202110193-APEX-STUDENT-WORKBOOK-ENGLISH-G08-PART1

LESSON B-THE SELFISH GIANT (PART II) A. 1.Everybody likes to be in paradise . 2. A friend in need is a friend indeed. 3. He ceased doing all his evil acts. 4.The walls were covered with pictures. 5.He threw the javelin the farthest of all and won the medal. II. Word Meanings Look at the following sentence taken from the text. Ex.I heard the children whispering outside the wall on their way to school. In the above sentence, the underlined word indicates ‘speaking quietly' so that nobody else could hear. Q1. Now match the words in column A with those in column B with similar meaning. COLUMN –A COLUMN –B 1. Scream 2. Whisper A. continuous loud noise 3. Yell B. many people speaking at 4. Roar the time 5. Groan C. give a loud cry 6. Weep D. a long deep sound 7. Shriek E. a long loud high cry 8. Babble F. a loud high shout 9. Wail G. shout loudly H. continuous short sounds 10. Twitter I. soft quiet voice difficult to hear J. cry UNIT 2 HUMANITY 50

LESSON B-THE SELFISH GIANT (PART II) A. 1) C, (2) I, (3) G, (4) D, (5) A, (6) J, (7) F, (8) B, (9) E, (10) H III. Meanings Choose the correct meaning of the underlined word. Q1. The Giant put a notice board, trespassers will be prosecuted. [ ] a) persons who enter the premises without permission b) persons who forcibly enter the premises c) persons who officially enter the premises A. a) persons who enter the premises without permission Q2. The Giant was wrapped in furs and roared all day about the garden. [ ] a) made a loud noise with anger b) felt frustrated c) looked pleased A. a) made a loud noise with anger Q3. There are twelve peach trees that in springtime broke out into delicate blossoms. [ ] a) leaves b) flowers c) fruits A. b) flowers Q4. He rattled on the roof the whole day. [ ] a) made a series of sounds b) shouted c) tapped A. a) made a series of sounds UNIT 2 HUMANITY 51

SESSION 6 THE SELFISH GIANT (PART II) – GRAMMAR 6.1 Grammar I. Gerunds and Participle Read the following sentences. 1. He is swimming in a pool. 2. Swimming is good for health. The ‘−ing’ form in the first sentence is called a present participle. It is most commonly used as part of continuous tenses and after verbs of perception such as ‘see, hear, notice and watch’. Examples: 1. I saw him crossing the road. 2. Didn’t you hear the cat meowing? On the other hand, the ‘ −ing’ form in the second sentence is called a gerund. It acts as a noun. It is used as the subject, or object of a sentence and after prepositions. Examples: 1. He likes swimming. 2. He is fond of swimming. In both cases, the form is the same. The difference is in their functions in a sentence. Q1. Identify gerunds and present participles in the following sentences. i. The North Wind ceased roaring. ii. The Child did not see the Giant coming. iii. I heard the children whispering beyond the wall on their way to school. iv. Why is the spring so late in coming? v. Walking makes you healthy. A. i. roaring ii. coming iii. whispering iv. coming v. walking UNIT 2 HUMANITY 52

SESSION 7 THE SELFISH GIANT (PART II) – WRITING 7.1 Writing Q. Read the following notice taken from the play. TRESPASSERS WILL BE PROSECUTED Write a similar one–line notice each that you may find in the following places. i. Hospitals ii. Banks iii. Public places iv. Schools v. At homes A. i. Hospitals: Please be silent. ii. Banks: Check the notes before leaving the counter, Switch off your cell phones. iii. Public places: Smoking is prohibited. iv. Schools: Admissions are open, Keep the school premises clean. v. At homes: Beware of the dog. UNIT 2 HUMANITY 53

SESSION 8 THE SELFISH GIANT (PART II) – STUDY AND LISTENING 8.1 Study and Listening Study Q1. Read the play ‘The Selfish Giant’ once again and summarise it. Remember to follow the points given below: i. Identify the main and subordinate ideas, section wise/ part wise. ii. Separate the main idea from the subordinate ideas. iii. Identify the words/ phrases which carry ideas. iv. Link your ideas properly with appropriate linkers. v. Use the words/ phrases that express the essence of the text. vi. Present the ideas briefly. A. Central theme of the story: This play, written by Oscar Wilde, is about a selfish giant who loved his garden. While he had been away for a period of seven years, children used to come and play in the garden and birds used to sit on the branches and sing, while the trees blossomed with numerous flowers. However, when he returned, he built a wall around his garden to prevent the children from entering the garden. Soon after, his garden was occupied by winter, and there was only frost and snow, north winds and hails dancing in his garden. It seemed as if spring had forgotten the garden. So it was always winter in the giant’s garden and the hail and north winds ruled there, day and night. In the second part of the play, the Selfish Giant transforms and becomes kind. One morning, while he was lying in his bed, he heard some lovely music. He thought it was the King’s musicians who were passing by. But on looking through his window, he was astonished to see that spring had finally come. He saw children sitting on the branches, trees blossomed and the birds singing. UNIT 2 HUMANITY 54

LESSON B-THE SELFISH GIANT (PART II) However, there was only one tree at the farthest corner of the garden where winter still prevailed. The Giant saw a tiny little boy trying unsuccessfully to reach the branches. The Giant helped the boy reach the highest branch of this tree. The boy thanked the Giant and hugged him. The Giant told the children that they could play in the garden and broke the wall that he had built. The children were very happy. The Giant wanted to thank the little boy but could not find him. Even the children did not know him. After that day, the children were free to play around in the garden. Time passed. The Giant grew old. He watched the children play. One winter morning, when he looked out of his window, he was pleasantly surprised to see the tree at the farthest corner of his garden completely covered with beautiful flowers. Its branches were full of golden and silver fruit and underneath it stood the little boy whom he had loved the best. The Giant ran up to the boy in great joy but the wounds on the hands and feet of the boy made the Giant angry. The boy told the Giant that the wounds were not ordinary wounds, but were the wounds of love. The Giant then realized that the little boy was not ordinary. As the Giant had allowed the boy to play in his garden once, the boy invited the Giant to go with him to Paradise and the Giant accompanied him to the ever–expanding garden. Listening I.Listen to a description and answer the following questions. LAL BAGH Dear students, we are now at the Lal Bagh Garden, Bangalore. It means ‘The Red Garden’ in English. It is one of the most famous gardens in India. It is located to the South of the City Centre and is Bangalore’s main attraction. Hyder Ali, the ruler of Mysore, commissioned the building of the garden in 1760. His son Tipu Sultan, completed it by importing trees and plants from several countries. The garden has over 1,000 species of flora. The garden is spread over 240 acres. The Glass House is the main attraction in this garden, modeled on London’s Crystal Palace. Look there, you can see a 300–year–old Christmas tree. There are many such old trees we can find in the garden. Children, look there, you can find the scientific name tags for each tree. Now let us move towards the Rose Garden, which is another highlight of Lal Bagh. It has almost all the species of roses available worldwide. Now, we are at the giant Electronic Quartz Flower clock built by HMT. In this garden, flower shows are conducted every year to educate people about different flora and to help cultivate a habit of growing plants among the public. Q1. Now answer the following questions. Where is the garden located? A. Lal Bagh garden is located to the South of the City Centre of Bangalore. Q2. What is so special about it? A. It has about 1000 species of flora and is spread over 240 acres of land. A glass house modelled on London’s Crystal Palace, a 300–year–old Christmas tree, the Rose Garden, which has almost all species of roses and a giant Electronic Quartz Flower clock built by HMT are the main attractions of this garden. UNIT 2 HUMANITY 55

