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202110302-MAGNOLIA-STUDENT-TEXTBOOK-ENGLISH-G05-PART2

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Description: 202110302-MAGNOLIA-STUDENT-TEXTBOOK-ENGLISH-G05-PART2

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ENGLISH TEXTBOOK – PART 2 5 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________

Preface IMAX Program partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. IMAX Program presents the latest version of this series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. This series endeavours to be faithful to the spirit of the prescribed board curriculum. Our books strive to ensure inclusiveness in terms of gender and diversity in representation, catering to the heterogeneous Indian classroom. The books are split into two parts to manage the bag weight. Listening, speaking, reading and writing (LSRW) are fundamental skills for any language, and students’ mastery over them is key to success at school. All these skills frequently need to be used together. Therefore, the English textbooks and workbooks strive to provide adequate opportunities for students to practise all the four LSRW skills. To this effect, the English textbooks and workbooks offer the following features:  T heme-based literature pieces across classes 1-5  Samples of Indian writing in English as well as popular English literature pieces from western countries  Pictures for word meanings in each lesson to help students with visual clues for new or difficult words  Supplementary literature pieces (without questions and answers) to enable additional reading  A speaking project and two reading comprehension passages in each unit to further hone speaking and reading skills  H orizontal and vertical progression across grades for the grammar concepts covered in the workbooks, providing a spiral of cumulative learning  S amples of format-based writing to provide for scaffolding of learning of formal writing Overall, the IMAX English textbooks, workbooks and teacher companion books aim to generate greater engagement with and enhance fluency in English language communication and empower students to develop a genuine appreciation of the language and its literature.  – The Authors

Textbook Features Listen and Say Aloud Warm Up Activities and questions to prepare Interesting questions to arouse students to focus on pronunciation and curiosity about the lesson help teachers to introduce the lesson Reading the Text Variety of literature pieces (prose/ poetry/drama) Questions after the literature piece for quick check of understanding Understanding the Text Questions to check comprehension of the literature piece – 'Literature comprehension' and 'Value-based questions' are only a part of detailed lessons Speaking Task Activities for students to speak individually or in pairs or groups on a theme-related topic

5Class 8 The Treasure in the Woods ������������������������������������������������������������������������������� 1 9 Oh! The Places You’ll Go ... ...��������������������������������������������������������������������������� 7 S3 Speaking Project �������������������������������������������������������������������������������������������� 11 R3 Reading Comprehension ������������������������������������������������������������������������������ 12 10 A Trip to Santiniketan �������������������������������������������������������������������������������������� 16 11 The World from a Railway Carriage �������������������������������������������������������������� 23 12 The Wizard of Oz (Drama) ������������������������������������������������������������������������������ 28 S4 Speaking Project �������������������������������������������������������������������������������������������� 34 R4 Reading Comprehension ������������������������������������������������������������������������������ 35 13 The Story of the Golden Crown .......���������������������������������������������������������������� 38 14 So Many Inventors! ...................���������������������������������������������������������������������� 44 15 David Meets Aunt Betsey�������������������������������������������������������������������������������� 49 S5 Speaking Project �������������������������������������������������������������������������������������������� 53 R5 Reading Comprehension ������������������������������������������������������������������������������ 54 Glossary ��������������������������������������������������������������������������������������������������������������������� 58

8 The Treasure in the Woods Imagination and Adventure Listen and Say Aloud Words Rhyming word Words Rhyming word grey gay floor explore came around ground wood game round found grass stood said tread mass Warm Up • Imagine that you get a chance of going into a forest. Can you name ten things that you think you would find there? • Do you think forests are important to our lives? Give reasons for your answer. Let us read a poem about a boy who goes into a forest and meets someone. 1

Reading the Text vast gay strolled spirit In a forest, vast and grey, mass Grew some mushrooms, Bright and gay! tread Lighting up the forest floor, Calling all to come, explore. ‘Pick us up’, they seemed to say, ‘Isn’t it a lovely day?’ A boy into this forest came, Exploring was his favourite game, And every day he looked around, For treasure buried in the ground. He strolled into the big grey wood, And saw the mushrooms where they stood. Then suddenly, his eyes grew round And round! What had he found? A tiny girl sat in the grass, Staring, scared, under the big brown mass! ‘Don’t be afraid my friend’, he said, A smile across his face then spread. ‘What is your name? My name is Shyam, And I don’t mean you any harm!’ But when she heard the words he said, Out she stepped, with cheerful tread, ‘Hi there Shyam, I’m Ann’, said she, ‘I’m a spirit of plant and tree.’ 2

