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

LESSON 1-TRUE HEIGHT A. Word Suffix New Word competition –ion completion excitement –ment wonderment, amazement persistence –ence preference immediately –ly affectionately, passionately wonderful –ful successful , truthful effortless –less helpless, hopeless childhood –hood motherhood, brotherhood national –al personal, historical intensity –ity creativity, severity III. Collocations A collocation is an arrangement of words or other elements, especially those that commonly co–occur. e.g.: heart–felt congratulation. There are certain word combinations. i. Adjective + Noun e.g. : bright / harsh / intense / stronglight ii. Verb + Noun e.g. : cash / emit / give / provide shedlight iii. Noun + Verb e.g. :light gleams / glows / shines iv. Noun + Noun e.g. : alight source v. Preposition + Noun e.g. : by thelight of the moon vi. Noun + Preposition e.g. : thelight from the window vii. Quantifier + Noun e.g.: (of) a beam / ray of light Use a dictionary and write which word in column I can collocate with those in the next five columns. Put a tick mark (9) in the relevant column. Use the apt collocations in your own sentences. UNIT 2 GAMES AND SPORTS 50

LESSON 1-TRUE HEIGHT A. word sympathy opinion welcome congratulations dream heart–felt deep childhood express strong warm Sentences using apt collocations: 1. Rani expressed her heartfelt sympathies for Sanai’s pet’s demise. 2. I am sorry, I was in deep thoughts. I didn't listen to what you said. 3. She had a very happy childhood. 4. He expressed his anger openly. 5. I had a strong feeling taht I would get the job. 6. They gave a warm welcome to the new collector. UNIT 2 GAMES AND SPORTS 51

SESSION 4 TRUE HEIGHT – GRAMMAR 4.1 Grammar I. Adverbal Clauses Look at the following sentences taken from the reading passage. 1. As he raced down the golden–lined wheat fields, he would always out run the locomotives passing by. 2. When he heard the singing in some distant robins in flight, he knew it was his time to fly. 3. Since the other vaulter had fewer misses, Michel needed to clear this vault to win. The above three sentences have two parts. One part of the sentence is separated by ‘comma’ which lacks complete sense. It has to depend on the other part of the sentence for complete sense. The sentence part that is incomplete is dependent clause and the sentence part that has complete sense is the independent clause. In the above sentences the clauses with as and when denote time whereas since de-notes reason. As and when refer to time and the other parts state what happened at that time. In the third sentence, the clause beginning with since states the reason and the other states the consequence. The words as, where, since are conjunctions, which connect two sentences (clauses). The clauses containing these words are called Adverbial clauses . These adverbial clauses cannot stand independently, so they are called Dependent clauses or Subordinate clauses . The clause that stands on its own is an Independent clause or Main clause. The linkers as, when and since (Adverbs) are placed before the clauses to make them Subordinate clause. Q1. Now, read the biographical account once again and pick out the Adverbial clauses and Main clauses and write them in the table or in your notebook. UNIT 2 GAMES AND SPORTS 52

LESSON 1-TRUE HEIGHT A. Sentence from Adverbial / Dependent Main / Independent the text Clause Clause As he raced down As he raced down he would always the golden–lined the golden–lined outrun the wheat fields, he wheat fields locomotives would always outrun passing by the locomotives passing by. As he lay on his As he lay on his he knew the other back and heard the back and heard the vaulter had missed crowd groan, he crowd groan his final jump knew the other vaulter had missed his final jump. Since the vaulter Since the vaulter Michael needed to had fewer misses, had fewer misses clear this vault to win Michael needed to clear this vault to When he took a It happened win. deep breath When he took a deep breath, it happened. Q2. Complete the following sentences with appropriate Adverbial clauses. Use the adverbs wherever they are given in brackets. A. 1. The teacher entered the class, as the bell rang . 2. The dog ran into a speeding car when it was crossing the street. 3. I was in deep sleep when the doorbell rang . 4. Someone knocked at the door, while I was watching TV. 5. The crowd cheered Michael Stone, as soon as he crossed the high barrier. 6. It is high time the cricket board thought of different alternatives, as the senior players are not playing properly. UNIT 2 GAMES AND SPORTS 53

SESSION 5 TRUE HEIGHT – WRITING 5.1 Writing Q. You have read the biography of Michael Stone. Think of some world famous sporting personalities from India. Collect information about any one of them and write a biographical sketch. You may include the following. 1. Date and place of birth 2. Information about the family 3. Hardships / difficulties faced 4. Achievements of the person: awards, prizes, honours, etc. 5. Important events in the life of the persons; education, marriage, profession etc. 6. Inspiration to others / message to the society. 7. Contribution to his / her field and society. A. Sachin Ramesh Tendulkar was born on 24 April 1973. He is a top–class batsman and a bowler too. He is widely acknowledged as one of the greatest batsmen of the world of cricket. He was ranked the second greatest test batsman of all the time, behind Don Bradman and the second greatest one –day international batsman of all time, behind Vivian Richards. He was born in Mumbai. His father Ramesh Tendulkar was a reputed Marathi novelist and his mother Rajni worked in the insurance industry. As a young boy, he was considered a bully, and often picked up fights with new children in his school. Ajit, Sachin’s half–brother introduced him to cricket in 1984. Achrekar, Sachin’s guru was impressed with Tendulkar’s talent and advised him to shift his schooling to Sharadashram Vidyamandir High School. Prior to this, he attended the Indian Education Society’s New English School in Bandra. He practised for hours on end in the nets. At school, he developed as a child prodigy. UNIT 2 GAMES AND SPORTS 54

