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Home Explore 84642_VI - 61_222310030-VISA-STUDENT-TEXTBOOK-ENGLISH-G05-PART2_CompressPdf

84642_VI - 61_222310030-VISA-STUDENT-TEXTBOOK-ENGLISH-G05-PART2_CompressPdf

Published by CLASSKLAP, 2022-05-04 13:50:34

Description: 84642_VI - 61_222310030-VISA-STUDENT-TEXTBOOK-ENGLISH-G05-PART2_CompressPdf

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ENGLISH 5 TEXTBOOK PART-2 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 the VISA NEP series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. Designed specifically for CBSE schools, the VISA NEP series endeavours to be faithful to the spirit of the National Curriculum Framework (NCF) 2005. Therefore, 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. NCF 2005 asserts that listening, speaking, reading and writing (LSRW) are all generalised skills, and students’ mastery over them is key to success at school. All these skills frequently need to be used together. Therefore, the VISA NEP English textbooks and workbooks strive to provide adequate opportunities for students to practise all the four LSRW skills. To this effect, the VISA NEP English textbooks and workbooks for CBSE schools offer the following features:  T hemes recommended by the NCF across grades 1–5 in the literature pieces  S amples 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  Non-detailed lessons to enable additional reading  A speaking project and two reading comprehension passages in each unit to further hone speaking and reading skills  H orizontal and vertical progression across grades for the grammar concepts covered in the workbooks, providing a spiral of cumulative learning  S amples of format-based writing to provide for scaffolding of learning of formal writing Overall, the ClassKlap VISA NEP 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 Let Us Start Warm Up Activities and questions to Interesting questions to prepare students to focus on arouse curiosity about the pronunciation and help lesson teachers to introduce the lesson I Understand I Read Questions to check Variety of literature pieces comprehension of the literature (prose/poetry/drama) piece Questions after the literature – 'Literature comprehension' piece for quick check of under- and 'Value-based questions' standing are only a part of detailed lessons. Language Game Games to improve language I Speak and enhance fluency Activities for students to speak individually or in pairs or Connect the Dots groups on a theme-related topic clAeosmsnonuneltitcdotissPoctthOipheEelinGrtMhasReurySbmsAjeeeccMottsfiotiMnhnethAaRt order to enable SstuTdOenRtsIEtoS A Note to Parent To engage a parent in the relate better to it out-of-classroom learning of their child and conducting WORD MEANINGS activities to reinforce LANGUAGE GAMES the learnt concepts WRITING

Contents Class 5 Theme 4: Imagination and Adventure 10 Rip Van Winkle �������������������������������������������������������������������������������������������������� 2 11 Bina and the Music System Rocket ���������������������������������������������������������������� 8 12 Six and Out ������������������������������������������������������������������������������������������������������ 14 S4 Speaking Project �������������������������������������������������������������������������������������������� 21 R4 Reading Comprehension ������������������������������������������������������������������������������ 22 Theme 5: Exploring the World 13 The Mountain Railways ���������������������������������������������������������������������������������� 26 14 Oh! The Places You’ll Go ... ���������������������������������������������������������������������������� 34 15 The World from a Railway Carriage �������������������������������������������������������������� 39 S5 Speaking Project �������������������������������������������������������������������������������������������� 45 R5 Reading Comprehension ������������������������������������������������������������������������������ 46 Theme 6: The Wonders of Science 16 Scientists and Inventors Who Changed the World �������������������������������������� 51 17 Eureka! Eureka! ����������������������������������������������������������������������������������������������� 58 18 On the Grasshopper and Cricket ����������������������������������������������������������������� 64 S6 RSpeeaadkininggCPoromjepcret h�e��n���s�i�o��n������������������������������������������������������������������������������������������p������o����e����g��m������r��s������a������m����������m����������a������r�������� 71 R6 72 stories Glossary �����������������������������������������������������������������������������������w����o��r�����d�����m�����e���a���n���i�n���g7s5 language games writing

Why are we studying this theme? Human beings have the wonderful gift of imagination. With the help of our minds, we can take off into other worlds and make the impossible possible. Writers and poets are very good at expressing their imagination in words. Let us read two stories and a poem and go on flights of fantasy.

Lesson Rip Van Winkle 10 Let Us Start Listen and say aloud Word stress for compound words – nouns Word stress for compound words – adjectives (stress the first syllable) (stress the first syllable of the second word) toothpaste ice cream old-fashioned fifteen-minute football seafood ten-metre six-page Warm Up • Imagine that you sleep one day and wake up 20 years later. How would you feel? • What would the world be like? Share your thoughts. Let us read a story about a man named Rip Van Winkle, who fell asleep in the woods for a very, very long time, and then, one day, when he woke up… 2

