Std07 English 1

5/10/2018 Std07 English 1 - slidepdf.com

http://slidepdf.com/reader/full/std07-english-1 1/90

ENGLISHVII -STANDARD

Untollcbabmty'IDhlDDBIl" Crime

Department of Scha,a~Education

A :PI.I'blicationUnder

OoVel"Dm.eat ,of TamUnadu

DJ,s'tdb.ti'Dn of Freel Te,ztboakPl'oll',amm.e

UU'JT FOR :SALE)



© Government of TamilnaduFirst Edition - 2011(Published under Uniform System of School Education Scheme)

Text Soak Team:

Thiru.S, Periyasamy, H,M, Govt,Hr,Sec. School, Sendhanadu, Villupuram Dist.

Thlru.C. Thirumugam, P.G.,Asst. , StJoseph's Hr,Sec, School, Manjakuppam, Cuddalore,

Tmt.K.R. Reginabhai, P.G.Asst., St.Aloysius (G) Hr.Sec. School, Tuticorin.

Tmt.Dorren Mathew, Holy Angles (A.L) Hr.Sec, School, T.Nagar, Cnennal,

Tmt.Jayashrl Marthandam, P .G .Ass t . , Anna Adarsh Matric. Hr.Sec. School, Anna Nagar, ChennaL

Thim.Jayaprabhu, B.T.Asst., Govt. High School, Varagoor, Tiruvaiyaru, Thanjavur Dist.

Review Committee:

Tmt.Dhanalakshmi, P .G.Asst., Subbaiah Vidyalayam, Tuticorin.

Thiru.V. Soopalan, P.G.Asst., J.G.Matric. Hr.Sec. School, SRP Colony, ChennaL

Chairperson:

Thiru.P. Asalthambl. Associate Professor of English, Presidency College, ChennaL

Expert Committee:

Tmt. Sumltra M. Gautama, Co-ordinator, Outreach The Schoo! (K.F.I.) ChennaL

Laser Typeset & Layout: M. Vijayasarathy, T.Raghu R. Anandhan.

Textbook Printing

Tamilnadu Textbook Corporation,College Road, Chennai -600 006

Price: Rs.

This book has been printed on 80 G.S.M Maplitho Paper

Printed by web offset at

II



THE NATIONAL ANTHEM

~6DJ" BlmT LOrn~~rrwa; ~W o : ~UITIJS f) urr B ;W 6 lf I~ rr ~ r r

U®6ITU 6 T ' 6 l J E . § 1 @j~lJ lTf lJ l J l l } lTLur

~1JlTrn1L l'L~.s6U uw.srr

r n l J i i ~ t l !DlUlrr a:QlW(!p6lII1f f f iW6>rr

l'LtFlf&\l ~6IJ~ ~!)1idff i!T

~6lJ l Ii U I Ji rr C L D m(f(l :B)

t b l i l . l BiU ~~ml 1.O(f (ga;

a;ITO:~ ~1il.I ~UJ 8iITtbIT

m61T fJj6lJaT LDr i l 6 . 6 I f ~rrw'" mUJ G : w n

UIflTt!)u!Tffi!Urn1~If~

2 R w o : ~ m t u < :~ m w o : ~g g w m a u f R U J m w o : ~ I

Jana-gana-mana-adhinayaka jaya he

Bharata-bhagya-vidhata.

Punjaba-Sindhu-Gujarata-Maratha-

Dravida-Utkala-Banga

Vindhya-Himachala- Yamuna-Ganga

Uchchhala-ja!adhi-taranga

Tava subha name jage,

Tava Subha asisa mage,

Gahe tava jaya-gatha.

Jana-gana-mangala-dayaka [aya he

Bharata-bhagya-vidhata

Jaya he, jaya he, jaya he,

J aya ja ya, jaya ., ja ya he,

- Rabindranath Tagore.

SHORT VERSION

Jana-gana-mana-adhinayaka jaya he

Bharata-bhagya-vidhata.

Jaya he, jaya he, jaya heJaya jaya, jaya, jaya he.

AUTHENT lC ENGLISH TRANSLATION OF

THE NATIONAL ANTHEM

Thou ar t the ruler of the minds of aU people,

Thou dispenser of India's destiny.

Thy name rouses the hearts of the Punjab, Sind,

Gujarat and M ara.tha, of Dravid, Orissa and Bengal.

It echoes in th e hills of th e Vindhyas an d Himalayas,

m ingles in the music of the Yam una and G anges

and is chanted by the waves of th e Indian Sea.

T hey pray for T hy b lessings and sing T hy praise

The saving of all people waits in Thy hand,

Thou dispenser of India's destiny.

Victory, Victory, Victory to Thee.

II I



J W r r® ! fu f f iL§! .I (b l~~ JLlruI . . llLJi,6 l I )~ thQff iW lQrul f@@ )tD

f f i J l r ® r n 6lJ~6M"QI. . I l6 lJ l " , i ;c$wu lJ~ f f i f f i 6 l i t m _ L 6 l ~ 6 U

Q~8;6)mrr(YlUJ ~ ~ . I D 8 ' l ! D J b ! ! i ~JJl l~LJ[ l6U t b I ® J l i f f C b l w~ . $ 6 i l f 1 W J 1 5 l 6 l l ) . ! ! U S J ~ § 1 ) I u . ~1 fl! i~M lJ i, @ r uc$ (!P{ g1 ..l l

~ ~ ~ fil lB l 6 U rrB '6 I D 6D T ~ U rr6 U~m61T ~ ~ fill@ jL il i1mu(!p!D

6T: i J~6ID6 l l . JL i l 4ffiW Ulmrr8 ;f fi i1®J i,~Qu ®~ ~Ll i ly !mrr ! fu~f f i I

~uSly!mrrThJ(gBi I

L H - r 6ffImml..l l !b ~ f D L i l r O O 1 \ : U J b t D J

Qa:wIDU l !DJ it jl 6 l I rrW~ ~ I ia l{gLD! 6 l.IrrW ~ ~(gLO ! 6 UnW ~ ~~ ~U l!

INVOCATION TO GODDESS TAMIL

Sharat is l ike the face beau teou s o f Earth clad in w avy seas;

D eccan is her b row crescent-l ike on w hich the fragrant 'lilak ' is the

b le ss ed D ravid ian lan d.

Like the fragrance of that 'T U ak' p lu ng ing the w orld in joy su prem e re igns

G oddesST am il w ith renow n spread far and w ide.

P raise u nto 'You , G oddess T am il, w hose m ajes tic you th fu lness , insp ires

a w e a nd e cs ta sy .'

THE NATIONAL I N TEGRAT ION PLEDGE

"I so lemnly p ledge to w ork w ith ded ication to preserve and strengthen the freedom andin te grity o f th e n atio n ."

"I fu rther aff irm that I shall never resort to vio lence and that a ll d if fe rences and d ispu tes

re lating , to re lig ion , langu age, reg ion o r o ther po litica l o r econom ic grievances shou ld besettled b y peacefu l and constitu tional m eans . ~

A STUDENTS VOW BEFORE MOTHER INDIA

Name:

Class: Schoo l :

I shall overcom e the obstacles raised by caste and comm una.1 pre ju dices and w orkfor the greatness o f m y M otherland pu tting to the fu lle s t u se the benef its tha t I d eriv e th ro u gheducat ion.

V an de ma ta raml

Signature

IV



CONT,ENT

Un~ Tme Page No:

1. OU R TINY CO - TRAVELLERS

BAT

I CAN TAKE CARE OF MYSELF

2

15

2.0

2. THE NEEM TREE

* WHAT TREES ARE FOR

NATURE CARES FOR NATURE

24

36

39

3. IN QUEST OF INDIA'S FREEDOM

PUNISHMENT IN KINDERGARTEN

THE SELFISH GIANT

45

61

64

4. DREAMS CAN COME TRUE

O U R LO CA l TEAM

GREEDY GOVIND

69

85

88

5 . THE CODE OF DIVERSITY* WHERE THE MIND IS W I THOUT FEAR

YMNAI MALAI FROM THE MULT IPLE

FACETS OF MY MADURA] 106

92

1.06

6. CREATING THE SPACE TO BE :HUMAN

* KEEP YOUR SPIRITS HIGH

GEORGE WASHINGTON

CARVER & PEANUTS

115

130

133

7. INTELLIGENT U SE

* BE THE BEST

AN INTERFACE WITHAN EXTRA

T ERRE ST RIA L B EING 154

140

152

v





A N O T E T O T H E T E A C H E R

In this unit, through the prose lesson 'OurTiny Co-travellers', the child gets a

glimpse into the complex world of ants. The attempt has been to create a context for

the child to build perspectives on the society he/she lives in. The ants have been on

the planet for more than 150 million years. They have built a wide and intricate

relations hip with reso urces, and with other speci es. Through leaming about how they

organize their lives, the child may be invited to explore and reflect on how human

beings have utilized the natural and other resources of this planet, how they interact

with each other, and what ittruly means, to be human.

The poem, 'Bat' by Randall Jarell is a lyric on the bat. Combining carefulobservation with a vivid imagi nation, the poet descri bes how a bat-mother takes care

of her new-born son. He descri bes aIIthe things that thismother might doth roug h one

night of hunting. In doing this, he brings in valuable information on how bats 'sense'

their way, what they eat and drink, and where they rest. The scope here is to help

children learn how words connect to feelings and images. Children may also learn

that motherhood can unite all species.

The story, 'I Can TakeCa:reof Myself is an adaptation of a popular folk tale,

wherein the mother rat wants her daughter to be married 'well' - to the most powerful

being on earth. The passage given, shows a conversation between the mother and

her daughter, where the daughter declares that she wants to study and take care of

herself. The question asked here is, 'Can a relationship be based on mutual

dependence and trust, rathe r than on the basis of 'powe r'? A few exercises have been

given to help the student.

This unit paves way for the active lea rning of the Ianguage. The acti vities given

help the children to read, to relate with the content, to understand, recall, think and

interact in small and large groups. The children get an opportunity, to share theirviews

with others in the class. There is much scope for functional enrichment in the

language. The grammar section extends the student's understanding of vocabulary

and syllabification. There is a detailed exploration of various punctuation marks.

1



PROSE ' OUR TINY C'D ...TRAVELLERS

W e share ,ou r lives w ith m i m o l 1 s of oU1:er'spedes , o n learth. O ur live,s are

lconnected w ltlh l1 eirs In maflY ways. W hlerJw e,camfu l lyobserve

another specres, w e can u nde~ tand a. lo t more abol,d: ou r ow n

l ives. Sh ie llwe took aUheants? '

,Arrts,8 1 ' \ 9 cal led socia l c reatll re s ~ like, u s. In facU h ey com e

under '~ he 'fnJS'Qaa~! ,orr ~high~ socia,!' oateiQ :O ~ of w nsools~

b ecau se Um y show ill h~ghleve~ofwml ! ingn!eSs iOI'COOlrUl !m~ewithleach o:£i ler~and ,cam fo r U le lr ymm g.P lertlap s.j,lh l:s Is

why . 'U l J o t ig h . they a r e so t iny" 25,% of a U t h e , a l l '1 ~ m ; J ~

w eight In the trop i,cs is m ade! IIp of ants ! In~ lJ st va1ety

iand nu mbers, them are few specin.s to beaj tho,ant !

Have huma,n beingsI ,eam~ te oo-e xls t? ' Ha~ewe learnt to ;a.dap't

ol l rselves~o nttEUf'ie?

A nts e"J oh/ed 'from w asp like ereeteres arou nd

150' mmmon yea rs .aglO .ln f act, al;oll9 mth w aspiS and b ees~ am s oo;ong to an ,o rder' of

In:seets,, c a ~ l l e d hymenoptera [h ymen: '~ h ~ nilm ptem: wings~ . .They probab~ysharedt h e ! w o r ld with ~he l a s t . d~rlos:aurs. BU !~ .hey have conlin !Jed 10 inhabit thw s ooauti i fu land

c tJang~ng earl l. T ile ri.se in lie n u rn berm fl,cw erilng p!ants,

gma~ ly ! nam2 l,s ed t t J l e number 'O f ant spec~ es. T here are m ore

'~I lan tell th ou sand an t sp ecie s~ ,eaiC hwU h ~tsow n oou nU ess

'oolonlie.s '• er oommunru ty' gro ups . Each al1~,speci l6s has itsowrJ

habits and I ~ fes tyme.h is, so un ds h uman~ d oe sn't it?

Ants oo-ex ilS t and adapt t tJemse~ves to a . range ' O f n8 ! ~ um land man~madecmrtlumstanoos. They haveleamt m ~iveharmoniously on p!antsand

Iimes:~ byweavirmg nests of ~eav:e9t fo r t l' lIamslelvE!s'tan:d plrovid i n g l Selima .setviieesfor

t h s , i r hom e -p~ antartrea. T h au. M _- . 'vel learnt to ! I ~ V E I ' o n t h 3 17 ~. spedes:kind, type

ground! by bu~ldin;Qtbewrnests, in old lo~ O lr under stenes, harmon~ous:peacaftd

, a n d a ls o in U m e C f t N m c e s , ofbulld~nlf' l .c_·.s.~ C i l 'e v i c e ! S : smal~ g a p s

2



T h i & ; y also live in u l nde'rground holes' l' inwnneis , w ith m a,ny side 'ro om s', T hey

are th e o nly anim a.ls know n to b u~ ld w orkin g oo wag,e systems. T he ave rag e: an t's n es t

will have u p to thr-ee metres of se wage ~ T heya~ low many othe r species to co-exist with

them - w ith mu1ua~benefit T he w orker ants look after and protect green files and

aphids [plant p e s m s ] that i(ve wilh them inWhat au Un t : - . m u t u < ' !l '1. l !' I o n " " f i l" ·places ,~at. tanis, Ilwe' the way that human beings look.af te,roows. helpf:1 t o " " 'b~t~'

lo? W h en ants touch them wi' th thieir antonnaeantenna.e - a pair' o f

------1. [plur;al of antenna] these insects give them long, thin feel,ers on

h o n e y dew. T h e ! R u fo u s wQodpeok'9,r lays, t h e h e a d s of some------1 Insects .

its eggs ina nest made by a . species of ~~~~~~~-"- --'

'arbore:al [ tree ] an ts !

The anI. has the largest brain in propol r t lon!o Its size. It Is said that the

p ro ce ss in g p owe r of an anfs brain and a M acm ntosh II com pu ter m ight be sim ilar~ A nts

h ave sb ejomn te d le gs . E ach 1 1 9 ig Is pm vlded w ith tw o claw s a t th e tip o f th e. l eg s to .1"grip.

Ants are ve ry slro ng , and this help s th em to ru n Qu ick ly . T he y can l i f t we ights 2Q t imes

their own body wei~htl.An ant's head is provid!ed with a pair of compound B Y l e s for

visio n, b u t itcannot se e very welt Ants ·are most lyomnivo:fO lJ I s. They eat o tile r in s'e cts

llkeworms and caterpillars, seeds, oils andsweet things such as fruits ...Adullt ants

cannot chew and sw a~ loW 'so l~ d food. T hey re ly on ju ice w hi,on they squ eeze frompieces offcod,

About 50 million years ago ants started 'rungus farming'. The tropical leaf

cu·t terant. fo r ins!anoe, 1I81eg its s ha rp o u te r jiBW to ,cut leaves and m ake them lnto pu lp_

The pulp is .Iamrused to make fungus gardens. Thes's,gardens

are looked after and harvested for food. In fact they a.re the

forerunners of human~ty in fs.rming. They are great seed

h arve ste rs, Ih :e y kn ow how to remove the hu sk and s tore theseed. Here too, ants. are sim ilarto u s. Som eb"ees also love ants

because they can be g rea.tsee :d dispersers.

A n t s . have two antennae wh~oh serve as; their sense org.ans!. A n ant u ses lts

antennae for tou ch a;s w ell as sm ell. P eop l,e are learning a gr1eatdeal about ehemlcal

oommul1 lca l~on! by s tu d yin g ants .

