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181910055_Maple G5_Textbook Integrated_Term2

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INTEGRATED 2 TEXTBOOK - TERM ENGLISH, MATHEMATICS, EVS NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 1 5 2/17/2018 4:21:55 PM

NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 2 2/17/2018 4:21:55 PM

ENGLISH 2/17/2018 4:21:55 PM TERM 2 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 3

Contents 5Class Theme 3: Art and Culture 9 The Coromandel Fishers ����������������������������������������������������������������������������������� 1 S3 Speaking Project ���������������������������������������������������������������������������������������������� 6 R3 Reading Comprehension �������������������������������������������������������������������������������� 7 Theme 4: Imagination and Adventure 10 Rip Van Winkle ������������������������������������������������������������������������������������������������ 11 11 Bina and the Music System Rocket �������������������������������������������������������������� 17 12 Six and Out ������������������������������������������������������������������������������������������������������ 21 S4 Speaking Project �������������������������������������������������������������������������������������������� 26 R4 Reading Comprehension ������������������������������������������������������������������������������ 27 Theme 5: Exploring the World 13 The Mountain Railways ���������������������������������������������������������������������������������� 31 Glossary ����������������������������������������������������������������������������������������������������������� 37 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 4 2/17/2018 4:21:55 PM

Lesson The Coromandel 9 Fishers Let Us Start Listen and say aloud Rhyming words Word Rhyming words night call all Word drives lives light sea, glee free Warm Up Activity • Can you think of a few words that are related to the sea? • Have you seen fishers catch fish? What do you think their routine is like? Let us read a poem about the lives of fishers in the Coromandel coast, which is the coastal plain in the eastern part of southern India. NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 5 1 2/17/2018 4:21:56 PM

Reading the Text Rise, brothers, rise; the wakening skies pray to the morning light, The wind lies asleep in the arms of the dawn like a child that has cried all night. Come, let us gather our nets from the shore and set our wakening catamarans catamarans free, To capture the leaping wealth of the tide, for we are the kings of the sea! No longer delay, let us hasten away in the track of the comrades seagull’s call, hasten The sea is our mother; the cloud is our brother; the waves are our comrades all. W hat though we toss at the fall of the Sun, where the hand of the sea god drives? H e who holds the storm by the hair will hide in his breast our glade lives. S weet is the shade of the coconut glade and the scent of the mango grove, A nd sweet are the sands at the full o’ the Moon with the sound of the voices we love; B ut sweeter, O brothers, the kiss of the spray and the dance of the wild foam’s glee; glee R ow, brothers, row to the edge of the verge, where the low sky mates with the sea. – Sarojini Naidu 2 2/17/2018 4:21:56 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 6

Let Us Discuss 1) What are catamarans? 2) What is the ‘leaping wealth of the tide’? 3) What do the words ‘hasten’ and ‘comrade’ mean? 4) What relation do the fishers have with the sea, clouds and waves? Understanding the Text Exercise 1: New words Word Meaning coastal wakening catamarans hasten comrades glade glee Exercise 2: Literature comprehension 1) What does the poet compare the wind to? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� The Coromandel Fishers 3 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 7 2/17/2018 4:21:56 PM

2) What are the dangers that the fishers face at sea? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ 3) What are the ‘sweet things of the land’ that are mentioned in the poem? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) A ccording to the poem, do the fishers prefer the danger of the sea or the life on the shore? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Value-based questions – Judgement and appreciation 1) Why do you think the poet calls the fishers the ‘kings of the sea’? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ____________________________________________________________________________________ 2) C an you guess why the fishers track the seagull’s call? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4 2/17/2018 4:21:56 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 8

����������������������������������������������������������������������������������� ____________________________________________________________________________________ Speaking Task Public speaking You need to collect information about one of the following and make a short presentation in front of your class: • This poem is by Sarojini Naidu, who was a freedom fighter and a poet. Find out more about her life and work. • Collect as much information as you can about fishers and their lifestyle. You can even learn a fishers’ song and present it in class. • Do this activity individually or in small groups. The Coromandel Fishers 5 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 9 2/17/2018 4:21:56 PM

S3 Speaking Project Culture of India Some people say that the culture of India is getting adversely affected by western countries. What do you think? Divide your class into two groups. Present your views on the topic in the form of a debate. One group agrees that western countries have adversely influenced Indian culture. The second group thinks that western countries have positively influenced our country. Given below are hints based upon which both the groups can put forward their arguments. Hints: • What forms the culture of our country? What is unique about it? • What aspects fascinate you? • D o you agree that we are getting influenced by western countries? What parts of western culture do you think are affecting us? • Do you think that we can preserve our culture by completely rejecting other cultures? 6 2/17/2018 4:21:56 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 10

