202110231-TRIUMPH-STUDENT-WORKBOOK-ENGLISH-G09-PART1

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL Q1. Now change the conversation into indirect speech. A Swami’s father asked Swami why he was looking so dull and why he hadn’t gone to school that day. Swami replied that he didn’t like the school as the headmaster beat him every day. Swami’s father asked him doubtfully why his headmaster beat him every day without any reason.He also asked Swami if he was being a nuisance in school. Swami replied negatively. He said that the headmaster beat all his friends in the same way. Swami’s father, now irritated, asked him what he wanted to do then. He also asked Swamy if he didn’t want to go to school and continue his studies. Swami replied that he wanted to go to school and continue his studies but would join some other school. Noun Clause Look at the sentences taken from the story. 1. One student said that he had an attack of a headache. This sentence has two clauses. a. One student said (Principal clause) b. that he had an attack of a headache. (Subordinate clause) The Subordinate clause is the object of the verb ‘said’. It is a noun clause. The noun clause can also appear in the subject position as can be seen in the following sentence. 2. What you say is not clear to me. If we replace the underlined part with ‘it’ in the above sentence, the sentence structure will be complete. Note : Sometimes the word ‘that‘ (conjunction) can be left out in spoken English. e.g .: He felt that punishment was not enough. (that –adjective) Q1. Now read the following passage carefully and identify the noun clauses. Replace the underlined words ‘that’, ‘so’ and ‘it’ with suitable noun clauses. The headmaster entered the class furiously and said that he wanted to know the reason for the absence of some students in the class the day before. One student said that he had suffered from a severe headache. The headmaster said, “I don’t believe that”. The second said that somebody stopped him from coming to school. The headmaster said, “I don’t think so”. The third said that he too had suffered from a bad headache. On hearing that the headmaster shouted in anger. The fourth said that he had suf-fered from a terrible toothache. The headmaster said, “I don’t believe it”. The fifth said. “My grandmother died suddenly”. The headmaster retorted that he would ascertain it. He said, “I will come to your house tomorrow to know the fact.” A. Replacement of the underlined words ‘that’, ‘so’ and ‘it’ with suitable noun clauses a. that : that you had suffered from a severe headache. b. so : that somebody stopped you from coming to school. c. it : that you had suffered from a terrible toothache. UNIT 3 SCHOOL LIFE 100

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL Editing: Read the following passage and edit (correct) the underlined parts. Swami went home and says that the headmaster beats him severely. The parents asked that why the headmaster had beaten him. Swami said that the headmaster beats him yesterday. Swami’s father said why the headmaster has beaten him without any cause. Swami replied to his father that the headmaster beats him every day. Swami’s mother told to Swami to attend the classes regularly. Swami went home and said that the headmaster had beaten him severely. The parents asked t_h_a_t why the headmaster had beaten him. Swami said that the headmaster beat him the previous day. Swami’s father asked why the headmaster had beaten him without any cause. Swami replied to__h_is_f_a_th_e_r that the headmaster beat him every day. Swami’s mother told _to_ Swami to attend the classes regularly. UNIT 3 SCHOOL LIFE 101

SESSION 5 SWAMI IS EXPELLED FROM SCHOOL – WRITING 5.1 Writing Q.1 What do you think Swami might have thought after he had left his school? Write down his reflections in a paragraph. A. Swami felt very sad on what happened that day at school. He must have cried after going home due to the pain caused by the caning. He might have discussed the day’s event with his parents and might have suggested that his parents talk to the Headmaster and peon about accusing him of breaking the windowpane. Q.2 Construction of a narrative. Look at the concluding part of the story. He restrained the tears that were threatening to rush out, jumped down and grasping his books, rushed out, muttering, “I don’t care for your dirty school”. Now imagine what happens to Swami after going away from school. Write a narrative which should include dialogues, sensory perceptions etc. You may include things such as the following. • Swami rushed out from the class. • His parents asked him what happened at school. • His mother looked at the scars on his shoulders. • His father wanted him to go to school. • Swami did not like to go to school. A. With tears in his eyes, Swami jumped down from his bench grasping his books and rushed out from the class muttering “I don’t care for your dirty school”. Feeling disappointed, Swami started walking home. His parents saw Swami coming home. He seemed to be sad and angry. He kicked his shoes to a corner. He went into the study room stamping his feet. He dumped the school bag on the table and laid his head on the table. His parents, who have been watching all this time came to Swami and asked him, “What happened at school Swami? Why are you so sad?” Swami’s mother laid her hands gently on his shoulders. At once Swami got up, hugged his mother and started crying. After a while, he wiped his tears and told, “Our headmaster beat me severely with a cane. Look at my shoulders. You can find scars.” Swami’s parents took his shirt off and saw the scars on his shoulders. His mother felt angry and asked him, “Why did he beat you so severely?\" His father enquired, “What did you do? Did you do anything mischievous?” “No, dad, I didn’t do anything mischievous. I was absent from school, yesterday. So, he beat me”, replied Swami, Swami’s father then said “Okay, it’s all right. I will come to school and talk to your headmaster. But you must go to school now.” To this Swami said he did not like to go to this school. He said sternly, “Dad, I do not like to go to that school. I have no interest in that school.” UNIT 3 SCHOOL LIFE 102

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL Q. Imagine that your Headmaster wanted to serve a notice to check the irregularity of the students. Now, on behalf of your Headmaster prepare a notice for display. A. Malgudi Village School NOTICE Tuesday, 22–10–2019 Check on irregular students The purpose of this notice is to inform all of you about your poor attendance to school. The nature of the attendance policy of this school was notified to all of you at the beginning of the school year. It specified that irregularity to school would result in automatic withdrawal from the school. Please be advised that no further warning will be sent to you. If you wish to continue you studies in this school, make sure that that you are regular and in time. Your attendance record is your responsibility. S/d- Mohan Kumar Headmaster UNIT 3 SCHOOL LIFE 103

SESSION 6 SWAMI IS EXPELLED FROM SCHOOL – STUDY AND LISTENING 6.1 Study and Listening Study Skills Read the data given in the table and answer the questions that follow. Reasons for Dropouts among Children Aged 5—14 Years, 1977—98. Q1. What is the major reason for dropouts in rural and urban areas? A. The major reason for dropouts in rural and urban areas is that children are not interested in studies. Q2. What percentage of female children drop out as their parents are not interested in their children’s studies in rural areas? A. 9.2 percentage of female children are dropped out as their parents are not interested in their children’s studies in rural areas. Q3. Which is the least significant reason for dropouts? A. Working for wage/ salary is the least significant reason for dropouts. Q4. Which of the following statements are true with reference to the data given in the above table? Tick (√) the true statements. A. a. The dropout rate due to a child not being interested in studies is more among the urban children than among the rural children. b. Participation in other economic activities is high among urban female children when compared with rural female children. (√) c. If we create interest in studies among the children, the literacy rate will increase in our country. (√) UNIT 3 SCHOOL LIFE 104

