7 Eng PDF

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Can you change the world?
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When I was young and free and my
imagination had no limits, I dreamed of
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changing the world. As I grew older and wiser
I realized the world would not change and
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I decided to shorten my sights somewhat and
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change only my country. But it too seemed
immovable.
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As I entered my twilight years, in one last
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desperate attempt, I sought to change only my
family, those closest to me, but alas! They
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would have none of it.
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And now here I lie on my death bed and
realize (perhaps for the first time) that if only
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I’d changed myself first, then by example I may
have bettered my country, and who knows
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I may have changed the world.
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Our World through English
Class VII
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TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE
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Chief Production Officer : Smt B. Seshu Kumari
Director, SCERT, Hyderabad.
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Chief Production Organiser : Sri B. Sudhakar
Director, Govt. Textbook Press,
N Hyderabad.
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Organising Incharge : Dr. Nannuru Upender Reddy
Prof. & Head, Curriculum and Textbook
Department, SCERT, Hyderabad.
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Asst. Organising Incharge : Sri K. Yadagiri

Lecturer, C&T Dept, SCERT,
Hyderabad.
Advisor - Gender Sensitivity : Ms. Charu Sinha, I.P.S.,

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and Child Sexual Abuse Director, ACB, Telangana, Hyderabad.

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Published by
The Government of Telangana, Hyderabad.
Free distribution by T.S. Government

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© Government of Telangana, Hyderabad.
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First Published 2012
New Impressions 2013, 2014, 2015, 2016, 2017, 2018
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All rights reserved
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No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any
means without the prior permission in writing of the
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publisher, nor be otherwise circulated in any form of
binding or cover other than that in which it is published
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and without a similar condition including this condition
being imposed on the subsequent purchaser.
The copyright holder of this book is the Director of
School Education, Hyderabad, Telangana.
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This book has been printed on 70 G.S.M. Maplitho

Title Page 200 G.S.M. White Art Card
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Free Distribution by T.S. Government 2018-19

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Printed in India
at the Telangana Govt. Textbook Press,
Mint Compound, Hyderabad,
Telangana.
Free distribution by T.S. Government 2018-19

ii
Textbook Development Committee
English Class - VII
Members -
Sri Navuluri Peraiah, SA, ZPHS,Ponnaluru, Prakasam District.
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Smt K. Arogyam, SA, ZPSS, Nagineniprolu, Khammam Dist.
Sri V. Johnson, Chief Tutor, DCE, Krishna Dist.
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Sri V. Krishna, SA, ZPHS, Settipeta, Nidadavole, W.G.Dist.
Dr. T.T.P. Mohan Babu, SA, ZPHS, Mudigubba, Anantapur Dist.
Sri J.V.L. Narasimha Rao, SA, ZPHS, Mummidivaram, E.G.Dist.
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Smt V.V.R. Padmavathi, SA, GHS, Mudfort, Hyderabad Dist.
Sri B. Paul, PGT, APSWR Jr. College, Naidupeta, Nellore Dist.
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Sri S.D. Ravi Pratap, SA, ZPSS, Hemachandrapuram, Khammam Dist.
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Sri K. Ramesh Rao, SA, GHS, Huzurabad, Karimnagar Dist.
Academic Coordinator
Sri K.Venkata Rama Rayudu, HM, ZPHS,Patha Tungapadu, E.G.Dist.
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Chief Coordinator
Dr. P. Jani Reddy, Lecturer, DIET, Vikarabad, Ranga Reddy Dist.
Academic Advisors
Dr. Jayasheelan, Rtd. Professor, E.F.L.U., Hyderabad
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Dr. D. Kanakadurga, Rtd. Professor, Osmania University, Hyderabad.

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Smt Adithi Majumder, Faculty Assistant, Vidya Bhawan Education Resource Centre, Udaipur.
Editors
Dr. A.L.Khanna, ELT Consultant, Formerly Assoc. Professor, University of Delhi.
Dr. K. N. Anandan, Linguist & ELT Expert, Kerala.
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Chief Editor
Dr. Rama Kant Agnihotri, Rtd. Professor, University of Delhi.
Illustrators
Sri Syed Hashmathullah, DM, GHS, Kazipet, Warangal Dist.
Sri J. Venkataswamy, SA, CTE, Mahaboobnagar Dist.

iii
Preface
The State Council of Educational Research and Training has developed the State
Curriculum Framework - 2011 and Position Papers in tune with the National Curriculum
Framework - 2005 and the Right to Education Act - 2009. Accordingly a new set of textbooks
have been designed to be introduced in a phased manner. In the year 2012-13, the first of this
series of textbooks have been developed for classes I, II, III, VI, and VII. Practicing teachers
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have been involved in the production of the books along with the state level and national level
experts.
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Hitherto, English was introduced in Non-English Medium Schools in class III. The State
Government introduced English for the first time in class - I in 2011-12 in all Non-English Medium
Schools also. This year, i.e., 2012-13, English is being introduced in class II in all Non-English
Medium Schools. With this, all classes from I to X will have English as one of the subjects,
irrespective of the medium of instruction. Therefore, in order to have parity among students of
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English and non- English medium students, a common English Textbook is introduced in all
media from June 2012. Moreover, since IT enabled learning, multilingualism, and language across
the curriculum would greatly enhance the child's learning, it would not be a problem for the non-
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English medium child to learn English as effectively as the child in English medium does. This
single textbook norm is already in practice in many states including Tamilnadu, Bihar, and Kerala.
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Further, students of all media have a common English Textbook at Intermediate level in our state.
This textbook, “Our World through English” class VI, is an integrated one in the
sense it has the Main Reader component, the Supplementary Reader component and the
Workbook component interwoven into a single textbook. Hence, these components are found
in each and every unit. The language skills like listening, speaking, reading, and writing are
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integrated in the larger context of the themes as suggested in the NCF - 2005. The activities are
so designed as to ensure the holistic treatment of language.
Inclusion of Gender Sensitivity and Child Sexual Abuse in School Text Books published
by School Education Department with support of UNICEF are taken up to ensure protection of
children through various interventions like personal safety rules, gender sensitivity, child sexual
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abuse, self esteem and life skills. In these areas safety mechanisms and laws related to child
protection are taken care of. Hence, the teachers must know about these things and bring
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awareness among all the stakeholders.

The main aim of teaching English is to help learners evolve themselves as independent
users of English. I hope this textbook will help teachers and students achieve this by making the
teaching-learning process effective.
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I thank all the institutions and experts at the state and national level, the members of the
textbook Production and Development Committees, the staff members of the SCERT, T.S,
Hyderabad and all others who have contributed directly or indirectly for the successful production
of this textbook.
Any suggestions for the improvement of this book are welcome.
29-02-2012 Smt. B.Seshu Kumari

Hyderabad Director, SCERT, Hyderabad

iv
CONTENTS
Unit Contents Syllabus Page

Coverage No.
Readiness Programme Bridging gap activities June
1. A. Reading The Town Mouse and the Country Mouse

B. Reading (Poem) The Town Child & The Country Child June-July 1-22
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C. Reading The New Blue Dress
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2. A. Reading C.V.Raman, the Pride of India
B. Reading (Poem) It’s Change… July 23-39
C.Reading Susruta, an Ancient Plastic Surgeon
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3. A. Reading Puru, the Brave
B. Reading (Poem) Home They Brought Her Warrior Dead Aug 40-56
C. Reading The Magic of Silk
4. A. Reading
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Tenali Paints a Horse
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B. Reading (Poem) Dear Mum Sept 57-71
C. Reading The Emperor’s New Clothes
5. A. Reading A Trip to Andaman

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B. Reading (Poem) My Trip to the Moon Oct-Nov 72-85

C. Reading Sindbad, the Sailor
6. A. Reading A Hero
B. Reading (Poem) My Nasty Adventure Nov-Dec 86-101
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C. Reading Learn How to Climb Trees

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7. A. Reading The Wonderful World of Chess

B. Reading (Poem) Chess Jan 102-120
C. Reading Koneru Humpy
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8. A. Reading Snakes in India

B. Reading (Poem) Trees Feb 121-133
C. Reading A Letter from Mother Earth
APPENDICES
Appendix-I: Texts for Listening 134-139
Appendix-II: About the Textbook and Assessment Procedures 140-148
Note: All the ‘C’ Readings are meant for pleasure reading and not for assessment.
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ACKNOWLEDGEMENTS
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The State Council of Educational Research and Training,
Telangana is most grateful to the following for their valuable
contributions in the development of this book - Professor
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R.K.Agnihotri, Dr.A.L.Khanna, and Dr. K.N.Anandan.
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The Council also thanks the following authors, copyright holders
for permission to use stories, articles, and poems included in this
book.
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The New Blue Dress, Sindbad, the Sailor and The Magic of
Silk from English – 400 developed by The English and Foreign
Languages University, Hyderabad; C.V.Raman and Susruta, an Ancient
Plastic Surgeon from the Children’s Book Trust, New Delhi.
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It has not been possible to trace the copyright in all the cases.
The publishers apologise for any omissions and would be glad to hear
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from any such unacknowledged copyright holders

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vi Free distribution by T.S. Government 2018-19

OUR NATIONAL ANTHEM
- Rabindranath Tagore
Jana-gana-mana-adhinayaka, jaya he
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Bharata-bhagya-vidhata.
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Punjab-Sindh-Gujarat-Maratha
Dravida-Utkala-Vanga
Vindhya-Himachala-Yamuna-Ganga
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Uchchala-Jaladhi-taranga.
Tava shubha name jage,
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Tava shubha aasisha mage,
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Gahe tava jaya gatha,
Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
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Jaya he, jaya he, jaya he,

Jaya jaya jaya, jaya he!
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PLEDGE
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- Pydimarri Venkata Subba Rao

“India is my country. All Indians are my brothers and sisters.
I love my country, and I am proud of its rich and varied heritage.
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I shall always strive to be worthy of it.

I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”
Free distribution by T.S. Government 2018-19 vii

Note to the students
Dear Student,
• As you all know, your English textbook is student-friendly and interactive in nature.
• The new teaching methods and the activities given in the textbook demand your
active participation.
• The questions the teacher asks at various stages of learning may have more than one
answer;
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• you are expected to express your ideas and thoughts freely.
What you have to do
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• You learn most of the things through interactions, discussions and sharing; better
learning takes place when you participate in them actively.
• Try to understand the main ideas by guessing the meaning of words and sentences.
You may use the glossary given at the end of the text or use a dictionary.
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• Try to identify the features of the text (such as story, essay, poem, etc.) you are
reading and share them with your classmates.
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• While working in groups, take turns to share what you could understand, what you
could not understand and the parts you liked the most.
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• Think critically (offer multiple points of view) to answer the questions the teacher
asks you.
• Your teacher will give you a possible writing task (conversation, description,
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narrative, etc.) after reading a part of the text. Brainstorm the task in the whole class
and then attempt it individually and present it before the group /class.
• After getting further inputs/feedback from your teacher / group, work individually
to improve your writing. Share your writing with your group to refine it.
• The project work and the study skills are as important as the other components in a
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unit.
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• Most of the examination will be text independent. You will get unseen texts to
answer writing tasks relating to language.
• At the end of each unit you will find a page meant for self assessment. You are
expected to read the statements and respond to them.
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• Since most of the examination will be text independent, the guides and question
banks may not be of much use to you for your examinations.
• You can improve your language by interacting in English with your friends and
teachers and by reading stories, newspapers, etc. and by listening to and watching,
English programmes on TV.
• If you are not able to express your ideas in English, you can share them in your
mother tongue. Later, collectively decide how to say it in English.
Wish you happy learning!
viii
The Town Mouse
1 and the Country Mouse
Look at these two pictures and answer the questions that follow:
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1. Write the differences you notice between the things you see in the two pictures.
2. Where do you think life is peaceful? Why?
3. Do animals feel the same like you?
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Oral Discourse: Talk on - The place you like to live (a town or a village).
Substantiate your opinion.
Here is the story of “The Town Mouse and the Country Mouse.” Would you like to
know how the Town Mouse feels when he visits the countryside?
Free distribution by T.S. Government 2018-19 1

A. Reading
The Town Mouse and the Country Mouse

The town mouse and the country mouse were cousins. They often wrote to each
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other. One day, the country mouse got this letter from his cousin.
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GEGGEGGEGGEGGEGGEG
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Kitchen Cupboard,
Mouse Town.
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Dear cousin,
I have been ill with cough and my doctor feels I need a

holiday. He has asked me to spend a week in the countryside.
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May I stay with you? Please give me an early reply.
With warm regards,

Yours affectionately,
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Town Mouse
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To
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Country Mouse,
The Mouse Hole,
Mouse Country.
GEGGEGGEGGEGGEGGEG
2 Free distribution by T.S. Government 2018-19

Receiving the invitation from the country mouse, the town mouse packed his bags and
caught the next train to the countryside. The day was bright and sunny and soon the town
mouse began to feel hot in the train.
“I wish there was an air-conditioned coach,” he said to himself. “I feel very
uncomfortable here”.
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However, there was nothing he could do about it. So, he grumbled to himself while
the train chugged slowly into the country. The country mouse was waiting at the station.
“Oh, cousin”, The town mouse said as soon as he got off the train. The train was
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dreadful, I feel terribly hot and thirsty. I hope you have sometihing ice-cold for me to drink
at home.
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“Well, I have some water,” said the country mouse. “But I can look around for some
coconut water if you like.”
“Coconut water?” asked the town mouse in horror. “Don’t you have any orange juice
or lemonade?”
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“I am afraid not,” replied his cousin. “But I found a very nice piece of root today and
a tender bit of sugar-cane. I’m sure you will enjoy that.”
“Root? Sugar-cane?” the town mouse exclaimed. “But I don’t eat raw food like that.”
The country mouse said, “This is what we eat in the country. So, I’m afraid you too
have to eat this. Try it. It’s not bad.”
The town mouse did not enjoy his dinner at all. He nibbled at the root and the sugar-
cane and then said he wanted to sleep. The country mouse showed a corner in the mouse
hole and said, “There you are; you can sleep there.”

“On the ground?” asked the town mouse. “Do I have to sleep on the ground?”
“Yes, this is how we sleep in the country,” his cousin answered.
As the town mouse lay down on the hard, cold ground, he suddenly thought of
something. “Cousin,” he called out.
“Yes, what is it?” the country mouse asked.
“Why is it so quiet here? Where are all the cars and lorries? Where are the radios and
the televisions? Where are all the lights?”
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“This is how it is in the country,” his cousin replied. “It’s always quiet in the country.
Sometimes it is quieter than today. My grandfather says that our village is the quietest
among all the villages in our district.” “Oh! Is it? The country is a strange place,” said the
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town mouse. But he said to himself, “I don’t think I like this place.”
Next morning, the town mouse found that there was no breakfast ready. His cousin
told him that they had to go to the nearby farm in search of food.
“We are sure to find something there,” he said. “A nice piece of root or a tender bit of
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sugar-cane.”
But the town mouse had enough. “Thank you, cousin,” he said. “But I think I’ll catch
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the next train home. I have suddenly remembered that I have forgotten something.”
A few days later, the country mouse wrote to his cousin, the town mouse. Here is the
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letter.
JKJKJKJKJKJKJKJKJKJKJKJK
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Mouse Hole,
Mouse Country.
22 March 2012.
My dear cousin,
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I hope you are well. I am worried about you. I would

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like to visit you and make sure you are alright.

With love,
Your cousin,
Country Mouse
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To
Town Mouse,
Kitchen Cupboard,
Mouse Town.
JKJKJKJKJKJKJKJKJKJKJKJK

The town mouse received the letter and read it. Since he was in a hurry, he sent a
telegram to the country mouse. Here is his telegram.
OVERJOYED (.) COME SOON (.)

TOWN MOUSE
A few days later, the country mouse arrived in the town. He was surprised by the noise
and the lights.
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“Why are there lights even in the middle of the night?” he asked.
“This is the town,” his cousin replied. “Here there are lights even in the middle of the
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day.”
“And what is this dreadful noise that never stops?” asked the country mouse.
“That is the traffic,” the town mouse replied. “That is the noise made by buses, lorries,
cars and aeroplanes.”
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But the country mouse did not like it at all. “All this noise has made my head ache,” he
said. “Could I have some water to drink?”
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“Why only water?” said the town mouse. “Look at what there is for you - ice cold
lemonade, orange juice ... which one do you want?”
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“Just some water,” answered the country mouse. “Some water and a little bit of food.”
“I have plenty of
food, cousin,” said the
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town mouse proudly.

“You can eat as much as
you like.”
Sure enough, the
house of the town mouse
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at the back of a kitchen

cupboard was full of
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most delicious food.

There was bread
and jam, different kinds
of fruits, slabs of
chocolate and a huge
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piece of lovely cheese.

“Eat, cousin, eat,” said the town mouse. But just then, there was a sound like a thunder
and the town mouse shouted. “Run, cousin, run, run.”
The town mouse pushed the country mouse out through a hole in the back of the
cupboard. The country mouse felt his heart beating very fast, “But what is it?” he asked.
“Sssh….,” whispered the town mouse. “Wait”.

When everything was silent again, the town mouse crept out of the hole. He was quite
cheerful again.
“Come out now, cousin,” he said. “That was only somebody opening the cupboard
door. We are safe now.”
But they were not safe for very long. Twice more, they had to run for safety when
somebody opened the cupboard door.
The country mouse got quite tired of running and hiding. “I want to go back to the
country,” he said. “We may not get much food there, but at least we can eat in peace.”
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So, the next day, the country mouse went back to his house in the country and the town
mouse stayed on in his cupboard in the town. And as far as I know, they did not visit each
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other again.
Glossary
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country (n): village/an area outside towns or cities with fields and farms.
affectionately (adv): lovingly / showing caring feelings and love
pack(v): N
to put clothes etc., into a bag in preparation for a trip away from
home
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uncomfortable (adj): unpleasant
grumble (v): to complain about something in a bad-tempered way
chug (v): to move making the sound of an engine
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dreadful (adj): very bad / unpleasant
I. Answer the following questions:

1. Why did the town mouse want to go to the countryside?
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2. Describe the town mouse’s experience in the countryside.

3. What differences do you find between the country and the town?
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4. How can you say that the town mouse could not enjoy the dinner offered by the
country mouse?
5. What would happen if the person who opened the cupboard found any of the
mice?
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6. Why did the town mouse travel in an ordinary train?

7. Why did the country mouse go back to his house in the country?
8. How can you say that the town mouse was not comfortable in the country?
9. How are the streets of a town different from those of a village?
11. Describe the life style of the country mouse in two or three sentences.
12. “The town mouse and the country mouse did not visit each other again.” Why?
Give reasons for your answer.

II. Choose the best answer from the choices given to complete each sentence.
1. The town mouse and the country mouse are … ( )
(a) friends (b) cousins (c) classmates
2. The house of the town mouse was … ( )
(a) a field in a village.
(b) a building in a village.
(c) a kitchen cupboard in a town..
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3. The house of the town mouse was … ( )
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(a) full of most delicious food.
(b) full of sugar-canes and roots.
(c) full of coconut water.
4. At the end of the story the country mouse… ( )
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(a) went back to his country.
(b) stayed in the town.
(c) visited the town mouse.
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III. Say whether the following statements are TRUE / FALSE. Correct the wrong
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statements.
1. The country mouse lives in a town. ( )
2. The town mouse felt very comfortable in the train. ( )
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3. It was hot when the town mouse travelled to the countryside. ( )

4. The town mouse liked to eat cooked food. ( )
5. There are more lights, cars and lorries in the town than in the village. ( )
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Vocabulary
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I. The following sentences are from your lesson. Read them carefully and tick
(9) the correct meaning of the underlined word in each sentence.
1. He has asked me to spend a week in the countryside.
(a) a land with towns and cities
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(b) a neighbouring country

(c) a land outside towns and cities with fields, woods etc
2. The town mouse packed his bags.
(a) put something in a container so that it can be stored
(b) put clothes etc., into a bag in preparation for a trip away from home
(c) put expensive things in a bag so as to keep them safe

3. The day was bright and sunny.
(a) with a lot of bright light from the sun
(b) with a cool wind from the east
(c) without rain
4. He nibbled at the root and the sugar-cane.
(a) took a large quantity of food
(b) took a small quantity of food showing a slight interest
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(c) took food with a great interest
5. The country mouse arrived in town.
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(a) left for a place
(b) got to a place
(c) left a place
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II. Fill in the blanks using appropriate phrases given below.
looked around, plenty of, full of , piece of , got off

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Rambabu started his journey to his grandfather’s village in Warangal District. He
caught a train to reach the village. The train arrived at the station. At that time, he was
hungry and thirsty. As soon as he _________________ the train, he wanted to drink and
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eat something. So he ________________ but found nothing to eat or drink. He started

walking towards his grandfather’s house. On the way he found a shop which was
______________ cool drinks. He had ______________ money. So he bought a cool
drink and a _______________ bread.
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III. Read the following sentence from your lesson and identify the underlined ex-
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pression.
He nibbled at the root and the sugar-cane. The expression sugar-cane is a compound
noun. It is a combination of two nouns.
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sugar + cane = sugar-cane
Now read your lesson and pick out at least two compound nouns.
Let’s form some compound nouns now.

Join each word in column –A with a suitable word in column – B to form
compound nouns. The first one is done for you.

Column – A Column – B Compound Word
birth cycle birthday

door bell
fire kerchief
hand light
moon shine
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motor way
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sun wood
gate day
Grammar
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I. Read the following sentences and notice the underlined words.
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It’s always quiet in the country. Sometimes it is quieter than today. My grandfather
says that our village is the quietest among all the villages in our district.
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The underlined words are adjectives. But they are in different degrees of comparison. The
first one is in positive degree. The second and the third are in comparative and superlative
degrees respectively.
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Positive Degree Comparative Degree Superlative Degree

quiet quieter quietest
Here is a list of adjectives. Write the other degrees of them. The first one is done
for you. (Use a dictionary and check your work.)
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Note: Usually short words take ‘er’ and ‘est’ as suffixes to form other degrees.
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dark darker darkest
small
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rich
safe
clever
tall
bright

Note: Words with two or more than two syllables take ‘more’ and ‘most’ respectively in
comparative degree and superlative degree.
useful more useful most useful
beautiful
interested
doubtful
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precious
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delicious
dreadful
cheerful
Note: Unlike the above some words change completely in other degrees.
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much
good
more
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bad
far
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II. Read the following sentence from your lesson and notice the underlined word.
May I stay with you?
The underlined word ‘may’ is a helping verb. It is used to take or give permission in a
formal way.
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But ‘can’ is used to take or give permission in an informal way.

* Can I leave this place? ( Taking permission)
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* You can go now. ( Giving permission)

‘May’ has another use also. It is used to express possibility.
e.g. It may rain today.
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1. Read the following sentences and say what they mean. Choose the right answer
from the choices given.
1. May I come in, Sir? ( )

(a) giving permission
(b) taking permission
(c) expressing possibility

2. Sindhu may come to India next month. ( )
3. You may use my cell phone if you need. ( )
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4. Can I take leave of you? ( )
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(a) taking permission in a formal way
(b) taking permission in an informal way
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5. The dog may attack you if you run. ( )
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2. Rewrite the following sentences as directed.
1. The boy seems to cry if you do not buy an ice-cream for him.
(Express this using ‘may’.)
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Answer: The boy may cry if you do not buy an ice-cream for him.
2. You can use my camera if you need. (Give permission using ‘may’.)
A: _______________________________________________________
3. He seems to be a nice man. (Express this possibility using ‘may’.)
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A: _______________________________________________________
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4. You want to leave the class now. (Take permission using ‘may’.)
A: _______________________________________________________
5. Raju wants to use your water bottle. (Give permission using ‘may’.)
A: You ____________________________________________________
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III. Read the following sentence from your lesson.

I wish there was an air-conditioned coach.
The above sentence expresses unreal past.

We use “ wish + subject + past tense” to express unreal past. This sentence means….
Iam sorry there is no air- conditioned coach.

Now express the wishes of the people mentioned below using unreal past (wish +
subject + past tense). The first one is done for you.
1. Sindhu has missed her school bus. She has to go to school urgently. She wishes to
have a car. How would Sindhu express her wish?
A: I wish I had a car.
2. Anita wants to abolish the system of exams. She wishes to be the Prime Minister.
A
How would Anita express her wish?
AN
A: _______________________________________________________
3. Srinu’s father has a car. He wishes to drive that car. But he doesn’t know how to drive
a car. How would Srinu express his wish?
G
A: _______________________________________________________
4. Sharmila wants to play tennis. But she doesn’t have a tennis racket. How would Sharmila
A:
express her wish?
N
_______________________________________________________
LA
5. Mahendra wants to get first rank in the class. But he can’t. How would Mahendra
express his wish?
A: _______________________________________________________
TE
Writing
T
I. Write a letter to your friend inviting him / her to your village to spend summer
holidays. Write about your family and the places where you will take him/her.
ER
II. Imagine you were the town mouse / country mouse and write a description of
your visit.
How well did I write?
SC
Fill in the boxes using yes/ somewhat/ no.

I was able to write a letter and description.
The sentences I used were properly connected.
I was able to express my ideas in apt words.
The ideas were arranged in proper sequence.
I used proper punctuation marks.

How well did I edit my work?
I deleted the excess words.
I corrected the wrong forms of words.
I corrected the punctuation errors.
I added new words wherever necessary.
I corrected the misspelt words.
A
Study Skills
AN
I. Study the table given below and observe the changing patterns of unemployment
in some advanced countries. Answer the questions that follow.
UNEMPLOYMENT RATES (IN PERCENT) IN ADVANCED COUNTRIES
G
COUNTRY 2000 2001 2002 2003 2004 2005 2006
U.S.A
GERMANY
4.0
7.8
4.8
7.9
N 5.8
8.7
6.0
9.6
5.5
9.2
5.2
9.5
5.2
9.3
LA
FRANCE 9.1 8.4 8.9 9.5 9.7 9.8 9.6
ITALY 10.6 9.5 9.0 8.7 8.5 8.1 7.8
SPAIN 13.9 10.6 11.5 11.5 11 9.1 8.0
TE
JAPAN 4.7 5.0 5.4 5.3 4.7 4.3 4.1
(Source : IMF)
U.K. 5.5 5.1 5.2 5.0 4.8 4.7 4.8
CANADA 6.9 7.2 7.7 7.6 7.2 6.8 6.7
T
1. How many countries are compared in the given table?

2. What period does the table represent?
ER
3. Which country has the least unemployment rate in 2005?

4. Which country has a decrease of nearly 6% in unemployment rate between 2000 and
2006?
5. In the case of every country we can notice that (Choose the correct answer.)
SC
(a) the unemployment rate is steadily increasing.

(b) the unemployment rate is steadily decreasing.
(c) the unemployment rate is fluctuating i.e., sometimes it rises and
sometimes it falls.
6. Which year recorded the highest unemployment rate for many countries?
7. Which country recorded the least fluctuations in the unemployment rate?