R3 Reading Comprehension Passage 1 Read the passage and answer the questions given below. The history of Chinese tea is a story of gradual refinement. Generations of growers and producers have perfected the Chinese way of manufacturing tea and its many unique variations. The original idea is credited to the legendary Emperor Shennong. His orders required that all drinking water be boiled as a hygienic precaution. A story goes that one summer day, while visiting a distant part of his kingdom, he and the court stopped to rest. In accordance with his ruling, the servants began to boil water for the court to drink. Dried leaves from a nearby bush fell into the boiling water, and a brown substance got infused into the water. As a scientist, the emperor was interested in the new liquid, drank some and found it very refreshing. And so, according to the legend, tea was created in 2737 BC. Tea is an important part of the Chinese tradition. The main varieties of Chinese tea are green tea, red tea (black tea), Wulong tea, white tea, yellow tea and reprocessed tea. (Source: Adapted from http://www.chinahighlights.com/travelguide/chinese-tea/) 1) What happened when the emperor’s servants were boiling water for the court to drink? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) Which are the main varieties of tea? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 11 7 2/17/2018 4:21:56 PM

3) Fill in the blanks with an appropriate adjective. a) Mohan is very ______________________. He can pick up this heavy chair. b) This red rose is very ______________________. c) He is the ______________________ boy in class. 4) The meaning of 'reprocessed' is _____________________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) gradual a) special 2) refinement b) over a long period of time 3) unique c) improvement Passage 2 Read the passage and answer the questions given below. Once upon a time, a smart city boy was travelling in a train. The only other person in the compartment was a boy who looked like a simpleton. The city boy, Akshay, thought he would have some fun at the other boy’s expense. 'Hi, what is your name?' he asked. 'Ram' was the reply. 'Well, we have a long journey ahead of us. To make it more interesting, I suggest we ask each other questions to while away time', he suggested. 'Alright', said Ram. 'Let’s keep a penalty. If the answer is wrong, the person has to pay ` 50', said Akshay. 'Fair enough! However, you are well educated, knowledgeable and smart, whereas I am a simple village dweller. My penalty should be half of yours', said Ram. Akshay agreed to this condition. Ram suggested that Akshay ask the first question. 'What is the latest technology by which seeds can produce stronger plants?' asked Akshay. 'I don’t know', said Ram and handed ` 25 over. 'Your turn now', said Akshay. 8 2/17/2018 4:21:56 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 12

'Why is it that when a handful of seeds are sown, some germinate faster and some don’t germinate at all?' asked Ram. Akshay was stumped. He thought for a long time. Finally, he gave up and handed Ram ` 50. 'Tell me the answer', said Akshay, watching Ram put the money into his wallet. 'I don’t know either', answered Ram. – Manjula Shukla 1) Name the two boys in the story. Ans. ����������������������������������������������������������������������������������� 2) Who ended up with more money in the end? Ans. ����������������������������������������������������������������������������������� 3) F ill in the blanks with the correct form of the verb 'be'. a) My mother ____________________________ cooking dinner. (are/am/is) b) The hammer and nails ____________________________ new. (are/is/am) c) It is very late, and I ____________________________ very tired. (is/am/are) 4) The antonym of 'half' is _____________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) stumped a) to begin to grow 2) simpleton b) not knowing the answer to something 3) germinate c) s omeone who is not intelligent and does not have a good sense of judgement Reading Comprehension 9 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 13 2/17/2018 4:21:56 PM

Why are we studying this theme? Human beings have the wonderful gift of imagination. With the help of our minds, we can take off into other worlds and make the impossible possible. Writers and poets are very good at expressing their imagination in words. Let us read two stories and a poem and go on flights of fantasy. NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 14 2/17/2018 4:21:56 PM

Lesson Rip Van Winkle 10 Let Us Start Listen and say aloud Word stress for compound words – nouns Word stress for compound words – adjectives (stress the first syllable) (stress the first syllable of the second word) toothpaste ice cream old-fashioned fifteen-minute football seafood ten-metre six-page Warm Up Activity • Imagine that you sleep one day and wake up 20 years later. How would you feel? • What would the world be like? Share your thoughts. Let us read a story about a man named Rip Van Winkle, who fell asleep in the woods for a very, very long time, and then, one day, when he woke up… NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 15 11 2/17/2018 4:21:56 PM

Reading the Text Rip Van Winkle was a lazy man who lived in a small Dutch village. He liked to wander through town with his pet dog, Wolf, and tell stories to the children. Rip’s wife, Dame, did not like his laziness and used to shout at him for not doing any work. To escape her shouting, he often went to a nearby inn to relax and exchange stories with his friends. The forest was the only other place where Rip felt safe from his wife’s shouting. inn One wintry afternoon, Rip and Wolf went into the hills, again, to escape Dame’s shouting. They spent the whole day hunting for squirrels, though they did not catch anything. When it was time to return home, they heard a voice calling Rip. They thought it was Dame until they saw a small man dressed in strange clothes. The little man was carrying a heavy drum and asked for Rip’s help. Rip hurried to help him. As Rip and the little man carried the drum, they heard a loud booming sound like thunder. After walking for quite a while, they came to an open field, where Rip saw many little bearded men playing a game called ninepins ‘ninepins’. The noisy game was being played with huge balls that made a booming echoed sound when they hit one another. Rip recognised the sound that he had been hearing all along. The sound of their bowling echoed throughout the mountains. The drum that Rip had helped to carry was filled with a tasty drink, which the small men shared with Rip. After drinking three full glasses, he began to feel sleepy. The Sun had gone down and the noise of the bowling continued, as Rip fell asleep in the moonlight. When Rip woke up, he was surprised! Wolf was gone, Rip’s clothes were tattered and torn, his gun had rusted, and his beard had grown tattered – a foot in length! He looked around to see if he could find the little bearded men, but he could not recognise the place. Rip decided to go home, though he knew he would be scolded by his wife for rusted being careless again! When Rip entered his village, he stopped in surprise. There were many new buildings. The children of the village were curious and gathered around him, whispering. He did not recognise any of them. He went to his own house and found it empty, silent. 12 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 16