3



Ams ~ esse ,chem ical s tlbstanoos caU ed Ipl1eromones l tQ communicate witi'!

each o,ther. O ne pheromOfle J or 'soonr[smell~fo r I l lstanoo l w arns ants w hen ' them is ,

darJger~ Eaoh oofony has, its 'own 'scent l , ;and the, sour,oo of thesoont. is t il e q lJ Ieen~

A nts ~ sen se f other a~m f!"lom tha~r CJW[I commuMlity. s rnd w i l~ protect ' il 1em se l. leB8 Iy .

Wt len they find a sou roo of f cu x l~ th ey le ave a 1 Ja~ 1 f scent : ,to a ttra do thElr a nts 'from

11,heirco~ ony tow ards ttle food. T hey oan amso occasil(;marn~y' 'go to w af w ith ,anorther

coIDony of ants, w hen the!ilr ' food resou rce ~ s tt l re ate ne d. M os t ametl m y , w hen U tey

def end or attack. B la c k . ,a n ts . and wood ants de not have a sl ing. ~ns:kt,ad,they ,are ab!e l

to sq]u ru rt,aspray offu rm ;c a!cid~

O ne can a l so note th e stran ge p he nome no n of

"ens lavement ' amolng ant Igrou ps:. Thes. lave~ma.k.er a , 1 1 1

ra ids fJ 'Jenes:t of otller : ar risand s~e :al lng I" 'll r pu pee iPIural

A nts appear in shades of 'gmrnlr re d, b rown~ y e~ low ~b~ueo r p u rp ~ e.They am of

very different s ims. The C)!river an~ of Af ri, ca , wh ioh iSOfie of ' ~ h : e ~am;gestallis ~nthe

wor ld tis 80 Imes, U~e8 1 2 1 9of t tle i Austra~man ~ncha~t~ w h l lc h i s , 'Ile size of a p~nheatH

Th iNf norm ed s ize ranges frnm tw oto seven m illim eters in I 'B rllg ttl , bu !som el b ig ants

:afie 8 1 1m o s m th e S ii~ eof )! lo u r m i d d I e f I 1 g e w .

Anan :i o off io ny h as lh l'iB e ty pe s o f a l l i s . Ttteii8 are man y WOI ' kO , f ants" ;afew malle

,an ts , an d tlh ei q ue en ant The a m a z m r 1 J g t h i ng ls, ~n every bs!ctJ a ,f eggs l a . i d . Ih;e~r

pmpcrUon ~sl1esamel

Q U 1een ants am providecilwihwillgs, ,a t

bilrth. Th ,s ms le;am have Mngs. too., The'f1igh~.o-f

t h e ,qu een an ts an dthJ e, m a l l B anisic mate is ,

calle d '~ l1 e~ rmarria:91enight Soon after tllat~when

8ema down to start I t le~r cololrnl!BSI ttJ ey lose '~ l1el r

w ings. The qu een ant ~a,ys,eggs in thel soi l .

4



A m w days ~a t: er~he la rv a hatc he s from the egg.

With~n B , , d a y s th e la.1 V'8make s a hard lco co on 8 n:l'I .J nd

I ts ;body. T h e w m 1 < .e n l i . c u t open t h e eecoen a ft ert hm .e

w eeks, so l1a~ t.he new antoon oom e ou t. T he ,qu een

is Ilhe m oHler.af the elnJlre poPlJ~SJtion in U ~e oolol1Y. S he lives fo r f if te en y !9 ,a rs .The

m ale ants Iw e only fora flew m onii1:s. T ille w om,ers livel f or u p . ~Q ifiveyo:ars. SO l r as,you

can see, am ong lthew orker ants . w h~ ch do a m ~ ~ hew ork in, :the nest or cdony, U~em

loould be an olVerlap r Q f two gSrlelrcrtlons. of l ookl nga f le r the: sam e nest aJonQ wlt tJ its

Iq u ee n ~ so · Ih .ey ou llQ I ef w ome r ants are ' tral ined t, lo ass;i s, tolder ones in theirwom.

In e'iJleryspooie:s~ th e q u een an t is th e mgg es tan t T he w orle rs are ll ie sm ai!e s,t

:arnls.,They s.re hal as big as the ,queen. Worker ants, do a mngeof jobs for t he eoh :J ! I'~Y ·

Inwh ichU ley I~va.

·Wome r antstakel care of 1hel nests. Thel w orkers h atch

Bnd ~ook,:after th e ID ggS ~amdby th e queen. They also look

after t tU ! q ooefl and bu i~ d U te nest Worker , i 9 J l n t s , a r e a. lways

a~ert . . TtJeyare ,always. of l~ he look ou t fO l r preda.tors

(enem ~es w ho ea~ them ) su ch as b irds and ant eaters . They

feed~ CEsn and als o carry Itlil:! !larvae for an 'airIng'. D U f erent g ro ups . of w ,o rkerants · do

different thi11'9$, in a. n €l!st S om e, work as;soldi,ers. O the~ w ork. W I maintain th e nest,

:and 'take care of:the ~ arvae. S am e o,thers. do t h . e tou gh Job of ooUectlng food fair th e

wh to~eC o W O f l Y t an d als o diggwng new nes~s.

Over a~~,~helVies of iants tt l row u p marry qu eSU ons for !Jsio look.a/t How does

CUI I 'sociiety OfiJiarl ize itself '? .As a sp(K litts~w e too havel mu I ii p i ie d. SCitU 1CE !'alld

technDmogy have devslloped iagreat deal. W e dream of 'b 'aveUng 'k )·ou ter spiac:e~ and

maki n g o on lact W I i ' t J other p~ nets .W h a.t d e w .e need to ~ ear-n,ab ou t o urs el> Jes .· '{ 'B ow

can we drnsoover hO'lr~obe human?

lET US REMEMBER

~ W tIatdo ants bu ild a lonQ]with Umirhomes?

5



~ W rite fiVle n n e s : des ori b i ng 'lie al1l.

- How ' ,are 8,l1ts the f o~e l1Jnners of humanity In farm Ing?

~ Why do ants go '1 0 war?~

~ ~W try do ,a nms teal ttJ e pupaJB o f.ano tiher col ony?

6



~ LET U S U ND ERSTAND DISCUSS,ANDSHARE

1.What dClyDlJ ieel a b o uU i 'l u : : ! d iiv m s ~ o n .of labour i n . tile aJlhvorfd?

2. What do we I,eam fmmthe ~ives of ants,?

3. tf yotl we,re to organizesGCilO1iy~ how wouklyo'u do I?!

A. With lite he~p of ,a dirctio:nary lind out ilia me,an i ngB o,f.:

1, . observe

2. ~ntemgleM

3. disoover

4 . peacefu l

, 5. d iscmp~ lne

1 J , . Halling found out the meanings d~sci l ll !SS ,am,D ng YO'lIJrselves as to , how the

abo've WQlrdS, can be u I B e d J tn diffemnrl sUU1a1iol~iHi.

1591: 1. The IHe of ,an ant shows how dlsiC~pnnel can make l ife peaceful.

2. It ls flIni to observe ants mo,ve In a l ine.

ND .

C Q l d

brave

, sma l l

united

Ial led

h u g e

I,~

dull

peace

le isure

1

: 2

a

4

5

6

7

S

9

10

tiny

hal

high

alert·

CQW,ardly

W af

81JGCeeded

work

large

divided

7



PREFIXES,

[I.lJrt us,'learn .. hal P l I'e iJms , am:

Tho base'lpa F t O T a 'Nom is called ·Rne·wot~A isy ,l lab le OJ'".m,added lJe~ a WW ' d in

order's cbange , Is: meaninl ~. ca,lIed aptefii. Pr~M~s,meansome~h'irl9·!,~fild

~n€(rrmof6~add t~~tm~:fdf i lg m · t! 9 w o rd l1 he y aJm.~oinedo .

Here·am illfew'examples ..

INa. P rB 1k MMnlfilUI 'Wotd

~, 1m - fI'(Jf' l il !l lp O S S ' iD l e

2. d . , . i8~arap8ri dlsa .Q ' f8~

;/ l mls>- wl!QIJg ~JJ l I~

4. mult l l : · ,rmi!_R¥ f i I1 l \ . ! .w 'p I " , '

~.?-

~IswI l I . . . . blfare.::

6 ., 1 ! I l ~ ~ l~ i b i s B i : i t. -""<: ..

7 '~. li!imJ~· h i I [ I ~a~!iEi~u$

(;larkict

Latin WoKis

'~rmrbrl.

'OOIllS~S;

I ~ya l l

l I " { j a d l l l l g '

mO\';a'~~

matl1r~

F~Wha l are eam (lau .n d: -'oMs?

When MU words are· bmug.ht mgeth.e~f 'with OT 'wji lhotlt a hyphe'nl ' ~hay am· called

c o r m p m J w t d l w o m ~ "They m~1fI difemntlfywhen l!hey ex~5ialene,

E;g:po~ibax, pinpoint (lowshed, dry~I'ff.aJ'!l'.

Try U:ilS I .. Ma!~ U1~fo l lowing oompoun~ vmms land wHte. tnf!m au t

new 'Word

man



F. Complete the given lines with what you have understood from the lesson

1. Ants have antennae to, _

2. Their homes called , and they live in '

3. Thequeenant _

4. The hatched eggs are carried by workers for _

5. Different worker ants _

LET US UNDERSTAND: FILL IN THINGS WORKER ANTS DO

Q tl$, •

-0. WhIt

<7~-rI""I'II:I"m~. . . 0-s . . i¢

t1$

-o,

§<)-

. . ..

ni . . t· ~

8;.,-~..-.. ,'" - .

r ' ~

LISTENING SKILL: PAIR UPAND SHARE!

Listen to the method of preparing any Item of your choice. You could try to explain

the method of preparing anyone of the following:

~ Tomato soup

READING SKILL:

Read a paragraph from the given text with the right pause, Intonation and stress to

understand the meaning conveyed In the passage. ~

'" '-

9



PROJECT : OBSERVE, RECORD!

Place something sweet on the ground. Observe how long it takes before the ants

find it.

1.Where do they come from? How do they find out where the food is?2. What do they do immediately after that?

3. Do they eat it? Do they communicate with each other? How?

4. Do they immediately carry it back?

5. How long is it before there is no food left?

WRITING SKIL.L: LET US :REVISE

A. Write a letter to your friend informing him about your recent vacation and the

most exciting part of the holiday.

Place;

Date:

Dear .

Yours affectionately. D

GRAMMAR - LET US REVISE NOUNS~ """"'"--

Whatlsanoun? '. ~

'~ noun is the name of a person, place or thing. " • JFA common noun is the name of persons, places and things in general such as man,

school, and book.

A proper noun is the name of a particular person, place or thing, such as Chennai,

Sita, Satish etc. AJIproper nouns start with a capital letter.

Acollectlve noun is the name given to a group of things, for examplea ffock of birds

or a herd of cows.

10



An abslmct noun Is sometldng you can't see~ h,lJar_touch er taste. These

can be em:o,uOIlS (happiness, sorrow) or .ales (peace, qui'e~).

Material noon is Ule name Q ! f ' 8 1 , 1 3 1 ma.ter i,al w l . tJ 'Which alhi ngs Is made o , f .

Examp~El I : =tton,wood~ sUlketc.

EXERCISE '" CO .MONNOUNS:

!denUfy the Common Nouns in thei ro~ lowing sentenoes.

1. W e i arrivOO 1 8 . a r i y a t ti1 e s ta tio n.

2 . T here are dM"erent species of Ish.

3. The man was Ifymng~o staal her lcar~

EXERCISE ~ PRO PER NO ·U N·S :Use capiml ~eHers,u r Proper Nouns ~n~:hefo ID lowingsentenoos .

1. p aris is !U~e'cap'lta~oftBnoe.

'wfSfloff ll

happiness~

l (nowfecJgeJ'

seholatsflip

2. wi l~ lam shlakespeare m a fam ou s e ng lish suthor .

EXERCISE - COLLECTIVE NOUNS:

F iU in the b~anks w i th s u itab le i oo lle cive m ; : l I , m n schoosing from~heans.wer g w e l l b€l I ,ow~

'1.A of b~rdsfleW' high In 'Ihie :sky. h&rd ,

2. They saw a of ~Ions,at the zoo. p . ~

EXERCISE. - BSTRACTNOUNS~

Form A bs :tra ct N ou n s,fro :m 'th e fo~llowing.

[ S g . child - chl~dhood

haP ily . _

know ~ ~~ ~~ ~~

strong ~ ~ ~ ~~ ~ ~

3. The farmer has a __ o,f artie on his farm.

11



LET US REV~6E; VERBS

Then:riJis the'word' OJ"words"".' lexpmSSes &CfiDJ1 or says something abou'l

file concllUon o'theslll:dec'~

In ,genera~,the verb tense expressing adiQ;fI ~nthe presel'1li~ime is k1nownas the,Ptesel1t T en's",. T hs P resent 'T ense, Is , the, tense (ttJiar~~s ' !'Ine 'I1orm o ,f the ve !rb i) tha il

ma.y be u sed . to €txp~ess,:

q action a t. t he preS!eni

~ . ,Q sm.te of being or doing ~et9rt1al~ l1JttJsF lOr habitual ,actitons,);

c : : > ,an ,o ccu rre no e in Ule (very) near Mu re: ,or

Q an action tt1at occu rred ~ n U le' pas:1 and contim mes u p to the, p~ese:nt.

Examp~e:,Sh.writes

9 1 ' _ P 'lE IPRESENT TENSE .:

e.g : John........ .... (work) ina r9staumnl. John works in B ' f€lswurant.

1 . Chljld rn ill ...• ................ (make) ,a I c J , t of n o f f i s 9 .

2. ,S'tarals.,....,.................. (~I i e J I ~ow m u s i c vmy m lJch.

3 < . L • .• • •• .• • .• .• .• .• • .• • '( b rush ) my teet t lbMcel a. da,y.

4. She (do) h er h omework reglUla~~

5 . K am a~ .................• .. ,... (d rink.) mil k fo r breakfast

6 . They (iget up ) at 7:i()O in 'the moming.

7'. My fa1her ( a , rm l ' v l e )1 homel a t 7:00 p .m .

8.Sa~na ,and Mary. .. .. .. .. .. .. .. .. .. .. .. . .. fgo )t o bed at 9':O(lp.m.

9 1 • T h~ s t r a m n . . . . .. . .. . .. . .. . .. . .. . .. . .. . . (mop) a t Chenn :s i.

1 0 . W e . . . . .. . .. . .. . .. . .. . .. . .. (play) ' J o o t _ b a ~ 1 a j~ the l whna

,CIR.CLETHE CO'RRECT ANSWER:

1. Sushoela I I l ik.:elwalking ~nl tI .e mi.n.

:2 . Mohan I ~usual ly oomes home: at 4:00 prn ,

3. M:alarI Subaand Veena a~ays cleans· her room.

4. ,Sunaar I Youoome to lie class late.

S.I 1Prira brushss her teottJ every night .

t 2



SIMP'LE PAST TENSE:

The Simple Past Tense is used for past actions that happened either at a

specific time, which can either begiven bya time phrase (yesterday, lastyear, etc.) or

understoodfromthe contextExample: I liked the film, sheate the fruit, they played ball

Find the verbs in the followi ng sentences and change them into Past Tense.

1.The teacher (give) instructions. c f c f2. Sheena (post) the letter.

3. The train batch (arrive) late. '

c f

. The vendor (sell) a kilo of brinjals.

5. I (forget) my book.

SIMPLE FUTURE TENSE:

The Future Tense is a verb tense that expresses actions or states in the

future. The future tense is used to describe something that is going to happen or

will / shall happen later on.

Example: I will eat an apple tomorrow.

We will go out to play in the evening.They will dance in the festival.

Put the verbs in the correct form (simple future)

1. I (bring) the book tomorrow.

2. People (be) happy to see the winner.

3. The bus (come) in a few minutes from now.

4. Mala (sing) the prayer song in the next programme.

5. Be carefull! The child (break) the glass.

!LETUS LEARN: THE PHRASAL VERB

Defini.tion: A phrasal verb is a combination of: * a verb and a preposition -* a verb and an adverb * a verb with both an adverb and a preposition.

13



The meaning of a phrasal verb is different from the original verb.

