tone the muscles of the, back and strengthens your spine., It also benefits the chest and, shoulders., Steps :, 1. Lie face down. Relax all the muscles completely, so that you are completely at ease., , Demonstration:, Read out the steps,, and as you read out,, indicate the expected, action with appropriate, gestures or actions., Make sure that the, viewers understand by, asking questions such, as ‘Is that clear?’, , 2. Place your palms on the sides just below your, shoulders., 3. Breathe in deeply as you slowly raise your, head., 4. Then smoothly raise the upper part of your, body., 5. Do not come up with a jerk. Let your movement, be smooth and flowing., 6. Come up slowly so that you feel the movement, of the spine vertebra by vertebra., 7. Curve the spine well., 8. The navel must keep touching the ground., Hold the breath in this position to a count of, twenty. Then come down slowly while you breathe, out., , • navel : belly, button, • assume : Here, it, means ‘take’., , 38, , To start with you can repeat the process six, times., Simhasana or Lion Pose is, a favourite with young people., In this asana, you assume the, sitting position and facial, expression of a lion. Although, there may be a number of, steps, this pose really requires, very little effort.
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Steps :, 1. Sit with your legs folded under you so that, your toes are pointing straight behind and you are, sitting on your heels., , • splayed : spread, apart, , 2. Keep your spine straight but as relaxed as, possible., 3. Close your eyes and focus your attention on, the centre of the forehead. In yoga, this point is often, referred to as the third eye., 4. Closing your mouth, touch your palette ( roof, of your mouth) with your tongue., 5. Take a deep breath through your nose while, your tongue is still touching your palette., 6. Exhale in one strong move while sticking out, your tongue and opening your jaws as much as, possible. Also, your arms should be thrown out and, stretched with your fingers splayed., 7. Roar at the top of your voice while exhaling., The roar should be with a ‘Haa’ sound and should, not be a long drawn out one. Rather, it should be, one strong explosion of breath that empties your, lungs in the shortest time possible., 8. Hold this pose for between 20 and 30 seconds., Do not inhale immediately after this pose inhale,, after a few seconds., Repeat 5 or 6 times., , Role play:, Read the steps, aloud as though, you are instructing, someone who is, practising the pose, as per your, instructions., z, , Add appropriate, encouraging words, and phrases such, as ‘Thats right !’,, ‘Slowly, now’., , This asana (posture) gets its name from the way, you stick your tongue out as far as possible and the, way you hold your fingers splayed out, resembling a, roaring lion., Marjaryasana is a very, popular cat pose. This too, is a, simple asana for beginners that, stretches the muscles of the, abdomen and the back., Marjaryasana should be part, of your morning yoga routine as, it will gently stretch your muscles and get rid of any, bodyaches., 39
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Pair-work :, Give a demonstration, of the ‘asana’, in a, pair. One person reads, out the steps, and the, other person, demonstrates the, action. Rehearse the, activity before you, present it in the, classroom., , allow, ould ime, h, s, r, e, gh t, each, The t ents enou, n, d, to pla, u, t, the s classroom, le, o, r, ir, in the a c t i s e t h e tions., pr, stra, and, demon, d, n, a, play, , 40, , Steps :, 1. Start on your hands and knees so that your, back is raised in a ‘tabletop’ position., 2. Make sure that your knees are positioned, directly below your hips. Your wrists, elbows and, shoulders should be in line and perpendicular to the, floor., 3. Centre your head in a neutral position, with, your eyes looking at the floor., 4. As you exhale, smoothly arch your spine, upwards towards the ceiling, making sure to keep, your shoulders and knees in position., 5. Release your head toward the floor, but don’t, force your chin to your chest., Inhale and come back to the neutral ‘tabletop’, position on your hands and knees., To start with, you can repeat the process six, times., Garudasana or the Eagle, Pose enhances your body’s, ability to balance itself. It also, strengthens the leg muscles and, improves the flexibility of the, joints by loosening the joint, muscles., Steps :, 1. Stand straight on both feet. Raise the right leg, and wrap it around the left leg, 2. The right thigh should be over the left thigh, and the right feet should touch the calf muscles from, behind., 3. Similarly, wrap the right hand around the left, hand., 4. Now place the palms together to resemble the, beak of an eagle., 5. Try to maintain the balance and slowly bend, the left leg and lower the body until right toes touch, the ground., 6. Try to remain in this pose for long as you can, maintain the balance.
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After this asana, relax for some time before you, repeat the process., Ustrasana or Camel Pose, strengthens the back; opens the, shoulders, chest, and quadriceps;, it also boosts mood and energy., This yoga posture adds flexibility, and strength to the body and, also helps in improving digestion., , • quadriceps : the, large muscle at, the front of the, thigh, , Steps :, 1. Kneel on the yoga mat and place your hands, on the hips., 2. Your knees should be in line with the shoulders, and the sole of your feet should be facing the ceiling., 3. As you inhale, draw in your tail-bone towards, the pubis as if being pulled from the navel., 4. Simultaneously, arch your back and slide your, palms over your feet till the arms are straight., 5. Do not strain or flex your neck but keep it in, a neutral position., 6. Stay in this posture for a couple of breaths., 7. Breathe out and slowly come back to the initial, pose. Withdraw your hands and bring them back to, your hips as you straighten up., Note: You may place a cushion below your knees, to ease your way into the pose., , Demonstration:, Form groups of, 6-8. One person, or a pair gives, demonstration, while others ask, questions or make, statements to, present their, difficulties. The, demonstrator, assures them that, it is not necessary, to achieve, everything the first, time, they should, take it easy., , ENGLISH WORKSHOP, , 1. Complete the following diagrams., (A), Benefits of yoga, , The te, a, that as cher should, s, m, possible any studen ee, ts as, get the, to pa, opportu, rt, n, classro i c i p a t e i n ity, om dem, the, role pl, o, ay, etc nstrations,, ., , 41
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(B), Precautions in Yoga Practice, , (C), What is Yoga ?, a culture of, ..........., ........... ,, ............. discipline., , composite, practice, involving, .................., , integrated system, of ..................., , 2. Prepare charts for each one of the asanas described in the passage. Use the following, points :, • Name (in English, in your mother tongue), • Meaning in English, • General information, • Steps and pictures, • Benefits, 3. List the names of body parts used in the passage., 4. List the adverbs/adverbial phrases used in the passage., 5. Language Study : Conjunctions : A conjunction is a word which joins words or, clauses. Look at the following sentences., 1., , Sahil and Rohan go to school together., , 2., , Sahil is drawing a picture and Rahul is playing football., In sentence 1, the conjunction ‘and’ joins two words., In sentence 2, the conjunction ‘and’ joins two clauses., , The following are some more examples of conjunction., • Do you like cricket or football?, , • We played well, but we lost the match., , • Your parents will be happy if you, study well., , • Tell him that we are going to the, playground., , • She has not come to school because, she is ill., , • When you are at home, you should, help your mother in her work., , Interjections : An interjection is a word that expresses a sudden feeling or emotion., Interjections can express joy, grief, surprise, pain, approval etc., Look at the following examples., 1., , Hurrah! We have won the game. (Joy), , 2., , Ouch! That hurt. (Pain), , 3., , Wow! What a nice picture! (Approval), , 42
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2.6 Chasing The Sea Monster, Our frigate wanted to go back, but, the unearthly animal came at us with, a speed double our own. We gasped., More stunned than afraid, we stood, mute and motionless., , • frigate : small,, speedy ship used in, war, , The animal caught up with us,, played with us. It made a full circle around the frigate, and wrapped us in sheets of electricity that were like, luminous dust. At any instant it could have dashed, against our ship., , • unearthly : strange,, not like those found, on earth, , Meanwhile I was surprised to see that our, warship was fleeing, not fighting. I commented on, this to Commander Farragut. His face, ordinarily so, emotionless, showed great astonishment., “Professor Aronnax,” he answered me, “I don’t, know what kind of fearsome creature I’m up against,, and I don’t want my frigate running foolish risks in, all this darkness. Besides, how should we attack this, unknown creature, how should we defend ourselves, against it? Let’s wait for daylight and then we’ll play, a different role.”, The whole crew stayed on their feet all night long., No one even thought of sleeping. Unable to compete, with the monster’s speed, our frigate, the Abraham, Lincoln slowed down. For its part, the animal, mimicked the frigate, simply rode with the waves, but, did not leave the field of battle., However, near midnight it disappeared, or to use a, more appropriate expression, ‘it went out,’ like a huge, Jules Verne was a French writer. He is known as the, ‘Father of Science Fiction’. He wrote about rockets, space, travel and submarines when such things were unknown., In this passage, from his novel Twenty Thousand Leagues, under the Sea, he describes how people on a ship think of the, submarine as an animal and try to chase and hunt it., , z, , z, , z, , Think and answer :, What is the name of, the narrator ?, What is the name of, the ship ?, At what time is this, event taking place ?, , • luminous : bright,, full of light, • fearsome : scary,, frightening, • crew : people, working on the, ship, 43
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• cetaceans : marine, animals like a, whale, • lurking : hiding, , glowworm. Had it fled from us? We didn’t know and, were filled with fear and hope at the same time. But at, 12:53 a deafening hiss could be heard, resembling the, sound made by a water spout expelled with tremendous, intensity., By then Commander Farragut, Ned Land, and I, were on the afterdeck, peering eagerly into the darkness., “Tell me, Ned Land, isn’t that the noise cetaceans, make when they spurt water from their blowholes?”, “The very noise, sir, but this one’s way louder. So, there can be no mistake. There’s definitely a whale, lurking in our waters.”, , z, , Guess and write, the meaning of :, , • astern to port, (Use the picture on, page 48.), • blunderbusses, • duck guns, • harpoon, , Near two o’clock in the morning, the core of, light reappeared, five miles away from the Abraham, Lincoln., We stayed on the alert until daylight, getting ready, for action. Whaling gear was set up along the railings., Our chief officer loaded the blunderbusses, which can, launch harpoons as far as a mile, and long duck guns, with exploding bullets that can wound and kill even, the most powerful animals. Ned Land was content to, sharpen his harpoon, a dreadful weapon in his hands., At six o’clock day began to break, and with, the dawn’s early light, the animal’s electric glow, disappeared. At seven o’clock a very dense morning, mist spread around us. Our best spyglasses were unable, to pierce it. The outcome: disappointment and anger., , • whaling gear :, equipment used, to hunt whales, , At eight o’clock the mist rolled away, and the, horizon grew wider and clearer. Suddenly, Ned Land’s, voice could be heard. “There’s the thing in question,, astern to port!” the harpooner shouted. Every eye, looked toward the point indicated., There, a mile and a half from the frigate, a long, blackish body emerged a metre above the waves., Quivering violently, its tail was creating a considerable, current., , 44
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The crew were waiting impatiently for orders from, their leader. The latter, after carefully observing the, animal, ordered the engineer to sail full steam towards, the animal., Three cheers greeted this order. The hour of battle, had sounded., , • sail full steam :, sail at full speed., , A few moments later, the Abraham Lincoln, headed straight for the animal. Unconcerned, the latter, let us come nearer, it got up a little speed, and kept its, distance., This chase dragged on for about three-quarters of, an hour without the frigate getting any closer to the, sea animal. At this rate, it was obvious that we would, never catch up with it., The Abraham Lincoln gathered speed but so, did the animal. This went on for the next hour. The, Abraham Lincoln was now speeding so much that its, masts trembled down to their blocks., What a chase! No, I can’t describe the excitement, that shook my very being. Ned Land stayed at his, post, harpoon in hand. Several times the animal let us, approach. Then, just as the harpooner was about to, strike, the cetacean would steal off swiftly., , Guess the, meaning of :, • cannoneer, • harpooner, , Commander Farragut then decided to use more, direct methods., “Bah!” he said. “So that animal is faster than the, Abraham Lincoln. All right, Mate, man the gun in the, bow!”, Our forecastle cannon was immediately loaded, and levelled. The cannoneer fired a shot, but his shell, passed some feet above the cetacean, which stayed, half a mile off., , • steal off : move, away, • Mate : assistant, , “Over to somebody with better aim!” the, Commander shouted. “And $500.00 to the man who, can pierce that infernal beast!”, 45