He called out his wife’s name and the names of his children, but no one answered. The house looked lonely and empty. Now even more confused than before, Rip walked through town to the inn. However, the old inn was gone. There was a bigger, newer inn in its place. Outside the inn, people were gathered around, talking about an election. Rip enquired about his friends. He was told that the inn manager had been dead for eighteen years and that the schoolmaster he knew had moved from the village. Finally, Rip asked if anyone knew who Rip Van Winkle was. A young woman holding a baby stepped forward, saying that Rip was her father and that he’d gone out hunting twenty years ago and never returned. Rip then realised that he had been asleep for twenty years! Rip recognised the young woman as his daughter Judith now grown. He told her that he, in fact, was her father. Rip then told everyone the story of where he had been for the last twenty years. No one believed him. Finally, they called an old, wise man named Peter Vanderdonk, who knew many stories about the village. Peter listened as Rip repeated his tale. He claimed that Rip had met some ghosts. A few of the villagers thought Rip Van Winkle was crazy. But others believed him. Rip Van Winkle went to live with his daughter, Judith, and her family. He began telling stories to the children, just as he used to earlier. And not surprisingly, he told his own story frequently. Occasionally, he would hear thunder in the mountains, but he never went into the forest again. He did not want to lose another twenty years. – Adapted from ‘Rip Van Winkle’ by Washington Irving Let Us Discuss 1) Who was Rip Van Winkle? Where did he live? 2) Why would Rip’s wife scold him? 3) Where did Rip meet the little man? 4) What did the little, bearded man share with Rip? Rip Van Winkle 13 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 17 2/17/2018 4:21:57 PM

Understanding the Text Exercise 1: New words Word Meaning Dutch wander inn ninepins echoed tattered rusted election enquired Exercise 2: Literature comprehension 1) What kind of person was Rip Van Winkle? What did he like to do? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 14 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 18

2) What was strange about the men whom Rip met in the hills? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ 3) Nobody recognised Rip when he reached the village. Why? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) How do we know that Rip was asleep for a long time? Support your answer with details from the story. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Value-based questions – Judgement and appreciation 1) Why do you think no one believed Rip Van Winkle’s story? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ____________________________________________________________________________________ 2) Do you believe in ghosts? Why or why not? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ Rip Van Winkle 15 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 19 2/17/2018 4:21:57 PM

Speaking Task ABC..., Show and tell What do you think the world will be like 20 years from now? Draw a picture and share your thoughts about the future world with your classmates. 16 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 20

Lesson Bina and the Music 11 System Rocket Let Us Start Listen and say aloud Stress for two-syllable words ending in suffixes (stress the first syllable) hopeful quickly sadness useless playing panted passage judgement Warm Up Activity • H ave you ever wondered how it would be to travel through space, gazing at the stars, Sun and Moon? • Do you know the name of any astronaut? Share where you have heard his or her name. Let us read a story about a young girl who dreams about zooming off into space in a rocket. NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 21 17 2/17/2018 4:21:57 PM

Reading the Text Bina was a young girl who always dreamt of flying to the Moon. One night, she lay down to sleep with her headphones on, and her dream suddenly started coming true! Bina found herself with her brother in a rocket ship. She headphones called out to Rohan, ‘Navigator ready?’ Rohan replied, ‘Navigator ready.’ ‘Mission Control ready?’ Bina enquired through the headset. A voice from navigator Mission Control replied, ‘Mission Control ready. Beginning countdown… ten seconds, nine, eight…’ Bina’s heart began beating faster. ‘Two, one... BLAST-OFF!’ Bina and Rohan were thrown back into their seats. Their rocket ship zoomed off into the sky so fast that everything outside the window was just a blur. In a couple of minutes, the ride felt smooth and quiet. They were now in outer space! blur a rocket ship’s Rohan was at the rear end of the rocket. Bina asked rear end Rohan, ‘What does the Earth look like?’ ‘It looks like a beautiful blue and white ball.’ Rohan asked Bina, ‘Can you see the Moon coming up?’ ‘Yes, I can’, Bina said. ‘I think we will be there in about 30 minutes.’ ‘Cool’, said Rohan. ‘I think I will listen to some music on my music system.’ ‘You brought your music system?’ Bina looked displeased. displeased ‘You know I don’t go anywhere without my music system’, said Rohan. He turned on the music, and time passed quickly. ‘Mission Control to Bina’, came a voice over the headsets. ‘You will need to prepare for landing in two minutes’, said the voice. ‘We’ll be ready’, said Bina. The rocket ship had a rough ride towards the end. Finally, they came to a rest. ‘Bina, are you OK?’ asked Rohan. ‘Yes, I’m OK. Let’s take a look around and see if the rocket ship is OK’, said Bina. space suit They put on their space suits. When they stepped outside, they felt like they were floating in the air. They quickly gathered a few moon rocks to take 18 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 22

