202110195-APEX-STUDENT-WORKBOOK-ENGLISH-G09-PART1

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 100

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 101

LESSON 4-THEME - SCHOOL LIFE UNIT 3 SCHOOL LIFE 102

SWAMI IS EXPELLED FROM SCHOOL ­­­­­­­­­­ CCE Based Practice Questions ­­­­­­­­­ SWAMI IS EXPELLED FROM SCHOOL Reading and Comprehension (Unseen Passage) Session 1 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?\" I. Choose the correct alternative. 1. What was Haria’s occupation? [] [] A. cobbler B. barber C. farmer C. small hut 2. Where did he live? A. in a palace B. tent II. Answer the following: 1. How did Haria spend his days? 2. What was Haria thinking while he was coming back home one day? 3. What did he decide to cook finally? 4. What happened while he was about to kill the hen? Reading and Comprehension (Seen Passages) Session 2 I. Read the following passage to answer the questions given below. \"Why did you keep away yesterday?\" asked the headmaster, looking up. Swaminathan's first impulse was to protest that he had never been absent, but the attendance register was there. \"No-no-I was stoned.\" a. Had Swaminathan been really absent the previous day? b. What was Swaminathan's true nature? c. Was the boy really stoned? UNIT 3 SCHOOL LIFE 103

^tD//^yW>>&ZKD^,KK> II. Read the following passage to answer the questions given below. When another whack came on his back, he ejaculated, \"Don't beat me, sir. It pains.\" This was an invitation to the headmaster to bring down the cane four times again. He said, \"Keep standing here, on this desk, staring like an idiot, till I announce your dismissal.\" a. What made the headmaster bring down the cane another four times? b. What did the headmaster call Swaminathan? c. Where was Swaminathan standing? III. Read the following passage to answer the questions given below. \"I don't care for your dirty school.\" a. Who said the above words? b. Whom did the speaker address? c. Why did he call the school dirty? IV. Read the following passage to answer the questions given below. The fifth said that his grandmother died suddenly just as he was starting for school. The headmaster asked hiim if he could bring a letter from his father. a. Who here is the 'fifth'? b. What letter did the headmaster ask him to get? c. Do you think the reason given was true? Why? V. Read the following passage to answer the questions given below. Swaminathan wished that he had been anywhere but there at that moment. a. Where was Swaminathan ? b. Why does Swaminathan wish to be away from that place? c. What does 'that moment' refer to? VI. Read the following passage to answer the questions given below. When Swaminathan's turn came, he looked around helplessly. a. What was Swaminathan's turn? b. Who gave Swaminathan a chance? c. Why did Swaminathan look around helplessly? VII. Read the following passage to answer the questions given below. \"I will kill you if you keep on staring without answering my question,\" cried the headmaster a. Who did the headmaster address? UNIT 3 SCHOOL LIFE 104

^tD//^yW>>&ZKD^,KK> b. What was the question posed by the headmaster? c. Why was there no answer? VIII. Read the following passage to answer the questions given below. \"Are you not ashamed of coming and sitting there after what you did yesterday.\" a. Who is the headmaster speaking to? b. What had happened the previous day? IX. Read the following passage to answer the questions given below. The headmaster hit him on the knuckles with his cane, called him a street dog, and pronounced the punishment: fifteen days' suspension a. What were the punishments given by the headmaster to the boy? b. What name did the headmaster call the student? X. Read the following passage to answer the questions given below. He felt that the punishment was not enough and asked them to stand on their desks. a. What was the punishment that was not enough? b. Who was giving the punishment and to whom? XI. Read the following passage to answer the questions given below. The headmaster demanded what the young brigand had to say about it. The brigand had nothing to say. a. Who does the 'brigand' refer to in this line? b. Why did the headmaster call him that? XII. Read the following passage to answer the questions given below. \"Don't beat me, sir. It pains.\" a. Who is the speaker? b. Why is the speaker in pain? XIII. Read the following passage to answer the questions given below. The headmaster entered the class with a slightly fulshed face and a hard ominous look in his eyes. a. What does the expression 'flushed face' mean? b. What was the ominous thing that was going to happen? UNIT 3 SCHOOL LIFE 105

Vocabulary ^tD//^yW>>&ZKD^,KK> Session 3 I. Read the passage and choose the synonyms of the highlighted words. Then the headmaster offered to send a teacher to this (i) illiterate locality to (ii) ascertain from the boy's neighbours if the death of the grandmother was a (iii) fact. A pause, some (iv) perspiration, and then the answer that the neighbours could not possibly know anything about it, since the grandmother died in the village. (i) A. uneducated B. unqualified C. eligible [] (ii) A. surely B. move away C. confirm [] (iii) A. lie B. reality C. fiction [] (iv) A. dream B. sweat C. idea [] When Swaminathan's (i) turn came, he looked around helplessly. Rajam sat on the third bench in front and (ii) resolutely looked away. He was (iii) gazing at the blackboard (iv) intently. (i) A. round B. step C. chance [] (ii) A. lightly B. steadily C. weakly [] (iii) A. staring B. longing C. peeping (iv) A. wrestling B. game C. contest [] [] II. Read the passage and choose the antonyms of the highlighted words. The headmaster (i) demanded what the young brigand had to say about it. The brigand had nothing to say. It was a fact that he had broken the panes. They had seen it. There was (ii) nothing more to it. He had (iii) unconsciously become defiant and did not care to (iv) deny the charge. (i) A. ranted B. requested C. inquired [] (ii) A. everything B. each thing C. anything [] (iii) A. strongly B. knowingly C. freely [] (iv) A. choose B. rubbish C. accept [] The headmaster (i) entered the class with a (ii) slightly flushed face and a hard, (iii) ominous look in his eyes. Swaminathan wished that he had been anywhere but there at that moment. The headmaster surveyed the class for a (iv) few minutes. (i) A. came B. left C. opened [] (ii) A. completely B. partially C. smilingly [] (iii) A. higher B. dangerous C. pleasant (iv) A. many B. some C. none [] [] UNIT 3 SCHOOL LIFE 106

