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Udita GangulyUsha Pisharody
Coursebook 3
Coursebook 5
AcknowledgementsAll products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Headword Publishing Company Pvt. Ltd: 2015, 2018, 2020First published 2015Second Edition 2018Third Edition 2020 Second impression 2020
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
ISBN: 978-93-88884-40-2
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Typeset in Adobe Caslon ProPrinted in India at Rahul Print ‘O’Pack, Okhla Indl. Area
All suggested use of the internet should be under adult supervision.
PrefaceNew Stepping Stone 1 to 8 is a three-book course that includes a Coursebook, a Workbook and a Literature Reader, which cover all aspects of the language-learning process. The series has been developed for the 21st century learner, whose needs transcend the mere acquisition of the LSRW skills and the subskills of language learning.
The course has been comprehensively revised on the basis of user feedback and the latest recommendations of the Draft National Education Policy 2019. The Preparatory Stage comprises three years of education, building on the activity and discovery-based learning style of the Foundational Stage, but also gradually beginning to incorporate aspects of more formal classroom learning. This stage will help lay the groundwork across all subjects. It calls for the incorporation of skills that will enhance holistic development, including a focus on 21st century skills such as critical thinking, creativity, scientific temper, communication, collaboration, problem solving, values, social responsibility and digital literacy.
The course incorporates the spirit of the National Curriculum Framework.
The recommendations of the Draft NEP 2019 are visible in the following revised features of the course:
• Reduction in the content so as to focus on the key concepts and skills
• A holistic approach that encourages discussion, analysis, inference, creativity, collaboration and exploration
• Inclusion of tasks and activities that promote experiential learning
• Inclusion of India-centred material that exposes learners to Indian writers and literature, stories, fables, folk tales and situations to foster a sense of identity and pride
• Inclusion of integrated projects to encourage a multidisciplinary approach
• Activities like puzzles, mazes, language games, word searches, etc. that make learning fun and lead away from rote learning
• Incorporation of specially-designed tasks integrated with the content that promote ethical and moral awareness and social responsibility through reasoning and discussion
• Inclusion of art education as an integral part of the core curriculum that allows learners to express and explore their creativity and imagination
• Tasks and exercises that provide scope for formative assessment through the year, facilitating a smooth transaction between the teacher and the taught
The Coursebook
The Coursebook follows a theme-based approach with focus on a wide range of learning experiences to suit various learners. It encourages a great deal of application of the language that facilitates independent study, classroom use or group work.
It exposes the learners to the use of language within a real communicative context. It also sensitises them to literature from different eras and hones their interpretative skills through negotiating multi-genre texts such as fiction, poetry, drama, autobiography, biography, travelogues, interviews, etc.
The Teacher’s Resource Components
The components of the teacher’s resource material facilitate the teaching-learning process. Besides offering learning outcomes, comprehensive lesson plans, worksheets, answer keys and suggested responses from learners, they also offer practical guidance on how to connect with students in meaningful ways.
The accompanying digital resource is designed to complement the teaching-learning process in today’s fast-evolving digital age. It consists of
• an e-book, which serves as an interactive virtual coursebook
• a user-friendly test generator, which will aid teachers in assessing the learning of students, also allowing them the freedom to personalise the content
• audio recordings of prose and verse selections by professional voice-over artistes to expose young learners to the nuances of the language, including correct pronunciation, intonation and diction
• animations, interactive exercises, printable worksheets, lesson plans and features such as highlight, zoom in–zoom out, etc.
These features make this digital resource the perfect tool to reap the benefits of blended learning.
Overall, this three-book course endeavours to train learners to
• attain basic proficiency for meaningful communication through an integrated approach to the teaching–learning process
• acquire the skills and subskills of listening, speaking, reading, writing and thinking in an integrated manner
• communicate accurately, appropriately and effectively by using a wide-ranging vocabulary
• use grammar, spelling and punctuation appropriately
• enjoy and appreciate a variety of language/literary styles
• communicate with a variety of audience through writing and/or speaking and develop interpersonal communication skills
• develop Higher Order Thinking Skills (HOTS) and whet their critical thinking ability
New Stepping Stone provides exposure to learning in meaningful contexts. In the process, it moves away from rigid lesson-planning to planning and designing activities that suit learners and challenge them to think and try out what they are learning. We hope to provide a rich experience to both learners and educators and hope they will enjoy the course and provide us with valuable feedback.
Contents 1. Sir Smasham Uppe — E. V. Rieu 11
2. The Puddle Monster — Ranjit Lal 15
3. Dear Mum — Brian Patten 25
4. The Story of Doctor Dolittle — Hugh Lofting 29
5. The Boy Who Flew Too High — A Greek myth 39
6. The Bean-Stalk — Edna St. Vincent Millay 48
7. The Story of Sadako Sasaki — Based on facts 53
8. Mister Fly — Thomas Miller 62
9. Sinbad the Sailor — The Arabian Nights 65
10. How the Little Kite Learned to Fly — Katherine Pyle 76
11. A Boy Who Knew Not Fear — Dr Orison Swett Marden 79
12. The Story of Panna Dai — A Rajasthani legend 89
13. Ten Tall Oak Trees — Richard Edwards 97
14. Flames in the Forest — Ruskin Bond 101
15. How Lightning Was Made — A Khasi folk tale 111
16. The Tempest — William Shakespeare 118
Listening Texts 128
Key Features
Key Features
Selections
include writings (both prose and poetry) spread across centuries—both classic and contemporary— by Indian and international writers and covering various genres
Before You Read
introduces the learners to the theme of a chapter by using thematic activities that also assess pre-knowledge
expose the students to the more formal areas of the language using context-based examples and to-the-point explanations
contributes towards the development of skills such as evaluating, drawing inference, reading between the lines and exploring the text within a given context
Comprehension
helps students learn and explore new words and their usage in a particular context
Vocabulary
Grammar and Study Skills
Key Features
Key Features
Course Package
Coursebook Workbook Literature Reader Digital Resource for Teachers Teacher’s Resource Book with Comprehensive Lesson Plans, Suggested Readings and Answer Keys Components of the
Digital Resource for Teachers flip book
test generator
animations
audio recording
interactive exercises
lesson plans
worksheets
answer keys
Cross-curricular Learning CC
is integrated in the course to encourage a multidisciplinary approach
offer a variety of recommended listening and speaking tasks to help prepare the students to communicate in the formal as well as the non-formal areas of life
focuses on recommended task-types that will help sharpen the students’ writing skills
Writing
Listening and Speaking
are important concepts that have been integrated and linked thematically to the selections and are tested through the tasks in the chapters
Life Skills and Values
LS VB
Icons Used in the BookThe following icons have been used in the book.
art integration animation interactive activity audio
Det
aile
d C
onte
nts
Cha
pter
Com
preh
ensio
nVo
cabu
lary
Gra
mm
arSt
udy S
kills
List
enin
gSp
eaki
ngW
ritin
gA
ctiv
ity/
Proj
ect
1.