Listening and Speaking
I. An old student of your school visits your school. Your teacher introduces her to
your class like this. (Now the teacher has to read the following passage.)
A
AN
N G
LA
TE
T
ER
My dear students! Look, who is here! This is Kumari Nithya. I am very happy to
introduce her to you. She was my student; I mean, a student of this school. You know, she
is now working as a software engineer in a big company. When I remember Nithya, I see a
pretty little girl with two plaits sitting in the first row eagerly waiting for a chance to speak.
She would answer any question at the drop of a hat.
SC
When I talked to others, she would become restless and went on saying ma’am, ma’am,
thrusting her hand into air. No wonder she passed S.S.C. in first class and scored more
than 550 marks. I hope you have seen her name in our H.M.’s room, haven’t you?
Going by her marks, don’t think she is just a bookworm. She did equally well in
sports and games. She led our school kabaddi team to state level competitions. There are
many other things that I would like to share with you, but I’m leaving them, especially the
naughty things, for her to share with you.
Now Nithya will address you. Nithya ....!

Imagine you are all grown up and have come back to visit your school. Introduce
yourself to the teacher and the class, saying what you are doing in your life and how
you feel about it.
II. Listen to the conversation between Sulochana and Madhavi. (Now the teacher
has to read the conversation given in Annexure - 1, Unit - 1)
Now, work in pairs and talk about your experience of living in a town / village.
A
III. In groups, read the story The Town Mouse and the Country Mouse by following
the ideas given below. Convert the story in to a play. Write the scrit for first
AN
scene and perform a short play.
• Read the story once again.
• Identify the scenes.
• Identify the characters for each scene.
G
• Pick out the dialogues of the characters.
• Identify the locations of the events.
•
•
N
Decide settings according to the scenes.
Assign roles to the members of the groups.
LA
• Enact the drama before the whole class.
IV. Have a discussion in the whole class on how the performance could be
improved in terms of delivery of dialogues, costumes, action, settings, etc.
TE
V. You have already written the script for one scene. Develop the other scenes in
the same manner and make it a complete script for the play.
How well did I write the play script?

T

ER
I was able to fix the events of the play well.

I fixed the characters of the play.
I used appropriate dialogues in my play.
I was able to express the feelings of the characters.
SC
I concluded my play well.

I used proper punctuation and spacing.

B.Reading (Poems)
The Town Child

I live in the town
In a street;
It is crowded with traffic
And feet;
There are buses and motors
A
And trams;
I wish there were meadows
AN
And lambs.
The houses all wait

In a row,
There is smoke everywhere
G
That I go.
I don’t like the noises
I hear-
I wish there were woods
Very near.
N
LA
There is only one thing
That I love,
And that is the sky
TE
Far above,
There is plenty of room
In the blue
For castles of clouds
And me, too!
– Irene Thompson
T
ER
SC

The Country Child
My home is a house
Near a wood
(I’d live in a street
If I could!)
The lanes are so quiet,
A
Oh, dear!
I do wish that someone
AN
Lived near.
There is no one to play with

At all,
The trees are so high
G
And so tall;
And I should be lonely
For hours,
Were it not for the birds
And the flowers.
N
LA
I wish that I lived
In a town-
To see all the trams
TE
Going down
A twinkling street
That is bright
With wonderful colours
At night!
T
– Irene Thompson
ER
SC

Glossary
feet (n): (here) people who walk in streets

tram (s): an electric vehicle that transports people in cities
meadow (n): a field with grass and often wild flowers
castle (n): a large strong building
lane (n): a narrow road in the countryside or in a town
A
twinkling (adj): shining strongly and then weakly
AN
1. Where does the town child want to live?
2. Why is there smoke in the towns?
G
3. There is one thing that the town child loves. What is it?
4. “There is no one to play with at all.” This sentence means......
N
(a) There are no people in villages.
LA
(b) There are no players in villages.
(c) The villages have lesser population than the towns.
5. What is the wish of the country child?
TE
6. Which child is able to watch meadows and lambs?

7. Why are the lanes in the country so quiet?
8. Why are nights colourful in towns?
9. Pick out the rhyming words from both the poems.
T
The first one is done for you.

ER
go row
hear
bright
SC
blue
hours
near
10. If you were given an option to live in a town or a country, where would you
prefer to live? Give reasons for your option.

Project
Conduct a Survey:
Study the following questionnaire and discuss the points in small groups.
Is your body something Yes No May be
A
you keep clean and healthy?
AN
you respect and take care of?
you use to express your feelings?
you feel comfortable in?
you feel secure and happy about?
G
you feel peaceful about?
That helps you create?
you love? N
LA
you know how to keep safe?
you give and receive respect?
Contact any five people in your school / your locality and ask the above questions.
TE
Collect information by ticking in the relevant column.

Analyse the results in the group and write a brief report on the result of your survey
and present it before the class.
Use phrases as following:
T
Most people think that __________________________________________ .

A few people think that _________________________________________ .
ER
Anyone hardly thinks that ________________________________________ .

No one thinks that ______________________________________________ .
C. Reading
SC
The New Blue Dress

When spring came to the city of Cleveland in 1909, it did not change Gates Avenue.
People who lived on the pretty streets near Gates Avenue were making gardens and painting
their houses. But Gates Avenue continued to look dirty and ugly.
Gates Avenue was a short street, but it seemed longer because it was so ugly. Most of
the families who lived there had very little money. They never expected to have any more.
Their houses had not been painted for many years, and they did not even have running water.
The street itself was ugly too. There was no pavement, there was no streetlight; and the
railroad at the end of Gates Avenue added noise and dirt.
The other girls in the school near Gates Avenue wore new and pretty clothes that
spring. But the little girl from Gates Avenue still wore the dirty dress that she had worn all
winter. Probably that was the only dress she owned.
Her teacher was very unhappy. The little girl was so nice! She always worked hard in
school; she was always friendly and polite. Her face was dirty and her hair was untidy, but
A
anyone could see that she was pretty under the dirt.
One day the teacher said, “Won’t you wash your face before you come to school
AN
tomorrow morning? Please do that, just for me.”
The next morning the child’s pretty face was clean, and her hair tidy. Before the little
girl went home that afternoon, the teacher said, “Now, dear, please ask your mother to wash
your dress.”
N G
LA
TE
T
ER
SC
But the girl continued to wear the same dirty dress, “Her mother is probably not
interested in her’’ the teacher thought. So she bought a bright blue dress and gave it to the
little girl. The child took the gift eagerly and rushed home.

The next morning she came to school in the new blue dress, and she was very clean
and tidy. She told her teacher, “My mother couldn’t believe her eyes when she saw me this
morning in my new dress. My father wasn’t at home, but he’ll see me at supper tonight.”
She was full of excitement.
When her father saw her in the new blue dress, he was amazed to find that he had a
very pretty little girl. When the family ate supper, he was even more amazed to see a cloth
on the kitchen table. The family had never used a table cloth before. “We’re going to begin
to be tidier here,” his wife said. “I’m ashamed to be dirty when our daughter is so clean.”
A
After supper, the mother began to wash the kitchen floor. Her husband watched silently
AN
for several moments. Then he went outside and began to repair the fence. The next evening,
with the family’s help, he began to make a garden.
During the following week, the man in the next house watched what his neighbour was
doing. And by the end of the week, the man began to paint his house — for the first time in
G
ten years. A few days later, the young minister of a church near Gates Avenue passed these
two houses and saw two men working. For the first time he noticed that there was no pavement
on Gates Avenue, and no streetlight, and no running water. “People who are trying so hard to
N
make decent homes here deserve help,” the minister thought. He asked some important
citizens in the city to help them.
LA
A few months later, because of the young minister, there was a pavement on Gates
Avenue. There was a streetlight on the corner, and the houses had running water. Six months
after the little girl got her new blue dress, Gates Avenue had become a tidy street where
TE
respectable citizens lived.

When people in other places heard the story of Gates Avenue, they began to organise
their own ‘clean up’ campaigns. Since 1913, more than seven thousand towns and cities
have organised campaigns for painting and repairing homes and making better lives for the
people who live in them.
T
Who knows what will happen when a teacher gives a little girl a new blue dress?
ER
Glossary
running water: water coming from the main supply when taps are turned on
SC
pavement (n): footpath

excitement (n): strong feeling
amazed (adj): filled with great wonder
decent (adj): respectable
community (n): people living in the same locality, who are considered as a unit
organise (v): to arrange / to make preparation
campaigns (n): series of planned activities to do something.

How well did I read?
I enjoyed reading the passage.
I got the idea of the passage on my own.
I got the idea with the help of my friends in the group.
The teacher helped me to understand the passage.
I used the glossary given at the end of the passage.
A
AN
1. What kind of street was Gates Avenue at the beginning of the story and what happened
at the end?
2. Why do you think the teacher gave the blue dress to the little girl?
G
3. What change did the new blue dress bring in the little girl’s house?
4. How did the change in the little girl’s house influence the neighbours?
N
5. Do you think behaviour of people influence others all the time? Give examples?
LA
Self Assessment
How well have I understood this unit?
9 ) in the appropriate box.
Read and tick (9
TE
Indicators Yes Somewhat No

I was able to talk about the place I like to live (Face sheet)
I read and understood the text:
A. The Town Mouse and the Country Mouse
T
B. The Town Child and the Country Child (poem)

ER
C. The New Blue Dress

I was able to understand the phrases, meanings and compound
words, and able to do the exercises given under ‘Vocabulary’.
I was able to understand ‘Degrees of comparison’, the usage of
SC
‘may’ and did the exercises given under ‘Grammar’.

I was able to write letter and description given under ‘Writing’.
I was able to do the activity given under Study Skills.
I listened to and understood the conversation and performed a
skit given under ‘Listening and Speaking’.
I was able to complete the ‘Project Work’ and present it to the class.

Unit -2
2 C.V. Raman, the Pride of India
Look at the pictures and answer the questions that follow:
A
AN
N G
LA
TE
T
ER
1. Who are these people?

2. Tell your class what you know about them.
SC
3. Do you want to be a scientist? Why?
Oral Discourse: Talk on - “Impact of scientific inventions on human life.”

A. Reading
On the busy Bowbazaar Street in Calcutta there was an

old building. It was the headquarters of the Indian Association
for Cultivation of Science. In December, on a fine evening in
1927, there was much excitement in one of its laboratories.
Chandrasekhar Venkata Raman was showing a visitor some of
A
his instruments when a young man, K.S.Krishnan, rushed in and
announced, “Professor Compton has won the Nobel Prize.”
AN
Raman was equally delighted. “Excellent news,” he said,
smiling at the visitor and then he was lost in thought. “But ….
look here, Krishnan,” he said turning to the young man, “if this
Compton Effect is true of X-rays, it must be true of light too.”
G
A few years earlier, A.H.Compton had shown that the
nature of X-rays changes when passed through matter. The
change was dependent on the kind of matter. This effect was called the ‘Compton Effect.’
N
Could light also change its nature when passed through a transparent medium? That
was the question that Raman asked himself. For five years he had been doing research in
LA
optics, the science of light. No sophisticated equipment was available in his laboratory, but
Raman was confident that he could find the answer with some modifications in his equipment.
Four months later, on March 16, 1928, Raman announced his discovery of ‘new
radiation’ (describing the behaviour of a beam of light passing through a liquid chemical) to
TE
an assembly of scientists at Bangalore (now called Bengaluru).

The world hailed the discovery as the ‘Raman Effect’. For scientific research in this
country, it was a red-letter day. His discovery caught the attention of the world. With
equipment worth hardly Rs. 200/- and limited facilities, Raman was able to make a discovery
which won him the Nobel Prize in physics in 1930.
T
Raman was born on

ER
November 7, 1888, at
Tiruchirapalli in Tamil Nadu. His
father was a physics teacher in a
college. He was a brilliant
student right from the start. When
SC
Raman passed his matriculation,

his parents were keen to send him
abroad for higher studies. But on
medical grounds, a British
surgeon advised them against it
and Raman stayed in the country
to do the M.A. course at
Presidency College in Madras
(now called Chennai).

Science had already made an impression on him and he began to write research papers
for science journals. When he was only 19, he became a member of the Indian Association
for Cultivation of Science. Meanwhile, respecting his parents’ wishes, he took up an
administrative job in the Finance Ministry in Calcutta. His interest in science, however, did
not flag. He used to spend his hours after office in the lab of the Association working
throughout the night.
In his youth, Raman was mainly interested in acoustics, the science of sound. He
studied how stringed instruments like the violin and the sitar could produce harmonious
A
music.
He was elected to the Royal Society of London in 1924 and the British Government
AN
made him a knight of the British Empire in 1929. It was a high honour for any great scientist.
His advice to young scientists was to look at the world around them and not to confine
themselves to their laboratories. “The essence of science,” he said, “is independent thinking
and hard work, not equipment.”
G
C.V.Raman was the first Indian scholar who studied wholly in India and received the
Nobel Prize. He was the first Asian and the first non-white to win such a great award in
science. He passed away in 1970 on November 21. But his memories are with us. February
N
28, the day on which he discovered the ‘Raman Effect’, is celebrated as National Science
Day to commemorate his remarkable achievement in science.
LA
(Adapted from SCIENTISTS OF INDIA published by Children’s Book Trust, New Delhi)
Glossary
TE
lost in thought: giving all your attention to something so that you do not notice
what is happening around you
transparent (adj): allowing you to see through it
sophisticated (adj): advanced and capable
T
equipment (n): the things that are needed for a particular activity
modification(n): change
ER
discovery (n): the process of finding something that was not known about
before
red-letter day (idiom): an important day
surgeon (n): a doctor who is trained to perform surgery
SC
abroad (adv): in or to a foreign country

flag (v): decline, become less
stringed instrument (n): any musical instrument with strings (eg. the violin, the sitar etc.)
harmonious (adj): very pleasant
knight (n): a man of high social rank / a person with the title
confine (v): to restrict

A
AN
1. Why was Raman happy when he learnt that Professor Compton had won the
Nobel Prize?
2. What does the “Compton Effect” tell us?
G
3. What was Raman’s advice to young scientists?
N
4. Which paragraph tells about the ill health of C.V. Raman?
5. What was the challenging situation when Raman started his experiment on light?
LA
6. What was the unseen force working behind Raman for reaching great heights?
7. What is “Raman Effect”?
8. If A.H. Compton had not discovered the Compton Effect, do you think Raman
TE
would have discovered the Raman Effect? Give your reasons.

9. In what way was Raman different from other Indian scientists? List them and
justify your answer.
10. If you were a scientist, what would you like to invent / discover?
T
II. Say whether the following statements are true or false. Correct the false state-
ER
ments.
1. C.V. Raman was born in Calcutta. ( )
2. The Compton Effect was a discovery made by C.V.Raman. ( )
SC
3. Raman’s mother was a college physics teacher. ( )

4. Raman was an average student at school. ( )
5. Raman studied how the drum could produce music. ( )
6. Raman spent only two hundred rupees to win the Nobel Prize. ( )
7. Raman was only 42 when he won the Nobel Prize. ( )

Vocabulary
I. The following sentences are from your lesson. Read them carefully and tick
9) the correct meaning of the underlined word in each sentence.
(9
1. His parents were keen to send him abroad for higher studies.
(a) particular (b) eager (c) worried
2. The world hailed the discovery as the ‘Raman Effect’.
A
(a) admired (b) called (c) thought
3. In his youth Raman was mainly interested in acoustics.
AN
(a) primarily (b) simply (c) certainly
4. The British made Raman a knight of the British Empire.
(a) appointed (b) managed (c) placed
G
5. Raman passed away on November 21, 1970.
(a) was killed (b) died (c) left
II. Read the following sentence. N

LA
Raman was equally delighted.
The underlined word ‘delighted’ is a verb and has been used to express a feeling of joy or
happiness. Its noun form is ‘delight.’ Now look at the following verbs and write their
corresponding noun forms.
TE
S.No. Verb Noun or the feeling expressed

1. enjoyed enjoyment
2. surprised ____________________________
T
3. disappointed ____________________________
4. worried ____________________________
ER
5. satisfied ____________________________
Now fill in the blanks with the suitable noun forms of the underlined words in each
sentence.
SC
1. He was shocked to see a snake in his room but he recovered from his
_________________ in no time.
2. He pretended to look relieved but, in fact, he did not have any ____________ .
3. I can understand your ___________. But do not be so excited that you have health
problems.
4. Raju, an auto driver, was very honest. His ___________________ was known to
everybody when he returned the bag of jewellery a passenger had left in his auto.

III. (1) Read the following sentence and notice the underlined part.
Raman stayed in the country to do the M.A. course.
The underlined letters in capitals denote an abbreviation. The full form of this
abbreviation is ‘Master of Arts’.
Here is a list of some common abbreviations. Write their full forms.
Abbreviation Full form
A
B.A. ___________________________________
A.D. ___________________________________
AN
B.C. ___________________________________
C.M. ___________________________________
C.D. ___________________________________
G
D.V.D. ___________________________________
a.m. ___________________________________
p.m. N
___________________________________
LA
(2) Read the following sentence and notice the underlined word.
He used to spend his hours after office in the lab.
The underlined word “lab” is the short form of “laboratory.”
TE
Look at the following list of short forms and write their full forms. The first one is
done for you. (Use a dictionary)
Short form of the word Full form of the word

T
plane aeroplane
ER
kilo ____________________________
para ____________________________
specs ____________________________
SC
photo ____________________________
bike ____________________________
mike ____________________________
IV. In the paragraph 4 you have learnt that ‘optics’ is the study of light. Do you
know the word for the study of living beings? It is ‘biology’. It comes from ‘bio’
(means ‘life’) + ‘logus’ / ‘logy’ (means ‘study or science’). So the suffix ‘-logy’
adds the meaning ‘the study of’.

Guess the meanings of the words under Column A and match them with the phrases
under Column B.
A B
1. Archaeology ( ) (a) the study of the mind
A
2. Physiology ( ) (b) the study of animals
3. Psychology ( ) (c) the study of earth
AN
4. Geology ( ) (d) the study of the cultures of the past
5. Zoology ( ) (e) the study of the bodies of living things.
Grammar
G
I. Read the following sentences from your lesson and observe how the underlined
N
words are used before dates, years and the names of places.
LA
1. Raman was born on November 7, 1888. (Para 6)
2. Raman passed away in 1970 on November 21. (Para 11)
3. Raman did his M.A. course at Presidency College in Madras. (Para 6)
TE
4. In December, on a fine evening in 1927, there was much excitement. (Para 1)
Note: ‘on’, ‘in’ and ‘at’ are prepositions of time and place. In sentence
1 & 2 ‘on’ is used before a date. In sentence 2, 3 & 4 ‘in’ is used before
a year (in 1970), before the name of a big city (in Madras) and before the
T
name of a month (In December). In sentence 3 ‘at’ is used before the

name of a small place / area.
ER
Now fill in the blanks with ‘in’, ‘on’ and ‘at’.

Sarathchandra and Keerthana are brother and sister. Sarathchandra was born ________
25th April _______ 2000. Keerthana was born _________ December 2, 2001. They are
SC
with their parents. They live ______ Masaipet, a small village _______ Medak District.
They play games ________ school. It is usually very hot _________ May _______ their
village. So they spend their summer __________ Hyderabad _______ their uncle’s house.
Mr. Srisailam is their uncle. He resides _______ High Court Colony ________ Hyderabad
with his wife, Jagadeeswari and his daughter, Vishnu Priya.

II. Revision of ‘Articles’.
1. ‘a’ is used before singular common nouns /in noun phrases beginning with consonant
sounds.
2. ‘an’ is used before singular common nouns / in noun phrases beginning with vowel
sounds.
3. ‘the’ is used
(a) before words / phrases that indicate unique things (“It was the headquarters of the
A
Indian Association …’ )
AN
(b) in situations where the sentence itself contains a clue to identify the thing or the
person referred to ( e.g. His advice to young scientists was to look at the world
around them)
(c) in social situations where the identity of the person / object is understood (“But
G
… look here, Krishnan,” he said turning to the young man …”).
(d) before the names of ‘musical instruments (“ He studied how stringed instruments
like the violin ...”)
N
LA
III. List 20 phrases from the text that begin with ‘a’/ ‘an’ or ‘the’. Then put 1,2, 3(a),
3(b), 3(c), or 3(d) against them depending on how ‘a’/ ‘an’ or ‘the’ is used. One
is done for you.
an old building – 2
TE
Now fill in the blanks with ‘a’, ‘an’ or ‘the’.

1. In 1987 M.S. Swaminathan was awarded _______ Ramon Magsaysay Award.
2. We dined yesterday at ________ Maurya Sherton hotel.
T
3. Tejaswini lent me _________ interesting book.

ER
4. My father is _____________ school teacher.

5. M.S.Swaminathan worked at ________ Indian Agricultural Research Institute.
6. Rekha bought _______ long notebook yesterday.
SC
7. Sravani is eating ___________ mango now.

8. Ganesh always carries ________ umbrella with him.
9. Rambabu is _______ English teacher in a high school.
10. Manjula and Sruthi play_______ guitar well.

Writing
I. Write the Biography of J.C. Bose using the information given below. You must
use the right linkers to join the sentences.
J.C. Bose – Indian scientist – born 30-09-1858 – St. Xavier’s School, Calcutta –
abroad for higher studies – returned in 1885 – published a monograph, Response in the
Living and Non-living – became famous – Fellow of the Royal Society in 1920 – wireless
A
telegraphy in 1895 – the Crescograph – plants have life – the Bose Institute in Calcutta –
devoted to the study of plants – died 23-11- 1937.
AN
Share your draft with your partner and refine your draft in the light of the suggestions
offered by him.
G
I was able to write the biography.
N
LA
TE

T

ER

II. Editing
The passage given below has some errors in the use of capital letters, verbs,
SC
prepositions and articles. Edit the passage by underlining the incorrect parts
and writing them correctly over the space available. The first one is done for
you.
born
Raman was borne on November 7, 1888, in tiruchirapalli at tamil nadu. He finishes
his m.a. course at Presidency college in chennai. He became member of the indian
association for cultivation of science. He took up a administrative job in the finance

ministry in Calcutta. He was elected to the royal society of London in 1924 and the british
government made him a knight of the british empire in 1929. He was first indian scholar
who studied wholly in india and received the nobel prize.
Study Skills
I. Study the pie charts and answer the questions given below them.
A
Distribution of Weight in Human Body
AN
N G
LA
1. Which of the following constitute most of the weight in the human body? ( )
(a) water (b) proteins (c) dry elements (d) bones
2. Which of the following statements is correct? ( )
TE
(a) Proteins constitute 11 per cent of the human body.

(b) Dry elements constitute 15 per cent of the human body.
(c) Hormones, enzymes and other proteins constitute 2/5 of the human body.
3. If a person’s weight is 100 kilograms, how much do his bones weigh?
T
4. If the proteins in a person weigh 12 kilograms, what will be his weight?

5. Are the bones in our body heavier than the water in our body? Support your answer.
ER

SC
Your teacher will read the passage

‘The Inventor of Inventors.’ Listen
carefully and answer the questions
given below:

A
AN
I. Say whether the following statements are true or false.
1. When Edison was twelve, he established a school. ( )
2. Edison discovered an important scientific principle known as the
G
Edison Effect. ( )
3.
4.
Edison was a poor observer.
Edison’s father was a school teacher.
N (
(
)
)
LA
5. Edison loved to mix liquids and powders to observe the reaction. ( )
II. Here is a list of inventions. Put a ( 9 )against them if it was invented by Edison.
TE
Name of the Invention

light bulb 9
aeroplane
T
electric engine
ER
watermark pen
phonograph
pedestal fan
printing machine
SC
radio
kinetograph
computer
power generator

III. Oral Activity
1. Thomas Alva Edison invented electric bulb. If there were no electric bulbs, how
would be our life?
2. Debate the following proposition:
‘Science has proved to be more a curse than a blessing.’ Divide the groups into
two sets. One set of students speak in favour of the motion and the other against
it. They may use the words / expressions listed in the box.
A
at the outset may I begin by saying that in his speech Mr. X said that
AN
first of all I look at it this way I now draw your attention to
secondly I’d like to explain on the one hand / on the other hand
thirdly the subject before us today now because of this we have to support
G
lastly I must add that and for all these reasons, I propose
to conclude I must take strong exception to and there are similar cases such as
N
IV. Listen to the conversation between Sindhu and Mary.
LA
Sindhu : Mary, where have you been all the week?
Mary : Um…I have been to Hyderabad.
Sindhu : Hyderabad? Why? Why did you go there?
TE
Mary : You know, my uncle lives there. I went there to visit him.
Sindhu : That’s nice. But did you visit any place?
Mary : Oh!Yes, I visited a museum . It’s wonderful.
Sindhu : Really! What kind of museum is it?
T
Mary : It’s a science museum.

Sindhu : Science museum? But it should be boring.
ER
Mary : Not a bit. I learnt a lot about many interesting things. You must see it.
Sindhu : Is it that much interesting? Could you tell me something more about it?
Mary : Oh! It takes a long time. Now I am in a hurry. I will talk about it later.
SC
Now work with your partner and ask and answer questions about the science fair
that might have been organised in your school or district. Use the following questions
too.
1. When did you go to the science fair?
2. What things did you see there?
3. Which was the most interesting thing you noticed there?

B. Reading (Poem)
It’s Change…….
Scientists
Biologists
A
AN
Geologists
Archaeologists
N G
LA
TE
Mum, I don’t want to go to school today,

‘Cause I fear our world is in decay.
I feel my teachers are part of the plot,

I’m the only one who sees through the rot.
T
Scientists are cloning pigs and sheep,

ER
Saying, it’s change –- a quantum leap.
Biologists are making stem cells grow,

Saying, it’s change –- the way to go.
SC
Geologists are finding cracks in our earth,

Saying, it’s change –- predicting its birth.
Archaeologists are digging up fossils and bones,

Saying, it’s change –- time for clones.
Yes, scientists are causing me great concern,

Giving us kids too much to learn!
- Emma Gorrie

Glossary
plot (n): a secret plan made to do something wrong

see through (phrasal v): understand
the rot (n): (here) the situation is getting worse
cloning (v): producing an exact copy of an animal
quantum leap (n): a sudden, great and important change
A
stem cell (n): a basic type of cell from which all other cells develop
fossil (n): the remains of an animal or a plant which have become hard and
AN
turned into rock
concern (n): worry
G
I enjoyed reading the poem.
N
I got the idea of the poem on my own.
LA
The teacher helped me to understand the poem.
I used the glossary given at the end of the poem.
TE

1. Who is the speaker of this poem? Guess her age. Support your answer.
2. What is the speaker’s concern?
3. How would you feel if a scientist cloned you?
T
4. What is the speaker’s concern? Which line in the poem shows it?
ER
5. ‘Yes, scientists are causing me great concern.’ –

How is this statement true in view of the speaker? What is your view?
6. What does an archaeologist do?
7. What would you like to be when we grow up?
SC
II. Read the following lines from your poem and notice that the underlined
words end with the same sound. Such words are called rhyming words.
Mum, I don’t want to go to school today,
‘Cause I fear our world is in decay.