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL Q5. Write a report on dropouts using the information given in the above table. You may begin the paragraph like this. This report is based on the data provided by MHRD for the year 1997–98 for children who dropped out in the age group of 5—14 years. Include the following. 1. The financial reasons for dropouts 2. Personal reasons for the dropouts 3. Whether the dropout rate is more among girls/ boys 4W˙ hether the dropout rate is more among rural/ urban A. The report is based on the data provided by MHRD for the year 1997—98 for children who dropped out in the age group of 5—14 years. We can understand that there are mainly two reasons for dropouts. They are the financial reasons and the personal reasons. The financial reasons are working for wage / salary or participation in other economic activities and financial constraints. The personal reasons are children not being interested in studies, parents not being interested in their children’s studies. Going to school keeps them absent from domestic duties. The major reason for dropouts in rural and urban areas is that children are not interested in studies. The less significant reason for dropouts is working for wage/ salary. Personal reasons are major ones for dropouts both in rural and urban areas when compared with financial reasons. The dropout — rate due to a child not being interested in studies is lower among the urban children than that of the rural children. Participation in other economic activities is high among urban female children when compared with rural female children. The dropout rate is more among girls both in rural and urban areas. Listening Skills I. Answer the following questions. Q1. Who is the speaker of speech? A. A student/ boy/ girl is the speaker of the speech. Q2. What is the occasion mentioned in the first speech? A. The occasion mentioned in the first speech is the Annual Day Celebration of the school. Q3. What is the occasion mentioned in the second speech? A. The occasion mentioned in the second speech is the children’s day programme. Q4. Who is the chief guest mentioned in the second speech? A. The D.E.O is the chief guest mentioned in the second speech. Q5. Who is addressing the gathering in the second speech? A. A teacher is addressing the gathering in the second speech. UNIT 3 SCHOOL LIFE 105

SESSION 7 SWAMI IS EXPELLED FROM SCHOOL – ORAL ACTIVITY 7.1 Oral Activity Q. Imagine that you are the School Pupils’ Leader (SPI). Compare on the Republic Day celebrations in your school. You may include the following in your speech: • Welcome address • Inviting the guests onto the dais • Importance of the occasion • Request to continue the proceedings A. Respected Headmaster, Teachers, Respectable Invitees and Dear Friends. Good morning to all of you. It is a pleasure to start this occasion by welcoming everybody. As you are aware, we are celebrating the 65th Republic Day Celebrations in our school. I welcome our Headmaster to preside over the function. Now I would like to invite the honourable Chief Guest our D.E.O. to come onto the dais. I would like to invite our Sarpanch and Ward members to come onto the dais. I welcome our teachers, my fellow friends and schoolmates. On behalf of our school and on my behalf, I thank all our guests for sparing some of their valuable time for us. I welcome you all and I hope you enjoy the programme. Now, I request our headmaster to continue with the proceedings. UNIT 3 SCHOOL LIFE 106

SESSION 8 NOT JUST A TEACHER, BUT A FRIEND – READING 8.1 Reading and Comprehension - Word Meaning Verb trust hide believe put or keep something in place where it can't be sen fade something becoming paler or less bright 8.2 Reading and Comprehension - Summary In this poem, the 9th–grade student considers the teacher his friend. The student wants his teacher to know that he has nowhere to turn or to go other than his trusted teacher. Something made the student trust his teacher a lot, he cannot pinpoint what it is that made him trust his teacher but he knows this trust is becoming stronger as the time goes by. The teacher was always on the student’s side whenever he was feeling low and felt like crying. The teacher gave him courage and strength. When the boy got promoted to the next grade (9th grade). He was afraid to lose his teacher, who would not come to his 9th–grade class. The student feels as the time passes by, the trust would slowly fade away. The teacher by his/her action, such as smiling encouragement and asking the student, how he was feeling gives him the assurance that the trust and the bond which the teacher and the student have formed with each other will not fade. Thus, the student realises that the bond which he shares with his teacher would last forever and the teacher would always be his trustworthy friend. UNIT 3 SCHOOL LIFE 107

SESSION 9 NOT JUST A TEACHER, BUT A FRIEND – LITERATURE 9.1 Literature - QA Q1. Why does the student consider the teacher his friend? A. The student considers the teacher his friend as the teacher is always encouraging when life is tough. When the student is down and feels like crying, his teacher stays right by his side. When he was sad, the teacher made him happy. Q2. How does the teacher take the student out of his gloom? A. The teacher takes the student out of his gloom by staying right by his side. When the student feels sad, the teacher gives him courage and strength and makes him glad. Thus, the teacher takes the student out of his gloom. Q3. Why does the student fail to estimate the teacher correctly? A. When the boy moves to the next grade, he is afraid that the teacher will not be there for him when he will need her and this makes him feel that he may lose her. Thus, the student fails to estimate the teacher correctly. Q4. How does the poet glorify the relationship between the teacher and the student? A. In this poem, the poet wants to explain to us that the relationship between a teacher and the student can be that of friendship. With the kind and friendly acts of the teacher, the student considers him his friend. Whenever the boy is in difficulties, the teacher holds out his helping hand to him. He always tries to take the child on the right path. Thus, the poet glorifies the relationship between the teacher and the student. UNIT 3 SCHOOL LIFE 108

SESSION 10 HOMEWORK – READING 10.1 Reading and Comprehension - Word Meaning Verb dates reinforce exists; to appear make a feeling or an for the first time idea stronger; strengthen or support haunt abolish to cause repeated formally put an end to anxiety (a system, practice, or institution) assign give; allot; allocate resort to the act of doing or emerge using something, come forth; come especially because into view no other choices are possible hinder create difficulties toil hard unpleasant work UNIT 3 SCHOOL LIFE 109

Noun LESSON 3-HOMEWORK curriculum self - esteem the subjects that are confidence in included in a course of one's own worth study or abilities obesity siblings the state of being brothers and sisters very fat acclaimed Adjective praised enthusiastically counter-productive and publicly having the opposite of the desired effect. overwhelming very great in beneficial amount producing good or helpful results or excessive effects greater than what seems reasonable precious valuable or important 110 UNIT 3 SCHOOL LIFE

LESSON 3-HOMEWORK 10.2 Reading and Comprehension - Summary The main purpose of giving homework to children is to reinforce what they learn at school, and finally to help them learn the material better. Too much homework is not helpful, and can be counter–productive It can take away the kid’s social life, family time, and it can limit their participation in sports or other activities. Though, the increase in homework exists as far back as 1957. Many teachers defend large amounts of homework, claiming that it helps to prepare students for the world that is becoming increasingly competitive. Excessive amounts of homework can be harmful to kids both physically and mentally. Carrying large amounts of weight daily at a young age can do a damage which leads to backpack — related injuries. These injuries lead to chronic shoulder, neck and back pain. Excessive homework is causing kids to stay up until midnight or later. With the participation in sports, clubs etc., students don’t have enough sleep. As there is no time for exercise, cases of overweight (obesity) are found among students. Instead of learning and concentrating on their work, many students are developing low self–esteem and even depression because of teasing. Homework doesn’t allow the children to spend time with his/her family. The carelessly and frequently given assignments cause students to lose interest in the subject. When a student is not able to complete his or her homework negative results can also occur. Bad habits such as copying the homework, having others do their assignments, cheating in tests are likely to haunt kids. The homework should not be abolished, but it should be limited. It should be creative and interesting so that the child enjoys it. UNIT 3 SCHOOL LIFE 111