Sir S
mas
ham
Upp
e (p
oem
) Th
eme:
Hum
our
• Fi
B•
fact
ual q
uesti
ons
• po
em ap
prec
iatio
n 2
. T
he P
uddl
e Mon
ster
(shor
t sto
ry)
Them
e: H
umou
r
• M
CQ
s•
fact
ual q
uesti
ons
• RT
Cs
• in
fere
ntia
l que
stion
s
anto
nym
ssu
bjec
t and
pr
edica
te•
sylla
ble
brea
k•
stres
sed
sylla
ble
fill i
n th
e bl
anks
conv
ersa
tion
diar
y en
try
3.
Dea
r Mum
(p
oem
) Th
eme:
Ado
lesce
nce
• T
or F
• fa
ctua
l que
stion
s•
poem
appr
ecia
tion
4.
The
Sto
ry o
f Doc
tor
Dol
ittle
(shor
t sto
ry)
Them
e: C
arin
g fo
r an
imals
• M
CQ
s•
fact
ual q
uesti
ons
• RT
Cs
• in
fere
ntia
l que
stion
s
word
s in
cont
ext
kind
s of
sent
ence
son
e wor
d,
diffe
rent
par
ts of
spee
ch
true o
r fa
lseex
pres
sing
view
sin
form
al let
ter
5.
The
Boy
Who
Fle
w To
o H
igh
(myt
h)
Them
e: O
bedi
ence
• T
or F
• fa
ctua
l que
stion
s•
RTC
s•
infe
rent
ial q
uesti
ons
pref
ixes
and
suffi
xes
• sim
ple t
ense
s•
cont
inuo
us
tens
es
collo
catio
nstru
e or
false
role
play
poet
ry
6.
The B
ean-
Stal
k (po
em)
Them
e: A
dven
ture
an
d Im
agin
atio
n
• RT
Cs
• fa
ctua
l que
stion
s•
poem
appr
ecia
tion
7.
The
Sto
ry o
f Sad
ako
Sasa
ki (s
hort
story
) Th
eme:
Pea
ce an
d H
arm
ony
• M
CQ
s•
fact
ual q
uesti
ons
• RT
Cs
• in
fere
ntia
l que
stion
s
mod
alspr
esen
t per
fect
te
nse
word
s in
cont
ext
fill i
n th
e bl
anks
class
di
scus
sion
book
cove
r
8.
Mist
er F
ly (p
oem
) Th
eme:
Ani
mals
• Fi
B•
fact
ual q
uesti
ons
• po
em ap
prec
iatio
n
Cha
pter
Com
preh
ensio
nVo
cabu
lary
Gra
mm
arSt
udy S
kills
List
enin
gSp
eaki
ngW
ritin
gA
ctiv
ity/
Proj
ect
9.
Sinb
ad th
e Sai
lor
(pict
ure s
tory
) Th
eme:
Tra
vel
• se
quen
cing
• fa
ctua
l que
stion
s•
RTC
s•
infe
rent
ial q
uesti
ons
phra
sal v
erbs
subj
ect-
verb
ag
reem
ent
inte
grat
ed
punc
tuat
ion
fill i
n th
e bl
anks
enac
ting
an
inte
rvie
wde
scrip
tion
usin
g im
agin
atio
n
trave
l
10.
How
the L
ittle
Kite
Lear
ned
to F
ly (p
oem
) Th
eme:
Ove
rcom
ing
fear
• Fi
B•
fact
ual q
uesti
ons
• po
em ap
prec
iatio
n
11.
A B
oy W
ho K
new
Not
Fea
r (sh
ort s
tory
) Th
eme:
Ove
rcom
ing
fear
• M
CQ
s•
fact
ual q
uesti
ons
• RT
Cs
• in
fere
ntia
l que
stion
s
com
poun
d wo
rds
trans
itive
and
intra
nsiti
ve
verb
s
parts
of a
di
ctio
nary
en
try
fill i
n th
e bl
anks
disc
ussin
g/an
alys
ing
than
k-yo
u no
te
12.
The
Sto
ry o
f Pan
na
Dai
(leg
end)
Th
eme:
Ove
rcom
ing
fear
• T
or F
• fa
ctua
l que
stion
s•
RTC
s•
infe
rent
ial q
uesti
ons
syno
nym
sdi
rect
and
indi
rect
spee
chwo
rd
mea
ning
sco
mpl
ete
the t
able
grou
p di
scus
sion
pict
ure
com
posit
ion
13.
Ten
Tall
Oak
Tre
es (p
oem
) Th
eme:
Env
ironm
ent
• Fi
B•
fact
ual q
uesti
ons
• po
em ap
prec
iatio
n
14.
Flam
es in
the F
ores
t (sh
ort s
tory
) Th
eme:
Env
ironm
ent
• se
quen
cing
• fac
tual
ques
tions
• RT
Cs
• in
feren
tial q
uesti
ons
idio
ms
• po
sses
sive
adjec
tives
• po
sses
sive
pron
ouns
word
fo
rmat
ion
fill i
n th
e bl
anks
mak
ing
an
asse
ssm
ent
desc
ribin
g an
incid
ent
natu
ral
disa
sters
15.
How
Lig
htni
ng W
as
Mad
e (fo
lk ta
le)
Them
e: N
atur
al ph
enom
ena
• T
or F
• fa
ctua
l que
stion
s•
RTC
s•
infe
rent
ial q
uesti
ons
colle
ctiv
e no
uns
adve
rbs
relat
ed w
ords
choo
se
the c
orre
ct
optio
n
narra
tion
info
rmal
lette
r
16.
The
Tem
pest
(play
) Th
eme:
Nat
ural
phen
omen
a
• M
CQ
s•
fact
ual q
uesti
ons
• RT
Cs
• in
fere
ntia
l que
stion
s
hom
opho
nes
conj
unct
ions
hom
ogra
phs
fill i
n th
e bl
anks
spee
chdi
alogu
e
Acknowledgements
Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. Where the publishers have not heard from them at the time of going to press or where, in the absence of complete information, it has not been possible to identify the sources of materials used, the publishers would be grateful for any information that would enable them to make appropriate acknowledgements in future reprints/editions of this book.
Sir Smasham Uppe 1
Before You Read
Look at these pictures. A clumsy person has broken off some parts of various objects. Which part of each object is broken? Use the clue in the box and write in the space provided.
seat handle hand receiver legs blade strings burner
11clumsy: awkward in movement or handling things
12
Now, read this poem about a terribly clumsy man.
Good afternoon, Sir Smasham Uppe!We’re having tea: do take a cup!Sugar and milk? — Now let me seeTwo lumps, I think? . . . Good gracious me!
The silly thing slipped off your knee!Pray don’t apologise, old chap:A very trivial mishap!So clumsy of you? — How absurd!
My dear Sir Smasham, not a word!Now do sit down and have another,And tell us all about your brother —You know, the one who broke his head.
