182120061-Passport-G4-Teacher Companion Book-English-Part1-A

Teacher Reference: Textbook Page 98 Word Meaning having drunk so much alcohol that normal actions (such as talking, drunk (adj.) WKLQNLQJDQGPRYLQJEHFRPHGLIÀFXOWWRGR felt upset disturbed (adj.) locked up Imprisoned (v.) speak in a feeble or weak manner with a whimper (phr.) the usual attitude, mood or behaviour of a person temper (n.) strict and harsh heavy-handed (adj.) spare me from his does not leave any chance of scolding or saying harsh things tongue (phr.) observed (v.) said; remarked sorrow (n.) a feeling of great sadness forbid (v.) to order someone not to do something garments (n.) pieces of clothing desire (v.) to want or wish for something Exercise 2: Literature comprehension 1) Where did Tom Canty live? Ans. Tom Canty lived in the city, in Offal Court off Pudding Lane. 2) Who were the people in Tom Canty’s family? Ans. The people in Tom Canty’s family were his parents, his grandmother and his twin sisters, Nan and Bet. 3) Why did the prince have to consider a punishment for the grandmother? Ans. The grandmother loved nobody and had a wicked heart. She would either be drunk or mistreat Tom by beating him hard. The Prince and the Pauper

Teacher Reference: Textbook 4) What did the prince decide for Tom’s sisters? Ans. The prince decided that Tom’s sisters should have as many dresses as they desired. Exercise 3: Value-based questions – Judgement and appreciation 1) From the story, it seems like the prince’s life was very happy, and Tom’s life was difficult. However, can you think of a few difficulties that the prince might have in his life? Ans. Learner’s response Sample: The prince might have a lot of responsibilities of his own. It also seemed like the prince’s father was very strict. He also seemed to have sisters who did not care much for him. 2) After reading the story, what kind of person do you think the prince’s father was? Ans. Learner’s response Sample: The prince’s father seemed to be very strict. The prince said that he did not have a good temper. He did not beat his son, but was sharp tongued and heavy-handed with him. Page 99 Language Game Match the adjectives ‘He is quite heavy-handed with me’, says the prince. ‘Heavy-handed’ is an adjective for a person who is very harsh and strict. Read the adjectives in Column A and match them with their correct meanings in Column B. Column A Column B 1) big-hearted a) a person with good eyesight 2) level-headed b) a person who is fast and graceful 3) hawk-eyed c) a kind and generous person 4) light-footed d) a gentle person 5) mild-mannered e) a calm and sensible person The Prince and the Pauper

Page 100 Teacher Reference: Textbook Connect the Dots Maths Fun ¾ Prince Edward VI was born in 1537. He became king in the year 1547 and died in 1553. 6XEWUDFWWRÀQGRXWWKHQXPEHURI\\HDUVEHWZHHQHDFKRIWKHVHHYHQWV Ans. 1547 – 1537 = 10 years between birth and becoming king. 1553 – 1547 = 6 years between becoming king and his death. The Prince and the Pauper

Lesson The Prince and the Pauper 1 Module 1 Page 101 Section Name What I Will Learn I Listen Word dictation Vocabulary Listening audio Grammar Prefixes Language in Use Formal Writing Collective nouns Creative Writing Punctuation Paragraph writing Photo description 1

1 I Listen Exercise 1.1: Word dictation 1) enquired 2) wicked 3) mistreat 4) imprisoned 5) whimper 6) sorrow 7) society 8) revealed 9) desire Exercise 1.2: Listening audio 1) What nickname was given to King Ashoka because of his wickedness? Page 102 Ans. _K_in__g_A__s_h_o_k_a__w__a_s_g__iv_e__n_t_h_e__n_i_c_k_n_a__m__e_C__h_a__n_d__A_s_h_o__k_w__h_ic__h_m__e__a_n_s__‘A__sh__o_k_a__t_h_e_________ _F_ie__rc__e_’_. ____________________________________________________________________________ 2) Which battle changed Ashoka’s life? Ans. _T_h_e__b_a__tt_le__o_f__K_a_l_in_g__a_c__h_a_n__g_e_d__A__sh__o_k_a_’_s_l_if_e_._________________________________________ ____________________________________________________________________________________ 3) What policy did Ashoka adopt? Ans. _A_s_h_o__k_a__a_d_o__p_t_e_d__t_h_e__p_o_l_ic_y__o_f__n_o_n_-_v_io__le_n__c_e__(_A_h_i_m__sa__).________________________________ ____________________________________________________________________________________ 4) Write two things that Ashoka did for the welfare of his people. Ans. _A__sh__o_k_a__b_u_i_lt_m__a__n_y_u__n_iv_e__rs_it_i_e_s_, _w_a__te__r_t_ra__n_s_it_a__n_d__ir_ri_g_a_t_io__n__sy_s_t_e_m__s_f_o_r_t_r_a_d_e__a__n_d________ _a_g__ri_c_u_lt_u_r_e_._H__e__tr_e_a__te__d_h__is_s_u_b__je_c__ts__a_s_e__q_u_a__ls_,_r_e_g_a__rd__le_s_s_o__f_t_h_e_ir__re__lig__io_n__, _p_o_l_it_ic__s_______ _a_n__d__c_a_s_t_e_._H_e__a__ls_o__c_o_n_s_t_r_u_c_t_e_d__h_o_s_p__it_a_ls__fo__r_a_n_i_m__a_l_s _a_n_d__r_e_n_o__v_a_t_e_d__m__a_j_o_r_r_o_a__d_s______ _t_h_r_o_u_g__h_o_u_t_I_n_d__ia_._(_A__c_c_e__p_t_a_n__y_t_w__o__o_f_t_h_e__a_b__o_v_e__p_o_i_n_t_s_.)_____________________________ 5) How did Ashoka address his people? Ans. _A__sh__o_k_a__a_d__d_r_e_s_se__d__h_is__p_e_o__p_le__a__s_h_i_s _‘_c_h_il_d_r_e_n_’_._______________________________________ ____________________________________________________________________________________ 2

B C A 2 Vocabulary Prefixes Prefixes are letters or groups of letters that are added to the beginning of a word to make a new word with a different meaning. Every prefix has its own meaning. Examples: ‡ im- means not ‡ re- means again Prefixes can be used: ‡ to create a new word, sometimes with the opposite meaning of the original word. ‡ to turn a word into its negative form. Page 103 Base word Prefix + Base word Type of meaning sure un + sure (unsure) opposite in meaning / negative respect dis + respect (disrespect) opposite in meaning / negative order re + order (reorder) to put in order again possible im + possible (impossible) opposite in meaning / negative ability in + ability (inability) opposite in meaning / negative lead mis + lead (mislead) opposite in meaning / negative Exercise 2.1: Complete the table by combining the base words with the correct prefixes. One is done for you. Prefix Base word New word 1) im- honest dishonest 2) in- cover uncover 3) un- understand misunderstand 4) re- pure impure 5) mis- sufficient insufficient 6) dis- call recall The Prince and the Pauper 3