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• armour : protective, metal covering, , Calm of eye, cool of feature, an old gray-bearded, gunner - I can see him to this day - approached the, cannon, put it in position, and took aim for a good, while. There was a mighty explosion, mingled with, cheers from the crew., The shell reached its target; it hit the animal, but, bounced off its rounded surface and vanished into the, sea two miles out., “Oh drat!” said the old gunner in his anger. “That, monster must be covered with six-inch armour plate!”, The hunt was on again. Hour after hour went by, without the animal showing the least sign of weariness., However, it must be said that we, too, struggled on, tirelessly., , z, , Guess what order the, Commander must, have given., , At 10:50 in the evening, that electric light, reappeared three miles away from the frigate, just as, clear and intense as the night before., The monster seemed motionless. Was it asleep, perhaps, weary from its workday, just riding with, the waves? This was our chance, and Commander, Farragut decided to take full advantage of it. He, gave his orders., The frigate approached without making a sound,, stopped two cable lengths from the animal. A profound, silence reigned over the deck. We were not 100 feet, from the blazing core of light, whose glow grew, stronger and dazzled the eyes., , • profound : deep, , 46
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Just then, leaning over the forecastle railing, I saw, Ned Land below me, brandishing his dreadful harpoon., Barely twenty feet separated him from the motionless, animal., , Guess the meaning of :, • enormous, • hideous, , All at once his arm shot forward and the harpoon, was launched. I heard the weapon make a ringing, sound as if it had hit some hard substance., The electric light suddenly went out, and two, enormous waterspouts crashed onto the deck of the, frigate, racing like a torrent from one end of the ship to, the other, toppling crewmen, breaking spare masts and, yardarms from their lashings., A hideous collision occurred, and thrown over the, rail with no time to catch hold of it, I was hurled into, the sea., - Adapted from ‘20,000 Leagues under, the Sea’ by Jules Verne, * * *, , Read aloud the text, on this page with, proper intonation, and emotion., , ENGLISH WORKSHOP, 1. From the passage, find all the words and phrases used, to describe the ‘monster’., 2. Form groups of 4. Find all the references to time given, in the passage. Then make a chart to show the events, described in the passage along with the time when they, occur. Example:, • All night long : The crew stayed on their feet., • Near midnight :, • At 12.53 :, •, •, •, (Use as many lines as you need.), 3. How long does the whole event described in this, passage take ? Work it out by reading the passage., 47
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4. Observe the picture and the, labels carefully. Then match the, words and the meanings given in, the follwing table., , Words, , Meaning, , 1. yard, , (a) a floor, flat area built on a ship, , 2. mast, , (b) the forward part of the main body of a ship, , 3. bow, , (c) the forward part of a deck, , 4. deck, , (d) tall, upright pole on a ship, , 5. forecastle, , (e) a pole slung across a ship’s mast. A sail hangs from a yard., , 6. starboard, , (f) the rearmost (back) part of a ship, , 7. stern, , (g) the part which is always at the front while the ship is sailing., , 8. afterdeck, , (h) the right-hand side of a ship as one faces forward, , 9. fore, , (i) an open deck near the back, , 5. Form groups of 4-5. Read the following sentences aloud. Using your, imagination and with the help of group discussion, write other situations in, which the sentences can be used., • The outcome: disappointment and anger. • The hour of battle had sounded, • What a chase !, • This was our chance, ........, 6. Find the different units of measurement mentioned in the passage and get, more information about them from the internet., 7. Language Study : Transitive and intransitive verbs : We can classify verbs, into two types – transitive and intransitive. Some verbs need on object / objects., When a verb has an object, it is a transitive verb. For example, ‘The boy, kicked the football’. Here the verb ‘kick’ has ‘the football’ as its object., ‘Give’, ‘cook’, ‘buy’ are transitive verbs., Some verbs do not need any objects. When a verb does not have an object,, it is an intransitive verb. For example, ‘We laughed loudly’. The verb ‘laugh’, in this sentence does not have an object. ‘Laugh’, ‘walk’, ‘cry’ are intransitive, verbs., Some verbs can be transitive or intransitive. For example,, ‘Birds fly’. (intransitive) ‘Children fly kites’. (transitive), 48
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2.7, , Great Scientists, , Great scientists are persevering and, never deterred by difficulties., z, , Michael Faraday is regarded as one of the most, distinguished scientists and inventors of modern, times, and his work on electricity is still a subject, of study, in the form of Faraday’s Laws. But few, know his inspirational life story, which is all about, courage and fighting against the odds., , Before you read, further, guess what, the passage is, about., , Michael Faraday was born into a povertyListen, read, stricken family in a dirty London suburb. He, and answer :, suffered from a speech defect as a child. He would, z, What were the, pronounce ‘rabbit’ as ‘wabbit’. He could not even, odds against Faraday, in his childhood ?, say his own name and would call himself ‘Fawaday’., Other children laughed at him and teachers did not, What is meaning of :, help him either. When he was twelve, his mother, • Reading became, was forced to take him out of school, thus putting, his obsession, an end to his formal education., • Electricity became, At thirteen, however, he started working with a a lifelong fascination., bookbinder, binding hundreds of book during the, day and staying up all night to read them. Reading, thus became his obsession. One day he came across, a book on electricity which had been sent to his, master for binding. He started reading it and was, completely hooked. That was his first introduction, to the subject of electricity, which soon became a, lifelong fascination., Faraday was still poor at twenty-one. Once, a, friend gave him a free ticket to a public lecture, and demonstration by the renowned chemist, Humphry Davy at London’s Royal Institution., Davy’s work on chemicals and electrical lighting, was the subject of conversation among the scientists, , Think and answer :, z, , Why do you think, Faraday’s friend, give him a free, ticket to Davy’s, programme?, 49
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of that age. Seventy years later, across the Atlantic, Ocean in the USA, the same work enabled Thomas, Edison to produce the first consistent light bulb., Find the answer on, this page :, z What was the, subject of Davy’s, lecture?, , z, , What actions and, thought of Faraday, show that he was, inspired by Davy?, , Guess the meaning of :, • mentor., , z, , Why did Davy, choose Faraday, as his secretary ?, , z, , Was Davy fair in, his treatment of, Faraday ?, , z, , How did Faraday, respond to that, treatment ?, , 50, , That day in 1812 Faraday was spellbound by, Davy’s lecture. He kept taking notes about the, ‘mysterious force of electric fluid’. He was so, engrossed in the lecture that he forgot to applaud, with the rest of the crowd. When he went back,, his notes were so comprehensive that he bound, them into a book, meaning to gift it to Davy some, day. Faraday decided that day that he didn’t just, want to sell books, he wanted to be a great scientist, - good enough to write his own books. Davy, became his role model. But there was a problem., He did not have the social status, money or the, education to pursue science. Faraday thought it, would be wonderful if Davy became his mentor,, but Davy did not agree initially. Faraday was not, dejected; he just kept trying., Destiny had a strange plan in store for him. A, few years later, a chemical explosion happened, inside Davy’s lab and he was temporarily blinded., He now needed an assistant with an excellent, memory to help him. He was reminded of Faraday, and decided to hire him as his secretary. Davy, never believed Faraday could do anything in the, field of science going by his social status and, education. He therefore dismissed Faraday’s, aspirations and advised him to stick to bookbinding., But Faraday was relentless. He worked day and, night and learnt as much as he could about Davy’s, experiments. Soon Faraday became indispensable to, Davy, and was promoted to his lab assistant. This, was his first step towards a scientific career., Though much of his job now was cleaning labs,, at least he got to see some of Davy’s leading, experiments., Even then Davy did not have much hope for, Faraday. Then Faraday got another chance to prove
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himself. One day Davy tried to re-create a famous, electromagnetism experiment with fellow chemist, William Wollaston, exploring why when an electric, current is applied to a wire, it causes that wire to, behave like a magnet. Obviously, the forces were, connected but nobody had figured out how to make, it happen continuously. Davy believed that if he could, find out why it happened and controlled it, there, could be many practical applications of the force., But he was unable to figure it out and was frustrated., He then teased Faraday, asking him to try his hand, at it after he was done cleaning the lab., , z, , What happens, when an, electric current, is applied to a, wire ?, , Within a few days, Faraday solved the problem., In fact, he went further and the result was the first, induction motor, which converted electrical current, into continuous mechanical motion., The induction motor spurred a revolution. Fans,, air conditioning, sewing machines, photographs,, power tools, cars and even trains and aeroplane, engines grew out of this simple device which was, born out of mockery directed at Faraday., Faraday became a, celebrity scientist overnight., Nobody now cared about, his, social, status, or, education; this young man, had, just, created, a, revolution. One would, think, as a teacher Davy, was happy at his pupil’s, achievement. But in reality, he was jealous. People, started telling Davy that of all his discoveries, the, best was Faraday himself; this made him even, more jealous. An angry Davy gave Faraday an, impossible task to keep him out of his way. He, handed him a piece of Bavarian glass, which was, used in the lenses in telescopes and microscopes,, and asked him to reverse engineer it. Bavarian, , Give one example, each to show that, z, , z, , Faraday was, a good pupil., , Davy was not a, good mentor., , An induction motor, is a commonly used, eletrical machine., z, , What examples, of its use are, given here?, , 51
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Guess the, meaning of :, • reverse, engineer it., , ‘In order to succeed,, your desire for success, should be greater than, your fear of failure’., - Michael Faraday, , glass was manufactured by a secret complicated, process and Davy knew that with the equipment, available in the lab Faraday would never be able, to accomplish the task. This piece of glass became, a significant thing in his life., Faraday had a never - give - up attitude and he, respected Davy. So he accepted the assignment,, despite knowing that it would be very difficult. He, toiled for four years, with no help from Davy, and,, as expected, failed. Faraday never learned the, secret, and this remained his first failure as a, scientist. To remind himself of these difficult times,, he kept a single glass brick on his shelf as a, souvenir. This would inspire him during difficult, times., In 1829, Davy died and Faraday succeeded him, as head of the laboratory. He was free to pursue, whatever he liked, and he made another revolutionary, discovery. He noticed that if he moved a magnet,, it could produce electrical current; thus he could, now convert motion into electricity. This is how the, electrical generator was born, something still used, today to generate all kinds of power, like dynamos, and other devices., Faraday was now a legend. In 1840, he, developed memory loss, which continued for the, rest of his life. But the disease did not stop him., He persevered, starting a complicated experiment to, prove that light was closely related to electricity, and magnetism - a novel thought in those times., , z, , Write the idea, behind an eletrical, generator., , 52, , Remember that piece of Bavarian glass Faraday, had kept on his shelf ? He was determined to, convert the reminder of his first major failure to, an instrument of great success. He used the same, glass now to show that in the presence of a magnet,, light could be isolated into a single wave rather, than spreading out randomly in all directions, a, concept called polarization.