back home. Then, they began to inspect the rocket. The portion of the ship that had the rocket starter was heavily damaged. The batteries that turned on the starter were completely destroyed. ‘What are we going to do?’ asked Rohan. ‘I don’t know’, Bina answered. ‘Let’s call Mission Control for help.’ They went back inside and called Mission Control. ‘We will get back to you’ was the answer. ‘We only have enough food and water for one more day’, Rohan reminded Bina. Suddenly, Bina said, ‘I’ve got it! Give me your music system.’ ‘She opened the battery compartment and took out the eight large batteries. ‘I think we can tie these together with a tape and make one big battery that will start the rocket’, she said. duct tape Bina lined up the batteries and taped them together in a bundle. She took a piece of duct tape and connected a wire to the batteries on each end. She then attached one to the starter, took the other wire and ran it back up to her seat in the rocket. ‘Here goes!’ said Bina. As she connected the wire to the dashboard, they could hear the roar of the rocket. Before they knew it, they were zooming back through space and towards Earth. ‘Yippee!’ they both yelled. dashboard Just then, Bina’s mother pulled the headphones off her head and told her to go to sleep. It was easy for Bina to go back to sleep because she hoped she could pick up her rocket ship dream from right where she had left it! – (Adapted from ‘Bill and the Boom Box Rocket’; http://www.kidsgen.com/short_stories) Let Us Discuss 1) What did Bina dream about? 2) Who was with Bina in her dream? 3) How did Bina solve the problem when Mission Control could not help? 4) Who woke Bina up and why? Bina and the Music System Rocket 19 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 23 2/17/2018 4:21:57 PM

Understanding the Text Meaning Exercise 1: New words Word headphones navigator rocket ship blur rear end displeased space suits compartment duct tape dashboard Speaking Task Pair discussion ‘All our dreams can come true if we have the courage to pursue them.’ – Walt Disney What is your dream? What would you like to do when you grow up and why? Divide your class into pairs. Think about the questions given above. Take turns and talk about your dreams to your partner. 20 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 24

Lesson Six and Out 12 Let Us Start Listen and say aloud Rhyming word Word Rhyming word carts scene screen Word class parts man hit opposite pass tread school rule ran chalk fled talk Warm Up Activity • W hich games do you like to play? • Where do you usually play? Have you seen children playing in the streets? What games do they play? Let us read a poem about players who are too busy enjoying their game. They are not bothered about all the difficulties of playing in the street. NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 25 21 2/17/2018 4:21:57 PM

Reading the Text The pitch was only smooth in parts, It sank at either crease, And motor vans and baker’s carts, pitch At times disturbed the peace. crease The bowlers found it hard to hit, The lamp post’s slender stem, The broader wicket opposite, slender stem Was cleared at 6:00 p.m. It was a keen, determined school, lamp post Unorthodox and free; Harsh circumstance oft made the rule, And not the MCC. The scorer, seated by the well, Kept up a fire of talk; He was both umpires, crowd and all, And plied a busy chalk. So, standing musing on the scene, I let the moments pass; umpire How well he drove it to the screen, And then – the crash of glass. I watched the players as they ran, And heard, while yet they fled, The loud voice of an angry man, The law’s majestic tread. – G.D. Martineau Let Us Discuss 1) Which game was being played by the children in the poem? 2) Where were the children playing? 3) What was used by the players as a wicket? 4) Who disturbed the game in the end? 22 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 26

Understanding the Text Exercise 1: New words Meaning Word pitch crease slender keen unorthodox harsh circumstance oft umpires plied majestic Exercise 2: Literature comprehension 1) Why did the bowlers find it difficult to bowl? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Six and Out 23 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 27 2/17/2018 4:21:57 PM

2) Why does the poet call the players ‘unorthodox’? Ans. ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ����������������������������������������������������������������������������������� 3) W hat were the things that the scorer was doing? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) W ho made the rules of the game? Why do you think that they did not follow the formal rules? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Value-based questions – Judgement and appreciation 1) In India, you can see many children play in the streets. Why do you think the children play there? Is there a better place where they can play? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ____________________________________________________________________________________ ����������������������������������������������������������������������������������� 2) According to you, is it safe to play in the streets? Give reasons for your answer. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 24 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 28