‘Would you like to help me too? And learn about the woods around you?’ ‘I would love that!’ Shyam replied. And they set off, side by side. They watered trees and cleaned the grounds, And filled the woods with happy sounds! – Adapted from ‘The Treasure in the Wood’ by Sucharita Venkatesh and Megha Vishwanath Let Us Discuss 1) Where did the boy go? 2) What did the mushrooms seem to say? 3) What was the boy’s favourite game? 4) How was the tiny girl sitting in the grass? Understanding the Text Meaning Exercise 1: New words Word vast gay strolled mass tread spirit The Treasure in the Woods 3

Exercise 2: Literature comprehension 1) How is the forest described in the poem? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) Describe the mushrooms on the forest floor. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) What did the boy say to the girl? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) What did the boy and the girl do together? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Read and answer In the poem, the forests are described as vast and grey. The poet has used the word grey for things we do not know or understand about the forest. The word mass has been used to describe the size of the mushrooms. A metaphor is used to compare two things which do not have a direct connection but are still related to each other. For example, Noma ran as fast as lightning. Here Noma’s speed is compared to the speed of lightning. Observe the usage of metaphors in the following sentences. Write what you understand by each sentence. Also, mention the things that are compared to each other. 4

1) The snow is a white blanket. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) The classroom is a zoo. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) Sheela is a lion. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) The little cat is my sunshine. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 5) Aryan is a night owl. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 4: Value-based questions – Judgement and appreciation 1) What kind of treasure do you think the boy was looking for? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� The Treasure in the Woods 5

2) Do you think we need to take care of the forests? Why, and how? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Speaking Task Story telling Imagine you are Shyam and you meet Ann, the spirit of plant and tree. What would you do in the forest? What would you like to see and explore? Would you learn something? Create a story and present it to the class. Here is how you can begin. ‘One day I decided to go deep into the forest. I strolled into the big grey woods, and saw some big mushrooms. Suddenly, I heard a voice and met a girl named Ann. She promised to show me around the woods and then . . .’ 6

9 Oh! The Places You’ll Go . . . 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 • What do you do during your summer holidays? • Is it important to travel during every vacation? Can one do interesting things in one’s own neighbourhood during the summer holidays? Share your thoughts. Let us read a story about a girl named Ninu and her most wonderful trip during her summer holidays. 7

Reading the Text Summer vacations were over. Days of slurping ice cream, drinking mango panna and lazing around in the afternoons were over. But Ninu wanted to stay in bed till late. ‘Wake up, Ninu! Do you want to be late for school on the very first day after slurping the holidays and set a bad example?’ Ninu’s mother scolded her. ‘I am waking up, Maa’, said Ninu, rubbing her eyes. nibbling Ninu quickly brushed, got dressed and sat down for summer break breakfast. As she sat nibbling at the mint chutney sandwich, her mind was repeating Miss Leela’s words: ‘Everyone has to speak about the places that they travel to during their summer vacations. It accounts for 50 percent of the total marks. And everybody will need to speak on the first day after the summer break.’ ‘I am leaving for work. I have kept your lunch ready’, her mother said. Ninu’s father had passed away when she was just three years old. Her mother had started stitching clothes to support them financially. She could earn enough to send her daughter to a good school but not enough to go on vacations. ‘What will I tell Miss Leela? I did not travel to any place during the summer vacation. Yes, I will tell her this, because this is the truth and we should always tell the truth.’ No! Ninu shuddered at the thought of losing fifty percent marks. What was she supposed to do? shuddered The students rushed into their classrooms eagerly on the first day of school. Everyone was busy chatting with each other. Ninu sat alone in a corner, thinking hard. Miss Leela walked in, and the class greeted her in a loud and monotonous voice, ‘Good morning Misssssss!’ ‘Good morning, students. So good to see all of you back. Before I ask you to speak about the place you travelled to during the summer holidays, let me tell you about my trip.’ It seemed as though Miss Leela was in a good mood. ‘I visited Shimla with my family. It is a beautiful hill station and the capital of Himachal Pradesh. Everything was so different there — the food, the climate, the trees. It was a lovely trip!’ she said. One by one, the students began talking about their holidays. beamed 8

