TERM 2 - CLASS 5 - PRIME YEARS

© All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming or otherwise without the prior written permission of the publishers. While every effort has been taken to ensure that the contents of this book do not infringe any copyright held by any publisher or institution in any manner whatsoever, if anything to the contrary is noticed which might have been inadvertantly included in this publication, the same may be brought to the notice of the publishers in writing for rectification.

Note from the author \"The zest for learning is inherent in every individual. The Teacher's job is just to bring it out\". This is a quote from Maria Montessori. The text books are only a medium in the process of learning. This book is not intended to be a Bible for the Teacher. It is meant to be a friend and companion of the Student. These books have been designed to give quality education. They are inclusive of English, English Grammar, Mathematics, EVS (Social Studies, Sciences), G.K. and Computers. Prime Years is a set of three term books for Classes 1 to 5. The burden on children's shoulders is reduced as they need not carry books for all subjects. To carry a single book for a term is enough. The essential features of Prime Years series are : v They are graded according to learning levels. v The language is simple and helps in self learning. v Many learning activities are provided. v They strive to fulfill cognitive, effective and psychomotor domains of educational objectives. v The content and style relate learning matter to the real world. The presentation is intended to develop thinking skills and enable the students apply the knowledge in solving problems in practical life situations and not to make the students mere bookworms. Many activities have been given in the Text Book for quicker learning : Question Box tests the knowledge and understanding of the concepts. Think a Little, Write a Little and Reason Out calls for higher order thinking skills. I can do are tasks to apply the concepts in a different situation or extend his/her learning or learn more from experience. The tasks also calls for self expression, imagination and language skills. Guessing Jar provides questions to develop reasoning, logic and critical thinking. Clue Finder calls for higher cognitive skills like application analysis, synthesis and evaluation. In mathematics, the guided problems are for working out with teacher's guidance while Independent practice problems are for students to work out all by themselves. Question Box usually contains problems based on all the concepts learned in the chapter. It is more of a test or assignment. Problems given in the boxes test higher order thinking skills - both critical and lateral thinking. They are mostly challenging questions or fun activities. The hands - on activities help to learn abstract concepts through concrete medium. The learning activities are planned as per the concept of Multiple Intelligence and learning styles. - Rajalaxmi K. Iyer Author.

Aims and objectives The aim of Primary Education is to develop in the child everything that is required for a fruitful living. Primary Education sows the seed of character building which grows in to a full fledged tree in later years. The attitude and values a child develops in his formative years remains with him till the end. Primary education therefore has the following broader objectives : To let the child live his childhood fully so that he realizes his own interest and potential. To develop in the child basic learning skills which help him in his future years. To make the child realize that he is part of nature and he has some social responsibilities. A Primary curriculum should therefore fulfill the following objectives : Acquisition of knowledge about his environment and the world in which he lives. Understanding the concepts and applying them in diverse situations. Develop critical thinking and reasoning skills rather than blindly believe what he reads. Develop independent work habits. Develop imagination through artistic skills. Encourage inquisitiveness and investigation and question scientific facts. Develop computational skills. Develop confidence to face the challenges in the curricular subjects as well as outside the class room. Develop moral and spiritual values. What is expected of a primary student ? The child communicates clearly and confidently. Uses vocabulary and correct language structures while speaking and writing. Comprehends the textual contents and solves problems independently. Collects, interprets and uses information from various sources. Develops and uses appropriate technological skills. Listens, speaks and reads well. Writes fluently and uses correct vocabulary and grammar in writing. Expresses himself well and uses creativity and imagination. Develops skill of observation, experimentation and recording data. Explores and investigates scientific facts. Develops awareness about his social and civic responsibilities. Develops pride in his cultural heritage. - Rajalaxmi K. Iyer Author