SWAMI IS EXPELLED FROM SCHOOL III. Read the passage and write the correct form of the words in the brackets. 1. The (i) ___________ (punish) was pronounced: ten day's (ii) ___________ (attend) cancelled, two rupees fine, and the whole day to be spent on the desk. The third said that he had an attack of a headache. The fourth said that he had stomach ache. The fifth said that his grandmother (iii) ___________ (death) (iv) ___________ (sudden). 2. He had unconsciously become (i) ___________ (defiance) and did not care to (ii) ___________ (denial) the charge. When another whack came on his back, he (iii) ___________ (ejaculation), \" Don't beat me, sir.It (iv) ___________ (painful).\" IV. Complete the following words using ai, io, ie, ea, ua, eo, au, io etc. 1. i. unconsc_ _usly ii. ann_ _nce 2. i. omin_ _s ii. prev_ _us 4. i. disj_ _nted ii. g_ _rdian 3. i. discr_ _t ii. sp_ _ch V. Complete the following words using the correct suffix or inflection. 1. emin_____ (ance/ ence) 2. certific_____ (ete/ ate) 3. suspen_______ (sion/ tion) 4. incap_____ (able/ eble) VI. Find the wrongly spelt word in each set and write it correctly. 1. intolerable instant incapable infurious A. ___________ 2. survey demmand rascal pronounce A. ___________ 3. speetch stammer impulse register A. ___________ VII. Arrange the following sets of word under the correct headings. 1. intently, ominous, illiterate, resolutely, helplessly, defiant foolishly, discreet Adverbs Adjectives 1. 1. 2. 2. 3. 3. 4. 4. UNIT 3 SCHOOL LIFE 107

SWAMI IS EXPELLED FROM SCHOOL 2. beat, bring down, look up, flog, throw out whack keep away, thrash Verbs Phrasal Verbs 1. 1. 2. 2. 3. 3. 4. 4. VIII. Fill in the blanks by choosing from the phrasal verbs given below. passed away, do without, made up, carried away, put up with 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. IX. Fill in the blanks by choosing from the phrasal verbs given below. passed away, do without, look forward to, called off, made up, carried away, break out, run out, put up with, keep up 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. X. Make sentences using the following phrasal verbs. 1. accountable to : 2. barge in : UNIT 3 SCHOOL LIFE 108

SWAMI IS EXPELLED FROM SCHOOL 2. carryout : 3. can do with : 4. depend on : Grammar Session 4 I. Convert the following sentences to indirect speech. 1. \"Can you bring a letter from your father?\" the headmaster said to the fifth boy. 2. The judge will say to you, \"You are innocent.\" 3. \"Don't beat me, sir,\" Swami said to the headmaster. 4. All men declare, \"He has never been defeated.\" 5. He has told them, \"I did not commit this fault.\" II. Complete the following passage choosing the right word from those given below. 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 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 UNIT 3 SCHOOL LIFE 109

SWAMI IS EXPELLED FROM SCHOOL !#%
!# \"\"  I. Swaminathan and Rajam were classmates in the story. Before entering the class, they had a conversation about the previous day's incident. Write the same below. II. The headmaster sent for Swaminathan's father to talk about the issue in school. Write a possible conversation III. Swami couldn't tolerate the humiliation and ran out of school. What could be his inner feelings. Write a diary entry about the day. IV. Rigid implementation of rules is the best way to keep children disciplined. Do you agree or disagree with this statement? Write a script for a speech. V. Write a letter to your aunt in Chennai, who wants to visit you in February. Tell her that you are preparing for your exams and aske her to visit you in April. VI. The Prime Minister was recently a guest at a programme held in New Delhi at the 'Vedic School for Excellence' for National Integration. He lighted the 'Jyothi' and gave his valuable message to the students of the school. Write a news report on the programme. UNIT 3 SCHOOL LIFE 110

NOT JUST A TEACHER, BUT A FRIEND NOT JUST A TEACHER, BUT A FRIEND Reading and Comprehension (Unseen Poem) Session 6 1. Read the poem and answer the following questions. MY TEACHER WASN'T HALF AS NICE -̀ 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.' I. Choose the correct answer. 1. The poet’s history teacher’s name was __________ [ ] A. Mr. Wordsworth B. Mr. Unsworth C. Mr. Worwick II. Answer the following. 2. What would Mr. Unsworth do to his students if they did not know the dates? 3. How long would he pull their ears? 4. How many such boys were there in the class who got their ear twisted off? Reading and Comprehension (Seen Poem) Session 7 1. Read the poem below and answer the questions. Then I moved to the next grade Boy was I afraid That our trust would slowly fade But I was wrong We are still strong a. What was the next grade of the speaker? b. Why was the speaker afraid? c. What made the speaker realise he was wrong? UNIT 3 SCHOOL LIFE 111