Is the poor fellow still in bed? —A chair — allow me, sir! . . . Great Scott!That was a nasty smash! Eh, what?Oh, not at all: the chair was old —
Queen Anne, or so we have been told.We’ve got at least a dozen more:Just leave the pieces on the floor.I want you to admire our view:
Come nearer to the window, do:And look how beautiful . . . Tut, tut!You didn’t see that it was shut?I hope you are not badly cut!
Not hurt? — A fortunate escape!Amazing! — Not a single scrape!
lumps: small cubes of sugar trivial: of little value or importance scrape: an injury or mark caused by scraping
13
And now, if you have finished tea,I fancy you might like to see
A little thing or two I’ve got.That china plate? — Yes, worth a lot:A beauty too . . . Ah, there it goes!I trust it didn’t hurt your toes?
Your elbow brushed it off the shelf ?Of course: I’ve done the same myself.And now, my dear Sir Smasham — Oh!You surely don’t intend to go?You must be off ? — Well, come againSo glad you’re fond of porcelain! —E. V. Rieu
E. V. Rieu (1887 – 1972) was born in London. He was a publisher, poet and translator. He is best known as the editor of the Penguin Classics series of books.
About the Poet
Read and WriteA. Fill in the blanks.
1. We’re having : do take a cup!
2. So clumsy of you? — How !
3. And tell us all about your .
4. Come nearer to the , do.
5. You didn’t see that it was ?
6. That ? — Yes, worth a lot.
7. Your brushed it off the shelf?
8. So glad you’re fond of !
14
B. Answer these questions.1. What was the speaker doing when Sir Smasham Uppe arrived?2. What had happened to Sir Smasham Uppe’s brother?3. What happened when Sir Smasham Uppe was invited to admire the view?4. You must be off? – Well, come again, so glad you’re fond of porcelain! — What can be said
about the speaker’s tone and intention in these lines?5. Do you think Sir Smasham Uppe will visit the host again?
Appreciation1. List five pairs of rhyming words used in the poem.2. Do you think Sir Smasham Uppe was aware that he was so clumsy? Give reasons for
your answer.3. What can be said about Sir Smasham Uppe’s host?4. Did you like the poem? Why/Why not?5. Do you think Sir Smasham Uppe was his real name? Explain.6. Recite the poem before the class.
15
The Puddle Monster 2
Now, read this story about a mischievous boy who loved splashing in muddy puddles.
Everyone said that Bholu was a good, well-behaved boy—until the monsoons came. Then something
strange and dreadful came over him, and they called him Bholu-shaitan instead. Like most eight-year-old boys, Bholu loved puddles. Or to be more exact, he liked splashing in them, which is okay; but he liked splashing other people even better, which is not okay.‘Come quickly, Baby!’ he would call out to his pretty elder sister.
Before You Read
Answer these questions.
1. Do you like it when it rains? Why/Why not? 2. What do you like doing the most when it rains?
monsoons: the rainy season dreadful: extremely disagreeable
16
‘There’s a beautiful butterfly in the garden just like you!’ And he would lead her right next to a huge, huge puddle, pretending to look for the butterfly. And then, with great glee, stamp in the puddle as hard as he could, spraying her with dirty muddy water.Whoosh! Sploosh! Splatter!‘Eeek!’ Baby would scream, jumping back gasping for breath, her dress spattered and soggy. Baby always took great care to look beautiful all the time, and this made Bholu want to splash her all the more.No one was safe. Not Duffer the dog, not Baby’s friends, not the milkman or postman. Once Bholu even splashed his teacher, Miss Pinkie, in the school playground (actually, she looked more like a Miss Brownie after that!).‘Oops! Sorry, Miss Pinkie,’ he had said quickly. ‘That was an accident! I thought there was a water snake in the puddle waiting to strike. So I had to stamp on it to save you!’And he had smiled his baby-faced smile, which poor Miss Pinkie could not resist, and so forgave him. But the snake…now, that gave him an even better idea!It was the day of Baby’s birthday party and she had invited all her silly gilly friends who often teased Bholu till he was red in the face. And glory be, it had rained heavily that morning. There was a gigantic, humongous puddle just outside their gate under a shady mango tree…At four o’clock, Bholu climbed the tree and positioned himself right above the puddle. Five minutes later, Baby’s best friend Sheila came tripping delicately down the road in a dress that looked as if it had been made out of candyfloss. As she carefully skirted the puddle, Bholu gave a blood-curdling yell and jumped out of the tree.SPLOOSH!
glee: delight; happiness spattered: covered with spots of mud humongous: huge; enormous skirted: went aroundblood-curdling: causing terror
17
Poor Sheila just stood there, the mud and slime dripping off her scrubbed face, her dress ruined. Then she screamed and fled homewards, weeping. Bholu the puddle monster had struck! The next to arrive were Priya, Nina and Lovely, three sisters who often teased Bholu mercilessly. Now up in the tree, his eyes gleamed. Revenge for all that teasing would be sweet indeed! He waited, and then, as they drew alongside the puddle, jumped with another blood-curdling yell. And continued jumping up and down in it, splattering them thoroughly from head to toe, all the time gleefully yelling, ‘Snake! Snake! Snake!’‘Whaaa…!’ spluttered Nina.‘Help!’ screeched Priya.‘My dress!’ sobbed Lovely, not looking lovely any more.‘You horrible boy!’ wept Nina, looking down at herself. ‘I’m going to tell your mother!’‘Snake!’ yelled Bholu-shaitan gleefully and bent and picked up something long and snake-like from the puddle.‘Oops!’ he said, holding it up. ‘So sorry! It’s a rope, not a snake!’ The monster had of course purposely put the rope in the puddle himself before climbing the tree, so no one could really blame him for splashing. He was, after all, trying to kill the snake and save them.Hearing all their screams, Baby came running out.‘What happened?’ she gasped, staring at her dripping friends. And then, understanding everything in a jiffy, said, ‘You… you terrible shaitan! Bholu, just wait till I get my hands on you!’But she couldn’t, of course, because Bholu was standing smack in the middle of the puddle with his foot raised.‘I’m going to tell Mama,’ said Baby. ‘Just now!’Silly Baby should have of course gone straight in and told her mother. Instead, she paused.‘You see,’ explained Bholu innocently. ‘I was only protecting your friends from mortal danger!’‘What do you mean?’
spluttered: said something indistinctly mortal: life threatening
18
‘You see this rope?’ said Bholu, holding it up. ‘It was lying in the puddle…like this.’ He dropped the rope into the water. ‘And it looked just like a snake. I mean, anyone can see it looks like a cobra or viper waiting to strike!’Foolish Baby and soaking Nina, Priya and Lovely leant over the puddle to look at the rope. Yes, it did indeed look a bit like a snake. They didn’t see Bholu’s eyes gleam wickedly.‘So, to save your friends from a terrible death, I jumped on it and stamped it. Like this and this and this!’PHACHACK! PHACHACK! PHACHACK!This time all four of them got splashed right in the face.‘Oops! Sorry!’ said Bholu, stifling a giggle. ‘I didn’t realise you were so close by!’‘This was the last straw!’ the puddle exclaimed angrily, as Bholu stamped on it again and again. ‘We puddles have got to do something about the shaitan!’‘What?’ asked a smaller puddle nearby. ‘He nearly emptied me in just one jump!’‘Ah, it’s raining again,’ said the big puddle with satisfaction. ‘Now we can link our arms and do some planning. I’ll tell you what!’It rained quite a bit during the night, but fortunately cleared up the next morning. Bholu had his big cricket match that day. He was the captain of his team and a terrific opening batsman as well. As captain, he was very particular that he was properly kitted out when he walked out to bat. Shirt, trousers, cap, shoes, socks, gloves, pad, arm guard—everything had to be absolutely spotless. You might think this was strange for someone who liked jumping in muddy puddles, but as Bholu loftily told his mother, ‘I can’t bat or lead the team looking like a ragamuffin!’