SESSION 9 THE SELFISH GIANT (PART II) – ORAL ACTIVITY 9.1 Oral Activity Q. Talk about any garden you have visited. Clues: Write about a garden you visited and describe the following: • Place where it is situated • What all things are there in the garden? • Who built the garden? • What flowers and fruits did you see in the garden? • During which season did you visit the garden? A. Subjective response UNIT 2 HUMANITY 56

SESSION 10 THE GARDEN WITHIN – READING 10.1 Reading and Comprehension - Word Meaning Noun bowers petal a pleasant place in the the delicate coloured shade of tree part of a flower gratitude goal thankfulness something that you hope to achieve; aim spirit - inner feelings or mood Verb bestowed gave, showed respect reaps 57 gives; cut, gather or harvest (a crop) UNIT 2 HUMANITY

LESSON C-THE GARDEN WITHIN Adjective nutritious good, healthy 10.2 Reading and Comprehension - Summary Celia Berrel tries to present a comparison between a man’s heart and a garden. According to her, the more we give to others, the more we get in return. The beauty of a garden lies in the way it provides shade, fruits, and nutrition to others. Similarly, if we possess gratitude in our heart, and can make a difference in anyone’s life by sharing happiness and smiles, we can achieve beauty and happiness in our own life. She genuinely accepts that the smiling flowers in her garden symbolising the happiness of her heart and life are bestowed by people in her life, who like the bowers provide shade symbolising pleasantness in her life. She says that her spirit derives nutrition through hope like seeds derive nourishment and ripen. Here, she has compared hope with nutrition. She compares her soul to an island, and the only way that one can touch her soul is by being grateful. Our love and care shown to others represent the beautiful flowers of the garden. The smiles that make us happy are compared to the beautiful petals of the flowers. As flowers make us happy, a smile can make others happy. UNIT 2 HUMANITY 58

SESSION 11 THE GARDEN WITHIN – LITERATURE 11.1 Literature - QA Q1. What is the central idea of the poem? A. The central idea of the poem is that we should spread happiness and hope among others. We should stay positive. Only then, can we bestow happiness in the hearts of other people and make them smile. The people who have received happiness in life must be thankful. To share this joy with others in society should be our goal in life. Q2. What features of the garden in the poet’s heart are mentioned in the first stanza? A. The poet has expressed the beauty of the garden in her heart grows in fits and starts. It means that the beauty of our heart evolves gradually over time and and sometimes suddenly. The experiences of our life affect our behaviour and teach us to become a better person. Q3. What is the mood of the poet? Put a tick ( ) mark. (a) sad (b) hopeful (c) thankful A. (b) hopeful Q4. Explain the word ‘gratitude’ as used in the poem. A. Gratitude is a state of appreciation and thankfulness. In the poem, the writer shows gratitude to the people who bestowed her with happiness. She believes that to achieve peace of soul, we must be thankful. And, according to the poet achieving peace is the ultimate goal of life. Q5. Simile, Metaphor, and Personification Let us understand these literary tools with examples. UNIT 2 HUMANITY 59

LESSON C-THE GARDEN WITHIN A. Observe the following sentences: 1. Here and there over the grass stood beautiful flowers like stars. In this sentence, flowers are compared to stars. Such comparison using ‘like’ and ‘as’ is called ‘simile’. E.g.: (a) He roared like a lion. (b) Her face is white as snow. Simile : 'Simile' is a figure of speech that directly compares two different things, usually by using the words ‘like’ and ‘as’. 2. Life is a journey. Enjoy the ride. In the above sentence, the word ‘journey’ is used to describe / compare the word ‘life’. Such a comparison is called a ‘metaphor’. They are used to show that two things have same qualities. They make the description more powerful. E.g.: (a) Rudramadevi was a lioness in battle. (b) Her home was a prison. Metaphor : These are the comparisons that show how two things that are not alike in most ways, are similar in one important way. 3. Spring has forgotten his garden. Here, though ‘spring’ is a season, it is represented as a human being and given the qualities of forgetting etc. Such usage in literature is called ‘personification’. E.g.: (a) The stars danced playfully in the moonlit sky. (b) The snow covered up the grass with her great white cloak. Personification : It is a figure of speech in which inanimate objects or abstract ideas or qualities are described as having life and human qualities. UNIT 2 HUMANITY 60

SESSION 13 THEME - HUMANITY – SELF - ASSESSMENT 13.1 Self-Assessment How well have I understood this unit? Read and tick in the appropriate box. INDICATORS YES SOME NO WHAT I read and understood the text: A. The Selfish Giant Part I B. The Selfish Giant Part II C. The Garden Within I was able to do the exercises given under ‘Vocabulary’. I was able to understand the usage of ‘Gerunds’ given under ‘Grammar’. I was able to prepare notices in different locations, under ‘Writing’. I was able to describe the garden given under ‘Oral Activity’. I was able to summarize the story given under ‘Study skills’. I listened to and understood ‘Lal Bagh’ and answered the questions given under ‘Listening’. I was able to collect the story books and fill the table given under ‘Project Work’. UNIT 2 HUMANITY 61

THE SELFISH GIANT ----------------- CCE Based Practice Questions ---------- CHAPTER – 1: THE SELFISH GIANT - I & II Reading and Comprehension (Unseen Passage) Session 1 I. Read the following passage to answer the questions given below. How radium was discovered is a fascinating story. In 1896, Becquerel, a Frenchman, was experimenting with a substance called pitchblende. By a sort of accident, he discovered that pitchblende yields a substance called uranium that can emit light. Two years later, Professor Curie and Madame Curie of Paris found that some of the pitchblende with which they were experimenting had something more powerful than uranium. They concluded that there must be other substances in the pitchblende besides uranium. As a result of further experiments, the Curies finally obtained an entirely new substance ‘radium’. Since then, scientists have been experimenting to explore the ways in which they can use radium in various fields. They are hopeful that this mysterious metal will be the key to the unknown in science. I. Choose the correct answer from the options given and write in the brackets 1. Who was Becquerel? [] A. an Indian B. an African C. a Russian D. a Frenchman 2. From which substance is radium obtained? [] A. pitchblende B. uranium C. silver D. bronze II. Answer the following questions. 3. Who discovered radium and in which year? 4. Which substance does the pitchblende yield and what is special about it? 5. What did the Curies conclude about pitchblende? 6. What kind of a metal is radium and what were the scientists hopeful about this metal? II. Read the following passage to answer the questions given below. In the late nineteenth century the real importance of fingerprints became known. A man called Sir Francis Galton began to study the ridges on the fingertips. He found that no two people had the same pattern of ridges. He also learnt that the pattern does not change as a person grows older. The police saw at once how fingerprints could help them. They began to keep records of the fingerprints of known criminals. Fingerprints help the police to identify a criminal and also to find out whether the person has committed a crime before, by comparing his prints with those in their records. With so many prints on record, it would be hard to check but an expert can do it in minutes. UNIT 2 HUMANITY 62

THE SELFISH GIANT 1. When did the real importance of fingerprints become known? 2. What did Sir Francis find? Choose the correct answer from the options given. 3. Whom do the police maintain fingerprint records of ? A. criminals B. ridges C. endangered animals () () 4. Who checks fingerprints quickly and easily? () A. criminal B. thief C. expert () () 5. Mark the statements which are true. a. Sir Francis studied the fingerprints on the ridges. b. The pattern of ridges changed as the person got older. c. Fingerprints greatly help the police in their work of identifying criminals. Reading and Comprehension (Seen Passages) Session 2 I. Read the following passage to answer the questions given below. Every afternoon, as they were coming back from school, the children used to go and play in MY garden ... but one day I came back. I had been to visit my friend the Cornish ogre, and had stayed with him for seven years. After the seven years were over, I had said all that I had to say, and I determined to return to my own castle. When I arrived, I saw children playing in my garden. a. Who is the speaker in this extract? b. Where had the speaker gone? What did he do there? c. How long did the speaker spend with his friend? d. When did the children visit the speaker's garden? e. What do you understand from the use of the word MY? II. Read the following passage to answer the questions given below. So I built a high wall all round and put up a notice-board: TRESPASSERS WILL BE PROSECUTED a. Who is the builder of the wall? b. Where was the wall built? UNIT 2 HUMANITY 63