EKd:h^dd,Z͕hd&Z/E 2. Read the poem below and answer the questions. I had nowhere to turn, had nowhere to go This is something I thnk you need to know I don't know what made me trust you a. Who does 'I' refer to? b. Who does the speaker addresss? c. Where does their trust build up? 3. Read the poem below and answer the questions. Even though sometimes I am not I feel like I have just been shot I smile and say yes I'm alright Then I walk away and you're out of sight I'll just have to wait I still have my fate a. Who does 'I' refer to? b. Which line shows his agony? c. What was his fate? 4. Read the poem below and answer the questions. As each day grew longer Our trust became stronger Each time I wanted to cry You stayed there right by my side a. Who does 'our' refer to? b. What bond existed between the speaker and the other person? c. Who gave the speaker support in his time of sorrow? 5. Read the poem below and answer the questions. Even though sometimes you don't have time You atleast ask me if I am fine a. Who is the one who runs out of time? b. How does the person show their concern for the speaker? 6. Read the poem below and answer the questions. I am so glad That you were there when I was sad And this is what makes you Not just my 9th Grade teacher, my friend a. Whose help did the boy seek when he was sad? b. What was the relation between the speaker and his teacher? UNIT 3 SCHOOL LIFE 112

HOMEWORK HOMEWORK Reading and Comprehension (Unseen Passage) Session 8 1. Read the passage to answer the questions. 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. I. Choose the correct alternative. 1. What do most of the schools teach? [] [] A. sports B. literature C. various subjects 2. What do the schools rarely manage to teach? A. character B. how to study C. time management II. Answer the questions. 3. What is the complaint of the students? 4. How do the students resolve their complaint? Reading and Comprehension (Seen Passages) Session 9 I. Read the following passage to answer the questions given below. Some parents and teachers argue that it would be beneficial to a child's academics to limit after school activities. However, cutting the time out of the few hours a week teenagers use for exercise, could be a factor in the growing obesity cases. a. What is the viewpoint of teachers and parents? b. What would students usually do after school hours? c. How is large amounts of homework a factor in growing obesity cases? UNIT 3 SCHOOL LIFE 113

,KDtKZ< II. Read the following passage to answer the questions given below. Many times they will resort to copying the homework, having others do their assignments, or cheating in tests. bad habits such as these are likely to haunt kids through their lives and have an adverse effect on their moral judgement. Students will, almost always take the easy way, when it comes to homework. a. What are the negative effects of excessive homework? b. Why do students prefer easy ways to finish their homework? c. Is the writer criticising the excessive amounts of homework or the children? III. Read the following passage to answer the questions given below. Homework has historically been given to students to reinforce what they learn at school, and ultimately to help them learn the material better. However, too much homework is not helpful, and can be counter- productive. Excessive amounts of time spent on completing homework can take away the kid's social life, family time, and it limits their participation in sports and other activities. The amount of homework has to give to a student has to be restricted. a. Why is homework given to students? b. What is the negative effect of too much homework? c. What is the student deprived off because of excessive homework? IV. Read the following passage to answer the questions given below. Homework also 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. a. What time does homework take away? b. What kind of interaction takes place between students and parents over homework? c. What important aspects of life are neglected due to heavy homework? V. Read the following passage to answer the questions given below. When assignments are given carelessly and frequently, it 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. a. What may cause students to lose interest in the subject? b. What negative results do you think can occur in the matter of unfinished homework ? UNIT 3 SCHOOL LIFE 114

,KDtKZ< VI. Read the following passage to answer the questions given below. This time is particularly precious in families with both the parents 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 kids don't have time to take a break from their homework schedule. a. in which families can we most find the bond between parents and children threatened? b. Why are children not able to take a break from their homework schedule? VII. Read the following passage to answer the questions given below. The large amount of homework is causing kids in both high school and junior high school to be up until midnight or later. When extracurricular activities such as sports clubs, etc., are added to the picture, kids may even have to wake up early next morning to finish their homework, leaving them with an insufficient amount of sleep. a. What, along with homework, adds to students' lacking in sleep? b. What would kids do to finish their unfinished homework ? Data Interpretation Session 10 I. Study the chart given below showing how students spend their leisure time and answer the questions that follow. UNIT 3 SCHOOL LIFE 115

,KDtKZ< a. What does the chart show? b. What percentage of students spend their free time talking to friends on the phone ? c. Which activity is least interesting to the students? d. How do most students spend their leisure time? e. Which two activities have almost equal preference by the students? II. Study the flowchart given below showing how rasam is made and answer the questions based on it. a. What are the basic ingredients that go into making rasam? 116 b. Name the sour ingredients in rasam? c. What is the quntity of tamarind that is added into the rasam? d. Which ingredients are ground in the mixer? e. How many steps would you say are involved in cooking rasam? UNIT 3 SCHOOL LIFE

