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Home Explore 85210_MG - 25_222310323-MAGNOLIA-STUDENT-TEXTBOOK-ENGLISH-G03-PART1-min


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Description: 85210_MG - 25_222310323-MAGNOLIA-STUDENT-TEXTBOOK-ENGLISH-G03-PART1-min


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ENGLISH TEXTBOOK – PART 1 3 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________

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

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

3Class 1 Ammachi’s Amazing Machines ������������������������������������������������������������ 1 2 The Foolish Fish ���������������������������������������������������������������������������������������� 9 3 How Much for a Coconut?�������������������������������������������������������������������� 14 S1 Speaking Project ����������������������������������������������������������������������������������� 18 R1 Reading Comprehension ��������������������������������������������������������������������� 19 4 Cocoa Learns Manners ������������������������������������������������������������������������ 22 5 The Rainbow������������������������������������������������������������������������������������������� 27 6 What’s Neema Eating Today? �������������������������������������������������������������� 31 S2 Speaking Project ����������������������������������������������������������������������������������� 38 R2 Reading Comprehension ��������������������������������������������������������������������� 39 Glossary ����������������������������������������������������������������������������������������������������������� 42

Ammachi’s Amazing 1 Machines My Family and I Listen and Say Aloud Soft ‘c’ sound (‘s’ sound) Hard ‘c’ sound (‘k’ sound) voice city cave corn receive rice cat cut Warm Up • Have you ever helped your mother, father or grandparents in the kitchen? • How did you help them? Let us read the story of Sooraj and his grandmother, and learn how they prepared coconut barfi together. 1

Reading the Text ‘Ammachi! Ammachi! Can we make ‘Hee hee hee! Only if you help me make coconut barfi today?’ Sooraj asked his it, eh?’ replied Ammachi. ‘Yay!’ shouted grandmother. ‘Pleeeeeaase?’ Sooraj. Sooraj and Ammachi went out into the garden where there were many coconut trees. They made an amazing machine to pick coconuts. They used Ammachi’s old sarees and a pulley! Then Ammachi put a helmet on her head and up on the swing she went! ‘Ready?’ shouted Sooraj. ‘Ready!’ said Ammachi. Swoooosh went up Ammachi on the swing as Sooraj worked the pulley. 2

‘We’ll only pick the ripe ones, OK? The ones that are brown all over... Watch out! Here they come!’ Whooosh... Whump! Whooosh came the coconuts rolling down the slide made of sarees! ‘Onwards! To the amazing husk remover machine!’ ‘Now to get the husk off…’ Sooraj’s stomach went: ‘Grrrrrr!’ Potch! Craankk! Ammachi giggled. Ammachi’s Amazing Machines 3

‘Then we crack the shell... like this!’ Khatak! ‘And then we grate the fruit!’ Ammachi took out another amazing machine—the coconut grater! Round and round Sooraj whirled the handle, and soon there was a mound of soft, fluffy white grated coconut on the plate. 4

‘Toss it into the pan with all the other ‘Then we pour it all out on to a tray... ingredients…’ Wait for it to cool, baba!’ But Sooraj could barely wait. ‘It smells so good, Ammachi!’ And she put all the coconut in the kadhai with a lot of sugar and ghee. ‘Now cut it into neat little slices...’ ‘Yippee! Our coconut barfi is ready to be eaten!’ ‘Yum yum yum!’ – Adapted from ‘Ammachi’s Amazing Machines’ written and illustrated by Rajiv Eipe Ammachi’s Amazing Machines 5

Let Us Discuss 1) What did Sooraj want to make with his grandmother? 2) Where were the coconut trees? 3) What did Ammachi and Sooraj make to pick the coconuts? 4) What kind of coconuts did they pick? Understanding the Text Exercise 1: New words Word Meaning amazing pulley helmet husk whirled ingredients Exercise 2: Literature comprehension 1) How did Sooraj and Ammachi make the coconut-picking machine? Ans.    6

2) How did Sooraj help Ammachi to climb the tree? Ans.    3) What ingredients were used to make coconut barfi? Ans.    Exercise 3: Read and answer Correct the given sentences based on the story. 1) Ammachi and Sooraj bought the coconuts from the market. Ans.   2) Sooraj climbed the coconut tree. Ans.   3) They took off the husk of the coconut by hand. Ans.   4) Sooraj grated the fruit using a knife. Ans.   5) Ammachi made balls out of the coconut mixture. Ans.   Ammachi’s Amazing Machines 7