SESSION 11 HOMEWORK – LITERATURE 11.1 Literature - QA Q1. What is the main purpose of giving homework to children? A. The main purpose of giving homework to children is to reinforce what they learn at school, and ultimately to help them learn the subject material. Q2. How can excessive homework decrease students interest in studies? A. Excessive homework is not helpful, and can be counter–productive. Instead of learning and concentrating on their work, many children are developing low self–esteem and even having depression. Excessive homework causes students to lose interest in the subject. Negative results can also occur when a student is not able to complete his or her homework. Because of excessive homework, students don’t have enough sleep. They don’t find time to spend with their parents and siblings. Thus, students gradually lose interest in studies because of their mechanical way of doing homework. Q3. Why do many teachers defend large amounts of homework? A. Many teachers defend large amounts of homework, claiming that it helps to prepare students for the world that is becoming increasingly competitive. They argue that it would be beneficial to a child’s academics to limit the after school activities. Q4. How does homework take time away from important elements of daily life? A. The large amount of homework is causing kids to be up until midnight or later. It takes away the time that a kid could be spending with his or her family. Rather than spending time bonding and building strong family relationships, parents and children argue over homework. Time is taken away from important aspects of daily life. The kids don’t have enough time for the proper amount of exercise. If both the parents are working, the time spent by such parents with their children is very limited. This time, could be better spent going out to dinner as a family, or doing other activities that most families are not able to do because the kids don’t have time to take a break from their homework schedule. Q5. Is the writer in favour of or against homework? Justify your reasons. A. The writer is against homework. His opinion is that it should be limited. The homework should also be creative and interesting so that the child enjoys it. He says that homework can take away the kids' social life, family time, and it can limit their participation in sports or other activities. It can be harmful to kids both physically and mentally. It doesn’t allow students to do exercises. The students don’t find time to spend with their parents. Thus, the writer expresses his feelings against homework. UNIT 3 SCHOOL LIFE 112

SESSION 13 THEME - SCHOOL LIFE – SELF - ASSESSMENT 13.1 Self-Assessment How well have I understood this unit? Read and tick (√) in the appropriate box. Indicators Yes Somewhat No I read and understood the text: A. Swami Is Expelled from School B. Not Just a Teacher, but a Friend C. Howework I was able to pick out the synonyms for the words given under ‘Vocabulary’. I was able to use the Phrasal verbs in my own sentences given under ‘Vocabulary’. I was able to transform the conversation into an indirect speech given under ‘Grammar’. I was able to replace ‘so’ ‘that’ and ‘it’ in the given passage with suitable noun clauses. I was able to write my reflections on ‘Swami’ in a paragraph. I was able to construct narrative on ‘Swami’. I was able to identify the difference between the two speeches given under ‘Listening’. I was able to write a paragraph based on the data given in the table under ‘Study Skills’. I was able to prepare a pie chart on the reading material the children liked under ‘Project Work’. UNIT 3 SCHOOL LIFE 113

LESSON 4 -THEME - SCHOOL LIFE Point of View Pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author's intentions. • Narrator - The person telling the story who may or may not be a character in the • First-person - story. • Second person - Narrator participates in action but sometimes has limited knowledge/ vision. Narrator addresses the reader directly as though s/he is part of the story. (i.e. “You walk into your bedroom. You see clutter everywhere and…”) UNIT 3 SCHOOL LIFE 114

996/$;0$1 &&(%DVHG3UDFWLFH4XHVWLRQV Chapter-1. SWAMI IS EXPELLED FROM SCHOOL Reading and Comprehension (Unseen Passage) Session 1  $'D\\LQWKH/LIHRID6FKRRO%DJ It was a typical school day and I was being packed with my heavy load. I was used to this procedure, after all, I have had it done to me for all my life now and don’t mind too much. My lips were closed and I was lifted off the ground. It was time to go to school. I was being tossed around. I kept bumping into something hard. Soon I felt myself being lifted up again. ‘We’re at school,’ I thought to myself. I was being carried up a hill towards the classroom. Even though I have never seen it I was so used to the route. I have been travelling on it for seven years. I felt myself being pushed into a cupboard or something like that. I knew I had to wait in this squishy hole till three o’clock. Hours came and went. I felt books being put into me and taken out throughout the long, dragging day. Not again! I felt water seeping into the books and dampening my spirits. It was the worst thing that could happen at that time of day. I knew I had to have the worst punishment for something that the evil water bottle did. It never gets any punishments! It’s not fair! A few hours later I was worried I might be ripped apart when I was being forcefully pulled out of the cupboard and lifted up onto my owner’s shoulders. At least he doesn’t carry me on one shoulder like my previous owner did. It must be three o’clock. I readied myself for the roller-coaster ride as we went down the hill. I was being lowered into the back seat. The bumpy ride started and a few minutes later it ended. I was at home and being released of my load, but I knew I was going to be put outside because I was soaked. As I was drying in the sun I knew my already faded colours were going to fade even more. I was being picked up and carried through the house. I was roughly flung onto the ground and left there, in that uncomfortable position, for the rest of the night. Life as a school bag is so boring. People should know that they should treat us with more respect. If our species die out they will have to carry everything themselves. ,&KRRVHWKHULJKWPHDQLQJ EXPSLQJ  >@ A) collapse B) collide C) connect UNIT 3 SCHOOL LIFE 115

6:$0,,6(;3(//(')5206&+22/ URXWH >@ A) path B) rotten C) ground ULSSHG >@ >@ A) mended B) tangled C) torn VSHFLHV  C) crushed >@ A) a group with similar characteristics B) individuals C) many groups VTXDVK\\  A) separated B) dried ,,$QVZHUWKHIROORZLQJ :KDWLVDW\\SLFDOGD\\LQWKHOLIHRIWKHEDJ\"    1DPHRQHWKLQJWKDWWKHEDJVDLGWKDWPDNHVWKHSUHVHQWRZQHUEHWWHUWKDQWKHSUHYLRXV RZQHU :K\\GLGWKHEDJQRWZDQWWREHSXWLQWKHVXQ\" 116   :K\\GRHVWKHEDJIHHOLWVKRXOGEHWUHDWHGZLWKUHVSHFW\"  :KDWPHVVDJHGLGWKHDERYHJLYHQSDVVDJHFRQYH\\WR\\RX\"  UNIT 3 SCHOOL LIFE

6:$0,,6(;3(//(')5206&+22/ ,,,:ULWHWKHPHDQLQJIRUWKHIROORZLQJZRUGV 1. typical : 2. seeping : 3. flung : 4. procedure : 5. spirits : 5HDGWKHIROORZLQJVWRU\\DQGDQVZHUWKHTXHVWLRQV 7KH*ROGHQ(JJ Haria, a poor barber lived alone in his small hut. He was dedicated to his work. And whatever he earns was enough to fulfil his needs. One evening, after returning from work, Haria was hungry. “What shall I cook tonight?\" he thought. Just then he heard a hen clucking outside his hut. “That hen would make a great feast for me,\" thought Haria and prepared to catch the hen. With a little effort he was able to catch the hen. As he was about to kill the hen, it squeaked, “Please do not kill me, O kind man! I will help you.\" Haria stopped. Though he was surprised that the hen spoke, he asked, “How can you help me?\" ,&KRRVHWKHFRUUHFWDOWHUQDWLYH What was Haria’s occupation? >@ A. cobbler B. barber C. farmer :KHUHGLGKHOLYH\">@ A. in a palace B. tent C. small hut ,,$QVZHUWKHIROORZLQJ +RZGLG+DULDVSHQGKLVGD\\V\"   :KDWZDV+DULDWKLQNLQJZKLOHKHZDVFRPLQJEDFNKRPHRQHGD\\\"  UNIT 3 SCHOOL LIFE 117

