Communicate with Cambridge 7

Communicate with Cambridge Cambridge University Press Coursebook 7 Revised Edition Lata Nallur Consulting editor: Dr CLN Prakash

University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108568760 © Cambridge University Press 2017, 2019 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2017 Second edition 2019 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 Printed in India by Thomson Press India Ltd. ISBN 978-1-108-56876-0 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. notice to teachers The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use within the school or institution that purchased the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution. Every effort has been made to trace the owners of copyright material included in this book. The publishers would be grateful for any omissions brought to their notice for acknowledgement in future editions of the book. Cambridge University Press

Cambridge University PressPreface Communicate with Cambridge is a comprehensive course for the teaching and learning of English. The course aims to develop communication skills in students by integrating the essential language skills of listening, speaking, reading and writing. It has well-graded grammar and vocabulary sections to help students grasp core language structures and enrich their expression. This course is eclectic in approach. It has a rich selection of texts from diverse genres, followed by communicative tasks to develop comprehension skills and also to hone problem-solving and critical thinking abilities in learners. Each lesson opens with an exciting warm-up task to create interest and to motivate learning. The well-graded post-reading questions encourage classroom interaction, progressing from the lower order thinking skills to the higher order thinking skills as we move along the course. They are designed to enable learners to read, understand and appreciate a text, and initiate them into the understanding of literary language and devices. The grammar and vocabulary sections follow a graded curriculum with guided exercises to unfold the nuances of the language. There are plenty of illustrations and visual representations which aid a clear understanding of concepts. The highlight of this course is the section dedicated to the Assessment of Speaking and Listening (ASL). This is an integrated unit comprising listening, pronunciation and speaking exercises to hone the aural-oral skills of young learners. Learners acquire the productive skills of speaking and writing effectively by working on recognition tasks in the initial stages of language development and gradually attempting production tasks in the later stages. Care has been taken to ensure that the tasks simulate real-life situations. Hence, exercises are usually based on familiar topics in everyday communication. There is a colourful and vibrant poster, listing the different listening and speaking areas covered in each book for the sole purpose of capturing the learning outcomes. The writing tasks help learners explore creative and functional writing, with a variety of prompts to offer students guided practice in the early stages. As the learning progresses, guidance is gradually withdrawn and students attempt free activities. The section on life-skills has been carefully created to include reflective tasks to encourage the development of self-awareness in young learners. The course equips learners with appropriate communication skills to connect better in an ever- evolving and dynamic world. We hope that this innovative approach will make the teaching and learning of English communication skills meaningful and enjoyable.  Dr CLN Prakash

About the Series 5UNIT Nurture Nature Section A Harris in the Introduction Jerome K Jerome Maze A. Work in pairs. Look at this picture and discuss its message. Introduction and Warm-up Warm-up•gItFmTohihenoaeyudgBation.hruTeeotrotlamohl cBcaoeahtrtyuyeeooladauui.byraaopruiaenttitsh•nhcTuoethacouBiehSmnntracheptidhrutelaysaöasr.egneIcemaxbuemrirsmadtu.am(en.nwnInbystha.PmiirscaaahldaizsecaeasesrieligaanlniblnVyeoirdtveihennlreitnhktfaheoi,enAramwLumuosotcrarlkfizdanae,io.nhmwNcaals,ouIzawndedil)anyi.ragogW.uoeurwhirteaeodnwgwtenhtmoeraeze • pre-reading activities and facts to gently A. lead learners into the lesson B. • short fun tasks to create interest and motivate learning T••h••iBsToWii.IshnnfFfbdtweethHiwcotehnexhefaaacaeraithnesrnesovlles4tletuhwmeyetleRpvpsi,gwaeaeripeopotpsraldeeorcatraligcmeaisslrlgonataecnidreirsncshsdestnorissicytecpec(eeoaygdrlcirstmnesorcrahyiooelnsttttciae)oewhdccnolte.tcua4uegtr.oduetrRc.sbirpucescae,pairsatltoroshnehrnendeiteiusnhbtuaneosaaeccvmeemntieedxpcsohct,oal.touelounhe.mnwrnveteeopylntoovsuitronment. REDUCE RECYCLE REUSE • encourages interactive learning • creates a warm friendly classroom environment Cambridge University Press ROT Section C Sound and SenseAlexanderPope 93 56 “steThavhieedirmsVyitoishkrgaianosle,gint,”ohghfetheocisasbapteietdaoa.ium“nWrobmefetowfhosaertneiBmttlhaupeevosimrc,tttaaronytrcitynhmag. t“atGaotcnivlhiyef,t”cost. they would not allow the Reds to get away with Warm-up Work iitnwpoauirlds.bLeoaobkoauttt?hDe itsitcluesosftthhiiss wpiotehmyo. Wurhpaatrdtnoeyro. u Reading texts I repeat, we want a victory at any cost.” their rough tactics. think Tcaohnmedypthhleeatydewlpyretarirceetbidse.eTgdihnteinlilirnaglglaotmof etphlpealmyanwhwealadl sabsaelametneoasmt fi.nal TTlsEotcshthovoroueeeegklpontrReepeyugtdeaootrtdmhehrcntsodeeeowwnrfbTbsfetea-iehdsonrlllheeifetepitnRtarvhaottleeerss.tdedAthatashwtmnedhiwdomgyaoartstno.osehiTgntuatohhwmontrehetdtohssiierurwewlgpoglrdireolottoahrhbakyeulieedeknnldeirevgdnsteess.eeirmp,Tnrdytemhhatdrueher,iiptnPyefm.farioiTtrcaotanhiurvoioeneelbntdeo.-nth. • stories and poems appropriate They had plenty of coordination too. ST’AToThfisretsutinshseoooteuhtsaneeesndemsotmironuavugiwnehsrtewnistaoihesneeihgemnasctrZoaswemhnphneehoecsyshhfrsraogogvetmieovnelttaeslhyraoetrb,fnsnfleeeoonndwtcsctseeo,h:, adnacnec,e. for young learners NTWTBoAhhuhtenetsedloiwhnnt,ohhAweaeejthranossexomelnos,lortausroowbdiuvtoihsegfutushsrCrtssvgroa,eeeammarsnsmliedeallrsaistnohhhsceosctkmhuow’seulodovrsorasoldtiskthustheenwmerdthepnoiinelugvagehmtionstsrbh,tlrooeoerwrntshe;tf,rlrooowwars, ;; sides of the playground. AHFnleideasrbhoid’oerwaltthTeeirmnuanottbehepenaudssis’nivoganrcisoefrdanlpl, aoannemdd srskissieum!rsprailsoen, g the main. • rich illustrations to enliven the Aattmhenseadatchtrehceexhefmec.rir,MteaMeetrmcriSnhSeagawnh.htTau,ushtbh,eetleoeyxywphshetatacahdntdeedctdwoainntkhoveiasincsntrlncteeheaoaedtcnerthdeahafetelnhoirrceteesoempsffowotaerrtintcttshhshieon reading experience got underway. • literary pieces to promote the WthothtwThkoaofgibawbtihedotfrncthahaoahetubktlhelwtlusshelsle.hdee,nBeamHghbebgnacdilaiaeunaukmaotd.tltrenintmlFmaAc,kpwsAioohcknierreanrakt-reie,giofnissgoacesf.whfdeustdEvfwhwr,aiodetivoihytaddhmurhoeintasyinhlnefifldd,mebetgntawmhati,edftomctaihasagoetnhawgthesiAectdnikAthcenpitrhhendrhteireapheieefieiredynfslpwiaedawdrit.wgtnayaTaattataatergoesnohosctsarRentdltepsmhoftaodeoethRsusirfad.entgeeasaetIyolhktehhtdswptctaitweethoesnowaahhdnueaRguortiaisstcmeopmbppoiyehotdnrvllfoeafepnfisbogrroutys,olooeyontaswugeofmtmuyfthrtsAfhohietrrlenyhroreteerrhicgeefe.e. reading habit “There is no reason why we should not win this TRtohhefiedbssogtiatwmhmeesreietdhhaeeadsdBowlbpueetreigensugshnetahetdonerigfreaesultplsirnouongauldogsehntdr.taAhwtereeigfglylfr.e.oTHluthotnehwdapetolavtrhyeere,rs art match,” said Santosh, their goalkeeper. (here) practice “We won’t lose unless you concede a goal,” chance md(hoeeeasrneni)nolgutcokffoerndinabnoyrnontaelebnytusing rough language Ajax a Greek warrior no harshness a gentle west wind Camilla doraiunffgneeiroroelfvnietnthreReamomfmioeotalisdontnoimmsf cypotohrrnotlawongittyhpwoouehttosbwiennaadsninscogiesonwnteiGftbretlhaecadeteshe could said Vikas. sense gives offence Timotheus “wI iwthond’ettleertmthineabtaiollng.e“tTphaesRt medes,”asraeidgoSianngtotoshlose alternate passions Zephyr this time!” TtyhThvcoheaiheoafoelyenftryl-he’sfhtBsunieamftlsitiugdnlitleoeaaapr,smnclealshatmtf.eitoyaTc.eeedsThsrdmtahebwrnwyiibekhsdcehieittocriathtmehhmdwdtehteebo,hR,ewesetqehelRiuiRdtnegehisehcdBladekhtsllnasuaygidgndheoseisauanturhdlh,bgssteaedthbtuddoupeyrwerdtnlaehadeaevsegcrbditodoirydmavesuetilsstoahudthtilellecettlhhnaenatn.ttd 137 76 Reading (reading for main ideas) Glossary s“ta“IebtDiFkwl“dealW“inoiienkIinn“Tmen“snNe“wdGhgt thwWtt’oehetoiehaehcauyonpcdeblmlxtelsehodmtigoc ,temitwesuciessatneothtbthrauorhsrnbwugtoeoysibieinnha.tesdo?vuoarsftq?itytdorenygsuuWso”taoourineo.hrarcnnmuelTdt!hgenoibtghsdsnHh!hecdwot”stetagureaakohuocoeltir-nstmmlwthebrfkaa?hkiiaitjasttndeberaWhefoootwdtidadnitcefeoiuotntht-tsohrhetdrEbrridwnoouianinepeuveosollanetocedllrdtwheoolshxalorIralasl.tnebnpddegdktotrvTseloieenlearneaotoyhratrrd,coniueotaysiybndili,swdxn.nufion?u“.im“tsao”Tu.gwW”ttaaehlh?bhlwhbubeeo”ehoeeoemnneauodvnuEentywsee,e”nhtoeveardaxi.eauc”fttstttroes?thtehoec”sloberdsaosbnetdpauuteelhroelgysaniaschelcfyusl.ot”aecrbrhiynagnaclttsosoyao“odscrhcafrd“HearoralktsfpuEIaauuebcch-ossmogtaosoilsn“atvaietnhuornbgeineTTwtedisidpyycufnegnrehuo-r?gcdgob?isden”earvueiaassnImoslelcsstnleytlinryssinyilhdetbitsd,oeoihgudal“nrefideuyTaedmparb!iteh.stnkm”(Wamohsphwtdcpendtgelavuayheeeobmrlpirdylrxereoneohluee.nce)Halsdofcncreie-eHutwoaaoronnhuseteslilamnlimistiopmleindr;leserahsinxbegsondlaeenatsteaaobrgtooiamewlioelnibnfgrerrttrlwmnyseididafanhrsdyra!tseepibnaygg”i..dlhbntnaistrbahitte“eeoooeiehidnashHmrndsreastdale;iel,ahoteennvwssosenubstsstlalesryoowee,irthmomteysnpigdwdlehtaoeydlthhuecttfioeuhit?sinwetotnstingniijehataaaIrgutucfiystsdeistantrdwidlie.owcisdtfigntwHfgoatiatca,upie”ihusietdrlsttods?elhtpeatoahe.HhradwiInhtodytsedoilauiysiitwessgnghodhahtecwobttowoontyuofueoltdltbuhl-aeriet.” 63 A. C1.hooHas.oewtAdhftoeewrrighehimktn,ootpwhteitorhenasht atKoviepabcneosenwnteinrsuetehvseesrtaoel iqsnuuflecucseetnisocsnefsus.lpmoridtsdpleerasnodnsloinngK deinsytaan?ce runners • highlights unfamiliar words fMHMroeaamnnhyyaKrsaeutncnhyonlaeae.tcreshsehjdaovimneatmhneyovrpueondlincteoerstfhoaercllWeoeivnsetrKtteohneybaewbolierklceda.huisme. of Kip. and expressions AppreIncitaetriporneting the Poem65.4.3.2.1d.Mco.WbrmmoaioBTsthrtoIftoihp.Anacrtdpesoeeth.dtaetmrIhs liwmtpezsmdharLWheaaeCsAraetsaieorraiffhhgl.rmhrtiefwsgeBsipeheegIeetloanser.DleSofufsryor2rfirir1pkttsadte.eTiro.fiscpti5.hhahl.Aenow4eluady.edi3uWs.r.tcn.s2aWrmc.aisb..tonksyhu.ao1fAliW.hirtAfgnciysWn.l.sohitaceyuWogntnhegovdHyztngthhmnftiaesasehhiosrgwlcdhDoietswvdewgsutnenaowsleewntoiioytfeaiaodmtteo,ththfmeofpAlrtysnsdofrodreolrmhiedaseuoedolsevsooeoaoeatswbcensn.eitwpdohsetv?dlplhft?mtgkhriteoeeroes,esitpeshG,sivselhosand,i,re,,fahetcc.ipmdeonkoyvhbnctuteteloehooydeeuhosriqMeccenducddsteortuttpttraeroo’okhoeesecesiwtBoflanetehloraousaaheec,sftideotllatchmtfeotdobfdleihtd’rmheonsfrnofeenueoDosnmvtriiisoiafmolsontteeosyrtdtofededeo.jyroiorecumpucnefeprdtarromaitetfhlcieyhrtulagirsieoenuipmntteectglhurmhhitirneOseartsvaeaadhengrliuianttefnastefnorntohicBtiuatsAsirsooRirental.doneiwotfdrnenloere?sfftefrryehittrrwrteirmhht.nxgheiahpgeearteaeaoea.iSrztfBmcrtHgsrwertOTagheEitaT:edLrohtTaiauF,ttOtoglnerosrMhoifrbieneotTrsefObcha??esalPlrretg.osffSoioiCotesHemwPRetErronpI?LtSheriFemPdieciynEdanRrkmtogaDobFdmtrwRRoeheyfArE(goauWaoeE.c?ZteEyotwrnCEhRr?tRiWdteetteahr.hifrDhncir?tOdeiayhoOgSyM/RlHaepow(IoEtWDrsrfLhDouaFseLhiirtEthtan(ophdy?edvkriesaniclif/nfnlok.ougpgtre?ho)f-orubartas(isrtneeehfsdaeedrqeiunnegcsefto;iHornOm)TaSi)n ideas) b. a standard part c. • encourages learners to d. contextualise meanings Which of Kip’s techniques is now followed by serious runners as 2. of their training? Reading/Interpreting the Poem a. running when unwell c. running barefoot b. running at high altitudes • well-graded questions to promote d. running on a sandy shore active reading 3. How do we know that Kip came from aHHheeuudmsidbeldneotbtoatrcaukkngerbouauprnesdfpo?oorttstoimanmdefdroiamteslyc. hool. • progression from the lower order a. He did not attend school. b. thinking skills to the higher order skills c. He lived with his aunt. d. • enables learners to read, enjoy and B. A1234n....swAWHHceoohcrwwaottrhdddheiiiddanspgeKKptiqieppoundefKeaosidrpteai,totowantthKshat.iehpte5ad,sMu0pru0ienn0cgitcmthohefeOthrl1eyism0s,cpr0hai0cicls0de?h?mooedtrehselrpaecde hinimthiempMreoxviecohiCsitryunOnlyinmgpsicpeGeadm?es? appreciate a text C. Complete this crossword using the clues. Across Kip started to fulfil his lifelong Appreciation 1 23 1. what • explores the poetic language 2. dream this with him when he ran to and devices Kip had 2 tKKhiiepp’sshtabadudsiaunwmainsfedcetliaoynedinbtehcisauosrgeaonf this 3. 1P 3 4. 5. Kip is from this country O Down Kip worked as a physical 4L 1. where training instructor I 5 2. Kip turned a farm into this C 3. name of Kip’s tribe E 85 1. f; 2. d; 3. a; 4. b; 5. c; 6. e 21

