English Workbook_6_P_2.pdf 1 10/18/19 12:03 PM 6 Part - 2 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________
Table of Contents Unit No. Content Page No. Unit 4 2 The Naughty Boy 2-13 Unit 5 3 4QDKPUQP%TWUQG %%'$CUGF2TCEVKEG3WGUVKQPU Unit 6 1 Plant a Tree 14-47 2. If a Tree Could Talk 3. Children, Speak Up! 48-80 %%'$CUGF2TCEVKEG3WGUVKQPU 81-108 1. P.T. Usha, the Golden Girl 2. Indian Cricket Team 3. Ranji's Wonderful Bat %%'$CUGF2TCEVKEG3WGUVKQPU 'ZVTC%%''ZCOKPCVKQPDCUGF/CVGTKCN 1
SESSION 7 UNIT 4 THE NAUGHTY BOY – READING 7.1 Reading and Comprehension - Word Meaning Noun yard lead an open area next to a a soft heavy grey house or other building metal fourscore cherry eighty a small, (1 score = 20) round fruit Adjective merry cheerful and happy naughty disobedient; mischievous UNIT 4 2
LESSON 2-THE NAUGHTY BOY 7.2 Reading and Comprehension - Summary The boy in the poem runs away to Scotland to see the people there. He thinks that Scotland is going to be very different from England. But he finds that the ground is just as hard, that a yard is just as long, that a song is just as merry and that a cherry is just as red. He also sees that lead is just as heavy, a door is just as wooden and that four times twenty is still eighty in Scotland as it is in England. There is no difference between the two places. He wonders if anything is really different between the two places. Here, the poet John Keats writes about the mindset of those people who dream about visiting some distant place which they imagine to be totally different, fascinating and beautiful. But once they reach the place, they feel a sense of disappointment because everything is just the same. It is not different from their place of residence and that the new place after all holds no special charm that they imagined or read about in the books. Many of us have faced such a situation our lives! John Keats is actually not talking about a naughty boy in his poem. He is, in fact, talking about the naughty boys in us! Self Assessment How well did I read the poem? Fill in the boxes using yes / somewhat / no. I enjoyed reading the poem. I got the idea of the poem on my own. I got the idea with the help of my friends in the group. The teacher helped me to understand the poem. I used the illustration to understand the poem. UNIT 4 3
SESSION 8 THE NAUGHTY BOY – LITERATURE 8.1 Literature - QA Q1. In the above poem ‘as hard (as) the ground’ is a simile. Pick out other similes from the poem. A. 'As long as a yard’, ‘As merry as a song’, ‘As red as a cherry’, ‘As weighty as lead’ are some of the similes found in the poem. Q2. Find out rhyming words from the poem. A. found – ground he – see hard – yard long – song merry – cherry red – lead weighty – eighty fourscore – door Q3. Why is the boy called naughty? A. The boy is called naughty because he ran away from home to Scotland. Q4. What did he find out in Scotland? A. He found out that, Scotland was the same as England and there was no difference between the two countries. Q5. What did the boy wonder about? A. The boy wondered about all the things he found in Scotland. There is no difference between the two places. He wondered if anything is really different between the two places. Q6. What do you like about the boy? A. I like the adventurous nature of the boy. He is very curious about all the things in this world. Q7. What do you understand by “he stood in his shoes”? A. “He stood in his shoes” means that he was stunned or standing still and in deep thought. UNIT 4 4
LESSON 2-THE NAUGHTY BOY Q8. Which lines are repeated? Why? What was its effect on the poem? A. The lines that are repeated are ”there was a naughty boy”, “he stood in his shoes” and “he ” wondered. These lines are repeated to emphasise a feeling or idea and to create rhythm. Q9. What was the boy’s opinion about Scotland before and after visiting it? A. He thought that he would find Scotland different from England. But he was disappointed because everything was just the same. It was not different from his place of residence and the new place holds no special charm. Q10. What do you think about countries or places you have never been to? Which things there do you expect to be different? Talk about them in your group. A. I think that countries or places I have never been to would be different from my native land. I expect to see different people, languages, cultures, food, a different way of life etc. UNIT 4 5
SESSION 9 ROBINSON CRUSOE – READING 9.1 Reading and Comprehension - Word Meaning Verb amazed confuse very surprised to make someone feel that they cannot think clearly or do not understand frightened chase scared; to follow someone or something in became afraid order to catch them investigate inhabited to carefully lived in; populated examine something to find out the truth long for (v. phr) to have a very measure strong desire for to find out the size, someone or length, or amount something of (something) UNIT 4 6
Noun LESSON 3-ROBINSON CRUSOE company savage the state or a member of a group condition of being of people who are with other people thought to be cruel and not alone and uncivilised shore imagination the land along an the ability to ocean, sea, lake, or imagine things that river are not real mainland the main area of land of a country, not including any islands near to it 9.2 Reading and Comprehension - Summary This story had been adapted from Daniel Defoe’s book, Robinson Crusoe. The story is about a man named Robinson Crusoe whose ship had been destroyed by the sea. He had been alone for many years on a lonely island and longed for company. One day he discovered a footprint on the sand. He was surprised and amazed by this as he thought he was the only one living on the island. He searched all over the place but he could not find anyone. He could not find any other footprint except that one. After a long time, he returned to a cave which was his home on the island. He was very frightened, mistaking every bush around him to be the man. He could not sleep that night. He kept thinking about what he saw and became more and more afraid. He kept thinking if it was one of the savages who had wandered out to the sea from the mainland. He lay in fear for many days and prayed for his protection. After two or three days, he felt a little bolder and went to examine the footprint again. But his fear returned. He returned home again feeling sure that someone was on the island. UNIT 4 7
SESSION 10 ROBINSON CRUSOE – LITERATURE 10.1 Literature - QA Q1. Why did Robinson Crusoe become confused? A. Robinson Crusoe found a footprint of a man on the sand. He looked around but couldn’t find any one. He went up the shore and down the shore but there were no signs of a man. So he became confused. Q2. What would you do if you were in a similar situation? A. If I were in a similar situation, I may or may not be afraid. But I too would try to find out whose footprint it was. Q3. Do you know of any islands where primitive people live even today? Share what you know among the members of your group. A. The Sentinelese people are from an endangered Indian tribe living in North Sentinel Island, located near the Andaman Islands in the Bay of Bengal, India. This tribe does not even know how to light the fire. These people use rudimentary methods to eat food. They hunt animals using bows and arrows, survive on crabs and seafood. The Sentinelese are known to be hostile to outsiders. Indian laws do not allow anyone to trespass their territory. No one is allowed to go even three miles closer to the island. UNIT 4 8