Now match the following words that rhyme. One is done for you. Add two more
words to each pair that rhyme with them.
Part –A Part – B Correct Pair of Words
plot go plot rot cot lot
sheep rot ______________ ______________
grow leap ______________ ______________
A
earth birth ______________ ______________
bones learn ______________ ______________
AN
concern clones ______________ ______________
Project
I. Collect information about any five scientists and write it in your notebooks in
G
the format given below:
Sl. No.
1
Name of the
Scientist N
Country Discovery /
Invention
Award
LA
From the list write biography of one scientist and present it before the class.
TE
C. Reading
Susruta, an Ancient Plastic Surgeon

T
It was midnight when Susruta was awakened by a frantic knocking at the door.
“Who’s out there?” asked the aged doctor, taking a lighted torch from its socket in the
ER
wall and approaching the door.

“I’m a traveller, my revered Susruta,” was the anguished reply. “A tragedy has befallen
me. I need your help….”
SC
Susruta opened the door. What he saw was a man kneeling before him, tears flowing
from his eyes and blood from his disfigured nose.
“Get up, my son, and come in,” said Susruta. “Everything will be all right. But be quiet,
now.”
He led the stranger to a neat and clean room, with the surgical instruments on its
walls. He washed his face with water and the juice of a medicinal plant. He then offered him
a mug of wine and began preparing for the operation.

With a large leaf of a creeper brought from the garden, he measured the size of the
stranger’s nose. Taking a knife and forceps from the wall, he held them over a flame and cut
a strip of flesh from the stranger’s cheek. The man moaned, but the wine had numbed his
senses.
After bandaging the cut in the cheek, Susruta
cautiously inserted two pipes into the stranger’s nostrils
and transplanted the flesh to the disfigured nose. Moulding
the flesh into shape he dusted the nose with powdered
A
liquorice, red sandalwood and an extract of Indian barberry.
He then enveloped the nose in cotton, sprinkled some
refined oil of sesame on it and finally put a bandage.
AN
Before the traveller left, he was given instructions
on what to do and what not to and a list of medicines and
herbs he was to take regularly. He was also asked to come
back after a few weeks to be examined.
G
In this manner Susruta mended a nose some 26
centuries ago. And what he did is not greatly different from
N
what a plastic surgeon would do today. In fact, Susruta is today recognised as the father of
plastic surgery all over the world. His treatise, Susrutasamhita, has considerable medical
knowledge of relevance even today. It indicates that India was far ahead of the rest of the
LA
world in medical knowledge.
Born in the sixth century B.C., Susruta was a descendant of the Vedic sage Viswamitra.
He learnt surgery and medicine at the feet of Divodasa Dhanvantari in his hermitage at
Varanasi. Later, he became an authority in not only surgery but also in other branches of
TE
medicine.
He was the first physician to advocate what is today known as the ‘caesarean’ operation.
He was also an expert in removing urinary stones, locating and treating fractures and doing
eye operations for cataract. His suggestion to give wine to patients about to be operated
T
upon makes him also the father of anaesthesia.

In his treatise, Susruta listed 101 types of instruments. His Samdamsa Yantras are
ER
the first forms of the modern surgeon’s spring forceps and dissection and dressing forceps.
In fact, his system of naming surgical tools after
the animals or birds they resemble in shape, for Surgical instruments used
example crocodile forceps, hawksbill forceps, is by Susruta
adopted even today.
SC
Susruta was also an excellent teacher. He told

his pupils that one could become a good physician
only if one knew both theory and practice. He
advised his pupils to use carcasses and models for
practice before surgery.
(Adapted from SCIENTISTS OF INDIA published
by Children’s Book Trust, New Delhi)

1. Why did Susruta offer the traveller a mug of wine?
2. Why was Susruta recognized as the father of plastic surgery today?
3. What made him the father of anaesthesia?
4. Who could become a good physician according to Susruta?
5. What was his advice to his pupils?
A
Do You Know?
AN
1. It takes about 20 seconds for a red blood cell to circle the whole body.
2. It has been proven that people can lessen reactions to allergies by laughing.
3. Six-year-olds laugh on an average of 300 times but adults laugh only 15-100
times a day.
G
4. Water freezes at 320F and boils at 2120F . There are 180 degrees between
freezing and boiling because there are 180 degrees between the North and
South.
N
LA
Self Assessment
Read and tick (9
TE

I was able to take part in the discussion on ‘Impact of scientific
inventions on human life’ (Face sheet)
A. C.V. Raman ,the pride of India
T
B. It’s Change..... (poem)

C. Susruta, an Ancient Plastic Surgeon
ER
I was able to understand the usage of verbs and their corresponding

noun forms, abbreviations and their full forms and able to do the
given exercises under ‘Vocabulary’.
I was able to understand the usage of prepositions and articles
and able to do the given exercises under ‘Grammar’.
SC
I was able to write a biography and able to do the ‘Editing’ task

given under ‘Writing’.
I listened and understood the passage “The Inventor of Inventors”
answered the given questions and I was able to take part in the
debate given under ‘Listening and Speaking’.

Unit -3
3 Puru, the Brave
Look at the picture and answer the questions that follow:
A
AN
N G
LA
TE
T
ER
SC
1. What do you see in the picture?

2. What do you think may be the causes of wars in the world?
Oral Discourse: Talk on - Impact of wars on human life.

A. Reading
Puru, the Brave

Characters :
Alexander :the king of Macedonia
A
who conquered Greece, Persia etc.,
Puru : a king of northern India
AN
Four Greek generals and six soldiers
The camp of Alexander on the banks of the Jhelum.
Alexander is sitting on a high chair and his four
generals are sitting on low chairs. Two Greek soldiers
G
are standing at the door. Alexander is having a talk
with his generals.
Alexander
First general
:
:
N
The battle of Jhelum will go down in the history of our country.
It’ll go down in the history of India, too.
LA
Second general : It’ll go down in the history of the world.
Third general : I’ve never fought such a battle before.
Fourth general : I haven’t either. Until the last moment, I couldn’t believe that
TE
we would be able to defeat the army of Puru.

Alexander : Yes, it has been a great battle—perhaps the greatest of my life.
I must say every Indian soldier fought like a tiger.
First general : They fought like devils, Your Majesty.
T
Alexander : The Indians are good soldiers. They know how to fight. They
fight better than our men.
ER
Second general : But their generals aren’t so good as ours.

Alexander : If you mean they aren’t so brave as the Greek generals, I don’t
agree with you.
SC
Second general : But they aren’t very skilful, Your Highness.

Alexander : I see what you mean, and here I agree with you. The Indian
generals are still following the old methods of warfare. Their
battle plans are faulty and they depend too much upon their
elephants. But as fighters they are wonderful. I have the highest
respect for them.
Third general : I was amazed to see how Puru fought in the battle of Jhelum.

Fourth general : He continued to fight even when others had left the field. I
think he killed at least a hundred of our men with his sword.
Second general : And injured many more.
First general : He was badly injured himself.
Second general : That’s why we were able to capture him.
Alexander : Oh! He is a brave man and a great soldier. I wish he were one
of my generals.
A
Second general : He is a proud man, Your Majesty.
Alexander : A soldier is not a soldier if he is not proud. I’m not angry with
AN
him at all . He was not frightened by the news of my victories
and refused to bow before me.
First general : He will be brought to Your Majesty soon. Let us see how he
behaves.
G
Alexander : I’m sure he will not behave like a coward.
(A soldier enters and bows to Alexander.)
Soldier
Alexander
:
:
N
Sir, Puru has been brought to the camp.
Has he been put in chains?
LA
Soldier : Yes, Your Majesty.
Alexander : Go and remove the chains, and bring him in. I don’t want to see
a brave man in chains.
TE
(The soldier bows and goes out.)

Alexander : They should not have put him in chains. He is a king besides
being a great soldier.
(Puru enters with
T
four Greek soldiers

following him.
ER
Alexander and the

generals stand up to
greet him. Puru
joins the palms of
his hands and raises
SC
them to his forehead

to return the
greeting.)

Alexander : (to the soldiers) You may go.
(The soldiers bow and go out.)
Alexander : (to Puru) Well, how are you, king?
Puru : My name is Puru.
Alexander : All right. Are you sorry for the mistake you made, Puru?
Puru : I made no mistake, sir.
Alexander : Didn’t you reject my proposal?
A
Puru : I did. I refused to be your vassal.
AN
Alexander : Do you know that many kings have gladly agreed to be my
vassals?
Puru : I know that, and I also know that none of them is Puru.
First general : (softly to the second General) He is, indeed, a very proud man.
G
Alexander : Don’t you realize that you are my prisoner?
Puru : I do, but that doesn’t make any difference to me. I’m still the
Alexander :
N
lawful king of my country.
How shall I treat you?
LA
Puru : As a king should treat another king.
Alexander : Puru, you are a brave man. I’m pleased with you. I want to make
friends with you. Will you be a friend to me?
TE
Puru : On one condition.

Alexander : What is that condition?
Puru : My kingdom should remain independent and you should treat
me as your equal.
T
Alexander : Agreed. (after a pause) I’m proud of your friendship, my brother.

Puru : I’ll do my best to be worthy of the friendship of Alexander the
ER
Great.
(The generals bow to Alexander and Puru.)
Glossary
SC
go down (phr.v) : to be recorded

Your Highness (n) : a title of respect used when talking to or about a member of
the Royal family
warfare (n) : the act of fighting a war
Your Majesty : the way of addressing Royal people
vassal (n ) : a man promising to fight for a king in return for the right to
hold land

A
AN
1. Who is Alexander?
2. Why did the generals and Alexander think that the battle of Jhelum would go
down in the history of the world?
3. What do you think is the reason for Indian soldiers’ defeat?
G
4. What made Alexander respect Puru?
5. Do you believe that Puru was really proud? Give reasons.
Do you justify his pride? How?
N
6. If you were Alexander, what would you do with Puru?
LA
II. Tick ( ) the correct answers.
1. Alexander asked his soldiers to remove the chains of Puru because ( )
a) he was sympathetic to Puru.
TE
b) he did not like a brave man like Puru in chains.

c) Puru requested Alexander to remove his chains.
d) Alexander did not dare see Puru in chains.
2. Puru did not accept Alexander’s proposal to be a vassal because ( )
a) he was very proud.
T
b) he was very brave and patriotic.

ER
c) he was not very wise.

d) he did not have respect for Alexander.
3. Alexander made friends with Puru because, ( )
a) Puru accepted that Alexander was really great.
SC
b) Alexander wanted to make use of Puru’s services.

c) Alexander liked Puru’s bravery and self-respect.
d) Alexander was very kind.
4. Alexander was really great because, ( )
a) he defeated Puru.
b) he made friends with a brave king like Puru.
c) he defeated Puru, set him free, respected him, and made friends with him.
d) he was the conqueror of the world.

Vocabulary
I. Pick out the antonyms from the text for the words given below.
victory timid humble accept dependent
II. Fill in the blanks in the following paragraph with the words given in the box.
A
respect skilful proposal lawful capture
AN
worthy amazed conquered frightened remain
I know that you are very ........................... and ............................ of the position you
G
hold. But I am really ....................... to know that you feel as though you have .................. the
world. These days nobody is being ...................... by the other. I would like to make a
N
......................... so that you will ......................... humble and ..................... I hope my words
LA
...................... your imagination and you ....................... me as your teacher.
Grammar
TE
I. Let’s have a look at the following sentences from the text.

1. My kingdom should remain independent.
2. You should treat me as your equal.
T
3. I must say every Indian soldier fought like a tiger.

ER
In sentence 1, should indicates obligation whereas in 2, it indicates condition.

In sentence 3, ‘must’ is used to indicate insistence on the part of the speaker / necessity.
It is also used when the speaker has authority over the listener.
SC
It is important to understand how the modals ‘should’ and ‘must’ are used.
(People sometimes use should to indicate something that is desirable and must to indicate
obligation. However, some people use them interchangeably.)

Now read the conversation between a doctor and a patient and fill in the blanks
with should ( should not) and must( must not).
Doctor : Mr. Rao, what exactly is your problem?
Patient : I’ve been suffering from gastric problem for a long time.
Doctor : Mr. Rao, I …………… say you …………........… eat
non-vegetarian or spicy food for some time.
A
Patient : Can I eat boiled eggs or omelettes, doctor?
Doctor : Isn’t an egg non-vegetarian? You ……..........….. eat any non-
AN
vegetarian food for quite some time. In fact, you ..................
have stopped eating it long ago. You …....consult me in a week.
Patient : I am sorry, doctor. I won’t eat non-vegetarian food any longer.
You are quite correct, doctor. I ……….. take your advice and
G
. . . . . . . . . . avoid eating non-vegetarian and spicy food. Thank
you very much, doctor.
Doctor : N
Yor are welcome. I think you ………….... remember my advice.
LA
II. Look at the following sentences from the text:
1. But their generals are not so good as ours.
2. The Indian generals are not so skilful as the Greek generals.
TE
3. It has been a great battle – perhaps the greatest of my life.

In the above sentences 1&2, the Indian generals are compared with Greek generals.
The third sentence means that it was the greatest or the best battle of all his (Alexander’s)
battles. When we want to compare one thing with the other, we use degrees of comparison
– positive, comparative and superlative forms of adjectives.
T
If we compare two things or two sets of things, we use positive or comparative forms
of adjectives. If we compare more than two things or two sets of things, we use the superlative
ER
form of adjectives. We can transform positive degree into comparative and superlative
and vice versa.
Let us observe the sentences 1 and 2 above.
1. Their generals are not so good as ours.
SC
2. The Indian generals are not so skilful as the Greek generals.

The underlined words in the above sentences are adjectives. These are the positive forms
of adjectives. The other forms of these adjectives are given below.
Positive Comparative Superlative
good better best
skilful more skilful most skilful

The two sentences are said to be in the positive degree since the adjectives are in the
positive degree.
They can be transformed into comparative degree by changing the adjectives into comparative
degree and making certain other changes.
Sentences 1and 2 can be changed into comparative forms as shown below:
1. Our generals are better than their generals.
2. The Greek generals are more skilful than the Indian generals.
A
Now look at the third sentence.
It is the greatest battle of my life.
AN
The above sentence can be turned into the comparative and positive degrees as
shown below.
It is greater than any other battle of my life.
No other battle of my life is so great as this.
G
Now look at the following sentence in the superlative degree of comparison:
N
Puru is one of the bravest kings in the world.
LA
This sentence means that there are a few kings in the world who are as brave as Puru.
It also means that Puru is not the only bravest king in the world. Let’s see how the
above sentence can be transformed into comparative and positive degrees of comparison.
TE
Puru is braver than many other/ most other kings in the world. (Comparative)
Very few kings in the world are as brave as Puru. (Positive Degree)
Observe the following forms of comparison of some adjectives.
T
nice nicer nicest

ER
short shorter shortest

big bigger biggest
great greater greatest
SC
fast faster fastest

worthy worthier worthiest
frightened more frightened most frightened
lawful more lawful most lawful

Change the following sentences into other forms of comparison as indicated in the
brackets.
1. Rahul Dravid is one of the greatest batsmen in the world.( comparative degree)
2. Alexander was the greatest soldier in the world.( positive degree)
3. India is one of the fastest developing countries in the world.( comparative degree)
4. No other river in the world is so long as the Nile.( superlative degree)
A
5. Hindi is one of the most popular languages in India.( positive degree)
AN
6. Lara is not so great as Tendulkar.( comparative degree)
7. Rekha is one of the most beautiful girls in the class.(positive degree)
8. Very few metals are as expensive as platinum.( comparative degree)
9. Shimla is colder than all other hill stations in the Himachal Pradesh.( superlative
G
degree)
10. Delhi is one of the most crowded cities of India.( positive degree)
Writing
N
LA
I. Given below are some jumbled sentences. Rearrange them in the right order
and write a meaningful paragraph by using appropriate connectives.
TE
1. Alexander asked Puru why he had rejected his offer.

2. Alexander defeated many kings besides Puru, became the world conqueror, and
was called Alexander the Great.
3. Alexander was born in Greek and he was the disciple of the greatest Greek
T
philosopher, Aristotle.
ER
4. Puru lost the battle though his generals and soldiers fought very bravely.
5. Alexander asked his soldiers to remove the chains and bring Puru to him.
6. Puru killed more than one hundred soldiers but he was gravely injured and chained
in the battle.
SC
7. Puru lost the battle as he had used the oldest methods of warfare and elephants.
8. Puru said that he was the lawful owner of his kingdom.
9. Puru was a brave king and a great soldier of Northern India.
10. Alexander liked Puru’s bravery and self-respect , so he became his best friend.
11. There was a great battle between Alexander and Puru on the banks of Jhelum.
12. Alexander asked Puru to be his vassal but he refused.

II. Rewrite the playlet ‘Puru, the Brave’ as a short story. You may follow the steps
given below:
Read the drama script as many times as necessary
1. Identify the major events depicted in the drama.
2. Take turns and share the major events in the order they occur.
3. Expand each event in terms of
• the location where it takes place.
A
• the characters involved.
• what they say / think / feel.
AN
4. Write the first draft.
5. Edit and refine the draft.
G
I was able to convert the play into a story.
N
LA

TE

T

ER
Study skills
SC
There are many words which can function as more than one part of speech. For instance
‘talk’ can be used as a verb as well as a noun.
She talks at length about her dress.
Her talk is boring.

I. Refer to a dictionary and say whether the following words can be used as dif-
ferent parts of speech like a noun, a verb, an adjective, etc. The first one is done
for you.
Word Noun Verb Adjective
battle
chain
conquer
A
fight
like
AN
refuse
reject
respect
talk
G
treat
Listening and Speaking N

LA
Your teacher will read the passage “Nepal and the Himalayas.” Listen carefully
and answer the questions given below:
TE
T
ER
SC

A
AN
N G
LA
I. Choose the right answer from the choices given below:
1. The passage is about . . . . . . . . . . . . . . . . . . ( )
a) Nepal.
TE
b) the Himalayas.
c) the Himalayas and the Sherpas.
d) none of these.
2. The Sherpas came from . . . . . . . . . . . . . . . . . . ( )
T
a) Nepal. b) Tibet.
c) China. d) none of these.
ER
3. Lower down the Himalayas we can see . . . . . . . . . . . . . . ( )

a) colourful butterflies.
b) kites.
c) eagles.
SC
d) all of these.
4. The most useful animals for Sherpas are . . . . . . . . . . . . . . . . ( )
a) cows.
b) buffaloes.
c) yaks.
d) none of these.

II. Read the following sentences and say whether they are true or false.
1. Mount Everest is in India. ( )
2. There are many roads in the Himalayas. ( )
3. Even the children of Sherpas carry heavy loads. ( )
4. One can find flowers on the tops of the Himalayas. ( )
III. Work in groups. Ask and answer the following questions:
A
1. What are the modes of transport in the Himalayas?
2. Why do Sherpas look like the people of Tibet?
AN
3. What interesting things would you find in the Himalayas?
Listen to the following conversation:

Teacher : Meghana! Have you ever been to the Himalayas?
G
Meghana : No, sir. I have never been to the Himalayas.
Teacher : Do you have any idea about the Himalayas?
Meghana :
Teacher :
Yes, I do. N
Tell me whatever you know about it.
LA
Meghana : Sir, the Himalayas are the highest mountains in the world.
Teacher : Oh! Are they? Then tell me which is the highest peak among them?
Meghana : Mount Everest, sir.
TE
Teacher : What sort of help is available to the climbers in the Himalayas?

Meghana : Sir , there are plenty of Sherpas.
Teacher : Who are these Sherpas?
T
Meghana : Sir, they are helpers in the mountains .

They carry our luggage to earn their living.
ER
Teacher : Good, Meghana.

Meghana : Thank you, sir.
Work in groups and share your experiences about the place you have visited. You
SC
may talk about the following:

The place you have visited
How you have travelled?
When was it? Where did you stay?
Who went with you?
The places you have visited. The places you liked and disliked.
Any memorable experience or anecdote.

B. Reading (Poem)
Home They Brought Her Warrior Dead

Home they brought her warrior dead
She nor swooned, nor uttered a cry:
A
All her maidens, watching, said,
‘She must weep or she will die’.
AN
Then they praised him, soft and low.
Called him worthy to be loved,
Truest friend and noblest foe;
Yet she neither spoke nor moved.
G
Stole a maiden from her place,
Lightly to the warrior stepped,
Took the face-cloth from the face;
Yet she neither moved nor wept. N
LA
Rose a nurse of ninety years,
Set his child upon her knee –
Like summer tempest came her tears –
‘Sweet my child, I live for thee’.
TE
-Alfred Lord Tennyson
Glossary
warrior(n): a soldier good at fighting
T
swooned(v): became unconscious

stole(v): moved silently
ER
foe(n): enemy
tempest(n): storm in the ocean

SC
1. How do you think the warrior lost his life?

2. What was unnatural with the warrior’s wife?
3. What did the maidens do to make her cry?
4. Why did they want her to cry?
5. Who succeeded in making the woman cry?
6. Look at the word order in the title. Normally we say “They brought her dead warrior
home.” Why do you think the poet changed the word order? Is it beautiful? Discuss. Find
other lines with a similar order in the poem.

Project
I. Here is a list of a few states in India. Collect the information

about the heads mentioned below in the table. After collecting this informa-
tion present it before the class and display it in “Our Reading Corner” (ORC).
Famous Tourist
A
State Dance forms Food items
Personalities places
AN
Telangana
Andhra Pradesh
Tamil Nadu
G
Kerala
Karnataka
Orissa
Punjab
N
LA
C.
H.Reading
Extensive Reading
TE
The Magic of Silk

T
This is a story from China. A long, long time ago, there lived an old woman in a hut
ER
in the forest. Her husband had been killed by a tiger some years ago. She was old and weak.
Life was difficult for her and her daughter, Siew Mei.
Siew Mei did all the cooking and cleaning herself. She also looked after the
silkworms in their garden. The worms gave them fine thread to make beautiful silk. Siew
Mei sold the silk to travellers in the village market. In this way, she got enough money to
SC
buy food and other things.
One day as Siew Mei was returning home, it started to rain heavily. It was getting
dark, too. Siew Mei ran into the first hut she saw. The door was open and there was no one
inside.
“Is anybody in?” she called loudly, again and again. But there was no reply.
Siew Mei looked around the hut. The floor was very dirty. Bowls and pots were left
unwashed. Siew Mei swept the floor and washed all the bowls and pots.

By the time she had finished, the hut was as clean as a new one. By then the rain had
stopped too.“I had better go home,” she said to herself. “Mother will be worried.”
A
AN
N G
LA
As she walked out of the hut, she saw a strange old man. His long beard reached
down to his waist. He looked about a hundred years old. The old man looked at Siew Mei
TE
and smiled.
“Uncle,” she said, “I went into the hut because it was raining. I hope you don’t mind.”
“Not at all, young girl,” replied the old man. His eyes fell on the clean floor and on
T
the bowls and pots. “Did you clean the hut for me?”
ER
“Yes,”answered Siew Mei. “Let me help you into the hut.”

The old man was very happy. “You’re a very kind girl,” he said. “I must give you a present.”
He took out a pair of scissors and cut off a little of his long white beard. He put it in
a piece of old cloth, tied it up, and gave the bundle to her.
SC
“Do not give it to anyone,” said the old man. “Open it when you get home.”
Siew Mei thanked him and went home. Her mother was very glad to see Siew Mei
safe. Siew Mei told her mother about the old man.
Siew Mei opened the bundle to show her mother the old man’s white beard. To their
surprise, they saw the finest silk thread in the whole of China. They began to weave with the

silk thread. When they had finished weaving, they
had made the finest silk they had ever seen. They
noticed that the bundle of silk thread still remained
exactly the same size as before.
News of their wonderful silk spread far and
wide. The old woman and her daughter became
famous and lived happily ever after.
A
AN
1. Who do you think the old man is? Justify your reasons.
2. Do you believe in miracles. Are magic and miracles same? Give your reasons.
3. If you were Siew Mei, how would you feel?
G
4. Whatever good we give out comes back to us. Do you believe in this? Give reasons?
5. In this story the middle age man was king. Think of a few reasons why it might
N
not be safe for a little girl going to a stranger’s house alone?
LA
Self Assessment
Read and tick ( ) in the appropriate box.
TE
I was able to talk about what is happening in the picture ? My

opinion on it. (Face sheet)
A. Puru, the Brave
T
B. Home They Brought Her Warrior Dead (poem)

ER
C. The Magic of Silk

I was able to do the exercises given under ‘Vocabulary’.
I was able to understand the usage of ‘should’, ‘must’, ‘Degrees of
comparison’ and able to do the given exercises given under ‘Grammar’.
SC
I was able to write a story given under ‘Writing’.

I listened and understood the passage “Nepal and the Himalayas’
and answered the questions and taken part in speaking activity
given under ‘Listening and Speaking’.

4 Tenali Paints a Horse
Look at the picture and answer the questions that follow.
A
AN
N G
LA
TE
1. Look at the title and guess what you are going to read about.
T
2. Who do you think is the person with the turban?

ER
3. Can you name the person sitting on the throne?

4. What do you think Tenali Raman will do in the story?
5. Can you share a story about Tenali Raman?
SC
Oral Discourse: Each one of you share a joke before your class.

A. Reading
Tenali Raman was a poet and jester in the court of King Krishnadevaraya of
Vijayanagar. He was famous for his wit and intelligence. This interesting play provides
an example of his wit. Read the drama and answer the questions that follow.
Characters:
Raja Krishnadevaraya: King of Vijayanagar
A
Tenali Raman: Poet and jester in the court
1st courtier 2nd courtier
AN
3rd courtier 4th courtier
SCENE 1
One day, Raja Krishnadevaraya and his courtiers watch as an artist shows his
paintings to the king. The king and most of his courtiers are impressed with the paintings.
G
However, one of the courtiers, Tenali Raman, looks displeased.
Raja : That is really a beautiful painting. I can almost feel the peace of the village
N
scene. You are a very talented artist. Here is a bag of gold for you. We shall be
very pleased if you can stay on at our court and make more beautiful paintings
LA
like these.
Artist : Your Highness is very kind. It will be an honour to paint for Your Majesty.
Tenali : I do not think they are such good paintings at all!
Raja : How can you say that? I think they are perfectly lovely.
TE
T
ER
SC
Tenali : For one thing, where is the other side of these two men? You can only see their
one side. For another, where is the face of that cow?
Raja : What an ignorant fool you are! Everything cannot be painted. You must imagine
the bits that are missing.
Tenali : I bet I can paint better than that. Well, I could if I had the paints.

