stencil - Navneet eCatalogue

Our team of experts

Shalu Mehra Language trainer, curriculum developer and ELT author and resource person

Chitra Kumar ESL resource person, author and curriculum developer

Lalitha Kumar Iyer Teacher, reviewer and ELT consultant

Chintan Girish Modi Materials developer and reviewer

Ashoo Kalra Teacher and administrator, author and ELT resource person

Gita Rohtgi Trainer, teacher, ELT resource person and consultant

Rohit Majumdar Trainer, author and ELT consultant

Sujata Aslam Language trainer, curriculum developer and ESOL resource person

Vrinda Loiwal Consultant for Social and Emotional Learning, (SEL)

Subhashish Roy Consultant for design

Kakoli ChatterjeeAuthor

Farzana QuaderSeries Editor

7STENCIL

ENGLISH

K6007

Copyright ©2020 All rights reserved. No part of this book may be copied, adapted, abridged or translated, stored in any retrieval system, computer system, photographic or other systems or transmitted in any form or by any means without the prior written permission of the copyright holders, M/s. Navneet Education Limited. Any breach will entail legal action and prosecution without further notice.

ISBN 978-93-89151-57-2

Publishing office: Unit 1102, 11th Floor, DLF Tower B, Jasola District Centre, New Delhi-110025

Registered office: Navneet Bhavan, Bhavani Shankar Road, Dadar (West), Mumbai-400028,

Maharashtra, India. Phone: 022-66626565, website: www.navneet.com, e-mail: [email protected]

Illustrations by: Habib Ali and Deepak Das

Typeset by: Glyph Graphics Pvt. Ltd

Published by Navneet Education Limited, Mumbai/Ahmedabad/New Delhi

Printed by Navneet Education Limited, Mumbai/Dantali 2001

English 7_Prelims.indd 2 12-11-2019 01:01:29 PM

PREFACE

English Stencil is an applicatory series that aims to make language

learning relevant to the lives of the learners and address their language needs.

The series provides frameworks and tools, in familiar and unfamiliar contexts

and encourages the learners to apply the lessons to their own lives and

construct meaning from and for the world around them. These are pivotal

steps to help the learners efficaciously comprehend, produce and master

the language.

English Stencil offers a variety of activities that invite students to learn by

doing and experience language concepts in a personal and unique way.

The learner-friendly material simply seeks to guide the learners on their

journey of discovery. The series comprises Coursebooks for levels 1 to 8,

Practice Books for levels 1 to 8 and Literature Readers for levels 3 to 8.

For the teachers and facilitators, we also provide a comprehensive Teacher’s

Books for levels 1 to 8 with relevant and meaningful digital support.

While the series reflects sound pedagogy and practicable classroom

application, it ensures the holistic development of the learner as an individual

and as the member of a larger community. In today’s multifarious world,

the citizens of the future need skills beyond academics. In order to make this

possible, our series is imbued with the principles and the best practices of

Social and Emotional Learning (SEL) and its application. Our focus on SEL is

an effort to provide a learning experience that integrates academic learning

and life experience.

We welcome learners to create their unique learning experience with

English Stencil to guide them.

3

WARM-UPAn interactive, fun way to step into the lesson

Formats include activities, discussions, mini projects, idea boards, picture-based exercises, questionnaires and many others

READINGReading lessons based on NCF themes, including contemporary, multicultural and classical texts

Focus on inclusiveness, empowerment, child rights and learner experiences

While-reading questions to aid comprehension: factual, analytical, inferential and extrapolative

ACT ITOUTTotal Physical Response—do and learn section aimed at aiding the acquisition and assimilation of vocabulary and structures through physical activities that grip the learners’ attention

IN THE SERIESClass 1—8

Additional information linking the reading lesson to the big picture outside the lesson Interdisciplinary focus

KNOWMORE

CAN ITELL?

THESTORYComprehension questions

Factual, analytical, inferential, extrapolative

MCQs, gap fills, RTCs, short-answer and long-answer formats

LET'SPRACTISELanguage study: commonly used phrases, collocations, etc. from the lesson explored in various probable contexts as ‘all correct answers’ to assist learners to infer meaning and internalise chunks of language

Promotes better comprehension of the text

ENGLISHSTENCIL

LISTENINGSPEAKINGWRITINGIntegrated activities

Help with formats, phrases, words to use, brainstorming clues

All writing formats explained with samples

NEWWORDSA learner’s list of words they have retained from the lesson

A learner’s checklist for topics covered

Links to learning outcomes in the Teacher’s Book

SAME BUTDIFFERENTInterdisciplinary, intercultural connect— bringing worlds of experiences closer in the classroom

IN YOURLANGUAGEMultilingual awareness— seeking similarities and differences in other languages

English in connect with India’s rich linguistic diversity

Special pages on Projects, Life skills activities, Pronunciation and Phonics, Punctuation, Dictionary, Thesaurus and other study skills

Tagged activities, questions and pages to develop Social and Emotional Learning (SEL)

Integrated Vocabulary and Grammar section

Revision of concepts previously learned

Introduction to new concepts of grammar and usage

Learner-friendly, activity oriented, application focused

RUN THROUGH& FIND OUT

WHAT I HAVELEARNT

5

ENGLISHand Social and Emotional Learning (SEL)STENCIL

Navneet Education Limited has always striven to keep learning relevant to the needs of the 21st century learners, and make the process of learning a joyful one. We consider it our duty to not just support students’ academic needs, but also to nurture their innate curiosity and compassion, nourish their awareness of themselves and the world, and enhance their ability to make ethical choices.

In this endeavour, learners will find in English Stencil, an emphasis on Social and Emotional Learning (SEL). Social and Emotional Learning is the process of understanding and managing emotions, setting and working towards positive goals, behaving with empathy, establishing and sustaining positive relationships, and making responsible decisions.