‘Miss, I visited Kochi. My dadi lives there. We went in an aeroplane. It was my first time in an aeroplane!’ Abdul beamed. Putul spoke about her experience next. ‘Miss, I went to my village in Odisha, near Bhubaneswar. The best part was the trip to the Nandan Kanan Zoo. I saw crocodiles, snakes . . .’Yikes, thought Ninu. How could someone enjoy snakes and crocodiles? They are disgusting. yikes The next to speak was Steve. ‘Miss, we went to Paris this vacation. We visited many museums there. I was so bored. We also visited the Eiffel Tower. The best part was the visit to Disneyland.’ The entire class was listening eagerly to his description. Ninu felt uncomfortable in her seat as it was her turn to speak next. What will she say? Everybody would laugh at her. She stood up, took a deep breath and spoke. ‘Miss, this summer vacation I visited the library.’ ‘What?’ Rima, who sat beside her, started laughing. Soon, the entire class was making fun of her. Ninu’s eyes filled with tears. She stared at the blackboard, feeling embarrassed. ‘Enough, all of you! Let Ninu complete what she has to say.’ Miss Leela nodded at Ninu with a smile, encouraging her. Ninu cleared her throat, wiped her face and began. ‘This summer vacation, I decided to read as many books as I could because Dr Seuss says in one of his books: “The more you read, The more things you will know, The more that you learn, The more places you’ll go.” When I read different books, I was transported to another world. I read books about magical trees, animals that could talk, princes and princesses, witches and giants, magical spells and curses. I read about different cultures. I read about great people of the world — M K Gandhi, Martin Luther King, Albert Einstein and Mother Teresa. I visited several places while sitting in the library, and I learned a lot.’ Miss Leela rose from her seat and hugged Ninu. ‘To explore the world, we don’t have to travel. All we need is an open mind and a willingness to learn. Everything around us is waiting to be explored, and waiting to tell us a story. Well done, Ninu!’ – Surbhi Sarna Oh! The Places You’ll Go … 9

Let Us Discuss 1) Who was Miss Leela? 2) What did Ninu’s mother do for a living? 3) What made Ninu shudder? 4) Who among Ninu’s classmates saw the Eiffel Tower? Understanding the Text Exercise 1: New words Meaning Word slurping nibbling summer break passed away shuddered monotonous beamed yikes disgusting embarrassed Speaking Task Pair discussion Divide your class into pairs. Ask your partner about the places that they would like to visit and the reason they want to visit them. Take turns and make notes as your partner speaks. Then, share your partner’s thoughts with the rest of the class. 10

S3 Speaking Project Extempore Think of a topic that is related to imagination and adventure. 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. Hints: •  Remember to use simple sentences while sharing your thoughts. •  Plan in your head which points you want to speak about and in what order. •  Speak freely and clearly – there is no need to be nervous! 11

R3 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! 12

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. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 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 Reading Comprehension 13

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.’ (To be continued . . .) 1) What did the emperor see as he sat in his garden? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 14

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 dirty. (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 15

10 A Trip to Santiniketan Exploring the World 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 • When was the last time you went on a holiday? • What did you do? Share an interesting incident with your classmates. Let us read about a trip that Rukmi went on with her parents to a small town in West Bengal. 16

Reading the Text It was the first day of my winter holidays. Every winter, we plan road trips to explore new places. It is my family’s favourite time to travel! I remember, last December, on a cold morning, we began our journey to Santiniketan. Did I tell you that Santiniketan is about a hundred kilometres away from my hometown, Krishnanagar in central West Bengal? That day, Baba woke me up at five in the morning. By the time I got ready, Maa had prepared some snacks. We quickly got into the car. Driver Uncle told us that it will take us around three hours to reach Santiniketan. As the car moved out of the town, I looked at the vast stretch of golden paddy fields. There were just a few people here and there. The winter sun was shining bright, and it was turning a little hot. After about two hours, we were all hungry. Baba saw a tea-stall and asked Driver Uncle to stop. We climbed out and stretched ourselves as Driver Uncle got us cups of tea and biscuits. Baba told me there was still an hour to go before we paddy reached Santiniketan. Maa, who’s a good photographer, started clicking pictures of men and women going about their daily work. In the meantime, Baba ordered several plates of bread-omelette. They were delicious! We started our journey again, and Maa began to sing as she looked out of the window. The sky was shining blue, and the fields were all green and golden. The flowers of the gulmohar tree formed a red roof across the road. It was beautiful! By 9 o’clock, we reached Santiniketan and went straight to the gulmohar Rabindra Bhavan Museum. I was absolutely wide-eyed as the guide took us around, and one by one opened doors to times gone by. He narrated stories of the great poet and writer, Rabindranath Tagore. Tagore had spent most of his life in Santiniketan and had founded the famous Visva Bharati University. It was his vision that transformed Bolpur from a little town into the international educational centre that is known as Santiniketan today. I was thrilled to look at the manuscripts of Tagore’s poems and songs. Maa hummed some songs of Rabindra Sangeet as we moved from one room to another. By the time we finished exploring the museum and the vast campus around it, we were all tired and thirsty. Driver Uncle suggested that we go and have lunch. thrilled He took us to a quaint little place to eat. From the manuscript A Trip to Santiniketan 17