I Read Rip Van Winkle was a lazy man who lived in a small Dutch village. He liked to wander through town with his pet dog, Wolf, and tell stories to the children. Rip’s wife, Dame, did not like his laziness and used to shout at him for not doing any work. To escape her shouting, he often went to a nearby inn to relax and exchange stories with his friends. The forest was the only other place where Rip felt safe from his wife’s shouting. One wintry afternoon, Rip and Wolf went into the hills, again, to escape inn Dame’s shouting. They spent the whole day hunting for squirrels, though they did not catch anything. When it was time to return home, they heard a voice calling Rip. They thought it was Dame until they saw a small man dressed in strange clothes. The little man was carrying a heavy drum and asked for Rip’s help. Rip hurried to help him. As Rip and the little man carried the drum, they heard a loud booming ninepins sound like thunder. After walking for quite a while, they came to an open field, where Rip saw many little bearded men playing a game called ‘ninepins’. The noisy game was being played with huge balls that made a booming sound when they hit one another. Rip recognised the sound that he had echoed been hearing all along. The sound of their bowling echoed throughout the mountains. The drum that Rip had helped to carry was filled with a tasty drink, which the small men shared with Rip. After drinking three full glasses, he began to feel sleepy. The Sun had gone down and the noise of the bowling continued, as Rip fell asleep in the moonlight. When Rip woke up, he was surprised! Wolf was gone, Rip’s clothes were tattered and torn, his gun had rusted, and his beard had grown tattered – a foot in length! He looked around to see if he could find the little bearded men, but he could not recognise the place. Rip decided to go home, though he knew he would be scolded by his wife for rusted being careless again! When Rip entered his village, he stopped in surprise. There were many new buildings. The children of the village were curious and gathered around him, whispering. He did not recognise any of them. He went to his own house and found it empty, silent. Rip Van Winkle 3

He called out his wife’s name and the names of his children, but no one answered. The house looked lonely and empty. Now even more confused than before, Rip walked through town to the inn. However, the old inn was gone. There was a bigger, newer inn in its place. Outside the inn, people were gathered around, talking about an election. Rip enquired about his friends. He was told that the inn manager had been dead for eighteen years and that the schoolmaster he knew had moved from the village. Finally, Rip asked if anyone knew who Rip Van Winkle was. A young woman holding a baby stepped forward, saying that Rip was her father and that he’d gone out hunting twenty years ago and never returned. Rip then realised that he had been asleep for twenty years! Rip recognised the young woman as his daughter Judith now grown. He told her that he, in fact, was her father. Rip then told everyone the story of where he had been for the last twenty years. No one believed him. Finally, they called an old, wise man named Peter Vanderdonk, who knew many stories about the village. Peter listened as Rip repeated his tale. He claimed that Rip had met some ghosts. A few of the villagers thought Rip Van Winkle was crazy. But others believed him. Rip Van Winkle went to live with his daughter, Judith, and her family. He began telling stories to the children, just as he used to earlier. And not surprisingly, he told his own story frequently. Occasionally, he would hear thunder in the mountains, but he never went into the forest again. He did not want to lose another twenty years. – Adapted from ‘Rip Van Winkle’ by Washington Irving Let Us Discuss 1) Who was Rip Van Winkle? Where did he live? 2) Why would Rip’s wife scold him? 3) Where did Rip meet the little man? 4) What did the little, bearded man share with Rip? 4

I Understand Exercise 1: New words Word Meaning Dutch wander inn ninepins echoed tattered rusted election enquired Exercise 2: Literature comprehension 1) What kind of person was Rip Van Winkle? What did he like to do? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What game were the little bearded men playing? How was this game being played? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ 3) Nobody recognised Rip when he reached the village. Why? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Rip Van Winkle 5

4) How do we know that Rip was asleep for a long time? Support your answer with details from the story. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Value-based questions – Judgement and appreciation 1) W hy do you think no one believed Rip Van Winkle’s story? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ____________________________________________________________________________________ 2) Do you believe in ghosts? Why or why not? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ I Speak Role play Read the story carefully and write dialogues for different parts. Then, enact the whole story, ensuring that everyone gets a part to play. ABC..., Show and tell What do you think the world will be like 20 years from now? Draw a picture and share your thoughts about the future world with your classmates. 6

Language Game Many words from one How many words can you make from the name RIP VAN WINKLE? You are allowed to repeat the letters. Connect the Dots Maths Fun Rip Van Winkle was asleep for 20 years. If his beard grew by 3 cm every month, how long would his beard be after 20 years? Social Studies Fun the Dutch flag The story tells us that Rip Van Winkle lived in a Dutch village. ‘Dutch’ is another word for people from the Netherlands in Europe. The Dutch colonised a few parts of India from 1605 to 1825. They traded in items such as precious stones, indigo, silk and pepper. A Note to Parent Teach your child about the importance of hard work from an early age. Ensure that they help out at home and take responsibility for some of the housework. These little habits add a lot of value when they grow up. Rip Van Winkle 7

Lesson Bina and the Music 11 System Rocket Let Us Start Listen and say aloud Stress for two-syllable words ending in suffixes (stress the first syllable) hopeful quickly sadness useless playing panted passage judgement Warm Up • H ave you ever wondered how it would be to travel through space, gazing at the stars, the Sun and the Moon? • D o you know the name of any astronaut? Share where you have heard their name. Let us read a story about a young girl who dreams about zooming off into space in a rocket. 8

