Wow English Class-8
Wow English Class-8
Wow English Class-8
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Wow English, the ELT series, is based on an approach which progressively leads learners to connect the
language to life. It includes a pragmatic presentation of the aspects of the language in adherence to the
guidelines of the National Curriculum Framework (NCF) 2005. In addition, the international principles of
learning are followed in planning the progression of the various elements in a unit, to ensure that the student
gains the most.
Language is a child’s vehicle to the world. The purpose of teaching a language to the child is to equip
him/her with the VNLOOVWROLVWHQUHDGZULWHDQGH[SUHVVHIIHFWLYHO\. This series has been designed to
stimulate a child’s thinking abilities and encourage participatory learning. The programme aims to enable
the child to become a VHOIUHOLDQWOHDUQHU, adept at proper use of the language and good communication.
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cultural information. It offers opportunities to acquire language skills by the use of LQWHJUDWHG and thematic
curriculum.
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interesting age appropriate
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intelligences based exercises
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1. &DUHDQG Being :RUGVZLWK 3UHÀ[HV Types and Making Inferences Informal Letter Commas Language
&RQFHUQ Neighbourly and 5 Syllables Position of in Formal
Adverbs and Informal
pages Classic Fiction Mending Walls
Letters
2. Nature Catch Me If Tone Groups Forming 6XEMHFW9HUE Narrating a Crazy Story Possessive Fact or
You Can and Pauses Abstract Nouns Agreement, Dream Apostrophe Opinion
Informative Transformation
pages Piece Daffodils
of Sentences
3. +XPRXU Uncle Podger Different Sounds Phrasal Verbs Reported Humourous Role Dialogue Dash (–) Gathering
Hangs a Picture of 'ough' Speech Play Information
Narrative from the
pages The Duel
Internet
4. )DQWDV\ The Walrus and Intonation in Word Types of Making a Composition Use of Facial
the Carpenter Question Tags Transformation Phrases Conversation Foreign Expressions
Narrative Poem Words in
Learning Text
pages English
Styles - Poetry
Language
5. Mystery Sherlock Diphthongs Gumshoe Types of Narrating a Story Suspense in Apostrophe What is a
Holmes Glossary Clauses Writing Play?
Play
pages Night Voices
SUMMARY OF CONTENT
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6. Courage The Saviours Silent Letters Idioms 7UDQVLWLYH Describing Notice Talking About Morse Code
Intransitive Acts of the Future
Narrative Be the Best
verbs Courage
pages
7. ,QVSLULQJ Sam Manekshaw: Stress in Collocation If Forgive, Autobiography ‘It’ and ‘There’ Public
3HRSOH The Field Marshal Polysyllabic Conditionals Excuse, as Substitute Speaking
'Bahadur' Words Pardon Subjects
Auto-
pages A Nation's Strength
Biography
8. )ODZVDQG Mrs Packletide's Weak and Pleonasm and 5HÁH[LYH Speaking Anecdote Spelling Rules Gestures
Follies Tiger Strong Forms of Oxymoron Verbs About Flaws
Words
pages Narrative Ozymandias
9. 6FLHQFH The Day of an Commomly Compound Types of Dialogue $8QLÀHG Revisit Tenses Fake News
$GYHQWXUH American Journalist Mispronounced Words and Subordinate Paragraph and Mob
in 2889 Words Collective Clauses Psychology
Science Nouns
pages Fiction Learning Text Styles-
Factual Account
10. 7UDYHO The Rime of the Word Stress in Words on Active and Making a Itinerary Colon and Expressing
Ancient Mariner Sentences Travel Passive Voice Conversation Semicolon Appreciation
Epic Ballad
Learning Text Styles-
pages
Travelogue
1
Concern Speaking
Prefixes
Fiction
Plug-In Being
Vocabulary Commas Neighbourly
Neighbours are the people we see and meet more often than any of our
friends, cousins and relatives. Some neighbours are like friends, some
are like family while some are only acquaintances with whom we don’t
connect much. In this unit, we will talk about neighbours.
Getting Started
Look at the following pictures.
What do you gather from the given pictures? What kind of neighbours are they?
Being neighbourly means being good neighbours.
Are you a good neighbour? What makes one a good neighbour?
7
%HLQJ1HLJKERXUO\
Listening
Listen to the instructions and name the places in the following map.
multiplication generosity
These are the 5 syllables. Each syllable has a vowel sound.
The words in the box have 4 and 5 syllables. Categorise them in the table below.
9
Position of Adverbs
Adverbs of Manner
Adverbs of manner can be placed:
At the end of a sentence or clause - The boy arranged the shelf neatly.
Just before or after the main clause - The tortoise slowly crawled towards the water.
OR The tortoise crawled slowly towards the water.
Adverbs of Place
Adverbs of place are put:
After the verb - The Laurence family lives nearby.
If the verb is transitive, the adverb of place is put after the object - The child kicked the ball out
of the field.
NOTE: We cannot place an adverb between a verb and its object – We cannot say: The boy arranged
neatly the shelf.
Adverbs of Time
Adverbs of time are usually placed at the end of the sentence.
She went to the market yesterday. They will perform tomorrow.
Adverbs of Frequency
Adverbs of frequency are usually placed before the main verb - We usually go to Shimla in the
summer holidays.
Adverbs of Degree
Adverbs of degree are usually placed before the verb, adjective or adverb they modify.
The ball nearly hit me. We had an absolutely wonderful time.
Pre-reading
My Good Neighbour Recipe
Ingredients:
a dollop of happiness
a sprinkling of kindness
a handful of understanding
4 scoops of sharing
lots of smiles
a pinch of good listening
2 litres of cheerfulness
Method:
Mix all the ingredients together and you will have a good neighbour.
Suggest a few more ingredients to make the recipe better.
10
Reading
hat in the world are you going to do now, Jo?” asked Meg one snowy afternoon, as her
: sister came 1tramping through the hall, in rubberboots, old sack, and hood, with a
broom in one hand and a shovel in the other.
“Going out for exercise,” answered Jo with a mischievous twinkle in her eyes.
Jo went out and began to dig paths with great energy. The snow was light, and with her broom
she had soon done with sweeping a path all-round the garden. Now, the garden separated the two
houses. A low hedge parted the two estates: the Marches’ and the Laurences’. On one side was an old,
brown house, looking rather bare and shabby, robbed of the vines that in summer covered its walls
and the flowers, which then surrounded it. On the other side was a stately stone mansion, plainly
2
betokening every sort of comfort and luxury, from the big coach house and well-kept grounds to the
3
conservatory and the glimpses of lovely things one caught between the rich curtains.
Yet it seemed a lonely, lifeless sort of house, for no children frolicked on the lawn, no motherly face ever
smiled at the windows, and few people went in and out, except the old gentleman and his grandson.
Jo had planned many ways of making friends with the Laurence Boy, but he had not been seen lately,
and Jo began to think he had gone away, when she one day spied a brown face at an upper window,
looking wistfully down into their garden, where Beth and Amy were
snow-balling one another.
“That boy is suffering for society and fun,” she said
to herself. “His grandpa does not know what’s
good for him, and keeps him shut up all
alone. He needs a party of jolly boys to
play with, or somebody young and
lively. I’ve a great mind to go over
and tell the old gentleman
so!”
The idea amused
Jo, who liked to
do daring things.