ENVIRONMENT SESSION 1 WHAT IS MAN WITHOUT THE BEASTS? – READING 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 mountain or hill. a feeling of sharing another's suffering that leads to a desire to help contempt talking wire telephone wire disregard; neglect; disrespect UNIT 4 ENVIRONMENT 117

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 118

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 119

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 120

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 121

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 122

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 123

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 124

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 125

SESSION 5 WHAT IS MAN WITHOUT THE BEASTS? – WRITING 5.1 Writing 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. R. 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 ) Ans. How does it stink? / How does the lake stink? (or) How Horribly it stinks! UNIT 4 ENVIRONMENT 126

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. R. 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. R. 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 127

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 Andhra Pradesh in terms of industrial pollution intensity. Pollution District Pollution With Rank Intensity per Kadapa 1000 sqkm as norm 1 Krishna 57.63 8.8 2 East Godavari 56.48 8.6 3 Srikakulam 50.66 7.7 4 Guntur 46.87 7.2 5 Visakhapatnam 40.29 6.2 6 West Godavari 35.53 5.4 7 Vizianagaram 24.92 3.8 8 Chittor 22.86 3.5 9 Nellore 17.86 2.7 10 Kurnool 14.43 2.2 11 Prakasam 10.09 1.5 12 Anantapur 9.62 1.5 13 Kadapa 8.65 1.3 (Source The Indian Economic review, dated 9th November, 2012 UNIT 4 ENVIRONMENT 128

LESSON 1-WHAT IS MAN WITHOUT THE BEASTS? Q1. Which district tops the list in pollution intensity? A. Krishna district tops the list of pollution intensity. Q2. Which region of Andhra Pradesh has the least pollution intensity? A. Rayalaseema region of Andhra Pradesh has the least pollution on intensity. Q3. What percentage of land is affected by industrial pollution in Guntur? A. Approximately 4.6% of the land is affected by industrial pollution in Guntur. A. Approximately 4.6% of the land is affected by industrial pollution in Guntur. Q4. What percentage of land is not affected by industrial pollution in Krishna district? A. 4.25% of the area is not affected industrial pollution. Q5. What are the comparisons that you can make related to the three regions in terms of pollution intensity? A. The coastal Andhra districts cause most of the pollution in Andhra Pradesh. The four districts in Rayalaseema ranked very low in industrial pollution intensity. Q6. Write an analytical report on the pollution intensity in Andhra Pradesh. A. The districts of Coastal Andhra cause most of the pollution in Andhra Pradesh. The coastal dis- trict Krishna is ranked the highest and Rayalaseema district Kadapa ranked the lowest. Since Kadapa has the lowest intensity, it is considered as the norm. According to the data given in the table, pollution caused by Krishna district alone is equivalent to the pollution caused by Rayalaseema region. East Godavari of Coastal Andhra is of the similar case. So, as an observation, Coastal Andhra needs to work on reducing pollution. 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 129

SESSION 7 WHAT IS MAN WITHOUT THE BEASTS? – ORAL ACTIVITY 7.1 Oral Activity Q. Discuss the following in groups. 1. Why do writers often write about these things (things like earth)? 2. In what ways does nature influence man? 3. Can it shape ones personality? R. 1.The writers often write about the Earth because there is an inseparable relation between Earth and man. Additionally, earth and other related topics like the environment, climate, safeguarding our earth, etc are of utmost importance. This is the only habitable place in the universe and if we, humans destroy it with our carelessness, then we won't have a place to live. 2. Nature influences man by teaching him service, sacrifice and sanctity in thought. It gives a man a feeling of possession, protection and preservation of beautiful and wonderful things around him. 3.Yes, man’s identity, behaviour and character can be shaped and refined by nature. Initially, man realised the role of the environment surrounding him. He lived with the provisions of Earth’s natural surrounding with satisfaction. However, with the growth of technology, he became curious of his surroundings and started exploring. Due to man’s greed, he unwittingly started to disturb the environment equilibrium of the Earth. The disturbance in an environmental equation is now getting highlighted through changes in weather and sea levels. This weather change and rise in the sea–level is now endangering this very man. The change in the environment is causing the man to change his personality and also his attitude. Now man is realising the importance of protecting the environment, hence, he is changing his attitude towards his using of the Earth’s resources. UNIT 4 ENVIRONMENT 130

WHAT IS MAN WITHOUT THE BEASTS? ---------- CCE BASED PRACTICE QUESTIONS------------ !


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 '#&*.(
#.& /-01')'.2*/. .2''. #22#(' '22*/.  Read the following passage to answer the questions given below. Humans crave for a connection with nature. From gardening and horticulture to taking a stroll through the park or hiking through the mountains, man has found solace in nature for centuries. But with a rapidly deteriorating environment, shortage of open spaces, fear of “stranger-danger” during outdoor playtime, and an emerging culture of technology-obsessed youth, modern life is punctuated by nature deprivation and a disconnect with the world around us. There is a strong body of research confirming that direct contact with nature reduces stress and promotes mental health. I. Choose the right answer. 1. What is the simplest form of nature mentioned in the passage? [ ] A. a garden B. a large open space with trees C. a potted plant D. a lawn II. Answer the following questions. 2. Give reasons why modern life is faced with nature deprivation. 3. What are the benefits of maintaining direct contact with nature? Reading and Comprehension (Seen Passages) Session 2 I. Read the following passage to answer the questions given below. The destiny is a mystery to us, for we do not understand when the buffaloes are slaughtered, the wild horses tamed, the secret corners of the forest heavy with the scent of many men, and the view of the ripe hills blotted by talking wires. Where is the thicket? Gone. Where is the eagle? Gone. The end of living, the beginning of survival. a. Why is destiny a mystery? b. What are 'talking wires'? c. Explain the statement- 'The end of living, the beginning of survival'? UNIT 4 ENVIRONMENT 131