LESSON 1-TRUE HEIGHT At the age of 22, Sachin married Anjali on 24 May 1995. Anjali was six years his senior. They have two children named Sara and Arjun. Tendulkar was selected to represent Bombay in the Ranji Trophy on 14 November 1987. He made his debut for Bombay against Gujarat. He made a double century against the Aussies while he was playing for Mumbai. He was selected for the Indian tour of Pakistan in 1989. He made his Test debut against Pakistan in November 1989. There was no looking back for him. Later, he was made the captain of Indian cricket team in 1997. Under his captaincy, India won four test matches and lost nine test matches. The rest of the twelve matches were drawn. As far as ODI’s are concerned Indian team won 23 ODI’s and lost 43 ODI’s. Two matches were tied. Sachin scored 15,837 runs in Test cricket and he scored 18,426 runs in ODI’s. In test cricket, his top score is 248 and he made a double century in ODI’s. He was awarded Padma Vibhushan, Padma Shri, Rajiv Gandhi Khel Ratna and Arjuna award by the Indian Government. He was nominated to the Rajya Sabha on 2 May 2012. He announced his retirement from ODI’s on 23 December 2012. UNIT 2 GAMES AND SPORTS 55

SESSION 6 TRUE HEIGHT – STUDY AND LISTENING 6.1 Study and Listening Study Skills I. You have finished reading the text ‘True Height’. Write the summary of the story in your own words. Use the following ideas to complete your summary effectively. • Make a note of the important points in the text and the supporting details. • Sequence of the events. • Identify the words/phrases which carry ideas. • Use appropriate linkers. • Focus on the words / phrases that express the essence of the text. • Present the ideas briefly in your own words. • Do not include examples in the summary. Q1. Now write the summary A. It is the story of a blind pole–vaulter –Michael Stone who went on to win the National Junior Olympics and set a new world record. The day was a nerve–wracking day in Michael’s life as he prepared to take the ultimate test of his sports career. Pole–vault is truly the glamour event of any track and field competition. The pole–vaulter has both the grace of a gymnast and the strength of a bodybuilder. Pole–vaulting has the element of flying. Michael’s mother, Mildred Stone was a dreamer. She told him a number of stories about flying when he was growing up. Her excitement and passion for details made Michael’s dreams full of colour and beauty. He began to fly like an eagle as told in his mother’s stories. On the other hand, Michael’s father, Bert Stone was a hard–core realist. He believed in hard work and sweat. His motto was that one should work for something if he wanted it. Michael did just that from the age of fourteen. He began a very careful and regimented weight lifting programme. He worked out every other day with weights, with some kind of running work on alternate days. Michael showed a lot of dedication and discipline to achieve his target. He not only practiced regularly but also helped his parents with their farm chores. His persistence in striving for perfection was not only his obsession but his passion. On that day, the pole was set at 17 feet which was three inches higher than his personal best. When he cleared it, he was surprised and thrilled. He immediately began preparing for his next attempt. Then he cleared the bar at 17 feet and 2 inches and 17 feet and 4 inches. His opponent had missed his final jump and he knew that he needed to clear his vault to win. The runway surprised him for a brief moment. Then it all hit him like a wet bale of hay. The bar was set at nine inches higher than his personal best. The intensity of the moment filled his mind with anxiety. He became more and more tense. Then he envisioned his mother. UNIT 2 GAMES AND SPORTS 56

LESSON 1-TRUE HEIGHT His mother used to tell him to take deep breaths when he felt tense. He did the same. While shaking the tension from legs, he laid his pole at his feet. He began to stretch out his arm and upper body. He picked up his pole and he felt his heart pounding. Then he began sprinting. He took a deep breath and began to fly just as in his childhood dreams. He cleared the bar and landed safely. He envisioned the smile on his mother’s face. What he didn’t know was that his dad was hugging his wife and crying tears of pride. The people gathered around him, hugged him and congratulated him. He set a National and International Junior Olympics record by clearing 17 feet 6½ inches. He increased his personal best by 9½ inches. Listening Skills I. Answer the following questions. Q1. Tick (√) only the correct ones from the statements given below. A. 1. Sachin and Gambhir opened the Indian innings. ( ) 2. Umar Gul opened the Pakistan’s attack. ( √ ) 3. Laxman is one among the Indian squad. ( √) 4. Gul bowled out Gambhir. ( ) 5. India is 15 without loss after the first over. ( √ ) Q2. Answer the following questions. Which two world teams of cricket do you like? Why? A. I like the ( name of the cricket teams) the most. I like the (give your reasons for liking the teams) Q3. Who are the openers? A. Gambhir and Sehwag are openers. Q4. Who are the commentators? A. Sunil Gavaskar and Ravi Shastry are the commentators. Q5. Complete the Score Board given below. A. Runs No.of balls faced Fours Sixes Name of the batsman scored 1.Sehwag 1 2 Nil Nil 2.Gambhir 1 Extras 12 6 1 Total 2 No. of overs bowled 1 15 No. of wickets lost 0 UNIT 2 GAMES AND SPORTS 57

SESSION 7 TRUE HEIGHT – ORAL ACTIVITY 7.1 Oral Activity Q. Imagine, you were listening to the commentary; your father came there and reminded you of the ensuing examinations. He said, listening to cricket commentary is a waste of time. Now develop a conversation between you and your father. A. What are you doing, Ravi? Father: I am listening to the cricket commentary, dad. It’s really very interesting. You: Listening to cricket commentary is a waste of time. I have told this so many Father: times, but you are doing the same. Please, dad! Allow me to listen to the commentary. You: But Ravi, your examinations are fast approaching. Don’t you want to get good Father: marks? Yes, dad. I would definitely get above 90% of marks in all the subjects. I have You: been preparing very well for the last 15 days. You can’t bring back time that is wasted. So, value time. It’s precious. Father: Please dad. I am taking a short break and listening to the commentary. I will You: only listen for half an hour, I promise. Then I will start preparing for my exams. Okay, you can listen. But you have to keep your promise. Father: Yes dad, I will. Thank you, dad. You: UNIT 2 GAMES AND SPORTS 58

SESSION 8 WHAT IS A PLAYER? – READING 8.1 Reading and Comprehension - Word Meaning Noun buzzer prevailing an electric device that to defeat an opponent makes a loud sound especially in a long or difficult contest Verb whine complain give up (phr.v) leave pondering contemplating thinking about considering about something carefully for a period of time Preposition beneath under something UNIT 2 GAMES AND SPORTS 59

