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9Part - 1

English Workbook_9_P_1.pdf 1 10/18/19 12:04 PM

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CCE Based Questions

CCE Based Questions

CCE Based Questions

1. What is Man without the Beasts?

43

117-136

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5.44 80

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7.

8. F

9.

e 81-116

Extra CCE Examination - Based Material 137-153

4 Environment

1

SESSION 1

THE SNAKE AND THE MIRROR – READING

1.1 Reading and Comprehension - Word Meaning

Noun

vesta garment worn under a shirt / a piece of underwear

gableupper part of a wall below a sloping roof

partinga line on a person’shead where the hair isdivided

thud(here) a dull soundmade when a heavyobject falls

hood(here) a structure on thehead of a snake

mascaraa substance put on eyelashes to make them look dark and thick

vermilionbright red in colour

sprintera fast runner

HUMOUR

UNIT 1 HUMOUR 2

LESSON 1-THE SNAKE AND THE MIRROR

full-bloodedstrong

meagresmall in quantity

solitarysingle

moltenheated to a very hightemperature

reedynot pleasant; also thin, tall and slender like a reed plant

Verb

paceto walk up and downmany times

wriggledmoved by twisting andturning

coiledwound into a series ofcircles

leaptjumped

Adjective

UNIT 1 HUMOUR 3


attentivelylistening or watching carefully and with interest

feeblyweakly

Idioms

at close quarters very near; from a short distance away

1.2 Reading and Comprehension - Summary

In this story, a doctor narrates a close encounter that he had with a snake. As his earnings were meagre, he lived in a small rented room. At that time, he had about sixty rupees in his suitcase and his possessions were some shirts, dhotis and one solitary black coat. He returned to his room after his meal.

When he opened the door of his room, he heard a noise from above. He thought that it was rats. He was used to those sounds. He lit the kerosene lamp and took off his black coat, shirt and vest. He lay down on his bed but could not sleep. He went to the veranda for a little air. He came back and sat down on the chair. Then he opened the book “The Material Medica”. He tried to go through it but was tempted to look into a mirror which was in front of him.

As he was a great admirer of beauty, he ran his comb through his hair and adjusted the parting. Again he heard the sound from above. He ignored the sound and looked at his face in the mirror. Then he took an important decision that he should shave daily and grow a thin moustache to look more handsome. He also decided to keep an attractive smile.

Adverb

smearedspread an oily substance over a surface

lurk(ed) (v)be about / lie in wait

UNIT 1 HUMOUR 4


1.3 Reading and Comprehension - About the Author

Vaikom Muhammad Basheer (21January1908–5July1994) was a Malayalam fiction writer from the state of Kerala in India. He was a humanist, freedom fighter, novelist and a short story writer. He is noted for his down–to–earth style of writing that made him equally popular among literary critics as well as the common man.

He is regarded as one of the most successful and outstanding writers from India. Translations of his works into other languages have won him worldwide acclaim. The story “The Snake and the Mirror” was translated into English. His notable works include 'Baalyakaalasakhi', 'Shabdangal', 'Mathilukel' and 'Anarga Nimisham'. He was awarded Padma Shri in 1982. He is fondly remembered as the 'Beypore Sultan'.

He wanted to marry a lady doctor who has plenty of money and a good medical practice. He also wanted her to be fat so that she would not be able to run after him and catch him if he made some silly mistake. With these thoughts in his mind, he resumed his seat in the chair. Then he heard a dull thud sound and a fat snake wriggled over the back of the chair and landed on his shoulder. The snake moved along his shoulder and coiled around his left arm. The doctor sat there holding his breath. He was like a stone image in the flesh. He felt the presence of God and prayed to him. The snake was powerfully crushing his arm. Death was only four inches away from him.

Then the snake turned its head towards the mirror and saw its reflection. The snake un-wound itself from his arm and slowly moved into his lap. It moved towards the mirror. When the snake took its body completely onto the table, the doctor got up from the chair holding his breath. He went out quietly and started running towards his friend’s house. He did not stop his running till he reached his friend’s house. The next morning he returned to his room along with his friend and one or two others to move his things from there. There he found that a thief had already stolen most of his things. The thief just left the doctor’s dirty vest behind.

UNIT 1 HUMOUR 5

SESSION 2

THE SNAKE AND THE MIRROR – LITERATURE

2.1 Literature - QA

Q1. The doctor heard a sound coming from above three times. What was it?

A. The sound that the doctor heard thrice, coming from above was of a snake.

Q2. Why did the doctor sit like a statue?

A. The doctor sat like a statue because the snake had coiled itself around his left arm and its hoodwas just a few inches from his face. He feared that it would strike him if he moved.

Q3. What made the doctor forget his fears and have a sense of relief?

A. When it saw its reflection. the snake uncoiled itself and turned its attention to the mirror.This made the doctor forget his fears and have a sense of relief.

Q4. Did the snake admire its beauty? Yes or no? Pick the lines from the passage in support of youranswer.

A. Yes, I think the snake admired its beauty. The lines, “It looked into the mirror and saw itsreflection”, and “perhaps it wanted to enjoy its reflection at closer quarters,” suggest this.

Q5. Why did the doctor want to marry a woman doctor? What kind of woman doctor would he liketo marry?

Q6. What did the doctor think about the snake when it looked into the mirror?

A. When the snake looked into the mirror, the doctor thought that it could be admiring its ownbeauty or it could be trying to make an important decision like growing a moustache or usingeye shadow and mascara or wearing a vermilion on its forehead.

Q7. Why did the doctor run to his friend’s house? Did the snake want to harm the doctor? Why orwhy not?

A. The doctor wanted to marry a woman doctor who was rich and had a good medical practice,as he wanted to have plenty of money. He also wanted his wife to be fat so that she wouldnot be able to run after him and catch him if he made some silly mistake.

UNIT 1 HUMOUR 6


A. The doctor ran to his friend’s house as he was frightened by the close encounter that he hadwith the snake. It probably did not want to harm the doctor. As the doctor sat like a stone,it might have thought that there was no danger from him. At the same time, the snake wasattracted to its reflection in the mirror. So, it moved away without harming him.

Q8. Here is a list of sentences from the story. Tick the sentences that tell you that the author wasafraid of the snake.

A.

UNIT 1 HUMOUR 7

SESSION 3

THE SNAKE AND THE MIRROR – VOCABULARY

3.1 Vocabulary

I. Word Meanings

Tick (√

) the correct meaning of the words underlined below.

Q1. The house was not electrified.

a) There was no electricity in the house.

b) The house was not away from the electricity board.

c) The house was not lit up.

A . ( a )

Q2. The earnings were meagre.

A . ( b )

Q3. I also possessed one solitary black coat.

A . ( a )

Q4. I made another earth–shaking decision.

A . ( c )

Q5. The room was surrounded by darkness.

a) single b) unique c) expensive

a) very high b) very small c) nil

a) valuable b) dangerous c) important

a) full of b) covered c) encircled

A. ( c )

UNIT 1 HUMOUR 8


Q6. Some thief had removed most of my things.

a) damaged b) destroyed c) stolen

A. ( c )

II. Words Related to Sounds

Read the following sentence from the text and notice the underlined word.

Suddenly there came a dull thud as if a rubber tube had fallen to the ground.“Thud” means to fall with a low dull sound.

Q1. Here is a list of words related to sounds. Say what these words mean. Refer to a dictionary.

A.

Word Meaning

bang A loud sound caused when something hard hitssomething else.

clang A loud metallic sound

buzz A continuous noise like the sound of a bee.

ring The sound made by a bell.

III. Linkers

Use the linkers given in the box to complete the story. A linker may be used morethan once.

Q1.

UNIT 1 HUMOUR 9


A. A young doctor lived in a village. The doctor told his friends an interesting story about himselfand a cobra. It was a hot summer night. When he opened the door, he heard a sound whichwas well known to him. He and rats shared the same room. There was no electricity in thehouse. So, he took out a box of matches and lit a kerosene lamp. He took off his clothes andlay down but he could not sleep. He got up from the bed and started reading a story–book.Near the table, there was a mirror, which tempted him to look into at himself. He wasunmarried so he was particular about his handsomeness. He wanted to marry a woman doctorwho had plenty of money and should be fat. While he was having such thoughts, suddenlyhe felt as if a rubber tube had fallen to the ground when a snake landed on his shoulder. Atthat time, the only thing he could do was to pray to God. The snake would bite him at anymoment but suddenly it turned its head and started admiring its beauty in the mirror. Thedoctor was thus saved.

UNIT 1 HUMOUR 10

SESSION 4

THE SNAKE AND THE MIRROR – GRAMMAR

4.1 Grammar

I. Past Perfect and Simple Past

Read the following sentence from the story.We found we had little to carry. Some thief had removed most of my things.In the above two sentences, the first one is in the simple past (found, had) and the second is in the past perfect tense (had removed).As you can see, the action which occurred earlier is expressed in the past perfect tense, whereas the action which occurred later is expressed in the simple past tense.Here are a few more examples.

1. Sujatha had arrived at the station before the train came.2. The doctor arrived after the patient had died.3. I bought the ticket as soon as I boarded the bus.

When two actions occur nearly simultaneously in the past, both are expressed in the simple past tense (exceptional case).

Now combine the following pair of sentences using the past perfect and the simple past.

(use after, before or when as linkers)

Q1. I brushed my teeth. I took my breakfast.

A. After I had brushed my teeth, I took my breakfast.

I had brushed my teeth before I took my breakfast.

Q2. She started to go to the market. It rained heavily.

A. After she had started to go to the market, it rained heavily.

When she had started to go to market, it rained heavily.

Q3. He completed his homework. He went to bed.

A. Before he went to bed, he had completed his homework.

He had completed his homework before he went to bed .

(or)

(or)

(or)

UNIT 1 HUMOUR 11


Q5. I fell seriously ill. I met my family doctor.

A. When I had fallen seriously ill, I met my family doctor.

After I had fallen seriously ill, I met my family doctor.

Q6. I locked the door. I went out to meet my friend at a restaurant.

Look at the following phrasal verbs and their meanings.

– to remove something from inside.– to arrange for something; to happen/ to start– to remove– to take rest– to take some time for something– to observe oneself keenly– to examine something– to wake up– to turn into– to leave something as a token or memory or gift

1. take out2. set up3. take off4. lie down5. take time off6. look into7. look at8. get up9. change into10. leave behind

(or)

(or)A. After I had locked the door, I went out to meet my friend at a restaurant.

I went out to meet my friend at a restaurant after I had locked the door.

As you can see, a phrasal verb is a unit of a verb and one or more prepositions. It cannot be understood on the basis of the meanings of the individual parts in isolation, rather it must be taken as a whole.

A. Venkata Rao was a rich man. He wanted to set up some business in the town. So he took out

a lot of money from the bank. On an auspicious day, he started his medical business, whichincreased by leaps and bounds. He became so busy that he could not take time off for any rest.He used to get up very early in the morning and go to his office. In the afternoon, he would takeoff his shirt and lie down on his couch in the office. After a nap, he wouldput on his shirt. Then he would look into the mirror and look at himself admiringly. Anyhow,he left behind some fame in the town even when he went abroad. Everybody believed that hechanged into a new man.

Q1. Use the above phrasal verbs in the blanks. Make necessary changes in the verb forms.

Q4. I finished my dinner. Then my father came.

A. When my father came, I had finished my dinner.

I h had finished my dinner before my father came.

(or)

II. Phrasal Verbs:

UNIT 1 HUMOUR 12

SESSION 5

THE SNAKE AND THE MIRROR – WRITING

5.1 Writing

Q. Write a descriptive essay on any unusual or humorous incident you may have witnessed orexperienced.

A. Yesterday, we played a cricket match against a team from St. George’s High School Team. Iwill never forget that match. You know, we won! I can’t believe that we won the matchbecause of the catch I took. I am very happy!

I used to feel that cricket is not my game and I am not very good either at batting or bowling. I haven’t played much cricket till the day my coach asked me to be a part of our school cricket team. Our coach did not select me first. Our team had been practising for this match for the past one month. Mala / M ahesh dropped out on Tuesday, as she / he was not well. Our coach called me on Tuesday evening and informed that I would be playing the match in place of Mala / Mahesh. I was very nervous because I had not practiced with our team even once.

On Wednesday, we all met around 7.30 am in our school’s playground. From there, along with our coach, we went to L.B. Stadium. Our team captain Sania / Sohan won the toss and elected to bat first. Our team scored 150 runs. Luckily for me, I didn’t get a chance to bat.

When St. George’s School team came to bat, my captain asked me to stand next to the wicket keeper (it’s called first slip). Nothing happened in the first 5 overs. No ball came near me. I didn’t have to do anything except standing there. I was getting bored. The opposition team needed 15 runs in the last over to win the match. They scored 12 runs and needed 3 runs for the last ball.

Suddenly everything changed. The opposition player hit the ball. The wicket-keeper and other players of our team started shouting ‘catch’. . . ‘catch’. . . I saw the ball coming towards me. I thought the ball would hit my head. I put my hands up to protect myself. The ball surprisingly landed in my hand. I held on to the ball. Every member of our team shouted aloud – ‘OUT’! Since it was the last ball of the match, we won the match.

I was the hero for the rest of the day. Everybody congratulated our team and me. It is important for every member of the team to contribute and be alert on the field to win.

UNIT 1 HUMOUR 13


Q. Preparation of a poster.

would you do?

Look at the poster given below.

Who issued the poster?Sri N. Peraiah, the President of the Kandukuru laughing club issued the poster.

What is the purpose of the poster? The purpose of the poster is to choose the best write – up on the role of comedy in Telugu, Urdu and English languages.

What is the deadline?July 27 is the deadline.

What are the other details highlighted? The other highlighted details are the name of the laughing club, the name of the prize, the cash prize etc.

Tell the names of some important events/happenings. If you want to publicise the matter, what

A.Q.

A.Q.

A.Q.

A.Q.

UNIT 1 HUMOUR 14


What should be highlighted in a poster?The items such as theme, occasion, name of the award, prize amount, deadline, issuing agency etc., should be highlighted.

Who are the target audience of the poster?Print Media Journalists.

Now prepare a poster using the information given below by arranging it in a proper sequence.

A.Q.

A.Q.

Highlights Information

Theme Humour

Occasion The Laughter Day

Category Stories, Songs, Poems, Essays, Articles and Cartoons

Award Best Comic Writer Award

Prize Amount Rs. 10,000

Contact No. 9701759549

Deadline 9th August

Issued by ABC Laughing Club, Mummidivaram, East Godavari Dist. – 533216

TargetAudience

Writers, Journalists, Poets, Essayists, Cartoonists and Lyricists.

UNIT 1 HUMOUR 15


A.

UNIT 1 HUMOUR 16

SESSION 6

THE SNAKE AND THE MIRROR – STUDY AND LISTENING

6.1 Study and Listening

Study Skills

I. Here is a short narration. Read it carefully and make a list of important points.Sugget a sutiable title for it.

A. Title : The Funny Beliefs Associated with Cobras

i) Some women drop eggs and milk into the ant hills where cobras usually reside as a wayof worshipping them.

ii) Some people believe cobras dance to the tunes of charmers.

iii) Most of the cobra victims go to the charmers instead of the doctors.

iv) Some farmers cremate cobras and perform funeral rites as if one of the members of theirfamily has died.

the Mirror’. She laughed heartily. He went on talking about cobras and some funny facts (associated) related to them. He said to her, “Cobras are the most poisonous, active and dangerous snakes. But, surprisingly, most Hindus worship them. It is funny to know that some women drop eggs and pour milk into the ant hills where cobras usually reside.

It is funny to know that some people believe cobras dance to the tunes of charmers. In fact, they have no ears. It is equally humorous to be aware of the fact that most cobra victims go to the charmers instead of the doctors. The charmers enchant some so–called mantras taking some neem leaves into their hands. The cobra victim dies and they say the victim came late to them. It is funnier to know that some farmers cremate cobras and perform funeral rites as if one of the members of their family has died.” “Are there any other funny stories related to cobras?” the young wife enquired. “Yes. There are so many stories to tell but I will tell them tomorrow. The patients may be waiting for me at the hospital.” The doctor said and left for the hospital in a hurry.

Q1. The young doctor married a rich fat foreign woman. He told her the episode of ‘The Snake and

UNIT 1 HUMOUR 17


I. Answer the following questions.

Q1. What made the old man talk to the boys?

A. The old man had to put up with the nuisance of having boys play cricket outside his home, atnight. One evening, the boys were particularly noisy. This made the old man talk to the boys.

Q2. Why did the boys stop playing cricket in the night outside the old man’s house?

A. At first, the old man told the boys that he would give them Rs. 25/– each week to play in thestreet at night. The boys were thrilled as they were being paid to do something they enjoyed.So they agreed happily. He paid Rs. 25/–, –at the end of the first week. At the end of thesecond week, he paid Rs.15/– only and told them he had run out of money. The third week, hepaid them only Rs. 10/–and told them he had not yet received his pension. The fourth week, hetold them he could only pay them Rs. 5/– each without fail. This angered the boys. So, theyleft the place and never played on the street again.

Listening Skills

UNIT 1 HUMOUR 18

SESSION 7

THE DUCK AND THE KANGAROO – READING


Noun

reflectionthought / careful thought

worsted sockswoolen socks

web feetfeet that have toes connected by membrane (like a duck or a frog, for example)

cloaka coat that protects from cold

roo-matiza disease that makes the muscles and joints painful

ridea short journey

the Dee and the Jelly Bo Leewonderful places imagined by the poet

UNIT 1 HUMOUR 19

LESSON 2-THE DUCK AND THE KANGAROO

hopmove by jumping

Adjective

bold(here) frank


The Duck and the Kangaroo are good friends. They love each other. The Duck wondered about the Kangaroo’s ability to hop over the fields and water. The Duck got bored with his life in the dirty pond and longed to go out in the world. He wished that he could also hop like the Kangaroo. The Duck requested the Kangaroo to give him a ride on his back. He promised that he would sit quite still and say nothing but ‘quack’. He wanted to go to the Dee and the Jelly Bo Lee.

The Kangaroo, after some thought, agreed to give the Duck a ride on his back, as he hoped that it might bring him luck. But, he was afraid that the duck would give him the roo–matiz with his wet and cold feet. The Duck came up with a solution. He bought for himself, four pairs of woolen socks which fit his web feet neatly. He also bought a cloak to keep out the cold. He said that he will smoke a cigar every day, to keep warm. The Kangaroo told the Duck that he was ready and asked him to sit steadily at the end of his tail. They, then hopped around the whole world three times. There was no one as happy as the Duck and the Kangaroo.


Verb

Edward Lear (12 May 1812 – 29 January 1888) was a British artist, illustrator, author, and poet, renowned today primarily for his literary nonsense, in a poetry and prose. In his childhood, he suffered from ill health. After a long decline in health, he died of heart disease. His principal areas of work as an artist were threefold: as a draughtsman, employed to illustrate birds and animals; making coloured drawings during his journeys; as an author, Lear is principally known for his popular nonsense works, rather than as a travel writer. These show a great ability to use with relish the sound of real and invented English words. The poem 'The Duck and the Kangaroo ' is a poem with a touch of light humour.

long want / wish very much

UNIT 1 HUMOUR 20

SESSION 8

THE DUCK AND THE KANGAROO – LITERATURE

8.1 Literature - QA

Q1. Why did the Duck get bored in life? What did it want to do?

A. The duck got bored in life as it was confined to the pond only. It wanted to see the worldbeyond the pond.

Q2. What problem did the Kangaroo find with the Duck? How was it solved?

A. The Kangaroo thought that the Duck’s feet were unpleasantly wet and cold and they couldcause him the roo–matiz, a disease which makes the muscles and joints painful. This problemwas solved by the Duck when he bought four pairs of woolen socks which would fit his webbedfeet neatly. The Duck would wear the socks when he sat on the Kangaroo’s back.

Q3. Who was happy in the end? Why?

A. Both the Duck and the Kangaroo were happy. The Duck could go out of the pond and hoparound. The Kangaroo too enjoyed the ride with a friend.

Q4. What is the underlying message in the poem?

A. Firstly, if we get bored with our present life, we should try to do different things to make life moreinteresting. Secondly, in the poem, we see that when the bored Duck requested the Kangarooto give him a ride on his back to see the world, the Kangaroo, like a good friend, agreed andfulfilled the Duck’s wish, The Duck resolved the problem of his cold feet which could cause theroo-matiz to the Kangaroo. This shows that real friends take care of each other.

Q5. Read the above poem once again and choreograph it as described here under.

Do you know how to process choreography?

Here is the process. Think of the following.

1. How do we begin the poem?

(Sing the poem three or four times to register the tune and rhythm.)

2. What are the characters in the poem?(The Duck and the Kangaroo)

UNIT 1 HUMOUR 21

LESSON 2-THE DUCK AND THE KANGAROO

3. What is the theme of the poem?

(Wish of the Duck to go around the world (or)

(Develop an understanding between friends to make each others life better)

4. What is the theme of each stanza? (sub themes)

5. Convert the themes into incidents and performable actions.

6. What are the actions involved in the poem?

Boredom with present life (feelings of boredom, pain)

Desire to go round the world (miming)

Wearing socks and smoking cigarettes (joy)

Displeasure due to wet and cold feet (gestures)

Sitting on Kangaroo at the end of the tail (miming)

Joy (facial expression and gestures)

7. Who are the characters involved?

(The Duck, the Kangaroo and other creatures in the pond like frogs, fish, etc.

8. Where does the incident take place (location)?

(By the side of the pond)

9. Presentation of the choreography on the stage:

The chorus team sings the poem.

The characters perform their actions.