I Read Bina was a young girl who always dreamt of flying to the Moon. One night, she lay down to sleep with her headphones on, and her dream suddenly started coming true! Bina found herself with her brother in a rocket ship. She headphones called out to Rohan, ‘Navigator ready?’ Rohan replied, ‘Navigator ready.’ navigator ‘Mission Control ready?’ Bina enquired through the headset. A voice from Mission Control replied, ‘Mission Control ready. Beginning countdown… ten seconds, nine, eight…’ Bina’s heart began beating faster. ‘Two, one... BLAST-OFF!’ Bina and Rohan were thrown back into their seats. Their rocket ship zoomed off into the sky so fast that everything outside the window was just a blur. In a couple of minutes, the ride felt smooth and quiet. They were now in outer space! blur a rocket ship’s Rohan was at the rear end of the rocket. Bina asked rear end Rohan, ‘What does the Earth look like?’ ‘It looks like a beautiful blue and white ball.’ Rohan asked Bina, ‘Can you see the Moon coming up?’ ‘Yes, I can’, Bina said. ‘I think we will be there in about 30 minutes.’ ‘Cool’, said Rohan. ‘I think I will listen to some music on my music system.’ ‘You brought your music system?’ Bina looked displeased. displeased ‘You know I don’t go anywhere without my music system’, said Rohan. He turned on the music, and time passed quickly. ‘Mission Control to Bina’, came a voice over the headsets. ‘You will need to prepare for landing in two minutes’, said the voice. ‘We’ll be ready’, said Bina. The rocket ship had a rough ride towards the end. Finally, they came to a rest. ‘Bina, are you OK?’ asked Rohan. ‘Yes, I’m OK. Let’s take a look around and see if the rocket ship is OK’, said Bina. space suit They put on their space suits. When they stepped outside, they felt like they were floating in the air. They quickly gathered a few moon rocks to take Bina and the Music System Rocket 9

back home. Then, they began to inspect the rocket. The portion of the ship that had the rocket starter was heavily damaged. The batteries that turned on the starter were completely destroyed. ‘What are we going to do?’ asked Rohan. ‘I don’t know’, Bina answered. ‘Let’s call Mission Control for help.’ They went back inside and called Mission Control. ‘We will get back to you’ was the answer. ‘We only have enough food and water for one more day’, Rohan reminded Bina. Suddenly, Bina said, ‘I’ve got it! Give me your music system.’ ‘She opened the battery compartment and took out the eight large batteries. ‘I think we can tie these together with a tape and make one big battery that will start the rocket’, she said. duct tape Bina lined up the batteries and taped them together in a bundle. She took a piece of duct tape and connected a wire to the batteries on each end. She then attached one to the starter, took the other wire and ran it back up to her seat in the rocket. ‘Here goes!’ said Bina. As she connected the wire to the dashboard, they could hear the roar of the rocket. Before they knew it, they were zooming back through space and towards Earth. ‘Yippee!’ they both yelled. dashboard Just then, Bina’s mother pulled the headphones off her head and told her to go to sleep. It was easy for Bina to go back to sleep because she hoped she could pick up her rocket ship dream from right where she had left it! – (Adapted from ‘Bill and the Boom Box Rocket’; http://www.kidsgen.com/short_stories) Let Us Discuss 1) What did Bina dream about? 2) Who was with Bina in her dream? 3) How did Bina solve the problem when Mission Control could not help? 4) Who woke Bina up and why? 10

I Understand Meaning Exercise 1: New words Word headphones navigator rocket ship blur rear end displeased space suits compartment duct tape dashboard I Speak Public speaking Divide your class into three groups. Each group chooses one astronaut from the names given below. All the members of each group are assigned areas of the astronaut’s life that need to be researched and explained. Once your group collects the information and the pictures, it needs to be organised in a logical flow. Rakesh Sharma Kalpana Chawla Sunita Williams Bina and the Music System Rocket 11

Each group then gets five minutes to talk about their chosen astronaut. The groups that are listening can ask questions to the group at the end of its presentation. Pair discussion ‘All our dreams can come true if we have the courage to pursue them.’ – Walt Disney What is your dream? What would you like to do when you grow up and why? Divide your class into pairs. Think about the questions given above. Take turns and talk about your dreams to your partner. Language Game Word search Solve this word search to find words related to space and space travel. Space Travel IL rocket SPACESHIP XM MOON Y MN D ASTRONAUT FSFB PLANETS ASTEROID MP P U Y T SATELLITE NAVIGATOR Z A S AR B J WQ B T L QO L C A S O I L S X V J G S Y B O I P A F C E T T C CQT MB W S Y A R N D S H G S E R K DP V WX K S L A O T CQ H L O E E L H MZ D V Y E S R I L N T UA N W I F R U A P I A B RN P F G E O H Y I T U C DE K K Z A K I VGG E T S ET A U J Y T E D G E K O U T WS A N U AWOW I AW P Z NA QV H UPYRHK F L Z MOON Q L E UCV XB HUO T J AC E CV K CN VQ 12

Connect the Dots Maths Fun Rockets travel extremely fast. If Rocket Y travels at the speed of 7.9 km per second and Rocket Z travels at 8.7 km per second, how much faster is Rocket Z than Rocket Y? Science Fun • D id you know that when astronauts travel in space, they have to carry special ‘astronaut food’? These are frozen and dried meals that the astronauts prepare with the little water on their spaceships. • When in space, astronauts cannot move, sleep or even eat comfortably. • E verything is weightless in space. Astronauts sleep in sleeping bags that they attach to the wall or ceiling of a spacecraft. This is so that they don’t float away and bump into something! A Note to Parent Encourage your child to learn more about the wonders of space by showing them videos of our solar system and how we have progressed in space travel. The next time you decide to go for an outing or a vacation, try taking your children to a planetarium. They will learn a lot about the universe and also enjoy themselves! Bina and the Music System Rocket 13