1. Drawing a bar chart................ 226 2. Microsoft Word – Advanced level....................... 230 1. Environment and natural disasters ................................ 152 2. Pollution and its prevention..... 166 3. Stone age to machine age ..... 173 4. Inventions that changed the world ................................ 185 5. First war of Independence ...... 193 6. Gandhiji and the freedom struggle .................................. 205 7. Social reformers .................... 215 1. Diseases and their prevention ...............................114 2. Housing and clothing .............. 122 3. Animal world .......................... 134 4. Reproduction in plants............ 142 1. Roman numerals ...................... 56 2. Decimals ................................. 62 3. Fractions.................................. 79 4. Average ................................... 92 5. Percentages ............................ 95 6. Profit and loss ........................ 101 7. Simple interest ....................... 105 8. Unitary method ........................ 111 1. Strong and weak verbs ............. 32 2. Present participle and gerund ..................................... 36 3. Past Participle ......................... 39 4. Phrases and idioms ................. 44 5. Conversion of sentences ................................ 48 6. Statement ................................ 51 1. Columbus, the great sailor.......... 7 2. The Time Machine.................... 13 3. A Pound of Flesh...................... 21 4. The Bishop's Candle Sticks...... 26

Contents 1. Columbus, the great sailor .......... 7 2. The Time Machine..................... 13 3. A Pound of Flesh ...................... 21 4. The Bishop's Candle Sticks ...... 26 Class 5 Term 2

Columbus, the great sailor All of us know Columbus discovered America. It was not a cat walk for him. It was a very difficult task to accomplish. There are many countries in Europe – England, Scotland, Ireland, Portugal, Holland, Spain, France, Italy, Germany, Sweden and Belgium. The European countries had trade with the Arabs. Goods were exchanged at the port of Constantinople. The Arabs got their goods especially spices from India and they sold it to the Europeans. When the Turks captured Constantinople, the trade with Arabs stopped. Europeans wanted direct trade with India. But the Sea route to India was not known. 7

Columbus, an efficient sailor who had sailed ships continuously for many years volunteered to find the sea route to India. He belonged to Portugal. He approached the King of Portugal for financial help. But king of Portugal had no faith in Columbus' skills and courage and declined to help him. Columbus then approached Queen Mary of Spain with the request. The queen readily agreed and provided him with ship, crew and money for expenses besides food and water to last for 6 months. It was year 1492. One fine morning he set sail in his ship named Santa Maria. Many days they sailed. Days grew into months. Still there was no sign of any land. The food they stored had almost exhausted. When they saw that food getting exhausted fast and there was no sign of any land, a large group from the crew wanted to go back. Columbus did not agree. That night when all were sleeping, they untied the boats attached to the ship and rowed away. 8

The crew which remained became more hostile after this incident. Almost every day they quarrelled with him. One day they even man handled him demanding to turn the ship back to Spain. But nothing could change Columbus' determination to sail till he reached India. Food was exhausted now they had to catch live fish from sea and ate them raw. A few days went by like this. The crew planned to kill Columbus and take the ship back to Spain, though they knew they could not run the ship without a captain. As if god didn’t want that to happen, next dawn brought indication that land was near. They could see large number of birds flying, which showed there must be land near by. 9

At last they heaved a sign of relief. They all danced in joy. They sighted land. Columbus was over joyed. Finally he succeeded in his endeavour. They all jumped on to the land and started plucking and eating whatever fruits or nuts they could find. Hearing about strangers in their land, the inhabitants came in groups to see them. Columbus thought the land was India and the inhabitants were Indians. Since they were of a pinkish complexion. He named them Red Indians. But unfortunately for him, the land he found was not India. The storm in the sea had changed the direction of the ship. Instead of going eastward, his ship went west ward. This land which Columbus discovered was America, which now we call North America. Inspite of all his efforts he did not get the recognition he deserved as he landed in the wrong place. After 6 years, Vasco da Gama, another Portugese sailor, succeded in reaching india. He landed at what is now called Kozhikode in Kerala. 1. Volunteer - to come forward to do something. 2. Hostile - having hatred. 3. Manhandle - physically attack 4. Heaved a sign of relief - become free of tension 5. Endeavour - task 6. Recognition - merit 7. Decline - refuse, reduce 8. Crew - Men who work in a ship or plane. 10

1. Why did the Europeans want to find a sea route to India? 2. Who was Columbus? 3. Why did King of Portugal decline to help Columbus? 4. How did Columbus get help for his voyage? 5. Why didn’t the crew like him? 6. Why did they want to go back? 7. Why did the crew decide to kill Columbus? 8. Which was the new land which Columbus discovered? 1. Columbus did not reach India, instead he reached another continent America. Do you think all his effort was a waste? Why or Why not? Write in about 5 Lines. 2. Imagine you are a TV reporter and you are interviewing an unhappy Columbus after it was found that the land he reached was not india. Write 5 questions you wish to ask and what answer you expect from Columbus. 3. Learn the spellings of the words in language facts and use them in your own sentences. 11