____________________________________________________________________________________ ����������������������������������������������������������������������������������� Speaking Task Group activity Look at the given pictures of the different sporting activities. Your teacher will divide you into groups. Each group will choose one of these sports. You will have ten minutes to prepare a few points to speak about your chosen sport. kabaddi kho kho football Here are a few points that you can discuss: • Is it a team sport or an individual sport? • If it is a team sport, how many members are there in a team? • Where can it be played? Indoors or outdoors? • What are the rules of the sport? Six and Out 25 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 29 2/17/2018 4:21:57 PM

S4 Speaking Project Extempore Think of a topic that is related to imagination or adventure, such as fairy tales, magical stories, dreams, exciting journeys, aliens, etc. Write the topic on a slip of paper like this: ‘Talk about an adventurous journey you have been on’ or ‘Talk about an exciting dream you have had’. Your teacher will collect the slips and put them together. Each student will pick up a slip and talk about it for three minutes. Remember to use simple sentences while sharing your thoughts. 26 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 30

R4 Reading Comprehension Passage 1 Read the passage and answer the questions given below. The Tyrannosaurus Rex (T-Rex) lived in Laramidia, which is present-day western North America. It lived in the Upper Cretaceous Period, between 85–66 million years ago. The T-Rex is among the last non-flying dinosaurs. One of the largest land predators ever known, the T-Rex was nearly 40-feet long and 13-feet wide at the hips. It weighed four to seven tons! Scientists know from studying its fossils that the T-Rex had an enormous skull and a long, massive tail to support its weight. Despite its hands being relatively small, they were powerful, with two clawed digits (like fingers). The hind legs of the dinosaur were extensive and mighty. The T-Rex possessed the most ferocious bite of any land animal on Earth. Its jaw was at least four-feet thick and contained 50–60 teeth, many of which were up to nine inches long. Its strong teeth could remove flesh from its prey and cut it in its mouth. 500 pounds of flesh and bone in one bite! Also, there were rotting bacteria between its teeth, giving it a ‘septic’ bite. If it wounded but failed to kill prey, they would die of fatal infections anyway! In 1990, Sue Hendrickson, a famous fossil hunter, discovered the most complete fossil of a T-Rex skeleton ever found (85% complete). Eventually, it was sold to the Field Museum of Natural History for a whopping eight million dollars. The museum spent over 25,000 person- hours in removing rock from the bones. (Source: Adapted from http://mrnussbaum.com/t-rex-reading-comprehension/#) 1) What were the arms of the T-Rex like? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What did Sue Hendrickson do with the fossil of the T-Rex that she had found? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 27 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 31 2/17/2018 4:21:57 PM

3) Find the plural forms of the given words from the passage. a) dinosaur - _______________________________. b) inch - _______________________________. c) tooth - _______________________________. 4) The meaning of the word ‘fatal’ is ___________________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) present-day a) very large 2) rotting b) the current period of time 3) whopping c) decaying Passage 2 Read the passage and answer the questions given below. The emperor was very sad after the queen’s death. He would often sit in his beautiful garden and watch a fleet of swans, a flock of ducks or a herd of deer that roamed about freely. The deer had been gifted by a king of a faraway country. But nothing seemed to cheer him up. A troupe of dancers also performed at the court but to no avail. Everyone wanted to help the emperor come out of his sadness, but nothing seemed to work. One day, a priest in the palace saw a few children playing with dolls. The dolls made shadows on the floor that appeared to dance while the children played. They tried to catch the shadows and laughed as they played. The dancing shadows of the dolls gave the priest a brilliant idea. He hurried home and got down to work. The priest first made a puppet with cotton and painted it to look like the queen. Once the puppet was ready, he invited the emperor for a special puppet show. The emperor was not willing to come for the show but finally agreed. The priest was an old friend; he accepted the invitation. The priest said, ‘Your Majesty, the puppet show is specially meant for you. Kindly come.’ The emperor nodded, ‘If you so insist, I’ll be there.’ 28 2/17/2018 4:21:57 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 32

1) What did the emperor see as he sat in his garden? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 2) What did the priest see in the palace one day? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 3) Fill in the blanks with the correct pronouns. a) ______________ is dreaming. (Ravi) b) ______________ is green. (The blackboard) c) ______________ are watching TV. (My mother and I) 4) The meaning of the word ‘demise’ is _______________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) flock a) to not take no for an answer 2) brilliant b) group 3) insist c) very clever Reading Comprehension 29 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 33 2/17/2018 4:21:58 PM

Why are we studying this theme? Travelling the world, meeting people and learning about different cultures is not only exciting but also important. This is how we grow as people. But when travel is not possible, what better way than to read! Let us read two stories and a poem in which you get to travel along with the authors and enjoy journeys in your mind. NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 34 2/17/2018 4:21:58 PM

Lesson The Mountain 13 Railways Let Us Start Listen and say aloud The magic ‘e’ can + e = cane bit + e = bite hop + e = hope tap + e = tape pan + e = pane man + e = mane kit + e = kite rip + e = ripe Warm Up Activity • W hile travelling by train, what all do you see when you look out of the window? Describe the view. • Have you travelled by train on hills? What was your experience? Let us read about three friends who write to each other about their train journeys. NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 35 31 2/17/2018 4:21:58 PM