Exercise 2.2: Fill in the blanks by adding suitable prefixes such as ‘un-’, ‘dis-’, ‘re-’, ‘im-’, ‘in-’ and ‘mis-’ to the base words given in brackets. One is done for you. 1) Razia was upset because of Mohan’s impolite (polite) behaviour. 2) The road was _______u_n__e_v_e_n_______________ (even). As a result, my mother fell down and hurt herself. 3) The teacher asked her students not to ________m__is_b_e__h_a_v_e___________ (behave). 4) Radha seemed to ________d_i_sa__p_p__e_a_r___________ (appear) every time her tuition teacher walked in. 5) Saumya felt that John would be __________i_n_c_a__p_a_b__le_________ (capable) of completing the work on time. 6) Riyaz asked Faizal to __________r_e_a__rr_a_n_g__e_________ (arrange) their books. 3 Grammar Nouns Page 104 It’s a sunny Sunday. Aayat is sleeping on her cosy bed. The Sun is shining, and the birds are singing. Her mother calls out to her. Aayat jumps out of her bed, picks up her clothes and runs into the bathroom. Her brother, Asif, is waiting for her. He is a photographer. Aayat works as a doctor, but she loves to paint. Read the given passage and fill in the table below. Proper noun Common noun Gender Asif brother masculine Aayat mother feminine Sunday, Sun bed, clothes, bathroom neuter – birds, photographer, doctor common 4

Collective nouns Read the passage below. bunch of grapes Kriti’s father took her to her grandfather’s brood of hens flock of sheep farm last Thursday. Some of the students from gaggle of geese her class also went along. For breakfast, her grandfather treated everyone to fresh bunches of bananas and grapes. Then, he took them around the farm where they saw a herd of cows, a flock of sheep, a brood of hens and a gaggle of geese. They also spotted a colony of ants near an ant hill. What do the words in italics in the passage refer to? Which type of nouns are they? They are called collective nouns. Collective nouns are words that refer to a group of people or things. They are always singular as they represent one group with many units. Here are a few examples. Page 105 Groups Collective noun Groups Collective noun soldiers, ants army bees hive sheep, birds flock fleet flowers, fruits bunch ships pack geese gaggle dogs hens brood class students cows, horses, cattle, herd buffaloes Exercise 3.1: Read the following sentences and sort the nouns into the table. One is done for you. Reena plays with her friends. She is an active girl and wants to be a sportsperson someday. Her brother, Rahul, calls out to her and asks her to teach him some football tricks. Proper noun Common noun Gender Rahul brother masculine Reena girl feminine neuter – football tricks common – friends, sportsperson The Prince and the Pauper 5

Exercise 3.2: Match the words in column A with the correct collective nouns in column B. One is done for you. Column A Column B 1) lions a) bunch 2) keys b) band 3) wolves c) class 4) musicians d) pride 5) cows e) pack 6) students f) herd Exercise 3.3: Fill in the blanks with collective nouns from the box. One is done for you. gang troupe audience stack troop flight Page 106 1) The audience clapped at the end of the play. 2) My pen was kept on the ______________s_ta__c_k______________ of books. 3) A ____________t_ro__o_p________________ of monkeys jumped in front of our car. 4) The _____________g_a_n__g_______________ of thieves ran away. 5) I am part of a ____________tr_o_u__p_e_______________ of dancers. 6) Ira climbed the ____________f_li_g_h_t________________ of stairs to reach her flat. 4 Language in Use Punctuation Rohan received an e-mail from his pen friend in Trivandrum. He opened the mail in excitement. Here is the e-mail. hi rohan, how are you i want to invite you to the onam celebrations at my house onam is an important harvest festival it is celebrated for ten days yippie i am so excited to think that you may join us for onam this year do tell me about your plans waiting eagerly to hear from you, rajam 6

The e-mail completely puzzled Rohan. Rajam had written it in a hurry. He had missed adding commas, question marks and full stops. He had also not used capital letters where needed. Insert the correct punctuation marks and capital letters. Rewrite the e-mail so that the message is clearer to Rohan. _H_i R_o__h_a_n_, _____________________________________________________________________ _H_o_w__a_re__y_o_u_?_I_w__a_n_t_to__in_v_i_te__y_o_u_t_o__th_e__O_n_a_m__c_e__le_b_r_a_ti_o_n_s_a_t_m__y_h_o_u_s_e_._O_n_a__m__is_a_n________ _im_p__o_rt_a_n_t_h_a_r_v_e_st_f_e_s_ti_v_a_l._It__is_c_e_l_e_b_ra_t_e_d__fo_r_t_e_n__d_a_y_s._Y_i_p_p_ie_!_I_a__m__so__e_x_c_it_e_d_t_o__th_i_n_k_th__a_t ___ _yo__u_m__a_y_jo__in_u_s__fo_r_O__n_a_m__th_i_s_y_e_a_r_. _D_o_t_e_ll_m__e_a_b__o_u_t _y_o_u_r_p_la_n_s_._________________________ _W_a_i_tin_g__e_a_g_e__rly__to__h_e_a_r_f_ro_m__y_o_u_,__________________________________________________ _Ra__ja_m_________________________________________________________________________ Page 107 _____________________________________________________________________________ Punctuation marks are the traffic signals of writing. They help us to pause, end and begin our sentences. They are symbols that make a written message clearer and reduce miscommunication. They are used to structure and organise writing. Punctuation mark Usage Examples It is placed at the end of a I will travel tomorrow. It is too sentence or statement. late to travel today. Full stop It is placed at the end of a Where are we going? question. Question mark The Prince and the Pauper 7

Punctuation mark Usage Examples Comma It is used to separate: ‡ ZRUGVRULWHPVLQDOLVW ‡ + HERXJKWYHJHWDEOHV, Exclamation mark milk, fruits and cheese ‡ WKHSHUVRQDGGUHVVHG from the market. ‡ ,WLVSODFHGDWWKHHQGRI ‡ 5RKDQ, sit down. sentences that display ‡ : KDWDEHDXWLIXOEHDFK! emotions (happiness, excitement, frustration, ‡ : RZ! This room is so big. anger and so on). ‡ ,WLVSODFHGDIWHU interjections. Many words always start with a capital letter. Remember the acronym M.I.N.T.S. for the correct usage of capital letters. Page 108 Acronym Examples M : months, names of days ‡0 \\ELUWKGD\\LVLQSeptember. ‡,JRWRFKXUFKRQ Sundays. I : the word ‘I’ ‡I bought a new pencil. N : names of people, states, cities ‡, live in Pune. ‡0 \\IULHQGSandeep lives in Kochi in Kerala. and countries – proper nouns ‡,SODQWRYLVLWNorway next month. T : titles of books and movies ‡,DPJRLQJWRZDWFKTitanic tonight. S : start of sentences ‡0\\IDYRXULWHERRNLVBlack Beauty. ‡, have a new friend. Her name is Fatima. Punctuation in dialogue Punctuation also plays an important role when we write in dialogue form. Certain punctuation marks are used when we want to show that two or more people are talking. Example: ‘Seema has a book collection’, said Rohan. ‘That is interesting’, replied Naina. 8