stifling: forcibly controlling kitted out: turned out ragamuffin: a person, especially a child, in dirty or ragged clothes
19
And now, all dressed up and kitted out, he stepped out of the gate to head for the playground a short distance away. He was late, because his shoes had not been properly whitened and now he had just five minutes to get to the ground. Just outside the gate lay yesterday’s huge puddle which today was looking bigger and deeper. Normally, Bholu would have just splashed happily through it. But now he knew he couldn’t do that. He stared at the cocoa-brown water, wondering how to get past… and gasped! The grinning faces of Baby, Sheila, Nina, Priya and Lovely were looking up at him from the depths of the puddle, covered with mud!‘Hi, Bholu, come join us!’ Nina invited.‘It’s real cool!’ sang Priya.‘And your clothes are so white!’ added Lovely. ‘So lovely and white!’‘Come on puddle-brother! You’re not afraid of mud and slime, are you?’‘Then splash, Bholu, splash! Dhimchack-phachack!’ That was Lovely again.‘I… I… have… a… crick… cricket match,’ Bholu stammered.‘Scared booby!’‘Here! I’ll show you how!’ exclaimed Baby, and made as if to grab his hand and pull him in.‘Yaa… help!’ yelled Bholu, and stepped back hastily.‘Mud and slime, do your bit!’ muttered the puddle. They did, and suddenly Bholu found himself skidding wildly, and then sprawled flat on his back in the middle of the puddle. What a splash he made!‘Bholu, what are you doing lying down in that puddle? Isn’t your cricket match on?’
booby: a stupid person sprawled: lying with one’s arms and legs spread out
20
He looked up. Baby was standing at the edge of the puddle, neat and tidy as a pin as usual, her black eyes looking concerned.But he could swear there was a sly smile on her face too.
—Ranjit Lal
Ranjit Lal (b. 1955) was born in Kolkata. He is an author, environmentalist and a bird watcher. He writes both fiction and non-fiction and has written for children as well as adults. He has had well over a thousand articles, short stories, features and photo-features published in newspapers and magazines. Some of his popular works include Faces in the Water, The Crow Chronicles and The Caterpillar Who Went on a Diet and Other Stories.
About the Author
Read and WriteA. Choose the correct option.
1. Bholu was a well-behaved boy until the season came.
a) winter b) monsoon c) spring
2. Like most eight-year-old boys, Bholu loved .
a) puddles b) football c) cookies
3. On the pretext of looking for a , Bholu would lead Baby right next to a huge puddle.
a) snake b) ladybird c) butterfly
4. Once Bholu even splashed his teacher, Miss .
a) Brownie b) Daisy c) Pinkie
5. Priya, Nina and Lovely were three sisters who often Bholu mercilessly.
a) teased b) beat c) pushed
B. Answer these questions.1. Who was Bholu? Why was he called Bholu-shaitan?
2. Who was Baby? What made Bholu want to splash her all the time?
3. What happened with Baby’s friends on the day of her birthday party?
4. What had Bholu done to ensure that no one could really blame him for splashing?
5. Explain the contrast between Bholu the puddle monster and Bholu the cricketer.
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6. What did the puddles decide to do? Why? VB
7. How did the puddles execute their plan?
C. Answer with reference to the context.1. ‘Oops! Sorry, Miss Pinkie,’ he had said quickly. ‘That was an accident!’ a) Why was the speaker sorry? b) Was it really an accident? c) What was Miss Pinkie’s reaction?2. ‘Bholu, what are you doing lying down in that puddle? Isn’t your cricket match on?’ a) Who said these words?
i. Nina ii. Baby iii. Lovely b) What was Bholu doing lying down in the puddle? c) How did he get there? d) Do you think Bholu was surprised to see the speaker? Why?
Think and Write1. Write a paragraph describing Bholu’s character.
2. Apart from being mischievous, Bholu comes across as a smart and carefree boy. Give instances from the story to suggest the same.
3. Was Bholu ever mindful of the feelings of others? Why/Why not? VB
4. Is there any advice that you would like to give to Bholu? Explain.
5. Your best friend shares his/her plan of playing a prank on one of your classmates with you. He/She intends to throw a banana peel on to the floor to make your classmate have a terrible fall. What will you do? LS
VocabularyTick the antonym of each highlighted word.1. Then something strange and dreadful came over him.
a) horrible b) delightful c) frightful2. ‘There’s a beautiful butterfly in the garden just like you.’
a) appealing b) dazzling c) crude
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3. Miss Pinkie could not resist his baby-faced smile and so forgave him. a) accept b) oppose c) withstand
4. Understanding everything in a jiffy, Baby said, ‘You… you terrible shaitan!’ a) f lash b) eternity c) instant
5. ‘Oops! Sorry!’ said Bholu, stifling a giggle. a) sob b) chuckle c) laugh
6. ‘Yaa… help!’ yelled Bholu, and stepped back hastily. a) briskly b) hurriedly c) deliberately
GrammarWrite a suitable subject or predicate to complete each sentence.1. The sun’s rays .2. The princess .3. promised a reward for whoever gave information
about the thief.4. wagged its tail and started walking after the
stranger.5. did not like the book so she went back to the
library to replace it.6. The chair .7. The film’s poster .8. broke down in the middle of nowhere.
Study SkillsA. Break these words into syllables. One has been done for you.
1. water 2. beautiful 3. playground 4. humongous 5. puddle
wa | ter
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6. dripping 7. terrible
B. Read this word. PRE | sent (stress on the first syllable) Pre | SENT (stress on the second syllable) When the stress is on the first syllable, the word present means a ‘gift’. When the stress is on the second syllable, the word present means ‘to award something
formally’.
Choose the correct stressed syllable for each word. (Capital letters represent the stressed syllable.)1. photograph a) PHO | to | graph b) pho | to | GRAPH2. India a) In | DIA b) IN | dia3. important a) im | por | TANT b) im | POR | tant4. potato a) po | TA | to b) PO | ta | to5. people a) PEO | ple b) peo | PLE6. computer a) COM | put | er b) com | PUT | er
ListeningListen to a poem and fill in the blanks.