D. DDWioshcyyu/osWushaiypnpncrooltav?seso. f what Sadiq did? Would you have done the same in a s(imvailluaer -sbiatuseadtioqnu?estion) Using Grammar G Using Grammar (parts of speech: revision) • core grammatical concepts through Functions Examples relevant examples wploarcdeu, saendimtoal,ntahmineg/oidreindteifay Parts of speech used in the place of nouns a person, Just you wait, green kite! • provides practice through a variety noun to avoid of exercises Shaaddiqbeseignhwedorwrieitdh.relief. He pronoun rdeddepeesensctocrittirbieiobesnesas/n/mmaoocdtdiifoiifeniessoarasnvtoaeutrenb,ooafrdbajeepcinrtoigvneoun I hear you are a famous cook. • illustrations and graphic representations adjective to provide scaffolding to concepts verb I use a special masala. Hasan Ali hurriedly pulled at Using Words his kite. • designed to explain words, phrases, adverb ouorsfaeaddvnteoorubsnh/opwrotnhoeunlowcaitthioannoorthreelrawtioonrdshinip His kite could cut through it. expressions and collocations in terms of A. 1U.ndpSeerhlreiinoehda.tdhejupset rffiencisthteednsheerinteesatcwhhseennttheencbeelal nradnwg,ristiegnitasllitnegnsthee. end of the preposition the sentence Hbeiscfaautsheerhleoswtacsusatofumsesyrscook. appropriateness, accuracy and relevance used to join words, sentences or phrases, • practice exercises to unfold the nuances B. 4321C65.43..2.o.....mtI(BSeeAcIaTpJYyaanhoTtahhmolcsoehmettcaiuhhhsueetkvnpseeeeygnbeieulhrsheaehestrwrlataehtoantw.estbhteovde)eetyeeskhcrahoeeyonehsalifotdsmoeusshsutwcershcept’rb.ruonuuivlyeseydnetrrertueedrgtmeehdypnnondwtoectiimotnsmnheatrgpteesilehml,trrho,wettysehhejoRehibeatuyicephcutottiht,caouhtanaIsnh’arrinkcceesdcasedcthwnhttwoanihhilrdriloaelrtlehtyta(br-caffswneeiivtntvpeeuaedapardcebeifymcryilrnes)aiefdyiaesasaetrcmslhorsnlteiegottbothdntdieelhneedobgned!nhycisr(n.ehmeett,oahrteohtpewhhefetoiettetm)(inrhrmackste.echasexcferhvtouyioeworromprnitubl.uhleslgeb.aeietntteea)htsshet.ergeob.oradckets. of the language conjunction clauses a sudden outburst of Ah, yes, the dal. used to express interjection feeling(s) 5. Tina (knock) on the door three times before her mother (rain) a lot today and it is likely that there will be heavy 6. asked her to enter the room. It rainfall again this week. 7 Using Words Suffixes are letters added to the end of a word (suffixes) The form of the words may sometimes change. Ttohecrseuaftfeixeasn,e-nwewsso,rd-itwy,it-hisat, d-miffeenret,n-tamnceeanainndg.-ion, are used to make nouns. • happy – happiness • similar – similarity • enter – entrance • art – artist • refresh – refreshment • admit – admission with the words formed by suffixes to the Complete these sentences adding suitable in the brackets. 1. words Sheeba was able (encourage). to learn swimming due to her coach’s 2. PTPAahlleomeakierswlfealai’gstsehltgl iwmveaensydaoeuglrarey(aeretdsddeeumaelbotleof)(dtoechiedre)mboyt((hnrceeeosrxnptwgoweanssestev)ibkea.lrety)tshinterihkaiiisnrpgjoo.brt.. 3. 4. 5. Assessment of Speaking and Listening Cambridge University Press 39 La1iL23ts4.5 i.t.sC.e.ShthwWnPHaeeHrNrWyrihoantiosonaoowlithwttkmnnhchetblmgeuhhmeenosuenawatwerncwnscloeyiwopyhaudor,ofrtlpuwiduraitrrlnothdosnanspsentsrysdltecawhladraayosleinsomdrrsteuwemNwsdohseu.veeocewmnNrsoaprteto?erZblaheact?elreideyocyaesneldedfadrutnoqerhdmiusnepesgtlescehtttcodhhteiirtroeiaeaerAnld?frllstuyas.sswittneroalblvloiFteahlirdna?t.aotlTudchraleuoy.ssfetNeaersrweoZfci(nceliuasatrlleacannltiudnts,hgtSeef(eoerecsrxno.pindnrfed(oofsrfisTnmiwenaasoglttcris,dloyusnms.)tpearst)hy) Assessment of Speaking and Listening DSiHAs••paeB.epr.eapWI1D2’okiWms.Yoo.i1i3nonron.h.tkeuYgr’moYtxkooicwHtenAwurauioenrnroynrpewmtorfasbprrdutieiyraaheirao—slicsrenyrrteca.ehsdtsupnR.ehtoaslhhreaDoersaeyrprdlexeseyetaippshd’rsrtlrpclseohatenlrassyaasiohobeletytsfwat…ertvlsqtasghiihftyunyeeemhesmegt,essosasepfettvauenasaiiocnsnloptteenht?igtetcih-ys?oucl.tee.einaavrdstelciloylifhnonSwarsctnhthrcahea2e4enenb...dpbsyiloceceADuhtxrtuoe•opopreoruetlesalhrssynfeIios’ttyamsoolmspsotyebotsoermaarokantclriptsltnr.hia.ytrienitonthagotgymht.hoeo.err.faiinnr…sisph(idrisisnocgmu?sestinhginag?topic) • an integrated unit with listening, speaking and pronunciation 87 exercises to develop and hone the aural-oral skills in young learners • recognition tasks in the lower classes to production tasks as the course unfolds • includes familiar topics and everyday conversations to simulate real-life situations • guided practice from controlled to free activities Writing (note-making) Writing (writing a newspaper report) • carefully graded with controlled tasks WritingMiRm•••aeApkm.oincrelogotoRmaYrgnTngNeonAbicicaoautote.iantlsdtpBreemlieelos:.tsLty1sha2ieha[on:p.aTayd.encMt1hrstsabdeate.aiytefyesnaipiooinbnoocgMnex.pruy.tI.uniacntnmhanryrlso.tesuaorMesn1hpBlpetSidnfdAoeik6iraeaipaleedtairetot0ardhnsinelcymmnnatm9teetshieaignoJhsmi,usau,eBnlbftositydesiFkaahadoechftiaq.lhuenmngearootOpumeniettrunntpSeleocidxaoadluBaoosneedtenlSad.rtersMsacareyetbaaoreentahsimsVenotanTnder.aehmtruitJBiaaininGsauaadieidndtavnialnauvrigepfnnsmgireolTnpeeg,kldrerudeysPiimilasdeaolunaaaanrufeeognpttrriedlrdptoenodeen]osavRautiernecibecrsc-dyobhoareshrindetaeuoifdrn.detignhe.lgeny.srt..tIittlhee. lps you internalise the A newspaper report informs readers of what is happening in their locality, their city, their country in the lower classes, semi-controlled 2. Ianb..18fco4ru0enw, dthmaeilsoRsnoiensgaalnied drifting or the world. tasks in the mid-level classes to free A newspaper report generally uses this format. tasks in the higher classes Headline: It must be catchy and it should indicate what the report is about. • illustrations to prompt ideas for the Byline: name of the reporter when the report is written. writing tasks Date: It should indicate the date Body: (in two or three paragraphs) Remember ‘CODER’ when you write. C: Collect your ideas. O: Organise your ideas. D: Draft your ideas; make your first draft. E: Edit your work. R: Revise your work. Write tasrtenueed-pwelnsatpnfatriponemgreyrveoepunortrsttcoohonokooplnlwaeocoenfiantnhyeionsueter trs-oscpchihocooso.l.l Earth Day poster competition. 1. A 2. A (summarising) Continue this way. write a summary of the passage. Now use your notes to B. Life Skills Activity Warm-up answersant, bee, beetle, butterfly, earthworm, frog, scorpion, slug, snail, snake, termite, wasp 147 • reflective tasks to encourage the Life Skills Activity 109 development of life skills and iIn••n•HraIceRtbet“nhlsuurHaiyweesepsstsaaoxoqsssiacpemttnui.orhchpardeechopaein.neinorrtsaeT—zBhtseefhseasbfliisiilittaesllwbmseliclaosibtesoa.ywamwlsfiel,oklaseiferynips,la”Ilaewanifcsnbehyniaoaueidwcinltldlh.tgyhe.eAo.ay•tr•t•enroftoulsnuyyeb.aowcwleWbwuiaPhsrlhhinahoitdtceeaveewohvlnnpnoeiawpnavntwwyoaphtbaee,paeaomaejflnfluoleleuaotufteyesraohrnsollimnneceuaaaagotlnfnciauemdeetseirgevdltaa.eaetrtHhilit(enivciigasmseohept•p•owtmepaistnmiasionoguysteotnp.siaowostslDilcasnfiok—toiiy,nashirtsw.tacoeeoueamgdnasnaesoswfmhtrebiyiiotemoerohuinneuolsdtdfrth;imsorekeennolIsfommjp-uwaopeswnehntasrotlir,ieawkeslenteoss) PoAsStLer self-awareness inside I do... • enriched with visuals to engage happy. and motivate young learners scared. Enrichment Activities and Revisions sad. angry. anxious. disappointed. frustrated. calm. 73