outside, it looked nothing like a restaurant. We were all confused. Baba asked, ‘Are you sure that we will get food here?’ Driver Uncle gave a small smile and walked briskly towards the clay hut. He called out, ‘Kamala! Four meals please!’ Soon, Kamala Aunty, came out of the hut with her two daughters. We sat on a briskly mat under a jackfruit tree right outside her house. She then served us delicious home-cooked food for lunch. I did not know that a one-day trip would have so many new experiences to offer. Kamala Aunty was a very inspiring woman. She cooked daily for her family as well as for the tourists. I played for some time with her daughters. Then, Driver Uncle told us that it was time to leave. Next, we headed to Khoai, a dry forest region with red soil. At Khoai, we walked around as the rays of the afternoon sun fell on us. The air carried a slight chill. It was so calming that we felt sleepy. We sat down to rest near a group of trees. We heard the rustling of the leaves as the sonajhuri trees danced to the tune trotting of the breeze. Their tiny yellow flowers fell on us, sonajhuri and the whole forest seemed to be filled with gold. Nearby, the Kopai river flowed to the rhythm of a trotting horse. It was magical! The rhythm was suddenly broken by the sound of gathered foot bells. A Baul troupe had gathered on the banks a Baul singer of Kopai to perform their songs and dance. Driver Uncle told us that the Baul singers love to be close to nature. They travel around to perform their music. We listened to the music as the Sun went down. Time just flew! Soon it was time to go back home. As our car moved out of Santiniketan, the red dusk lingered behind as if saying goodbye. I have such wonderful memories of that day. I wonder which place we will explore on our trip this year! – Torsa Saha 18

Let Us Discuss 1) Where and with whom did Rukmi go on a trip? 2) What did Baba order several plates of? 3) Where did the family go after visiting the Museum? 4) What was the Khoai region like? Understanding the Text Meaning Exercise 1: New words Word paddy gulmohar wide-eyed vision thrilled manuscripts Rabindra Sangeet quaint briskly inspiring sonajhuri trotting A Trip to Santiniketan 19

Word Meaning Baul gathered lingered Exercise 2: Literature comprehension 1) Where did Rukmi live? How far was Santiniketan from her hometown? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) Where did the family have breakfast? What did Rukmi’s mother do at that time? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) What did the family see and learn at the Rabindra Bhavan Museum? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) Describe the people the family met at Khoai. What did they do? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 20

Exercise 3: Read and answer Read the sentences and sequence them in order of the events in the passage. 1) In Khoai, the family met a Baul troupe who performed their songs and dance. 2) Driver Uncle took them to Kamala Aunty’s house for lunch. 3) The family started the journey to Santiniketan at five in the morning. 4) After that, they drove down to a place called Khoai. 5) The family went straight to the Rabindra Bhavan Museum, on reaching Santiniketan. Exercise 4: Value-based questions – Judgement and appreciation 1) Rukmi visited many places. Out of the many places that Rukmi visited, which is one place that you would like to visit? Why? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) Do you think it’s important to travel and visit new places? Give reasons for your answer. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Speaking Task Public speaking If a few of your friends were to visit your hometown, where would you take them? How would you spend the day? Make a short note in the given space and speak about the place in class. A Trip to Santiniketan 21

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11 The World from a Railway Carriage Exploring the World Listen and Say Aloud Word Rhyming word Word Rhyming word witches ditches scrambles brambles battle cattle load forever road by river eye Warm Up • Have you ever travelled in a train and watched the view from the window of things passing by? How did it feel? • D id you feel as if the trees and electric poles were moving in the opposite direction? Describe your experience. Let us read a poem in which the poet describes how the world looks from a speeding train. 23

Reading the Text hedges Faster than fairies, faster than witches, Bridges and houses, hedges and ditches; And charging along like troops in a battle, All through the meadows, the horses and cattle. All of the sights of the hills and the plains, witch Fly as thick as driving rain; troop And ever again, in the wink of an eye, brambles Painted stations whistle by. meadow mill Here is a child who clambers and scrambles, All by himself and gathering brambles; Here is a tramp who stands and gazes; And here is the green for stringing the daisies! tramp Here is a cart run away in the road Lumping along with man and load; And here is a mill and there is a river; Each a glimpse and gone forever! lumping – Robert Louis Stevenson Let Us Discuss 1) Which magical creatures are not as fast as the moving train? 2) In the poem, what seems to charge along like troops in a battle? 3) How do the hills and plains look from the speeding train? 4) What does the tramp do? 24

Understanding the Text Exercise 1: New words Meaning Word witches hedges ditches charging troops meadows clambers scrambles brambles tramp lumping mill Exercise 2: Literature comprehension 1) What is the poem about? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What is the child doing all by himself? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� The World from a Railway Carriage 25

3) Describe the cart that the poet sees. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) What does the poet catch only a glimpse of? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Read and answer 1) Tick the correct options with the things that the poet sees from the train window. a) hills, mill, tramp, horses   b) hills, man, rainbow, ocean c) bridges, road, peacocks, stations   d) hills, barns, mill, tramp 2) What is described as ‘charging along like troops in a battle’? a) a battalion of soldiers   b) the train c) monkeys   d) trees 3) Choose the incorrect pair of rhyming words from the options given below. a) witches; ditches   b) road; load c) horses; cattle   d) scrambles; brambles 4) What do you understand by the phrase ‘in the wink of an eye’? a) a short nap   b) in a soft voice c) in a very short time   d) a pleasant dream 5) What is the meaning of the word ‘clamber’? a) to go in circles until one collapses b) to have food at irregular intervals c) to make a loud noise d) to climb on one’s hands and knees 26