THE SELFISH GIANT c. Why did the speaker build the wall? d. What will happen to the trespassers? e. What do you understand from the word 'trespasser'? III. Read the following passage to answer the questions given below. I once owned a large, lovely garden, with soft green grass. Here and there over the garden stood beautiful flowers like stars, and there were twelve peach trees that in the spring time broke out into delicate blossoms of pink and pearl and in the autumn bore rich fruit. The birds sat on the trees and sang so sweetly that the children used to stop their games in order to listen to them.... a. Describe the speaker's garden. b. When did the peach trees bear fruit? c. Why did the children stop their games? d. What happened to the peach trees in the springtime? e. Who is the owner of the garden? IV. Read the following passage to answer the questions given below. Everyday for three hours he rattled on the roof of the castle till he broke most of the slates, and then he ran round and round the garden as fast as he could go. He was dressed in grey, and his breath was like ice. I sat at the window and looked out at my cold white garden. a. Who is 'he' that the speaker mentions? b. How was 'he' dressed? Why? c. Who is 'I' in the passage? What does 'I' own? d. What did 'he' do to the castle? e. What do you think is the season being described in this extract? V. Read the following passage to answer the questions given below. I was really very sorry for what I had done. So I crept downstairs and opened the front door quite softly, and went into the garden. But when the children saw me, they were so frightened that they all ran away and the garden became Winter again. Only the little boy did not run, for his eyes were UNIT 2 HUMANITY 64

THE SELFISH GIANT so full of tears that he did not see me coming. So I stole up behind him and took him gently in my hand, and put him up into the tree. And the tree broke at once into blossom, and the birds came and sang on it, and the little boy stretched out his two arms and flung them round my neck, and kissed me. When the other children saw that, they came running back, and with them came the Spring. a. What did the speaker do after he felt sorry? b. Why did the speaker feel sorry? c. Why did the children leave? What happened to the garden once the children left? d. Why could the little boy not run away? e. What happened once the speaker put the boy on the tree? VI. Read the following passage to answer the questions given below. One morning I was lying awake in bed when I heard some lovely music. It sounded so sweet that I thought it must be the King's musicians passing by, but it was really only a little linnet bird singing outside my window. It was so long since I had heard a bird sing in my garden that it seemed to me to be the most beautiful music in the world. The Giant: The Hail has stopped dancing over my head, and the North Wind has ceased his roaring. A delicious smell is coming from the window. I believe the SPRING has come at last! a. What did the giant think he heard one morning? b. Where was the beautiful music coming from? c. What did the Giant notice outside? d. Who had arrived at last? e. Write the name of the little bird in this passage? VII. Read the following passage to answer the questions given below. Old Giant: Who? Who hath dared to wound thee? Your hands. Your feet. Who hath dared to wound thee? Tell me, that I may take out my big sword and slay him. Child: Nay! But these are the wounds of Love. They are necessary. Old Giant: (Falling to his knees) Little child, who art thou? Child: (Smiling) You let me play once in your garden, today you shall come with me to live in my garden which is Paradise. UNIT 2 HUMANITY 65

THE SELFISH GIANT The Child climbs into the Old Giant's arms. The winter melts away before them as they walk into an ever expanding garden. a. Who do you think was the little boy? b. What made the Giant angry? c. What did the Giant want to do in anger? d. Where is the child's garden? e. Write the word in this passage which means the same as 'growing'? VIII. Read the following passage to answer the questions given below. It was a lovely scene, only in one corner it was still Winter. It was the farthest corner of the garden, and in it was standing a little boy. He was so small that he could not reach up to the branches of the tree, and he was wandering all around it, crying bitterly. The poor tree was still quite covered with frost and snow, and the North Wind was blowing and roaring above it. 'Climb up! Little boy,' said the Tree, and it bent its branches down as low as it could; but the little boy was too tiny. It was then that my heart melted. a. Why did Winter remain in one corner of the garden? b. Where was the little boy standing? c. What did the Tree try to do? d. Whose heart melted at the sight of the little boy? e. What do you think the little boy was unable to climb up into the tree? IX. Read the following passage to answer the questions given below. Every afternoon, when school was over, the children came and played with me. But I never saw again the little boy whom I loved. Oh, I would like to see him again! I've grown old and feeble, waiting. I can- not play about with the children anymore, so I sit here in my armchair, and watch the children at their games, and admire my garden. I have many beautiful flowers, but the children are the most beautiful flowers of all. a. How can you say that many years have passed since the speaker saw the little boy? b. What is the speaker's wish? c. How does the speaker pass his time? d. What is the speaker's opinion of the children? e. Which word in the passage means to 'look with pleasure'? UNIT 2 HUMANITY 66

Vocabulary THE SELFISH GIANT Session 3 I. Tick (9) the words that are similar in meaning to the underlined words. 1. 'After the seven years were over, I had said all that I had to say, and I (1) determined to return to my own (2) castle. (i) A. found B. decided C. belonged [] (ii) A. fortress B. cottage C. farm [] 2. 'Who hath dared to (1) wound thee? Your hands. Your feet. Who hath dared to wound thee? Tell me that I may take out my big sword and (2) slay him. (i) A. injure B. tie up C. destroy [] (ii) A. care B. kill C. fight [] 3. I once (1) owned a large, lovely garden, with soft, green grass. Here and there over the grass stood beautiful flowers like stars, and there were twelve peach trees that in the spring time broke out into (2) delicate blossoms of pink and pearl. (i) A. possessed B. promised C. forgot [] (ii) A. round B. purple C. tender [] II. Tick (9) the words that are opposite in meaning to the underlined words. 1. 'Climb up! Little boy,' said the Tree, and it bent its branches (i) down as low as it could; but the little boy was too (ii) tiny. (i) A. up B. under C. beneath [] (ii) A. small B. enormous C. nervous [] 2. The birds did not come to sing, and the trees (i) forgot to blossom. The people who were (ii) pleased best were the Snow and the Frost. (i) A. spoke B. remembered C. threw [] (ii) A. angry B. happy C. displeased [] 3. I have (i) many beautiful flowers, but the children are the (ii) most beautiful flowers of all. (i) A. some B. few C. uncountable [] (ii) A. more B. greatest C. least [] 4. But I (i) never saw again the little boy whom I (ii) loved. (i) A. rarely B. double C. always [] (ii) A. hated B. liked C. admired [] UNIT 2 HUMANITY 67