Detailed Table of Contents Units Reading/Interpreting the Poem Using Grammar Using Words Aural and Oral Skills Writing Life Skills (ASL Corner) writing a notice Activity writing an critical thinking 1. Tasty Treats informal letter problem solving; self- A. Dal Delight 1. reading for main ideas parts of speech: binomials Listening: listening for writing a awareness 2. reading for inference; HOTS revision collocations detail descriptive 3. value-based question revision of tenses: Dictionary Work: reading a Pronunciation: paragraph coping with CB. The All- simple and dictionary entry difference between writing a diary emotions; American Slurp continuous letters and sounds entry self-awareness 1. reading for main ideas Speaking: 2. reading for inference; HOTS 1. expressing gratitude writing an 3. value-based question 2. speaking on a topic informal letter amC. Poem: Deep in bOur Refrigerator 1. reading for main ideas 2. reading for inference; HOTS 3. value-based question 4. appreciation: rhyme; imagery riEnrichment Activities 1 d2. F acing gChallenges e UA. The Last Leaf 1. reading for main ideas modals phrasal verbs Listening: listening for 2. reading for inference; HOTS the perfect tenses Spelling: abbreviations and detail 3. value-based questions acronyms Pronunciation: initial nivB. His First Flight suffixes clusters 1. reading for main ideas Dictionary Work: Speaking: 2. reading for inference; HOTS multiple meanings 1. offering help; 3. value-based question ersC. Poem: If responding to offers 1. reading for main ideas of help 2. reading for inference; HOTS 2. discussion on a 3. value-based question topic 4. appreciation: personification; symbols ityEnrichment Activities 2 P3. Laughter, theRevision 1 rBest Medicine eA. Harris in the ssMaze 1. reading for main ideas determiners collocations Listening: listening for 2. reading for inference; HOTS inference 3. value-based question B. Everest 1. reading for main ideas prefixes Pronunciation: medial Reactions 2. reading for inference; HOTS future time reference Dictionary Work: clusters 3. value-based question Speaking: confusing words 1. exploring options/ giving opinions C. Poem: You Are 1. reading for main ideas Old, Father 2. reading for inference; HOTS 2. giving a speech Williams 3. value-based question 4. appreciation: tone

Units Reading/Interpreting the Poem Using Grammar Using Words Aural and Oral Skills Writing Life Skills (ASL Corner) Activity CaA. The Goal Not4. The Sporting mScoredSpirit 1. reading for main ideas 1. phrases lexical groups: words 2. reading for inference; HOTS 2. clauses related to sports 3. value-based question brB. The Amazing Listening: listening for iStory of information writing a formal dKipchoge Keino 3. value-based question Pronunciation: final letter 1. reading for main ideas: clusters Punctuation: 2. reading for inference; HOTS conditional clauses Speaking: the dash empathy geC. Poem: Nine 1. expressing critical thinking; Gold Medals writing an article interpersonal sympathy writing a skills Un5. Nurture Nature 2. discussing a topic newspaper report 1. reading for main ideas 2. reading for inference; HOTS 3. value-based question 4. appreciation: theme; alliteration ivA. Fire in the eForest 1. reading for main ideas active and passive 1. expressions with life 2. reading for inference; HOTS voice 2. words belonging to the 3. value-based question connectors rsiB. The World in same semantic field Listening: listening for tya Wall homophones specific information 1. reading for main ideas Dictionary Work: Pronunciation: revision 2. reading for inference; HOTS homophones of clusters 3. value-based question Speaking: PC. Poem: Throwing 1. encouraging others reA Tree 2. debate 1. reading for main ideas 2. reading for inference; HOTS 3. value-based question 4. appreciation: metaphor; imagery; personification ssEnrichment Activities 3

Units Reading/Interpreting the Poem Using Grammar Using Words Aural and Oral Skills Writing Life Skills (ASL Corner) writing an email Activity writing a diary empathy; 6. The Written entry interpersonal Word skills 1. note-making A. How I 2. summarising critical thinking; Taught my writing dialogues interpersonal Grandmother to Punctuation: skills integrated CRead punctuation 1. reading for main ideas reported speech idioms 2. reading for inference; HOTS for and since compound words 3. value-based questions Spelling: amB. Boyhood Days prepositions irregular plurals: words of Listening: listening for 1. reading for main ideas mixed tenses foreign origin specific information 2. reading for inference; HOTS Pronunciation: 3. value-based question syllables brC. Poem: Sound Speaking: iand Sense 1. expressing certainty dg7. Suspense and 2. discussing eMystery UA. The Bermuda nTriangle 1. reading for main ideas portmanteau words 2. reading for inference; HOTS 1. using words in context 3. appreciation: poetic device; intonation 2. words belonging to the 1. reading for main ideas 2. reading for inference; HOTS same semantic field 3. value-based question ivB. The Hound of 1. reading for main ideas Listening: note-taking ethe Baskervilles 2. reading for inference; HOTS Pronunciation: stress r(play) in disyllabic words sitC. Poem: The Way Speaking: yThrough the 1. expressing PWoods 3. value-based question approval/ disapproval 1. reading for main ideas 2. speaking on a topic 2. reading for inference; HOTS 3. value-based question 4. appreciation: theme; imagery; repetition; internal rhyme; contrast rEnrichment Activities 4 essRevision 2

Cambridge University PressAcknowledgements The authors and publisher acknowledge the following sources of copyright material and are grateful for the permissions granted: Nine Gold Medals by David Roth. Used with permission. The publisher has applied for permissions to the following but has not heard back from the copyright owners at the time of going to press: Dal Delight by Subhadra Sengupta; Deep in Our Refrigerator by Jack Prelutsky; The Goal Not Scored by Manoj T Thomas; The World in a Wall by Gerald Durrell; His First Flight by Liam O’Flaherty; Everest Reactions by R K Narayan; Fire in the Forest by Norah (Aileen) Burke; How I Taught my Grandmother to Read by Sudha Murty; The All-American Slurp by Lensey Namioka While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. Due acknowledgement for the material will be made at the first opportunity. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.  Images Getty Images: 101557574/Yawar Nazir / Contributor; 114844000/Alex Mares-Manton; 131963938/John E. Kelly; 136596965/Jamie Grill; 138710985/KidStock; 140823594/uniquely india; 145110844/Barrett & MacKay; 148557598/Greg Elms; 152831282/Matilda Lindeblad; 154960530/pierluigi meazzi; 157478614/Wesley Tolhurst; 165041562/jamesbenet; 165902827/Step_Pe; 168324324/Gerhard Schulz; 168529191/Monica Murphy; 172969272/redit: Dmitriy Filippov; 173809950/By: Pete Saloutos; 175498838/loops7; 178674005/MamiGibbs; 180071748/Tomacco; 182460302/Lauri Wiberg; 187861552/NagyDodo; 450614317/RBB; 451658666/ Philipp Schmidli / Stringer; 455594187/Kristina Velickovic; 468839293/redit: Chris Ryan; 476428754/triloks; 483866829/Gal Schweizer/CON / Contributor; 486083959/Anadolu Agency / Contributor; 490245862/Alex Belomlinsky; 492081336/Alex Belomlinsky; 494677816/Palani Mohan / Contributor; 501883535/Paul Roget; 503488557/Batareykin; 506553412/Alex Belomlinsky; 507794005/Alex Belomlinsky; 513137489/redit: halfbottle; 513952576/ShashikantDurshettiwar; 519546571/Dhurandar; 522356600/Isa Foltin / Contributor; 524996497/ soumitrapendse; 52870460/Andreas Rentz / Staff; 542426089/ullstein bild / Contributor; 544545589/Westend61; 550091661/Stijn Dijkstra / EyeEm; 554367191/Clinton Friedman; 566573603/MAIKA 777; 57320991/Gaye Gerard / Stringer; 588956941/Nisian Hughes; 78455128/Comstock; 78907827/Bryn Lennon / Staff; 83083000/; 83507519/; 84039584/; 84869866/; 85628967/; 89646652/; 92703353/; 93119536/Ronnie Kaufman/Larry Hirshowitz; 93187504/Jochem D Wijnands; sb10065283d-001/Julio Lopez Saguar; stk26928edu/Stockbyte; ; Shutterstock: 100986103/Denis Cristo; 102477560/graphixmania; 107014811/Anastacia - azzzya; 108851138/ Delices; 125038637/ roundstripe; 139765531/Sunny Forest; 157649693/Maxi_m; 16529998/Kochergin; 170717345/JIANG HONGYAN; 183132647/ Anton Gepolov; 208227838/Lorelyn Medina; 208227844/Lorelyn Medina; 266786357/Neda Sadreddin; 280153643/ bontom; 291595280/Yayayoyo; 300650588/wassiliy-architect; 302422220/Singkham; 312867059/ Dipak Shelare; 315583493/KanKhem; 318655940/mythja; 325188452/ Alsou Shakurova; 336997097/Yayayoyo; 342212096/Artisticco; 346892855/supirloko89; 357763145/Copyright: Best Green Screen; 364740719/S-Photo; 398067259/Alfadanz; 40031110/Stephen B. Goodwin; 408194971/ Kakigori Studio; 408518533/Paolo Bona; 411373444/espies; 424290493/Yayayoyo; 428889745/Kakigori Studio; 435733015/CS stock images; 82908472/Christos Georghiou; 96749524/Natali Snailcat; 50370352/John Dominis / Contributor; 980808-001/Andrea Booher; 485284880/wbritten; 737151049/De Agostini Picture Library; 722236195/Westend61; 187058411/PeopleImages; 79559304/Creativ Studio Heinemann