Exercise 4: Value-based questions – Judgement and appreciation 1) T he poem gives the reader many beautiful images to visualise. Which ones do you like the most? Describe them in your own words. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) In the poem, the poet mentions many things that the train passes by. Mention a few things that you have seen while seated in a moving train, car or bus. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Speaking Task Pair discussion A simile is a poetic device that compares one thing to another by using as or like. Similes help in creating an image in the reader’s mind. In the poem, the poet has used many similes to describe the train journey. For example, he compares the moving train to fairies and witches. In another line, the poet compares the passing by of hills and plains to the swift movement of raindrops. Divide your class into pairs. Along with your partner, complete the following similes and make sentences. Then, share the sentences with your class. •  as black as _________________________ •  as big as ____________________________ •  as cold as __________________________ •  as bright as __________________________ as blind as a bat as bright as a button as brave as a lion The World from a Railway Carriage 27

12 The Wizard of Oz 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 • If you were transported to a magical land, what would you like to find there? • Would you like to go back home or stay there forever? Give reasons. Let us read the story of a girl who was transported to an unknown land and learn about the adventures she had there. 28

Reading the Text Narrator: Dorothy, a little girl, lives in Kansas with her uncle, her aunt and cyclone her little dog, Toto. One day, when Dorothy is alone at home with Toto, a terrible cyclone picks up the house and takes them to a strange land — the land of the Munchkins. The Munchkins advise Dorothy to go to the City of Emeralds and meet the Wizard of Oz who might help her get back home. As Dorothy walks down a yellow brick road, she comes across a scarecrow. Dorothy: I wonder what that is. Oh, it’s a scarecrow! My goodness! It winked at me. wizard emeralds Scarecrow: How do you do? Dorothy: (surprised) How do you do? Scarecrow: I’m not well. It’s very tiring sitting up here to scare crows away. If you remove the pole stuck to my back, I would be greatly obliged. Dorothy: (removing the pole) That should make you feel better. scarecrow Scarecrow: (stretching) Thank you. I feel like a new man now. So, who are you? Where are you going? Dorothy: M y name is Dorothy. I’m going to meet the Great Oz and ask him to send me home. Scarecrow: Who is the Great Oz? Dorothy: (surprised) Don’t you know? Scarecrow: (sadly) No, you see I am stuffed with straw. I have no brains. Do you think the Great Oz could give me some brains? Dorothy: I don’t know. But you can come with me. Narrator: The Scarecrow joins Dorothy and Toto and they continue on their groan journey to the land of Oz. Suddenly, they hear a deep groan. Dorothy: What was that? Oh, it’s a man made of tin! How strange! Did you groan? Tin Man: (in a sad voice) Yes, I’ve been groaning for more than a year. No one has ever heard me before or come to help. Dorothy: (softly) What can I do for you? The Wizard of Oz 29

Tin Man: Get an oil-can and oil my joints. They have become so rusty that I can’t move at all. Dorothy: (goes and gets the oil can and pours) There you are, as good rusty as new. Tin Man: T hank you. You’ve saved my life. How did you happen to be here? Dorothy: We are going to meet the Great Oz. Tin Man: Why, if I may ask? Dorothy: Well, I want to go back home and the Scarecrow wants brains. Tin Man: (thinking) Do you think he can give me a heart? It was stolen by a tin girl that I once loved. Dorothy: I guess so. Scarecrow: Come along! Narrator: The three of them and Toto continue walking on the road. Suddenly, they hear a frightening roar. A big lion jumps onto the road and knocks over the Scarecrow and the Tin Man. Toto runs towards him barking. To protect Toto, Dorothy punches the lion hard on his nose. Dorothy: D on’t you dare bite Toto, you coward. You should be ashamed of yourself, a big beast like you, to bite a poor little dog! Lion: (feeling sorry) I know but I can’t help it. coward Dorothy: What makes you a coward? Lion: It’s a mystery. Perhaps, I was born this way. Where are you going? Dorothy: We are going to the Great Oz for help. I want to go home. Scarecrow: I want brains. Tin Man: I want a heart. Lion: Do you think the Great Oz could give me some courage? Dorothy: Come with us, I’m sure he can. Narrator: The Lion joins them and all of them together continue on their journey till they reach the Emerald city. It is a city with green marble houses and sparking emeralds. In the palace, they meet a little man dressed in a long green robe who is seated on a marble throne. 30