Eg: come across: to meet or find by chance

We come across many cows in the village

come along: to go with someone else who takes the lead

The man asked his son to come along to carry the things they bought.

come up: to climb

One must work hard to come up in life.

come down to: to lead to a final result

Finally the vendor came down to the price we quoted.

come down with: top contract illness

Somu came down with fever after he was drenched in the rain.

DOANDSEE:

Here are six phrasal verbs with verbs like bring. take, put - make sentences of your

own.Add two more!

Phras·aJverb Its meQnlng Sentence

bring about make to happen

bring along come with

take out go out with

put In contribute

put up with endure

come back to to return to

14



PIOEM BAT

Hu man beings have often assacla.ted hu man qu a~ ltles to anlmals~ and there

may orma.ynot be truth in m ~ .Is 'a fo x real~ y cunning? Is 'a n ow l :alwa ys , w is e and ol ld?! IsaJat':ka~s~? .Arld....

Am a m ~ b a t s . • . • vampires'?

InPreparation:

• Have you s e,e n a bat?

• W hat have: y 1 0 u seen it doing'?

• These mcilnaNng creatu res are g.ood mot tlers :t toe I

.. Hem is :a bea.uti i ful 'l bat- frie nd ly poem by the m odem poet R anda~ 1JalT€l~ l l

.A b a . t is b orn

Naked and .b!~ndand p:ale

H~ s rnotller m akies ,a pocket Q if h er tail

And aches him. Hec~il1Qs.r o iler rong 'fur

. B y hm s n~ l Jmbs arid toes andEe~h

.And the n U lel m other dances It J rou gh ttle n lg h I

D o ~ b l in g and loopil l9 I soar~lIg~ome rs au ~m in g -

Her baby h an gs o n l! In dem,e alh

~ I n ight in happ~n f1JSS~s l1ehun ts and 11e i s

Her high sharp erles

L . i ke sh~ning n ee dle p oin ts of sound

G o, ou t into the nigh1.and, echomng back.

Te l~ her wha t th e'y have · k n . w c t 1 o o .

She hears ; how far ~~s, Ilow big m t m S I

S he live s by h e a . r i r m g

soaring: flying high

somersault,: do ·8 'baj~l~

echo: sound Ulat

com es back ta l you



Tne m oiler eats : the m oths and gnats :she catches:

InruU f l ight: inruU f l ight.

The mottJer drinkslhewater of l1e pond

She skims ,across. Ber baby d rin ks , th e m i~ k s he mak.e s, h im

~r1moonlight or starillght~ in m id-a~r~

The~r smngle shadow" printed on Ihe moon

Of 'A lmering acro \S9 U te 'starsi

W hi lis on all n ighi; at daybreak

The tired moiherflaps home! to her qf tu ! ! " .

The others a~1are~here

They hang U& em samves u p by iheirIoest

Tiley wlI',iJpllemsebJes up by~l1ekbrQwn~ngs.8unched uplSlde-dowrJ~ l'I.eys~eiPl ~na~r.

The~rsha rp ears~I he ~ r s ha rp te e,ttJI th eir ,q u ic lk s ha rp f ac es

..A re dun and sffiow and m~ld .

H I the! bri,ght d8 !y~as th e mottJ e!f s le ep s,

She fo lds her w ings ,about her s l'e ep in g c hild .

- Ra Ilda~~arnlt

ABOUT THE POEM :

Th~spoem podmy:s '~e l 1O e b .J m m Diving as i f n~ght'was the . e l l a y ] I~freo r a malher

ball mveaiing hers~mi~afity w~thsoma ottJelfmamma~sin mollering a ,child.llIe poet

des crib es, th e litle b at~ s li~eigh t from tim e , o f it s,b i rth ObS!eN ing its h~bis,t s ab i~~~ ie iS

and ~tsU rn l ta t io .ns .. The poart bring.s ~rIa v iv id ~mag ina tf fiona fong wit! great ,and ,carefu l

oooervation.

LET U S REMEMBER - ANSW ER THE FOLLOW ING QU EST I'ONS :

§Whichar,@ the wofds or phrases ttlm speak about the time when Ills bat mc,ve s,

,3roUll ld? Fill in f Eg: tbe mo,iher dances through Ihs nl'ghl'

16



§ The bat makes high sharp cries. What are those sounds compared to? What

helps the bat to hear?

§What are all the things that the mother bat does, after her son is born?

For example, she makes a pocket of her tail and catches him. F,iUin!

From the poem, what sense do you get about the poet's attitude towards bats? What

does he do to communicate it? Fill in!

T he poet Is m oved

b y th e b at m oth er's

lo ve fo r h er ch ild1i! .~", . . .. . ". i< .. . .. . . .. 1~~••• Ii. ~•• . ~ ~~ ~ .• " .I.~ •• " ' ~ . I I ' I i • • I ~~ . ii I •• "... II

Action wards Action wards

clings by his thumbs,He has observed them You r response

toes, teethcarefully, and knows

She catches, dances,their behaviour well

doubling,

You r r es p on se He imagines whallhe

bat mother would do.

.............. '••·.llt, •• t ...... ·••• with her baby "" .. ....... 1- ••• t •• fl. ~•~t ~.. t t r I:t

tl ~~

I I I

He clings to her, as she She feeds her son. She whirls and dances In the morning., she

carries him in her tail hunting, eaUng and in happiness underneath rests, oov6l ing him with

pocket drinking all night the moon and the stars her wings

T ,, 6 1Ii ~ '!I!! .,~'II!,III! iII I • • ,. . • o i I . . ~oI ! . ' ' ' ' ' l1 l i II " ' l 1 l i ' 1 1 1 . . . ~II! Ii" ' I I! ! • • I !! II ! ,

.

!. Action words 1:

. ~,

..... _ , Ii, ,•• Ii, -.. 11 · ' •• • ' '.,'

r~;~~;:~ 'r~ ;'"" · · · · · · · · · · · ·· 1. ' ~. ...... Ii- Ii ' ' " . , . ,I io • • '• • •• ,

17



LET l i l e S , UND~R.STA .D: DISCUSS I . LL BRCUlPSAND BHAIlE.

W~ J t l i s the po~m aoout? W h a t · does ·~e' i P O O ' t wa r u tto ooJTII1i lLmicatf l?

~~ did you f~~11about .~ts? D kl Ulii~cem ,d~d iha l a ttitu de ''? IFI IOW?E~pilajli.

WO OJ td 'OO S th e mo ( th ~ r '~ ~ ~ I la bo u t her Ib~? How do '~ u I know? Wh~ch lines OF

.. w om !!], i 'rildiooJ~eit? SlI,idy U,'lg It&'l::de~

No. , Wff l :d me tJa#~, wmd 5he' ' feeh' : m e ,i lna' 'Ma' 1J]oIQ it

molli!erdaR

, ~~u ' , ~ ,bY '

~'RlI~""''''I!"-....

,I~'" ~ I ; _ " "i ~ _ ,Ji(e' O'mii l l1I1i '-' " 1 Il~ 1 I M e' Ii'.i~ ,_ dDiibHiiu' GOO '

~ ~·,lom~JWrtfnlill'· Hw~liivn!p a ;n

UrxUrirlieaHI

W ' l i ! f ' h l , W i ii ' , ~ rnllij iiiciildl ~it. ' l ii o o , . ;n!if wt)m'

IM:r_Ili"!III~Hd

" " I I ~ . d r i r l i I Q i ,

rift~IIJ.-~~

teH'1'iI';i.,:lO!i

fl~:~~'_I"!"!HtIMmoHjblmlnlmRr"':rdld'

fi~~, m ~~'!iili;idl!i!ntme ooil!!r~rnd

f h : i ! mifCiD

'. thd'm'QlfiiN'

,tr..pl., h.Jlt,

beN':S\ 'o i ' f~

~ o lti!arhcitf , m e. Hi 'd l r¥" ~I' t f ie ~ . , Me Wli'plJ.

iCHp .Png 1ii~lI l l i1n~wNtJ "1II~rn!JI:



DOANDSEEr

.. Do you Iike any animal? Name any two animals you love. Say why.

,. Do you have any pet animal at home? Ifyes, what is its name?

Write a few lines about it.

Read this poem out to your family. As,k people who knew you as a baby about

how you were when you were really small. Write a paragraph about what they

said.

Write down six pairs of rhyming words from the poem.

LET US BECOME POETS:

Sit in groups and write a simple poem with rhyming words on any animal. A

model is given below.

POST READING:

The Frog

A little green frog once lived in a poolThe sun was hot and the water cool,

He sat in the pool the whole day long,

And sung a dear little, queer little song,

"Juaggery doo, Quaggery dee,

No one was ever so happy as me."

19



S LIP P Ie m e'ntaryReader I CAN TAKE ,CARE OF MYSELF

Onoe u pen ,8 tImel there w as, a m ortihe!f

rat " 1 1 1 1 0 wantedlro get her yaung d a u g t u e r

ma,med as SOOrl :as IJ:Ossibme\to U te most

p ow e riJ l b eirn 9 th a~ she c ou ld fin d. rWho, is the

most powerfld being on earth? she asked

hernel. Shel saw the brighl~sungod I' trave~ing

across, th ,esky" 8Jlld 't ho tlgh i~ ~Su m ly. a l~ be ings

depend on tile sun . The :sun god ~sUEl! mast powerfu~being on

tilis earth.· She as~ ed the su n :Q jod lAm YO l i the m ost po,w erfu i

being onthie eal1:h?~He sm if red. 'No l 'l1,ere is o ne g re ate r ttJ an me

to help 'the creatu res - ~ Iis U le rain. W lhou tthe, ra~ n, no crop Of

fre e wo u id g row. T hem w ou ~ d b e no w ater ,on e a.rfu .t

JList th€Iir1!~ it began to rain. She

ttl!Juglht~~How wond te rfu ~ U ~e r ain is ~ It makes

t !hewtJole ~ arJ dgreen . II m akes tlle rivers Rerw .S u r e m y , the ral n god

is tile m ost pow ernu l b e m n Q on~is e a r t h . ' Sble askedttJe ra.in god. -

tAre yotl l1e most powemd b ein g ,o n tlh is e arltJ ?· H e 8im I ~ed . 'NOt

ttJ ere ~ s o ne (lIm a/lair t1l1an rna .~ tJellpl the croolu l"eS - it iSi~hemoun ta irn. W ithou tU ie moonta in. th erewau ld be no prnted:i .o!1l fOr

ttJe cm a1u fie9 of this eadh. T he m ou ntain blo,c:ksi ttle ciou ds, and

le !ts t he wa te r low s a f e , l ) " fo r ttle p eop~e ,a nd ,all~ im n U m va~~eys. ! !

J u st tt1 en ~ sh e! lo ok& d l am y I 1 d . , and saw 'U ~ ebeau tlu I b lu e

mOlJnti) l i l1. She thou ght, 'How big andsUQng th e mountain

is;~~t.Wml1smndsi a~1wi nds ,an d s klrm s. It protects. ttlla ea,l1h

,and is creat l l res. Sumiy,ithe, mountain god is the mostpowerfu l beWI'i lSon~his eanh.~ She askedUle mounta.in god ,

~~el you th e most powerfu l be ll ing ,on th~s earttrr He sm ile d.

~N I IJ ,here is Cl!ne gruier Ilian me t a . he~p the cre:a1l!Ures-1 ls

the w orm . W"out. Um:ewo rrrn~ the! earI IJ w ;ou~d be hard anidnailing w ou ld grow inlhe

sam!.The eart hwo rm I s the g reate 'stfrile nd l U lat ~ lvinQ1beings can have.'

2 1 0



Jus t ttJ len.s tJe saw h er d ,au g hJ ~ r com~n g 'klw ,ard s h er. S he ,asked he r m oU ~ e r~

W h a~ , are y ou d oin g:? ' I~am byillQ to 'f ind ootw l1o ~ e m ost pow €l'Ifu l baling on earth is~r

samd 'ihe mother. 'W hy?' as,ked her d a,u gh ter. !~ Iw an t you tO I many him and be sa fe !~ '

sa~dlhe molhelr~

W h y wou ld I .need to m arry~ o be sam?1 a sk ed th e d tlU i gh te r~ ~T c ib e s ale, I . rlleed

tn m ow how ,to ta~ e care of m yself . I ~OIJ are :smaU. You need plf"Oiection: said the,

moJth:errat. 'Thel bes t protection r n s ,to be a b l e to p ro tect I~meself/ sa id~h,e daughter. 70

proMc I: myse~ f~ I n e e d 'to I ,earn to be S ' E r o n g and woric hard. 1

Bu~ .why wou~ y01. l need to work? WytllI man y s om eon e rich and pow erfu l, he

w in su pport Y OlJ i•safd thB m oU ~ er rat.~W ho Is l ich

and pow mu l" amma? ~ a s,ke d t t J l e daughter~ "The1 I : r u J ~ y poweriu I be~ l'ID gs one w llo can take care lo f

onesel 3Jld 'I ho se she loves,. One, I s,truly r lch~ ~fone,

is rio t! in . Iove. ~wa l1 t to b e, p owe rfu ~ myull;, so ' that ~

can ta;m care of m yself and those that I bve.1

The mDther rat w as confu sed .. ·W h at wi~!you do?l! s he as ked. II -w il l l ea rn to

:s tB lndon mY 'own feet. I W i ] ! ! Ind w ork to do ' lhatsl i pports m e if and my fam~ly . F!O f 'l h! 8I t ~

need to kliam m om abou t ~ he w orldt

and le:am t o , I iV!9 in i t as a good ICrealtUf'€!I/f l . . a t m e lf irst loom to take care ofmysel} ~BIJIdon ttYOU ineed hemp?~as,ked the mo ther rat 'Ve's~

f rom Y O U I am malt smdl1e dalJ gh te r. ~He lp me s upport my;seID f.~am not Interesled in

marryWnganiYbody rictJ orpow0rru~, Depermwng on anotherpersOf l~s powerf p ositio n o r

p ro spe rity d oes n ot p rtomise pe a.o e an d se cu rity in th e I.o ng run. 10,n61 has to depand

on rlJ e power within oneseJ ' fkJ l 5 1 e e 1 r the'fargef,,, one~life/

LET' US REMEMBE,R ~

1.. W hat did the mo,tner rat w ani, to do?'

2. Why did she f ind 110 sun god pow~riJl?'

.2 1



1. Why did she find the rain god powerful?

2. Why did she find the mountain god powerful?

3. What two things did she want for her daughter?

4. What did the daughter want for herself?

IL lEr u s U ND ERSTAND : D ISCU Ba AND SHARE IN SMALL GROU PS .

What do you think is most important for you to learn? What are the qualities that

will be of help to you in your life? Fill in",

DEBATE AND LEARN r

Do you agree with the daughter rat or the mother rat? Support your answer with

reasons.

22



A NOTE TO THE TEACHER

In this unit, a sincere attempt has been made to make children aware of the

importance of trees in their lives. The first section is a prose passage [an imaginative .

adaptation of Indira Anantha Krishnan's story, 'The Jacaranda Tree' ], called

'The Neern Tree'. A young girl's initiative and her Principal's sensitive intervention

help to save a neem tree on the school campus. Woven into this is an issue important

and troubling in ourtimes-'Whatis success?' 'Who is awinner?'

This unit paves wayforthe active learning of the language. The activities given


interact in small and large groups. The chi Idren get an opportunity, to share their views

with others in the class. Vocabulary activities given in this unit will be of much use to

the chiIdren.An add itionaIaspect is the inclusion of exe rcises aimad at sensitizing the

child to feelings that lie, as itwere, 'beneath the skin'.

The poetry section has a lively poem called "What Trees Are For". Written as

a grou p exercise by students of Class VII, it high lights the extraord inary versatility and

innovative aptitude of children. The young poets sing in praise of their relationship

with the tree, in simple poetical language. It is sure to bring out many constructive andcreative mental pictures in young minds.

The supplementary section consists of a story, 'Nature Car'es For Nature'

which throws light on how a teacher can kindle the minds of young chi Idren. Ramana,

a young boy, motivated by the words of his teacher, plants a mango seed and takes

pains to nurture the plant till it bears fruit. He also vows not to disturb nature. It is in the

hands of the teacher, to motivate many more 'Ramanas', to plant many more trees, to

save planet Earth.