1. There was a .
2. He ran away to .
3. Then he found that the ground there was as hard as in .
4. He found a door that was as as in England.
5. So he stood in his shoes and he .
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Speaking Bholu’s team won the cricket match and Bholu was adjudged man of the match. At the presentation ceremony, Bholu was invited by the presenter to have a brief conversation.
Write down the conversation that Bholu would have had with the presenter. Then, enact it with your partner before the class.
WritingYou are Bholu. You are sorry for what you did to Baby and her friends on Baby’s birthday. Write a note in your diary expressing your feelings. VB
(date and day)
(time)
Dear Diary
Love
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Dear Mum 3
Now, read a child’s note to his mother. He wants to tell her what happened while she was away.
Dear Mum,While you were outA cup went and broke itself on purpose.A crack appearedIn that old blue vase your great grandad got from Mr Ming.
Before You Read
Answer these questions.
1. What are the nice things that you do when your mother is out?• Cleanthecupboard• • • •
2. What does she say when she gets to know what you have done?• • • • •
3. What are the naughty things that you do when your mother is out?• Watch TV or play video games• • • •
4. What does she say when she gets to know what you have done?• • • • •
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Somehow without me even turning on the tapThe sink mysteriously overflowed.A strange jam-stain, about the size of my hand,Suddenly appeared on the kitchen wall.I don’t think we’ll ever discover exactly how the catManaged to turn on the washing machine(Specially from the inside)Or how Sis’s pet rabbit went and mistookThe waste-disposal unit for a burrow.I can tell you, I was really scared when, as if by magic,A series of muddy footprints appeared on your new white carpet.
Also, I know the canary looks grubby,But it took ages and agesGetting it out of the vacuum cleaner.I was being good (honest)But I think the house is haunted so,Knowing you’re going to have a fit,I’ve gone over to Gran’s to lie low for a bit.
—Brian Patten
Brian Patten (b. 1946) is an English poet and author. A prominent Liverpool poet, some of his famous works include Little Johnny’s Confession and The Irrelevant Song. In 1967, along with Roger McGough and Adrian Henri, Patten published a bestselling anthology called The Mersey Sound.
About the Poet
canary: a songbird with yellowish-green feathers grubby: dirty; unclean have a fit: get very angry and fly into a rage to lie low: to go into hiding; keep out of sight
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Read and WriteA. Write True or False.
1. A cup went and broke itself on purpose.
2. A crack appeared in the old red vase.
3. The sink mysteriously overflowed on its own.
4. A jam-stain appeared on the living room wall.
5. The cat managed to turn on the washing machine.
6. Muddy footprints appeared on the new brown carpet.
7. It took a while to get the canary out of the vacuum cleaner.
8. The poet went to his grandmother’s house.
B. Answer these questions.1. Does the title of the poem give us any clue about its structure? Explain.2. Complete the table to describe what happened to these objects while the mother
was away.
Object What happened to it
cup
vase
sink
kitchen wall
washing machine
waste bin
carpet
canary
3. What did the child do after so many things had gone wrong?
4. Why do you think the child wrote a note to his mother?
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Appreciation1. Why do you think the poet has written this poem?2. What do you think were the real reasons for
a) the sink overflowing?b) the washing machine being turned on?c) the muddy footprints on the carpet?
3. The child says, ‘I was being good (honest), but I think the house is haunted so.’ Do you think the child really lived in a haunted house? Why/Why not?
4. What do the last two lines of the poem tell us about the child?5. The child wants to be good and honest. He is sorry for telling lies. Help him write
a note to his mother. VB
Begin:
Dear Mum
I am sorry for writing the previous note. I need to tell you the truth
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The Story of Doctor Dolittle 4
Before You Read
Here are the pictures of a few things that you will come across in the story. Unjumble the letters to find out their names.
(HEGDEGOH)
(FSIHGLOD)
(SETCOL)
(INGPEEW WOLLIW)
(TRYPNA)
(UPG)
(DELOOP)
(PRALUOR)
(SILLDOWWIN)
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Now, read about a doctor who learns the language of animals and becomes the best animal-doctor.
Once upon a time, many years ago—when our grandfathers were little children—there was a doctor; and his name was Dolittle—John Dolittle, M.D. ‘M.D.’
means that he was a proper doctor and knew a whole lot.He lived in a little town called Puddleby-on-the-Marsh. All the folks, young and old, knew him well by sight. And whenever he walked down the street in his high hat everyone would say, ‘There goes the Doctor!—He’s a clever man.’ And the dogs and the children would all run up and follow behind him; and even the crows that lived in the church-tower would caw and nod their heads.The house he lived in, on the edge of the town, was quite small; but his garden was very large and had a wide lawn and stone seats and weeping willows hanging over. His sister, Sarah Dolittle, was housekeeper for him; but the Doctor looked after the garden himself.He was very fond of animals and kept many kinds of pets. Besides the goldfish in the pond at the bottom of his garden, he had rabbits in the pantry, white mice in his piano, a squirrel in the linen closet and a hedgehog in the cellar. He had a cow with a calf too, and an old lame horse—twenty-five years of age—and chickens, and pigeons, and two lambs and many other animals. But his favourite pets were Dab-Dab the
duck, Jip the dog, Gub-Gub the baby pig, Polynesia the parrot and the owl Too-Too.His sister used to grumble about all these animals and said they made the house untidy. And one day when an old lady with rheumatism came to see the Doctor, she sat on the hedgehog who was sleeping on the sofa and never came to see him anymore, but
M.D.: Doctor of Medicine cellar: a room below ground level in a house lame: unable to walk properly due to an injury or illness grumble: complain in an annoyed way rheumatism: a medical condition that causes pain and stiffness in the joints or muscles
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drove every Saturday all the way to Oxenthorpe, another town ten miles off, to see a different doctor.Then his sister, Sarah Dolittle, came to him and said, ‘John, how can you expect sick people to come and see you when you keep all these animals in the house? It’s a fine doctor would have his parlour full of hedgehogs and mice! That’s the fourth personage these animals have driven away. Squire Jenkins and the Parson say they wouldn’t come near your house again—no matter how sick they are. We are getting poorer every day. If you go on like this, none of the best people will have you for a doctor.’‘But I like the animals better than the “best people”,’ said the Doctor.‘You are ridiculous,’ said his sister, and walked out of the room.So, as time went on, the Doctor got more and more animals; and the people who came to see him got less and less. Till at last he had no one left—except the Cat’s-meat-Man, who didn’t mind any kind of animals. But the Cat’s-meat-Man wasn’t very rich and he only got sick once a year—at Christmas-time, when he used to give the Doctor sixpence for a bottle of medicine.Sixpence a year wasn’t enough to live on—even in those days, long ago; and if the Doctor hadn’t had some money saved up in his money-box, no one knows what would have happened.And he kept on getting still more pets; and of course it cost a lot to feed them. And the money he had saved up grew littler and littler.Then he sold his piano, and let the mice live in a bureau-drawer. But the money he got for that too began to go, so he sold the brown suit he wore on Sundays and went on becoming poorer and poorer.And now, when he walked down the street in his high hat, people would say to one another, ‘There goes John Dolittle, M.D.! There was a time when he was the best known doctor in the West Country—Look at him now—He hasn’t any money and his stockings are full of holes!’But the dogs and the cats and the children still ran up and followed him through the town—the same as they had done when he was rich.
