English PB G-9

ENGLISH
Pupil's Book
Grade 9
Educational Publications Department
i
First Print - 2017
Second Print - 2018
Thrid Print - 2019
All Rights Reserved
ISBN 978-955-25-0152-4
Published by : The Educational Publications Department

Printed by : State Printing Corporation, Panaluwa, Padukka.
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The National Anthem of Sri Lanka
Sri Lanka Matha

Apa Sri Lanka Namo Namo Namo Namo Matha
Sundara siri barinee, surendi athi sobamana Lanka
Dhanya dhanaya neka mal palaturu piri jaya bhoomiya ramya
Apa hata sepa siri setha sadana jeewanaye matha
Piliganu mena apa bhakthi pooja Namo Namo Matha
Oba we apa vidya
Obamaya apa sathya
Oba we apa shakthi
Apa hada thula bhakthi
Oba apa aloke
Apage anuprane
Oba apa jeevana we
Apa mukthiya oba we
Nava jeevana demine, nithina apa pubudukaran matha
Gnana veerya vadawamina regena yanu mana jaya bhoomi kara
Eka mavakage daru kela bevina
Yamu yamu vee nopama
Prema vada sema bheda durerada
Namo, Namo Matha
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A Word to the Teacher.....
The Boards of Writers and Editors are honoured to be a part of this
national endeavour to write and edit the Grade 09 English textbook and
workbook for the students of this country. The textbook is designed to
help the students to learn and use language in different situations locally
and internationally. The book also contains additional information for the
teachers in the form of competency levels and the corresponding activities
with the hope of making the task of teaching easier. Furthermore, the book
is designed to accommodate the different and varying proficiency levels of
the students with the hope of addressing the needs of the larger student
population of this country. In addition, the lessons are chronologically
sequenced to avoid any confusion that may arise in the teaching process.
It is recommended that this book be used as a guide to the teachers

and the students on the expected national standards, and teachers are
encouraged to use supplementary material as much as possible in the
classroom. We thank all those who worked with us and hope that we will
be able to make a difference in the lives of our students who are keen and
enthusiastic to learn English.
Board of Writers
Board of Editors
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Monitoring and Supervision - Mrs. W. M. Jayantha Wicramanayaka
Commissioner General of
Educational Publications
Direction - Mrs. W.A Nirmala Piyaseeli

Commissioner (Development)
Co-ordination - Mr. Ranjith Iluppitiya

Deputy Commissioner
- Mrs. W. Indumini Darshika

Assistant Commissioner
Panel of Editors
1. Ms. Dilini Chamali Walisundara - Senior Lecturer

Department of English
University of Sri Jayawardenepura
2. Mrs. Bimba Maheshi Weerasuriya - Director of Education

(English and Foreign Languages)
Ministry of Education
3. Mr. W.M. Gamini Gunathilake - Senior Lecturer

Wayamba National College of
Education, Bingiriya
4. Mr. Ranjith Iluppitiya - Deputy Commissioner

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Panel of Writers
1. Mrs. R.W.P.L.K. Rambukwella - Teacher
WP/Pili/ Moratumulla Lankasabha
Vidyalaya
Moratuwa
2. Ms. Esala Erangi Malawithanthri - Master Trainer
Kalutara Zonal Education Office
3. Ms. H. M. Ganga Damayanthi Herath - Master Trainer
Teacher Centre
Nikaweratiya
4 . Mrs. H. A. Biyantha Kumari Wijepala - Teacher
Gurukula College
Kelaniya
5. Mr. Anura Dhammika Edirimanne - Teacher
St. John’s College
Nugegoda
Language Editing
Mr. R.M.D. Rohan - Lecturer
Pasdunrata National College of
Education
Proof Reading
Mr. Jayalath Wickramasinghe - Teacher
Eheliyagoda National College
Illustration
Mr. A.W. Kithsiri Arambawatta - In - Service - Adviser
KG/Dehi/Muhandiram Vidyalaya
Deraniyagala
Computer Designing & Formatting

Mrs. D.M. Jayani Nisansala Dissanayaka - IT Unit
Cover Design
Mrs. D.M. Jayani Nisansala Dissanayaka - IT Unit
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CONTENTS
Unit Page
01 - EVERYBODY IS GOOD AT SOMETHING 01
02 - MAY I HELP YOU? 09
03 - MEETING 19
04 - EXTINCT FRIENDS 29
05 - A SECOND CHANCE CALLED TOMORROW 44
06 - ART 60
07 - WHERE WE ARE.... 72
08 - SUCCESS THROUGH CREATIVITY 84
09 - THE GREATEST WEALTH 91
10 - BE HAPPY, BE BRIGHT, BE YOU! 107
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Competency Levels to Be Covered in Grade Nine
(For more details, please read the syllabus and the Teacher Instruction Manual)
1. Identifies the sounds of English Language

1.1 - Pronounces English words properly
1.2 - Reads aloud different types of texts accurately and meaningfully
1.3 - Pronounces English words and phrases properly
2. Uses Mechanics of Writing with Understanding

2.6 - Uses commas with understanding
3. Engages in active listening and responds appropriately

3.3 - Listens to a simple text for specific information
3.4 - Listens and transfers information to other forms
3.5 - Identifies different information patterns and uses of word stress
4. Building up vocabulary using words appropriately and accurately to convey

precise meaning
4.3 - Finds synonyms and antonyms for given words
4.4 - Uses affixes to change the word class and the meaning of words
4.5 - Forms the plurals of nouns
4.7 - Uses nouns, verbs, adjectives and adverbs appropriately
4.8 - Uses collective nouns and compound nouns properly
5. Extracts necessary information from various types of texts

5.1 - Uses visual clues to derive the meaning of texts
5.2 - Extracts specific information from various types of simple texts
5.3 - Transfers information into other forms
5.4 - Reads and responds to simple poems
5.5 - Reads and responds to simple folk tales
5.6 - Extracts the general ideas of a text
5.7 - Infers ellipted information
5.8 - Infers implied information
5.9 - Recognizes the organization of a text
6. Uses English grammar for the purpose of accurate and effective communication
6.1 - Construct simple sentences
6.2 - Uses pronouns appropriately
6.6 - Uses adjectives properly
6.7 - Uses prepositions appropriately
6.8 - Uses conjunctions appropriately
6.9 - Uses adverbs appropriately
6.10 - Uses the conditional clauses appropriately
6.11 - Uses reported speech accurately
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7. Uses English creatively and innovatively in written communication
7.1 - Writes descriptions of people, animals, places and things
7.2 - Describes pictures
7.3 - Writes for personal purposes
7.4 - Writes instructions
7.5 - Writes simple compositions on different types of texts
7.6 - Writes poems and stories
7.7 - Writes for official purposes
8. Communicates clearly, fluently and concisely

8.3 – Describes people, animals and objects using simple sentence patterns
8.4 – Speaks on familiar topics
8.8 – Describes the position of things accurately
8.9 – Describes pictures
8.11 – Describes past events and actions properly
8.12 – Uses question words to get information
8.13 – Uses language in a variety of contexts
8.14 – Describes future events
8.15 – Engages in telephone conversations
Competency No. of Competency Levels

1 1.1, 1.2, 1.3
2 2.4, 2.6
3 3.3, 3.4, 3.5
4 4.3, 4.4, 4.5, 4.7, 4.8
5 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9
6 6.1, 6.2, 6.6, 6.7, 6.8, 6.9, 6.10,6.11
7 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7
8 8.3, 8.4, 8.8, 8.9, 8.11, 8.12, 8.13, 8.14, 8.15
The Book at a Glance
Unit Competency Level Lesson/Activity
1 1.1, 1.2 Activity 1
Everybody 5.2 Activity 2
is Good at
Something 4.8 Activities 3, 4
5.2 Activity 5
6.7 Activity 6
7.1 Activity 7
6.7, 8.9 Activity 8
3.3 Activity 9
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1.2, 2.6, 8.13 Activity 1
5.2 Activities 2, 3
2
May I Help You! 1.2, 2.6 Activity 4
8.13 Activity 5
3.3 Activity 6
5.2 Activity 7
2.6 Activity 8
1.2, 2.6 Activity 9
5.2, Activity 10
6.8 Activity 11
1.2, 7.2, 8.8, 8.9 Activity 12
7.2 Activity 13
1.1, 1.2, 5.2, 5.3 Activities 1, 2,
7.2, 8.9 Activity 3
3 3.4 Activity 4
Meeting 5.7 Activity 5
1.2, 5.2, 5.3 Activity 6
6.6 Activity 7
8.4 Activity 8
5.9 Activity 9
4.5 Activity 10
7.1 Activity 11
5.6 Activity 12
1.1, 1.2 Activity 1
4.7 Activity 2
4 8.11 Activity 3
Extinct Friends 7.6 Activity 4
7.4 Activity 5
5.3 Activity 6
5.1, 5.2, 7.1 Activity 7
8.3 Activity 8
6.9 Activities 9, 10
7.3, 7.7 Activity 11
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1.2 Activity 1
5.2 Activity 2
8.14 Activity 3
5 1.3, 5.2 Activity 4
A Second 5.2 Activity 5
Chance Called
4.3 Activities 6, 7
'Tomorrow'
8.12 Activity 8
8.11 Activity 9
7.3 Activity 10
6.1 Activity 12
5.2, 8.8, 7.2 Activity 13
7.7 Activity 14
3.4 Activity 15
1.2 Activity 16
1.1, 1.2, 3.5, 5.2, 5.3 Activity 1

1.3 Activity 2
4.7, 5.2 Activity 3
8.14 Activity 4
6 6.1 Activity 5
Art
1.1, 1.2 Activity 6
5.2 Activity 7
5.2, 5.3 Activity 8
5.4 Activity 9
8.13 Activity 1
4.7 Activity 2
8.4, 8.8, 8.13 Activity 3
4.3 Activity 4
7 3.3, 3.4 Activity 5
Where We
6.1 Activity 6
Are...
6.1 Activity 7
6.9 Activity 8
5.4 Activity 10
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1.2, 6.2 Activity 1
5.2 Activity 2
8
Success 6.2 Activities 3, 4
Through 5.2 Activity 5
Creativity 3.3 Activity 6
8.12 Activity 7
7.4 Activity 8
1.2, 5.5, 5.7 Activity 1
5.7 Activity 2
9 8.15 Activity 3
The Greatest 6.10 Activities 4, 5, 6
Wealth 6.10 Activity 7
5.2 Activity 8
7.4, 5.3 Activity 9
4.4 Activities 10, 11, 12
3.3 Activity 13
8.9 Activity 14
7.5 Activity 15
1.2 Activity 1
5.2 Activity 2
6.11 Activity 3
3.4 Activity 4
5.2, 5.8 Activity 5
10
5.2 Activity 6
Be Happy, Be
Bright, Be You! 4.7 Activity 7
5.2, 5.8 Activity 8
5.6 Activity 9
5.2 Activity 12
7.7 Activity 13
7.1 Activity 14
8.8, 8.12 Activity 17
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Dear Student,
Please do not write anything in this book.
Use your exercise book to do the activities
that appear here.
xvi
Everybody is
Good at Something 1
Activity 1 Act out
Malith and Pubudu are talking about a TV programme.
Malith : Hello Pubudu, did you watch the finals of “Children Can
Sing” on TV yesterday?
Pubudu : Yes, I did. You know, all my family are music lovers. So,
we watched it all together.
Malith: There was quite a large audience at the show, wasn’t
there?
Pubudu: Yes, the hall was full. And what about the boy who came
first? He had a great voice.
For free distribution 1

Malith: He sure did. The audience were already clapping their
hands when his name was announced.
Pubudu: Yes, they must have guessed all along that he was going
to be the winner.
Malith: What about the orchestra? It was quite big. There were
nearly thirty members in it.
Pubudu: Yes, the orchestra were all talented. They did a wonderful
job.
Malith: Yes, you took the words right out of my mouth!
Activity 2 Reading
Answer the following questions.

1. What is the TV programme mentioned in the dialogue?
2. Did Pubudu watch it alone?
3. Who had a great voice?
4. How many members did the orchestra consist of?
5. ‘You took the words right out of my mouth.’ What does this mean?
a) I didn’t understand what you said.
b) I was going to say the same thing.
c) I don’t agree with you.
5. Find words in the conversation which mean much the same as the
following.
i.) said officially or in public:

ii.) almost:
iii) a group of listeners or spectators:
2 For free distribution

Learning point
Collective Nouns
When we use a collective noun, we can use either a singular or a

plural verb. The choice depends on whether we see the group as
a whole or as a number of individual members.
We use a singular verb if the group acts as a single unit, and a
plural verb when the members of the group act as a number of
individuals.
e.g. :- 1) There was quite a large audience.

(The audience seen as a unit)
2) The audience were already clapping their hands.
(The audience seen as a group of people acting individually)
Here is a list of common collective nouns.
army committtee orchestra
audience crew public
board family staff
band jury team
Activity 3 Vocabulary
Fill in the blanks with the words given in the box.
crew, team, there, has, are
1) A cricket ............................ consists of eleven players.

2) The medical team ........................ discussing how they can tackle the
dengue problem.
3) ............................was a TV crew at the ceremony.
4) The ship’s ............................were all saved by the Navy.
5) The band ............................ only one guitarist.
Fill in the blanks with the correct verb.