This unit also paves way for the children, to revise and remember the

Continuous Tenses, through pictures, time and action. Prefixes and Suffixes are also

revised. A few spelling rules are given to avoid errors, while forming new words with

the help of suffixes. There is also room for suggested extension activity, thinking

beyond the text, and projects in this unit.

23



THE, NEEM TREEROSE

Them are many kinds of dre'am in g. Is th s:rE I:a d lfemn ce b ebNee n d re am in g

du ring the day~ .and at n~ght?Yes~~ lle re iS if D ' is cu s is tih ~a! '

The! N,e:em Tfoe' Is caiie D A zad~ ra!G hta h lldi,C 8. an d Is a w o nde r~

tree., In Meooa~ in a p lace called Am'fa t . a natu re lover 'and

fo llow e r'C lf M oh amm :e d N ab i p lan te d 5 0.000 ,s ap .lin gs af ne em to

b en efit a nd bestow shade to ,the mil i lans O f pilgrims w ho com e to

t he Ho lY iC it y emp i lg rimage1 .

T he mOflttJ of A pril w as w arm and su mm er had ju st, S,ot in ; th e!

neam tree w as i ! ' l i ~ oom . M als,f gazed tlhrou g h ttJ e w i.lndow at the!neelm

tre e an d total ly for"Qo<thersa~ f . The lma '.Va:s:so beaulfuU Sudden~y ; , the

l~~=:!" teachers, harsh v'o~ce!thllndered. Haw you 'forgot:yourself whem

ltao king a,1s omal1 lin g?SHAftE 1IT 1~Ma~a rIJive ca~ !e d y ou r name, tw ic e a lre ad y L.- _

,and ),,01.1\(8 no~al1swered." Hor~ h ou g h ts sw u n g b ack to tile ' c I D a s s r o o m .

" Y e S " teache~i~!aid Ma~ar.

( jU a~ar~You w l~~never l eamany th~ng lyou keep on dr~aming in t he ,

cl,as s/~ remarked he rteachier. M ,al,ar s tood u p sne rnU y . her he ad down.

liU lsnlt tru e" ~ s al!d lMala r~ o hers elf a s s he 8m dow n. fjl do by~ o pay a,tten~lont,blJl

I don~ . thmnt d r:1eam ill g ~ sbad .JJ She s .wa~ lowed , ( J I lu mp! in heir throat and beg\an. to pay

attentilon to l 'tie ~e9Son. .A .tu ,e end 01' th e dass 'the t:eaehe'r annlotl need t tlBefoR!J we

close for summer, weM~1911h:l,rta~n o u~ eilve ,s as ,W 8 1u s u a ~ l ydo, willia song~dance

a nd d ram s. shOW.~iT he chi~dren dap,pedthe~rh:a .nds joyW ~~ :

ls dretam ing good or

bad'? In w hat w ays?

IfllllNI

BADOOD

24



~ooneaf the trees. , Ilgglled ~.laughed Ina em y w ay

evashtely - trying to avnID ddisperse, M break up' ' K > ~eavetiny - very ' smaU

OjStrange~ i:snttlt?" she saM ,stera ~~~~~~~~~~~~.

m om ent I lilhere are m arks on th~sree." Malar f1oddedwor(ness~.

UWho~d Iikie 'b J parldpatei'r askEldlheteacher~.A faw en~husla.sUc

hands wernt .up . .

"U a ~ar? You 'mo,• .• 1 <0asKed th e te ac:ller~ rai:s i rn g h er e ye brows .

, Malarnoddedt her right hand raised high.

HergmndmottJe~s words lechoed In h,eream" {'Keep your f lag

l y i n g h i g h . Y o u w iU do ' w e I D U "

"What would you ~Ik:e~o do, Mal a r ? " asked ttJe teaahelr doublU I~y.Malar

answered p romptly.

"Act in ,a p ID a Y ' .

uWel~.. . 1 mustsoo! where we can Ii~ou ~n!ilsaid the

mar.::~er, her ~ok:estilll1ng I ng w ith doubt

1 ]0 r .. . o r ... dance ."

The g~rlsigiS gl.ed. O n.e 0 f ttJem said. ~SheMIl Sita1 day

dreaming on th e s tag le ~ to o r'

nWel~lsee about thatl'~ .replledthe teaciher evas.lvely. The bell ra.ng. Itw,as,

b fie ak Ome ,a nd th e c la ss ,dispersed. Mam. and] N~ ~ fan ou t hand In hand. They ran to

~herow oftmes,llal provided shade for the chi~dren. They ran in and olJlof the row oftmes. Uamar .Io,ved the white 'lowers, of~he nearn b1ee. She '~hought. that U te Igreen

l£ laws ol lhe neem lroo w e!re d otte d like pearls bylhe Uny 'IOW€lrs o f th e neem tree'S.

S lJdden~ y. N i ~ a .stopped I 1 J n ni I1g and po,inted u p

T hem w e~ e ,s few red ms.rks on 'lie neem trea.

The girls loonti nuad to fun and p lia y.

'Maiar~ al ia yeti rea, l tygoing to parUcipa!~ein l O u r class d an ce ?' asked N ~la.

"Why no:~1~U a~arrep' lm:d brieHy.

"B ut you must remember a~1tJ esmps ," said Ni~a.

25



"Yes, Iwill," said Malar. Her eyes 91stened and she controlled her tears si Ien t t y .

'I need help to do that,· she thought to h erse lf . ·But I don't know f rom whom

Ican get it!-

The following day, the teacher put down Malars name for group dancing. She

called Malar to her side and said,· You must carefully follow the dance teacher's

instructions and do exactly what she tells you to do ,.

Malar was elated and decided to 9iva her best. During

the dance practice. the teacher taught the girls to stand in a

circle and move inward and outward in step with tne music,

The movements were easy and the girls danced , -- -- -- -- -- -. ..,

Jyf II M I h Th

ta

(elated - very happy and excited )

o u y. a ar was very appy. e mpoL . ._ - - -- - - -- - -- - -

gradually Increased. Suddenly. the teacher aiad, "Stop: please stop." The 9 Iris froze.

"Malar has fallen out of step. Start all over again .. Malar looked around In dlsmay, The

girls frowned and looked angrily at Malar. Her confidence had gone, She made many

mistakes. Each time Malar made a mlstake, the teacher made the

whole group do the dance again, As th e girts dispersed, the dance

teacher called Malar and said, "I think you should ask your teacher to

give you some other role·."Why, teache« Malar asked, hurt and

annoyed. She had tried so hard I

"Never mind. Iwill talk to your class teacher," said th e dance teacher and went

away. Malardld not move. She stared vacantly and MComeon.let's go. Don'tworry., ,.

before Nlla could ftnlsh Malar voiced, "I'm not good at anything. am 17·She bit her

lower lip. Nila smiled at Malar. and both of them went hand in hand towards their

dassroom. On the way they stopped neartha row of trees, Thera were men standing

near the marked neem tree. The girls overheard thai r conversation. "Principal Madam

wants this tree to be cut," said one of the men,

-Why?" enquired Malar. anxiously.

-We are going to build a new toilet here,· he replied,

-N ... 0000, You can't cut the tree .. "B

she cried and put her hands around the tree.

26



·Principal's orders,· said one oftnem , He fatt sorry fo r Malar.

"Ohl" Malar sighed sadly. She forgot to go to her Class teacher.

She took Nila along and rushed to the Principal's office. She

pleaded with the Principal and requested her not to cut down a

living tree.

"It needs to be cut, child," the Principal explained, 'We need more tollets."

"Why don't we choose some other place?" Malar asked. The Principal looked

thoughtfully at Malar. -I appreciate your love for the tree,R she said. She agreed to

keep the tree for some more time. Malar was overioyed. The next day, the class

teacher summoned Malar and told her, " 1 1 1 1 give you the role of the curtain raiser". The

class laughed.

-

"What's that?· asked Malar, puzzled.

The teacher smiled and said, "Backstage, you'll have to pull the

curtains at the start of each item, and draw them at the close of

the item." "That means the audience is not going to see me?"

asked Malar. The teacher nodded. Malar's face fell.

This is the best I can do for you, now, Malar,· the teacher rep! ied. I I In this way

you need not fear about any wrong movements on the stage. But you have to be alert

and pull the curtain strings in the right way at the right time .. ,-- --.

Please don't start dreaming. U Malar suppressed her tears and ( a l e r t : attentive J

said,

"Teacher, may I be given another chance?"

"There is no time. Please don't argue.·

Malar went home sadly. Her grandmother had

made her favourite bajjis for tiffin. "What role are you going to play?1Ishe asked

eagerly. Malar ran and hugged her, and told her everything.

Remember what I have told you. Keep your flag f I y i ng high. Don't give up, II

she said.

27



hJ e~ phe r, Itsh e t o m d the teacher~

The '_cher agreed.

t he oanstel l, al ian of Aries. People eat

the blUer leaves and the roasted

' f lowers of nearn with a. Htt ls ,JaggeJYtto

The nead day~w hen Mala.r went ta l her da.S !ashe saw tTr,er1ea.eher ~ ldng 10 'tie

Principal abou t ttJe IC:U~kJre i p rogr,amme. "Come, Mal ,arr" -sa id ttJe plrinCipalkind i y .

W h8 i~ a re ) " IOU going tO Ido forlhe Cum lum l Programmle?' she asked. M alar starned.

crying. Shel rem em bered her grnndm oth ,e(9 wof \ds . .she

~ ook:ed at her m achor. "P lcm H g~ vo m eanothtor chance to

dance ~Iis he s ald ,

~ S he is Ilot ,aille to <mpe w l lilh ' U 1 i E ~ s teps~ Ma ',am /' s aid the

classteacoor. r c o 1 p e = manage 'b do )

Somellilngi b u rs lln s!d e M ,a iar~< ;1can !cope up," she srud.

!~JlJS~.ecause I take t imet doesnrt mean ttJat ~,am unfit" Mala.r ~ ooked~h ro u gh f ile

w in dow ,a t'th el1eem

iree

,

. ill am like th e tre e," she sa~ d.,"Can ~notb e ne lpedto b epart

lofthel dance'?wtJy m U l s t . ~ bel removed?" Du.ringUgad~ afeslVal to oelebrale

T he P rincipal u nderstood. nO f oou rse the Telug~.new year t w tdd1 oom es In

you can be p ari o f th e d 8in oo~ "sh e saki. [ jOOI MarchlApr! I. the Su n is sa ia 10en te r

~ . A r l I C ih.e~s Slomegood newsforyou~ symbolizetheaoceptaneedf" 'U19 geed

aedded Ute Pflncipa~. "We have chosen'Nilh the bad.~------------------------

another pmaoo to buw ld the

'k::Irnlets.You r tree w in s !lJN'ivle .I IMalats grandmother came to ttlle cu llu m!

show. When the show w,as 0"191';, Ulere was loudapp!au:se.AI~ 'l1e

pa rtic ipants we re GOf lg r aw latsd,

T he toochor to~ dMaliar 's 9 rnndf1 l'O lher~ "Mamargave her the best .

~ fs he h ad n' p l ; e J y e d her p a n t we ll, U ~ e e nM~ estJoWWQIIJ~d have! b een a mess," M;alars

face w as, flu shed. She w as SO l happly~

The fo l lowing d ay w as the ~ ast day of schooLCls;ssroomswere c100ned and

locked. AI~the: s~iJdents.bidbrewel l to one another and began to ~eave. F or a brig

t ime~ Mra. la .rsIDod ~ooking at Urueneemtree. She w ou ld rtot. be :se~ ng I fora oou prne o,f

mOl1n~ls .Too blossomswem bewitching. ~ elw *tchlng - tJ i8 iving a ~agle.ai ape!]



S u dde n~ ; M alia]" milt , i i J I j hand on her stu:rulder. She, 11!.!ilrn~dou nd and 'saw '~he'

P r i 'n c i 'p 'a J s m i l i n g a r t I h . ~ r ; ~ll3le~U!tifiil,! _ m n ! t ~h~1'! l ;he ~JSkDd. Y Y w a m , ,9 b r i 1 g l h t

baaut'if U JI I b lessem 'too" R~memoor~M ~ t t l r . y o U J r m ' a W U O J i l ! e i,=we o~ n ail! b e w i n n u ~ r : s .

Nobody Ih~Bo I~se' lhe raGe ,I!ITlh'~PlindpaJl l ptri~d Malar'S cheeks and s~d~"Happy

hol~dtLysIgi l l r ' i l "n

LET US HE E . Eft :

WhatWa~·Mal~rt h r n k t n s ! ,~boww h U l ' e "her!e~cherw a ! S t ~ k j n 9 cla~8'?

M a ; r 3 1 1 " w a ~--------------------------------------------

W hy was IM~I~rs ' w a c 1 ' i J e r 'doubt fu l a b o u l Malar's pariBci~tio~ ' i n a , p~ay?

Sllil~ ' f ~U , ' I a l l , - - ; _

Wrry did "~€i ' g i ' r l : s look a~ ;M a l i ~ _ r ~!Illi lgrlly?'

ih~' fe~ 'U ial _

W hy Mdl ~he Principal decided 'to mmoiile lh~i rnn ' tree?

ii;. - - • - - ' -Ilk. d d- -: . - . 1 1 - AI~IS p i! 1m :;! Ipa I lia ,' ,'.j!SiCl!!.le:\i!~ _

W h a t , g o o d r 1 e ' l ! r S did Uil0 Pfindi'pallha~ 'forM a l a r ? '

ins Piri 'ncrpal wid M~'I~r~ h a 1 , - - ; _

lUITI TA ~K TOGETHER : f &MAl . GROUP I1+ D o y o u think M~la~we< t right in m~e'lingthe P l r l 'M r :p a l ,~ , skip c ' h o p p f i ' i ! 9 1 dow~ tllte'

tree~?'W l h l Y ?

2 .• Hg'l,i'~ " I f - O U~\I~rp ~ r t r , c ~ p : ! ~ l b ; : : d I n ~ny ~ttur ;a ! l

"" 'Og r~,ml~e? I . ' f $0'; ,Slhare y~ u r

ex"pel i~~ce!S, w U t h l yO'~ ,gmup, me1f l !1b~~I '

3, . D o you 'ree~~I ~hUdref ! i should

partidpate i~a rC~ll~jJilil

p~ logr:a~me?

4 ,+ In whtai~,wary d id ~e Prt!"icr,~r.s,

~lt i1UJdehel,p M~I~r1

~,lh~,~w~s M~Jaf$g ra n d m o th -e r 's role

in m~klirng n~ii~ee!~~ winner?'

@~ ,~omrno.!iib} w;jl'lifilihg

q~whl'ter

e I ) dec~as~de) dul l

,g~~~ · nedh)o~Mard1 } ilitpS~, n ~rfu~mbet ...



PRESENT YOUR VIEWS IN CLASSI

:LET'S UNDERSTAND: WHO SAID THESE WORDS TO WHOM?

"Keep your flag flying high. You wi l l "You will never learn anything i f you

do wel l . " keep on dreaming in the class."Who? Who?Towhom? Towhom?

"Malar has fallen out of step. Start "I appreciate your love for theall over again.

n

tree .." Who?Who?To whom? To whom?

MATCH THE FOLLOWING .. WHAT MALAR FEELS AND THINKS .. A

FLOWCHART:

--S,No. WHAT MALAR FEELS WHAT MAKES HER FEEL YOUR FEELINGS AND OPINIONS

ANDTHINK8 THAT W AY

I

•1. dreams cultural programme

2 . feels ashamed principal's words and aetlcns

3. feels InspIred dance teacher's disapproval

4, wants to partIcIpate tbe nearn t.ree

I

5 ., feels sad grandma's encouragementand support

6 . f~ls anxious Included In the group dance

7 . feels elated neem tree to be cut

1 r 8 . feels put down grandma's words

9. speaks her mind teacher's doubts; laughter Inetass; wants help

10. feels supp'orted and teacher's wordshappy

30



THI •I(NG BEYOND THE TEXT :

W h a t w o . u l l d happ~n i f ' W 'Q ka~<p On t C u t t i'n , g a ~ 1 ' l t i J e ,~j(j~in9"nest?

W hy a ; w s de~m ~nfil 'W I . i V i ~ in?