Contents UNIT 1: Tasty Treats 1 UNIT 5: Nurture Nature 93 A. Dal Delight 2 A. Fire in the Forest 94 B. The All-American Slurp 10 B. The World in a Wall 100 C. Deep in Our Refrigerator 20 C. Throwing A Tree 110 Enrichment Activities 1 22 Enrichment Activities 3 113 Cambridge University Press UNIT 2: Facing Challenges 26 UNIT 6: The Written Word 119 A. The Last Leaf 27 A. How I Taught my Grandmother B. His First Flight 35 120 C. If 43 to Read 129 Enrichment Activities 2 47 B. Boyhood Days 137 Revision 1 51 C. Sound and Sense UNIT 7: Suspense and Mystery 140 UNIT 3: Laughter, the Best Medicine55 A. The Bermuda Triangle 141 A. Harris in the Maze 56 B. The Hound of the Baskervilles (play)148 B. Everest Reactions 62 C. You Are Old, Father William 71 C. The Way Through the Woods 158 UNIT 4: The Sporting Spirit 74 Enrichment Activities 4 162 A. The Goal Not Scored 75 Revision 2 166 B. The Amazing Story of 82 Listening Texts 171 Kipchoge Keino 90 About the Authors/Poets 174 C. Nine Gold Medals

1UNIT Tasty Treats Introduction A. Find out which of these foods your classmates have tasted. Record the total number of people under each picture. Alu paratha Dumplings (momos) DhoklaCambridge University PressMasala dosa Lasagna   B. Work in pairs. Talk about which food you like best. 1

Section A Dal Delight Subhadra Sengupta Warm-up In Indian cooking, split pulses and lentils are called dal. A dish made with whole or split pulses is also called dal. Although, we eat dal frequently, many of us cannot identify one pulse from another. Try to match the pulse to its name. Your teacher will help you. ABC Cambridge University Press1. black gram (urad)2. green gram (moong)3. brown lentils (masoor) Now read this story about some delicious dal. Sadiq was sitting in his father’s food stall, in a small street in Lucknow, when he saw a man in a silk achkan get off a horse, at their door. Two helpers followed the man. “Looks rich. Is he coming here?” Sadiq wondered. Sadiq’s father Mohammad Qadir looked up from the fritters he was frying, as one of the helpers came up and announced, “Nawab Hasan Ali has arrived.” The man entered and looked around their small shop. “I hear you are a famous cook, Mohammad Qadir,” he said in a bored voice. “I like tasting new dishes. What do you make best?” 2

“Dal,” said Sadiq’s father and went on with what he Cambridge University Press“Huzoor, to enjoy my dal you will have to come to was doing. my shop. It has to be eaten immediately. So, your honour, once I call, you will have to come at once.” “Dal? Just dal?” the Nawab asked, surprised. “Really? What if I’m late?” “I can make biryani and korma and all the usual dishes, but you asked me what I make best,” Qadir “I’ll throw the dal away or give it to the poor,” Qadir said calmly. replied. “But dal! That doesn’t sound very exciting. Nawab Hasan Ali shook his head. This Qadir was My friends were praising your cooking so much, like no cook he had met. I expected some new extraordinary dish.” “Ah well,” he thought, “let’s taste his dal, maybe it “But you haven’t tasted the dal I make.” will be worth the trouble.” “Fine, I’ll taste it. What kind of dal do you make?” “Call me tomorrow when you’re ready,” he said and left the stall. “Urad.” Sadiq sighed with relief. He had been worried “Give me some. Let’s see what’s so special about it.” that the Nawab would lose his temper and leave. Sadiq knew that nawabs often gave generous “I haven’t got any ready now.” rewards to cooks if they liked a dish. His father had nearly spoilt everything. It was lucky that the “What!” the Nawab said angrily. Nawab had been in a good mood and agreed to all Qadir’s conditions. “I make my dal shahi urad only on order,” Qadir said. “I use a special masala. It takes a day to In the evening, Sadiq went with his father to the make. If your honour wishes, I’ll prepare it for market to buy the ingredients for the dal shahi tomorrow’s lunch.” urad. Only the best would do, of course. Nawab Hasan Ali agreed reluctantly. “I live nearby. All of it had to be fresh and perfect. You can bring it to my house tomorrow.” Sadiq heard in the market that Nawab Hasan Ali “I’m sorry, sir, that’s not possible,” said Qadir. had rewarded many cooks in the past. On the way Sadiq sighed to himself. achkan a knee-length coat fritters pieces of vegetable or meat covered with batter and His father was being difficult as usual. People came then fried from far and wide to eat in his stall, but he lost a lot extraordinary (here) very special of customers because he was such a fussy cook. dal shahi urad a dish made with cooked urad, spices and fresh cream And this nawab looked rich. reluctantly unwillingly sighed breathed out slowly and noisily (here) because he Nawab Hasan Ali had never met such a rude cook was anxious but he was also amused. Huzoor Urdu word used to show respect, meaning ‘My Lord’ ingredients substances that are combined to make a dish “What’s the problem now, Qadir?” 3

home, he dreamt of the reward his father could Cambridge University Press“Nawabsaab, the dal is ready. My father is calling you.” get. He knew that his father’s dal shahi urad was as good as any dish any cook could prepare. Hasan Ali looked down at Sadiq, “Who?” Then he Early next morning, Sadiq set to work with his seemed to remember, “Ah, yes, the dal.” father. He had a quick taste of the dal when his father wasn’t looking. It tasted utterly delicious. It One of his friends laughed. “Forget the dal, Hasan. was the secret masala that made all the difference. Your kite is in danger. The green kite is about to cut it.” When everything was ready—the dal bubbling gently, balls of dough moist and ready to be Hasan Ali hurriedly pulled at his kite. “Just you wait, slapped into rotis, the raita cooling in an earthen green kite! I’ll get you!” he shouted. bowl—Qadir turned to his son. “Go call the Nawab, son. I’m ready to serve lunch.” “Nawabsaab…” Sadiq interrupted, worried about Sadiq ran all the way to Nawab Hasan Ali’s palace. his father’s temper. “The food is waiting.” He reached the house panting. “I’ve come to call Nawabsaab for lunch. The dal is “Yes, yes,” Hasan Ali said, irritated. “Tell your father ready,” he said to the helper. to wait. Can’t you see my kite is in danger?” “Go up to the roof. Nawabsaab is flying kites there.” “Run along, boy,” one of his friends said impatiently. Sadiq tore up the stairs to the roof. The Nawab and “Can’t you see Nawabsaab is busy?” his friends were completely engrossed in flying kites. Sadiq went up to Hasan Ali and said timidly, “But the dal…” Sadiq gave up and sadly walked away. All his dreams were fading away. He knew what would happen. He knew his father’s temper. The moment Qadir heard that the Nawab preferred to fly kites to tasting his dal, he would fly into a rage and give the dal away. They could forget about any reward. Sadiq felt like crying. On reaching home he looked up. The Nawab’s kite was flying overhead. And his friend Aman was flying a kite from his rooftop across the lane. Suddenly, a wonderful idea struck Sadiq. He ran to Aman’s rooftop. “Aman, do me a favour! See that blue-and-silver kite? Cut it. Fast!” “Sure. No problem,” said Aman, grinning. He was a champion kite flier. He made a special kite string with a layer of ground glass that could cut through anything. 4

Sadiq raced back to the Nawab’s house. He ran up continued, “You deserve a reward. Tell me, what the stairs and reached the roof just as Aman had would you like?” positioned his kite directly above the Nawab’s. Aman gave a sharp tug, “Oh no!” Hasan Ali groaned For the first time that day, Mohammad Qadir in dismay as his kite was cut and wafted down smiled. “I would like to have a bigger food towards the ground. stall, Huzoor.” “Huzoor…” Sadiq said, “the food is waiting. The dal “Done!” said Hasan Ali. He called one of his helpers. is delicious.”’ The helper bowed and put a bag full of money in Qadir’s hands. “Oh yes, yes.” The Nawab suddenly remembered the special dal. “This should be enough for your new shop,” said Nawab Hasan Ali. “Now give me some more of your “Now the kite’s gone, let’s go and eat.” dal shahi urad and a roti.” Sadiq raced ahead, his heart thumping nervously. Cambridge University Pressraita a dish of yoghurt containing chopped cucumber “Don’t let Father lose his temper. Please, don’t let it be too late,” he prayed. earthen made of clay The Nawab and his friends entered the stall. The tore up the stairs ran up the stairs very quickly best room had been readied for them. As they sat down on the carpet, Qadir came in with the dal engrossed gave all (their) attention and Sadiq followed with piping hot rotis dripping with butter. timidly (here) humbly Sadiq held his breath as Nawab Hasan Ali broke a grinning smiling with the teeth showing piece of roti, dipped it in the dal shahi urad, put it in his mouth, chewed slowly and then closed his groaned in dismay made a long, deep sound of disappointment eyes. “Ah!” he said softly. Sadiq let go of his breath. wafted moved gently through the air The Nawab dipped a second thumping beating very fast piece of roti in the dal, scooped some raita with scooped picked up it, savoured it and said, “Wah, Qadir! Your dal shahi savoured tasted and enjoyed urad is truly heavenly! I have never tasted anything better.” After a few more mouthfuls, Hasan Ali 5

Watching his father serve the Nawab and his guests, and Aman could buy kites and tops in the market Sadiq grinned to himself. Now they would be rich. and treat themselves to some sweets. Later, he would tell his father how he had tricked the Nawab into coming on time. He knew his father As Nawab Hasan Ali ate and ate, Sadiq smiled would laugh and give him some money. With it, he and smiled. Reading (reading for main ideas) A. Choose the right options to answer these questions. 1. Why did Nawab Hasan Ali come to Qadir’s food stall? a. He wanted to taste Qadir’s famous fritters. b. He had heard of Qadir’s fame as a cook and wanted to taste his best dish. c. He wanted to taste Qadir’s best dish. d. He wanted to give him some money. Cambridge University Press 2. Why did Qadir lose a lot of customers? a. He was a very messy cook. b. He was a very fussy cook. c. He charged a lot of money for the food he served. d. He was not a very good cook. 3. Why was Sadiq worried when the Nawab refused to respond to his call immediately? a. the dal would become dry and tasteless b. his father would give away the dal c. his father would have to cook a new dish d. his father would blame him for it B. Complete the table. (reading for inference; HOTS) Statement Reason 1. Sadiq felt like crying. He was afraid of his father not being rewarded. 2. His father was being difficult as usual. 3. His father had nearly spoilt everything. 4. All his dreams were fading away. 5. He knew his father would laugh and give him some money. C. Think and answer. 1. Why was a rich man like Nawab Hasan Ali willing to come to a poor man’s food stall? 2. Sadiq had a dream for his father. What was this dream and how did he work to make it come true? 6