Exercise 4: Value-based questions – Judgement and appreciation 1) A mmachi was an active and smart grandmother. Do you agree? Give reasons for your answer. Ans.     2) Do you think it is fun to do things together with your family members? Share an experience. Ans.     Speaking Task Circle time Sit in a circle with your classmates. Discuss the things you can do to help your parents and other family members at home. 8

2 The Foolish Fish My Family and I Listen and Say Aloud Word Rhyming word Word Rhyming word fish wish too true see me look hook cried hide trout out Warm Up • Do you know what fish eat? • How does a fisher catch fish? Let us read a poem about a little fish who did not listen to his mother and did something foolish. 9

Reading the Text ‘Dear mother’, said a little fish, ‘Is that a worm I see? I’m very hungry and I wish You’d get the worm for me.’ started ‘Sweet fish’, the mother cried, trout And started from her nook, ‘That worm you see is there to hide, The sharpness of a hook.’ As I have heard, the little trout hook Was young and foolish too, And presently he still went out To learn what might be true. Around about the worm he played, And gave it a hard, long look And ‘Dear me!’ to himself he said, ‘I’m sure there is no hook.’ ‘I think I’ll give one little bite.’ And that was what he did, And thus he died, that little fish By not doing as he was told.  – Adapted from ‘The Foolish Fish’ by Ann and Jane Taylor Let Us Discuss 1) What kind of fish is mentioned in the poem? 2) What did the fish see? 3) What was the worm hiding? 4) Did the little fish try to eat the worm? 10

Understanding the Text Exercise 1: New words Meaning Word started nook hook trout presently Exercise 2: Literature comprehension 1) Why did the little fish want the worm? Ans.    2) What did the little fish think of doing? Ans.    3) What happened to the little fish at the end of the poem? Ans.    The Foolish Fish 11

Exercise 3: Read and answer Complete the lines from the poem by matching the lines in Column A to those in Column B. Column A Column B 1) That worm you see is there a) And gave it a hard, long look to hide 2) As I have heard, the little trout b) You’d get the worm for me 3) I’m very hungry and I wish c) Was young and foolish too 4) Around about the worm he d) ‘I’m sure there is no hook.’ played e) The sharpness of a hook 5) And ‘Dear me!’ to himself he said Exercise 4: Value-based questions – Judgement and appreciation 1) Why do you think the little fish’s mother told him not to go near the worm? Was she right? Ans.    2) S hould we listen to our elders? Why or why not? Ans.    12

Speaking Task Interview Get into pairs. Ask your partner if they ever got into trouble for not listening to their elders. Ask questions related to the incident. You can use the following questions. What did you do? Why had your elders told you not to do it? What kind of trouble How did you did you get into by not feel later? listening to your elders? The Foolish Fish 13

3 How Much for a Coconut? Listen and Say Aloud Letters ‘ow’ that sound like Letters ‘ow’ that sound like the ‘ow’ in ‘show’ the ‘ow’ in ‘how’ slow bowl clown frown snow crow brown now Warm Up • Do you know someone who has a lot of money but does not spend it on necessary things? • W hat is the difference between spending carefully and being a miser? Let us read the story of Bhiku Bhai. He did not want to spend his money and was a big miser. 14

Reading the Text Bhiku Bhai did not like to spend money. One day, he felt like eating a few fresh coconut pieces. The thought of coconuts made his mouth water. But there was a small problem. He had to spend money. ‘What shall I do?’ he thought. ‘Let me find out the price of the coconuts first.’ He walked to the big market. It was buzzing with business. Bhiku buzzing with business Bhai saw a coconut seller. ‘How much is this coconut for?’ he asked. ‘Only two rupees.’ ‘That’s too much. Give it for one rupee.’ ‘No, Sir.’ ‘Do you know where I can get one for a rupee?’ ‘Go to the waterfront and try.’ waterfront Bhiku Bhai walked to the waterfront and looked around. Finally, he found a coconut seller. ‘How much are you charging for one coconut?’ ‘Only one rupee.’ ‘I walked so far and you say it is for a rupee? Give it for fifty paise.’ fifty paise ‘Sorry. If you want a coconut for fifty paise, go to grove the coconut grove.’ It was hot, and Bhiku Bhai was tired when he reached the grove. A man was sitting nearby. He had a few coconuts left. Bhiku Bhai asked him, ‘How much for a coconut?’ ‘Fifty paise only.’ ‘I walked for such a long time. I am very tired, and you say fifty paise! You should give it to me for free’, said Bhiku Bhai. How Much for a Coconut? 15