A. Complete the sentences using appropriate word or phrase. 1. It was a difficult task to _________. 2. _________ at the port of Constantinople. 3. Sea route to india was _________ to the Europeans. 4. Columbus _________ to find sea route to india. 5. Columbus was helped by _________. 6. Columbus set sail in a ship called _________. 7. The crew turned _________ to Columbus. 8. Columbus called the inhabitants of the new land as _________. B. Re-write these sentences as directed. 1. Nothing could change his determination to sail. (Start the sentence with ‘he’) 2. King of Portugal did not help Columbus. (Use help as a noun) 3. In spite of all his efforts he did not get the recognition he deserved as he landed in the wrong place. (write as two separate sentences using ‘so’) 4. As they were of a pink complexion, he named them Red Indians. (use because) 12

The Time Machine Scene 1 : Professor Kunj is busy doing something in his laboratory. His grand children Ved and Sama enter. Ved : Grandpa! What are you doing? Prof. Kunj : I am giving final touches up to the time machine. Sama : Is it ready grandpa? Prof. Kunj : Yes . Yes. I am going for a test flight. Ved, Sama : We are also coming with you. Prof. Kunj : (thoughtfully) Perhaps next time. Ved, Sama : No, now itself. We are coming with you. Prof. Kunj : Alright get in. 13

They get in to what look like a burger like device with many legs and a big camera in front. Prof Kunj : Which time period do you wish to go? Ved : 10000 years back. Prof Kunj : (laughing) Ten Thousand years back there was nothing on the earth to see except animals and plants. Ved : Grandpa, let’s see the ancient civilizations. Prof Kunj : Good idea. First let's go to Indus valley period. I will set the time period as 5000 years back. (he turns a few knobs). The machine produces vibrating sound. Curtain falls. Scene 2 : Mohenjadaro 5000 years ago. A well layed out street and buildings at the back drop. Enter Ved, Sama and Grandpa. Ved : Wow! The street is so neat and clean. Sama : Ved, look – there is a drain through the middle of the road. Where is it leading to? Grandpa : We shall see. They walk along the street. Ved : Grandpa, Look at these houses. They are built of bricks much larger than the bricks we see now. The houses are so clean! There are two storied houses also. Ved : Grandpa. What are those holes on the wall? Grandpa : it is natural ventilation. They don’t have windows like us. Some men and women come along the street. Ved : They use a single piece of cloth to cover their whole body. How do they manage it? 14

Sama : Didn’t you see the women weaving cloth in a handloom in that house. Look there (they meet the people coming along. They smile at the strangers and ask something in a strange language.) Grandpa : Wait I will activate the language teacher. (He takes out a cubical device from his pocket, presses the button and holds it in front. Now they can understand our questions. One woman : Who are you ? Where are you from? Grandpa : We are from 21 century. st (They look at each other unable to comprehend.) We want to see around. Will you show us? (Again they look at each other. Grandpa realises his mistake. He presses another button and repeats the question) They all smile and gesture to come after them. They go to the field. People are ploughing the land using bullocks. Some bullock cart loaded with cloth bags are moving along the muddy road across the field. One of the men : We grow rice and wheat in the fields. We store the surplus in those granaries (Points to a tall dome like structure by the side of the road) What other things do you do? Another man: We make artifacts with clay. Come, I will show you. (They enter a large hall where the artifacts are displayed.) These are terracotta toys. These are bead necklaces and bangles. Here you see clay models of human figures. 15

Ved : How did you make them? The Man : We make them with ivory, clay and stones. Sama : Why some women have long braids while others have short hair? The woman : Women who belong to royal class have long braids. They come to the shipyard. Ved : Wow! You have ships also? One of the men : Yes. we have trade with many countries like Parihar, Yavan and Roma. Ved : What do you trade? The man : Food grains, cotton, metals and our artifacts. Sama : What is that mount over there? Woman : That is the citadel. The royal class live there. Ved : Who are the royal class? Woman : They make rules, collect tax from us and look after the city. Grandpa : Don’t you worship god? There are no temples or other places to worship. Woman : What do you mean by god? Grandpa : Some super power who created the world. Woman : Of course we do though; we don’t know how he looks; we call him Pasupati. Ved : Grandpa, what does it mean? Grandpa : It means master of all animals. Actually it is another name for lord Siva. But these people don’t know who Siva is. It was Aryans who named him Siva. 16