D. Discuss in class. (value-based question) Do you approve of what Sadiq did? Would you have done the same in a similar situation? Why/Why not? G Using Grammar (parts of speech: revision) Parts of speech Functions Examples noun word used to name/identify a person, Just you wait, green kite! pronoun place, animal, thing or idea adjective verb used in the place of nouns to avoid Sadiq sighed with relief. He adverb repetition had been worried. preposition Cambridge University Pressdescribes/modifies a noun or a pronoun I hear you are a famous cook. conjunction denotes an action or state of being I use a special masala. interjection describes/modifies a verb, adjective Hasan Ali hurriedly pulled at or adverb his kite. used to show the location or relationship His kite could cut through it. of a noun/pronoun with another word in the sentence used to join words, phrases, sentences or His father lost customers clauses because he was a fussy cook. used to express a sudden outburst of Ah, yes, the dal. feeling(s) 7

Complete this paragraph with the suitable words from the box. Then, write what parts of speech they are. immensely   reward   clever   alas   he   on   for   agrees Sadiq is a boy, who understands the importance of pleasing Nawab Hasan Ali. His father, Qadir, to cook his famous dal for the Nawab. Sadiq has to ensure that the Nawab gets to the stall on time, the dal has to be eaten hot. But ! Sadiq finds the Nawab the terrace flying kites. Sadiq’s friend, Aman, is a skilled kite flyer and cuts the string of the Nawab’s kite with his own. The Nawab reaches the stall on time and enjoys his meal . He gives Qadir a handsome . Cambridge University Press Using Words(binomials) Read this sentence. People came from far and wide to eat in his stall. The highlighted phrase, far and wide (which means from ‘distant places’) is a binomial. Binomials are expressions with two words linked by a conjunction or a preposition. Here are some more examples. • safe and sound • up and down • sick and tired • sooner or later The order of the words cannot be changed. We cannot say— • sound and safe • down and up • tired and sick • later or sooner Choose the right binomials from the box to complete these sentences. far and wide   part and parcel   hustle and bustle   step-by-step   back to front 1. The news spread that the king was to give his daughter in marriage to the bravest man in all the land. 2. He followed a set of instructions for making a pizza. 3. I wonder if you realise that you have your T-shirt on . 4. My grandmother enjoys the of the marketplace. 5. For some people loneliness is of everyday life. 8

Writing (writing a notice) You have already learnt that a notice is a short piece of writing that is used to communicate information formally. You are the Cultural Coordinator of APC Public School, Vadodara. Your school has decided to organise a carnival to be held in the school grounds. You have been asked to write a notice about this carnival, inviting the students and teachers to participate in it. Write a notice in not more than 50 words to be put up on the noticeboard with all the relevant details. Use this format. Cambridge University Press(committee’s name) NOTICE (date of issue) Carnival (Write the details of the carnival; who all are expected to be a part of the carnival; how many events and what kind; etc.) Date/s: (the date/s on which it is to be held) Time: (the time at which it is to start) Venue: (the venue where it will take place) (your name) (your position) 9

Section B The All-American Slurp Lensey Namioka Warm-up Make a record of the food items you usually eat by writing their names in the spaces given. Discuss your list in class. Meal Breakfast Lunch Dinner What I eat Cambridge University Press People in different places have different lifestyles and eating habits. Ignorance of the differences may sometimes lead to cultural shocks. Read this story and see how the narrator feels towards her own culture and that of the West even over trivial matters such as table manners. The first time our family was invited out to a sofa. As our family of four sat stiffly in a row, my dinner in America, we disgraced ourselves younger brother and I stole glances at our parents while eating celery. We had immigrated to this for a clue as to what to do next. country from China, and during our early days here Mrs Gleason offered the relish tray to Mother. The we had a hard time with American table manners. tray looked pretty, with its tiny red radishes, curly In China, we never ate celery raw, or any other sticks of carrots, and long, slender stalks of pale kind of vegetable raw. We always had to disinfect green celery. “Do try some of the celery, Mrs Lin,” the vegetables in boiling water first. When we were she said. “It’s from a local farmer, and it’s sweet.” presented with our first relish tray, the raw celery Mother picked up one of the green stalks, and caught us unprepared. Father followed suit. Then I picked up a stalk, and We had been invited to dinner by our neighbours, my brother did too. So there we sat, each with a the Gleasons. After arriving at the house, we shook stalk of celery in our right hand. hands with our hosts and packed ourselves into 10

Cambridge University Press Father took a bite of his celery. Crunch. “Yes, it is Mrs Gleason kept smiling. “Would you like to try good,” he said, looking surprised. some of the dip, Mrs Lin? It’s my own recipe— sour cream and onion flakes, with a dash of I took a bite, and then my brother. Crunch, crunch. Tabasco sauce.” It was more than good; it was delicious. Raw celery has a slight sparkle, a zingy taste that you don’t get Most Chinese don’t care for dairy products, and in in cooked celery. When Mrs Gleason came around those days I wasn’t even ready to drink fresh milk. with the relish tray, we each took another stalk of Sour cream sounded perfectly revolting. Our family celery, except my brother. He took two. shook our heads in unison. disgraced ourselves brought shame on ourselves Mrs Gleason went off with the relish tray to the other guests, and we carefully watched to see celery a vegetable with an edible stalk what they did. Everyone seemed to eat the raw vegetables quite happily. immigrated went to live permanently in a foreign country Mother took a bite of her celery. Crunch. “It’s not disinfect clean bad!” she whispered. relish a dipping sauce made of vegetables, vinegar and spices followed suit followed someone’s example; did the same thing recipe method of preparing a dish revolting disgusting zingy taste sharp taste like that of a lemon 11

There was only one problem; long strings ran Cambridge University Presscoming last night. Hope you and your folks got through the length of the stalk, and they got caught enough to eat. You certainly didn’t take very much. in my teeth. When I help my mother in the kitchen, Mom never tries to figure out how much food to I always pull the strings out before slicing celery. prepare. She just puts everything on the table and hopes for the best.” I pulled the strings out of my stalk. Z-z-zip, z-z-zip. My brother followed suit. Z-z-zip, z-z-zip, z-z-zip. I began to relax. The Gleasons’ dinner party wasn’t To my left, my parents were taking care of their own so different from a Chinese meal after all. My stalks. Z-z-zip, z-z-zip, z-z-zip. mother also puts everything on the table and hopes for the best. Suddenly, I realised that there was dead silence Meg was the first friend I had made after we came except for our zipping. Looking up, I saw that the to America. I eventually got acquainted with a few eyes of everyone in the room were on our family. other kids in school, but Meg was still the only real Mr and Mrs Gleason, their daughter Meg, who was friend I had. my friend, and their neighbours, the Badels—they The day came when my parents announced that were all staring at us as we busily pulled the strings they wanted to give a dinner party. We had invited of our celery. Chinese friends to eat with us before, but this dinner was going to be different. In addition, we That wasn’t the end of it. Mrs Gleason announced were going to invite the Gleasons. that dinner was served and invited us to the dining “I can hardly wait to have dinner at your house,” table. It was lavishly covered with platters of food, Meg said to me. “I just love Chinese food.” but we couldn’t see any chairs around the table. So we helpfully carried over some dining chairs and sat down. All the other guests just stood there. Mrs Gleason bent down and whispered to us, “This is a buffet dinner. You help yourselves to some food and eat it in the living room.” Our family beat a retreat back to the sofa as if chased by enemy soldiers. For the rest of the evening, too mortified to go back to the dining table, I nursed a bit of potato salad on my plate. The next day, Meg and I got on the school bus together. I wasn’t sure how she would feel about me after the spectacle our family made at the party. But she was just the same as usual, and the only reference she made to the party was, “Thanks for 12

That was a relief. Mother was a good cook, but I Cambridge University Presshead slightly, and I understood the message—the wasn’t sure if people who ate sour cream would Gleasons were not used to Chinese ways, and they also eat soy sauce. were just coping the best they could. For some reason, I thought of celery strings. Mother decided not to take a chance. Since we had Western guests, she set the table with large dinner When the main courses were finished, Mother plates, which we never used in Chinese meals. brought out a platter of fruit. “I hope you weren’t In fact, we didn’t use individual plates at all, but expecting a sweet dessert,” she said. “Since picked up food from the platters in the middle of the Chinese don’t eat dessert, I didn’t think to the table and brought it directly to our rice bowls. prepare any.” Following the practice of Chinese-American restaurants. Mother also placed large serving “Oh, I couldn’t possibly eat dessert!” cried spoons on the platters. Mrs Gleason. “I’m simply stuffed!” The dinner started well. Mrs Gleason exclaimed at Meg had different ideas. When the table was the beautifully arranged dishes of food. At first, I was cleared, she announced that she and I were going too busy enjoying my food to notice how the guests for a walk. “I don’t know about you, but I feel like were doing. But soon I remembered my duties. dessert,” she told me, when we were outside. Sometimes guests were too polite to help themselves “Come on, there’s a Dairy Queen down the street. and you had to serve them with more food. I could use a big chocolate milkshake!” I glanced at Meg, to see if she needed more food, Although, I didn’t really want anything more to eat, and my eyes nearly popped out at the sight of her I insisted on paying for the milkshakes. After all I plate. It was piled with food. She had been taking was still hostess. food from a second dish before she finished eating her helping from the first! dead silence complete silence lavishly generously Horrified, I turned to look at Mr Gleason. He was buffet a meal consisting of many dishes from which guests help chasing a pea around his plate. Several times he got it to the edge, but when he tried to pick it up with beat a retreat themselves his chopsticks, it rolled back toward the centre of mortified withdraw quickly the plate again. Finally, he put down his chopsticks spectacle highly embarrassed and picked up the pea with his fingers. He really unusual event that attracts attention did! A grown man! All of us, our family and the Chinese guests, stopped eating to watch the activities of the Gleasons. I wanted to giggle. Then I caught my mother’s eyes on me. She frowned and shook her 13

Meg got her large chocolate milkshake and I had a “Do you always slurp when you eat a milkshake?” small one. Even so, she was finishing hers while I asked, before I could stop myself. I was only half done. Toward the end she pulled Meg grinned. “Sure. All Americans slurp.” hard on her straws and went shloop, shloop. slurp drink something with a loud sucking noise Reading (reading for main ideas) A. Choose the right options to complete these sentences. 1. The one thing that the narrator and her family found difficult in the early days was a. speaking the language. b. acquiring a house. c. American table manners. d. making new friends. Cambridge University Press 2. The narrator’s family did not dip their celery into the sour cream because a. there was not too much of it. b. it was spoilt. c. they did not like dairy products. d. they were feeling shy. 3. We can tell that the narrator and her family were not used to a buffet meal because a. they started to serve the others. b. they refused to eat. c. they took away the serving dish. d. they took chairs to the table. 4. At the Chinese dinner, the narrator was shocked when she saw a. people laugh at the Gleasons. b. her mother shake her head. c. Meg’s plate with food from both the dishes. d. Mrs Gleason eat with her hands. B. Answer these questions. 1. Why did the narrator and her brother keep looking at their parents? 2. Why was there dead silence in the room? 3. Why was the narrator horrified by Mr Gleason? 14