THE NAUGHTY BOY ---------- CCE Based Practice Questions ---------- Chapter-2: THE NAUGHTY BOY !\"# $! $ ! $$! SHAKING HANDS Why is it that people always shake hands When they meet upon the street? Why isn’t shaking noses or ears The proper way to greet? Why do people shake and nod Their heads for yes and no? Why not wag their tongue instead, Or tickle their own toe? I. Choose the right answer. 1. Shaking hands is a way to __________________. [] A. greet B. request C. command D. question II. Answer the following questions. Which human actions shows a 'yes' or 'no'? What does the poet feel we can do to greet others? Reading and Comprehension (Seen Passage) Session 7 I. Read the stanza and answer the questions that follow. There was a naughty boy And a naughty boy was he, He ran away to Scotland The people there to see There he found That the ground Was as hard, UNIT 4 9
THE NAUGHTY BOY That a yard Was as long, That a song Was as merry, That a cherry Was as red. a. What place did the boy visit? b. What did he go to see there? c. How was the ground in the place he went to see? d. How was the song in the place that he went to see? e. Does anything seem different to the boy in the other land? II. Read the stanza and answer the questions that follow. That lead, Was as weighty That fourscore Was as eighty That a door Was as wooden As in England So he stood in his shoes And he wondered He wondered He stood in his shoes And he wondered a. How much was fourscore in the place that the boy visited? b. What was a door made of in that place? c. What do you understand by the 'he stood in his shoes'? d. What did the naughty boy wonder? e. What effect does the repeated line have in the poem? UNIT 4 10
ROBINSON CRUSOE Chapter 3: ROBINSON CRUSOE !\"# $! $ $$ $$! 8 Read the following passage and answer the questions given below. SEA-SIDE DISASTER Twelve year old Sarah was alone at home when a fierce storm was forming in the distance. On the news, she had heard many warnings of a tornado. The trees were rustling, the thunder rumbling, and in the distance, the lightning crackling. There were trees fighting the wind to stay upright. Power lines were falling and soon the power in her house went out. Sarah raced to the basement to find a torch but, she was frightened by a loud jet engine. She raced to the window but didn’t see any jet. In the distance she spotted a tornado ripping through the small town where she lived. She could see timber flying around, roofs getting ripped off, and the sea getting rougher. Ships could be seen crashing along the rocks causing them to sink. Sarah dropped to the floor wondering what to do. She tried not to panic. Suddenly she heard violent knocking on her door and terrified screams. Sarah hurried to the front door and turned the knob. Instantly the door flew open and strong gusts of wind blew in. A small family that lived nearby was standing outside. Their roof had been ripped off and they had come for shelter. In the distance, the sound of a house crashing down to the ground was heard. Sarah grabbed them and pulled them inside and let them stay until the tornado was over. All of them went to the basement and sat there praying. Not long after that, the tornado passed but they could still hear it tearing up the rest of the town. They waited until they got the ‘all clear signal’ informing them that the tornado had passed. I. Choose the right answer. 1. Sarah had heard the warnings of a (an) ______________ on the news. [ ] ] A. earthquake B. tsunami C. tornado D. heavy rain 2. What do you mean by ‘power lines’? [ A. telephone lines B. electricity lines C. railway lines D. zebra lines II. Answer the following questions. 1. What was Sarah searching for? 2. Why did Sarah race to the window? 3. Who knocked at Sarah’s front door? Why? 4. Where did Sarah and the small family spend the night? UNIT 4 11
ROBINSON CRUSOE Reading and Comprehension (Seen Passage) Session 9 I. Read the following passage to answer the questions given below. At last, I returned home very frightened, looking behind me after every two or three steps, mistaking every bush and tree to be a man. When I came to my cave (which I called my castle), I ran inside it as if I was being chased. I did not remember whether I used the ladder or went by the hole in the rock, which I called the door. I ran for cover faster than any animal could run. I did not sleep that night. The more I thought about what I had seen, the more afraid I was. I thought it could be one of the savages of the mainlandwho had wandered out to the sea, in a small boat. a. Why was the writer frightened? b. What did the writer call his castle? c. How did the writer enter his castle? d. What did the writer call a door in the castle? e. Who did the writer think the unknown person was? II. Read the following passage to answer the questions given below. Luckily, I was not on shore at that time, but what would have happened if he had seen my boat! If he had seen the boat, he would have realised that someone lived on the island and would return with others to kill and eat me up. And so I lay fearful for many days and prayed for protection. In doing so, I was much comforted and began going out to investigate. But even now as I went forward, I looked behind me frequently because I was still very frightened. a. Why did the writer feel that he was lucky? b. What would have happened if the unknown person had seen the boat? c. Why did the writer look behind frequently? d. \"In doing so...\" What did he do? e. Who were the others that would kill and eat him up? UNIT 4 12
ROBINSON CRUSOE Data Interpretation Session 10 I. Given below is a table showing the number of different types of flowers in a bouquet at Ferns Florist. Study the following table to answer the questions below. Answer the following questions. 1. What is the total number of different flowers used in the bouquet? A. 2. What are the different types of flowers used to make the bouquet? A. 3. Which two types of flowers are used fifteen in number? A. 4. How many more roses are used than dahlias? A. 5. If the cost of each rose is Rs10, what is amount that the florist pays for the roses in this bouquet? A. UNIT 4 13
UNIT 5 SESSION 1 PLANT A TREE – READING 1.1 Reading and Comprehension - Word Meaning Noun vapour eucalyptus a mass of very small a kind of tall tree drops of water in the air sap layer a watery juice parts or pieces of inside a plant something on top of each other rings (of a tree) circles that you can 14 see in the centre of a tree trunk if you cut through it Adjective expensive costing a lot of money; having a high price UNIT 5