Up went a handful What does Jo mean
of soft snow, and when she says, “That
the head turned at boys is ... fun”? Is the
once, showing a face boy suffering because
which lost its listless of society and fun or
look in a minute, as the because of lack of it?
big eyes brightened and Has the boy been shown
the mouth began to having fun like Jo?
smile. Jo nodded and
laughed, and called
1
tramping: walking with heavy steps
2
betokening: being an indication or
out ... sign of something
3
conservatory: a place attached with
a house, made of sun roof and walls,
used as a sun lounge
11
“How do you do? Are you sick?”
Laurie opened the window, and croaked out as
4
hoarsely as a raven ...
“Better, thank you. I’ve had a bad cold, and
been shut up a week.”
“I’m sorry. What do you amuse yourself
with?”
“Nothing. It’s dull as tombs up here.”
“Don’t you read?”
“Not much. They won’t let me.”
“Have someone come and see you then.”
“No. Will you come, please?” cried Laurie.
“I’ll come, if Mother will let me. I’ll go ask
her.”
What is happening in the story? Does it resonate
with any situation around you? How?
Jo’s mother let her go so she went to meet Laurie. Laurie’s servant announced to Laurie that a lady
had come to see him.
“All right, show her up, it’s Miss Jo,” said Laurie, going to the door of his little parlour to meet Jo, who
appeared, looking rosy and quite at her ease, with a covered dish in one hand and Beth’s three kittens
in the other.
“Here I am, bag and baggage,” she said briskly. “Mother sent her love, and was glad if I could do
anything for you. Meg wanted me to bring some of her 5blancmange, she makes it very nicely, and
Beth thought her cats would be comforting. I knew you’d laugh at them, but I couldn’t refuse, she
was so anxious to do something.”
Jo made some quick changes to the room to make it more airy.
“How kind you are! Yes, that’s what it wanted. Now please take the big chair and let me do something
to amuse my company.”
“No, I came to amuse you. Shall I read aloud?” and Jo looked affectionately towards some inviting
books nearby.
“Thank you! I’ve read all those, and if you don’t mind, I’d rather talk,” answered Laurie.
“Not a bit. I’ll talk all day if you’ll only set me going. Beth says I never know when to stop.”
“Is Beth the rosy one, who stays at home a good deal and sometimes goes out with a little basket?”
asked Laurie with interest.
4
hoarsely: with a rough
“Yes, that’s Beth. She’s my girl, and a regular good one she is, too.” and heavy voice result of
“The pretty one is Meg, and the curly-haired one is Amy, I believe?” weakness
5
blancmange: a gelatinous
“How did you find that out?” dessert made from milk
12 and cornflour
Laurie coloured up, but answered frankly, “Why, you see I often hear
you calling to one another, I like to see all of you sitting around
the table with your mother. Her face is right opposite, and it looks
so sweet behind the flowers, I can’t help watching it. I haven’t got
any mother, you know.” And Laurie poked the fire to hide a little
6
twitching of the lips that he could not control.
“Well, you should come to our house. You’ll have jolly times
with us all. Wouldn’t your grandpa let you?”
“I think he would, if your mother asked him. He’s
very kind, though he does not look so, and he lets
me do what I like, pretty much, only he’s afraid
I might be a bother to strangers,” began Laurie,
brightening more and more.
“We are not strangers, we are neighbours,
and you needn’t think you’d be a bother. We want
to know you, and I’ve been trying to do it this ever so
long. We haven’t been here a great while, you know, but we
have got acquainted with all our neighbours but you.”
Laurie turned red again, there was so much good will in Jo it was impossible not to take her blunt
speeches as kindly as they were meant.
“Do you like your school?” asked the boy, changing the subject, after a little pause, during which he
stared at the fire and Jo looked about her, well pleased.
“Don’t go to school, I’m a businessman – girl, I mean. I go to wait on my great-aunt, and a dear,
cross old soul she is, too,” answered Jo.
Jo didn’t mind having a laugh at Aunt March, so she gave him a lively description of the fidgety old
lady, her fat poodle, the parrot that talked Spanish, and the library where she 7revelled.
Laurie enjoyed that immensely, and when she told about the prim old gentleman who came once to
marry Aunt March, and in the middle of a finespeech, how Poll had tweaked his wig off to his great
8
dismay, the boy lay back and laughed till the tears ran down his cheeks, and a maid popped her
head in to see what the matter was.
Then they got to talking about books, and to Jo’s delight, she found that Laurie loved them as well as
she did, and had read even more than herself.
“If you like them so much, come down and see ours. Grandfather is out, so you needn’t be afraid,”
said Laurie, getting up.
6
twitching: jerking movements
“I’m not afraid of anything,” returned Jo, with a toss of the head. 7
revelled: spent time enjoying
herself
When they came to the library, she clapped her hands and pranced, 8
dismay: concern caused by
as she always did when especially delighted. It was lined with books, something unexpected
13
and there were pictures and statues, and distracting little cabinets full of coins and curiosities, and
Sleepy Hollow chairs, and queer tables, and bronzes, and best of all, a great open
fireplace with quaint tiles all round it.
“What richness, you ought to be the happiest boy in
the world,” she said impressively.
“A fellow can’t live on books,” said
Laurie, shaking his head as he
perched on a table opposite.
Before he could more, a bell rang,
and Jo flew up, exclaiming with
alarm, “It’s your grandpa!”
“Well, what if it is? You are not afraid
of anything, you know,” returned the
boy, looking wicked.
“The doctor to see you, sir,” and the
maid 9beckoned as she spoke.
“Would you mind if I left you for a
minute? I suppose I must see him,” said
Laurie.
“Don’t mind me. I’m happy as a
cricket here,” answered Jo.
Laurie went away, and his guest
amused herself in her own way. She
was standing before a fine portrait
of the old gentleman when the
door opened again, and without
turning, she said decidedly,
“I’m sure now that I shouldn’t
be afraid of him, for he’s got
kind eyes, though his mouth
is 10grim, and he looks as
if he had a tremendous
will of his own. He isn’t
as handsome as my
grandfather, but I like
him.”
9
beckoned: make a gesture
with hand or head as to
tell someone to follow or
approach
10
grim:very serious
What do you think
will happen next? Why?
14
“Thank you, ma’am,” said a gruff
voice behind her, and there, to her
great dismay, stood old
Mr Laurence.
unexpectedly
15
“But you like me in spite of it?”
“Yes, I do, sir.”
That answer pleased the old gentleman. He gave a short laugh, shook hands with her, and, putting
his finger under her chin, turned up her face, examined it gravely, and let it go, saying with a nod,
“You’ve got your grandfather’s spirit, if you haven’t his face. He was a fine man, my dear, but what is
better, he was a brave and an honest one, and I was proud to be his friend.”
“Thank you, sir,” And Jo was quite comfortable after that, for it suited her exactly.
“What have you been doing to this boy of mine?” was the next question, sharply put.
“Only trying to be neighbourly, sir.” And Jo told how her visit came about.
“You think he needs cheering up a bit, do you?”
“Yes, sir, he seems a little lonely, and young folks would do him good perhaps. We are only girls, but
we should be glad to help if we could,” said Jo eagerly.
“There’s the tea bell, we have it early on the boy’s account. Come down and go on being neighbourly.”
“If you’d like to have me, sir.”
Mr Laurence walked on, while Laurie went through a series of comic evolutions behind their backs,
which nearly produced an explosion of laughter from Jo.
The old gentleman did not say much as he drank his four cups of tea, but he watched the young
people, who soon chatted away like old friends, and the change in his grandson did not escape him.
There was colour, light, and life in the boy’s face now, vivacity in his manner, and genuine merriment
in his laugh.