Wizard: I am Oz, the Great Wizard. What brings you here? Dorothy: I need to go back home. Scarecrow: I’d like some brains. Tin Man: I want a heart. Lion: I wish for some courage. Wizard: Bring me the broomstick from the Wicked Witch of the West and I will help you. Narrator: So then, Dorothy and friends decide to find the Wicked Witch and walk deep into some forests. The Wicked Witch spots the company and her eyes catch sight of Dorothy’s magical red shoes. She immediately asks her troupe of Winged Monkeys to bring Dorothy to her. The Monkeys pick up Dorothy and Toto, and fly back to the castle. Wicked Witch: Give me those red shoes! Dorothy: NO! They’re mine! Narrator: The Witch tries to remove the shoes from Dorothy. But she realises that only Dorothy can take off the magical shoes. In the meantime, the Lion, the Scarecrow, and the Tin Man reach there. Wicked Witch: (looks at the Lion and shouts to the Monkeys) Grab him! Narrator: The Winged Monkeys jump at the Lion but he knocks them all down. The Witch grabs a torch from the wall and tries to set the Lion’s bushy tail on fire. But Dorothy quickly grabs a pail of water and throws it on the Witch. The Witch cries loudly and begins to shrink away. Very soon, she disappears. Dorothy picks up the Witch’s broom and they all return to the Wizard of Oz. Wizard: Where is the Witch’s broom? Dorothy: (gives him the broom) Take it! We’ve killed the Wicked Witch. Narrator: The Wizard calls Dorothy and her friends, and grants their wishes. He fills the Scarecrow’s head with pins and needles. Wizard: This will make you sharp. Narrator: He takes a heart-shaped clock and places it inside the Tin Man. Wizard: Now you have a heart. Narrator: The Wizard gives a bowl of sour green liquid to the Lion and he slurps it down. Wizard: You are brave enough to drink that. That’s what I call real courage. The Wizard of Oz 31

Wizard: (looking at Dorothy) You can go back home. Those red magical shoes will take you home. All you need to do is click your heels together three times. Dorothy: (picks up Toto and clicks her shoes) Thank you, Wizard! Goodbye whirling friends! Take me back to Kansas! Narrator: Instantly, Dorothy begins whirling through the air, and very soon, she is back home in Kansas! She is very happy to be home again! She fondly remembers her friends and the wonderful adventures she had in the Land of Oz. – Adapted from The Wonderful Wizard of Oz by L. Frank Baum Let Us Discuss 1) Where did the cyclone take Dorothy and Toto to? 2) W ho were the three characters Dorothy met on the way to the City of Emeralds? 3) Why did the Scarecrow, the Tin Man and the Lion want to go with Dorothy? 4) Does the Wizard finally grant them their wishes? How? Understanding the Text Meaning Exercise 1: New words Word cyclone Munchkins emeralds wizard scarecrow obliged groan 32

Word Meaning rusty punches coward whirling Speaking Task Role play Divide your class into groups of seven. Within each group, assign each person a role from the play. Each group practises and reads out the play with proper intonation and appropriate expressions. You can even arrange for the following props to feel more in character. a wizard’s hat a cloak straw a scarecrow a lion’s mask magical red shoes The Wizard of Oz 33

S4 Speaking Project Around the globe History speaks of many who travelled the world even when communication was not as advanced as today. Famous explorers like Megasthenes and Ibn Batuta are remembered till date. We know of their travels from the travelogues that they wrote. They wrote about their voyages as well as the new countries that they visited. Today, when we read their works, we realise that there is always something new to discover and learn about different places on our planet. Let us see how well you know this world! Play a game of naming places. Let the teacher name a place of their choice. Instruct learners to name another place that starts with the last letter of the previous word. Ask each of them to speak on the place they name for a minute. Hints: • Where is the place located? • What is the climate like? • What kinds of plants and animals can you find there? • What language is spoken there? • What kind of cuisine will you find there? 34

R4 Reading Comprehension Passage 1 Read the passage and answer the questions given below. Two old men and a young woman approach. Old man 1: I have already paid money for this land. We’ll make multi-storeyed buildings here. Young lady: S ir, let’s provide facilities like a club, gym, pool and all-day water and power supply for the residents. Old man 2: W e’ll make a good profit. People who buy apartments over here will pay a good amount to us. Old man 1: L et’s go. We will begin the work by next week! (They leave together.) All trees: Oh! Pine Tree: Our end is near. (A group of two young men and a middle-aged woman approach.) Young man 1: Look at this Green Forest. Isn’t it beautiful? We will never allow this to be cut down. We are environmentalists, and we will fight to save the trees. Young man 2: I often come here for nature walks. Families and children come here for picnics. Some painters come here and make beautiful paintings. Middle-aged lady: T hat is right. This forest and the trees are very important for us. The animals and birds will also have nowhere to go. We’ll go to court. Why should the forest be destroyed? Let’s get orders to stop any construction work that may be taken up here. (They leave together.) (After a few days) Pine Tree: Good news! The Green Forest will not be cut down! Eucalyptus Tree and Neem Tree: Great news! Peepal Tree: (to the Pine Tree) Who told you that? 35