LESSON 1-PLANT A TREE 1.2 Reading and Comprehension - Summary In this passage, the writer points out the need to save trees by telling us the importance of trees in our lives. Trees have many uses. They provide us cool shade, food and wood. We get rubber from the rubber tree, medicines from trees like eucalyptus and milk from sap of the cow–tree which is less expensive than milk. Trees purify the air by breathing in the harmful carbon dioxide and letting out the essential oxygen. Starch, an important part of our food comes from trees. Trees help us get rain. They make water available by cooling the air with water vapour which helps in rainfall. Trees are known to live for several thousands of years. The General Sherman in California in America is said to be several thousands years old. The rings inside a tree trunk indicate the age of the tree. Trees are the most important things needed for our survival. Hence, we must avoid cutting trees for our needs as far as possible and plant trees. Each of us should plant at least one tree every year and provide a better environment for future generations. Self–Assessment How well did I read? Fill in the boxes using yes/ somewhat/ no. I enjoyed reading the passage. I got the idea of the passage on my own. I got the idea with the help of my friends in the group. The teacher helped me to understand the passage. I used the glossary given at the end of the passage. UNIT 5 15
SESSION 2 PLANT A TREE – LITERATURE 2.1 Literature - QA Q1. How are trees useful to us? A. Children play under trees. Travellers rest in their cool shade. Trees give us fruit to eat and fire- wood to burn. We build houses and make furniture with the wood of the trees. If there were no trees, there would be no life on Earth. Trees breathe in carbon dioxide and give out oxygen which helps us to live. They give us starch. They give us rain. Some trees give us medicine. Q2. How is starch prepared by trees? A. Trees breathe in carbon dioxide from the air and let oxygen out into the air. With the help of sunlight, they break up carbon dioxide into carbon and oxygen. This carbon is used to make starch and the oxygen is let out into the air. Q3. What are annual rings of a tree? A. Every year a tree grows a little bigger. As it grows, the trunk gets another layer of wood, it gets another ring. If we look at the trunk of a cut–down tree carefully, we will find the rings. One ring means one year. By counting those rings, one can find the tree’s age. Q4. Do you think trees are enemies to people? Why do people cut down trees? A. No, trees are not enemies to people. If there were no trees, there would be no life on earth. Trees are the most useful things in the world. We need trees for our survival. People cut down trees to build houses, to make furniture, to cook food and to make paper. Q5. What will happen if we do not stop the felling of trees ? A. If we don’t stop the felling of trees, the world will turn into a desert. We will all die. We need trees to live. We will not have food to eat or oxygen to breathe. There will be no rains. If there were no trees, there would be no life on Earth. Q6. How can we provide a better environment for the future generations? A. We can provide a better environment for the future generations by stopping the felling of trees and planting more and more trees. Q7. What are the most useful things in the world? A. Trees are one of the most useful things in the world. UNIT 5 16
LESSON 1-PLANT A TREE Q8. Which piece of information do you find most interesting in the passage? A. The piece of information that I find most interesting in the passage is that trees have birthdays and they even get gifts (rings) on their birthday. Q9. Read the following statements carefully and write TRUE or FALSE in the brackets. Correct the false statements. A. 1. Green leaves can split the carbon dioxide into carbon and oxygen. (T) 2. We get our food mainly from trees. (T) 3. Trees help us get rain. ( T) 4. It is usually cooler under the shade of a tree than in the Sun. (T) 5. Trees are the shortest living things on earth. (F) Ans. 5. Trees are not the shortest living thing on Earth. (or) Some trees can live for thousands of years. UNIT 5 17
SESSION 3 PLANT A TREE – VOCABULARY 3.1 Vocabulary I. Match the Following Match things in part A with their uses or meanings in part B Q1. Make notes in your book. A. Part—B Part—A 1. oxygen ( 3 ) important part of our food produced by trees 2. carbon dioxide (5) juice or milk from a tree 3. starch (1) useful for human life 4. sap (2) water drops in the air 5. vapour ( 4 ) useful for trees II. Word Maps Prepare a word map related to “furniture” and “medicinal plants” Q1. Make notes in your book A. 1. Furniture UNIT 5 18
LESSON 1-PLANT A TREE 2. Medicinal plants UNIT 5 19
SESSION 4 PLANT A TREE – GRAMMAR 4.1 Grammar I. If-Clauses Look at the following sentence from the lesson. If you look at the trunk of a cut-down tree carefully, you will find the rings. The condition introduced by ‘if’ in this sentence expresses a real possibility whose result / effect is felt in the second part of the above sentence. Note the following points about ‘if clauses:’ 1. An ‘If clause’ is also known as a conditional clause It expresses a condition or cause ‘whose result / effect is expressed or felt in the second part of the sentence. 2. If the verb in the ‘If clause’ is in the simple present tense (V1), the other clause (the main clause) normally uses the simple future tense (will + verb). Eg: “If I go to Chennai, I will meet your brother.” The clause that has ‘If’ is called ‘If—clause ‘The second part of the sentence is called ‘main clause’. 3. An ‘if clause’ can be placed either at the beginning or at the end of the main clause. If it comes before the main clause, it is followed by a comma. However, if it follows the main clause, there will be no comma preceding the conditional clause. Example: if clause comma here main clause If you look at the trunk of a cut down tree, you will find the rings. main clause no comma here if clause You will find the rings if you look at the trunk of a cut down tree. UNIT 5 20
LESSON 1-PLANT A TREE Q1. Rewrite the following sentences as a single sentence. Use “if” at the beginning of the sentence. A. 1. Work hard. You’ll get success. A. If you work hard, you will get success. 2. Don’t tease the dog. It’ll bite you. A. If you tease the dog, it will bite you. 3. Walk fast. You‘II catch the bus. A. If you walk fast, you’ll catch the bus. 4. Study regularly. You will do well in the examination. A. If you study regularly, you will do well in the examination. 5. Give respect to others. They will also respect you. A. If you give respect to others, they will respect you. 6. I will come to your house. It does not rain. A. If it does not rain, I will come to your house . 7. Don’t tire yourself now. You won’t be able to work in the afternoon. A. If you tire yourself now, you won’t be able to work in the afternoon. 8. Stop eating sweets. You’ll feel better. A. If you stop eating sweets, you will feel better. 9. Do as you are told. You’ll get a prize. A. If you do as you are told, you will get a prize. 10. Read regularly. You’ll get more knowledge. A. If you read regularly, you’ll get more knowledge. 11. Do your exercises promptly. You’ll not fail A. If you do your exercises promptly, you won’t fail. 12. Go to bed early. You’ll be healthy. A. If you go to bed early, you will be healthy. Write in your book Result Q2. Supply a condition / a possible result to the following. A. Condition If you do not water the plants, they will die. If you keep your surroundings clean, you will be healthy. If you work hard, you will pass with distinction. If you quarrel with everybody, you will make enemies. if you get wet in the rain you will be sick. If you step on a snake, it will bite you. UNIT 5 21