“She’s right, the lad is lonely. I’ll see what these little girls can do for him,” thought Mr Laurence,
as he looked and listened. He liked Jo, for her odd, blunt ways suited him, and she seemed to
understand the boy almost as well as if she had been one herself.
Will Mr Laurence allow Jo and Laurie to be friends and meet each other? Why do you think so?
When she finally made to leave, Mr Laurence said, “Well, I’m much obliged to you, and I hope you’ll
come again. My respects to your mother. Good night, Doctor Jo.”
At the door step, Laurie said, “John is going home with you, as I can’t.”
“No need of that. I am not a young lady, and it’s only a step. Take care of yourself, won’t you?”
“Yes, but you will come again, I hope?”
“If you promise to come and see us after you are well.”
“I will.”
“Good night, Laurie!”
“Good night, Jo, good night!”
-Adapted from Little Woman by Louisa May Alcott
16
Understanding
1. Answer the following questions briefly.
a. What was Jo doing when she saw Laurie?
b. Why did Jo decide to talk to Laurie?
c. “Here I am, bag and baggage.” What “bag and baggage” did Jo bring with her to Laurie’s house?
d. How did Jo describe Mr Lawrence?
e. What did Mr Lawrence realise when he saw Laurie talking with Jo?
3. Describe the characters in the organiser below. Also provide clues from the text that support
your description.
Characters Adjectives that define them Clues from the text that say so
Jo
Laurie
Mr Laurence
Vocabulary ϔ
He tied the rope to hold the boards together. She untied them as the work was done.
17
Using ‘un’ with a word changes the meaning of the word. ‘Un’ is a prefix since it attaches itself to the
front of a word and gives it a different meaning.
There are many prefixes in the English language. Let’s take a look at some of them and how they
change the meaning of a word.
Prefix Meaning of the prefix Word Prefix + Word
sophisticated unsophisticated
Write more words with each of the following prefixes. Also make a sentence with each word.
18
Practising Grammar Types and Position of Adverbs
Let’s Catch Up
Adverbs modify verbs, adjectives and other adverbs in sentences. They indicate manner, place, time,
frequency and degree of the words they modify.
2. Correct the incorrect adverbs in the following sentences and write them in the space
provided. If there is no correction required, put a cross in the blank. Underline the adverbs
the adverbs in sentence.
a. The wound is quite mild. ...............................................
b. Ishika behaves more gentle with her mother than with her father. ...............................................
c. Is your drink cold quite for you? ...............................................
d. One must feels safe enough to move alone in this town. ...............................................
e. You can see those mountains clear with my binoculars. ...............................................
f. Our team played energetic last Sunday. ...............................................
g. Western music often sounds different at first. ...............................................
h. You must tidy your room today. ...............................................
3. Rewrite the sentences after putting the adverbs in the correct position.
a. They were speaking softly yesterday in the room.
b. She worked in the garden hard last weekend.
c. He met his family in Delhi last Monday here.
d. The team played in the tournament very well.
e. The crowd loudly roared at half-time.
f. The lion attacked ferociously the deer.
19
Speaking Making Inferences
Get into pairs. Observe the given picture and discuss the following.
What do you think happened?
What is the girl doing? Why is she doing it?
What is the boy doing?
What else do you gather/understand from the picture?
Does it remind you of someone?
If you were in the girl’s place, would you have
done the same thing? Why?
Share your views with the class.
.........................................................................................
.........................................................................................
.........................................................................................
.........................................................................................
.........................................................................................
.........................................................................................
.........................................................................................
You can write how you are doing, ask the
receiver about his health. Then come to .........................................................................................
the purpose of writing the letter. .........................................................................................
.........................................................................................
The actual message you want to convey .........................................................................................
in your letter. .........................................................................................
.........................................................................................
20
Plug-In Commas
Commas serve two major purposes
21
Celebrating Poetry
0HQGLQJ:DOO
—Robert Frost
22
One on a side. It comes to little more:
23
Poem Appreciation
Answer the following questions.
a. What do you think is something that ‘doesn’t want the wall’?
b. Where is the wall? What happens to it time and again?
c. How does the speaker feel about the gaps in the wall?
d. Who initiates mending the wall and when?
e. What lines does the poet use that express humour?
f. Is there a practical purpose that the wall serves in the farms? Why do you say so?
g. What is the poet’s message in this poem?
h. What question does the poet have about the wall?
24
(QULFKPHQW
Language in Formal and Informal Letters
You’ve learnt to write letters in previous grades. Formal and Informal letters make use of different
language as they are meant for different purposes. State whether the expressions given below are used in
formal or informal letters.
Expressions Formal or informal letter
Thank you for sending me the details.
Bye for now.
I look forward to meeting you.
Thanks for your letter.
It was nice to hear from you.
Regards,
Yours sincerely,
Love,
I hope you are well.
I am writing to ask you for a favour.
If you have any queries, please feel free to contact me.
I must apologise for replying late.
How are you?
I am writing to request for the price list of books.
State whether the following features are used in formal or informal letters.
Features Formal or informal letter
begins with ‘Dear’
makes use of contractions
makes use of abbreviations
makes use of simple and short sentences
makes use of linkers, connectors, etc.
may use slang
is polite
has paragraphs
uses exclamation marks
ends with yours sincerely/yours faithfully
ends with love, your daughter/your son
ends with a signature
ends with a signature and a full name
25
2
EĂƌƌĂƟŶŐ
Nature a Crazy Dream
Speaking
Writing Poetry
Listening
ĂīŽĚŝůƐ
Plug-In
Possessive Reading
Vocabulary Apostrophe Subject-Verb
Agreement and
Enrichment Say it Right dƌĂŶƐĨŽƌŵĂƟŽŶ
Fact or Tone Groups of Sentences
Opinion and Pauses
Skill Grammar
Development
The world of nature is teeming with wondrous sights, curious beings and
Ǥ ǡǡ
time immemorial, been trying to understand and decode the mysteries of
nature. Whether it be myths that go back thousands of years or our modern
understanding of world, the more we observe nature the more we see that
everything is tremendously organised. Every being, from the tiniest of insects to
ǡǦϔ
other creatures. Let’s take a look at some of nature’s beings in this unit.
Getting Started
We share our planet with millions of different kinds of creatures. Some of them
are amazing, some astonishing, while others are strange to us!
Creepy Cockroach Facts!
For example:
I want to see an Arctic fox. “You are near a wildlife reserve,” said my brother.
When the subject is a noun phrase, identify the main noun of the phrase.
The verb will agree with the main noun of the noun phrase.
28
For example: Learning Link
The smellϐis so sweet. A compound
The crickets in the lawn are chirping loudly. noun has two or
more subjects
Agreement with two or more singular nouns: linked by either ...
or, neither ... nor,
Use a singular verb when the nouns denote only one thing or person. or, etc.
For example: Sandy, my dog, loves playing with me.
Use a plural verb when the nouns denote different things or people.
For example: My friend Rob and my dog Sandy love to play with me.
In the examples above, a simple sentence has been transformed into an exclamatory sentence.
This is called transformation of sentences.
Transformation Examples
assertive to exclamatory and vice versa This is a tiny spider. How tiny this spider is!
assertive to interrogative and vice versa That was a blue monkey. That was a blue monkey, wasn’t it?
affirmative to negative and vice versa We should stay away from wild animals.
We should not go near wild animals.
imperative to interrogative and vice Sit down.
versa Will you sit down?
29
Pre-reading
Identify the given creature.
Imagine if you could get the same ability as the creature in the picture.