C. In the Venn diagram below, explore the similarities and differences of the two cultures by comparing the narrator with her friend, Meg. In the Venn diagram, write similarities in the space where the circles overlap. Write differences in the spaces that do not overlap, underneath each name. Differences Differences Similarities Narrator Meg D. Think and answer.Cambridge University Press (reading for inference; HOTS) 1. The narrator has related a story of clashing dining cultures. What method does she employ to do this? Has she been successful? 2. In spite of the cultural differences, the two girls remained good friends. Why do you think this is so? 3. “Do you always slurp when you eat a milkshake?” I asked, before I could stop myself. Why do you think the narrator uses the expression ‘eat a milkshake’ instead of using ‘drink a milkshake’? E. Discuss in class. (value-based question) What do you think would have happened if the two girls had made fun of each other’s families after these get-togethers? What is the lesson in this for all of us? G Using Grammar (revision of tenses: simple and continuous) You have learnt about the simple present and the simple past tenses, and the present continuous and the past continuous tenses. Let us revise these tenses once more. Study this table. Present The simple tense The continuous tense expresses the ‘now’ of an action expresses a continuous or ongoing action or situation that is currently happening Past expresses an action or situation that expresses a continuous or ongoing began and ended in the past action that was happening at a particular time 15

Cambridge University PressUnderline the verbs and identify their tenses. 1. She was painting with concentration when the ball rang. 2. Are you still watching the television? 3. Grandpa went out to buy some soda, but bought water instead! 4. It was while they were heading to the beach that the accident occurred. 5. The sun rises in the east and sets in the west. Using Words(collocations) Describe the food items in the table with adjectives from the box. You can use the adjective more than once. ripe  fatty   sweet   hard   juicy   tough oily   sour   mild   tender   salty   hot ripe, sour, sweet, juicy 16

Dictionary Work  (reading a dictionary entry) Definition Study the parts of the dictionary entry. Pronunciation Part of speech Entry word re.lish1 /'rel. ∫/ v. 1. to like or enjoy something: I always relish Example a challenge. 2. to feel pleasure about something that is going to sentence happen: She relishes the prospect of studying in Italy for six months. re.lish2 /'rel. ∫/ n. slice of meat/fish/vegetable eaten with a dipping sauce: Our host came around with a relish on a tray. Cambridge University Press Entry word – The • separates the syllables. The 1 notes there are more than one definition entry. Pronunciation – This is separated into syllables and tells you how to pronounce the entry word. The ' tells you which syllable is stressed. Part of speech – This abbreviation tells you what part of speech the defined word is. Definition – This explains the meaning of the entry word. If there is more than one meaning, the definition is divided by numbers. Example sentence – An example sentence is often used to make the meaning more clear. A. Look up the meaning of nurse in the dictionary. See if you can identify the aspects that were described earlier. B. Say what meaning of nurse is used in this sentence. I nursed a bit of potato salad on my plate. Assessment of Speaking and Listening Listening  (listening for detail) The narrator and her mother go to a restaurant for breakfast. A waiter takes their order. Listen to the dialogue and write down what each of them orders. Pronunciation  (difference between letters and sounds) You have already learnt to recognise sounds in words. A quick recap— 17

The word family has six letters. Let us look at how many sounds there are in it. f am i l y 123456 The word goose has five letters. Let us look at how many sounds there are in it. goose 12 3 Say these words aloud. Then notice the number of sounds and letters in these words. Words No. of sounds No. of letters rock 3 4 house 4 5 when 3 4 sadly 5 5 basket 6 6 Cambridge University Press Speaking  (expressing gratitude) Read this sentence. Thanks for coming last night. Here, Meg expresses her gratitude to Lensey for coming over for dinner. You express gratitude when someone gives you something, does something nice for you or helps you. Here are some ways you can show gratitude. • Thanks! • Thank you, I owe you a favour. • I am grateful. • You have been very helpful. • That was kind of you. • Thanks for being so thoughtful. • What you’ve done means a lot to me. • I thank you from the bottom of my heart. A. Work in pairs. Express gratitude in these situations. 1. You drop your books on the floor and a passer-by helps you pick them up. 2. Your friend has helped you prepare for the painting competition. You have won the competition and want to thank your friend.  (speaking on a topic) B. Work in pairs. Discuss what you see in this picture. Talk about the importance of eating healthy food. 18

Writing (writing an informal letter) Informal letters are letters written to friends, family and acquaintances. The tone of the letter is personal and can be a little casual. Cambridge University Press Imagine that you are the narrator of this story. You moved to the United States with your family but your grandparents still live in China. Write a letter to them about your trip and experiences in the United States. Write about what has been the most interesting experience and what you have learned about American culture. Remember to • ask how they are before talking about your experiences. • introduce the topics in an organised manner. There may be several things you may want to write about, but they should not confuse your grandparents. • respect the similarities and differences between the two cultures while you write about them. 19

Section C Deep in Our Refrigerator Jack Prelutsky Warm-up You must have noticed that if food is left for a long time in a refrigerator, it gets spoilt. What should be done to avoid this situation? Think of some other common experience that is shared in most households. Discuss with your partner. Deep in our refrigerator, Cambridge University Pressthen fills the space with other food there’s a special place that’s not so ancient yet. for food that’s been around awhile… we keep it, just in case. slime a sticky liquid substance that is unpleasant to touch “It’s probably too old to eat,” my mother likes to say. “But I don’t think it’s old enough for me to throw away.” It stays there for a month or more to ripen in the cold, and soon we notice fuzzy clumps of multi-coloured mould. The clumps are larger every day, we notice this as well, but mostly what we notice is a certain special smell. When, finally, it all becomes a nasty mass of slime, my mother takes it out, and says, “Apparently, it’s time.” She dumps it in the garbage can, though not without regret, 20

Interpreting the Poem  (reading for main ideas) A. Answer these questions. 1. Does the poet’s family eat the food that has been in the refrigerator for a while? Give reasons for your answer. 2. How long does the food remain in the fridge? 3. What happens to the food in the refrigerator after a month? 4. When does the poet’s mother decide that it is time to get rid of it? 5. What does she do after dumping it in the garbage? B. Think and answer. (reading for inference; HOTS) 1. Why is the poem called Deep in Our Refrigerator? 2. Why do you think Mother is reluctant to throw the food away? C. Discuss in class. Cambridge University Press (value-based question) Is it healthy to leave food in the refrigerator for a month or more? Why/Why not? Appreciation A. When reading the poem, you will notice that alternate lines rhyme. Can you pick out the pairs of rhyming words? B. I magery is using words that create mental sensory pictures. Pick out the words/phrases that the poet uses effectively to convey the visual image of rotting food. Life Skills Activity  (critical thinking) In a refrigerator of this model, the coldest part is the freezer, followed by the top shelf. The warmest part is the door and the bottom shelf is next. The crisper drawer has the most moisture. TOP SHELF FREEZER What is a good way to store food in such a refrigerator? MIDDLE SHELF Match the part in column A with the food in column B. A B BOTTOM DOOR 1. freezer a. leftovers, cooked food SHELF CRISPER DRAWER 2. top shelf b. fruits 3. middle shelf c. vegetables Answers: 4. bottom shelf d. eggs, milk, curd 5. crisper drawer e. condiments, butter, fruit juice 1. f; 2. d; 3. a; 4. b; 5. c; 6. e 6. door f. frozen food, ice cream 21

Enrichment Activities 1 (Unit 1) Chocolates We all love chocolates. But, do you know how the use of chocolates spread around the world? The origin of chocolate can be traced to the cacao plant which has been cultivated for more than 3,000 years by the Mayans and the Aztec people of Mexico and Central America. The word ‘cacao’ comes from ‘cacau’, the Mayan word for the plant. To them it was a very important plant, and the beans were believed to possess medicinal powers and used as currency. Because of a spelling error, probably by British traders long ago, these beans came to be known as cocoa beans. The Mayans used to roast and grind the seeds of the cacao plant. They would then make a drink—which was spicy, bitter and frothy—by adding chilli to the grounded seeds. This concoction was called xocoatl, from which the word ‘chocolate’ was later derived. Cambridge University Press Cacao plant The Spanish explorer Hernán Cortés was served xocoatl in 1519 at the court of an Aztec ruler, Montezuma II. Consequently, Cortés introduced cocoa to Spain where it was drunk as a hot beverage, by adding cinnamon and vanilla flavours to it. The use of cocoa had spread to France, Italy and England by the 1600s. However, it was very expensive and affordable only by the rich. The cocoa press was invented in 1828. This made it easier and less expensive to produce cocoa powder and cocoa butter, the ingredients to make solid chocolate. Daniel Peter, from Switzerland, made the first milk chocolate with the help of his neighbour, Henri Nestlé, in 1875. And then, there was no looking back. Chocolates have become all-time favourites of many generations around the world. Tenzing Norgay was one of the first two mountaineers to reach the world’s highest peak of Mt Everest in 1953. He is known to have buried a little bit of chocolate in the snow at its summit as an offering to the gods. The spaceflight, Apollo 11, which landed the first people on the moon in 1969, had chocolate pudding onboard. Reading Choose the right options to complete these sentences. 1. The plant has been cultivated for more than 3,000 years by the Mayans and the Aztec people of Mexico and Central America. a. chocolate b. cacao c. xocoatl 22

2. The word ‘concoction’, as used in the text, means b. a drink with magic powers. a. a drink comprising an unusual mixture of things. c. a healing potion. 3. The cacao beans became known as cocoa beans possibly due to a spelling error by a. Tenzing Norgay. b. Hernán Cortéz. c. British traders. 4.  from Switzerland made the first milk chocolate with the help of his neighbour, Henri Nestlé, in 1875. a. Daniel Peter b. Montezuma II c. Tenzing Norgay 5. People first landed on the moon in . a. 1875 b. 1969 c. none of the options Listening Cambridge University Press A. Rajesh goes to a restaurant for dinner. A waiter takes his order. Listen to their conversation and answer these questions. 1. What is the first thing that Rajesh wants? 2. What is the spicy dish suggested by the waiter? 3. What does the waiter suggest as the dish with baby corn? 4. What, according to the waiter, would go well with the baby corn? B. Listen to the story of a man called Ritesh. Fill in the missing words and match the phrases in Column A to those in Column B. A B 1. Ritesh sold a. And to customers. 2. He was polite b. Asked him if he ever 3. His food cart was close to c. Been to 4. On he only served d. The little 5. The little boy e. school. 6. Ritesh had never f. items. 7. The teacher loved g.  children and gave them Speaking A. You visit a restaurant with your family. The waiter comes to take your order. In groups, enact the scene. How will you place the order? Make sure your order includes starters, main course, dessert and beverages. B. Which is your favourite cuisine? Tell your classmates about it and why it is your favourite. Describe the dish that you like the best. 23

Project  (critical thinking) A. Food is considered as a soft power of any nation. This soft power can be used as a great connecting force among cultures and countries. Cambridge University Press Make an album consisting of breakfast food items from different parts of the world. Which is your favourite breakfast? 24

B. Look at the pie chart. It tells you what a balanced diet should consist of. Now complete the given table. Also give at least three examples of each type of food. protein 10% vegetables fruits vegetables dairy 20% 45% carbohydrates carbohydratesCambridge University Press fruits 15% protein dairy 10% Type of Food Percentage of total diet Examples protein 10 meat, fish, soybean fruits vegetables dairy carbohydrates 25

2UNIT Facing Challenges Introduction Different people face various kinds of challenges and stress in their lives. In order to lead happy and fulfilled lives, we need to be aware of how to react to these problems. Think of any one problem that you have faced and do this activity. Then discuss your responses with your teacher. Size of my Problem >> Size of my Reaction Cambridge University Press 1 2 3 4 5 6 7 8 9 10 Ratings: Small problem Medium problem Big problem My Problem: __________________________________ My Reaction __________________________________ Small Problem __________________________________ Emotion Words: “I can solve it myself.” • “a little worried” • “a little annoyed” • “a little sad” My Problem: __________________________________ My Reaction __________________________________ Medium Problem __________________________________ Emotion Words: “Can I do it myself • “worried” • “frustrated” or should I ask • “confused” somebody for help?” My Problem: __________________________________ My Reaction __________________________________ Big Problem __________________________________ Emotion Words: “Someone needs • “really scared” • “really upset” to help me.” • “really worried” 26