One man in the group :You haven’t yet seen the most spectacular thing in this city. Come, we will take you there. They come to a large bathing pool. Ved, Sama : My god! This swimming pool looks awesome! So large! Such clear water! I feel like swimming in the pool. Grandpa : it is not swimming pool. It is called the Great bath. I think it is the public bath about which we read in books. Sama : There are separate bathing place and changing rooms for men and women. Do all the people in the city come here for bath? Woman : We have bathrooms and toilets in every house. We use this bath only on special occasions. Sama : You have bathrooms and toilets in each house? Grandpa : In many our villages people still don’t have bathrooms and toilets. Grandpa : That shows how advanced these people are; come let's leave now. We have to go to Egypt Mesopotamia and other places. They walk back to the time machine. Ved : It is unbelievable! 5000 years back people were so advanced! I am impressed by their architecture and town planning. They beat us in this. Grandpa : Do you know? The bricks they made were so strong that they were used to lay railway line. When rail routes were first introduced in India. (They get into the machine. Grandpa starts the machine.) Ved : Grandpa, we visited only one city. Which are the other places where Indus valley civilization flourished? 17

1. Time Machine - An imaginary concept of a machine that takes you to the past. 2. Terracota - baked clay. After making the clay models they are burnt in fire to make them stronger. 3. Parihar - present Iran. Earlier it was called Persia. 4. Unan - Greece. 5. Citade l - A fort built on a raised ground. 6. Spectacular - Marvellous , wonderful. Grandpa : Harappa in Punjab and Lothal in Gujarat cities had been excavated. Some places in the south such as Arikkamedu also claim to have excavated cities of Indus valley civilization. Ved : Grandpa, I think those people were many times better than us. There was no sign of any weapon or armoury. That shows they were peace loving people. They didn’t have any religion either. It is all very good! 18

Find the clue for the following from the play : 1. There was a ruler for the city. 2. They had trade with other countries. 3. The people were peace loving 4. They were skilled artists 5. They were good architects. 19 1. Where did Ved, Sama and grandfather go in the Time Machine? 2. Time period mentioned here is 5000 years ago. What is the Time period if it is expressed in BC? (We are in 2000 AD) 3. What was so outstanding about the houses in Mohenjodaro? 4. Where did they store the surplus grains? 5. Describe the great bath. 6. Indus valley people had no religion – How do you know? 7. Which countries did they have trade with?

• Give the opposite of these words and use them in sentences. 1. Awesome 2. Spectacular 3. Final 4. Produce 5. Strange 1. Make a book on Indus valley civilization. Allot one page for each the following : houses, town planning, granary, agriculture, trade, citadel, occupations. 2. How the Indus valley civilization disappeared is a mystery. Discuss with teacher in the class, ask others or refer books. Write what you think may be the reasons. 20

A Pound of Flesh There lived a rich merchant named Antonio in Venice. Basanio was his intimate friend. It so happened that Bassanio being a spendthrift was in urgent need of money. He approached Antonio with the request for money. At that time Antonio had no cash with him. His ships were still in the sea. After the merchandise was sold, he could get cash in his hand. But he wanted to help his friend. He approached a rich man called Shylock. Shylock did not want to help Antonio as he had a rivalry with him. So he put a condition for giving money. Antonio was ready to accept any condition and he signed a bond which went like this. Antonio must return the money at the end of the time period mentioned along with interest. If not, Shylock was entitled for a pound of flesh from Antonio’s body. 21