LESSON 1-PLANT A TREE II. Use of ‘must’ Read the following sentence from the story. We must plant a lot of trees. In the above sentence, ‘must’ shows some obligation and compulsion. It expresses that the work is to be done without fail. Note : The verb that comes after ‘must’ is always in present tense V1 ). Read the following sentences and observe how “must + V 1” is used to express obligation and compulsion. Eg : You must work hard to get good marks. You must take care of your parents. She must go home now because she has forgotten to lock the door. Q1. Give sentences of your own using the given ‘must + V1’ combinations where only must can be used. One has been done for you. A. 1) must stop Sentence : You must stop at the traffic light. 2) must eat Sentence : We must eat nutritious food . 3) must drink Sentence : In the summer season, everyone must drink water regularly. 4) must walk Sentence : We must walk at least 20 minutes every day. 5) must play Sentence : Children must play in the park. 6) must learn Sentence : We must learn different languages. 7) must read Sentence : We must read the newspaper every day. UNIT 5 22
LESSON 1-PLANT A TREE III. Use of the Simple Present Study the routine of a class VI student, Rajesh . You have already learnt about simple present tense in your previous classes. The lesson “Plant a Tree” also contains many sentences in simple present tense. Observe the following sentences in simple present tense from your lesson. Trees make all the starch in the world. Trees help us to get rain. Rain gives us water. We need trees for our life. Study the routine of a class VI student, Rajesh . S.No. Time of the day Activity 1. 5.00 a.m. gets up from bed 2. 5:15 a.m. brushes his teeth 3. 5:45 a.m. takes his bath 4. 6.00 a.m. –7.30 a.m. attends to his homework 5. 7.30 a.m. –7.45 a.m. takes his breakfast 6. 8.00 a.m. walks to the main road to board the school bus 7. 8.30 a.m. reaches the school 8. 8:45 a.m. –4:30 p.m. attends classes at school Now write answers to the following questions using simple present tense. Q1. What time does Rajesh get up? A. Rajesh gets up at 5.00 a.m Q2. What does Rajesh do between 6.00 and 7:30 a.m.? A. Rajesh attends to his homework between 6:00 a.m. and 7.30 a.m. Q3. How does Rajesh reach his school? A. Rajesh reaches his school by the school bus. Q4. When does Rajesh take his breakfast? A. Rajesh takes his breakfast between 7:30 a.m and 7.45 a.m. Q5. How long does Rajesh stay at school? A. Rajesh stays at school for 7 hours and 45 minutes. UNIT 5 23
LESSON 1-PLANT A TREE IV. The Present Continuous Tense Look at the underlined words in the following passage. It is 4 pm now. All the children are at play. Raju and his friends are playing Volleyball. Sindu is practising running. The Physical Director (PD) is giving instructions to Kabaddi players. Some girls are watching Tennis. A few boys are drawing lines of Ball badminton court. The underlined words in the passage above refer to an “action” in progress. That means, it gives an idea that the action is not completed yet, but, is still going on. This is called Present Continuous Tense. Q1. Complete the following sentences using present continuous form. A. 1. The old man is silent. He is pondering on what advice he has to give to the soldier. ( ponder) 2. He has not done his homework. He is doing it now. (do) 3. My shirt is dirty. I am washing it. ( wash) 4. You must carry your umbrella. It is raining heavily. (rain) 5. Don’t disturb her. She is studying very seriously. (study) V. ‘wh-’ Question Words Look at the underlined words in the following sentences taken from the text. How do we know the age of a tree? What would happen to all of us? How long can a big tree live? The underlined words are called ‘wh–’ words. The other ‘wh–’words are ‘where, ’whom’, ‘which', 'when,’ ‘why’ and ‘who.’ They are used to ask questions. Q1. Read the following paragraph and make questions using appropriate wh–words The first one is done for you. Dileep and Sindhu are in the class. Sindhu is sitting in the front row. Chandu is reading English but Sindhu is doing exercises. Rajani is sitting in the second row. She is sharpening her pencil carefully. The English teacher is writing on the blackboard. The children in the front bench are taking down the notes. The children in the back bench are murmuring something. Sunita is going out to drink water. A. Where are Dileep and Sindhu? Where is the English teacher writing? Which row is Sindhu sitting in? What are the children in the front bench doing? What is Chandu doing? What is Sindhu doing? What are the children in the back bench doing? Where is Rajani sitting? Where is Sunita going? What is Rajani doing? Why is Sunita going out? UNIT 5 24
SESSION 5 PLANT A TREE – WRITING 5.1 Writing Q. Read the following announcement made by the Headmaster of a Govt. High School. NOTICE Z.P. High School, Ponnaluru, Prakasam Dist Green India Survey Date: 25-11-2012 This is to inform you that Green India Survey Group, Vijayawada have done a lot of work in raising awareness among the people living in Vijayawada about how all of us make our surroundings neat, clean and healthy. In order to make their efforts more focussed they wish to conduct a survey among the youth through a questionnaire. All of you are requested to cooperate with the Green India Survey Group and fill in the questionnaire distributed by them. Sd/- Headmaster Imagine that you are the Secretary of the Environment Club of your school. Write an announcement suggesting that your school will organise a tree plantation week in the next month. A. NOTICE Green India Environment Club Z.P. High School, Vijayawada. Date: 25-11-2019 This is to inform you that the environment club of our school has done a lot of work in raising awareness among the pupils of our school about how we save ourselves by planting a number of trees. In order to make our club’s efforts more focused, we wish to organise a tree plantation week in the next month. All of you are requested to cooperate with us and make the programme successful. Sd/- Secretary UNIT 5 25