LESSON 2-WHAT IS A PLAYER? Idiom chicken out (phr.v) to decide not to do something because of fear 8.2 Reading and Comprehension - Summary This poem describes the characteristics of a good player. A true player shouldn’t give up at the sight of defeat. He should learn from his past mistakes and put them behind him. A true player should not give up at the sound of the buzzer and always try to give his best. He should not complain about the play time as he knows that it is an unacceptable crime. He should always keep in mind that his shots are not guaranteed. Though he knows he is not the best, he should not settle for anything less. He should practise regularly and vigorously. He should have a strong and sensible mind. He should not waste his time pondering about failure, rather, he should contemplate about how to be victorious. A true player is he who never chickens out and wants to be in the game even if the odds are against him. 8.3 Reading and Comprehension - About the Author Jessica Taylor was born in Louisiana. She is a young poetess. She has developed her love for music and poetry at an early age. Most of her poems have focused on emotional issues with an emotional touch. “Loneliness”, “I Miss You’, “I Hate”, and “l am Worried” are some of her popular poems. UNIT 2 GAMES AND SPORTS 60

SESSION 9 WHAT IS A PLAYER? – LITERATURE 9.1 Literature - QA Q1. What are the qualities that a true player should have? A. He should be hard working and should stick to his practice regime whether day or night; rain or shine. He should be strong, determined and sensible. He should never waste time thinking about falure, instead ponder on how to win. Q2. What according to the poet is an unacceptable crime of a player? A. According to the poet, an unacceptable crime of a player is his whining about his play time. Q3. Which game do you like the most? What are the qualities of a player stated in the poem? Which of them do you have? A. I like _________________ (write the name of the game) the most. The qualities of a player stated in the poem are: A player should have a strong and sensible mind. He should not waste time thinking about failure, instead, he should contemplate on how to win. He should not give up the game even if he is on the verge of defeat. He should try to win till the end. Of the above qualities, I have (Write the quality you have). Q4. The poet talks about certain Do’s and Don’ts for a true player. List them out in the following table. One is done for you. A. Don’ts Do’s Regular practice Give up at the sight of defeat Considers only the present Give up at the sound of the buzzer Learn from the mistakes and puts them behind Whine about the play time Gives what he has Wants to be in the game Settle for less Keeps in mind that his shots are not guaranteed Pondering about failing Chicken out UNIT 2 GAMES AND SPORTS 61

SESSION 10 V.V.S. LAXMAN, VERY VERY SPECIAL – READING 10.1 Reading and Comprehension - Word Meaning Idioms on the verge of close to the point call it a day where something decide or agree to new begins stop doing something, temporarily or permanently Noun glare mindset a focus of public attitude / way of attention thinking cuisine commitment a style of cooking; assurance / food cooked in a dedication certain style reckoning recognition / calculation UNIT 2 GAMES AND SPORTS 62

Adjective LESSON 3-V.V.S. LAXMAN, VERY VERY SPECIAL contemporary fabulous belonging to the extremely good; present time excellent; extraordinary crucial extremely important influential having great embarrassing influence on uncomfortable; somebody awkward integral Adverb essential immensely to a great extent; extremely Verb collide crash UNIT 2 GAMES AND SPORTS 63

LESSON 3-V.V.S. LAXMAN, VERY VERY SPECIAL 10.2 Reading and Comprehension - Summary V.V.S Laxman is one of the finest players in contemporary cricket. He announced his retirement after a 16 year, long brilliant cricketing career, just before the two–test series against New Zealand. Hyderabad Cricket Association had promoted him from the under –16 level and made him play in the under 19 level. By 18, he had started playing for Hyderabad in the Ranji Trophy. He believes that success and failure are parts of one’s life. The key is self–belief and consistent performance even in tough conditions. He feels that all the hard work and commitment he had put from the start of his career have culminated in 16 long years of international cricket. His parents, Dr. V Shantaram and Dr. V. Satyabhama have been the biggest influence on him. They taught him to handle success and failure with equal ease. The most difficult phase of his career was when he had to choose between cricket and academics. His father gave him complete freedom to choose any one of the two. His parents, his entire family and his well–wishers were always the source of encouragement. One of the biggest moments as a cricketer for Laxman was to be a member of the Indian team which was the World No.1 Test cricketing team. The 281 runs against the Aussies in Kolkata in 2001 was another. He would feel terribly disgusted whenever he dropped a catch. He loves to spend his time with his family members and reading biographies is of successful individuals. He admires Azhar, Sachin, and Kapil very much. He is a vegetarian and he likes Thai cuisines. He loves listening to the music of Kishore Kumar and SP Bala Subrahmanyam. He loves to watch big sporting events, especially Wimbledon. He enjoys watching the singing and dancing competition programmes. His dream is to set up a school and a cricketing academy. UNIT 2 GAMES AND SPORTS 64

SESSION 11 V.V.S. LAXMAN, VERY VERY SPECIAL – LITERATURE 11.1 Literature - QA Q1. What is Laxman’s philosophy of life as per the interview you have read? A. Laxman’s philosophy of life is that we should handle success and failure with equal ease. We should always be balanced as success and failure are parts of one’s life. The key is self–belief and performing consistently in tough conditions. Q2. What role did Laxman play in making India the No.1 test cricket team? A. V.V.S. Laxman is one of the finest players in contemporary cricket. He was part of the fabulous batting line–up which helped India become the No.1 test team. With hard work and commitment, he has scored lots of runs as a member of the Indian team to make it the world No.1 in test cricket. Q3. On the basis of your reading of V.V.S. Laxman’s interview with Sportstar magazine completes the following table. A. Events/ incidents in S.No his life Your responses 1 Home ground His favourite ground 2 Teams he represented Hyderabad 3 Levels he played at All levels 4 People who influenced him His parents 5 Things he likes/hobbies Reading biographies, 6 Memorable events spending time with family The test match in 2001 against Australia 7 His message To treat success and failure equally UNIT 2 GAMES AND SPORTS 65