Days passed. Bad news arrived that Antonio’s ships sank in the sea. How was he to return the money to Shylock? He was worried and tensed up. Meanwhile Bassanio passed the contents arranged in the nearby city to secure the hands of a rich lady named Portia and married her. When he came back to Venice with the happy news, his friend Antonio was neck deep in trouble. Shylock had given him the last warning and Antonio could not pay the money on time. Now he was facing trial in the court. Bassanio along with Portia reached the court. He offered double the amount Antonio borrowed from Shylock. But Shylock refused the offer on the ground that the time given was already elapsed. He was bent upon cutting off one pound of flesh from Antonio’s body. Bassanio blamed himself for what happened to Antonio. But he was helpless. When Portia saw him in distress she offered a suggestion. She was a qualified lawyer and had the licence to argue any case in a court. Next day when the court assembled. Portia came to the court as defence lawyer. Shylock presented his case and demanded one pound of flesh from Antonio’s body as he had failed to repay the amount on time. Portia, as all lawyers do, cross-questioned Antonio. He agreed that whatever Shylock said was true. Portia faced the judge and said ‘My lord, as per the bond Shylock is entitled for one pound of flesh from Antonio’s body. He can cut it off himself. Shylock was overjoyed. He rushed towards Antonio with a knife and scales. 22

Portia stopped him “Wait, I haven’t finished according to the bond. You can have a pound of flesh from Antonio’s body. You must cutoff the flesh without shedding even a drop of blood. ‘How is it possible?’ shouted an alarmed Shylock. There is no mention about blood any where in the bond. You want to follow the words in the bond very accurately. It means you can do only what is in the bond and there is no mention about shedding blood in the bond. My lord, let him have his pound of flesh without shedding blood.” Shylock bent his head down. Throwing away the scales and knife, he left the courtroom. The judge set Antonio free. Everyone in the court praised Portia’s wisdom. 1. Intimate - Very close. 2. Spendthrift - one who spends money lavishly 3. Merchandise - goods for trading 4. Bent upon - decided, firm, determined 5. Distress - sorrow 6. Entitled - have right to 23

1. Who was Antonio? 2. Why did he borrow money from Shylock? 3. Why couldn’t he repay the amount on time? 4. How did Bassanio marry Portia? 5. How did Portia save Antonio? Choose the right word to fill in the blanks. 1. Portia _________ Antonio. 2. Shylok had _________with Antonio. 3. Bassanio and Antonio were _________ friends. 4. Shylock was a _________ man. 5. Portia was a woman of _________. 1. What could have been Shylock’s motive behind demanding a pound of flesh? 2. Do you think Antonio was right in borrowing money to help his friend? 3. Write the character sketch of Portia in a few lines. 24

• In the text there is a word 'bond'. It has two meanings 1. Agreement on paper. 2. Connection or relationship. • Another such word is patient. It means 1. One who is under medical treatment. 2. One who has patience. • Recall 3 more such words and use them in your own sentence. Put up a play in the class based on the story. See to it that the participants speak correct sentences, with expression. 25

The Bishop's Candle Sticks It was a Sunday. People thronged the church to listen to the Bishop’s Sermon. The Bishop was widely respected by all. He was a person who practiced what he preached. That is why people respected him. He wound up his Sermon with a prayer. “O! father in heaven, forgive my lapses, knowingly or unknowingly if I committed any sin. Please forgive me.” That night the Bishop had a visitor. He forced open the door and entered Bishop’s bed chamber. He threatened the Bishop with a knife. 26

“No sounds. Police is after me. If you try to hand me over to them, I will kill you.” Bishop smiled, “ You look hungry and exhausted have some bread.” He kept a plate of bread on the table and asked the man to eat. As the man was eating the Bishop asked ‘You look scared. Are you a thief or a murderer?” “I only rob people. May be today I will have to murder you. If you call the police in” he said, still in a threatening tone. “No police will come into my house. You may sleep here without any fear.” The Bishop himself made a bed for him and went to his own chamber to sleep. The thief didn’t get the sleep. He looked around the room. His eyes fell on the silver candle sticks on the side table. Habits never die! He was tempted to take them. 27