THE SELFISH GIANT 5. I cannot understand why the Spring is so (i) late in coming. I (ii) hope there will be a change in the weather. (i) A. early B. last C. first [] (ii) A. loyal B. despair C. faithful [] 6. AAAGH! My own garden is my own garden; any one can understand that, and I will (i) allow nobody to play in it but myself. (The children (ii) scatter.) (i) A. forbid B. permit C. punish [] (ii) A. decorate B. distribute C. gather [] III. Fill in the blanks with the right form of the words given in brackets. 1. I was (reality)very sorry for what I had done. So I (creep) downstairs and opened the front door quite softly and went out into the garden. 2. The hail had stopped dancing over my head, and the North Wind had ceased his (roar). A (deliciousness) smell is coming from the window. 3. The birds (sit) on the trees and sang so (sweet) that the children used to stop their games in order to listen to them. 4. When I (arrive), I saw children playing in MY garden. What are you (do) here? 5. Here and there over the grass (stand) (beauty) flowers like stars, and there were twelve peach trees that in the spring time broke out into delicate blossoms of pink and pearl and in the autumn bore rich fruit. 6. The trees were so glad to have the children back again that they had covered (them) with blossoms, and were (wave) their arms gently above the children's heads. 7. One morning I was lying awake in bed when I (hear) some (love) music. 8. This is a (delight)spot; we must ask Hail to come on a (visiting). 9. I heard the children (whisper)outside the wall on (they) way to school. 10. An Old Giant (address)the audience directly. The (act) plays out behind him as he describes it. IV. Arrange the following sets of word under the correct headings. 1. valley, guard, chamber, detective Place People 1. 1. 2. 2. 2. giant, castle, ogre, garden UNIT 2 HUMANITY 68

People THE SELFISH GIANT 1 2. Places 1. 2. 3. paradise, cloak, sword, school Things 1. Place 2. 1. 2. V. Complete the following words using ai, ei, ia, ea, oa, ie, ee, oi. 1. i. g__nt ii. music__n 2. i. f___ble ii. rej__ce 3. i. pl__se ii. r__p 4. i. g__l ii. t__ch 5. i. r__ring ii. c__rse 6. i. br__th ii. aud__nce VI. Find the word which is wrongly spelt. Rewrite it in the space provided 1. determine, wether, whisper, prosecute () 2. Spring, Summer, Autum, Winter () 3. theme, wound, friten, selfish () VII. Underline the phrasal verb in each sentence. 1. I must my missing book. 2. Could you the volume of the music, please? 3. When you enter the house, your shoes. 4. Quick, the bus or we will have to walk home. 5. the unknown words in the dictionary. VIII. Choose the appropriate phrasal verb to complete the sentence. 1. My little sister in the middle of the night. (woke to, woke up) 2. Ajay his torch in the dark. (switched on, switched up) 3. I’d like to my new dress. (try out, try on) 4. Don’t singing. You are very talented. (give up, give in) 5. You must now or you will be late for school. (get up, get on) IX. Make sentences with the following phrasal verbs. 1. Give in: 2. Blow up: 3. Break down: 4. Cheer up: 5. Fall apart: UNIT 2 HUMANITY 69

THE SELFISH GIANT Grammar Session 4 I. Complete the passage choosing the right words from those given below. Peter and Michael ___ 1 ___ to visit the Science Museum in their city. They asked Rahul if he ___ 2 ___ like to join them. Rahul ___ 3 ___ happy with the idea. They ___ 4 ___ their tickets at the gate and walked into the museum. It __ 5 ___ them an hour to see the entire museum. 1. A. decide B.decided C. deciding D. is deciding [] 2. A. will B. could C. can D. would [] 3. A. was B. were C. is D. are [] 4. A. bring B. bringing C. buy D. bought [] 5. A. take B. takes C. took D. taking [] II. Complete the passage choosing the right words from those given below. Life is ___ 1 ___ a sad and a joyful experience. ___ 2 ___ one undergoes these experiences in his/ her life. But these ___ 3 ___ great for the eldest one in the family. It is ___ 4 ___ the eldest has more responsibilities. They have to arrange for the other things ___ 5 ___ life. 1. A. both B. so C. therefore D. then [] 2. A. All B. Many C. Much D. Every [] 3. A. is B. am C. are D. was [] 4. A. so B. because C. therefore D. thus [] 5. A. on B. at C. for D. of [] III. Complete the passage choosing the right words from those given below. I had been away __ 1 __ home on an excursion for __ 2 __ than a week. It was ___ 3 __ enjoyable experience. ___ 4 ___ I returned home, it was a pleasant surprise for me to know that I had won the lottery. 1. A. in B. to C. from D. since [] 2. A. little B. many C. much D. more [] 3. A. is B. an C. are D. am [] 4. A. Why B. When C. Whom D. Which [] IV. Complete the passage choosing the right words from those given below. __ 1 __ India is a huge country, we are not able to __ 2 __ outstanding sportsmen. ___ 3 __ are several reasons ___ 4 ___ this sad state. We are neglecting sports and games at the secondary level. UNIT 2 HUMANITY 70

THE SELFISH GIANT 1. A. Inspite B. Although C. But D. Still [] 2. A. produces B. product C. production D. produce [] 3. A. There B. A C. These D. Those [] 4. A. with .over C. for D. if [ ] V. Complete the passage choosing the right words from those given below. Our father __ 1 __ to take __ 2 __ to Ooty after examinations. But ___ 3 __ insisted on visiting Chennai also. We heard a lot ___ 4 ___ it. So we wanted to see it. 1. A. promises B. promise C. promising D. promised [] D. we [] 2. A. us B. they C. our D. us [] D. fro [] 3. A. them B. we C. your 4. A. about B. for C. until VI. Correct the underlined words and write them in the space provided. 1. Nasruddin was a famous (1) wit man. He (2) delight people with his sense (3) of humour. He was very simple (4) also kind. (1) _________ (2) _________ (3) _________ (4) _________ 2. Lalitha was (1) an ten year old girl. She sowed tomato seeds (2) into the kitchen garden. They (3) grow into little plants after a few days. She looked after the plants very (4) good. (1) _________ (2) _________ (3) _________ (4) _________ 3. Eklavya was a Bhil child. He (1) loves the forest. He learnt to (2) climbed trees (3) but hunt animals. He was never afraid (4) for anything. (1) _________ (2) _________ (3) _________ (4) _________ 4. Hans was eight (1) ears old. He lived in Patna with his father (2) also mother. One afternoon, he (3) takes a parcel (4) with cakes and set off. (1) _________ (2) _________ (3) _________ (4) _________ 5. Food is vital (1) in our survival. From the time we are babies, we (2) needed food, and we need good food to (3) growing strong. Good food has (4) more qualities. (1) _________ (2) _________ (3) _________ (4) _________ VII. Rewrite the following sentences as Yes/No questions. 1. I have never seen him before. 2. The children played with me. 3. I have grown old and feeble. UNIT 2 HUMANITY 71

THE SELFISH GIANT 4. The little boy was crying bitterly. 5. The tree broke at once into blossom. 6. They invited the North Wind. 7. The Hail has stopped dancing over my head. 8. They are sitting in the branches of the trees. 9. He was wrapped in heavy furs. VIII. Combine the following sentences using where, who, which or that. 1. This is a fine opportunity . It should not be lost. 2. Ramya lost the necklace. It belonged to her aunt. 3. The boy was caught. He had stolen my pen. 4. My cousin wrote this article. He is a journalist. 5. The strike was going to be called off. He told me that. IX. Combine the following sentences using noun phrases in apposition. 1. The Taj Mahal is a wonderful monument. It was built be Shah Jahan. 2. Gaffar Khan was a close associate of Gandhiji. He was also called the Frontier Gandhi. 3. 'Gulliver's Travels' is an interesting book. It was written by Jonathan Swift. 4. Shrikanth is my uncle. He works in the secretariat in Hyderabad. 5. The film 'Sagar Sangamam' is about the life of a classical dancer. It is a classic. X. Identify the gerunds in the following sentences. 1. He kept me waiting for an hour. 2. The child did not see the giant coming. 3. They enjoy playing cards. 4. Reading is a good habit. 5. Why is the Spring so late in coming? 6. My friend stopped eating fast food. UNIT 2 HUMANITY 72