‡ ,QWKHVHQWHQFHVDERYHVLQJOHTXRWHV‘ ’) are used to show the part that is spoken. Also, a comma ( , ) is used after the quoted section. ‡ 7KHÀUVWZRUGZLWKLQTXRWHVDOZD\\VVWDUWVZLWKDFDSLWDOOHWWHU Note: All regular sentences use this pattern. Questions or exclamations do not follow this pattern. You will learn about such sentences in Class 5. Exercise 4.1: Fill in the blanks with the correct punctuation marks. One is done for you. 1) Mango is my favourite fruit. 2) When is your birthday_?_____ 3) I walk to school every day_._____ 4) What a pretty dress_!_____ 5) May I leave now_?_____ 6) Oh my god_!_____ Page 109 Exercise 4.2: Rewrite the given paragraph by correcting the usage of punctuation marks and capital letters. The first part is done for you. ben was a nice and smart boy he had many pets ben had a dog a few cats fish and even a lizard as pets his latest pet was a guinea pig named martin why do you think ben loved having so many pets Ans. Ben was a nice and smart boy._H__e__h_a_d__m__a_n__y_p__e_t_s._B__e_n__h_a_d__a__d_o__g_,_a__f_e_w__c__a_t_s,__fi_sh_____ _a_n_d__e_v_e__n_a__l_iz_a_r_d__a_s__p_e_t_s_._H_i_s_la__te__st__p_e_t__w_a__s_a__g_u_i_n_e_a__p__ig__n_a__m_e__d__M_a__rt_in__. _W__h_y_d__o__y_o_u__t_h_in_k_____ _B_e_n__lo_v__e_d__h_a_v_i_n_g__s_o__m__a_n_y__p_e_t_s_?____________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Exercise 4.3: Rewrite the given sentences by correcting the usage of punctuation marks and capital letters. One is done for you. 1) why are you going now. Ans. Why are you going now? 2) i will give you the Book tomorrow Ans. _I_w__ill_g__iv_e__y_o_u__t_h_e__b_o__o_k_t_o_m__o__rr_o_w__.___________________________________________________ 3) What a beautiful sight. Ans. W__h__a_t_a__b_e__a_u_t_if_u_l_s_ig__h_t_! _____________________________________________________________ The Prince and the Pauper 9

Page 110 4) Do you want to buy the yellow. pink or black shirt! Ans. _D_o__y_o_u__w__a_n_t__to__b__u_y_t_h_e__y_e__llo__w_,_p__in_k__o_r_b__la__c_k_s_h_i_rt_?____________________________________ 5) Oops. I dropped the cup? Ans. _O_o__p_s_! _I _d_r_o_p_p__e_d__t_h_e__c_u_p__. ___________________________________________________________ 6) rajeev usman and tina went to delhi during their holidays? Ans. _R_a_j_e_e_v_,_U__sm__a__n_a__n_d__T_in_a__w__e_n__t _to__D__e_lh__i _d_u_r_in_g__t_h_e_i_r_h_o__lid__a_y_s_.___________________________ ____________________________________________________________________________________ 5 I Write: Formal Writing Paragraph writing Exercise 5.1: Fill in the gaps to complete the paragraph given below. The paragraph explains ways by which you can be an understanding member of your family. This is a sample response. Do not dictate as is. You can use this to help learners generate ideas. There are different ways by which we can __________________b__e__u_n_d_e__rs_t_a_n_d__in_g_______________ ___________m__e_m__b__e_r_s _o_f_o__u_r_f_a_m__il_ie_s_______________. Firstly, we must __________________________ _________________________re__sp__e_c_t_e__v_e_r_y_o_n_e__i_n_t_h_e__f_a_m__il_y_____________________________________. We should ______________________________a_lw__a_y_s__h_e_l_p_e__a_c_h__o_t_h_e__r ___________________________. Also, we can __________h_e__lp__o_u_r_p__a_r_e_n_t_s_________ by doing _________________________________ ______o__u_r_d_u_t_i_e_s_s_u_c_h__a__s_s_tu__d_y_in__g_,_c_l_e_a_n__in_g__a_n__d__fi_n_is_h_i_n_g__o_u_r_c__h_o_r_e_s_o__n__ti_m_e___________________. We should respect ________________o_u_r_g__ra__n_d_p_a__re__n_t_s_______________ by _____________________ _________________sp__e_n_d__in_g__t_im__e__w__it_h_t_h_e__m__a_n__d__lis_t_e_n_i_n_g__t_o_t_h_e__m______________________________ __________________________________________________________________________________________. Finally, we can ____________________b_e__c_a__ri_n_g__to__o_u__r _y_o_u_n__g_e_r_s_is_t_e_r_s_a_n__d_b__ro__th__e_r_s_________ by ____________________s_h_a_r_in_g__o__u_r_t_o_y_s_________________ and __________________________________ ______________h_e_l_p_in__g__th_e__m__w__it_h__th__e_ir_h__o_m__e_w__o_r_k___________________________________________. 10

Page 111 Exercise 5.2: Prayag has just joined your school. Everybody is friendly with him. However, he turns into a bully whenever he plays games in groups. He either breaks rules or hurts others. As a result, his classmates do not want to play with him. Explain how you, as a classmate, would solve this problem. Hints: ‡ Would you be rude to him because he is a bully? ‡ Would you try to sort out the situation yourself or take help from your classmates? ‡ Do you think your teacher would be able to explain things to him? This is a sample response. Do not dictate as is. You can use this to help learners generate ideas. _A_s_a__n_e__w__s_tu__d_e_n__t,_P_r_a_y__a_g__s_h_o_u_l_d__b_e__t_o_ld__a__b_o_u_t__th__e_r_u_l_e_s_o__f _th__e__sc__h_o_o_l_f_r_o_m__a__s_t_u_d_e__n_t_’s__si_d_e_.___ _I _w_o_u__ld__t_a_lk__t_o__h_im___a_n_d__f_in_d__o__u_t_w__h_a_t__m_a__k_e_s_h__im__s_o__u_p__se__t_o_r_a__n_g_r_y__th__a_t_h_e__h_u__rt_s_o__th_e__rs_._I_w__o_u_l_d_ t_r_y_t_o__p_r_a_i_se__h__is_g__o_o_d__q__u_a_li_t_ie_s__a_n_d__a_p__p_r_e_c_i_a_t_e__w_h__e_n__h_e__s_h_o_w__s_h_i_s_g_o__o_d__q_u_a__li_ti_e_s_. _I _w__o_u_ld__a__ls_o__ _ta__lk__to__t_h_e__o_t_h_e_r_s_t_u_d__e_n_t_s_a_n__d__tr_y_t_o__f_in_d__t_h_e__b_e__st__so__lu_t_io__n_t_o__t_h_is__p_r_o_b_l_e_m__._I__w_o_u__ld__r_e_a_d__o__u_t____ r_u_l_e_s_o__f _t_h_e__g_a_m__e_s__to__b__e__p_la__y_e_d__ju__st__b_e_f_o_r_e__e_a_c__h_g__a_m__e_._I_w__o_u__ld__a_l_so__a__n_n_o_u__n_c_e__t_h_a_t__th_o__s_e____ w__h_o__d__o_n__o_t_f_o_l_lo_w___th_e__r_u_le__s_w__il_l _n_o_t_b__e__a_ll_o_w__e_d__t_o_p__la__y_. _If_h__e_s_t_il_l _d_o_e__s_n_o_t__m__e_n_d__h_i_s_w__a_y_s_,_I_____ _w_o_u__ld__t_a_k_e__a_d__v_ic_e__f_r_o_m__m__y__te__a_c_h__e_r_s._______________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ The Prince and the Pauper 11

Page 112 6 I Write: Creative Writing Photo description Exercise 6: Look at the given photograph. Describe what you see in the photograph. Describe the surroundings and mood of the children. Hints: ‡ Who do you see in the photo? ‡ What are they doing? ‡ Do they look happy or sad? ‡ What do their surroundings look like? This is a sample response. Do not dictate as is. You can use this to help learners generate ideas. T_h_e__re__a__re__t_w_o__b__o_y_s_a__n_d__a_n__e_l_e_p_h__a_n_t_i_n__th_e__p__ic_t_u_r_e_._T_h_e__e__le_p__h_a_n_t__is_s_i_tt_in__g_o__n_t_h_e__g__ro__u_n_d_._T_h_e___ g__ro__u_n_d__is__b_a__re__a_n__d_d__u_s_t_y_. _O_n__e__b_o_y__is__si_tt_in__g__o_n__th__e_e__le_p__h_a_n__t’_s_b__a_c_k_._T_h__e_o__th__e_r_b_o__y_i_s_s_t_a_n_d_i_n_g__ i_n__fr_o_n_t__o_f_t_h_e__e_l_e_p_h_a__n_t_. _H_e__is__h_o_l_d_in__g__so__m__e_t_h_in_g__i_n_h__is_h__a_n_d__. _T_h_e__b_o_y_s__lo_o__k_h_a__p_p__y_p__la_y_i_n_g__w__it_h_ t_h_e__e_l_e_p__h_a_n_t_._T_h_e__y_a_r_e__in__t_h_e__ju__n_g_le__._T_h_e__ju_n__g_le__i_s_v_e_r_y__d_e_n__se__. _T_h_e_r_e__a_re__b__ig__t_re__e_s_a__ll_a_r_o_u_n__d____ t_h_e__m_.______________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 12