“I will get a good amount for these” he thought silently he put the candle sticks in his overcoat pockets and slipped out of the house quietly. He was walking along the street aimlessly. Shops will open only after sunrise. Till then he had to spend his time. As he was walking to and fro, a policeman on guard noticed him. He got suspicious and gathered a few more policemen. They all went together and caught the thief. They procured the candle sticks from his pocket. “This must be from the Bishop’s house. His house is in the next street,” said one of the policemen. They took the thief to the Bishop’s house and knocked the door. The Bishop was in for a surprise to see the thief in the custody of the police. “This fellow stole your candle sticks. Are these not yours?” asked one policemen showing the candle sticks. “They are mine. But he didn’t steal it.” What ! He said he came to your house, you gave him food and a bed to sleep.” “All that is true. But he did not steal anything.” Asserted the Bishop. “Then how are these candle sticks with him?” “I gave it to him. He was very much in need of money. I gave it to him so that he could sell them and get some money,” said the Bishop. Hearing this, the policemen left the thief and went away. The thief fell on his knees and asked for Pardon. 28

1. Sermon - Religious speech given in a chruch. 2. Procure - get. 3. Assert - Say something firmly. 1. What kind of a man was the Bishop? 2. Was the Bishop afraid when the thief showed him a knife? How do you know? 3. The Bishop gave him food and shelter. What did the thief do in return? 4. Why did the police leave the thief? 5. What is the lesson we learn from this story? “You opened my eyes. I will never steal in my life. I will work and earn my livelihood. If you had told the truth. They would have put me in prison and I would have become a true criminal. Your kindness has changed me. Thank you so much. “If it is to do good for someone, there is nothing wrong in telling a lie,” said the Bishop. 29

1. Do you think the Bishop was right in telling the lie? Why or why not? 2. Do you think the thief might have really changed? 3. “Habits never die” what does this statement mean? Can you cite another example to prove this? 1. Imagine the man meets the Bishop after a few years. Imagine that he has changed. He works hard to earn his money. Write a conversation between the man and bishop. You see that the conversation reveals what the man does for his living, is he happy with his new life and if he has still he same respect for the bishop. 2. Imagine that the Bishop intends to test the man. He doesn’t completely believe him. How will the Bishop make sure that the man no longer is tempted by valuables? Write a paragraph. 30

Contents 1. Strong and weak verbs.............. 32 2. Present participle and gerund ....................................... 36 3. Past Participle ........................... 39 4. Phrases and idioms .................. 44 5. Conversion of sentences.................................. 48 6. Statement .................................. 51 Class 5 Term 2

There are three main tense forms of verbs Dare Dared Dared Hear Heard Heard Lend Lent Lent In all the above cases, the past tense and the past participle of the verbs are formed by suffixing ‘d’ ed’ , ‘ , or . ‘t’ Verbs which form their past and past participle this way are weak verbs. 32

a. Verbs that form their past tense and past participle by suffixing , ‘ , or ‘d’ t’ ‘ed’ and without changes in the vowel sound. Example: Love loved loved b. Verbs that change the vowel sound and suffix a ‘d’ or a ‘t’. Example: Tell Told Told c. Verbs which are the same in all the three tenses. Example: Hit Hit Hit Rise Rose Risen Run Ran Run Forget Forgot Forgotten In all the above cases, the past tense of the verb is formed by changing the vowel sound of the root verb. 33

Verbs which form their past tense this way are called strong verbs. a. Verbs which form their past participle by suffixing ‘n’, ‘en’, or ‘ne. Example: Arise Arose Arisen b. Verbs which form their past participle without any suffixes. Example: Fight Fought Fought 34 Make a list of 25 strong verbs that have not been mentioned in the lesson or the exercises. You could take the help of the internet.

1. Give the three forms of the verbs below. Identify strong and weak verbs. a. Accept b. Choke c. Calculate d. Deliver e. Depend f. Freeze g. Swim h. Wear i. Empty j. Greet k. Extend l. Instruct m. Win n. Weave o. Run p. Go q. Rain r. Fly s. Get t. Find u. Strive v. Yawn w. Whisper x. Use y. Shave z. Ring 35