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He then took the age - old experiment of, sprinkling iron filings on a sheet of paper near a, magnet, making circular patterns. He went on to, prove that these patterns were not a property of the, iron filings; in fact they were due to the invisible, magnetic fields that filled the empty space around, the magnet and hence disturbed the filings. This is, where his lack of formal education went against, him. Faraday did not know much about advanced, mathematics, so he just copied the iron filing, patterns with his hand. He was unable to explain, them in the form of mathematical equations. He, made hundreds of such drawings but without, equations, they were not accepted., Fortune favoured the brave Faraday once again, when he met James Maxwell, a wealthy, educated, physicist well versed in mathematics. He was, willing to work with Faraday. It was Maxwell who, translated Faraday’s idea into a set of equations, that are now called Maxwell’s equations. Their, combined work has helped us in many ways., Electronics and communication system today are, designed around their discoveries. Some day, we, might even be able to communicate with aliens, across different galaxies using the products of these, discoveries., , z, , Try out the, experiment of, the iron filings, and the magnet., , Why were, Faraday’s, drawing not, accepted ?, , z, , z, , Does it mean, they were, wrong ?, , Faraday’s life started with difficulties, but as a, great scientist he met each difficulty with, perseverance and conviction. He was given, impossible tasks, which he undertook as challenges, and opportunities. He epitomizes what the Walt, Disney character Pinocchio said :, ‘When you wish upon a star, It does not matter who you are’., - From the Introduction to ‘Reignited’, by A.P.J. Abdul Kalam and Srijan Pal Singh, * * *, 53
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ENGLISH WORKSHOP, 1. Write what is implied in the following sentences., (a) But few know his inspirational life story, which is all about courage and, fighting against the odds., (What does it tell you about Faraday’s life ?), (b) Even then Davy did not have much hope for Faraday., (What do the words ‘even then’ suggest ?), (c) People started telling Davy that of all his discoveries, the best was, Faraday himself., (What does it suggest about Davy’s work ?), 2. Break the passage into convenient smaller sections., Give sub-headings or titles to each section., 3. List the different gadgets and instruments mentioned in the passage. Find, more information about them (at least 3), using the internet., 4. Find out more about the following scientists with the help of the internet., (a) Michael Faraday, (b) Humphry Davy, (c) Thomos Edison, (d) James Maxwell, 5. Language Study : Subject and predicate : A word or a phrase in a sentence, that shows who or what does the action, is the subject. In the following, sentences, the underlined part is the subject., The baby is laughing., The glass fell from the table., The predicate is the part of a sentence that tells us something about the, subject. The underlined parts of the following sentences show the predicates, in them., The baby is laughing., The glass fell from the table., , , , 54
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3.1 Tartary, , If I were Lord of Tartary,, Myself and me alone,, My bed should be of ivory,, Of beaten gold my throne;, And in my court should peacocks flaunt,, And in my forests tigers haunt,, And in my pools great fishes slant, Their fins athwart the sun., , a, has, m, e, o, p, oes, The, lity. D ?, a, u, q, y, it, dream re reflect, u, t, c, i, t, p, c, i ure, the, the p ., s, s, u, c, ts, Dis, studen, e, h, t, with, , 55
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If I were Lord of Tartary,, Trumpeters every day, To every meal would summon me,, And in my courtyard bray;, And in the evening lamps would shine,, Yellow as honey, red as wine,, While harp, and flute, and mandoline,, Made music sweet and gay., If I were Lord of Tartary,, I’d wear a robe of beads,, White, and gold, and green they’d be And clustered thick as seeds;, And ere should wane the morning-star,, I’d don my robe and scimitar,, And zebras seven should draw my car, Through Tartary’s dark glades., Lord of the fruits of Tartary,, Her rivers silver-pale!, Lord of the hills of Tartary,, Glen, thicket, wood, and dale!, Her flashing stars, her scented breeze,, Her trembling lake like foamless seas,, Her bird-delighting citron-trees, In every purple vale!, - Walter de la Mare, , ENGLISH WORKSHOP, 1. Find the words that mean the following from the first stanza., • Gold hammered into a flat, thin shape, :, • show off proudly, :, • tilt, move at an angle, :, • across, especially in a slanting direction :, 56
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2. Find the names of the exotic musical instruments and animals mentioned in, the poem., 3. In the last stanza, there are three four-letter words that refer to a beautiful, valley., They are : •, •, •, 4. From the poem, find three lines that use comparisons., •, , •, , •, , 5. Colour, sound and images from nature add to the beauty of a poem : ‘Tartary’, is a perfect example of the above. Pick out lines that contain • Colour, • Sound, • Images from nature, 6. Complete the following phrases with the help of the poem., •, , music, , •, , rivers, , •, , lake, , •, , citron-trees, , •, , breeze, , 7. Write about the daily routine of the ‘Lord of Tartary’ in 8-10 lines., 8. Using your imagination, write about a beautiful region - its land forms,, water bodies, flora and fauna, night sky, people, etc., 9. Language Study : Consonance : Consonance is repetition of one or more, consonant sounds especially at the end of words. Consonance is usually, pleasant to the ear., Examples : • Pitter-patter, pitter-patter, • Rivers silver-pale, • The lint was sent with the tent., • All’s well that ends well., •, , Find at least two examples of consonance from poems that you study in this book., , , , , 57
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3.2 Compere a Programme, Getting ready for the programme, , • festive : joyous, , Good Morning friends ! It is a pleasure for me, to welcome you all to this festive occasion. Please, take your seats. May I request you to keep your, mobiles switched off or on silent mode ? Let us, ring in to the merry mood of youthful creative, expressions and forget our preoccupations and, ringtones for the time being., , Arrival of the dignitaries, z, , z, , z, , Why does the, compère request the, audience to switch, off their mobile, phones ?, Why does she, request them to be, seated ?, , At the beginning, of the programme,, who does the, compère address, by name ?, , 58, , I am happy to announce that the dignitaries, have arrived. I request you all to be seated., I request our Head Girl Miss Shubhada Murarka, to escort the dignitaries to the dais., , Commencement of the programme, Honourable Chief Guest of today’s function, and, an, artist, of, great, renown, Shri. Charudatta Diwan, President of Balanand, Education Society, Shri. Avadhoot Pathak,, Our Principal Dr Ajinkya Parakhi, Vice, Principal Dr Shaila Singh, all our invited, guests, parents, teachers and my dear friends,, on behalf of Balanand Vidyalaya, I extend a hearty welcome to you all., We have gathered here for the inauguration of, our School Art Festival.
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Lighting the lamp, Let us begin this auspicious occasion with, something symbolic of knowledge and learning., And for this I would like to request all the, honourable members on the dais to kindly light the, traditional lamp and offer prayers ..., , z, , Do you have a, school song ?, What does it tell, you ?, , Friends, look at the amazing quality of this, lamp; when lit, not only does it carry the tremendous, potential to break the darkness of the night but also, leaves way for a thousand other lamps to be lit, from its flames. Likened to the lamp is knowledge., Knowledge, too, spreads light. It neither divides nor, subtracts. It only adds and multiplies., Miss Anagha Bhatia of Std VII and her group, will now sing the School Song., Guess the meaning of :, Atithi Devo Bhava!, , Welcome and introduction of the guests, , Atithi Devo Bhava !, Our Indian culture regards guests as gods. Let, us welcome and honour our distinguished guests., It is indeed our proud privilege to have amidst, us a very eminent personality from the field of Art, and Culture, renowned Artist, a Painter of, International Repute, and proud recipient of many, prestigious awards, President of Kala Ranjan, Academy Shri. Charudatta Diwan. I would request, our Principal to welcome him by offering a token, of our love and appreciation - books - Two, Volumes of Cherished Lives of Great Artists. We, are offering books because flowers might perish but, books can stay forever ..., , What do we, learn about, Shri. Charudatta Diwan, from the compère’s, speech?, z, , Think and answer:, z Who does the, compère thank?, , Thank you, Sir., I would now request the Convener of this Art, Festival, our Art teacher, respected Ms Shilpa, Sanghani to welcome the beacon of our institution,, 59
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Who are they ?, • Mr Avadhoot, Pathak, • Ms Shubhada, Murarka, • Mr Ajinkya Parakhi, , the President of Balanand Academy, Mr Avadhoot, Pathak ..., I would now request our School Captain and, Cultural in-charge Ms Shubhada Murarka to, welcome our ever inspiring dynamic Principal, Dr Ajinkya Parakhi Sir ..., Our enthusiastic Vice-Principal will be welcomed, by Ms Anagha Bhatia ..., Thank you, Dear Anagha., , Introductory speech, To appraise you about the Art Festival, I, request the Principal, Respected Dr Ajinkya Parakhi, to deliver his introductory speech ..., z, , Describe the book, that is released., , z, , Why does the, compère thank the, Chief Guest ?, , Book release, Friends, we have prepared here a volume, comprising photographs of all the beautiful and, unique pieces of art which are displayed today in, the auditorium. They are the artistic and skilful, contributions from our students. I request the Chief, Guest to release this special book on this occasion, and formally inaugurate the art festival ..., Thank you, Sir., I know this has aroused curiosity in you to see, the exhibition. After this programme you can take, that pleasure., Cultural programme, , z, , Who is taking, part in the Taal, Kacheri ?, , z, , Guess / Find the, meaning of Taal, Kacheri., , 60, , I know you all are eagerly waiting to listen to, the gems of music from, our school. We now, invite this talented band, of musicians to display, their talent. We proudly, present the Taal Kacheri.
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Sahil of Std X A will give a vocal rendition, and the same piece will be demonstrated on, different instruments. Let’s enjoy the Taal kacheri., , z, , Varsha on Mridangam, Vivek on Dholak, Zubin, on Tabla and Govind on Ghatam ..., , How is this, vocal rendition, different from, music?, , Let us have a big round of applause for the, excellent demonstration., Different States display their unique identity, through their respective culture. Std VII C will, now give a beautiful presentation of the famous, Koli Dance from Maharashtra ..., What a wonderful presentation !, Now a light comedy play will be presented, by std IX C. I would like to request Std IX, artists to perform their play - The Boy Comes, Home by A.A.Milne ..., That was indeed a fantastic performance !, Prize distribution, You are all eagerly waiting for the, prize distribution. There are butterflies in your, stomachs. You will soon be relieved of your, anxiety. Everyone is unique in his or her, potential. All are talented, yes, but some do, perform better and their talent needs to be, appreciated. I would now invite the Chief, Guest to declare the prize winners and give, away the prizes for the different categories, of Art ... Thank you, Sir., , Does the compère, say the following at, the beginning of the, programme or after, it has ended ?, , z, , • What a wonderful, presentation., • That was indeed, a fantastic, performance !, , Address by the Chief Guest, , I would now request our illustrious Chief Guest, to address the audience ..., Thank you, Sir, your speech has given us, wonderful insights on various aspects of Art and, Culture. We are immensely grateful to you for your, invaluable words of enlightenment., , z, , What is meant, by ‘butterflies in, your stomach’?, , 61
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Vote of thanks, Before we draw the curtain I take the opportunity, to thank all those who have lent a helping hand to, make this Art Festival meaningful and for the formal, vote of thanks I invite the convener of this programme,, our Art teacher Ms Shilpa Sanghani., * * *, , ENGLISH WORKSHOP, 1. The items in the programme below have got mixed up. Rearrange them in, the proper order. Just add the number in the left hand column., Balanand Vidyalaya, Art Festival Programme, (, , ), , Koli Dance, , (, , ), , Igniting the Lamp, , (, , ), , Chief Guest Speaks, , (, , ), , Appraisal of the Art Festival, , (, , ), , Dignitaries Arrive, , (, , ), , Recital of ‘Taal kacheri’, , (, , ), , Welcome and Introduction of Guests, , (, , ), , Prize Distribution, , (, , ), , The Boy Comes Home - A skit by Std IX, , (, , ), , Vote of Thanks, , 2. Form groups of 5-8. This passage tells us only what the compère says. Try, to visualise and write what the other people on the dais must have said in, their speeches (Write only the main points.), • The School Principal, • The Chief Guest, • The Art teacher who offered vote of thanks, 62
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3. Choose the appropriate phrase to insert in the gaps, to make the sentences, meaningful. Use the appropriate form of the verb., (1) to appraise (2) to be relieved of (3) to draw the curtain, (4) to escort (5) to be likened to (6) to have butterflies in ones stomach, (a) Before we ....................., let us stand in attention for the National Anthem., (b) I ..................... just as I was to receive my Report Card., (c) After I took the medicine, I ..................... ..................... the pain., (d) Before we do the experiment in the Laboratory, let me ..................... you, all about it., (e) The minister .......................................... his personal body-guards., (f) Sorrowful times are ......................................... darkness., 4. Prepare a formal invitation card for the Art Festival., 5. Prepare a news report in brief on this Art Festival., 6. Chalk out detailed programmes for the following occasions., • The Teacher’s Day programme in your school., • An exhibition of science projects arranged in your classroom., • A wedding anniversary/birthday celebration for your grandparents that you, have arranged with your family., 7. Language Study : Object : Direct and indirect - An object is a word, phrase, or clause that shows the person, thing etc. affected by the action of the verb., The underlined words or phrases in the following sentences are objects., 1., 2., , Mother drives a scooter., He gave me a pen., , There are two types of object : direct and indirect. The direct object is directly, affected by the action. For example, in sentence 2 above, ‘a pen’ is direct, object. An indirect object refers to the person or a thing to whom/for whom, the action is done. In sentence 2 above, ‘me’ is an indirect object., , , , , 63
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3.3 A Crow in the House, , z, , What dangers, were likely, to befall the, young crow ?, , z, , Who were, the other, members of, the author’s, family living, in the same, house ?, , z, , z, , Did the, author’s, Grandfather, like animals ?, How do we, know that ?, Give two, examples, from this page, to support, your answer., , What is, implied in ‘He, took over the, administration, of the house ?, , 64, , The young crow had fallen from its nest and, was fluttering about on the road, in danger of being, crushed by a cart or a tonga, or seized by a cat,, when I picked it up and brought it home. It was, in a sorry condition, beak gaping and head dropping,, and we did not expect it to live. But Grandfather, and I did our best to bring it round. We fed it by, prizing its beak gently open with a pencil, pushing, in a little bread and milk, and then removing the, pencil to allow it to swallow. We varied this diet, with occasional doses of Grandmother’s home-made, plum wine, and as a result, the young crow was, soon on the road to recovery., He was offered his freedom but he did not take, it. Instead he made himself at home in the house., Grandmother, Aunt Mabel, and even some of, Grandfather’s pets objected; but there was no way, of getting rid of the bird. He took over the, administration of the house., We were not sure that he was male, but we, called him Caesar., Before long, Caesar was joining us at meal, times, besides finding his own grubs or beetles in, the garden. He danced about on the dining table, and gave us no peace until he had been given his, small bowl of meat and, soup and vegetables. He, was, always, restless,, fidgeting, about,, investigating things. He, would hop across a table to, empty a match-box of its, content, or rip the daily, paper to shreds, or overturn, a vase of flowers, or tug at, the tail of one of the dogs.