WHAT IS MAN WITHOUT THE BEASTS? II. Read the following passage to answer the questions given below. You must teach your children that the ground beneath their feet is the ashes of our grandfathers. So that they will respect the land, tell your children that the Earth is rich with the lives of our kin. a. Who are 'your children' referred to here? b. Who is the speaker here? c. What does the speaker want the listeners to teach their children? III. Read the following passage to answer the questions given below. We are a part of the Earth and it is a part of us. The perfumed flowers are our sisters; the deer, the horse, the great eagle, these are our brothers. The rocky crests, the juices in the meadows, the body heat of the pony, and the man, all belong to the same family. a. Who is the speaker here? b. Why did the speaker consider the deer, the horse, and the eagle as his brothers c. Who does the speaker consider 'our sisters'? IV. Read the following passage to answer the questions given below. So, when the Great Chief in Washington sends word that he wishes to buy our land, he asks much of us. The Great White Chief sends word, that he will reserve us a place so that we can live comfortably to ourselves. He will be our father and we will be his children. So we will con- sider your offer to buy land. But it will not be easy. For, this land is sacred to us. a. Who is claiming the land from the Indians? b. Why is it not easy to buy land from the Red Indians? c. What does the speaker say about the relation between the Indians and the White Chief? V. Read the following passage to answer the questions given below. If all the beasts were gone, man would die from a great loneliness of the spirit. For whatever happens to the beasts, soon happens to man. All things are connected. a. What would happen to man if all the beasts are gone? b. How are man and the beasts connected? c. Do you think that all creatures are connected? UNIT 4 ENVIRONMENT 132

WHAT IS MAN WITHOUT THE BEASTS? VI. Read the following passage to answer the questions given below. And if we sell you our land, you must keep it apart and sacred, as a place where even the white can go to taste the wind that is sweetened by the meadow's flowers. a. How is the wind sweetened? b. Why should the white man keep the land sacred? VII. Read the following passage to answer the questions given below. How can you buy or sell the sky, the warmth of the land? The idea is strnage to us. If we do not own the freshness of air and the sparkle of water, how can you buy them from us? a. What does the speaker find strange? b. Who according to the speaker owns the air, water, etc.? Vocabulary Session 3 I. Read the passage and choose the synonyms of the highlighted words. Every shining pine needle, every sandy shore, every (i) mist in the dark woods, every clear and humming insect are (ii) holy in the (iii) memory and experience of my people. The sap which (iv) courses through the trees carries the memories of the red man. (i) A. fog B. spray C. rain [] (ii) A. torn B. scented C.sacred [] (iii) A. remembrance B. membership C. price [] (iv) A. studies B. flows C. drowns [] The (i) perfumed flowers are our sisters; the deer, the horse, the great eagle, these are our brothers. The rocky (ii) crests, the juices in the (iii) meadows, the body heat of the (iv) pony, and the man, all belong to the same family. (i) A. delicate B. simple C. scented [] (ii) A. waves B. peaks C. valleys ˜˜ (iii) A. grasslands B. lakes C. forests [] (iv) A. stallion B. fowl C. foal ˜˜ UNIT 4 ENVIRONMENT 133

WHAT IS MAN WITHOUT THE BEASTS? II. Read the passage and choose the antonyms of the highlighted words. I am a (i) savage and do not (ii) understand how the smoking iron horse can be made more (iii) important than the buffalo that you kill only to stay (iv) alive. (i) A. unsocial B. modern C. wid man [] (ii) A. misunderstand B. interpret C. disinterest ˜˜ (iii) A. priceless B. worthless C. valuable [] (iv) A. conscious B. living C. dead ˜˜ How can you buy or sell the sky, the (i) warmth of the land? The idea is (ii) strange to us. If we do not own the (iii) freshness of air and the (iv) sparkle of water, how can you buy them from us? (i) A. heat B. chill C. distance [] (ii) A. familiar B. weird C. comfortable ˜˜ (iii) A. natural B. artificial C. staleness [] (iv) A. dullness B. shine C. odour ˜˜ 1#--#1 '22*/. 4 I. Underline the verb phrases in the following sentences. 1. We have been waiting for you. 2. Seema loves watching cartoons on T.V. 3. My father bought me a new dress. 4. Stars are shining brightly in the sky. 5. People choose different ways to protect the environment. II. Pick out the main verbs and the auxiliary verbs in the given sentences. 1. Do you know my friend Rahul? 2. I can see a plane in the distance. 3. The lake was originally constructed to supply drinking water. 4. Have you heard about the Dal Lake in Kashmir? 5. I was deeply moved by the sorrow of the flood victims. UNIT 4 ENVIRONMENT 134