Application of SELThere are many ways teachers can integrate SEL into their instructional practices.The following are some indicators of an SEL-integrated classroom:

● A friendly, fear-free and inclusive learning environment for all learners

● Engaged, active and participative learners

● Instruction that is both accessible and rigorous for every learner

● Encouragement for learners to think, discuss, inquire and create knowledge

● Lessons and activities that help learners reflect on both academic learning and SEL

In the series, English Stencil, our focus on SEL is seen in the selection of texts and inthe questions we invite the learners to explore. SEL is also the backbone of our Life Skills section.SEL competencies are integrated into our lessons and in the lesson plans in the Teacher’s Books.

We encourage teachers, caregivers, guardians and parents to help in the building of thesecompetencies in the learner. This will make their growing understanding of language moremeaningful to their futures.

THE 5 SEL COMPETENCIES

Self-awareness: Know your strengths and limitations, with a well-grounded sense of confidence,optimism, and a ‘growth mindset’.

Self-management: Effectively manage stress, control impulses, and motivate yourself to setand achieve goals.

Social awareness: Understand the perspectives of others and empathize with them,including those from diverse backgrounds and cultures.

Responsible decision-making: Make constructive choices about personal behaviour andsocial interactions based on ethical standards, safety, and social norms.

Relationship skills: Communicate clearly, listen well, cooperate with others, resistinappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

6

CONTENTSI SCHOOL YEARS 11

1 QUENTIN AT SCHOOL 12by Edith Nesbit

2 LITTLE MENby Louisa May Alcott

23

A VILLAGE SCHOOLMASTERby Oliver Goldsmith

31

SAY IT RIGHT I 34LIFE SKILLS I 36

II PACK YOUR BAGS 373 ON THE DELHI ROAD

by Ruskin Bond38

4 AROUND THE WORLD IN EIGHTY DAYSby Jules Verne

48

WANDERING SINGERSby Sarojini Naidu

59

PROJECT I 62REVIEW TEST I 63

III ANIMALS AND US 645 ZOO 65

by Edward D. Hoch6 BLACK BEAUTY

by Anna Sewell75

IN THE GARDENby Emily Dickinson

86

DICTIONARY 90PUNCTUATION 92

IV THRILLS, SPILLS AND CHILLS 947 THE STRANGER 95

by H.G. Wells8 THE KING OF MAZY MAY

by Jack London106

SONG OF THE OPEN ROAD 117by Walt WhitmanPROJECT II 120REVIEW TEST II 121

V FACES AND PLACES 1229 KADAMBINI GANGULY

by Himani Chandna123

10 MOZART THE BOY MUSICIANby Kate Dickinson Sweetser

131

CASABIANCAby Felicia Hemans

143

SAY IT RIGHT II 146LIFE SKILLS II 149

VI POWER TO THE PEOPLE 15111 ON WOMEN’S RIGHT TO VOTE

by Susan B. Anthony152

12 GULLI-DANDAby Munshi Premchand

161

INVICTUSby William Ernest Henley

172

REVIEW TEST III 1757


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11-1

1-20

19

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PM

AcknowledgmentsThe publishers would like to acknowledge the following for granting the permission to use the pieces:

Ruskin Bond for On the Delhi Road; The Print (theprint.in) for Kadambini Ganguly

The publishers would appreciate information about the piece listed below, which they have not been able to

trace. Appropriate acknowledgements will be made in future editions of the book.

Zoo by Edward D. Hoch

Photographs and images

pg 11: Victoria Kazakova/Shutterstock; Smart school kids group, pg 20: DRogatnev/Shutterstock; Human

hands clapping, applaud hands, pg 21: Lorelyn Medina/Shutterstock; Illustration of a Teenage Guy Holding

Pen and Paper Thinking of Something to Write,pg 25: Sedar Tibet/Shutterstock; Retro photo of a young

boy, pg 27: yusufdemirci/Sutterstock; Vector illustration of a kid swimming, pg 35: sibgat/Shutterstock;

Inspirational motivational quote, Freud/Shutterstock; Stick figures communicating to each other, pg 36:

cosmaa/Shutterstock; illustration of a woman having an idea, pg 37: sociologas/Shutterstock; speedometer,

Dutchscenery/Shutterstock; ship throttle control, Peyker/Shutterstock; binoculars, Alex Staroseltsev/

Shutterstock; compass, BNK Maritime Photographer/Shutterstock; sextant, Suwanmalee/Shutterstock;

telescope, pg 47: Kat Buslaeva/Shutterstock; yellow car with suitcase, pg 48: neftali/Shutterstock; A stamp

printed in France showing ‘Around the World in Eighty Days’ a novel by Jules Verne, MicroOne/Shutterstock;

world map with countries’ boundaries, pg 59: nisha_images/Shutterstock; Indian Tribal Warli Painting, pg 61:

AlenkaKarabanova/Shutterstock; young girl and cat sing a duet, pg 64: LesPalenik/Shutterstock; Sugar glider

on a stump, Leena Robinson/Shutterstock; hand holding a tarantula, Holly Kuchera/Shutterstock; striped

skunk, Saksa/Shutterstock; Hedgehog, pg 71: Pretty Vectors/Shutterstock; Broken car, pg 73: Olian_Rosa/

Shutterstock; holding pencil and writing on a notepad, pg 74: Lorelyn Medina/Shutterstock; Illustration

of a Happy Earth Mascot, pg 80: oriol san julain/Shutterstock; Girl singing with microphone in hand, pg

82: soolima_soolima/Shutterstock; wild flowers bouquet, pg 83: sofiaV/Shutterstock; hiking, pg 86: rraya/

Shutterstock; Spring background with hand drawn birds and flowers, pg 89: Teni/Shutterstock; Flight of wild

bird, pg 90-91: GoodStudio/Shutterstock; Books and reading sets, pg 94: ZenStockers/Shutterstock; nursery

kids posters, pg 104: Oleksiy Mark/Shutterstock; Stack of newspapers, pg 105: GoodStudio/Shutterstock;