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‘That crow will be the ruin of us !’ grumbled, Grandmother, picking marigolds off the carpet., ‘Can’t you keep him in a cage ?’, We did try keeping Caesar in cage, but he was, so angry, and objected with such fierce cawing and, flapping, that it was better for our nerves and peace, of mind to give him the run of the house. He did, not show any inclination to join the other crows in, the banyan tree. Grandfather said this was because, he was really a jungle crow - a raven of sorts - and, probably felt a little contemptuous of very ordinary, carrion crows. But it seemed to me that Caesar,, having grown used to living with humans on equal, terms, had become snobbish and did not wish to, mix with his own kind. He would even squabble, with Harold the Hornbill. Perching on top of, Harold’s cage, he would peck at the big bird’s feet,, whereupon Harold would swear and scold and try, to catch Caesar through the bars., In time, Caesar learnt to talk a little - as ravens, sometimes do - in a cracked, throaty voice. He, would sit for hours outside the window, banging, on the glass with his beak and calling, ‘Hello,, hello’. He seemed to recognise the click of the gate, when I came home from school, and would come, to the door with a hop, skip and jump, saying,, ‘Hello, hello !’ I had also taught him to sit on my, arm and say ‘Kiss, kiss’, while he placed his head, gently against my mouth., On one of Aunt Mabel’s visits, Caesar alighted, on her arm and cackled, “Kiss, Kiss !” Aunt Mable, was delighted - and possibly flattered - and leant, forward for a kiss. But Caesar’s attention shifted, to my aunt’s gleaming spectacles, and thrusting at, them with his beak, he knocked them off. Aunt, Mabel never was a success with the pets., Pet or pest ? Grandmother insisted that Caesar, was a pest, in spite of his engaging habits. If he, , • carrion crows :, crows feeding on, dead or decaying, flesh (and other, garbage), , Guess how, Caesar learnt, to say ‘Hello,, hello’ ., , z, , z, , What is meant, by ‘Aunt, Mabel never, was a success, with the pets’ ?, Can you think, of the reasons, why it was so ?, , • engaging :, Here, it means, charming or, attractive, , 65
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• took to visiting, : visited, regularly, as a, matter of, habit., , What is, implied in, the following, sentence :, • Most of the, neighbours, were, represented in, our house by a, toothbrush., , z, , z, , What actions, of the author, show that he, loved Caesar ?, , had restricted his activities to our own house, it, would not have been so bad; but he took to visiting, neighbouring houses and stealing, pens and pencils, hair-ribbons,, combs, keys, shuttlecocks, toothbrushes and false teeth. He was, especially fond of toothbrushes,, and made a collection of them, on top of the cupboard in my, room. Most of the neighbours, were represented in our house, by a toothbrush. Toothbrush, sales went up that year. So did Grandmother’s, blood-pressure., Caesar spied on children going into the bania’s, shop, and often managed to snatch sweets from, them as they came out. Clothes pegs fascinated, him. Neighbours would return from the bazar to, find their washing lying in the mud, and no sign, of the pegs. These, too, found their way to the top, of my cupboard., It was Caesar’s gardening activities that finally, led to disaster. He was helping himself to our, neighbour’s beans when a stick was flung at him,, breaking his leg. I carried the unfortunate bird, home, and Grandfather and I washed and bandaged, his leg as best we could. But it would not mend., Caesar hung his head and no longer talked. He, grew weaker day by day, refusing to eat. An, occasional sip of Grandmother’s homemade wine, was all that kept him going., One morning I found him dead on the sofa, his, legs stiff in the air. Poor Caesar ! His anti-social, habits had led to his early end., I dug a shallow grave in the garden, and buried, him there, along with all the toothbrushes and, clothes pegs he had taken so much trouble to, collect., - Ruskin Bond, (From ‘Grandfather’s Private Zoo’ ), , 66
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ENGLISH WORKSHOP, 1. (A) Find antonyms for the following from the story., • motionless x, • captivity x, • frequent x, • dull x, • gentle x, • co-operated x, • deep x, • humble x, (B) Now try to find out synonyms (words that mean the same) for the following :, (You may use a dictionary / theasures), • disapproved :, • bits/pieces :, • achievement :, • attracted :, • nuisance :, • mishap :, • controlled :, • rebuke :, 2. Using your imagination, write how the other pets in the house could have objected, to Caesar living in their house., 3. Prepare a table to show ‘Caesar’s Pranks’ at home and outside., 4. Relate the life-story of Caesar, rearranging the facts in a proper sequence in the, form of a flow chart :, • Caesar begins to upset things at home, • Neighbour flings a stick at Caesar, • Young crow is saved by the narrator, • Caesar begins to trouble neighbours, • The crow is named Caesar, • Caesar passes away, • Caesar objects to being caged., 5. Rewrite in your own words (a) One event from the story (b) One of the Caesar’s, traits that makes you laugh., 6. Hold a debate on - ‘Pets or Pests ?’, 7. Do you have pet animals ? Write an interesting story about your own or your, friends’ pet., 8. Language Study : Complement : There are two types of complement : subject, complement and object complement. Subject complement is a word or a phrase, used after a verb that describes the subject. The underlined words and phrases in, the following sentences are subject complements., 1. I am hungry. 2. My sister became a teacher., The word ‘hungry’ and the phrase ‘a teacher’ describe the subjects of the verbs., Therefore, they are subject complements., An object complement comes after the object of a verb and gives us information, about the object. The underlined words and phrases in the following sentences are, object complements., 3. The class made her the monitor. 4. The teacher found my answer correct., The phrase ‘the monitor’ gives us information about the object ‘her’. The word, ‘correct’ gives us information about the object ‘my answer’., 67
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3.4 The Brook, I come from haunts of coot and hern,, I make a sudden sally, And sparkle out among the fern,, To bicker down a valley., By thirty hills I hurry down,, Or slip between the ridges,, By twenty thorpes, a little town,, An half a hundred bridges., Till last by Philip’s farm I flow, To join the brimming river,, For men may come and men may go,, But I go on for ever., I chatter over stony ways,, In little sharps and trebles,, I bubble into eddying bays,, I babble on the pebbles., With many a curve my banks I fret, By many a field and fallow,, And many a fairy foreland set, With willow-weed and mallow., I chatter, chatter, as I flow, To join the brimming river,, For men may come and men may go,, But I go on for ever., , 68
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I wind about, and in and out,, With here a blossom sailing,, And here and there a lusty trout,, And here and there a grayling,, And here and there a foamy flake, Upon me, as I travel, With many a silvery waterbreak, Above the golden gravel,, And draw them all along, and flow, To join the brimming river, For men may come and men may go,, But I go on for ever., I slip, I slide, I gloom, I glance,, Among my skimming swallows;, I make the netted sunbeam dance, Against my sandy shallows., I murmur under moon and stars, In brambly wildernesses;, I linger by my shingly bars;, I loiter round my cresses;, And out again I curve and flow, To join the brimming river,, For men may come and men may go,, But I go on for ever., - From ‘The Brook’, by Alfred Lord Tennyson, haunt : a place that one visits often, where, one spends a lot of time., coot and hern : Coot and hern are both water, birds. Hern stands for the common European, heron., sally : a quick journey, bicker : run noisily, thorpe : old English word for a village, sharps and trebles : musical sounds, , fret : wear out, gnaw, fairy foreland : Here, it refers to a, scenic place that looks like an entrace to, fairyland., mallow : a plant with purple flowers, grayling : a freshwater fish with a long fin, skimming swallows : swallows that touch, the brook lightly and quickly as they fly, over it., 69
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shingly : full of shingles, that is, small rounded, pebbles or stones, , bar : barrier, obstacle, cress : small plant, , ENGLISH WORKSHOP, 1. Read the poem aloud with proper pace and rhythm., 2. Find the meaning of the following words or phrases :, • ridges, , • brimming, , • eddying, , • babble, , • fallow, , • trout, , • netted, , 3. Answer the following :, (1) Who is the speaker in this poem ?, (2) Which lines are repeated in the poem ? What do they mean ?, (3) Where does the brook join the river ?, (4) Mention the various places that the brook flows past., (5) Often the brook speaks of itself as if it is human., For example, ‘I bicker down a valley.’, Find two other examples of the human activities of the brook., 4. Spot and write any three alliterative phrases or sentences from the poem., (Alliterative phrases / sentences are those in which the same sound is repeated.), 5. List the prepositions you find in this poem., 6. List the phrases which have the expression ‘many a, , ’., , 7. The poet uses words to create pictures or ‘images’ in the reader’s mind., For example, ‘ And sparkle out among the fern.’, Write down other lines that create images or pictures in your mind. (Any 3), 8. Write a short autobiography of a brook. (20 to 30 lines), 9. Which other things in nature can say ‘For men may come and men may go,, But I go on for ever.’, 10. Use the internet, your school library or other sources for the following, activities., (1) Try to find other nature poems., (2) Draw or collect landscapes that can be used as illustrations for this poem., , , 70
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3.5 News Analysis, (a), , CLOSED SHOES NOT ALLOWED IN EXAMINATION HALLS, Bengaluru : Shivam Institute of, Innovative Technology, Bengaluru, has recently issued a list of DOs, and DON’Ts for candidates taking, the Entrance Test to the prestigious, institute this year., The candidates will not be, allowed to enter the examination hall, , wearing closed shoes, boots, even, socks. Other items which will not be, allowed inside include mobile phones,, microphones, earplugs, calculators, and other electronic gadgets, pouches,, printed or blank papers and even, pens. The pens will be provided in the, hall by the invigilators., , 1. What is the meaning of ‘issued’, ‘candidates’ and ‘invigilators’ ?, 2. Who is conducting the test ?, 3. Discuss the following in groups of four or five :, (a) Why is closed footwear (shoes, socks) not allowed in the examination hall ?, (b) Why has the institute not allowed electronic gadgets in the hall ?, (c) What other measures can be taken to prevent copying ?, 4. Why is this news published in newspapers ?, (b), , RITIKA TAKES A BREAK FROM ACTING, Mumbai, Sept.9, : Famous actress, Ritika, who is believed to be the most, highly paid star in Bollywood, is all, set to break the hearts of her fans. In, an informal chat with journalists, she, revealed that she will not sign any, , more films, after completing the, big - budget movie ‘Ant’ next month., She refused to give any reasons for, her decision. However, sources close, to her reveal that now she wants to, make a career in politics., , 1. Guess the meaning of ‘most highly paid’, ‘revealed’, ‘sign films’., 2. What words are used for the following in the news item :, (a) Film Industry (b) Something on which a lot of money is spent., 3. Guess why ‘Ant’ is a big - budget movie., 4. Can you think of other reasons for Ritika’s decision ?, 5. What will be Ritika’s reaction to this news ?, 71
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(c), , MOST DANGEROUS, TIME IN HISTORY, London : The, famous, physics, professor, Stephen, Hawking has warned, that mankind is, facing, the, most, dangerous time in, its history today. He said that, the world today is facing huge, challenges like climate change,, overpopulation, epidemic diseases., ‘We have the technology to destroy, the planet on which we live and, have not yet developed the ability to, escape it. Perhaps in a few hundred, years from now, we will have built, colonies amid the stars, but right, now, we have only one planet and, we need to work together to protect, it.’ Hawking wrote recently in the, Guardian newspaper., , 1. Guess the meaning of ‘mankind’., 2. Which words or phrases in the news, refer to the earth ?, 3. Which of the following problems do, you believe is the most serious ?, (a) climate change, (b) overpopulation, (c) epidemic diseases, Discuss this in groups of four or, five using your mother tongue and, English., 4. Discuss the following statements, with the help of your teacher., (a) We have the technology to, destroy the planet on which, we live., (b) We will have built colonies, amid the stars., (c) Right now, we have only, one planet., , 5. Prof. Hawking wrote about the problem in the Guardian., Why is it given as ‘news’ in other papers ?, Activity, Within two minutes,, tell as many words as, possible, related to the, following words :, • news, • TV, • radio, • mobile, , 72, , 1. Go through a few specimens of any major newspaper., You will see that each page usually carries only a, certain type of news. The types are decided according, to region - city, state, nation, world, etc; and also, according to the nature of the news - political,, cultural, science related, financial, sports related, etc., Read all the news items given on pages 71 to 73 and, decide the types to which each belongs., 2. What other items do you find in a newspaper besides, news ?