1) Their family ................................ (is/are) smaller than ours.
2) The crowd ................................ (was/were) cheering at the top of
their voices.
3) There................................ (is/are) a small crowd outside the gate.
4) All her family..............................(is/are) vegetarians.
5) The cricket team.............................. (has/have) just finished their
warm-up exercises.
Activity 5 Reading
Read the text and answer the questions.
Abilities and Talents
Different people have different abilities and talents. For

example, among us there are people who are artistically inclined.
They may have a host of talents such as music, dancing or painting -
to name but a few. Then there are those who have a natural ability for
technical activities such as working with electronic gadgets.
Many of us are usually fortunate enough to find out early in

life what we are really good at and make a success of it. However, as
implied by the popular saying, ‘You do not know what you can do till
you try,’ some people fail to discover their true potential. A child, for
example, may just sit somewhere with a box of crayons beside him,
but he will never be able to find out if he has the makings of an artist
until he starts working with crayons.

What really lies beneath someone’s success in any field is
dedication and hard work. James Watt or the Wright brothers, for
example, did not make their inventions overnight. They were driven
by true interest in what they were trying to achieve. So, we should
all aim at deriving the maximum benefit and satisfaction from our
abilities and talents.
1) Name two things that artistically - inclined people are good at.
2) What is the popular saying quoted in the passage?
3) Who are the inventors mentioned?
4) What helped them to be successful in their work?
5) Find words from the text which mean much the same as the
following:
i) by the side of:
ii) find for the first time:
iii) lucky:
iv) highest:
Learning point
Prepositions
Prepositions link words. They are used before nouns, pronouns
and the - ing form of verbs to show place, position, time, direction,
purpose, etc.
e.g. :- 1) Fish live in water. (noun)
2) My best friend is Suresh. I often borrow story books
from him. (pronoun)
3) My brother is good at solving crossword puzzles.
(-ing form of verb)

Activity 6 Grammar
Study the prepositions highlighted in the text ‘Abilities and Talents’.

among, for, of, beside, beneath, from
Now complete the following sentences, using the above prepositions.
1) The little girl was sitting ___________________her mother.
2) Some ______________the mangoes in the bag aren’t ripe enough.
3) I received this picture postcard ______________my uncle in Canada.
4) Most children have a liking _______________chocolate.
5) The river flows very fast ______________ the bridge.
6) The cottage is hidden _________________the trees.
Activity 7 Writing
Supun, a grade nine student, wants to write a paragraph about his

best friend for the class wall newspaper. Imagine you are Supun and
write the paragraph using the following details.
Name - Ranuka
- good at English
- reads a lot
- fond of learning new words
- loves solving crossword puzzles
- writes stories and simple poems in English
- can sing English songs
- president of the Junior English Literary Association
- helps me with my English
- always encourages me to speak in English
You may start like this.
My best friend Ranuka is ..............................

Activity 8 Speaking
Describe what you see in the picture.

Use the words given in the box when describing the picture.
in beside balloons
on among stage
beneath drummer
guitarist
keyboardist
You may begin like this:

This is a scene from a school concert......

Activity 9 Listening
Listen to the announcement and choose the correct answer.

1) The event mentioned is a ...
a) debate
b) talent show
c) prize giving
2) It was held at a ...

a) theatre
b) town hall
c) school
3) The third place in the singing competition was won by ...

a) Malith Weerakoon
b) Sujan Kuruppu
c) Kevin Cabral
4) Tharusha Padmindu did a mime of a...

a) tightrope walker
b) motorcyclist
c) traffic policeman

May I Help You? 2
Activity 1 - Act out
Yohan and Meena are at the supermarket with their mother.
Mother : We need a kilo of beans, 500 grams of pumpkin

and a bundle of spinach.
Meena : I’ll get them. They are in the produce section.

Mother : Thanks, Meena. Yohan, could you get a packet of
flour and half a dozen eggs?
Yohan : Sure. Anything else?
Mother : Yes, a carton of fresh milk. Oh, and while you’re
there, get a tub of yoghurt too.
Yohan : Okay. I also need a box of coloured pencils.
Meena : Mother, those mangoes look fresh, yummy and
juicy. Can we buy some?
Mother : Alright, but only two, please.
Yohan : Mother, I couldn’t find the pencils.
Mother : (to the shop assistant) Excuse me, where can I find
a box of coloured pencils?
Shop assistant : They’re in the stationery section, next to the
cosmetics section.
Mother : Thanks. We need vegetable oil also.
Shop assistant : Sorry, it’s out of stock. We have coconut oil.
It’s in aisle 2.
Mother : Thank you. Well, that’s all. Let’s go to the checkout
counter.
Cashier : Good afternoon, madam! How would you like to
pay?
Mother : In cash.
Cashier : That’ll be 890 rupees.
Mother : Here you are.
Cashier : Thank you. Have a lovely day!
Mother : Thanks. You too.

Activity 2 Reading
Read the conversation and write down the items Yohan and his family
bought at the supermarket.
e. g. :- 1kg beans
Activity 3 Reading
Where can you find these items in a supermarket? Match the two
columns.
milk confectionery
chilli powder produce
fruit and vegetables dairy products
wholegrain bread condiments
soap, detergent household items
exercise books stationery
chocolates bakery
Activity 4
Read these sentences aloud, pausing at the commas.

• We need a kilo of beans, 500 grams of pumpkin and a bundle of
spinach.
• Yohan, could you get a packet of flour?
• Mother, I couldn’t find the pencils.
• They’re in the stationery section, next to the cosmetics section.
• Sorry, it’s out of stock.

Activity 5 Group Work – Speaking and Writing
Imagine you are going to the grocery with your father. Your mother
has given you the grocery list. Prepare the dialogue between your
father and the shopkeeper and act it out to the class. Display your
dialogues in the classroom.
You may use the grocery list and language expressions given below.
2 coconuts I need ……., please.

1 tube of toothpaste How much is ……?
2 kilos of brown rice Sorry, we don’t sell ….
1 bar of Superwhite soap Have you got …?
1 kilo of sugar Here’s your change …
5 candles Which brand do you need?
You will hear a conversation between a bank clerk and a customer.

Listen to it and circle the correct answer in the table given in activity
2 of the workbook unit 2.
Activity 7 Reading
Ram’s grandmother Mrs. Rani Fernando wants to deposit 10,000

rupees in her bank account. Therefore, Ram has accompanied his
grandmother to the bank. She cannot fill in the slip on her own as
she has forgotten her spectacles. Imagine you are Ram and help your
grandmother to fill in the cash deposit slip.
Fill in the deposit slip given in activity 3 of your workbook unit 2.

Learning point
Punctuation Marks - The comma
Commas are used:
• to separate items in a list:
 a series of nouns
e.g. :- We have a cat, a dog and a parrot.
 a series of verbs
e.g. :- The boy ran, stumbled and fell down.
 a series of adjectives
e.g. :- My mother is beautiful, kind and intelligent.
• to enclose details
Sri Lanka, one of the most beautiful countries in the world, is my
motherland.
Suresh, who is an avid reader, buys at least two new books a
month.
• after interjections – well, yes, hello, hey
e.g. :- Hello, how are you?
Yes, I do./No, I don’t.
• before tag questions
e.g. :- You’re coming, aren’t you?
• after a dependent clause
e.g. :- When I go to Kandy, I always visit my aunt.
When the dependent clause follows the independent clause, the
comma is not used.
e.g. :- I always visit my aunt when I go to Kandy.
• between two independent clauses (sentences) that are

joined with a coordinating conjunction – and, but, or, so, for,
nor, yet
e.g. :- It was a rainy day, yet I went to school.

Activity 8 Punctuation
Rewrite the sentences inserting commas where necessary.

1. I painted my room blue pink and white.
2. Mr. Perera my next-door neighbour is a nice gentleman.
3. We are having rice dhal curry fried brinjal and a salad for lunch.
4. If you work hard you will get good results.
5. “He is your little brother isn’t he?”
6. A: Have you read Madol Doowa the famous children’s novel?
B: Yes I have.
Activity 9 Punctuation
Rewrite the paragraph, adding commas where necessary. Then read

the paragraph aloud.
Last Sunday I went to the fair with my aunt. The place was
crowded with men women and children. The fair was filled with all
kinds of things. There were fruit vegetables pots clothes toys and
many other items. Everybody was either buying or selling something.
My aunt bought some rice vegetables and fruit while I bought a toy
car a blue pencil box and some candyfloss. While I was there I also
met Harin my best friend from primary school.
Activity 10 Reading
Read the text and answer the questions.

Goods and Services
Every living being has needs and wants. Neither humans nor
animals can live without having their needs fulfilled. We need food
to eat, a place to live in and clothes to wear. We also need doctors
when we are sick, teachers to provide us with education and bankers
to help us in financial matters. Because the needs and wants are
important, every society has ways to get them fulfilled. In economics,
some of our needs and wants fall into two categories. They are goods
and services.
Goods are objects or things we can use or consume. Food,
clothes, furniture, books, computers and everything else we use
are goods. They are either made or grown. It is the duty of the
manufacturers to produce goods to match the needs of people. These
goods are sold to consumers and a profit is earned by the traders.
Services are actions. A service is work that someone provides
for someone else. Fields like education, transportation, health and
postal services come under this category. Some services are given
free while some have to be paid for.
Sri Lanka, which is a developing country, provides free
education and medical facilities to all its citizens. Such facilities are
not available free of charge even in some first world countries.
1. a) What are some of the needs mentioned in the text?

b) What are goods?
c) What are services?
d) Name two services provided free of charge in Sri Lanka.
2. Match the words with the correct meanings.
a. consume i. make or manufacture
b. produce ii. gain
c. profit iii. eat, drink or use up

Learning point
Conjunctions
either….. or / neither …nor
either..or is used:
• to talk about a choice between two possibilities
e. g. :- You can either walk or take the bus.
Goods are either made or grown.
Either you or Ganesh has to bring the register of attendance.
(singular)
Either my father or my uncles organize our annual family trip.
(plural)
Neither… nor is used
• to join two negative ideas
e.g. :- Neither Ravi nor Abdul plays football.
Raj was sick last week . He neither came to school nor
joined us on the trip.
Neither my sister nor my brothers know how to swim. (plural)
Neither Romani nor her parents eat meat. (plural)
Neither the students nor the teacher has to come tomorrow.
(singular)
Activity 11 Grammar
Complete the sentences with either ..or/ neither .. nor.

• .........my mother …… . my sister will prepare the lunch. One of them
has to go to the bank.
• ……… Rashi ……… Ameen knows how to play chess. You’ll have to
teach them.
• We can have classes ………….. in the morning ………. in the afternoon.
Which is easier for you?
• Mr. Jinadasa drinks …………… tea ………… coffee. He prefers water.

• A: What are you doing this evening?
B: I haven’t decided yet. I will …………. read a novel ………. watch a
film.
Activity 12 Reading and Speaking
Step I
Look at the picture of the railway station and read the given description
aloud.
This is a picture of a railway station. The time is a quarter to

one in the afternoon. There are many commuters on the platform.
A train has just pulled into the station. People are standing in line
to board the train. However, the platform on the other side does not
look crowded. There are only a few people there. A family is sitting on
a bench. A woman is putting a piece of paper into the litter bin. Some
people are coming down the stairs while a few are standing on the
platform.
Speaking
Step II
Describe the picture of the post office given below using the following
words.
letters
post parcels money orders
mailbox stamps parcel counter
registered post
Activity 13 Writing
Write a short description about the post office in the picture.

Meeting 3
The Prefects’ Guilds of Gajaba M.V. and Kanaganayagam M.V.

have jointly organized “The International Conference for Student
Leaders” for the first time in Sri Lanka. Student leaders from 10
different countries are invited to this conference. Different grades
have been assigned different responsibilities. The grade 9 pupils have
been given the responsibility of welcoming and ushering the guests.
A group of friends from the two schools meet to discuss what they
have to do.
Madhavi: Hi! I hope I’m on time.

Pavith: Yes, you are. Now that all are here, shall we start?
Nipuna: Well, have you thought of how we should welcome
our guests?
Pavith: Sounds like you’ve got a plan up your sleeve.
Nipuna: Actually, I have.
Ajayan: That’s great!
Ashani: So, tell us about it, Nipuna.
Nipuna: Alright. The most common form of welcoming guests
at international conferences is shaking hands, but
each culture has its own form of greeting guests.
Ajayan: Is that so? Are you sure?
Nipuna: Wait till I finish. We all need to be mindful about how
we greet people.
Pavith: Ah, why is that?
Nipuna: Well, for example, in some cultures women do not
shake hands with men.
Madhavi: Mmm…. that’s true. Are there any countries that greet
their guests like we do?
Ashani: Yes, there are many, like India and Nepal.
Nipuna: They say ‘Namaste’ while we say ‘Ayubowan’ and
‘Wannakum’ and we all use the same gesture.
Ashani: Yes.
Ajayan: You know, even in Thailand, they use the same
gesture.
Pavith: And the Japanese, they bow like this.
(bows and shows)
Madhavi: OK, now that we have some information, what do we
do next?
Ashani: Why don’t we go to the computer lab to find some
more information?
Activity 2 Reading
Read the conversation and do the following activities.

A) State if the following statements are “True” or “False”.
1. The conversation is about a national conference.
2. This event is for student leaders.
3. Pupils representing different countries will attend the
programme.
4. The event is organized for the first time.
5. The friends are talking only about how they greet in India.
B) Answer the following questions.
1. Who are the organizers of the event ?
2. What is the responsibility given to the grade 9 pupils?
3. What are the countries mentioned in the conversation?
C) Find information about some other countries and complete the

table given below.
Name of the Country How they greet
Activity 3 Speaking / Writing
Look at the pictures given below. Work in pairs and write the greeting
shown by each picture.
1 2
3 4

Listen to the dialogue between Ajayan and Nipuna and do the

workbook activity 3 in unit 3.
Learning point
Read the following utterances taken from the conversation.
Madhavi: Hi! I hope I’m on time.
Pavith: Yes, you are.
Here the words in bold type mean, “You are on time.’’
Now read the following.
Pavith: Sounds like you’ve got a plan up your sleeve.
Nipuna: Actually, I have.
Here “I have”means “I have got a plan.”
Activity 5 Reading
Read the following dialogues. Write what is meant by the words in

bold.
1) Deshan : You seem to be happy.
Chamod : Yes, I am.
2) Adhil : I like to play football.
Rikaz : So do I.
3) Arjun : He is tired.
Isuru : Yes, he is. He has been practising all day.
4) Kavindi : I think she answered all the questions.
Ashani : She did.
5) Chalindu : Hope we have enough water for the trip.
Navindu : Yes, we do.