Teacher Reference: Textbook Page 113 Lesson 2: The Peaceful Warrior Let Us Discuss 1) Why did the samurai run away? Ans. The samurai had killed his master. He would be put to death if he got caught. So, he decided to run away. 2) Why did the samurai kill his master? Ans. The samurai warrior got angry with his master and without thinking, killed him. 3) How long did it take the samurai to dig halfway into the mountain? Ans. The samurai took four years to dig halfway into the mountain. 4) Why did the dead man’s son not kill the samurai? Ans. The dead man’s son had learnt a lot from the samurai in the last few years. He did not kill the samurai because he could not kill a man whom he had learnt so much from. I Understand Exercise 1: New words Word Meaning regretted (v.) felt deeply sorry scared (adj.) frightened; afraid single-handedly (adv.) done by a person by himself or herself carve (v.) cut skilfully tunnel (n.) an underground passage revenge (n.) harm done in return for harm done The Peaceful Warrior

Teacher Reference: Textbook Word Meaning fascinated (adv.) very interested in something or someone patience (n.) the ability to wait calmly rubble (n.) broken pieces of rocks or stones kneeling (v.) resting on one’s knees sword (n.) a weapon with a long blade and a handle Language Game Page 114 Stand for peace, sit for war Your teacher has a list of words related to war and peace. He or she will read out one word at a time. You have to respond by standing up for words that mean ‘peace’ or are related to peace. You have to sit for words that mean ‘war’ or are related to war. Your teacher also has prepared two columns with ‘Peace’ and ‘War’ as headings. After each word is read, your teacher will ask a student to write the word under the appropriate column. Words related to peace Words related to war friendly suffering united death harmony ÀJKW stability love destruction enmity The Peaceful Warrior

Page 115 Teacher Reference: Textbook Connect the Dots Maths Fun ¾ The samurai took 4,224 hours in total to carve a road through the mountain and worked for 12 hours every day. How many days did it take for him to complete the work? Ans. 4224 ÷ 12 = 352 days The Peaceful Warrior

Lesson The Peaceful Warrior 2 Module 2 Page 116 Section Name What I Will Learn I Listen Sentence dictation Vocabulary Listening audio Grammar Antonyms Language in Use Formal Writing Demonstrative pronouns Creative Writing Countable and uncountable nouns Informal letter writing Photo-based character sketch 13

1 I Listen Exercise 1.1: Sentence dictation 1) I regretted my decision of leaving the hockey team. 2) Geeta completed the project single-handedly. 3) The baby was fascinated with the shiny toy. 4) A massive stone was lying in between the rubble. 5) He promised to take revenge from his enemy. Exercise 1.2: Listening audio 1) What was the fee given by the swans for using the lake? [ A] (A) a golden feather (B) a golden coin (C) five feathers (D) five golden feathers Page 117 2) What did the homeless bird plan to do? [ B] (A) go to a faraway land (B) make the river its home (C) compete with the other birds (D) shoo away the other birds from the lake 3) Why did the golden swans refuse to give shelter to the homeless bird? [ C] (A) The bird was new to the lake. (B) The golden swans were jealous. (C) It did not have golden feathers. (D) They were afraid of the bird. 4) What did the homeless bird do after she was insulted by the swans? [ B] (A) She cried. (B) She went to the king with her complaint. (C) She fought with the swans. (D) She flew away and never came back. 5) How did the king punish the golden swans? [ A] (A) He ordered them to leave the river. (B) He killed all of them. (C) He asked them to apologise. (D) He made them servants to the homeless bird. 14

B C A 2 Vocabulary Antonyms Exercise 2.1: Complete the crossword puzzle with the antonyms of the words given in the clues. 2b u 1u g l sy o 3s w e e t ht Page 118 ao 4c h i ld m l o w Clues: Across Down 2. an antonym for 'idle' 1. an antonym for 'beautiful' 3. an antonym for 'bitter' 2. an antonym for 'top' 4. an antonym for 'adult' 3. an antonym for 'deep' The Peaceful Warrior 15

Exercise 2.2: Fill in the blanks with the correct antonyms of the words in brackets. 1) It is very ___________w_a__rm____________ here. (cool) (A) cold (B) warm (C) sleepy (D) wet 2) Please meet me __________b_e__fo__re___________ dinner. (after) (A) during (B) at (C) before (D) eating 3) _________C__o_m__e____________ to my room. (go) (A) Come (B) Going (C) Look (D) Sleep 4) This dress is very _________e_x_p_e_n__si_v_e_________. (cheap) (A) light (B) cold (C) expensive (D) inexpensive 5) He came ____________f_ir_s_t ___________ in the race. (last) (A) middle (B) first (C) home (D) in the end 6) He __________a_l_w_a__y_s__________ travels by bus. (never) Page 119 (A) today (B) seldom (C) sometimes (D) always 3 Grammar Pronouns When Anya came into the classroom, she thought to herself, 'Is there a test today? Why did Sheetal not tell me about it?' Anya went to the desk that was hers. She sat down with her partner, Vishal. They prepared for the test together. Read the given paragraph and underline all the pronouns in it. Also, name the type of each pronoun. Subject pronouns : She, They Object pronouns : me, it 5HÁH[LYHSURQRXQ  KHUVHOI Possessive pronoun : hers 16

Remember: Pronouns are words that take the place of nouns. Demonstrative pronouns These pronouns demonstrate or point out someone or something. Page 120 this (singular) It points to a single thing that is near. that (singular) Examples: these (plural) ‡ This is my book. those (plural) ‡ This is my bag. It points to a single thing that is far. Examples: ‡ That is my house over there. ‡ T hat is my dog. He is running in the park. It points to multiple things that are near. Examples: ‡ These are the best books in the library. ‡ These are fresh apples. It points out multiple things that are far. Examples: ‡ Those are friendly animals. ‡ Those are my shoes. Exercise 3.1: Underline the pronouns in the sentences. Write the type of pronoun as well. One is done for you. 1) She is a good singer. – subject pronoun 2) Rahul was waiting for me. – _o_b_j_e_c_t__p_r_o_n_o_u__n_________________ 3) This book is his. – _p_o_s_s_e_s_s_iv_e__p__ro_n__o_u_n______________ 4) That is Sheena. – _d_e_m__o__n_s_tr_a_t_iv_e__p__ro__n_o_u_n__________ 5) Kirti bought a new book for herself. – _re__fl_e_x_iv_e__p__ro__n_o_u_n________________ 6) The man who lives here is kind. – _re__la_t_iv__e_p__ro__n_o_u_n_________________ The Peaceful Warrior 17