Pine Tree: W ell, I have my reliable sources. A little birdie told me the court has ordered that no construction should take place here. The environmentalists have saved us. Everyone is talking about it. We are all safe. All the trees: G od bless the environmentalists. 1) What was the first old man planning to make on the land? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What did the Pine Tree tell the other trees in the beginning? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ 3) Fill in the blanks with the correct verb forms from the brackets. a) Her finger started to _____________________ when she cut it. (bled/bleed) b) R am _____________________ the arrow in his hand. (hold/held) c) The dog _____________________ Geeta as she tried to slap it. (bite/bit) 4) The meaning of the word ‘environmentalist’ is ______________________________________ ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� . 5) Match the words with their correct meanings. Column A Column B 1) resident a) gain 2) facility b) a person who stays somewhere for a long time 3) profit c) amenity Passage 2 Read the passage and answer the questions given below. Edward Lear was an illustrator, landscape painter, author and poet. Lear is still remembered for his ‘nonsense poetry’ for children, known as ‘limericks’ today. Before Lear’s writings, most literature written for children was filled with ‘common sense’ instruction. Edward Lear was a pioneer of short and funny poetic rhymes. For this reason, Edward Lear has become a truly evergreen author, fondly nicknamed as the ‘Father of Limericks’. 36

Edward Lear’s nonsense poems and drawings enabled a much- needed comic relief for the rigid society of Victorian England. Children were raised very strictly in the Victorian times, and their education excluded humour or laughter. Imagine the sheer delight that the children must have felt upon reading Lear’s works, in which the most ridiculous and absurd situations were presented as rhymes! Lear’s limericks are genuinely meaningless and lacks any punchline or purpose. Regardless of this, they were a desirable source of entertainment and escape from the repressive norms of the Victorian society. Despite being born and raised in England, Lear travelled abroad for most of his adult life. During his travels, he loved to draw animals and landscapes. He especially liked birds. Lear adored his friends and his dear cat named Sanreno. He eventually built the house of his dreams in Italy, where he passed away at the age of 75 in 1888. (Source: http://www.mightybook.com/MightyBook_free/lesson_plans/Nonsense2_LearBio_Pr.pdf) 1) What kind of children’s literature was common before the writings of Lear? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What did Lear love to do during his travels? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) Write the simple past tenses of the words given in brackets. a) Edward Lear ____________________ (be) an illustrator, landscape painter, author and poet. b) Children ____________________ (feel) sheer delight upon reading Lear’s works. c) Lear eventually ____________________ (build) his dream house in Italy. 4) ‘Lear’s limericks are genuinely meaningless and lack any punchline or purpose.’ What does ‘punchline’ mean in this sentence? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� . 5) Match the words with their correct meanings. Column A Column B 1) illustrator a) strict and severe 2) evergreen b) a person who draws pictures for publications 3) repressive c) forever remembered Reading Comprehension 37

The Story 13 of the Golden Crown The Wonders of Science Listen and Say Aloud Nouns with two syllables Verbs with two syllables (stress the first syllable) (stress the second syllable) object present object present record project record project Warm Up • Imagine that you are a scientist and you suddenly discover something. What would your first words be? • H ave you heard the phrase ‘Eureka! Eureka!’? Do you know what it means and who said it? Let us read a story about the person who said ‘Eureka! Eureka!’ when he discovered something important. 38

Reading the Text Archimedes was a Greek scientist in the court of King Hiero II. He lived in Syracuse nearly 2000 years ago. The king of the land wanted to get a gold crown made. He gave some gold to a goldsmith to make a suitable crown. After a few days, the goldsmith brought the finished Archimedes crown to the king. The crown was weighed. The weight of the crown was equal to the gold given to the scientist goldsmith by the king. The king looked at the colour of the crown and something seemed odd. He had a suspicion. The goldsmith could have stolen some gold from the amount handed over to him. The king wanted to find out the truth. He said to Archimedes, ‘Find out if any gold has been stolen and how much.’ But how was Archimedes to do that? He thought about suspicion the problem day and night! One day, Archimedes was about to take his bath. He was busy thinking about the problem and did not notice that the bathtub was already full to the brim. As he slid into the bathtub, a large quantity of water flowed over the brim of the bathtub. He noticed this and suddenly realised that he had the answer to his problem. He jumped out of the bathtub, shouting ‘Eureka! Eureka!’ ‘Eureka’ in Greek means ‘I have found it’. brim Do you know that different metals of the same weight have different volumes? Objects, when put in water, displace water. The volume of the water displaced by the object is equal to the volume of the object. For example, an iron cube weighing a kilogram will displace some water. However, an aluminium cube of the same weight will displace more water than the iron cube. Using these theories, Archimedes worked out a plan to find out the purity of the gold in the crown. Archimedes took two bowls. He filled both the bowls with water to the brim. Then, he placed each bowl separately in the middle of a large vessel. He placed the crown in a bowl. Water overflowed and collected at the bottom of the outer vessel. Then, he took a cube of pure gold. This cube was equal in weight to the crown. He kept this gold cube in the middle of the second bowl. Again, water overflowed and got collected at The Story of the Golden Crown 39