In which situations would you want to use this unique ability of
yours? Put on your thinking hat and be as creative as you can. Discuss
your ideas in pairs and share them with the class.
Reading
Nothing to See Here!
What do you see in the picture? Nothing but a boring little 1twig, right? That’s what the twig
wants you to think! Because the twig is actually not a twig, it is a clever little insect. Do you see
it now? This slender creature is called the stick insect. It cleverly uses its body to 2imitate a twig
to hide from predators. This type of 3adaptation, with which an animal can
hide itself, is called camouflage.
Can you guess from where the stick insect got its name?
I’m Right Here!
The stick insect’s method is just one of many methods used by animals
to hide themselves. Some animals are coloured like their surroundings.
The Arctic fox is a great example of this method. It lives in extremely cold
environments, so to match the ice and snow,
it has a coat of thick, warm fur that is as white
as snow. This keeps it warm, allows it to easily
sneak up behind its prey and conceal itself
from predators such as grizzly bears and
wolves. Talk about a multipurpose tool!
Animals around the world have many more
astonishing tricks up their sleeves. An Arctic
fox’s camouflage works exceedingly well, but
it is limited to snowy areas. Some animals go
one step further and have the ability to change
their colour at will. Arctic fox
Chameleons are famous for this. But there’s
another animal that gives chameleons a run for their money when it comes
Stick insect
to changing its body colour. The cuttlefish can change its colour in under
a second! Not only that, it can change the texture of its skin to match its
surroundings. So a cuttlefish can change its colour and texture to match a
1
twig: a small branch of a tree or a plant that does not have roots
2
imitate: to copy
3
adaptation: an adjustment of an organ to suit one’s needs
30
rock, sand or sea plants. It does not stop How fast can a
here! A cuttlefish can also scare away cuttlefish change its
predators by suddenly creating bold colour? Is a chameleon
stripes on its skin, changing its colour, faster than a cuttlefish
and making itself look as big and when it comes to
4
threatening as possible. changing colour?
Stripes or Spots?
Another form of camouflage is seen in animals such as leopards Cuttlefish
and zebras. The patterns, spots and stripes on such animals help
them to confuse and 5distract predators. They make the outline of the animals’ bodies difficult
to identify. And against certain surroundings these stripes and spots make it difficult for
predators and prey to discover these animals. This method is known as disruptive colouration.
For instance, zebras, with their black and white stripes, are
very noticeable in the grasslands during the day. But during
the twilight hours, these stripes 6mimic and practically
become a part of the shadows of the surrounding tall
grasses. Predators like lions, which mainly hunt when the
sun is setting, have trouble locating zebras because of their
unusual pattern. Even some butterflies follow this method
to hide themselves. Comma butterflies have irregular wing
edges that make it harder to spot their outline. They also
have patterns on their wings that make them look like fallen
leaves.
Comma butterfly
Do distinct stripes help the zebra in any way? Do they
work throughout the day?
Nature’s Mimes
Mimicking other objects is yet another effective method of camouflage. The leafy sea dragon is
a prime example of this kind of camouflage. It has various leaf–like 7protrusions extending out
of its body. It uses these protrusions to make itself look like a sea plant and to swim faster.
Can you guess what a stonefish looks like? Chances
are you guessed it right! It looks like a stone or a rock
lying on the seabed. It lies comfortably on the sea bed
and keeps a lookout for tasty passers-by. The unlucky
creature that comes too close gets 8gobbled up in an
instant, after which the stonefish goes back to acting
like a harmless rock.
4
threatening: suggesting harm or danger Stonefish
5
distract: confuse or direct attention away from something
6
mimic: copy
7
protrusions: parts of the body that extend or stick out of the
surface
8
gobbled up: eaten very fast
31
Makeup Artists
Some animals are skilled makeup artists; they pick up things
from their surroundings and attach them to their bodies.
This method is called self-decoration. Animals such as
decorator crabs, octopuses and masked hunter bugs use this
method for 9concealment. Decorator crabs will pick up small
stones, pieces of seaweed, sea shells and small living organisms
and stick them on their shells. The masked hunter bug
similarly uses dust and other small particles to hide itself from
both prey and predator.
Decorator crab
Artful Plants
Plants are not too far behind when it comes to clever adaptations. There are many carnivorous
plants that eat other insects for nutrition. But plants cannot move, so how do they catch their
food? Let’s see how.
Some plants possess special leaves that have been adapted to lure and capture insects. Some
plants use colour, smell and sweet nectar to entice their victims.
In addition, some have sticky hairs that trap their lunch.
It’s a Trap!
This alien-like plant is probably the most famous carnivorous
plant. It is among the few plants that are capable of making rapid
movements. The Venus flytrap produces a sweet smelling nectar
to attract insects. Its trap is formed by a leaf that has two lobes
Venus flytrap
which are covered by trigger hairs. The moment a fly lands on a
leaf and disturbs the trigger hairs, the trap closes shut. The stiff lobes crush the insect, and at the
same time digestive juices inside the trap dissolve the insect.
A trap can only shut three to four times, after which it withers and dies.
The pitcher plant is another very intriguing being. Can you tell how it got its
name? It is a climber that has some leaves that look like pitchers. Different
pitcher plants have differently shaped pitchers, some attract insects with colours
while some use nectar. The attracted insects 10hover around the rim of the
pitcher, which is very slippery. If an insect sits on the rim, it easily falls inside
the pitcher. The inner walls of the pitcher are coated with a wax-like substance
making it more difficult for the insects to escape. Once an insect is inside a
Pitcher plant pitcher, it is dissolved by digestive juices that help the plant absorb nutrients.
Why is the Venus flytrap described as being alien-like?
32
that do not have body parts like big horns or sharp claws and teeth for their defence. On the other
hand camouflage, makes predators stay undetected and allows them to get closer to their meal.
Plants use adaptations in a completely different way. Unlike animals, who use adaptations to stay
undetected, plants use them to draw the attention of their prey. As they cannot move themselves,
they need their prey to come to them. They do not have teeth or claws to kill insects, so they have
evolved traps of their own.
Understanding
1. Answer the following questions briefly.
a. Cuttlefish are known as the ‘chameleons of the sea’? Do they deserve the name? What
other abilities do cuttlefish have?
b. Animals with prominent spots, stripes or other patterns on their bodies use them to
hide from other animals. How?
c. Name three animals that use self-decoration.
d. What does a leafy sea dragon use to deceive other animals? Do they have another use
for their adaptation?
4. Deduce the reason for these statements on the basis of your reading of the text.
What I wanted to What I have learnt
Statement What I already knew
know from the chapter
The Arctic fox’s
camouflage is
limited to snowy
areas.
Camouflage can be
used for both attack
and defence.
33
Vocabulary Forming Abstract Nouns
Nouns name people, places, animal and things. We can see or touch these. Nouns also name things
we cannot touch or see, such as, ideas, emotions, processes, states and qualities. These are called
abstract nouns.
For example:
Plants use nectar to draw the attention of their prey.
Some abstract nouns can be used as verbs as well.
There was no time. The athlete had to time his jump accurately.
That was a lie. I will not lie to my friends.
Abstract nouns can be formed from nouns, verbs and adjectives by adding suffixes.