THE SELFISH GIANT 7. The North Wind ceased roaring. 8. Walking makes us healthy and wealthy. 9. Smoking is injurious to health. 10. I dislike telling lies. Creative Writing Session 5 I. Write a possible notice or slogan that you might find in the following places. Encourage students to write innovative answers: 1. Public library 2. Outside a school gate 3. Near a holy shrine 4. At a railway station 5. On the footpath II. Write where you may find the following notices/ slogans: 1. ‘Keep off the grass’ 2. ‘If you break it, consider it sold’ 3. ‘Beware of the dog!’ 4. ‘Hazardous chemicals! Beware!’ 5. ‘Do not litter’ III. Human Rights Day is observed by the international community every year on 10th December, to mark the day in 1948, when the United Nations adopted the ‘Universal Declaration of Human Rights’. It recognises the work of human rights defenders around the world who act to end discrimination and to support victims of human rights abuses. Prepare a poster to display in the school premises to show the importance of the day. UNIT 2 HUMANITY 73

THE SELFISH GIANT IV. Observe the picture shown. In the picture, men and women are cleaning their surroundings in order to prevent diseases that are spread because of bacteria and viruses that that live in heaps of garbage or stagnated water. Now write an essay on the importance of cleanliness. Hints: cleanliness – most important way – prevent diseases – as cleanliness of the house – is the cleanliness of the street – unclean surroundings – breeding grounds of diseases – spread diseases like – diarrhoea and cholera – throwing garbage – spread – mosquitoes – flies – germs – dispose garbage – dustbins – covered properly – polluted water – spreads –water bound diseases – drains be built – covered. V. You have read the play 'The Selfish Giant' and seen how the giant turned away the children from his garden. Imagine there is a beautiful garden in your locality where you and your friends would love to play, but the gardener warns you not to enter and spoil the garden. Write your feelings in a paragraph. VI. Your family lives in a residential colony where the roads are not in a good condition. There are no street lights in some corners and chain snatchers menace the public. Women and children are afraid to leave home after dark. Write a letter to the Municipal Commissioner of your town complaining about this condition. VII. Write a reply from the Municipal Commissioner to your complaint. UNIT 2 HUMANITY 74

THE GARDEN WITHIN POEM – 1 THE GARDEN WITHIN Reading and Comprehension (Unseen Poem) Session 6 I. Read the given poem and answer the questions. Slowly, silently, now the moon, Walks the night in her silver shoon; This way, and that, she peers, and sees Silver fruit upon silver trees; One by one the casements catch Her beams beneath the silvery thatch; Couched in his kennel, like a log, With paws of silver sleeps the dog. I. Answer the following choosing the right option. 1. How does the moon colour all the objects at night? [] A. In silver paint B. In a silvery glow Session 7 C. With silver metal D. With silver dust II. Answer the following questions. 2. Who is ‘she’ in the poem? 3. What is ‘she’ seen to be doing? 4. What is the sleeping dog compared to? Reading and Comprehension (Seen Passage) I. Read the stanza and answer the questions that follow. Nutritious hope reaps seeds to feed my spirit for its every need. With gratitude I'll reach my goal To touch the island of my soul. a. Who wrote this poem? b. Which word in these stanzas means 'the quality of being thankful'? c. How will the poet reach her goal? d. What feeds the poet's spirit and helps her grow? e. The rhyming pairs in these stanzas are _____________________________. UNIT 2 HUMANITY 75

THE GARDEN WITHIN II. Read the stanza and answer the questions that follow. There is a garden in my heart where beauty grows in fits and starts. Where smiles are petals from the flowers bestowed by others from their bowers. a. What is poet's heart compared to? b. How does beauty grow? c. What are the 'smiles' compared to? d. Where do the smiles come from? e. Pick out the word in the stanza which means to 'give as a blessing'. Data Interpretation Session 8 I. The top seven sports viewed in India on Television are given in the table below. Study the table given below and answer the questions that follow. a. Which are the most and least watched sports in India? b. Which two sports have a viewership difference of only 5 million people? c. What is the total number of viewers watching the sports at the 3rd and 4th ranks ? d. Where are these sports being watched? e. Which particular sport in the list involves the use of a machine? UNIT 2 HUMANITY 76

THE GARDEN WITHIN II. Study the table given below and answer the questions that follow. a. What does the table display? b. Which quantity is displayed on the right bar? c. What is the total number of pens owned by friends A and B? d. How many more pens does D have than pencils? e. Who are the friends who have more pencils than pens? UNIT 2 HUMANITY 77

ART AND CULTURE SESSION 1 THE STORY OF IKAT – READING 1.1 Reading and Comprehension - Word Meaning Noun headgear knot head dress fastening babble chatting a talk that is difficult a friendly and informal to understand way of talking motif design or pattern Adjective pensive serious UNIT 3 ART AND CULTURE 78

vibrant LESSON A-THE STORY OF IKAT active jubilant compelling very happy; a extremely interesting celebratory mood drab mandatory dull compulsory Verb vice versa - a Latin phrase, which wonder means that the opposite wish to know of what you have just said, is also true giggle laugh in a silly way pelt throw; shoot resolve solve intersect crossing each other at a UNIT 3 ART AND CULTURE point 79

dashed LESSON A-THE STORY OF IKAT went somewhere very quickly grin to smile widely persisted - continued Adverb hesitantly (adv) - expectantly (adv) - unwillingly/uncertainly in a hopeful manner 1.2 Reading and Comprehension - Summary In this lesson, a teacher introduces her students to the ‘Ikat ’ textiles of Andhra Pradesh. ‘Ikat ’ is an Indonesian term which means ‘to bind’ or ‘knot’. It is a traditional cloth woven by handlooms. The teacher tells her students that Pochampalli village in Nalgonda is famous for these textiles and it is called ‘Chitiki ’ in Telugu, ‘Patola ’ in Gujarati and simply ‘Ikat ’ in Oriya. She then explains how ‘Ikat ’ is made and the various techniques that the weavers adopt to make the fabric. She tells them that the weavers aren’t formally educated but are experienced in calculating the various complex numbers on their fingertips. The tying of the knots on Rakshabandhan is done with the yellow and red Ikat dyed threads.The designs of ‘Ikat ’ have not only been influenced by the Hindu culture but Muslim culture has also had an impact on them. UNIT 3 ART AND CULTURE 80

SESSION 2 THE STORY OF IKAT – LITERATURE 2.1 Literature - QA Q1. What is the main theme of the story? A. The main theme of the story is the glory of art and culture of India. The story is about the traditional textiles of Andhra Pradesh – Ikat. In this lesson, their beautiful design, the procedure of weaving and their grandeur are explained. Q2. How is 'chitiki rumal' used by different people? A. Chitiki rumal is used as headgear by fishermen and other labourers. It is also used as a towel on the shoulders of traders in Gujarat. Q3. The teacher became silent when she was discussing handloom. Why? A. For centuries, handloom fabrics have been the symbol of our culture and were popular all over the world for their texture and design. But now, in the race against machines, our heritage has been forgotten. The teacher felt sorry for the current situation of handloom weavers. So she fell silent into a pensive mood. Q4. The children’s attention was divided between her words and the fabrics as she opened a silk patola sari. Why? A. The teacher was talking about the Ikat fabrics. While explaining what it is called in different languages, she opened a silk patola sari from Patan, Gujarat. It had a red design on a black background with rows of flowers in the border. The simple leaf design repeated across the body and the flowers in the border created a mesmerising effect. This was the reason the children’s attention was divided between her words and the fabrics. Q5. The writer described some designs, historical things and the weaving. Which part of the story do you like the most? A. The part of the story I like the most, is where the meaning and description of 'Ikat', 'tie and dye' or 'Chitiki' in handloom weaving are explained. Ideas such as describing warp and weft, 'Chitiki rumal', the holiness of tying the knot, etc. are also interesting. I was moved when I came to learn about the sad present condition of handloom weavers. UNIT 3 ART AND CULTURE 81