Activity 6 Reading
Given below is an article read by Nisala, who is a prefect. He read the

article to get an idea about the utensils the delegates would use when
eating. Read it aloud and answer the questions.
The tools used for eating food vary

around the world. They include spoons,
chopsticks, forks, etc. These utensils
mostly depend on the kind of food
people eat. Spoons, forks and knives are
commonly found in western countries
such as England, Germany and France.
However, they vary in shape and size depending on the purpose. For
example, table fork, fruit fork and dessert fork vary in size.
Chopsticks have been used in East Asia for many years. They
are used in countries such as China, Japan and Korea. However, it is
said that the Chinese were the first to use them.
Apart from that, people in some
countries use fingers to eat. For instance,
in Sri Lanka people use fingers to mix the
curries with their rice. In Ethiopia people
use their right hand to eat food. Their
staple food is ‘injera’, a pancake-like flat
bread which is usually served on a large
flat plate. This is topped with all types
of curries. They use pieces of ‘injera’
to scoop the curries. Similarly, Indians
too have the habit of scooping the
vegetables and other curries with ‘naan’
or ‘chapathi’. Many people in Mexico too
use ‘tortillas’ to scoop rice, beans and
other food. However, at present people all over the world, across
different cultures use forks, knives and spoons even to eat their own
local dishes.
1) State whether the following are ‘True’ or ‘False’.
a) People around the world use different utensils for eating.

b) Most western countries only use spoons for eating.
c) Most people in East Asian countries use chopsticks when
eating.
d) ‘Injera’ is the staple food in Mexico.
2) Complete the following table.
Country/Countries Utensil(s) used for eating
3) Write what is meant by the following words/phrases highlighted

in the text.
a) them
b) this
4) Suggest a suitable title for this text.
Activity 7 Grammar
a) Find all the adjectives given in activity 6.

b) Write sentences using the adjectives you have found.

Activity 8 Group Work
Imagine that you are asked to deliver a speech on healthy food at the
school assembly. Write down the points for the speech and then de-
liver the speech to the class.
Activity 9 Reading
Madhavi and Ashani were interested in different types of food. They

found the recipe for preparing ‘uppumavu’. The following are the
ingredients of the recipe.
Ingredients:
½ cup of semolina
1tbsp (table spoon) of oil/ghee
¼ to ½ tsp (tea spoon) of cumin (optional, adds aroma)
¼ to ½ tsp of mustard
1 tsp of chickpeas (optional, adds aroma)
6 – 8 cashews halved and cleaned
1 sprig of curry leaves
A handful of sliced onions
1 hot green chilli, slit
½ tsp of ginger very finely chopped (optional)
A pinch of asafetida
1 ½ cups of water
The recipe given below is not in order. Reorder the recipe.
1. Cover the semolina mixed with all at a low flame until the water
evaporates (1 - 2 minutes).
2. First, roast semolina on a low to medium heat until crunchy.
3. Pour water and salt as needed to the pan with all fried ingredients.
4. While the roasted semolina cools, add oil to a pan.
5. Then transfer roasted semolina into a bowl and let it cool.
6. Next add onions, ginger, curry leaves and green chilli to the pan
with fried chickpeas, cumin, etc. and saute for two minutes. Then
add asafetida.
7. Take the pan with uppumavu off the fire and allow it to rest for 5
minutes.
8. Wait till the water boils and then add semolina while mixing all
together. Do not allow any lumps to remain.
9. When the oil is heated enough, add chickpeas, cumin, mustard
and cashews, and fry them until they turn into golden colour.
10. Finally, the hot tasty uppumavu is ready to serve.
11. Once the water is evaporated, open the lid and mix them again.
(Adapted from http://indianhealthyrecipes.com/upma-recipe-how-to-make-upma/)
Learning point
Read the following ingredients taken from the recipe.

½ cup of semolina (half a cup of semolina)
1 ½ cups of water
Water and semolina are uncountable nouns. Note how the plural
is formed.
Also note the following.
One bag of rice.
Three bags of rice , three pieces of furniture

A) Fill in the blanks using the suitable form of the nouns given in
brackets.
1. My mother drinks two big ………………… of water every morning.

(glass)
2. Mr. Kumar was carrying a …………………… of rice. (bag)
3. I took three …………….. of mineral water for our trip. (bottle)
4. Chamod gave three ………….. of rice to three poor men. (packet)
5. Ashani, Kavindi and Manuthi gathered four ……………………. of
flowers. (basket)
B) Now do workbook activity 6.
Activity 11 Writing
On the final day of “The International Conference for Student Leaders”

all were dressed in their national costume. Describe what Nipuna,
Madhavi, Ajayan and other friends would have worn. You may use the
following phrases.
sarong, sari, long-sleeved shirt (with/without collars) up to

the knee, white sarong, osari, verti, angavastram (a flat and
narrow folded shawl wound round the waist with the ends
brought up over the shoulders crossways), cap, garland of
flowers, fardha, scarf, full suit, frock, shawl
You may begin like this:

The pupils representing Sri Lanka were dressed in different
attire depending on the community they represent……

Activity 12 Reading
Read the following poem and list out the qualities a leader should
have.
I am a LEADER
I am great and bold
Never quitting
I have the heart of gold
I lead by example
I show what to do
I empower people to be a TEAM
And make them realize
To follow their dream.
Clifford Villaflores
(www.rapportleadership.com)

Extinct Friends 4
Activity 1 Act out
Nethula’s Tour to the Ice Age.

2. Hello! I’m
1. I can’t from the Ice Age.
believe Wouldn’t you like
my eyes! A to go on a ride
mammoth1! with me?
3. It’s freezing!
Where are we?
Are we in the
Arctic?
4. No, we are
in the
Ice Age.
5. Oh! Are
there any
dinosaurs2?

7. What a huge
skeleton! Is it a
dinosaur’s?
6. Sorry,
they’re extinct.
But I’ll show
you something
else. Look at
that!
8. Yes.
10. Amazing! At
9. Let’s go this school, we were
way. You can also taught how they
see a fossilized became extinct.
footprint of a
dinosaur.

12. What’s
that
ferocious
growl I
hear?
11.Grrrrr!
13. Be
careful! It’s
a carnivore3.
15. Wake
up, son!
14. Oh! A
sabre-toothed4
tiger! Help! Help!
Pronunciation
1. /ˈmæməθ/
2. /ˈdaɪnəsɔː(r)/
3. /ˈkɑːnɪvɔː(r)/
4. /ˈseibətu:θt/

Answer the following questions.
1. Where did the mammoth come from?
2. Did Nethula agree to go on a ride with the mammoth?
3. Name two special things the boy saw on his ride.
4. What was the carnivorous animal in the cave?
5. Did Nethula really experience this incident?
Refer to a dictionary and find the word class ( noun, adjective, etc.)
and the meaning of the following words in the given context.
1. skeleton
2. extinct
3. fossilized
4. ferocious
5. carnivore
Activity 3 Speaking
Imagine that you are Nethula and relate your dream to the class. You may
start as follows.
Last night I had an insteresting dream. I was walking in my garden.
Suddenly, a mammoth appeared and ...
Activity 4 Writing
Write the story ‘Nethula’s Tour to the Ice Age’ in your own words. You may
use the words and phrases given below.

me
One fine day skeleton
a
Then footprint
Suddenly an
growl
Finally the
sabre-toothed tiger
mammoth appeared
it invited
I was (surprised/
grandmother glad/ afraid)
joined
saw
showed
heard
shouted
was walking
You may start the story as follows.

One fine day, Nethula was walking in his garden.
Suddenly a mammoth ...
Activity 5 Reading
Read the following instructions. Note how they are formed.

Instructions: Wash your hands before your meals.
Don’t litter the school premises.
A. Categorise the instructions given below.

Safety at home Safety on road Safety at play

1. Don’t drive/ ride fast.
2. Keep all medicines out of the reach of children.
3. Don’t throw the javelin until the field is made ready for it.
4. Always do warm - up and warm - down exercises before and after
the sports activities.
5. Cross the road only at the pedestrian crossing.
6. Don’t put boiling water into glass or plastic bottles.
7. Don’t block the entrance when parking your vehicle.
8. Wear safety gear and suitable clothing when playing a sport.
9. Handle sharp tools/ instruments carefully.
10. Walk on the right side of the road.
11. Wear slippers when handling electric items.
12. Don’t participate in sports activities if you are not feeling well.
13. Always wear a helmet when riding a bike.
14. Don’t use mobile phones when walking on the road or driving.
15. Don’t get into the swimming pool until your coach tells you to do
so.
B. Add two more such instructions to each group.
C. Prepare a poster instructing the public on one of the topics given
in activity A.
Match the words/ phrases with the pictures. You may refer to a
dictionary.

dinosaur
mammals claws
invertebrate
fossil cave
canine tooth
valley jaw
skeleton
a b c
d e f
g h i
j
Activity 7 Reading
The following is a documentary telecast in one of the children’s

television programmes. Read it and answer the questions.
Dinosaurs are a popular topic when we discuss the prehistoric era.
Today, let’s unearth more mysteries of this lesser known era.
Have you heard of any prehistoric
mammals? If not, you would surely
love to see Megatherium1, an elephant-
sized ground sloth. Look at this life-size
replica of the megatherium which greets
visitors at the Sloth Sanctuary in Costa
Rica. Imagine that an elephant-sized hairy
animal with giant claws ambling through
the landscape, looking for trees it could sit
in front of and slowly chew the leaves.
This extinct herbivore stood seven

metres tall and weighed seven tons. There
are many views in the scientific world
about the disappearance of this creature.
One of them is that they dissappeared as
a result of fast changes in the climate.
Another is that these sloths had been
hunted to extinction by the carnivores.
Now let’s look at an extinct carnivorous sea creature.

Ammonites2 were a group of shelled sea creatures that mysteriously
disappeared at the same time as the dinosaurs. Ammonites were
invertebrates: creatures without a backbone. Instead, they had a very
supportive shell. Ammonites grew as big as one metre in diameter.
They probably lived in warm, shallow, tropical areas of the ocean.
Their diet consisted of small fish. Ammonites were popular on the
menus of larger carnivorous marine creatures, but they would either
have had to pull them out from the shell, or have had jaws powerful
enough to crush them.

Do you know that Sri Lanka is one of the best sources of
prehistoric studies in South Asia? Over 180 prehistoric sites have
been found in Sri Lanka including undisturbed human habitats. The
caves called Batadomba Lena3 a site near Kuruvita, in Ratnapura,
Belilena in Kitulgala, Pahiyangala in Bulathsinhala and Aligala, a site
near Sigiriya provide such evidence. The excavations are still going
on with the involvement of many archaeologists.
Now we have come to the end of today’s segment. Hope you would
read more on the prehistoric era.
1. /megəθerɪum/
2. / ˈæmənaɪt/
3. / lenǝ/ (lenə in Sinhala means cave in English, /kʊhаɪ in Tamil)
1. Write True (T) or False (F).
I) Dinosaurs were the only creatures that lived in the
prehistoric era.
II) There is a sloth sanctuary in Costa Rica.
III) Ammonites had a supportive backbone.
IV) Ammonites were carnivores.
2. Fill in the following grid.
Megatherium Ammonites
Diet type ( e.g. :- Omnivore)
Diet
Habitat ( e.g. :- Land)
Size
Physical features
Threat/s to their lives
3. Match the words with their meaning.
I) replica - walking in a slow relaxed way
II) ambling - connected with the time in history
before information was written down
III) invertebrates - an exact copy of something
IV) prehistoric - animals with no backbone

4. What does the following extract mean?
“Ammonites were popular on the menus of larger carnivorous
marine creatures”
5. Do you know that a group of scientists are trying to bring the
wooly mammoth back to life? Use the following key phrases and
write a short description of the wooly mammoth.
You may begin as follows.
The wooly mammoth lived during the prehistoric era...
 Scientific name - Mammuthus

primigenius
 Extinct relative of today’s
elephant
 Diet type - Herbivore
 Physical features - smaller
ears than those of elephants,
long tusks about 5 metres,
hairy
 Habitat - grasslands
Activity 8 Speaking
Speak about the following extinct creature.

* Tyrannosaurus Rex
 one of the largest meat-eating dinosaurs
 laid eggs
 physical features
length - about 12 metres
height - about 5 metres
about 1metre long jaw
long powerful tail
helped to move quickly
strong thighs
two-fingered short forearms
 habitat - forested river valleys in North America
 extinction - 65 million years ago
Source- National Geographic

Learning point
The bold type words in the documentary given above are adverbs
which have been used to describe the verbs.
Adverbs are also used to add more information to an adjective
and another adverb.
e.g. :-
- The dinosaurs could run fast. (verb)
- The Mariana Trench is incredibly deep. (adjective)
- They learnt the new language amazingly well. (adverb)
Activity 9 Grammar
Fill in the blanks using the most suitable adverb.
historically
swiftly ravenously
very extremely
1. The extreme weather had affected the animals ..................... badly.
2. Cheetah can run ...............................
3. The Tyrannosaurus Rex is an ............................. dangerous animal.
4. Cave paintings reveal .................................... important facts.
5. Hyenas ate the carcass ..............................