If you want a coconut for free, get it yourself. Climb this tree and take your pick. You don’t have to pay.’ The thought of a free and fresh coconut made Bhiku Bhai happy. He started climbing the tree. He reached the top and stretched out his hand for the biggest coconut. thud His foot slipped! Thud! Down fell Bhiku Bhai. Another big thud, a coconut fell right on top of his head. Bhiku Bhai finally got a big coconut—all for free! Let Us Discuss 1) What did Bhiku Bhai dislike? 2) What was the cost of one coconut at the waterfront? 3) H ow much did Bhiku Bhai have to pay for the coconut at the grove? 4) What else fell from the tree after Bhiku Bhai? Understanding the Text Meaning Exercise 1: New words Word buzzing with business waterfront fifty paise grove thud 16

Speaking Task Role play Enact Bhiku Bhai’s role and say why he dislikes spending money. If you were a miser like Bhiku Bhai, what would you do with all the money that you saved? If I had a lot of money saved up, I would . . . How Much for a Coconut? 17

S1 Speaking Project Introduce yourself Prepare a short speech about yourself using the points below. your name age parents siblings your family your friends language(s) you speak subject(s) you are interested in your likes and dislikes your hobbies and interests Prepare another short speech about three other people among your family and friends. Present these two speeches in front of your class. When you speak, ensure that you are loud and clear. Don’t be too fast or too slow. Remember to stand confidently and speak with a smile. My name is .......... 18

R1 Reading Comprehension Passage 1 Read the passage and answer the questions given below. In Amalapuram lives a young shepherd named Ramu. He works for Mani, a farmer. Every morning, Ramu opens the gates of the pen (shed) with a bunch of keys. This is where the sheep are kept. He drives the flock of sheep into the forest where they eat grass. In the forest, Ramu is not alone. He has a dog to help him. ‘My work is impossible without Blackie’, he says. Blackie helps him to control the sheep. Blackie also guards Ramu and the sheep from wild animals. Blackie is a loyal and helpful dog. 1) Who lives in Amalapuram? Ans.   2) Who helps Ramu with his work? Ans.   3) Write the plural forms of the words given below. a) sheep −  ________________________ b) key −  ________________________ c) dog −  ________________________ 19

4) W rite the word from the passage that means ‘a large place covered by trees’. Ans.   5) Match the words with their correct meanings. Column A Column B 1)  shepherd a)  faithful 2)  farmer b)  a person who looks after sheep 3)  loyal c)  a person who takes care of a farm Passage 2 Read the passage and answer the questions given below. Once upon a time, a famine broke out in a kingdom. There was very little food. Every day, the children of the city went to a rich man’s house. They went there to get loaves of bread. As soon as the servants brought out the loaves, all the children used to fight to get the biggest loaf. One little girl never fought. She waited patiently for her turn. She always got the smallest loaf, right at the end. One day, as usual, she brought home the smallest loaf. When she cut it, she found two gold coins in it. She went back at once to return the money. The rich man was very pleased with her honesty. He gave her four gold coins as a reward. 1) Why would the children go to the rich man’s house every day? Ans.   2) What did the little girl find in her loaf one day? Ans.   20

3) Punctuate the following sentences. a) the little girl went to the rich man’s house Ans.  b) what are you doing with the small loaf of bread Ans.  c) the girl bought a blue and green dress with a gold coin Ans.   4) Write the word from the passage that is the opposite of the word ‘punishment’. Ans.  5) Match the words with their correct meanings. Column A Column B 1)  famine a)  the quality of telling the truth 2)  patiently b)  extreme lack of food 3)  honesty c)  calmly; without anger Reading Comprehension 21

Cocoa Learns 4 Manners Life Around Us Listen and Say Aloud Words with the ‘s’ sound Words with the ‘sh’ sound sea sip sell seat she ship shell shore Warm Up Look at the pictures given. According to you, which ones show good behaviour and which ones show bad behaviour? Why do you think it is important to behave well? Discuss. Let us read the story of a playful dog named Cocoa and learn how a little girl named Aditi taught him to be a good dog. 22