SESSION 3 THE STORY OF IKAT – VOCABULARY 3.1 Vocabulary I. Homonyms Read the following sentences. V. V. S Lakshman is a top class batsman. Sruti is in class VIII. We have ten minutes left for the show. The minutes of every official meeting remains an important document. The experts examined the minute details of the painting. The words underlined in the above sentences have the same spelling but they differ in meaning. These words are called Homonyms. Q1. Find the meaning of the following homonyms with the help of a dictionary. A. 1. a) fair (adj) –acceptable, average; according to the rules; impartial b) fair (noun) –a type of exhibition 2. a) mind (noun) –ability to think b) mind (verb) –to be upset, annoyed or worried by something 3. a) quiet (adj) –making little noise or no noise b) quiet (noun) –the state of being calm; silence II. Homonyms Use the above homonyms in your own sentences . Q1. Write in your notes A. 1. a) The punishment was very fair. b) Let’s take the kids to the fair. UNIT 3 ART AND CULTURE 82

LESSON A-THE STORY OF IKAT 2. a) There were all kinds of thoughts running through my mind. b) I hope you don’t mind the noise. 3. a) Could you keep the kids quiet while I’m on the phone. b) I go to the library for a little peace and quiet. III. Homophones Read the following sentences carefully. The students have some knowledge about ‘Ikat’. This sum from chapter III is very tough. The words underlined in the above sentences have the same pronunciation but differ in spelling and meaning. Such words are called homophones. Q1. Read the following passage carefully and replace the underlined words with the correct homophones. One day Janaki teacher said to the class, “We all no (1) that the boy in the blew (2) dress has one (3) the best student price (4) for this year.” She added that this is the write (5) hour to felicitate him. “Here is the gift for the boy but can anyone help me untie the not (6) of the died (7) ribbon?” One boy came forward and helped her. There was a wonderful gift inside the box! A. (1) know, (2) blue, (3) won, (4) prize, (5) right, (6) knot, (7) dyed UNIT 3 ART AND CULTURE 83

SESSION 4 THE STORY OF IKAT – GRAMMAR 4.1 Grammar I. Sentence Read the following pair of sentences taken from the narrative ‘The Story of Ikat’. 1. Ramya asked, “Are these fabrics from Indonesia?” 2. The teacher said, “What can be the origin of the word?” Q1. a. Who are the speakers? b. What are the exact words spoken by them? c. If you want to report the above sentences, how would you do so? A. a. In the first sentence, Ramya is the speaker. In the second sentence, the teacher is the speaker. b. “Are these fabrics from Indonesia?” “What can be the origin of the word?” c. Ramya asked if / whether those fabrics were from Indonesia. The teacher asked what the origin of the word could be. Let’s analyse the sentences 1 and 2. The first part of the sentence ‘Ramya asked’ has a subject ‘Ramya’ and a verb ‘asked’ This part of the sentence is called the reporting clause. The verb is called the reporting verb. The part within the quotation marks is called reported clause, which defines the exact words spoken by the speaker. UNIT 3 ART AND CULTURE 84

LESSON A-THE STORY OF IKAT Let’s look at the answer to the question ‘c’. 1. Ramya asked if / whether those fabrics were from Indonesia. 2. The teacher asked what the origin of the word could be. Let’s look at the changes that have taken place. You will find the following changes. Change of the adjective (these–those). Change of the verb in the reported clause. (are–were). Change of question to a statement by adding if/ whether. All the above changes are made when the reporting verb is in past tense. II. Conversation Report the following conversation. Q1. Ramya visits a weaver at Pochampally and asks him a few questions. Ramya: Uncle, what are you doing? Weaver: I’m making a sari. Do you like it? Ramya: Oh! Yes. What is the price? Weaver: Five hundred rupees. Do you want to buy it? Ramya: Oh yes! Can you pack it for me? Weaver: Sure, here you are. A. • Ramya asked the weaver what he was doing. • The weaver replied that he was making a sari and asked her if she liked it. • Ramya replied that she did and asked him what the price was. • The weaver replied that the price of the sari was five hundred rupees. He asked her if she wanted to buy it. • Ramya replied that she wanted to buy it and asked him whether he could pack it for her. • The weaver agreed to her request and handed over the pack to Ramya. UNIT 3 ART AND CULTURE 85

LESSON A-THE STORY OF IKAT Look at the following possible changes while reporting. E.g.: (1) The teacher said, “I am busy.” The teacher said that he/she was busy. (2) The teacher said, “I am writing a letter.” The teacher said that he/she was writing a letter. (3) He said, “I have finished my homework.” He said that he had finished his homework. E.g.: (1) He said, “I ate a mango.” 86 He said that he had eaten a mango. (2) She said to me, “You were sleeping.” She told me that I had been sleeping. (3) He said, “She had done her work.” He said that she had done her work. UNIT 3 ART AND CULTURE

LESSON A-THE STORY OF IKAT E.g.: (1) He said, “I can do this.” 87 He said that he could do it. (2) She said, “He may come.” She said that he might come. (3) He said, “I will go.” He said that he would go. (4) He said, “She must go.” He said that she had to go. E.g.: (1) He said, “I am busy.” He said that he was busy. (2) She said, “I am doing her homework.” She said that she was doing her homework. (3) He said, “We will go.” He said that they would go. (4) I said, “We can do it.” I said that we could do it. (5) He said to me, “You are a fool.” He told me that I was a fool. (6) She said to him, “I hate you.” She told him that she hated him. UNIT 3 ART AND CULTURE

THE STORY OF IKAT ---------- CCE BASED PRACTICE QUESTIONS------------ CHAPTER -1: THE STORY OF IKAT  
  !\"# $!  $ $$ $$!  I. Read the following passage to answer the questions given below. Dr. Aruna gave a speech on \"The Food We Eat\" at Govt. Primary School, Gopalapatnam. Food is vital for our survival. Good food is vital and nutritious. It is well-balanced and tasty. We must choose to eat food that helps us to be alert and have energy. The food items such as soft idlis, tasty dosas, sweet smelling sambar-rice, spicy biryani, eggs, fruits, etc., are both mouth-watering and healthy. Junk food is unhealthy. Junk food contains lots of sugar, salt, additives and preservatives which are not healthy. I. Choose the correct option and write in the brackets. 1. Dr Aruna gave her speech at a __________________________. [ ] ] A. Primary School B. Model school C. Secondary School 2. ________ is necessary for our healthy survival. [ A. Salt B. Sugar C. Food II. Answer the following questions. 3. Who is Aruna? What was the topic of her speech? 4. Name two mouth-watering yet healthy food items. 5. What makes junk food unhealthy? 6. How does healthy food help us? II. Read the following passage to answer the questions given below. Jagdish Chandra Bose was born on November 30, 1858 in Faridpur, Dacca district, now in Bangladesh. He received his early education in his mother tongue, Bengali. He went to Calcutta for further studies, where he joined St. Xavier School. When he realised that all his schoolmates knew only English, he felt like a fish out of water. Nevertheless, he excelled in his studies. He passed the school-final examination in first class and joined B.A. In those days, science subjects were included in B.A. Even though he was interested in all branches of sciences, Botany was his favourite. UNIT 3 ART AND CULTURE 88