WHAT IS MAN WITHOUT THE BEASTS? III. Complete the passages by choosing the right words from those given below. A. This shining water that moves in streams and rivers is not ____________________ (1) water but the blood of our ancestors. If we sell you our land, you must remember that it is sacred, and you must teach your children that it is sacred and that each ghostly reflection in the clear water of the lakes tells of_______________ (2) in the life of my people. The water’s ___________________(3) is the voice of my father’s father. The rivers of our brothers__________________ (4) our thirst. The rivers carry our canoes and feed our children. If we sell you our land, you must remember to teach your children that the rivers are our brothers, and_________________ (5), and you must henceforth give the rivers the kindness that you would give my brother. 1. A. only B. all C. just D. pure [] 2. A. period B. an hour C. events D. years [] 3. A. babble B. screech C. sound D. murmur [] 4. A. fill B. satisfy C. cool D. quench [] 5. A. theirs B. yours C. ours D. your’s [] B. At the spot _________________ (1) he stood there had once been a turnstile, and as a boy he would swing on it, going round and round until he was ___________________ (2) dizzy. Now the turnstile had gone, the opening walled up. Tall hollyhocks _____________ (3) on the other side of the wall. ‘What are you looking _______________ (4)?It was a disembodied voice at first. Moments _____________________, (5) a girl stood framed between dark red hollyhocks staring at the man. She was only twelve or thirteen, slim and dark, with lively eyes and long black hair. 1. A. where B. on C. when D. as [] 2. A. quite B. quiet C. so D. often [] 3. A. grow B. grew C. growing D. would grow [] 4. A. to B. in C. on D. at [] 5. A. after B. passed C. later D. before [] UNIT 4 ENVIRONMENT 135

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!# WHAT IS MAN WITHOUT THE BEASTS? \"\"  I. Prepare a speech on the topic – The responsibilities of man towards the ˜ arth˜ II. Write a paragraph describing the scene in the picture. A Bicycle Riding Competition III. Write a diary entry describing your vacation with your grandparents and how it was a pleasure to stay at a place so close to nature. IV. Write a composition of 120 words based on the picture. (Hints: 4 friends go out on a walk in the forest- A bear chases them-one boy climbs the tree, one acts dead, two others watch the bear - bear sniffs the boy on the ground - walks away-all are safe- the boy who acted as dead learns an important lesson one shouldn’t believe false friends.) UNIT 4 ENVIRONMENT 136

Extra CCE Examination­based Material I. Seen Comprehension Passages Template for comprehension passages (seen) These passages or stanzas (poem) have been picked up from the lessons to strengthen the comprehending skills of the students. The CCE examination pattern advocates the in-depth learning of the central theme of every lesson. Therefore, we have introduced this new Session of Comprehension Passages (textual) as a support system to the teachers. UNIT – I HUMOUR Comprehension Passage ­ I \"It was a hot summer night about ten o'clock. I had my meal at the restaurant and returned to my room. I heard a noise from above as I opened the door. The sound was a familiar one. One could say that rats and I shared the room. I took out my box of matches and lighted the kerosene lamp on the table\". Answer the questions given below: 1. Who is 'I' in the passage? 2. What was the familiar noise? 3. Why do you think he lighted the kerosene lamp? 4. Do you think the doctor was rich or poor? 5. What happened after he lighted the kerosene lamp? Comprehension Passage ­ II Suddenly there came a dull thud as if a rubber tube had fallen on the ground... surely nothing to worry about. Even so I thought I would turn around and take a look. No sooner had I turned than a fat snake wriggled over the back of the chair and landed on my shoulder. Answer the questions given below: 1. What was the 'dull thud'? 2. Was the doctor scared initially? 3. Was the doctor scared later in the story? 4. What saved the doctor? 5. What sort of writing style does the author have? Comprehension Passage ­ III Said the Duck to the Kangaroo, “Good gracious! How you hop! Over the fields and the water too, As if you never would stop! My life is a bore in this nasty pond 137

And I long to go out in the world I wish I could hop like you!” Said the Duck to the Kangaroo. Answer the questions given below: 1. Who is the speaker of these words? 2. What does the duck admire in the Kangaroo? 3. Why is it bored? 4. What does the duck want to do? 5. Do you think there was true friendship between them? Comprehension Passage ­ IV “Go to your room, Bobby, and think about how you have behaved this year. Then write a letter to God and tell Him why you deserve a bike for your birthday.” Answer the questions given below: 1. Who is the speaker? 2. What did Bobby's mother want? 3. What did Bobby want for his birthday? 4. What did he write in his last letter? 5. What does Bobby's behavior show us? Give the antonyms of the following words 1. Unmarried x 2. Important x 3. Laugh x 4. Expensive x 5. Certain x Choose the most suitable meanings of each underlined word in sentences 1. Be polite to elders. [] [] a) cruel b) respectful c) obedient [] c) came [] 2. The man rushed home eagerly. c) look [] c) sure a) played b) went fast c) to enjoy 3. It seemed as if God appreciated that. a) recognized b) notice 4. I did not know anything for certain. a) right b) correct 5. Bobby's mother wanted him to reflect. a) to think b) to sink 138