Abstract Nouns from nouns:
Noun Abstract noun Noun Abstract noun Noun Abstract noun
brother brotherhood child childhood man manhood
friend friendship king kingship leader leadership
Abstract Nouns from verbs:
Verb Abstract noun Verb Abstract noun Verb Abstract noun
act action employ employment free freedom
invite invitation appear appearance laugh laughter
Abstract Nouns from adjectives:
Adjective Abstract noun Adjective Abstract noun Adjective Abstract noun
kind kindness able ability brave bravery
happy happiness honest honesty wise wisdom
2. Form abstract nouns from the words in the brackets to fill in the blanks.
The (a) ....................... (imitate) and (b) ....................... (observe) of various animals paved the way
for the (c) ....................... (develop) of the modern army camouflage. It is described as the use of
a (d) .......................(combine) of techniques to make (e) ....................... (conceal) of soldiers and
army equipment easier. In practice it means the (f) ....................... (apply) of colours, patterns and
34
materials to change to the (g) ....................... (appear) of men and equipment to make their
(h) ....................... (detect) difficult by enemy forces. The (i) ....................... (effective) of camouflage
greatly depends on (j) ....................... (move) as moving things are easier to spot against a still
background. The (k) ....................... (develop) of modern camouflage began around WWI. Since
then, it has come a long way. Camouflage has captured the (l) .......................(imagine) of fashion
designers and it has gained great (m) ....................... (popular).
35
e. How slender this insect is! (transform to assertive)
f. Isn’t that a stick insect? (transform to affirmative)
g. Let us not disturb the tiny thing. (transform to affirmative)
h. Will you put it down now? (transform to imperative)
Writing Story
In the Reading section, you read about various plants and animals. Imagine that you have been asked
to write a story for the Science Magazine that blends fact and fiction. You may choose any plant or
animal as the character. Remember, the story should entertain and at the same time, provide facts
about the chosen plant or animal.
Use the chart below to help you plan the story.
Title: Characters:
Which plant/animal What kind of character does the plant/animal
will be the lead have – good or bad? Which characteristics of the
character. Think of a chosen plant/animal will be a part of the story?
title according to the Who are its friends and enemies? List all the
features or qualities of characters of your story and write their features.
the character.
Setting:
Resolution: 'UHDP What is the natural environment of the
How is the problem chosen plant/animal? Plan the setting of
solved? What happens in your story using the environment.
the end?
36
Plug-In Possessive Apostrophe
The possessive apostrophe shows possession. It is used in the following ways:
With singular and collective nouns, we add an apostrophe and an ‘s’.
For example: father’s hat, the people’s decision
With plural nouns that end with an ‘s,’ we use the apostrophe without adding an s.
For example: the boys’ bats, trees’ leaves
With plural nouns that do not end in ‘s’, we add an apostrophe and ‘s’.
For example: children’s toys, women’s rights
In case of compound nouns, the possessive apostrophe is only used with the second noun.
For example: the apple trees’ fruit, daughter-in-law’s car, Amir and Ria’s friend
It is also used to talk about someone’s house or an institution.
For example: at the doctor’s, the dentist’s
Possessive pronouns never need an apostrophe.
For example: This pen is mine/her/his/our/their/yours.
The possessive adjective ‘its’ does not take an apostrophe.
For example: The tree is falling because its roots are weak.
1. Fill in the blanks using the possessive apostrophe.
a. .................................... (men) shoes are on the third floor.
b. Let’s go to .................................... (Smith) place.
c. .................................... and .................................... (Arjun-Geeta) school is just around the corner.
d. The .................................... (twins) parents are sitting downstairs.
e. The .................................... (Joneses) son is fond of cooking.
f. We will meet at .................................... (Ravi son-in-law) place.
g. The .................................... (railway engine) whistle woke me up.
2. Put an apostrophe wherever needed in these sentences. Some sentences may not
need an apostrophe.
a. I told them I was at the doctors.
b. This is Biswas new bike, which he bought on New Years Eve.
c. The car is cold because its heater does not work.
d. All the visitors passes are in the back of the van.
e. Please keep clear of the swimming pools edge.
f. The childrens room is at the other end if the building.
g. This ball is his, not hers.
37
Celebrating Poetry
'DIIRGLOV
—William Wordsworth
I wandered lonely as a cloud
That floats on high o’er 1vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in 2sprightly dance.
The waves beside them danced, but they
Out-did the sparkling waves in glee:
A poet could not be but gay,
In such a 3jocund company:
I gazed and gazed but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in 4pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
1
vales: valley
2
sprightly: energetic; vigorous
3
jocund: cheerful and light
hearted
4
pensive: engaged in serious
thought
38
Poem Appreciation
1. Answer the following questions.
a. What does the speaker mean when he says, “I wandered lonely as a cloud”? What was he
doing at the time?
b. What idea does the speaker convey when he compares the daffodils with stars?
c. How does the speaker feel on seeing the sight? Point out words that hint at the speaker’s
feelings.
d. Did the speaker ever forget the sight of the daffodils? What effect did it have on the speaker?
2. Reference to context.
The waves beside them danced, but they
Out-did the sparkling waves in glee:
A poet could not be but gay,
In such a jocund company:
I gazed and gazed but little thought
What wealth the show to me had brought:
a. Who or what is “they” in the above lines?
b. Why does the speaker say: “A poet could not be but gay/In such a jocund company”? Does
being a poet make the sight of the daffodils more special? Why or why not?
c. What wealth is the speaker talking about in the poem?
39
(QULFKPHQW
Fact or Opinion
The information piece that we read earlier in the unit states that cuttlefish give chameleons a run
for their money when it comes to changing colour. Do you think this is a true statement? Can it
be proven? Of course, not! The statement is not entirely true, it is based on someone’s personal
opinions. As prudent readers, we must be able to tell facts from personal opinions.
Advertisers often present opinions as facts to persuade their readers to believe their opinions. They
use exaggeration, adverbials and intensifiers to describe their product and overstate its qualities.
Read an advertisement for a scuba diving resort. Then write down the facts it mentions in the space
provided.
Here’s your opportunity to get away from the crowds! The Sea Wanderers lies in India’s quietest,
cleanest and most sought after places, the Kadmath Island. Our diving spots have an extremely
fascinating treasure chest of marine wildlife. You can see shoals of barracudas, countless tiny fish
nibbling at food between coral reefs, sea cucumbers, blue tangs, butterfly fish, surgeonfish, and
flame angelfish swimming around, while the cheerful clown fish play amidst phosphorescent
corals. This is, in all rights, the best place to see these animals in all their glory. Our highly
trained and very experienced diving instructors make sure you have an unforgettable experience.
This is why the Sea Wanderers is the most successful scuba diving resort in Asia. It entertains five
thousand guests every year.
Facts:
................................................................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................
................................................................................................................................................................................
40
3
Humorous
Humour Role Play
Speaking
Listen for
Dialogue Main ideas
Poetry Listening
Writing
The Duel
Phrasal Verbs
Fiction
Plug-In Uncle Podger
Vocabulary Dash ( ) Hangs a
Picture
Reported
Reading
Skill Speech
Development
Enrichment Say it Right
Gathering Different Sounds
Information of ‘ough’ Grammar
from the
Internet
Everyone likes to laugh. But, there has to be something funny to make one
laugh, isn’t it? Sometimes what could be funny for somebody may not be so
for someone else. In this unit we talk about fun, mischief and much more.
Getting Started
Look at these pictures. Which one is the funniest? What is so funny about it?
41
8QFOH3RGJHU
+DQJVD3LFWXUH
Listening
Read the following conversation.
Can you tell what the ‘main idea’ of the above conversation is?
The main idea is the central idea of a topic, conversation or a text. We often add supporting details
which may include descriptions, details, feelings, confusions, plans and so on.