The action of the Duck and the Kangaroo – expressing boredom. wish, discomfort, joy etc.

The actions relates to miming, facial expressions and gestures

Actions related to hopping, sitting, walking and jumping

A. Pupil’s Activity.

UNIT 1 HUMOUR 22

SESSION 9

LITTLE BOBBY – READING


Noun

troublemakera person who oftencauses trouble

altara holy table in a church

Verb

reflectthink

toresplit something intopieces

kidnapto take away (someone) by force in order to keep him/her as a prisoner and demand money or something valuable in return

deservedqualified to have something

stumpedwalked noisily in an upset mood

UNIT 1 HUMOUR 23

LESSON 3-LITTLE BOBBY


Little Bobby was a troublemaker. He had gotten into trouble at school and at home. He told his mother that he wanted a bike for his birthday. She asked him if he thought he deserved to get a bike. She advised him to write a letter to God telling him why he deserved a bike for his birthday. Little Bobby went upstairs along with his pet and started writing a letter to God. In his first letter, he wrote that he would like a red bike for his birthday as he had been a very good boy that year. As he knew that it was not true, he tore the letter up. In his second and third letters, he wrote that he would like a bike for his birthday as he had been a good boy and an ok boy. He tore the third letter and he knew that he wouldn’t send the third letter to God. So in his fourth letter, he said sorry as he hadn’t been a good boy that year.He also wrote that he would be a good boy if God sent him a bike for his birthday. He knew that this letter wouldn’t give him a bike. He was very upset and went to church. He entered the church and reached the altar. He stole the statue of Mary, the mother of God and ran to his house. He went into his room and wrote the fifth letter to God. He wrote that he had kidnapped God’s mom and demanded God to send him the bike if he wanted to see her again.

UNIT 1 HUMOUR 24

SESSION 10

LITTLE BOBBY – LITERATURE

10.1 Literature - QA

Q1. Which is the most humorous action? Give reasons in support of your answer.

A. The most humorous action was kidnapping the statue of Mary, the mother of God from thechurch and demanding that God give him a bike in return for Mother Mary.

Q2. If you wanted a bike, what would you write to God?

A. If I wanted a bike, I would write to God:

Dear God,

Forgive me for all the bad and naughty things that I have done till now. Please show yourmercy upon me. I request you to gift me with a blue bike for my birthday for which I will begrateful to you. I promise that I will never misbehave again and grace me with your blessings.

your loving child

Xyz

Q3. Would you like the behaviour of Little Bobby? Why or why not? Give a reason.

A. No, I do not like the behaviour of Little Bobby. Instead of being good he chose the wrong path.Instead of thinking whether he really deserved a bike and changing his behaviour, he thoughtthat he could get what he wanted by threatening God.

UNIT 1 HUMOUR 25

SESSION 12

THEME - HUMOUR – SELF - ASSESSMENT

12.1 Self-Assessment

How well have I understood this unit? Read and tick in the appropriate box.

Indicators Yes Somewhat No

I read and understood the text:

A. The Snake and the Mirror

B. The Duck and the Kangaroo

C. Little Bobby

I was able to do the exercise given under ‘Vocabulary’.

I was able to use the combination of ‘the Past Perfect and the Simple Past’.

I was able to use the phrasal verbs given under ‘Grammar’.

I was able to write a descriptive essay on a humorous incident.

I was able to prepare a poster.

I listened to and understood the story ‘Master of the Game’ and answered the questions.

I was able to choreograph the poem ‘The Duck and the Kangaroo’.

I was able to make a list of important points from the given narration under ‘Study Skills’. and suggest a suitable title.

I was able to complete the ‘Project Work’.

UNIT 1 HUMOUR 26

LESSON 4-THEME - HUMOUR

1 . Do ‘tough’, ‘bough’, ‘cough’ and ‘dough’ sound the same?

A: No, they do not sound the same.

2. Pick four sets of rhyming words.

a. meet –suiteb. great –straightc. threat –debtd. heard –birde. lose –choose

Student’s Activity

I take it you already know.

Of tough and bough and cough and dough?

Some falter, (but I think not you).

On hiccough, thorough, tough and through.

Well done! And now you wish, perhaps,

To learn of less familiar traps?

Beware of heard, a dreadful word,

That looks like beard and sounds like bird.

And dead; It’s said like bed not bead—

For goodness sake, don’t call it deed!

Watch out for meat and great and threat

They rhyme with suite and straight and debt.

A moth is not the moth in mother.

Nor both in bother, broth in brother;

And here is not a match for there,

Nor dear and fear for bear and pear—

And then there’s dose and rose and lose;

Just look these up, with goose and choose.

Now, cork and work; and card and ward;

And font and front; and word and sword;

And do and go; and thwart and cart—

Come, come, I’ve hardly made a start!

A dreadful language? Sakes alive!

I’d mastered it when I was five!

The poem below is full of sound/symbol surprises in English.

Anonymous

UNIT 1 HUMOUR 27

CCE Based Practice Questions

1. Read the following passage and answer the following questions.

THE SNAKE AND THE MIRROR


1Session Reading and Comprehension (Unseen Passage)

1. The Himalayan ecosystem is a __________ [ ]A. temperate zone

C. torrid zone

B. fragile zone

D. frigid zone

2. __________ was one of the main reasons for the disaster. [ ]A. urban development B. rural development

C. urban zoning D. senseless development

II. Answer the following:

3. What has been the result of unbalanced development?

4. Where have the dams been built?

5. What was the main purpose of these dams?

6. What has been the attitude of the news channels?

A month after the “Himalayan Tsunami”, news channels have turned their attention to more

sensational “current” issues. A few days ago, they were blaring that it was not a Himalayan tragedy -

it was a Himalayan blunder! We should have known better than to build bumper dams along

mountain rivers in an ecologically fragile zone, the dynamics of which we understand very little.

During the Uttarakhand disaster, many were in agreement that indiscriminate and senseless

“development” was one of the predominant culprits in the sensitive and fragile eco-zone;

hydropower development being perceived as a prime contributor.

I. Choose the correct alternative.

UNIT 1 HUMOUR 28


Session 2 Reading and Comprehension (Seen Passages)

I. Read the following passage to answer the questions given below."I ran and ran till I reached a friend's house. Immediately, I smeared oil all over myself and took a bath. I changed into fresh clothes. The next morning, at about eight-thirty, I took my friend and one or two others to my room to move my things from there. But we found we had little to carry. Some thief had removed most of my things. The room had been cleaned out! But not really, the thief had left behind one thing as a final insult!"

a. Who is the speaker here?

b. Why did the speaker run and run?

c. Why did the speaker smear oil all over himself?

II. Read the following passage to answer the questions given below.One feels tempted to look into a mirror when it is near. I took a look. In those days I was a great admirer of beauty and I believed in making myself look handsome. I was unmarried and was a doctor.

a. What was the marital status of the narrator?

b. What did the narrator believe in?

c. What was the profession of the narrator?

III. Read the following passage to answer the questions given below.I would get married to a woman doctor who had plenty of money and a good medical practice. She had to be fat; for a valid reason. If I made some silly mistake and needed to run away she should not be able to run after me and catch me.

a. Who did the narrator want to marry?

b. What was the valid reason for the narrator to marry a fat woman?

c. Did the narrator end up marrying the woman of his choice?

UNIT 1 HUMOUR 29


a. Who says these words?

b. Who is 'the fellow' here?

c. Why does the narrator call the other person a 'rascal'?

IV. Read the following passage to answer the questions given below."My vest, The dirty one. The fellow had such a sense of cleanliness...! The rascal could have taken it and used it after washing it with soap and water."

V. Read the following passage to answer the questions given below."Has a snake ever coiled itself around any part of your body? A full-blooded cobra?"

VI. What do you think is the narrator's tone in asking these questions?

VII. Who does the narrator address?

VIII. What work does the narrator do?

VI. Read the following passage to answer the questions given below."No," the doctor said, "God willed otherwise. My life companion is a thin, reedy person with thegift of a sprinter."

a. What question was the doctor answering here?

b. 'God willed otherwise' What was the will of the narrator?

c. What does the phrase 'life companion' mean?

VII. Read the following passage to answer the questions given below.

"I changed into fresh clothes. The next morning, at about eight-thirty, I took my friend and one or two others to my room to move my things from there. But we found we had little to carry. Some thief had removed most of my things. The room had been cleaned out! "

a. Where did the speaker spend the night?

b. What had happened while the speaker was away from his room ?

UNIT 1 HUMOUR 30


VIII. Read the following passage to answer the questions given below.

"I got up, lit a beedi and paced up and down the room. Then another lovely thought struck me."

a. Who is 'I' in the line?

b. What was the lovely thought that struck the narrator?

IX. Read the following passage to answer the questions given below.

I picked up my comb and ran it through my hair and adjusted the parting so that it looked straight and neat. Again I heard the sound from above.

a. Why did the narrator adjust his parting?

b. What was the sound that he heard from above?

a. Why did the 'rascal' leave the vest behind?

b. Do you think the narrator admired the thief's sense of cleanliness?

X. Read the following passage to answer the questions given below.

"My vest, The dirty one. The fellow had such a sense of cleanliness...! The rascal could have taken it and used it after washing it with soap and water."

XI. Read the following passage to answer the questions given below.

"I made and important decision."

a. Who made the decision?

b. What was the decision that he made?

UNIT 1 HUMOUR 31

I. Read the passage and choose the synonyms of the highlighted words.

"I was no (i) mere image cut in granite. I was suddenly a man of flesh and blood. Still holding my breathI got up from the chair. I quietly went through the door into the verandah. From there I (ii) leapt into the

(i) A. only B. costly C. useful [ ]

yard and ran for all I was (iii) worth." "Phew!" Each of us heaved a (iv) sigh of relief.

(ii) A. stamped B. fell C. jumped [ ](iii) A. able B. recognition C. valuable [ ]

One feels (i) tempted to look into a mirror when it is near. I took a look. In those days I was a great (ii) admirer of beauty and I (iii) believed in making myself look (iv) handsome.

(i) A. delicate B. separated C. desired [ ]

(iv) A. anger B. deep breath C. frown [ ]

(iv) A. smiling B. serious C. good-looking [ ](iii) A. considered B. understood C. valued [ ] (ii) A. teacher B. lover C. thief [ ]

II. Read the passage and choose the antonyms of the highlighted words.

There was some pain in my (i) left arm. It was as if a (ii) thick leaden rod - no, a rod made of (iii) molten fire - was slowly but (iv) powerfully crushing my arm.

(i) A. taken B. right C. wrong [ ] (ii) A. thin B. wide C. broad [ ](iii) A. hot B. solid C. liquid [ ] (iv) A. angrily B. kindly C. weakly [ ]

I took a (i) close look at my face in the mirror. I made an (ii) important decision. I would shave (iii) dailyand grow a thin moustache to make myself look more (iv) handsome.

(i) A. open B. distant C. near [ ] (ii) A. useless B. simple C. valuable [ ](iii) A. regularly B. often C. rarely [ ] (iv) A. ugly B. charming C. pleasant [ ]

Vocabulary Session 3


UNIT 1 HUMOUR 32

III. Read the passage and write the correct form of the words in the brackets.

V. Complete the following words using the correct suffix or inflection.

VI. Find the wrongly spelt word in each set and write it correctly.

1.

VII. Arrange the following sets of word under the correct headings.

sleep, enjoy, run away, wriggle, set up, taken with slither, look into

Verbs Phrasal Verbs

1. 1.

2. 2.

3. 3.

4. 4.


IV. Complete the following words using ai, ei, ie, ea, ae, oo, ou, io etc.1. i. m _ _ gre ii. b_ _ m 2. i. ben_ _th ii. marr_ _d

3. i. b_ _uty ii. admirat_ _n 4. i. unw_ _nd ii. immed_ _tely

1. sprint_____ (er/or) 2. medi______ (sine/cine)

3. uni______ (werse/ verse) 4. bachel_____ (or/er)

1. resumed supporting ceileing delicate

2. windows posessed suitcase regular

3. wearing appreciated image desision

1. It would not be (i) _____________ (correction) to say merely that I sat there holding my (ii)

_____________ (breathe). I was turned into stone. But my mind was very (iii) _____________ (action).

The door opened into (iv) _____________ (dark).

2. All of us fell (i) _____________ (silence). The question came from the homeopath. The topic came up

when we were (ii) _____________ (discussion) snakes. We listened (iii) _____________ (attention) as

the doctor (iv) _____________ (continue) with the tale.

UNIT 1 HUMOUR 33

VIII. Complete the sentences using the correct collocations.

rented, look, open, closer, plenty, roof

1. Our house had a tiled

2. He took a close

with long supporting gables. at his face in the mirror.

quarters.3. Perhaps the snake wanted to enjoy its reflection at

4. It was an outer room with one wall facing the yard.

5. It was a small room.

6. He wanted to marry a woman doctor who had of money and a good medical practice.

Grammar Session 4

I. Complete the following passage choosing the right word from those given below.


Little Bobby came into the kitchen __(1)__ his mother was making dinner. His birthday was coming up

and he thought it was a good time to __(2)__ his mother what he wanted. Mom, I want a bike for my

birthday. Little Bobby was a bit __(3)__a troublemaker. He __(4)__ gotten into trouble at home and atschool. Bobby’s mother asked him if he thought he__(5)__ a bike for his birthday.

(B) where (C) when (D) how

(B) telling (C) tell (D) tale

(B) of (C) after (D) often

1. (A) who

2. (A) told

3. (A) off

4. (A) has (B) have

5. (A) deceive (B) apple (C) deer

(C) having (D) had

(D) deserved

2. set in, who, look out, go against, when, but, leave behind, as if

Linkers Phrasal Verbs

1. 1.

2. 2.

3. 3.

4. 4.

UNIT 1 HUMOUR 34

IV. Change the sentences to their passive form.

1. I've never seen it since.

2. Some thief had removed most of my things.

3. I took off my black coat.

4. Again I heard that noise from above.

V. Change the sentences to reported speech.

1. "Has a snake ever coiled itself round any part of your body?" the doctor said to us.

2. "Is your wife fat?" said somebody to the doctor.

3. "Did you see the snake the next day, doctor?" I asked.


1. I made some silly mistake and needed to run away. She should not be able to run after and catchme.

2. I would get married to a woman doctor. She had plenty of money and a good medicalpractice.

3. I was turned to stone. My mind was very active.

4. It was a snake. It was taken with its own beauty.

II. Edit the following passage correcting the highlighted words.

1. As the banyan tree grows, it (i) sent (ii) areal roots down the trunk of the supporting tree. In time,the (iii) routes that reach the ground (iv) chocked the host tree by (v) prevention its trunk fromenlarging.

2. Triveni was a very (i) populous writer in the Kannada language. She was a (ii) wonder writer Herstyle was easy to read and very (iii) convince. Her stories usually (iv) dealing with complex

(v) sycological problems in the lives of ordinary people.

3. Combine the sentences using 'if', 'though', 'which', 'who'.

UNIT 1 HUMOUR 35

IX. Change the following into a polite request.

1. You to your neighbour : I want a dictionary.

2. You to the shopkeeper : I want change for a hundred rupee note.

3. An old man to a boy : Help me lift this box.

4. You to a stranger : When is the next train to Chennai?


VIII. Give a suitable advice or suggestion in the given situation .

1. Your friend has fallen into debt. Advise him to cut down on his expenses and work hard.

2. Your sister is unwell. Advise her to stay at home and take rest.

3. Your sister asks you to pick her up from her dance class. Advise her to wait in the class tillyou arrive.

VI. Combine the sentences using 'no sooner' or 'not only...but also' .

1. I had turned. A fat snake wriggled over the back of the chair and landed on my shoulder.

2. I reached a friend's house. I smeared oil all over myself and took a bath.

3. The snake slithered along my shoulder. It coiled around my left arm below the elbow.

VII. Combine the sentences using 'as' or 'when' .

1. We were discussing snakes. The topic came up.

2. The snake landed on my shoulder. I was turned to stone.

3. I heard a noise from above. I opened the door.

4. One feels tempted to look into a mirror. It is near.

X. Choose the correct phrase.1. What would you say to a newly-wed couple at their wedding?

a. Happy anniversary! b. Good wishes for a happy married life! [ ]

UNIT 1 HUMOUR 36

I. The doctor wanted to marry a wealthy lady doctor with a good medicalpractice. Imagine that he meets such a woman. Write a possible conversationbetween them.

II. Little Bobby picked up the small statue of Mary, the mother of God. You areJames, Bobby's friend and you did not like his action. Write a possibleconversation between the two of you.


a. enquiry b. apology c. suggestion [ ]

c. choosing an offer [ ]

1. Hello! Who is speaking?

2. Would you like to have a cup of coffee?

a. taking help b. making an offer

3. You may go now.

a. taking permission b. giving advice c. giving permission [ ]

Hints : Birth-October 10, 1906, Chennai Occupation-novelist, short-story writerFather-headmasterBrother-famous cartoonist, R.K. LaxmanMarried-Rajam in 1939Notable work(s)-Swami and FriendsDied-May 13, 2001 (aged 94)

III. Write a paragraph describing the famous Indian author R.K. Narayan.

2. You went missing at a busy tourist area. Finally your parents find you. What do you say?

a. Nonsense! b. Mom, where were you? [ ]

3. You are introduced to a newcomer at a party. He says, "How do you do?" What will you reply?

A. How do you do?

XI. Identify the expression.

UNIT 1 HUMOUR 37

The Lobsterquadrille – by Lewis Carroll"Will you walk a little faster?" said a whiting to a snail,

"There's a porpoise close behind us, and he's treading on my tail.

See how eagerly the lobsters and the turtles all advance!

They are waiting on the shingle -- will you come and join the dance?

Will you, won't you, will you, won't you, will you join the dance?

Will you, won't you, will you, won't you, won't you join the dance?

"You can really have no notion how delightful it will be

When they take us up and throw us, with the lobsters, out to sea!"

But the snail replied "Too far, too far!" and gave a look askance --

Said he thanked the whiting kindly, but he would not join the dance.

Would not, could not, would not, could not, would not join the dance.

Would not, could not, would not, could not, could not join the dance.

V. Read the poem “Lobster Quadrille” and choreograph it in steps.


Deadline 5th May

Issued by Nature Friends Club, Labbipet, Vijayawada, AP – 520010

Target Audience Students

Highlights

Theme Conserve water

Occasion World environment day – June 5th

Category Stories, Songs, Poems, Essays, Articles and Cartoons

Award Best Drawing

Prize Amount Rs. 10,000

Contact No. 9701759549

IV. P repare a poster using the information given below by arranging it in aproper sequence.

UNIT 1 HUMOUR 38


1.

2.

How do we begin the poem?

What are the characters in the poem?

3.

4.

What is the theme of the poem?

What is the theme of each stanza? (sub themes)

5. Convert the themes into incidents and performable actions.

6. What are the actions involved in the poem?

7. Who are the characters involved?

8. Where does the incident take place (location)?

9. Presentation of the choreography on the stage:

• The chorus team sings the poem.• The characters perfom their action.• The action of the whiting and the snail - expressing displeasure, anxiety, wish,

discomfort, encouragement, promise, assurance, adventure, scepticism, polite decline of offer, persuasion, etc.

• Actions related to miming, facial expressions and gestures.• Actions related to hopping, sitting, walking, jumping, etc

10. When the snake slithered down the writer's leg, he leapt up and ran to his friend's house. Write a diary entry of the writer's inner feelings.

"What matters it how far we go?" his scaly friend replied.

"There is another shore, you know, upon the other side.

The further off from England the nearer is to France --

Then turn not pale, beloved snail, but come and join the dance.

Will you, won't you, will you, won't you, will you join the dance?

Will you, won't you, will you, won't you, won't you join the dance?

UNIT 1 HUMOUR 39

Session 61. Read the poem below and answer the questions.

THE DUCK AND THE KANGAROO

Reading and Comprehension (Seen Poem)

"Please give me a ride on your back!"

"I would sit still, and say nothing but 'QUACK',The whole of the long day through!

And we'd go to the Dee and the Jelly Bo Lee,

Over the land, and over the sea;

Please take me on a ride! O do!"

Said the Duck to the Kangaroo.


a. What was the request made by the Duck?

b. What did the Duck promise the Kangaroo?

c. Where did the Duck wish to go with the Kangaroo?


2. Read the poem below and answer the questions.Said the Duck to the Kangaroo,

"Good gracious! How you hop!

Over the fields and the water too,As if you never would stop!

My life is a bore in this nasty pond,

And I long to go out in the world beyond!

I wish I could hop like you!"

a. What was the wish of the Duck?

b. What did the Duck find surprising about the Kangaroo's movements?

c. Where did the Duck live?

THE DUCK AND THE KANGAROO

UNIT 1 HUMOUR 40

3. Read the poem below and answer the questions.


Said the Kangaroo, "I'm ready!

But to balance me well, Dear Duck, sit steady!And quite at the end of my tail!"

So away they went with a hop an a bound,

And they hopped the whole world three times round;

And who so happy - O who,As the Duck and the Kangaroo.

All in the moonlight pale;

a. What did the Kangaroo ask the Duck?

b. Why were they happy?

Said the Duck, "As I sat on the rocks,

I have thought over that completely.

And I bought four pairs of worsted socks

Which fit my web feet neatly.

And to keep out the cold I've bought a cloak,

And everyday a cigar I'll smoke

All to follow my own dear true

Love of a Kangaroo!"

a. What were the preparations of the Duck for its travels?

b. How would the Duck keep out the cold?