Wha t ro!~ C C ' ~es p l : a y in ke~pu l i IQ i T rees, !he longEm t I ivlng b~ln.9sen (Iu r

piaI'V~~are,erud~1 t e l th e ~U irlJ lv alt 1 f a Uothf!t Ilvflilf! things 00 Eal1h.~~,IU ! f en~mfilmelfllt pIJrre1

i>Qne family!, one - 1me fl '" ,

W hy is th iis a 9 000 td~ Bf?

WDRD POWER~(DO T IS IN G_ OUPS)

REFIXJ:S AND SUffiXES,

New wordis ean be 'fb fil inedby ! ;ldding p i'8 f i:x~s and ~'~f: f i~~~"vi lJh ~herool WOrd l .

A i f f i x . is,thie ' t~11i1~s~d 10 Irnrboth prel1i~ ,iiliO Osyf f i 'x~.1.'Mad + If~' n - e a d e F ' 2 . im + polaw:~ impol i te,

M1e .i k. - -;Cj; , . , , . . . , . . . . . . : 1 - . i;.. <!i... . rlI • . _ - '''nl ...... '-Illgl' .... ,1 0. - ,. ... 1 1 ' " - n ,i,...,.. ,. .;Iitj . " " , ' - ' . - . 1 1 i I < l ' ~ - - - . , - - i/I;;,-~riI,1tl! n;! ."-~"~""I!! .l! :S: I O i Y ' . .. ..y!i.dng -,,' - yli" - _:', I ! iY' !!lI~eIii,,", rwmi:: ,io ' .,; . lYQ ,~l1! ig 'm 'l'Ill€lm in 'u lie'

webdhart

~:.If 8 word en,l;is witn ;B

,consonant p~~dM b~lI~

; s i n : g r e vowe~i'lhe' OOIl!OOJ1~nt .

w i l ] b e d :O ' L J 'b i le d w h i l ! e ! a d d 1 r 1 9

i ~ny '~ffix.'io the~ w - o r t lEo: a.pln+ Ing IpinniNB

wI'n...!Ell"=' nnsr

31



LET US SCAN THE TEXT:

1.Words/Phrases describing states of mind:

The words/phrases given below against each person describes the state of

mind of that person.

Write down the moods of the persons with the help of the words or phrases

mentioned against them.

S.No persons

1.. Nlla & Malar

2. Malar

words I phrases

went hand in hand

mood

happy

rushed

Class Teacher

Girls

The ance Teacher

4.

5.

6.

raised her eye brows

frowned

stop, stop girls

VOCABULARY CHECK:

Cloze test: Test yourself! Inthe given passage, every fourth word is removed.

Fill in the blanks by choosing words from the list given below.:

Food is the necessity of life. food man cannot long, so

also an or a plant. man has to a sufficient quantity

____ food. If the he eats is ,his health will andhe will ill. Hence every man to sensibly eat food.

renough, i f c : l I ' l l ,Inad1eqlJate,o ~ , every, I l i v e " prime,

wi:Vhout,anima l, e at, f oo d, f r a i l l , has

COMPOUND WORDS:

Compound words are words which are formed by joining two different words

like nouns, verbs, adverbs and adjectives together, to form a new word.

(e.g.) Fire proof

Words 'fire' and 'proof are separate words. They make a compound word.

Join the followi ng column A and column B to form compound words.

S.No

1.

ColumnA

class

Co.lumnB

a) water

Compound Word

classroom

32



, 2 .

3.

4.

S .

blwhite

c) ro om

d) time

e) h eard

'0 stage

g) step

> o v e r

back

door

snow

ground.

lIE'f US REVISE: TENSES

W e are, a ware that th e 'lanse' o fa ve rb ,alw ays, sl1aw s the l tIme of a.clon.

1 i ,a ll T he l P'resenl , Ccm~lnUD!U~, ense' [P rc lg ress lvel Ten 'se ] ~ s IJ sed for an ac~ ion

Ig lw ng on ,at t t J e r tim e o f spe a,kj r r n g and te deselib e, an action w h~Clhis in prog ress

right now ;

~ Nila~s,singing.

qhe g irls Sfie danc ing .

1. b ) Far,an action '~ hatta,kes p, la,os I n l tJe neariJ t u re by add~ng a~verbs , anima ;

!;) .1 amgOling to ChennamWmonrow.

qhel P rime M~n ls le r is rn ee tln gth e P re sid en t to nlg hJ l.

LET U S D O :

A lis t o f the, b ase fo rm (l lf thel 'verbs wsgiven in the bOM. FormsenMnces ~nthe

P re se nt Co ntinu ou s T -oo se.

dance ~glrlllSdanclng~

cook.

w,a~k

dl lmb

ride

p~ay

write

TRY THIS IN GRD U :P 'S :

I ., Lo ok: at th e p~cturesand answ er the questIol1s,.

1. W hat irs he d o m n g ' ? ' He wssw imm ing.

,2 . 1 . 8 he driving a cycle? Yes., _

33



3. W haU s he dO ing? _

4 . W h at is.she dolng? --'

S. ~ss;tle ea.ting'? .

U "The Pas t C 'o nllrlll.llDUS Tense 1:8 I I , S E I d to denote an 9(:tlo n ttJat is going IDn a~'som!especifiedti melin t h e past Often], iUs,uyd ~nr e , l a . u - o : n to anoller pes t action.

Examll,~e:

A t 5 p.m .• Kabilan w,assing~ng a sol1g atti1e f1..lnction..

W ewe !I 'e !W 8 ,lc hln g TV la st n lg h~ ~when the ClI fr1enil:wentOl.

Look a t . the picturel s ho~ rJ g th e ia ctiviu e.s o f Ms.. S awna, th e p~ \}vim .ls day. Com~ ete the:

sentences given below~

A I . 9~30a..m., 81mJMJuidingltedlig!cle&

At tl.30 arn., Shel '

A i t1 .:30 a.m .. Shf;!! '

At 1.311 p.m'i She ~_'

At 2.31 p.m., Shel '

A I 3 . 3 0 p.m., S he ,

nI. The future IC:ont lnuous 'Fens' is used tO lt an~j !oow ac tions wh~dlM~1be in

prrogmss. 8 :t a 9 w,enime in the fuw r e o

Examp~es:

MyfruendwUIbe meerting me bythm '~ imetomorro lW .

~. sbJa llbe p~ay ing criok ,e~t omOJT iOW eveni ng at 4p.m.

CO'ns lrUc t Berwte rnces IJs~ng 'the ' fu t u re ,cont inuo lJs , ~e f l5 'e t t1ml 'Ute t3b l , e given:

1 The children enjoying in th e e ve nin gs

-2 goillg 'k) C hannal nm : m onli'r

: 3 Anilne, playing POf IQal in January

shall be4 We

will be5 Ramesh working

hard ton ight for exam .

34



LET US KNOW . ORE!

(Us ; ten to th ~ p ~ s sage 'mad by th e ~'eacher and ans'lHe.f ~h0qtJmons)

W inI lihappens i W:h~~,rees are rel ll3 :d?

1 0 ¥ e : r 1he,years. o i llions ,o r tOE1n~s, o f ca~bo'J'ildioxido i n !

tFee ' [ ,Oli ~rs 1 S i relessed I b a i C k i J r i l I D ·the a~mo$phern',

DefO'~sta~k~TII m~ifl'Ses, eareen d f ,oxW ~ from t h . e l tme~, , ,T l r n n s

~~:!ii;u~dsJpthe ~te! of g loba l iWam1i f lQ I . W hen treea ami , n u t

a nd fo m s:i cles~d we r l / e e : d l mOle t rees illatumrb ~ he , a m . m . l l n l of add i t i ona l Gafholil

dio:xide in '~hB ,~ph:e~a. HOWQv~r ; , fom s'ts- ,a m not being ~iepllffi l:oedla rt ' ! h e - same ~;~m:

. , . . w . ' 1b"I'" , Ib,ib.,.'U ""'r_lb~·lil 'iin ..,;I"'''''~'''''''IJi'''-..li~,,". .~~IV~ !l!.Illoj.: Gt. ~ ,li."'~~LIIII~ih~ohUim.. ll•

An sw er the 'a'II 'ow i ng g l]estl'0'l]5:

1. In W hat w~ry r'O~ ; are U!iii~fu] to p~\fent.g(I 'Q;tJe1 wsrml 'rngi?

:;t T~~~, i;"b~Q tib -:

a) carb~nmoJ,axrd~~

10 )~arb(lndioxide

rt:;:).nilrog~~

a , . W l h ! ~ J t ,~ defQ~la~rOf t !? '

4. W ih!y :~hoiJ ldnr tW ~ ~ f~ n d , O \ i I t , f " ! 1' b " eE ! $ ' ?

TH I K AN D - RIfe: [W RrrE TEN SE .- T E N CES]

'YNowad~,s; plasti(lS replace ;a lmost 8v-e~ i 'ng~ . 'W i F i m dO'I,i\i'rll you r thoillllg hb,

andl t\eeli'ngs , a J D o ! i J 1 j n i l s cStammEmt

PlarlJ W haHfi lro~:trQ:f11 d . ' O you want t " 6 CDIJed abou t ' P ~ i i ; g t i G S ' ? 1

W l h a t a l l 'YO U ,k r t l t l W abbu t 'lM~ I f 'US' l l?

Whf a re p la» t iC$ usefu 11~W I M f ] i " a O O f p ll aS1 i~ b ad?

H r a w can w e r-e gu lale '~[r use?

W h ;a , t ~amali.emalil!Jes m I P l as t i L : : : s : ?

Haw'.£Io l H 1 1 ! J ~ i l l l k theJr use ~ay be B f l O O ! I J I r a g o o In ! ,SflGi'ety?

V!/,hal am :you W i l l in g to d~! in "YGLir'@;Wn ~He?



POEM IiWHAT TREES ARE FOR,

S om e '!fees are for' p!aylng

- hkleand seek w lh a frie f ld~

,Somenfi,are f or cha if fing

B as, leach day has no end

S iom e!re es are fu r d re am in g

- al Iimoo ~ooase r o th~nki

S om e 'ees :are tor ~ ookl"g , a i~ B

- at timoo w lttlou l a b illnk!

S om eb"ees ,are fu r o b s E W l l w n g

- a b l r e t ! 1 wi tho lJ~ aBound .S om eb'e€ls ara fu r m akinQ

- Mig patterns lon~hie ground

Some 'b "ee s a re for d is covering

- an insed~ bug or fty~

Some trees am for relaxing What insects or bugs have ) l IOU

@bS eNta ti1 u pon a ~,?- s tarin g rlQ h ~~ h ro lJ gh at th e skyl

S om e trees are for sw inging

- 'i~ l yoUJ fal~~upon a roo~

S om e 'hes are for treating

~ you r frien d to a nioo, fneshfml

Some 'tre es are! for fan ning

- you r m ind to make i~ ,0001]

Some 'b"ees are fu r r e e U I 1 Q

- a.t home w hen you \V,alk to schoon

36

W hat games, do you p'ay um : f s l I ' a

bliee?

W hat b lrd 51 have you ' ObSB l "Ved

u p e n a 1 1 e e ?

Wtlat~-e! la ;Sdo you cross. ;8 S yew

eeme to sch D!l~1

.AGro.fJ,fJ'~em~ B:r C l a v s - s VllA~A vva lH om G ! T VR IGuts H.S.S~

Aldya~.C h e n n a l



NEWWQRDS:,

ce:aS9= 'm lend

b~ 1k - cfoslng and openi n ,g one~.s reyes !qu~c!ldy

sw~ng - seats he~dby ropes or ohains, fur s,MnQwng

LET U S U ND ERSTAND :

1. Who am the speakers ~n'~hispoem?

2 . W h8 'I 'f ee~ l l 1gs ,abou t the t lr ieedo tt lel po ets comm un Ica~ through tt l ls

poem?'

W hIy do the poets S9.;YthaA :trees "tan you r m ind~o make I:ooo!'?

SHARE IN G RO U PS !

Have yo u e ve r c are ru I~yobse rved . a '~ r ee?Wha ta re thel d i ffe re :n t ' ~h ingsyau

ha.ve se sn ? A lia tile re l a ny in te ,re stin g €liXperisllCQs that you have had in a.~ ree!s .

shade?'

W O RD P ICT URES :The beau ty of ,3 poem li.es in its l evocatW e !wo ro p~et.u r,e s.The poets pa.int .3

nu m ber of ttJ em irJ~ hls poem.

P ICK OU T A FEW L~N lES THAT BRING ICTU RES TO YOU R MIND :

1. T rees ,alia to p!ay hide and seek in

When we heal the earth,we Ileal

OUf:se~velS

'W D RD PO W ER:

P ick; ou t U te w ords from U ru epoem w hich rhym e w ittJ the·~ ollow lng w ,ords:

f r ie nd l ih ink I , g round I fly 1 _ ' _

37



LET US BE POETS:

Try' ~ngroups: (oomple~ethe ~oem l '

As treel ~$,'k.lr b~rds,

W ate r ~ s 'Jo r fis hes.As~ree ~s'forswinging,

W a te r ~ s'fo r _A ~~~~~ -~ - - . iAslree~s, 'for ----

W ater is, 'tOr ~~~~~ .

As tre el is 'f or ~ ~~ -~ -~ ~ ~ ~ ~ ~ ~

W a te r ~ s'fo r

T ry 'this,!~ m ag in,e )K lu am a «ee !Wr~eyour !autobiogra.phy~

FUNCTIONAL ENRICH'_ ENTACTM1Y:

M .ake a ~is:to f ttJ e tre es i wl1ien you find in your IDcali~:

Man;glera ~ndh::a

Botanical name

1 Mango bias

:2

3

4

: 5

LETuswmTE~

W rite , a . pa,rag rE I,p hlof te n s€ ln:len ce's ab otJ tth e im po rtano e of a kitohen ga~den.

38



Sup P I em en ta ryReadier' NATURE CARES FOR NATURE

Laliu \a. w as late. Sh,e had prom ised to com e hom e early from her

offloe. Her onlySoln Ramana,who was four years old, was

expectillg her arriva~ al1x[ously.When he heard the scrnech~l1g

no~se of Hle front gate . h e dash ed to the thresho ld and fou nd his

m oth er e nte rin g w j~ h a polythene bag ful ly loaded,

"Rama,na,come",saJd LalUna, w~p ~ n gh er s w ea t S h e le t loose

tlie b ag. H is hands wen t in and took one ou t of it

tab~e.

"O hlll's o nly a rn an go ," sa id R.amana w ith contem pt and threw ft 011 th e d ln ~ I1Q

"R amana. w n at's th is? ".

"A mm a, D on't talk to me"

La~~thawas hurt., Her hus,band

had left when Ramana was just sh e

months o~d , S rnnoethen she had started

staying with her mother. One of her

biggest tte~lghts was bringing up her

son. She u sed to te ll h er friends, ~Myson

is the b igg 'Bs t g if t ~ifecOIJ~dhave given

me,"

HDW ' C ANWE 1

T I 'I .9 c h lh : 1 m namre I s : a tr ee

How can w e take ilS life?

T I ' I . 8 child of Om beau tif u l tree I s .a .1kIwer

How can w e take its l i fe?

T he c hild of a floweJ Is the lovely frui t

W e eat it fo r IlUf need

The Iove]y fulH: of the earth is '0UI'l'i

W f u a t have w e oone with th e ;seed?

S.Sangee'lha~ ICls8S VII

"Ramal1a, take one and taste it. These are not the ones w hich I had b ou ghU ast

week f rom tha marke t T hose w ere a.rtifidal~y made "pe by us ing ohemica~s"

sa id Lal lt ha .

" I don 't W2i ,n t to get a s tom aoh..aO Oe once ,again by eating ~h ls fruit" sa~d

Ramana adaman t~ y .

'W hat ~ sit , Ramanal" a ske d G,randma Noola.mbTal.

"Nothin.g, G randma, mO lti1er pestering me te Q;a!this f ruf t ," plied

Ramana Imtably~



Not happy with the boy's attitude, Lalitha went to the kitchen to prepare supper.

"Ramana. let me taste it first and tell how it isl" said Grandma. She tasted one

and persuaded the boy to taste It.

"Amma, It's tasty, very tasty, please take this one" yelled Ramana, having the

half eaten fruit In one hand and a fresh one on the other. After sharing his fruit with his

mother, Ramana threw the seed Into the garden.