Listen to the story attentively and make notes of all the information you found important. Use
the following table to segregate main ideas and supporting details.
Main Idea Supporting Details
42
Say it Right Different Sounds of ‘ough’
Did you know some suffixes can have different pronunciations?
Let’s check out how ‘ough’ sounds in different words.
Write the words in the correct columns according to their pronunciation. Put a cross if there is
no word with the same pronunciation.
43
Direct Speech Reported Speech
Can Could
My mother can teach four foreign She said that her mother could teach four foreign
languages. languages.
Will Would
Will you stack the books away? She asked if we would stack the books away.
Pre-reading
An idiom is a common, fixed expression of a special kind. You cannot always work out the
meaning of an idiom by adding together the meanings of the individual words.
We often say that it’s raining cats and dogs.
Well, how could it rain cats and dogs! Isn’t it funny to
think that there’s no use of cats and dogs when we want to
say it is raining heavily!
Some of such amusing idioms are:
a storm in a teacup
dead as a doornail
when chickens have teeth
cat got your tongue
Discuss these funny idioms and their meanings in the class.
44
Reading
The following is an excerpt from ‘Three Men in a Boat’ by Jerome Everyone has been
K. Jerome. Read and enjoy the story. employed to hang the
picture. What does this
ou never saw such a 1commotion up and down a house, in all
< your life, as when my Uncle Podger undertook to do a job. A
picture would have come home from the frame-maker’s, and
be standing in the dining-room, waiting to be put up; and Aunt Podger
tell you about the picture?
would ask what was to be done with it, and Uncle Podger would say, “Oh,
you leave that to me. Don’t you, any of you, worry yourselves about that.
I’ll do all that.”
1
commotion: a state which
is noisy and confusing
And then he would take off his coat, and begin. He would send the girl
out for six penny worth of nails, and then one of the boys after her to tell
her what size to get; and, from that, he would gradually work down, and
Who are the ‘six’
start the whole house. Uncle Podger is talking
“Now you go and get me my hammer, Will,” he would shout; “and you about?
bring me the rule, Tom; and I shall want the step-ladder, and I had better
have a kitchen-chair, too; and, Jim! You run round to Mr Goggles, and
tell him, ‘Pa’s kind regards, and hopes his leg’s better; and will he lend
him his spirit-level?’ And don’t you go, Maria, because I shall want
somebody to hold me the light; and when the girl comes back, she must
go out again for a bit of picture-cord; and Tom!—where’s Tom?—Tom,
you come here; I shall want you to hand me up the picture.”
And then he would lift up the picture, and drop it, and it
would come out of the frame, and he would try to save the
glass, and cut himself; and then he would spring round the
room, looking for his handkerchief. He could not find his
handkerchief, because it was in the pocket of the coat he
had taken off, and he did not know where he had put the
coat, and all the house had to leave off looking for his tools,
and start looking for his coat; while he would dance round
and hinder them.
“Doesn’t anybody in the whole house know where my coat
is? I never came across such a set in all my life—upon my
word I didn’t. Six of you!—and you can’t find a coat that I
put down not five minutes ago! Well, of all the—”
Then he’d get up, and find that he had been sitting on it, and
would call out: “Oh, you can give it up! I’ve found it myself
now. Might just as well ask the cat to find anything as expect
you people to find it.”
45
And, when half an hour had been spent in tying up his finger, and a new
glass had been got, and the tools, and the ladder, and the chair, and the
candle had been brought, he would have another go, the whole family,
including the girl and the 2charwoman, standing round in a semi-circle,
ready to help. Two people would have to hold the chair, and a third
would help him up on it, and hold him there, and a fourth would hand
him a nail, and a fifth would pass him up the hammer, and he would take
hold of the nail, and drop it.
“There!” he would say, in an injured tone, “now the nail’s gone.” And
we would all have to go down on our knees and 3grovel for it, while he
would stand on the chair, and grunt, and want to know if he was to be
2
charwoman: woman kept there all the evening.
employed as a cleaner
3
grovel: crawl or lie on The nail would be found at last, but by that time he would have lost the
the ground with face hammer.
downwards
“Where’s the hammer? What did I do with the hammer? Great heavens!
Seven of you, gaping round there, and you don’t know what I did with
the hammer!”
We would find the hammer for him, and then he would have
lost sight of the mark he had made on the wall, where the
nail was to go in, and each of us had to get up on the chair,
beside him, and see if we could find it; and we would
each discover it in a different place, and he would call
us all fools, one after another, and tell us to get down.
And he would take the rule, and re-measure, and
find that he wanted half thirty-one and three-
eighths inches from the corner, and would try
to do it in his head, and go mad.
And we would all try to do it in our heads,
and all arrive at different results, and sneer
at one another. And in the general row, the
original number would be forgotten, and
Uncle Podger would have to measure it again.
He would use a bit of string this time, and at
the critical moment, when the old fool was
leaning over the chair at an angle of forty-
five, and trying to reach a point three inches
beyond what was possible for him to reach,
the string would slip, and down he would
slide on to the piano, a really fine musical
effect being produced by the suddenness with
which his head and body struck all the notes
at the same time.
Who is the old fool? Why is he called so?
46
And Aunt Maria would say that she would not allow the children to
stand round and hear such language. At last, Uncle Podger would get the wretched: unhappy
4
spot fixed again, and put the point of the nail on it with his left hand, and
take the hammer in his right hand. And, with the first blow, he would
smash his thumb, and drop the hammer, with a yell, on somebody’s
toes.
Aunt Maria would mildly observe that, next time Uncle Podger
was going to hammer a nail into the wall, she hoped he’d let
her know in time, so that she could make arrangements to go
and spend a week with her mother while it was being done.
“Oh! You women, you make such a fuss over everything,”
Uncle Podger would reply, picking himself up. “Why, I like
doing a little job of this sort.”
And then he would have another try, and, at the second
blow, the nail would go clean through the plaster,
and half the hammer after it, and Uncle Podger be
precipitated against the wall with force nearly sufficient
to flatten his nose. Then we had to find the rule and
the string again, and a new hole was made; and, about
midnight, the picture would be up – very crooked and
insecure, the wall for yards round looking as if it had
been smoothed down with a rake, and everybody
dead beat and 4wretched – except Uncle Podger.
“There you are,” he would say, stepping heavily
off the chair on to the charwoman’s corns, and
surveying the mess he had made with evident
pride. “Why, some people would have had a man in
to do a little thing like that!”
-Adapted from Three Men in a Boat by Jerome K Jerome
Understanding
1. Reference to Context:
a. “... Seven of you, gaping round there, and you don’t know what I did with the hammer!”
i. Who said these words?
ii. Who are the ‘seven’ mentioned here?
iii. What is the situation?
b. “And we would all try to do it in our heads, and all arrive at different results, and sneer at one
another.”
i. Who does “we” refer to?
ii. What would they all try to do? Why?
iii. Why would they sneer at one another?
47
c. “... everybody dead beat and wretched ...”
i. Who is ‘everybody’?
ii. Why were they dead beat and wretched?
2. State whether you agree or disagree with the following sentences by giving appropriate reason.
a. Uncle Podger was short-tempered but not cruel.
b. Aunt Maria did not stop Uncle Podger from hanging the picture, but she knew he would
make a mess of it.
c. The children respected and feared Uncle Podger.