Page 121 Exercise 3.2: Fill in the blanks with the type of pronoun mentioned in brackets. One is done for you. 1) What is she doing in the park? (subject pronoun) 2) The doctor gave medicines to ________m__e_______. (object pronoun) 3) This pen is _______h_e__r_______; please return it to her. (possessive pronoun) 4) This is your job. Can you complete it ______y_o_u_r_s_e_lf_____? (reflexive pronoun) 5) My house, ______w__h_ic__h______ has two bedrooms, is not far from here. (relative pronoun) 6) _______T_h_e_y_______ are beautiful forts, but they are far away. (demonstrative pronoun) (Accept all valid responses.) Exercise 3.3: Fill in the blanks with the correct demonstrative pronouns: this, that, these, those. One is done for you. 1) That is a beautiful dress in her hand. 2) _T_h_o_s_e_____________ are red roses. 3) _T_h_is_______________ is a very difficult exercise. 4) _T_h_a_t______________ belongs to my friend. 5) _T_h_is_______________ is my cycle. 6) _T_h_e_s_e_____________ are flowers that do not grow in summer. 18

4 Language in Use Countable and uncountable nouns Look around your classroom. Can you name a few things (common nouns) in the room that can be counted? Now, can you think of things (common nouns) that cannot be counted? Countable nouns: These nouns refer to things that we can count using numbers such as one, two, three and so on. Examples: book – we can count the number of books. one book three books Here are some more countable nouns: ‡ DGRJWKUHHFDWVDQDQLPDORQHPDQ ‡ PDQ\\ERWWOHVDIHZER[HVVL[SHQV ‡ a table, a couple of chairs Remember: Page 122 ‡ : KHQDFRXQWDEOHQRXQLVVLQJXODUZHXVH¶D·¶DQ·¶WKH·RUWKHQXPEHU RQH EHIRUHLW ‡ : KHQDFRXQWDEOHQRXQLVSOXUDOZHXVHZRUGVOLNH¶PDQ\\·¶DIHZ·RUQXPEHUVPRUH than one (two, three) before it. Uncountable nouns: These nouns refer to things or concepts that cannot be counted. )RUH[DPSOHZHFDQQRWVD\\¶RQHPLON·¶WZRPLON·RU¶WKUHHPLON·:HFDQVD\\¶RQHPLONERWWOH· ¶WZRPLONERWWOHV·DQG¶WKUHHPLONERWWOHV·+HUHZHDUHFRXQWLQJWKHERWWOHVDQGQRWWKHPLON Here are some more examples of uncountable nouns: ‡ ORWVRIORYHDORWRIKDSSLQHVVDOLWWOHELWRIVDGQHVV ‡ DSLHFHRIIXUQLWXUHRUOXJJDJHDORWRIKRPHZRUN ‡ DOLWWOHULFHRUVXJDUDORWRIZDWHUVRPHPLON Remember: some milk two milk bottles ‡ All uncountable nouns are singular. There is no plural form for these words. ‡ :HXVHZRUGVOLNH¶VRPH·¶OLWWOH·¶DQ\\·RU¶PXFK·EHIRUHXQFRXQWDEOHQRXQVZKHQ we don't use any other unit. The Peaceful Warrior 19

Exercise 4.1: Look at the pictures given below. Identify whether these things are countable or uncountable. One is done for you. 1) honey 2) table 3) bird Ans. uncountable Ans. _______c_o_u_n__ta__b_le_________ Ans. _______c_o__u_n_t_a_b_l_e_______ 4) cheese 5) rice 6) star Page 123 Ans. ______u_n_c__o_u_n_t_a_b__le______ Ans. ______u_n_c__o_u_n_t_a_b__le_______ Ans. ______c_o__u_n_t_a_b__le________ Exercise 4.2: Sort the nouns given below into the correct columns. One is done for you. sugar furniture bottle work woman book Countable nouns Uncountable nouns 1) bottle 2) sugar 3) woman 4) furniture 5) book 6) work 20

Page 124 Exercise 4.3: Write whether the common nouns in the sentences given below are countable (C) or uncountable (UC). There may be more than one common noun in each of the sentences. One is done for you. 1) Seema spread jam on the bread. Ans. jam – UC and bread – UC 2) Do you think the cat drank the milk? Ans. c__a_t_–__C______________________________________________________________________________ m__i_lk__–_U__C____________________________________________________________________________ 3) Pass me some sugar, please! Ans. s_u_g__a_r_–__U_C___________________________________________________________________________ ____________________________________________________________________________________  'RQ·WPDNHnoise, the baby is sleeping. Ans. n__o_is_e__–__U_C___________________________________________________________________________ b__a_b__y_–__C____________________________________________________________________________ 5) Anish served them tea when they reached home. Ans. t_e_a__–__U_C_____________________________________________________________________________ h__o_m__e__–_C____________________________________________________________________________ 6) He fried the vegetables in oil. Ans. v__e_g_e__ta__b_le__s_–__C______________________________________________________________________ o__il_–__U_C______________________________________________________________________________ The Peaceful Warrior 21

5 I Write: Formal Writing Informal letter writing We write informal letters to our friends and family members. The tone of such letters is friendly and not formal. Read the given sample of an informal letter carefully. See the different parts that a letter has and study the format. Page 125 There is no need to H. No. 18 - 421 - 12 Your address include the address Forest Colony of the person to Nagpur Date whom you are writing. 2nd June 2018 Introduction Salutation/Greeting In the first paragraph, You can use a Dear Soham, explain why you SHUVRQ·VILUVWQDPH are writing. Use How are you? Hope you are friendly language Body enjoying your basketball throughout. This is the part camp. I have come to visit my in between the grandparents for the summer, and Closing paragraph introduction and the I am having a really good time. Ask a question or closing paragraph make a suggestion so where you talk My grandparents give me many that the person can about the main idea gifts and let me eat all the things I send a reply. of the letter. want! They also have big cotton and sugarcane farms where I play with Signature the new friends that I have made Sign your name. How here. You should see how beautiful you sign off shows the cotton fields look when the cotton how you feel about bolls are in full bloom. My mom helped the person to whom me take pictures of the fields – I will you are writing. show them to you when I am back. I wish you and Sneha could have come too. See you soon! Please teach me basketball when I get back! Lots of love, Peeyush 22

Page 126 Exercise 5.1: Given below is the outline of a letter written by a boy, Suraj, to his cousin Shalu, who lives in another country. He writes about the unity of his country in spite of its various cultures and different languages. Fill in the gaps to complete the letter. This is a sample response. Do not dictate as is. You can use this to help learners generate ideas. Lane 33, Bhandari Nagar JP Nagar Bengaluru 23rd January 2018 Dear Shalu, How _____________h_a_v_e__y_o__u_b__e_e_n____________________? I have been waiting to finish my school SURMHFWRQ¶,QGLDWKH/DQGRI8QLW\\LQ'LYHUVLW\\·WRZULWHWR\\RXDERXWLW7KHSURMHFWVKRZHG how the people of India ___________________________l_iv_e__i_n_p__e_a_c__e_a__n_d__h_a__rm__o_n__y_____ though they speak different languages and have __________________________________________________ ___d_i_ff_e_r_e_n_t__c_u_l_tu__re_s________________________________________________________________________. Do you know that there are ___________tw__e_n_t_y_-_n_in__e_________ states and seven ________u_n_io__n___ _te__rr_it_o_r_ie__s_in__I_n_d_i_a_________? Yet, people unite in the name of _______________________________ _________t_h_e__c_o__u_n_t_ry__________. Our cricket, hockey and other sports teams have ____________ _________________p__e_o_p__le__fr_o_m___d_i_ff_e_r_e_n_t_p__a_r_ts__o_f_I_n_d_i_a_________________________________________ who play together for ______________th_e__c__o_u_n_t_r_y____________________________________________. People celebrate _________f_e_s_ti_v_a_l_s_t_o_g_e__th__e_r__________________________ and share ___________ _______H_D_F__K_R__WK_H__U·_V_M_R_\\______________ happily. I am very proud of _____________o_u_r__c_o_u_n__tr_y_____ __________a_n_d__a_l_l _t_h_e__p_e_o__p_le__w__h_o__li_v_e__in__p_e__a_c_e__a_n__d__h_a_r_m__o_n_y__in__t_h_is__c_o_u_n__tr_y__________________. I wish you could _______________________v__is_it_I_n_d_i_a_______________ during Christmas. My neighbour, Susan Aunty, makes ___________________y_u_m__m__y_c__a_k_e_s__a_n_d__b__is_c_u_i_ts_____________ for all of us at that time. I told you, _______________________W_K_D_W_·_V_K_R_Z___Z_H__G__R_L_W__________ in India. We celebrate together! Do write and let me know _____________w_h__e_n__y_o_u__p_l_a_n__to__v_i_s_it_I_n_d_i_a__________________________. With warm regards, Suraj The Peaceful Warrior 23