Raja : I bet a bag of gold that you can’t. I’ll give you the paints and the paper. You
may also take leave from the court for a month. If at the end of the month
you bring me a painting that is half as good as the one we saw today,
I promise you a bag of gold and the title ‘King of Artists!’
Tenali : I agree. After a month, I will show you a better painting than that one.
(The courtiers start smiling thinking that he would lose the bet. They know Tenali
Raman cannot paint at all. Tenali looks at the giggling courtiers angrily and walks
A
out.)
1st Courtier : You have really caught him out, Sir. He thinks he’s the smartest person in
AN
the world.
2nd Courtier : He has really painted himself into a corner. I’d like to see him get out of
that one.
Raja : I wouldn’t be too certain of that. He is really very clever.
G
SCENE 2
N
(A month is over. The courtiers are waiting eagerly for Tenali to bring in his
painting. They are smiling and whispering to each other.)
LA
Raja :
So, what do we do today?
lst Courtier :
Sir, the day has arrived when Tenali Raman shows you his painting.
Raja :
Where’s he? It’s late and almost time for my lunch.
TE
2nd Courtier :
Perhaps he’s so busy with his painting that he has lost track of the days.
3rd Courtier :
Perhaps his painting is so good that he can’t bear to part with it.
Raja :
Well, I can’t wait anymore. Somebody should go to his house and tell him
that he has lost his bet and the bag of gold.
T
4th Courtier : It’s only fair that if he doesn’t make good his boast, he should pay a penalty.
I feel he should pay the court a bag of gold.
ER
1st Courtier : Indeed, yes. I agree, Sir, that he should.

3rd Courtier : Ah, there he is. He seems to have brought it. But it is covered with cloth.
(Tenali comes in with two men carrying a painting covered with a sheet of cloth.
SC
When Tenali gestures, the men lifted the cloth to display an empty canvas. The painting
has only a few curved strokes of black on the right-hand edge and a few green lines at
the bottom below it.)
Tenali : Good afternoon, Sir. See what a beautiful horse I have drawn. It’s a
magnificent black stallion with a white star on its forehead. Look at the
polished leather saddle on it. Hmm, I wonder if I should have the reins
trail like that.

A
AN
N G
LA
Raja : What’s this? I cannot see a horse! This is very insulting. You’re trying to
TE
make a fool of me. There’s nothing on this canvas.

Tenali : Well, you were the one who told me that we had to use our imagination
when we looked at paintings. Imagine that the rest of the horse is just
outside the canvas grazing at some lush green grass. Look, you can see the
T
edge of its tail in that corner.

ER
Raja : You old rascal, you have got the better of me. Minister, where is that bag
of gold? Give it to Tenali Raman, the cleverest man in my kingdom!
Glossary
SC
wit(n): the ability to say clever and amusing things

jester(n): a man who tells jokes and funny stories
gestures(v): signals with hand
stallion(n): an adult male horse

How well have I read?

A
AN
1. Why did Tenali Raman look displeased?
2. How did the King reward the artist? What would you have done if you had been in
the king’s place?
3. Why did the King call Tenali Raman an ignorant fool?
G
4. What do you think is the reason for the courtiers’ giggling?
5. What was the bet between the king and Tenali Raman?
6. If you were Tenali Raman, would you accept the bet?
7. How did Tenali Raman win the bet? N
8. Could you predict that Tenali Raman would win the bag of gold?
LA
9. If you were Tenali Raman, what would you do?
10. Can you suggest a different ending to the play? Discuss it in your group.
Vocabulary
TE
I. Fill in the blanks with suitable words given below.

covered imagination jester pleased penalty
T
1. Birbal was a ————————— in the court of Akbar.

2. The teacher was —————————with the nice work done by his pupils.
ER
3. Sarada paid a —————— for not paying the fees on time.

4. When I visited Kashmir, the mountains were ——————with snow.
5. You should use your ————————— when you look at a painting.
II. Phrasal verbs
SC
A phrasal verb is a phrase which consists of a verb and a preposition or an adverb or

both, the meaning of which is different from the meaning of its separate parts.
You have really caught him out, Sir.
Perhaps his painting is so good that he can’t bear to part with it.
The words in bold are Phrasal verbs. The phrase ‘caught out’ means ‘showed that
somebody does not know much.’ The phrase ‘part with’ means ‘to give something to
somebody else, especially something that you would prefer to keep.’

1. Consult a dictionary and list other phrasal verbs beginning with ‘catch’ and
‘part’. Write some sentences of your own for each phrasal verb.
2. Read the following passages, circle the phrasal verbs, and guess their
meanings.You may choose the meanings from the list given in the box. Write
the phrasal verbs and their meanings in your notebook. Write one sentence of
your own for each phrasal verb.
managing, investigating, compensated for, avoid or escape,
A
taking care of, notice someone, succeed.
AN
i. Ramana Rao’s house was robbed off. Venkateswara Rao, the inspector of police
who was looking into the case released the picture of the suspect and asked the
people to look out for him. In a press release, he said that he had some clues and
that the robber could not get out of the case.
ii. Bhanu joined a new company. In the beginning, she had problems with her manager.
G
But now she is getting on with her new boss very well. Initially, she had problems
with her paying-guest accommodation too. But the superb food her host served
N
made up for the uncomfortable room. Now the problem is with looking after the
host’s children. They are like little devils. God only knows how she would get
through this.
LA
III. Idioms
Read the following sentence from the play:
It’s only fair that if he doesn’t make good his boast…
TE
The underlined phrase is an idiom. What is an idiom? An idiom is a phrase similar to the
phrasal verbs you have just learnt. It is difficult to guess the meaning of an idiom by looking
at the individual words. Here ‘make good’ means ‘to carry out a promise’. Some other
idioms that begin with make are: make merry, make do, make it, make the most of
something, make something of yourself, and make like.
T
Look up these idioms in a dictionary and find out what they mean.
ER
Here are some more idioms. Guess their meanings and use them in your own
sentences:
1. once in a blue moon 2. bury the hatchet
3. to make both ends meet 4. to burn the midnight oil
SC
Grammar
I. Short forms
You have already learnt that an apostrophe shows that something belongs to someone or
something before it. It has another use. When one or more letters are omitted in a phrase,
an apostrophe is put where they have been left out; thus making it a short form of the
original word. Short forms are used when we write a conversation, as it was done in the

play you read. However, when these elements are used as main verbs, (Kamala is a lawyer)
or used for emphasis (I will do it.), they are not contracted.
Full form Short form Full form Short form
cannot - can’t will not - won’t
we have - we’ve I would - I’d
I am - I’m you will - you’ll
1. Pick out some short forms( contracted forms) used in the play and write their
A
full forms in your notebook as shown above.
2. Read the following conversation between Sarada and Usha and rewrite it in
AN
your notebook using the short forms wherever necessary.
Sarada : What are you going to do after school?
Usha : I will go home and take rest for an hour.
Sarada : Then, when will you cook supper for your children?
G
Usha : I need not cook today. I have made some Pulihora in the morning. We will
eat it for supper too.
Usha
tomorrow? N
Sarada : Forgot to tell you this. I planned a quiz for 6th class children. Are you coming
: I will not. I am taking leave for two days.

LA
Sarada : Why? Are you going somewhere?
Usha : I would love to do that. But my mother-in-law is visiting us tomorrow.
Sarada : Then you will have a hard time, I suppose.
TE
Usha : I do not think so.

II Adverbs of manner
Revision:
Adjectives describe nouns. Eg. Mani is a safe driver.
T
ER
Adverbs describe verbs. Eg. Mani drives safely.

SC
We can make adverbs from adjectives by adding –ly as shown below:

Adjective + ly = adverb
safe + ly = safely
eager + ly = eagerly
However, you should remember that all adverbs are not formed in the same way.
For example you can’t add –ly to the following adjectives to make adverbs: good, fast.

Adverbs of manner tell us the manner in which something happens. They are usually
placed after the main verb or after the object.
Look at the following sentences from the play you have read
1. The courtiers are waiting eagerly for Tenali to bring in his painting.
2. Tenali looks at the giggling courtiers angrily and walks out.
In the first sentence the adverb ‘eagerly’ comes after the main verb ‘waiting’.
A
In the second sentence the adverb ‘angrily’ comes after the object ‘courtiers’.
AN
Complete the following sentences with the correct form of the words in brackets.
Tick (99) against the sentences where the adverb of manner is put after the object
and put a cross(x) against the sentences where the adverb of manner is put immedi-
G
ately after the main verb.
1. Sriram speaks ______ English. He speaks English ______. (correct)
N
2. Saleem is a ______ tailor. He makes dresses __________. (careless)
LA
3. You always speak _________ . Please speak _______. (loud, quiet)
4. Be _______ and do your homework __________. ( careful, correct)
5. Nandu is a _______ reader. He reads books very _________. (slow)
TE
6. Please be _______ or do your work ________. I want to sleep. (quiet)

7. My mother shouted _________ when I showed my progress card.(loud)
8. Please listen ________ .(careful)
T
9. P.T.Usha is a ________ runner. She runs very _______. (fast)

ER
10. Raghavathi is a _________ teacher. She teaches very ______. (good, well)
III Editing
SC
Read the following passage. Every numbered sentence has an error. Identify
and edit it.
(1)The oddest fellow on my class was Bodh Raj. (2)All of us was afraid of him. (3)He
always had a catapult in his hand and was a excellent shooter. His favourite targets
were birds. (4)He would stand under a tree, take aim and shoot a pebble and the cata-
pult. (5)The next moment a bird would fell down.

Writing
I. Imagine that you were the King Krishnadevaraya. Now narrate an account of
what had happened in your court. You can start like this:
One day, an artist came to my court and showed me some paintings. They were very beautiful.
I liked them very much. Everyone in the court liked them except Tenali Raman…
A
AN
I was able to narrate well.
G

N
LA
TE
Study Skills
Jesters used to entertain people with their wit and humour. Now we have
T
comedians in films doing that job. Here is an interesting passage about one such
comedian Mr. Rajababu. Read on:
ER
Sri Rajababu was a famous comedian in Tollywood. He was born in Rajahmundry,

East Godavari District in Andhra Pradesh on 20 October, 1937. He entered Tollywood in
1960 and acted until 1981. In his 21 year film career, he acted in more than 550 movies.
SC
Can you imagine what he was doing before entering the Telugu Film Industry? Believe
it or not, he was working as a Telugu teacher! Imagine how much fun his students might
have had. Between 1955 and 60 he acted in many dramas. 1960 was a milestone in his life
because that was the year in which he had his first chance to act in a film called ‘Samajam’.
Then onwards he never looked back. He married Lakshmi Ammalu in 1965. In 70’s, he
became a very popular comedian and won many Filmfare Awards. His combination with
Ramaprabha was a super hit and they were considered the best comedy pair.

In 1972 he acted as a hero for the first time in the movie ‘Tata Manavadu.’ He acted
as a hero in four more films. He produced films too. In 1974 he produced the film ‘Evariki
Vare Yamuna Theere’. His film career came to an end in 1981 with the film ‘Gadasari Atta
Sogasari Kodalu’. He could not act because of his ill health. This wonderful comedian,
who was fondly called ‘Haasya Nata Chakravarthi’ passed away on 7 February, 1983.
Now, write the important events in the life of Mr. Rajababu on the timeline
given below:
A
sh
Pra ry,
de
hra nd
AN
nd mu
., A jah
ist Ra
. D in
E.G Born
1937
N G
LA
TE
Your teacher will read the story ‘The Miser’. Listen carefully and answer the
following questions:
T
1. Why did the rich man eat cheap food?

ER
2. Did the rich man like the smell of fish? Do you think he likes eating fish too?
3. If you had a lot of money, would you be a miser? Give reasons.
4. “Please cook it every day. I like the smell very much.” Who said this?
5. Do you think the watchman is honest? Support your answer.
SC
I. Work in groups. Some groups can work on scene 1 and the others on scene 2.
Rehearse and then present it before the class.
II. Put yourself in the shoes of Tenali Raman and narrate what had happened in
the court.

B. Reading (Poem)
Dear Mum
While you were out
a cup went and broke itself.
A crack appeared in the blue vase
A
your great-great granddad
brought back from China.
AN
Somehow, without me even turning on the tap
the sink mysteriously overflowed.
A strange jam stain
about the size of a boy’s hand
G
appeared on the kitchen wall.
I don’t think we’ll ever discover
exactly how the cat
managed to turn on the washing machine
N
LA
(especially from the inside)
or how the self-raising flour
managed to self-raise.
I can tell you I was scared when,
TE
as if by magic,
a series of muddy footprints
appeared on the new white carpet.
I was being good (honest)
but I think the house is haunted.
T
So, knowing you’re going to have a fit.

ER
I’ve gone over to gran’s for a bit.

-Brian Patten
SC

Glossary
mysteriously (adv): strangely
scared (adj): frightened of something
haunted (adj): (of a building) believed to be visited by ghosts
have a fit: to be very shocked, upset or angry
self-raising flour (n) flour that contains a substance which makes cakes swell when they
are cooked
A
gran (n): grandmother
AN
I was able to interpret the poem on my own.
G

N
LA
1. Who do you think is responsible for all the mischievous deeds?
2. Why was there a strange jam stain on the kitchen wall?
How do you think did it happen?
3. Did the boy play only indoors? Support your answer?
TE
4. How do you think his mother felt when she came home form work and saw the
house in a mess?
II. Work in pairs and discuss.
1. Have you ever been mischievous? Share with your partner some mischievous
T
deeds that you have done in the past.

2. If you were mischievous like the boy in the poem, how would your mother react?
ER
Project
I. Collect one story of Tenali Raman/Birbal/Nasruddin or any other humorous
story.
SC
II. Make a fun cap.

Kings have gone. Jesters have gone. Now, we have only
jokers in circuses or comedy shows. They wear fancy dresses
and a round cap on their heads. Work in pair, one student should
give the following instrction and other has to follow it and do
accordingly.
1. Take a round colour drawing sheet and cut it along the
dotted lines.
2. Hold both the corners of the sheet and overlap
the cut parts to fit like a cap.
3. Use two paper clips to hold the shape or apply

gum along the edge to fix.
4. Decorate your cap by pasting shapes of different

colours. (e.g. triangles, flowers, squares, circles,
A
etc.)
AN
5. Cut long strips of different colours.
6. Make a small cut on the top of your cap and push

the ends of the long strips inside through the hole
G
and paste them inside.
Now, wear the fun cap and present a humorous
N
story that you have collected before the class.
LA
C. Reading
The Emperor’s New Clothes

TE
Many years ago there was an Emperor who was so fond of new clothes that he spent
all his money on them. One day, two men came to the Emperor’s court. “We’re weavers,”
they said. “We can make the most beautiful cloth in the world.” The Emperor was very
happy.
T
“Our cloth is also very special,” said the men. “Only wise men can see it, fools cannot.”
ER
“That’s very good,” thought the Emperor. “When I wear the clothes made with it, I will
know who is wise and who is foolish.”
The Emperor gave the men a lot of money. “Start weaving at once,” he told them.
They set up two looms, and pretended to be very busy, though they had nothing at all
SC
on the looms. They asked for the finest silk and the purest gold thread. They put these in
their own bags, and they worked at the empty looms until late at night.
“I should like to know how those weavers are getting on with my cloth,” thought the
Emperor. “Only wise men can see the cloth. I’ll send my old minister, who is the wisest
man in the court.” So the good old minister went into the room in which the men were
working at the empty looms. “What can be the meaning of this?” thought the old man,
opening his eyes very wide. “I cannot see anything on the looms!”

“Come a little nearer,” said the men to the minister. “Isn’t the cloth beautiful?”
They pointed to the empty looms. The poor old minister looked hard; he could see
nothing on the looms, for nothing was there.
“What!” he thought. “Is it possible that I am a fool?” “Well, Sir,” said one of the men,
“how do you like the cloth?”
“Oh, it’s splendid!” said the minister.
Now the Emperor thought he would like to see the cloth. So he called his officers and
went with them to the weavers’ room. “Isn’t the cloth beautiful!” said the old minister,
A
pointing to the empty looms. “How is this?” said the Emperor to himself. “I can see nothing
at all. Am I a fool?” “Oh, it’s beautiful!” said the Emperor aloud.
AN
All the officers looked keenly. They saw nothing on the looms. But they all said, “It’s
very beautiful!” “For the great procession next week,” said the old minister, “kindly wear
robes made of this cloth.” The Emperor agreed.
The weavers worked harder than ever. At last they said the cloth was ready. They cut in
G
the air with a huge pair of scissors; they stitched the clothes with needles without any
thread in them.
N
“See!” they cried at last. “The Emperor’s new clothes are ready.”
The Emperor went to the weavers with his officers. The weavers raised their arms in
LA
the air, and said, “These are the trousers. And this is the coat.”
“It’s so light,” said one of them. “You won’t even feel the cloth,” said the other.
TE
T
ER
SC

“That’s the beauty of it,” said one officer. “Yes,” said all the others. “That’s the beauty
of it.” But they couldn’t see anything; there was nothing to see.
“Will Your Majesty take off your clothes?” said the men. “Then you can put on your
new clothes.” The Emperor took off all his clothes. The men made a show of putting new
clothes on him. The Emperor stood in front of a mirror and turned round and round. “How
well his Majesty looks in his new clothes!” cried all his officers.
Then the Emperor walked along in the procession. People in the streets cried, “How
beautiful the Emperor’s new clothes are!” “But he’s got nothing on at all!” said a little
A
child. And one person said to the other, “He has nothing on at all. He has nothing on.” “He
has nothing on!” cried all the people. The Emperor felt unhappy. He knew that the people
AN
were right; he had nothing on. But the procession had to go on.
Answer the following questions:
1. Was the King wise?
G
2. What would have happened if the old minister had told the King the truth?
3. Why did everyone pretend that they could see the cloth?
4.
N
There are people who cheat as the weavers did. Share with your classmates what
you know about such cheats.
LA
Self Assessment
Read and tick (9 9 ) in the appropriate box.
TE

I was able to share a joke talk about the picture (Face sheet)
A. Tenali Paints a Horse
T
B. Dear Mum(poem)
C. The emperor’s New Clothes
ER
I was able to understand the phrasal verbs and able to do the given
exercises under ‘Vocabulary’.
I was able to understand the short forms and adverbs of manner and
did the exercises given under ‘Grammar’.
SC
I was able to write a narrative given under ‘Writing’.

I listened to and understood the story “The Miser”, answered the
questions and presented narrative before the class given under
‘Listening and Speaking’

5 A Trip to Andaman
Look at the picture and answer the following questions:
A
AN
N G
LA
TE
T
ER
1. What do you see in the picture?

2. Have you ever been to a beach? If yes, which beach did you go to?
SC
3. What do you guess this lesson is going to talk about?
Oral Discourse: Description - Describe about the tourist place that you have visited.

A. Reading
We had been longing to make a trip to Andaman; and Dad made it possible for us
during the last summer holidays. Soon after the examinations, Mom made preparations for
the trip. On the 25th of April, we took the Pinakini Express from Vijayawada and reached
Chennai Central by 1 p.m. After lunch, we hired a taxi for the port.
A
Sea route from Chennai to Port Blair
AN
N G
LA
In the evening, we boarded a ship for Port Blair, the capital of the Andaman and Nicobar
Islands. The ship looked much bigger than our school building. It had four storeys. It set out
TE
after sounding a loud horn. People who had come to see off their friends and relatives
cheered them up by waving their hands. My sister Amala and I too waved our hands while
Mom and Dad smiled at us.
Tall buildings, cell towers and factory chimneys began to vanish gradually. After a
while, the twinkling lights of Chennai bade us farewell. Soon everything around us began to
T
look dark and calm but inside the ship it was all bright and beautiful. When we closed the
windows and doors of our cabin, we did not feel the movement of the ship.
ER
On the second day, we came to know that we were in the middle of the sea. The
weather was pleasant on the sea. The day was sunny and the sea was reflecting the clouds
like a flat mirror. We saw Dolphins swimming along the ship. They sprang and dived again
and again. It was quite amusing.
SC
I was curious to know what other people were doing on the ship. So I went around. I saw
some watching films and some others eating and drinking in the restaurants. A few were
buying things in the fancy stores. I was surprised to see some in a saloon getting their hair
cut.
The medical staff was busy treating the patients suffering mostly from sea-sickness.
The sanitary workers were on their job of keeping the cabins, corridors and toilets neat and
clean. The crew of the ship was very friendly and courteous. They gladly answered all my
queries about the ship.

It was the third day. Early in the morning,
Mom woke us up to show us the magnificent
spectacle of the dawn at the sea. After two days ,we
reached Port Blair.
“Dad, do you have any idea about these
islands and the people who live there?’’ I asked.
Dad said, “I know a little. There are about
six hundred islands. They are located between
A
India’s coast and Myanmar. Only 37 of them
are inhabited. They have plant, animal and
AN
marine life in abundance.”
We learnt that the inhabitants of the islands were the aboriginal tribes. Some of them
lived far away from the civilized society. Despite this, the islands today look like a miniature
India. We saw people of different languages, cultures, and faiths living together happily.
G
We visited a famous national monument, the Cellular Jail. We learnt that the Cellular
Jail was built by the British. It was no longer a jail. It had been converted into a big hospital.
N
LA
Mahatma Gandhi Marine
National Park
After a while, we reached
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an exciting place, the Mahatma

Gandhi Marine National Park.
The park was spread over a wide
area of 15 islands. Open creeks
T
running through the park area

were a special attraction. We
ER
watched coral reefs, fishes of

different colours and sea
turtles through glass-bottomed
boats. For some time, we felt
SC
ourselves as a part of them.

Amala and I cheered the fish
and turtles.
We travelled by a ferry from Port Blair to a place called Havelock island. The ferries
carry people, vehicles and goods. We enjoyed panipuri, samosas and gharam chai during
the ferry journey.

Havelock Island
A majestic lighthouse
greeted us on our arrival at the
Havelock Island. We felt as if the
sandy beaches and greenish-blue
sea were warmly welcoming us.
Some foreign tourists on the beaches were basking in the sun and enjoying themselves.
A
We saw tourists enjoying swimming in the sea, and riding on elephants. Silky sands, foaming
tides and cool breeze of the sea attracted us very much. We took lots of pictures of the
beautiful scenery.
AN
Scuba diving
We visited the beach called Elephant beach. To our
amazement, we saw some swimmers diving into the sea from
G
the motor boats. They were dressed in a different way. They
put masks on their faces and carried air cylinders on their
backs.
N
I asked Dad “Why are the swimmers diving into the sea?”
LA
Dad replied, “They want to watch the coral reefs and beautiful coloured fishes and sea
turtles. They stay for a long time beneath the sea and swim along with them.It is called
scuba diving.” The scuba diving filled my heart with a spirit of adventure.
I wished I could do it.
TE
Elephant ride on the beach

Lastly, we visited Radhanagar beach. It was a beautiful
place with white sand and thick green forests along the
coastline. We saw a man riding an elephant. He offered rides
T
on payment. My sister Amala and I enjoyed a jolly ride on the

elephant. We tasted delicious Tandoori fish and other seafoods
ER
on the islands. My mouth still waters when I remember those

moments. I cherish the memory of the great fun we had. I’ll
never forget my trip to Andaman.
SC
Glossary
longing (n): strong feeling or desire

vanish (v): disappear
treating (v): curing an illness or injury
inhabited (v): lived
aboriginal (adj): original people belonging to a place

creek (n): a narrow area of water where the sea flows into the land
coral reefs (n): a hard substance that is red, pink or white in colour and that forms
on the bottom of the sea
ferry (n): a boat or a ship that carries people, goods, vehicles across a river
A
AN
G
N
1. Based on your reading of the passage, list out the tourist attractions of Andaman
Island. Which one of them has fascinated you the most? Why?
LA
2. Would you like to go to Andaman during holidays? Give reasons for your answer.
3. Which means of transport is, in your opinion, more enjoyable for visiting a place
like Andaman? Give reasons for your answer.
4. The Andaman and Nicobar Islands have been called a miniature India. Do you
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agree with this view? Give reasons for your answer.

5. What does ‘’I’’ refer to in the passage?
6. The writer saw many interesting things on the ship. But which one surprised him
the most? Why?
T
7. How did the tourists enjoy on the beach?

8. Who guided the family on the Islands?
ER
9. Why do you think the Scuba divers need air cylinders?

10. Have you ever visited any tourist place? Share your experience.
SC
II. Tick the correct answer.

1. How did the author feel, when the windows and doors of their cabin were closed.
A) The author felt the ship sinking. ( )
B) The author felt uncomfortable. ( )
C) The author did not feel the movement of the ship. ( )
D) The author felt the fast movement of the ship. ( )

2. The most favourable time to visit Andaman is the…. . . . . . .. . .
A) winter. ( )
B) spring. ( )
C) summer. ( )
D) monsoon. ( )
3. Why did the family go to Andaman?
A
A) to learn about the aborigines. ( )
B) to watch how foreigners enjoy themselves. ( )
AN
C) to explore a tourist spot. ( )
D) to view only the sea beaches. ( )
Vocabulary
G
I. Find the antonyms of the following words from the text and write them in your
suddenly
N
notebooks. Also, write one sentence each for the word and its antonym.
impossible ugly bright tasteless
LA
dim above hostile cloudy notorious
II. Read the following sentences and notice how the word ‘wave’ has been used
differently:
TE
1. My sister Amala and I too waved our hands while Mom and Dad smiled at us.
2. Silky sands, foaming waves and cool breeze of the sea attracted us very much.
In sentence 1 ‘wave’ is used as a verb in the past tense and in sentence 2, it is used as
a noun in its plural form. As a verb, it means ‘to move hand or arm from side to side’ and as
T
a noun, it refers to ‘raised lines of water that move across the surface of a sea and an
ocean.’
ER
Fill in the blanks with appropriate forms of the words given in the brackets. They
can be used both as nouns and verbs.
1. The volleyball team of our school _______ four matches. The fourth day’s ________
was excellent. (play)
SC
2. Latha ________ a lot of problems. I am sorry to see tears on her lovely _______.
(face)
3. My grand-daughter said, “Grandpa, you look very sweet when I see a____on your face.”
On hearing this Grandpa _____at once. (smile)
4. Suresh __________ that he would pass the examination. But his…. disappeared when
he saw the question paper. (hope)

5. When I answered a question correctly, the English teacher _______ me on my back
and said, “Well done, Smarty.” Her _______ made me feel very happy and proud. (pat)
III. Read the following sentences from the passage.
1. The ship set out after sounding a loud horn.
2. People who came to see off their friends and relatives cheered them up by waving
A
their hands.
The sets of words underlined are ‘phrasal verbs’.
AN
Pick out from a dictionary more phrasal verbs beginning with the word ‘set’, find
out their meanings, and use them in sentences of your own.
Grammar
G
I. Simple Past Tense
N
Read the following lines taken from the lesson:
LA
Soon after the examinations were over, Mom made preparations for the trip. On
the 25th of April, we took the Pinakini Express from Vijayawada and reached Chennai
at 1 p.m.
The underlined words are verbs in the simple past tense and refer to actions that took
TE
place in the past. The Simple Past Tense is used here to talk of completed actions in the
past.
Given below is the action plan prepared by the Headmaster of Zilla Parishad High
School, Quthbullapur for a tour to Nagarjuna Sagar Project. They finished the tour on 15th
October. Describe the tour in the past tense by making appropriate changes in the verbs
T
given in the action plan.