THE AND THE

UNIT 1 HUMOUR 41

1. The word that means the same as ‘scanty’ or ‘sparse’ is – [ ]A. too much B.just enough C. meagre D. abundant

2. Which of these is not a sign of the author’s poverty? [ ]A. no electricity B. home-cooked food C. a solitary coat D. meagre earnings

II. Answer the following:

3. Name the speaker’s possessions.

4. What was the speaker’s initial reaction to the noise?

5. How much money did the speaker have in his suitcase? Why were his earnings meagre?

6. Who shared the author’s room?

1. Read the passage below and answer the questions that follow.It was a hot summer night about ten o'clock. I had my meal at the restaurant and returned to

my room. I heard a noise from above as I opened the door. The sound was a familiar one. One

could say that rats and I shared the room. I took out my box of matches and lit the kerosene

lamp on the table.

The house was not electrified; it was a small rented room. I had just set up a medical practice

and my earnings were meagre. I had about sixty rupees in my suitcase. Along with some shirts

and dhotis, I also possessed one solitary black coat which I was then wearing.


LITTLE BOBBY

Reading and Comprehension Session 7

LITTLE BOBBY

I. Read the following passage to answer the questions given below.

Reading and Comprehension (Seen Passage)

God,I'VE KIDNAPPED YOUR MOM. IF YOU WANT TO SEE HER AGAIN, SEND THE BIKE!!!

Bobby

Session 8

a. Who is writer of this letter?

b. Who has been kidnapped?

UNIT 1 HUMOUR 42

II. Read the following passage to answer the questions given below.

Bobby's mother wanted Bobby to reflect on his behaviour over the last year and said, "Go to yourroom, Bobby, and think about how you have behaved this year. The write a letter to God and tell himwhy you deserve a bike for your birthday."

a. What kind of a boy was Bobby?

b. Why did the Mother want Bobby to write a letter to God?

c. Did Bobby really deserve to get a bike?

III. Read the following passage to answer the questions given below.

God,I know I haven't been a good boy this year. I am very sorry. I will be a good boy if you just sendme a bike for my birthday. Please! Thank you,Bobby

a. Why was the writer sorry?

b. Is the writer requesting or demanding for a bike?

LITTLE BOBBY

c. Who is referred to as 'MOM'?

UNIT 1 HUMOUR 43

SESSION 1

TRUE HEIGHT – READING


Noun

astroturfa type of artificial grasssurface used especiallyfor sports grounds

pole vaulta sport in which youuse a long pole to swingover a high barrier

a bird’s-eye viewa view of all aspects of something

mottoa saying that expressesaims and beliefs of aperson

obsessiona state in which a person’s mind is completely filled with a thought of one particular thing /person

runway(here) running track

fantasythe activity of imagining things, especially things that are impossible or improbable

locomotives railway engines

persistencethe fact of continuingto try to do somethingdespite difficulties

passionsomething that you enjoy or love doing very much

GAMES AND SPORTS

UNIT 2 GAMES AND SPORTS 44

LESSON 1-TRUE HEIGHT

ritualsomething that you do regularly, habitually

eruptiona sudden outbreak of something (here) shouting or applauding

accomplishment something successful or impressive that is achieved after a lot of effort and hardwork

farm chores work one does regularly on the field

chunks of dirta fairly large amount of soil

Adjective

hard-corestrong

regimentedstrict and organised

obliviousnot aware of something; unaware

finger-tippedthe tips of fingers touching the ground

nerve-wrackingmaking one feel verynervous and worried

ultimatefinal

awe-inspiringimpressive

accuratecorrect and true in everydetail



Verb

envisionhave a vision of somebody or something

sprinting down running at a very high speed

swarmed withsurrounded by

pursuechase; to follow in order to reach, catch or achieve

quenchto satisfy one’s thirst by drinking something

confront

to face

soarto fly very high up in the sky

striveto try very hard toachieve something

startleto make someone suddenly surprised or slightly shocked

groan

a deep sound made to show pain, grief, or sadness

poundingbeating very hard and quickly

questa journey made in search of something




This is the story of a blind pole–vaulter Michael Stone, who went on to win the National Junior Olympics and set a new world record. The day was a nerve–wracking day in Michael’s life as he prepared to take the ultimate test of his sports career.

Pole–vault is truly the glamour event of any track and field competition. The pole–vaulter has both the grace of a gymnast and the strength of a bodybuilder. Pole–vaulting has the element of flying. Michael’s mother, Mildred Stone was a dreamer. She used to tell him a number of stories about flying when he was growing up. Her excitement and passion for details made Michael’s dreams full of colours and beauty. He began to dream to fly like an eagle as told in his mother’s stories.

On the other hand, Michael’s father, Bert Stone was a hard–core realist. He believed in hard work and sweat. His motto was that one should work for something if one wants it. Michael did just that from the age of fourteen. He began a very careful and regimented weight lifting programme. He worked out every other day with weights, with some kind of running work on alternate days. Michael showed a lot of dedication and discipline to achieve his target. He not only practiced regularly but also helped his parents with their farm chores. His persistence in striving for perfection was not only his obsession but his passion.

On the day of Junior Olympics, the pole was set at 17 feet which was three inches higher than his personal best. When he cleared it, he was surprised and thrilled. He immediately began preparing for his next attempt. Then he cleared the bar at 17 feet and 2 inches and 17 feet and 4 inches. His opponent had missed his final jump and he knew that he needed to clear his vault to win. The runway surprised him for a brief moment. Then it all hit him like a wet bale of hay. The bar was set at nine inches higher than his personal best. The intensity of the moment filled his mind with anxiety. He felt more and more tense. Then he envisioned his mother. His mother used to tell him to take deep breaths when he felt tense. He did the same. While shaking the tension from legs, he laid his pole at his feet. He began to stretch out his arm and upper body. He picked up his pole and he felt his heart pounding. Then he began sprinting. He took a deep breath and began to fly just as in his childhood dreams. He cleared the bar and landed safely.

He envisioned the smile on his mother’s face. What he didn’t know was that his dad was hugging his wife and crying tears of pride. The people gathered around him, hugged him and congratulated him. He set a National and International Junior Olympics record by clearing 17 feet 6½ inches. He increased his personal best by 9½ inches.


2.1 Literature - QA

Q1. What was Michael Stone’s dream?

A. Michael Stone’s dream was to fly. His mother used to tell him a number of stories about flyingwhen he was growing up. Hence, he always dreamt of flying.

Q2. What impact did his mother’s stories have on Michael?

A. Michael’s mother’s stories inspired him very much. He dreamt of flying high and this helped himto overcome his fear. The stories gave colour to his imagination.

Q3. How did Michael prepare himself to become an Olympic champion?

A. From the age of fourteen, Michael began a very careful regimented weight lifting programme.Michael’s trainer and father carefully monitored his programme. Michael’s sheerdedication, determination and discipline in achieving his target and his persistence instriving for perfection were not only his obsession but his passion. Thus, Michael preparedhimself to become an Olympic champion.

Q4. Michael’s mother and father had different ideas about training. How did these two approacheshelp Michael fulfill his dream?

A. Michael’s mother and father had different ideas about training. His mother believed in dreamingand dreaming high. So she told him numerous stories about flying which made him dream big. Onthe other hand, Michael’s father was a hard core realist. He believed anything is achievable withhard work and sweat. He always told Michael to work for things he wanted.Michael got the courage to dream big from his mother’s stories, as he wanted to become OlympicChampion in pole–vaulting. And he turned his dream into reality by sheer hard work anddetermination taught to him by his father. Thus, his mother’s approach of dreaming and hisfather’s approach to reality helped Michael fulfil his dream

A. Michael Stone was a blind pole–vaulter. Though he was blind, he set a new world record at theNational Junior Olympics in pole–vaulting. Though he was disabled, he didn’t allow hisdisability to come in between his dreams and with commitment, courage and grit. Heachieved his target.

Q5. What was so special about Michael’s achievement?

SESSION 2

TRUE HEIGHT – LITERATURE


SESSION 3

TRUE HEIGHT – VOCABULARY

3.1 Vocabulary

I. Synonyms

Q1.

Word Synonyms

quench satisfy

glamour attraction

passion desire

persistence determination

arrogant proud

pounding beating

II. Suffixes

Look at the following words taken from the passage:

Use a thesaurus/ dictionary to find out synonyms of these words from thebiographical account you have read.

Q1. Now, pick out the suffix from each word and form new words of your own in the table given

below. One is done for you.

competition, excitement, persistence, immediately, wonderful, effortless, childhood, national, intensity.



A.

Word Suffix New Word

competition –ion completion

excitement –ment wonderment, amazement

persistence –ence preference

immediately –ly affectionately, passionately

wonderful –ful successful , truthful

effortless –less helpless, hopeless

childhood –hood motherhood, brotherhood

national –al personal, historical

intensity –ity creativity, severity

III. Collocations

A collocation is an arrangement of words or other elements, especially those that commonly co–occur.

e.g.: heart–felt congratulation.

There are certain word combinations.

i. Adjective + Noun e.g. : bright / harsh / intense / strong light

ii. Verb + Noun e.g. : cash / emit / give / provide shed light

iii. Noun + Verb e.g. : light gleams / glows / shines

iv. Noun + Noun e.g. : a light source

v. Preposition + Noun e.g. : by the light of the moon

vi. Noun + Preposition e.g. : the light from the window

vii. Quantifier + Noun e.g.: (of) a beam / ray of light

Use a dictionary and write which word in column I can collocate with those in the next five columns. Put a tick mark () in the relevant column. Use the apt

collocations in your own sentences.



A.

word sympathy opinion welcome congratulations dream

heart–felt

deep

childhood

express

strong

warm

Sentences using apt collocations:

1. Rani expressed her heartfelt sympathies for Sanai’s pet’s demise.

2. I am sorry, I was in deep thoughts. I didn't listen to what you said.

3. She had a very happy childhood.

4. He expressed his anger openly.

5. I had a strong feeling taht I would get the job.

6. They gave a warm welcome to the new collector.


SESSION 4

TRUE HEIGHT – GRAMMAR

4.1 Grammar

I. Adverbal Clauses

Look at the following sentences taken from the reading passage.

1. As he raced down the golden–lined wheat fields, he would always out run the locomotivespassing by.

2.When he heard the singing in some distant robins in flight, he knew it was his time to fly.

3.Since the other vaulter had fewer misses, Michel needed to clear this vault to win.The above three sentences have two parts. One part of the sentence is separated by ‘comma’which lacks complete sense. It has to depend on the other part of the sentence forcomplete sense.

Q1. Now, read the biographical account once again and pick out the Adverbial clauses and Main

clauses and write them in the table or in your notebook.

The sentence part that is incomplete is dependent clause and the sentence part that has complete sense is the independent clause.

In the above sentences the clauses with as and when denote time whereas since de-notes reason. As and when refer to time and the other parts state what happened at that time. In the third sentence, the clause beginning with since states the reason and the other states the consequence.

The words as, where, since are conjunctions, which connect two sentences (clauses). The clauses containing these words are called Adverbial clauses . These adverbial clauses cannot stand independently, so they are called Dependent clauses or Subordinate clauses . The clause that stands on its own is an Independent clause or Main clause.

The linkers as, when and since (Adverbs) are placed before the clauses to make them Subordinate clause.



A.

Sentence from the text

Adverbial / DependentClause

Main / Independent Clause

As he raced down the golden–lined wheat fields, he would always outrun the locomotives passing by.

As he raced down the golden–lined wheat fields

he would always outrun the locomotives passing by

As he lay on his back and heard the crowd groan, he knew the other vaulter had missed his final jump.

As he lay on his back and heard the crowd groan

he knew the other vaulter had missed his final jump

Since the vaulter had fewer misses, Michael needed to clear this vault to win.

Since the vaulter had fewer misses

Michael needed to clear this vault to win

When he took a deep breath, it happened.

When he took a deep breath

It happened

Q2. Complete the following sentences with appropriate Adverbial clauses. Use the adverbs

wherever they are given in brackets.

A. 1. The teacher entered the class, as the bell rang .

2. The dog ran into a speeding car when it was crossing the street.

3. I was in deep sleep when the doorbell rang .

4. Someone knocked at the door, while I was watching TV.

5. The crowd cheered Michael Stone, as soon as he crossed the high barrier.

6. It is high time the cricket board thought of different alternatives, as the senior players arenot playing properly.


Dell

Sticky Note

Marked set by Dell

Dell

Sticky Note

Marked set by Dell

SESSION 5

TRUE HEIGHT – WRITING

5.1 Writing

Q. You have read the biography of Michael Stone. Think of some world famous sportingpersonalities from India. Collect information about any one of them and write a biographicalsketch.

You may include the following.

1. Date and place of birth

2. Information about the family

3. Hardships / difficulties faced

4. Achievements of the person: awards, prizes, honours, etc.

5. Important events in the life of the persons; education, marriage, profession etc.

6. Inspiration to others / message to the society.

7. Contribution to his / her field and society.

A. Sachin Ramesh Tendulkar was born on 24 April 1973. He is a top–class batsman and a bowler

too. He is widely acknowledged as one of the greatest batsmen of the world of cricket. He wasranked the second greatest test batsman of all the time, behind Don Bradman and the secondgreatest one –day international batsman of all time, behind Vivian Richards. He was born inMumbai. His father Ramesh Tendulkar was a reputed Marathi novelist and his mother Rajniworked in the insurance industry. As a young boy, he was considered a bully, and often pickedup fights with new children in his school. Ajit, Sachin’s half–brother introduced him to cricket in1984. Achrekar, Sachin’s guru was impressed with Tendulkar’s talent and advised him to shifthis schooling to Sharadashram Vidyamandir High School. Prior to this, he attended the IndianEducation Society’s New English School in Bandra. He practised for hours on end in the nets. Atschool, he developed as a child prodigy.



At the age of 22, Sachin married Anjali on 24 May 1995. Anjali was six years his senior. They have two children named Sara and Arjun. Tendulkar was selected to represent Bombay in the Ranji Trophy on 14 November 1987. He made his debut for Bombay against Gujarat. He made a double century against the Aussies while he was playing for Mumbai. He was selected for the Indian tour of Pakistan in 1989. He made his Test debut against Pakistan in November 1989. There was no looking back for him. Later, he was made the captain of Indian cricket team in 1997. Under his captaincy, India won four test matches and lost nine test matches. The rest of the twelve matches were drawn. As far as ODI’s are concerned Indian team won 23 ODI’s and lost 43 ODI’s. Two matches were tied. Sachin scored 15,837 runs in Test cricket and he scored 18,426 runs in ODI’s. In test cricket, his top score is 248 and he made a double century in ODI’s.

He was awarded Padma Vibhushan, Padma Shri, Rajiv Gandhi Khel Ratna and Arjuna award by the Indian Government. He was nominated to the Rajya Sabha on 2 May 2012. He announced his retirement from ODI’s on 23 December 2012.


SESSION 6

TRUE HEIGHT – STUDY AND LISTENING


Study Skills

I. You have finished reading the text ‘True Height’. Write the summary of the story inyour own words.Use the following ideas to complete your summary effectively.• Make a note of the important points in the text and the supporting details.• Sequence of the events.• Identify the words/phrases which carry ideas.• Use appropriate linkers.• Focus on the words / phrases that express the essence of the text.• Present the ideas briefly in your own words.• Do not include examples in the summary.

Q1. Now write the summary

A. It is the story of a blind pole–vaulter –Michael Stone who went on to win the National Junior

Olympics and set a new world record. The day was a nerve–wracking day in Michael’s life as he prepared to take the ultimate test of his sports career.

Pole–vault is truly the glamour event of any track and field competition. The pole–vaulter has both the grace of a gymnast and the strength of a bodybuilder. Pole–vaulting has the element of flying.

Michael’s mother, Mildred Stone was a dreamer. She told him a number of stories about flying when he was growing up. Her excitement and passion for details made Michael’s dreams full of colour and beauty. He began to fly like an eagle as told in his mother’s stories.

On the other hand, Michael’s father, Bert Stone was a hard–core realist. He believed in hard work and sweat. His motto was that one should work for something if he wanted it. Michael did just that from the age of fourteen. He began a very careful and regimented weight lifting programme. He worked out every other day with weights, with some kind of running work on alternate days. Michael showed a lot of dedication and discipline to achieve his target. He not only practiced regularly but also helped his parents with their farm chores. His persistence in striving for perfection was not only his obsession but his passion.

On that day, the pole was set at 17 feet which was three inches higher than his personal best. When he cleared it, he was surprised and thrilled. He immediately began preparing for his next attempt. Then he cleared the bar at 17 feet and 2 inches and 17 feet and 4 inches. His opponent had missed his final jump and he knew that he needed to clear his vault to win.

The runway surprised him for a brief moment. Then it all hit him like a wet bale of hay. The bar was set at nine inches higher than his personal best. The intensity of the moment filled his mind with anxiety. He became more and more tense. Then he envisioned his mother.



His mother used to tell him to take deep breaths when he felt tense. He did the same. While shaking the tension from legs, he laid his pole at his feet. He began to stretch out his arm and upper body. He picked up his pole and he felt his heart pounding. Then he began sprinting. He took a deep breath and began to fly just as in his childhood dreams. He cleared the bar and landed safely.

He envisioned the smile on his mother’s face. What he didn’t know was that his dad was hugging his wife and crying tears of pride. The people gathered around him, hugged him and congratulated him. He set a National and International Junior Olympics record by clearing 17 feet 6½ inches. He increased his personal best by 9½ inches.

Listening Skills

I. Answer the following questions.Q1. Tick (

√) only the correct ones from the statements given below.

1. Sachin and Gambhir opened the Indian innings. ( )

2. Umar Gul opened the Pakistan’s attack. ( √

)

3. Laxman is one among the Indian squad. ( √

)

4. Gul bowled out Gambhir. ( )

5. India is 15 without loss after the first over. ( √

)

Q2. Answer the following questions.

Which two world teams of cricket do you like? Why?

A. I like the ( name of the cricket teams) the most.

(give your reasons for liking the teams)I like the

Q3. Who are the openers?

A. Gambhir and Sehwag are openers.

Q4. Who are the commentators?

A. Sunil Gavaskar and Ravi Shastry are the commentators.

Q5. Complete the Score Board given below.

A.

Runsscored No.of balls faced Fours Sixes

1.Sehwag 1 2 Nil Nil

2.Gambhir 12 6 1 1

Extras 2 No. of overs bowled 1

Total 15 No. of wickets lost 0

Name of the batsmanA.


SESSION 7

TRUE HEIGHT – ORAL ACTIVITY

7.1 Oral Activity

Q. Imagine, you were listening to the commentary; your father came there and reminded you ofthe ensuing examinations. He said, listening to cricket commentary is a waste of time.

Now develop a conversation between you and your father.

A.

Father: What are you doing, Ravi?

You: I am listening to the cricket commentary, dad. It’s really very interesting.

Father: Listening to cricket commentary is a waste of time. I have told this so many

times, but you are doing the same.

You: Please, dad! Allow me to listen to the commentary.

Father: But Ravi, your examinations are fast approaching. Don’t you want to get good

marks?

You: Yes, dad. I would definitely get above 90% of marks in all the subjects. I have

been preparing very well for the last 15 days.

Father: You can’t bring back time that is wasted. So, value time. It’s precious.

You: Please dad. I am taking a short break and listening to the commentary. I will

only listen for half an hour, I promise. Then I will start preparing for my exams.

Father: Okay, you can listen. But you have to keep your promise.

You: Yes dad, I will. Thank you, dad.


SESSION 8

WHAT IS A PLAYER? – READING


Noun

buzzeran electric device that makes a loud sound

prevailing to defeat an opponent especially in a long or difficult contest

Verb

give up (phr.v)leave

whinecomplain

ponderingthinking about something carefully for a period of time

contemplatingconsidering about

Preposition

beneathunder something


LESSON 2-WHAT IS A PLAYER?

chicken out (phr.v)to decide not to do something because of fear



Jessica Taylor was born in Louisiana. She is a young poetess. She has developed her love for music and poetry at an early age. Most of her poems have focused on emotional issues with an emotional touch. “Loneliness”, “I Miss You’, “I Hate”, and “l am Worried” are some of her popular poems.

Idiom

This poem describes the characteristics of a good player.

A true player shouldn’t give up at the sight of defeat. He should learn from his past mistakes and put them behind him. A true player should not give up at the sound of the buzzer and always try to give his best.

He should not complain about the play time as he knows that it is an unacceptable crime. He should always keep in mind that his shots are not guaranteed. Though he knows he is not the best, he should not settle for anything less. He should practise regularly and vigorously.

He should have a strong and sensible mind. He should not waste his time pondering about failure, rather, he should contemplate about how to be victorious. A true player is he who never chickens out and wants to be in the game even if the odds are against him.


SESSION 9

WHAT IS A PLAYER? – LITERATURE

Q3.

A.

(Write the quality you have).Of the above qualities, I have

Q4. The poet talks about certain Do’s and Don’ts for a true player. List them out in the following table. One is done for you.

Which game do you like the most? What are the qualities of a player stated in the poem? Which of them do you have?I like _________________ (write the name of the game) the most. The qualities of a player stated in the poem are: A player should have a strong and sensible mind. He should not waste time thinking about failure, instead, he should contemplate on how to win. He should not give up the game even if he is on the verge of defeat. He should try to win till the end.

A.

Do’s Don’ts

Regular practice Give up at the sight of defeat

Considers only the present Give up at the sound of the buzzer

Learn from the mistakes and puts them behind Whine about the play time

Gives what he has Settle for less

Wants to be in the game Pondering about failing

Keeps in mind that his shots are not guaranteed Chicken out

9.1 Literature - QA

Q1.

A.What are the qualities that a true player should have?He should be hard working and should stick to his practice regime whether day or night; rain or shine. He should be strong, determined and sensible. He should never waste time thinking about falure, instead ponder on how to win.