Section A The Last Leaf O Henry Warm-up What is the meaning of the word ‘masterpiece’? Can the word only be used for the works of talented and well-known artists such as Leonardo da Vinci? Or can an unknown artist produce a masterpiece? Discuss in groups of five. In Greenwich Village, at the top of a three-storey Cambridge University Press“Paint? Bosh!” said the doctor. “I will do all that brick house, Sue and Johnsy had their studio. science, through my efforts, can accomplish. But They had met at an Eighth Street Delmonico’s and when my patient begins to count the carriages in found their tastes in art so congenial that the joint her funeral procession, I subtract fifty per cent from studio resulted. the curative power of medicines.” That was in May. In November, a cold, unseen After the doctor had gone Sue went into the stranger, whom the doctors called Pneumonia, workroom and cried a napkin to a pulp. Then she stalked about the colony, touching one here and staggered into Johnsy’s room with her drawing there with his icy fingers, smiting his victims board. Johnsy lay, scarcely making a ripple under by scores. the bedclothes, with her face towards the window. Johnsy he smote; and she lay, scarcely moving, Sue arranged her board and began a pen-and-ink on her iron bedstead, looking through the small drawing to illustrate a magazine story. As she was window-panes at the blank side of the next sketching, she heard a low sound, several times brick house. repeated. She went quickly to the bedside. One morning, the busy doctor invited Sue into the Johnsy’s eyes were open wide. She was looking out hallway. “She has one chance in ten,” he said. “And of the window and counting backward. that chance is for her to want to live. Your little friend has made up her mind that she’s not going “Twelve,” she said, and little later “eleven;” and to get well. Has she anything on her mind?” then “ten,” and “nine;” and then “eight;” and “seven,” almost together. “She wanted to paint the Bay of Naples some day,” said Sue. congenial a greeable stalked h unted smiting s triking someone forcefully 27

Sue looked out of the window. What was there to Cambridge University Pressdoctor told me this morning that your chances for count? There was only a bare, dreary yard and the getting well real soon were ten to one!” blank side of the brick house twenty feet away. An old ivy vine climbed halfway up the brick wall; “There goes another,” said Johnsy, keeping her eyes its skeleton branches clung, almost bare, to the fixed upon the wall. “That leaves just four. I want crumbling bricks. to see the last one fall before it gets dark. Then I’ll go, too.” “What is it, dear?” asked Sue. “Johnsy, dear,” said Sue, bending over her, “will you “Six,” said Johnsy, in almost a whisper. “They’re promise me to keep your eyes closed and not look falling faster now. Three days ago there were out of the window until I am done working? I must almost a hundred. It made my head ache to count hand those drawings in by tomorrow. I need the them. But now it’s easy. There goes another one. light, or I would draw the shade down.” There are only five left now.” “Couldn’t you draw in the other room?” asked “Five what, dear?” Johnsy, coldly. “Leaves. On the ivy vine. When the last one falls I “I’d rather be here by you,” said Sue. “Besides, I don’t must go, too. I’ve known that for three days. Didn’t want you to keep looking at those silly ivy leaves.” the doctor tell you?” “Tell me as soon as you have finished,” said Johnsy, “Oh, I never heard of such nonsense,” said Sue, with closing her eyes, and lying white and still, “because magnificent scorn. “What have old ivy leaves to do I want to see the last one fall. I’m tired of waiting. with your getting well? Don’t be a goosey. Why, the I want to turn loose my hold on everything, and go sailing down, down, just like one of those poor, tired leaves.” “Try to sleep,” said Sue. “I must call Behrman up to be my model for the old hermit miner. I’ll not be gone a minute. Don’t try to move ’til I come back.” Old Behrman was a painter who lived on the floor beneath them. He was past sixty and a failure in art. He had been always about to paint a masterpiece, but had never yet begun it. He earned a little by serving as a model to the young artists in the colony. A fierce little old man, he regarded it his special duty to protect the two young artists in the studio above. 28

Sue found Behrman in his dimly lighted den. She Cambridge University PressWearily Sue obeyed. told him of Johnsy’s fancy and how she feared she would, indeed, light and fragile as a leaf herself, But, lo! after the beating rain and fierce gusts of float away, when her slight hold upon the world wind that had endured through the night, there grew weaker. yet stood out against the brick wall one ivy leaf. It was the last one on the vine. Still dark green near Old Behrman shouted his contempt and derision its stem, with its serrated edges tinted with yellow, for such idiotic imaginings. it hung bravely from the branch some twenty feet above the ground. “Vass!” he cried. “Is dere people in de world mit der foolishness to die because leafs dey drop “It is the last one,” said Johnsy. “I thought it would off from a confounded vine? I haf not heard of surely fall during the night. I heard the wind. It will such a thing. Vy do you allow dot silly business fall today, and I shall die at the same time.” to come in der brain of her? Ach, dot poor leetle Miss Yohnsy.” “Dear, dear!” said Sue, leaning her worn face down to the pillow, “think of me, if you won’t think of “She is very ill and weak,” said Sue, “and the yourself. What would I do?” fever has left her mind morbid and full of strange fancies.” The day wore away, and even through the twilight they could see the lone ivy leaf clinging to its stem “That’s just like a woman!” yelled Behrman. against the wall. With the coming of the night the “Gott! dis is not any blace in which one so goot as north wind was again loosed, while the rain beat Miss Yohnsy shall lie sick. Someday I vill paint a against the windows. masterpiece, and ve shall all go away. Gott! yes.” When it was light enough, Johnsy, the merciless, Johnsy was sleeping when they went upstairs. Sue commanded that the shade be raised. pulled the shade down to the window-sill, and motioned Behrman into the other room. In there The ivy leaf was still there. they peered out the window fearfully at the ivy vine. Then they looked at each other for a moment Johnsy lay for a long time looking at it. Then she without speaking. A persistent, cold rain was falling, called to Sue, who was stirring chicken broth over mingled with snow. Behrman, in his old blue shirt, the gas stove. took his seat on an upturned kettle. “I’ve been a bad girl, Sue,” said Johnsy. “Something When Sue awoke next morning she found has made that last leaf stay there to show me how Johnsy with dull, wide-open eyes staring at wicked I was. It is a sin to want to die. You may the drawn shade. bring me a little broth now and—no, bring me “Pull it up; I want to see,” she ordered, in a whisper. derision s corn; ridicule endured lasted serrated jagged 29

a hand-mirror first, and I will sit up and watch That afternoon Sue came to the bed where Johnsy you cook.” lay and put one arm around her. An hour later she said: “I have something to tell you,” she said. “Mr Behrman died of pneumonia today in the hospital. “Sue, some day I hope to paint the Bay of Naples.” He was ill only two days. The janitor found him in his room downstairs helpless with pain. His shoes The doctor came in the afternoon, and Sue had an and clothing were wet through and icy cold. They excuse to go into the hallway as he left. couldn’t imagine where he had been on such a dreadful night. Then they found a lantern, still “Even chances,” said the doctor, taking Sue’s thin, lighted, and a ladder that had been dragged from shaking hand in his. “With good nursing you’ll its place, and some scattered brushes, and a palette win. Now I must see another case downstairs. with green and yellow colours mixed on it, and— Behrman—some kind of an artist, I believe. look out of the window, dear, at the last ivy leaf on Pneumonia, too. He is an old, weak man, and the wall. Didn’t you wonder why it never fluttered the attack is acute. There is no hope for him; but or moved when the wind blew? Ah, darling, it’s he goes to the hospital today to be made more Behrman’s masterpiece—he painted it there the comfortable.” night that the last leaf fell.” The next day the doctor said to Sue: “She’s out of danger. You won. Nutrition and care now—that’s all.” Cambridge University Press janitor d oorkeeper; caretaker Reading (reading for main ideas) A. Complete the flowchart of sequence to show how Behrman got around to creating his masterpiece. Johnsy and Sue Johnsy realised The doctor went to Sue told Johnsy opened a studio that she had check on Behrman that Mr Behrman who had contracted had painted the together… been a bad girl… last leaf on the pneumonia… The doctor told He found out ivy… Sue that Johnsy that Johnsy had The doctor told had given up on decided that she Sue that care would die when and nutrition had life… the last leaf fell done the trick for from the ivy… Johnsy… 30

B. Choose the right options to answer these questions. 1. Who was the cold stranger who stalked about the colony in November? a. Mr Behrman b. pneumonia c. plague d. the watchman 2. What is the one thing that Johnsy really wants to paint? a. an ivy leaf b. a masterpiece c. a pen-and-ink drawing of the Queen d. the Bay of Naples C. Read these sentences from the text and answer the questions that follow. 1. “But when my patient begins to count the carriages in her funeral procession, I subtract fifty per cent from the curative power of medicines.” a. Who is the speaker? b. Who is the patient? c. Is that literally what the patient was doing? 2. Johnsy lay, scarcely making a ripple under the bedclothes, with her face towards the window. a. What is meant by ‘scarcely making a ripple under the bedclothes’? b. Why was she looking out of the window? Cambridge University Press 3. “I want to turn loose my hold on everything, and go sailing down, down, just like one of those poor, tired leaves.” a. Who says this? b. What does the speaker mean by, ‘go sailing down, down’? c. Why are the leaves ‘tired’? D. Think and answer. (reading for inference; HOTS) 1. Why did Behrman act as a model for the artists in the neighbourhood? 2. The author introduces Behrman as ‘a fierce little old man’. How is this character trait illustrated in the story? 3. Why is the story called The Last Leaf ? Can you think of another title for the story? E. Discuss in detail. (value-based questions) 1. Johnsy recovered her health as soon as she regained her hopes for life and began to eat. Discuss. 2. Is there a lesson for us in the way Behrman risked his life to save Johnsy’s? G Using Grammar(modals) We use a modal verb to express an opinion of something, or to describe our attitude towards something. It is used with another verb to form tense or mood. • I can see the puppy running across the road. (expressing ability) • He would say adventurous stories to us every afternoon. (habitual action) • “You should have a haircut, Akash.” (giving advice) 31

Modals are used before the main finite verb, indicating the mood of the verb. They express ability, permission, obligation, possibility, necessity, certainty, uncertainty and more. Some of the more commonly used modals are may, might, can, could, shall, should, will and would. The modals could, would, should and might can be considered the past equivalents of can, will, shall and may, but this is not always the case. Some of their uses are given here. can ability Note: could ability, a little uncertainty I/we shall may polite request, permission, possibility, doubt might possibility, doubt he/she/they/it will shall first person futurity, determination should obligation; advice will second and third person futurity would promise, polite request, determination, hope, habitual actions Cambridge University Press Identify the modal verbs in these sentences and write down their uses. 1. “May I come in, please?” Ravi asked his teacher. 2. You should comb your hair before we head out. 3. He could hear a strange noise coming from downstairs. 4. I will come with you only if you get out of those ridiculous clothes. 5. They might be able to make it for the second half of the play. 6. Your handwriting is a disgrace! Can you read this? 7. I knew I should, but I simply could not bring myself to face my friends just yet. 8. How dare she say that? He would never speak to his father like that. 9. He will be there. Stop getting so anxious. 10. Would you mind reserving a seat for me? Using Words (phrasal verbs) Read these sentences. • I’m not able to pick up speed. (increase) • When she went to the riverbank, she looked around in awe. (look here and there) The highlighted phrases are examples of phrasal verbs. A phrasal verb is a group of words, which functions as a verb. It has a verb with a preposition or adverb or both. 32