SESSION 12 V.V.S. LAXMAN, VERY VERY SPECIAL – WRITING 12.1 Writing Q. Write your views and reflections on V.V.S. Laxman in 100 –120 words. Discuss the following questions in groups before writing the paragraph individually. • What is the main idea that you wish to project? • What are the supporting ideas that you think of? • How do you organise your ideas into paragraphs? • How do you link your thoughts? • How do you conclude? R. V.V.S Laxman feels that all the hard work and commitment he put in from the start of his career have culminated in his 16 long years international cricket. His parents have been the biggest influence on him. The sport (cricket) taught him character, to treat success and failure on the same wavelength. The combination of Sourav and coach John Wright was influential in changing the mindset of Indian cricket itself. The cricketers Azhar, Sachin and Kapil inspire him very much. Dishes of the Thai cuisine are his favourite food. He loves listening to the music of Kishore Kumar and S.P Balasubrahmanyam. He likes to watch big sporting events like Wimbledon and also the singing and dancing competition programmes. He feels success and failure are a part of one’s life. The key is self–belief and performing consistently in tough conditions. UNIT 2 GAMES AND SPORTS 66

SESSION 14 THEME - GAMES AND SPORTS – SELF - ASSESSMENT 14.1 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. True Height B. What Is a Player? C. V.V.S.Laxman,Very Very Special. I was able to do the exercise given under ‘Vocabulary’. I was able to identify and use ‘the main clause and the subordinate clause’ in a sentence given under ‘Grammar’. I was able to write a biographical sketch. I listened to and understood the cricket commentary and answered the questions I was able to develop an oral conversation. I was able to write my personal views and reflections on V.V.S. Laxman in a paragraph. I was able to prepare the profiles of the two famous Indian sportswomen under the ‘Project Work’. UNIT 2 GAMES AND SPORTS 67

LESSON 4-THEME - GAMES AND SPORTS Student’s Activity SHRINKING WORDS (Language Game) The object of this game is to make each word shorter by taking away one letter at a time (keeping the remaining letters in their original order) to form a new word. Do this as many times as you can, each time forming a new word as a letter is deleted. UNIT 2 GAMES AND SPORTS 68

TRUE HEIGHT ­­­­­­­­­­ CCE Based Practice Questions ­­­­­­­­­ TRUE HEIGHT Reading and Comprehension (Unseen Passage) Session 1 Read the following passage to answer the questions given below. Mangte Chungneijang Mary Kom (born, 1 March 1983), also known as MC Mary Kom, Magnificent Mary or simply Mary Kom, is an Indian boxer. She is a five-time World Boxing Champion and the only woman boxer to have won a medal in each of the six world championships. She is the only Indian woman boxer to have qualified for the 2012 Summer Olympics, competing in the flyweight (51 kg) category and winning the bronze medal. She has also been ranked as No. 4 AIBA World Women's Ranking Flyweight category. Mary Kom was born in Kangathei, in Churachanpur district of Manipur. Although she had a keen interest in athletics from childhood, it was the success of Dingko Singh that inspired her to become a boxer in 2000. She started her training under the close eye of M. Narjit Singh, Manipur State Boxing Coach at Khuman Lampak, Imphal. She is married to K Onler Kom and has twin sons. After an eight-year break, she won a silver medal at the 2008 Asian Women's Boxing Championship in India and a fourth successive gold medal at the AIBA Women's World Boxing Championship in China, followed by a gold medal at the 2009 Asian Indoor Games in Vietnam. I. Choose the correct answer. 1. Who is Mary Kom? [] A. a cricketer B. a boxer C. a Paralympian 2. Where did Mary train? [] A. Churachanpur B. Vietnam C. Imphal 3. Who inspired Mary to become a boxer? [] A. Dingko Singh B. K Onler Kom C. Narjiy Singh 4. Mary Kom is the mother of_________________ [] A. a son B. Onler C. twin boys II. Answer the following questions. 5. What unique title does Mary Kom hold as a woman boxer? UNIT 2 GAMES AND SPORTS 69

Reading and Comprehension (Seen Passages) TRUE HEIGHT Session 2 I. Read the following passage to answer the questions given below. He believed in hard work and sweat. His motto: If you want something, work for it! a. Who is 'he' in the above line? b. What did 'he' believe in? c. What was 'his' motto? II. Read the following passage to answer the questions given below. With all the media attention and heartfelt congratulations, Michael's life would never be the same. It wasn't just becaused he won the National Junior Olympics and set a new world record. And it wasn't because he had just increases his personal nest by 9 1/2 inches. It was simply because...Michael Stone was blind. a. Why did Michael receive heart-felt congratulations? b. What was unique about Michael's achievement? c. In which event did Michael win the National Junior Olympics? III. Read the following passage to answer the questions given below. It was either the eruption of the people in the stands or the thump of his landing that brought Michael back to Earth. On his back with that wonderful hot sun on his face, he could only envision the smile on his mother's face. a. Who was Michael's mother? b. Where was Michael? c. Why do you think Michael's mother would have smiled? IV. Read the following passage to answer the questions given below. The astroturf he sat on was as hot as the competition he faced today at the National Junior Olympics. The pole was set at 17 feet. That was three inches higher than his personal best. Michael Stone confronted the most challenging day of his pole-vaulting career. The stands were still filled with about twenty thousand people, even though the final race had ended an hour earlier. a. What was the comparison made in the passage? b. What was his personal best? c. Why was it a challenging day for Michael Stone? V. Read the following passage to answer the questions given below. Mildred Stone, Michael's mother, wished that he could relax a bit more and be that 'free dreaming' little boy. a. Who was MIldred Stone? b. What does the mother wish? c. Who is referred to as the 'little boy'? UNIT 2 GAMES AND SPORTS 70