THE STORY OF IKAT I. Choose the correct option and write in the brackets. 1. Bose's mother tongue was __________________________. [ ] ] A. Hindi B. Bengali C. English 2. Bose felt _______ when he realised his classmates knew only English. [ A. out of place B. angry C. happy II. Answer the following questions. 3. When was Bose born? What was his birthplace? 4. Where did Bose study in Calcutta? 5. What is different in the present B.A. course from the B.A. course during Bose's time? 6. What was Bose's favourite subject in the B.A. course? Reading and Comprehension (Seen Passages) Session 2 I. Read the following passage to answer the questions given below. Children's attention was divided between her words and the fabrics, as she opened a silk patola sari from Patan, Gujarat. It had a red design on a black background with rows of flowers in the border. The simple leaf design repeated across the body and the flowers in the border created a mesmerising effect. The teacher said, \"Are you thinking about the word 'Ikat' or 'tie and dye', while you are looking at the fabrics? What can be the origin of this word?\" No one answered but looked expectantly as she continued, \"In hand weaving, we have threads stretched lengthwise called \"warp\" and threads intersecting them widthwise called \"weft\". a. What was designed in red on a black background? b. What had a mesmerising effect on the sari? c. What are the names of the different fabrics mentioned here? d. How are threads arranged in hand weaving? e. What is 'tie and dye'? UNIT 3 ART AND CULTURE 89

THE STORY OF IKAT II. Read the following passage to answer the questions given below. Bell rang for the next class. The small break before the next class was enough for the children. They moved around and started chatting. The mandatory five minutes was over and the teacher did not come. The children started wondering. \"Ramya! Do you think Janaki teacher is absent?\" Ramya looking out of the classroom, said, \"How do I know?\" A few students were grinning. Everyone knew Ramya loved Janaki teacher who taught them Social Studies a. What did the children do during the small break? b. Which teacher is named here? What subject does she teach? c. Why did the other children grin at Ramya? d. Write two words which describe the actions of the children during the small break? e. Which word in the passage means 'compulsory'? III. Read the following passage to answer the questions given below. \"For raksha bandhan, the tying of the knot was done by yellow and red ikat dyed threads. In our tradition, tying the knot is sacred. Maybe this has a relation to tying and dyeing process. But in parts of Gujarat, Maharashtra and Deccan, designs in Ikat were very much influenced by Muslim culture.\" The bell was ringing but the class was lost in a period where vibrant colours and compelling stories were woven into beautiful fabrics. a. What is sacred in the Indian tradition? b. Which Indian festival is mentioned in the above lines? c. How is the tying of the knot completed? d. Where would one find designs in Ikat influenced by Muslim culture? e. Why did the class ignore the ringing of the bell? IV. Read the following passage to answer the questions given below. The teacher said,\" Are you thinking about the word 'Ikat' or 'tie and dye', while you are looking at the fabrics? What can be the origin of this word?\" No one answered but looked expectantly as she continued, \"In hand weaving, we have threads stretched lengthwise called 'warp' and threads intersecting them widthwise called 'weft'. Imagine the graph sheet and the X-axis and the Y-axis and how they criss-cross to form square motifs.\" Ahmed was excited, \"Teacher, warp is stretched along Y- axis and weft along X-axis.\" The class was thrilled as a new understanding came. a. What did the teacher ask the children? b. What is warp and weft compared to? UNIT 3 ART AND CULTURE 90

THE STORY OF IKAT c. Which student explained the comparison to the class? d. How did the class feel as they understood the comparison? e. Which word in the passage also means to 'intersect'? Vocabulary Session 3 I. Tick (9) the words that are similar in meaning to the underlined words. 1. The small break before the next class was enough for the children. They moved around and (1) started chatting. The (2) mandatory five minutes was over and the teacher did not come. (i) A. finished B. began C. continued [] (ii) A. compulsory B. promised C. formal [] 2. \"When trade was (1) vigorous with other nations in South-East Asia, \"tie and dye\" or chitiki, as lengths of fabric was a favourite (2) export item, both in silk and cotton,\" she said. (i) A. simple B. confusing C. energetic [] (ii) A. getting goods B. sending goods C. making goods [] 3. In our tradition, tying of the knot is (1) sacred. Maybe this has a relation to the tying and dyeing (2) process. (i) A. holy B. united C. forgotten [] (ii) A. design B. path C. method [] 4. Janaki smiled,\" The ties (1) indicate the design we want. We can look at a design or a motif and tie.\" Ravi looked (2) puzzled, it did not seem simple. (i) A. complicated B. show C. plan [] (ii) A. game B. amused C. baffled [] 5. She pinned them neatly on the soft board and the drab class suddenly looked (1) vibrant. \"Teacher! What are these fabrics? Why did you bring them? Children (2) pelted her with questions. (i) A. simple B. strong C. bright [] (ii) A. shot B. took C. made [] II. Tick (9) the words that are opposite in meaning to the underlined words. 1. Bell rang for the (i) next class. The small break (ii) before the next class was enough for the children. (i) A. previous B. second C. after [] (ii) A. between B. after C. from [] UNIT 3 ART AND CULTURE 91

THE STORY OF IKAT 2. Teacher, we (i) forgot , we could not link. We all know Pochampally.\" Teacher said, (ii) \"Quiet! Let me tell you the story of Ikat. It is a story of our handlooms.\" (i) A. spoke B. remembered C. joined [] (ii) A. loud B. soft C. small [] 3. They all (i) liked her as she was fair to everyone and was never (ii) partial to one student. (i) A. pleased B. disliked C. admired [] (ii) A. favour B. hate C. impartial [] 4. She persisted, \"Can anyone tell me the name of the place? It is (i) close to our State capital. (ii) There! I gave you a clue.\" (i) A. near B. open C. far [] (ii) A. here B. where C. that [] III. Fill in the blanks with the right form of the words given in brackets. 1. \"...There is no (system) historical documentation to resolve this dispute.\" The class was fully (attention) now. 2. \"Teacher, chitiki means small and small dots of colour which are (character) of Ikat,\" they (chorus). 3. The class was (jubilation). They were able to come up with (origin) explanation for a historical phrase. 4. \"Ravi, you are (absolute) right,\" the teacher said. \"It is not easy. First you count the threads measure the (distant), calculate when to repeat a pattern. 5. The children started (shout)names of all the towns in the state. In the (mid) of the babble, someone said, \"Nalgonda\" and the teacher said, \"Correct\"... 6. Suddenly they (notice)the teacher (carry) bundles of cloth walking towards the class. 7. The bell was ringing but the class was lost in a period where vibrant colours and (compel) stories were (weave) into beutiful fabrics. 8. There are other interesting stories on Ikat. (differ) regions fight about its (originate). 9. Threads stretched out long with dots of different colours (shine). I have seen such (see) in the villages of Nalgonda. (long) called 'warp'... 10. In hand weaving, we have threads (stretch) UNIT 3 ART AND CULTURE 92

THE STORY OF IKAT IV. Arrange the following sets of word under the correct headings. 1. rumal, potter, machine, captive Things 1. People 1. 2. 2. 2. student, Kuchipudi, doctor, station Places 1. People 2. 1. 2. 3. fisherman, handloom, goblet, artist Things 1. Place 2. 1. 2. 4. Pochampally, trader, temple, teacher Place People 1. 1. 2. 2. V. Complete the following words using ai, ei, ie, ea, oo, ou, au, ia, ea, eo. 1. i. m__sure ii. thr__d 2. i. t__cher ii. w__ve 3. i. fl__r ii. lab__r 4. i. rep__t ii. cr__te 5. i. handl__m ii. pr__f 6. i. en__gh ii. t__ght 7. i. sh__lder ii. pron__nce 8. i. sh__k ii. sh__t 9. i. part__l ii. soc__l 10. i. per__d ii. brill__nt VI. Find the word which is wrongly spelt. Rewrite it in the space provided 1. jubiliant, vigorous, export, culture () 2. continue, imagin, excite, intersect () 3. fabric, partial, design, patern () 4. resolve, headgear, costal, mandatory () 5. border, create, efect, origin () 6. thril, absolute, thread, educate () 7. capital, measure, comprehenshon, weave ( ) 8. favourite, ribban, pensive, phrase () UNIT 3 ART AND CULTURE 93