6. Use the following table to write the character sketch of Uncle Podger.
48
Vocabulary Phrasal Verbs
Phrasal verbs are a combination of a verb and a preposition or an adverb. The meaning of a
phrasal verb is different from the meanings of the words it is made of.
calm down to stop being over excited or It was not easy to calm Jacob down when he was
angry cheated.
drive off to force someone/something to The police officers drove off the unruly crowd.
go away
3. Check if the following sentences in reported speech are correct or not. Also, correct the
incorrect ones.
a. Jessica: He works at the hospital.
Reported: Jessica said that he works at the hospital.
b. Kriti: I was waiting for Rini when the bus arrived.
Reported: Kriti said that she had been waiting for Rini when the bus arrived.
c. Manisha: He hasn’t eaten his meal.
Reported: Manisha said that he hadn’t eaten his meal.
d. Krish: Kanika will come later.
Reported: He said that Kanika will come later.
e. Sandhya: You should go to bed early.
Reported: Sandhya said that I should go to bed early.
f. Lakshmi: I haven’t eaten dimsums before.
Reported: Lakshmi said that she hadn’t eaten dimsums before.
50
Writing Dialogue Writing
After Aunt Maria complained about the mess that Uncle Podger created when he hung the picture
on the wall, Uncle Podger announced that he would clean the room himself.
What will happen when Uncle Podger cleans the room all by himself? Work in pairs and extend
the story in the form of a dialogue between Uncle Podger and Aunt Maria. Work in pairs and
write a conversation.
Helping Hand
Extend the given beginning in a story format.
Convert the extended story into a dialogue.
Edit your draft for any grammatical and spelling errors.
The 1gingham dog and the 2calico cat The gingham dog went “Bow-wow-wow!”
Side by side on the table sat; And the calico cat replied “Mee-ow!”
‘T was half-past twelve, and (what do you think!) The air was littered, an hour or so,
Nor one nor t’ other had slept a wink! With bits of gingham and calico,
The old Dutch clock and the Chinese plate
While the old Dutch clock in the chimney-place
Appeared to know as sure as fate
Up with its hands before its face,
There was going to be a terrible spat.
For it always dreaded a family row!
(I wasn’t there; I simply state
(Now mind: I’m only telling you
What was told to me by the Chinese plate!)
What the old Dutch clock declares is true!)
1
gingham: a cloth with a pattern of white and coloured squares
2
calico: a type of cotton cloth
52
The Chinese plate looked very blue,
And wailed, “Oh, dear! what shall we do!”
But the gingham dog and the calico cat
3
Wallowed this way and tumbled that,
Employing every tooth and claw
In the awfullest way you ever saw—
And, oh! how the gingham and calico flew!
(Don’t 4fancy I exaggerate—
I got my news from the Chinese plate!)
fancy: think
4
53
Poem Appreciation
1. Answer the following questions.
a. Look at the title of the poem. Does it give the readers any clues to guess what this poem is
about? How does the title make the poem funny?
b. Did the narrator witness ‘the duel’? How do you know? Write the lines that led you to the
answer.
c. The narrator directly addresses the readers in the poem. What effect does this have on the
mood and tone of the poem?
d. The dog and the cat get into a fight for no apparent reason, and by the end of the poem they
eat each other up. Do you think that the poet wanted the readers to think about a lesson or
was this just to add comic effect to the poem?
2. Reference to context.
a. ‘T was half-past twelve, and (what do you think!)
Nor one nor t’ other had slept a wink!
The old Dutch clock and the Chinese plate
Appeared to know as sure as fate
i. Who does the narrator refer to when he says, “Nor one nor t’ other had slept a wink!”?
ii. What did the Dutch clock and the Chinese plate appear to know? Does the narrator
mention how they got to know about it?
1. Does the poet use personification in the poem? Name the characters that are
personified.
2. Where does the poet employ alliteration in the poem?
3. Write down the rhyme scheme of the poem.
4. Write down the onomatopoeic words used in the poem.
54
(QULFKPHQW
Work in pairs to check the meanings of the idioms you’ve read and written earlier in the unit.
Also, look for sentences in which these idioms have been used.
55
4
Making a
Fantasy ŽŶǀĞƌƐĂƟŽŶ
Speaking
Listen to Classify
ŽŵƉŽƐŝƟŽŶ
tŽƌĚdƌĂŶƐĨŽƌŵĂƟŽŶ
Narrative
Poem
Plug-In
The Walrus and
Vocabulary Use of Foreign
the Carpenter
Words in English
Language
Types of
Phrases Reading
Skill
Development
Enrichment Say it Right
Facial /ŶƚŽŶĂƟŽŶŝŶ
Expressions YƵĞƐƟŽŶdĂŐƐ Grammar
Getting Started
Characters in fantasies tend to have different powers, whether
magical or otherwise. If you get to be the protagonist of a
fantasy book:
1. What character would you choose to be? Would it be a
person or an animal?
2. What one magical power would you like to possess? Why?
3. How would having this power change your life?
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The :DOUXV and
the &DUSHQWHU
Listening
Listen to the sentences and classify them as real or fantasy. Write them in the appropriate column.
Real Fantasy
This chunk is said in a low pitch. This chunk is said in a higher pitch.
This chunk is said in a high pitch. This chunk is said in a lower pitch.
I was happy to meet the new basketball champion. object of the sentence
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Adjective Phrase
An adjective phrase is a set of words that does the work of an adjective and describes a noun. An
adjective phrase must be placed near the noun it describes.
For example:
The Arctic fox has a coat as white as snow. describes the Arctic fox
A man wearing a long black coat stole the ring. describes the man
An adjective phrase may also consist of two or more adjectives.
The tall, dark and handsome man is an actor. describes the actor
Adverb Phrase
An adverb phrase is a set of words that take the place of an adverb.
For example:
The child kicked the ball out of the field. tells us where
Pre-reading
It can be fun to trick people! Have you ever pretended to forget your friend’s/family member’s
birthday and kept a surprise party for them? It is so much fun, isn’t it?
Not all tricks are so much fun.
Form groups and discuss what types of tricks are harmless and fun, and what types of tricks can
be harmful and turn unpleasant. Write your opinions and ideas in the following table.
Fun and Harmless Tricks Awful and Harmful Tricks
In ‘The Walrus and the Carpenter’, we see how easy it is to be fooled into doing something unwise.
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Reading
he sun was shining on the sea,
7 Shining with all his might:
He did his very best to make
The 1billows smooth and bright –
And this was odd, because it was
The middle of the night.
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“O Oysters, come and walk with us!”
Why do you The Walrus did 3beseech.
think the Carpenter
shed a bitter tear? “A pleasant walk, a pleasant talk,
Along the 4briny beach:
We cannot do with more than four,
To give a hand to each.”
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“The time has come,” the Walrus said,
“To talk of many things:
Of shoes – and ships – and sealing – wax –
Of cabbages – and kings –
And why the sea is boiling hot –
And whether pigs have wings.”
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“It seems a shame,” the Walrus said,
“To play them such a trick.
After we’ve brought them out so far,
And made them trot so quick!”
The Carpenter said nothing but
“The butter’s spread too thick!”
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Poem Appreciation
1. Answer the following questions.
a. Why was the moon shinning sulkily?
b. How did the Walrus and the Carpenter trick the Oysters? Was it a harmless trick or a harmful
one? Why?
c. How do the Oysters respond to the Walrus’ request?
d. What does the eldest Oyster do in the poem?
e. How do the Oysters react when the Walrus says that it is time to eat?
f. The Walrus and the Carpenter are polite yet dishonest. Explain how they show both traits.
Include three details from the poem to support your response.