Page 127 Exercise 5.2: You had a fight with your friend over a pen that she broke by mistake. You got angry and shouted at her. Now she does not want to talk to you. Write an apology letter, requesting her to forgive you for your behaviour. Hints: ‡ Write how important the pen was to you. ‡ Apologise for getting angry suddenly. ‡ Mention how important her friendship is to you. This is a sample response. Do not dictate as is. You can use this to help learners generate ideas. _____________________________________________________________________________ _A_1_8_,_A_n_n_a__N_a_g__a_r ______________________________________________________________ _Sh_a__n_ka__ra__R_o_a_d_________________________________________________________________ _H_y_d_e_ra_b__a_d_–__4_2________________________________________________________________ 3_r_d_A_p_r_il_2_0_1_8___________________________________________________________________ D__e_a_r_F_a_t_e_m_a_,__________________________________________________________________ H__o_w__h_a_v_e_y_o_u__b_e_e_n_?__I _a_m__w_r_it_in_g__th_i_s _le_t_te_r_t_o_t_e_ll_y_o_u__th_a__t _I h_a__v_e_b_e_e_n__fe__e_lin_g__v_e_r_y_b_a_d__s_in_c_e_ w__e_f_o_u_g_h_t_o_v_e__r t_h_a_t_p_e__n_. _I w__a_n_t_t_o_a_p_o__lo_g_is_e__fo_r_m__y_b_e__h_a_v_io_u_r_. _________________________ _Th_e__p_e_n__th_a__t _yo__u_b_r_o_k_e_b_y__m_i_st_a_k_e__w_a_s_g_i_v_e_n_b_y__m_y__c_o_u_s_in_a__s _a_p_r_e_s_e_n_t._I_l_o_v_e_d_t_h_a_t_p_e_n_____ _a_n_d_y_o_u__k_n_o_w__h_o_w__p_o_s_se__ss_iv_e__I _w_a_s_a_b__o_u_t _it_. _So__, w__h_e_n__I s_a_w__it_b__ro_k_e_n__I _c_o_u_ld__n_o_t_c_o_n_t_ro_l_m__y__ _a_n_g_e_r_. _I p__ro_m__is_e_t_o_w__o_rk__o_n_m__y_t_e_m__p_e_r_a_n_d__to__k_e_e_p__a_c_o_n_t_ro__l o_n__it_._I _a_m__s_o_s_o_rr_y_f_o_r_s_h_o_u_ti_n_g__ _a_t_y_o_u_a__t _th_a_t_m__o_m__e_n_t._I_t _w_a_s_w__ro_n_g__o_f_m__e_t_o_f_o_r_g_e_t_t_h_a_t _it_w__a_s_ju_s_t_a_p__e_n_, _a_n_d__yo__u_r _fr_ie_n_d_s_h_ip_ _LV_P__R_UH__Y_D_OX_D__E_OH__WR__P_H__:__R_Q_·_W_\\_R_X_I_R_UJ__LY_H_P__H_\"_______________________________________ _A_w_a_i_ti_n_g_y_o_u_r_r_e_p_ly_,_____________________________________________________________ _W_i_th__lo_v_e_,_____________________________________________________________________ _S_a_n_ja_n_a_______________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 24

6 I Write: Creative Writing Photo-based character sketch Exercise 6: Look at the photograph. Fill in the gaps to complete the character sketch of the woman in the photograph. Page 128 This is a sample response. Do not dictate as is. You can use this to help learners generate ideas. This is the photo of a young boy with his ______________g__ra__n_d_m__o__th_e__r____________. She must be ________________________a__ro__u_n_d__s_ix_t_y_t_o__s_ix_t_y_-f_i_v_e_____________________ years old. She is dressed in a ____________________________b__e_a_u__ti_fu__l _sa__re__e__________. Her hair is ________________________ __________________c_u_t_s_h_o__rt_._I_t _is__c_o_m__p_l_e_t_e_ly__g_r_e_y_.__It_l_o_o_k_s__n_e_a_t__a_n_d__t_id__y___________________. She looks _____________h_a__p_p_y__w__it_h_h__e_r_g_r_a_n__d_s_o_n___________________. She is wearing _____________sp__e_c_t_a_c__le_s_____. The jewellery that she is wearing is _______________ ______________s_im__p_l_e__a_n_d__e_l_e_g__a_n_t_._S_h_e__is__w_e__a_r_in_g__a__p_e__a_r_l _n_e_c_k_l_a_c__e_i_n__th_i_s_p__h_o_t_o_g_r_a_p__h________ _____________________________________________________________. She looks ___________________ _______________l_ik_e__a__c_a__lm___a_n_d__q_u__ie_t__p_e_r_s_o_n______________________. It looks like _____s_h_e__lo__v_e_s_h__e_r_g_r_a_n__d_s_o_n__a__lo_t_.________________________________________________ ______________________. The grandmother is sitting ________n_e__x_t_t_o_h__e_r_g__ra_n__d_s_o_n_______________ ____________________________. He may be _______________te__lli_n_g__h_e_r__a_b_o__u_t_h_i_s_d_a__y_____________ ________________________________. Both the people in the picture seem to be ________________ _________H_Q_M_R_\\_LQ__J_H__D_F_K__R__WK_H__U·_V_F__R_P__S_D__Q_\\________________. The Peaceful Warrior 25

Teacher Reference: Textbook Page 129 Lesson 3: The Caged Bird Let Us Discuss 1) What does the poet wonder about? Ans. The poet wonders why the bird looks pallid and weak.  :KHUHGRHVWKHSRHWWKLQNWKHELUGZDQWVWRÁ\\\" Ans. 7KHSRHWWKLQNVWKDWWKHELUGZDQWVWRÁ\\KLJKLQWKHD]XUHVN\\  :KRPGRHVWKHSRHWWKLQNWKHELUGZRXOGZDQWWRÁ\\ZLWK\" Ans. 7KHSRHWWKLQNVWKDWWKHELUGZRXOGOLNHWRÁ\\ZLWKKLVNLWKDQGNLQ  ,QWKHVHFRQGODVWVWDQ]DZKDWGRHVWKHSRHWDVNXV\" Ans. 7KHSRHWDVNVXVKRZZHZRXOGIHHOLIZHZHUHFDJHGOLNHWKHELUGLQWKHSRHP I Understand Exercise 1: New words Word Meaning JORRP\\DGM without happiness or hope SDOHDGM KDYLQJDVNLQFRORXUWKDWLVZKLWHUWKDQQRUPDO SDOOLGDGM weak or dull D]XUHDGM KDYLQJWKHEOXHFRORXURIWKHFOHDUVN\\ VZLUOY to move in circles ZLWKDEDQGRQDGM without any care NLWKDQGNLQQ relatives The Caged Bird