Reading the Text Keya, Tasneem and Mandeep are three pen pals. They are writing to each other about their journeys on the old mountain trains of India. These trains have been running since the British rule. Nilgiri Mountain Railway coach Dear Tasneem and Mandeep, betel nut I have just returned from an amazing trip! The train ride on the Nilgiri Mountain Railway was a birthday gift from my parents. I can never forget it! By the way, I named it ‘The Queen’. The coach that we sat in was made of wood and had long windows. The Queen chugged slowly out of the station. The journey was for over an hour. Our last stop was Coonoor. Papa pointed to a few mountains in the distance and told me that they were the Nilgiri or ‘the blue mountains’. We passed through 16 tunnels and high bridges and also crossed over the roaring river, Bhawani. On either side of the tracks, I could see many betel nut, banana and tea plantations. There were steep hillsides, gurgling mountain streams and many rivers. The best part of the journey was the names of the stations – Hill Grove, Wellington, Lovedale. They sound so foreign and old, don’t they? We reached Coonoor in the evening. Although the journey was slow and tiring, I enjoyed it very much. Do write to me as soon as possible about your journeys. Love, Keya 32 2/17/2018 4:21:58 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 36

Darjeeling Himalayan Railway Dear Keya and Mandeep, I nicknamed the train that I travelled in ‘Rani’, though it is known as the Darjeeling Himalayan Railway. On the day of our journey, Papa sprang a surprise on me. I was very excited when he told me that we were to board this fantastic train. The train that I travelled in was very old, just like your toy sprang a train, Keya. It almost took an hour to start and move! The train surprise took eight hours to travel from New Jalpaiguri to Darjeeling. Rani was a very small train. She had only two small coaches attached to the engine and could carry only 20 people in all. The inside of the train was beautifully decorated with intricate designs. The windows were long, which gave us a good view of the beautiful sights outside. I took many pictures of the magnificent Mount Kanchenjunga and other smaller mountains. We stopped at stations with unusual names like Jorebungalow, Kurseong, Batasia Loop, Sonada and Ghum. The Ghum railway station is the highest railway station in India. Rani majestically and slowly crossed over five big and intricate nearly 500 small bridges. She passed through tea estates, green fields and beautiful flower gardens. The train criss-crossed motorable roads at several points. Its snail’s pace allowed people to keep getting in and out of the train at their convenience. This was really unusual! We reached Darjeeling at 6 p.m. Although the journey was exhausting and long, I too enjoyed my train ride. How was your experience, Mandeep? Regards, Tasneem The Mountain Railways 33 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 37 2/17/2018 4:21:58 PM

Kalka-Shimla train Dear Tasneem and Keya, All our journeys seem to be filled with enthusiasm and fun! Let me tell you about my train journey. We boarded our train at Kalka to go to Shimla. The toy train that I named ‘Prince’ is officially called the Kalka-Shimla train. Just like your trains, Prince was also over a 100 years old. It looked like a toy. It had same-sized coaches with long windows. But unlike Rani, it had more than two coaches attached. The insides of the train were designed beautifully. The coaches were suitable for a prince. The route that we travelled on was really scenic! The train journeyed through 20 railway stations, 102 tunnels and 800 bridges. The longest tunnel was at a place called Barog. The tunnel stretched to more than a kilometre there. The scenery was spectacular, especially when the train slowly climbed steep hills. The stations on the route from Kalka to Shimla were Dharampur, Solan, Kandaghat, Taradevi, Barot, Salogra, Totu, Summer Hill and finally, Shimla. Just like yours, this trip was a summer gift from my older brother. Keep writing! Regards, Mandeep Let Us Discuss 2/17/2018 4:21:58 PM 1) What does ‘pen pal’ mean? 2) Which child saw Mount Kanchenjunga? 3) According to the lesson, which is the highest railway station in India? 4) What do the children name the trains? 34 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 38

Understanding the Text Exercise 1: New words Word Meaning pen pals coach chugged betel nut gurgling sprang a surprise intricate magnificent majestically criss-crossed scenic spectacular Exercise 2: Literature comprehension 1) What was the best part of the journey as per Keya’s letter? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) How does Tasneem describe ‘Rani’ in her letter? Ans. ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ����������������������������������������������������������������������������������� 3) What did Mandeep see from the train as he journeyed to Shimla? Ans. ����������������������������������������������������������������������������������� The Mountain Railways 35 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 39 2/17/2018 4:21:58 PM

����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) Who made the railway journeys possible for Keya, Tasneem and Mandeep? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Value-based questions – Judgement and appreciation 1) Have you been on a train journey? Do you think that train journeys are interesting and fun? Why or why not? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ 2) If you were given a chance to ride on any one of the trains mentioned in the lesson, which one would it be and why? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ Speaking Task Ask for and give directions Imagine that a few new students have joined your school. They ask you for directions. Divide your class into pairs. Student A asks for directions, and Student B gives directions to different parts of the school such as the library, the Principal’s office, the staff room, the rest room and so on. 36 2/17/2018 4:21:58 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 40