THE STORY OF IKAT VII. Read the sentences carefully and fill in the blanks with correct homophones. 1. He gave____________(ascent/ assent) to his proposal. 2. I will __________ (altar/ alter) my plan. 3. I cannot __________ (bare/ bear) such a burden. 4. Crossing the river by swimming it is no mean__________ (feet/ feat). 5. The princess was the_____________ (hair/ heir) to the throne. Grammar Session 4 I. Complete the passage by choosing right option from the list given below. Each blank is numbered, and for each blank four choices (A), (B), (C) and (D) are given. Choose the correct option from these choices and write them in the space. A. Suddenly they noticed the teacher carrying bundles of cloth walking (1) the class. A few of them (2) over to help her. They all liked her as she was fair to everyone and was never (3) to one student. The brilliant red and black checked rumals, shawls with black and blue geometric patterns ________ (4) the attention of the class as the teacher handed _______ (5) the material to the eager helpers. 1. A. towards B. onwards C. forwards D. afterwards Ans. ( ) 2. A. flashed B. washed C. dashed D. fled Ans. ( ) 3. A. disfair B. partial C. impartial D. affair Ans. ( ) 4. A. caught B. catches C. catching D. catch Ans. ( ) 5. A. over B. under C. beneath D. below Ans. ( ) B. Satyam was _________ (1) big in his aspiration and ______ (2) small in his achievements. He faced many hardships in his childhood. He had a strong desire to learn Kuchipudi _______ (3) that, he was humiliated by a teacher in his village. The teacher said, ―Don‘t attempt to learn Kuchipudi again. You are unfit for it. He made this comment. _ (4) of his friends! __________ (5) ridiculed him. But others sympathised with him. 1. A. to B. too C. two D. by Ans. ( ) 2. A. too B. to C. two D. little Ans. ( ) 3. A. in spite of B. but for C. in place of D. despite of Ans. ( ) 4. A. in spite B. in front C. despite D. instead of Ans. ( ) 5. A. some B. they C. the few D. all Ans. ( ) UNIT 3 ART AND CULTURE 94

THE STORY OF IKAT II. Fill in the blanks with relative pronouns. 1. I can guess ___________ you want to see. 2. Do you know _________ book it is? 3. I can tell ___________ he stole your watch. 4. Tell me frankly __________ did you do it? 5. I do not know _________ he was born. III. Read the sentences carefully and fill in the blanks choosing the correct word given in the bracket. 1. He recites poetry very __________ (fast /fastly) 2. This bed feels very ___________ (soft/ softly) 3. This train goes ____________ (direct/ directly) to Vizag. 4. She guessed the answer ___________ (correct/ correctly) 5. This newspaper is ____________ (wide/ widely) read. IV. Complete the passage choosing the right words from those given below. One day Lincoln was ___ 1 ___ in his chair with his legs ___ 2 ___ the table ___ 3 ___ some friends came in. They looked at his long, long legs and ___ 4 ___ 1. A. sat B. sit C. sitting D. sits [] D. over [] 2. A. on B. under C. across D. when [] D. laughing [] 3. A. then B. before C. after 4. A. will laugh B. laughed C. laugh V. Rewrite the following sentences as Yes/No questions. 1. Tying the knot is sacred in our tradition. 2. The bell was ringing. 3. She opens the silk patola sari. 4. She was fair to everyone. 5. \"Ikat\" is an Indonesian term. 6. The ties indicate the design we want. 7. Weavers draw patterns on graphs. 8. Weft is stretched along the X-axis. 9. The children recognised her pensive mood. UNIT 3 ART AND CULTURE 95

THE STORY OF IKAT VI. Combine the following sentences using where, who, which or that. 1. I met a man at the gate. He was very old. 2. An old man visited us last night. He is my grandfather. 3. Bhavika gave me a camera. It was not working. 4. I saw a man. He was wounded. 5. A snake bit me. It was not poisonous. VII. Report the following conversations. 1. Teacher: Hari, why did you come late? Hari : Sir, I missed the school bus. 2. Doctor : What is the problem with you? Patient : I am suffering from a stomach ache. 3. Gopi : When will your final exams start? Ravi : From 15th April. 4. Ramya : Uncle, what are you doing? Weaver : I'm making a sari. Do you like it? 5. Mother : Son, are you feeling hungry? Son : Yes, give me something to eat. 6. Kamala : Where are you coming from? Lakshmi : I am coming from the bank. %TGCVKXG9TKVKPI $$! I. Look at the picture carefully and write a paragraph of about 100 words. Hints: Who are these people? What are they doing? Where are they? What is the old man telling the children? UNIT 3 ART AND CULTURE 96

THE STORY OF IKAT II. Write a conversation on the following topic. Topic: Two friends coming out of the examination hall. III. Write a biographical sketch of the famous composer A.R. Rahman based on the details given below. Full name: Allah-Rakha Rahman Date of birth: 6th January 1967 Place of birth: Chennai, Tamil Nadu Compositions: Pray for me brother, Chaiyya -Chaiyya, Jai Ho Other credit: Singer, song-writer, music producer, multi-instrumentalist, philanthropist Awards: As of 2014, 4 National Film Awards, 15 Filmfare Awards, 14 Filmfare Awards (South), 2 Academy(Oscar) Awards, 2 Grammy Awards, more than 15 International Awards and scores of other awards. Honorary doctorates: Anna University, Aligarh University, Middlesex University, Royal Conservatoire of Scotland UNIT 3 ART AND CULTURE 97

Extra CCE Examination-based Material UNIT – I FAMILY Reading A Comprehension passage - I \"Tell him to send me a blanket. There is a cold mist in the mornings. If I catch cold, it doesn't leave me for a long time. Tell him to send me a blanket, won't you? A red one. I had a blanket, the one he brought for me when he was studying in Madras. It is all tattered now, just a ball of knotted yarn. Tell him to send me a red blanket, will you?\" 1. Who said these words to whom? 2. Whom does the speaker think he/she is talking to? 3. What is the ‘tattered blanket’ symbolic of? 4. What does the story tell us about Gopi’s character? 5. What feelings cross your mind when you read the story? COMPREHENSION PASSAGE II: Delhi is too expensive, you know. I have four children to look after now. I can't make both ends meet with my salary. And one has to keep up one's status. It will be a great help if I can raise some money by selling my share of the family properly. I came to talk it over with you. 1. Who said these words to whom? 2. Why did he come to the village? 3. What does the phrase 'make both ends meet' mean? 4. What does the story tell us about human relationships? 5. Compare and contrast village and city life. 6. What does the phrase 'keep up one's status' mean? Reading B I. Read the given stanza of the poem and answer the questions given below: I cannot remember my mother but when in the early autumn morning the smell of the Shiuli flowers floats in the air, the scent of the morning service in the temple comes to me as the scent of my mother. 98

1. Who is the poet of this poem? 2. Whom is he describing in the poem? 3. Why is he describing him / her? 4. What does 'morning service' mean? 5. How is the smell of shiuli flowers? Reading C Read the following lines and answer the questions given below: We missed them. We missed the joy of the family. We are missing many things in this busy life. I don‘t know where those gardens have gone, those fairy tales, those fruits, those words of love and affection - we have lost our real life in this unreal world. 1. Who says these words to whom? 2. What does he mean by 'we missed them'? 3. What else is he missing in the city? 4. What does he mean by 'we have lost our real life in this unreal world '? 5. Do you think Ramesh is happy in the city? 99