Collection of adventure tourism, pg 110: VittoriaChe/Shutterstock; Frozen lake and snowy forest, pg 122:

neftali/Shutterstock; A stamp printed in Cuba shows Martin Luther King circa 1986, Olga Popova/Shutterstock;

A stamp printed in India shows Rabindranath Tagore circa 2011, catwalker/Shutterstock; A postage stamp

printed in USA shows an image of Charles Chaplin, circa 1998, fmua/Shutterstock; A postal stamp printed in

France shows Jules Verne circa 1955, Adriana Iacob/Shutterstock; A postage stamp printed in Romania shows

Jacques-Yves Cousteau circa 1985, pg 131: Everett Historical/Shutterstock; Wolfgang Amadeus Mozart, pg

132: Linda Bucklin/Shutterstock; A Flemish harpsichord, pg 133: Everett Historical/Shutterstock; Wolfgang

Mozart, pg 134: Anastasia Petrova/Shutterstock; Statue of young Wolfgang Amadeus Mozart, pg 140: Monkey

Business Images/Shutterstock; Female pupil playing guitar, FancyStudio/Shutterstock; Boy with virtual

reality gaming, Master 1305/Shutterstock; Kid performing gymnastics, pg 141: Anna Jurkovska/Shutterstock;

Street performance of clowns, AJP/Shutterstock; Dummy horse performers, pg 146: PixMarket/Shutterstock;

Bunting, pg 159: Salvacampillo/Shutterstock; Indian wrestler, pg 165: StockImageFactory.com/Shutterstock;

GilliDanda, pg 171: Pakhmyushchy/Shutterstock; open book, djgis/Shutterstock; man on top of mountain.

10


1flickers: glimmers, sparks2scarcely: barely, hardly

Warm-up

Annie Rex Smita John Sammy Perry Shirin

A. Look at the image above. Answer the questions.

1. What do these students like doing? What do they want to do in the future?2. Can you guess what their favourite subjects are in school? Think of activities they might like

doing in school?3. If you were a teacher, would you teach each of them a little differently, now that you know

what they like doing?4. Ask your teacher how she/he helps different learners learn the same topic together.

B. Read these words/phrases. Use a dictionary to understand their meaning.

activities projects social interaction hands-on learning peer learning cultural exchangediscussions self-assessment differentiated learningdecision making conflict management stress management

C. Think of examples for each of them in your classroom. Say how they help you as a learner

now. Think and share how they might help you in your future.

I School YearS

11

English CB 7.indd 11 07-01-2020 12:19:31 PM

What happens when a sharp and intelligent boy comes to a school that is unable to understand

him? Read along to find out.

The thought of school was not so terrible to Quentin as Mrs de Ward had thought it would be. In fact, he rather liked it, with half his mind; but the other half didn’t like it, because it meant parting from his mother who had been his only friend. But it was exciting to be taken to Southampton, and have all sorts of new clothes bought for you, and a school trunk, and a little polished box that locked up, to keep your money in and your gold sleeve links1, and your watch and chain when you were not wearing them.

Also the journey to Salisbury was made in a motor, which was very exciting of course, and took Quentin’s mind off the parting with his mother, as she meant it should. And there was a very grand lunch at The White Hart Hotel at Salisbury, and then, very suddenly indeed, it was good-bye, good-bye, and the motor snorted2, and hooted, and throbbed3, and rushed away, and mother was gone, and Quentin was at school.

QuentIn atSchooledith nesbit

1

1gold sleeve links: a pair of small decorative objects used for fastening shirt cuffs together; 2snorted: (here) to make an explosive sound by forcing air out of the motor; 3throbbed: to beat or sound with a strong, regular rhythm

12


I believe it was quite a nice school. It was in a very nice house with a large quiet garden, and there were only about twenty boys. And the masters were kind, and the boys no worse than other boys of their age.

But Quentin hated it from the very beginning. For when his mother had gone, the Headmaster said: ‘School will be out in half-an-hour; take a book, de Ward,’ and gave him Little Eric

and his Friends, a mere baby book. It was too silly. He could not read it.

He saw on a shelf near him, Smith’s Antiquities, a very old friend of his, so he said: ‘I’d rather have this, please.’

‘You should say “sir” when you speak to a master,’ the Head said to him. ‘Take the book by all means.’ To himself the Head said, ‘I wish you joy of it, you little prig4.’

When school was over, one of the boys was told to show Quentin his bed and his locker. The matron5 had already unpacked his box and his pile of books was waiting for him to carry it over.

‘Golly6, what a lot of books,’ said Smithson minor. ‘What’s this? Atlantis? Is it a jolly story?’

‘It isn’t a story,’ said Quentin. And just then the classical7 master came by. ‘What’s that about Atlantis?’ he said.

‘It’s a book the new chap’s got,’ said Smithson.

The classical master glanced at the book.

‘And how much do you understand of this?’ he asked, fluttering8 the leaves.

‘Nearly all, I think,’ said Quentin.

‘You should say “sir” when you speak to a master,’ said the classical one; and to himself he added, ‘little prig.’ Then he said to Quentin: ‘I am afraid you will find yourself rather out of your element9 among ordinary boys.’

‘I don’t think so,’ said Quentin calmly, adding as an afterthought ‘sir.’

‘I’m glad you’re so confident,’ said the classical master and went.

Why do you think Quentin’s first impression on the master was that of a ‘prig’? What had he done to irritate the master?

can Itell?a. How do you think this school is

different from yours?

b. Do you think that the master is impressed by Quentin? How do you know?

4prig: (here) a person who offends or irritates; 5matron: a woman in charge of domestic and medical arrangements at a boarding school; 6golly: an expression used to indicate surprise; 7classical: connected with or influenced by the culture of ancient Greece and Rome; 8fluttering: to move lightly and quickly; 9out of your element: a situation that makes you feel uncomfortable

13


‘My word,’ said Smithson minor in a rather awed10 voice, ‘you did answer him back.’ ‘Of course I did,’ said Quentin. ‘Don’t you answer when you’re spoken to?’