personage: person squire: a man of high social standing in a rural area who owns and lives on an estate parson: a member of the clergy ridiculous: stupid or unreasonable and deserving to be laughed at; absurd sixpence: an old British coin bureau-drawer: a drawer of a writing desk West Country: the area in south-western England stockings: (in old English) long socks worn by men
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It happened one day that the Doctor was sitting in his kitchen talking with the Cat’s-meat-Man who had come to see him with a stomach ache.‘Why don’t you give up being a people’s doctor, and be an animal-doctor?’ asked the Cat’s-meat-Man.The parrot, Polynesia, was sitting in the window looking out at the rain and singing a sailor-song to herself. She stopped singing and started to listen.‘You see, Doctor,’ the Cat’s-meat-Man went on, ‘you know all about animals—much more than what these here vets do. That book you wrote—about cats, why, it’s wonderful! I can’t read or write myself—or maybe I’d write some books. But my wife, Theodosia, she’s a scholar, she is. And she read your book to me. Well, it’s wonderful—that’s all can be said—wonderful. You might have been a cat yourself. You know the way they think. And listen: you can make a lot of money doctoring animals. Do you know that? You see, I’d send all the old women who had sick cats or dogs to you. And if they didn’t get sick fast enough, I could put something in the meat I sell ’em to make ’em sick, see?’‘Oh, no,’ said the Doctor quickly. ‘You mustn’t do that. That wouldn’t be right.’‘Oh, I didn’t mean real sick,’ answered the Cat’s-meat-Man. ‘Just a little something to make them droopy-like was what I had reference to. But as you say, maybe it ain’t quite fair on the animals. But they’ll get sick anyway, because the old women always give ’em too much to eat. And look, all the farmers round about who had lame horses and weak lambs—they’d come. Be an animal-doctor.’When the Cat’s-meat-Man had gone the parrot flew off the window on to the Doctor’s table and said, ‘That man’s got sense.
vets: (or veterinarians) doctors medically qualified to treat animals scholar: a specialist in a particular branch of study doctoring: medically treating droopy-like: like drooping or hanging down due to lack of strength round about: in all directions or on all sides
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That’s what you ought to do. Be an animal-doctor. Give the silly people up—if they haven’t brains enough to see you’re the best doctor in the world. Take care of animals instead—they’ll soon find it out. Be an animal-doctor.’‘Oh, there are plenty of animal-doctors,’ said John Dolittle, putting the flowerpots outside on the windowsill to get the rain.‘Yes, there are plenty,’ said Polynesia. ‘But none of them are any good at all. Now listen, Doctor, and I’ll tell you something. Did you know that animals can talk?’‘I knew that parrots can talk,’ said the Doctor.‘Oh, we parrots can talk in two languages—people’s language and bird-language,’ said Polynesia proudly. ‘If I say, “Polly wants a cracker,” you understand me. But hear this: Ka-ka oi-ee, fee-fee?’‘Good Gracious!’ cried the Doctor. ‘What does that mean?’‘That means, “Is the porridge hot yet?”—in bird-language.’‘My! You don’t say so!’ said the Doctor. ‘You never talked that way to me before.’‘What would have been the good?’ said Polynesia, dusting some cracker-crumbs off her left wing. ‘You wouldn’t have understood me if I had.’‘Tell me some more,’ said the Doctor, all excited; and he rushed over to the dresser-drawer and came back with the butcher’s book and a pencil. ‘Now don’t go too fast—and I’ll write it down. This is interesting—very interesting—something quite new. Give me the Birds’ A.B.C. first—slowly now.’So that was the way the Doctor came to know that animals had a language of their own and could talk to one another. And all that afternoon, while it was raining, Polynesia sat on the kitchen table giving him bird words to put down in the book.At tea-time, when the dog, Jip, came in, the parrot said to the Doctor, ‘See, he’s talking to you.’‘Looks to me as though he were scratching his ear,’ said the Doctor.‘But animals don’t always speak with their mouths,’ said the parrot in a high voice, raising her eyebrows. ‘They talk with their ears, with their feet, with their tails—with everything. Sometimes they don’t want to make a noise. Do you see now the way he’s twitching up one side of his nose?’‘What’s that mean?’ asked the Doctor.
good gracious: used to express polite surprise porridge: a dish consisting of oatmeal or cereal or another meal boiled in milk or water butcher: a person who sells meat in a shop scratching: rubbing a part of one’s body with one’s nails twitching: causing to move in a specified direction with a sudden pull
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‘That means, “Can’t you see that it has stopped raining?”’ Polynesia answered. ‘He is asking you a question. Dogs nearly always use their noses for asking questions.’After a while, with the parrot’s help, the Doctor got to learn the language of the animals so well that he could talk to them himself and understand everything they said. Then he gave up being a people’s doctor altogether.
As soon as the Cat’s-meat-Man had told everyone that John Dolittle was going to become an animal-doctor, old ladies began to bring him their pet pugs and poodles who had eaten too much cake; and farmers came many miles to show him sick cows and sheep.
—Hugh Lofting
Hugh Lofting (1886 – 1947) was an English writer and illustrator. His childhood love of animals can best be seen in the figure of his most famous character, Doctor John Dolittle. The protagonist of a series of children's books, the character was first penned by the author in his illustrated letters to his children, written from the trenches during World War 1.
About the Author
Read and WriteA. Choose the correct option.
1. The title ‘M.D.’ meant that John Dolittle was a proper .
a) driver b) doctor c) designer
2. People thought Dolittle to be a man when they saw him walking down the street in his high hat.
a) fashionable b) boring c) clever
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3. John’s sister, Sarah Dolittle, was for him.
a) housekeeper b) patient c) teacher
4. The doctor kept many kinds of .
a) instruments b) pets c) books
5. Jip was the name of the doctor’s .
a) dog b) owl c) parrot
6. Sarah thought that all the animals made the house .
a) untidy b) beautiful c) clean
B. Answer these questions.1. Describe the doctor’s pets.2. What did Sarah use to grumble about?3. What happened when an old lady with rheumatism came to see the doctor?4. Why had people stopped coming to consult the doctor?5. What did the people say to each other when they saw the doctor after he had become
poor? How did the animals and children behave with him?6. What suggestion did the Cat’s-meat-Man give to the doctor? Why did he say so?7. What did Polynesia say about the other animal-doctors?8. Who told everyone that John Dolittle had become an animal-doctor? What happened then?
C. Answer with reference to the context.1. ‘And she read your book to me.’ a) Who is the speaker?
i. Polynesia ii. John Dolittle iii. Cat's-meat-Man b) Who is ‘she’ in the above line? What does the speaker think of her? c) What was the book about? What did the speaker think of it?