UNIT ­ II GAMES AND SPORTS Comprehension passage ­ I The pole vault is truly the glamour event of any track and field competition. The sportsman combines the grace of a gymnast with the strength of a body builder. Pole-vaulting also has the element of flying and the thought of flying as high as a two-storeyed building is a mere fantasy to anyone watching such an event. Today it is not only Michel Stone's reality and dream - it is his quest. 1. What is truly the glamour event of any track and field competition? 2. What does the sportsman combine? 3. What was his achievement? 4. What was so special about his achievement? 5. Throw some light on Michael's character. Comprehension Passage ­ II Michael's mother read him numerous stories about flying, when he was growing up. Her stories were always the ones that described the land from a bird's eye view. Her excitement and passion for details made Michael's dreams full of colour and beauty. 1. What was Michael's mother's role in his success? 2. What does 'bird's - eye view' mean? 3. How did her excitement and passion help Michael? 4. Give a character sketch of Michal's mother. 5. What sort of person was Michael's father? 6. Is the name of the lesson 'True Height' apt? If so how? Comprehension Passage ­ III A player is one, who has a strong, sensible mind. Never pondering about failing, only contemplating prevailing. A player is one who doesn't chicken out, who wants to be in the game when everything counts. Now, that is a true player. 1. Who has a strong, sensible mind? 2. What does a player never ponder on? 3. How does a player learn? 4. Who is a true player? 5. What does the phrase 'chicken out' mean? 139

Comprehension Passage ­ IV 'There were many. But some stand out, though I never played the World Cup that saw India as the No.1 team, being a member of the Indian team which was the World No.1 in Test cricket was one of them. The 281 against the Aussies in Kolkata in 2001 was another. 1. Which player is being spoken about here? 2. Whom did he admire in his early days? 3. What was his personal motto? 4. What did the sport of cricket teach him? 5. What was one of his biggest moments in cricket? Give the antonyms of the following words 1. quest x 2. excitement x 3. arrogant x 4. glamour x 5. achieve x Find words with the suffix given below: Suffix ion - ment - tence - ly - ful - less - hood - ity - 140

UNIT ­ III SCHOOL LIFE Comprehension Passage ­ I The headmaster entered the class with a slightly flushed face and a hard ominous look in his eyes. Swaminathan wished that he had been anywhere but there at the moment. 1. Why was the headmaster annoyed? 2. Why did Swaminathan wish that he was elsewhere? 3. What did the head master intend to do? 4. Was Swaminathan punished? 5. Do you think corporal punishment is justified? Comprehension Passage ­ II Here there was no chance of escape. Swaminathan kept staring foolishly till he received another whack on the back. The headmaster demanded what the young brigand had to say about it. 1. What had Swaminathan done? 2. Who was punishing him? 3. Who was called to prove Swaminathan's act? 4. What does the word 'brigand' mean? 5. When he was hit with the cane many times what did Swaminathan do? Comprehension Passage ­ III As each day grew longer Our trust became stronger Each time I wanted to cry You stayed there right by my side 1. What grew stronger each day? 2. Who is 'I' in the above lines? 3. Who stayed right by his side? 4. What was the relationship between the teacher & the student? 5. Do you support the poet on his views about the teacher student relationship? If so Why? 141

Homework Comprehension Passage ­ IV Many teachers defend large amounts of homework, claiming that it helps to prepare students for a world that is becoming increasingly, competitive. However, Dr. Kralovec, author of 'The End of Homework' argues that doing homework during high school has little or no effect on successful study skills of the students when they join college. 1. What do many teachers defend? 2. Who is the author of the book 'The End of Homework’? 3. What is Dr Kralovec's opinion on `Homework`? 4. How can homework be effective? 5. How can homework be damaging? Give the antonyms of the words i) courage X ii) dirty x iii) shout x iv) protest x v) visible x 142

II. Unseen Comprehension Passages Template for unseen passages These.passages or stanzas (from poems) have been picked up from various sources on a variety of topics. They would be immensely beneficial to the students in enhancing their thinking skills and substantiating their understanding. The key concept of CCE, the '5 W and 1 H' has been emphatically incorporated into this section as well. Students must be encouraged to do them on their own. The different type of questions like multiple choice, True or False, fill in the blanks and content based questions would help the children from the examination point of view. UNIT ­ I HUMOUR I. Burj Kalifa is a skyscraper in Dubai, United Arab Emirates and it is tallest man - made structure ever built. Its construction began on Sept. 21, 2004 and the interior of the structure was completed on Oct.1, 2009. The building is a part of the new 490 acre flagship development area called Downtown Dubai. It has height of over 828 meters and more than 160 storeys. It is not only the tallest building in the world but also the tallest free-standing structure in the world, a record which was previously held by CN Tower, Toronto. It also holds the record of having the world's highest mosque, which is located on its 158th floor. Answer the questions given below. 1. Which is the tallest building in the world? 2. How many years did it take to build this structure? 3. What is the height of the building and how many storeys does it have? 4. Which building held the record for the tallest building previously? 5. What is the other record that it holds? II. Sea Anemones are simple creatures. They have no proper brain, only a few nerves to control the movements of their tentacles and stalk. They can only do the simplest actions, such as detecting and eating prey, and gliding along the rocks to a new place. Yet anemones have many 'friends' on the seashore. They live in partnerships with other creatures such as fish, shrimps, crabs and worms. For example, the anemone feeds on leftover from the food of its fish friend, while the fish is safe hiding in the anemone's tentacles. This type of helpful partnership is called symbiosis. The dahlia anemone, plumose anemone etc. are some example of anemones. Answer the questions given below. i) Sea Anemones do not have a a) stomach b) heart c) brain d) kidney 143