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(d), , QUICK CURE FOR ALL AILMENTS ?, Staff, Reporter:, Kavathe :, Hundreds of people flock every hour, to Ralewadi, a tiny settlement near, Ambegaon. They wait in long winding, queues in the hot sun to get a ‘special’, powder from Miribaba who claims that, it cures all sorts of diseases. According, to him, he has developed this powder, from a special herb in the Himalayas., Unwilling to give the exact name and, , source of the herb, he only says that, it was revealed to him. He offers it at, Rs 25 a packet. Each packet is specially, ‘blessed’ by him. Some of his followers, claim that they have seen him curing, thousands of people with his powder., However, Dr Karnik of Ambegaon, Civil Hospital says that the number, of patients in their hospital has in fact, increased in the last few weeks., , 1. Guess the meaning of ‘flock’ and ‘followers’., 2. Why is there a question mark in the heading ?, 3. Which part of the news is reliable ? Which part may not be reliable ?, How do we learn that ?, 4. Will Miribaba and his followers like the news ?, 5. What should you do when you fall ill ?, 6. Imagine how this news item helped people understand the truth - that Miribaba’s, powder cannot cure diseases. Write the story about it in short, in your mother, tongue., ENGLISH WORKSHOP, 1. Write your own impressions about the news items given in (a), (b), (c) and (d) in, the table below., News item, , Good news, Bad news, , Reliable, Unreliable, , Interesting, Uninteresting, Boring, , Others, , (a), (b), (c), (d), 73
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2. Write a letter to your Class Teacher or the Principal of your school to make, any one of the two following requests., (a) You wish to start a news bulletin for your school / class. It will be a one, page bulletin to be published every week. A different group of students, will manage the preparation of the bulletin every time., (b) Your school library subscribes to a few newspapers. Your class wants old, issues of the newspapers for some educational activity in the classroom., You are required to make cuttings / news clipping. Therefore, the papers, cannot be returned to the library but you will use them in a responsible, manner. Use the format of a formal letter given below., , Designation and, address of the, person to whom, you are writing, the letter, , Subject, , If you know the, name of the, person, begin the, letter as Dear, Mr/Ms. ..... and, use ‘Yours, sincerely’ at the, end., , Sender’s, address, Date, , Sub :, Sir / Madam, / Dear Sir / Madam,, Main body / text, of the letter, , Closing, , Yours faithfully / truly,, , Sender’s, signature, , Sender’s name, , 3. Hold a discussion in the classroom about the differences between printed, newspapers, radio news bulletins, TV news bulletins. Discuss the merits,, demerits and popularity of each., , , , 74
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3.6 Think Before You Speak !, Man was meant to listen more and talk less., That is why as the great British statesman Benjamin, Disraeli said: “Nature has endowed man with two, ears and one mouth. If man was meant to talk, more and listen less, he would have two mouths, and only one ear.” Imagine how we would have, looked, how strange with two mouths on the two, sides and one ear at the centre., , z, , Was Disraeli, trying to give a, scientific reason ?, , z, , Was he only, trying to give, a message in a, lighthearted but, effective way ?, , And mind you, the ears are like funnels, open, all the time. There is no door with which you can, close them. Whereas if you have to speak even, one single word, that word must pass through two, walls - two fences. There is firstly the fence of these, two rows of teeth. There is secondly the fence of, the two lips. Before a word can be spoken, it has, to pass, it has to pierce through these two walls,, through these two fences. Therefore we must think, at least twice before we utter a word., , You have, learnt about, ‘adaptation’ in, your science, textbook. Find the, biological reasons, why man’s ears, and mouth have, developed the, way they are, now ?, , A very wise man once remarked that of the, unspoken word you are a master, of the spoken, word, you are a slave. Once you have spoken a, word you cannot get it back, do what you will., Therefore you must be very careful about the words, that you speak. Once the word has left your lips,, you will not be able to get it back., What are unspoken words? They are things you, want to say, but remain unsaid, as thoughts in your, mind. Once you have put the thoughts into words,, once the words have left your lips, you cannot, change them or control them., A young man went to his spiritual teacher and, said, “I have spoken very harsh and unkind words, to my friend, and he is deeply hurt. I am afraid I, have lost my friendship with him. How can I make, amends?”, , z, , Draw a diagram, to show the, coming in and, going out, of, words in a human, body., , The wise teacher gave him a fresh sheet of, blank paper and a pen; he said to the young man,, 75
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“Write down on this paper all the harsh things, you said to him.”, The young man did as he was told, and showed, the paper to the teacher., “Now tear up this sheet of paper into as many, small bits as you can,” the wise teacher said., Soon, the single sheet was torn into a hundred, tiny bits of paper., “Throw the bits out of this window,” the teacher, told him., , Think about it :, z, , z, , Do you remember, someone else, speaking to you, angrily, without, thinking ?, What did you do, on that occasion ?, Did you also, speak angrily ?, , That was, easily done! It, was a windy day, and the tiny bits, were scattered far, and wide even as, the young man, watched., “Now, go out, into the street, and collect as, many bits of the, paper as you, can,” the teacher, ordered him., The young man was taken aback. “But…but,, that will be difficult …” he stammered., “It will be difficult indeed, but do give it a, try,” the teacher suggested., , z, , Discuss what you, can do to control, your anger., , 76, , The young man went out. He returned half an, hour later, exhausted. He had not been able to get, hold of a single torn bit from the paper he had, torn up just a while earlier!, “This is what happens with the spoken word,”, the teacher said to him. “Once you have spoken, the words aloud, it is very difficult to take them, back. Therefore, learn to think before you speak in, anger.”
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Socrates was one of the wisest men of the ancient, world. Many were the youths whose lives he influenced, for the better., Socrates counselled his disciples to keep their mouths, shut – and speak only when absolutely necessary., “O wise one, how may we know when it is right, to speak?” they asked him., “Open your mouths to speak only after you have, asked yourself three questions, and received an, affirmative answer to each of the three,” replied Socrates., What were the three questions?, The first question we must ask ourselves before we, speak is - is it true ? If we are not sure about the, veracity of what we are saying, it is better that we do, not utter a word. When we utter words carelessly, we, ourselves become transmitters of untruth., The second question to ask is - is it pleasant ?, Many are the empty remarks and vain statements that, people make in idleness to hurt others. It is better that, these unpleasant words remain unspoken., The third question according to Socrates is - is it, useful ? Is our statement going to benefit the listener ?, Will our words bring comfort to someone ? Are we, likely to help someone with what we say ? Only in that, case should we go ahead and speak., , counselled : advised, guided, affirmative : An affirmative answer, is the answer, ‘Yes’., veracity : truth, transmitters : Here, it means persons who, spread something; in this case, untruth., , Reflect : Have you ever passed on an empty, remark or vain statement that might hurt, someone else ? What can you do to avoid, doing it again ?, , 77
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ENGLISH WORKSHOP, , 1., , The same word can be used as a noun in some sentences and as a verb in, others. For example,, (1) Many are the empty remarks., , Noun., , (2) A wise man once remarked,, , Verb., , Make two sentences of your own with each of the words given below, using, the same word as a noun in one and as a verb in another., • change, 2., , • show, , • throw, , • return, , • benefit, , Complete the following., • Our ears are like funnels because, • The two rows of teeth are like a fence because, • The two lips are like a fence because, • Harsh words are like scattered bits of paper carried away by the wind, because, , 3., , Write a brief summary of the story of the young man and his spiritual, teacher, making the young man the narrator., You may begin as given below., ‘I went quickly to my spiritual teacher for advice because I had, (Now continue), , 4., , Language study : Adverbial : An adverbial is something that is used as, an adverb. An adverbial is often one word, an adverb, as in the following, example 1. You have run fast., But, it can also be a phrase or a clause., 2. We played on the playground., 3. I will go home when the bell rings., In sentence 2, the phrase ‘on the playground’ is used as an adverb. In, sentence 3, the clause ‘when the bell rings’ is used as an adverb., , , , 78
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4, , 4.1 Under the Greenwood Tree, Under the greenwood tree, Who loves to lie with me,, And turn his merry note, Unto the sweet bird’s throat,, Come hither, come hither, come hither !, Here shall he see, No enemy, But winter and rough weather., , Who doth ambition shun,, And loves to live i’the sun,, Seeking the food he eats,, And pleased with what he gets,, Come hither, come hither, come hither:, , Here shall he see, No enemy, But winter and rough weather., - William Shakespeare, * * *, , 79
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ENGLISH WORKSHOP, 1. From the poem, find the old word used for each of the following :, • towards, • here, • does, 2. Write in your own words., (a) Who does the poet invite to join him ?, (b) How should that person sing ?, (c) What message does the poem convey ?, 3. Pick out the lines that mean :, (a) Sing in such a manner :, (b) One who wishes to join me :, (c) Who gives up his desire for wealth, power, fame, etc. :, (d) Life in the forest is free from ill-wishers :, (e) Happy to eat whatever he can get :, 4. Find from the Internet and write down., (a) In which century did William Shakespeare write his famous plays ?, (b) From which play is this song extracted ?, (c) Which character from the play sings this song ?, 5. Be a poet. Try to complete the following poem with words that rhyme with, each other., I’d love to live a life that’s, Relax under a shady t, , ,, ,, , And fall into a dreamy s, With no strict hours, forced to k, , p,, , And sing aloud a merry, Untrodden paths, as I walk a, , ,, g., ?, , You ask me what I’d get to, Fruits and nuts and berries sw, You ask me with whom I’d get to p, Birds and animals, happy and g, And if a woodcutter put a c, Firmly, I would put a st, So that’s the life I’d like l, Free from worries, free from gr, 80, , p, d, d
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4.2 Unke Munke Timpetoo, “It will be a fantastic birthday this year,” I said, in a mocking tone. “All I will get is a pair of, shoes and a hand-knitted pullover. I had asked for, a table tennis set, but my mother said, ‘It is totally, out of the question this year’.”, My friend, Muk looked at me thoughtfully. He, drew a bit closer and said, “Well, Rohan, I don’t, say I believe in it, but my cousin said it works., And there is no harm trying, don’t you think?”, “Trying what?” I asked., “Well, my cousin said, ‘If you really want, something badly, all you have to do is to run, around a banyan tree at midnight and chant, seventeen times: Unke, Munke, Timpetoo’. ”, I desperately wanted my wish to come true., Still I asked, “Why seventeen times and why at, midnight ?”, “Don’t ask me,” replied Muk, who was my best, friend. “That is how it is done, I suppose. Why not, try it ? It would not do any harm.”, I thought it was all nonsense. Besides, I couldn’t, think of any banyan tree in our neighbourhood., There was one in old Mrs Groover’s garden. But, who dared to enter her garden ? Not me ! And not, at midnight ! Mrs Groover had been the principal, of our school till last year. One look from her, piercing pale green eyes was enough to silence, bullies like Rinkoo Lal of Class X. I had seen it, happen with my own eyes., “Forget it,” I said. However, the thought kept, haunting me till the day before my birthday and I, just could not think of anything else., “Okay,” I said to Muk, “if you come along, with me, I will go to Mrs Groover’s garden tonight, and do it.”, , z, , Find the sentences, in which the, author and his, friend claim, that they do not, believe in magic ?, z, , What do their, actions show ?, , The teacher should, discuss the issue, of blind belief in, charms and chants, with the students,, and encourage a, rational attitude, to help them, understand the story, better., 81
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“Why should I come along?” asked Muk, “I, have no secret wish.”, “Come on, let us go and wish for my table, tennis set.” So, at ten minutes to twelve Muk and, I met at the back of old Mrs Groover’s garden., We climbed and sat on the boundary wall. We, looked down into the garden, which lay dark and, silent in the dim light of the moon. And there was, a banyan tree, its aerial roots swaying in the gentle, breeze of the night. We jumped down, reached the, tree and looked around carefully., “Imagine, if she is awake!” I whispered and, pointed at Mrs Groover’s house., “Nobody is awake at this ghostly hour of the, night,” hissed Muk. “Now get going. Run!”, z, , Note the, description of, the scene which, creates an, atmosphere of, mystery., Read it aloud in a, suitable manner., , z, , If you hear, about something, that fulfils your, wishes, would, you try it ?, , z, , Do you think the, author is brave ?, , 82, , I ran. I ran as fast as I could, chanting “Unke,, Munke, Timpetoo, I wish my wish is coming true !”, over and over again. I felt a bit scared. That was, why I tried to get it over quickly and increased, my speed. I increased the chanting too ! And all, the while I went on listening to the sounds of the, night, a crackle here, a swish there.