Teacher Reference: Textbook Word Meaning ERXQGDGM FKDLQHGRUWLHGWRVRPHWKLQJ WRKLVDPD]HSKU to his surprise FXUHQ the way to solve a problem Page 130 Exercise 2: Literature comprehension 1) How does the bird appear to the poet? Ans. 7KHELUGDSSHDUVJORRP\\SDOHSDOOLGDQGZHDNWRWKHSRHW  7KHSRHWDVNVDIHZTXHVWLRQVLQWKHVHFRQGVWDQ]D:KDWDUHWKHVHTXHVWLRQV\" Ans. 7 KHTXHVWLRQVWKDWWKHSRHWDVNVDUHDVIROORZV¶:K\\GLG\\RXGRWKLVWRKLP\"·¶:K\\FDQ·WKH play like me?’ and ‘Why can’t he also be happy and free?’  :KDWGRHVWKHELUGGRLQVLGHWKHFDJH\" Ans. 7 KHELUGSOD\\VE\\JRLQJXSGRZQURXQGDQGURXQGLQVLGHKLVFDJH+HVLQJVVOHHSVDORQHLQ UDJHDQGILJKWVZLWKMXVWKLPVHOIDJDLQDQGDJDLQLQVLGHWKHFDJH 4) What kind of creature is the bird described as? Ans. The bird is described as a beautiful and a pure creature. Exercise 3: Value-based questions – Judgement and appreciation 1) The poem ends with the question: ‘What is the cure?’ What do you think is the cure for the FDJHGELUG\"([SODLQ\\RXUDQVZHU Ans. Learner’s response Sample:7KHRQO\\FXUHIRUWKHFDJHGELUGLVWRJUDQWKLPIUHHGRP5LJKWQRZKHLVDSULVRQHU LQKLVFDJHDQGLVVDGDQGDQJU\\+HZRXOGEHKDSS\\DQGFRQWHQWLIKHZHUHIUHHWRIO\\LQWKH VN\\ZLWKKLVIULHQGVDQGIDPLO\\  3HRSOHKDYHNHSWELUGVLQFDJHVIRUFHQWXULHV7KH\\GRWKLVIRUWKHLUDPXVHPHQW,VWKLVULJKW\" Why or why not? Ans. Learner’s response Sample:,WKLQNNHHSLQJELUGVLQFDJHVLVYHU\\ZURQJ7KH\\DUHOLYLQJFUHDWXUHVMXVWOLNHXVKXPDQ EHLQJV7KH\\GHVHUYHWREHIUHHIO\\DQGEHZKHUHYHUWKH\\ZLVKWR,WLVFUXHORIKXPDQVWRNHHS OLYLQJEHLQJVOLNHELUGVLQFDJHV The Caged Bird

Teacher Reference: Textbook Language Game Pronouns in 30 seconds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ns. - LOODQG0DUWLQZHUHVLEOLQJV2QHGD\\they returned from the park. TheyZHUHYHU\\KXQJU\\DQG ZHQWVWUDLJKWLQWRWKHNLWFKHQTheyZDQWHGWRHDWVRPHWKLQJ,QWKHNLWFKHQtheyVDZDGRJ Page 131 ItZDVGULQNLQJWKHZDWHUWKDW0RWKHUKDGNHSWIRUthem$VVRRQDV0DUWLQVDZWKHGRJhe UDQRXWVFUHDPLQJHeZDVDIUDLGRIGRJV2QWKHRWKHUKDQG-LOOZDVDEUDYHJLUO6KH was not DIUDLGRIDQ\\WKLQJ6KHVKRRHGWKHGRJDZD\\It ran out. Martin saw itUXQQLQJRXWHe came back into the kitchen. HeSUDLVHG-LOOIRUEHLQJVREUDYH-LOOWKDQNHGhim. Connect the Dots Maths Fun Key: 1 = 5 birds 'HHS-XQJOH = 15 birds Dark Forest = 5 birds Green Woods   ELUGV The Caged Bird

Teacher Reference: Textbook R1: Reading Comprehension Passage 1  :KRJDYHDVSHHFKDERXW,QGLD·VIUHHGRPVWUXJJOH\" Ans. 0LQL·VJUDQGPRWKHUJDYHDVSHHFKDERXW,QGLD·VIUHHGRPVWUXJJOH 2) What is special about 15th$XJXVW\" Ans. 15th$XJXVWLVWKH,QGLDQ,QGHSHQGHQFH'D\\  5HZULWHWKHEHORZVHQWHQFHVZLWKWKHFRUUHFWSXQFWXDWLRQ D PLQLVJUDQGPRWKHUJDYHDVKRUWVSHHFKDERXWLQGLDVIUHHGRPVWUXJJOH Ans. MLQL·VJUDQGPRWKHUJDYHDVKRUWVSHHFKDERXWIQGLD·VIUHHGRPVWUXJJOH. Page 132 E HYHU\\RQHVDQJWKHQDWLRQDODQWKHPMDQDJDQDPDQDWRJHWKHU Ans. EYHU\\RQHVDQJWKHQDWLRQDODQWKHP‘Jana Gana Mana’WRJHWKHU. F SDWULRWVOLNHJDQGKLMLQHKUXDQGQHWDMLVXEKDVKFKDQGUDERVHIRXJKWIRUIUHHGRPIURPWKH british rule Ans. Patriots like GDQGKLML, Nehru and NHWDMLSubhash Chandra BRVHIRXJKWIRUIUHHGRPIURPWKH British rule. 4) The opposite of ‘senior-most’ is ¶MXQLRUPRVW·.  0DWFKWKHZRUGVZLWKWKHLUFRUUHFWPHDQLQJV Column A Column B 1) patriotic a) scattered  SULGH  EIHHOLQJORYHWRZDUGVRQH·VFRXQWU\\  GLVSHUVHG  FDIHHOLQJRIKDSSLQHVVIRUVRPHWKLQJRUVRPHRQHUHODWHGWR\\RX Ans. 1) – b); 2) – c); 3) – a) Reading Comprehension

Teacher Reference: Textbook Passage 2  +RZPDQ\\SDLQWLQJVGLGWKHNLQJQHHGWRFKRRVHIURP\" Ans. 7KHNLQJQHHGHGWRFKRRVHIURPEHWZHHQWZRSDLQWLQJV  ,QWKHVHFRQGSLFWXUHZKDWGLGWKHNLQJVHHEHKLQGWKHZDWHUIDOO\" Ans. 7KHNLQJVDZDWLQ\\EXVKJURZLQJLQDFUDFNLQWKHURFNEHKLQGWKHZDWHUIDOO  :ULWHWKHSOXUDOIRUPVRIWKHZRUGVJLYHQEHORZ a) bush – bushes b) waterfall – waterfalls c) sky – skies  7KHPHDQLQJRI¶WXPEOHG·LV‘fell down suddenly’. Page 133  0DWFKWKHZRUGVZLWKWKHLUFRUUHFWPHDQLQJV Column A Column B   IRDPLQJ D XSLQWKHVN\\ 2) overhead b) calmness   SHDFH F EXEEOLQJXS Ans. 1) – c); 2) – a); 3) – b) Reading Comprehension

Lesson The Caged Bird 3 Module 3 Section Name What I Will Learn I Listen Word dictation Vocabulary Listening audio Synonyms Page 134 26