Smithson minor informed the interested school that the new chap was a prig, but he had a cool cheek11, and that some sport12 might be expected. After supper the boys had half an hour’s recreation. Quentin, who was tired, picked up a book which a big boy had just put down. It was the Midsummer Night’s Dream.

‘Hi, you kid,’ said the big boy, ‘don’t pretend you read Shakespeare for fun. That’s simple swank13, you know.’

‘I don’t know what swank is,’ said Quentin, ‘but I like the Midsummer whoever wrote it.’

‘Whoever what?’

‘Well,’ said Quentin, ‘there’s a good deal to be said for its being Bacon who wrote the plays.’

Of course that settled it. From that moment, he was called not de Ward, which was strange enough, but Bacon. He rather liked that. But the next day it was Pork, and the day after Pig14, and that was unbearable.

One day, the teasing had gone on long enough. This was in the playground before dinner. Quentin, who had to keep his mouth shut very tight these days, because, of course, a boy of ten cannot cry before other chaps, shut the book he was reading and looked up at Smithson major, the boy who had been teasing him.

‘I won’t be called that,’ he said quietly.

‘Who said you wouldn’t?’ said Smithson major, who was twelve. ‘I say you will.’

‘If you call me that I shall hit you,’ said Quentin, ‘as hard as I can.’

A roar of laughter went up, and cries of, ‘Poor old Smithson’—‘Apologise, Smithie, and leave the omnibus.’

“And what should I be doing while you were hitting me?’ asked Smithson contemptuously.

‘I don’t know and I don’t care,’ said Quentin.

10awed: (here) extremely impressed by somebody; 11cool cheek: a rude and sassy behaviour; 12sport: a source of amusement or entertainment; 13swank: behaviour or talk intended to impress others; 14pig: (here) an unpleasant or offensive person

can Itell?c. Do you think Quentin is acting

confidently?

14


Smithson looked round. No master was in sight. It seemed an excellent opportunity to teach young de Ward his place.

Now Quentin had only once fought—really fought—before. Then it was the grocer’s boy and he had been beaten. But he had learned something since. And the chief conclusion he now drew from his memories of that fight was that he had not hit half hard enough, an opinion almost universal among those who have fought and not won.

As the fist of Smithson major described a half circle and hurt his ear very much, Quentin suddenly screwed himself up and hit out with his right hand, straight, and with his whole weight behind the blow as the grocer’s boy had shown him. All his grief for his wounded father, his sorrow at the parting from his mother, all his hatred of his school, and his contempt for his schoolfellows went into that blow. It landed on the point of the chin of Smithson major who fell together like a heap of rags.

‘Oh,’ said Quentin, gazing with interest at his hand—it hurt a good deal but he looked at it with respect—‘I’m afraid I’ve hurt him.’

He had forgotten for a moment that he was in an enemies’ country, and so, apparently, had his enemies.

‘Well done, Piggy! Bravo, young ’un! Well hit, by Jove!’

Friendly hands thumped him on the back. Smithson major was no popular hero. Quentin felt—as his schoolfellows would have put it—bucked. It is one thing to be called Pig in enmity and derision15. Another to be called Piggy—an affectionate diminutive16, after all—to the chorus of admiring smacks17.

‘Get up, Smithie,’ cried the ring. ‘Want any more?’

It appeared that Smithie did not want any more. He lay, not moving at all, and very white.

‘I say,’ the crowd’s temper veered18, ‘you’ve killed him, I expect. I wouldn’t like to be you, Bacon.’

Pig, you notice, for aggravation19—Piggy in enthusiastic applause. In the moment of possible tragedy the more formal Bacon.

15derision: mockery, ridicule; 16diminutive: small name for something; 17smacks: (here) the sounds from blowing kisses; 18veered: changed course; 19aggravation: (here) provocation, annoyance

15


‘I haven’t,’ said Quentin, very white himself, ‘but if I have he began—by calling names.’

Smithson moved and grunted. A sigh of relief swept the ring as a breeze sweeps a cornfield.

‘He’s all right. A fair knock out. Piggy’s got the use of ’em. Do Smithie good.’ The voices hushed suddenly. A master was on the scene—the classical master.

‘Fighting?’ he said. ‘The new boy? Who began it?’

‘I did,’ said Quentin, ‘but he began with calling names.’

‘Sneak!’ murmured the entire school, and Quentin, who had seen no reason for not speaking the truth, perceived20 that one should not tell all one knows, and that once more he stood alone in the world.

‘You will go to your room, de Ward,’ said the classical master, bending over Smithson, who having been ‘knocked silly’ still remained in that condition, ‘and the headmaster will consider your case tomorrow. You will probably be expelled21.’

Quentin went to his room and thought over his position. It seemed to be desperate. How was he to know that the classical master was even then saying to the Head: ‘He’s got something in him, prig or no prig, sir.’

‘You were quite right to send him to his room,’ said the Head, ‘discipline must be maintained, as Mr. Ducket says. But it will do Smithson major a world of good. A boy who reads Shakespeare for fun, and has views about Atlantis, and can knock out a bully as well…. He’ll be a power in the school. But we mustn’t let him know it.’

—from Accidental Magic by E Nesbit

Why does the Head feel that Quentin should not know that he is powerful?

Do you think he is right in thinking so?

20perceived: became aware through understanding; 21expelled: forced to leave by way of an official action

Edith Nesbit (1858-1924) was a British children’s author and novelist. She also wrote many poems. She wrote more than 60 books for children which include numerous tales of fantasy and magic. Some of her other works are, The Magic City, The Railway Children, and The Phoenix and the Carpet.

the

WrI

ter

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let'spractISeRead each sentence. Note how the underlined words are used in each sentence.

Then add a sentence of your own.