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Suddenly a ferocious bark tore the stillness of, the night ! I froze. Inside Mrs Groover’s house,, lights flashed on and the backdoor was pushed, open., , z, , How do we know, that Muk was, frightened ?, , “Who is there ?” called Mrs Groover. “Answer,, or I will send the dog at you.”, “Muk, Muk,” I mumbled, “Say something.” But, Muk was climbing up the tree. When I saw, Mrs Groover bend down to unleash the dog, I, pleaded, “Please don’t send the dog at us. I will, explain everything, if you let me.”, “Speak out soon,” Mrs Groover shouted., I told her everything. I feared, she might not, believe me. But she listened to me without, interruption. She just looked at me with the hard,, light green eyes of hers as if she was trying to see, right into my heart., , What opinion, do you form of, Mrs Groover, from the way, she treats the, boys ? Discuss., , z, , “So ?” she asked finally, “and you believe in, Unke, Munke, Timpetoo? Do you think it will, help ?” I dropped my head and said softly, “I hope, it will!”, “Well,” she returned, “if you believe so, go and, finish your rounds.” She turned saying, “and while, leaving, would you mind using the front gate ?”, I did finish the remaining six rounds and left, her garden using the front gate. I swore that I, would never return., And then the great moment came. I opened my, gifts, rejoiced over my new pair of shoes and the, hand-knitted pullover ! And then my eyes fell on a, parcel. A big parcel !, I had never received such a big parcel earlier., “To Rohan Khanna,” I read, “From Unke,, Munke, Timpetoo !”, , z, , Did the author, really rejoice over, his shoes and, pullover ?, , I stared at Muk, and he looked as surprised as, I was. My mother asked, “Who is Unke, Munke,, 83
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Timpetoo ? Isn’t that an unusual name ?”, z, , The table tennis, set was not, new, but was a, fabulous set, what, does it imply ?, , z, , Did the surprise, gift really, come from, Unke, Munke,, Timpetoo ?, , z, , In your opinion,, who must have, sent the gift ?, , “Yes,” I said, “very unusual indeed.”, I bent over the parcel and began to unpack it., I removed the strings and the paper impatiently., Finally I removed the colourful gift wrapping and, found a table tennis set! It was not a brand new, table tennis set, but it was a fabulous one. “Wow,”, I whispered, just “Wow!”, Till today Muk swears he has nothing to do, with it. And so do my parents. I wondered if old, Mrs Groover was responsible for the surprise. I, wondered for a very long time. One day I gathered, up all the courage I possessed and went to meet, Mrs Groover. I used the front gate and rang the, bell. I had gone over my lines a hundred times,, but when she looked down on me with her pale, green eyes, I felt my heart sink, and my courage, vanish and all I could do was stutter like an idiot., “Good afternoon, Madam, do you, I mean .... did, you, have you ... sorry, but ... do you believe in, ... Unke, Munke, Timpetoo ?”, Mrs Groover continued to look at me with a, strange look in her eyes. She replied softly but, seriously, “Yes, I do believe in Unke, Munke,, Timpetoo. I had wished to have somebody over for, tea today. And here you are! Now isn’t it a perfect, example of Unke, Munke, Timpetoo ?”, She smiled, and she looked so different, almost, human !, , Discuss., z, , What is, ‘Unke, Munke,, Timpetoo’ - a, charm or an act, of friendliness ?, , 84, , From that day onwards Muk and I went to see, old Mrs Groover quite often. Not only because she, made the best tea and had the best cookies. No!, we went because we liked her. And then we had, one thing in common. We all believed in Unke,, Munke, Timpetoo !, - by Sigrun Srivastava, from ‘Some More Short Stories’, * * *
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ENGLISH WORKSHOP, 1. Make adjectives from the following., • harm, • continu(e), • fear, • thought, • question, • courage, , • believe, • wish, , 2. Choose the correct alternative., (a) Rohan desperately wished for, ., (i) a pair of shoes, (ii) a warm pullover, (iii) a good friend, (iv) a table-tennis set, (b) Rohan and Muk entered the garden at mignight, ., (i) to frighten Mrs Groover (ii) to chant arount the banyan tree, (iii) to steal some fruits, (iv) to look for a table-tennis set, (c) Rohan had finished, rounds of the tree before Mrs Groover, discovered him., (i) seventeen (ii) six, (iii) eleven (iv) twelve, (d) The table-tennis set was gifted by, ., (i) Mrs Groover, (ii) Rohan’s parents, (iii) Muk, (iv) Timpetoo, (e) The Principal turned out to be a very, lady., (i) poor and simple, (ii) proud and rich, (iii) kind and understanding, (iv) sad and lonely, 3. The story has a very heart-warming and touching end. Now try to change, the end of the story to make it sound (i) very funny (ii) full of horror and, mystery., 4. ‘Unke, Munke, Timpetoo,, I wish, my wish is coming true.’, Try to compose two other funny magical chants that have rhyming lines., 5. Language study : Prefix and suffix : A letter or group of letters added to, the front of a word to change its meaning and make a new word is called, untie • non + stop, non-stop, a prefix. Examples : • un + tie, • dis + like, dislike • super + man, superman, • inter + national, international, • Find at least 5 words with prefixes and identify the prefix in each word., , •, , A letter or group of letters added at the end of a word to make another, word is called a suffix. Examples : • teach + er, teacher, • act + or, actor • child + hood, childhood • friend + ship, friendship, • king + dom, kingdom • use + ful, useful • frequent + ly, frequently, • act + ion, action • star + ry, starry, Find 5 examples of words with the following suffixes from the lessons you, have studied so far, or from other sources :, • -ship • -less, • -ness, • -ly, • -ful, • -able, 85
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4.3 The Red-Headed League, Like other, Sherlock Holmes, stories, this story,, too, is told by his, friend,, Dr Watson., , Part I : Mr Wilson’s Story, , • League : an, association or a, formal group of, people, , z, , z, , z, , Things to do :, Find samples of, ‘classified ads’ from, an English newspaper., Where will the, advertisement given, here be seen in the, classifieds ?, , To the Red-headed League, There is a vacancy for a member of the League, and the salary is, four pounds a week for nominal services. Red-headed men may, apply in person on Monday, at eleven o’clock, to Duncan Ross, at, the office of the League, 7 Fleet Street., , The advertisement had appeared in newspaper, two months ago. Mr Wilson’s assistant, Vincent, Spaulding, had shown it to him. Mr Wilson liked, his assistant Spaulding. He was smart, efficient and, What do you have to, worked for only half the normal wages ! But, the, do when you are told to assistant also had his faults. Every now and then, he, ‘apply in person’ ?, left work and went down into the cellar to develop, Find out how, photographs. Photography was his hobby., photographs were, developed in those, days., , • pawn - broker : a, person who lends, money at interest, when valuable, things are kept, with him till the, loan is repaid., , 86
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Spaulding showed the advertisement to, Mr Wilson and explained to him that an American, millionaire, Mr Ezekiah Hopkins, had founded the, famous Red-headed League, to help all red-heads, like himself. Spaulding urged Mr Wilson to apply, for the job. So, the two of them went to the address, given in the advertisement., Fleet Street was full of red-headed people. Mr, Wilson thought that with so much competition he, would not get the job. He wanted to go back, but, Spaulding pushed through the crowd and took, Mr Wilson to the office., There was nothing in the office but a couple of, chairs and a table. A red-headed man sat behind the, table. He was Mr Duncan Ross, a representative, of the Red-headed League. He was very pleased to, see Mr Wilson, and announced immediately that he, was well suited for the job. He shook hands with, Mr Wilson, congratulated him, and told all other, candidates to go back., Mr Duncan Ross explained that Mr Wilson, would have to be in the office from ten to two. If, he left the office, he would lose the job. Spaulding, assured Mr Wilson that he would look after, Mr Wilson’s business in his absence. The pay was, fixed at four pounds a week., “And the work?” said Mr Wilson., “You have to copy out the Encyclopedia, Britannica.”, The pay, was very good, and the, work was light. Mr Wilson accepted the, job and began his work the very next day., Mr Duncan Ross was there in the office to see, that Mr Wilson did his work properly and did not, leave the office. He told Mr Wilson to start with the, letter ‘A’. Mr Wilson wrote diligently for four hours, without leaving his place. Mr Ross would drop in, from time to time to see that all was right with, Mr Wilson. At two o’clock, he bade Mr Wilson, good-day, and locked the door of the office., , Think and answer :, z, , Who do you think, is smarter Mr Wilson or his, assistant ?, , z, , Give reasons for, your answer., , Listen and answer :, Why was Fleet Street, full of red-headed, people ?, , z, , z, , z, , z, , Who was well suited, for the job ?, Why did Mr Wilson, accept the job ?, Would you like to do, such a job ? Why ?, , z, , Why would, anyone want, to copy an, encyclopedia ?, Think of two, good reasons., , z, , What would we, do today, if we, needed copies of, text from a big, book ?, 87
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• dissolved :, disbanded. Here,, it means the, organisation has, come to an end., , Things to do :, z, , What is the, difference, between a, dictionary and, an encyclopedia?, Find out., , z, , Suggest a few, words that may, appear under ‘A’, after Archery in, an encyclopedia., , Discuss :, z, , What would, you advise, Mr Wilson, to do in, the given, situation ?, , 88, , “This went on day after day, Mr Holmes,”, said Mr Wilson, “and on Saturday I got my, salary. It was the same next week, and the same, the week after. After a few days, Mr Duncan, Ross came in only once in a while and after a, time, he did not come in at all”., Mr Wilson continued, “Eight weeks had passed, like this, and I had written about Abbots, Archery, etc. and hoped that I might get on to ‘B’ soon. And, then suddenly the whole business came to an end.”, “To an end?” Holmes asked., “Yes, Sir. This morning, I went to my work as, usual at ten o’clock, but the door was shut and locked, with a little note nailed on it. It said –, The Red-headed League is dissolved., Oct 9, 1880., , I was shocked. I did not know what to do”., Mr Wilson went on with his story, “I made, enquiries at the nearby offices, but none of them, knew anything about the League. The rooms had, been rented under a false name., “I went home and asked my assistant Spaulding, for advice. But he could not help me in any way. I, want to find out about the League, Mr Holmes, who, they are and why they played this prank upon me., The whole thing is a mystery. That is why I came to, you. I have heard a lot about you”., Holmes found Mr Wilson’s story very unusual., He asked, “Mr Wilson, this assistant of yours who, first called your attention to the advertisement –, what is he like?”, “Small, stout, with no hair on his face. He has a, white splash of acid on his forehead.”, “I thought as much,” said Mr Holmes. “Is he still, with you?”, “Oh, yes, sir.”, “That will do, Mr Wilson. I can give you my, opinion on this subject in a day or two. Today, is Saturday, and by Monday we may come to a, conclusion.”