6:$0,,6(;3(//(')5206&+22/ :KDWGLGKHGHFLGHWRFRRNILQDOO\\\"   :KDWKDSSHQHGZKLOHKHZDVDERXWWRNLOOWKHKHQ\"  Vocabulary Session 2  ,)LOOLQWKHEODQNVE\\FKRRVLQJIURPWKHSKUDVDOYHUEVJLYHQEHORZ SDVVHGDZD\\GRZLWKRXWORRNIRUZDUGWRFDOOHGRIIPDGHXSFDUULHGDZD\\ EUHDNRXWUXQRXWSXWXSZLWKNHHSXS 1. Don't smoke in the forest. Fires ________________ easily at this time of the year. 2. I ________________ seeing my friends again. 3. I'm afraid we have ________________ of apple juice. Will orange juice do? 4. Your website has helped me a lot to ________________ the good work. 5. A friend of mine has ________________ her wedding. ,,0DNHVHQWHQFHVXVLQJWKHIROORZLQJSKUDVDOYHUEV 1. accountable to : 2. barge in : 3. carry out : 4. can do with : 5. depend on : UNIT 3 SCHOOL LIFE 118

Grammar 6:$0,,6(;3(//(')5206&+22/ I. Convert from direct to indirect speech. Session 3 1. She said, \"The man will be here soon\" 2. The judge will say to you, \"You are innocent.\" 3. He said, \"Abundant rain fell yesterday, and is falling still.\" 4. All men declare, \"He has never been defeated.\" 5. He has told them, \"I did not commit this fault.\" II. Complete the sentence by choosing the right noun clause. -RKQDVNHGPH________________ B) where his wallet was  A) where was his wallet B) where I was ,FRXOGQ WWHOOKLP________________ B) how many children does he have  A) where was I B) How close are we ,GRQ WNQRZ________________ B) What she said  A) how many children he has ________________ LVQRWLPSRUWDQW  A) How close we are ________________ZDVVDG A) What did she say UNIT 3 SCHOOL LIFE 119

6:$0,,6(;3(//(')5206&+22/ ,,, &RPSOHWHWKHIROORZLQJSDVVDJHFKRRVLQJWKHULJKWZRUGIURPWKRVHJLYHQ EHORZ The use of homework is effective __(1)__ used by the rule “less is more”. Overwhelming kids with loads of homework can __(2)__ them stress and possible physical injury. Homework takes away the small amount of time kids __(3)__ to spend with their parents and siblings. A limit on their social and physical __(4)__ can also take a large toil on their lives, and could hinder their __(5)__ and future relationships. 1. (A) to (B) what (C) when (D) where 2. (A) cause (B) take (C) limit (D) asleep 3. (A) pet (B) get (C) set (D) met 4. (A) activities (B) activity (C) play (D) playing 5. (A) wealth (B) strength (C) pleasure (D) health ,9 7LFN ZKHWKHU WKH JLYHQ VHQWHQFH ZULWWHQ LQ FDSLWDOV LV D 'HSHQGHQW &ODXVHRUDQ,QGHSHQGHQW&ODXVH :+(7+(5+($77(1'67+(3$57<25127,KDYHGHFLGHGWRJR a) dependent clause b) independent clause ,:,//67233/$<,1*7+('5806ZKHQ\\RXJRWRVOHHS a) dependent clause b) independent clause  6,1&(<28 9(7$.(1<285(;$0,1%,2/2*<\\RXSUREDEO\\GRQ WIHHOOLNHVWXG\\LQJ IRUWRPRUURZ VH[DPLQPDWK a) dependent clause b) independent clause  8QWLOKHDSRORJLsHVWRPHIRUKLVUXGHEHKDYLRXU,5()86(726((+,0 a) dependent clause b) independent clause  ,ZRUHP\\ERRWV%(&$86(,7/22.('/,.(,70,*+7612: a) dependent clause b) independent clause UNIT 3 SCHOOL LIFE 120

6:$0,,6(;3(//(')5206&+22/ &RQYHQWLRQVRI:ULWLQJ Session 4  ,3XQFWXDWHWKHIROORZLQJSDVVDJH alice was beginning to get very tired of sitting by her sister on the bank and of having nothing to do once or twice she had peeped into the book her sister was reading but it had no pictures or conversations in it and what is the use of a book thought Alice without pictures or conversations so she was considering in her own mind as well as she could for the hot day made her feel very sleepy and stupid whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies when suddenly a white rabbit with pink eyes ran close by her Writing Session 5 ,:ULWHDGLDU\\HQWU\\DERXWDKROLGD\\VSHQWZLWK\\RXUIULHQGV UNIT 3 SCHOOL LIFE 121

6:$0,,6(;3(//(')5206&+22/ ,,Complete the story “The Golden Egg” in your own words. UNIT 3 SCHOOL LIFE 122

6:$0,,6(;3(//(')5206&+22/ III<RXUVFKRROZDQWVto conduct ‘Swachh Bharat’ programme in your locality. Prepare a notice on ‘Swachh Bharat’ programme. +LQWV x )ROORZWKHQRWLFHZULWLQJIRUPDW 1. Name of Your School 6. Place/Venue 2. Heading 7. Who can participate 3. Date 8. Specific instructions 4. Body 9. Name of the person issuing the notice 5. Time/Duration 10. Designation and signature UNIT 3 SCHOOL LIFE 123

NOT JUST A TEACHER, BUT A FRIEND Chapter-2. NOT JUST A TEACHER, BUT A FRIEND Reading and Comprehension (Unseen Poem) Session 6  5HODWLRQEHWZHHQ7HDFKHUDQG6WXGHQWVby .$86+$/6$%22 Relation Between Teacher And Student Is Like, The Relation Between Potter And His Pot, Like Them Teachers Also, To Their Student, Loves A Lot. Potter Jump On The Clay For Benefit Of It, Teachers Also scold their Students, For Their Creativity To Lit. Then Potter, To Clay, Give A Shape, Teachers Also Give Their Students Life Shape But It Required, Good Co-ordination Between Them Not The Measuring Tape. Then The Pots And Students, Are Ready To Go In Market For Sale, But If They Forget Their Teachers, By Me, In Their Life, They Fail………. ,&KRRVHWKHFRUUHFWDQWRQ\\PRSSRVLWH  UHODWLRQVKLS>@ A) alliance B) parting C) union  EHQHILFLDO>@ A) bane B) boon C) bonus  FUHDWLYH>@ A) gifted B) inept C) talented UNIT 3 SCHOOL LIFE 124

127-867$7($&+(5%87$)5,(1'  UHTXLUHG>@ A) optional B) compulsory C) necessary  FRRUGLQDWH>@ A) partnership B) uncoordinated C) non-cooperation ,,$QVZHUWKHVHTXHVWLRQV :KDWGRHVWKHSRHWFRPSDUHWKHUHODWLRQEHWZHHQDWHDFKHUDQGDVWXGHQWWR\"  What does the poet mean when he says “Then the Pots and Students, are Ready to go in Market for Sale?” :K\\GRHVWKHSRHWVD\\WKDWLIDVWXGHQWIRUJHWVKLVWHDFKHUWKHQKHLVDIDLOXUH\"  :K\\GRHVWKHSRHWIHHOWKDWWKHUHVKRXOGEHJRRGFRRUGLQDWLRQEHWZHHQWKHVWXGHQWDQG WHDFKHU\" +RZGRHVWKHSRHWMXVWLI\\WHDFKHUVEHLQJVWULFWZLWKVWXGHQWV\" UNIT 3 SCHOOL LIFE 125