LESSON 1-PLANT A TREE Q. Imagine that you have been asked by Green India Survey Group to complete the following questionnaire. Fill in the questionnaire giving all the details. Write a paragraph on how you A. -w-ill-pro-tec-t t-he-for-es-ts.-------------------------·I I I Green India Survey Form I I 1. Name : B. AJAY I I 2. Age I I 3. Class/School : 11 Years I II 4. Gender : SKM High School, Hyderabad I : Male I I 5. Contact Number : 123456789 I I 6. E-mail ID II : [email protected] I II 7. Do you use plastic carry bags? Tick (Yes / No) I I 8. Are you a member of Green Club? Tick (Yes / No) I 9. Do you organise NGC (National Green Corps) Tick (Yes / No) I I programme in your school? I I 10. Do you observe the Earth Day in your school? Tick (Yes / No) I I 11. Your local forest is very important to you because it I II provides you with …. I I i. fodder (grass, green leaves, etc.) for your animals I I I ii. _o_x_y_g_e_n_(_fr_e_s_h_a_i_r)_t_o_b_r_e_a_th_e_______________ I I iii. _ra_i_n_(_w_a_t_e_r)_f_o_r_d_r_in_k_in_g__a_n_d_a_g_r_ic_u_l_tu_r_e______ I I iv _fr_u_it_s_to__e_a_t____________________________ I I v. _m_e_d_i_c_in_e_s______________________________ I II vi. _c_o_o_l _s_h_a_d_e_t_o_r_e_s_t _______________________ I I 12. What do you do to protect your local forest? I I i. Take turns to guard the forest with my classmates I II ii. _n_o_t _a_llo_w__a_n_y_o_n_e__to__cu_t_t_h_e_t_r_e_e_s______________ I I I I Iiii. _pl_an_t_m_o_re__tre_e_s_-_e_sp_e_c_ia_lly_,_w_h_er_e_fo_r_es_t_s _ha_v_e_b_e_en__cu_t_d_ow_n_ I Iiv. _u_se__le_s_s__p_a_p_e_r ____________________________ II IIv. _en_c_o_ur_ag_e_p_e_o_pl_e_to_l_iv_e_in_a_w_a_y_t_ha_t_d_oe_s_n_'t _hu_r_t t_h_e _en_v_ir_on_m_e_n_t I 13. When do you do this? II I _a_ft_e_r_s_c_h_o_o_l _h_o_u_rs__a_n_d_d_u_r_in_g__h_o_lid_a_y_s__a_n_d_v_a_c_a_ti_o_n_s_____ I I 14. How do you develop greenery in your surroundings? I I _I w_il_l r_eg_u_la_rly_p_la_n_t m__or_e _tre_e_s_an_d_e_n_co_u_rg_ag_e_o_th_e_rs_to_d_o_th_e_s_am_e_. I I _I _w_il_l _n_o_t _le_t_a_n_y_o_n_e_c_u_t_d_o_w__n_t_re_e_s_.___________ I II ·---------------------------------·IIII B. AjaySignature I How I will protect the forests– I will plant more and more trees. I won’t cut down a tree. I won’t allow anyone to cut the trees down. If anyone cuts a tree, I shall make him plant another tree immediately. I shall bring awareness among our friends, neighbours, etc. UNIT 5 26
LESSON 1-PLANT A TREE Q. List the stages how a seed grows into a tree. List the steps that you took to plant a tree in your kitchen garden / school. A. i) Digging the soil. ii) Planting the seeds iii) Watering iv) Little plant will come out of the earth v) Watering regularly vi) Using fertilisers In time the sapling (plant) will become a ull–grown tree. Self–Assessment How well did I write? Fill in the boxes using yes / somewhat / no. I was able to explain / describe / narrate well. The sentences I used were properly connected. I was able to express my ideas in apt words. The ideas were arranged in proper sequence. I used proper punctuation marks. How well did I edit my work? Fill in the boxes using yes / somewhat / no. I deleted the excess words. I corrected the wrong forms of words. I corrected the punctuation errors. I added new words wherever necessary. I corrected the misspelt words. UNIT 5 27
SESSION 6 PLANT A TREE – STUDY AND LISTENING 6.1 Study and Listening Study Skills I. Look at the picture and read the following text and the subscription form carefully. Terra Green is a leading monthly environmental magazine. It promotes the concept of sustainable development. Launched in June 2004, this magazine from TERI is an effort to bring forth information and knowl-dge in the fields of energy, environment and sustainable development. UNIT 5 28
LESSON 1-PLANT A TREE Q1. Answer the following questions. A. 1. What is the name of the periodical? A. The name of the periodical is ‘Terra Green.’ 2. What does “TERl’ stand for? A. “TERI” stands for The Energy and Resources Institute. 3. What is the annual subscription rate? A. The annual subscription rate is Rs.400 or 102 US dollars after a discount of Rs. 17. 4. What is the website address? A. The website address is www.terragreen.teriin.org. 5. What bonus will you get if you subscribe to the magazine for three years? A. If I subscribe to the magazine for three years I will get a bonus of Rs.440 or 108 US dollars and free online access. Listening Skills Your teacher will tell you the story, “The Little Boy and a Kind Tree.” Listen carefully and answer the following questions: Q1. Tick the correct answer. d) the old man A. 1. Who helped the little boy? a) mother b) the animals c) a tree √ 2. “I am going to marry,” who said, these words? a) the captain √ b) the young man 3. What did the young man become? a) a sailor √ b) a doctor c) a captain 4. What does the story tell us ? c) humanity a) selfish giving b) selfless giving √ Q2. Say whether the following are True (T) or False (F). (F) (F) A. 1. The young man helped the tree to grow well. (T) 2. The captain was a kind man. (T) 3. The tree helped the little boy till the end. 4. The tree was loving and affectionate. UNIT 5 29
LESSON 1-PLANT A TREE Q3. Pair work Suppose you were the little boy in the story, how would you describe the kind tree to your classmate? You may use the following phrases. • very kind, friendly • caring, sympathetic • self–less, cheerful • loving, affectionate A. Dear friend, Yesterday, when I was hungry, this tree gave me its fruit to eat. It was really loving and kind. It offered me its branches to build a house, its trunk to build a ship and its stump to keep me warm. Thus, it sacrificed itself completely for me. It was truly selfless. It was affectionate. It tried to make me cheerful always. The tree is my true friend and it takes care of me. UNIT 5 30
SESSION 7 IF A TREE COULD TALK – READING 7.1 Reading and Comprehension - Word Meaning Verb chop dump to cut to leave or get rid of (something or someone) especially in a place which is not suitable protect to keep safe Noun trash things that you throw away because you no longer want or need them; garbage; rubbish 7.2 Reading and Comprehension - Summary This poem is about the things that nature would say if it had a voice. A tree would not want to be cut down. It would request humans to leave it alone and not chop it down. A river would request not to pollute it and to throw the trash elsewhere. The air would plead the factories to keep the smoke away and not pollute it. The animals would beg to let them live. The Earth would want to be protected every day as if every day were an Earth day. The poem is nature's plea to let it live peacefully. UNIT 5 31
LESSON 2-IF A TREE COULD TALK Self–Assessment How well did I read the poem? Fill in the boxes using yes / somewhat / no. I enjoyed reading the poem. I got the idea of the poem on my own. I got the idea with the help of my friends in the group. The teacher helped me to understand the poem. I used the glossary given at the end of the poem. UNIT 5 32
SESSION 8 IF A TREE COULD TALK – LITERATURE 8.1 Literature - QA Q1. Who is being addressed in the poem? A. Humans are being addressed in the poem. Q2. What would animals say if they could talk? Prepare some slogans. A. i) Consider the birds and bees, stop cutting the trees. ii) Want to shoot animals? Use cameras! iii) Live and let live. Q3. Pick out the rhyming words from the poem. A. say — away say — stay say — day stay — day Q4. What does the tree wish for? A. The tree wishes that it is not chopped down by the humans. Q5. How are trees and animals useful to us? A. Trees give us shelter and food. They give us fresh air to breathe. They give us rain. Animals give us milk and eggs. They serve us in many ways. They plough our fields, they carry loads. We earn our livelihood with the help of animals. Q6. Pick out all the bad things that we do to make our surrounding unclean. A. We carelessly throw waste material, plastic covers, decayed food items, wastage from factories, hospitals, etc. everywhere and make our surroundings unclean. Q7. How are we responsible for the pollution on Earth? A. We are responsible for the pollution on Earth in many ways. Factories and the motor vehicles emit smoke which pollute the air. Some factories release the waste into water bodies and pollute them. We dump garbage on the roads and in other water bodies. We burn materials which pollute the air. Q8. Write a poem based on what more a tree, air, river and the Earth could pray for. 33 A. If a tree could talk, what would it say? Give me a chance to live, and let us play. If a river could talk, what would it say? Take away the trash from my way. If the air could talk, what would it say? Grow more plants, so I can sway. If the Earth could talk, what would it say? For your mistakes, don't make me pay. UNIT 5