Activity 10 Grammar
Read the list of adverbs given below which are commonly used to
express the speaker’s/ writer’s attitude.
luckily fortunately honestly

unfortunately surprisingly miraculously
sadly unexpectedly mysteriously
Construct sentences using the adverbs given above. You may follow
the example given below.
e.g. :- 1) A : Unfortunately, the dinosaurs were extinct. I wish I
had one as my pet.
B : Luckily, they are extinct now or you would be their
dessert.
2) A : Some animals, miraculously, survived even in the Ice Age.
B : Surprisingly, some plants too could survive.
Activity 11 Writing
Read the following notice and the note.
NOTICE
A documentary on ‘The Life in the Stone Age’ will be
screened on Friday 20th February from 2.30 p.m. to 4.00
p.m. at the auditorium of Nilmalvila M.V. Reserve your seat
before 10th February through your class teacher.
01.02.2018 English Club

Isipathana M.V.

08.02.2018
Sherin,
There’s a documentary on ‘The Life in the Stone Age’ at

Nilmalvila M.V. auditorium on 20th February. Would you like
to see it? Our teacher wants to reserve the seats. Write
to me immediately.
Sharadha
A. Imagine you are Sherin and write a reply to Sharadha.
B. Imagine that grade 9 pupils of your school have organized an

exhibition : Evolution of Man. Write a notice informing all the
pupils, teachers and parents about the exhibition. Mention the date,
venue and the importance of the exhibition.
C. Write a note to your cousin inviting him/her to the exhibition.

Activity 12 Read and enjoy
DINOTHESAURUS
The dinosaurs Baryonyx

First lived outdoors BARE-ee-ON-icks(heavy claw)
During the time Triassic. He had a huge and heavy claw
While most died out, And crocodile-like skull.
Some came about A lashing, slashing dino-saw --
Later in the Jurassic. A sharpie; never dull.
Then they evolved, His claws and jaws and
As Earth revolved, pointed teeth
In times known as Cretaceous. Were fashioned to attack.
But now indoors If Bary you should ever meet--
Great dinosaurs Ask him to scratch your back.
Fill museum halls, spacious.
by Douglas Florian
http://richiespicks.pbworks.com/
Activity 13 Reading
Read the poem again and answer the questions given below.
1. What were the three time periods in which the dinosaurs lived?
2. Where are the dinosaurs at present?
3. Which of the following illustrations best fits the description of the

Baryonyx in the poem?

a b
d c
4. What does the poet ask you to do if you should ever meet a
Baryonyx?
5. List out the rhyming words found in the poem.
6. Follow the verse on Baryonyx and write a poem on your own on

any creature you like.

A Second Chance
5 Called ‘Tomorrow’
It is the first day of the new school term. Some grade nine students of
Kurulugama Maha Vidyalaya are talking about their vacation.
Chenitha : Good morning, friends! What are you talking about?

Mihimali : Good morning! We are talking about our vacation.
Chenitha : Oh, the vacation! It just came and went.
Mihimali : Hey! That’s true. Why do vacations end so fast?

Farzana : Yes, it’s a pity, isn’t it? I had planned to do many things
during the vacation but couldn’t complete most of
them.
Raju : In my case, I managed to do many things. I planted
vegetables in our home garden. I watered them every
day. I finished all my homework and read three books.
I managed to visit the planetarium too.
Mihimali : That’s great. I tidied my room but couldn’t go
anywhere.
Chenitha : I wanted to study and prepare short notes but I simply
had no time.
Farzana : No time? Come on! There are twenty four hours in a
day!
Raju : Hmm…. that’s true. Maybe, that’s just an excuse. I
think we waste most of our time.
Chenitha : You have a point there. My term test marks were not
very good. I’ll start studying from tomorrow itself.
Farzana : Yes. Better late than never. Let’s have a plan and start
studying from tomorrow.
Mihimali : Have a plan and study? You’ve got to be kidding! I
planned many things but most of them were not
successful.
Raju : Remember the lesson in the grade 8 English textbook?
Plan the work, work the plan.

Farzana : Yes, that’s true. You have to not only plan the work
but also work the plan. And that’s what we are going
to do from tomorrow!
Activity 2 Reading
Read the conversation and answer the questions.

1. What are the students talking about?
2. Write two things Raju did during the vacation.
3. Who couldn’t go anywhere during the holidays?
4. What did Chenitha want to do during the vacation?
5. Why couldn’t he do what he had planned?
6. Who says the following?
a. “Why do vacations end so fast?”
b. “I simply had no time.”
c. “There are twenty four hours in a day!”
d. “Better late than never.”
. Read the following sentences taken from the students’ conversation.

Pay attention to the highlighted parts. They describe future events
and actions.
I’ll start studying from tomorrow itself.
Let’s have a plan and start studying from tomorrow.
That’s what we are going to do from tomorrow.

Learning point - Talking about future events
You can use the following different structures to describe

future events.
The children will go to the park at the weekend. (Simple future-

simple prediction)
Chenitha will be studying for his exam the whole of next week.
(Future continuous- An action in progress in the future)
The train leaves at 10’clock. (Simple present tense- Time-tabled

events)
Look at the dark clouds. It is going to rain. (Be + going to + verb

stem - Prediction based on present evidence)
They are moving into a new house next week. (Present

continuous-Arrangements)
Activity 3 Speaking
List five things you have planned to do tomorrow. Describe them

to your partner using suitable sentence patterns from those given
above.
e. g. :- I will be visiting my grandparents tomorrow.
• Now, complete activity 1 in unit 5 of your workbook.

Activity 4 Reading
100 Metres
27
The playground was large. The sports teacher asked me to wait

there and disappeared among the crowd.
I mustn’t go anywhere from here.
What a crowd of students! Boys in white shoes and white socks.

How smart they look! They must be from the city. I’ve heard that the
boys from the city are a bit arrogant.
“Mudalihamy, this is the under sixteen, hundred meters. Next

will be the under thirteen event. You are taking part in that. Don’t
look so scared. I’m sure you can win,” said the sports teacher while
pinning number 27 on the front and the back of my vest. I wished the
paper was big enough to cover the stain on the front of my vest. Will
the city boys see it and laugh at me?
“There, listen! Mudalihamy, your number is being called. Hurry

up, my boy!”
How should I go to the starting point? Should I walk or should

I run? Some of the boys are wearing shoes with spikes. Will they step
on my feet? Will I be able to compete with them and win? One thing
is certain. If I win, father, mother and everyone in my family will be
happy.
“Come on Saroj!”
“Come on Priyan!”
“Come on Janak!”
Who will say, “Come on Mudalihamy!”? I remember my friends

cheering me at the house meet. It gave me a lot of courage that day.
“Ready, steady, go!”
A boy wearing spikes is running fast just next to me. I must run
faster than him. Will he step on my foot? Never mind. Let him. I will
still run faster. Now it’s close to the end. I think I have won.
“Here is another result. Under thirteen, hundred meters, first

place, Kalubandage Mudalihamy.”
I heard the loud speaker announcing my name. It was like a

dream come true. Everyone was cheering. Everyone was clapping.
I couldn’t hear what the loudspeaker announced because of the
cheering. The boy who was wearing the spiked shoes was on my
right. He had won the second place.
“Congratulations Mudalihamy! You were great!” he said,

shaking my hand.
The boy who came in third also joined him. I think I was
mistaken earlier. After all, city boys are good.
“I knew you would win Mudalihamy. Good boy!” The sports

teacher said as he gently stroked my head and tears of joy welled up
in my eyes.
(Adapted and translated- “100 metres” Grade 7 Sinhala Textbook, EPD, 1985)
Activity 5 Reading
Read the extract from the story ‘100 metres’ and answer the ques-
tions.
1. Who disappeared among the crowd?
2. What had Mudalihamy heard about the city boys?
3. What was Mudalihamy’s event?
4. Who pinned the numbers on Mudalihamy’s vest?
5. Why did Mudalihamy later think that the city boys were good?
Find synonyms for the following words from the passage.

big - frightened -
proud - mark -
fastening - wrong -
Find antonyms for the following words from the passage.

back - start -
lose - harshly -
slower - sadness -

Activity 8 Speaking
A) Mudalihamy comes back to school after winning the 100 metres

race. Imagine you are his friends and write down the questions
that you want to ask him about the competition on pieces of
paper and put them into a box.
You may use the question words where, who, when, which, why,
how, etc.
e.g. :- Where was the competition held?
B) Complete activity 2 in unit 5 of your workbook.
Activity 9 Speaking
A) Imagine one of you is Mudalihamy. Take the questions one by one

and answer them.
B) Now complete activity 3 in unit 5 of your workbook.
Activity 10 Writing
A) Let’s write a letter to Mudalihamy congratulating him on his

victory.
Include the following :-

Who you are
How you got to know about him
How you found his address
Your best wishes to him
B) Now, complete activity 4 in unit 5 of your workbook.

Activity 11 Reading
A) Read the passage and complete the table.
The History of Footwear

Historically shoes were worn primarily for protection.
According to archaelogical evidence, experts believe that shoes were
invented about 40,000 years ago. However, it was not until sometime
later that footwear was worn by people frequently.
It is hard to imagine a time before the invention of shoes.
Yet, what started as a practical venture grew into a varied, booming
industry. Though all shoes share basic characteristics, their colouring,
materials and designs have transformed drastically over thousands
of years.
The earliest shoes were made
of soft leather. They resembled
either sandals or moccasins. In the
early 19th century, women’s and
men’s shoes finally began to differ
from one another in style, colour,
heel, and toe shape. During this era,
shoes were made straight, meaning that there was no differentiation
between left and right shoes.
As the 20th century approached, shoemakers improved
comfort by making foot-specific shoes. The face of the footwear
changed drastically from decade to decade. This was due to the
technological advances that made the shoemaking process simpler.
In the early seventies, platform shoes and wedges were popular
among women, though they became less so in the eighties and
nineties. Men’s shoe trends, however, were mostly static, as the types
such as oxfords (leather shoes that fasten with lace) and loafers
(leather shoes that you can wear without fastening them) remained
the dominant styles.
Though men’s shoe styles remained relatively unchanged,
women’s shoes made dramatic changes in their appearance.
Women’s shoes became arched,
sophisticated and were made to
highlight the foot. The heels grew
narrower and narrower as time
progressed.
At present, the footwear
industry has become a thriving
business. If footwear trends continue
in this fashion, we can expect the shoes
of the future to be even more out-of-
moccasin - /ˈmɒkəsɪn/
this-world.
Period What happened

About
40,000
years ago:
In the
early 19th
century:
As the 20th
century
approached:
In the
early
seventies;;
In the
eighties
and
nineties:
B) Now complete activity 5 in unit 5 of your workbook.

Grammar
Pay attention to the following sentences taken from the passage ‘The
History of Footwear.’
• Historically, shoes were worn primarily for protection.
• According to archaeological evidence, experts believe that shoes
were invented about 40,000 years ago.
• However, it was not until sometime later that footwear was worn
by people frequently.
• The earliest shoes were made of soft leather.
• During this era, shoes were made straight, meaning that there
was no differentiation between left and right shoes.
Learning point
Passive Voice - Past Tense

Active sentences in the simple past tense have the following
structure:
Subject + past tense form of the verb + object
My mother made this cake.
Passive sentences in the simple past tense have the following

structure:
Subject + was/were + past participle form of the verb + by + doer

of the action.
This cake was made by my mother.
Sometimes, the doer of the action is not mentioned in the passive
sentence when the doer is either not know or not essential for
the sentence to be meaningful.
e.g. :- This road was repaired last month.

Activity 12 Grammar
A) Transform the following into the passive.

1. Rahim wrote a letter yesterday.
2. The dog bit the man.
3. The police arrested the thieves.
4. Did he paint the window?
5. They did not borrow the books.
6. Did Yoga invite you to the party?
7. Somebody helped me when I fell down.
8. The teacher corrected the books.
9. Inura found a purse in the library.
10. A wild elephant destroyed the crops yesterday.
B) Now complete activities 6 &7 in unit 5 of your workbook.
Let’s study the differences between the formats of an informal letter

and a formal letter.
Format of an informal letter

Sender’s address
Date
Salutation
Body of the letter
Ending

Format of a formal letter
Sender’s address
Date
Receiver’s designation and address
Salutation
Underlined topic
Body of the letter (which usually consists of three paragraphs)

Ending
Activity 13 Reading
Let’s read this formal letter written by the secretary of the Environment
Society of Gurulugama Vidyalaya and fill in the table given below it.
Gurulugama Vidyalaya,
Kelaniya.
20th January 2018
The Director General,

Ports Authority,
Galle.
Dear Sir,
Request for Permission to Visit the Galle Port
I am the secretary of the Environment Society of Gurulugama

Vidyalaya. I am writing this letter to request permission to visit the
Galle Port.
The grade 9 students of my school wish to visit the Galle Port on 2nd
February. We have a team of 350 students and 10 teachers. We hope
to reach the Port around 9 o’clock in the morning and hope to stay
there for about three hours. We hope that you will be able to provide
the services of a guide to help our students.
I would be glad if you could consider this request.
I’m looking forward to hearing from you.
Thank you,
Yours faithfully,
…………………………
Rusith Jayaratne
Secretary
Environmental Society
Sender’s address
Date
Receiver’s designation
Receiver’s address
Salutation
Topic
Complimentary close
Sender’s name
Sender’s designation

Activity 14 Writing
A) Imagine you are the secretary of the Science Society of your

school. You have planned to visit a shoe factory in your area to
see how shoes are made. Write a letter to the manager of this
factory asking for permission to make this visit.
Include the following:

The purpose of your visit
Number of students and teachers
The date and time of your visit
Request for permission
B) Now complete the activities 8 & 9 in unit 5 of your workbook.
Now you are going to listen to a description of how to fix a problem

in your computer printer.
Listen to it and complete the flowchart in activity 10 of unit 5 in your
workbook.