127-867$7($&+(5%87$)5,(1' 5HDGWKHSRHPDQGDQVZHUWKHIROORZLQJTXHVWLRQV  0<7($&+(5:$61 7+$/)$61,&( - Roald Dahl 'My teacher wasn't half as nice as yours seems to be. His name was Mister Unsworth and he taught us history. And when you didn't know a date he'd get you by the ear And start to twist while you sat there quite paralysed with fear. He'd twist and twist and twist your ear and twist it more and more. Until at last the ear came off and landed on the floor. Our class was full of one-eared boys. I'm certain there were eight. Who'd had them twisted off because they didn't know a date. So let us now praise teachers who today are all so fine And yours in particular is totally divine.' ,&KRRVHWKHFRUUHFWDQVZHU The poet’s history teacher’s name was __________>@ A. Mr. Wordsworth B. Mr. Unsworth C. Mr. Worwick ,,$QVZHUWKHIROORZLQJ :KDWZRXOG0U8QVZRUWKGRWRKLVVWXGHQWVLIWKH\\GLGQRWNQRZWKHGDWHV\" +RZORQJZRXOGKHSXOOWKHLUHDUV\"   +RZPDQ\\VXFKER\\VZHUHWKHUHLQWKHFODVVZKRJRWWKHLUHDUWZLVWHGRII\"  UNIT 3 SCHOOL LIFE 126

+20(:25. Chapter-3. HOMEWORK Reading and Comprehension (Unseen Passage) Session 7 5HDGWKHSDVVDJHWRDQVZHUWKHTXHVWLRQV Generally, everyone has his own way of doing assignments and projects. Some of them prefer working in groups, while others prefer to work independently. In my opinion, I prefer to work in a group with intelligent people since I believe that they can help me if I have some troubles in my assignments or projects. I will describe several reasons and examples for expressing my opinion in the following paragraphs. First and foremost, I want to explain all advantages of working in a group. In my opinion, a collective of smart people is good for everyone who wants to do something. For example, if I am working in a group of smart people I feel more comfortable myself and I believe that, if I need some help I can ask them. It is very good to know that someone can help and support us. Also, I can ask their opinion. It is good to know the opinions of others since we always can learn something from the people around us. Moreover, I think that working in a group is more interesting and allows us to work harder. When I am alone I get tired fast, but when I am working in some group I feel like someone gives me energy. The reason for that is my personality. I am a person, who never likes to be alone. I like to work with other people in a group, discuss and do things. That’s why I prefer to work in a group. In my opinion, the best way of doing assignments or projects is to create collectively with some smart people. On the other hand, I think I can work on some assignments or projects all by myself too. Of course, it would be much harder than working in a group, but it is good to be always ready for working alone. Also, sometimes I prefer to work alone since it is good to know our own abilities. So, in my opinion, I think that sometimes we need to work by ourselves, just to understand our own aptitudes and skills. ,&KRRVHWKHFRUUHFWDQVZHU 3URMHFWVDUHJLYHQWRWKHVWXGHQWVEHFDXVH>@ A) it helps them to learn by doing. B) it doesn’t help the students in anyway. C) it is just a way of giving extra work to students. :RUNLQJLQJURXSVLVPRUHLQWHUHVWLQJWKDQZRUNLQJDORQH EHFDXVH>@ A) it is very difficult to work alone B) working in a group gives new ideas UNIT 3 SCHOOL LIFE 127

+20(:25. C) working in a group discourages new ideas :RUNLQJLQDJURXSPDNHVRQHOHDUQWRZRUNWRJHWKHULQ>@ A) harmony with others B) argue with others C) feel depressed 7KHDGYDQWDJHRIZRUNLQJLQDJURXSLV\\RXJHWWRZRUNZLWKBBBBB>@ A. lazy people B. hardworking people C. a collective of smart people $FFRUGLQJWRWKHDXWKRUVRPHWLPHVZRUNLQJORQHLVEHWWHUEHFDXVHRQH JHWVWRBBBBBB>@ A. Make the most of their abilities B. gets to know their own ability C. hire others to do the work ,,$QVZHUWKHIROORZLQJ :K\\GRHVWKHQDUUDWRUSUHIHUWRZRUNZLWKDJURXSRILQWHOOLJHQWSHRSOH\"   :K\\GRHVKHSUHIHUZRUNLQJLQDJURXSRIVPDUWSHRSOH\"   :KHQGRHVWKHQDUUDWRUJHWWLUHG\"   +RZGRHVWKHSRHWSUHIHUWRZRUN\"   :KHQGRHVKHWKLQNWKDWRQHVKRXOGZRUNDORQH\"    128 UNIT 3 SCHOOL LIFE

+20(:25. ,,,)LQGRXWWKHZRUGVIURPWKHSDVVDJHWKDW PHDQVWKH VDPHDVJLYHQZRUGV SKUDVHV 1. Task or piece of work allocated to someone as part of a job or course of study - 2. A view or judgement formed about something - 3. Character, nature, temperament - 4. A natural ability to do something, talent, skill - 5. Skill, capability, capacity - 5HDGWKHSDVVDJHWRDQVZHUWKHTXHVWLRQV A lot of students complain that throughout their study at school and college they haven’t learnt the thing they were supposed to be doing all that time, namely – studying. And it is sad to admit, but to a certain degree it is true – educational institutions deal with a lot of subjects, but they rarely manage to teach this one thing. Thus, a student has to help himself on his own. The first and most important thing about effective studying is time management. Once you’ve learned the method – one of the numerous suggested by specialists in this field or one of your own invention – you may happily and effectively keep using it for the rest of your life. Be realistic, don’t put the things off until the last moment, you are most likely to spend more time on them than you could have predicted and it will lead to no end of trouble. Prioritise correctly. It is often said that 20% of work brings about 80% of result – try to define what is the most important thing you are supposed to do and concentrate on it. Even if you don’t manage to complete it on time, you’ll be much better off than if you had started from an opposite direction. Finally, don’t be content with staying on the general level of your classmates. Always try to exceed them, to do better, to be the best of them. Only such a method will be able to give you the necessary odds if you get to a more sophisticated group. ,&KRRVHWKHFRUUHFWDOWHUQDWLYH :KDWGRPRVWRIWKHVFKRROVWHDFK\" >@ A. sports B. literature C. various subjects :KDWGRWKHVFKRROVUDUHO\\PDQDJHWRWHDFK\" >@ A. character B. how to study C. time management ,,$QVZHUWKHIROORZLQJ :KDWLVWKHILUVWDQGPRVWLPSRUWDQWWKLQJDERXWHIIHFWLYHVWXG\\LQJ\"  +RZGRHVWKHPHWKRGRIWLPHPDQDJHPHQWZRUN\"  UNIT 3 SCHOOL LIFE 129

+20(:25. :KDWGRHVWKHUXOHRISULRULWLsDWLRQVXJJHVW\" :KDWLVWKHILQDOVXJJHVWLRQJLYHQE\\WKHQDUUDWRU\" Vocabulary Session 8 ,)LOOLQWKHEODQNVE\\FKRRVLQJIURPWKHSKUDVDOYHUEVJLYHQEHORZ SDVVHGDZD\\GRZLWKRXWPDGHXSFDUULHGDZD\\SXWXSZLWK 1. His mother can't _______________ his terrible behaviour anymore. 2. As an excuse for being late, she _______________ the whole story. 3. I got _______________ by his enthusiasm. 4. I just cannot _______________ my mobile. I always keep it with me. 5. She was very sad because her father _______________ last week.  ,,5HDGWKHSDVVDJHJLYHQEHORZ)LYHVHQWHQFHVLQWKHSDVVDJHDUHQXPEHred DW WKH EHJLQQLQJ (DFK RI WKHVH VHQWHQFHV KDV DQ HUURU &RUUHFW DQGUHZULWHWKHP (1) Sarita and Suresh was brother and sister. (2) Them were very poor. (3) They wanted to gift each other a present in Diwali. (4) Sarita cut off his long hair and bought a new strap for Suresh’s watch. (5) Suresh sellhis watch and bought expensive clips for Sarita’s hair. When they exchanged their gifts for Diwali, they had tears in their eyes. UNIT 3 SCHOOL LIFE 130