SESSION 9 CHILDREN, SPEAK UP! – READING 9.1 Reading and Comprehension - Word Meaning Noun extract summit a short piece of writing an official meeting taken from a longer work (such as a book) poverty delegate the condition of a person who is being poor chosen to speak or act for others herd unheard a group of animals not heard or of the same type listened to Adjective starving dying or suffering from not eating and drinking UNIT 5 34
Verb LESSON 3-CHILDREN, SPEAK UP! comfort exist to give relief from a to be present in a painful or difficult place or situation situation vanishing reflect disappearing; to show; express to stop existing 9.2 Reading and Comprehension - Summary Severn Suzuki was a 13–year–old girl from Canada - a representive of ECO, the Environmental Children’s Organisation. She had given a speech at the Earth Summit in Rio de Janeiro, on June 11th 1992. Through her speech she advises the adults she was addressing, to change their ways. Suzuki is disturbed by the suffering of starving children across the world and the animals and plants going extinct every day. She tells the adults present there, how she fears for the polluted air, the Sun, the holes in the ozone and the dying fish in her hometown which are full of cancer now. Suzuki is worried about the damage that has been done to the environment and the effect it would have on the future generations. She questions the delegates if they do not worry about the world like she does. She tells them how as a child she is aware of what can be done to find answers to environmental issues and to end poverty. She worries if the adults are not acting properly to make the world a better place. She states that she is not afraid to speak up and voice her feelings to the world. She points out how adults do the same things that they ask children not to do and requests the adults to change their actions. She asks them to reflect on their words and action and think about the future generations to come. UNIT 5 35
SESSION 10 CHILDREN, SPEAK UP! – LITERATURE 10.1 Literature - QA Q1. What kind of life does Suzuki want for herself and for all the children of the world? A. Suzuki wants a pollution-free environment. She also wants poverty to end. She hopes for a world where we can live in harmony without hurting other creatures; a place that we can share with our fellow beings, without being greedy; a place where animals can roam about freely. Q2. What advice does Suzuki give to the adults? A. Suzuki asks the adults to do something to help the environment around them. She asks them to make their actions reflect their words and save the world. She asks them to change their ways of polluting and destruction. She wants the adults to conserve the Earth for the future generation. She asks them to behave the way they teach children to do, Q3. “I wonder if they will even exist for my children to see.” Why does the speaker say so? A. The speaker dreams of seeing great herds of wild animals, jungles and rain forests full of birds and butterflies. But she wonders if they will even exist for her children to see. She says so because she believes that man has been endangering the natural habitat of all these animals and forcing them into extinction. Q4. My dad always says, “You are what you do, and not what you say” A. a) Who said these words? A. Severn Suzuki, a 13 - year old Canadian girl said these words. b) Who did the speaker say these words to? What do they mean? A. The speaker said these words to the delegates who attended the Earth summit. They mean that our actions should reflect our words. Q5. What is Suzuki’s speech about ? A. The Suzuki’s speech is about pollution and poverty, the root cause for all destruction. She requests the entire world not to pollute the Earth. She requests the governments to spend money on ending poverty and safeguarding the environment and not on wars. UNIT 5 36
PLANT A TREE ---------- CCE BASED PRACTICE QUESTIONS------------ CHAPTER 1: PLANT A TREE !\"# $! $ assage $$! Read the following passage and answer the questions given below. VAN MAHOTSAV Van Mahotsav is an annual tree-planting festival in India, celebrated in the first week of July. This movement was initiated in the year 1950 by India’s then Union Minister for Agriculture, Kulapathi Dr. K. M. Munshi. The name Van Mahotsav means \"the festival of trees\". It is a week-long festival, celebrated on different days in different parts of India. Every year, millions of saplings are planted all across India in observation of the Van Mahotsav week. Every citizen of India is expected to plant a sapling in the Van Mahotsav week. The festival spreads awareness among people, of the need of planting and tending trees, as it is the best way to prevent global warming and reduce pollution. People celebrate Van Mahotsav by planting trees or saplings in homes, offices, schools, colleges, etc. Free circulation of trees is also taken up by various organizations and volunteers. Generally, native trees are planted as they easily adapt to the local conditions and have a high survival rate. Besides, such trees are helpful in supporting local birds, insects and animals as well. Van Mahotsav is celebrated as a festival of life. In India it was started as a crusade to save mother Earth. I. Answer the following questions. 1. What is Van Mahotsav? 2. How do people celebrate Van Mahotsav? 3. What is the idea behind celebrating Van Mahotsav week? 4. Why are native trees planted generally during Van Mahotsav? 5. What is expected of every Indian citizen during Van Mahotsav? UNIT 5 37
Reading and Comprehension (Seen Passages) PLANT A TREE Session 2 Read the following passage to answer the questions given below. I. How long can a big tree live? Nobody knows. Some trees have already lived for more than four thousand years. They can live for five to six thousand years more. Some of them will live as long as ten thousand years. There is a tree called General Sherman in California in America. It is a huge evergreen tree. It is said to be several thousand years old. How do we know the age of a tree? Do trees have birthdays? Yes, they do! They even get gifts on their birthdays. They get rings! a. How long does a big tree live? b. In which country is California? c. How old is General Sherman? d. How do we come to know the age of the tree? e. Name the oldest tree in this passage? Where can it be found? II. Read the following passage to answer the questions given below. Trees are the most useful things in the world. Children play under them. Travellers rest in their cool shade. Trees give us fruit to eat and firewood to burn. We build houses and make furniture with the wood of the trees. We need trees for our lives. If there were no trees, there would be no life on earth. Living things (people and animals) breathe in air. They breathe in oxygen from the air and breate out carbon dioxide. a. What are the most useful things in the world? b. How do trees help us? c. What do trees breathe in? d. What would happen if there were no trees? e. What is essential for humans to go on living? UNIT 5 38