Mismatched
My dog thinks
she’s the Easter Bunny
hiding shoes
when I’m asleep
I’m glad she likes

the way I smell
but someday
I would like to keep
a pair of shoes
one left, one right
side - by - side
throughout the night.
So when I dress
to go to town
I look like me
and not a clown!
Amy Ludwig Vanderwater

6 Art
Isuru, Prakash, Anjana, Amandi and Naleem are friends and they are
in the same class at school. They are drawing pictures for the school
art exhibition.
Isuru : Hey Anjana, can you pass me the red and yellow pastels,
please?
Anjana : Here’s the yellow one and the red is with Naleem.
Naleem : Give me a minute. I’m going to draw something different
this time.
Isuru : What do you mean?
Naleem : I’m going to show the different expressions of people
in my work of art.
Isuru : That sounds great. By the way Amandi, are you going to
use only the pencil for your drawing?
Amandi : Yes, I’m drawing portraits of national heroes and world
famous personalities.
Anjana : How interesting! We seem to have a number of
specialists with us. Amandi uses the pencil, Prakash
the pen and…
Prakash : Well, I use charcoal too. Look at this still life drawing
that I’m doing. I have used both pencil and charcoal.
Naleem : I find it difficult to use charcoal because I can’t get the
smooth finish that I want for my work with it.
Prakash : I see. Hey, it’s a beautiful picture of the rural landscape,
Isuru.
Isuru : Thanks. I like to draw pictures of different scenery. My!
Look at the patterns on Anjana’s picture!
Prakash : Wow! They are ideal for new fashion designs.
Anjana : Thanks. Oh, by the way, are we not going to have any
sculptures at the exhibition?
Amandi : Sculptures, carvings and other types of exhibits are
handled by grade 11, 12 and 13.
Isuru : That means we are only drawing scenery, portraits, still
life pictures and mm..
Prakash : Why? What about cartoons? Shall we draw a few?
Isuru : Aha, I forgot it. Yes, that would be better.

A) Read the text and state if the following are “True” or “False”.
1. Only five friends are drawing pictures for the exhibition.
2. The friends are using different media of drawing.
3. Isuru has drawn a portrait.
4. Only Isuru and Prakash will draw cartoons.
5. Grade 12 pupils are not responsible for sculptures.
B) Fill in the table.
Name or grade (s) of the Type of Medium used

pupil (s) drawing
Isuru ............................ Pastel
Learning point
Read aloud the highlighted words.
expressions, national, specialists, finish, fashion
Did you hear the sound ‘sh’?
Read aloud the following words

dictation, discussion, decision, correction, commission,
crucial, special, essential, washing
Each of the words has the sound /ʃ/(“sh”) represented by

different letter combinations.

Activity 2 Speaking
A) Read the following words aloud.

B) Find the letter combinations which produce the/ʃ/ sound. Follow
the example.
fashion, education, pension, special, definition, division, brushing,

crucial, passion, financial, shoulder, potential, mission, professional,
international, partial, impression, musician, initial, possession,
condition, establish, impression
C) Fill in the blanks to form meaningful words.
1. descrip…..n
2. commi…..n
3. beauti…….n
4. demoli…..
5. na…nal
6. protec….n
7. revi….n
8. contribu….n
9. competi…n
10. wa…ing

Activity 3 Reading
Study the dictionary page given and answer the questions.
DRAW1 verb ǀ /drƆ:/ 13 : to take or get at random . We drew

drew /dru:/ ; drawn/ drƆ:n/ ; drawing names from a hat.
1 : to cause to move by pulling . Draw the 14 : to think of after considering information
curtains, please. She drew a chair up to . draw a conclusion
table. 15 : to write out in proper from . The lawyer
2 : to create a picture of by making drew up her will.
lines on surface . ǀ drew a map on the ̶ draw on
chalkboard. 1 : to make use of something . The story
3 : to bring or pull out . Draw your sword! draws on old legends.
4 : to move in a particular direction . He 2 : to come closer . Night draws on.
drew back in horror. ̶ draw out
5 : to bend (a bow) by pulling back the 1 : to make last longer . Questions drew
string out the meeting.
6 : to move or go slowly or steadily . Spring 2 : to cause to talk freely . Her friendliness
is drawing near. drew out the new student.
7 : ATTRACT 2 . The fair drew a crowd . He ̶ draw up
didn’t want to draw attention to himself. 1 : to bring or come to a stop . The car
8 : to get as a response . The speech drew drew up to the door.
cheers. 2 : to straighten up . He drew himself up
9 : to bring or get from a source . draw to his full height.
blood DRAW2 noun
10 : INHALE 1 . Draw a deep breath. 1 : the act or the result of pulling out . The
11 : to let air flow through . The fireplace is outlaw was quick on the drow.
drawing well. 2 : a tie game or contest
12 : WITHDRAW 1 . ǀ drew money from the 3 : something or someone that attracts
bank. people . The roller coaster is the park’s
main draw.
1. How many word classes are represented by the word “draw’?

2. Write three meanings of the verb “draw” ?
3. Read the following sentences. Write the meaning of the underlined
words referring to the dictionary page.
a) I draw pictures for fun.
b) She just wanted to draw the attention of the crowd.
c) He was drawing water from the well.
4. Write two sentences using the word “draw” as a verb and a noun.

Activity 4 Reading
Ravi went into his study to study for his bar exam. He saw an
oil patch on the white cloth spread on his study table. “Somebody
seems to have come to my study while I was watering my plants”, he
said to himself. “ There’s something on the floor too. Is it water or
oil?” Then he looked around and saw his son’s toy car on the floor.
Ravi remembered what his son had said in the morning, “My
car is sick. Can you do something about it, Dad?” Ravi called out to his
son. “Shashi, where are you? I want to talk to you.” Then Shashi replied,
“ I’m here in the living room playing with my toys.” Ravi walked into
the living room and asked, “Shashi how is your car?” Shashi replied
“It’s fine,Dad. I oiled it like you told me to”. “ How did you do it?”
Ravi asked. “I mounted the car on your table and serviced it as they
do at the service station.” Ravi realized that his son was smart and
said, “Next time you service the car, don’t forget to clean the service
station too.” Shashi stood up in a flash, ran into the study and started
cleaning the table.
Draw a picture to depict this incident.
Learning point
Look at the words highlighted in the above text.
Ravi went into his study1 to study2 for his bar exam.
The word “study” has different functions in the above sentence.
1
a noun
2
a verb
Every morning I get water from the well and water the plants.
Noun Verb

Activity 5 Grammar
1. Use the highlighted words in the text meaningfully in sentences.

2. Find at least two such other words on your own and write a
sentence using each word.
Activity 6 Act out
The children were happy about their exhibition. The class teacher
appreciates their work.
Teacher: I’m really happy about your work children.
Kavindi: Thank you teacher.
Deshan: Thank you for guiding us teacher.
Teacher: Principal asked me to tell you that he had appreciated
you all.
Chamathi: Wow, great!
Teacher: OK, so tell me about your future plans.
Chamod: I will be an architect in the future.
Teacher: Good. That means by 2030 you will have worked as
an architect.
Prakash: Teacher, why do you say like that?
Teacher: That means by that time we will see you as an architect.

Learning point
Look at the following sentence taken from the conversation.

That means by 2030 you will have worked as an architect.
The above form is different from the future form.
He will have left by the time you go to see him.
He will not have left by the time you go to see him.
Will he have left by the time you go to see him?
Note how the verb is formed.
will+ have + past participle
It is called the future perfect tense.
Complete the following blanks using the future perfect form.

1) By this time tomorrow I ……….. (complete) my report.
2) It is already six o’clock. He ………. (not/finish) the work by six thirty.
3) By 7 o’clock the kids ……….. (fall) asleep.
4) By next year my father ……… (get) his promotion.
5) My mother ………. (clean) the kitchen soon after lunch.
Activity 7
A) Read the following text and complete the table.

History tells us about many great people in the world. They
have made a name for themselves in different fields of study. Leonardo
da Vinci is one such person worth mentioning. Born on April 15,
1452, in Vinci, Italy, Da Vinci is known in the world as an exceptional
artist, mathematician, inventor, writer, sculptor, draftsman, etc.
His knowledge of science and nature is believed to have greatly

influenced his work in different fields. The world famous paintings
such as “Monalisa”, “Virgin of the Rocks” and “The Last Supper” are
among his great works.
Da Vinci as a child received little
formal education with nothing beyond
basic reading, writing and mathematics
instruction. However, his artistic talents were
evident from an early age. At the age of 14 he
learned technical skills including metalwork,
leather arts, carpentry, drawing, painting and
sculpture. He learned all these under the noted
artist Andrea del Verrocchio in Florence. A
pen-and-ink drawing of a landscape of the
Arno valley is known as one of his early - dated
work which is believed to have been sketched
in 1473.
1. Name :
2. Place of birth:
3. Date of birth:
4. Talented fields:
5. Work of art:
6. Education:
7. Technical skills:
8. Teacher:
B) In groups, find information about any artist you know (dancer,

singer, painter, sculptor, etc.) and write a similar description.

Activity 8 Reading
Read the following text and answer the questions that follow.
Martial Arts
Martial art is a form of combat: a traditional form of art found
among different nations in different styles. This is practised for
self-defence, mental and spiritual development and sometimes for
law enforcement. There are two types of martial arts: armed and
unarmed. In armed martial arts weapons like swords, shields and
daggers are used. However, kicking and punching are commonly used
techniques in both armed and unarmed combat.
Styles and techniques used in martial arts differ depending
on the application and intention. For example, today many young
women learn martial arts for self-defence while some turn to it for
mental and spiritual development as well as for physical fitness. Judo,
boxing, karate, kickboxing, taekwondo and wrestling are some forms
of different types of martial arts.
Angampora or Angam is known as the indigenous fighting art
in Sri Lanka. It is believed to have a history which dates back to more
than 33000 years. This art is said to have originated from a Yakka
warrior. Ancient kings had used this form of fighting art to protect
the nation. Angam can be divided into three sections: Angampora,
Illangampora and Mayangam. It has been the traditional practice of
the Guru to impart Angam knowledge and its secrets only to his most
faithful and trustworthy students. Hence, the value and popularity of
this form of martial arts has increased over the generations.
A student who takes the Angam oath will enter the training
area without headwear or footwear. It is considered as a sacred space
made of fine clay and ground coconut fibres. However, the students
are trained in different locations such as grasslands, beaches and
even swamplands. It is a must for a student to engage in breathing
meditation to make his or her combat skills perfect.

A) State whether the following are True or False.
1. Martial art is practised only as a form of self-defence.
2. Lots of techniques are used in martial arts.
3. Angampora originated in India.
4. Angampora is the Sri Lankan form of martial arts.
5. Angampora combating style is taught to anybody.
B) Answer the following.
1. What is martial art?
2. Why is it practised?
3. What are the types of martial arts found in the world?
C) Find and write the information asked about Angampora.
1. Practised in:
2. Originated in (period):
3. Originated from:
4. Major sections:
5. Number of weapons used:
6. Rituals:
D) Find similar words from the text for the following.
1. Someone engaged in or experienced in warfare
2. Something you do to protect yourself
E) What do the following words refer to?
1. This (in paragraph 1)
2. his (in paragraph 3)

I AM AN ARTIST
I am a creator of ideas,
Swimming in a sparkling sea of imagination
A magician of sorts, turning thoughts of

wonderment into pieces of originality
Each creation showcases

my own personal journey
My worries, dreams and ambitions,

everything I LOVE and everything I FEAR
All that I was yesterday and all that I’ll be tomorrow

is neatly contained in my glorious creations
When you glance over my work, you are catching

a glimpse of my soul,
for a part of ME is in each piece I create
I march to my own beat, and wildly dance to my own rhythm
Passion runs through my veins,

as emotions are fuel for my craft
Certain pieces I protect and keep to myself

while other I’ll share with the world
I am a creative beacon shining my light brightly

for all the universe to see
I am all these things and more

rolled into one amazingly talented, unique Artist!

Where We Are...
7
Quiz
Presenter 1 : Good morning! Dear teachers and friends, we warmly

welcome you to the quiz competition! Please give
a round of applause to the competitors, Vihangi,
Nethula, Shakthi and Rizvin.
Presenter 2 : And also put your hands together for the panel of
judges, Ms. A. Dissanayake and Mr. S. Subramanium.