As usual Ramana returned from school the next day. He put his bag on the

table and went to the garden In search of the mango seed which he had thrown the

previous night.

"What are you searching for?- asked Grandma.

"Help me, Grandma, to find out the mango seed"

"Why do you need it?..

"Io plant lt"

"Plant Itl- exclaimed Grandma.

"'Yes, If you plant a mango seed now, It will yield mangoes within three or four

years. My teacher told us this In the class" said Ramana; "She also talked of the

Importance of growing trees to save the earth-

-Here it is" said Grandma.

Ramana took the seed and washed it and told his mother to make a bed to

plant the seed. His mother brought a crow-bar and grandma chose a space in the

midst of the kitchen garden.

The seed bed was made ready and Ramana put the seed In carefully. His

mother covered the seed with soil. He fetched water In a mug and sprinkled It on the

planted seed.

It was Ramana's routine to look at the spot every morning and sprinkle water

there. Ten days passed. Ramana was restless.

40



f l,Amma, whenwf f il l my mango plsl l tsprolJrr s ;sked ttJe boy longingly.

olOon' worry dear, i t , Mil ,come u p, wiihmn ,a week, ! .Im plied h is mather. ,Afte:r ;3

week t Ramana. ootJ oed a ~ ig ht b rown s tem prob iud l n, g one oont lmetm ~ongan th e sp ot

w here he had plal1ted th e seed.

n,Amma, G ran,1 llm a, p ~ eao o come to the : Q ~ rd en! m y mango p m a n t hassplrolJtfJid~"

sh ou ted R amanaw i~ h e xcitement. T hrou ghou uhe day he was in '~h iegarde .n .

l lalYS,rt. ;d~don. T he mango $ap~illggrew w ell. .I tw as abou t oneme~er. lonQMth

fou r simal~ b r,ancl1es. He watered 'U 1 eb "ee even du rln 'g ra .ln yday s ..One eve!r! i lng he was

:sho.cked '10see a g:oat ,eating tJhel leaws of the, mango p lant comp leb~ !l ly .On~ytJest:em

and the bmn.ches ,rema i~ · 'I tE !d l.The boy was upset. He re fused 'k! eat food. His m o,ther

and g r a ndma , oonso fed h im.

' IW'e wl~1ence U te garden soon" said. Grandma,.

RamansW 3S eigh~ , now ,and the b1ee w as, 'fou r and ~ ~wassome, thme me~res

1011g.G randm a w ent to thel gard en and sls ,red at ~ he~ rea w ith herspeotacled ayes .

She ca l~ed alA . '"Ramana, ,com e and look at tnis,wo.ruj~ ..

W~h i n if) few s eco nd s, th e boy d aslle d o ve r tosee a bUl lch of b !ossom s at ile

le nd a fa branch.

i1Amma, come and see, '~hisJjs"u.llJted Ramana.'" W ew U lget mangoes' \l'ery

s oo n". L a~ lttla oouk! ln tt be li! eve heir eyes. T he w hole tam ~ly was happy 'to see 'lJ e

blossoms. A few days ~ater,three small mangoes came up from Ile bUl loo and other

lowers w U O O r ' i o o .

One Sunday mor.llin ~ g. Ramall'lawen t to , th e ga.rd en and

la y doWf i on the 9 rass berruea~ tJ the! tree. A deep ttlougtJt

aro se in h is m in d I ,aboutthene's on ltJ e h i I~s!a ll eys , and

forests .

"Ram an8~ w here am ycnl? ! Gm.n:dma. shouted .

41



She came there and sat by his side.

"There are lots of trees on Earth" said Ramana,· But I feel a

special bond with this tree, grandma. Why do we take so m uch care

and love for this tree?U

"We grow it ourselves, so we care more- repl ied Grandma.

"Then who is there to care for all other trees on Earth?-

asked Ramana.

"NATURE cares for all trees and living creatures on Earth until man disturbs

them- explained Grandma.

Touching the tender leaves of the mango tree, Ramana said to himself,

A. WORK IN PAIRS AND CHOOSE THE CORRECT ANSWER:

1. Ramana's mother says that herson is _

a) valuable gift b) a naug hty boy c) ve ry p layfu I d) very studious

2. "If you plant a mango seed now, it will yield mangoes within three or four

years", this is said by _

a) Ramana's father b) Neelambal c) Lalitha d) Ramana's teacher

3. The goatate of the mango tree

only a few leaves b) all the leaves c)the whole tree d) on I y the fallen leaves

4. Who watered the mango tree daily?

a)Ramana'sbrother b)Lalltha c)Neelambal d)Ramana

5. The whole family was happy to see _

a) thetree b) the mangoes c) th e b lo ss oms d) the goat

B. DISCUSS IN SMALL GROUPS: (TEACHER HAS TO INITIATE)

1. In what way do mangoes ripened with chemicals, affect our health?

2. Describe the process Involved In plantJng a sapling, to your group_

3. Design your ideal neighbourhood.

4. What initiatives can you take, to create a green neighbourhood?

"I had better not disturb natu re."

42



D O ,AND SEE GROW YOUR ECO I .. FAMILY:

Thhllgs you need:

1. Empty oams of va rio u s s izle s.

2 . D i tie re l1 ~ k inds of seeds. ,

3. SoIl. Th is may be ifm riched wit ihsand ,an d d rlie d le :avas /o ow d un g/an y man um .

4. Wa.ter~ not mu ch .

Step 1: F i~1h( lee-f ol J nhs o f f ali ~ he oon1a~ne rn w i ti1 so i~ .S tep 2 : Spread a hiaJndfu~of seeds ( ' 1 m ' ' ~heBait COr'~ , erihe seeds w i th ana ritJ e !r

~ayerof sell,

S,tep 3,: Sprirnkm esom e w ater over the! newly sow n seeds. P~ aoe the pots irn,a

s un ny p la!ce . Tw ice 8. daY t spray water genem usiy on the! seeds.

I '~M il ta ke 7 -1 4 days fo r Ul '9 shoots ,to ap pear ..A f te r 'tha t" s.pray' las much

w ater neededio keep 'U ~ egras"s m om st

i(,'jn ce l1 e g ra ss beeemes really !h id < , .keeplheconminersi ~n l1e l o o r r n u : ! 1 r ' of

you r room 'io keep you r e,yes cool.




In this unit, the prose lesson 'I:nQuest of India's Freedom' makes an attempt

to give the students an opportunity to understand the landscape in which India'sfreedom was obtained, through a glance at the life of Subhash Chandra Bose. Certain

important episodes in his life have been narrated to inspire and help constructive

questioning.

The poem, 'Punishment in KI,nderg.arten' by the well known Indian poet

Kamala Surayya, talks of a painful day at school when she was in Kindergarten. The

poem speaks of the feelings of the ch ild from the mindset ofthe adult. Itwould help the

young adolescent to build relevant perspectives. A range of exercises have been

given to helpthis process.

The story, 'The Selfish Giant' given in the supplementary reader is a lovely

portrait of the idyllic concept of how selfless love takes us closer to God and the

closeness between Nature and small children. The story has been a universal

favourite, and its evocative potential has been used to build articulation.

This unit paves wayforthe active learning of the language. The activities given


interact in small and large groups. The children get an opportunity, to share theirviews


language.

The grammar section extends the student's understanding of articles, adverbs

and adjectives, with exercises to emphasize the concepts. Formal letter writing andconversation in small grou ps on the given topics are the Iinguistic skills included in this

unit.

44



IN ' QUEST I O F ' I I N I D I A 1 S I FREEDOM

Do you MU: JWwbo said Iha l?

Ave r)" g reat I ,oader wnAmerica.caI ~edAbraham L .inoo il n.F rie ed om mean s many lh iin gs " I '~nasa! i ts h iem1,a~o~ eofa~~l ife . EVeil"y being on

ea .r1hhas t he : r lgh~ tca life of d ign ity : andse lf respect. n Is H l~ sspirit of f t ,eedom that

ro se u pl in In d~a , in re spO fls e to Brit ish ru le l.

T he f te ed om s1 ru Q \g ~ e in ~ nd i) , h era ~ de d a

n .ew beg~ nnIng In 'l ie life , of tills aflci,ent land. I t

bmughl in !he concept ora peop!a~ government to

admin~ster a country - a gOI\ l ' lemmel1~.not bruil by

kilngs ,and Invading ru lera, b ut elecEd by 'C~ I1S of

lE I nst iQrJ -ago'\l\emmant lo f ttla peOP~8t l by 'Ihs

people, for ' U l I I ' peolple~., ~nda is ioda,y '~helargestsecu~r demoo E,a.cyIn ttlew o lid . A t the d aw n of '~ he

2Q f r ' Icantu r y , the l common p90p~ew ere lIeady t o '

overthrow '~ he B riish . T hfrY w anted freedom , and w 'ere ready fu r any sacrmoe to

o t l t a m n n .

1 1 1 preparation:

1 . W h om ' do lyou c a l1 a fre ed om fig h te r?

. 2 . N a m e ®orne fr ee d om fig h te rs known to .You..

aWhat respansJbJ t l t ydoes freedom tJ /ace UP0/l' US? "

.

.

l tie 'rn w !e re m an y q U E l lS l io n s in thewrminds

a bo ut Ilowto get. thmfreooom.

The, peoJll le o f '~his land chose the: paU l of

nClrli.;violleni n on-cooperation led by >C.3andhmL

There are many g reat p eoplle wtJosesacri f ioes

have rna.de it pOiSs~b~ r o r us, ta l be ft.ee

._ .......:!I today. Wei w m read about one such

person today.

requ imofto bring inttle beg~nn~ngf

i ndependent 'o frel~kln

be drnredied byIn f l uencein ~ l1e !moment

p ~ a o o u p o nto h era ldthe da.w n of

sootl~ar

fo~low ~nthefootpri 1 1 m of8,pe~1

~ns.tanta.neOlls



n\e mere $p~~1 01' 'th is $ tog~ _n l "J'ai W i ' m a ~iI19, tnt!"!~1'~~t; }l \Uu Iknow aixmt

Hind! -I f iI~ pi~ e ve ryo ne u n ~ t a n t a i ' 1 l e o . u , s ~ y 'and swami"J iwe~a fu :U lda

"l'I 111 - . .. ...I ! .....J:1i"l1e;~...::n~;:;"'"'~· -M,e;~ "Ji'!I ob- ·6j'jj.r"-A·- -· d ;e;,!~ 1 _ . JJ!i.I 'Y 1 i . I ' , ' I f . ' ' ' ' ' J ! l I ! ~ .;.i_~ . . , .. .u . ilj";~ I l m : 1 I " " ~ " " ' . l !i ! l f i I iy~VLUIO!! I .lD o ~iOU know :--ho tM l - a r o~1 ff>~'i:'i"~-IMIs? ! I l l- ,S ' - - - _. w , - I" V _ '._ "'!!O!(~lei I..

was niB mig' i l ly hero o w 'the' Irtdj~]iI'W a i f of

I l l l i l ;d~~n-doooe. Su:bhash ICh i i ' i l l r t d l na B06$ , er

'Nam jf as. he W as p o p : L J ~ a r l y k~n.

Bow was; b o m , i j \ r l i Cu tiack ; in O r il.~ On , 23~J1 \~J I i ~a lFy, 8 1 9 7 ~ l I ' 1 I a,wry rich 'f,!trnnilry.,

Hisi fa~hl~ ' r 'Jarnakiinalh Bose was ,a famous ~ I ~ ~ IF . Wh ;e~ he was f iiv~ , he l 'W8!S admi'Hed

into 'a b ig &!Iro;~a' f i l l Sooool" whers,lhswas f l Iottif;jurght;his,malh~f'W Jilgue~ Bengali, and

WOf~1 only W~stejlTii clo,thels. A~ ttho ~ ~ 011welve~" he 'w a s shiF ted to ~noU_!F :800001,

W here lh iishG~d~aster~8eni lMadhav Da tii, ~dn:d~ed e s~n l o f ' l P a m o t i S o m in him, Bos-~'

stalW dl k~ re~ ~ ct ~OO we~f ~'ii1diia'I'i!'o~ h'ing. He, ,ailso started ~ o l h i e a p the' poor al l " i ld

n e u c t y , ' " When a vm~ageW,aS, ni~; y'smal l pox ,

: : j ,~bhasl i l l ted a grou p of volunteers, and

persC if il aUy ilooked after ~1:I i :siok. ~$ drd na t

mind '~ha , t" here' 'was no cu m fO J sm all poX!

B0$8 Ilool~;:,ed upon Ms macher; , Bell i ' i

M~dhavD~:sa s , his,g , I I . ! : r i ! J ! . ,

rush~ f O T ! N a r o

s.oong

: S ; 1 P o k ~ ! l i ' ! 1

the st~te'of b e i i r n g l

b o u r u : 1 ; ' I J l e d IU p

IW 'akeil l ied

I O " I C ' of t he mO' lh .e~ la fi!d

SIIU\l 'eS

mighty

'~lJibcd

bond

kindled

p~~r~ 'oUcSmp r o f o - u - n d l

Wlhef il Subhash w .~ 15\" he, came l iJi '! !der ' 1 i h I ~ '

proto~nd i n f lU l ~ n C Q of ai)outstaJrilding 5p\ lri~~ j ,ii! 'l ll ea ,der, SWami Viveg naf il da ", and was,

deeply impre~9d w i l t t h his 'm'atehrn:g~.,He, undem,t :ood n e w 'Work, is W oj'sh~,p;.lIFh~ 'aJi;ilo

H~ mo' iher , Prabh_a'i la lh~ m~JJe her $O~I 3W -afB ' of th e 9 r-wA ttradit ions Of India.,

I H ~ ' jo i rl~d too IP~sid~~Cif Co~ lo.g ;~ ,Ca~t::u l fta, a f it .ur $e~.U'1iflg Ih~ i 2~ 1mnk, I - n l hisl

Mmn~ lation ED lT Ii~ tions" A t M le ,College ', he w as deep~ U 1 p S ~ t by l ' ln~ rude

behaviour o t I T one of ~hsEhi~ ish te;a-c~msl l ProfNscr o.t 'en 'Mth Ind~ai i ' l lSNud~TIts,,_ they

Wf lm ! ca ,lle d " s tup id r iI ~ t if \l 'e s f !!l l 'i ld ~t l j [ rb~Hi~. I1IS\er p fiim it~ c p~op 'IG !I 'T h0 Pro, fM~or

ben~\i'edlh;i1iI ftm th is anQ len t lan d, 1ru e~d~[ l l za~Conlhad been brough t in only b¥ ,th~!

B : fJ 'tti $h~ubh9! $h 'd ec :~ ded LQpromst.

./IIQ'"'fV



M ) o ' r - e "han!a ' ~ h - G ' !. ! ! s a J i l d k s t ! . ! l - d e T r t s] r n n e d h i m ! to as kJarbelter u - e a t r n e m f J r o m ' i h e i r l B n t i s h

~~Qhers , ,At. th e ,end of ' I t f Ir~~ d~s", Professor Oren ~ ' F i l a l l y ' apo1og~8d to 'tne:

H a V £ ! , Ya~ ~Qgn ' t w o sl~ ~ ~ ~ ' l h f t ' boys , l a imr , i~ 1 1 ~ ' h ~ a d o f ' ' ihe· D e p a i r 1 i r n e e m ,0 1

PubiL'C ins~ruc~ion ln Ben,gal. Prm-essar Omn

,also 'a pp re cia te d ,S u b ha t:n hfu r h is axe~pl8ry

perl'O ll1mail ce in t h ; e . Untverslly M i U i . a r y T ~ a nm : T i r n 9

Corps", Th~s w;as, Ui le ' ( io~HrunrIJerof ou r N e e :

'lraining, l 'OOayl HH was wimng to give ,credn

'-- -----" W tlier.'e it ' l lmSd'uJe.

, S u b h i :U i ih also organilred a i N I l J ~ing Br-Qthe~h:oodl lm ~erve 1he poor am i !he!

S l i c k who did Il i1:0t M\i':e a J ' i l r y aoce ss to :rn ed lim l! e a re , T h e' b O Y 5 , bo~edl:8fite'r'he lpatc~nilts,

p s r s - o : r ;; a U y ! 'C I e i i1 l j i! li 'n , g 1n d f a :e d i'n : g ' t h e m OTI I Uilair 0'Yffi.