Vocabulary PLANT A TREE Session 3 I. Match the following. 1. Rubber [ ] a) starch 2. Eucalyptus [ ] b) rings 3. Food [ ] c) water vapour 4. Trunk [ ] d) sap 5. Leaves [ ] e) medicine II. Match the following words to their meanings. (i) Indispensable [ ] a) taken out (ii) Tropics [ ] b) new and unusual (iii) Extracted [ ] c) necessary (iv) Novelty [ ] d) regions around the equator III. Tick (9) the words that are similar in meaning to the underlined words. 1. With the (1) help of the sunlight, they break up carbon dioxide into carbon and oxygen. They use the cabon to make (2) starch and let the oxygen out into the air. (i) A. information B. aid C. cover [] (ii) A. carbohydrate B. carbon C. rice water [] 2. In South America there is a tree called the cow tree. People drink the (1) sap of this tree instead of milk. It is less (2) expensive than milk. (i) A. juice B. liquid C. plant fluid [] (ii) A. cheap B. costly C. harmful [] 3. Travellers (1) rest in their cool shade. Trees give us fruit and firewood to burn. We (2) build houses and make furniture with the wood of trees. (i) A. remain B. relax C. play [] (ii) A. break B. arrange C. construct [] IV. Tick (9) the words that are opposite in meaning to the underlined words. 1. You cannot see the rings because they are (i) inside the tree. But if you look at a trunk of a cut down tree (ii) carefully, you will find the rings. UNIT 5 39
PLANT A TREE (i) A. inner B. outside C. within [] (ii) A. carelessly B. painfully C. caretaker [] 2. If this (i) continues, one day there will be no more trees in the world. Then what will happen? We will all (ii) die. (i) A. walks B. goes on C. stops [] (ii) A. leave B. live C. life [] 3. Trees are the most (i) useful things in the world. Children play under them. Travellers rest under their (ii) cool shade. (i) A. harmless B. careless C. useless [] (ii) A. frozen B. warm C. boiling [] V. Complete the following words with the letters given in the brackets. 1. respira (sion / tion) 2. rain (fal / fall) 3. furni (ture / tere) 4. vaca (sion / tion) 5. thou (send / sand 6. ox (igen / ygen) ## $$! 4 I. Rewrite the following sentences as a single sentence. Use “if” at the beginning of the sentence. 1. Stop eating junk food. You can reduce your weight. 2. Come with me. I’ll show you my new aquarium. 3. Study your lessons daily. You will find it easy during the time of revision. 4. Read a lot of books. Your language will improve. 5. Practise yoga. You will be able to de-stress. II. Complete the following sentences by supplying a possible result. 1. If you save money now, ________________________________________________________. 2. If you eat good food, ________________________________________________________. 3. If you don’t write neatly, ______________________________________________________. 4. If you are tired, _____________________________________________________________. 5. If you want to watch T.V., ____________________________________________________. UNIT 5 40
PLANT A TREE III. The following passage is the part of a letter written by a twelve year old boy to his younger brother who is in a boarding school in another city. Complete it by supplying a condition or possible result, as appropriate. Mohan, you had mentioned in your previous letter that you don’t have any friends. Let me say that you will have friends only If you sit in a serious mood all the time, no ______________________________________. By the way, have you adjusted to the food served there? __________________________, you will fall sick. That will affect your studies too. Try to be happy and enjoy the company of your roommates. You will not feel home-sick _____________________. If you wish to talk to me, _________________________________. IV. Complete the passage choosing the right words from those given below it. Let's go for a walk ____1___ the road to the corner shop. I want to purchase ____2___ books for my sister. Her teacher has asked ____3___ to get them ____4___ tomorrow's class. 1. (A) down (B) in (C) on (D) from [] 2. (A) few (B) some (C) any (D) a [] 3. (A) she (B) him (C) his (D) her [] 4. (A) into (B) to (C) for (D) by [] Once upon a time, ____1___ lived a rich man ____2___ had a beautiful garden. There were different kinds of sweet ____3___ plants and trees laden ____4___ fruits. 1. (A) then (B) there (C) their (D) that [] (D) when [] 2. (A) which (B) what (C) who (D) smells [] (D) by [] 3. (A) smelling (B) smelled (C) smelly 4. (A) among (B) with (C) on A rabbit boasted all the time that ____1___ was able to run very fast. One day, it saw ____2___ tortoise. The tortoise was moving ____3___. It looked at the tortoise and ____4____. 1. (A) the (B) them (C) it (D) him [] (C) the (D) any [] 2. (A) an (B) a (C) slowly (D) noisily [] (C) laughter (D) laughing [] 3. (A) quickly (B) fast 4. (A) laugh (B) laughed UNIT 5 41
PLANT A TREE #%'#% $$! I. Your school is planning to organise a ‘School Sprucing Up’ Day, where all the students would be taking up jobs related to cleaning up the school premises. This will not only create a sense of belonging but also help them appreciate the dignity of labour. Write a notice in about 50 words, informing students about this activity. II.. Write a paragraph describing the picture given below. III. Write a letter to your friend describing the importance of trees and how you will protect them. UNIT 5 42
CHAPTER 2: IF A TREE COULD TALK !\"# $! $ ! $$! 6 Read the poem to answer the questions that follow. MY TREE O tree, so big and stout and strong, You’ve lived for so very, very long; A hundred years or more, I’m told, And yet you’re not so very old. A hundred stories you could tell Of children whom you love so well, Who came and sat beneath your shade Or underneath your branches played. A hundred birds have built their nests, Your leaves have softly kissed their breast, Your branches seem to touch the sky, Yet you were once as small as I. Some day when I have grown up, too, I’m coming back to visit you, And changed though other things will be I’ll find the same dear friendly tree. I. Choose the right answer. 1. The speaker in the poem is a young _______________. [ ] ] A. child B. tree C. plant D. bird 2. The poet is fascinated by the ______ and height of the tree in his neighbourhood. [ A. roughness B. strength C. thickness D. stiffness 3. The poet believes that the tree knows many ______________ of the children who once used to sit and play under its shade. [] A. stories B. dreams C. wishes D. secrets UNIT 5 43