1. (the journey) took Quentin’s mind off the parting with his mother a. The game took my mind off the upcoming examination. b. An ice cream took the child’s mind off the dentist’s visit. (Note: the change in tense and how they are used together in the sentence)

c. The man sang a song to take his mind off the heavy traffic. d. ____________________________________________________________________2. Don’t you answer when you’re spoken to? a. Don’t you want to win the annual award? b. Don’t you love walking in the rain? c. Doesn’t she look amazing in blue? (Note: stressing different words alters the meaning. Also, the question form is not always a

question.)

d. ____________________________________________________________________3. Quentin, who was tired, picked up a book. a. Sheila, who was sleepy, could not finish the movie. b. The construction workers, who were waiting, started work when the lights came back. c. The child, who was wearing red, handed me the parcel. d. ____________________________________________________________________4. One day, the teasing had gone on long enough. a. Finally, the exploitation of the environment had gone on long enough. Something had

to be done. b. The boys decided that the bullying had gone on long enough. They had to object. c. The volunteers agreed that the protest had gone on long enough. It had to stop now. d. ____________________________________________________________________

17


5. ‘If you call me that I shall hit you a. If you hand me the plate, I shall serve you dessert. b. If you wait for a while, I will arrange for another cab. c. If you eat an early breakfast, you will feel hungry by noon. d. ____________________________________________________________________

theStorYA. Answer in one or two words.

1. Why did half of Quentin’s mind dislike the idea of school?2. What did the headmaster give Quentin on his first day at school?3. Who unpacked Quentin’s box in the hostel?4. How, according to the writer, was Quentin’s arithmetic?5. Who entered the scene while Quentin was fighting with Smithson major?

B. Answer these questions briefly.

1. What did Mrs de Ward think of Quentin going to school?2. What was so thrilling about the journey to Salisbury?3. What did the headmaster insist Quentin should do?4. Who is Smithson minor and what did he inform the interested school?5. What had Quentin learnt from the fight with the grocer’s boy?6. What did the master and the Head really think of Quentin?

C. Answer the following with reference to the context.

1. ‘I am afraid you will find yourself rather out of your element among ordinary boys.’ a. Who says this line and to whom? b. What is the situation in which the speaker says so? c. Why does he say so?2. All of his grief for his wounded father, his sorrow at the parting from his mother, all his

hatred of the school, and his contempt for his schoolfellows went into that blow. a. Whose grief is being described in these lines? b. Why is he fighting and with whom? c. What inner state of the person is described in these lines?

18


D. Think and answer.

1. What is the master’s first impression of Quentin? What are his impressions of Quentin, as the story progresses? Do you think the master secretly admires Quentin? Does his view of Quentin change with time?

2. Quentin is a boy who is very fond of reading. Do you enjoy reading too? What, according to you, are the virtues of reading as a habit?

3. Smithson major is a bully. Have you ever been bullied by someone? Have you ever bullied someone? How would you have handled a bully?

RunthroughA. Match the nouns and adjective pairs. Each noun will take three adjectives from the box.

polished jolly awed excellent chief

friendly admiring affectionate enthusiastic wooden

old interesting funny strong easy

musical only convenient

1. box 2. story 3. voice4. opportunity 5. conclusion 6. hands7. diminutive 8. applause

B. Use these phrases from the lesson in sentences of your own.

1. possible tragedy 2. enthusiastic applause3. chief conclusion 4. friendly hands5. excellent opportunity 6. awed voice

C. What do you think the following phrases mean? Read where they occur in the lesson and

try to guess what they might mean.

1. took Quentin’s mind off 2. that settled it 3. a sigh of relief 4. a world of good

D. Make sentences with the following words. Refer to a dictionary, if needed.

1. desperate 2. formal 3. veered 4. omnibus 5. parting

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FInd outA. Underline the subjects in these sentences and circle the objects wherever applicable.

1. The boys repaired their cycles.2. The monkey is eating a banana.3. The baby drank a whole glass of milk.4. Manjula writes beautiful poems.5. The audience applauded the performance.6. My friend left the conference early.7. The tables and chairs are polished regularly. 8. The community playground is being used for the charity drive.

Read these sentences. Pay attention to the highlighted words.

Quentin went to school with his mother.The boys called Quentin names at school.

Note that the noun Quentin is acting as the subject of the verb ‘went’ in sentence 1.

But in sentence 2, the same noun Quentin acts as the object of the verb ‘called’.

Remember that a noun can act as a subject as well as an object in a sentence. When the noun performs the action, it is called the subject. When it receives the action, it is known as the object.

B. Write ‘S’ if the highlighted noun acts as the subject in the sentence and ‘O’ if it acts as

the object.

1. She wrote a letter to the principal.2. The master gave Quentin a book to read.3. I asked Uncle John about his work.4. Mary gathered the flowers in the garden.5. The tree looked fresh and lush green after the rain.6. Quentin told the master about his love for reading books.7. Flowers are the best gift we can ever give. 8. I think you should practise division.

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C. Make sentences using the given words, first as subjects and then as objects. One has been

done for you.

1. juice a. The juice looked delicious. (Subject – performer of the action) b. Smita drank the juice. (Object – receiver of the action)2. classmates 3. patience 4. work 5. mountains 6. sports

lIStenIngand SpeakIngA. Listen carefully. Identify the wrong words and write their correct forms in the second

column.

wrong words correct words

B. Work in groups of three. Think of your first day at school, a club, a library, a new class,

a new city or even in a group of friends. Talk about your experience.

Include the following points in your discussions:

• Howdidyoufeel?• Wasitsmooth?• Werethereanybarriers/problems?• Howdidyouovercomethem?• Howwasyouroverallexperience?• Didthatexperiencemakeyoustronger?• Areyoureadyfornewfirst-daysinthefuture?

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WrItIng

Refer to your discussion points in the Listening and Speaking section. Write about 150 words

on any of the following topics:

• TheBestFirst-dayExperienceforaStudent• HowtoFaceBullying

You may organise your thoughts into paragraphs. Remember that a paragraph has:

• Atopicsentence(thesentenceinaparagraphthatgivesyouthemainideaoftheparagraph).• Supportingsentences(thesentencesyouwritetodeveloptheideaofthetopicsentence).• Aconcludingsentence(thesentencethatsummarisesthemainideaoftheparagraphand

may even provide a conclusion, if needed).

saMe ButdIFFerentTalk to family and teachers and complete the survey below.

experiences yes/somewhat/no

Did your school teach you how to handle bullies?