Q2.

A.

What according to the poet is an unacceptable crime of a player?According to the poet, an unacceptable crime of a player is his whining about his play time.


SESSION 10

V.V.S. LAXMAN, VERY VERY SPECIAL – READING


Idioms

call it a daydecide or agree to stop doing something, temporarily or permanently

on the verge ofclose to the point where something new begins

Noun

glarea focus of public attention

mindsetattitude / way of thinking

cuisinea style of cooking; food cooked in a certain style

commitment assurance / dedication

reckoning recognition / calculation


LESSON 3-V.V.S. LAXMAN, VERY VERY SPECIAL

contemporary belonging to the present time

fabulous extremely good; excellent; extraordinary

crucialextremely important

influentialhaving great influence on somebody

embarrassing uncomfortable; awkward

integralessential

Adverb

immensely to a great extent; extremely

Verb

collidecrash

Adjective


Dell

Sticky Note

Marked set by Dell

LESSON 3-V.V.S. LAXMAN, VERY VERY SPECIAL


V.V.S Laxman is one of the finest players in contemporary cricket. He announced his retirement after a16 year, long brilliant cricketing career, just before the two–test series against New Zealand.Hyderabad Cricket Association had promoted him from the under –16 level and made him play inthe under 19 level. By 18, he had started playing for Hyderabad in the Ranji Trophy.

He believes that success and failure are parts of one’s life. The key is self–belief and consistent performance even in tough conditions. He feels that all the hard work and commitment he had put from the start of his career have culminated in 16 long years of international cricket. His parents, Dr. V Shantaram and Dr. V. Satyabhama have been the biggest influence on him. They taught him to handle success and failure with equal ease.

The most difficult phase of his career was when he had to choose between cricket and academics. His father gave him complete freedom to choose any one of the two. His parents, his entire family and his well–wishers were always the source of encouragement.

One of the biggest moments as a cricketer for Laxman was to be a member of the Indian team which was the World No.1 Test cricketing team. The 281 runs against the Aussies in Kolkata in 2001 was another. He would feel terribly disgusted whenever he dropped a catch.

He loves to spend his time with his family members and reading biographies is of successful individuals. He admires Azhar, Sachin, and Kapil very much. He is a vegetarian and he likes Thai cuisines. He loves listening to the music of Kishore Kumar and SP Bala Subrahmanyam. He loves to watch big sporting events, especially Wimbledon. He enjoys watching the singing and dancing competition programmes. His dream is to set up a school and a cricketing academy.


SESSION 11

V.V.S. LAXMAN, VERY VERY SPECIAL – LITERATURE


Q1. What is Laxman’s philosophy of life as per the interview you have read?

A. Laxman’s philosophy of life is that we should handle success and failure with equal ease.We should always be balanced as success and failure are parts of one’s life. The key isself–belief and performing consistently in tough conditions.

Q2. What role did Laxman play in making India the No.1 test cricket team?

A. V.V.S. Laxman is one of the finest players in contemporary cricket. He was part of the fabulousbatting line–up which helped India become the No.1 test team. With hard work andcommitment, he has scored lots of runs as a member of the Indian team to make it the worldNo.1 in test cricket.

Q3. On the basis of your reading of V.V.S. Laxman’s interview with Sportstar magazine completesthe following table.

S.NoEvents/ incidents in

his lifeYour responses

1 Home ground His favourite ground

2 Teams he represented Hyderabad

3 Levels he played at All levels

4 People who influenced him His parents

5 Things he likes/hobbiesReading biographies,spending time with family

6 Memorable eventsThe test match in 2001against Australia

7 His messageTo treat success and failureequally

A.


SESSION 12

V.V.S. LAXMAN, VERY VERY SPECIAL – WRITING

12.1 Writing

Q. Write your views and reflections on V.V.S. Laxman in 100 –120 words.

Discuss the following questions in groups before writing the paragraph individually.

• What is the main idea that you wish to project?

• What are the supporting ideas that you think of?

• How do you organise your ideas into paragraphs?

• How do you link your thoughts?

• How do you conclude?

R. V.V.S Laxman feels that all the hard work and commitment he put in from the start of his career have culminated in his 16 long years international cricket. His parents have been the biggest influence on him. The sport (cricket) taught him character, to treat success and failure on the

same wavelength.

The combination of Sourav and coach John Wright was influential in changing the mindset of Indian cricket itself. The cricketers Azhar, Sachin and Kapil inspire him very much. Dishes of the

Thai cuisine are his favourite food. He loves listening to the music of Kishore Kumar and S.P

Balasubrahmanyam. He likes to watch big sporting events like Wimbledon and also the singing

and dancing competition programmes. He feels success and failure are a part of one’s life. The

key is self–belief and performing consistently in tough conditions.


SESSION 14

THEME - GAMES AND SPORTS – SELF - ASSESSMENT


How well have I understood this unit? Read and tick in the appropriate box.


A. True Height

B. What Is a Player?

C. V.V.S.Laxman,Very Very Special.

I was able to do the exercise given under‘Vocabulary’.

I was able to identify and use ‘the mainclause and the subordinate clause’ in asentence given under ‘Grammar’.

I was able to write a biographical sketch.

I listened to and understood the cricketcommentary and answered the questions

I was able to develop an oral conversation.

I was able to write my personal views andreflections on V.V.S. Laxman in aparagraph.

I was able to prepare the profiles of the twofamous Indian sportswomen under the‘Project Work’.

Indicators Yes Somewhat No


LESSON 4-THEME - GAMES AND SPORTS

Student’s Activity

SHRINKING WORDS (Language Game)The object of this game is to make each word shorter by taking away one letter at a

time (keeping the remaining letters in their original order) to form a new word. Do this as many times as you can, each time forming a new word as a letter is deleted.



Reading and Comprehension (Unseen Passage) Session 1

TRUE HEIGHT

TRUE HEIGHT

1. Who is Mary Kom? [ ]A. a cricketer B. a boxer C. a Paralympian

2. Where did Mary train? [ ]A. Churachanpur B. Vietnam C. Imphal

3. Who inspired Mary to become a boxer? [ ]A. Dingko Singh B. K Onler Kom C. Narjiy Singh

4. Mary Kom is the mother of_________________ [ ]A. a son B. Onler C. twin boys

II. Answer the following questions.

Read the following passage to answer the questions given below.Mangte Chungneijang Mary Kom (born, 1 March 1983), also known as MC Mary Kom, Magnificent

Mary or simply Mary Kom, is an Indian boxer. She is a five-time World Boxing Champion and the only

woman boxer to have won a medal in each of the six world championships. She is the only Indian

woman boxer to have qualified for the 2012 Summer Olympics, competing in the flyweight (51 kg)

category and winning the bronze medal. She has also been ranked as No. 4 AIBA World Women's

Ranking Flyweight category.

Mary Kom was born in Kangathei, in Churachanpur district of Manipur. Although she had a keen

interest in athletics from childhood, it was the success of Dingko Singh that inspired her to become a

boxer in 2000. She started her training under the close eye of M. Narjit Singh, Manipur State Boxing

Coach at Khuman Lampak, Imphal. She is married to K Onler Kom and has twin sons.

After an eight-year break, she won a silver medal at the 2008 Asian Women's Boxing Championship in

India and a fourth successive gold medal at the AIBA Women's World Boxing Championship in China, followed by a gold medal at the 2009 Asian Indoor Games in Vietnam.

I. Choose the correct answer.

5. What unique title does Mary Kom hold as a woman boxer?


TRUE HEIGHT

Session 2


Reading and Comprehension (Seen Passages)

a. Who is 'he' in the above line?b. What did 'he' believe in?

c. What was 'his' motto?

II. Read the following passage to answer the questions given below.With all the media attention and heartfelt congratulations, Michael's life would never be the same. It

wasn't just becaused he won the National Junior Olympics and set a new world record. And it wasn't because he had just increases his personal nest by 9 1/2 inches. It was simply because...Michael Stone was blind.

a. Why did Michael receive heart-felt congratulations?b. What was unique about Michael's achievement?c. In which event did Michael win the National Junior Olympics?

III. Read the following passage to answer the questions given below.It was either the eruption of the people in the stands or the thump of his landing that brought Michael back to Earth. On his back with that wonderful hot sun on his face, he could only envision the smile on his mother's face.

a. Who was Michael's mother?b. Where was Michael?c. Why do you think Michael's mother would have smiled?

He believed in hard work and sweat. His motto: If you want something, work for it!

a. What was the comparison made in the passage?

b. What was his personal best?

c. Why was it a challenging day for Michael Stone?

The astroturf he sat on was as hot as the competition he faced today at the National Junior Olympics.The pole was set at 17 feet. That was three inches higher than his personal best. Michael Stoneconfronted the most challenging day of his pole-vaulting career. The stands were still filled with abouttwenty thousand people, even though the final race had ended an hour earlier.

IV. Read the following passage to answer the questions given below.

Mildred Stone, Michael's mother, wished that he could relax a bit more and be that 'free dreaming'little boy.

a. Who was MIldred Stone?

b. What does the mother wish?c. Who is referred to as the 'little boy'?

V. Read the following passage to answer the questions given below.


TRUE HEIGHT

b. What was the competition he was facing?


From the age of fourteen, Michael did just that.

a. What does 'that' refer to?

b. What was Michael's aim?



Constant preparation and determination were his vision.

...his dad quickly interrupted, smied and said, "You want something, work for it!"

b. Whose vision is referred to here?

a. What qualities must a player possess?

a. Whose father was 'he'?b. What was his father's advice?


He could feel a trickle of cold sweat running down his back.

a. Who is 'he' in this line?

b. What was his state of mind?


The astroturf he sat on was as hot as the competition he faced today at the National Junior Olympics.The pole was set at 17 feet. That was three inches higher than his personal best.

a. Where was Michael seated?

VI. Read the following passage to answer the questions given below.The pole vault is truly the glamorous event of any track and field competition. The sportsman combines the grace of a gymnast with the strength of a bodybuilder. Pole vaulting also has the element of flying and the thought of flying as high as a two-storeyed building is a mere fantasy to anyone watching such an event. Today it is not only MIchael Stone's reality and dream- it is his quest.a. What is pole-vault?

b. Why is pole-vault a glamorous event?

c. What is pole-vaulting compared to?


TRUE HEIGHT


I. Read the passages and choose the synonyms of the highlighted words.

He began a very careful and (i) regimented weightlifting programme. He worked out every other day with weights, with some kind of running work on (ii) alternate days. The programme was carefully (iii) monitored by Michael's coach trainer and father. Michael's (iv) dedication and determination was a coach's dream.

(i) A. strict B. distant C. military [ ] (ii) A. no other B. any other C. every other [ ](iii) A. controlled B. recognised C. valued [ ]

His palms were sweating. He needed a towel to dry his (i) grip. A glass of ice water (ii) quenched his thirst but hardly cooled his (iii) intensity. The astroturf he sat on was as hot as the (iv) competition he faced today at the National Junior Olympics.

(ii) A. drank B. satisfied C. watered [ ](iii) A. force B. length C. depth [ ]

(i) A. step B. tread C. hold [ ]

II. Read the passages and choose the antonyms of the highlighted words.

He (i) began a very (iii) careful and (ii) regimented weightlifting programme. He worked out every other day with weights, with some kind of running work on alternate days. The programme was carefully (iv) monitored by Michael's coach, trainer and father.

(i) A. took B. ended C. started [ ] (ii) A. careless B. caring C. secret [ ](iii) A. regular B. disorganised C. timely [ ]

Along with shaking the tension from legs, he (i) gently laid his pole at his feet. He began to (ii) stretch out his arm and (iii) upper body. The (iv) light breeze that was once there was now gone.

(iv) A. selected B. controlled C. free [ ]

(ii) A. withdraw B. lengthen C. extend [ ](iii) A. higher B. broader C. lower [ ] (iv) A. strong B. stormy C. pleasant [ ]

(i) A. thoroughly B. harshly C. openly [ ]

(iv) A. dream B. effort C. sacrifice [ ]

(iv) A. wrestling B. game C. contest [ ]


3.



1.


2.

1. trikle depth provision pole-vault A.

2. preparation trial combaine fantasy A.

3. enable envission enjoyment majestic A.

dedication, compete, determination, excitement, dedicate, competition,determine, excite

Verbs Nouns

2. 2. 1. 1.

4. 4. 3. 3.

Adjectives Collocations

warm welcome, heartfelt congratulation, hard-core, finger-tipped, strong opiniondeep sympathy, golden-lined, regimented

1. 1.

3. 3. 4. 4.

2. 2.

TRUE HEIGHT

1. i. h_ _ rtfelt ii. exper_ _ nce 2. i. contin_ _ ii. v_ _ lt

i. tr_ _ ner ii. p_ _ ple 4. i. l_ _ ghing ii. vis_ _n

1. real_____ (ist/ est) 2. coin______ (side/ cide)

3. erup______ (sion/ tion) 4. discipl______ (ine/ ene)

III. Read the passages and write the correct form of the words in the brackets.

1. Her stories are always the ones that (i) ___________ (description) the land from a birds-eye. Her excitement and (ii) ___________ (passionate) for details made Mlchael's dreams full of(iii) ___________ (colourful) and (iv) ___________ (beautiful).

2. If Michael Stone was surprised, thrilled or (i) _______________ (arrogance) about (ii) ___________ (clearance) the bar at 17 feet, you couldn't tell. As soon as he landed on the (iii) ___________ (inflation) landing mat, and with the crowd on its feet, Michael immediately began(iv) ___________ (preparation) for his next attempt at flight.

3. Complete the following words using ai, io, ie, ea, ue, eo, au, io etc.

_________________________________


TRUE HEIGHT

Grammar Session 4

(B) into (C) can (D) no

I. Complete the following passages choosing the right word from those given below.A player is one, __(1)__ has a strong, sensible mind, never pondering __(2)__ failing,

only contemplating prevailing. A__(3)__ is one who doesn’t chicken out, who wants to be in the

game when __(4)__counts, Now, that is a __(5)__ player.

Once a farmer had a goose who __(1)__a golden egg every day. He became greedy and cut the goose’s stomach to __(2)__ all the eggs at a time. After doing this he not only __(3)__ his goose but also his money forever. We should be satisfied __ (4) __ our blessings and__ (5) __ be greedy for our tomorrow.

II. Edit the following passages correcting the highlighted words.

1. Sports and games give fresh (i) enargy to our limbs and also (ii) made us forget our cares. These

(iii) brought (iv) fourth new waves of enthusiasm and vigour, which makes us feel (v) refreshmentin our struggles.

2. There are (i) money reasons for pollution. We have cut down forests to (ii) met the demands of an(iii) every increasing (iv) populated and` setting up various industries. Burning of petrol and the

smoke emitted by industries, pollute the (v) aer.

The Bishop has __(1)__himself to the well-being of __(2)__ followers better than __(3)__ other thing. He has sold his __ (4) __ silver salt-cellars to help __ (5) __ poor sick woman.

1. (A) where (B) how (C) who (D) why2. (A) about (B) in (C) on (D) never3. (A) dancer (B) father (C) player (D) singer

5. (A) true (B) ugly (C) cunning (D) false

2. (A) removed (B) remove (C) destroy (D) dig3. (A) lost (B) eat (C) move (D) get4. (A) into5. (A) not

1. (A) lay (B) laid (C) lying (D) lie

1. (A) devoting (B) devoted (C) devote (D) be devoted2. (A) their (B) his (C) our (D) her3. (A) any (B) many (C) some (D) much4. (A) better (B) best (C) good (D) fair5. (A) a (B) an (C) any (D) no

4. (A) some (B) everything (C) group (D) many

(B) with (C) of (D) but


IV. Change the sentences to their passive form.

V. Change the sentences to reported speech.

III. Combine the sentences using 'if', 'when'.

1. He took a deep breath. It happened.

3. You want something. Work for it.

4. The runway felt different. It all hit him like a wet bale of hay.

1. The runway startled him for a brief moment.

2. Michaels' coach monitored the programme carefully.

4. Michael had increased his personal best by 9 1/2 inches.

1. "That's only one inch off the National record," he thought.

2. "Why is this happening to me now?" he asked himself.

3. Michael's father said to him, "If you want something, you should work for it!"

TRUE HEIGHT

2. Michael was surprised, thrilled or arrogant about clearing the bar at 17 feet. You couldn't tell.

3. A miss would get him second place.

1. He landed on the inflated landing mat. He began preparing for his next attempt at flight.

2. Michael's persistence in striving for perfection was his obsession. It was his passion.

3. Michael could remember. He had always dreamed of flying.

VI. Combine the sentences using 'no sooner', 'as long as' or 'not only...but also' .

1. Rohit planned a trip to Goa. He received his bonus.

2. The film was an utter failure. The artists were poor in action.

3. We dropped our programme. We saw the guests at our doorstep.

VII. Combine the sentences using 'as', 'since' or 'when' .

4. It was very cold outside. We tucked ourselves in bed.

VIII. Give a suitable advice or suggestion in the given situation .1. Meena has a heart problem. Advise her to see a cardiologist.

2. It is raining heavily. Advise your friend to carry an umbrella.

3. Your sister has plenty of homework. Advise her to divide the work to make it easy


TRUE HEIGHT

I. Michael's mother wished he could relax a bit more but his father always urgedhim to work for what he wanted. Write a possible conversation between Mich-ael's parents on this aspect.

II. Imagine you are Michael's friend. Write a letter of appreciation to him on hisaccomplishment at the National Junior Olympics.

III. There are frequent thefts in your village or town. People are losing valuableslike gold and money from their houses. Write to the Sub-inspector of Police ofyour area, describing the thefts and urging greater patrolling at night.

IV. You plan to go on an excursion with your friends and teachers. You want Rs.1000/- and permission from your father. Write a letter to him requesting himfor permission and the money.


Reading and Comprehension (Unseen Poem) Session 6

WHAT IS A PLAYER?

1. Read the poem to answer the questions.Basketball is the sport of kings,

From the toss of the jump ball

to when the buzzer rings.

In basketball you have to try your best,

Once you do you'll beat all the rest.

If you want to win, never lose hope,

When there is a problem, learn to cope.

I. Tick the correct answer.

1. Which sport does the poet describe as the sport of kings? [ ]A) Polo B) Rugby C) Basketball

2. What does the poet say one should do while playing basketball? [ ]A) be careless B) give it your best C) take rest

3. Which of these is true to life too? [ ]A) we should give our best in everything we do

B) we should take things easy

C) we should wait for things to fall into place

4. If there is a problem we should _________. [ ]

A) lose hope B) never ask for help C) learn to cope

WHAT IS A PLAYER?

Reading and Comprehension (Seen Poem) Session 7

A player is one, who has a strong, sensible mind,

Never pondering about failing, only contemplating prevailing.

A player is one who doesn't chicken out,Who wants to be in the game when everything countsNow, that is a true player.

a. What does a player consider the play?

b. When one consistently continues in the game, come what may, what do we call him?



[ ]

2. How old was he when he started playing tennis?

3. When did he turn pro in his tennis career?

4. When did Nadal win his first hardcourt Grand Slam singles?

A. Mallorca, Greece B. Mallorca, Rome C. Mallorca, Spain

1. Read the passage and answer the followingRafael Nadal Tennis Tot

Rafael Nadal was born on the island of Mallorca in Spain on June 3, 1986 and still lives there with his family. He started playing tennis when he was just three years old, after watching his Uncle Tony play the sport at a local tennis club. Rafael's uncle began teaching him how to play tennis and by the age of 11, Rafael was winning youth tennis tournaments all across Spain. Uncle Tony remains Raffa's coach today

Rafael Nadal Teenage Tennis TitanRafael turned pro when he was 15 and by 2003, he was one of the top 50 ranked mens tennis players in the world. With his unique left-handed playing style and long hair, Nadal became a fan favourite both in Spain and around the world. In 2005, Rafael continued to work his way up the world rankings and won the 2005 French Open with a four set victory over Mariano Puerta of Argentina. On the road to the French Open final, Rafael also upset Roger Federer, the world's number one ranked player. Nadal repeated as French Open champ in 2006, 2007 and 2008 and won his 65th straight match on clay court, making him the undisputed champion of clay-court tennis. He followed up by winning Wimbledon in 2008. In 2009 Rafael won his first hard-court Grand Slam singles title against Roger Federer in the Australian Open. At the 2009 French Open Rafael defeated Lleyton Hewitt and set the record of 31 consecutive wins at Roland Garros.

I. Choose the correct answer.1. Nadal was born in a place called __________

V.V.S.LAXMAN

V.V.S. LAXMAN



VVS: My parents (Dr. V Shantaram and Dr. V. Satyabhama), no doubt about that. especially given that sports was never an integral part of our family.

a. Who is answering the question?

b. What have his parents inspired the speaker to do?

c. What was never an integral part of the family?

V.V.S.LAXMAN


The best part is that they never changed irrespective of whether I was performing or not.

a. Who does 'they' refer to?

b. Where was the speaker expected to perform?

c. How did they help the speaker?


But, the guiding philosophy which they taught was handling success and failure with equal ease.

a. Who taught the speaker the guiding phiosophy?

b. What was the guiding philosophy?

c. What was the profession of the speaker?


Treat success and failure on the same wavelength.

a. Who said the above words?

b. Where did he experience success and failure?

Session Session Reading and Comprehension (Seen Passage) 9

I. Read the following passage to answer the questions given below.I love to spend time with my family members. It gives me so much of peace.


b. What does the speaker love to do?

c. What does the action that he loves, give the speaker?


Who has been the biggest influence on you?