6.00 a.m. board the bus at the school
ER
8.30 a.m. stop at Chintapalli

12.00 noon reach the spot
1.00 p.m. take lunch
SC
1.30 to 3.30 p.m. visit the Nagarjuna Sagar project

3.30 to 4.30 p.m. visit the museum
4.40 p.m. visit Ettipothala falls
5.00 p.m. board the bus
8.30 p.m. take supper at Chintapalli
10.30 p.m. reach the school

You can start like this:
On 15th Otcober, the students of ZPH school, Quthbullapur started their tour to Nagarjuna
Sagar Project. They boarded the bus at the school at 6.00 a.m…
II. Past Continuous Tense
Read the following lines taken from the lesson:
Some foreign tourists on the beaches were basking in the sun and enjoying themselves.
A
The underlined verbs ‘were basking’ and ‘(were) enjoying’ are in the Past Continuous
Tense. The Past Continuous Tense is used to talk about or describe an action which
AN
someone was doing or an event which was happening at a particular time in the past.
I. Fill in the blanks with appropriate forms of the verbs given in the brackets.
1. They ________ with each other when the police______.( fight, arrive)
G
2. When Rajesh _______, he _______down and______ his leg.( run, fall, injure)
3. While he ______ it_______ to rain.( play, begin)
N
4. The children_________a film when the lights ________ off.(watch, go off)
LA
5. My mother was _______ when the guests __________. (still cook, arrive)
6. The teacher _________ when the principal ________ the room.( teach, enter)
7. Father was _________ the T.V. when the telephone bell ______. (watch, ring)
TE
8. We ________ready for our journey when the power _____________ off. (get,
go)
Work in pairs:
T
II. Narrate what your family members were doing yesterday when you reached
home after school.
ER
Writing
SC
I. Arrange the following sentences in proper sequence using appropriate

connectors and replacing ‘we’ with ‘they’. You can add some more information
you may have liked in the passage.
1. We visited a beach called Elephant beach.
2. We reached Port Blair.
3. We travelled by a ferry from Port Blair to a place called Havelock island.
4. In the evening we boarded a ship for Port Blair.

5. We visited Radhanagar beach.
6. After a while, we reached an exciting place, the Mahatma Gandhi Marine
National Park.
7. We had been longing to make a trip to Andaman.
8. We visited a famous national monument, the Cellular Jail.
II. Describing a place
A
You have read about a famous tourist place, Andaman. After reading the description don’t
AN
you feel that you have actually visited the place? This is because the author has given a vivid
picture of the place through the description of the place and the activities. When you want
to describe a place you need to find answers for the following questions:
1. Where is the place located? What is it famous for?
G
2. How can one reach there? How is the weather during the time of the visit? What
is the best time to visit? What things are to be carried? What sort of accommodation
is available?
3. N
What places and things can be seen on the way to the place?
LA
4. What are the major tourist attractions?
One of your friends wishes to visit the place you have visited recently. Write a letter
to your friend describing the details mentioned above to help him make his/her trip
TE
successful.
I was able to write a description.
T

ER


SC


Study Skills
This table shows the climate of Port Blair.
May
June
Mar
Sept
July
Nov
Aug
Dec
Feb
Apr
Climate
Oct
Jan
A
Temperature high
27 28 29 30 29 28 27 27 27 28 28 27
(0C)
AN
Temperature low
(0C) 23 23 24 26 26 26 25 25 25 25 25 25
Precipitation(mm)
(Rain, snow, etc. 46 27 29 69 360 501 424 425 463 301 235 155
G
that falls)
Write briefly in your own words the best and the most uncomfortable time to
visit Port Blair. Give reasons. N
LA
TE
I. Your teacher will read the story ‘Gulliver in Lilliput’. Listen carefully and
answer the following questions:
1. Why did Gulliver go to Lilliput?
2. Why did the little people shoot arrows at Gulliver?
T
3. What do you think is the size of the Lilliputian’s house?

4. How many Lilliputians can you carry in your bag?
ER
5. Would you like to live among such strange people?

6. Pigmies are also very small people. Find out who is smaller?
A Pygmy or a Lilliputian?
7. Why did the king like Gulliver?
SC
II. Oral Activity

Work in pairs. Ask and answer the following questions:
1. If you were the king, how would you use Gulliver?
2. If you lived in Lilliput, what problems would you face?
3. In stories, we often come across very small people like elves and dwarfs.
How are they different from Lilliputians?

II. Here is a list of places of South India Tourism. Tell your group about the city
you would like to visit and why. What is special about the city? What should
visitors do there?
Tirupati Araku Valley Amaravathi Hyderabad
Nagarjuna Sagar Warangal Kerala Kanyakumari
B. Reading (Poem)
A
AN
My Trip to the Moon
I was sitting alone in my house,
Studying the structure of a mouse,
G
My exams were going on,
And science I hadn’t done.
Suddenly the lights went out,
Then I heard a loud burst,
N
LA
Someone was there, outside,
I went out to look, full of fright.
I saw a huge rocket,
And an astronaut in white,
TE
He invited me on a flight to the moon,

We reached there by afternoon.
We jumped around
As we couldn’t walk on the ground.
T
It was a lot of fun,

I reached home before the setting sun.
ER
My science test went very well,

But no one knows the secret,
Which even now inside me dwells.
– Akriti Goel
SC

1. Do you think the child really went to the moon?
2. What was the child’s feeling about his trip to the moon?
3. Why couldn’t the astronaut and the child walk on the moon?
4. How would you feel if you were in his place?
5. If you were given a chance, which planet would you visit?
6. Can you guess the secret that dwells inside the child’s mind?
A
Project
AN
Take any three important tourist places of Telangana state, collect a few pictures and
paste them on a big chart with a small write up under each picture present it before
the class and display this in your classroom. The write up should include the following.
G
The name of the place
How to reach the place
Its importance
Salient features of the place
N
LA
C. Reading
TE
Sindbad, the Sailor

I bought a substantial stock of goods to trade, and sailed on a ship with a number of my
merchant friends. We placed ourselves in the care of Allah and set off. Soon we reached an
island.
T
We decided to go ashore. My friends went to gather fruits and flowers, but I took my
food packet to a place in the shade. I had a good meal and lay down to sleep under the trees.
ER
I don’t know how long I slept, but when I awoke and looked out to sea, the ship had gone. I
was all alone. Not knowing what to do, I climbed up to the top of a tall tree and looked over
the island on all sides. In the distance I could see something white, and decided to find out
what it was.
SC
Soon, I came to what seemed like a huge white ball. When I touched it, it felt very
smooth. It was so high that I could not see the top of it, and it was more than fifty paces
round. There was no door on any side, and it was too smooth to climb.
Suddenly, the sky above me became dark, as if a huge cloud was covering it. Looking
up, I saw that the darkness was caused by the shadow of a huge bird that was flying towards
me. I had often heard sailors talk of a great and wonderful bird, called a ‘roc’. This must be
a roc, I thought, and this huge ball must be its egg!

The bird came nearer and sat on its egg. I soon crept
close to the egg. Near me was one of the bird’s legs, which
was as big as a tree. I decided to tie myself to the leg of this
bird with my turban so that when it flew away from the island,
it would carry me with it.
At day break, the bird flew up so high that I was carried
out of sight of the island. Then it came down again so fast that
A
I lost my senses. When I found myself on the ground, I quickly
untied the turban. The bird caught up a snake and flew away.
AN
This time I found myself surrounded on all sides by
immense mountains that seemed to reach above the clouds.
The sides of the valley looked so steep that there was no
possibility of climbing them. When I began to look around the valley, I found that there
G
were large diamonds lying on the ground.
I was excited to find such riches lying around me. Then I saw
N
something else that made me very frightened. All around the valley
there were huge serpents, some of them big enough to even eat an
LA
elephant! These came out of their holes at nightfall. During the
day, I suppose, they hid themselves from the rocs.
I found a small cave where I decided to spend the night. At the
entrance I put a large stone to protect myself from the serpents,
TE
but the noise of their hissing outside made sleep

impossible. I was glad that they went to their
holes as daylight came on, and I was able to come
out again. But I was still frightened - in fact, I
T
found myself walking upon diamonds without a

thought of their value! At last, being very tired,
ER
I decided to eat a little of my food, and then to

have a short sleep in the sun.
I was suddenly awakened by something
which fell near me. I sat up, and found that it was
SC
a huge piece of raw meat! At the same time, more

pieces fell down from the rocks above the valley.
I had heard stories in the past about this valley of
diamonds, but had not believed them. Now I saw with my own eyes what the local merchants
did to obtain the jewels; they used huge eagles to carry up the diamonds for them!
When the eagles have young ones in their nests among the rocks, they fly down into
the valley to get food for them. So, the merchants would throw down large pieces of raw
meat; the diamonds stick to the meat, and in this way get carried to the eagles nests. Each

merchant has his own nest, and considers its jewels his. The idea came to me that I too
could use these eagles – I myself could be lifted up from this deep valley, and thus escape
from it! The eagles were so big and strong that my weight would seem little.
First, I collected a number of large diamonds. These I put in my wallet and tied the
wallet to my waist. Next, I tied one of the large pieces of meat to the middle of my back
with my turban. I then lay down with my face to the ground, and waited there. There was the
sound of huge wings around me. Then I felt myself lifted up and carried to the top of the
rocky walls of the valley.
A
Soon I was in one of the nests. The merchants were surprised to see me there, and
when they heard my story, they helped me to find a ship to go home. When I got back to
AN
Baghdad, 1 was a very wealthy man. I gave large amounts of money to the poor and lived
peacefully in my own home.
G
1. Who changed the fate of Sindbad? How?
2. What would you want to become in your life? Would you like to become a sailor?
Why? Why not?
N
3. How would you have handled the encounter with a roc?
LA
4. What factors would you change to make the story more adventurous and thrilling?
5. Describe Sindbad’s preparations for his journey.
Self Assessment
TE

I was able to describe a tourist place. (Face sheet)
T

A. A Trip to Andaman
ER
B. My Trip to The Moon (poem)

C. Sindbad, the Sailor
I was able to understand the usage of words as nouns and verbs and
phrasal verbs given under ‘Vocabulary’.
SC
I was able to understand simple past tense and past continuous

tense and able to do the exercises given under ‘Grammar’.
I was able to write a letter and a description given under ‘Writing’.
I listened to and understood the story “Gulliver in Lilliput”,
answered the questions and described a place that I would like to
visit given under ‘Listening and Speaking’.

6 A Hero
Read the following proverb and answer the questions that follow:
A
AN
‘Fortune N G
favours
LA
TE
the brave.’
T
ER
SC
1. You may have heard this proverb before. Do you know what it means?
2. Tell the class why the government rewards the brave and adventurous children.
Oral Discourse: Talk on - “Bravery of a boy or a girl who have shown an act of bravery.”
(real incident/collection from newspaper/magazine/stories)

A. Reading
Father was sitting under the hall lamp and reading the newspaper. He looked over the
newspaper and said, “Swami, listen to this: News has been received about the bravery of a
village lad who was returning home by the jungle path. While he was in the middle of the
jungle, he came face to face with a tiger.” The newspaper gave a detailed account of the
boy’s fight with the tiger. It also described how the boy flew up a tree where he stayed half
A
a day. At last some people came that way and killed the tiger.
AN
N G
LA
TE
T
ER
After reading it through, Father looked at Swami fixedly and asked, “What do you say
to that?” “I think he must have been a very strong and grown-up person, not a boy at all,” said
Swami. “How could a boy fight a tiger?”
“You think you know better than the newspaper?” Father said crossly. “A man may
SC
have the strength of an elephant and yet be a coward. “Another may be a mere skeleton; but
if he has real courage, he can do anything. Courage is everything; strength and age don’t
matter much.” “How can that be?” said Swami. “Suppose I had a lot of courage, but what
could I do if a tiger attacked me?”
“Can you prove you have courage?” said Father with a scowl. “Let me see if you can
sleep alone tonight in my office room.”
Swami had always slept beside his granny in the porch. The two always had their beds
side by side. Any change in this arrangement kept him trembling and awake all night.

He hoped at first that Father was only joking. He tried to change the topic by saying,
“Father, our captain says we shall have some elders also in our cricket club. He has asked
me to tell you.”“We’ll see about that later,” Father cut in. “Hereafter you must sleep alone.”
“From the first of next month, I’ll sleep alone,” Swami said very humbly, trying to
please his Father.“No, you must do it right from today,” Father said sternly. “Sleeping beside
Granny or Mother like a baby is disgraceful. You are now in the Fifth Standard and I don’t
like the way you are being brought up.”
Father lifted the newspaper to his face and started reading it again. Swami rose quietly
from his place and tiptoed to his bed in the porch. Granny was sitting up in her bed, and she
A
said, “Boy, are you already feeling sleepy today? Don’t you want to hear a story?”
Swami made no reply. He threw himself on the bed and pulled the blanket over his
AN
face.
“Don’t cover your face,” said Granny. “Are you really so sleepy?”
Swami uncovered his face a little and whispered, “Please, please, Granny! Don’t talk
to me, and don’t let anyone disturb me even if the house is on fire. I shall .perhaps die if I
G
don’t sleep at once.”
Then he turned over and curled under the blanket. He started snoring but soon found
his blanket pulled away. Father was standing over him.
N
“Get up, Swami,” Father commanded. He looked like a ghost in the semi-darkness of
the porch. Swami stirred and groaned as if in sleep.“Get up, Swami,” said Father a second
LA
time. “Why do you disturb him?” Granny pleaded.
“Get up, Swami,” said Father for the third time and Swami got up.
Father rolled up his bed, took it under his arm and said, “Come with me.”
Swami looked at Granny, hesitated for a moment, and then followed his father into
TE
the office room. “Let me sleep in the hall, Father,” Swami pleaded. “Your office room is
very dusty and there may be scorpions behind your law books.”
“There are no scorpions, boy. You can sleep on the bench if you like.”
“Can I have a lamp burning in the room?”
“No. You must learn to be brave. You must not be afraid of darkness; it is only a
T
question of habit.” “Will you at least leave the door open?” Swami said very humbly.
“All right,” said Father. “But promise you won’t roll up your bed and go to your granny’s
ER
side at night. If you do it, I’ll tell your teacher and make you the laughing-stock of the
whole school.”
Swami was pained and angry. He did not like the cruelty his father was showing. He
cursed the newspaper that had printed the tiger’s story. He wished that the tiger had not
SC
spared the boy.

The night advanced and the silence in the house deepened. Swami’s heart began to
beat faster. He remembered all the stories of devils and ghosts he had heard. He was almost
faint with fear.
Swami hurriedly got up and spread his bed under the bench and crouched there. It
seemed to be a much safer place. He shut his eyes tight and encased himself in his blanket.
Unknown to himself, Swami fell asleep. In his sleep he had a terrible dream.
A tiger was chasing him. Swami tried hard to escape but his feet could not move. He
tried to open his eyes but his eyelids would not open. He groaned in despair.

At last, using utmost effort he opened his eyes. He put his hand out to feel his granny’s
presence, as was his habit. But he only touched the wooden leg of the bench! At once his
lonely state came back to him. He shook in fear and closed his eyes. He heard a little
rustling noise in the room.
‘What can this be?” thought Swami and slowly opened his eyes.
Something was moving in the darkness. Swami lay gazing at it in horror. He was certain
that his end had come. The devil would soon pull him out and tear him to pieces!
A
“So what is the use of waiting?” Swami thought.
AN
N G
LA
TE
T
ER
As it came nearer, Swami crawled out from under the bench. At once he clutched its
leg and dug his teeth in.
There was a painful cry: “Aiyo! Something has bitten me.” Then there was heavy
tumbling and falling amidst furniture. Everyone in the house was awakened by the loud
SC
noise. In a moment, Father and a servant came running with a light.
Both of them fell on the burglar who lay amidst the furniture with a bleeding knee.
The next day was a day of congratulations for Swami. His classmates looked at him
with respect. His teacher patted his back for his courage and bravery. The headmaster said
that he was a true scout. Swami had bitten into the knee of a notorious house-breaker and
the police were grateful to him.

When Father returned home from the club that night, he asked, “Where is the boy?”
“He is asleep.”
“So early!”
“He didn’t have a wink of sleep the whole of last night,” said Swami’s mother.
“Where is he sleeping?”
“In his usual place.”
“Sleeping beside his granny again !” Father exclaimed. “That is why he wanted to be
A
asleep before I returned home. Clever boy!”
“Let him sleep where he likes,” Mother said angrily. “You needn’t risk his life again.”
AN
“All right, pamper him and spoil him as much as you like,” Father mumbled as he
walked away to his room.
Swami was following the whole conversation from under the blanket. He felt a great
relief to hear his father giving him up.
-R.K. Narayan
G
Glossary
crossly (adv):
scowl (n):
a little angrily N
an angry look or expression
LA
porch (n): a covered entrance to a building; a verandah
sternly (adv): seriously and strictly
disgraceful (adj): very bad; shameful
TE
tiptoed (v): walked quietly on the tips of his toes

curled (v): drew up his legs close to the body and curved his back
snoring (v): breathing roughly and noisily while sleeping
stirred (v): moved slightly
T
groaned (v): made a deep sad sound

ER
pleaded (v): requested

scorpions (n) : small creatures with a poisonous sting in the long tail
laughing-stock: someone or something which seems stupid
tumbling (v): falling helplessly
SC
scout (n): one who is trained in doing acts of public service

notorious (adj): well-known for some bad quality or act
faint (v): likely to lose consciousness
crouched (v): bent the knees close to the body in fear
encased (v): covered himself completely
crawled (v): moved slowly, keeping the body close to the ground


A
AN
1) According to the newspaper’s report who fought with the tiger?
2) Can you say why Swami’s father read the news to his son?
3) Did Swami believe the story? Give reasons for your answer.
G
4) What did Swami’s father ask him to prove?
5) Why did Swami try to change the topic when his father asked him to sleep alone?
II. N
Read the following sentences and say whether they are true or false. Write T
for true and F for false statements in the brackets. Correct the false
LA
statements.
1. Swami said that he would sleep alone from the following week. ( )
2. Swami’s father looked like a ghost in darkness. ( )
TE
3. When Swami was snoring, his grandmother pulled the blanket away. ( )
4. Swami was really afraid of darkness. ( )
5. Swami wished that the tiger had killed the boy. ( )
III. Tick the correct option to make the sentence true.
T
1) Swami was almost faint with fear because

ER
a) his father would beat him. b) he was afraid of ghosts.

c) a ghost entered his room. d) he had a terrible dream.
2) Swami clutched the leg of ………………………….
SC
a) his father. b) his grandmother. c) a chair. d) the thief.
Vocabulary
I. Pick out synonyms from the story for each of the following words.
1. clear 2. bravery 3. shameful 4. hide 5. upset
6. argued 7. swore 8. unpleasant 9. tapped 10. damage

II. Read the conversation given below and fill in the blanks with appropriate
words from the box.
grateful, respect, certain , courage, sternly, afraid of, terrible,

hesitated, disturb, disgraceful
Ruchira : I don’t know why the teacher …………. to give his mobile number?
A
Suhas : He might be worried that you would …….. him with your phone calls.
Ruchira : I have great …….. for him. I will never behave in a…..… manner.
AN
Suhas : I am …... that our teacher will not give his number. Anyhow, I like your
……………………….. . We are all ……………………. him.
Ruchira : I don’t think our teacher is ……… ………. but he says everything …………..
G
Once he gave me a wonderful gift so I am always ……………. to him.
N
III. Read the following clues given below to complete the word ladder.
LA
1 c y 2
Clues
TE
1. Sandhya said
_____________ that
she hated him. 3 g y 4
2. Sridhar is a ____________ boy of 10 years old.

T
3. Jyothi used to sleep beside her

ER
_______________.
4. The garden is full of ________________ coloured 5 w y
flowers.
SC
5. I met my friend Kumar on my

_________________ home.
Sometimes grown ups can trouble us by breaking body safety rules and that can
leave us scared or confused. Did you know that you can say ‘NO’ to an adult if
they trouble you? You can also GO away from that place and TELL an adult that
you trust about it.
This is called NO-GO-TELL. This is a simple rule that we can follow whenever
we feel unsafe around others.

IV. Proverbs
A proverb is a short sentence, usually known to many people, stating something
commonly experienced or giving advice. Here are some English proverbs:
Tit for tat.
Where there is a will there is a way.
A bad workman always blames his tools.
Every language has proverbs. In Telugu we call them ‘saamethalu’. Here is one example
A
from Telugu:
AN
‘kukka kaatuki cheppu debba’. It is important to know the meaning of a proverb before
you use it.
Match the parts under A and B to make some proverbs. You can use the clues
given within the brackets. The first one is done for you.
G
A B
1. An apple a day(search for a profession) [d ] a. is a friend indeed.
2. A friend in need (rhymes with need)
3. Failure is (search for ‘achievement’)
N [ ]
[ ]
b.
c.
saves nine.
mightier than the sword.
LA
4. A stitch in time (search for a number) [ ] d. keeps the doctor away.
5. The pen is (search for a weapon) [ ] e. the stepping stone to success.
6. Empty vessels (search for noise) [ ] f. the mighty ocean.
TE
7. Little drops of water make [ ] g. seldom bite.

8. Honesty (ends with ‘cy’) [ ] h. while the sun shines.
9. Make hay (search for a star) [ ] i. is the best policy.
10. Barking dogs (search for what dogs do) [ ] j. make much noise.
T
Grammar
ER
Look at the following sentences from the text.

1. Father was sitting under the lamp and reading the newspaper.
2. He looked over the newspaper.
SC
Sentence 1 is in the Past Continuous Tense form. It conveys that the action was in progress
at a particular point of time in the past. In sentence 2, the verb looked is in the Simple Past
Tense. It shows that the action was complete in the past.
I. Pick out 5 sentences from the story that use the Simple Past Tense and 5 sentences
that use the Past Continuous Tense. Write them down in your notebook.

II. Read the following paragraph and fill in the blanks with the simple past or
past continuous forms.
While Swami’s father …….........………. (read) the newspaper, Swami

…..……………..(listen) to it. His father ………………… (ask) him to sleep alone. But
he …………………. (be) afraid of ghosts. He ……………………….…..………(want) to
sleep in his grandmother ’s room. While he …………….………..(sleep), he
A
……………….…….…………(have) a terrible dream. A tiger …………………….……
AN
(chase) him and he ……………………..…………….…(try) to escape.
III. Editing
Read the following passage. Every numbered sentence has an error. Identify
G
and edit it.
(1)Akbar was on his way for the dining room. Hirachand was brought to him. (2)At the
N
same time a messenger come to say that the Queen was ill. (3)Akbar left Hirachand and spent the
LA
whole morning by his sick wife. (4)By the time he returned to a dining room, his meal was cold.
He ordered a fresh meal. (5)It took so long to get the meal ready that Akbar began to felt ill.
TE
Writing
I. Swami’s classmates, teachers and headmaster congratulated him on his courage

T
and bravery. Imagine yourself as Swami and write a diary entry describing
your feelings about the appreciation that you have received.
ER
II. Write a description about an act of bravery that you or your family member or
anyone of your friends may have shown at some stage in your life.
SC

I was able to write description / diary.

III. Change the story of “A Hero” into a drama/play use the following ideas to
write the script and enact it before the class.
Read Swami’s story once again.
Identify the characters.
Pick out the dialogues of the characters.
Identify the locations of the events.
Decide scenes and setting accordingly.
A
Assign roles to the members of the groups.
Enact the drama before the whole class.
AN
IV. Have a discussion in the whole class on how the performance could be
improved in terms of delivery of dialogues, costumes, actions, settings, etc.
We are all unique and different. Sometimes we wish we lived somewhere else, and
G
sometimes we wish that we could look different. Answer the following questions accord-
ing to how you feel.
N
1. Do you ever wish that you were born as a Boy/ Girl. (other that what you are
now.) Why?
LA
2. Are you expected to behave differently because you are boy or a girl?
3. Is there any job/ profession that only boys can do and girls can’t?
4. Are looks more important than behaviour?
5. We can’t change how we look, but we can change how we behave. True or False?
TE
Explain.
6. Below are a list of statements. Write B or G depending on whether the statements
are generally made to Boys or Girls.
Be adventurous and explore.
T
Don’t laugh loudly.

Don’t cry, you will look silly.
ER
Be gentle and soft spoken

Be brave and strong
Family honour depends on your behaviour.
SC
Study Skills
Change the words given in the box into different parts of speech. Some words may not
have all the forms given in the table. You may use a dictionary if you like.
strong courage grace sleep disturb hesitate

dark try wake notorious heavy

Noun Verb Adjective Adverb
courage discourage courageous courageously
encourage
wake
strong
A
grace
AN
sleep
disturb
hesitate
G
dark
try
N notorious
LA
heavy
TE
I. Your teacher will read the story ‘Carried Away by an Eagle’. Listen carefully
and answer the questions that follow.
T
ER
SC

1. How old was the child when she was picked up by the eagle?
2. In which country did the child live when she was picked up by the eagle?
3. Why did the eagle leave the child on a rock?
4. Why did the eagle fly round and round over the rock?
5. Why do you think that the girl was lucky?
6. Why do you think Svenhild still keeps the torn dress?
A
AN
II. Work in groups and retell the story ‘Carried Away by an Eagle’ in your own
words.
G
B. Reading (Poem)
My Nasty Adventure
N
LA
My plane was just about to crash.
So, I grabbed my bag and
Took out my big blue parachute
TE
to glide me down and land.

At last, I found a spot to land.
But there was a big breeze.
And so, I had to painfully
T
land on these sharp pine trees.

I was then filled with bruises as
ER
a pine fell on my ear.

I sat down on the ground to rest.
A thorn then poked me.
I slept on the ground frantically.
SC
Mosquitoes bit my nose.

Bugs crept all over me
and tickled my body.
I scratched myself when I woke up,
appearing like a fool.
And after the whole thing I thought
I’d rather go to school.

Glossary
crash(v): fall or come down violently
bruises(n): dark marks left on the skin when one has been hit
breeze(n): a gentle wind
poked(v): pushed a pointed object into something or someone
A
frantically(adv): very anxiously
bugs(n): small insects
AN
tickled(v): touched lightly in a sensitive part of the body causing laughter
scratch(v): to cut or damage a surface with something sharp or rough
G
N
I was able to interpret the poem on my own.
LA
TE
1. Who do you think is the speaker in the poem?

2. Which line in the poem suggests that the speaker was only dreaming?
3. Why did the speaker feel like a fool?
4. What did the speaker finally want to do?
T
5. Have you ever experienced any adventure in your life? If yes, share it with your
ER
classmates.
6. Do you think the title ‘My Nasty Adventure’ is suitable for this poem? Give
reasons. Give your own title and tell the class why you have chosen it.
SC
7. Why is the poem titled ‘My Nasty Adventure’?

8. List all the rhyming words in the poem.
Project
Collect one story of adventure from the newspapers/magazines/story books.
Paste it in your notebook and write your reflections. Present it before the class.