IF A TREE COULD TALK 4. The poet is surprised that once upon a time the tree was just a little _____. [ ] A. boy B. sapling C. bird D. nest 5. The poet hopes that when he returns some years later, he would find the tree as ______ then as it is now. [] A. strong B. stiff C. weak D. rough Reading and Comprehension (Seen Passage) Session 7 Read the stanza to answer the questions that follow. If a tree could talk, what would it say? \"Don't chop me down, just walk away.\" If a river could talk, what would it say? \"Don't dump in trash, throw it away.\" If the air could talk, what would it say? \"The factories must learn to keep smoke away.\" If the animals could talk, what would they say? \"Help us to live, we wish to stay.\" If the Earth could talk, what would it say? \"Protect me by making every day Earth Day!\" a. Who is being addressed in this poem? A. b. What would animals say if they could talk? A. c. What does the tree wish for? A. d. How are trees and animals useful to us? A. e. How are we responsible for the pollution on earth? A. UNIT 5 44
CHILDREN SPEAK UP! CHAPTER 3: CHILDREN, SPEAK UP! !\"# $! $ $$ $$! Read the following passage and answer the questions given below. Humans are high energy consumers. Energy consumption means the use of power. We use tons of energy for pumping, cleaning, heating and then disposing of water. Construction requires all kinds of building materials that can only be made with massive amounts of energy. Our major sources of transportation are huge consumers of energy – ships, jets and cars. And all the “things” in your life –clothes, cell phones, toothbrushes, etc. – are made using energy, and so are the packages all these things come in. Electricity isn’t captured magically – it takes the burning of massive amounts of fossil fuel to convert energy into electrical current. Fossil fuels include coal, petroleum, and natural gas. The burning of fossil fuels produces around 21.3 billion tons of carbon dioxide per year. We keep ourselves warm in cold places by burning huge amounts of fuel. Apart from all these, every day, each of us exhale 1 kilogram of carbon dioxide into the air. There is no doubt that it’s our own actions that are causing the world’s temperature to rise, which results in global warming. We depend too much on fossil fuels that release deadly amounts of carbon dioxide into the atmosphere. Trees reduce the amount of carbon dioxide in the air but when we cut them down, the only way of removing carbon dioxide naturally is also affected. We need to start considering alternative sources of energy quickly, like nuclear, solar and wind. I. Choose the right answer. 1. How much carbon dioxide does each person exhale every day? [ ] A. 100 grams B. 1 kg C. 21.3 kg D. tons 2. Energy consumption means the use of ______________. [ ] [ ] A. trees B. power C. jets D. sand 3. Coal, petroleum and gas are _________________________. A. gases B. building materials C. fossil fuels D. transportations 4. ____________ reduce the amount of carbon dioxide in the air. [ ] A. water B. vehicles C. trees D. wind II. Answer the following questions. 1. What is used to convert energy into electricity? 2. Mention the ways in which the amount of carbon dioxide in the air increases? 3. Name some sources of energy that can be used as substitutes to fossil fuels? UNIT 5 45
Reading and Comprehension (Seen Passage) CHILDREN SPEAK UP! Session 9 I. Read the following passage to answer the questions given below. I'm only a child yet I know if all the money spent on war was spent on ending poverty and finding environmental answers, what a wonderful place this Earth would be. At school, even in kindergarten, you teach us how to behave in the world. You teach us not to fight with others, to work things out, to respect others, to clean up our mess, not to hurt other creatures, to share - not to be greedy. Then why do you go out an do the things you tell us not to do? a. Who is the speaker? Where was this speech delivered? b. How do we spend our money now? c. When would the Earth be wonderful according to the speaker? d. What do the elders teach the young ones? e. The speaker advises the elders to spend money on two things. What are they? II. Read the following passage to answer the questions given below. Do not forget why you are attending these conferences, you are doing this for your own children. You are deciding what kind of a world we will grow up in. Parents should be able to comfort their children bby saying, \"Everything is going to be alright. It's not the end of the world. We are doing the best we can.\" But I don't think you can say that to us anymore. Are we even on your list of priorities? My dad always says, \"You are what you do, not what you say.\" Well, what you do makes me cry at night. You grown-ups say you love us. I challenge you, pleases, make your actions reflect your words. Thank you for listening. a. What kind of a world does the speaker want? b. What should parents be able to do? c. What does the speaker's father always say? d. What does the speaker appeal to the grown-ups? e. Why do you think the parents are unable to do their work properly? UNIT 5 46
CHILDREN SPEAK UP! III. Read the following passage to answer the questions given below. \"I am afraid to go out in the sun now, because of the holes in the ozone. I am afraid to breathe the air, because I don't know what chemicals are in it. I used to go fishing in Vncouver, my home town, with my Dad, until just a few years ago we found the fish full of cancers. And now we hear about animals and plants going extinct every day, vanishing every day.\" a. Who is the speaker? Where was this speech delivered? b. How do we spend our money now? c. When would the Earth be wonderful according to the speaker? d. What do the elders teach the young ones? e. The speaker advises the elders to spend money on two things. What are they? Data Interpretation Session 10 I. Prepare a word map on ‘The Uses of Coconut’. II. Look at the table and read the information carefully. The Principal of a school with 484 pupils collected information about how many of the pupils wear glasses. Always Sometimes Never wear wear wear glasses glasses glasses Boys 40 _____ 161 Girls 36 55 144 Answer the following questions. 1. The number of boys who sometimes wear glasses - 2. The number of pupils who never wear glasses - 3. The number of girls who always wear glasses - 4. Are there more boys or girls in the school? - UNIT 5 47
UNIT 6 SESSION 1 P.T. USHA, THE GOLDEN GIRL – READING 1.1 Reading and Comprehension - Word Meaning Adjective instinctive puny arising from small and weak natural ability earnest sheer serious; complete and total not distracted by anything remote unrelated to the far away goal immense very large in size, amount, or degree unassuming meticulous polite; modest paying careful attention to every detail UNIT 6 48
Verb LESSON 1-P.T. USHA, THE GOLDEN GIRL enhance conversing to make greater talking or better derive drifting get or gain moving slowly something from and steadily from one place to another Noun serenity calmness Adverb vigorously with strength and energy UNIT 6 49
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