Lesson Six and Out 12 Let Us Start Listen and say aloud Word Rhyming word Word Rhyming word parts carts scene screen pass class ran man hit opposite fled tread school rule chalk talk Warm Up • Which games do you like to play? • Where do you usually play? Have you seen children playing in the streets? What games do they play? Let us read a poem about players who are too busy enjoying their game. They are not bothered about all the difficulties of playing in the street. 14

I Read The pitch was only smooth in parts, It sank at either crease, And motor vans and baker’s carts, pitch At times disturbed the peace. crease The bowlers found it hard to hit, The lamp post’s slender stem, The broader wicket opposite, slender stem Was cleared at 6:00 p.m. It was a keen, determined school, lamp post Unorthodox and free; Harsh circumstance oft made the rule, And not the MCC. The scorer, seated by the well, Kept up a fire of talk; He was both umpires, crowd and all, And plied a busy chalk. So, standing musing on the scene, I let the moments pass; umpire How well he drove it to the screen, And then – the crash of glass. I watched the players as they ran, And heard, while yet they fled, The loud voice of an angry man, The law’s majestic tread. – G D Martineau Let Us Discuss 1) Which game were the children playing in the poem? 2) Where were the children playing? 3) What did the players use as a wicket? 4) Who disturbed the game in the end? Six and Out 15

I Understand Meaning Exercise 1: New words Word pitch crease slender keen unorthodox harsh circumstance oft umpires plied majestic Exercise 2: Literature comprehension 1) Why did the bowlers find it difficult to bowl? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) Why does the poet call the players ‘unorthodox’? Ans. ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ����������������������������������������������������������������������������������� 16

3) W hat were the things that the scorer was doing? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 4) W ho made the rules of the game? Why do you think that they did not follow the formal rules? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Value-based questions – Judgement and appreciation 1) In India, you can see many children play in the streets. Why do you think the children play there? Is there a better place where they can play? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ____________________________________________________________________________________ ����������������������������������������������������������������������������������� 2) According to you, is it safe to play in the streets? Give reasons for your answer. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ����������������������������������������������������������������������������������� Six and Out 17

I Speak Group activity Look at the given pictures of the different sporting activities. Your teacher will divide you into groups. Each group will choose one of these sports. You will have ten minutes to prepare a few points to speak about your chosen sport. kabaddi kho kho football Here are a few points that you can discuss: • Is it a team sport or an individual sport? • If it is a team sport, how many members are there in a team? • Where can it be played? Indoors or outdoors? • What are the rules of the sport? Public speaking Look at the given poster. Read it carefully with a partner. Then, based on the information, prepare a short presentation on the importance of playing outdoors. You can add your thoughts to it. 18

Our eyes are precious; we must take good care of them. • Ball games • Walks • F un at the playground and other outdoor activities every day! X• Computer games • Hand-held games • Mobile phone games Language Game A pair or pear of shoes? ‘Homophones’ are words that sound the same but have different meanings and spellings. Your teacher will write six homophones on the board. You should make sentences with each pair of homophones to show the difference between the meanings of the words. You win a point each for every correct sentence. Six and Out 19

Connect the Dots Maths Fun Two cricket teams decide to participate in a cricket tournament. The winning prize is ` 60,000, which is to be distributed equally among the players of the winning team. How much will each player of the winning team get? Social Studies Fun Cricket is a sport that came to India because of the British rulers and the East India Company. Today, cricket is perhaps the most popular sport in India. The Indian national cricket team won the Cricket World Cup for the first time in 1983. Kapil Dev was the captain of the winning team. A Note to Parent Cricket is a popular sport played in India, but there are many other sports too. Draw the attention of your child to other sports that Indian players excel in, such as kabaddi, hockey and wrestling. Explain the rules of a new sport to your child. 20

S4 Speaking Project Extempore Think of a topic that is related to imagination or adventure, such as fairy tales, magical stories, dreams, exciting journeys, aliens, etc. Write the topic on a slip of paper like this: ‘Talk about an adventurous journey you have been on’ or ‘Talk about an exciting dream you have had’. Your teacher will collect the slips and put them together. Each student will pick up a slip and talk about it for three minutes. Remember to use simple sentences while sharing your thoughts. 21