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ENGLISH WORKSHOP, 1. Find and write the descriptions of different people given in this, , story., , 2. Present Mr Wilson’s story as it would be shown in a comic strip., Write what picture you will show in each frame along with the dialogues., Write the dialogue with the help of the story. Examples :, Mr Wilson’s shop, , Mr Wilson’s shop, , Mr Wilson’s shop, , Spaulding to Wilson :, Will you take me as, your assistant ? I’ll, work for half the, wages., , Spaulding : Sir, there’s, no work here. I’ll go, down to the cellar to, develop my photos., , Spaulding to Wilson :, Sir, look at this ad., It is for red-headed, people., , Frame 1, , Frame 2, , Frame 3, , 3. Form groups of five. Discuss how you can complete the rest of the story, without referring to Part II of the story., 4. Language Study : Modal auxiliary : You have read about main verbs and, auxiliary verbs in Std VI. You know that auxiliary verbs are helping verbs., Modal auxiliary verbs or modal verbs are also helping verbs. They are used, with main verbs to show changes / modifications in the meaning of the main, verb. They show possibility, ability, permission, intention, etc., The modal auxiliaries are :, l can, may, shall, will, l could, might, should, would, l must, ought to, used to, need, dare ..., Remember the following :, l, We do not use ‘to’ before a modal., l, We do not add ‘-ed’ or ‘-ing’ to a modal., l, We can form questions and negative sentences using modals without using, the auxiliaries be, have, or do., Examples :, l They can swim., l Can he swim?, l He cannot swim., l, , l, l, l, , May I come in ?, You may go., You must go., , l, l, l, , We shall sing., She ought to play., They might come., , Frame simple sentences -statements, questions, requests, orders, permissions, etc., using the modals listed above., , , 89
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Part II : What happened next Dr Watson’s Account, “Well, Watson, what do you think of it all?”, asked Mr Holmes, after Mr Wilson had left., , Listen and answer :, z, , Tell the name of, the young man who, opened the door to, Mr Holmes., , z, , What did Holmes, want to see ?, , z, , Guess where, Mr Merryweather, took the others., , • Strand : a famous, place in London., • cellar : a room, used for storage, under a building, , 90, , “I make nothing of it,” I answered frankly., Holmes sat silently for some time, and then invited, me to go out with him. We went to the square, where Mr Wilson had his shop. Holmes observed, the area carefully. There were many shops and, offices in the square, and a bank just behind, Mr Wilson’s shop. Holmes spent some time outside, the shop and thumped upon the pavement two or three, times. Finally, he knocked on Mr Wilson’s door. A, young man opened the door. Mr Holmes asked him, the way to the Strand. The Assistant answered the, question, and quickly closed the door., I said, “I am sure that you enquired your way, only in order to see him.”, “Not him,” Holmes said, “but the knees of his, trousers.”, “And what did you see?”, “What I expected to see. This matter of Wilson’s, is serious. A crime is being planned. But I hope that, we can stop it. The offices and banks will be closed, for the weekend. Now I’ve to go and make some, arrangements, but I shall want your help tonight. Come, to Baker Street at 10.00 and bring your revolver.”, I arrived at Holmes’ residence in time. There were, two other men with him – Mr Jones of Scotland Yard, and Mr Merryweather, a banker. Holmes announced,, “Tonight we are going to hunt one of the smartest, criminals in London !”, We left together in a carriage and reached the, road we had visited in the morning. Holmes told us, to follow Mr Merryweather who led us through an
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iron gate. We followed him down a narrow passage., After going down some stone steps, he led us down a, dark, earth-smelling passage and into a huge cellar,, full of big boxes. We all sat on the boxes., “We are in the cellar of the City branch of one, of the main banks in London. Mr Merryweather is, the chairman of the bank, and he will tell you why, a criminal should take an interest in this cellar at, present,” said Holmes. Mr Merryweather explained, that the bank had borrowed a huge quantity of gold, from the Bank of France and the boxes in the cellar, were full of gold., Holmes expected the criminals to act that very, night. We had to wait there in total darkness without, making any noise to take the criminals by surprise., “They have but one escape route,” whispered, Holmes. “That is back through Mr Wilson’s house. I, hope that some men are waiting at Mr Wilson’s door,, Mr Jones?”, “I have an inspector and two officers waiting at, his door.”, “Then we have stopped all the holes. Now we, must be silent and wait.”, We waited silently for more than an hour. It, was pitch dark in the cellar. Then suddenly, a, point of bright light appeared in the floor of the, cellar, then a line, and a gash seemed to open,, and a hand appeared. A broad stone turned over, upon its side, and left a square hole. A boyish, face emerged. The man looked about and came, out of the hole. He had a companion with him, a, man with very red hair.The pair was none other, than Spaulding the assistant alias the criminal, Clay and the red-headed Mr Duncan Ross ! As, soon as they climbed out of the hole, Sherlock, Holmes sprang out and seized Clay by the collar., , • take the criminals, by surprise : catch, the criminals, without giving, them a warning, , Think, discuss and, guess the answer :, z How did, Mr Merryweather, come to know about, the crime ?, z Why did Mr Holmes, think the criminals, would act that night ?, , • stopped all the, holes : closed, all the routes, by which the, criminal may, escape / run, away, , 91
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• foiled : laid waste,, prevented, • object : purpose,, reason, , Listen and, answer :, z, , How did the, criminals enter, the cellar ?, , z, , Who were the, two criminals ?, , z, , Who tried to get, away ? Do you, think he was able, to escape ? Why ?, , The other dived down the hole and disappeared., Clay took out a revolver. But Holmes hit him on, his wrist, and the revolver fell on the floor., “It’s no use, John Clay,” said Holmes, “we have, caught you.”, “So I see. But my friend has escaped.”, Holmes replied, “He cannot escape. There are, three men waiting for him at the other end !”, , Things to do :, z, , Explain the trick, of the ‘Red-headed, League’. How was, it related to, Mr Wilson’s hair ?, , 92, , Then Holmes handed over Mr Clay to the, policemen., Mr Merryweather said, “Really, Mr Holmes, I, do not know how to thank you. You have foiled, one of the most cunning attempts at bank robbery., The bank is grateful to you.”
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“You see, Watson,” Holmes said, after we, reached his home, “it was obvious from the, first that the only possible object of the strange, advertisement and the peculiar job was to get, Mr Wilson away from his shop for some hours, every day. The Red-headed League was a clever, idea. In Mr Wilson’s absence, Clay and his redheaded companion wanted to dig an underground, tunnel from Mr Wilson’s house to the bank. Then,, they would be able to enter the bank and steal, the gold without breaking open the doors of the, bank. Using the tunnel, they entered the cellar., They planned to steal the gold, and go back to, Mr Wilson’s house, again through the tunnel, and, then get away., “But how could you guess what their motive, was?”, “When I heard that the assistant worked, for half the wages, I became suspicious. Using, Mr Wilson’s description of his assistant, I made, enquiries. I found that he was the criminal Clay., Why was he working in Mr Wilson’s shop ? And, his habit of going into the cellar every now and, then ! I inferred that he must be digging a tunnel, to some other building. When we visited the shop,, I beat upon the pavement with my stick to find, out whether the cellar stretched out in front or, behind. It was not in front. I saw the bank on, the other side of the house and guessed what the, criminals had in mind. When Clay answered the, bell, the knees of his trousers were wrinkled and, stained! It confirmed my suspicion that he was, digging. You know the rest of the story., “You reasoned it out beautifully!” I exclaimed, in admiration., , Listen and, answer :, Why did, Holmes become, suspicious ?, z, , z, , How did Holmes, find out that the, assistant was a, criminal ?, , z, , How did Holmes, guess, was, I amthat, so he, quick, digging, a tunnel! ?, and noiseless, , - Adapted from ‘The Red-headed League’, by Sir Arthur Conan Doyle, * * *, 93
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ENGLISH WORKSHOP, 1. Put the following events in proper order., • Holmes and others go to the bank., • Clay digs a tunnel., • Ross closes the office of the ‘Red-headed League’., • Holmes catches the criminal Clay., • Clay and Ross enter the cellar to steal the gold., • The bank received a lot of gold from the Bank of France., • Holmes visits the area around Mr Wilson’s shop., 2. From the passage, find adverbs that end with ‘-ly’. Find the adjective in each, of the adverb., 3. Discuss the following elements of a detective or mystery story., • a mystery • strange happenings • a smart detective who investigates the, happenings, • a crime / possibility of a crime, • preventing the crime and, catching the criminal., • characteristics of the victim, • characteristics of, the criminal • characteristics of the detective, Use the elements to prepare outlines of detective stories using your imagination., Write a story using any one of the outlines., 4. Use the following outline to develop a story as a group activity. Then write, the story individually., Family returns home late at night, hear converstation between thieves, from inside the locked house, family gets ready to counter, attack, father opens the door, all enter, no one is seen, but TV, is on, detective serial midway., 5. Language Study : Synonyms, antonyms, homonyms : Synonyms are the, words from the same language that have the same or more or less the same, meaning., Examples : • good – nice – pretty • shut – closed – sealed, • intelligent – bright, Antonyms are words from the same language that have opposite meanings., Examples : • strong – weak • right – wrong • hard – soft • up – down, Homonyms are words that are spelt and pronounced in the same way but, have different meaning., Examples : • round (adjective) – round (noun) • walk (noun) – walk (verb), • Start a collection of synonyms, antonyms and homonyms. Collect at least 50, each. Keep adding to your selection., , , , 94
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4.4 Home Sweet Home, ’Mid pleasures and palaces though we may roam,, Be it ever so humble, there’s no place like home;, A charm from the sky seems to hallow us there,, Which, seek through the world, is ne’er met with elsewhere., Home, home, sweet, sweet home !, There’s no place like home, oh, there’s no place like home !, An exile from home, splendour dazzles in vain;, Oh, give me my lowly thatched cottage again !, The birds singing gayly, that come at my call Give me them - and the peace of mind, dearer than all !, Home, home, sweet, sweet home !, There’s no place like home, oh, there’s no place like home !, , I gaze on the moon as I tread the drear wild,, And feel that my mother now thinks of her child,, As she looks on that moon from our own cottage door, Thro’ the woodbine, whose fragrance shall cheer me no more., Home, home, sweet, sweet home !, There’s no place like home, oh, there’s no place like home !, 95
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How sweet ’tis to sit ’neath a fond father’s smile,, And the caress of a mother to soothe and beguile !, Let others delight mid new pleasures to roam,, But give me, oh, give me, the pleasures of home., Home, home, sweet, sweet home !, There’s no place like home, oh, there’s no place like home!, To thee I’ll return, overburdened with care;, The heart’s dearest solace will smile on me there;, No more from that cottage again will I roam;, Be it ever so humble, there’s no place like home., Home, home, sweet, sweet, home !, There’s no place like home, oh, there’s no place like home !, - John Howard Payne, , ENGLISH WORKSHOP, 1. Write in your own words., (a) How does the poet glorify his home in the first stanza ?, (b) How does the poet describe his home in the second stanza ?, (c) What makes the poet remember his mother ?, (d) What does the poet miss ?, (e) What does the poet hope for ?, (f) In which professions is a person forced to stay away from his home/, homeland for a long time ? Try to guess why the poet is forced to stay, away from his home ?, 2. Write out a few things that you would really miss about your home if you, were to stay away from it for long., , , , , , 96
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4.5 Seeing Eyes Helping Hands, Home for the Aged,, East Street,, Girgaon - 4, 10 January 2018, To, The Principal,, New Vision High School,, Off Main Street,, Girgaon - 1, Dear Ms Ambekar,, It was the first time that school children had come to help at, our Home for the Aged on 5th January, and I am glad to inform you, that their visit was a great success., The children carried out all the tasks we had planned for them., They did them willingly and obediently. And, of course, our residents, enjoyed the story-telling sessions quite as much as the students did., In fact, we were wondering whether we could have a few of your, students visiting us every month. You can imagine how much our, residents enjoyed having young visitiors. It brightened up the whole, week for them. And I must admit that the ‘Helping Hands’ really, lightened some of our work., With warm regards,, Yours sincerely,, malwar, Kiran So, Secretary, Home for the Aged, A : A letter of thanks, 97