V.V.S.LAXMAN

Session Data Interpretation 10

I. Study the chart given below and answer the questions that follow.

a. Which two sectors are least preferred by students?

b. Which sector has the highest demand among students?

c. What is the 4th ranked career option among the students?

d. Which sector has exactly double the prefernce of the administrative sector?e. Which two sectors have almost equal preference at approximately 8%?


SESSION 1

SWAMI IS EXPELLED FROM SCHOOL – READING


Noun

eminencethe quality of being highly accomplished and respected(here used satirically)

perspirationsweat

knucklesa part of a finger at ajoint where the bone isnear the surface

distressextreme pain

gaoljail (old use)

briganda member of a gang ofbandits or thieves

desperation anxiety / worry

rapsevere blow with a cane

SCHOOL LIFE

UNIT 3 SCHOOL LIFE 81

LESSON 1-SWAMI IS EXPELLED FROM SCHOOL

flushedred and hot

ominous suggesting that something bad is going to happen

discreettactful / careful in saying something

Verb

ascertainfind out

graspseize and hold firmly

thrashbeat repeatedly and violently with a stick

flogbeat with a stick as punishment

restrainkeep under control

whackthe act of hitting vigorously

Adjective




The Headmaster entered the class with anger and observed the class for a few minutes and scolded the students who were absent on the previous day. At the beginning, he read the names of those who were present and then he read the names of those who were absent and asked for an explanation from each and every one who were absent. Among the absentees was Swaminathan. Swami felt guilty to be one among them. He thought that he shouldn’t be among them. The headmaster asked all the students who were absent to stand up on the benches at first and then he made them stand on their desks.When the absentees were asked to give a reason for their absence they all gave different answers. One said that he was suffering from a severe headache, and the other stomach ache. Yet another said that he was not aware of the school’s working day. They were all punished in different ways. When Swaminathan’s turn came, he looked around helplessly. Swaminathan was looking at the head and pink ears of his friend, Rajam, but the rap on his body from the headmaster’s cane brought him back.He wanted to say many reasons but he stood dumb. The headmaster gave him a blow on his shoulders and shouted at him. When he answered that he could not come, the headmaster sent for the peon.The peon eyed Swaminathan with a sinister look told that he had seen Swami breaking the panes of the ventilator of the headmaster’s room, the previous day. The headmaster gave a whack and demanded a reply but Swami had nothing to say. For another whack, he requested the headmaster not to beat him, but the headmaster whacked him four more and asked him to stand on the desk. With the courage coming from desperation, Swami jumped down the bench and grasping his books rushed out of the class muttering that he didn’t care for the dirty school or the headmaster and ran away from the school.


R.K. Narayan (10 October 1906 — 13 May 2001), (shortened from Rasipuram KrishnaswamiIyer Narayanaswami) is an Indian author whose works of fiction include a series of books about people and their interactions in an imagined town in India called Malgudi. He is credited with bringing Indian literature in English to the rest of the world. Swami and Friends, The Bachelor of Arts, The English Teacher and The Financial Expert are his popular works.

The present extract is from Swami and Friends. His narratives highlight social context and provide a feel for his characters through everyday life. In a writing career that spanned over sixty years, Narayan received many awards and honours. These include the AC Benson Medal from the Royal Society of Literature and the Padma Vibhushan, India’s second—highest civilian award. He was also nominated to the Rajya Sabha, the upper house of the Indian Parliament.


SESSION 2

SWAMI IS EXPELLED FROM SCHOOL – LITERATURE

2.1 Literature - QA

Q1. Why do you think the headmaster entered the class with a flushed face and a hard ominouslook?

A. The headmaster was very angry with Swami and some other students who had not attendedthe class one day before. Hence, he entered the class with a flushed face and a hard ominouslook.

Q2. Why did the headmaster send for the peon?

A. Swami lied that he could not come to school the previous day. But the peon was an eye witnessto Swami breaking the windowpane of the headmaster’s room. So the headmaster sent for thepeon to verify it.

Q3. “I don’t care for your dirty school”. Why did Swami mutter so?

A. Swami was beaten by the headmaster severely for his absence from the school the day beforeand also for breaking the panes of the ventilators in the headmaster’s room. Swami was notallowed to defend himself. Hurt and humiliated, he became angry and muttered the words “Idon’t care for your dirty school”.

Q4. Do you justify the headmaster’s behaviour? If not, state your reasons.

A. I don’t justify the headmaster’s behaviour. The headmaster should have spoken to Swami firstand listened to his reasons for his mischievous behaviour. He should have counselled Swamyand given punishment that would inculcate good habits and also generate an interest in schoolinstead of severely beating Swamy.

Q5. If you were in Swami’s place, how would you feel?

A. If I were in Swami’s place, I (write, what you would have done) (write, whatyou would feel)

Q6. Here are some utterances from the story. Complete the table.



A.

Sl.No.

Sentence spoken by the characters

Who said to whom? What it show

about the speaker?

1.

“Are you not ashamed of coming and sitting there after what you did yesterday?”

Headmaster to Swaminathan

The speaker feels severe anger.

2.”Now say what you know about the rascal on the desk.”

Headmaster to the peon

Enquiry (The speaker is confirming) confirmation.

3.”Didn’t I see you break the panes?”

Peon toSwaminathan

The speaker is complaining.

4.”Don’t beat me, sir. It pains.”

Swaminathan said to the headmaster.

The speaker is suffering the pain.

5.

”Keep standing here on this desk, staring like an idiot, till I announce your dismissal.”

Headmaster said to Swaminathan

The speaker is in a rage.

6.”I don’t care for your dirty school.”

Swaminathan mutteredto himself (actually addressed to headmaster)

The speaker shows dislike, courage and desperation.

A. 1. Swami was punished if he was absent even for a single day. Maybe it wasembarrassing for him to get punished in front of all other students.

2. The Headmaster was rude to all the students.

3. Swami must have felt that every day he was getting beaten up for something or other andso, he associated school with not learning but getting hurt and humiliated, hence he tookthe decision to leave the school.

Q7. Work in Group:

Give reasons for Swami’s decision to leave the school.


SESSION 3

SWAMI IS EXPELLED FROM SCHOOL – VOCABULARY

3.1 Vocabulary

I. Synonyms

Q1. Pick out words from the story which are synonyms of the following words.

A.

Word Synonyms

beat thrash

angry flushed

rascal idiot

humiliation shame

II. Phrasal Verbs:

Look at the following phrasal verbs taken from the text.

1. keep away

2. look around

3. look at

4. bring down

5. cut offi. These phrases are verbs followed by prepositions or adverbial particles. You may

understand that they are phrasal verbs.ii. You will notice that the following phrasal verbs ‘keep away’, ‘bring down’ and ‘cut off ’

can be split as shown below.

Examples:

1. Keep the flies away.

2. Bring the patient down.3. Cut it off.The other two phrasal verbs cannot be split.



A.

Phrasal Verbs Sentences of your own

of improving

new text books this year.

Throw out the garbage stored in thekitchen

look out = be watchful; be aware

She looked out some of her old letters to find an important letter written by her friend.Look out for the tiger which escaped the zoo.

Q2. Refer to a dictionary and pick out the phrasal verbs that begin with the following verbs Phrasal verbs beginning with verbs

A.Verbs Phrasal verbs beginning with the verb

bringbring around, bring back,bring down, bring out, bring up

looklook after, look at, look back, look for, look into, look through etc.

rush rush around, rush out, rush through etc.

keepkeep at, keep back, keep down, keep off, keep on, keep up

gogo at, go away, go back, go before, go beyond, go by

putput aside, put away, put down, put on, put off, put out

throw out = get rid offSwami was thrown out of school.

bring out = publishThe publishers are bringing out

look up = to show signsThings are certainly looking up now.

Q1. Use the following phrasal verbs in your own sentences and decide whether you can split themas shown in the above examples.



Q3. Sentences using the Phrasal verbs mentioned above.

A.

Phrasal verbs Sentence

bring aboutOur government is trying to bring about some

changes in the economic policy.

look after

look back

She is looking after her old mother.

I often look back on my earlier days when I

was in Australia.

rush around He always rushes around at the last minutes.

keeps on She keeps on her efforts.

go back We will go back the next week.

put on He put on his clothes and went out.


SESSION 4

SWAMI IS EXPELLED FROM SCHOOL – GRAMMAR

4.1 Grammar

I. Indirect Speech

Read the following imaginary conversation between Swami and the headmaster.Headmaster: Why didn’t you come to school yesterday?Swami: Sir, my mother was suffering from fever.Headmaster: I don’t believe your words. You always say something or the other to escape

from school.Swami: I’m speaking the truth, sir.Headmaster: Well, I’ll come to your house tomorrow and talk to your parents.

In the indirect speech, the above conversation can be written like this.

The headmaster asked Swami why he had not come to school the day before. Swami replied respectfully that his mother had been suffering from fever. The headmaster retorted that he did not believe his words and added that he always said something or the other to escape from school. Then Swami replied respectfully that he was speaking the truth. Then the headmaster told him that he would go to his house the next day and talk to his parents.

As you can see, while converting the direct speech into indirect speech, the words in the bold are added to express the feelings, emotions, attitudes of the speaker and the sequences of the actions.

Read the imaginary conversation between Swami and his father.Swami’s Father: My dear Swami, why are you looking so dull? Why haven’t you gone to school

today?Swami : Dad, I don’t like the school. The headmaster beats me every day.Swami’s Father: Why does your headmaster beat you every day without any reason? I’m

sure you must be causing a lot of nuisance in school.Swami: No, Dad. The headmaster beats all my friends in the same way.Swami’s Father: Okay what do you want to do now? Don’t you go to school and continue your

studies?Swami: No, Dad. I’ll join some other school.

Q1. Now change the conversation into indirect speech.

Swami’s father asked Swami why he was looking so dull and why he hadn’t gone to school that day. Swami replied that he didn’t like the school as the headmaster beat him every day. Swami’s father asked him doubtfully why his headmaster beat him every day without any reason.

A



Noun Clause

Look at the sentences taken from the story.

1. One student said that he had an attack of a headache.

This sentence has two clauses.

a. One student said (Principal clause)b. that he had an attack of a headache. (Subordinate clause)

The Subordinate clause is the object of the verb ‘said’. It is a noun clause. The noun clause can also appear in the subject position as can be seen in the following sentence.

2. What you say is not clear to me.If we replace the underlined part with ‘it’ in the above sentence, the sentence structure will becomplete.

Note : Sometimes the word ‘that‘ (conjunction) can be left out in spoken English. e.g .: He felt that punishment was not enough. (that –adjective)

Q1. Now read the following passage carefully and identify the noun clauses.

Replace the underlined words ‘that’, ‘so’ and ‘it’ with suitable noun clauses.

The headmaster entered the class furiously and said that he wanted to know the reason for the absence of some students in the class the day before. One student said that he had suffered from a severe headache. The headmaster said, “I don’t believe that”. The second said that somebody stopped him from coming to school. The headmaster said, “I don’t think so”. The third said that he too had suffered from a bad headache. On hearing that the headmaster shouted in anger. The fourth said that he had suf-fered from a terrible toothache. The headmaster said, “I don’t believe it”. The fifth said. “My grandmother died suddenly”. The headmaster retorted that he would ascertain it. He said, “I will come to your house tomorrow to know the fact.”

A. Replacement of the underlined words ‘that’, ‘so’ and ‘it’ with suitable noun clauses

He also asked Swami if he was being a nuisance in school. Swami replied negatively. He said that the headmaster beat all his friends in the same way. Swami’s father, now irritated, asked him what he wanted to do then. He also asked Swamy if he didn’t want to go to school and continue his studies. Swami replied that he wanted to go to school and continue his studies but would join some other school.

a. that : that you had suffered from a severe headache.b. so : that somebody stopped you from coming to school.c. it : that you had suffered from a terrible toothache.

III. Editing:

Read the following passage and edit (correct) the underlined parts.Swami went home and says that the headmaster beats him severely. The parents asked that why the headmaster had beaten him. Swami said that the headmaster beats him yesterday. Swami’s father said why the headmaster has beaten him without any cause. Swami replied to his father that the headmaster beats him every day. Swami’s mother told to Swami to attend the classes regularly.


SESSION 5

SWAMI IS EXPELLED FROM SCHOOL – WRITING

5.1 Writing

reflections in a paragraph.

A. Swami felt very sad on what happened that day at school. He must have cried after going homedue to the pain caused by the caning. He might have discussed the day’s event with his parents and might have suggested that his parents talk to the Headmaster and peon about accusing him of breaking the windowpane.

Look at the concluding part of the story.

He restrained the tears that were threatening to rush out, jumped down and grasping his books, rushed out, muttering, “I don’t care for your dirty school”.

Now imagine what happens to Swami after going away from school. Write a narrative which should include dialogues, sensory perceptions etc. You may include things such as the following.

• Swami rushed out from the class.• His parents asked him what happened at school.• His mother looked at the scars on his shoulders.• His father wanted him to go to school.• Swami did not like to go to school.

Q.1 What do you think Swami might have thought after he had left his school? Write down his

Q.2 Construction of a narrative.

from the class muttering “I don’t care for your dirty school”. Feeling disappointed, Swami started walking home. His parents saw Swami coming home. He seemed to be sad and angry. He kicked his shoes to a corner. He went into the study room stamping his feet. He dumped the school bag on the table and laid his head on the table.

His parents, who have been watching all this time came to Swami and asked him, “What happened at school Swami? Why are you so sad?” Swami’s mother laid her hands gently on his shoulders. At once Swami got up, hugged his mother and started crying. After a while, he wiped his tears and told, “Our headmaster beat me severely with a cane. Look at my shoulders. You can find scars.”

Swami’s parents took his shirt off and saw the scars on his shoulders. His mother felt angry and asked him, “Why did he beat you so severely?" His father enquired, “What did you do? Did you do anything mischievous?” “No, dad, I didn’t do anything mischievous. I was absent from school, yesterday. So, he beat me”, replied Swami, Swami’s father then said “Okay, it’s all right. I will come to school and talk to your headmaster. But you must go to school now.”

To this Swami said he did not like to go to this school. He said sternly, “Dad, I do not like to go to that school. I have no interest in that school.”

A. With tears in his eyes, Swami jumped down from his bench grasping his books and rushed out


SESSION 6

SWAMI IS EXPELLED FROM SCHOOL – STUDY ANDLISTENING


Study Skills

Q1.

Read the data given in the table and answer the questions that follow. Reasons for Dropouts among Children Aged 5—14 Years, 1977—98.

What is the major reason for dropouts in rural and urban areas?A. The major reason for dropouts in rural and urban areas is that children are not interested in

studies.

Q2. What percentage of female children drop out as their parents are not interested in their children’s studies in rural areas?

A. 9.2 percentage of female children are dropped out as their parents are not interested in theirchildren’s studies in rural areas.

Q3. Which is the least significant reason for dropouts?A. Working for wage/ salary is the least significant reason for dropouts.

Q4. Which of the following statements are true with reference to the data given in the above table?Tick (

√) the true statements.

A. a. The dropout rate due to a child not being interested in studies is more among the urban childrenthan among the rural children.

b. Participation in other economic activities is high among urban female children when compared

with rural female children. (√

)

c. If we create interest in studies among the children, the literacy rate will increase in our country. (√

)



You may begin the paragraph like this.This report is based on the data provided by MHRD for the year 1997–98 for children whodropped out in the age group of 5—14 years.Include the following.1. The financial reasons for dropouts2. Personal reasons for the dropouts3. Whether the dropout rate is more among girls/ boys4Whether the dropout rate is more among rural/ urban

A. The report is based on the data provided by MHRD for the year 1997—98 for children whodropped out in the age group of 5—14 years. We can understand that there are mainly tworeasons for dropouts. They are the financial reasons and the personal reasons. The financialreasons are working for wage / salary or participation in other economic activities and financialconstraints. The personal reasons are children not being interested in studies, parents notbeing interested in their children’s studies. Going to school keeps them absent from domesticduties. The major reason for dropouts in rural and urban areas is that children are not interestedin studies. The less significant reason for dropouts is working for wage/ salary. Personalreasons are major ones for dropouts both in rural and urban areas when compared withfinancial reasons. The dropout — rate due to a child not being interested in studies is loweramong the urban children than that of the rural children. Participation in other economicactivities is high among urban female children when compared with rural female children. Thedropout rate is more among girls both in rural and urban areas.

Q5. Write a report on dropouts using the information given in the above table.

A. A student/ boy/ girl is the speaker of the speech.

Q2. What is the occasion mentioned in the first speech?

A. The occasion mentioned in the first speech is the Annual Day Celebration of the school.

Q3. What is the occasion mentioned in the second speech?

A. The occasion mentioned in the second speech is the children’s day programme.

Q4. Who is the chief guest mentioned in the second speech?

A. The D.E.O is the chief guest mentioned in the second speech.

Q5. Who is addressing the gathering in the second speech?

A. A teacher is addressing the gathering in the second speech.

Listening Skills

I. Answer the following questions.Q1. Who is the speaker of speech?


SESSION 7

SWAMI IS EXPELLED FROM SCHOOL – ORAL ACTIVITY

7.1 Oral Activity

Q. Imagine that you are the School Pupils’ Leader (SPI). Compare on the Republic Daycelebrations in your school.

You may include the following in your speech:• Welcome address• Inviting the guests onto the dais• Importance of the occasion• Request to continue the proceedings

A. Respected Headmaster, Teachers, Respectable Invitees and Dear Friends.

Good morning to all of you.

It is a pleasure to start this occasion by welcoming everybody. As you are aware, we are celebrating the 65th Republic Day Celebrations in our school. I welcome our Headmaster to preside over the function. Now I would like to invite the honourable Chief Guest our D.E.O. to come onto the dais. I would like to invite our Sarpanch and Ward members to come onto the dais. I welcome our teachers, my fellow friends and schoolmates. On behalf of our school and on my behalf, I thank all our guests for sparing some of their valuable time for us. I welcome you all and I hope you enjoy the programme. Now, I request our headmaster to continue with the proceedings.


SESSION 8

NOT JUST A TEACHER, BUT A FRIEND – READING


Verb

trustbelieve

fadesomething becomingpaler or less bright


In this poem, the 9th–grade student considers the teacher his friend. The student wants his teacher to know that he has nowhere to turn or to go other than his trusted teacher. Something made the student trust his teacher a lot, he cannot pinpoint what it is that made him trust his teacher but he knows this trust is becoming stronger as the time goes by.

The teacher was always on the student’s side whenever he was feeling low and felt like crying. The teacher gave him courage and strength. When the boy got promoted to the next grade (9th grade). He was afraid to lose his teacher, who would not come to his 9th–grade class. The student feels as the time passes by, the trust would slowly fade away.

The teacher by his/her action, such as smiling encouragement and asking the student, how he was feeling gives him the assurance that the trust and the bond which the teacher and the student have formed with each other will not fade. Thus, the student realises that the bond which he shares with his teacher would last forever and the teacher would always be his trustworthy friend.


SESSION 9

NOT JUST A TEACHER, BUT A FRIEND – LITERATURE

9.1 Literature - QA

Q1. Why does the student consider the teacher his friend?

A. The student considers the teacher his friend as the teacher is always encouraging when life istough. When the student is down and feels like crying, his teacher stays right by his side. Whenhe was sad, the teacher made him happy.

Q2. How does the teacher take the student out of his gloom?

A. The teacher takes the student out of his gloom by staying right by his side. When the studentfeels sad, the teacher gives him courage and strength and makes him glad. Thus, the teachertakes the student out of his gloom.

Q3. Why does the student fail to estimate the teacher correctly?

A. When the boy moves to the next grade, he is afraid that the teacher will not be there for himwhen he will need her and this makes him feel that he may lose her. Thus, the student failsto estimate the teacher correctly.

Q4. How does the poet glorify the relationship between the teacher and the student?

A. In this poem, the poet wants to explain to us that the relationship between a teacher and thestudent can be that of friendship. With the kind and friendly acts of the teacher, the studentconsiders him his friend. Whenever the boy is in difficulties, the teacher holds out his helpinghand to him. He always tries to take the child on the right path. Thus, the poet glorifies therelationship between the teacher and the student.


SESSION 10

HOMEWORK – READING


Verb

reinforcemake a feeling or an idea stronger;strengthen or support

datesexists; to appear for the first time

hauntto cause repeated anxiety

abolishformally put an end to (a system, practice, or institution)

assigngive; allot; allocate

emergecome forth; come into view

hindercreate difficulties


resort tothe act of doing or using something, especially because no other choices are possible

toilhard unpleasant work


LESSON 3-HOMEWORK

Noun

curriculumthe subjects that areincluded in a course ofstudy

self - esteemconfidence in one's own worth or abilities

obesitythe state of being very fat

siblingsbrothers and sisters

Adjective

counter-productive having the opposite of the desired effect.

acclaimed praised enthusiastically and publicly

beneficial producing good or helpful results or effects

overwhelming very great in amount

preciousvaluable or important

excessivegreater than whatseems reasonable


LESSON 3-HOMEWORK


The main purpose of giving homework to children is to reinforce what they learn at school, and finally to help them learn the material better. Too much homework is not helpful, and can be counter–productive It can take away the kid’s social life, family time, and it can limit their participation in sports or other activities.

Though, the increase in homework exists as far back as 1957. Many teachers defend large amountsof homework, claiming that it helps to prepare students for the world that is becoming increasingly competitive.

Excessive amounts of homework can be harmful to kids both physically and mentally. Carryinglarge amounts of weight daily at a young age can do a damage which leads to backpack — relatedinjuries. These injuries lead to chronic shoulder, neck and back pain. Excessive homework is causing kids to stay up until midnight or later. With the participation in sports, clubs etc., students don’thave enough sleep.