Mar h is g r ;:a c:h J~ on at A~~d:en;c ,y CoII19g,e, Cait! ! J l tt l J , SubhH:sh left: fur

Camb~id;ge iin 1 9 1 9 , ~ o ,rIi! lp~ r for 'the 1 1 1 r n ; d W a nai~il & r v ~ c : e Examirim tian (I ICS). lt ilS'd'1e:

same as '~he1 1 \ A S exam'j;n~ti'O'f'!it o d i ; i l , f Y ; e~pt.thal-on p a J S s i n , g the e_~m~he w O L i i d w:mk

for ~ h : e I B n m s h ~ ' I l i tW\~3 ~tCtIrnbridge that SUibhashmal i~.ed thm if Ind~a'was to be eq,iJ~1

' ' ' ' ' I I I -h , nH . ." " f " " " , , ,, ~ , ,, ," , ,, '" ill, ~, , , ,, , .. ; ii ' .. . .. r h o ., . . ., . .i:'.-e"" 0 0 ' "rnmJ' 1 1 L l i. ., " ' . ,. . .. , . . ""..;i -II,..,. fn, , . . - i ' b . . . . , . n ' ~ ' 1 ' 1 ' " lb."" ' ! C ' ' S·!lfI'.~··1 'uU"I!'2:iI_ IJ-t~!LIUII-1!1UI'rJ ! J . : 1!1" 'aY !L V l~ ~ · ! i . - 'E i '~ ' . . · . . . ! I .i I . .. l ll ii • • - '· . J i 1 I ~ i I~O~~-~u Illh:il '_~YlU'l!_III! IIIEII' n, !I'~ '~lilo ~ .. _1

e'Kami ~~1ion.Bu t hie had m ade u p hi'~mind 'to de-vu le his l im, w , the Seirv1c:e of hi~ i

001!lIrn~ry;;he m s i g n : e d from 'the, ~ n d i i i : J j nCji\i '[ l i service- and m ~ t ! 1 . [ m e d to ~~di :a~n1S Q 1.

Onl ~ a r : l d i n n _ - :_ at B Q m b ~ I U ' , _ " ' f t _ ' e c a n ~ d o na! ....1 c~l led Qi i " I J

M'aIfl~IbT!a 'Gandhi and exp:~e.S$~dIhis des ire ' { o litrlsjurimt::~ion

wofk '~O!i 'medm ii'il o t! Ilindia. It ~me d~iffli ~o

~vl~ii~d~ l ak jf ig ~oUt ica loo~~w,ithV i 'O ' l f J i l f l 00

~ ~ i i: :eated

~ fu lll , a f ' 'erlle~,gy ~,~I

e;!ii~hu~i~~m

th;~ M~hI~tma ' ihal eos~ had q ,LJ0Stion~ ,~h (J iu 't c or-med

hi$, principle of I N u r n F \ n o ' l ' e : r n c e ~ " M8anwh~t~, 1 f ' Q I W ~ r ~ g i

w1~hhf i s b r i l l i : a n - l : academ ic aoh ii~ments andeemrades ~ o o m p a n & o n ) ' s

baGkgroooul, BQ se 'b e~m 8J U ta Principall! o .f the ,troop~, "',a r m n yN ~ . J C 1 1 - ' ii"'> J I ' -e... H ~ In _ ;e_t _ i n _ " O ' U _ s r n ~ d _ : _ ' e ! _ I i J O _ " . _ ' 6 0 _ .n . ~ _ ' O _ , t _ l n . ; . I eanena . ° i ! ) u 6'Qfli' l '~il C!lJI W , . e ' W~S' ,;;MiiO I I " " -.".....! _

OOy~byappointed U ~9 Chtm IEx.ew~ifve Offi~li I Q f the ipm1humoos~ ~ , a IT W r 'd e a l h

Calcutta M i L l : l F l . i : c T p : a l C'(wpora:timl.. I~e made "--- -- -- -- -- -- -- -- -'

khadil or I homespun clo~h, the Oi 'l ff ik :ia lldress of the- C D f ! P O r c a o n . Hie I ldso enoot lra,goo

U te p:!i 'OdlucHoll am i sale of oHler g 'OOdsmads in lfi!dia.

47



be bou ght :and S Q~ d~ n India. They also

- o·~ wanted to (lonttol Indian trade.. T heu ...- . !iI~ ~ _.. ,. Qi:' '~

I -~ lli '! ! !I i _ .' • '" ....

_ • ~"c.~ , I ' ~ _ ~ • made tile sa~e ( ) i f homesptitl doth alldl

l o ther ~ndian prod uets iUegaID. Bcee w as

.a rre ste d a nd s en ~ .~ oa .p ris on in R an go on , B u rma. T h el co fld itlo ns a t

the jail w ere harrib~ e. T hem w as· no she ler from U le su ner the rain .8osew aiS ,ahio

IJp5.et I ha tl h e: had not even been given ,3 chlanoe te ,exp!la.in h m s pohu oifvi.ew. A, h u g e

n umbe r o f p eo ple p ro te s.te d h is ~mpfls onmen t. Hel w as remeased.Bos9 s la rte d f ee l~ ng

il~t on~y an armed swggle woll~d Ubetalte Ind~a. He f - e ~ t 'W o ' U 1 a t he wou~d need

mi~~la.rye lp 'f or ~h l:S idi t lcu l t task, He w ent to 'Ute lextent of seeking h e m p l rom f t l re lgnco t! n tn es like J ap an ~~ t a r r ya ndGerman y~ . B os e fo rm ed th e, In d~ a nNaJional.Army ( INA.)

in 1941 ~ nSi ngapore wittl f le he:lp'of the ~ ndian p risO fl 'e rs who w · e re rereased by th e

Japanese. He Insp~red lthe troops toftgtlt aga.lns~ th e British to l iberate! ttJelr mother

I ,and. They s ta llied march~ng iowa lrid s I nd~a..Bose: safd~ "Ew:ry daw n is pmood,edl bya.

I l ick darkness. T he daw n is therefore d O G : e at hand. 5 1 ; 0 cneer u p! Hold ll 'G ! I rnd ia fl l1ag

akl f t and fight on ~I:I IO n 2 1 1 1 1October 1'M 3 ·~he.Az:adH ind GO 'vemmenJ~ wa .s set. up on

forelg n so! t I 't was hel.re!that .Nem ji cO. lned '~he ~D us i lng word ls of salutat ion to ou r

molhorland- 'Jai Hind'.

Su bhash Is ca.l~ ed 'Natal or leade~ , becau se he, w as a tru e and passklnate

leader ,o fthe ~Ildfan .s tru gQ ~ for w eedom . He, !iVIed by eX iamp le~ and ro~~owed ~ s,

corryidiol1ls. Netaji was. second to none fo r s itle er p atll 'io tism a rld va l,o lJ r~ " 'EI Im: : I~n

C iovemmen:; awa rded IBharat RatnaJ to h~m pos thumous ly . l..e~ttle,Llon of Benge! be

an~nspimionb al~of IJsl

Let us r em 'l ·m b er ::

1 . W h ie t d id B u bhash do as a sehool a,~ lJ de.m .?

2. W ho did Ila.acceptas h m s Igunl?



3. What did Subhash understand from read ing Swam iVivekananda?

4. What did Subhash's mother teach him?

5. What did Subhash real ize at Cam bridge?

6. What did Subhash do, as CEO ofCalcutla Municipal Corporation?

7. What did the British want?

8. "Every dawn is preceded by a thick darkness" - who said these words? Comment

on this statement.

9. Why is Subhash called as' Netaj i'or leader?

LET US UNDERSTAND:

In every situation he encountered, Subhash Chandra Bose was able to find

something to learn and do. Fill in!

No. Who IWhat What he learnt I What you canSubl1ash imcountered did learn

1 . Change ot school 1.

2.

2 . From his motner

3 . F ro m S w a m i V il;/e ka n a n d t;l

4 . In Col/ege 1.

2.

49



No. WbOI J ' What T What he learnt J Whal you can

Siubhush8r1'CDUnlared did ~aam

~

i.At Cambridge'

2 .

6. AsGEO

~7. As r N@ta~I-

1 .

2.

3 '.

LET U S UNIDERSTAND D ISCUSS AND SHARE :'W tJ ,a td o I u ru :te rs la nd by non ..vio leno o?w tIy is it im p,ortnnt to 0 0 1 nonrvi@leni?'

Hlow m u s~ each of u s fight, ~nmustice?

GRAMMA R .. LET U S REVISE ..A D JECT IVES ,:

Lo ok. at P a . n t B A . ,a rild P art ~B

W tJe,l1you add the' ,adjectives 'ctle'Brful~ ,and rfragranl' to lU t e nouns 'gwrl~,and '

ftow er ~ttle mean l ng ,of ttJe nouns , g le 't s t [~ua lmedand ,enhalnood.

Exampl1e:

1. Agreen frog 2. Asad boy

3,..AJovely pond 4..An English teacher

Pial1-A

Ramya is a girt.

The Jasmine is ,3 f io,wer.

Pad- B

Ramya i~HJJd1eeI 1ru lsUrl .

T he j:asm inre is ,shBlranfflower~

LETUSDD:Underline t he ' adjectives ill HJem.llo iwing,sen'ten'ces z

Kolk~m.s:a,barge city. Netajiwas a ooumgeO lE leader.

~am wel l . T he, deiver girl 'Wa s pra,ised bythe~eactJler .

Kamala isa smartgirt

50



LET US lEARN :

Tb'ffJJU arn.ma1Jykindsaladject ives

AdJ jed_N 'E !S o f IQuallly (Des ICr~ ptiiv,e.AdJectJVesl)~

They ,an swe r the quest ion: Of What Kind?

1. The ani is a.'l iny bwwisE l i creature. 2. He is ;an h on U 'S it m an .

3. T he T aj M atls l ~ . a w o nderfu l bu ild ing.

Adjecti'vn of QuanIH,:

Theyans ,wer lhe questiol1: Howmuch?

1. She ate,U~e,who, !eappl 's . 2.•Babu a~esom;e licei.

3 . B e showed mu c t l p a tien ce .

\

NO TE O N NU MERALAD 'JE,CTMES :

Nume ra l A d j,e ctiv es m ;e ',o f 3 kinds -Dennis, Indo'fhli .m and D is tr ibu t ive

a, Defin ile N unnlra~.Adjectives :

T h e y de#1ote Binexact num.bs,-

1. T he! hand has five f in ge rs •

.2. We have t wO l e ,y e s , m see.

3. S he, ate 'three b ananas.

4. Sunday is th el first. day · o f thewook.

5 . K a~ pafla C,hiaM3 w as '~ l1e irs t htd ian - oo,m w om an to 'go !' kI spaee,

ft M.anmotian 51ngh ~sthle fO ll.lneenlh P rim e M inist:er of Ind~a.

b. IndeRnlte Numeral,AdjectivGs :Thiey,an l n at ,d e na ;s ' a n le xa ct number .

1. ~.have many pencW ls

.2 . He .is 3. man of fe lW w o rd s. [H e do esn !~ .ta lk m u ch .J

3. He needs m o l n t r o d l l C m l o l . n . [Everyol1e know ;s 111m.]

uaffl.ples: a i~.O ).,m aor i l i v w : , somal an,. ,sey,eral

A dJedlvles of Nu mber (Nu meral AdjedNe5,).

They ,answ er the qu estion: How many?

For exampl9~ h ow marry ctJ i~ dlre nare p re se nt in U te ICIDaSS?



c. Distributive Numeral Adjectives :

They refer to each one of a number.

1. Every man has his duties.

2. Each boy must take his tum.

3. Either cycle will do.

Demonstrative Adjectives:

They answer the question: Which?

1. That boy is industrious.

2. This school is famous.

3. I hate such things.

4. Those mangoes are sweet.

Interrogative Adjectives:

They question, What, Which, Whas to receive information

1. What time is it?

2. Which way shall we go?

3. Whose car is this?

Emphasizing Adjectives:

The words own and vety are used 8S Emph8SlzJng Adj&ct/v9s

1. Isaw the incident with my own eyes.

2. Man is his own master. 3. This is th e very thing I want

Possessjye Adjectives

They answer to the question, Whose?

Their relatives came here.

1. His mother loves me as her own son.

2. Our house is in the comer of the street

3. Your aim must be high.

Proper Adjectives:

They arB formed from proper nouns.

1. An Indian wrtter. 2. An American dollar.

3. AGerman dog

. . .',". . .( , ; _ ''I, ~ \

iI_~ ..-I -), '""'-_

52



ADJECTliVES ~ _SMMARY :

FlU ~nthe iX_;ElBp 1m f

No

They :aJrrtSWel' ' t h e q , - u !s fK J r i1 : Of Wha' Klnd,?'

~t l ; ; '

They'answ«othe qu~.s~roo:Howmucli'jI!

~:

lheyan~wer :theq U i 1 ! i il l l' m i i : f1 lJw min,'

Eg:

b. I Ind~1iFllt~

e., I Dlatribu~

Fhe' ~ awn' a\l1a 'lfeq ,are~ U&ed as

:Emphals~lfAdjectWe'S.

I6g:

I.. []manstmUve

J' ' ' l E > C H v e s

They an~ 'the que~M()n~Wh~h?Eg :

5~ Intarrago::tiUvD

A ~ l m : t i v & S

~iIiiI._V.? ~~ - f " ; , '- - - Wlr'~ Whl # . I IW'J.. -~ ...... 1~'"... q~es _ 'O H , ! ! " '~ " '. iCi. ~ ~!I'O!@"",,'I!!I' ,'iii!'

~,w~mfQrm.iJflG'H

l E ' g , :

s . , Passuslve

Adjediws

Theyansw;er'o i f : b . a :qU~filr. Whose::P

E u ' : :

7~ Emph~lzlng

AtlJec1i\i'e5

I T h ; e y am'f;ormedi1 i m m Ip:m~r MUM.

[I E r a : ,

53



TH I INKAND WRITE ~

Fill in' the blanks in the letter with the right adjectives .from the box

gl,ad wonderfu~ blleathllaldng

he~pful

perfe;~dearroomy

fr iendly

curious,

15 June , .2009

Dear P 'liya .•

iam having a .ho liday in O u ly. T bew eattJ ,er is _ _ s.nd thesoonery is

,absolut~y. ~ " ' - enever s(l ,enanym;hlng~ike'Ul i .sbefore. ihave a view of

tih e mOU l1 ta in s f rom my 'quartel:s. T he people here are very _ ._ and _~ :

~'mp~arlnlngmls ta .yon '~ I ~ Iex t, Fr ida :y~

U se each of the ' fonowi I ' l I g adjectives in a senlence

For you : Mohan is an~ndustlious, D o r y .

By you : I , B I Z ) , . blg~smmlJr! ch ~ poo r. y ou ng~ new~ I io ng. s ho ltt s b ' o n g l . cl~ er~ kind

H.eJvewn by Jein i ng th,s a : c i j , e c t i v , e s w Rtlthe no u n's'

a . vio ie fl t , st ormi I . f ie lr ce s to rm

alemble storm

a,1iearl.i1 storm

54



LET US REVISE ..ADVERBS:

Have a look at the following sentences in Part A and Part B.

Part ..A

John walks.

Hema sings.

Madhan writes.

Part ..B

John walks fast.

Hema sings swee'~ly.

Madhtan writes saretully.

Can you observe the difference between the information given in

Part A and Part B? You are given additional information in Part B.

How does Joh nwalk? In what manner does he wal k?

The word 'fast' adds something to the meaning of the action word 'walk'.

Hence, the word 'fast' is an adverb, because it modifies the action. Similarly the

words 'sweetly' and 'carefully' are called adverbs.

Read the following sente.nces :

1. Ram runs fast. 2. Th is is a very tasty apple. 3.Gopa I reads quite c I early.

.... Insentence 1 , fast shows how (in what manner) Ram runs;

that is, fastmodifies the Verb 'runs' .

.... Insentence 2, very shows how much (inwhat degree) the mango is tasty;

that is very modifies the adjective 'tasty'.