Glossary Sr. No Word Meaning 1 betel nut (n.) a seed of the betel palm 2 blur (n.) an unclear scene 3 catamarans (n.) fishing boats 4 chugged (v.) made the sound of an engine 5 circumstance (n.) situation; condition 6 coach (n.) a railway carriage; compartment 7 coastal (adj.) next to the sea 8 compartment (n.) a small space 9 comrades (n.) friends 10 crease (n.) the line where the batsman stands 11 criss-crossed (v.) went from one side to another 12 dashboard (n.) the part of a vehicle that has the important controls 13 displeased (adj.) annoyed or upset 14 duct tape (n.) a wide, sticky tape used to repair things or hold them tightly together 15 Dutch (adj.) belonging to the Netherlands 16 echoed (v.) the same sound got repeated 17 election (n.) the process of choosing someone to form a government or become a leader by voting for them 18 enquired (v.) asked 19 glade (n.) an open space in a forest 20 glee (n.) happiness 21 gurgling (adj.) making a bubbling sound 22 harsh (adj.) tough; hard 23 hasten (v.) hurry 24 headphones (n.) electrical gadgets worn on the head to listen to sounds or music 25 inn (n.) a house where people can eat and rent a room to sleep 26 intricate (adj.) very detailed 27 keen (adj.) strongly interested 28 magnificent (adj.) impressive NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 41 2/17/2018 4:21:58 PM

29 majestic (adj.) royal 30 majestically (adv.) in a royal manner 31 navigator (n.) someone who finds the route and guides a spaceship 32 ninepins (n.) a game played with a heavy ball and nine vertical columns called pins 33 oft (adv.) often (old English) 34 pen pals (n.) people who exchange letters as a hobby but usually has not met 35 pitch (n.) an area of play 36 plied (v.) worked steadily 37 rear end (n.) the back part of something 38 rocket ship (n.) a space vehicle that flies into space 39 rusted (v.) get covered in rust, which is a reddish substance formed on metals 40 scenic (adj.) having beautiful natural scenery 41 slender (adj.) slim; thin 42 space suits (n.) special outfits worn by astronauts in space 43 spectacular (adj.) beautiful and grand 44 sprang a surprise surprised someone (v.) 45 tattered (adj.) torn and in poor condition 46 umpires (n.) game officials 47 unorthodox (adj.) unusual 48 wakening (v.) getting up; not sleeping anymore 49 wander (v.) go from one place to another n. Key v. noun adj. verb adv. phr. adjective adverb phrase NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 42 2/17/2018 4:21:58 PM

MATHEMATICS TERM 2 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 43 2/17/2018 4:21:58 PM

Contents 5Class 7 Time 1 6 7.1 Convert Time  7.2 Add and Subtract Time  12 8 Money 18 22 8.1 Unitary Method in Money  26 31 9 Fractions - I 36 9.1 Equivalence of Fractions  41 9.2 Fraction in its Lowest Terms  45 9.3 Compare Unlike Fractions  9.4 Add and Subtract Unlike Fractions  10 Fractions - II 10.1 Add and Subtract Mixed Fractions  10.2 Multiply Fractions  10.3 Reciprocals of Fractions  NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 44 2/17/2018 4:21:58 PM

Chapter Time 7 Let Us Learn About • c onverting larger units to smaller units of time and vice versa. • word problems based on time. • a dding and subtracting time. Concept 7.1: Convert Time Think Pooja’s father spends 120 minutes every week reading the newspaper. Pooja wants to know the number of hours he spends reading the newspaper. Can you find that? Recall In Class 4, we have learnt about time and its units such as minutes, hours, days and so on. Let us revise them by solving the following. 1) Draw hands on a clock to show: a) 7:33 p.m. b) 4:45 a.m. c) 1:28 p.m. d) 1450 h NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 45 1 2/17/2018 4:21:59 PM

2) Answer these questions. a) How many hours are there in a day? b) How many days are there in a year? c) How many days make a week? d) How many days are there in a leap year? e) How many days does the month of December have? & Remembering and Understanding We have learnt different units of measuring time such as seconds, minutes, hours, and days. The larger units of measuring time are weeks, months and years. Let us now learn the conversion of time. To convert a smaller unit of time to a larger unit, we divide. To convert a larger unit of time to a smaller unit, we multiply. Days to hours and hours to days 1 day = 24 hours 1 hour = 1 day 24 Hours to minutes and minutes to seconds 1 hour = 60 minutes = 60 min 1 minute = 60 seconds Seconds to minutes and Seconds to hours 1 minute = 1 hour 60 1 second = 1 minute 60 1 second = 1 × 1 hour = 1 hour 60 60 3600 Consider a few examples of conversion of time. Example 1: Convert the following into hours. a) 13 days b) 2 days 16 hours 2 2/17/2018 4:21:59 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 46