TRUE HEIGHT VI. Read the following passage to answer the questions given below. The pole vault is truly the glamorous event of any track and field competition. The sportsman combines the grace of a gymnast with the strength of a bodybuilder. 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 MIchael Stone's reality and dream- it is his quest. a. What is pole-vault? b. Why is pole-vault a glamorous event? c. What is pole-vaulting compared to? VII. Read the following passage to answer the questions given below. The astroturf he sat on was as hot as the competition he faced today at the National Junior Olympics. The pole was set at 17 feet. That was three inches higher than his personal best. a. Where was Michael seated? b. What was the competition he was facing? VIII. Read the following passage to answer the questions given below. From the age of fourteen, Michael did just that. a. What does 'that' refer to? b. What was Michael's aim? IX. Read the following passage to answer the questions given below. Constant preparation and determination were his vision. a. What qualities must a player possess? b. Whose vision is referred to here? X. Read the following passage to answer the questions given below. ...his dad quickly interrupted, smied and said, \"You want something, work for it!\" a. Whose father was 'he'? b. What was his father's advice? XI. Read the following passage to answer the questions given below. He could feel a trickle of cold sweat running down his back. a. Who is 'he' in this line? b. What was his state of mind? UNIT 2 GAMES AND SPORTS 71

TRUE HEIGHT Vocabulary Session 3 I. Read the passages and choose the synonyms of the highlighted words. He began a very careful and (i) regimented weightlifting programme. He worked out every other day with weights, with some kind of running work on (ii) alternate days. The programme was carefully (iii) monitored by Michael's coach trainer and father. Michael's (iv) dedication and determination was a coach's dream. (i) A. strict B. distant C. military [] (ii) A. no other B. any other C. every other [] (iii) A. controlled B. recognised C. valued [] [] (iv) A. dream B. effort C. sacrifice His palms were sweating. He needed a towel to dry his (i) grip. A glass of ice water (ii) quenched his thirst but hardly cooled his (iii) intensity. The astroturf he sat on was as hot as the (iv) competition he faced today at the National Junior Olympics. (i) A. step B. tread C. hold [] (ii) A. drank B. satisfied C. watered [] (iii) A. force B. length C. depth [] (iv) A. wrestling B. game C. contest [] II. Read the passages and choose the antonyms of the highlighted words. He (i) began a very (iii) careful and (ii) regimented weightlifting programme. He worked out every other day with weights, with some kind of running work on alternate days. The programme was carefully (iv) monitored by Michael's coach, trainer and father. (i) A. took B. ended C. started [] (ii) A. careless B. caring C. secret [] (iii) A. regular B. disorganised C. timely [] (iv) A. selected B. controlled C. free [] Along with shaking the tension from legs, he (i) gently laid his pole at his feet. He began to (ii) stretch out his arm and (iii) upper body. The (iv) light breeze that was once there was now gone. (i) A. thoroughly B. harshly C. openly [] (ii) A. withdraw B. lengthen C. extend [] (iii) A. higher B. broader C. lower (iv) A. strong B. stormy C. pleasant [] [] UNIT 2 GAMES AND SPORTS 72

TRUE HEIGHT III. Read the passages and write the correct form of the words in the brackets. 1. Her stories are always the ones that (i) ___________ (description) the land from a birds-eye. Her excitement and (ii) ___________ (passionate) for details made Mlchael's dreams full of (iii) ___________ (colourful) and (iv) ___________ (beautiful). 2. If Michael Stone was surprised, thrilled or (i) _______________ (arrogance) about (ii) ___________ (clearance) the bar at 17 feet, you couldn't tell. As soon as he landed on the (iii) ___________ (inflation) landing mat, and with the crowd on its feet, Michael immediately began (iv) ___________ (preparation) for his next attempt at flight. 3. Complete the following words using ai, io, ie, ea, ue, eo, au, io etc. 1. i. h_ _ rtfelt ii. exper_ _ nce 2. i. contin_ _ ii. v_ _ lt 3. i. tr_ _ ner ii. p_ _ ple 4. i. l_ _ ghing ii. vis_ _n V. Complete the following words using the correct suffix or inflection. 1. real_____ (ist/ est) 2. coin______ (side/ cide) 3. erup______ (sion/ tion) 4. discipl______ (ine/ ene) VI. Find the wrongly spelt word in each set and write it correctly. 1. trikle depth provision pole-vault A. ___________ 2. preparation trial combaine fantasy A. ___________ 3. enable envission enjoyment majestic A. ___________ VII. Arrange the following sets of word under the correct headings. 1. dedication, compete, determination, excitement, dedicate, competition, determine, excite Verbs Nouns 1. 1. 2. 2. 3. 3. 4. 4. 2. warm welcome, heartfelt congratulation, hard-core, finger-tipped, strong opinion deep sympathy, golden-lined, regimented Adjectives Collocations 1. 1. 2. 2. 3. 3. 4. 4. UNIT 2 GAMES AND SPORTS 73