When the ‘-ing’ form of a verb functions as a verb, adverb, or an adjective in a sentence, it is the present participle. Example: She was eating dinner when I arrived. (verb) We saw a speaking parrot at the zoo. (adjective) When the ‘-ing’ form of a verb functions as a noun, it is the gerund , and not the present participle. Example: You can damage your lungs by smoking. a. When the ‘-ing’ form comes immediately after a preposition, it is a gerund. Example: He went to bed after completing his homework. b. When the ‘-ing’ form is the object of a verb, it is a gerund. Example: I love snorkeling. c. When the ‘-ing’ form acts as the subject of a sentence, it is a gerund. Example: Snorkeling is my favorite pastime. 36

a. When the ‘-ing’ form is at the beginning of a sentence. Example: Standing on his head, he proceeded to give us a lecture. After standing on his head, he proceeded to give us a lecture. In the first sentence, ‘standing’ is a participle, since it acts as a verb. It is not the subject of the sentence. In the second sentence, ‘standing’ is a gerund, since it comes immediately after the preposition ‘after’ . b. When ‘-ing’ form modifies a noun. You know when a word describes a noun, it is an adjective. Example: We took a snorkeling vacation last week. Since ‘snorkeling’ cannot be modified by an adverb, it is not a participle. Thus, here, it is a gerund, although at first glance, it does look like the present participle. 37

Identify whether the '–ing' form of verbs in the following sentences is a gerund or a participle. In the case of gerunds, indicate what function they serve. 1. Plucking flowers is a bad habit. 2. The audience congratulated the winner by clapping their hands. 3. Waving his hand, Neha drew Deepak’s attention towards her. 4. I saw a man standing on his head today. 5. Happiness is to have a large, loving family. 6. There are several ways of breaking a heart. 7. Mr. Scrooge hates spending his money. 8. Jumping over the wall, the robber escaped the police. 9. It is surprising to know that you lost. 10. You should never be afraid of speaking the truth. 1. Do you know why you are being taught the difference between gerunds and participles? Try browsing the internet and find out why is it important to understand the difference between the two. Write it down in your notebook. 2. Pick up 5 verbs. You could discuss in the class to decide the verbs. Write a sentence each using the '–ing' form of the verbs, once as a gerund, and once as a participle. 38

Technically speaking, participles are words that are formed from verbs that can be used as an adjective. Example: A stuffed deer is very delicious. ‘Stuffed’ is the past participle here, which is formed from the verb ‘stuff’ . ‘Stuffed’ describes the ‘ deer’ , and hence, it acts as an adjective here. For regular verbs, past participle is the same as the simple past tense of the verb. Example: Jump (simple present) Jumped (simple past) Jumped (past participle) 39

For irregular verbs, there are no rules to form the past participle. Some of them end in ‘en’ , while others end in ‘n’ , with change in vowel sounds of root verb. Example: Arise (simple present) Arose (simple past) Arisen (past participle) a. Past participle is used to form tenses of verbs - The perfect tense and the perfect continuous tense of verbs is formed with past participles. Example: I have broken all my promises (present perfect tense) b. In active voice, past participle is used as an adjective. Example: Broken and shattered , John decided to quit. (here, ‘broken’ and ‘shattered’ are the past participles, used to describe John) c. Past participle is used to convert active voice into passive voice. 40

Passive voice always has a past participle. Here are some example cases. Past participles have been marked in bold. Active: John plays the guitar Passive: The guitar is played by John. Active: John played the guitar Passive: The guitar was played by John. Active: John is playing the guitar Passive: The guitar is being played by John. Active: John was playing the guitar Passive: The guitar was being played by John. Active: John will play the guitar. Passive: The guitar will be played by John. 41

1. Complete the following sentences using the past participle of the verbs. Indicate whether the past participle functions as a verb or an adjective. a. I am so ____________ (relieved) that she is gone. b. I once ____________ (drive) my car from New Delhi to Bombay. c. She has ________ (has) 10 glasses of water in less than 2 hours. d. I was ____________ (terrified) after seeing the movie. It had a lot of violence. e. Are you ____________ (interest) in going to the party? f. Have you ever ____________ (eat) prawns? g. The teacher ____________ (arrive) late for class. h. His sister ____________ (go) to Paris yesterday. i. He is never ____________ (satisfy) with his work. j. Neha was ____________ (thrill) to be on the rollercoaster. 42

Convert the following sentences in active voice to passive voice. a. He walks to school every day. b. She will perform at the function. c. I am going to Delhi tomorrow. d. Neha was having her dinner when I went to her house. e. He is playing cricket outside. f. I found the movie really interesting. g. The teacher is absent today. • Write ten sentences using past participles as adjectives. • You could think of verbs on your own. • The sentence should be different than those mentioned in the lesson or the exercises. 43