C. Reading
Learn How to Climb Trees

(Many tigers roamed about in the thick forests in the Kumaon and Garhwal hills
till the beginning of the 20th Century. Jim Corbett was brought up in this region. He
A
loved mountains, forests and animals. He was an excellent shooter. He killed many
man-eaters and saved the lives of countless people. )
AN
Kunwar Singh was the first to visit me the day I was given my first gun. I was eight
then. He came early, and I put the old double-barrelled gun into his hands with great pride.
He laid the gun aside and said to me, “You are no longer a boy, but a man; and with this good
gun you can go anywhere you like in the jungles and never be afraid provided you learn how
G
to climb trees. I’ll now tell you a story to show how necessary it is for us, who shoot in the
jungles, to know how to climb trees.
N
Har Singh and I went to shoot one day last April. We started when the stars were
paling. Since we found nothing to shoot, we started for home towards evening. While we
LA
were taking a sandy nullah that ran through dense scrub and thorn-bamboo jungle, a tiger
was looking at us. It stared at us for some time but went back.
We continued on our way
TE
and the tiger came out again and

it was growling and twitching
its tail. We stood still and
luckily, the tiger left the nullah.
T
Being disturbed by the tiger, a

number of jungle fowl rose
ER
cackling out of the dense

scrub. One of them alighted on
a branch and Har Singh fired at
it.
SC
The tiger came towards

us with a terrifying roar. I had
climbed up a runi tree but Har Singh could not climb up a tree as he had not learnt to climb
trees when he was a boy.
The tiger sprang at him and he was screaming. Now I fired the gun off into the air. The
tiger went away and Har Singh collapsed at the foot of the tree. I climbed down very silently

and went to Har Singh. I found that one of the tiger’s claws had entered his stomach and torn
the lining from his navel to within a few fingers breadth of the back-bone. All his inside had
fallen out. I could not know what to do. Har Singh told me to put his intestines back into his
stomach. I stuffed them all back along with the dry leaves, grass and twigs that stuck to
them.
Later I wound my pugree (turban) round his stomach and knitted it tight to keep
everything from falling out again. We started for home walking for seven miles. I led the
A
way and Har Singh followed me. Holding the pugree in position Har Singh told me that he
wanted to meet the doctor. We walked for the extra three miles to the hospital. It was night
AN
and the hospital was closed. But the doctor-babu who lived nearby was awake. He asked
me to call Aladia, the tobacco-seller. When I returned,the doctor had laid Har Singh on a
string bed. Aladia held the lantern and I held the two pieces of flesh together. The doctor
was very kind. He sewed up the hole in Har Singh’s stomach. I offered him two rupees but
G
he refused to take it. When we went home, the woman folk were crying.
-Jim Corbett
N
LA
Glossary
paling (v): appearing less bright

TE
nullah(n): a water course, especially a dry one

scrub (n): an area of dry land covered with small bushes and trees
cackling (v): making a loud unpleasant noise
T
collapse (v): to fall down suddenly because of loss of strength/support

ER
sew (ed)(v): to join / attach something using a needle and thread

SC


1. What do you think is the main reason for the tiger’s attack on Har Singh?
2. What kind of person was the doctor? Justify your answer.
3. What would you have done if you were in the narrator’s place when the tiger
attacked Har Singh? Do you think that it is appropriate to give an eight year old a
gun?
A
4. What do you think the narrator wants to convey through this story?
AN
Self Assessment
G
Read and tick (9
Indicators
N
I was able to talk on the fortune favours the brave (Face sheet)
Yes Somewhat No
LA
A. A Hero
TE
B. My Nasty Adventure(poem)
C. Learn How to Climb aTrees
I was able to do the exercises on synonyms and proverbs given
under ‘Vocabulary’.
T
I was able to understand the do the exercises on simple past and

ER
past continuous tense given under ‘Grammar’.

I was able to write a diary given under ‘Writing’.
SC
I listened to and understood the story “Carried Away by an Eagle”

answered the questions and retold the story given under
‘Listening and Speaking’.

7 The Wonderful World of Chess
Look at the following pictures.
Hide & seek Longjump Cricket Weight lifting Hockey
A
Shuttle badminton Volleyball Highjump Hopscotch Javelin throw
AN
Hurdles Football Chess Relay Kabaddi
Kho-kho Basketball Table-tennis Skipping Discus throw
Carrom Tennis Gilli-danda
N G
LA
TE
T
ER
SC
1. Name the games and sports that you see in the picture.
2. Name the games and sports that you play.
3. Write the names under the appropriate picture.
Oral Discourse: Talk on - Your favorite game or sport.

A. Reading
Read the following :

Which game or sport do you like? Of all the games, don’t you think chess is very
special? For example, it is one of the games that needs a lot of mental activity and almost
A
no physical activity. Can you say a few more differences? What words come to your mind
when you think of chess? Write them in the bubbles. Use the words in the box.
AN
N G rook
LA
TE
checkmate
T
ER
bishop - pawn - defence - knight - grandmaster - rook - king - rapid chess - queen -
chessmen - draw - sacrifice - move - whites - blacks - square
SC
What do you know about chess? What do chessmen do? How do they move? What
does the word ‘checkmate’ mean? To find answers to these questions and to know some
interesting things about chess, let us read and understand this essay.

I. Read quickly and answer the following questions:
1. Is chess played only in a few countries or all over the world?
2. Who invented chess?
3. Is chess an expensive game?
4. Can the chessmen move in any way they like?
5. What is the national body for chess?
A
6. Do we have good chess players in India? Name a few.
AN
II. Now read the essay paying special attention to the words in bold print.
Guess their meanings and check them with the glossary.
G
The Wonderful World of Chess
N
LA
Introduction
Kingdoms have vanished.
Kings have gone. But one game
TE
they played remained with us; and

probably remains with us forever:
CHESS. It has won the hearts of
Indians, Egyptians, Persians,
T
Chinese, Japanese and every

thinking animal on earth. What
ER
is it that made it so dear to our

hearts? Different people give
different reasons.
SC
History
This wonderful game of
chess is a gift of India to the
world. The Hindus believe that it
was invented by Queen Mandodari, the wife of King Ravana. However, historian
H.J.R.Murray holds that it was invented by a scholar from North-West India around fifth
century. In those days it was called ‘chaturanga’ – the four divisions of the military. Legend

has it that this inventor was ordered by the ruler to ask for a reward for his invention. He
requested the king to give him 1 grain of rice for the first square, 2 for the second one, 4
for the third one, and so on - doubling the number of grains continuously up to the 64th
square. Everybody thought that he was a fool. But when the royal accountants announced
the quantity of rice that should be given to the inventor, everyone was awestruck. The
figure was gigantic. No one had ever heard of such an enormous number. It was
18,446,774,073,709,551,615. The accountants told the king that it could not be paid even
A
with all the rice available on earth. What a number! If you want an idea of how big this
number is, imagine you have this much money. Then, if you spend one crore rupees every
AN
second of your life, it takes approximately 60,000 years for you to spend all the money.
The Rules of the Game
Just like any other game, chess is also governed by rules. The pieces or the chessmen
G
like the rook, the knight, the bishop, etc., move on the board in quite a restricted way. The
movement of each piece is important because if a piece can move to a square, it can capture
the piece in that square, whoever it may be.
N
The king (raju) and the queen (mantri) can move in any direction. Nevertheless, the
LA
king cannot go beyond one square whereas the queen has no such restrictions.
The bishop (sakatu) and the rook (enugu) can move to any square provided it is on
their path. The bishop goes diagonally whereas the rook goes straight.
TE
The knight (gurram) and the pawn (bantu) are very special in their own ways. The
knight is the only piece that can jump over other pieces. He goes two squares forward (or
backward) and one square sideways (to the left or to the right). The pawn, like a brave
soldier, marches only forward. When it starts from the second row, it has the option of
T
going one square or two squares forward. However, after the first move, it can only move
one square forward. The pawn has a special move. It can go one square diagonally when it
ER
captures one of his opponent’s men; even if it is the mighty king. The pawn has another
speciality. It is the only piece that can have promotion to any rank. This is possible only
when it reaches any square on the first row of the opponent.
A player marches her chessmen and tries to capture the opponent’s king. If she does
SC
that, she calls out ‘checkmate’ and wins the game. It sounds simple, but it is very, very
complicated. Do you know how many ways are there to do that? Mathematicians say that
around 10120 unique games are possible in chess. Compare this jumbo number with the
earlier number 264 – 1. How big is this? There aren’t even that many electrons in this
universe.

Competitions and Governing bodies
Each district and state has a chess association, which conducts training camps and
tournaments. The state associations are affiliated to All India Chess Federation, which in
turn is affiliated to the World Chess Federation. It is also called FIDE. It acts as the
governing body of international chess competitions. It gives a rating to every player in the
world depending upon the number of games won, drawn or lost - the greater the rating the
better the player. If you are on the lookout, you will find many invitation tournaments
A
conducted at school, village, mandal, district and state levels. You can rise to the ranks of
an International Grandmaster, (or simply ‘Grandmaster’ as is used nowadays) by winning
AN
more and more games and becoming a Candidate Master, then an FIDE Master, and then an
International Master.
The Benefits of the Game
G
The benefits of playing chess are innumerable. Some say it refreshes their mind while
others say it improves their memory, concentration, and logical thinking. In fact, some
N
experiments have proved that it does all these things. Since chess involves a number of
calculations, it increases our mathematical abilities and problem solving skills. That
LA
is why it is taught as a school subject in as many as 30 countries including Venezuela,
Iceland, and Russia. So, what are you waiting for? Start playing chess right away!
TE
Glossary
vanish (v): to disappear or stop being present or existing

pauper (n): a very poor person
T
penetrate (v): to move into or through something

opponent (n): a person being competed against in a game or a sport
ER
accountant (n): someone who keeps the records of money received, paid and owed
awestruck (adj): filled with feelings of admiration or respect
figure (n): a number
SC
gigantic (adj): enormous, extremely large

restricted (adj): limited, especially by rules, laws, etc
capture (v): to take someone as a prisoner, especially by force
affiliated (v): become part of a larger group or organization
limelight (n): public attention
involve (v): include


A
I. Answer the following questions individually. Then, discuss your answers with
AN
the members of your group.
1. Who do you think invented chess, Mandodari or the scholar from North-west
India? Why?
2. The story did not tell anything about what the king had done. What do you think
G
had happened? What would you have done if you were the inventor (or the king)?
3. Can a pawn capture the queen? Support your answer quoting from the essay.
N
4. In what way are the rook and the bishop similar?
LA
5. Which of the chessmen do you think is the most powerful one? Why?
6. The possible positions of some chessmen (represented by a four-point star) are
dotted in the following pictures. Match them with the appropriate piece.
TE
T
King Rook Bishop Knight Queen

ER
7. A rook, a knight, and a bishop are

SC
shown in the picture. Put a cross in

all the squares that the rook can go.
Put a tick in all the squares that the
knight can go.

Vocabulary
I. In an expository essay like this, you often find many clues that help you guess the
meaning of unfamiliar words; if there are any. For example, in the first two sentences,
if the word ‘vanish’ is unfamiliar to you, you can guess its meaning from the next
sentence. Both the sentences are similar. You know that ‘kings’ in the second sentence
is related to ‘kingdoms’ in the first sentence. Hence you can guess the meaning of
A
‘vanished’ from ‘gone’. This is supported by ‘but’ and ‘remained with us’ in the third
sentence. While guessing the meaning, the overall theme, the meaning of the paragraph,
AN
and the meaning of other sentences help you.
Look at the following sentences taken from the essay. Discuss them in your group
and discover the clues that help you guess the meaning of unfamiliar words. The
G
next time you read a text, try to guess the meaning using the available clues.
N
LA
TE
T
ER
SC
II. You have learnt that the king, the queen, the bishop, etc. are called ‘chessmen’. So,
you can call any of them a ‘chessman’. This is a special word that represents six names.
Such a word that includes the meanings of other particular words is called a
‘superordinate’ word or a ‘hypernym’. The words that are included in a hypernym are
called hyponyms. In the above example, chessman is the hypernym. Its hyponyms are
‘king’, ‘queen’, ‘bishop’, ‘knight’, ‘rook’, and ‘pawn’. A hypernym can be a hyponym of
another hypernym. For example, rose, brick red, dark red, and crimson are hyponyms
of ‘red’. But red is a hyponym of ‘colour’. This can be illustrated like this.

colour
chessman red green blue
king queen bishop rook brick red rose crimson magenta
A
AN
Look at the 23 pictures and the words given at the start of the unit and identify
hypernyms and hyponyms. Use the diagram given below. You can add some more
words from your vocabulary.
III. In groups, draw similar diagrams on charts to show hypernyms and hyponyms related
G
to sports, strength sports, athletics, runs, sprints, relays, jumps, and throws. Display
them in the class.
games
N
LA
children’s games ball games board games
TE
T
ER
Grammar
I. Study these sentences

SC
1. If you want an idea of how big this number is, imagine you have this much money.
2. Then, if you spend one crore rupees every second of your life, it takes approximately
60,000 years for you to spend all the money.
3. If she does that, she calls out ‘checkmate’ and wins the game.
4. If you are on the lookout, you will find many invitation tournaments conducted at
school, village, mandal, district and state levels.

In the above sentences, a condition is expressed using an ‘if-clause’. Notice the comma
at the end of the clause. The clause that follows it is the main clause.
Notice the tense in both the clauses – it is simple present. However, sentence 4 has
‘will’, denoting ‘future’.
Sentences 2 and 3 talk about what happens when the condition is met, whereas the first
sentence asks the listener/reader to do something when the condition is met with (notice
the imperative in the main clause).
A
If- clauses: type 0 and 1
AN
Sentences 2 and 3 talk about what is certain according to mathematics and according
to the rules of chess respectively. This type of condition is called if-clause type 0.
This is also used to talk about universal truths, common sense, experience, and facts
decided by science. Eg. 1. If you heat ice, it melts. 2. If you put blue litmus paper in
G
any acid, it turns red. 3. If you step on a snake, it bites.
Sentence 4 is an example of if-clause type1. Here ‘will’ is used in the main clause to
N
talk about the possibility of an action in the future.
LA
Sentence 1 has an imperative in the main clause. We do not know whether it will be
fulfilled or not. Since this too expresses possibility, it comes under if-clause type 1.
Notice that if-clause type 0 does not talk about possibility. Usually, it talks about
TE
certainty. It does not use ‘will’ or any other auxiliary in the main clause.
II. Read the following sentences and underline the if-clauses. Then, decide whether
they are type 0 or type 1. Discuss and then write ‘0’ or ‘1’ against each sentence.
T
1. You need not buy pink colour. If you mix red and white, you get pink. – 0
ER
2. Listen to your father. If you do not listen to him, you will be in trouble.
3. My brother said, “If you want to get good marks, why don’t you study harder?”
4. Do not take away my homework book. If you do it once again, I will take you to
the headmaster.
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5. I have a number in my mind. If you divide it by 2, you get zero. If you multiply it
by 2 , you still get zero. What is it?
6. My science teacher said, “If you keep phosphorous in the air, it catches fire.”
7. It is getting late. If we do not take a taxi, we will not catch the train.
8. Miss Bhanu is very strict. If I am late, she will make me stand in the corner.

9. My social teacher said, “If the demand increases, the prices go up.”
10. My English teacher said, “If you want to learn English, read a lot.”
III. Take three type 0 clauses and three type 1 clauses. Replace ‘if’ with ‘when’ and
write the sentences. What did you observe? Which sentence sounds natural?
IV. Write ten sentences with if clause type 0 and type 1. Use the following clues if
you like.
A
1. oil – water –turn – steam 2. divide an even number by
two – zero
AN
3. disturb a snake - bite 4. save money – help in old age
5. keep quiet – tell a story 6. take medicine – get well
7. meet Ravi Varma – ask – see me 8. buy – two pairs – one pair free
G
9. help me with English – help with Maths 10. miss bus – what you do?
Writing
N
LA
I. Collect some information about your favourite sport or game and write a
brief essay on it.
TE

I was able to write an essay.
T

ER


SC


II. The following paragraph has some errors in capitalization, punctuation, prepo-
sitions and forms of verbs. Correct them and rewrite the paragraph in your
notebook.
“Health is wealth.” If we understand this, we can kept ourselves fit. apart from a
balanced diet, sports is necessary to maintain our health
We may feel that, if we spend our time in playing, when should we study Here is solution’
study on the morning as the mind is fresh. after you return home from school, play for
about one to two hours as the mind is tired Then you can study again. So friends, always
A
remember the proverb, all study and no play makes Jack a dull boy. This proverb not only
apply to jack but for all of us
AN
Study Skills
I. Reference material is usually available in the following forms (See the box
G
below.) Each of them serves a specific purpose. If we know what is what, we
will be able to get the information we want without much effort.
manual: N
a book which gives you practical instructions on how to do something
or how to use something, such as a machine
LA
handbook or companion or blue book :
a manual which summarizes a subject and is useful for ready reference
directory: a list of references, used for ease of locating their subject
TE
atlas: a set of maps, often of geographical locations

dictionary or lexicon :
(the latter generally provides more grammatical analysis) : an
alphabetical listing of words and their definitions
compendium: a short but complete account of a particular subject
T
encyclopedia: a book or set of books containing many articles arranged in

alphabetical order which deal either with the whole of human
ER
knowledge or with a particular part of it:

almanac: a book of information in specific fields, often by date
thesaurus: a list of words with similar, related, or opposite meanings
SC
II. Some books on chess are given below. The name of the author is in regular font
and the title of the book is in italics. The year of publication is within the brackets.
Using this information and the information given in the above box, try to an-
swer the following questions:
1. Who wrote Chess Training for Budding Champions?
2. When was The Diary of a Chess Queen written?
3. Name two authors who wrote books for children.

4. You do not know chess. You want to learn it. Which books will you choose?
5. You have come across an unknown term like ‘king’s Indian’ while reading a book.
Which book do you consult?
6. You are learning chess, and you want to know the rules. Which book do you turn
to?
7. Name a few books which are good for people who are already good players.
8. What do you expect to see in the book, How Computers Play Chess?
A
9. Pick out the books that give biographical sketches of chess players.
10. Look at the title of the book, How I Became a Grandmaster at Age 14.
AN
What does ‘I’ refer to? Give the name of the person.
Books on Chess
G
1. Harkness, Kenneth (1967). Official Chess Handbook. David McKay.
LCCN 66-13085.
N
2. Chandler, Murray (2003). Chess Tactics for Kids. Gambit. ISBN 1901983994.
3. Wolf, Patrick. The Complete Idiot’s Guide to Chess.
LA
4. Giddins, Stephen (2006). 50 Essential Chess Lessons.
5. Harkness, Kenneth (1970), Official Chess Rulebook, McKay, ISBN 0-679-13028
6. Hall, Jesper. Chess Training for Budding Champions.
TE
7. Kongsted, Christian (2003). How to Use Computers to Improve Your Chess.

Gambit Publications.
8. Harkness, Kenneth (1956). The Official Blue Book and Encyclopedia of Chess.
David McKay. OCLC 1578704
9. Kosteniuk, Alexandra (2009). Diary of a Chess Queen. Mongoose Press.
T
ISBN 978-0-9791482-7-9.
10. Chernev, Irving (1976). Twelve Great Chess Players and Their Best Games. Dover
ER
(1995 ed.). ISBN 978-0486286747 (1995 ed.).

11. Kosteniuk, Alexandra (2001). How I Became a Grandmaster at Age 14. Moscow.
ISBN 5829300435.
12. Alexander Kotov (Jun 30, 2003). Play Like a Grandmaster.
SC
13. Levy, David; Newborn, Monty (1991). How Computers Play Chess.
Computer Science Press. ISBN 0-7167-8121-2.
14. Bobby, Fischer. My 60 Memorable Games
15. John Nunn. Learn Chess.
16. Euwe, Max; Timman, Jan (2002). Fischer World Champion!.
ISBN 978-90-5691-095-2.
17. Kidder, Harvey (1960). Illustrated Chess for Children. Doubleday.
ISBN 0-385-05764-4.

I. Your teacher will read a story about “Health and Strength.” Listen to her care-
fully. When she reads it for the second time, fill in the blanks in the family tree.
A
Health M
AN
Pleasure Sports M
G
Volleyball
N Hurdless
LA
Chess
TE
T
Once an intelligent girl has written some words about herself.

ER
The words start with letters A-Z.

Agreeable Facetious Lively Quiet Vivacious
Becoming Generous Merry Regular Womanish
Careful Honest Natty Sociable Xantippish
SC
Desirable Industrious Obedient Tasteful Youthful

English Keen Philosophic Useful Zealous etc…

II. Work in groups. Ask and answer the following questions and complete the table.
Is it a game or a sport?
outdoor game /sport?
India or all over the
What things do we
Is it played only in
How many players
play on each side?
Does it need a big
need to play the

Is it an indoor /
game \ sport?
playground?
A
world?
AN
Weight-lifting 1 sport no indoors world gym
Hockey
G
Carrom
Hopscotch
Tennis
Chess
N
LA
Running
Volleyball 6 game no outdoors world ball and net
TE
Badminton
Javelin throw
Table-tennis
T
Cricket
ER
Now, look at the table and try to describe any game or sport. While describing, you
can give the information in the columns in any order. For example, you can say, “Volleyball
is played all over the world. It does not require a big playground. We need a ball, a net, and
12 players - 6 on each side, to play it. It is an outdoor game.”
SC
You can also say. “ We do not require a big playground to play volleyball. What we
need are 6 players on each side. We also need a net, a ball, and a small playground. It is an
outdoor game played all over the world. It requires good skill to be good at this game.”
You can describe it in many other ways depending upon what you want to focus on.
The first description focuses on whether the game is played only in India or all over the
world. The second description focuses on the size of the ground required to play the game.

B. Reading
Of all the games and sports you know, in which event do players get hurt most?
In which event do players argue, scold one another, or sometimes fight? In what way
chess is different from such games? Do you consider it a game of war or a game of
peace?
A
Chess
AN
I like to think chess is a courteous game,
I play it with family and friends.
I like to think chess is a peaceful game,
Nobody gets hurt when it ends.
G
I never distract my opponent,
I don’t want to act like a pest.
I hope they behave in the very same way,N
LA
So both of us play at our best.
I know chess is not really gentle,

It’s more like a war or a fight.
TE
I always shake hands at the start and the end,

So we can stay friends day and night,
On the board we’re enemies,

Off the board we’re friends.
T
On the board there’s never peace,

But that is just pretend.
ER
On the board we’re enemies,

Off the board we’re friends.
On the board there’s never peace,
SC
But off the board I hope for peace that never,

never ends.
I like to think chess is a courteous game,

I play it with family and friends.
I like to think chess is a peaceful game,
Nobody gets hurt when it ends.
- Nathan J. Goldberg

Glossary
courteous(adj): polite and respectful; well-mannered
distract(v): to take somebody’s attention away from what they are trying to do
A
1. How does the poet consider chess: a game of peace or a game of war?
AN
2. Which line strongly supports that chess is a peaceful game?
3. Why does the author shake hands at the start and at the end?
Do you think that the writer is special in doing that? Do you find this happen in
other games?
G
4. What happens if you are distracted while playing chess? Do players try to
distract their opponents to have the advantage? Is it fair?
N
5. Stanza 4, line 1 says, “On the board we’re enemies”. Line 3 of the same stanza
says, “On the board there’s no peace”. Then how can it be a peaceful game?
LA
6. Stanza 1, line 1 says that chess is a courteous game. Is the author courteous?
Support your answer quoting from the poem.
II. You know that words like ‘friends’ and ‘ends’ rhyme with each other. But do you know
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that complete lines can also rhyme with one another? For example, lines 1 and 3 in
stanza 1 rhyme with each other. Both the lines have the same structure. This is called
parallelism. Sometimes, they carry the same theme too - like these two lines. But
they can contrast with each other too. There is such a pair in this poem. Pick it out.
III. Parallelism is used in prose too. The author uses this technique to reinforce ideas of
T
importance or to make the text more pleasurable to the reader, or both. Pick out the
lines that show parallelism. What is its purpose?
ER
IV. ‘Repetition’ is another poetic device used by poets to reinforce ideas or to make a
poem pleasing to the ears or both. In this poem you will find complete stanzas repeated.
What are they? What is the purpose of repetition here?
SC
V. Try to write a parody replacing ‘chess’ with ‘cricket’ or any other game of your choice.
Project
I. How many of your friends play chess? Is there any remarkable player in your
school, mandal or district? Write a short profile of that person and display it
on your wall magazine.

C. Reading
(You have read an essay on chess. You have also read about some good chess players in
India. Here is an interesting passage about one of the greatest women chess players in
the world. Read and answer the questions.)
Koneru Humpy
A
Koneru Humpy is an Indian chess player, and the best
AN
woman at the chess board that the nation has ever produced.
Among the female chess players of India, she is considered to
be on par with Vishwanathan Anand. She holds the World No. 2
rank (Judit Polgar is No.1) among the female chess players.
G
Early Life and Introduction to the Game of Chess
She was born on the 31st of March, 1987 at Gudivada,
N
Krishna district of Andhra Pradesh. Her father, Koneru Ashok
worked as a lecturer in chemistry. He was a wonderful chess
LA
player, who won the South India Open Championship in 1985.
Young Humpy got attracted towards the game at a very young age of just 5 years. Her father
soon spotted her extraordinary skills in the game and realized she could become a great
player if conditioned properly. Ashok took the bold decision of giving up his job to
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concentrate fully upon Humpy’s chess career.

The Impressive Beginning upon the Chess Board
The little Humpy showed her remarkable prowess as an excellent chess player as
soon as she began playing the game. She caught everybody’s attention for the first time
T
when she won the Under 8 National Chess Championship in the year 1995.
ER
Remarkable Performance at the International Level

Soon after proving her excellence at the national level, Koneru entered the International
Chess Circuit. After taking the world by storm and clinching the World Chess titles in the
Under 10, Under 12 and Under 14 age groups, Humpy got an International Master title in
SC
the year 1999, at the age of 12 years. Further, she achieved her 3rd Grandmaster norm in
the Elekes Memorial Grandmaster Tournament held at Budapest, Hungary. Koneru created
a world record by earning the International Grandmaster title at the age of 15 years 1 month
and 29 days. She broke Judit Polgar’s record to achieve the feat, and became the youngest
woman ever to have earned the coveted title. Later, Hou Yifan broke Humpy’s record by
earning the title at the age of 14 years 6 months in the year 2008. Koneru Humpy has been
the First Indian Woman to have received an International Grandmaster title in the game of
chess.