Presenter 1 : Let me introduce today’s quiz. It has 2 rounds. Both
rounds will be on general knowledge.
Presenter 2 : In the first round, an image will be displayed on the
screen. You will be asked two questions based on it.
You will score 05 points for each correct answer.
Presenter 1 : In the second round, you’ll have to talk about a topic.
Your topic will be given according to the number you
select. You’ll be given five minutes to prepare for your
speech and you can earn a maximum of 20 points for
your speech.
Presenter 2 : Well, hope everything is clear to you. On behalf of
everyone present here today, I wish the competitors
the best of luck. Are you ready? Now, let’s begin the
quiz programme.
Activity 2
The following were the images shown in the first round. Match the
types of houses with the names shown below.
castle
flats mansion
teepee igloo
houseboat
mud houses
treehouse
thatched house town houses

caravan/ trailer

1 2 3
4 5 6
7 8 9
10 11

Activity 3 Speaking
Earth is Our Home

Vihangi was given the above topic to speak at the quiz programme.
Refer to the following points which she wrote down and deliver a
speech to the class.
• all the essential ingredients for life is available.
- Oxygen , water, food, etc.
• no other planet to live
• protection, love, sharing and caring - home
• must appreciate and honour the diversity , live in peace and
harmony
• save the Earth.
Activity 4
Prepare a scrap book/picture dictionary on different dwellings. Add

a section for animal dwellings too.
You will now listen to a documentary on the strange habitats of four

different animals. Listen and complete the activity.
[A] Listen and number the pictures.
a b c d

[B] Listen and choose the correct answer.
(1) The strange thing about the jellyfish mentioned here is that ...
(a) they are not in the sea.
(b) they are in the Pacific Ocean.
(c) they are trapped in a net.
(2) According to the text, the African bullfrog buries itself

underground for many years in order to ....
(a) protect itself from dangerous animals in Africa.
(b) hunt small insects in the Savannah.
(c) protect its skin from very hot weather in Africa.
(3) Carrier snails use .............................. to decorate their cases.

(a) pebbles and gems
(b) shells and pebbles
(c) pebbles and sand
(4) The nest of the weaver bird found in Namibia....

(a) cannot be damaged by water.
(b) is made of sticks and twigs.
(c) is made by female birds.
(5) The documentary is about the strange habitats of a variety of

(a) jelly fish, frogs, spiders and weaver birds.
(b) jelly fish, weaver birds, snails and frogs.
(c) jellyfish, snakes, snails and weaver birds.

Learning point
Future events: next moment / in the evening / tomorrow / next

week / in 2030 / in the future
Active voice Passive Voice

will + infinitive verb will + be + past participle
The judges will ask you two You will be asked two questions
questions. (by the judges).
Will the judges ask him two Will he be asked two questions
questions? (by the judges)?
How many questions will the How many questions will he

judges ask him? be asked (by the judges)?
The judges will not ask (won’t ask) Questions will not be asked
questions in the (won’t be asked) in the second
second round. round (by the judges).
Activity 6 Grammar
Change the following sentences into passive voice. Omit the doer if it
is not necessary.
1. The Head Prefect will give the welcome speech.
2. They will postpone the match if it rains.
3. They will probably translate his new book into a number of
foreign languages.
4. The security guard will lock the gate.
5. When will they send my exam results?

Activity 7 Grammar
At the quiz competition, Nethula was asked to imagine that he was a

a condidate in the presidential election.
He was given the following topic to speak on
If you are elected as the president of the country ...
The following are some extracts from his speech.
Honourable panel of judges,

My main concerns are public property, environment and student
population. So, if I am elected as the president of the country, the
following will be implemented immediately.
First of all, strict laws will be imposed against those who acquire
public property illegally because it has become a threat to the
development of the country.
At the same time, the use of non-eco-friendly material will be

prohibited because we have to take swift action to protect our
environment.
Programmes will be launched immediately to make the public aware
of the importance of saving our natural resources for the benefit of
the future generations.
And also schools will be given additional facilities to improve the

quality of the education they offer.
Imagine that you are going to speak on the same topic and write your
own speech. Use similar structures as highlighted above.

Activity 8 Pre-reading
Discuss in your groups and answer.

1. What are the most essential necessities of man?
2. Why do people need shelter?
3. What are the forms of shelter used by the early man?
Activity 9 Reading
Read and answer the questions.

Food, clothing and shelter are the three most essential
necessities of man. Since the beginning of human civilisation, human
beings have used different types of shelter to shield themselves from
the weather, to protect themselves against wild animals and insects,
and as a place to rest. In the prehistoric era, man made use of what
was found in the natural environment for shelter. Trees, for example,
provided him with protection against the heat of the sun, the cold in
the winter and the rain. Trees also protected man against animals that
could not climb up trees. Later, man shifted to caves for shelter, which
provided greater protection against extreme weather conditions.
However, they offered less protection against wild animals.
Gradually, man learnt to build a shelter of his own to protect
himself. It is believed that man initially made use of bones, stones
and even parts of trees to build his shelter. Later, man learnt to use
materials like earth which was dried in the sun to form clay blocks.
Then, he understood that the blocks of clay became stronger when
they were burnt and dried. Man has since then been using different
types of material to build houses, including artificially created
material. As a result, houses, have changed in shape, form and even
size. However, despite the development in the materials used for
building houses, it is important to pay attention to the climatic factors

when building houses - for example, Inuit houses in the Arctic and
houses built in different deserts.
Today, there are many kinds of houses in the world and they are
called by different names such as cottage, villa, mansion, bungalow,
thatched house, flat, etc., depending on the location, size, material
used, facilities available, etc.
[A]
1. What kinds of materials were used by early man to build
different forms of shelter?
2. According to the text, is it important to consider the climatic
factors when building houses?
3. Name some of the types of houses found in the world.
[B] Design a flow chart to show the evolution of the different types
of houses as given in the text.
Shelter made of bones,

stones and parts of
trees
[C]
1. Do you think that it is important to consider the climatic factors
when building houses?
2. Take the houses of the Inuit as an example and explain the
reason for your answer.
[D]
1. Read the text again and write the highlighted words in your
book. Find the meaning of the highlighted words.
2. Fill in the blanks using the most suitable word.
a) People tend to consume a lot of junk food. ............................... they
face a lot of health problems. (As a result / However)
b) .............................. a baby learns to get up and walk. ( Gradually /
Later)
c) It was raining heavily. ................................... they managed to reach
the place on time. (However / Then)
d) Ancient man lived in caves. ............................... they learnt to build
houses on their own. (As a result / Later)
e) He got low marks at the test. ............................ he realized he
should work hard. (Later / Then )
Activity 10 Sing and enjoy
Home on the Range

Oh give me a home where the buffalo roam, (1)
Where the deer and the antelope play,
Where seldom is heard a discouraging word,
And the skies are not cloudy all day.
Chorus: Home, home on the range,
Where the deer and the antelope play,
Where the air is so pure, and the zephyrs* so free, (2)
The breezes so balmy and light,
That I would not exchange my home on the range,
For all of the cities so bright.
The Red man was pressed from this part of the west, (3)
He’s likely no more to return,
To the banks of the Red River where seldom if ever
Their flickering campfires burn.
How often at night when the heavens are bright, (4)
With the light from the glittering stars,
Have I stood there amazed and asked as I gazed,
If their glory exceeds that of ours.
Oh, I love these wild flowers in this dear land of ours, (5)
The curlew I love to hear cry,
And I love the white rocks and the antelope flocks,
That graze on the mountain slopes high.
Oh give me a land where the bright diamond sand, (6)
Flows leisurely down in the stream;
Where the graceful white swan goes gliding along,
Like a maid in a heavenly dream.
Then I would not exchange my home on the range, (7)
Where the deer and the antelope play;
*/ zefǝ(r) /
To listen to this song please go to....

http://www.instamp3.me/download/home-on-the-range-allie-goertz.html

Activity 11 Reading
Read the song again and answer the questions given below.
1. Mark True or False.
a) The singer loves the busy city life very much.
b) The singer prefers cloudy days.
c) The singer is going to move to a bright city.
d) The singer loves the scenic beauty of the antelope and
buffaloes.
2. Match the words with their meanings.

word meaning
a) zephyr (i) a young woman
b) flickering (ii) soft gentle wind
c) maid (iii) come back
d) return (iv) to burn or shine unsteadily
3. Fill in the blanks using the idea of the first verse.
“ I like to live in a place where the .................. shines, ........................ roam

freely and herds of .................... and .......................... play happily. There
should not be any ....................................things or words.’’
4. According to the 5th verse, what does the singer appreciate?

5. What is the gliding of the swan compared to in the 6th verse?
6. Pick rhyming words from the song.
e.g. :- play - day
7. Where do you prefer to live, in the countryside or in a city?
Why? Write a paragraph.

Success through
8 Creativity
Three friends are talking about an exhibition that is going to be held

in their school.
Lasith : I’ve just heard something that will make you all happy.
Abdul : What’s it, Lasith?
Lasith : There’s going to be an exhibition to mark the Environment
Day, which falls next month.
Radha : Wow! Who told you?
Lasith : Samith, whom I met at the canteen a little while ago. You
know, those who would like to take part in it should give
their names to Ms. Sarojani Weerakoon, who is the teacher-
in-charge of the Environment Society.
Faraz : Where are they going to have it?
Lasith : In the school main hall, where we had a blood donation
camp last month.
Radha : Let’s present something at the exhibition, shall we?
Lasith : That would be great! We need to come up with something
really good.
Radha : Yes. mmm………, what about upcycling?
Faraz : Upcycling? That’s a term which I’ve never heard before!
Activity 2 Reading
Read the above conversation and answer the questions given below.
1. What is the event mentioned?
2. Who told Lasith about it?
3. Why is it being held?
4. What was held in the school main hall last month?
5. What does Radha suggest?
Learning point
Relative Pronouns
The highlighted words in the conversation are called relative
pronouns.
People Things
(personal) (non-personal)
subject who, that which or that
object whom or that which or that
possessive whose whose
In addition, we use where with nouns that refer to a place and
when with nouns that refer to a time.

A relative clause, i.e. a clause that begins with a relative
pronoun, gives us information about the noun that comes before
it.
e.g. :- There’s going to be an exhibition to mark the Environment
Day, which falls next month.
The underlined relative clause tells us something about the
Environment Day.
There are two types of relative clauses: defining relative clauses
and non-defining relative clauses.
We use a defining relative clause to indicate which particular
person or thing we are talking about.
e.g. :- The boy who came first in the essay competition is in my
brother’s class.
The relative clause who came first in the essay competition
identifies the noun coming before it. In other words without the
relative clause it would be unclear which boy is being talked
about.
We use a non-defining relative clause to give additional, non-
essential information about a person or thing.
e.g. :- Our class teacher, who always comes to school early, is very
kind and hardworking.
The relative clause who always comes to school early merely
gives some additional information about our class teacher. In
other words, it is not essential for the sentence to be meaningful.
It is important to remember that we should use a comma before
a non-defining relative clause.
e.g. :- I borrowed this novel from Suresh, who lives down our lane.
If the non-defining relative clause comes in the middle of the
sentence we should use a comma both before it and after it.
e.g. :- Suresh, who reads a lot, loves learning new words.
We do not use the relative pronoun ‘that’ with non-defining

relative clauses.

Activity 3 Grammar
Fill in the blanks with the relative pronouns given in the box.
who, which, whom, whose, where, when
1) A surgeon is a doctor .......................... performs operations.

2) A thermometer is an instrument .......................... is used to measure
temperature.
3) Nisam, .......................... is one of my close friends, rang me yesterday.
4) I’ve got a cousin .......................... hobby is gardening.
5) Tell me a time .......................... we can meet.
6) It’s an old movie .......................... title I have forgotten.
7) The factory .......................... my uncle works is going to close down.
8) My friend Ravi, .......................... we met at the library yesterday,
reads at least two books every month.
Activity 4 Grammar
Add commas where necessary. (Remember not all sentences need

them.)
1) This is the dictionary which I bought yesterday.

2) My youngest brother who is in grade four can sing well.
3) The children’s film ‘Handaya’ which was directed by Titus
Totawatte won an international award.
4) Do you know the boy who is standing near the gate?
5) Rice which is grown in many Asian countries is the staple food of
Sri Lanka.
6) Sujitha whose father works in an embassy has a large collection
of foreign stamps.
7) The rice which we had for lunch today was very good.

8) Sujitha is the girl whose father works in an embassy.
9) Show me the place where the accident took place.
10) Raj likes visiting Bandarawela where his uncle has a small tea
factory.
Activity 5 Reading
Upcycling - ‘Turning Trash into Treasure’

Can you remember the last time you dropped an empty yoghurt
pot in a litter bin or threw away that cardboard box that your pair of
shoes came in? When you were disposing of them, did you pause for
a second to think that you might have found some creative use for
them? For example, you could well have made a lovely vase with the
empty yoghurt pot. That is what is known as upcycling: the process of
turning old or disposable materials into something useful and often
beautiful.
Upcycling can be beneficial in many ways. To begin with, it

gives us the opportunity to tap into our capacity for creative thinking,
which, in turn, could help us to cultivate new and useful hobbies. It
can also be seen as a good way of saving money and of being thrifty
as we think of new uses for things which we would otherwise simply
throw away. This, in turn, helps keep the environment clean and
beautiful. Furthermore, upcycling may provide people with
opportunities for self-employment.
Read the passage and answer the questions.

1) What is upcycling?
2) What may be converted into a vase?
3) Name two advantages of upcycling.
4) Find two relative pronouns used in the passage.
5) Find words in the passage which mean much the same as the
following:
a) advantageous:
b) recall:
c) a set of steps for doing or making something:

You will hear an announcement about the winners of an

upcycling competition. Listen to it and write numbers from 1 to 5
under the relevant pictures in the order the winners have won the
places.
(A) ............... (B) (C)

............... ...............
(D) (E)
............... ...............
Activity 7 Speaking
Imagine that the upcycling competition was held in your school.

Conduct an interview with the leader of a winning team.
Use question words such as what, how, when, who, why, how long,
etc.

e.g. :- “Congratulations on winning the ........ place in the upcycling
competition. Your creation was truly amazing. How did you get this
idea, in the first place?”
Activity 8 Writing
Decide on some object that you can upcycle into something better or
more beautiful. Write a set of instructions to show how to do it.