R4 Reading Comprehension Passage 1 Read the passage and answer the questions given below. The Tyrannosaurus Rex (T-Rex) lived in Laramidia, which is present-day western North America. It lived in the Upper Cretaceous Period, between 85–66 million years ago. The T-Rex is among the last non-flying dinosaurs. One of the largest land predators ever known, the T-Rex was nearly 40-feet long and 13-feet wide at the hips. It weighed four to seven tons! Scientists know from studying its fossils that the T-Rex had an enormous skull and a long, massive tail to support its weight. Despite its hands being relatively small, they were powerful, with two clawed digits (like fingers). The hind legs of the dinosaur were extensive and mighty. The T-Rex possessed the most ferocious bite of any land animal on Earth. Its jaw was at least four-feet thick and contained 50–60 teeth, many of which were up to nine inches long. Its strong teeth could remove flesh from its prey and cut it in its mouth. 500 pounds of flesh and bone in one bite! Also, there were rotting bacteria between its teeth, giving it a ‘septic’ bite. If it wounded but failed to kill prey, they would die of fatal infections anyway! In 1990, Sue Hendrickson, a famous fossil hunter, discovered the most complete fossil of a T-Rex skeleton ever found (85% complete). Eventually, it was sold to the Field Museum of Natural History for a whopping eight million dollars. The museum spent over 25,000 person- hours in removing rock from the bones. (Source: Adapted from http://mrnussbaum.com/t-rex-reading-comprehension/#) 1) What were the arms of the T-Rex like? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What did Sue Hendrickson do with the fossil of the T-Rex that she had found? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 22

3) Find the plural forms of the given words from the passage. a) dinosaur - _______________________________. b) inch - _______________________________. c) tooth - _______________________________. 4) The meaning of the word ‘fatal’ is ___________________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) present-day a) very large 2) rotting b) the current period of time 3) whopping c) decaying Passage 2 Read the passage and answer the questions given below. The emperor was very sad after the queen’s death. He would often sit in his beautiful garden and watch a fleet of swans, a flock of ducks or a herd of deer that roamed about freely. The deer had been gifted by a king of a faraway country. But nothing seemed to cheer him up. A troupe of dancers also performed at the court but to no avail. Everyone wanted to help the emperor come out of his sadness, but nothing seemed to work. One day, a priest in the palace saw a few children playing with dolls. The dolls made shadows on the floor that appeared to dance while the children played. They tried to catch the shadows and laughed as they played. The dancing shadows of the dolls gave the priest a brilliant idea. He hurried home and got down to work. The priest first made a puppet with cotton and painted it to look like the queen. Once the puppet was ready, he invited the emperor for a special puppet show. The emperor was not willing to come for the show but he finally agreed. The priest was an old friend; he accepted the invitation. The priest said, ‘Your Majesty, the puppet show is specially meant for you. Kindly come.’ The emperor nodded, ‘If you so insist, I’ll be there.’ Reading Comprehension 23

1) What did the emperor see as he sat in his garden? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 2) What did the priest see in the palace one day? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 3) Fill in the blanks with the correct pronouns. a) ______________ is dreaming. (Ravi) b) ______________ is green. (The blackboard) c) ______________ are watching TV. (My mother and I) 4) T he synonym of the word ‘demise’ from the passage is ______________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) flock a) to not take no for an answer 2) brilliant b) group 3) insist c) very clever 24

Why are we studying this theme? Travelling the world, meeting people and learning about different cultures is not only exciting but also important. This is how we grow as people. But when travel is not possible, what better way than to read! Let us read two stories and a poem in which you get to travel along with the authors and enjoy journeys in your mind.

Lesson The Mountain 13 Railways Let Us Start Listen and say aloud The magic ‘e’ can + e = cane bit + e = bite hop + e = hope tap + e = tape pan + e = pane man + e = mane kit + e = kite rip + e = ripe Warm Up • W hile travelling by train, what all do you see when you look out of the window? Describe the view. • Have you travelled by train on hills? What was your experience? Let us read about three friends who write to each other about their train journeys. 26

I Read Keya, Tasneem and Mandeep are three pen pals. They are writing to each other about their journeys on the old mountain trains of India. These trains have been running since the British rule. Nilgiri Mountain Railway coach Dear Tasneem and Mandeep, betel nut I have just returned from an amazing trip! The train ride on the Nilgiri Mountain Railway was a birthday gift from my parents. I can never forget it! By the way, I named it ‘The Queen’. The coach that we sat in was made of wood and had long windows. The Queen chugged slowly out of the station. The journey was for over an hour. Our last stop was Coonoor. Papa pointed to a few mountains in the distance and told me that they were the Nilgiri or ‘the blue mountains’. We passed through 16 tunnels and high bridges and also crossed over the roaring river, Bhawani. On either side of the tracks, I could see many betel nut, banana and tea plantations. There were steep hillsides, gurgling mountain streams and many rivers. The best part of the journey was the names of the stations – Hill Grove, Wellington, Lovedale. They sound so foreign and old, don’t they? We reached Coonoor in the evening. Although the journey was slow and tiring, I enjoyed it very much. Do write to me as soon as possible about your journeys. Love, Keya The Mountain Railways 27