Did your school teach you how to deal with stress?

Did your school make you feel good about yourself?

Now consider your answers to the same questions. How does your experience compare with that

of your family and teachers?

What I havelearnt

neW WordSI learned

In this lesson, I learned about subjects and objects listened to identify and correct wrong words

participated in a discussion wrote about good/bad experiences.

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louisa may alcottlIttle men2

Have you ever been helped by your classmates? Have you ever helped them? How did you feel?

then? Read the story to find out what happens when a whole class agrees to lend a hand to a

newcomer.

When Nat went into school on Monday morning, he quaked1 inwardly, for now he thought he should have to display his ignorance before them all. But Mr. Bhaer gave him a seat in the deep window, where he could turn his back on the others, and Franz heard him say his lessons there, so no one could hear his blunders or see how he blotted2 his copybook. He was truly grateful for this, and toiled away so diligently3 that Mr. Bhaer said, smiling, when he saw his hot face and inky fingers:

“Don’t work so hard, my boy; you will tire yourself out, and there is time enough.”

“But I must work hard, or I can’t catch up with the others. They know heaps4, and I don’t know anything,” said Nat, who had been reduced to a state of despair by hearing the boys recite their grammar, history, and geography with what he thought was amazing ease and accuracy.

1quaked: shook with fear or hesitation; 2blotted: marked or stained with ink; 3diligently: earnestly, painstakingly; 4heaps: (here) a lot

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“You know a good many things which they don’t,” said Mr. Bhaer, sitting down beside him, while Franz led a class of small students through the intricacies5 of the multiplication table.

Do I?” and Nat looked utterly incredulous6.

“Yes; for one thing, you can keep your temper, and Jack, who is quick at numbers, cannot; that is an excellent lesson, and I think you have learned it well. Then, you can play the violin, and not one of the lads can, though they want to do it very much. But, best of all, Nat, you really care to learn something, and that is half the battle. It seems hard at first, and you will feel discouraged, but plod away7, and things will get easier and easier as you go on.”

Nat’s face had brightened more and more as he listened, for, small as the list of his learning was, it cheered him immensely to feel that he had anything to fall back upon. “Yes, I can keep my temper—father’s beating taught me that; and I can fiddle, though I don’t know where the Bay of Biscay is,” he thought, with a sense of comfort impossible to express. Then he said aloud, and so earnestly that Demi heard him:

“I do want to learn, and I will try. I never went to school, but I couldn’t help it; and if the fellows don’t laugh at me, I guess I’ll get on first rate; you and the lady are so good to me.”

“They shan’t laugh at you; if they do, I’ll tell them not to,” cried Demi, quite forgetting where he was.

The class stopped in the middle of seven times nine, and everyone looked up to see what was going on.

can Itell?a. Have you ever felt shy in front

of your classmates?

b. Can you share your experience of a time when a teacher was sympathetic towards you?

5intricacies: complex details; 6incredulous: disbelieving and unwilling to accept what is being said; 7plod away: (here) keep on working

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Thinking that a lesson in learning to help one another was better than arithmetic just then, Mr. Bhaer told them about Nat, making such an interesting and touching little story out of it that the good-hearted lads all promised to lend him a hand, and felt quite honored to be called upon to impart their stores of wisdom to the chap who fiddled so capitally8. This appeal established the right feeling among them, and Nat had few hindrances to struggle against, for everyone was glad to give him a “boost” up the ladder of learning.

Louisa May Alcott (1832–1888) was an American novelist, short story writer and poet. She started working at a young age to support her family. She worked lifelong to take care of them. Alcott wrote under the pen name A. M. Barnard early in her career. Alcott is best known for her novel Little Women (1868) and its sequels Little Men (1871) and Jo’s Boys (1886).

The

WRI

TeR

let'spRacTIseA. Read the phrases aloud. Then add a phrase and a sentence of your own. Use any

of the phrases you read to make the sentence.

1. quaked inwardly a. ______________________ inwardly b. cried inwardly c. laughed inwardly d. __________________________________________________________________.2. truly grateful a. truly ______________________ b. truly sympathetic c. truly sincere d. ______________________________________

______________________________________.

8capitally: excellently

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3. utterly incredulous a. utterly ______________________ b. utterly wonderful c. utterly pathetic d. __________________________________________________________________.4. toiled diligently a. toiled carefully b. toiled ______________________ c. toiled slowly d. __________________________________________________________________.

B. Read these phrases used in the lesson. Read the lesson again and explain them in your own

words. Make sentences with them.

1. turn his back on the others __________________________________________________2. catch up with others _______________________________________________________3. led through ______________________________________________________________4. keep your temper _________________________________________________________5. fall back upon ____________________________________________________________6. lend him a hand __________________________________________________________

theStorYA. Answer these questions briefly.

1. Why was Nat uncomfortable about school?2. Why was Nat grateful to Mr Bhaer?3. According to Nat, what were the other boys in the class like? 4. What were Nat’s unique qualities?

B. Answer the following with reference to the context.

1. “…It seems hard at first, and you will feel discouraged, but plod away, and things will get easier and easier as you go on.”

a. Who says these lines and to whom? b. When do they say these? c. Do you think the advice offered here is relevant for Nat? What does this reveal about

the speaker?26


2. …all promised to lend him a hand, and felt quite honoured to be called upon to impart their stores of wisdom to the chap who fiddled so capitally.

a. Who are ‘all’? b. Who are they promising to lend a hand to? c. Why, according to you, do they feel honoured to be called upon to impart their stores

of wisdom?

C. Think and answer.

1. What do you think of Mr Bhaer as a teacher? Do you think he was understanding enough towards the boys at school? Write a paragraph describing him validating your views about him with references from the story.