Performance at the World
Chess Championship
In the year 2001 she won the World Junior
Chess Championship. She lost in the Second Round
of the Women’s World Chess Championship 2006.
Her performance in 2008 was better. She reached
the Semi Final Round, where she lost to Hou Yifan
A
of China. Humpy participated in the FIDE Women’s
Grand Prix 2009–2011 and finished in overall
AN
second position, in turn qualifying as challenger for
Women’s World Chess Championship 2011.
Pride of the Nation
At Doha Asian Games 2006, Koneru Humpy
G
made the nation proud by bagging two Gold Medals
in the Individual as well as Team Event of Chess.
She also won the International Open Chess
N
Tournament 2007 held at Kaupthing, Luxembourg. In October 2007, Humpy scored an
LA
FIDE rating of 2606 points, just behind the World No. 1 female chess player, Judit Polgar.
Humpy has broken the world record set by Susan Polgar who had a rating of 2577 points
while she was at the World No. 2 spot. Humpy has also been the second woman ever in the
history of chess who has crossed the 2600 points mark. Judit Polgar has done it for the
TE
first time.
Awards & Honours
For showing extraordinary talent as a chess player and making the nation proud several
times at the international level, Koneru Humpy has been honoured with a number of awards
T
and recognitions. To commend her exceptional skills and achievements, the Government
of India bestowed upon her the coveted Arjuna Award in the year 2003. Further, in the year
ER
2007 she was awarded with the prestigious Padma Shri Award. Humpy was also conferred
upon the Raja-Lakshmi Award in the year 2008 by Raja-Lakshmi Foundation of Chennai.
SC
1. What was Humpy’s first remarkable achievement?

2. At present, who do you think is the youngest woman grandmaster? Why?
3. Was Humpy’s father right in giving up his job for Humpy?
What would you have done? Support your answer.
4. What qualities helped Humpy to reach the top in chess?
Do they help you in any way? Share your ideas in groups.

Self Assessment
Read and tick (9
I was able to talk on, “ My favourite game” (Face sheet)
A
A. V.V.S. Laxaman
AN
B. Chess (poem)
C. Koneru Humpy
I was able to classify the sports and games and name the sports
G
items given under ‘Vocabulary’.
I was able to understand the usage of ‘adjectives, order of adjectives
N
and forms of the verbs’ given under ‘Grammar’.
LA
I was able to write a profile, a letter and a message given under
‘Writing’.
TE
I listened to and understood the story “The Olympic Champion and

the Ducks” and did the exercises given under ‘Listening and Speaking’.
T
ER
Fun With Language

Have you noticed? The first
CHESS letters of these words/phrases
SC
make the word ‘chess’. This kind

Challenges brains of text or a poem, in which the
Helps them get smarter first letters of each line spell a
Excites, explores word or phrase, is called an
acrostic. Try to write an acrostic
Simulates war for your favourite game or sport.
Strengthens wits

8 Snakes in India
Garden Snake
A
I saw a snake and ran away….
Some snakes are dangerous, they say;
AN
But mother says, that kind is good,
And eats up insects for his food.
So when he wiggles in the grass
I’ll stand aside and watch his pass
G
And tell myself, “There is no mistake,
It’ s just a harmless garden snake.”
1. Where do you normally find snakes? N

LA
2. Name the snakes that you know.
3. In what way(s) are snakes useful?
Oral Discourse: Talk on - Talk about your reaction when you see a snake.
TE
A. Reading
Snakes in India
T
What are the most dangerous animals on the Indian subcontinent? They are not lions,
ER
tigers or wolves but poisonous snakes. They attack far more frequently than most people
suspect. Over 20,000 humans are bitten by venomous snakes in India each year.
Unfortunately, the death-rate from snake bites is high, largely because of widespread
ignorance about snakes and snakebite prevention. Also, proper medical treatment is often
delayed or unobtainable. According to an estimate made by the World Health Organization,
SC
about 15,000 deaths from snakebites occur annually in India—nearly half the world total
of such deaths. Even for those who survive, it is a dreadful experience, usually resulting in
days or weeks of agony.
Take what happened to Tengal Kamal on a rainy evening in August 1981. Kamal, a
25-year-old farmer living near Goregaon, a suburb of Mumbai, was working barefoot in his
fields when he suddenly felt a sharp sting on his right foot.
Kamal examined his foot and saw two tiny marks near the ankle. Convinced it was a
snake-bite, he hastily tied a rope just above his knee, and called out to a relative working

nearby, who immediately took him by taxi to a local doctor’s dispensary. Unfortunately, the
doctor was not a fully qualified allopathic practitioner and did not know about antivenin
serum (anti-snake venom) or how to administer it. He gave Kamal a pain- killing injection
and antibiotic tablets. He told him to rest at home until the pain subsides.
But during the next
few hours, Kamal felt
increasingly giddy and
vomited continually. His
A
right foot and lower leg
swelled alarmingly and
AN
the pain was unbearable.
Kamal’s relatives rushed
him to a large public
hospital in central
Mumbai.
G
By then it was
more than five hours
since Kamal had been
bitten and blood had
N
LA
begun to ooze from the snake-bite marks. His gums were also bleeding and a soft thin tube
put through Kamal’s nose into his stomach revealed a large amount of blood. Fearing that it
might already be too late, the doctor gave Kamal an injection of antivenin, and began an
emergency blood transfusion.
TE
Over the next three days, Kamal was given 15 such transfusions as well as a repeat
shot of antivenin. It was only after the fifth day that he was declared out of danger. After
about a fortnight he was finally discharged from hospital.
Only about 50 of the more than 200 species of snakes in India are venomous. Of
these, only four—Russell’s viper, saw-scaled viper, Indian cobra and common krait—are
T
really dangerous. They are found across the country, from desert to fertile plains. While all
the four are most common in rural India, Indian cobras and common kraits can be found in
ER
and around any human dwelling, posing danger even in the suburbs of major cities like
Mumbai, Kolkata, and New Delhi.
Of the death-dealing quartet, the Russell’s viper
is found from the paddy fields and river valleys of
SC
north India to the densely forested hills of Tamil Nadu,

Kerala, and Karnataka in the south. Tan or brownish,
thick-bodied, and reaching a length of one metre, it
has long, movable fangs that inject a large amount of
venom, making it even more dangerous than the Indian
cobra.

The Indian cobra, a relative of some killer snakes
of Asia, Africa and Australia, is readily recognized by
the ‘spectacle’ (picture on the right) and ‘monocle’
(picture on the left) marks on its back. However, the
black cobra has no distinguishing marks.
About one and a half to two metres long, the
cobra spends much of its time underground or beneath
dead logs or stones, feeding mainly on frogs and rats.
A
The cobra’s bite is shallow and delivers a smaller dose
of venom. But the venom is three times as toxic as
AN
that of the Russell’s viper.
Even more toxic is the venom of the
secretive and timid common krait. One to one
and a half metres in length, it is found
G
throughout India. The common krait is usually
glistening, bluish-black, with thin, often
N
indistinct, white cross-bands.
Contrary to what many people believe, most snakes are timid, nocturnal creatures,
feeding mostly on rats, mice, frogs, toads, lizards or birds. They attack humans only when
LA
actually stepped upon, or provoked in some way. Precautions, such as wearing shoes and
long trousers when walking through high grass and undergrowth, will lessen the risk of
being bitten, for most snake-bites in India occur as people walk barefoot. Carry a lantern
or a torch when you venture out at night.
TE
Beat the ground ahead with a long stick as you walk—snakes will perceive the vibrations
and slither away. The snakes move around as long as they have rats to feed on. Hence, keep
your home and its surroundings rat-free. One should be alert during the monsoon season
when snakes are most active.
T
ER
Glossary
ignorance (n): lack of knowledge or information about something

convinced (v): completely sure about
SC
giddy (adj): feeling that everything is moving and that you are going to fall
unbearable (adj): too painful , annoyingly unpleasant
reasonable (adj): acceptable
toxic (adj): containing poison, poisonous
nocturnal (adj): active only during the night


A
AN
1. Why do many people die of snakebite?
2. If 100 people died in a year in India, how many people might have died in the rest
of the world?
G
3. What opinion do you form about the first doctor who treated Kamal?
4. What does a Russell’s Viper do when provoked?
N
5. What is the death-dealing quartet?
6. What are the poisonous and non-poisonous snakes?
LA
7. What is the writer’s opinion about snakes?
8. What are people’s misconceptions about snakes?
9. What precautions should we take if we want to lessen the risk of a snakebite?
10. If you had been in Kamal’s position, what would you have done?
TE
11. Why do you think some people worship cobras even though they are poisonous
and very harmful?
Vocabulary
T
I. Fill in the blanks with words given below:

ER
convinced, repeat, occur, contrary, venture
Sometimes cyclones ___________________ in the ocean. _________ to our

SC
opinion fishermen are never ______________ that it is dangerous to _____________

into the ocean during the cyclones. They ______________ the same mistake and lose
their precious lives.
II. Look at the following words from the text: 1. precaution 2. dangerous
The word ‘precaution’ consists of two parts – ‘pre-‘ and ‘caution’ (prefix+root).
The word ‘dangerous’ consists of two parts ‘danger’ and ‘-ous’ (root+suffix).

Add appropriate prefixes / suffixes to the following roots to make new words.
Prefix Root New Word Root Suffix New Word
discourage discourage king -dom kingdom

active rich
A
legal brave
fame
AN
able
believe boy
Fill in the blanks in the following sentences with suitable forms (after adding a
prefix/suffix) of the words in brackets.
G
1. He was acting in a very __________________ way. (child)
N
2. This word is very difficult to spell, and even worse, its ___________. (pronounce)
3. You shouldn’t have done that! It was very __________________ of you. (think)
LA
4. He didn’t pass his exam. He was ____________ in the second attempt. (succeed)
5. Some of the Indian cities are dreadfully __________________ . (crowd)
TE
6. The team won the__________________ . (champion)

7. There is a very high __________________ that they will be late. (likely)
8. I couldn’t find any __________________ in his theory. (weak)
9. There was a three-hour __________________ because of the strike. (stop)
T
10. You need a _______________of motivation, organization and revision to learn

ER
English.(combine)
Grammar
SC
I. Read the following sentences.

1. The snakes move around as long as they have rats to feed on.
2. He told him to rest at home until the pain subsides
z ‘Until’ refers to a point of time or an event.

z ‘As long as’ refers to a period of time ( duration) over which an activity lasts.

Fill in the blanks with ‘until’ or ‘as long as’.
1. Kamal went on playing foot ball ………………………. there was light.
2. We went on watching TV ………………..10 p.m.
3. The cricket match continued ……………. the rain stopped it.
4. You should go on taking this medicine ………you have the pain.
5. Do not wait ………..luck knocks at your door. If you start work, you will be
lucky.
A
II. Look at the following sentences from the text.
1. Kamal examined his foot.
AN
1 2
2. It was a snake-bite.
1 2
G
Normally all sentences have a subject and a predicate. In the above sentences, the
first part is called the subject and the second part is called the predicate. The subject is
usually a noun or a pronoun. The predicate gives information about the subject. You will
N
notice that some sentences do not have subjects as in ‘Shut the door.’ Here, the subject is
‘you.’
LA
Now observe some more examples:
1. Nagamani came.
1 2
TE
2. She taught a wonderful lesson.

1 2
3. A number of students liked it.
1 2
T
The subjects in these sentences are a noun, a pronoun, and a noun phrase
respectively. So the subject of a sentence can be a noun, a pronoun, or a noun phrase.
ER
The predicate in the first sentence consists of a single word, which is a verb. In
sentences 2 and 3, the predicate consists of more than one word but it has essentially a
verb. So, the predicate can consist of one or more words but it must contain a verb.
Now read the following sentences and pick out the subject and the predicate in each
SC
sentence. The first one is done for you.

(1) Poisonous snakes are very dangerous.
(2) The cobra is a poisonous snake.
(3) Many people die of snake bite.
(4) Some snakes are timid and harmless.
(5) Doctors can save snake bite victims.
(6) We should be cautious of poisonous snakes.

Sentence Subject Predicate
No.
1 Poisonous snakes are very dangerous
2
3
4
A
5
AN
6
III. Editing - Read the following passage. Every numbered sentence has an error.
Identify and edit it.
G
(1)Mr.Narayan Rao slowly bent and sit in his armed chair. (2)He leaned back remov-
ing his spectacle. (3)He said, “Koushik, can you bring down my old box from the upper shelf
N
in me bedroom?” The boy mounted a chair as quick as a lizard and brought the box down.
(4)“What do it contain?” he murmured and tried to open it. (5) His sister snatched it on his
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hands and ran away.
Writing
TE
I. Prepare a poster giving a list of Dos and Don’ts when a snake bites. Here are
two Dos and two Don’ts:
Dos
T
z Keep the person calm.

z Keep the affected area below the heart level.
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Don’ts
z Do not wait to see if the bite causes any problems; treat it straight away.
z Do not cut, wash, or suck the bite.
SC
How well did I prepare the poster?

I used apt words.
I used a good lay out.
I was able to convey the message through my poster.

Study Skills
Study the bar-chart given below.
Month-wise distribution of 1379 snakebite incidences during the period 1999-2003.
14
A
12
10
8 Percent of
AN
6 Snakebite Cases
4
2
0
May
Nov
Mar
Aug
Dec
Feb
Apr
Sep
Oct
G
Jan
Jun
Jul

N
Source: Department of Biochemistry, University College of Science, Osmania University, Hyderabad.
LA
1. What is this bar-chart about?
2. Which months recorded the highest number of snakebite cases?
3. The lowest percent of snakebite cases occurred in _________ .
TE
4. In which months did 8 per cent of snake bites occur?

5. What is the average percentage of snake bites in T.S. per month?
6. What other inferences can you draw from this chart?
T

ER
Your teacher will read the story ‘The Farmer and the Cobra’ Listen to your teacher
and answer the questions given below.
I. Say whether the following statements are true or false.
SC
1. The farmer returned home in the afternoon. [ ]

2. The owner of the tree wanted to have the tree to construct a house. [ ]
3. The farmer did not like the tree to be cut down. [ ]
4. The farmer died when the tree was cut down. [ ]
5. The cobra died in front of its hole. [ ]

A
AN
N G
LA
II. Listen to the story and answer the following questions:
TE
1. Why did the people leave the farmer to himself?

2. Did the farmer talk to the cobra? Why did he refer to the cobra as a friend?
3. What kind of a man was the farmer? Support your answer.
T
III. Work in groups and discuss the following

ER
1. If you were the farmer, would you feel sorry for the cobra?
2. Would you like to make friends with a cobra as the farmer did? Why?
3. Do you think the farmer is really a peculiar person? Do you find any person of this
kind in your locality? Share your ideas with your friends.
SC
IV. Imagine that you are a reporter of a local television channel. You want to cover
the celebration of ‘‘Nagula Chavithi’’ in your area. One of you can act as a TV
reporter and some of you can act as devotees.

A
B. Reading Trees
AN
Trees are the kindest Things I know,
They do no harm, they simply grow
And spread a shade for sleepy cows,
G
And gather birds among their boughs…
They give us fruit in leaves above,
And wood to make our houses of,
And leaves to burn on Halloween
N
LA
And in the Spring new buds of green.
They are the first when day’s begun
To touch the beams of morning sun ,
They are the last to hold the light
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When evening changes into night.

And when a moon floats on the sky
They hum a drowsy lullaby
Of sleepy children long ago…
T
Trees are the kindest things I know.

- Harry Behn
ER
SC

Glossary
boughs (n): branches (literary use)

Halloween (n): the night of 31 October when children dress in special clothes and
people try to frighten each other
beams (n): rays
drowsy (adj): sleepy
A
lullaby (n): a song we sing to help a child fall asleep
AN
1. Who is ‘I’ in this poem?
2. What do trees give us?
G
3. What is the tree compared to in this poem?
4. What is the poet’s attitude towards trees? Pick out lines or words that describe his
attitude. N
5. Do you like trees? Give reasons for your views.
LA
6. What is the most touching stanza in the poem? Why do you think so?
II. Try to write a parallel poem about an animal you like. You may follow the
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structure of the above poem and start like this:

Cows are the useful animals I know
They give us milk and dung, you know.
………………………………………….
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Project
ER
H. Projec
Collect the pictures of poisonous, and non-poisonous snakes. Collect related
news items from newspapers and paste them on a chart. Make a presentation in the
class. Later, display it on the wall magazine.
SC
Share this joke

A man walks into a shop and sees a cute little dog. He asks the shopkeeper, “Does
your dog bite?” The shopkeeper says, “No, my dog does not bite.”
The man tries to play with the dog and the dog bites him.
“Abbaa!” He says, “I thought you said your dog does not bite!”
The shopkeeper replies, “That is not my dog!”

C. Reading
A Letter from Mother Earth

Dear children,
All of you are bright children. You know me well. For centuries, poets and great
thinkers have written in praise of me. They call me Mother Earth with love and affection.
A
That is because, for hundreds of years, I have taken good care of people, just as mother
takes care of her children.
AN
Do you know how old I am? I am 4.6 billion years old, much older than your father,
your grandfather and any of your great grandfathers.
I give you food to eat, like rice, wheat, and fruits. You also wear clothes made of
cotton and live in houses made of leaves, wood, and bricks; all of which come from me.
G
Long ago, humans used to worship me as a goddess and they used to care for me. But now
they have big axes to cut my trees down; and cars and buses to pollute my air with smoke
and fumes.
They don’t respect me
N
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any more.
Your teacher must
have told you how my
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forests and mountains help

to make rain and keep life
on earth going. But
nowadays, even my
mountains and forests are
T
being destroyed. You

humans are yourselves
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destroying my bountiful
forests and making my lands
barren. Don’t you under-
stand that I need them to give you enough rain? Without rain, you will not have any food to
survive.
SC
I am very sad about what is being done to me. That is why I am talking to you. You will
all grow up and become good citizens and I want you to take care of me. Plant more trees in
your house, in your school, and in your towns and villages.
Think now, after all you have just one Mother Earth.
I trust you will take care of me well.
Yours lovingly,
Mother Earth

Glossary
affection (n): a feeling of liking and caring about someone or something.
billion (n): 1,000,000,000
pollute (v): to make air, water or land too dirty and dangerous for people to use
in a safe way
destroy (v): to damage so severely that it no longer exists
A
bountiful (adj): available in large quantities
barren (adj): barren land is dry and plants cannot grow there
AN
survive (v): to stay alive

1. What is the change in the attitude of the human beings towards Mother Earth?
G
2. How do forests and mountains help to make rain and keep life on earth moving?
3. Do you love her as much as you love your mother? If so, what are you doing to
save her? N
4. Write a reply to her expressing your concern and display it on the wall magazine.
LA
5. What is the most touching thing that you find in this letter?
Self Assessment
TE

I was able to talk about my feelings on seeing a snake (Face sheet)
T

A. Snakes in India
ER
B. Trees (poem)
C. A Letter from Mother Earth
I was able to do the exercises on prefixes and suffixes given under
‘Vocabulary’.
SC
I was able to understand the usage of ‘until’, ‘as long as’, ‘subject
and predicate’ and did the exercises given under ‘Grammar’.
I was able to prepare a poster given under ‘Writing’.
I listened to and understood the story “The Farmer and the Cobra”
and did the exercises given under ‘Listening and Speaking’.

Appendix - I
Texts for Listening
Unit-1
Conversation
A
Sulochana : Hi! Madhavi, welcome to city. How are you?
Madhavi : I am fine. Thank you. How about you?
AN
Sulochana : Pretty well. Why are you waiting outside? Come in. When did you
return from your village?
Madhavi : Just this morning.
Sulochana : How was Pongal?
G
Madhavi : It was great fun. I really enjoyed every moment in the village.
I wish I could spend some more time there.
Sulochana : N
Oh! Did the village life impress you that much?
LA
Madhavi : Yes, it was wonderful.
Sulochana : What fascinated you so much there?
Madhavi : Well! It was pollution free. Fresh air, fresh water, clear sky… and
what not. Everything there.
TE
Sulochana : Was there anything else?

Madhavi : Yes, I liked green fields, strange birds, sheep, cows, bulls etc.,
Sulochana : Oh! That’s interesting. Why don’t you take me with you the next
time you go to your village?
T
Madhavi : Done.
ER
Unit – 2
The Inventor of Inventors

SC
‘Genius is one percent inspiration and ninety-nine percent perspiration.’

- Thomas Alva Edison
Thomas Alva Edison, the greatest inventor of all times, is the most suitable
example of his own saying. This great, outstanding US inventor had the credit of making
1001 inventions. Can you imagine a world without electric light, recorded music, cinema
etc., which are the contributions of this great genius?

Edison was born on February 11, 1847 at Milan, Ohio. His father was in-charge
of a light house at Lake Huron. Although he could not continue his studies in his school,
he was very inquisitive from his boyhood to learn by understanding. When he was only
ten years old, he set up a laboratory in the basement of his father’s work place. He
loved to mix liquids and powders to observe the reactions.
At the age of 12, he began selling newspapers and candy in trains. As a very keen
observer, he learnt some preliminary techniques of telegraphy from the station master,
which led him later to work as a roving telegrapher. During his stint as a supervisor in
A
a Telegraph company, he created a stock printer. With the money received from it, he
set up a laboratory for carrying out his experiments and research work. In subsequent
AN
years he invented phonograph — the machine for recording and reproducing sound.
Edison thus made man’s voice immortal. In 1878, he demonstrated the light bulb — a
carbon filament electric bulb.
While experimenting on electric lamp, he discovered an important scientific
G
principle known as ‘Edison Effect’. This discovery led to the invention of electron
valves and the modern electronics industry rests on this principle. In 1882, he set up a
N
power generating station which supplied power to a few residents of New York City.
Later, he developed the kinetograph which was the first step towards motion picture
camera. Cinema houses are here today because of the inventive genius of Edison. His
LA
other inventions include the spheres of X-rays, telephone and other electronic items.
His inventions made him one of the richest men in America.
This great genius passed away on 18 October, 1931.
TE
Unit – 3
Nepal and the Himalayas
Nepal lies between India and Tibet, among the Himalayan mountains. It is a country
T
of mountains and valleys. The tallest mountain in the world, Mount Everest, is in Nepal.
And there are several other mountains nearly as high. When mountaineers try to climb
ER
Mount Everest, they take the help of the Sherpas, who live in these mountains, to carry
heavy loads and to act as guides.
A long time ago, the Sherpas crossed over the mountains from Tibet and made
their homes along the slopes of the Himalayas in Nepal. So, they are rather like the
SC
people of Tibet to look at. Here, life is hard, and the entire family, including the children,
have to work to get enough to eat.
The Sherpas grow potatoes, barley, garlic, and other vegetables. They also graze
their yaks on the higher mountain slopes in the summer and on the lower slopes in the
winter. The Sherpas use them for almost everything they need. They ride them, plough
with them, and use them to carry their goods. The hairy wool of these animals is made
into cloth and their skins into leather boots and tents. The yaks also provide milk, fat
and meat. Their dung is dried and used as a fuel instead of wood or coal.

There are hardly any roads in the Himalayas, and everything has to be carried
either on animals like yaks and donkeys or on human backs. Even children learn to
carry heavy loads in large baskets which are tied to them. The baskets are big enough to
carry a person.
The highest mountain tops of the Himalayas are cold, cheerless and covered with
snow, but lower down one can find flowers in the spring and summer, and fir trees too.
There are colourful butterflies, kites and eagles in the skies, and black and red Himalayan
bears hiding in the rocks.
A
Though the Sherpas lead a tough life in their beautiful country, these small, dark-
haired people are always cheerful, and like most Buddhist people, they are friendly and
AN
kind.
Unit – 4
The Miser
G
Once there was a very rich man. He was a miser. He ate cheap food and spent very
little money. He lent money to small shopkeepers at a high rate of interest. In this way,
he earned a lot of money.
N
Every morning he went out to see the shopkeepers and came home at midday. The
LA
miser had a watchman to look after his house. The watchman lived in a hut near the
gate. He liked fish, and his wife cooked it for him every day. The watchman told his
wife, “Cook the fish before midday. Our master will be out then. He doesn’t eat meat
or fish, and he will not like the smell of fish.”
TE
One day the master came home early. He walked past the watchman’s hut and caught
the smell of fish. It was a nice smell and he liked it very much.
That afternoon, he called the watchman and asked him, “What were you cooking
today?”
The watchman said quickly, “I won’t do it again, sir. Please forgive me.”
T
The miser said, “Don’t be afraid. I am not angry. What was your wife cooking? Please
tell me.”
ER
The watchman said, “We were cooking fish.”

The miser said, “Please cook it every day. I like the smell very much.”
The watchman and his wife thought, “Our master is mad.” But they cooked fish
every day.
SC
After a month, one evening, the watchman and his wife came to see their master.
“Sir, you like the smell of fish,” the watchman said to his master, “so we cook it
every day. But fish is not cheap. It is very expensive. It costs us a lot of money. I earn
only thirty rupees a month. You ordered us to cook fish even though we cannot afford
it. So please give us money for the fish.”
The miser thought for a while. Then he said, “Oh, all right. Wait here.” He went into
his room and shut the door behind him. He took out some silver coins from a bag. He

dropped them one by one on the floor. The watchman and his wife heard the tinkle of
the coins and were very happy. They said, “He is going to give us all that money!”
After some time their master came out and sat down on a chair. He then asked the
watchman and his wife, “Did you hear the tinkle of the coins?”
“Yes, sir, we did,” said the watchman.
“Did you enjoy it?” asked the miser.
“Yes, sir,” said the watchman and his wife.
A
The miser then said, “All right. I enjoyed the smell of your fish and you enjoyed the
sound of my coins. I didn’t ask for your fish, so don’t ask me for my money. Now go
AN
away.”
Unit – 5
Gulliver in Lilliput
G
Gulliver was a doctor on a ship. He was an Englishman. There was a bad storm
and the ship hit a rock and broke into two pieces. It was night time. However, Gulliver
N
swam forward and at last reached an island called Lilliput. The people were called
Lilliputians. Gulliver was too tired. He could not open his eyes. He soon went to
LA
sleep. Next morning when he woke up he could not move. He was held down by some
ropes. His long hair was also pinned to the ground. Then something climbed on to his
leg and came up to his chin. It was a little man about fifteen centimetres high. He
carried a bow and an arrow in his hand.
TE
Then forty more little people climbed onto Gulliver’s body. He was very surprised
and gave a loud shout. Immediately all the little men ran away. But they came back
soon.
At first the ropes were too strong for him to break. But somehow, after a long
T
struggle Gulliver broke some of them. He could move one of his arms. When they saw
this, the little people shouted and shot their little arrows into him. But the arrows did
ER
not hurt Gulliver very much. They were like little pins.
Gulliver lay still. He did not move. After some time the little people stopped
shooting arrows at him. Gulliver asked for some food. Over a hundred people brought
baskets full of meat and loaves of bread. Gulliver ate them and fell asleep.
SC
The little men took Gulliver to their king. The king liked Gulliver very much .
He told his officers to take Gulliver to the biggest building in the land. No house was
big enough for Gulliver to live in, but he was able to creep inside the building and lie
down. The beds were too small for Gulliver, so they took hundreds of beds and joined
them together!
Gulliver lived among the little people for some time. He wanted to go home.
Fortunately, one day Gulliver found a boat floating near the seashore. He sailed out to
sea in that boat. Later a big ship found him and took him back to England.