+20(:25. Grammar Session 9  &RPSOHWHWKHIROORZLQJSDVVDJHFKRRVLQJWKHULJKWZRUGIURPWKRVHJLYHQ EHORZ  The peacock is the most beautiful bird __(1)__ the world. Its crown and __(2)__ beautiful tail are worth mentioning. It feeds on soft fruits and seeds. The peahen is not __(3)__ the peacock. The only part of the peacock which is __(4)__ is its feet. It spreads its tail like a __(5)__ and dances during the monsoons. 1. (A) in (B) over (C) when (D) into 2. (A) narrow (B) long (C) wide (D) short 3. (A) as ugly as (B) as clever as (C) as round as (D) as beautiful as 4. (A) ugly (B)near (C) of (D) under 5. (A) fan (B) cot (C) table (D) chair Conventions of Writing Session 10  3XQFWXDWHWKHIROORZLQJH[WUDFW begin with breakfast (George is so practical.) now for breakfast we shall want a frying-pan – (Harris said it was indigestible; but we merely urged him not to be an ass, and George went on) – a tea-pot and a kettle and a methylated spirit stove. no oil said george with a significant look and harris and I agreed we had taken up an oil-stove once, but never again It had been like living in an oil-shop that week It oozed I never saw such a thing as paraffin oil is to ooze we kept it in the nose of the boat and from there it oozed down to the rudder, impregnating the whole boat and everything in it on its way, and it oozed over the river, and saturated the scenery and spoilt the atmosphere sometimes a westerly oily wind blew and at other times an easterly oily wind and sometimes it blew a northerly oily wind and maybe a southerly oily wind but whether it came from the arctic snows, or was raised in the waste of the desert sandsit came alike to us laden with the fragrance of paraffin oil.     131 UNIT 3 SCHOOL LIFE

+20(:25. Writing Session 11 Read the data table given below and prepare a report on the same 1DPH /RZHVW3UHVVXUHPEDU <HDU ,PDJH BOB 01 920 1990 BOB 05 982 1998 03B 992 2003 Yemyin 986 2007 UNIT 3 SCHOOL LIFE 132

+20(:25. Khai-Muk 996 2008 2010 Laila 986 2012 2013 Nilam 982 2013 2014 Helen 990 Lehar 980 Hudhud 940 UNIT 3 SCHOOL LIFE 133

+20(:25. UNIT 3 SCHOOL LIFE 134

&/7*30/.&/5 SESSION 1 WHAT IS MAN WITHOUT THE BEASTS? – READING Oral Discourse Speech –The selfishness of human beings destroys the environment .” Give suitable examples to substantiate your opinion. Hints: • Human beings cut down trees to build houses and set up industries; factories and industries in turn let dirty water enter the sources of water thus polluting it; humans spoil the environment just to make their lives more comfortable. UNIT 4 ENVIRONMENT 135

LESSON 1 -WHAT IS MAN WITHOUT THE BEASTS? 1.1 Reading and Comprehension - Word Meaning Noun gospel canoe a small light narrow preaching; telling boat, pointed at both people about the ends and moved importance of using a paddle something prairie strand (in North America) a single piece of a large open area of thread, wire, hair grassland etc. dominion thicket control over a country an area of trees and or people: the British bushes growing dominion closely together crest compassion the top of a a feeling of sharing mountain or hill. another's suffering that leads to a desire contempt to help disregard; neglect; talking wire disrespect telephone wire UNIT 4 ENVIRONMENT 136

sap LESSON 1 -WHAT IS MAN WITHOUT THE BEASTS? the juice of a plant savage Verb a member of a people regarded as primitive blotted and uncivilised kept from being seen; concealed resonate continue to have a course powerful effect or value (of liquid) flow slaughter rot killing animals decay perish Adjective die especially in an accident or by being numb killed, or to be having no sensation destroyed stench a foul smell UNIT 4 ENVIRONMENT 137

LESSON 1 -WHAT IS MAN WITHOUT THE BEASTS? 1.2 Reading and Comprehension - Summary Chief Seattle made a remarkable speech in1854 just before his lands were taken from him and his people. It resonated in the environmental community. He was the leader of Dewanish and other Pacific Northwest tribes. The city of Seattle, Washington, bears his name, In 1854, Chief Seattle reluctantly agreed to sell tribal lands to the United States Government. The Great White Chief sends word, that he will reserve them a place to live comfortably. Then, the chief gave a detailed explanation about how they treated the environment. They treated the Earth as sacred. Every shining pine needle, every sandy shore, every mist in the dark woods and the sap which courses through the trees, every clear and humming insect was holy in the memory and experience of his people. They were a part of the Earth and it was a part of them. They treated perfumed flowers as sisters, the deer, the horse, great eagle and rivers as brothers. The rocky crests, the juices in the meadows, the body heat of pony, and the man, all belong to the same family. So, it was not easy to buy. The shiny streams of water are treated as the blood of their ancestors. If they sell their land, they must teach their children about the sacred land. The water’s murmur was treated as their grandfather’s voice. The rivers satisfy their thirst. The rivers carry their canoes and feed their children. The air was precious to the Red man. All the living beings breathe the same–the beast, the tree and the man. But the White man does not seem to notice the air he breathes. The wind that gave their grandfather his first breath also received his last sigh. The Red will consider his offer to buy his land if they decided to accept a condition; the white man must treat the beasts of that land as his brothers. The Red didn’t understand why the white people kill buffaloes while travelling in a train. Earth is our mother and one should respect the ground beneath one’s feet as we are a part of it. What was a man without the beasts? If all the beasts were gone, man would die from a great loneliness of the spirit. For whatever happened to the beasts, soon happened to man also. The ground underneath the foot was the ashes of their grandfathers. He asked the White to treat the Earth as mother and to harm the earth was to heap contempt on its creator. He concluded his speech by posing questions like “Where is the thicket? Where is the eagle gone?” He slowly gets puzzled to find the disappearance of wildlife and end of living. 1.3 Reading and Comprehension - About the Author Chief Seattle (1786 –1866) was the leader of Dewanish and other Pacific Northwest tribes. The city of Seattle, Washington, bears his name. In 1854, Chief Seattle reluctantly agreed to sell tribal lands to the United States Government and to move to Government established reservations. Though the authenticity of the speech has been challenged, most agree that it contains the substance and perspective of Chief Seattle’s attitude towards Nature and the White race. UNIT 4 ENVIRONMENT 138

SESSION 2 WHAT IS MAN WITHOUT THE BEASTS? – LITERATURE 2.1 Literature - QA Q1. Why does Chief Seattle say that the Earth is sacred to his people? A. The Chief Seattle said that the Earth was a sacred place to his people because they valued every shining pine needle, sandy shore, mist in the dark woods, clear and humming insect. Ev- erything on Earth was considered to be holy in the memory and experience of his people. Q2. The speaker says, ‘I am a savage’. Who do you think is a savage, the Red Indian or the White? Why? A. The Red Indians are the savage because they lived in the middle of the environment and distant from the urban life. Red Indians don’t understand the fun of killing for sport. It’s an ironic statement made by the author. Whereas white man kills living things and gives more importance to lifeless material things. Eg: He kills thousands of buffalo on prairie and values smoking iron horses-a train. Q3. Why does the Chief say ‘The destiny is a mystery to us? A. The Chief says “The destiny was a mystery to us”, because for them what is present is only valuable. The beasts roaming the land, the land itself is more valuable and it teaches them lessons to live. They don’t keep a price tag on the horse or buffalo but cherish the land and beast. Hence, destiny is a mystery to them. Q4. “What is man without the beasts? If all the beasts were gone, man would die from a great loneliness of the spirit”. Why? A. If all the beasts were gone, man would die from great loneliness of the spirit because there was a close relationship between the man and beast. For whatever happens to the beasts, soon happens to man. Man and beast are interdependent on each other and it will become difficult for man to survive without beasts. Q5. Is man the sole owner of the Earth? Pick out sentences from the speech to justify your answer. A. The earth does not belong to man–man belongs to the earth. So a man is not the sole owner of the earth. Whatever befalls the earth befalls the son of the earth. Man did not weave the web of life –he is nearly a strand in it. Whatever he does to the web of life, he does to himself. UNIT 4 ENVIRONMENT 139