2. In the beginning of the story, Nat appears to be scared and shy. Do you think the change that takes place in him towards the end, can be attributed to Mr Bhaer’s way of dealing with him and the class? What role does a positive teacher, like Mr Bhaer, play in a student’s life?

3. “Nat had few hindrances to struggle against, for everyone was glad to give him a “boost” up the ladder of learning.” The story imparts an important lesson in teamwork. Do you agree that together we can achieve much more and also get over with our individual barriers when we work together as a team? Write a paragraph on the importance of working in teams at school.

RunthroughComplete the questions using appropriate question words.

1. __________ threw the football?2. __________ would you prefer, coffee or tea?3. __________ time do we need to be at the swimming pool?4. __________ school bag is that?5. __________ is your sister’s name?6. __________ did you talk to about your project?7. __________ of these books have you read?8. __________ wants ice cream?

27


FInd outA. Read these sentences. Underline the pronouns.

1. Everybody in the hall cheered for the young artist.2. Has anyone seen my spectacles?3. Will someone help him lift the suitcase?4. No one has really understood this complex equation.5. Somebody needs to explain this to us.6. Nothing will obstruct our way.

What is different about the pronouns you have underlined? Pronouns, such as everybody, somebody, nothing, anything, no one, everyone, etc. do not refer to a person or a thing in particular. They refer to them only in general. These pronouns are thus referred to as indefinite pronouns.

Remember:

We use a singular pronoun with indefinite pronouns.

Nobody likes the new officer.We usually use a plural pronoun to refer back to these pronouns.

Everyone has registered for the course and they are very keen to start it.We use -body and -one to refer to persons and -thing to refer to things.

Somebody stole my wallet. (somebody refers to a person and not a thing!)Can I have something to eat? (something refers to a thing and not a person!)

B. Fill in the blanks with suitable indefinite pronouns. There may be more than one correct

answer for some sentences.

1. _____________ needs to come here to sort this out.2. Has _____________ seen him today?3. My wish is that _____________ should taste success.4. _____________ is serious about the project and _____________ all want to just have fun.5. Diya and Ridhi are planning to invite _____________ for their show.6. _____________ compares to the pasta my aunt makes.7. Give it some time, I am sure _____________ will fall into place.8. I have already decided _______________ for my birthday party, though I still need to

figure out a few more things.28


WrItIngRead another extract from Nat’s story.

“Please, sir, is this Plumfield?” asked a ragged boy of the man who opened the great gate at which the omnibus left him.

“Yes. Who sent you?”“Mr. Laurence. I have got a letter for the lady.”“All right; go up to the house, and give it to her; she’ll see to you, little chap.”

The man spoke pleasantly, and the boy went on, feeling much cheered by the words. Through the soft spring rain that fell on sprouting grass and budding trees, Nat saw a large square house before him, a hospitable-looking house, with an old-fashioned porch, wide steps, and lights shining in many windows. Neither curtains nor shutters hid the cheerful glimmer; and, pausing a moment before he rang, Nat saw many little shadows dancing on the walls, heard the pleasant hum of young voices, and felt that it was hardly possible that the light and warmth and comfort within could be for a homeless “little chap” like him.

“I hope the lady will see to me,” he thought, and gave a timid rap with the great bronze knocker, which was a jovial griffin’s head.

The extract above describes Nat’s coming to Plumfield and the school. It is written from Nat’s

perspective. Rewrite this extract from the perspective of an observer.

You may begin like this:

A ragged boy got off the omnibus. He came up to the man who opened the great gate

and asked, “Please, sir, is this Plumfield?”…

In youRlanguageA. Read these sentences from the story again and try to translate them in any other language

that you know.

1. “Don’t work so hard, my boy; you will tire yourself out, and there is time enough.”2. “But I must work hard, or I can’t catch up with the others.”3. “I do want to learn and I will try.”4. “They shan’t laugh at you; if they do, I’ll tell them not to.”

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What I havelearnt

neW WordSI learned

In this lesson, I read about a shy boy’s first day at school.

learned about indefinite pronouns. learned how to write something from the perspective of an observer.

played a “mime and guess” game.

B. Mr Bhaer gave some very good advice to Nat. Have you received advice from elders -

parents, grandparents, siblings, teachers - that has helped you solve a problem that was

weighing you down?

Share your experience in groups of three. What makes a piece of advice memorable?

Is it:• thewordsused?• thepersonwhogivesit?• thecircumstances?• alloftheabove

act It out

All of us have special abilities, like Nat who could keep his temper. Play the special

abilities game. Think of your special ability and act it out. Remember this is a mime and you

cannot use words. Can the class guess what you are good at?

Take turns to play.

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Read the poem and find out about a teacher who is remembered by his pupil.

Beside yon straggling1 fence that skirts the way With blossom’d furze2 unprofitably gay, There, in his noisy mansion, skill’d to rule, The village master taught his little school; A man severe he was, and stern to view, I knew him well, and every truant3 knew; Well had the boding4 tremblers learn’d to trace The days disasters in his morning face; Full well they laugh’d with counterfeited6 glee, At all his jokes, for many a joke had he: Full well the busy whisper, circling round, Convey’d the dismal tidings7 when he frown’d: Yet he was kind; or if severe in aught8, The love he bore to learning was in fault. The village all declar’d how much he knew; ’Twas certain he could write, and cipher9 too: Lands he could measure, terms and tides presage10, And e’en the story ran that he could gauge11. In arguing too, the parson12 own’d his skill, For e’en though vanquish’d13 he could argue still; While words of learned length and thund’ring sound Amazed the gazing rustics rang’d around; And still they gaz’d and still the wonder grew, That one small head could carry all he knew. But past is all his fame. The very spot Where many a time he triumph’d is forgot.