Unit – 6
Carried Away by an Eagle
We often speak in fun about a bird carrying away a child. A mother might say to
her little one, “Don’t be naughty, or a crow will carry you away.” But do such things
really happen?
The following story however, is from real life. The place was a farmhouse near
Trondheim in Norway. It was June 1932. A four-year-old child, Svenhild Hansen, was
A
playing in the yard in front of the farmhouse. Suddenly a large eagle came down. It
caught hold of the child in its claws and flew up. Luckily, only the child’s dress was
AN
held in his claws, so the child was not hurt.
The big bird carried the child for more than a kilometre. It was flying towards its
nest. Eagles build their nests on high rocks. This one’s nest was on the side of a mountain.
Growing tired, the bird put the child down on a flat rock. This rock was eight hundred
feet high on the side of the mountain. The bird’s nest was just fifty feet away.
G
But by this time, the child’s mother and father, and a large party of men had set
out to look for the child. They noticed the eagle flying round and round over a rock in
N
the mountain. They thought that the child might be there, and climbed quickly to the
place. But they did not have much hope that they would find her alive.
LA
When they finally reached there, the little Svenhild was fast asleep. She was not
even hurt except for a few scratches.
People say that usually, an eagle kills the animal it catches, before taking it to its
nest. Why didn’t the eagle kill the child? We do not know. We can only say that the
TE
child was very, very lucky.

Svenhild is now a grown-up woman. She is married. But she still keeps the torn
dress she wore during this amazing adventure.
Unit – 7
T
Health and Strength

ER
Hello children! My name is Health and my husband’s name is Strength. The

world is our home. We have two daughters. Their names are Games and Sports. They
are twins. They look alike. People often mistake Games for Sports and Sports for
Games. But if you observe carefully, you will know who is who.
SC
Sports has grace and dignity in every movement and she likes a lot of physical
activity. She is not proud, but she doesn’t like the company of others much. Therefore,
you hardly find anybody with her except on festive occasions.
Games, unlike her sister, likes the company of others. You will find at least 2 or
3; and sometimes, as many as 11 people with her. They talk to each other, encourage
one another, and enjoy themselves by taking sides and playing against each other. One
day, Games told me that she wanted to marry Pleasure, who loved her so much.
I remember his name. He is the son of my close relative Entertainment. I performed

their marriage in a big stadium. Soon, they had a lot of children (some of them are
twins). She gave her wonderful names. I’ll just tell you the names as they come to my
mind. OK.? Here you are. Volleyball, Football, Cricket, Carrom, Kabaddi, Hockey,
Table-tennis, ooooom Ah! Yes, Chess. That’s it for now.
OK. Now, let me tell you about my second daughter. One day, as I was taking my
evening walk, I found her with a young and energetic boy called Confidence. He is the
son of my distant relative from my husband’s side. “ They will make a good couple,”
I thought. Soon they were married in a very big place called Olympiad. They too had
A
children. In fact as many as Games had. Confidence, my son-in-law, is very much
interested in giving children fancy names. I can never tell you all the names unless you
AN
give me enough time. For now, I’ll give you a few. Right! Here you are. Where can I
start?.oooooom. Let me start with my dynamic girl Running. Yes, then you have High
Jump, Long Jump, Hurdles, Discus Throw, Swimming, Javelin Throw…Ah! My memory
fails me. OK children. Though I cannot give you the names of all my grandchildren, I
can show you some pictures of them. I’m sure you will recognize them since they
G
have become popular all over the world. O.K. That’s it for now. Bye!
Unit – 8
N
The Farmer and the Cobra
At the far end of the village lived a poor farmer. He lived in a small hut, in the
LA
middle of a small piece of land. Years before, when he had come to live in the village,
people had tried to be friendly. But the farmer was a strange man. He did not talk much
to the people. Soon they went about doing their own work and left him to himself.
TE
Near the farmer’s hut was an old tree. The tree had a hole, and in the hole lived a
cobra. When the days were hot, the cobra would come out of its hole and coil itself up
in the shade of the tree. The farmer sat on the ground nearby until the sun had set and he
would then return to his house.
One day, the man who owned the place came to the farmer and said to him,
T
“I must have firewood for my home. I want you to cut down the tree. Tomorrow I will
ask a man to come and help you with the cutting.” And then the land owner left. The
ER
farmer watched him as he disappeared down the road.

The farmer stood there thinking. His tree was to go - his tree which gave him
shade and comfort! And the cobra? Yes, what about the cobra? If the tree were cut
down, he would lose more than shade. He would lose the cobra too, his friend of the
summer days.
SC
The farmer sat on the ground in the cool shade of the tree to think. Near the
opening of the hole, the cobra lay coiled and the two remained in complete stillness.
The sun set, but the man did not return to his house. The cobra sank into its coils as if
it understood the great trouble of its friend. The next day, a man came to the farmer’s
hut. “I’ve been sent by the land owner to help you cut down the tree, he said.” “Well,”
the farmer said sadly, “if it must be so, let’s begin.”
They walked from the hut towards the tree, the farmer stopped suddenly and his
heart sank. In front of its hole lay the cobra, cold and dead.
Appendix II
About the Textbook and Assessment Procedures
‘Our World through English’ Class VII has been prepared in accordance with the
syllabus for a ten-year course in English as a second language.
Teachers should act as facilitators and encourage children to do individual and
A
group work, in order to make them as autonomous users of the language. Interactive
approach should be followed while transacting the language activities in each unit.
AN
The Goals
After the completion of the course, the students are expected
G
to attain the basic proficiency, such as is acquired in natural language learning i.e., the
spontaneous and appropriate use of language for at least everyday use,

N
to develop his/her linguistic competence for abstract thought and knowledge acquisition
LA
and,
to construct discourses (oral and written) such as narratives, descriptions, essays,

conversations, diary, plays, script writing, profile writing, dramas, posters, slogans,
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letters, etc.
Learning Outcomes / Academic Standards
At the end of the academic year the children are expected to achieve certain academic
T
standards. The everyday classroom transaction should focus on the following areas.
ER
1. Listening and Speaking
2. Reading Comprehension
SC
3. Vocabulary
4. Grammar
5. Conventions of Writing
6. Creative Expression (Oral and Written Discourses)

In order to achieve the above learning outcomes, the new textbooks have eight units with
different themes and genres.
Features of the Textbook
The following are the features of the Textbook:
Units are thematically organized with passages meant for listening and reading. Activities
A
focus on reading comprehension, vocabulary, grammar and study skills.
AN
Measures have been taken to help learners get the rules familiarised with different genres
such as narratives, essays, biographical sketches, plays, poems, etc. and construct them
in oral as well as written forms.
G
Though the components in a unit have been organised as listening, speaking (oral activity),
reading and writing, an integrated treatment of these skills has been worked out.
N
Vocabulary and grammar exercises have been contextually designed.
LA
A few questions and activities, given under comprehension, do not target any fixed
responses; instead, they demand the learners to use language authentically both orally
and in writing. These comprehension questions and the language activities are merely
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stepping stones for the learners to gain proficiency in the language and as such are not
goals by themselves.
Components of a Unit
T
Face Sheet / Trigger: Each unit starts with a picture / quotation / poem followed by some
interactive questions. This is to warm-up the students and to generate genuine interest
ER
towards the theme and the reading texts in the unit. The teacher can put more number of
questions that demand divergent responses from children in order to encourage them to
interact more effectively.
SC
Reading Texts: Every unit consists of three reading texts (Reading A, B and C). The
reading texts include different genres such as stories, narratives, biographical sketches,
short plays, speeches, monologues, letters, interviews and essays related to the theme
of the unit. All texts are followed by glossary, and a few comprehension questions. You
will find the questions that help students think critically, reflect on what they have read,
and interpret the text in their own words. Teachers should follow the suggested transaction
process in the classroom.

Language Activities
Vocabulary: This section contains some vocabulary tasks/activities/exercises. You will

find matching questions, finding synonyms / antonyms, phrasal verbs, multiple shades of
meanings, collocations, homonyms, homophones, homographs, idioms, word-formation
activities, etc.
Grammar: This section contains some grammar tasks/activities/exercises. You will
A
find tasks that make the students explore the language. You will also find activities that
help students identify grammatical errors and edit them.
AN
Writing: This section contains some written discourses that help students write
conversations, descriptions, narratives / stories, messages, e-mails, SMSes, diary entries,
letters, paragraph, an essays, biographical sketches, songs / poems and some other
G
discourses. You will also find some tasks that need group discussion, collation of
information from various sources, and then writing a piece collaboratively.
N
Study Skills: This section contains some tasks/activities/exercises to improve study
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skills. You will find some verbal and nonverbal activities like pie charts, bar diagrams,
tables, advertisements, dictionary entries, route maps, etc. These activities help children
interprete, analyze and transfer the data, and use the language appropriately.
TE
Listening: This section contains a listening text (given in Appendix-I) and a few tasks/
activities/exercises to improve speaking and listening competencies. You will find some
listening comprehension questions, and questions that call for the students’ reflection
on what they have listened to.
T
Oral Activity: This section contains some oral discourses to improve speaking
ER
competencies. In this section you will find some oral activities that encourage the
children to participate in the conversations, discussions, debates, compering, presenting
reports, speeches, etc.
SC
Project: This section contains one or two projects related to the theme of the unit.
They require students to find resources, to work out the task i.e. collection, analysis and
interpretation of data, to prepare a report and to present their findings before the class.
Self -Assessment Checklist: The checklist given at the end of each unit helps the learner
to assess his / her own learning. The self-assessment tools reflect all the sections in a
unit. This check list also helps the teacher to assess the learning levels of children.

The Assessment
Language learning is a continuous process. Assessment is not an activity distinct
from learning. Since learning is facilitated through group discussions, pair discussions and
individually, assessment also operates at the individual level, in peers and in groups. This
will help the learners to compare their strengths and weaknesses and make modifications
in their learning. We propose Continuous and Comprehensive Assessment at all levels of
language learning.
A
CCE is an attempt to shift from rote-learning to constructing knowledge and applying
AN
it as and when required. CCE is an ongoing process and is an integral part of the lesson. At
every point of classroom transaction, we will have to assess what the child has learnt for
which the same activities that are used for teaching / learning are used. The questions in
the examination paper shall not simply be based on information given in the textbooks but
G
shall create slots for the learner to use language in a meaningful way applying what she has
learnt. So ‘mugging up’ by the student will not be of any use to him or her.
Types of Assessment
N
LA
There are two types of assessment
1. Formative Assessment
TE
2. Summative Assessment
Guidelines for Formative Assessment

T
Formative assessment is done based on four tools that cover all the language competencies
(Academic Standards). These are:
ER
1. Read and Reflect
2. Written Works
SC
3. Project Work
4. Slip Test
Teacher has to assess the performance of the learners for each term. 20 marks allotted
for Formative test in which 5 marks are allotted for each tool. This is not a single day
activity; it is a cumulative account of what has happened in day- to-day class room transaction.

Criteria for awarding marks under each tool:
Read and Reflect : The child has to read one reading text (other than text book) such as
story, news report, article etc. Children have to read, comprehend and express their opinion
in oral and written. The oral and written reflections are the evidences for awarding marks.
Written Works : This is with regard to: 1. Exercises given in the text book, 2. Discourses
assigned to individuals during classroom transaction. 3. Answers to a few extrapolating
A
questions.
AN
The facilitator has to go through the written works and award marks based on the
children’s performance in view of the presentation of their own thoughts with well formed
sentences.
G
The child has to maintain 2 note books. The first one is meant for read and reflect,
project work and slip test. The second one is exclusively for written works.
N
Projects: The oral and written performance of children which cover all the academic
LA
standards / learning outcomes should be considered while awarding marks in various stages
i.e. planning, execution, analysis and interpretation of data, report writing and presentation
with feedback.
TE
Slip Test: This test should be conducted without giving any prior notice to children. This
test should cover the targeted discourses (by taking two / three targeted discourses in
each formative assessment). This practice will help children in attempting the written
discourses in Summative Tests successfully. The teacher may conduct the slip test for 20
T
marks so as to cover more number of questions. Finally it has to be reduced to 5 marks.

ER
Teacher’s unit cum period plan should reflect children’s oral performance.
Summative Assessment
SC
There will be a Summative Assessment after every term. The test is for 100 marks.
Out of these, 20 marks are allotted for Formative assessment and 80 marks are allotted for
written test.
The average marks of Formative 1 and 2 should be added to first Summative-I. The
average marks of four Formative tests should be added to final Summative-II (Public exam).
As CCE is a school based assessment, every school should prepare their own question
papers for summative assessment.

There are two papers (Paper-I & II) in Summative -I & II. Each paper carries 40
marks.
The following are the domains of assessment for both papers.
1. Oral performance (10 marks)
2. Reading comprehension (25 marks)
A
3. Vocabulary and grammar (20 marks)
AN
4. Conventions of writing & spelling (5 marks)
5. Creative writing (Discourses) (20 marks)
G
Note: The marks (10) allotted for oral performance in summative assessment are based on
the children oral performance during the period of particualar summative assessment.
N
The teachers unit cum period plan should be the evidence for awarding the marks.
LA
Details of the Major and Minor written Discourses included in the summative
assessment under the domain of creative expression.
Major discourses:
TE
Sl. No. Group A Group B

1 Story / Narrative Biography
2 Conversation Essay
T
3 Description Letter
ER
4 Play / Skit (script) New report

5 Interview Speech (script)
Minor discourses:
SC
Sl. No. Group A Group B

1 Message Poster
2 Notice Invitation
3 Diary Profile
4 Slogan Placard

Targeted discourses with indicators/ features
Conversations: contains dialogues with ten to twelve exchanges - proper sequence of
exchanges - sustaining the conversation with social norms - discourse markers (well,
precisely, etc.) - dialogues apt to the context - appropriate cohesive devises - voice modulation
Descriptions: description of objects/ things/persons creating vivid images - variety of

sentence forms - proper sequence of the ideas - personal reflections on the event or
A
person - appropriate cohesive devices.
Poems / Songs: suitable structural patterns. - rhyme scheme - specific patterns (rhythm /
AN
structure /metre / music / theme, etc.) - expressing emotions and reflections – use of
images, thoughts and feelings - use of figures of speech - assonance and alliteration -
point of view.
G
Narrative/Story: sequence of events and dialogues – evoking of sensory perceptions and
emotions - images, setting and other details - use characterization – coherence - point of
view N
LA
Diary: expression of personal reflections, thoughts and feelings – use of variety of
sentences - use of language appropriate to the mood - self criticism and future plans -
point of view- coherence
TE
Letter: appropriate language to the context - appropriate format, layout and conventions –
expressing ideas sequentially - use of persuasive language - maintaining coherence
Messages/e-mail/SMS: relevant ideas to the context – maintaining brevity – use of

T
conventions, layout and format – appropriate language to the content and context.
Notice /Poster / Ads / Invitation: occasions and purposes showing the context details of
ER
venue, date, time, salutation, invitation, programme - persuasive language - organisation,

layout and design – maintaining brevity – design and graphics – rhythm in language (for
ads)
SC
Slogans/Placards: appropriate to the context - maintaining brevity and rhythm
Drama/Skit: dialogues relevant to the context with emotions and feelings - stage directions,
movements and settings - dramatic conflict: beginning, rising actions and ending - reference
to costumes and props – dramatisation - theatrical performance like dialogue delivery,
actions, stage sense, costumes, etc..

Compeering: arrangement of the programme sequentially as required by the context –
presenting the background - highlighting the persons and the events - reviews and reflections
relevant to the context – use of polite and entertaining expressions - following the
conventions of the stage - use of spontaneous language in a lively manner – modulation of
voice in an appealing way.
Choreography: identification of the main theme and stanza wise themes - bringing out a
single and multiple themes - identification and sequences of actions of the protagonists
A
(main characters) – identification and sequence of actions of the chorus - maintaining
proper layout of script – performance of the actions of the protagonist and the chorus.
AN
Essay (All types): title, introduction, thesis statement, body and conclusion - appropriate
paragraphing with main ideas - supporting details and examples –organization of ideas and
use of cohesive devices - maintaining coherence - point of view.
G
News report / Report: appropriate headline - lead sentence (five W’s) - body of the news-
N
organisation and use of cohesive devices – coherence - reporting style (reported speech,
passivization, appropriate tense) - point of view
LA
Speech: makes speeches /talks contextually - organisation of ideas – use of argumentative/
persuasive / interactive language to substantiate views and ideas – use of discourse markers–
citation of examples, quotations, etc - coherence, voice modulation and body language.
TE
Review: states the context of the review (story/novel/drama/essay/film) - highlights and

comments on certain features of the item reviewed (e.g. characters/theme/setting /events/
turning points etc.) – brevity - citation from the text to substantiate the point. (authenticity)-
T
making personal impressions – maintaining coherence.
Debates and Discussions: expression of ideas as main points and sub points – presentation
ER
of arguments in a sequential order - citing suitable examples, quotations, and evidences –

defending one’s own point of view and rebutting opponent’s point of view – use of discourse
markers for agreeing, disagreeing, substantiating, enumerating, etc.. – use of polite
SC
expressions respecting other’s views – use of logical and emotional appeals.
Biographical sketch/Profile/Autobiography: Details of the person - presentation of

relevant ideas and information - organization of the data – interpretation of data and drawing
inference - reflections, thoughts and feelings - anecdotes, events, achievements - point of
view - organisation and the use of cohesive devices – maintaining coherence and flow.
*****
Irregular Verbs
Present Past Present Present Past Present
Tense Tense Participle Tense Tense Participle
1. beat beat beaten 24. fall fell fallen
2. become became become 25. feed fed fed
3. begin began begun 26. feel felt felt
A
4. bend bent bent 27. fight fought fought
AN
5. bet bet bet 28. find found found
6. bite bit bitten 29. fly flew flown
7. bleed bled bled 30. forget forgot forgotten
G
8. blow blew blown 31. forgive forgave forgiven
9 break broke broken N

32 freeze froze frozen
LA
10. bring brought brought 33 get got gotten
11. build built built 34 give gave given

TE
12. buy bought bought 35 go went gone
13. catch caught caught 36 hang (up) hung hung
14. choose chose chosen 37 have had had

T
15. come came come 38 hear heard heard

ER
16. cost cost cost 39. hide hid hidden
17. cut cut cut 40. hit hit hit
18. dig dug dug 41. hold held held

SC
19. do did done 42. hurt hurt hurt
20. draw drew drawn 43. keep kept kept
21. drink drank drunk 44. know knew known
22. drive drove driven 45. lay laid laid
23. eat ate eaten

Irregular Verbs
Present Past Present Present Past Present
Tense Tense Participle Tense Tense Participle
46. lead led led 74. sing sang sung
47. leave left left 75. sink sank sunk
48. lend lent lent 76. sit sat sat
49. let let let 77. sleep slept slept
A
50. lie (down) lay lain 78. slide slid slid
AN
51. light lit lit 79. speak spoke spoken
52. lose lost lost 80. spend spent spent
53. make made made 81 spin spun spun
G
54. mean meant meant 82. stand stood stood
55. meet met met 83. steal stole stolen
56. pay paid paid N
84. stick stuck stuck
LA
57. put put put 85. sting stung stung
58. quit quit quit 86. swear swore sworn
59. read read read 87. sweep swept swept
TE
60. ride rode ridden 88. swim swam swum

61. ring rang rung 89. take took taken
62. rise rose risen 90. teach taught taught
T
63. run ran run 91. tear tore torn

64. say said said
ER
92. tell told told

65. see saw seen 93. think thought thought
66. sell sold sold 94. throw threw thrown
67. send sent sent
SC
95. understand understood understood

68. set set set 96. wake woke woken
69. shake shook shaken 97. wear wore worn
70 shine shone shone 98. win won won
71. shoot shot shot 99 wind wound wound
72. shrink shrank shrunk 100. write wrote written
73. shut shut shut

General Service List - Common Words of English
1001 to 1250 Words
1001. tear 1031. bitter 1061. blow 1091. double

1002. tire 1032. chair 1062. mistake 1092. wood
1003. expression 1033. yesterday 1063. sweet 1093. empty
1004. exception 1034. scientific 1064. shout 1094. baby
A
1005. application 1035. flower 1065. divide 1095. advise
1006. belong 1036. wheel 1066. guard 1096. content
AN
1007. rich 1037. solution 1067. worse 1097. sport
1008. failure 1038. aim 1068. exchange 1098. lift
1009. struggle 1039. gather 1069. rare 1099. literary
G
1010. instrument 1040. invite 1070. commercial 1100. curious
1011. variety 1041. moreover 1071. request 1101. tie
1012. narrow 1042. fresh N1072. appoint 1102. flat
LA
1013. theater 1043. forest 1073. agent 1103. message
1014. collection 1044. winter 1074. dependence 1104. neck
1015. rain 1045. box 1075. bird 1105. hate
TE
1016. review 1046. belief 1076. wild 1106. dirt

1017. preserve 1047. ordinary 1077. motion 1107. delight
1018. leadership 1048. impossible 1078. guess 1108. trust
1019. clay 1049. print 1079. neighbor 1109. nobody
T
1020. daughter 1050. gray 1080. seed 1110. valley

ER
1021. fellow 1051. taste 1081. fashion 1111. tool

1022. swing 1052. lip 1082. loan 1112. presence
1023. thank 1053. speech 1083. correct 1113. cook
SC
1024. library 1054. reference 1084. plain 1114. railroad

1025. fat 1055. stain 1085. mail 1115. minister
1026. reserve 1056. connection 1086. retire 1116. coffee
1027. tour 1057. otherwise 1087. opposite 1117. brush
1028. nice 1058. stretch 1088. prefer 1118. beside
1029. warn 1059. knife 1089. safe 1119. collect
1030. ring 1060. village 1090. evil 1120. guide

1121. luck 1154. avenue 1187. wire 1220. remind
1122. profit 1155. brown 1188. proposal 1221. ear
1123. lord 1156. disease 1189. ought 1222. fish
1124. everybody 1157. hat 1190. victory 1223. shore
1125. prison 1158. excellent 1191. quarter 1224. operator
1126. cloud 1159. formal 1192. engine
1225. civilize
1127. slave 1160. snow 1193. customer
1226. being
A
1128. chairman 1161. sheet 1194. waste
1227. silent
1129. soil 1162. somehow 1195. fool
AN
1228. screen
1130. distinguish 1163. unity 1196. intend
1229. bind
1131. introduce 1164. sky 1197. intention
1132. urge 1198. desk 1230. earn
1165. rough
G
1133. blind 1166. smooth 1299. politics 1231. pack
1134. arise 1167. weather 1200. passage 1232. colony
1135. upper 1168. steady N
1201. lawyer 1233. besides
1234. slip
LA
1136. curve 1169. threaten 1202. root
1137. membership 1170. depth 1203. climb 1235. cousin
1138. key 1171. oppose 1204. metal 1236. scale
TE
1139. entertain 1172. deliver 1205. gradual 1237. relief

1140. soul 1173. ancient 1206. hunt 1238. explore
1141. neighborhood 1174. pray 1207. protection 1239. stem
1142. friendly 1175. adopt 1208. satisfy
1240. brain
T
1143. pair 1176. birth 1209. roof

1241. musician
ER
1144. stone 1177. appearance 1210. branch

1242. defend
1145. lean 1178. universe 1211. pleasure
1243. bend
1146. protect 1179. busy 1212. witness
1244. somebody
SC
1147. advertise 1180. hurry 1213. loose

1245. shadow
1148. mystery 1181. coast 1214. nose
1149. welcome 1182. forth 1215. mine 1246. mix
1150. knee 1183. smell 1216. band 1247. smoke

1151. jump 1184. furnish 1217. aside 1248. description
1152. snake 1185. female 1218. risk 1249. fruit
1153. stream 1186. hide 1219. tomorrow 1250. guilt

Mid Day Meal Scheme
Upper Primary Classes (VI - VIII)
I. Menu :
Day Menu
Monday Egg and Sambar
A
Tuesday Vegetables
Wednesday Dal and Green leaves
AN
Thursday Egg and Sambar
Friday Vegetables
Saturday Dal and Green leaves
G
II. Food Norms :
Upper Primary (VI - VIII)
Sl.
No.
Food item
N Quantity
(in gms.)
Calories
Protein
content (in gms.)
LA
1 Food Grains (Wheat/Rice) 150 510 12
2 Pulses 30 100 4
3 Vegetables 75 30 –
TE
4 Oil & Fat 7.5 55 4
5 Any other item [Egg/Banana] Twice a 160 12

Week
T
III. Cooking cost w.e.f. 01-04-2012 :

ER
Upper Primary
Central State Total
3.49 1.16 4.65

SC
IV. Age-wise Height and Weight for Boys and Girls :

Girls Age in Boys
Sl.
Class Height Weight years Height Weight
No.
(Cm.) (Kg.) (Cm.) (Kg.)
1 VI 137.5 31.4 11 138.3 32.5
2 VII 140.0 32.2 12 142.2 33.5
2 VIII 147.0 37.0 13 148.0 38.7

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N A

Asst. Organising Incharge : Sri K. Yadagiri

Advisor - Gender Sensitivity : Ms. Charu Sinha, I.P.S.,

and Child Sexual Abuse Director, ACB, Telangana, Hyderabad.

Free distribution by T.S. Government

This book has been printed on 70 G.S.M. Maplitho

Free Distribution by T.S. Government 2018-19

Free distribution by T.S. Government 2018-19

Dr. D. Kanakadurga, Rtd. Professor, Osmania University, Hyderabad.

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awareness among all the stakeholders.

29-02-2012 Smt. B.Seshu Kumari

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Unit Contents Syllabus Page

1. A. Reading The Town Mouse and the Country Mouse

5. A. Reading A Trip to Andaman

B. Reading (Poem) My Trip to the Moon Oct-Nov 72-85

C. Reading Learn How to Climb Trees

7. A. Reading The Wonderful World of Chess

8. A. Reading Snakes in India

from any such unacknowledged copyright holders

vi Free distribution by T.S. Government 2018-19

Jaya he, jaya he, jaya he,

- Pydimarri Venkata Subba Rao

I shall always strive to be worthy of it.

Free distribution by T.S. Government 2018-19 vii

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The Town Mouse and the Country Mouse

I have been ill with cough and my doctor feels I need a

May I stay with you? Please give me an early reply.

With warm regards,

2 Free distribution by T.S. Government 2018-19

Free distribution by T.S. Government 2018-19 3

I hope you are well. I am worried about you. I would

like to visit you and make sure you are alright.

4 Free distribution by T.S. Government 2018-19

OVERJOYED (.) COME SOON (.)

town mouse proudly.

at the back of a kitchen

most delicious food.

piece of lovely cheese.

Free distribution by T.S. Government 2018-19 5

dreadful (adj): very bad / unpleasant

I. Answer the following questions:

2. Describe the town mouse’s experience in the countryside.

6. Why did the town mouse travel in an ordinary train?

6 Free distribution by T.S. Government 2018-19

3. It was hot when the town mouse travelled to the countryside. ( )

(b) a neighbouring country

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looked around, plenty of, full of , piece of , got off

eat something. So he ________________ but found nothing to eat or drink. He started

sugar + cane = sugar-cane

Let’s form some compound nouns now.

8 Free distribution by T.S. Government 2018-19

birth cycle birthday

Positive Degree Comparative Degree Superlative Degree

Positive Degree Comparative Degree Superlative Degree

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