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(In the Principal’s Office), Principal : Yes, Mr Bendre. You wanted to see me about something ?, Mr Bendre : Yes, Madam. I’ve come to say how much we appreciate the, , good work that the school is doing under S. E. H. H., Principal : Oh, thank you. Our teachers were keen on the programme, , because they were sure that it would help the children., Mr Bendre : And I can tell you that it has really made a difference. My, , son and his cousin both study in this school. I have been following, their activities throughout the year. I’m really impressed with the, changes in their thinking and even their behaviour., Principal : I’m glad you feel that way., Mr Bendre : I think the parents will all thank you for paying attention to, , this aspect of personality development. I want to congratulate you, specially at the next Parent Teacher Association meeting., Principal : Thank you so much., , B : Giving thanks personally, , 1. Study the following format of an informal letter carefully. Using the format,, (a) Write an informal letter to your friend who has gone to another town for a, month. (b) Write a personal letter of thank to an elder person., Place, Date, My dear /Dear, , ,, Main body /, text of the, letter, , With warm regards,, , P. S. , , Yours,, , Sender’s name,, as known to the, receiver, , Post script : (Extra matter added after writing the letter. This part is optional.), , 2. Form a group of four to six. As a group activity, write a conversation in which a, person / a group of persons thanks someone., 98
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4.6 Papa Panov’s Special, Christmas, It was Christmas Eve and although it was still, afternoon, lights had begun to appear in the shops, and houses of the little Russian village, for the, short winter day was nearly over. Excited children, scurried indoors and now only muffled sounds of, chatter and laughter escaped from closed shutters., , z, , Old Papa Panov, the village shoemaker, stepped, outside his shop to take one last look around. The, sounds of happiness, the bright lights and the faint, but delicious smells of Christmas cooking reminded, him of past Christmas times when his wife had, still been alive and his own children little. Now, they had gone., , Think and, answer :, , His usually cheerful face, with the little laughter, wrinkles behind the round steel, spectacles, looked sad now. But he, went back indoors with a firm step,, put up the shutters and set a pot of, coffee to heat on the charcoal stove., Then, with a sigh, he settled in his, big armchair., Papa Panov did not often read,, but tonight he pulled down the big, old family Bible and, slowly tracing, the lines with one forefinger, he read, again the Christmas story. He read how Mary and, Joseph, tired by their journey to Bethlehem, found, no room for them at the inn, so that Mary’s little, baby was born in the cowshed., “Oh, dear, oh, dear!” exclaimed Papa Panov,, “if only they had come here ! I would have given, them my bed and I could have covered the baby, with my patchwork quilt to keep him warm.”, , In the little village,, what shows that, it is Christmas, time ?, , Did Papa Panov, have a shop away, from his home ?, , z, , Did he live, alone ? Why ?, , z, , What do the, ‘laughter, wrinkles’ tell us ?, z, , z, , What tells us that, Papa Panov is a, kind person ?, , He read on about the wise men who had come, to see the baby Jesus, bringing him splendid gifts., 99
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z, , Why is the small, box dusty ?, , Papa Panov’s face fell. “I have no gift that I, could give him,” he thought sadly., Then his face brightened. He put down the, Bible, got up and stretched his long arms to the, shelf high up in his little room. He took down a, small, dusty box and opened it. Inside was a perfect, pair of tiny leather shoes., Papa Panov smiled with satisfaction. Yes, they, were as good as he had remembered - the best, shoes he had ever made. “I should give him those,”, he decided, as he gently put them away and sat, down again., , z, , What thoughts, did Papa Panov, have before he, fell asleep ?, , z, , Were they, related to his, dream ?, , z, , Did Papa Panov, believe in his, dream ?, , He was feeling tired now, and the further he, read the sleepier he became. The print began to, dance before his eyes so that he closed them, just, for a minute. In no time at all Papa Panov was, fast asleep., And as he slept he dreamed. He dreamed that, someone was in his room and he knew at once,, as one does in dreams, who the person was. It was, Jesus., “You have been wishing that you could see me,, Papa Panov.” He said kindly, “Then look for me, tomorrow. It will be Christmas Day and I will visit, you. But look carefully, for I shall not tell you, who I am.”, When at last Papa Panov awoke, the bells were, ringing out and a thin light was filtering through, the shutters. “Bless my soul !” said Papa Panov., “It’s Christmas Day !”, , z, , In what forms, did Papa Panov, imagine Jesus to, visit him ?, , 100, , He stood up and stretched himself for he was, rather stiff. Then his face filled with happiness as, he remembered his dream. This would be a very, special Christmas after all, for Jesus was coming, to visit him. How would he look ? Would he be a, little baby, as at that first Christmas ? Would he, be a grown man, a carpenter - or the great King
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that he is, God’s Son ? He must watch carefully, the whole day through so that he recognised him, however he came., Papa Panov put on a special pot of coffee for, his Christmas breakfast, took down the shutters and, looked out of the window. The street was deserted,, no one was stirring yet. No one except the road, sweeper. He looked as miserable and dirty as ever,, and well he might! Whoever wanted to work on, Christmas Day - and in the raw cold and bitter, freezing mist of such a morning ?, Papa Panov opened the shop door,, letting in a thin stream of cold air., “Come in !” he shouted across the street, cheerily. “Come in and have some hot, coffee to keep out the cold !”, The sweeper looked up, scarcely, able to believe his ears. He was only, too glad to put down his broom and, come into the warm room. His old, clothes steamed gently in the heat of, the stove and he clasped both red hands, round the comforting warm mug as he, drank., , z, , Have you ever, noticed how some, people have to, work even on, festivals ? Who are, they ?, , z, , Why did Papa, Panov give hot, coffee to the, sweeper ?, , Why did he tell, the sweeper about, his dream ?, , z, , Why did the, sweeper smile ?, z, , Papa Panov watched him with satisfaction, but, every now and then his eyes strayed to the window., It would never do to miss his special visitor., “Expecting someone ?” the sweeper asked at, last. So Papa Panov told him about his dream., “Well, I hope he comes,” the sweeper said,, “you’ve given me a bit of Christmas cheer I never, expected to have. I’d say you deserve to have your, dream come true.” And he actually smiled., When he had gone, Papa Panov put on cabbage, soup for his dinner, then went to the door, again, scanning the street. He saw no one., But he was mistaken. Someone was coming., 101
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z, , What does, the way the, girl walked, suggest ?, , The girl walked so slowly and quietly,, hugging the walls of shops and houses,, that it was a while before he noticed her., She looked very tired and she was carrying, something. As she drew nearer he could, see that it was a baby, wrapped in a thin, shawl. There was such sadness in her face, and in the pinched little face of the baby,, that Papa Panov’s heart went out to them., “Won’t you come in,” he called,, stepping outside to meet them. “You both, need a warm by the fire and a rest.”, The young mother let him shepherd her indoors, and to the comfort of the armchair. She gave a, big sigh of relief., , Guess the meaning, of the following., • “You both need a, warm by the fire, and a rest”., • The young, mother let him, shepherd her, indoors., , “I’ll warm some milk for the baby,” Papa, Panov said, “I’ve had children of my own - I can, feed her for you.” He took the milk from the stove, and carefully fed the baby from a spoon, warming, her tiny feet by the stove at the same time., “She needs shoes,” the cobbler said., But the girl replied, “I can’t afford shoes, I’ve, got no husband to bring home money. I’m on my, way to the next village to get work.”, A sudden thought flashed through Papa Panov’s, mind. He remembered the little shoes he, had looked at last night. But he had been, keeping those for Jesus. He looked again, at the cold little feet and made up his mind., , z, , Why did Papa, Panov give the, shoes to the baby, though he had, been keeping them, for Jesus ?, , 102, , “Try these on her,” he said, handing the baby, and the shoes to the mother. The beautiful little, shoes were a perfect fit. The girl smiled happily, and the baby gurgled with pleasure., “You have been so kind to us,” the girl said,, when she got up with her baby to go. “May all, your Christmas wishes come true !”, But Papa Panov was beginning to wonder if, his very special Christmas wish would come true., Perhaps he had missed his visitor ? He looked
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anxiously up and down the street. There were plenty, of people about but they were all faces that he, recognised. There were neighbours going to call on, their families. They nodded and smiled and wished, him Happy Christmas ! Or beggars - and Papa, Panov hurried indoors to fetch them hot soup and, a generous hunk of bread, hurrying out again in, case he missed the ‘Important Stranger’., All too soon the winter dusk fell. When Papa, Panov next went to the door and strained his eyes,, he could no longer make out the passers - by. Most, were home and indoors by now anyway. He walked, slowly back into his room at last, put up the, shutters, and sat down wearily in his armchair. So, it had been just a dream after all. Jesus had not, come. Then all at once he knew that he was no, longer alone in the room., This was not a dream for he was wide awake., At first he seemed to see before his eyes the long, stream of people who had come to him that day., He saw again the old road sweeper, the young, mother and her baby and the beggars he had fed., As they passed, each whispered, “Didn’t you see, me, Papa Panov ?”, “Who are you ?” he called out, bewildered., Then another voice answered him. It was the, voice from his dream - the voice of Jesus., , z How does the, author show that, Papa Panov was, disappointed ?, , What actions of, Papa Panov, suggest it ?, How does the, author describe, Papa Panov’s, happiness ?, , z, , “I was hungry and you fed me,” he said. “I, was naked and you clothed me. I was cold and, you warmed me. I came to you today in everyone, of those you helped and welcomed.”, Then all was quiet and still. Only the sound of, the big clock ticking could be heard., A great peace and happiness seemed to fill the, room, overflowing Papa Panov’s heart until he, wanted to burst out singing and laughing and, dancing with joy., “So he did come after all !” was all that he, said., - Leo Tolstoy, 103
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ENGLISH WORKSHOP, 1. Write the homophones (words which sound the same) of the following words, in the story., (1) no :, (4) went :, (7) through :, (2) dear :, (5) pair :, (8) soul, :, (3) here :, (6) knew :, (9) whole :, 2. Correct the following sentences and rewrite them., (1) The best shoes that Papa Panov had made were a pair of lady’s shoes., (2) Papa Panov gave hot soup to the sweeper, milk to the young mother, and coffee to the beggars., (3) By afternoon, Papa Panov had stopped looking out for Jesus., (4) Papa Panov saw the sweeper, the young mother and the beggars he had, helped only once in the morning., (5) Jesus had actually visited Papa Panov only once on Christmas Eve., 3. Write a character sketch of Papa Panov in your own words., 4. Write your own interpretation of the story., 5. Do you know of similar stories in your mother tongue or in other languages ?, Narrate it in short., 6. Gather more information about cold winters in Russia., 7. Which season would you say is the hardest in your locality ? What help, would the poor and homeless people need in that season ?, , , , 104
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E-learning material for the Standards I to XII, Available in Marathi and English medium, , ebalbharati, Features, • Inclusion of prescribed subjects as per subject scheme., • Complete E- learning material based on textbook, • In the form of audio-visual, • Presentation of chapterwise content and inclusion of questions as, per necessity, • Inclusion of various activities, pictures, figures/diagrams, etc., • Use of animation for easy and simple learning, • Inclusion of exercises., , E-learning material (Audio-Visual) for the Standards One to Twelve is, available through Textbook Bureau, Balbharati for the students of Marathi, and English medium., For purchasing E-learning material..., • Register your demand by scanning the Q.R. Code given above., • Register your demand for E-learning material by using Google play store, and downloading ebalbharati app., • Visit the following websites of the Textbook Bureau., www.ebalbharati.in, www.balbharati.in