LESSON 1 -WHAT IS MAN WITHOUT THE BEASTS? Q6. Why does the speaker say that if we spit on the ground, we spit on ourselves? A. The Red Indians treated the Earth as their mother. Whatever befalls on the Earth befalls on the sons of the Earth. All things were connected like the blood which unites one family. Man did not weave the web of life –he is merely a strand in it. So, these things indicate that if we spit on the ground, we spit on ourselves. Q7. “All belong to the same family.” The speaker says this to mean (a) all animals belong to one family (b) all animals and plants belong to the same family (c) everything on the earth belongs to one family. A. (c) Everything on the earth belongs to one family. Q8. In his speech Chief Seattle asks audience a number of questions. He also creates vivid pictures in the minds of the audience. What are the other features of the speech? List them. A. Features of a speech. a. Create vivid pictures. b. Ideas are framed sequentially. c. Cite examples and quotations. d. Coherence is framed. e. Did not deviate from the main topic. f. Used connectives contextually. g. Used proper pronouns. h. Concern for the wildlife of the earth. i. The chief urge to the white man to understand the feelings of the earth and its inhabitants. j. His dejection towards white man’s possessive nature to put an end to the living beings of he forests. UNIT 4 ENVIRONMENT 140

SESSION 3 WHAT IS MAN WITHOUT THE BEASTS? – VOCABULARY 3.1 Vocabulary I. New Combination Words Read the following expression. The warmth of the land The word warmth here suggests love, care, affection, intimacy, etc. Q1. Which of the following words can be used to work out new combinations with the word warmth? A. Friendship, love, honesty, relationship, hatred, freedom e.g. the warmth of friendship Q2. Why do you think certain combinations are not possible? A. Certain combinations are not possible because they give a different meaning or there will be a change in the entire concept and nearby formed words gets damaged. Q3. Is there any other expressions of this kind in the reading material? A. Yes, there are some other expressions of this kind. For example: Warmth of the land, a freshness of the air, a spark of water, body heat of the pony etc. Q4. Can you work out new combinations and use them in your own sentences? A. 1. Remember to wrap up warmly on cold days. 2. A warm person is friendly and shows affection. 3. He greeted us with warmth on our arrival. 4. The warmth of his invitation made us accept it. 5. Miss Salmon was impressed with the warmth of words from the president. II. Words Denoting Actions In the speech you can see a few words suggesting movement. For example, in the sentence ‘The sap which courses through the trees carries the memories of the red man’ the word course means ‘to flow’ or ‘move rapidly’. Q1. Pick out from the speech other words that denote movement. If necessary, look up a dictionary. A. Resonate, course, carry, send, moves, passing, stream, walks etc UNIT 4 ENVIRONMENT 141

SESSION 4 WHAT IS MAN WITHOUT THE BEASTS? – GRAMMAR 4.1 Grammar I. The Verb Phrase Read the following sentences taken from the text. 1. We are a part of the Earth . 2. You must teach your children that the ground beneath their feet is the ashes of our grandfathers. • What is the relationship of the underlined parts with the first part of the Sentences? • What type of word do you see in the beginning of the underlined part? • Which is the most important word in it? You have learnt earlier that a sentence contains the subject and the predicate. The underlined parts of the sentences given above are predicates. The important word in the predicate is the verb. As you can see, each of these predicates has at least one verb (sentences 1 and 2). In the second sentence ‘must’ is the helping (auxiliary) verb and ‘teach’ is the main verb. Q1. List all the verb phrases in the following passage. Identify the Main verb. Look at the river. It has very little water in it. Once it was flowing well. Now it is drying. Can’t you hear the cries of the dying river ? The water in it is polluted. Do you get its stink ? You cannot drink it. You cannot give this water even to animals. Animals will not go near it. We must make the river live forever. We must make the river our own companion. A. Verb phrase Main Verb Look at look Has very little water has Was flowing well flow Is dying now die Can’t hear the cries hear Get its stink get Can’t drink it drink Can’t give the water to animals give Will not go near go Must make make UNIT 4 ENVIRONMENT 142

LESSON 1 -WHAT IS MAN WITHOUT THE BEASTS? II. Main Verb and the Auxiliary Elements Q1. Analyse the verb phrases you have already identified and list the Main verb (M.V) andthe Auxiliary elements (A.E) in each of them. UNIT 4 ENVIRONMENT 143

LESSON 1-WHAT IS MAN WITHOUT THE BEASTS? III. If Clauses Read the following sentences. 1. If you leave the door of the cage open, the bird will fly out. 2. If Mother Teresa were alive today, how would people receive her? 3. If I had played well, I would have won the game. • What is the meaning of each sentence? • What are the two parts in each sentence? • What is the role of ‘If’? Types of ‘If clauses’ 1. Sentence (1) means there is a possibility of the bird flying out when we leave the door of the cage open. 2. In sentence (2) the speaker is not thinking about a real situation. He is only imagining the future happening (because Mother Teresa is not alive today). There is no possibility of future happening. (People receiving her). 3. In sentence (3) the speaker talks about something that might have happened in the past, but it didn’t. Let us identify the ‘verb and tense’ elements in each of these sentences both in the ‘If clause’ and in the ‘Main clause’. Sentence (1) If–clause Main clause Sentence (2) will fly Sentence (3) leave were would receive had played would have won Q1. Complete the following sentences using possible main clauses. A. 1. If I were asked to stay at home and do only household chores, I wouldn't mind. 2. If I had attended the function, I would have danced. 3. If Raju comes to school every day, he will certainly get good marks. 4. If Lalit had helped him do his homework, lalit would also have learnt. 5. If I were the class teacher of class–IX, I would encourage my students to learn better English. UNIT 4 ENVIRONMENT 144

SESSION 5 WHAT IS MAN WITHOUT THE BEASTS? – WRITING 5.1 Writing Read the last part of the speech of Chief Seattle once again. Are all the sentences of the same length? Obviously, not. The speech contains long sentences (But in your ... over the red man), short ones ( Where is the thicket?) and even fragments (Gone). Why do writers vary the length of the sentences? Again, why do they use different types of structures (sometimes statements, questions, exclamations, fragments, etc.)? Good writers vary their sentences to make them interesting. Sentence length can influence the mood of the piece. If you’re concerned that your writing is either too choppy or too flowery, review it with an eye on the sentence length. • Is it varied? • Does it fit the mood you’re trying to convey? Do you heavily favour short, simple sentences, or does the piece contain too many paragraph-long sentences? To make your texts more interesting, you should use sentences of varying lengths with a variety of structures. Read the following text. Dogs are our great companions, aren’t they? Any idea when the friendship between man and dogs began? Maybe, thousands of years back. Who knows! What is important is that they are man’s best friends for obvious reasons. Dogs, as such, need to be walked. Walks keep their owners healthy; and the owners can talk to their dogs. They never tell secrets. Dogs don’t care what their owners observe while walking or what they watch on TV. As long as dogs are taken care of, they are happy. What are the features of this write-up? In this the variety in sentences has been obtained in a number of ways: • Using different sentence types (statements, questions, exclamations, etc.) • Using elements such as tags, connectives (and, as such, etc.) UNIT 4 ENVIRONMENT 145