Reading the Text Aditi was on her way to meet Cocoa. Cocoa was a small puppy she paw had found on the street. His paw had been hurt. Aditi had taken him to Dr Patel. The doctor had liked the playful puppy and kept him as a pet. It was Dr Patel who named him ‘Cocoa’. This was because of his brown fur. Aditi reached Dr Patel’s house and knocked on his door. ‘Come in, Aditi’, said Dr Patel, opening the door. Cocoa jumped up in excitement and ran all around the room. Aditi was surprised upon seeing this. ‘Doctor Uncle, how do you manage Cocoa?’ she asked. ‘Not very well’, the doctor replied. ‘He is chewing up everything in sight. Yesterday, he chewed up the newspaper. Today, he chewed up my slippers.’ ‘What bad behaviour!’ said Aditi with a frown. ‘Cocoa, chewing up behave yourself!’ she said. Cocoa paid no attention to frown her and started chasing his tail. This was too much for paid no Aditi. ‘Cocoa! Stop it right now!’ she said angrily. Upon attention hearing the anger in the little girl’s voice, Cocoa sat down. He hid his head between his paws. ‘Doctor Uncle, you must teach him what is right and what is wrong. chasing This is how I trained my dog, Kiki. Parents love their children, but they also teach them to behave well.’ ‘True, Aditi’, said Dr Patel. ‘Doctor Uncle, I’m going to train Cocoa from tomorrow. I will teach him how to be a good dog’, said Aditi. A week later, Dr Patel could see the results of Aditi’s efforts. Cocoa was a changed puppy. He followed commands. ‘Sit’ meant that he had to sit still. ‘Heel’ meant that he had to walk just behind his master. ‘Paw’ meant that he had to sit down and lift his right paw for a handshake. ‘Aditi, you have done wonders with Cocoa. He is much easier to manage now. Thank you’, said Dr Patel. ‘Remember, Doctor Uncle, loving Cocoa does not mean letting him have his way all the time. It means that we have to teach him to be a good dog’, said Aditi, smiling.  – Manjula Shukla Cocoa Learns Manners 23

Let Us Discuss 1) Who is Cocoa? 2) What did Cocoa do when he saw Aditi? 3) What did Cocoa do to Dr Patel’s slippers? 4) How long did Aditi take to train Cocoa? Understanding the Text Exercise 1: New words Word Meaning paw knocked chewing up frown paid no attention chasing Exercise 2: Literature comprehension 1) Where did Aditi find the puppy? Ans.    2) What did Cocoa do to things? Ans.    24

3) What did Aditi tell Doctor Uncle about Cocoa in the end? Ans.    Exercise 3: Read and answer Read the sentences and match them to the pictures. Put a tick mark against each picture that shows good behaviour and a cross against each that shows bad behaviour. Column A Column B 1) a) greeting others 2) b) being kind 3) c) not cleaning one’s room 4) d) sharing food 5) e) fighting with friends Cocoa Learns Manners 25

Exercise 4: Value-based questions – Judgement and appreciation 1) Do you think Aditi was right in being angry with Cocoa? Give reasons for your answer. Ans.     2) Do you think we can correct our bad behaviour like Cocoa and learn to be good? How? Ans.     Speaking Task Group discussion We like people who are good and who care for others. Sit together in groups and discuss the behaviours that you think are good and ones that are bad. Note them down as a list in the box given below. Also, discuss why you think some behaviours are good and some are not. Share your thoughts. good behaviour bad behaviour • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ 26

5 The Rainbow Life Around Us Listen and Say Aloud seas these please trees The rhyming words above end with the ‘eez’ sound. Choose two words from the list below that rhyme with the words given above. keys shoes moose tease Can you think of two more words that end with the ‘eez’ sound? Warm Up • Have you ever seen a rainbow? What does it look like? • When can we see a rainbow? Now, let us read a poem about the beauty of rainbows. 27

Reading the Text bridge overtops Boats sail on the rivers, And ships sail on the seas; But clouds that sail across the sky Are prettier than these. sail There are bridges on the rivers, As pretty as you please; But the bow that bridges heaven, And overtops the trees, And builds a road from earth to sky, bow Is prettier far than these.  – Christina Rossetti Let Us Discuss 1) Where do boats sail? 2) Where do ships sail? 3) Where do clouds sail? 4) What looks pretty on the rivers? Understanding the Text Meaning Exercise 1: New words Word sail bridges bow 28