2. ‘Looks to me as though he were scratching his ear.’
a) Who said this to whom?
b) Who is ‘he’ in the above line?
c) What did the listener say then?
d) After a while, what did the speaker learn with the listener’s help?
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Think and Write
1. Did you like the character of the Cat’s-meat-Man? Why/Why not?
2. Doctor Dolittle liked animals very much. Use at least three incidents from the story to support the statement.
3. Imagine you are walking back to your home when you see some people throwing stones at stray dogs. What would you do? Why? VB LS
VocabularyGiven below is a passage about how Doctor Dolittle treats a horse. Complete it by filling in the blanks using the words in the box.
green animals pills vet clevererblind stupid word sun horse-language
One day a plow-horse was brought to Doctor Dolittle; and the poor thing was terribly glad to find a man who could talk in .‘You know, Doctor,’ said the horse, ‘that over the hill knows nothing at all. He has been treating me six weeks now—for spavins. What I need is spectacles. I am going in one eye. There’s no reason why horses shouldn’t wear glasses, the same as people. But that man over the hill never even looked at my eyes. He kept on giving me big . I tried to tell him; but he couldn’t understand a of horse-language. What I need is spectacles.’‘Of course—of course,’ said the Doctor. ‘I’ll get you some at once.’‘I would like a pair like yours,’ said the horse, ‘only green. They’ll keep the
out of my eyes while I’m plowing the fifty-acre field.’‘Certainly,’ said the Doctor. ‘ ones you shall have.’‘You know, the trouble is, Sir,’ said the plow-horse as the Doctor opened the front door to let him out, ‘the trouble is that anybody thinks he can doctor —just because the animals don’t complain. As a matter of fact it takes a much
man to be a really good animal-doctor than it does to be a good people’s doctor.’
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GrammarYou have learnt about different kinds of sentences such as affirmative, interrogative, imperative and exclamatory.
Now, identify these sentences.
1. What will you do during the holidays?
2. Tim knows what he will be wearing to the party.
3. What a wonderful painting Sheetal has drawn!
4. Please tell me what you would like to have with your tea.
5. You need to figure out how to solve it by tomorrow.
6. How soft and moist the cake is!
7. Rajeev has been thinking of how he can save more money.
8. How are your pets doing?
Study SkillsIdentify the part of speech of the underlined word in these sentences.
1. If you stray from this path, you will lose your way.
2. Our society needs to take better care of stray animals.
3. Meher is a fine classical dancer.
4. Sumeet had to pay a fine for parking his car on the main road.
5. I have slept little these past two days.
6. The little children were feeding their pet cats.
7. Natasha is standing right behind Monica.
8. Access to education is a basic human right.
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ListeningListen to how Doctor Dolittle became famous among animals and mark these sentences as True or False.1. John Dolittle got a pair of yellow spectacles for the horse. .2. It soon became common to see animals wearing glasses
around Puddleby. 3. It was difficult for Doctor Dolittle to cure animals. 4. The animal-patients told their brothers and friends that
John Dolittle was really a doctor. 5. There were hardly any animals in the doctor’s big garden. 6. There was a separate door for each animal to enter the
doctor’s house.
Speaking Doctor Dolittle could speak with many animals. If you could speak with any one animal, which animal would it be? Why? Tell your partner about it. Now, with the help of your partner, enact a conversation with this animal.
WritingImagine you are an animal who visited Doctor John Dolittle. Write a letter to your friend describing your experience and how the doctor treated your problem of limping.
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The Boy Who Flew Too High
5
Before You Read
Ivan was going home but he lost his way because his locality was built like a maze. Help him reach home. Notice how much time you take to find the correct route. Then, answer the questions that follow.
1. How do you think Ivan lost his way?
a) b)c)
2. Would you like to live in a locality that is designed like a maze? Why/Why not?
3. Whatdoyouthinkcouldbethepossibleusesofbuildingamaze?
a) b)c)
Hedidnotobeyhisparentsandlefthishouseinanger.
Children would enjoy such a place.
maze: a confusing and complex system of passages/paths connected to each other
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Now, read this story about a father and son who were imprisoned because they knew the way out of a maze.
Long ago, in ancient Greece, there lived a man named Daedalus. He was a clever inventor and a skilful architect. He had designed splendid buildings. He was very
proud of his skill and wanted the world to admire him for it. So he went to the island of Crete in the blue Aegean Sea. He took with him his young son, Icarus.In Crete, his fame spread far and wide. One day, King Minos of Crete ordered Daedalus to build a maze. He wanted to imprison a fearful monster called Minotaur. Daedalus built a magnificent maze. It had so many false turns and dead ends that no one who entered it could ever find their way out. When the maze was complete, the king locked up the ferocious Minotaur inside it. He was happy that the monster was safely locked away.Now, Daedalus wanted to return home. So, he went to King Minos and said, ‘O mighty king, my work is done, and I wish to return to Greece with my son.’King Minos was furious. He said. ‘You will do no such thing. You know the secret of the labyrinth. You may tell somebody how to find the way through the twisting passageways.’‘I promise never to do such a thing!’ said Daedalus. But the king was worried. He ordered his guards to imprison Daedalus and Icarus in a very high tower that was surrounded by the sea. The guards did as they were told.One day, Icarus asked, ‘Father, are we going to be locked in this tower forever?’‘Escaping this prison is not easy, but I shall think of a solution,’ replied Daedalus.One day, Daedalus climbed the stairway and led Icarus to the top of the tower. From there, Daedalus and Icarus watched the seagulls and eagles soaring and gliding through the air. The birds flew very close to the tower. Daedalus observed with fascination the birds’ wings as they flew.
ferocious: fierce labyrinth: maze fascination: interest
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‘I have an idea, my son,’ said Daedalus. ‘King Minos may rule the land and the sea, but he does not rule the air!’‘What do you mean?’ asked Icarus.‘You wait and see! We will have wings!’ said Daedalus. ‘You just help me catch some birds. We need many feathers.’Daedalus had observed the way feathers fit together to cover the birds’ wings. He had noted the weight and the size of the wings. He realised that the wings were in proportion to the size of a bird’s body.Icarus watched his father carefully as he laid out a row of long feathers. Then his father laid a row of smaller feathers below that. He sewed them together with linen thread and a needle that he carried in his pouch. Finally, Daedalus softened some beeswax and fastened the rows of feathers together with the wax. At last he held up a beautiful pair of wings! Daedalus tied the wings to his arms and shoulders with thin strips of leather. Carefully, he fluttered the wings.As the wings moved, he could feel himself lifting from the roof of the tower!‘Now make my wings, Father!’ begged Icarus.Daedalus made a smaller set of wings for his son. When the wings were ready, he tied the wings to Icarus.‘We’ll both practise flying together,’ said Daedalus to his son.Daedalus spread his wings, flapped them once, and out he soared from the tower, like a bird.Icarus was delighted. He, too, went to the edge of the tower, flapped his wings, and flew off. As he flew, he shouted ‘I’m a bird! I’m free!’‘Icarus! Go back! Go back to the tower!’ shouted a worried Daedalus when he saw his son soaring in the sky.