Solution: a) 1 day = 24 h Therefore, 13 days = 13 × 24 h = 312 h b) 1 day = 24 h 2 days 16 h = (2 × 24 h) + 16 h = 48 h + 16 h = 64 h Therefore, 2 days 16 hours is 64 hours. Example 2: Convert the following into minutes. a) 7 hours b) 6 hours 25 minutes Solution: a) 1 hour = 60 minutes Therefore, 7 hours = 7 × 60 min = 420 min b) 1 hour = 60 minutes 6 hours 25 min = (6 × 60 min) + 25 min = 360 min + 25 min = 385 min Therefore, 6 hours 25 minutes = 385 minutes Example 3: Convert the following into seconds. a) 5 h b) 28 min c) 3 days d) 6 weeks Solution: a) 1 hour = 60 × 60 s Therefore, 5 h = 5 × 60 × 60 s = 18000 s b) 1 min = 60 s Therefore, 28 min = 28 × 60 s = 1680 s c) 1 day = 24 h = 24 × 60 × 60 s Therefore, 3 days = 3 × 24 × 60 × 60 s = 259200 s d) 1 week = 7 days Therefore, 6 weeks = 6 × 7 × 24 × 60 × 60 s = 3628800 s Example 4: Convert the following: a) 28 min into hours and days b) 560 min into hours and min c) 240 s into min, hours and days Time 3 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 47 2/17/2018 4:21:59 PM

Solution: a) 1 min = 1 h 60 So, 28 min = 28 × 1 h= 28 h= 7 h 60 60 15 1 min = 1 × 1 days 60 24 Therefore, 28 min = 28 × 1 1 71 7 60 × 24 days = 15 × 24 days = 360 days So, 28 min = 7 h= 7 days. 15 360 1 b) 1 min = 60 h So, 560 min = 560 × 1 h = (540 × 1 h + 20 min) = 9 h 20 min 60 60 Therefore, 560 min = 9 h 20 min. c) 1 s = 1 min = 1 × 1 h= 1 × 1 × 1 days 60 60 60 60 60 24 1 So, 240 s = 240 × 60 min = 4 min 4 min = 4 × 1 h= 1 h 60 15 1 11 1 15 h = 15 × 24 days = 360 days Therefore, 240 s =4 min = 1 h= 1 days. 15 360 Application Let us solve a few real-life examples where conversion of time is used. Example 5: An aeroplane stops for 600 seconds at Mumbai airport. For how many minutes does it stop? Solution: We know that 1 minute = 60 seconds. So, 1 second = 1 minutes. 60 Therefore, 600 seconds = 600 minutes = 10 minutes. 60 Thus, the aeroplane stops for 10 minutes at Mumbai airport. Example 6: During a television programme, there were 10 breaks of 48 seconds each. For how many minutes did the breaks last? Solution: There are 10 breaks each of 48 seconds. Therefore, total time in seconds = 48 seconds × 10 = 480 seconds 4 2/17/2018 4:21:59 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 48

We know that, 1 minute = 60 seconds. Thus, 480 seconds = 480 minutes = 8 minutes 60 So, the breaks lasted for a total of 8 minutes. Example 7: In January, Seema played for 30 minutes every day. For how much time did she play in that month? Give your answer in seconds. Solution: In January, Seema played for 30 minutes every day. Number of days in January = 31 Number of minutes she played in January = 30 minutes × 31 days = 930 minutes 1 minute = 60 seconds So, 930 minutes = 930 × 60 seconds = 55800 seconds Therefore, Seema played for 55800 seconds in January. Higher Order Thinking Skills (H.O.T.S.) Let us learn the conversion of some more units of time. Consider the following examples. Example 8: Roopa travels for 3 1 h each day while her sister travels for 3840 seconds. Who 2 travels for a longer duration? Solution: Time for which Roopa travels = 3 h 30 min Time for which her sister travels = 3840 sec = 3600 sec + 240 sec = 1 h + (240 × 1 ) min (Converting seconds to minutes and hours) 60 = 1 h 4 min As 3 h 30 min > 1 h 4 min, Roopa travels for a longer duration. Example 9: Seeta takes 5 days 6 hours and 15 minutes to complete her Science project. How much time in seconds does she take to complete the project? Time 5 NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 49 2/17/2018 4:21:59 PM

Solution: Time taken by Seeta to complete the project = 5 days 6 hours and 15 minutes We know that, 1 day = 24 hours 1 hour = 60 minutes So, 5 days = 5 × 24 hours = 120 hours. 120 hours + 6 hours = 126 × 60 minutes = 7560 minutes To find time taken in seconds, we know that 1 minute = 60 seconds So, 7560 minutes + 15 minutes = 7575 × 60 = 454500 second. Therefore, Seeta took 454500 seconds to complete the project. Concept 7.2: Add and Subtract Time Think Pooja spends 30 minutes playing football and 40 minutes playing basketball. She also spends 1 hour 10 minutes playing tennis every Sunday. Do you know how much time she spends playing? Recall We have learnt the conversion of hours to minutes, minutes to seconds and vice-versa. Let us recall them by completing the given table. Hours Minutes Seconds 2 240 360 13 28800 6 2/17/2018 4:21:59 PM NR_BGM_181910055_Maple G5_Textbook Integrated_Term2_text.pdf 50


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