LESSON 1 -WHAT IS MAN WITHOUT THE BEASTS? Q. Read the following write–up. You must have heard about the Hussain Sagar Lake. It is in Hyderabad. It is one of the largest man–made lakes. Hyderabad and Secunderabad are twin cities of the State. The lake connects these cities. It was originally constructed to supply drinking water. Now it is not used as a drinking water source. People find this sad. There is plenty of water. Nobody can drink it.The lake faces a few threats. The main threat is the encroachment by both private and public agencies. The lake also faces the problem of pollution. One of the locals said: “Oh, sometimes it stinks horribly.” This is due to the continuous discharge of domestic wastes and industrial chemicals. Hence it is our duty to save Hussain Sagar Lake. I. Rewrite the sentences according to the direction given in the brackets. A. 1. The lake connects these cities. (Change into a question) Ans. Do these cities connect the lake? (or) Does the lake connect these cities? 2. It is in Hyderabad. It is one of the largest man –made lakes. (Combine the two sentences using ‘and’) Ans. Hussain Sagar is in Hyderabad and it is one of the largest man–made lakes. (or) It is in Hyderabad and one of the largest man–made lakes. 3. Hyderabad and Secunderabad are twin cities of the State. The lake connects these cities. (Begin the sentence with ‘The lake . . . ‘and connect the two sentences) Ans. The lake connects two cities of the state like Hyderabad and Secunderabad. (or) The lake that connects Hyderabad and Secunderabad which are the twin cities of the state. 4. It was originally constructed to supply drinking water. Now it is not used as a drinking water source. (Connect using ‘though’) Ans. Though it was originally constructed to supply drinking water but now it is not used as a drinking water source. (or) Though it was originally constructed to supply drinking water, it is used as a drinking water source now. 5. “This is sad, ... ?” (Complete the sentence with a question tag) Ans. Isn’t it sad? (or) This is sad, isn’t this? 6. “Oh, sometimes it stinks horribly.” (Rewrite the sentence beginning with ‘How... ) 7. Ans. How does it stink? / How does the lake stink? (or) How Horribly it stinks! UNIT 4 ENVIRONMENT 146

LESSON 1-WHAT IS MAN WITHOUT THE BEASTS? Q. Read the speech made by Chief Seattle once again and reflect on the following features. • The beginning and ending of the speech. • The arguments and the building up of arguments in a sequential manner. • The emotive and argumentative language used. • The variety of sentences used. • Mental images created. A. The Chief Seattle started the speech with an unimaginable question and with familiar imagination. The situations are framed contextually and persuasive statements are expressed. His views and ideas are expressed in a contextual way. We are exposed to emotive language like ‘you must teach your children that it is sacred’. A variety of sentences are used like ‘where is the thicket? Gone. Where is the eagle? Gone.’ Mental images are created like ‘treat perfumed flowers as sisters, the deer, the horse, the great eagle and the rivers as brothers. The Earth as mother’. The speech has all kinds of characteristics of well–written and emotionally compelling speech. Therefore whatever befalls the earth befalls the sons of the earth. Q. Prepare a speech that you would like to make on ‘the World Environment Day’. You can make use of the following hints. i. The threats to animal and plant life. ii. The pollution of air, water and earth and the consequences. iii. The need to preserve our environment for ourselves and for the future generations. A. I wish a very warm good morning to all of you present in this meeting. Today, we have gathered here to celebrate the World Environment Day. World environment day is celebrated on 5th June every year. Its aim is to raise global awareness about our environment and safeguard animal and plant life. In 1972, the United Nations Conference on the Human environment was held from 5th June to 16th June. Every year the conference is held on the same dates but is hosted by different countries of the world. Everyone knows the importance of nature. We, human beings are dependent on nature for all our basic needs. But due to the pollution caused by us, the environment is changing at a rapid rate. Many species are becoming extinct and the global climate is also changing due to global warming. Deforestation is also a major concern in the world as it is resulting in soil erosion and unexpected and untimely natural calamities. Our country is one of the major agricultural countries in the world. But depletion of forests has resulted in droughts or unnatural flooding. Today, on the World Environmental Day, lets us all pledge to create a greener world. Let us plant trees and not waste natural resources given by our mother Earth. Let us protect our planet for the future and for us. Let us minimise the use of automobiles to avoid pollution. Finally, I want to thank all of you once again for giving me the opportunity to speak at this prestigious meeting. Thank you. UNIT 4 ENVIRONMENT 147

SESSION 6 WHAT IS MAN WITHOUT THE BEASTS? – STUDY AND LISTENING 6.1 Study and Listening Study Skills I. Study the following table, which shows the ranking of districts in Telangana in terms of industrial pollution intensity. Pollution Rank/District Pollution Intensity per 1000 sq km With Adilabad as norm 1. Hyderabad 899.92 137.6 2. Ranga Reddy 228.88 35.0 3. Medak 50.74 7.8 4. Nalgonda 25.73 3.9 5. Karimnagar 24.23 3.7 6. Warangal 13.40 2.0 7. Mahaboobnagar 11.80 1.8 8. Nizamabad 11.29 1.7 9. Khammam 10.06 1.5 10. Adilabad 6.54 1.0 (Source The Indian Economic review, dated 9th November, 2012 UNIT 4 ENVIRONMENT 148

LESSON 1 -WHAT IS MAN WITHOUT THE BEASTS? Q1. Which district tops the list in pollution intensity? A. Hyderabad city tops the list of pollution intensity. Q2. Which region of Telangana State has the least pollution intensity? A. Adilabad region of Telangana State has the least pollution intensity. Q3. What percentage of land is affected by industrial pollution in Hyderabad? A. Nearly 90% of the land is affected by industrial pollution in Hyderabad. Q4. What percentage of land is not affected by industrial pollution in Karimnagar district? A. 75.77% of the area is not affected by industrial pollution. Q5. What are the comparisons that you can make related to the Hyderabad and other districts in terms of pollution intensity? A. In Telangana, first two ranks, with high levels of pollution are occupied by Hyderabad and Ranga Reddy districts and the place with least pollution in Telangana, is Adilabad district. Q6. Write an analytical report on the pollution intensity in Telangana. A. The table shows the intensity of Industrial Pollution in Telangana, which is high in districts like Hyderabad and Ranga Reddy, ranked in first and second place. The other districts are seen to have a very low intensity of pollution. Adilabad is ranked last with the lowest in terms of pollution intensity. Overall observation remains that it’s time to reduce the industrial pollution intensity in Hyderabad and Ranga Reddy districts. Listening Skills I. Answer the following questions. Q1. How does Michael Jackson respond to man’s attack on Nature? A. Michael Jackson responded sadly about nature. The peasants shed their sweat in the fields. The crops were dried up due to lack of rains. So the Earth is crying and weeping. He expressed his concern and worry for the sorrowful earth. Q2. What is the mood of the song? Indicate by putting a tick (√). a) sadness b) anger c) anguish d) joy A. a) anguish. UNIT 4 ENVIRONMENT 149