As there is no time for exercise, cases of overweight (obesity) are found among students. Insteadof learning and concentrating on their work, many students are developing low self–esteem andeven depression because of teasing. Homework doesn’t allow the children to spend time with his/herfamily. The carelessly and frequently given assignments cause students to lose interest in the subject.

When a student is not able to complete his or her homework negative results can also occur. Badhabits such as copying the homework, having others do their assignments, cheating in tests arelikely to haunt kids. The homework should not be abolished, but it should be limited. It should becreative and interesting so that the child enjoys it.


SESSION 11

HOMEWORK – LITERATURE


Q1. What is the main purpose of giving homework to children?

A. The main purpose of giving homework to children is to reinforce what they learn at school, andultimately to help them learn the subject material.

Q2. How can excessive homework decrease students interest in studies?

A. Excessive homework is not helpful, and can be counter–productive. Instead of learning andconcentrating on their work, many children are developing low self–esteem and even havingdepression. Excessive homework causes students to lose interest in the subject. Negativeresults can also occur when a student is not able to complete his or her homework. Because ofexcessive homework, students don’t have enough sleep. They don’t find time to spend with theirparents and siblings. Thus, students gradually lose interest in studies because of theirmechanical way of doing homework.

Q3. Why do many teachers defend large amounts of homework?

A. Many teachers defend large amounts of homework, claiming that it helps to prepare studentsfor the world that is becoming increasingly competitive. They argue that it would be beneficial toa child’s academics to limit the after school activities.

Q4. How does homework take time away from important elements of daily life?

A. The large amount of homework is causing kids to be up until midnight or later. It takes away thetime that a kid could be spending with his or her family. Rather than spending time bondingand building strong family relationships, parents and children argue over homework. Time istaken away from important aspects of daily life. The kids don’t have enough time for the properamount of exercise. If both the parents are working, the time spent by such parents with theirchildren is very limited. This time, could be better spent going out to dinner as a family, or doingother activities that most families are not able to do because the kids don’t have time to take abreak from their homework schedule.

Q5. Is the writer in favour of or against homework? Justify your reasons.

A. The writer is against homework. His opinion is that it should be limited. The homework shouldalso be creative and interesting so that the child enjoys it. He says that homework can take awaythe kids' social life, family time, and it can limit their participation in sports or other activities. Itcan be harmful to kids both physically and mentally. It doesn’t allow students to do exercises.The students don’t find time to spend with their parents. Thus, the writer expresses his feelingsagainst homework.


SESSION 13

THEME - SCHOOL LIFE – SELF - ASSESSMENT


How well have I understood this unit? Read and tick (√

) in the appropriate box.

Indicators Yes No


A. Swami Is Expelled from School

B. Not Just a Teacher, but a Friend

C. Howework

I was able to pick out the synonyms for thewords given under ‘Vocabulary’.

I was able to use the Phrasal verbs in myown sentences given under ‘Vocabulary’.

I was able to transform the conversation into an indirect speech given under ‘Grammar’.

I was able to replace ‘so’ ‘that’ and ‘it’ in thegiven passage with suitable noun clauses.

I was able to write my reflections on‘Swami’ in a paragraph.

I was able to construct narrative on ‘Swami’.

I was able to identify the difference betweenthe two speeches given under ‘Listening’.

I was able to write a paragraph based on the data given in the table under ‘Study Skills’.

I was able to prepare a pie chart on the reading material the children liked under ‘Project Work’.

Somewhat


LESSON 4-THEME - SCHOOL LIFE




SWAMI IS EXPELLED FROM SCHOOL

Haria, a poor barber lived alone in his small hut. He was dedicated to his work. And whatever he

earns was enough to fulfil his needs.

One evening, after returning from work, Haria was hungry. “What shall I cook tonight?" he thought.

Just then he heard a hen clucking outside his hut. “That hen would make a great feast for me,"

thought Haria and prepared to catch the hen.

With a little effort he was able to catch the hen. As he was about to kill the hen, it squeaked, “Please

do not kill me, O kind man! I will help you." Haria stopped. Though he was surprised that the hen

spoke, he asked, “How can you help me?"

1. What was Haria’s occupation? [ ]A. cobbler B. barber C. farmer

2. Where did he live? [ ]A. in a palace B. tent C. small hut

II. Answer the following:1. How did Haria spend his days?

2. What was Haria thinking while he was coming back home one day?

3. What did he decide to cook finally?

4. What happened while he was about to kill the hen?



Session 2 Reading and Comprehension (Seen Passages)


"Why did you keep away yesterday?" asked the headmaster, looking up. Swaminathan's first impulsewas to protest that he had never been absent, but the attendance register was there. "No-no-I wasstoned."a. Had Swaminathan been really absent the previous day?

b. What was Swaminathan's true nature?

c. Was the boy really stoned?



II. Read the following passage to answer the questions given below.When another whack came on his back, he ejaculated, "Don't beat me, sir. It pains." This was an

invitation to the headmaster to bring down the cane four times again. He said, "Keep standing here, on this desk, staring like an idiot, till I announce your dismissal."

a. What made the headmaster bring down the cane another four times?

b. What did the headmaster call Swaminathan?c. Where was Swaminathan standing?

"I don't care for your dirty school."

a. Who said the above words?

b. Whom did the speaker address?

c. Why did he call the school dirty?

IV. Read the following passage to answer the questions given below.The fifth said that his grandmother died suddenly just as he was starting for school. The headmasterasked hiim if he could bring a letter from his father.

a. Who here is the 'fifth'?

b. What letter did the headmaster ask him to get?

c. Do you think the reason given was true? Why?


Swaminathan wished that he had been anywhere but there at that moment.

a. Where was Swaminathan ?

b. Why does Swaminathan wish to be away from that place?c. What does 'that moment' refer to?

When Swaminathan's turn came, he looked around helplessly.

b. Who gave Swaminathan a chance?

c. Why did Swaminathan look around helplessly?

VI. Read the following passage to answer the questions given below.

a. What was Swaminathan's turn?

"I will kill you if you keep on staring without answering my question," cried the headmaster

a. Who did the headmaster address?






XII. Read the following passage to answer the questions given below.

XIII. Read the following passage to answer the questions given below.

The headmaster hit him on the knuckles with his cane, called him a street dog, and pronounced thepunishment: fifteen days' suspension

a. What were the punishments given by the headmaster to the boy?

b. What name did the headmaster call the student?

He felt that the punishment was not enough and asked them to stand on their desks.

a. What was the punishment that was not enough?

b. Who was giving the punishment and to whom?

The headmaster demanded what the young brigand had to say about it. The brigand had nothingto say.

a. Who does the 'brigand' refer to in this line?

b. Why did the headmaster call him that?

"Don't beat me, sir. It pains."

a. Who is the speaker?

b. Why is the speaker in pain?

The headmaster entered the class with a slightly fulshed face and a hard ominous look in his eyes.

a. What does the expression 'flushed face' mean?

b. What was the ominous thing that was going to happen?

c. Why was there no answer?


"Are you not ashamed of coming and sitting there after what you did yesterday."

b. What had happened the previous day?

b. What was the question posed by the headmaster?

a. Who is the headmaster speaking to?




Then the headmaster offered to send a teacher to this (i) illiterate locality to (ii) ascertain from the boy's neighbours if the death of the grandmother was a (iii) fact. A pause, some (iv) perspiration, and then the answer that the neighbours could not possibly know anything about it, since the grandmother died in the village.

(i) A. uneducated B. unqualified C. eligible [ ]

When Swaminathan's (i) turn came, he looked around helplessly. Rajam sat on the third bench in front and (ii) resolutely looked away. He was (iii) gazing at the blackboard (iv) intently.

(ii) A. surely B. move away C. confirm [ ]

(i) A. round B. step C. chance [ ] (ii) A. lightly B. steadily C. weakly [ ](iii) A. staring B. longing C. peeping [ ] (iv) A. wrestling B. game C. contest [ ]

(iii) A. lie B. reality C. fiction [ ] (iv) A. dream B. sweat C. idea [ ]


The headmaster (i) demanded what the young brigand had to say about it. The brigand had nothing to say. It was a fact that he had broken the panes. They had seen it. There was (ii) nothing more to it. He had (iii) unconsciously become defiant and did not care to (iv) deny the charge.

(i) A. ranted B. requested C. inquired [ ] (ii) A. everything B. each thing C. anything [ ](iii) A. strongly B. knowingly C. freely [ ] (iv) A. choose B. rubbish C. accept [ ]

The headmaster (i) entered the class with a (ii) slightly flushed face and a hard, (iii) ominous look in his eyes. Swaminathan wished that he had been anywhere but there at that moment. The headmaster surveyed the class for a (iv) few minutes.

(i) A. came B. left C. opened [ ] (ii) A. completely B. partially C. smilingly [ ](iii) A. higher B. dangerous C. pleasant [ ] (iv) A. many B. some C. none [ ]



III. Read the passage and write the correct form of the words in the brackets.

3.



1.


3.

2.

intently, ominous, illiterate, resolutely, helplessly, defiantfoolishly, discreet

Adverbs Adjectives

1. 1.

2. 2.

3. 3.

4. 4.

1. i. unconsc_ _usly ii. ann_ _nce 2. i. omin_ _s ii. prev_ _us

i. discr_ _t ii. sp_ _ch 4. i. disj_ _nted ii. g_ _rdian

1. emin_____ (ance/ ence) 2. certific_____ (ete/ ate)

suspen_______ (sion/ tion) 4. incap_____ (able/ eble)

1. intolerable instant incapable infurious

survey demmand rascal pronounce

3. speetch stammer impulse register

1. The (i) ___________ (punish) was pronounced: ten day's (ii) ___________ (attend)

cancelled, two rupees fine, and the whole day to be spent on the desk. The third said that he

had an attack of a headache. The fourth said that he had stomach ache. The fifth said that

his grandmother (iii) ___________ (death) (iv) ___________ (sudden).

2. He had unconsciously become (i) ___________ (defiance) and did not care to (ii) ___________

(denial) the charge. When another whack came on his back, he (iii) ___________

(ejaculation), " Don't beat me, sir. It (iv) ___________ (painful)."

IV. Complete the following words using ai, io, ie, ea, ua, eo, au, io etc.

A.

A.

A.

___________

___________

___________


passed away, do without, made up, carried away, put up with

1. His mother can't his terrible behaviour anymore.

2. As an excuse for being late, she the whole story.

3. I got by his enthusiasm.

4. I just cannot my mobile. I always keep it with me.

5. She was very sad because her father last week.

passed away, do without, look forward to, called off, made up, carried away,break out, run out, put up with, keep up

VIII. Fill in the blanks by choosing from the phrasal verbs given below.

IX. Fill in the blanks by choosing from the phrasal verbs given below.


1. Don't smoke in the forest. Fires _____________ easily at this time of the year.

2. I _________________ seeing my friends again.

3. I'm afraid we have __________ of apple juice. Will orange juice do?

4. Your website has helped me a lot to ____________ the good work.

5. A friend of mine has ____________ her wedding.

X. Make sentences using the following phrasal verbs.

1. accountable to :2. barge in :

2.

Verbs

flog,beat, bring down, look up, throw out

whack keep away, thrash

1.

Phrasal Verbs

2. 2.

3. 3.

4. 4.

1.


2. The judge will say to you, "You are innocent."

4. All men declare, "He has never been defeated."

5. He has told them, "I did not commit this fault."

Grammar Session 4

I. Convert the following sentences to indirect speech.1. "Can you bring a letter from your father?" the headmaster said to the fifth boy.

3. "Don't beat me, sir," Swami said to the headmaster.


II. Complete the following passage choosing the right word from those given

1. (A) in2. (A) narrow3. (A)as ugly as4. (A) ugly5. (A) fan

(B) over(B) long(B) as clever as(B) near(B) cot

(C) when(C) wide(C) as round as(C) of(C) table

(D) into(D) short(D) as beautiful as(D) under(D) chair

below.The peacock is the most beautiful bird ____ (1) the world. Its crown and _____ (2) beautiful tail are worth mentioning. It feeds on soft fruits and seeds. The peahen is not _______ (3) the peacock. The only part of the peacock which is ______ (4) is its feet. It spreads its tail

like a _______(5) and dances during the monsoons.

The use of homework is effective _______(1) used by the rule “less is more”. Overwhelming kids with loads of homework can _______(2) them stress and possible physical injury. Homework takes away the small amount of time kids ______(3) to spend with their parents and siblings. A limit on their social and physical ______(4) can also take a large toil on their lives, and could hinder their _______(5) and future relationships.

(B) what (C) when (D) where(B) take (C) limit (D) asleep

(B) get (C) set (D) met

(B) activity (C) play (D) playing

1. (A) to2. (A)cause3. (A) pet4. (A)activities5. (A)wealth (B) strength (C) pleasure (D) health

2. carryout :

3. can do with :4. depend on :


I. Swaminathan and Rajam were classmates in the story. Before entering the

same below.class, they had a conversation about the previous day's incident. Write the

II. The headmaster sent for Swaminathan's father to talk about the issue inschool. Write a possible conversation


III. Swami couldn't tolerate the humiliation and ran out of school. What could behis inner feelings. Write a diary entry about the day.

IV. Rigid implementation of rules is the best way to keep children disciplined. Doyou agree or disagree with this statement? Write a script for a speech.

V. Write a letter to your aunt in Chennai, who wants to visit you in February. Tellher that you are preparing for your exams and aske her to visit you in April.

at the 'Vedic School for Excellence' for National Integration. He lighted the'Jyothi' and gave his valuable message to the students of the school. Writea news report on the programme.

VI. The Prime Minister was recently a guest at a programme held in New Delhi


Reading and Comprehension (Unseen Poem) Session 6

MY TEACHER WASN'T HALF AS NICE - Roald.Dahl

'My teacher wasn't half as nice as yours seems to be.

His name was Mister Unsworth and he taught us history.

And when you didn't know a date he'd get you by the ear

And start to twist while you sat there quite paralysed with fear.

He'd twist and twist and twist your ear and twist it more and more.

Until at last the ear came off and landed on the floor.

Our class was full of one-eared boys. I'm certain there were eight.

Who'd had them twisted off because they didn't know a date.

So let us now praise teachers who today are all so fine

And yours in particular is totally divine.'

1. The poet’s history teacher’s name was __________ [ ]A. Mr. Wordsworth B. Mr. Unsworth C. Mr. Worwick

NOT JUST A TEACHER, BUT A FRIEND

1. Read the poem and answer the following questions.

I. Choose the correct answer.

II. Answer the following.2. What would Mr. Unsworth do to his students if they did not know the dates?

3. How long would he pull their ears?

4. How many such boys were there in the class who got their ear twisted off?

NOT JUST A TEACHER, BUT A FRIEND

Reading and Comprehension (Seen Poem) Session 7

Then I moved to the next gradeBoy was I afraidThat our trust would slowly fadeBut I was wrongWe are still strong


a. What was the next grade of the speaker?

b. Why was the speaker afraid?

c. What made the speaker realise he was wrong?


2. Read the poem below and answer the questions.I had nowhere to turn, had nowhere to goThis is something I thnk you need to knowI don't know what made me trust you

a. Who does 'I' refer to?b. Who does the speaker addresss?c. Where does their trust build up?

3. Read the poem below and answer the questions.Even though sometimes I am not

I smile and say yes I'm alrightThen I walk away and you're out of sightI'll just have to waitI still have my fate

a. Who does 'I' refer to?

b. Which line shows his agony?

c. What was his fate?

I feel like I have just been shot

4. Read the poem below and answer the questions.As each day grew longerOur trust became strongerEach time I wanted to cry

a. Who does 'our' refer to?

c. Who gave the speaker support in his time of sorrow?

You stayed there right by my side

b. What bond existed between the speaker and the other person?

Even though sometimes you don't have timeYou atleast ask me if I am fine

a. Who is the one who runs out of time?

b. How does the person show their concern for the speaker?

I am so gladThat you were there when I was sadAnd this is what makes youNot just my 9th Grade teacher, my friend

a. Whose help did the boy seek when he was sad?b. What was the relation between the speaker and his teacher?




1. What do most of the schools teach? [ ]

A. sports B. literature C. various subjects

2. What do the schools rarely manage to teach? [ ]A. character B. how to study C. time management

HOMEWORK

1. Read the passage to answer the questions.


thing they were supposed to be doing all that time, namely – studying. And it is sad to admit, but to a A lot of students complain that throughout their study at school and college they haven’t learnt the

certain degree it is true – educational institutions deal with a lot of subjects, but they rarely manage to

teach this one thing. Thus, a student has to help himself on his own.

HOMEWORK

3. What is the complaint of the students?

4. How do the students resolve their complaint?

Session Reading and Comprehension (Seen Passages) 9


activities. However, cutting the time out of the few hours a week teenagers use for exercise, could be a factor in the growing obesity cases.

a. What is the viewpoint of teachers and parents?

Some parents and teachers argue that it would be beneficial to a child's academics to limit after school

b. What would students usually do after school hours?

c. How is large amounts of homework a factor in growing obesity cases?


II. Answer the questions.



Many times they will resort to copying the homework, having others do their assignments, or cheating in tests. bad habits such as these are likely to haunt kids through their lives and have an adverse effect on their moral judgement. Students will, almost always take the easy way, when it comes to homework.

a. What are the negative effects of excessive homework?

b. Why do students prefer easy ways to finish their homework?

c. Is the writer criticising the excessive amounts of homework or the children?


Homework has historically been given to students to reinforce what they learn at school, and ultimately to help them learn the material better. However, too much homework is not helpful, and can be counter- productive. Excessive amounts of time spent on completing homework can take away the kid's social life, family time, and it limits their participation in sports and other activities. The amount of homework has to give to a student has to be restricted.

a. Why is homework given to students?

b. What is the negative effect of too much homework?

c. What is the student deprived off because of excessive homework?


Homework also takes away the time that a kid could be spending with his or her family. Rather than spending time bonding and building strong family relationships, parents and children argue over homework. Time is taken away from important aspects of daily life.

b. What kind of interaction takes place between students and parents over homework?

a. What time does homework take away?

c. What important aspects of life are neglected due to heavy homework?


When assignments are given carelessly and frequently, it causes students to lose interest in the subject. Negative results can also occur when a student is not able to complete his or her homework.

a. What may cause students to lose interest in the subject?

b. What negative results do you think can occur in the matter of unfinished homework ?



This time is particularly precious in families with both the parents working. The time spent by suchparents with their children is very limited. This time could be better spent going out to dinner as afamily, or doing other activities that most families are not able to do because kids don't have time totake a break from their homework schedule.

a. in which families can we most find the bond between parents and children threatened?

b. Why are children not able to take a break from their homework schedule?

VII. Read the following passage to answer the questions given below.The large amount of homework is causing kids in both high school and junior high school to be up

until midnight or later. When extracurricular activities such as sports clubs, etc., are added to the

picture, kids may even have to wake up early next morning to finish their homework, leaving

them with an insufficient amount of sleep.

a. What, along with homework, adds to students' lacking in sleep?

b. What would kids do to finish their unfinished homework ?

Data Interpretation Sess ion 10

answer the questions that follow.I. Study the chart given below showing how students spend their leisure time and


a. What does the chart show?

b. What percentage of students spend their free time talking to friends on the phone ?

c. Which activity is least interesting to the students?

d. How do most students spend their leisure time?

e. Which two activities have almost equal preference by the students?

II. Study the flowchart given below showing how rasam is made and answer thequestions based on it.

a. What are the basic ingredients that go into making rasam?

b. Name the sour ingredients in rasam?

c. What is the quntity of tamarind that is added into the rasam?

d. Which ingredients are ground in the mixer?

e. How many steps would you say are involved in cooking rasam?


SESSION 1

WHAT IS MAN WITHOUT THE BEASTS? – READING


Noun

gospelpreaching; telling people about the importance of something

prairie(in North America)a large open area ofgrassland

stranda single piece of thread, wire, hair etc.

dominioncontrol over a countryor people: the Britishdominion

thicketan area of trees and bushes growing closely together

crestthe top of a mountain or hill.

compassiona feeling of sharing another's suffering that leads to a desire to help

contempttalking wiretelephone wire

canoea small light narrow boat, pointed at both ends and moved using a paddle

disregard; neglect; disrespect

ENVIRONMENT

UNIT 4 ENVIRONMENT 117

LESSON 1-WHAT IS MAN WITHOUT THE BEASTS?

sapthe juice of a plant

Verb

blottedkept from being seen;concealed

resonatecontinue to have a powerful effect or value

course(of liquid) flow

rotdecay

slaughterkilling animals

perishdie especially in an accident or by being killed, or to be destroyed

Adjective

stencha foul smell

savagea member of a peopleregarded as primitiveand uncivilised

numbhaving no sensation





Chief Seattle (1786 –1866) was the leader of Dewanish and other Pacific Northwest tribes. The city of Seattle, Washington, bears his name. In 1854, Chief Seattle reluctantly agreed to sell tribal lands to the United States Government and to move to Government established reservations. Though the authenticity of the speech has been challenged, most agree that it contains the substance and perspective of Chief Seattle’s attitude towards Nature and the White race.

Chief Seattle made a remarkable speech in1854 just before his lands were taken from him and his people. It resonated in the environmental community. He was the leader of Dewanish and other Pacific Northwest tribes. The city of Seattle, Washington, bears his name, In 1854, Chief Seattle reluctantly agreed to sell tribal lands to the United States Government. The Great White Chief sends word, that he will reserve them a place to live comfortably.