1 I Listen Exercise 1.1: Word dictation 1) gloomy 2) pallid 3) azure 4) swirl 5) abandon 6) kith and kin 7) bound 8) creature 9) cure Page 135 Exercise 1.2: Listening audio The theme of this lesson is 'peace and harmony'. What is your idea of peace? Write a few lines on what you understand from the song ‘Imagine’, which you have just heard. _Th_e__s_o_n_g_t_e_ll_s_u_s_t_o_im__a_g_i_n_e_a__w_o_r_ld__w_h_e_r_e__th_e_r_e_i_s_n_o_h_e__a_v_e_n_o_r_h_e_l_l _b_u_t_o_n_ly__th_e__s_ky__a_b_o_v_e___ _u_s._I_t _te_l_ls_u_s_t_o_t_h_in_k__o_f_a_w__o_r_ld_w__h_e_r_e_t_h_e_re__a_r_e_n_o__c_o_u_n_t_rie__s _o_r _re_l_ig_io__n_s._I_n_s_u_c_h_a__w_o__rld__, t_h_e_r_e_ _w_o_u_l_d_o_n_l_y_b_e__p_e_a_c_e__a_n_d__n_o_w__a_r._P_e_o_p__le__w_o_u_ld__n_o_t_h_a_v_e__a_n_y_t_h_in_g__to__k_ill_f_o_r _o_r _d_ie__fo_r_._T_h_e___ _so_n_g__t_e_lls__u_s _to__im__a_g_in_e__s_h_a_ri_n_g_t_h_e_w__o_r_ld_a__n_d_l_iv_in_g__a_s_o_n_e__in__p_e_a_c_e_._____________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ The Caged Bird 27

B C A 2 Vocabulary Synonyms Exercise 2.1: Match the words with their correct synonyms. Words Synonyms 1) wealthy a) truthful 2) mighty b) answer 3) honest c) very big 4) intelligent d) strong 5) respond e) smart 6) enormous f) rich Page 136 Exercise 2.2: Write a synonym for each of the words that have been underlined in the sentences. Use a dictionary if required. One is done for you. 1) Our school team won the cricket match with ease. – comfort 2) This book is amazing. – _e_x_c_e_l_le_n__t_____________ 3) The weather in the morning was pleasant. – _e_n_jo__y_a_b__le______________ 4) Helping people in need is a good deed. – _a_c_t_o__r_a_c__ti_o_n___________ 5) I was eager to go to school the next day. – _e_x_c_it_e_d_________________ 6) I am a little afraid to enter that dark room. – _sc__a_r_e_d_________________ (Accept all valid responses.) 28

Audio Transcripts Audio Transcripts for Listening Exercises Page 137

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V – Appendices Usage Tip: Additional reading resources that can be read to improve your knowledge and expertise Sub-Sections: 15. How to be a Rockstar Teacher (In Part 1B) 16a. Glossary of Grammar Terms 16b. Speaking Rubric Page 142

16a. Glossary of Grammar Terms Module 1 Vocabulary – Prefixes  A prefix is a letter or a group of letters that is added to the beginning of a word to make a new word with a different meaning. Every prefix has its own meaning. Prefixes can be used to create a new word, sometimes with the opposite meaning of the original word. They can also be used to turn a word into its negative form. Examples: re + order = reorder, im + possible = impossible Grammar – Nouns  A naming word or noun names a person, place, animal or thing. Examples: Mihir, Kolkata, Tommy, Lenovo  A common noun is a general name that is used for naming a person, place, animal or thing. Common nouns begin with small letters. Examples: teacher, city, mouse, computer  A proper noun is a name given to a special person, place, animal or thing. Proper nouns always begin with capital letters. Examples: Bharat, Mumbai, Jerry, Dell  Masculine gender nouns are names given to boys, men and male animals. Examples: son, father, policeman, prince, fox, bull  Feminine gender nouns are names given to girls, women and female animals. Examples: daughter, mother, policewoman, princess, vixen, cow Page 143

 Neuter gender nouns name non-living things that do not have any gender. They are used for objects and places. They are also used to name the days of the week and the months of the year. Examples: bed, box, clothes, school, phone, fire, bus, building, lake, Friday, November  Common gender nouns are names that can be male or female. Examples: doctor, engineer, pilot, cousin, friend, neighbour, parent  Collective nouns are words that refer to a group of people or things. They are always singular as they represent one group with many units. Examples: soldiers – army Language in Use – Punctuation  Punctuation marks are the traffic signals of writing. They help us to pause, end and begin our sentences. They are symbols that make a written message clearer and thus reduce miscommunication. They are used to structure and organise writing.  Full stops are used at the ends of sentences. Example: This is my house.  Commas are used to separate three or more items in a list. They also tell readers where to pause while reading. Furthermore, they can be used to set off the addressed person from the rest of the sentence. Examples: I like cooking, cats and kids. Dolly, please fetch the ball.  Exclamation marks are used to express strong feelings: joy, anger, pain, excitement, sadness or surprise. They can also be placed after interjections. Page 144

Examples: What a pleasant surprise! Wow! This room is so big.  Question marks are used at the end of questions. Example: What is in the box?  Quotation marks are used to show parts that are spoken. Also, a comma is typically used after the quoted section. Example: ‘Somebody has stolen my pencil box’, cried Kavita.  Capital letters are used to begin proper nouns (names, places, people), for the first letter in a sentence, for the word ‘I’, for the names of days and months and for the titles of books and movies. Examples: New Delhi is the capital of India. My book is in the bag. I ate two pieces of toast for breakfast. The play is on Tuesday. I am going to watch Inside Out today. Module 2 Vocabulary – Antonyms  Synonyms are words or groups of words that have the same or similar meanings. Examples: happy – joyful, beautiful – pretty Page 145

 Antonyms are words that have meanings that are opposite to each other. They are also called opposites. Examples: happy x sad, high x low Grammar and Language in Use – Pronouns & Countable and uncountable nouns  Singular nouns are used when we talk about one thing. Plural nouns are used when we talk about more than one thing. For some words, the singular and plural forms are the same. Examples: apple – apples, dog – dogs, sheep – sheep  Countable nouns refer to things that we can count using numbers such as ‘one’, ‘two’, ‘three’ and so on. When a countable noun is singular, we use ‘a’, ‘an’, ‘the’ or the number 'one' before it. When a countable noun is plural, we use words like ‘many’, ‘some’, ‘a few’ or numbers more than ‘one’ (‘two’, ‘three’) before it. Examples: a dog, three cats, a few boxes  Uncountable nouns refer to things or concepts that cannot be counted. All uncountable nouns are singular. There is no plural form for these words. We use words like ‘some’, ‘little’, ‘any’ or ‘much’ before uncountable nouns when we don't use any other unit. Examples: some milk, lots of love  A pronoun is a word that we use in place of a noun. Example: He is a musician.  Subject pronouns act as the subjects of the sentences and perform the actions. Object pronouns act as the objects of the sentences and receive the actions. Sometimes, the subject and object of a sentence are the same. Such sentences use reflexive pronouns (‘himself’, ‘herself’, ‘themselves’) to refer to the subject (noun or pronoun). Singular reflexive pronouns are formed with ‘-self’ and plural with ‘- selves’. Page 146

Examples: Gaurav can fix the toy by himself. They are ashamed of themselves.  Relative pronouns tell us about the person or thing being talked about. Examples: Can you tell me which road I should take? I like the dress that you gifted me for Christmas. This is the playground where we play football.  Possessive pronouns show ownership or that something belongs to someone. Example: Ali left in a hurry; he forgot his bag.  Demonstrative pronouns point out someone or something.  This points to a single thing that is near. Example: This is my book.  That points to a single thing that is far. Example: That is my house over there.  These points to multiple things that are near. Example: These are fresh apples.  Those points to multiple things that are far. Example: Those are friendly animals. Page 147