Darjeeling Himalayan Railway Dear Keya and Mandeep, I nicknamed the train that I travelled in ‘Rani’, though it is known as the Darjeeling Himalayan Railway. On the day of our journey, Papa sprang a surprise on me. I was very excited when he told me that we were to board this fantastic train. The train that I travelled in was very old, just like your toy sprang a train, Keya. It almost took an hour to start and move! The train surprise took eight hours to travel from New Jalpaiguri to Darjeeling. Rani was a very small train. She had only two small coaches attached to the engine and could carry only 20 people in all. The inside of the train was beautifully decorated with intricate designs. The windows were long, which gave us a good view of the beautiful sights outside. I took many pictures of the magnificent Mount Kanchenjunga and other smaller mountains. We stopped at stations with unusual names like Jorebungalow, Kurseong, Batasia Loop, Sonada and Ghum. The Ghum railway station is the highest railway station in India. Rani majestically and slowly crossed over five big and intricate nearly 500 small bridges. She passed through tea estates, green fields and beautiful flower gardens. The train criss-crossed motorable roads at several points. Its snail’s pace allowed people to keep getting in and out of the train at their convenience. This was really unusual! We reached Darjeeling at 6 p.m. Although the journey was exhausting and long, I too enjoyed my train ride. How was your experience, Mandeep? Regards, Tasneem 28

Kalka-Shimla train Dear Tasneem and Keya, All our journeys seem to be filled with enthusiasm and fun! Let me tell you about my train journey. We boarded our train at Kalka to go to Shimla. The toy train that I named ‘Prince’ is officially called the Kalka-Shimla train. Just like your trains, Prince was also over a 100 years old. It looked like a toy. It had same-sized coaches with long windows. But unlike Rani, it had more than two coaches attached. The insides of the train were designed beautifully. The coaches were suitable for a prince. The route that we travelled on was really scenic! The train journeyed through 20 railway stations, 102 tunnels and 800 bridges. The longest tunnel was at a place called Barog. The tunnel stretched to more than a kilometre there. The scenery was spectacular, especially when the train slowly climbed steep hills. The stations on the route from Kalka to Shimla were Dharampur, Solan, Kandaghat, Taradevi, Barot, Salogra, Totu, Summer Hill and finally, Shimla. Just like yours, this trip was a summer gift from my older brother. Keep writing! Regards, Mandeep Let Us Discuss 1) What does ‘pen pal’ mean? 2) Which child saw Mount Kanchenjunga? 3) According to the lesson, which is the highest railway station in India? 4) What do the children name the trains? The Mountain Railways 29

I Understand Exercise 1: New words Word Meaning pen pals coach chugged betel nut gurgling sprang a surprise intricate magnificent majestically criss-crossed scenic spectacular Exercise 2: Literature comprehension 1) What was the best part of the journey as per Keya’s letter? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) How does Tasneem describe ‘Rani’ in her letter? Ans. ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ����������������������������������������������������������������������������������� 3) What did Mandeep see from the train as he journeyed to Shimla? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 30

4) Who made the railway journeys possible for Keya, Tasneem and Mandeep? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Value-based questions – Judgement and appreciation 1) Have you been on a train journey? Do you think that train journeys are interesting and fun? Why or why not? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ____________________________________________________________________________________ 2) If you were given a chance to ride on any one of the trains mentioned in the lesson, which one would it be and why? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ����������������������������������������������������������������������������������� I Speak Public speaking Think of yourself as a train that has completed many journeys. Now you get a chance to talk about your life. Speak about all the adventures that you have had on your journeys. Ask for and give directions Imagine that a few new students have joined your school. They ask you for directions. Divide your class into pairs. Student A asks for directions, and Student B gives directions to different parts of the school such as the library, the Principal’s office, the staff room, the rest room and so on. The Mountain Railways 31

Language Game 2 Crossword puzzle Down 1. A synonym for ‘trip’. 2. They run on tracks. 3. A sandy place near the sea to spend your holiday. 4. Carry this if you are travelling during the monsoon season. Across 3. You may use these to view things that are far away. 5. Wear this on your head when the Sun is too bright. 1 34 5 32

Connect the Dots Science Fun The first working steam locomotive was made in the year 1804 by Richard Trevithick. Here is a picture of the first steam engine. Did you know that steam engines use coal and work on the power of steam? On the other hand, our modern train engines run on electricity. Social Studies Fun pine cones Have you seen trees that grow in hilly places like Shimla and Darjeeling? These trees are naturally designed to withstand cold and snowfall. They have tough, needle-like leaves to withstand the cold. Instead of flowers, the trees have cones. These cones have seeds in them. Such trees are called ‘coniferous trees’. Examples: pine, spruce, cedar, deodar and fir trees A Note to Parent Travel creates the most wonderful memories for us and especially for children. Help your child to record these memories by encouraging them to maintain a travel diary whenever they travel. The Mountain Railways 33

Lesson Oh! The Places 14 You’ll Go … Let Us Start Listen and say aloud Nouns with two syllables Verbs with two syllables (stress the first syllable) (stress the second syllable) object present object present record project record project Warm Up • What do you do during your summer holidays? • Is it important to travel during every vacation? Can one do interesting things in one’s own neighbourhood during the summer holidays? Share your thoughts. Let us read a story about a girl named Mohini and her most wonderful trip during her summer holidays. 34