TRUE HEIGHT Grammar Session 4 I. Complete the following passages choosing the right word from those given below. A player is one, __(1)__ has a strong, sensible mind, never pondering __(2)__ failing, only contemplating prevailing. A__(3)__ is one who doesn’t chicken out, who wants to be in the game when __(4)__counts, Now, that is a __(5)__ player. 1. (A) where (B) how (C) who (D) why 2. (A) about (B) in (C) on (D) never 3. (A) dancer (B) father (C) player (D) singer 4. (A) some (B) everything (C) group (D) many 5. (A) true (B) ugly (C) cunning (D) false Once a farmer had a goose who __(1)__a golden egg every day. He became greedy and cut the goose’s stomach to __(2)__ all the eggs at a time. After doing this he not only __(3)__ his goose but also his money forever. We should be satisfied __ (4) __ our blessings and__ (5) __ be greedy for our tomorrow. 1. (A) lay (B) laid (C) lying (D) lie 2. (A) removed (B) remove (C) destroy (D) dig 3. (A) lost (B) eat (C) move (D) get 4. (A) into (B) with (C) of (D) but 5. (A) not (B) into (C) can (D) no The Bishop has __(1)__himself to the well-being of __(2)__ followers better than __(3)__ other thing. He has sold his __ (4) __ silver salt-cellars to help __ (5) __ poor sick woman. 1. (A) devoting (B) devoted (C) devote (D) be devoted 2. (A) their (B) his (C) our (D) her 3. (A) any (B) many (C) some (D) much 4. (A) better (B) best (C) good (D) fair 5. (A) a (B) an (C) any (D) no II. Edit the following passages correcting the highlighted words. 1. Sports and games give fresh (i) enargy to our limbs and also (ii) made us forget our cares. These (iii) brought (iv) fourth new waves of enthusiasm and vigour, which makes us feel (v) refreshment in our struggles. 2. There are (i) money reasons for pollution. We have cut down forests to (ii) met the demands of an (iii) every increasing (iv) populated and` setting up various industries. Burning of petrol and the smoke emitted by industries, pollute the (v) aer. UNIT 2 GAMES AND SPORTS 74

TRUE HEIGHT III. Combine the sentences using 'if', 'when'. 1. He took a deep breath. It happened. 2. Michael was surprised, thrilled or arrogant about clearing the bar at 17 feet. You couldn't tell. 3. You want something. Work for it. 4. The runway felt different. It all hit him like a wet bale of hay. IV. Change the sentences to their passive form. 1. The runway startled him for a brief moment. 2. Michaels' coach monitored the programme carefully. 3. A miss would get him second place. 4. Michael had increased his personal best by 9 1/2 inches. V. Change the sentences to reported speech. 1. \"That's only one inch off the National record,\" he thought. 2. \"Why is this happening to me now?\" he asked himself. 3. Michael's father said to him, \"If you want something, you should work for it!\" VI. Combine the sentences using 'no sooner', 'as long as' or 'not only...but also' . 1. He landed on the inflated landing mat. He began preparing for his next attempt at flight. 2. Michael's persistence in striving for perfection was his obsession. It was his passion. 3. Michael could remember. He had always dreamed of flying. VII. Combine the sentences using 'as', 'since' or 'when' . 1. Rohit planned a trip to Goa. He received his bonus. 2. The film was an utter failure. The artists were poor in action. 3. We dropped our programme. We saw the guests at our doorstep. 4. It was very cold outside. We tucked ourselves in bed. VIII. Give a suitable advice or suggestion in the given situation . 1. Meena has a heart problem. Advise her to see a cardiologist. 2. It is raining heavily. Advise your friend to carry an umbrella. 3. Your sister has plenty of homework. Advise her to divide the work to make it easy UNIT 2 GAMES AND SPORTS 75

TRUE HEIGHT !#%
!# \"\"  I. Michael's mother wished he could relax a bit more but his father always urged him to work for what he wanted. Write a possible conversation between Mich- ael's parents on this aspect. II. Imagine you are Michael's friend. Write a letter of appreciation to him on his accomplishment at the National Junior Olympics. III. There are frequent thefts in your village or town. People are losing valuables like gold and money from their houses. Write to the Sub-inspector of Police of your area, describing the thefts and urging greater patrolling at night. IV. You plan to go on an excursion with your friends and teachers. You want Rs. 1000/- and permission from your father. Write a letter to him requesting him for permission and the money. UNIT 2 GAMES AND SPORTS 76

WHAT IS A PLAYER? WHAT IS A PLAYER? Reading and Comprehension (Unseen Poem) Session 6 1. Read the poem to answer the questions. [] [] Basketball is the sport of kings, [] From the toss of the jump ball [] to when the buzzer rings. In basketball you have to try your best, Once you do you'll beat all the rest. If you want to win, never lose hope, When there is a problem, learn to cope. I. Tick the correct answer. 1. Which sport does the poet describe as the sport of kings? A) Polo B) Rugby C) Basketball 2. What does the poet say one should do while playing basketball? A) be careless B) give it your best C) take rest 3. Which of these is true to life too? A) we should give our best in everything we do B) we should take things easy C) we should wait for things to fall into place 4. If there is a problem we should _________. A) lose hope B) never ask for help C) learn to cope Reading and Comprehension (Seen Poem) Session 7 1. Read the poem below and answer the questions. 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. a. What does a player consider the play? b. When one consistently continues in the game, come what may, what do we call him? UNIT 2 GAMES AND SPORTS 77

V.V.S.LAXMAN V.V.S. LAXMAN Reading and Comprehension (Unseen Passage) Session 8 1. Read the passage and answer the following Rafael Nadal ­ Tennis Tot Rafael Nadal was born on the island of Mallorca in Spain on June 3, 1986 and still lives there with his family. He started playing tennis when he was just three years old, after watching his Uncle Tony play the sport at a local tennis club. Rafael's uncle began teaching him how to play tennis and by the age of 11, Rafael was winning youth tennis tournaments all across Spain. Uncle Tony remains Raffa's coach today Rafael Nadal ­ Teenage Tennis Titan Rafael turned pro when he was 15 and by 2003, he was one of the top 50 ranked mens tennis players in the world. With his unique left-handed playing style and long hair, Nadal became a fan favourite both in Spain and around the world. In 2005, Rafael continued to work his way up the world rankings and won the 2005 French Open with a four set victory over Mariano Puerta of Argentina. On the road to the French Open final, Rafael also upset Roger Federer, the world's number one ranked player. Nadal repeated as French Open champ in 2006, 2007 and 2008 and won his 65th straight match on clay court, making him the undisputed champion of clay-court tennis. He followed up by winning Wimbledon in 2008. In 2009 Rafael won his first hard-court Grand Slam singles title against Roger Federer in the Australian Open. At the 2009 French Open Rafael defeated Lleyton Hewitt and set the record of 31 consecutive wins at Roland Garros. I. Choose the correct answer. 1. Nadal was born in a place called __________ [] A. Mallorca, Greece B. Mallorca, Rome C. Mallorca, Spain 2. How old was he when he started playing tennis? 3. When did he turn pro in his tennis career? 4. When did Nadal win his first hard­court Grand Slam singles? UNIT 2 GAMES AND SPORTS 78