2. Reference to context.
a. “It’s very rude of him,” she said,
“To come and spoil the fun!”
i. Who are referred as “him” and “she”?
ii. Why does “she” think that “he(him)” is rude?
iii. Which poetic device is used in these lines? Explain briefly.
b. “But wait a bit,” the Oysters cried,
“Before we have our chat;
For some of us are out of breath,
And all of us are fat!”
“No hurry!” said the Carpenter.
They thanked him much for that.
i. What is this “chat” about? Mention the topics that were to be discussed in this “chat”.
ii. Why are they “out of breath”?
iii. Was the Carpenter courteous enough to be thanked? Why?
3. Write the details of the events, the setting and the characters in the given table.
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4. Think and answer.
a. What do you think the poet might advise young people to do to avoid being tricked? Use
evidence from the poem to support your answer.
b. What group of people does the Walrus and the Carpenter represent? How are such people
harmful to the society? Explain.
c. Consider the Oysters. Were they innocent enough to be deceived; or were they blinded by
their fantasy to experience something different and became ignorant of the reality? Support
your answer with valid reasons.
d. Do you think the Walrus was really sad at the end of the poem? Explain your answer.
Note: With anthropomorphism, the object or animal is actually doing something human.
With personification, the object or animal just seems like it’s doing something human.
The Carpenter is the only actual human being in ‘The Walrus and the Carpenter’ but the poem
is peopled with a number of personified and anthropomorphised characters.
The Walrus is anthropomorphised or entirely humanised. He walks, talks, cries, and schemes.
Whereas, the sun is personified as a “he” whose act of shining is described as a wilful act of
strength.
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Some more examples:
It has been ages since I had a bowl of I haven’t had a bowl of chocolate ice cream
chocolate ice cream. for a very long time.
The match is still going on. The match hasn’t finished yet.
1. In the following exercise, complete the second sentence so that it is similar in meaning to the
first sentence. Use the words in brackets.
a. Honestly, I don’t mind where we go for our school picnic. (matter)
Honestly, ................................................................................ me where we go for our school picnic.
b. There will be no more underground water available in this area by 2030. (run)
The underground water supplies in this area ................................................................................ by
the year 2030.
c. “Did you see Togo, my pet dog?” Maria said to Peter. (asked)
Maria ................................................................................ had seen Togo, her pet dog.
d. I was really bored by the film last night. (found)
I ................................................................................ last night.
e. It was a mistake not to participate in the competition. (wish)
I ................................................................................ in the competition.
2. Write new sentences for the following ones without changing their meaning:
Let’s Catch Up
Types of Phrases: Noun Phrase, Adjective Phrase, Adverbial Phrase and Prepositional Phrase
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Writing Composition
Apart from being entertaining and engaging, fantasy stories play an educative role as well. They
can be a subtle way of telling us about certain realities of life. The narrative of the Walrus and the
Carpenter illustrates gullibility and deceit, leaving a lesson to be learnt for its readers.
Think of an incident that taught you a lesson. Write a composition titled, ‘An Important Lesson
That I learnt’. Use the following table to plan your composition.
An Important Lesson That I Learnt
The lesson What happened How it influenced you: Its effect on your future behaviour:
Para 1: Detailed
description of the event -
what happened, who did
what, etc.
Para 2: Personal thoughts
and feelings about the event
and lesson learnt.
Para 3: Say how it changed
your life.
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Plug-In Use of Foreign Words in English Language
There are several words from other languages like Latin and French that are used in the English
language. Such words are used so naturally that they have become a part of the English language.
For example:
Latin words, meaning ‘for a year’
The subscription costs rupees 500 per annum. Latin word, meaning ‘as a whole’
You should use some ideas from the proposal rather than rejecting it in toto.
This restaurant is popular for its haute cuisine. French words, meaning ‘high-quality cooking’
The song was so good that the audience asked for an encore.
French word, meaning ‘again’
The following table has more examples of foreign words used in the English language:
Word/phrase Origin Meaning
esprit de corps French feeling of pride and loyalty among a group of members
fait accompli French something that has been decided and cannot be changed
in absentia Latin not present
in loco parentis Latin in the place of a parent
in situ Latin in the original
inter alia Latin among other things
cul-de-sac French a road or a street that is closed at one end
Read the following foreign words. Write the meaning of each word. Also write its origin.
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Learning Text Styles Poetry
What is poetry?
Poetry is the richest part of language. Poems sketch vivid descriptions and express feelings. Poems
are written for all reasons and all seasons. Some poems describe objects; others tell about events that
happened. Some poems explain while others teach a lesson. People write poems to present an opinion
and some to tell a story.
Poems have a variety of writing styles depending upon:
number of words rhyming pattern, number of lines the number of
in each line if any in each poem syllables in each line
The Language of Poetry
Simile
A simile compares a similar quality in two different things using ‘like’ or ‘as’.
For example: as light as a feather, fight like cats and dogs
Metaphor
A metaphor compares without using ‘like’ or ‘as’.
For example: all the world’s a stage, she is a night owl
Personification
Personification describes non living and non human things as if they were human.
For example: daffodils dancing in the wind; The grey eyed morning smiles
Onomatopoeia
These are words which sound like the noise they describe.
For example: boom, hiss
Alliteration
Alliteration is the repetition of the same letter or sound in the beginning of closely placed words.
For example: the furrow followed free; Lay like a load
Assonance
It is the repetition of the same vowel (sound).
For example: Hear the mellow wedding bells; If I bleat when I speak it’s because I just got ... fleeced.
Rhyme
A rhyme is when words have similar sound.
For example: red-bed, grew-view, found-round, etc.
Rhythm
Rhythm is the pattern of sound made by stressed and unstressed syllables in each line. For example
When I do count the clock that tells the time
da Dum da Dum da Dum da Dum da Dum
Free Verse
Free verse is a form of poetry that has no rhyme and no consistent rhythm.
Come slowly, Eden
Lips unused to thee.
Bashful, sip thy jasmines,
As the fainting bee.
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Parts of a Poem
Structure of a Poem
Structure Language
features
title The Fly
How large to the tiny fly different nouns
topic
Must little things appear! - are used to make
A rosebud like a feather bed, comparisons
Its prickle like a spear;
use of adjectives of
A dewdrop like a looking-glass, quality to describe
regular rhyming A hair like golden wire; nouns
pattern
The smallest grain of mustard-seed
similes
As fierce as coals of fire;
metaphors
A loaf of bread, a lofty hill;
poem written in 3
stanzas
A wasp, a cruel leopard; punctuation: first letter
And specks of salt as bright to see capitalised in every line,
As lambkins to a shepherd. commas for pauses, semi
colons for longer pauses and
—Walter de la Mare a full stop to end a sentence
Now write a poem of your own using the features and elements you read above.
Before you begin, think of a subject or topic you want to write about. You can write about an
animal, a person, a season, a story or anything else you like.
Give a title to the poem based on the topic.
Try to incorporate as many elements and language features of poetry as you can.
Don’t forget to punctuate the poem correctly.
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Facial Expressions
Our expressions can convey as much or even more information than the words we use.
This is why we should maintain the appropriate facial expressions so that others do not
misunderstand us.
Study these pictures below and discuss what emotions they display.
1. Form two groups, take turns and make the expressions listed in the following table.
The other group guesses the meaning of the expression. Also, pen down the meaning
of all the expressions made in the given table:
2. Form two groups and take turns. A member of the group thinks of a situation and uses
facial expressions to show how he/she would feel in that situation. The rest of the group
members must guess what the situation is.
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