Word Meaning heaven overtops Exercise 2: Literature comprehension 1) What is the title of the poem, and who is the poet? Ans.   2) What are prettier than sailing boats and ships? Ans.   3) A ccording to the poem, between which two places does a rainbow build a road? Ans.   Exercise 3: Read and answer A simile compares two different things. For example, we can say, ‘Her dress is as blue as the sky’. Here we are comparing the colour of the dress with the sky. Let us write a poem on rainbows using similes. A rainbow is 1) as red as  2) as orange as  3) as yellow as  4) as green as  5) as blue as  The Rainbow 29

Exercise 4: Value-based questions – Judgement and appreciation 1) How do you feel when you see a rainbow? Write a sentence about it. Ans.    2) Give another title to the poem. Write why you have chosen this title. Ans.    Speaking Task ABC..., Show and tell Bring a picture of a thing that you find to be wonderful in nature. For example, trees, flowers, birds, butterflies and animals. Speak a few lines on it. 30

6 What’s Neema Eating Today? Listen and Say Aloud Words with the ‘w’ sound Words with the ‘v’ sound (like (like the letter ‘w’ in ‘win’) the letter ‘v’ in ‘van’) watch wing vulture vacation wolf window vase violin Warm Up • W hat time of the year is it now? Is it summer, winter, spring or monsoon where you live? • Which fruits do you like to eat at this time of the year? Let us read the story of Neema, who, just like you, loves fruits. 31

Reading the Text Neema is always eating and eating. Chomp! Chomp! Chew… Chew! Mmm… Mmm! Oho! Close your mouth while chewing, Neema! When it’s summer, the days are happy and long. And it’s warm outside. What’s Neema eating today? 32

Summer is the season to eat mangoes! And slippery white lychees with bright red coats, Green, striped and butter-yellow watermelons, And juicy mulberries that burst in the mouth. Oho! Neema’s hands are all sticky and purple now! When it’s monsoon, the dark and frowning clouds roll in. And it’s raining outside. What’s Neema eating today? Monsoon is the season to eat corn! And fresh and juicy sweet limes, pineapples with crowns on their heads, And purple and squishy jamuns, Oho! Neema’s tongue is all fuzzy and blue! When it’s winter, the days get shorter. And it’s cold outside. What’s Neema eating today? What’s Neema Eating Today? 33

Winter is the season for shiny leafy vegetables. Beetroot, red like the setting Sun. Plump green custard apples. Look, look, Neema’s climbing up a tree now. Oho! She’s plucked all the sour, brown tamarinds! Neema loves to eat, but she loves to eat with the season! Chomp! Chomp! Chew… Chew! Mmm… Mmm! Across the world, there are five types of seasons: spring, summer, monsoon, autumn and winter. But in some places in India, like where Neema lives, the seasons are summer, monsoon and winter. 34

Eat with the season! Like Neema, you can eat colourful and tasty fruits and vegetables all through the year. Here’s a seasonal calendar, so that you know which fruits and vegetables to eat at what time of the year. tamarind: January to February chikoos: January to February and May to July mulberries: March to May and October to November spinach: March to May and October to January mango: March to August watermelon: April to June litchi: May to June What’s Neema Eating Today? 35

jamuns: May to July corn: June to August sweet lime: July to August custard apple: October to February beetroot: All year, but best if eaten in winter – Adapted from ‘What’s Neema Eating Today?’ by Bijal Vachharajani and illustrated by Priya Kuriyan Let Us Discuss 1) Which fruits does Neema eat in summers? 2) What does the monsoon season look like? 3) How are the days in winter? 4) How many types of seasons are there in the world? 36

Understanding the Text Meaning Exercise 1: New words Word slippery frowning squishy plump Speaking Task ABC..., Show and tell Your teacher will give you a piece of paper. Write down the name of a fruit, and put it in a box. The teacher will then call a student. They shall pick up a slip and describe the fruit using describing words. The class will have to try and guess the fruit. apple banana pear cherries orange strawberry lemon grapes What’s Neema Eating Today? 37