I Read Summer vacations were over. Days of slurping ice creams, drinking mango slurping panna and lazing around in the afternoons were over. But Mohini wanted to stay in bed till late. ‘Wake up, Mohini! Do you want to be late for school on the very first day after the holidays and set a bad example?’ Mohini’s mother scolded her. ‘I am waking up, Maa’, said Mohini, rubbing her eyes. Mohini quickly brushed, got dressed and sat down for breakfast. As she sat nibbling at the mint chutney sandwich, her mind was repeating Miss Nalini’s words: ‘Everyone has to speak about the places that they travel to during their summer vacations. It accounts for 50 percent of the total marks. And summer break everybody will need to speak on the first day after the summer break.’ ‘I am leaving for work. I have kept your lunch ready’, her mother said. Mohini’s father had passed away when she was just three years old. Her mother had started stitching clothes to support them financially. She could earn enough to send her daughter to a good school but not enough to go anywhere. shuddered ‘What will I tell Miss Nalini? I did not travel to any place during the summer vacation. Yes, I will tell her this, because this is the truth and we should always tell the truth.’ No! Mohini shuddered at the thought of losing fifty percent marks. What was she supposed to do? The students rushed into their classrooms eagerly on the first day of school. Everyone was busy chatting with each other. Mohini sat alone in a corner, thinking hard. Miss Nalini walked in, and the class greeted her in a loud and monotonous voice, ‘Good morning Misssssss!’ ‘Good morning, students. So good to see all of you back. Before I ask you to share about the place you travelled to during the summer holidays, let me tell you about my trip.’ It seemed as though Miss Nalini was in a good mood. ‘I visited Shimla with my family. It is a beautiful hill station and the capital of Himachal Pradesh. Everything was so different there. The food, the climate, the trees. It was a lovely trip!’ she said. One by one, the students began talking about their holidays. ‘Miss, I visited Kochi. My dadi lives there. We went in an aeroplane. My first time in an aeroplane!’ Abdul beamed. Putul spoke about her experience next. ‘Miss, I went to my village in Odisha, near Bhubaneswar. The best part was the trip to Nandan Kanan Zoo. I saw crocodiles, snakes…’ Oh! The Places You’ll Go … 35

Yikes, thought Mohini. How could someone enjoy snakes and crocodiles? They are so disgusting. yikes The next to speak was Steve. ‘Miss, we went to Paris this vacation. We visited many museums there. I was so bored. We also visited the Eiffel Tower. The best part was the visit to Disneyland.’ The entire class was listening eagerly to his description. Mohini felt uncomfortable in her seat as it was her turn to speak next. What will she say? Everybody would laugh at her. She stood up, took a deep breath and spoke. ‘Miss, this summer vacation I visited the library.’ ‘What?’ Her neighbour Rima started laughing. Soon, the entire class was making fun of her. Mohini’s eyes filled with tears. She stared at the blackboard, feeling embarrassed. ‘Enough, all of you! Let Mohini complete what she has to say.’ Miss Nalini nodded at Mohini with a smile, encouraging her. Mohini cleared her throat, wiped her face and began. ‘This summer vacation, I decided to read as many books as I could because Dr Seuss says in one of his books: ‘The more you read, The more things you will know, The more that you learn, The more places you’ll go.’ When I read different books, I was transported to another world. I read books about magical trees, animals that could talk, princes and princesses, witches and giants, magical spells and curses. I read about different cultures. I read about great people of the world – Gandhi, Martin Luther King, Albert Einstein and Mother Teresa. I visited several places while sitting in the library, and I learned a lot.’ Miss Nalini rose from her seat and hugged Mohini. ‘To explore the world, we don’t have to travel. All we need is an open mind and a willingness to learn. Everything around us is waiting to be explored, to tell us a story. Well done, Mohini!’ – Surbhi Sarna Let Us Discuss 1) Who was Miss Nalini? 2) What did Mohini’s mother do for a living? 3) What made Mohini shudder? 4) Who among Mohini’s classmates saw the Eiffel Tower? 36

I Understand Meaning Exercise 1: New words Word slurping nibbling summer break passed away shuddered monotonous beamed yikes disgusting embarrassed explore I Speak Pair discussion Divide your class into pairs. Ask your partner about the places that they would like to visit and the reason they want to visit them. Take turns and make notes as your partner speaks. Then, share your partner’s thoughts with the rest of the class. Group discussion Where else could Mohini have gone, other than the library, during her summer holidays? Divide your class into groups. Imagine that Mohini lives in your neighbourhood. Suggest a few interesting places to visit there. Discuss with your group why you think these places are worth visiting. Oh! The Places You’ll Go … 37

Language Game Who am I? Think of a popular place – a city, a country or a monument – that you know of. Give your classmates clues without using the name of the place. For example, ‘I am standing where…’ (mention what you know about the place, for example, where Taj Mahal is situated – Agra – or where Pongal is celebrated – Tamil Nadu) The rest of the class has to guess the place. You can give three clues for each place. Connect the Dots Maths Fun ‘Mohini shuddered at the thought of losing 50 percent of her marks.’ You have learnt what a percentage is. It means a part in every hundred. It is denoted by the ‘%’ symbol. 50 is half of 100, so 50 percent means half of a given number. If Mohini got 80 marks, how much is 50 percent of her marks? Social Studies Fun Steve visited the Eiffel Tower in Paris. Did you know that the Eiffel Tower is the most-visited monument in the world? The tower is as tall as an 81-storey building and is the tallest structure in Paris. the Eiffel Tower A Note to Parent Encourage your child to read about places, people and their cultures. A well-exposed mind can only be developed by travelling and reading. Try to provide both for your child. 38