proportion: comparative relation between things pouch: small bag fastened: firmly fixed fluttered: flapped
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However, Icarus was overjoyed. He merrily circled around the tower and even did a somersault in the air, before going back to his father.‘Son, I have a lot to learn about flying. And you have much to learn about obeying your father!’ said Daedalus.Daedalus and Icarus practised flying every day. Their muscles became strong. When Daedalus judged that he and Icarus were ready to fly across the sea, he told Icarus, ‘Son, it is important that you listen to me and learn to obey. If you fly too low, too close to the waves, your feathers will get wet. Then, your wings will be too heavy to fly. And if you fly too high, the heat of the sun will melt the wax that holds your wings together.’‘I will remember, Father,’ said Icarus, but he wasn’t paying attention. He was too excited to be worrying about anything.Just as the father finished speaking, Icarus ran to the edge of the rooftop and leapt off. He flapped his outspread wings and headed for the sea with Daedalus close behind him.Daedalus shouted a reminder to his son. The father and the son rode the rising currents of air like birds.They made long, slow turns, first one way and then the other way in the brilliant blue sky. After flying for a while, Icarus did a somersault in the air. Daedalus warned, ‘Stay at a safe middle level, my son, not too high and not too low!’Icarus, however, wanted to fly higher, up in the sky. While Daedalus flew ahead unaware, Icarus beat his wings hard and rose higher and higher.The warmth of the sun felt good on his back, and Icarus rose still higher. In his excitement, he forgot his father’s advice and flew too close to the sun.The hot sun melted the wax on Icarus’s wings. First only a few feathers and then many slipped off the wings as the wax turned to liquid. Suddenly, Icarus dropped straight down, down into the cold sea.
somersault: an acrobatic movement
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When Daedalus looked back, he could no longer see his son. Worried, Daedalus flew about looking for the boy. At last, Daedalus flew close enough to the water to see the feathers floating on the sea. He knew then that his son had drowned.Daedalus wept as he flew alone. If only his son had listened to him, they would have been flying to freedom together.
—A Greek myth
Read and WriteA. Write True or False.
1. Daedalus lived in ancient Greece. 2. Daedalus was a great warrior. 3. Minotaur was the king of Crete. 4. Daedalus built a magnificent maze. 5. Daedalus and Icarus were imprisoned on an island. 6. The seagulls inspired the idea to escape from the tower. 7. Icarus did a somersault in the air. 8. Icarus lost his life because he didn’t listen to his father.
B. Answer these questions.1. Who was Daedalus? What was his profession?2. Why did Daedalus travel to Crete?3. What did King Minos order Daedalus to do? Why?4. Why was it difficult for Daedalus and Icarus to escape from the tower?5. Describe what Daedalus did to escape from the tower.6. How did Icarus feel when he flew for the first time?7. What instructions did Daedalus give Icarus about flying?8. Why did Icarus meet a sad end? What lesson do we learn from the story? VB
C. Answer with reference to the context.1. ‘O mighty king, my work is done, and I wish to return to Greece with my son.’ a) Who is the speaker? Where is he? b) What work is the speaker referring to? c) Was the speaker allowed by the king to return to Greece? Why/Why not?
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2. ‘King Minos may rule the land and the sea, but he does not rule the air!’ a) Where is the speaker? b) What inspired the speaker to say so? c) What do you think the speaker had in mind?3. ‘Son, I have a lot to learn about flying. And you have much to learn about obeying
your father!’ a) Who said this and to whom? b) Why did the speaker say that he had a lot to learn about flying? c) Why did the speaker remind his son that he had much to learn about obeying? VB
Think and Write1. Here are a few words that describe Icarus, Daedalus and King Minos. Write the words
in appropriate columns. Give one reason to justify each trait.
disobedient skilled haughty thoughtless cruel intelligent
Column A Column B
Daedalus• •
• •
Icarus• •
• •
King Minos• •
• •
2. Do you agree/disagree with these statements? Give reasons for your answer.a) Daedalus is responsible for his son’s death.b) Icarus was very ambitious. Hence, he flew very high.
3. Can you think of a happy ending to this story? Write a paragraph to end the story differently.
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4. Read how Daedalus made the wings. Then, draw and design a pair of wings that could help Daedalus and Icarus fly. Describe what is special about these wings.
5. You have gone out with your friends to play in the neighbourhood park. Later, your friends tell you that they are all going to the market nearby and they want you to come along as well. Your parents told you not to go anywhere else without informing them. What will you do? VB LS
VocabularyA. Join the prefixes in column A with the words in column B to form meaningful
words. Then, use these words to fill in the blanks that follow.
Column A Column B
1. pre a) lock
2. dis b) visible
3. un c) place
4. in d) cover
5. mis e) view
1. to find something 2. that which cannot be seen 3. to lose something 4. to open something, typically with a key 5. a clip from a film shown before its release
B. Join the suffixes in column B with the words in column A to form meaningful words. Then, use these words to fill the blanks that follow.
Column A Column B
1. back a) ist
2. art b) ous
3. comfort c) ward
4. harm d) able
5. humour e) less
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1. one who cannot do any damage 2. one who likes to draw and paint pictures 3. warm and cosy 4. that which makes us laugh 5. not advanced
GrammarYou have learnt about simple and continuous tenses. Let us look at a few examples.• My work is done and I wish to return to Greece with my son. (simple present tense)• Daedalus was a clever inventor. (simple past tense)• We will have wings! (simple future tense)• Are we going to be locked in this tower forever? (present continuous tense)• Icarus was not paying attention. (past continuous tense)• We’ll both be practising flying together. (future continuous tense)
Identify and write the tense in each sentence.1. Vijay will be travelling to Chennai on Sunday.2. I have an idea!3. The monkey ate a bunch of bananas.4. The cat is drinking the milk.5. Trisha will participate in the marathon next week.6. At this time last week, we were climbing a beautiful mountain.
Study SkillsMatch the words in the two columns to form collocations.
Column A Column B
1. heavy a) heat
2. flash b) rainfall
3. dense c) floods
4. cloudy d) fog
5. scorching e) weather
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ListeningListen to a conversation and mark these sentences as True or False.
1. Mani feels that Mita cannot narrate a story. 2. Mita is not happy with Mani. 3. Mani feels storytelling is an art that can be learnt. 4. The narrator of the story must be a good actor. 5. One must speak fast, else the listeners will get bored. 6. Never look at the crowd or you’ll forget the story.
SpeakingRead these points.• Do your parents ever warn you not to do certain things?• Have you ever been in trouble for not paying attention to the advice of an elder?• How did you resolve the issue?
In pairs, discuss and enact the incident. VB
WritingLook at the picture of the fearful monster Minotaur and read this stanza from a poem.
MinotaurThe bull giant ready to gore (a)Is the hideous devil Minotaur. (a)He has sharp teeth that bite (b) And pointy horns to fight. (b)
Write two more stanzas to complete the poem. Notice the rhyming words and try to write your stanzas in the same manner.