Then, the chief gave a detailed explanation about how they treated the environment. They treated the Earth as sacred. Every shining pine needle, every sandy shore, every mist in the dark woods and the sap which courses through the trees, every clear and humming insect was holy in the memory and experience of his people. They were a part of the Earth and it was a part of them. They treated perfumed flowers as sisters, the deer, the horse, great eagle and rivers as brothers. The rocky crests, the juices in the meadows, the body heat of pony, and the man, all belong to the same family. So, it was not easy to buy. The shiny streams of water are treated as the blood of their ancestors. If they sell their land, they must teach their children about the sacred land. The water’s murmur was treated as their grandfather’s voice. The rivers satisfy their thirst. The rivers carry their canoes and feed their children. The air was precious to the Red man. All the living beings breathe the same–the beast, the tree and the man.

But the White man does not seem to notice the air he breathes. The wind that gave their grandfather his first breath also received his last sigh. The Red will consider his offer to buy his land if they decided to accept a condition; the white man must treat the beasts of that land as his brothers. The Red didn’t understand why the white people kill buffaloes while travelling in a train. Earth is our mother and one should respect the ground beneath one’s feet as we are a part of it. What was a man without the beasts? If all the beasts were gone, man would die from a great loneliness of the spirit. For whatever happened to the beasts, soon happened to man also. The ground underneath the foot was the ashes of their grandfathers. He asked the White to treat the Earth as mother and to harm the earth was to heap contempt on its creator. He concluded his speech by posing questions like “Where is the thicket? Where is the eagle gone?”

He slowly gets puzzled to find the disappearance of wildlife and end of living.


SESSION 2

WHAT IS MAN WITHOUT THE BEASTS? – LITERATURE

2.1 Literature - QA

Q1. Why does Chief Seattle say that the Earth is sacred to his people?

A. The Chief Seattle said that the Earth was a sacred place to his people because they valuedevery shining pine needle, sandy shore, mist in the dark woods, clear and humming insect. Ev-erything on Earth was considered to be holy in the memory and experience of his people.

Q2. The speaker says, ‘I am a savage’. Who do you think is a savage, the Red Indian or the White?Why?

A. The Red Indians are the savage because they lived in the middle of the environment and distant

Q3. Why does the Chief say ‘The destiny is a mystery to us?

A. The Chief says “The destiny was a mystery to us”, because for them what is present is only

Q4. “What is man without the beasts? If all the beasts were gone, man would die from a great loneliness of the spirit”. Why?

Q5. Is man the sole owner of the Earth? Pick out sentences from the speech to justify your answer.

A. The earth does not belong to man–man belongs to the earth. So a man is not the sole owner ofthe earth. Whatever befalls the earth befalls the son of the earth. Man did not weave the web oflife –he is nearly a strand in it. Whatever he does to the web of life, he does to himself.

A. If all the beasts were gone, man would die from great loneliness of the spirit because there was

from the urban life. Red Indians don’t understand the fun of killing for sport. It’s an ironicstatement made by the author. Whereas white man kills living things and gives moreimportance to lifeless material things. Eg: He kills thousands of buffalo on prairie and valuessmoking iron horses-a train.

valuable. The beasts roaming the land, the land itself is more valuable and it teaches themlessons to live. They don’t keep a price tag on the horse or buffalo but cherish the land andbeast. Hence, destiny is a mystery to them.

a close relationship between the man and beast. For whatever happens to the beasts, soonhappens to man. Man and beast are interdependent on each other and it will become difficultfor man to survive without beasts.



Q6. Why does the speaker say that if we spit on the ground, we spit on ourselves?

A. The Red Indians treated the Earth as their mother. Whatever befalls on the Earth befalls on thesons of the Earth. All things were connected like the blood which unites one family. Man did not

ground, we spit on ourselves.

A. (c) Everything on the earth belongs to one family.

Q8. In his speech Chief Seattle asks audience a number of questions. He also creates vivid pictures in the minds of the audience. What are the other features of the speech? List them.

A. Features of a speech.

a. Create vivid pictures.

b. Ideas are framed sequentially.

c. Cite examples and quotations.

d. Coherence is framed.

e. Did not deviate from the main topic.

f. Used connectives contextually.

g. Used proper pronouns.

weave the web of life –he is merely a strand in it. So, these things indicate that if we spit on the

j. His dejection towards white man’s possessive nature to put an end to the living beingsof he forests.

h. Concern for the wildlife of the earth.

i. The chief urge to the white man to understand the feelings of the earth and its inhabitants.

(c) everything on the earth belongs to one family.

Q7. “All belong to the same family.” The speaker says this to mean

(a) all animals belong to one family

(b) all animals and plants belong to the same family


SESSION 3

WHAT IS MAN WITHOUT THE BEASTS? – VOCABULARY

3.1 Vocabulary

I. New Combination Words

Read the following expression.The warmth of the landThe word warmth here suggests love, care, affection, intimacy, etc.

Q1. Which of the following words can be used to work out new combinations with the wordwarmth?

A. Friendship, love, honesty, relationship, hatred, freedom e.g. the warmth of friendship

Q2. Why do you think certain combinations are not possible?

A. Certain combinations are not possible because they give a different meaning or there will be achange in the entire concept and nearby formed words gets damaged.

Q3. Is there any other expressions of this kind in the reading material?

A. Yes, there are some other expressions of this kind.For example: Warmth of the land, a freshness of the air, a spark of water, body heat of thepony etc.

Q4. Can you work out new combinations and use them in your own sentences?

A. 1. Remember to wrap up warmly on cold days.2. A warm person is friendly and shows affection.3. He greeted us with warmth on our arrival.4. The warmth of his invitation made us accept it.5. Miss Salmon was impressed with the warmth of words from the president.

II. Words Denoting Actions

In the speech you can see a few words suggesting movement. For example, in the sentence ‘The sap which courses through the trees carries the memories of the red man’ the word course means ‘to flow’ or ‘move rapidly’.

Q1. Pick out from the speech other words that denote movement. If necessary, look up a dictionary.

A. Resonate, course, carry, send, moves, passing, stream, walks etc


SESSION 4

WHAT IS MAN WITHOUT THE BEASTS? – GRAMMAR

4.1 Grammar

I. The Verb Phrase

Read the following sentences taken from the text.

• What is the relationship of the underlined parts with the first part of the Sentences?

• What type of word do you see in the beginning of the underlined part?• Which is the most important word in it?

You have learnt earlier that a sentence contains the subject and the predicate. The underlined parts of the sentences given above are predicates. The important word in the predicate is the verb.

As you can see, each of these predicates has at least one verb (sentences 1 and 2). In the second sentence ‘must’ is the helping (auxiliary) verb and ‘teach’ is the main verb.

Q1. List all the verb phrases in the following passage. Identify the Main verb.

Look at the river. It has very little water in it. Once it was flowing well. Now it is drying. Can’t you hear the cries of the dying river ? The water in it is polluted. Do you get its stink ? You cannot drink it. You cannot give this water even to animals. Animals will not go near it. We must make the river live forever. We must make the river our own companion.

1. We are a part of the Earth .2. You must teach your children that the ground beneath their feet is the ashes of our

grandfathers.

Verb phrase Main Verb

Look at look

Has very little water has

Was flowing well flow

Is dying now die

Can’t hear the cries hear

Get its stink get

Can’t drink it drink

Can’t give the water to animals give

Will not go near go

Must make make

A.



Q1.

II. Main Verb and the Auxiliary Elements

Analyse the verb phrases you have already identified and list the Main verb (M.V)andthe Auxiliary elements (A.E) in each of them.



Types of ‘If clauses’

Let us identify the ‘verb and tense’ elements in each of these sentences both in the‘If clause’ and in the ‘Main clause’.

If–clause Main clause

Sentence (1) leave will fly

Sentence (2) were would receive

Sentence (3) had played would have won

Q1. Complete the following sentences using possible main clauses.

A. 1. If I were asked to stay at home and do only household chores, I wouldn't mind.

2. If I had attended the function, I would have danced.

3. If Raju comes to school every day, he will certainly get good marks.

4. If Lalit had helped him do his homework, lalit would also have learnt.

5. If I were the class teacher of class–IX, I would encourage my students to learn betterEnglish.

1. Sentence (1) means there is a possibility of the bird flying out when we leave the doorof the cage open.

2. In sentence (2) the speaker is not thinking about a real situation. He is only imaginingthe future happening (because Mother Teresa is not alive today). There is nopossibility of future happening. (People receiving her).

3. In sentence (3) the speaker talks about something that might have happened in thepast, but it didn’t.

III. If Clauses

Read the following sentences.

1. If you leave the door of the cage open, the bird will fly out.

2. If Mother Teresa were alive today, how would people receive her?

3. If I had played well, I would have won the game.

• What is the meaning of each sentence?• What are the two parts in each sentence?

• What is the role of ‘If’?


SESSION 5

WHAT IS MAN WITHOUT THE BEASTS? – WRITING

5.1 Writing

Ans. The lake connects two cities of the state like Hyderabad and Secunderabad. (or) The lake that connects Hyderabad and Secunderabad which are the twin cities of the state.

Q. Read the following write–up.You must have heard about the Hussain Sagar Lake. It is in Hyderabad. It is one of the largestman–made lakes. Hyderabad and Secunderabad are twin cities of the State. The lake connectsthese cities. It was originally constructed to supply drinking water. Now it is not used as adrinking water source. People find this sad. There is plenty of water. Nobody can drink it.Thelake faces a few threats.The main threat is the encroachment by both private and public agencies. The lake also facesthe problem of pollution. One of the locals said: “Oh, sometimes it stinks horribly.” This is dueto the continuous discharge of domestic wastes and industrial chemicals. Hence it is our dutyto save Hussain Sagar Lake.

I. Rewrite the sentences according to the direction given in the brackets.R. 1. The lake connects these cities. (Change into a question)

Ans. Do these cities connect the lake? (or) Does the lake connect these cities?

2. It is in Hyderabad. It is one of the largest man –made lakes. (Combine the twosentences using ‘and’)Ans. Hussain Sagar is in Hyderabad and it is one of the largest man–made lakes. (or) It is inHyderabad and one of the largest man–made lakes.

3. Hyderabad and Secunderabad are twin cities of the State. The lake connects thesecities. (Begin the sentence with ‘The lake . . . ‘and connect the two sentences)

4. It was originally constructed to supply drinking water. Now it is not used asa drinking water source. (Connect using ‘though’)

Ans. Though it was originally constructed to supply drinking water but now it is not used as a drinking water source. (or) Though it was originally constructed to supply drinking water, it is used as a drinking water source now.

5. “This is sad,. . . ?” (Complete the sentence with a question tag)

Ans. Isn’t it sad? (or) This is sad, isn’t this?

6. “Oh, sometimes it stinks horribly.” (Rewrite the sentence beginning with‘How ) Ans. How does it stink? / How does the lake stink? (or) How Horribly it stinks!



Q. Read the speech made by Chief Seattle once again and reflect on the following features.

• The beginning and ending of the speech.

• The arguments and the building up of arguments in a sequential manner.

• The emotive and argumentative language used.

• The variety of sentences used.

• Mental images created.

R. The Chief Seattle started the speech with an unimaginable question and with familiarimagination. The situations are framed contextually and persuasive statements are expressed.His views and ideas are expressed in a contextual way. We are exposed to emotive languagelike ‘you must teach your children that it is sacred’. A variety of sentences are used like ‘where isthe thicket? Gone. Where is the eagle? Gone.’ Mental images are created like ‘treat perfumedflowers as sisters, the deer, the horse, the great eagle and the rivers as brothers. The Earth asmother’. The speech has all kinds of characteristics of well–written and emotionally compellingspeech. Therefore whatever befalls the earth befalls the sons of the earth.

Q. Prepare a speech that you would like to make on ‘the World Environment Day’. You canmake use of the following hints.

i. The threats to animal and plant life.ii. The pollution of air, water and earth and the consequences.iii. The need to preserve our environment for ourselves and for the future generations.

R. I wish a very warm good morning to all of you present in this meeting.

Today, we have gathered here to celebrate the World Environment Day. World environment

day is celebrated on 5th June every year. Its aim is to raise global awareness about

our environment and safeguard animal and plant life. In 1972, the United Nations Conference

on the Human environment was held from 5th June to 16th June. Every year the conference

is held on the same dates but is hosted by different countries of the world.

Everyone knows the importance of nature. We, human beings are dependent on nature for all

our basic needs. But due to the pollution caused by us, the environment is changing at a rapid

rate. Many species are becoming extinct and the global climate is also changing due to global

warming. Deforestation is also a major concern in the world as it is resulting in soil erosion and

unexpected and untimely natural calamities. Our country is one of the major agricultural

countries in the world. But depletion of forests has resulted in droughts or unnatural flooding.

Today, on the World Environmental Day, lets us all pledge to create a greener world. Let us plant

trees and not waste natural resources given by our mother Earth. Let us protect our planet for

the future and for us. Let us minimise the use of automobiles to avoid pollution.

Finally, I want to thank all of you once again for giving me the opportunity to speak at this

prestigious meeting.

Thank you.


SESSION 6

WHAT IS MAN WITHOUT THE BEASTS? – STUDY ANDLISTENING


Study Skills

in terms of industrial pollution intensity.I. Study the following table, which shows the ranking of districts in Andhra Pradesh

PollutionRank

DistrictPollution

Intensity per 1000 sqkm

WithKadapaas norm

1 Krishna 57.63 8.8

2 East Godavari 56.48 8.6

3 Srikakulam 50.66 7.7

4 Guntur 46.87 7.2

5 Visakhapatnam 40.29 6.2

6 West Godavari 35.53 5.4

7 Vizianagaram 24.92 3.8

8 Chittor 22.86 3.5

9 Nellore 17.86 2.7

10 Kurnool 14.43 2.2

11 Prakasam 10.09 1.5

12 Anantapur 9.62 1.5

13 Kadapa 8.65 1.3

(Source The Indian Economic review, dated9th November, 2012



Q1. Which district tops the list in pollution intensity?

A. Krishna district tops the list of pollution intensity.

Q2. Which region of Andhra Pradesh has the least pollution intensity?

A. Rayalaseema region of Andhra Pradesh has the least pollution on intensity.

Q3. What percentage of land is affected by industrial pollution in Guntur?

A. Approximately 4.6% of the land is affected by industrial pollution in Guntur.

A. Approximately 4.6% of the land is affected by industrial pollution in Guntur.

Q4. What percentage of land is not affected by industrial pollution in Krishna district?

A. 4.25% of the area is not affected industrial pollution.

Q5. What are the comparisons that you can make related to the three regions in terms of pollutionintensity?

Rayalaseema ranked very low in industrial pollution intensity.

Q6. Write an analytical report on the pollution intensity in Andhra Pradesh.

A. The districts of Coastal Andhra cause most of the pollution in Andhra Pradesh. The coastal dis-trict Krishna is ranked the highest and Rayalaseema district Kadapa ranked the lowest. SinceKadapa has the lowest intensity, it is considered as the norm. According to the data given in thetable, pollution caused by Krishna district alone is equivalent to the pollution caused byRayalaseema region. East Godavari of Coastal Andhra is of the similar case.So, as an observation, Coastal Andhra needs to work on reducing pollution.

A. The coastal Andhra districts cause most of the pollution in Andhra Pradesh. The four districts in

Listening Skills

I. Answer the following questions.Q1. How does Michael Jackson respond to man’s attack on Nature?

A. Michael Jackson responded sadly about nature. The peasants shed their sweat in the fields.The crops were dried up due to lack of rains. So the Earth is crying and weeping. Heexpressed his concern and worry for the sorrowful earth.

Q2. What is the mood of the song? Indicate by putting a tick (√

).

A. a) anguish.

a) sadness b) anger c) anguish d) joy


SESSION 7

WHAT IS MAN WITHOUT THE BEASTS? – ORAL ACTIVITY

7.1 Oral Activity

Q. Discuss the following in groups.

1. Why do writers often write about these things (things like earth)?

2. In what ways does nature influence man?

3. Can it shape ones personality?

R. 1.The writers often write about the Earth because there is an inseparable relation betweenEarth and man. Additionally, earth and other related topics like the environment, climate,safeguarding our earth, etc are of utmost importance. This is the only habitable place inthe universe and if we, humans destroy it with our carelessness, then we won't have aplace to live.

2. Nature influences man by teaching him service, sacrifice and sanctity in thought. It gives aman a feeling of possession, protection and preservation of beautiful and wonderfulthings around him.

3.Yes, man’s identity, behaviour and character can be shaped and refined by nature. Initially,man realised the role of the environment surrounding him. He lived with the provisions ofEarth’s natural surrounding with satisfaction. However, with the growth of technology, hebecame curious of his surroundings and started exploring. Due to man’s greed, he unwittinglystarted to disturb the environment equilibrium of the Earth. The disturbance in anenvironmental equation is now getting highlighted through changes in weather and sea levels.This weather change and rise in the sea–level is now endangering this very man. The changein the environment is causing the man to change his personality and also his attitude. Nowman is realising the importance of protecting the environment, hence, he is changing hisattitude towards his using of the Earth’s resources.


Read the following passage to answer the questions given below.

Humans crave for a connection with nature. From gardening and horticulture to taking a stroll

through the park or hiking through the mountains, man has found solace in nature for centuries.

But with a rapidly deteriorating environment, shortage of open spaces, fear of “stranger-danger”

during outdoor playtime, and an emerging culture of technology-obsessed youth, modern life is

punctuated by nature deprivation and a disconnect with the world around us.

There is a strong body of research confirming that direct contact with nature reduces stress and

promotes mental health.

---------- CCE BASED PRACTICE QUESTIONS------------WHAT IS MAN WITHOUT THE BEASTS?

I. Choose the right answer.

1. What is the simplest form of nature mentioned in the passage? [ ]A. a garden B. a large open space with treesC. a potted plant D. a lawn

II. Answer the following questions.

3. What are the benefits of maintaining direct contact with nature?

2. Give reasons why modern life is faced with nature deprivation.

Session 2


Reading and Comprehension (Seen Passages)

The destiny is a mystery to us, for we do not understand when the buffaloes are slaughtered, thewild horses tamed, the secret corners of the forest heavy with the scent of many men, and the viewof the ripe hills blotted by talking wires. Where is the thicket? Gone. Where is the eagle? Gone. Theend of living, the beginning of survival.

a. Why is destiny a mystery?

b. What are 'talking wires'?

c. Explain the statement- 'The end of living, the beginning of survival'?


You must teach your children that the ground beneath their feet is the ashes of our grandfathers. So that they will respect the land, tell your children that the Earth is rich with the lives of our kin.

a. Who are 'your children' referred to here?

b. Who is the speaker here?

c. What does the speaker want the listeners to teach their children?


WHAT IS MAN WITHOUT THE BEASTS?



b. Why did the speaker consider the deer, the horse, and the eagle as his brothers

We are a part of the Earth and it is a part of us. The perfumed flowers are our sisters; the deer, the horse, the great eagle, these are our brothers. The rocky crests, the juices in the meadows, the body heat of the pony, and the man, all belong to the same family.

c. Who does the speaker consider 'our sisters'?

So, when the Great Chief in Washington sends word that he wishes to buy our land, he asks much of us. The Great White Chief sends word, that he will reserve us a place so that we can live comfortably to ourselves. He will be our father and we will be his children. So we will con-sider your offer to buy land. But it will not be easy. For, this land is sacred to us.


a. Who is claiming the land from the Indians?

b. Why is it not easy to buy land from the Red Indians?

c. What does the speaker say about the relation between the Indians and the WhiteChief?


If all the beasts were gone, man would die from a great loneliness of the spirit. For whatever happens to the beasts, soon happens to man. All things are connected.

a. What would happen to man if all the beasts are gone?

b. How are man and the beasts connected?

c. Do you think that all creatures are connected?



And if we sell you our land, you must keep it apart and sacred, as a place where even the white can go to taste the wind that is sweetened by the meadow's flowers.

a. How is the wind sweetened?

b. Why should the white man keep the land sacred?


How can you buy or sell the sky, the warmth of the land? The idea is strnage to us. If we do not own the freshness of air and the sparkle of water, how can you buy them from us?

b. Who according to the speaker owns the air, water, etc.?

a. What does the speaker find strange?




Every shining pine needle, every sandy shore, every (i) mist in the dark woods, every clear and

(iv) courses through the trees carries the memories of the red man.humming insect are (ii) holy in the (iii) memory and experience of my people. The sap which

(i) A. fog B. spray C. rain [ ] (ii) A. torn B. scented C.sacred [ ] (iii) A. remembrance B. membership C. price [ ] (iv) A. studies B. flows C. drowns [ ]

The (i) perfumed flowers are our sisters; the deer, the horse, the great eagle, these are our brothers.

belong to the same family. The rocky (ii) crests, the juices in the (iii) meadows, the body heat of the (iv) pony, and the man, all

(ii) A. waves B. peaks C. valleys ˜ ˜ (i) A. delicate B. simple C. scented [ ]

(iii) A. grasslands B. lakes C. forests [ ] (iv) A. stallion B. fowl C. foal ˜ ˜




I am a (i) savage and do not (ii) understand how the smoking iron horse can be made more (iii) important than the buffalo that you kill only to stay (iv) alive.

(i) A. unsocial B. modern C. wid man [ ] (ii) A. misunderstand B. interpret C. disinterest ˜ ˜ (iii) A. priceless B. worthless C. valuable [ ] (iv) A. conscious B. living C. dead ˜ ˜

(i) A. heat B. chill C. distance [ ] (ii) A. familiar B. weird C. comfortable ˜ ˜ (iii) A. natural B. artificial C. staleness [ ] (iv) A. dullness B. shine C. odour ˜ ˜

I. Underline the verb phrases in the following sentences.

1. We have been waiting for you.

2. Seema loves watching cartoons on T.V.

3. My father bought me a new dress.

4. Stars are shining brightly in the sky.

5. People choose different ways to protect the environment.

4

How can you buy or sell the sky, the (i) warmth of the land? The idea is (ii) strange to us. If we do not own the (iii) freshness of air and the (iv) sparkle of water, how can you buy them from us?