the bottom of the outer bowl. Archimedes then measured the quantities of water in these two outer vessels. He found out the difference between the two quantities. The crown had displaced more water, while the gold cube displaced less. However, since both the crown and the gold cube were of the same weight, they should have displaced the same amount of water. Therefore, it became clear that the crown had other metals mixed in it. These confessed metals took up more space in water than pure gold. Archimedes reported these findings to the king. The king demanded the truth from the goldsmith, who then confessed. He had stolen some gold. He had in fact added other metals as a replacement. Thus, due to Archimedes’ clever principle, the king could discover the truth. This principle became famous as the “Archimedes’ principle” and is studied even today! Let Us Discuss 1) What did the king ask the goldsmith to make? 2) What suspicion did the king have? 3) W hat words did Archimedes shout when he found the solution to the king’s problem? 4) When Archimedes conducted his experiment with the gold crown and the solid gold cube, what were the results? Understanding the Text Meaning Exercise 1: New words Word scientist suspicion brim volumes 40

Word Meaning displace theories confessed principle Exercise 2: Literature comprehension 1) Who was Archimedes? Where did he live? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What did the king ask Archimedes? Ans. ����������������������������������������������������������������������������������� ____________________________________________________________________________________ 3) What happened when Archimedes was thinking about the problem? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) What did Archimedes discover? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� The Story of the Golden Crown 41

Exercise 3: Read and answer State whether the following statements are true or false. Rewrite the false statements to make them true. 1) Archimedes was a Latin scientist in the court of King Hiero II. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) The weight of the crown was equal to the gold given to the goldsmith by the king. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) ‘Eureka! Eureka!’—‘Eureka!’ in Greek means ‘I have lost it!’. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) Different metals of the same weight have the same volumes. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 5) The theory came to be known as ‘The goldsmith’s principle’ from then on. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 4: Value-based questions – Judgement and appreciation 1) T o become a good scientist, one needs to be observant and curious. Do you think Archimedes had these two qualities? Give reasons. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 42

����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) In this story, the goldsmith had mixed other metals with the gold to make the crown. He did it to steal the gold. Similarly, many things that we use in our daily lives are mixed with cheaper impurities. For example, small stones are mixed with rice to increase the weight. Can you find more examples like this? What do you think about this practice? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Speaking Task Group discussion Divide your class into groups of five. Your teacher will hand out slips of paper with different reactions such as ‘surprised’, ‘thrilled’, ‘fear’, ‘anger’ and ‘joy’ written on them. Then, each group has to discuss a situation where the different reactions can be used. Enact the situations in the form of a short play. surprised fear anger joy The Story of the Golden Crown 43

14 So Many Inventors! The Wonders of Science Listen and Say Aloud Words Rhyming word Words Rhyming word small all seeker maker radioactivity geologist scientist knowledge electricity chemistry history college Warm Up • Physics, chemistry and geology are different branches of science. Do you know what people who study physics and chemistry are called? Do you know what geologists study? • C an you name some famous women scientists? Share their names and discuss their achievements with the class. Let us read a poem about women achievers and how they have changed the world. 44

Reading the Text We know of stars and planets nine wonder Medicines, measurements, shapes and line. missile seeker Every wonder big or small geologist Magical science has shown us all. – Sabika Abbas Naqvi Nancy Johnson, a young seeker, Made our favourite ice cream maker. Marie Curie found radioactivity. Thus came new ways to make electricity. The Missile Woman of India—Tessy Thomas, Amazing, fiery and so famous! Farkhonda Hassan, a kind geologist, Has helped many a woman scientist. In spite of all their knowledge, Through history women couldn’t go to college. By working on maths, physics and chemistry These women changed the course of history. Their success spread far and wide, Giving us all so much pride. Let Us Discuss 1) How many planets does the poet say we know of? 2) Who made the first ice cream maker? 3) Who is known as the Missile Woman of India? 4) Which geologist has helped many women scientists? So Many Inventors! 45

Understanding the Text Meaning Exercise 1: New words Word wonder seeker radioactivity missile fiery geologist pride Exercise 2: Literature comprehension 1) How do we know about stars and planets? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) How did Marie Curie help humankind? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) How is Tessy Thomas described in the poem? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 46


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