Lesson The World from a 15 Railway Carriage Let Us Start Listen and say aloud Word Rhyming word Word Rhyming word witches ditches scrambles brambles battle cattle load forever road by river eye Warm Up • Have you ever travelled in a train and watched the view from the window of things passing by? How did it feel? • D id you feel as if the trees and electric poles were moving in the opposite direction? Describe your experience. Let us read a poem in which the poet describes how the world looks from a speeding train. 39

I Read hedges Faster than fairies, faster than witches, Bridges and houses, hedges and ditches; And charging along like troops in a battle, All through the meadows, the horses and cattle. All of the sights of the hills and the plains, witch Fly as thick as driving rain; And ever again, in the wink of an eye, meadow Painted stations whistle by. troop Here is a child who clambers and scrambles, All by himself and gathering brambles; Here is a tramp who stands and gazes; And here is the green for stringing the daisies! brambles tramp Here is a cart runaway in the road Lumping along with man and load; And here is a mill and there is a river; Each a glimpse and gone forever! mill lumping – Robert Louis Stevenson Let Us Discuss 1) Which magical creatures are not as fast as the moving train? 2) In the poem, what seems to charge along like troops in a battle? 3) How do the hills and plains look from the speeding train? 4) What does the tramp do? 40

I Understand Meaning Exercise 1: New words Word witches hedges ditches charging troops meadows scrambles brambles tramp lumping mill Exercise 2: Literature comprehension 1) What is the poem about? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What is the child doing all by himself? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) Describe the cart that the child sees. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� The World from a Railway Carriage 41

4) What does the poet catch only a glimpse of? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� Exercise 3: Value-based questions – Judgement and appreciation 1) T he poem gives the reader many beautiful images to visualise. Which ones do you like the most? Describe them in your own words. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ ____________________________________________________________________________________ 2) In the poem, the poet mentions many things that the train passes by. Mention a few things that you have seen while seated in a moving train, car or bus. Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ I Speak Role play Divide your class into groups of four. Prepare a short skit of a journey by bus, train or aeroplane. Each member of the group performs different roles: passengers, vendors, conductors, air hostesses and so on. Try to create interesting characters with unique personalities. Use proper voice modulation when you are enacting a role. Ensure that everyone in the group has an equal role in your skit. Present it to your class and teacher. Pair discussion A 'simile' is a poetic device that compares one thing to another using ‘as’ or ‘like’. Similes help in creating an image in the reader’s mind. In the poem, the poet has used many similes to 42

describe the train journey. For example, he compares the moving train to fairies and witches. In another line, the poet compares the passing by of hills and plains to the swift movement of raindrops. Divide your class into pairs. Along with your partner, complete the following similes and make sentences. Then, share the sentences with your class. • as black as _________________________ • as big as ____________________________ • as cold as __________________________ • as bright as __________________________ Language Game Spot the differences We see lovely scenery when we travel by train. Look at the given pictures of the countryside and spot at least ten differences between them. Share the differences with your class. The World from a Railway Carriage 43

Connect the Dots Maths Fun A train charges ` 160 per person for 40 km. How much will it charge per person for 80 km? Social Studies Fun Did you know that the Indian Railways has the fourth-largest network and is the seventh- largest employer in the world? It runs nearly 11,000 trains every day. Fun Fact: Venkatanarasimharajuvaripeta on the Arakkonam–Renigunta section near Chennai is the station with the longest name. Ib, near Jharsuguda in Odisha, and Od, near Anand in Gujarat, both have the shortest names. A Note to Parent This poem is about travel by train. India has a lot of trains and a vast train route network. Some trains are faster and better than others. The following link gives information about luxury tourist trains as well as high-speed tourist trains. Read this with your child and discuss all that they do not understand. https://en.wikipedia.org/wiki/Luxury_rail_in_India 44

S5 Speaking Project Hill stations of India Given below are a few beautiful locales in India. Choose one place and speak on it for five minutes. You will have to research about the place that you choose. You may use the hints given below. Hints: • Where is it located? • What is special about the place? • How can the place be reached? • How long does the journey take by train? • Which major stations does the train pass through? • What are the major attractions of the place? Nainital hill station Coorg hill station Kodaikanal hill station Ooty hill station 45

R5 Reading Comprehension Passage 1 Read the passage and answer the questions given below. Two men and a woman approach. Old man: I have already paid money for this land. We’ll make multi-storeyed buildings here. Young lady: S ir, let’s provide facilities like a club, gym, pool and all-day water and power supply for the residents. Old man: W e’ll make a good profit. People who buy apartments over here will pay a good amount to us. Old man: L et’s go. Begin the work by next week! (They leave together.) All trees: Oh! Pine tree: Our end is near. (A group of two young men and a middle-aged woman approach.) Young man: Look at this Green Forest. Isn’t it beautiful? We will never allow this to be cut down. We are environmentalists, and we will fight to save the trees. Another young man: I often come here for nature walks. Families and children come here for picnics. Some painters come here and make beautiful paintings. Middle-aged lady: T hat is right. This forest and the trees are so important for us. The animals and birds will also have nowhere to go. We’ll go to the court. Why should the forest be destroyed? Let’s get orders from the court to stop any construction work that may be taken up here. (They leave together.) 46


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