II. Pick out the main verbs and the auxiliary verbs in the given sentences.

1. Do you know my friend Rahul?

2. I can see a plane in the distance.

3. The lake was originally constructed to supply drinking water.

4. Have you heard about the Dal Lake in Kashmir?

5. I was deeply moved by the sorrow of the flood victims.



III. Complete the passages by choosing the right words from those givenbelow.

A. This shining water that moves in streams and rivers is not ____________________ (1) water

but the blood of our ancestors. If we sell you our land, you must remember that it is sacred,

and you must teach your children that it is sacred and that each ghostly reflection in the clear

water of the lakes tells of_______________ (2) in the life of my people. The water’s

___________________(3) is the voice of my father’s father. The rivers of our

brothers__________________ (4) our thirst. The rivers carry our canoes and feed our

children. If we sell you our land, you must remember to teach your children that the rivers are

our brothers, and_________________ (5), and you must henceforth give the rivers the

kindness that you would give my brother.

1. A. only B. all C. just D. pure [ ]

2. A. period B. an hour C. events D. years [ ]

3. A. babble B. screech C. sound D. murmur [ ]

4. A. fill B. satisfy C. cool D. quench [ ]

5. A. theirs B. yours C. ours D. your’s [ ]

B. At the spot _________________ (1) he stood there had once been a turnstile, and as a boy he

would swing on it, going round and round until he was ___________________ (2) dizzy. Now

the turnstile had gone, the opening walled up. Tall hollyhocks _____________ (3) on the other

side of the wall. ‘What are you looking _______________ (4)?It was a disembodied voice at

first. Moments _____________________, (5) a girl stood framed between dark red hollyhocks

staring at the man. She was only twelve or thirteen, slim and dark, with lively eyes and long

black hair.

1. A. where B. on C. when D. as [ ]

2. A. quite B. quiet C. so D. often [ ]

3. A. grow B. grew C. growing D. would grow [ ]

4. A. to B. in C. on D. at [ ]

5. A. after B. passed C. later D. before [ ]



I. Prepare a speech on the topic – The responsibilities of man towards the ˜ arth˜

A Bicycle Riding Competition

II. Write a paragraph describing the scene in the picture.

was a pleasure to stay at a place so close to nature.III. Write a diary entry describing your vacation with your grandparents and how it

(Hints: 4 friends go out on a walk in the forest- A bear chases them-one boy climbsthe tree, one acts dead, two others watch the bear - bear sniffs the boy on the ground -walks away-all are safe- the boy who acted as dead learns an important lesson oneshouldn’t believe false friends.)

IV. Write a composition of 120 words based on the picture.


Extra CCE Examinationbased Material

I. Seen Comprehension Passages

UNIT – I HUMOUR

Comprehension Passage I

"It was a hot summer night about ten o'clock. I had my meal at the restaurant and returned to my room. I heard a noise from above as I opened the door. The sound was a familiar one. One could say that rats and I shared the room. I took out my box of matches and lighted the kerosene lamp on the table".

Answer the questions given below:

1. Who is 'I' in the passage?2. What was the familiar noise?3. Why do you think he lighted the kerosene lamp?4. Do you think the doctor was rich or poor?5. What happened after he lighted the kerosene lamp?

Comprehension Passage II

Suddenly there came a dull thud as if a rubber tube had fallen on the ground... surely nothing to worry about. Even so I thought I would turn around and take a look. No sooner had I turned than a fat snake wriggled over the back of the chair and landed on my shoulder.

Answer the questions given below: 1. What was the 'dull thud'?2. Was the doctor scared initially?3. Was the doctor scared later in the story?4. What saved the doctor?5. What sort of writing style does the author have?

Template for comprehension passages (seen)These passages or stanzas (poem) have been picked up from the lessons to strengthen the comprehending skills of the students. The CCE examination pattern advocates the in-depth learning of the central theme of every lesson. Therefore, we have introduced this new Session of Comprehension Passages (textual) as a support system to the teachers.

Comprehension Passage III

Said the Duck to the Kangaroo, “Good gracious! How you hop! Over the fields and the water too, As if you never would stop! My life is a bore in this nasty pond

137

Dell

Sticky Note

Marked set by Dell

Dell

Sticky Note

Marked set by Dell

And I long to go out in the world I wish I could hop like you!” Said the Duck to the Kangaroo.


1. Who is the speaker of these words?2. What does the duck admire in the Kangaroo?3. Why is it bored?4. What does the duck want to do?5. Do you think there was true friendship between them?

Comprehension Passage IV

“Go to your room, Bobby, and think about how you have behaved this year. Then write a letter to God and tell Him why you deserve a bike for your birthday.”


1. Who is the speaker?2. What did Bobby's mother want?3. What did Bobby want for his birthday?4. What did he write in his last letter?5. What does Bobby's behavior show us?

Give the antonyms of the following words

1. Unmarried x2.Important x3.Laugh x4.Expensive x5.Certain x

[ ]

b) respectful c) obedient

1. Be polite to elders.

a) cruel

2. The man rushed home eagerly. [ ]

a) played b) went fast c) came

3. It seemed as if God appreciated that. [ ]

a) recognized b) notice c) look

4. I did not know anything for certain. [ ]

a) right b) correct c) sure

5. Bobby's mother wanted him to reflect. [ ]

a) to think b) to sink c) to enjoy

Choose the most suitable meanings of each underlined word in sentences

138

UNIT II GAMES AND SPORTS

Comprehension passage I

The pole vault is truly the glamour event of any track and field competition. The sportsman combines the grace of a gymnast with the strength of a body builder. Pole-vaulting also has the element of flying and the thought of flying as high as a two-storeyed building is a mere fantasy to anyone watching such an event. Today it is not only Michel Stone's reality and dream - it is his quest.


Michael's mother read him numerous stories about flying, when he was growing up. Her stories were always the ones that described the land from a bird's eye view. Her excitement and passion for details made Michael's dreams full of colour and beauty.


A player is one, who has a strong, sensible mind. Never pondering about failing, only contemplating prevailing.A player is one who doesn't chicken out, who wants to be in the game when everything counts. Now, that is a true player.

1. What is truly the glamour event of any track and field competition?2. What does the sportsman combine?3. What was his achievement?4. What was so special about his achievement?5. Throw some light on Michael's character.

1. What was Michael's mother's role in his success?2. What does 'bird's - eye view' mean?3. How did her excitement and passion help Michael?4. Give a character sketch of Michal's mother.5. What sort of person was Michael's father?6. Is the name of the lesson 'True Height' apt? If so how?

1. Who has a strong, sensible mind?2. What does a player never ponder on?3. How does a player learn?4. Who is a true player?5. What does the phrase 'chicken out' mean?

139


'There were many. But some stand out, though I never played the World Cup that saw India as the No.1 team, being a member of the Indian team which was the World No.1 in Test cricket was one of them. The 281 against the Aussies in Kolkata in 2001 was another.

1. Which player is being spoken about here?

2. Whom did he admire in his early days?

3. What was his personal motto?

4. What did the sport of cricket teach him?

5. What was one of his biggest moments in cricket?

Give the antonyms of the following words

1. quest x

2. excitement x

3. arrogant x

4. glamour x

5. achieve x

Suffix

ion -

ment -

tence -

ly -

ful -

less -

hood -

ity -

Find words with the suffix given below:

140

UNIT III SCHOOL LIFE

Comprehension Passage I

The headmaster entered the class with a slightly flushed face and a hard ominous look in his

eyes. Swaminathan wished that he had been anywhere but there at the moment.

1. Why was the headmaster annoyed?

2. Why did Swaminathan wish that he was elsewhere?

3. What did the head master intend to do?

4. Was Swaminathan punished?

5. Do you think corporal punishment is justified?


Here there was no chance of escape. Swaminathan kept staring foolishly till he received

another whack on the back. The headmaster demanded what the young brigand had to say

about it.

1. What had Swaminathan done?

2. Who was punishing him?

3. Who was called to prove Swaminathan's act?

4. What does the word 'brigand' mean?

5. When he was hit with the cane many times what did Swaminathan do?


As each day grew longer

Our trust became stronger

Each time I wanted to cry

You stayed there right by my side

1. What grew stronger each day?

2. Who is 'I' in the above lines?

3. Who stayed right by his side?

4. What was the relationship between the teacher & the student?

5. Do you support the poet on his views about the teacher student relationship? If so Why?

141

Homework


Many teachers defend large amounts of homework, claiming that it helps to prepare students for a world that is becoming increasingly, competitive. However, Dr. Kralovec, author of 'The End of Homework' argues that doing homework during high school has little or no effect on successful study skills of the students when they join college.

1. What do many teachers defend?

2. Who is the author of the book 'The End of Homework’?

3. What is Dr Kralovec's opinion on `Homework`?

4. How can homework be effective?

5. How can homework be damaging?

Give the antonyms of the words

i) courage X

ii) dirty x

iii) shout x

iv) protest x

v) visible x

142

II. Unseen Comprehension Passages

Template for unseen passages

These.passages or stanzas (from poems) have been picked up from various sources on a variety oftopics. They would be immensely beneficial to the students in enhancing their thinking skills andsubstantiating their understanding. The key concept of CCE, the '5 W and 1 H' has beenemphatically incorporated into this section as well. Students must be encouraged to do them on theirown. The different type of questions like multiple choice, True or False, fill in the blanks and contentbased questions would help the children from the examination point of view.

UNIT I HUMOUR

I. Burj Kalifa is a skyscraper in Dubai, United Arab Emirates and it is tallest man- made structure ever built. Its construction began on Sept. 21, 2004 and theinterior of the structure was completed on Oct.1, 2009. The building is a part of the new490 acre flagship development area called Downtown Dubai. It has height of over 828 metersand more than 160 storeys. It is not only the tallest building in the world but also the tallestfree-standing structure in the world, a record which was previously held by CN Tower,Toronto. It also holds the record of having the world's highest mosque, which is located on its158th floor.

Answer the questions given below.

1. Which is the tallest building in the world?

2. How many years did it take to build this structure?

3. What is the height of the building and how many storeys does it have?

4. Which building held the record for the tallest building previously?

5. What is the other record that it holds?

a) stomach b) heart c) brain d) kidney

II. Sea Anemones are simple creatures. They have no proper brain, only a few nerves to controlthe movements of their tentacles and stalk. They can only do the simplest actions, such asdetecting and eating prey, and gliding along the rocks to a new place. Yet anemones have many'friends' on the seashore. They live in partnerships with other creatures such as fish,shrimps, crabs and worms. For example, the anemone feeds on leftover from the food of its fishfriend, while the fish is safe hiding in the anemone's tentacles. This type of helpful partnership iscalled symbiosis. The dahlia anemone, plumose anemone etc. are some example of anemones.


i) Sea Anemones do not have a

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Dell

Sticky Note

Marked set by Dell

ii) They have many _____________ on the shore.

a) helpers b) brothers c) enemies d) friends

iii) They live in partnership with

a) shrimps b) sharks c) humans d) ants

iv) Helpful partnership is called

a) friendship b) brotherhood c) symbiosis d) tentacle

v) Sea Anemones are found

a) deep in the sea b) on the shore c) on the sea bed d) floating in the sea

UNIT IIGAMES AND SPORTS

I. Whales are large, intelligent aquatic mammals. They have sleek, streamlined bodiesthat move easily through water. In fact, they are the only mammals other than the sea cowsthat live their entire lives in water and the only mammals that have adapted to life in theopen oceans. Like all mammals, whales breathe air, are warm- blooded and have mammaryglands. The biggest whale is the blue whale, which is about 115 feet in length andheight of approximately a nine - storeyed building. These enormous animals eat about fourtons of tiny krills each day. Adult blue whales have no predators except man. The smallestwhale is the Dwarf sperm whale which is about 11 feet.

1. Describe whale in one sentence.

2. Which other mammal is adapted to life in the open ocean?

3. How big is the blue whale and what is its height?

4. What do whales eat?

5. Which is the smallest whale?

II. Life is sweet because of the

friends we have made And the things which in common

we share ;

We want to love on, not because of our selves,

But because of the ones who would care.

It's living and doing for somebody else.


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Choose the correct alternative

i) We can _______________ anything with friends.

a) care b) share c) have d) make

ii) Friends _______________ for our feelings.

a) share b) wonder c) care d) believe

iii) Life is sweet because of ______________.

a) cousins b) classmates c) parents d) friends

iv) We can reach out to friends during _____________.

a) problems b) happiness c) calamities d) All the above

v) Life is all about doing something for ________________ else.

a) anybody b) somebody c) their d) our selves

UNIT III SCHOOL LIFE

I. Some animals in a forest decided to start a school. The students included a bird, a squirrel, afish, a dog, a rabbit and a mentally retarded eel. A board was formed to determine the curriculumand it was decided that flying, tree climbing swimming and burrowing would give a broad-basededucation. All animals were required to take all subjects. The bird was excellent in flying but couldnot swim or burrow. The squirrel was great in tree climbing, but failed in all other activities. Fishwas the best swimmer but couldn't come out of water. Same was the case with all animals. Thementally retarded eel, could swim a little, climb a little, burrow & fly. So it was declared as thewinner of the class.

1. What was the bird good at?

2. What was the squirrel good at?

3. Who was the winner of the class?

4. Do you think the eel was really an excellent student? Give a reason.

5. What do you learn from this story?



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II. The most important thing we have

learned, so far as children are concerned,

Is never, NEVER, NEVER, let

Them near your television set

- or better still, just don't install

The idiotic thing at all.

It rots the sense in the head !

It kills imagination dead !

It clogs and clutters up the mind !

His powers of thinking rust and freeze !

Choose the correct alternative

i) We should never install a ______________ in our house

a) Tata Sky b) Radio c) Television d) Music system

ii) What is the T.V. commonly called?

a) Stupid thing b) silly box c) Great thing d) Idiot box

iii) Who should not be allowed near the T.V.?

a) old people b) children c) woman d) cousins

iv) How does it kill imagination dead?

a) by rusting his thinking powers b) by freezing his senses

c) by making him lazy d) by making him obese

v) What does 'clogs and clutters up the mind' mean?

a) it encourages good thoughts b) it discourages peaceful thoughts

c) it discourages healthy growth of the mind d) it encourages laziness


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III. WordWebs

UNIT – I HUMOUR

Mind Mapping

UNIT II GAMES AND SPORTS

Mind Mapping

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UNIT – III SCHOOL LIFE

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IV. Writing Discourses

1. Dialogue Writing

Dialogue Writing is basically a conversation between two people. It could be a formalconversation or an informal conversation.

Template

The points that need to be kept in mind while writing a dialogue are:

• Type of participants (For eg: between friends or between father & son or between teacher & students, etc.)

• The language used (For eg : between friends informal words could be used where asbetween teacher & student formal language has to be used.

• The topic to be covered.• Greetings to begin with and ending with concluding words.• Dialogue should be short & to the point

Write a dialogue between a software engineer and a doctor, where the former has been facing some health problems due to extended use of computers.

Hints : 1. Spending 8-10 hours a day in front of the computer

2. Not feeling active

3. Eye - sight effected, back pain

4. Need for exercise

Mohan : Hello Doctor!

Doctor : Hello Mohan! How are you?

Mohan : Actually I am not doing too well.

Doctor : What is the problem?

Mohan : I have been working at least 12 hours a day on the computer.

Doctor : Have you developed some pain?

Mohan : Yes, I have developed severe back pain and neck pain.

Doctor : You need to take it easy a little. After every 2 hours, get up and walk around a bit that will ease the muscles.

Mohan : Even my fingers feel stiff.

Doctor : I will prescribe some tablets and ointment for muscle relaxation. I advice you to do yoga every morning for 15 min.

Mohan : Thank you Doctor for advice.

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2. Writing a Newspaper Report

Article writing for a newspaper is a type of writing in which we present our points of view on major issues related to current affairs.

Template :

Therefore the following points need to be kept in mind:• It shouldn't be too descriptive• It should be compact and to the point• Names of people are generally not mentioned as it is not personal.• Language used should be formal and apt.• Deviation from the main topic must not happen

Read the following newspaper headlines :

'Government Indifferent to weaver's light'. The leaders of the opposition party are used to Government that they were being indifferent to the plight of the weavers and were not supporting them.

Now write a newspaper report to one of the leading newspaper highlighting the problems faced by the weavers.

Hints that could be used in the Report :

• Emerging power looms• Lack of proper loans• Agent cheating them• Production cost increasing

Weaver's Plight Some Home Truths

The recent article "Government indifferent to weaver' plight in your newspaper is a wake - up call to the Government if they do not want to the tradition to die out. India is known for its traditional art, culture and traditions. The hand woven silk sarees, the traditional hand woven cotton fabric are a trade mark of our rich culture. But alas ! These products are getting over-shadowed by the mill cloth which is manufactured at the factories. These are cheaper, easily available more durable and easy to maintain. Therefore people are more interested to buy them with decreasing demand, the weaver plight is getting worse. Getting loans from Government to keep the production going is becoming increasing difficult. Lack of co-operation from officials is adding fuel to the fire. The agents who buy these materials from the weavers, sell them at very high prices to the business men in the cities, but they pay very little to the weavers. Their livelihood and essential needs are also not getting fulfilled. As such many weavers are committing suicides. Some and moving to the cities to work as daily wage labour. The Government needs to take some concrete steps, if they want to keep our tradition alive.

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3. Letter Writing – Informal

Letter writing is an important part of written communication. It is generally of 2 types :- Formal & Informal letters. In this section we would focus on Informal Letters. All letters follow the Block format.

Template :

An.informal letter consists of 6 parts in the following order:

Consists of the writer's address and the date. • The Heading • The salutation Consists of addressing the addressee.• Body of the letter Contains the main content of the letter.• The Subscription Ending of the letter for e.g.Thanking you, Yours friend, etc• The Signature• The Superscription Consists of the Sender's address to be written on the envelope

Your sister has joined hostel recently. Write a letter to your sister inquiring about her adjustment to hostel life.

• Reading, room mates & friends• Food & Hygiene• Academics & facilities at the• college Library & teaching faculty• Extracurricular activities

Hints that could be used in the Letter :

Flat No. 305 Sravani Apartments Seethmadhara Visakhapatnam - 3

Dated : 12th Sept. 2019

Dear Sushmita,

I hope you are fine in the hostel. All of us are fine at home. We miss you very much. After two months of joining the hostel, you must have got adjusted very well. How are your room-mates? Are they friendly and cooperative? Are you enjoying the hostel food? They must be preparing Tamilian dishes. Hope you have got accustomed to them.

In your last letter you had told us that the college faculty, library and other facilities are excellent. We were very happy to hear that.

Hoping to see you soon.

Yours loving sister Xxxxxx

ToMs. Sushmita Parimala College Chennai Tamil Nadu.

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Story writing is a delightful form of composition. It has its own charm. Everyone likes to read a story or write a story.

Template

The.following hints will help in writing a good and interesting story :

• Understanding the central idea of the outline given.• Having a definite idea of the plot of the story.• Beginning & ending must be striking• Simple language must be used• Preferably a moral to be added• Story must always be narrated in Past tense.

4. Story writing

Hints : - Home alone - parents out for party - locked all doors - started studying - heard rumbling sound - raining heavily - power went off - no candles - heard a knock on the door - got scared - wanted to call my parents - looked through window - my pet dog - all wet-laughed at myself.

Story :-

One day, about a week ago, my parents went out for a late night party. I was all alone at home. I checked whether all the doors and windows were locked carefully. I sat in my room and started studying for my exam. After about half an hour, I heard a loud rumbling followed by heavy rain. It kept raining heavily for about one hour. Then, all of a sudden, the power went off. I was in total darkness. I started getting scared. I didn't know where the candles were kept. I hesitated to go and search for them. Then I remembered that the torch was in the bed side drawer. I took it out and switched it on. The beam of light from the torch gave me a little courage.

Suddenly, I heard a knock on the door. It was a low sound which was barely audible. I ignored it, but it continued. My heart beats increased and I started sweating profusely. I was in two minds whether to call my parents, but at the same time thought that they would laugh at me for my timidity. I gathered some courage and walked to the door. I opened the door slowly and looked out. To my surprise, it was my pet dog which was scratching the door. I quickly pulled it in and locked the door.

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5. Creating an advertisement

Advertisements are a powerful tool of expression. They are used either to make us aware of a new product launched or to spread a social message or to give certain information to the public. Advertisements involve a lot of creativity.

Template

• Content should be presented interestingly• short phrases must be used• Pictures can be used for better impact.• An advertisement must have the sender's details• Contact numbers and e mail address must be given• Captions make them more noticeable

Key characteristics of an Advertisement :

• Catching attention• Stimulating interest• Arousing desire• Supplying details• Motivating action

Create an advertisement for the given details of a competition:

The Horlicks Wiz Kids Team is having their grand finale live on 19th Feb (10 am to 1 pm) at the Chinnaswami Stadium, Bengaluru. 100 finalists from India, Pakistan and Srilanka will compete for the 'Title' of 'Horlicks Wiz Kid' and a scholarship of Rs. 1,00,000 being conducted by Krayon.

HORLICKS

WIZ KIDS 2016

By Krayon

Be Awesome, Dream, Explore, Perform

The Grand Finale

on 19th Feb

(10 am to 1 pm)

At the Chinnaswami Stadium, Bengaluru, India & also from Pakistan & Srilanka. Watch the winner get the TITLE 'Horlicks

Wiz Kid' & 1,00,000

Contact us on Ph No.88667722 or www. krayonevents.com.live

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