V.V.S.LAXMAN Reading and Comprehension (Seen Passage) SSeessssiioonn 9 I. Read the following passage to answer the questions given below. I love to spend time with my family members. It gives me so much of peace. a. Who is the speaker here? b. What does the speaker love to do? c. What does the action that he loves, give the speaker? II. Read the following passage to answer the questions given below. Who has been the biggest influence on you? VVS: My parents (Dr. V Shantaram and Dr. V. Satyabhama), no doubt about that. especially given that sports was never an integral part of our family. a. Who is answering the question? b. What have his parents inspired the speaker to do? c. What was never an integral part of the family? III. Read the following passage to answer the questions given below. The best part is that they never changed irrespective of whether I was performing or not. a. Who does 'they' refer to? b. Where was the speaker expected to perform? c. How did they help the speaker? IV. Read the following passage to answer the questions given below. But, the guiding philosophy which they taught was handling success and failure with equal ease. a. Who taught the speaker the guiding phiosophy? b. What was the guiding philosophy? c. What was the profession of the speaker? V. Read the following passage to answer the questions given below. Treat success and failure on the same wavelength. a. Who said the above words? b. Where did he experience success and failure? UNIT 2 GAMES AND SPORTS 79

V.V.S.LAXMAN Data Interpretation Session 10 I. Study the chart given below and answer the questions that follow. a. Which two sectors are least preferred by students? b. Which sector has the highest demand among students? c. What is the 4th ranked career option among the students? d. Which sector has exactly double the prefernce of the administrative sector? e. Which two sectors have almost equal preference at approximately 8%? UNIT 2 GAMES AND SPORTS 80

SCHOOL LIFE SESSION 1 SWAMI IS EXPELLED FROM SCHOOL – READING 1.1 Reading and Comprehension - Word Meaning Noun eminence perspiration the quality of being sweat highly accomplished and respected (here used satirically) knuckles distress a part of a finger at a extreme pain joint where the bone is near the surface gaol brigand jail (old use) a member of a gang of bandits or thieves desperation rap anxiety / worry severe blow with a cane UNIT 3 SCHOOL LIFE 81

Adjective LESSON 1-SWAMI IS EXPELLED FROM SCHOOL flushed ominous red and hot suggesting that something bad is discreet going to happen tactful / careful in saying something grasp seize and hold firmly Verb flog ascertain beat with a stick as find out punishment thrash whack beat repeatedly and the act of hitting violently with a stick vigorously restrain keep under control UNIT 3 SCHOOL LIFE 82

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL 1.2 Reading and Comprehension - Summary The Headmaster entered the class with anger and observed the class for a few minutes and scolded the students who were absent on the previous day. At the beginning, he read the names of those who were present and then he read the names of those who were absent and asked for an explanation from each and every one who were absent. Among the absentees was Swaminathan. Swami felt guilty to be one among them. He thought that he shouldn’t be among them. The headmaster asked all the students who were absent to stand up on the benches at first and then he made them stand on their desks. When the absentees were asked to give a reason for their absence they all gave different answers. One said that he was suffering from a severe headache, and the other stomach ache. Yet another said that he was not aware of the school’s working day. They were all punished in different ways. When Swaminathan’s turn came, he looked around helplessly. Swaminathan was looking at the head and pink ears of his friend, Rajam, but the rap on his body from the headmaster’s cane brought him back. He wanted to say many reasons but he stood dumb. The headmaster gave him a blow on his shoulders and shouted at him. When he answered that he could not come, the headmaster sent for the peon. The peon eyed Swaminathan with a sinister look told that he had seen Swami breaking the panes of the ventilator of the headmaster’s room, the previous day. The headmaster gave a whack and demanded a reply but Swami had nothing to say. For another whack, he requested the headmaster not to beat him, but the headmaster whacked him four more and asked him to stand on the desk. With the courage coming from desperation, Swami jumped down the bench and grasping his books rushed out of the class muttering that he didn’t care for the dirty school or the headmaster and ran away from the school. 1.3 Reading and Comprehension - About the Author R.K. Narayan (10 October 1906 — 13 May 2001), (shortened from Rasipuram KrishnaswamiIyer Narayanaswami) is an Indian author whose works of fiction include a series of books about people and their interactions in an imagined town in India called Malgudi. He is credited with bringing Indian literature in English to the rest of the world. Swami and Friends, The Bachelor of Arts, The English Teacher and The Financial Expert are his popular works. The present extract is from Swami and Friends. His narratives highlight social context and provide a feel for his characters through everyday life. In a writing career that spanned over sixty years, Narayan received many awards and honours. These include the AC Benson Medal from the Royal Society of Literature and the Padma Vibhushan, India’s second—highest civilian award. He was also nominated to the Rajya Sabha, the upper house of the Indian Parliament. UNIT 3 SCHOOL LIFE 83

SESSION 2 SWAMI IS EXPELLED FROM SCHOOL – LITERATURE 2.1 Literature - QA Q1. Why do you think the headmaster entered the class with a flushed face and a hard ominous look? A. The headmaster was very angry with Swami and some other students who had not attended the class one day before. Hence, he entered the class with a flushed face and a hard ominous look. Q2. Why did the headmaster send for the peon? A. Swami lied that he could not come to school the previous day. But the peon was an eye witness to Swami breaking the windowpane of the headmaster’s room. So the headmaster sent for the peon to verify it. Q3. “I don’t care for your dirty school”. Why did Swami mutter so? A. Swami was beaten by the headmaster severely for his absence from the school the day before and also for breaking the panes of the ventilators in the headmaster’s room. Swami was not allowed to defend himself. Hurt and humiliated, he became angry and muttered the words “I don’t care for your dirty school”. Q4. Do you justify the headmaster’s behaviour? If not, state your reasons. A. I don’t justify the headmaster’s behaviour. The headmaster should have spoken to Swami first and listened to his reasons for his mischievous behaviour. He should have counselled Swamy and given punishment that would inculcate good habits and also generate an interest in school instead of severely beating Swamy. Q5. If you were in Swami’s place, how would you feel? A. If I were in Swami’s place, I (write, what you would have done) (write, what you would feel) Q6. Here are some utterances from the story. Complete the table. UNIT 3 SCHOOL LIFE 84