The Greatest
Wealth 9
Once there was a kind and generous king. He looked after his
people well. His people, in return, loved him and worked hard to
build the country. Their country was very prosperous.
Our king
is very
just and
Long live the We‘re lucky
honest. I
king! to have such Of course
like him a
a great king. we are.
lot.
So do I.

Unfortunately, as time passed, the king became lazy. He ate a lot
of unhealthy food and wasted his time on trivial things. He hated
doing routine exercises usually expected of kings. Soon, he became
overweight and fell sick often. The king, who had once been active
and energetic, was now lethargic and unhappy.
Oh! It’s so
hard to walk. I’m worried
I feel really about His So am I.
tired. It looks like Majesty’s Doesn’t he
our king has health. listen to
become a real anybody?
lazy bones.
No, he
doesn’t.
That’s good
Can you please
One day..... news. Ask
come to the I’m sorry I can’t. If the
him to come
palace to see our king comes to me, I will
to the palace.
Your Majesty, a king, who’s not cure him. But you have to
wise man has come well? make sure that he walks all
to our country. He the way here. Otherwise my
claims he can cure treatments won’t work.
any sickness.

Next day, the king visited the wise man. It was a long walk to the
wise man’s house.
Do you want
Yes, I can. But I need to
me to walk
find a rare herb to prepare
all this way
the cure for you. Could you
Can you cure again?
please come tomorrow?
me?
Yes. Don’t worry. My

medicine will soon make
you better. Er, one other
thing, Your Majesty. You
have to eat more fruit and
vegetables and cut down
on sugar. It will speed up
your recovery.
For thirty days, the wise man made the king walk from the palace
to his hut saying on each day that he had not yet found the herb
for the cure. Gradually, with all the exercise, the king began to lose
weight and feel better. On the thirty first day ……
Yes, indeed. The
greatest wealth
Are you is health. Thank
feeling any you for making
better now, me realize it.
Your Majesty?
Yes, I am. I’ve

lost a lot of
weight and I can Your Majesty, your
move easily now. unhealthy lifestyle
made you ill and
unhappy. All your
riches will be
useless if you are not
healthy..

Number the sentences in the correct order to form the story.
a. Once upon a time there was a kind- hearted king. [ 1 ]
b. He ruled his country justly and his countrymen loved him. [ ]
c. One day, the king heard that a wise man who could cure any illness
had come to his country. [ ]
d. The king asked his Chief Minister to bring the wise man to the
palace. [ ]
e. Gradually, the king became lazy and neglected his duties spending
most of his time eating and sleeping. [ ]
f. The wise man refused to come to the palace and said he would
cure the king only if the king visited him. [ ]
g. The wise man asked the king to come back on the following day
saying that he had to find a rare herb for the cure. [ ]
h. For thirty days, the wise man gave the same excuse and made the
king walk back and forth from the palace to his hut. [ ]
i. As a result, he became overweight and sick. [ ]
j. As a result of the long walk, the king lost his excess weight and
began to feel better. [ ]
k. Upon hearing this, the king decided to meet the wise man. [ ]
l. The king thanked the wise man for helping him to realize the
value of good health. [ 12 ]
Activity 2 Reading
Find utterances taken from the picture story that are used to convey
the given ideas.
• e.g. :- I also like him. - So do I

• I’m also worried about His Majesty’s health. -______________________
• Of course we are lucky to have such a great king. - _________________
• I’m sorry, I can’t come to the palace. - _______________________________

• Yes, I can cure you. - ________________________________________
• Yes, I’m feeling better now. - __________________________________
Activity 3 Speaking
This is a telephone conversation between Pavan and his uncle who is

in Dubai. Complete it using the utterances in the box and practise it
in pairs.
Uncle Ravi : Hello, Pavan. This is Uncle Ravi.
Pavan: .......................................................................
Uncle Ravi: I’m fine, thanks. How’s everybody?
Pavan: .......................................................................
Uncle Ravi: Pavan, is grandpa at home? Can I speak to him, please?
Pavan: .......................................................................
Uncle Ravi: No, it’s okay. How is he? I hope he’s in good health?
Pavan: .......................................................................
Uncle Ravi: Good! He needs exercises as well. Pavan, why don’t you
encourage him to take a short walk in the evenings?
Perhaps you can accompany him.
Pavan: .......................................................................
Uncle Ravi: Thanks, son. Say hello to everybody for me and, er, tell
grandpa that I called. I’ll call him again tomorrow if I
have time.
Pavan: .......................................................................
Uncle Ravi: Bye!

• We’re all fine, thanks.
• Hi uncle, how are you?
• Yes, he’s fine. He takes his medicine regularly and he is very
careful with his diet.
• I’ll tell him, Uncle Ravi. Bye!
• Grandpa is taking a nap. Shall I wake him up?
• Sure. That’d be fun.
Activity 4
Read the given utterances and do activity 3 in the workbook unit 9.
If we do regular If you eat a lot of

exercises, we will sweets, you will
be healthy. become overweight.
If it rains, we will If you get wet,

get wet. you will catch a
cold.
If you drink a If I go to the

lot of milk, you pharmacy, I will
will have strong buy a roll of
bones and teeth. bandage.

Learning point
Conditional Sentences Type 1
Type 1 conditional sentences are used to refer to:
• actions that are likely to happen (realistic situations)
The result will happen only if the condition is fulfilled.

Form:
If clause (condition) Main clause (result)
If + simple present tense, simple future tense
If I go to the pharmacy, I will buy a roll of bandage.

If the if - clause comes first, you should use a comma to separate
the two clauses.
The main clause can come before the if clause.
When this happens, we do not use a comma to separate the two
clauses.
• I will buy a roll of bandage if I go to the pharmacy.
Activity 5 Grammar
Refer to the table and build conditional sentences. Make the necessary
punctuation and capitalization changes.
I find your book I will bathe at the hot water springs

I visit Trincomalee I will bring it to you
it doesn’t rain today they will call off the match
If
it rains today they will be the champions
Ruwani comes to school today the teacher will give her a role in the play
our team wins the match today I will water the plants
e.g. :- If I find your book, I will bring it to you.
Activity 6 Writing
Use your own ideas and complete these clauses to form conditional
sentences.
1. If I’m hungry, ………………………………..
2. If my friend Ram visits me, ………………………………..
3. ………………………… if you don’t study hard.
4. If Sachini catches the 6 o’clock train, ………………………………..
5. If they like the house, ………………………………..
6. I will make some tea ………………………………..
7. ……………………………….., I will tidy up the room.
Learning point
Conditional Sentences Type 2
Type 2 conditional sentences are used when the action or

situation in the if-clause is
1. unlikely to happen
e.g. :- If I saw a robbery, I would call the police.
or
2. contrary to fact i.e. the opposite of the real situation.
e.g. :- If I knew his phone number, I would give him a call.
(real situation - I don’t know his phone number.)

Form:
If clause (condition) Main clause (result)
If + simple past tense, would + verb
• It is important to remember that although the past tense

is used in the if –clause, (knew/saw) the meaning is either
present or future, NOT past.
The main clause can come before the if clause.

e.g. :- I would give him a call if I knew his phone number.
or
If I knew his phone number, I would give him a call.
• ‘Were’ can be used with any subject (PLURAL OR SINGULAR).
e.g. :- If I were a bird, I would fly around the world.
If he were here, he would help us.
• However, nowadays people tend to use ‘was’ with singular
subjects.
e.g. :- If I was a bird, I would fly around the world.
If he was here, he would help us.
Activity 7 Grammar
Match the clauses and form meaningful sentences.
• If I knew Sahan’s address, if I had more time.
• I would sail around the world there would be more

vehicles on the road.
• If today was Monday, if the earth suddenly stopped
spinning?
• I would learn to play a musical the crops would grow better.
instrument
• If we had more rain, if I had a ship.
• If my uncle had a motorbike, he would take me for a ride.
• What would happen I would send him a birthday
card.

Activity 8 Reading
Physical Fitness and the Value of Exercise

Physical fitness refers to being healthy in body. Being physically
fit gives us the ability to engage in daily activities and sports without
being unduly tired. Together with nutrition, rest and relaxation,
physical exercises also play a major role in determining the level of a
person’s physical fitness.
There are many ways that exercises help us to be healthy. When

we exercise, we burn calories and when we burn calories regularly,
we do not become overweight. Thus, exercising is very useful in
maintaining a healthy weight. It also helps to improve heart and lung
health besides increasing our energy levels. Another advantage is
that regular physical exercises also contribute to preventing illnesses.
Exercising brings down unhealthy cholesterol levels and minimises
the risk of heart disease. Apart from that, when you are physically
active, you sleep better at night. A good night’s sleep relaxes and
rejuvenates your body. As a result, you feel refreshed and stress-free.
In modern society, addiction to television, smart phones and

computers tends to keep people away from physical activities. This
is very harmful to our health. Contrary to what some may believe,
exercising does not have to be tedious or monotonous. It does not
have to be merely stretching, running or lifting weights . It can be an
enjoyable activity such as hiking, swimming, cycling or dancing. You
can turn it into a social event which you can enjoy with your friends.
This way it will boost not only your physical well-being but your
mental well-being too.

1. Read the text and complete the diagram.
...........................................................
...........................................................
Physical exercises help to ...........................................................

...........................................................
...........................................................
2. Find synonyms for these words from the text.

dull : ..................................
restore : ..................................
reduce : ..................................
3. Find words from the text that have opposite meanings to these
words.
useless :..................................
healthy :..................................
disadvantage: ..................................
Activity 9 Reading and Writing
STEP 1
Read the given short descriptions.
We Immunization
touch many minimizes the risk of
surfaces with our getting dangerous diseases
hands. Therefore it is like polio, diphtheria and
important to wash our tuberculosis. Getting yourself
hands before and after vaccinated at the right time
eating and after using is a must to prevent such
the toilet. diseases.

Diseases Vitamins
can spread through give us immunity
personal items like towels, against diseases. Taking a
combs, dining plates and drinking balanced meal with plenty of
glasses. Therefore, they should fruit and vegetables helps
not be shared with anybody. us to fight diseases.
We
Inactive lifestyle need enough
is unhealthy. Doing sleep to restore our
exercises regularly helps our bodies. Sleep also helps
bodies to be strong and our bodies to grow and
healthy. strengthen our
memory.
STEP 2
Now rewrite the following jumbled sentences correctly.
I. hands/wash/using/before/and/eating/toilet/after/the/and/
after
e.g. :- Wash hands before and after eating and after using the toilet.
II. don’t/personal/such/towels/with/combs/share/belongings/
as/others/and
III. regularly/do/ to/be/and/healthy/strong/exercises/
IV. diseases/get/dangerous/vaccinated/against.
V. balanced/eat/plenty/with/meal/vegetables/a/fruit/of/and
VI. sleep/get/enough
STEP 3
Dengue has become an epidemic in Sri Lanka due to our negligence. We

have created unnecessary space for mosquitoes to breed excessively.
Yet, with a little effort and commitment, we can get rid of this menace.

Write five instructions on “How to Prevent Dangerous Types of
Mosquitoes from Breeding Rapidly”. You may make use of the given
vocabulary.
clean remove plant don’t turn over
throw gutters containers hold out
leaves buckets plants such as Basil
rainwater regularly repel mosquitoes environment
Learning point
Affixes
An affix is added to the beginning or the end of a word to form a new word.
e.g. :- healthy –unhealthy polite- impolite neat- neatness
prefixes suffixes
* added to the beginning * added to the end
of a word of a word
un-happy unhappy ful/fully - beauty beautiful/beautifully
disadvantage disadvantage less - use useless
im – patient impatient ness - fit fitness
ment - agree agreement
ation/ ion -recommend recommendation
ation/ ion - prevent prevention
able - adore adorable
ly - sad sadly
• Prefixes change the meaning of the word.
• Suffixes change the word class.
forget (verb) forgetful (adjective)
happy (adjective) happiness (noun)
angry (adjective) angrily (adverb)

Activity 10 Grammar & Vocabulary
Add the prefixes un/dis/im/ in to form the opposites of these words.

wrap agree connect
ability possible fold
Activity 11 Grammar & Vocabulary
Combine the words with the suitable affixes to form meaningful

words.
tidy hour able

un like comfort less
dis clear suit ly
im wanted govern ment
mobile treat ness
balance sweet
tooth
Activity 12 Grammar and Vocabulary
Complete each sentence using the word given in brackets in its

correct form.
• The little puppy is ……………………………. (adore)
• The baby played ………… (happy) with his toys.
• The two companies signed an ……... (agree) yesterday.
• We still haven’t found a ……………… (suit) actor for the character.
• Thank you for the books you lent me. They were very ……….....
(use).
In this listening lesson you will hear a dialogue between a doctor and
a patient. Listen to it and select the correct answer.
1. The patient’s symptoms are
a) a sore throat, a headache and a runny nose.
b) stomach ache, vomiting and a skin rash.
2. The patient has
a) high fever.
b) no fever.
3. The patient has had the symptoms for
a) a week.
b) two days.
4. The patient should take the medicine ………… times a day.
a) two
b) three
5. The patient should drink ……….
a) plenty of water and other fluids.
b) only a glass of water at a time.
Activity 14 Speaking
Look at the picture and prepare a short description about the picture
of the hospital. Present your description to the class. You may use
the vocabulary given below.

admissions
OPD/Out Patients Department
wards nurse doctor
wheelchair line/queue trolley
helping stethoscope pushing
kneeling
Activity 15 Writing
Write a small description about the picture of the hospital using the
vocabulary given above.

Be Happy, be Bright,
be You! 10
The teacher has given the students an application form to fill in the
three optional subjects that they hope to study in grade ten. Nisali and
her friends are discussing the optional subjects they hope to select.
Kalani : When do we hand over the application?