ii) They have many _____________ on the shore. a) helpers b) brothers c) enemies d) friends iii) They live in partnership with a) shrimps b) sharks c) humans d) ants iv) Helpful partnership is called a) friendship b) brotherhood c) symbiosis d) tentacle v) Sea Anemones are found a) deep in the sea b) on the shore c) on the sea bed d) floating in the sea UNIT ­ II GAMES AND SPORTS I. Whales are large, intelligent aquatic mammals. They have sleek, streamlined bodies that move easily through water. In fact, they are the only mammals other than the sea cows that live their entire lives in water and the only mammals that have adapted to life in the open oceans. Like all mammals, whales breathe air, are warm- blooded and have mammary glands. The biggest whale is the blue whale, which is about 115 feet in length and height of approximately a nine - storeyed building. These enormous animals eat about four tons of tiny krills each day. Adult blue whales have no predators except man. The smallest whale is the Dwarf sperm whale which is about 11 feet. Answer the questions given below. 1. Describe whale in one sentence. 2. Which other mammal is adapted to life in the open ocean? 3. How big is the blue whale and what is its height? 4. What do whales eat? 5. Which is the smallest whale? II. Life is sweet because of the friends we have made And the things which in common we share ; We want to love on, not because of our selves, But because of the ones who would care. It's living and doing for somebody else. 144

Answer the questions given below. Choose the correct alternative i) We can _______________ anything with friends. a) care b) share c) have d) make d) believe ii) Friends _______________ for our feelings. d) friends d) All the above a) share b) wonder c) care d) our selves iii) Life is sweet because of ______________. a) cousins b) classmates c) parents iv) We can reach out to friends during _____________. a) problems b) happiness c) calamities v) Life is all about doing something for ________________ else. a) anybody b) somebody c) their UNIT ­ III SCHOOL LIFE I. Some animals in a forest decided to start a school. The students included a bird, a squirrel, a fish, a dog, a rabbit and a mentally retarded eel. A board was formed to determine the curriculum and it was decided that flying, tree climbing swimming and burrowing would give a broad-based education. All animals were required to take all subjects. The bird was excellent in flying but could not swim or burrow. The squirrel was great in tree climbing, but failed in all other activities. Fish was the best swimmer but couldn't come out of water. Same was the case with all animals. The mentally retarded eel, could swim a little, climb a little, burrow & fly. So it was declared as the winner of the class. Answer the questions given below. 1. What was the bird good at? 2. What was the squirrel good at? 3. Who was the winner of the class? 4. Do you think the eel was really an excellent student? Give a reason. 5. What do you learn from this story? 145

II. The most important thing we have learned, so far as children are concerned, Is never, NEVER, NEVER, let Them near your television set - or better still, just don't install The idiotic thing at all. It rots the sense in the head ! It kills imagination dead ! It clogs and clutters up the mind ! His powers of thinking rust and freeze ! Answer the questions given below. Choose the correct alternative i) We should never install a ______________ in our house a) Tata Sky b) Radio c) Television d) Music system ii) What is the T.V. commonly called? a) Stupid thing b) silly box c) Great thing d) Idiot box iii) Who should not be allowed near the T.V.? a) old people b) children c) woman d) cousins iv) How does it kill imagination dead? a) by rusting his thinking powers b) by freezing his senses c) by making him lazy d) by making him obese v) What does 'clogs and clutters up the mind' mean? a) it encourages good thoughts b) it discourages peaceful thoughts c) it discourages healthy growth of the mind d) it encourages laziness 146

III. Word­Webs UNIT – I Mind Mapping HUMOUR UNIT ­ II GAMES AND SPORTS Mind Mapping 147

UNIT – III SCHOOL LIFE 148

IV. Writing Discourses 1. Dialogue Writing Dialogue Writing is basically a conversation between two people. It could be a formal conversation or an informal conversation. Template The points that need to be kept in mind while writing a dialogue are:­ • Type of participants (For eg:­ between friends or between father & son or between tea cher & students, etc.) • The language used (For eg :­ between friends informal words could be used where as between teacher & student formal language has to be used. • The topic to be covered. • Greetings to begin with and ending with concluding words. • Dialogue should be short & to the point Write a dialogue between a software engineer and a doctor, where the former has been facing some health problems due to extended use of computers. Hints : 1. Spending 8-10 hours a day in front of the computer 2. Not feeling active 3. Eye - sight effected, back pain 4. Need for exercise Mohan : Hello Doctor! Doctor : Hello Mohan! How are you? Mohan : Actually I am not doing too well. Doctor : What is the problem? Mohan : I have been working at least 12 hours a day on the computer. Doctor : Have you developed some pain? Mohan : Yes, I have developed severe back pain and neck pain. Doctor : You need to take it easy a little. After every 2 hours, get up and walk around a bit that will ease the muscles. Mohan : Even my fingers feel stiff. Doctor : I will prescribe some tablets and ointment for muscle relaxation. I advice you to do yoga every morning for 15 min. Mohan : Thank you Doctor for advice. 149