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL A. Sl. Sentence spoken Who said to whom? What it show No. by the characters about the speaker? “Are you not ashamed Headmaster to The speaker feels 1. of coming and sitting Swaminathan severe anger. there after what you did yesterday?” ”Now say what you Headmaster to Enquiry (The speaker 2. know about the rascal the peon is confirming) confirmation. on the desk.” 3. ”Didn’t I see you Peon to The speaker is break the panes?” Swaminathan complaining. 4. ”Don’t beat me, sir. Swaminathan said The speaker is It pains.” to the headmaster. suffering the pain. ”Keep standing here The speaker is in a rage. 5. on this desk, staring like Headmaster said an idiot, till I announce to Swaminathan The speaker shows dislike, courage your dismissal.” and desperation. 6. ”I don’t care for Swaminathan muttered your dirty school.” to himself (actually addressed to headmaster) Q7. Work in Group: Give reasons for Swami’s decision to leave the school. A. 1. Swami was punished if he was absent even for a single day. Maybe it was embarrassing for him to get punished in front of all other students. 2. The Headmaster was rude to all the students. 3. Swami must have felt that every day he was getting beaten up for something or other and so, he associated school with not learning but getting hurt and humiliated, hence he took the decision to leave the school. UNIT 3 SCHOOL LIFE 85

SESSION 3 SWAMI IS EXPELLED FROM SCHOOL – VOCABULARY 3.1 Vocabulary I. Synonyms Q1. Pick out words from the story which are synonyms of the following words. A. Synonyms Word beat thrash angry flushed rascal idiot humiliation shame II. Phrasal Verbs: Look at the following phrasal verbs taken from the text. 1. keep away 2. look around 3. look at 4. bring down 5. cut off i. These phrases are verbs followed by prepositions or adverbial particles. You may understand that they are phrasal verbs. ii. You will notice that the following phrasal verbs ‘keep away’, ‘bring down’ and ‘cut off ’ can be split as shown below. Examples: 1. Keep the flies away. 2. Bring the patient down. 3. Cut it off. The other two phrasal verbs cannot be split. UNIT 3 SCHOOL LIFE 86

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL Q1. Use the following phrasal verbs in your own sentences and decide whether you can split them as shown in the above examples. A. Phrasal Verbs Sentences of your own look up = to show signs Things are certainly looking up now. of improving bring out = publish The publishers are bringing out new text books this year. throw out = get rid off Swami was thrown out of school. Throw out the garbage stored in the look out = be watchful; kitchen be aware She looked out some of her old letters to find an important letter written by her friend. Look out for the tiger which escaped the zoo. Q2. Refer to a dictionary and pick out the phrasal verbs that begin with the following verbs Phrasal verbs beginning with verbs A. Verbs Phrasal verbs beginning with the verb bring bring around, bring back,bring down, bring out, bring up look after, look at, look back, look for, look look into, look through etc. rush rush around, rush out, rush through etc. keep keep at, keep back, keep down, keep off, keep on, keep up go at, go away, go back, go before, go go beyond, go by put aside, put away, put down, put on, put put off, put out UNIT 3 SCHOOL LIFE 87

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL Q3. Sentences using the Phrasal verbs mentioned above. A. Sentence Phrasal verbs bring about Our government is trying to bring about some changes in the economic policy. look after She is looking after her old mother. look back I often look back on my earlier days when I was in Australia. rush around He always rushes around at the last minutes. keeps on go back She keeps on her efforts. put on We will go back the next week. He put on his clothes and went out. UNIT 3 SCHOOL LIFE 88

SESSION 4 SWAMI IS EXPELLED FROM SCHOOL – GRAMMAR 4.1 Grammar I. Indirect Speech Read the following imaginary conversation between Swami and the headmaster. Headmaster: Why didn’t you come to school yesterday? Swami: Sir, my mother was suffering from fever. Headmaster: I don’t believe your words. You always say something or the other to escape from school. Swami: I’m speaking the truth, sir. Headmaster: Well, I’ll come to your house tomorrow and talk to your parents. In the indirect speech, the above conversation can be written like this. The headmaster asked Swami why he had not come to school the day before. Swami replied respectfully that his mother had been suffering from fever. The headmaster retorted that he did not believe his words and added that he always said something or the other to escape from school. Then Swami replied respectfully that he was speaking the truth. Then the headmaster told him that he would go to his house the next day and talk to his parents. As you can see, while converting the direct speech into indirect speech, the words in the bold are added to express the feelings, emotions, attitudes of the speaker and the sequences of the actions. Read the imaginary conversation between Swami and his father. Swami’s Father: My dear Swami, why are you looking so dull? Why haven’t you gone to school today? Swami : Dad, I don’t like the school. The headmaster beats me every day. Swami’s Father: Why does your headmaster beat you every day without any reason? I’m sure you must be causing a lot of nuisance in school. Swami: No, Dad. The headmaster beats all my friends in the same way. Swami’s Father: Okay what do you want to do now? Don’t you go to school and continue your studies? Swami: No, Dad. I’ll join some other 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. UNIT 3 SCHOOL LIFE 89

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL 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. III. 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. UNIT 3 SCHOOL LIFE 90

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 91

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 92

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 93

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 94

SESSION 8 NOT JUST A TEACHER, BUT A FRIEND – READING 8.1 Reading and Comprehension - Word Meaning Verb trust believe 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 95

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 96

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 97

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 98 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 99