An idiom is an expression which has a different meaning than the meaning of the individual words of the expression. For example: Keeping one’s fingers crossed, catch one’s eye, ball is in your court etc. are some common idioms used in the English language. A phrase on the other hand is a group of words that are used in a fixed expression. For example: Do you understand? I would like to improve etc…….. are all phrases. 44

Some common idioms in English language and their meaning 1. Back to the drawing board - Try again after failing once. 2. Best of both worlds - Have all the advantages. 3. Burn the midnight oil - Study or work till late at night. 4. Costs an arm and a leg - Very expensive. 5. Cry over spilt milk - Complain about something lost in the past. 6. Cut corners - Do something badly in order to save money or effort. 7. Don’t count your chickens before they hatch - Don’t make plans for things that you don’t have yet; don’t expect all your hopes to be fulfilled. 8. Don’t put all your eggs in one basket - Don’t invest all your resources in one project. 9. Every dark cloud has a silver lining - There is something positive in every situation. 10. Far cry from - Very different from. 11. Hit the nail on the head - Do or say something exactly the way it should be. 12. Keep it at bay - Keep it away. 13. Make a long story short - Come straight to the point. 45

14. Miss the bus - Miss a chance. 15. Cake walk - A very simple task. 16. Once in a blue moon - Something that happens very rarely. 17. See eye to eye - Agree on something. 18. At the drop of a hat - Instantly. 19. Barking up the wrong tree - Looking at the wrong place. 20. Beat around the bush - Not speaking directly about the issue. 21. Curiosity killed the cat - Being too inquisitive can land you in trouble. There are a lot more idioms in the English language. The more you read, the more you will learn about them. 46

• Pick an idiom of your choice from those mentioned in the lesson. • Can you write a story around that idiom? • Think! You could take the help of the web if necessary. Browse the web and make a list of 25 idioms that are not mentioned in the lesson. 1. Make sentences using each of the idioms mentioned in the lesson. Your teacher could help you out with the first few. 47

Simple sentences have just one subject and one verb. Example: Despite being ill, he still went to work. Here, ‘ He’ is the only subject, and ‘went to work’ is the only verb. Compound sentences have at least two independent clauses joined by a conjunction. Independent clauses are clauses that have their own subject and verb. Example: He was ill but he still went to work. ‘ He was ill’ is one clause; ‘He still went to work’ is the second clause. The clauses are joined by the conjunction ‘but’ . 48

• Pick up a random story. • Try to convert sentences of the story into simple, complex and compound sentences. • Let’s see how many sentences you can convert. Complex sentences have one main clause and a subordinate clause. You can differentiate between complex and compound sentences through their conjunctions. While compound sentences use conjunctions such as ‘and’, ‘or, ‘but’, ‘yet’, and ‘for’, complex sentences use conjunctions such as ‘since’, ‘because’, ‘where’, ‘when’, ‘though’, and ‘as if’. Simple to compound Example: Besides being good in sports, he is intelligent too. (simple sentence) He is intelligent and he is good in sports too. (compound sentence) All we did was expand the phrase ‘Being good in sports’ to make it a clause, and then joined the two clauses with the conjunction ‘and’. Compound to complex Take this medicine and you will feel better. (compound sentence) If you take this medicine, you will feel better. (Complex sentence) We joined the two clauses with a different conjunction- ‘if’, thus making the sentence complex. Similarly, vice-versa conjunctions can be carried out. 49

1. Identify whether the following sentences are simple, compound or complex. 1. Give it your best and forget the rest. 2. If you work hard, you shall excel. 3. Being lazy, he failed. 4. Despite being absent for most of the year, he still managed to excel in his exams. 5. If you do so, you shall be punished. 6. He received a letter and immediately rushed to the airport. 7. He has worked hard to win this prize. 8. He fled the spot for fear of being arrested. 9. You must hurry up to catch the flight. 10. You must hurry up if you are to catch the flight. Write simple, complex, and compound sentences using each of the following words. 1. Fear - ______________________ 2. Clever - ______________________ 3. Read - ______________________ 4. Quiet - ______________________ 5. Blind - ______________________ 6. Round - ______________________ Convert the sentences given in ‘Exerdice’ to the other two forms. You may not be able to convert each sentence to all the forms. However, you will be able to convert most of them. 50