S2 Speaking Project How well do you know the seasons? Form groups of three. Discuss the three main seasons in India. Prepare a chart or scrapbook with information related to each of the three seasons. You can use the following guiding points. • Which months fall under each season? • What festivals do we celebrate in each of these seasons? • What type of clothes do we wear in each season? • What kinds of food do we eat in these seasons? Gather all this information. Give a speech about any season in front of the entire class. Ensure that each member of every group talks about the season chosen by the group. 38

R2 Reading Comprehension Passage 1 Read the passage and answer the questions given below. I saw a potter at a fair. He was making pots with clay. The clay was soft and felt very cool. He had a wheel in front of him that went round and round. He made the pots by placing the clay on the wheel and shaping it with his hands. Then, he placed the pots over a fire and made them hard and strong. I tried making a pot too. It was very exciting to see the clay change form and become something different. The potter gave me a pot to take home. I painted the pot in bright colours. 1) What did the potter use for making pots? Ans.   2) How did the potter make the pots hard and strong? Ans.   3) Change the tense of the given sentences according to the instructions given in brackets. a) I saw a potter. (change to simple future tense) Ans.  39

b) He was making clay pots. (change to present continuous tense) Ans.  c) I painted the pot in bright colours. (change to simple present tense) Ans.  4) Write one word from the passage that rhymes with the word ‘got’. Ans.  5) Match the words with their correct meanings. Column A Column B 1)  potter a)  shiny and cheerful 2)  exciting b)  a person who makes objects with clay 3)  bright c)  interesting or thrilling Passage 2 Read the passage and answer the questions given below. A heron lived by the side of a pond that was full of fish. The greedy heron wanted to eat all the fish. So, it told a lie that some fishers were coming to catch the fish. To save the fish, he offered to fly them to another pond. He caught the fish in his mouth. Before he reached the other pond, he ate all of them. One day, a crab climbed into his mouth. The crab realised that something was wrong. He caught the heron’s neck between his claws. He did not let go until the heron promised not to be greedy ever again. ─ Adapted from a Panchatantra story 40

1) Who lived by the side of the pond? Ans.   2) What did the heron offer to do for the fish? Ans.   3) Fill in the blanks with the correct words given in brackets. a) The pond ________________________ a lot of fish. (had/have) b) A fisher ________________________ come to the pond. (has/have) c) The crab and the fish ______________________ left the pond now. (has/have) 4) Which word from the passage is the opposite of the word ‘right’? Ans.  5) Match the words with their correct meanings. Column A Column B 1)  heron a)  wanting more always 2)  greedy b)  understood clearly 3)  realised c)  a large, fish-eating bird with long legs Reading Comprehension 41

Glossary Sr. No. Words Meaning 1 amazing (adj.) very good or great 2 bow (n.) a rainbow that spreads across the sky human-made structures that allow people to cross rivers 3 bridges (n.) or roads active with selling and buying 4 buzzing with business (phr.) running behind someone to catch hold of him or her 5 chasing (v.) 6 chewing up (v.) biting something 7 fifty paise (n.) half of a rupee 8 frown (n.) lines on the forehead to show anger or worry 9 frowning (v.) (here) making an angry face 10 grove (n.) a group of trees that are close together 11 heaven (n.) sky 12 helmet (n.) a hard hat that covers and protects one’s head 13 hook (n.) a curved piece of metal that is used to catch fish 14 husk (n.) the dry outer covering of a seed or fruit

Sr. No. Words Meaning 15 ingredients (n.) the items used to prepare a dish 16 knocked (v.) made a tapping noise on a hard surface, usually a door 17 nook (n.) corner 18 overtops (v.) goes over the top of something ignored 19 paid no an animal’s foot attention (phr.) 20 paw (n.) 21 plump (adj.) round and fat 22 presently (adv.) after a short time; soon after 23 pulley (n.) a wheel over which a rope or chain is pulled in order to lift heavy objects 24 sail (v.) to move or float on water 25 slippery (adj.) a smooth, wet or slimy thing that is difficult to hold 26 squishy (adj.) soft and moist 27 started (v.) moved because a sudden surprise or fright 28 thud (n.) 29 trout (n.) a dull and heavy sound made by an object falling to the 30 waterfront (n.) ground 31 whirled (v.) the name of a freshwater fish a part of the city or town that overlooks a water body such as a river or a sea turned around in fast circles

n. Key v. noun adj. verb adv. phr. adjective adverb phrase

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