Complete these sentences with the right forms of the phrasal verbs from the box. Their meanings are given in brackets. pick out (choose)   pick up (to learn)   look after (take care of)   pick at (eat sparingly) pick on (criticise)   look into (inspect)  look over (examine)     look up (search) 1. My sister an absolutely stunning dress to wear at our cousin’s wedding. 2. The teacher Raju’s paper once more, unable to believe the amount of improvement she had found in his work. 3. He stayed in Germany for only a week but still managed to quite a few German phrases. 4. His classmates him mercilessly, troubling him for an entire week before they decided to leave him alone. Cambridge University Press 5. The principal said she would the matter a little more before making a decision. 6. Have you any information on the topic that was given to you? 7. I like my little nephew more than anything. 8. She sat at the table for a whole hour, and her food. Spelling (abbreviations) An abbreviation is the shortened form of a word or phrase. CM – Chief Minister MP – Member of Parliament Mr – Mister A. Write the abbreviations of these words. 1. United Nations 2. Colonel 3. Avenue 4. Short Message Service 5. Et cetera (acronyms) An acronym is an abbreviation that is formed from the initial letters of the words in a phrase. It is usually pronounced as a word. CD ROM – Compact Disk Read Only Memory BAFTA – British Academy of Films and Television Arts UNESCO – United Nations Educational Scientific Cultural Organisation B. Expand these acronyms. Use a dictionary, if needed. 1. OPEC 2. AWOL 3. VAT 4. SCUBA 5. RADAR 33

Writing (writing a descriptive paragraph) Just like the painting of the last leaf helped Johnsy recover from her illness, music can also be used to heal people. Music therapy is a process which uses music to help people improve their physical and mental health. Find out more about this therapeutic process and write a descriptive passage in 100 words. You can use these clues to help you write the passage. • Apollo—ancient Greek god of music and medicine • music—a method of healing for many centuries • music therapy—performed by professionals • music therapy—uses all aspects of music—physical, emotional, mental, social, aesthetic and spiritual • It affects physical and mental well-being. • It helps to improve cognitive and motor skills, and to treat other forms of psychiatric disorders and depression. Cambridge University Press 34

Section B His First Flight Liam O’Flaherty Warm-up Baby animals and birds face a lot of adversities. Let us look at a few of them. • They need to avoid predators (other animals and birds who can hunt and eat them). • They have to eat the right food. There may be many poisonous or unhealthy food around which they must avoid. • They have to learn to communicate to call for help in times of danger. Cambridge University Press Think of the challenges human babies face. Are they taken care of in a different way? Give reasons. The young seagull was alone on his ledge. His But for the life of him he could not move. two brothers and his sister had already flown away the day before. He had been afraid to fly ledge a narrow shelf projecting from a cliff with them. brink edge flap move (his) wings up and down Somehow when he had taken a little run forward to expanse stretch the brink of the ledge and attempted to flap his wings muster up gather he became afraid. A great expanse of sea stretched upbraiding scolding down beneath, and it was such a long way down threatening trying to alarm or frighten (him) —miles down. He felt certain that his wings would never support him; so he bent his head and ran away back to the little hole under the ledge where he slept at night. Even when each of his brothers and his little sister, whose wings were far shorter than his own, ran to the brink, flapped their wings, and flew away, he failed to muster up courage to take that plunge which appeared to him so desperate. His father and mother had come around the ledge calling to him shrilly, upbraiding him, threatening to let him starve on his ledge unless he flew away. 35

That was twenty-four hours ago. Since then Cambridge University Presswas looking at him. She was standing on a little nobody had come near him. The day before, all high hump on the plateau, her white breast thrust day long, he had watched his parents flying about forward. Now and again, she tore at a piece of with his brothers and sister, perfecting them in the fish that lay at her feet and then scrapped each art of flight, teaching them how to skim the waves side of her beak on the rock. The sight of the food and how to dive for fish. He had, in fact, seen his maddened him. How he loved to tear food that older brother catch his first herring and devour way, scrapping his beak now and again to whet it. it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning “Ga, ga, ga,” he cried begging her to bring him some food. the whole family had walked about on the big plateau midway down the opposite cliff taunting “Gaw-col-ah,” she screamed back derisively. him with his cowardice. The sun was now ascending the sky, blazing on his But he kept calling plaintively, and after a minute ledge that faced the south. He felt the heat because or so he uttered a joyful scream. His mother had he had not eaten since the previous nightfall. picked up a piece of the fish and was flying across He stepped slowly out to the brink of the ledge, to him with it. He leaned out eagerly, tapping the and standing on one leg with the other leg hidden rock with his feet, trying to get nearer to her as under his wing, he closed one eye, then the other, she flew across. But when she was just opposite and pretended to be falling asleep. Still they took him, she halted, her wings motionless, the piece no notice of him. He saw his two brothers and his of fish in her beak almost within reach of his beak. sister lying on the plateau dozing with their heads He waited a moment in surprise, wondering why sunk into their necks. His father was preening she did not come nearer, and then, maddened by the feathers on his white back. Only his mother hunger, he dived at the fish. With a loud scream he fell outwards and downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards. The wind rushed against his breast feathers, then under his stomach, and against his wings. He could feel the tips of his wings cutting through the air. He was not falling headlong now. He was soaring gradually downwards and outwards. He was no longer afraid. He just felt a bit dizzy. Then he flapped his wings once and he soared upwards. “Ga, ga, ga, Ga, ga, ga, Gaw-col-ah,” his mother swooped past him, her wings making a loud noise. 36

He answered her with another scream. Then his beckoning to him, calling shrilly. He dropped his father flew over him screaming. He saw his two legs to stand on the green sea. His legs sank into brothers and his sister flying around him curveting it. He screamed with fright and attempted to rise and banking and soaring and diving. again flapping his wings. But he was tired and weak with hunger and he could not rise, exhausted by Then he completely forgot that he had not always the strange exercise. His feet sank into the green been able to fly, and commended himself to dive sea, and then his belly touched it and he sank no and soar and curve, shrieking shrilly. He was near farther. He was floating on it, and around him his the sea now, flying straight over it, facing straight family was screaming, praising him and their beaks out over the ocean. He saw a vast green sea were offering him scraps of dog-fish. beneath him, with little ridges moving over it and he turned his beak sideways and cawed amusedly. He had made his first flight. His parents, and his brothers and sister had landed on this green flooring ahead of him. They were Cambridge University Press skim move quickly and lightly over herring small silvery fish devour eat hungrily taunting mocking preening cleaning (his) feathers with (his) beak whet sharpen derisively scornfully plaintively pitifully monstrous terror very great fright curveting moving gracefully banking tilting commended himself cheered himself on shrilly in a high-pitched and piercing manner dog-fish a species of shark Reading (reading for main ideas) A. Choose the right options to complete these sentences. 1. The young seagull was afraid because a. he was afraid to flap his wings. b. he felt his wings would not support him. c. the great expanse of sea frightened him. d. he was too small. 2. The sight of the food maddened him because b. he saw his siblings catch fish. a. he had not eaten since the previous night. d. the smell irritated him. c. his family seemed to have abandoned him. 37

3. The mother seagull flew to him with a piece of fish in her beak but halted just out of his reach as a. she wanted to tease him. b. she wanted to tempt him off the ledge. c. the rocks at the edge were too d. she wanted to eat in a secluded spot. sharp to land on. 4. When the young seagull fell into space a. he fell into the sea. b. he began to fly. c. he screamed and fainted. d. his siblings held him up. 5. When his feet sank into the sea b. he quickly flew up again. a. he began drowning. d. he swallowed a lot of water. c. he floated on the sea. B. Answer these questions. 1. How did the young seagull’s parents try to make him leave the ledge? 2. What did his parents teach his brothers and sister? 3. Who was it who did not give up on him? What did he/she do? 4. Describe the first few moments of his flight. 5. How did his family react to his first flight? Cambridge University Press C. Think and answer. (reading for inference; HOTS) 1. When we attempt something for the first time, we are very often afraid. Can you relate this to the first flight of the bird? Write how. 2. His family rejoiced at his success. How do we know this? D. Discuss in class. (value-based question) Try to recall a time in your life when you were afraid to attempt something new. How did you overcome the fear? G Using Grammar (the perfect tenses) Let us look at the perfect tenses. Present The perfect tense Examples Past expresses an action that was completed My mother has promised me a large piece or started in the past, and continues in of fish, if I manage to fly off this ledge. the present has/have + past participle expresses an action that was completed My brothers and sister had learnt to fly in the past, before some other past before I did. action had + past participle By the time I muster the courage to fly, Future expresses an action that will be I will have starved to death. completed before another action will have/shall have + past participle 38

A. Underline the perfect tense in each sentence and write its tense. 1. She had just finished her test when the bell rang, signalling the end of the period. 2. They have assured me that once the repairs are done, the car will be as good as new. 3. You better hurry up or the picnic will have finished by the time you get here. 4. Jack has completed all the tasks that were assigned to him. 5. This is the second time she has had an accident in her workshop. 6. I have looked everywhere but I cannot find my mother. B. Complete these sentences with the correct perfect tense of the verbs in the brackets. 1. At the rate you’re going, you (accumulate) enough wealth by the time you’re thirty-five years old! 2. Sheena (study) all the chapters for the test. 3. By the end of this month, Richard Cambridge University Press (complete) his current project, and will be able to begin the next one. 4. I am sure the students (meet) their teachers by now. 5. Tina (knock) on the door three times before her mother asked her to enter the room. 6. It (rain) a lot today and it is likely that there will be heavy rainfall again this week. Using Words(suffixes) Suffixes are letters added to the end of a word to create a new word with a different meaning. The form of the words may sometimes change. The suffixes, -ness, -ity, -ist, -ment, -ance and -ion, are used to make nouns. • happy – happiness • similar – similarity • enter – entrance • art – artist • refresh – refreshment • admit – admission Complete these sentences with the words formed by adding suitable suffixes to the words in the brackets. 1. Sheeba was able to learn swimming due to her coach’s (encourage). 2. Alok was given a great deal of (responsible) in his job. 3. Please tell me your (decide) by next week. 4. Their flight was delayed due to (congest) at the airport. 5. Pamela’s (resemble) to her mother was very striking. 39

6. Arun’s sister is studying to be a (journal). 7. Mohsin’s (ready) to have a personal word with everybody at the function was much appreciated. Dictionary Work  (multiple meanings) The English language comprises many words that can be used differently. They have different meanings and can be different parts of speech, depending on how they are used. Look at the meanings listed below and pick the right words from the box—each word could have more than one meaning. Use a dictionary, if needed. catch notice skim flight forward Cambridge University Press meaning word 1. glide lightly over a surface 2. act of flying 3. a piece of writing used for formal communication 4. the amount of fish a fisherman gets on a particular day 5. go through some reading material in a cursory manner 6. become aware of someone or something 7. move ahead from a particular point 8. a trip in an aeroplane 9. send a letter—received by email or post—to another person 10. grab something that is falling Assessment of Speaking and Listening Listening  (listening for detail) You read about a bird’s first flight. Now listen to a passage about the first flight of humans and say whether these statements are true or false. 1. The Wright brothers tested their glider at the beginning of October in 1900. 2. The Kill Devil Hills were better for test flights because they were smaller hills. 40