A Village SchoolmasterOliver Goldsmith

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1straggling: spreading out in various directions; 2furze: a bush having yellow flowers and sharp points; 3truant: a child who stays away from school without permission; 4boding: about to come or happen; 6counterfeited: (here) made up, not real; 7dismal tidings: (here) the sad or unhappy news of the schoolmaster’s bad mood; 8aught: old usage meaning anything; 9cipher: (here) encode secret messages; 10presage: foretell; 11gauge: measure or estimate; 12parson: a priest; 13vanquished: defeated

Oliver Goldsmith (1730-1774) was an essayist, poet, dramatist and novelist. His works are known for the personalities of their characters and their blend of cheer, simplicity and sadness. Some of his works are The Citizen of the World, Letters from a Chinese Philosopher and The Vicar of Wakefield.th

e po

et

the poem

A. Answer these questions briefly.

1. Were the students fond of the schoolmaster? How can you say that?2. Why did the children laugh with ‘counterfeited glee’ at the schoolmaster’s jokes?3. What, according to the speaker, is the schoolmaster’s fault?4. What is said about the range of the schoolmaster’s knowledge?5. What did the villagers wonder about?

B. Answer with reference to the context.

1. There, in his noisy mansion, skill’d to rule, The village master taught his little school;

a. What is the noisy mansion? b. How did the village master manage to teach in all that noise?2. Yet he was kind; or if severe in aught, The love he bore to learning was in fault. a. How do you know that the master was kind? b. Why does the speaker say that the love for learning was the master’s fault?3. And still they gaz’d and still the wonder grew, That one small head could carry all he knew. But past is all his fame. The very spot Where many a time he triumph’d is forgot. a. Do you think that the people of the village respected the village master? b. Why do you think that the speaker says, ‘But past is all his fame.’?

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C. Think and answer.

1. Write a character sketch of the schoolmaster.2. The poem ends on a poignant note. Write a paragraph to describe what finally happened to

the school and the schoolmaster.3. What are the changes in the community that we can witness in the poem? Discuss.

D. Let’s appreciate the poem.

The tone of a poem is the poet’s attitude towards the subject, the characters and the contexts of the poem. It can be humorous, serious or even satirical. The tone can be seen in the choice of words, the descriptions and imagery used in the poem.

1. How would you describe the tone of the poem you just read? What are the clues that tell

you about it?

You know that when there is same consonant sound at the beginning of words that are successively or closely placed to each other, it is known as alliteration.Example: random rates of rising rentsThere is an ‘r’ sound that’s repeated.

2. Pick phrases from the poem that show alliteration.

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SaY It rIght IRead these words aloud.

beak – beck bit – knit bun – pun breed – freed

A minimal pair is a set of two words which differ from each other in just one sound. All the word pairs above are examples of minimal pairs. Note that the focus is not on the spelling of the words, but on the sound.

A. Say if the following are minimal pairs. Then identify the sound that differs.

1. thunder – wonder 2. arm – aim 3. are – err

4. blue – brew 5. bun – bud 6. cell – shell

7. ade – laid 8. full – wool 9. drink – brink

10. mine – wine 11. mine – mean 12. pear – near

B. Read each word. Then follow instructions and add as many words as you can to make

minimal pairs. One has been done for you.

1. add (change the vowel) odd, aid, bad …

2. bald (change the vowel) ____________________________________________________

3. call (change the first consonant) ______________________________________________

4. ate (change the vowel) _____________________________________________________

5. ate (change the consonant) __________________________________________________

6. far (change the consonant) __________________________________________________

7. dam (change the vowel) ____________________________________________________

8. hoard (change the vowel) ___________________________________________________

9. harp (change the first consonant) _____________________________________________

10. great (change the final consonant) ____________________________________________

11. race (change the first consonant) _____________________________________________

12. plot (change the vowel) ____________________________________________________34


You have learnt about word stress, that is, when a particular syllable of a multi-syllabic word is stressed or said with more force. When a lot of words come together to make a sentence, stress falls on the most important word/s in the sentence. Stress conveys meaning in spoken language.

Read these sentences. In each sentence, stress on the highlighted words.

1. They didn’t steal my wallet. (They stole my cap.)

2. They didn’t steal my wallet. (They stole my sister’s wallet.)

3. They didn’t steal my wallet. (I gave it to them.)

4. They didn’t steal my wallet. (I am sure they did not do it.)

5. They didn’t steal my wallet. (It was the man in black.)

Spoken English follows a stress-timed rhythm, which means that the gap between two stressed syllables in a sentence is uniform throughout. The unstressed syllables are said faster so that they ‘fit’ into the gap.

C. Read each sentence stressing on the highlighted syllables.

1. I was recording a talk on radio.

2. How are you this morning?

3. Isn’t he clever?

4. The tiger attacked but the deer escaped.

5. The train from Delhi is running late.

6. I never knew that blackbirds ate flesh.

7. This must be the book I am looking for.

8. The bus did not stop but the taxi did.

9. Is that Ramesh near the door?

10. Please be seated and wait for the next announcement.

35


A coping skill is a way that you use to handle your stress, fear, anger or any other feeling that is difficult.

A good coping skill is one that helps you feel better in the moment without hurting yourself or anyone else. It is also one that doesn’t get you into any trouble now or later.

A poor coping skill is one that might feel good when you use it, but it ends up hurting you or other people. Using a poor coping skill for a long time can be very harmful.

Read the list of coping skills and think of which ones you use.

Good

Using positive self-talk

Deep breathing

Taking a shower

Going for a walk

Doing something creative

Exercising

Talking to someone you can trust

Playing a sport or game

Being with family/friends

Counting to 10

Poor

Name-calling or insulting

Becoming very angry

Spreading rumours

Yelling and screaming

Hurting yourself

Doing something dangerous

Pretending like you don’t care

Blaming other people

Negative self-talk

Avoiding family and friends

Are there any strategies that you use and are not on the ‘Good’ list? Explain them here.

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lIFe SkIllS ICopIng skIlls

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Warm-upLook at these objects. Find out:

- What are they used for?- When were they used?- Are they still in use? If not, what has replaced them?

speedometer

ship throttle control

compass

sextantbinoculars

telescope

What are the tools that help you travel?

II pack Your bagS

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stencil - Navneet eCatalogue

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