Nisali : On or before the 15th. Have you decided on the three
subjects you want to follow?
Kalani : Oh, that’s the hardest decision. I don’t know what to
choose.
Amali : Me neither. I like almost all these subjects.
Raju : Come on! You can only select three.
Nisali : Mmm… I’m going to select English Literature. I like it.
Amali : I like it too but my mother wants me to do Art.
Raju : That’s a good decision. I’ve seen your drawings and
they are quite good.
Amali : Oh! Thank you, Raju.
Kalani : Can I change the subjects once I have selected them?
I mean if they’re too difficult for me?
Nisali : No. I don’t think so.
Amali : Shouldn’t we discuss this with our parents before we
make a decision?
Kalani : Yes, we should.
Raju : Hey, what’s this? Do you know anything about Design
and Technology?
Nisali : Design and Technology? It’s the first time I’ve heard of it.
Raju : Let’s meet our teacher and ask her. She’s sure to know
about it.
Activity 2 Reading
Read the conversation and answer the questions.

1. What are the friends talking about?
2. How many subjects should they select?
3. Who likes English Literature?
4. What does Amali’s mother want her to do?
5. Are they allowed to change the subjects they select?
6. Why is Raju going to meet the teacher?
Grammar
Raju met the teacher. The teacher wanted to know about their
discussion. This is how Raju reported their conversation to the
teacher.
“I’m going to “Can I change “My mother

select English the subjects wants me to do
Literature” once I have Art”
selected them ?”

Nisali said that she was going to select English Literature.
(Statement)
Kalani asked whether she could change the subjects once she
had selected them. (Question)
Amali said that her mother wanted her to do Art. (Statement)
Learning point
Reported speech
If we report what another person has said, we usually do not use
the speaker’s exact words (direct speech), but we use reported
speech (indirect speech). When reporting, the following changes
can occur in the reported statement.
• A backshift in the tense
Present tense Past tense
Past tense Past perfect tense
Present perfect tense Past perfect tense
Past perfect tense Past perfect tense
• A change in pronouns
• A change in time and place expressions
Today that day
Yesterday the day before / the previous day
Last week the week before / the previous week
Next week the following week
Tomorrow the next day / the following day
Now then
Here there
This that
The structure of reporting is a little different depending on
whether you report an imperative, a question or a statement.

Imperatives
Type Example
direct speech “Amali, do Art.”
reported speech She told Amali to do Art.
Statements
Type Example
direct speech “I like English Literature.”
reported speech She says that she likes English Litera-
(no backshift) ture.
reported speech She said that she liked English Litera-
(backshift) ture.
Questions
Type Example
Wh direct speech “When do we have to hand over the
questions application?”
reported He asked when they had to hand over
speech the application.
Yes/no direct speech “Can I change the subjects?”
questions reported She asked whether / if she could change
speech the subjects.
Activity 3 Grammar
Write the following in reported speech.
1. The teacher said to us, “You need to select three optional subjects.”
2. Farzana said to me, “ I have to buy some stamps.”
3. My parents said to me, “Don’t get late.”
4. Prathiba asked me,“Where did you go yesterday?”
5. Inura asked Mihiri, “Can you lend me your notes tomorrow?”
*Now complete activities 1 & 2 in Unit 10 of your workbook.

You are going to listen to a description of the favourite optional

subjects selected by a group of students.
Listen to the description and label the graph in activity 3 of unit 10
of your workbook.
*Now complete activities 3 & 4 in unit 10 of your workbook.
Activity 5 Reading
But he did not give up…

At around 5:30 in the evening on December 10, 1914, a huge
explosion broke out in West Orange, New Jersey. It happened in
the famous inventor Thomas Edison’s plant. In no time most of the
buildings were in flames. Although many fire departments rushed to
the scene, the fire was too powerful to be put out quickly.
Edison’s 24-year-old son Charles painfully watched the fire destroy

his father’s work. Edison calmly walked over to him. In a soft voice he
told his son, “Go and call your mother and all her friends. They’ll never
see a fire like this again.” When Charles objected, Edison said, “It’s all
right. We’ve just got rid of a lot of rubbish.” Edison could have wept,
yelled in anger, or locked himself in his house in a state of depression.
But instead, he put on a smile and told his son to call his mother to
enjoy the spectacle.
Later, at the scene of the blaze, Edison told one of the reporters,
“Although I am over 67 years old, I’ll start all over again tomorrow.”
He stuck to his word and immediately began the crucial task of
rebuilding his plant.

The flames had destroyed years of priceless records and
prototypes. But after just three weeks, with a loan from his friend
Henry Ford, Edison got a part of the plant up and running again. His
employees worked double shifts and set to work producing more
than ever. Edison became a legend in history because he did not give
up easily.
Activity 6 Reading
Read the passage ‘But he did not give up’ and answer the questions.
1. What happened on December 10, 1914?
2. Where did this incident happen?
3. What did Edison want his son and the reporter to do ?
4. What did Edison tell his son?
5. How did edison react to the incident?
6. Who helped Edison with a loan?

Learning point
Classification of nouns
CONCRETE / ABSTRACT NOUNS:
• Concrete nouns refer to physical things: people, objects, places,
substances
• Abstract nouns refer to events, states, activities, occasions, etc.
COUNT/ MASS NOUNS:
• Count nouns refer to things that can be counted, and so can
have a plural form.
table – tables
• Mass nouns refer to substances, qualities, etc. that are not

countable. Mass nouns normally have no plural form.
However, the same noun may belong to both categories:
Her hair is brown. (mass noun)
I found a hair in my soup. (count noun)
PROPER/COMMON NOUNS:
• Proper nouns denote an individual person, place, etc. It

generally has no plural form. A proper noun normally begins
with a capital letter:
Gayan, Eheliyagoda, Sri Lanka
• Common nouns classify things into types. All the count and
mass nouns discussed above are common nouns.
dog, tree, water

Write the following nouns taken from the passage in the correct
column.
Charles
rubbish fire
plant West Orange
history
spectacle New Jersey
work
Henry depression
Edison
task
word flame
Common Nouns
Proper Nouns
Count Nouns Mass Nouns
*Now complete activity 5 in unit 10 of your workbook.
Activity 8 Reading
A Day without the Sun

Have you ever wondered how important the Sun is to us here on
Earth? What would happen if the Sun suddenly disappeared?
The Sun is a star and it is the centre of our solar system.
Everything in our solar system revolves around the Sun. Therefore,
the Sun is crucial to life on Earth as well as to the existence of all the

other planets around us.
The Sun’s immense mass draws all
the other planets in the solar system
towards it. Since the Earth and all the
other planets are moving very fast
through space, the Sun’s presence keeps
them moving around it. If the Sun were
to suddenly disappear, the Earth and
the other planets would continue their
forward motion, and fly off into outer
space in a straight line.
So what would happen to us if the Sun suddenly went out? As
light from the Sun takes eight and a half minutes to reach the Earth,
we wouldn’t notice it immediately but nine minutes later, we’d find
ourselves in complete darkness.
As the Sun was illuminating the Moon, it too would disappear!

The same would happen to many other celestial bodies in the sky,
such as planets, which we see only because of the Sun’s reflected
light. They too would disappear in a similar fashion like the Moon.
Without the Sun’s warmth, Earth would quickly become a

much colder place. Fortunately, Earth retains enough heat fairly well,
so humans would not freeze instantly. But within a year, the global
surface temperature could drop well below -1000 F! However, with
time it will continue to drop to about -4000 F.
Without the Sun’s rays, all photosynthesis on Earth would

stop. All plants would die and, eventually, all animals that rely on
plants for food — including humans — would die, too. While some
inventive humans might be able to survive on a Sun-less Earth for
several days, months, or even years, life without the Sun would
eventually prove to be impossible on Earth.

Activity 9 Reading
Match the paragraphs with the subheadings.

• No Sun, no light! • Food without the Sun
• Sun and other planets • The star called the Sun
• The Sun and its warmth • The Sun and the Moon
Activity 10 Pronunciation
Pronounce the following words taken from the passage ‘A day without
the Sun.”
/ʃ/ /f/
crucial enough
fashion freeze
motion photosynthesis
Activity 11 Pronunciation
Copy this table and write three more words with similar sounds for
each column. Compare your list with your friend’s. Pronounce the
words you have written.
/ʃ/ /f/
crucial fashion motion enough freeze photosynthesis

Activity 12 Reading
Here is a story of two groups of people who had the courage and
determination to overcome adversity through innovation.
They brought the sun down!

The villages of Rjukan, Norway, and Viganella, Italy, are both
situated in deep valleys. The mountains around these valleys block
the sun’s rays from reaching the two villages for up to six months
every year. Therefore, neither Rjukan nor Viganella enjoys the luxury
of sunlight like we do. Can you imagine the lives of people in these
villages without sunlight for almost six months?
This is how they have brightened their day.
To illuminate those darker winter months, the two villages have built
huge mirrors that track the sun and reflect daylight downwards.
Viganella completed its huge computer-controlled mirror in 2006.
Rjukan also followed the same method , mounting a mirror that will
reflect a 600 square metre (6,500 square foot) beam of sunshine into
the town square below.

Activity 13 Writing
Imagine you are the secretary of the New Inventors’ Club of your
school. You are planning to invite a university lecturer to deliver a
speech on ‘Using Solar Power Innovatively’ to the members of the
society. Write a notice to inform the members about this.
Include the following:

The event
Name of the guest speaker
Date and time
Venue
Who can participate/ attend
*Now complete activity 9 & 10 in unit 10 of your workbook.
Activity 14 Writing
Find information about people who overcame many hardships on

their way to success.
Write a biographical sketch about one of them for your school wall
newspaper.
e.g. :- Pabilis Silva

Abraham Lincoln
J. K. Rowling
Charles Dickens

Activity 15 Reading
Enjoy reading this poem and do the activities that follow.
Be Yourself
The world would like to change you;

There are pressures all around.
You must decide just who you are,
Then firmly hold your ground.
You have an image of yourself,

An ideal sense of you;
And to this vision you must always
Struggle to be true.
You know what you are good at,

And you know where talents lie;
But if you’re ruled by others,
Your uniqueness could pass by.
Remember there is much to learn;

But all new things aren’t good.
Wisdom lies in what you’ve learned
And what you have withstood.
So, be yourself and don’t allow

The world to take control.
Preserving your identity
Is life’s most precious goal.
Bruce B. Wilmer

Activity 16 Reading
1. How many stanzas are there in this poem?

2. Write down all the rhyming words.
3. List down five different pieces of advice given by the poet.
4. What is life’s most precious goal according to the poet?
5. Find synonyms for the following words from the poem.
a. strictly
b. controlled
c. valuable
Activity 17 Speaking
Game- Ten Questions.
The poet in BE YOURSELF says “All new things aren’t good”. Form
groups and in your groups think of something in modern society
which, you think, is not good for young children. Now, one member
from your group will go in front of the class. The other students of the
class must guess the item that you and your group discussed. The rest
of the class can ask up to TEN questions from your group member
about the name of the item that they have to guess.
e.g.:- Where can you find it?

What colour is it?
Who uses it most?

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ENGLISH

Educational Publications Department

All Rights Reserved

Published by : The Educational Publications Department

Sri Lanka Matha

It is recommended that this book be used as a guide to the teachers

Direction - Mrs. W.A Nirmala Piyaseeli

Co-ordination - Mr. Ranjith Iluppitiya

- Mrs. W. Indumini Darshika

1. Ms. Dilini Chamali Walisundara - Senior Lecturer

2. Mrs. Bimba Maheshi Weerasuriya - Director of Education

3. Mr. W.M. Gamini Gunathilake - Senior Lecturer

4. Mr. Ranjith Iluppitiya - Deputy Commissioner

Computer Designing & Formatting

01 - EVERYBODY IS GOOD AT SOMETHING 01

02 - MAY I HELP YOU? 09

05 - A SECOND CHANCE CALLED TOMORROW 44

08 - SUCCESS THROUGH CREATIVITY 84

09 - THE GREATEST WEALTH 91

10 - BE HAPPY, BE BRIGHT, BE YOU! 107

1. Identifies the sounds of English Language

2. Uses Mechanics of Writing with Understanding

3. Engages in active listening and responds appropriately

4. Building up vocabulary using words appropriately and accurately to convey

5. Extracts necessary information from various types of texts

8. Communicates clearly, fluently and concisely

Competency No. of Competency Levels

1.1, 1.2, 3.5, 5.2, 5.3 Activity 1

Malith and Pubudu are talking about a TV programme.

For free distribution 1

Answer the following questions.

i.) said officially or in public:

2 For free distribution

When we use a collective noun, we can use either a singular or a

e.g. :- 1) There was quite a large audience.

Fill in the blanks with the words given in the box.

crew, team, there, has, are

1) A cricket ............................ consists of eleven players.

Fill in the blanks with the correct verb.

Read the text and answer the questions.

Abilities and Talents

Different people have different abilities and talents. For

Many of us are usually fortunate enough to find out early in

4 For free distribution

For free distribution 5

Study the prepositions highlighted in the text ‘Abilities and Talents’.

Supun, a grade nine student, wants to write a paragraph about his

6 For free distribution

Describe what you see in the picture.

You may begin like this:

For free distribution 7

Listen to the announcement and choose the correct answer.

2) It was held at a ...

3) The third place in the singing competition was won by ...

4) Tharusha Padmindu did a mime of a...

8 For free distribution

Yohan and Meena are at the supermarket with their mother.

Mother : We need a kilo of beans, 500 grams of pumpkin