.... In sentence 3, qu ite shows how far (towhat extent) Gopal reads clearly;

that is, quite modifies the adverb clearly.

,A word that modifies the meaning of a verb, an adJectiVe, or another ,adverb ts

called an Adverb. The words quickly, very, and quite are therefore adverbs.

I. Adverbs of Time (which show when)1. Igot a letter two days ago.

2. Tomorrow will be a working day.

3. Wasted time neverretums.

4. The train arrived late.

5. I have spoken to him already.

55



I~. Adverb of FRIlq u,enc, (which show howoffenJ'

11. I haveklld you tw l.ce ..

2 . K aia alw arys tries to do her best

,3 . He ,o ften m akes mi:smkes.

U~. Adverbs af PlaeB (wid",.,mow-wham}

1. May-Icome In?

'2 ,. S ta rrudhere .

3. She rooked up_

4.. Hiewa~kooforward.

5. ~ta ined everywhe re hil'ltE Dl ls l l1ct .

IV., Adverbs of M,anner (whichsboW' how orin wh,atm'annerJ

1. A1.'exander fought. bravely.2 . T he c . n l i i d s, !e!ptsou nelly.

3.,Shyia speaksEng~ishn l l e ,I 'I I J U y ~

4. SkJdentswO.rt hard.

V~ .Adverbs of Degree' 'or' 'Quantlty (wn iGI I ' sbowlu:nlr mpcb1QI' ill'whatdeg,ree O.r

: 1 : 0 whafexren~

1. I had given e,n,ou gh m oney.

8. Hiereeds pnJttywelt

5. Iam sogiad.

2. Hawas too careless.

4. , Iamralkurr 'busy.

1 6 . He uses'~e give,nUmefulfy~

V' I . ,Adverbs ofA' f fmmulUon and N~ s ga tio n :,

(Whichstmnglhen .themeaning altha v,erb)

1. Surely you arem~staken.

2. Becertain~ went

Vlt.Advelbs of ReiiSon:: (w h ' i c h , sll'ow-the wby·· orreasol1)

1. Saker, the !re fore ! does notla lk to m e.

2 . S ince it is hoi, I Iam vew y ' i imd.

3" He sl!ep t for is h :m g tim e because ,o f tiredneu.

4. Tha beUrang so he left the school.

5. Dial 101 in case of fire.

Vi ll i. In ler rogat iveAdvQ !ras, : (useellD ask questJo.fls)

1. W hy are you lata?' 2_ .How ,am you '?

56



ADVERBS=A SUMM_ARY:

IJqllln U J \ & m r am p JA S : l

N ' u ,

(whfth ,s h ow W Ile n )

fg:

(Which show Wl.u~ feJ

Ell:

l(whlCh ~how h(lW ~ r t . ! ' W:~ ' f f f l ' .8nnm;}

Ei7~

(lNII~b 5hDW,h'OW j'N,ftI wha ' t . ' roan~~

Eg:

,5. Adverbs I J F 'D~rn l U i !' (wINch $hD:w'h!)w'm.udf~ aria wna l ' uegme

Q U a J I i I U 1 . y Dr to -..1m ' MMfltJ

6 . Ad~ rbs ,of Affinnalil lc',n twhlch s&iengthenl fh s me~ninl' of' 11.te

an dNegi i_t1onl ~r.b)

Eg:

iWh l . c h ShOiW th e 1\Ul iyJ lbr ,maso,nJ

E.

g :

57



LET US UNDERSTAND:

Underline the adverbs and name the kind of adverb In the given sentences:

1, He gets up early in the morning, _

2, Mohana looked down, _

3, Hehardlyworks. _

4, Heseldomcomeshere, _

5, Rani looks prettywell. _

6, Whydidn'tyoucometoschool? _

7, Since itwas cold, he wore a sweater. _

8, He was certainly angry. _

9. She has enough time to complete herwork. _

10. The Rani of Jhansi fought bravely. _

LET US REVISE ARTICLES - LET US LEARN:

• I bought a house.

.. The house Ibought is in Channai.

The highlighted words in the 8bove sentences 'a', '8n' and 'the' 8re called articles.

. . It is an air-conditioned house .

They indicate the coming of 8noun 'house'.

)- The indefinite article 'a' or 'an' means one and is used only with singular

countable nouns.

)- The definite article 'the' refers to a particular person or thing and can be used

with both singular·and plural nouns and also with uncountable nouns ..

LET US LEARN - USAGE OF 'a':

Fill in yourown examples!

.. before a word beginning with a consonant

'a kettle', '8woman', 'a tan', 'a chair'

I

.. before aword beginning with a vowel with a consonant sound

,a unlverslty', 'a European', 'a one -eyed man'

58



.. before a singular countable noun when it is mentioned for the first time

He boughtgbook .

.. with an expression ofquantity

a lot oftime, a dozen oranges, a great deal of money

.. with certain numbers

a hundred rupee note, a thousand times

.. before haNand when halffollows awhole number

half a litre, two and a half kilos

.. Such a mess! Whata lovelyftower

.. before a stressed 'h'

a hotel, a hostel, a history student

Usage of 'An': Fill in your own examplesl

.. In front of singular noun that starts with the Vowel sound (the sounds of

a, e, 1,0, u; not the letter): an ant, an egg, an umbrella, an ink pot, an orange

.. before a mute 'h': an honest man. an hour

.. before individual letters spoken with a vowel sound (t n, I, m, n, r, S, x) :

an FIR, an HMTwatch, an LlC agent, an MBA., an MP., an MLA.. an NOC, an STD

call, an SMS. an X- ray room

59



Usage of 'the': Fill inyour own examples!

The definite article 'the' is used before,

A particu lar noun - You met the man.

Make a sentence: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

A noun already mentioned - The boy you sent is very smart

Well known books .. the Ramayana, the Bible, the Quran

Unique nouns .. the sun, the moon, the stars, the earth

News papers, Magazines .. the Hindu, the New lndlan Express, the Week

Musical instruments - the veena, the guitar,. the violin

Make a sentence:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Superlatives .. the most useful, the brightest

Ordinals used as adjectives - the first person, the last seat, theth:i:rd book

Famous buildings .. the Red Fort, the lIC building

Rivers, seas, group of islands, chain of mountains ..the Cauvery, the Bay of

Bengal, the Himalayas, the Andaman and Niicobar

Directions ..the East, the West, the North, the South

Make a sentence:

Adjectives in the comparative degree - The higher the bird flies the more

majestic it locks.

Make a sentence:

60



PUNISHMENT IN KINDERGARTENOEM

A re th ere th~l1gs; you rem em ber from 'Mllen you w ene in the 8alw adi Olr'Fl're

S ctIoo l? W h at kind of m emolries are tlhey? Wha t do Umse memories: m ake you feel?Arel a~~ t1e lmemories p~leasarl t? T h W s poem is an honeld. anci l'Dvomtive expression of

one of Kamala Su rayya's memonies ofhar Kmnderga,rmen.Observe earefl..dly tJ ,ow she

shams; herUruoughitsand feelings;. Kindergarten: Pre:

so lloo 'J , Ba .lwad i

O n the, n a w n I In d u st€ !'r8t sat my ~s 'choolma t:e s s ;ippi I lQ

,Sugarcane, they tu rned and ~ a.u ghed.;

Children are Imny ' th~ngs~ l 'Iey laugh _-------I~

l in m i r th a r t o ttJ €lr's te ars , I b u rie d

_~l'W::l~""'''''1 My face inihe sUln..warm:ed hedge

Arm sme~1 ' the, 'f lowers ; a ,nd t h l E : < p~aln.

Tada,)" the 'worid I s a , ~ I ttle mo re m y own.

No ne.€ Id to mmember the pain

A .blu!e. .rocked w om an cau sed, ttJ row ing

Wo~ d s at me ~ Ike p ots ,an d pans , to drain

Tha t I loney ;-oo lou r,ed da.)" o f' peace

f1W t ly don't you join tne ottiers,? ' W h at

A . peCI I .J~~arhild you ;arelr

Honey CQI~oured:go~deflYiol lowM Limed: notd l : s : l l r J l d

B lu r : not c m e a r . I

S ped ial!ong : m oved fast

The wOl1dsam .mulled now~the I ;Bughlng

Faces only a blur . The y.e am have

Sped aloflg~s to pp in g b rie fly

A t b e!oved ha~ ts a nd m ovjnQSad~yon. My m~ndhas rol l rni

An adu ;1 peace. N,o need to rem em ber-

That picnre day w hen ~ lay hiddoo

By ttJ!9 hedge~W8i lc t l~ f l g 'Ihe s~eekYnite sun

Smnci1~ngonel1y in the sky. ~ .K amala . D a s J ' I ta,mala Surayya

61



Note on the poem: Notice the evocative ex:pressions in this poem:

.. Little Kamala felt that her teacher 'threw words at her like pots and pans',

When do people throw pots and pans?

.. Kamala remembers the day as honey-coloured,

What kind of day would it have been?

What feeling does Kamala associate with it?

.. Kamala calls children 'funny' because 'they laugh in mirth at other's tears.'

What does she mean? Are they really funny?

.. Kamala says she smelt 'the flowers and the pain' in the sun-warmed hedge,'

What feeling does she create in the reader?

.. The word 'flowers' contrasts with the word 'pain', What has she told you

about the day earlier? What spoils it for

her? __

.. Kamala talks of the 'laughing faces' of the children being 'a blur'. Why does

shesayso? __

.. Kamala 'hides' behind the sun-drenched hedge and sees the 'steel-white sun'.

What makes her describe the sun that way? _

LET US REMEMBER:.. Why does Kamala Suraya say that now, the world is little more herown?

.. Why is there no need now, to rememberthe pain?

62



.. What makes her teacher call Kamala 'pecul iar'?

.. What does it make Ilttle Kamala feel?

.. What makes the children laugh at her?

.. What does she feel when they laugh?

LET US READ: SMALL GROUP - ANSWERAND SHARE INCLASS.. . Read out the beautiful lines from the poem 'Punishment in Kindergarten' . Does

this poem rhyme? Yes/ No. Do poems have to rhyme to be poems? Yes! No.

"What makes the writing in this poem poetical? Write 3 things that you feel.

,,,LET US UNDERSTAND: SMAL.LGROUP: FILL INAND SHAREI

What happens What little Kamala feels What the adult Kamala

thinks about it

,

WRITEAND SEE:

Write/paint your own memory of when you were 4 or 5. Is the memory hazy or vivid?

What do you feel about it now?

63



s~p p m ,.,m .~ i'L !"'W '

R"aderTHE SELFISH GIANT

,,'Deu'

iii _oln I Ullin -

Ybu hS :\if8 'haaJd ct g lints in ,sItJri8S\~lnav&fi"t 'ytllllli'1~t I m r r . a k o

S O m e _ o f U ~ ' , a g E a f i l : ? Are t h e , Nali . o r - u n r e a l ? I~D,liuts t : 8 8 l t r ,Noto I ~

tair? The~ ;afrB aU la~e and sl.'f 'cng. s o m e a111,g~" ,and .UMiS: 'me_. - "il -

bad. ~ r W ~da':s D: l lYm a beau6fUi parabla Df:wha't m a ~ 8 8peo,plB

badi and wha t m if lQ l "l hem ~hatlge.

Ewry efmmMnt U U i, th i~dmrn wemvl,and played in th e G'iai!ll~ gamen. litWM a

I ~ and h : r - w d l lgarden ' ~ M 1 soft, g ; r r & B n g r a s G , ,and '~ . AfiSJ! ' : &ev&ml yea ~ I' 'Ole IGIanl:

mme ba;r!';k. He; had been a . w a Y I \ ! [ 5 i 1 i n g i h is , '& lend, I t h _e ! Com ish ,ogm " He, sow ' ~H

(:hCd~ pla,!ring illl his, gemen, ·HClW ~11 the" pla~~ ' n ,m:J,garden!?·I~ewss wondenriB.

!Mhe b y'U t :a, w ; e . 1 J a 1~amlUl ld l He W j ~ ' lndaed : e l l very lSe'tf lehQ'I~nt INbw umel l~~

lehDd~" had !'Ul-~ere t e ! ~Q,Y. They'tried to I P 1 ' a , y,~nttu;~o e d l : ; but, m e !Mad wa , w r y '

d!myi and '~11o f herd , s m r l l O S . T h e y became I I i J n ' n a p ; p y . , Then ~hes ,p ring , C 1 8 m e : ; and ,all

ov;er ,~ O O I I J r n r y there w ere U tt£e. l o D O - n i u a : and Itltl~ bl'rds: but: 1 1 ' ! l l ! 1 lie ga~en o f' the

:&effish giant i t w 8 _ S , Slin wlnter~

One ~ng the giant waa ~ingl awl'~, in bed ''W hen:~e 1~&a1ldscma I lbva' I~'

mu~o. It,:&OU fiWd ~ :aweet w his eslS . I~w\.; D~I ;Y I I linnet S l i li iQ Ihgl,cUJl:Sld'aU.

windtvNi m ~ ' ! il 1 in k t m e sPrnts has wms i B _ t l aa r' ,aaid l ie : ~Iia~t;d heji lJmped cut of h'is

bed and h:wkad 1 ! : H 4 lhef6~ \ '9 :Bi lwthe m c ~ H , w D n d e r f w l J i slglmt

TI~n i l ! i g , ~ 1 lit l i U l l 'B I m . d l 'e iln t h e , ' w a l J 'fM

, o o l l d m : n ~ad! c m ; p t il~;W'id'~ey were : s i M 1m . g

i l l i i l thel b i " W i Ic f ,n o s ,ofthe, 1Ii&Bs. In& V e r : v m.M

' l I m a t , he , c o U : l f j l s e o ! ! t h er e , w a s , 9 f O O a l dtJ l ' d~ ,

, ,and the, 'ooes were so glad 'w , I~ave,tE

, ,ch ildmn b ack a - g ; a i h '~hatfriey had C i ! G V e 1 i ' e l ! ! l'I:'IJ~""""

1Iii!efinselves wTthbl~1. I~,was a ! 1 ' D V e ' I ~ '

·U ' li In ld ; : :: a , smtdl ~I,a :n d l ~ g lfe V I b ll f ld



B u ~ in o ne colme:r l tJeire w .ass~ i ~1 i l1iler ..A l il le boy wassmnding under'iI,e tJ'e;e.

As he eQ uid not reach u p to the brancn'S ~h h e w as a)ing b ltBrly . A nd ttleg~anr8,heart

meUed as he ~ot*ed1out. "How selfish I have been", hiesaid. Now I bl,ow why the

spring le ou id nOlt ccun9 hlel'le. ~w ill pu t that poor ~ ltU e. o o y 0fI th e to p o . f the tree. Thien I

wi~~knock ;,down 'U tew a ll and my gard en shc d~00 th e oh i Id ran 's h is h.,a l1 m e leed:

ph~yground forever. " it bee;a,mewarm

So he opened tihe door and crep~ .dowi lstaks. BUl l :

when th e Cihl~ren saw him, U t ey w e re, :80 ft lghtened

th at th ey aJ ~m n aw ,ay and the 'gaK !len b eoam e w inter

, once again. B uttne Iittle boY ' , dtd not ru n l b ecalJSe hie,

--..,..~~'" !eyes w am fu lll ,of~ears. He did not seethe glal1l

oom~ng.ArId 'tile giant s~e U P I behind himand~ook

him gel1l ly in h~shands and plJ l hi m u p into U e !ree.

A nd at ,once '~ he~ ree brok.e irru kl bkls som and the b i rds ,came a . l 1 d sangl 0fI it .

The nW e ba:y s tm'~ched lO W h ~ stw o a rms and fllJ n g them around tile g i a n 1 . l s , neo1cand

kissed him. Tile other o t J i~dr,r;maw t t J a , t the gia.nl~was no ~orlgerw~ckedand ,came

back ; lan d with th em came th .e ,s prin g. fj I '~I s you r gam1~e rlnow, littlel c tJ lld re l1~1a~ tt1e

Qli,aniand he to ok .Q b ig axo,and kmcked dow n the wB. l t A1~day I .ong theypiayed and in

the ,even ing theycame'klH1egian~. to bffidh~mgooobye.

Tile Qia.l1~oved IR e ~ itU e~y the b es ;t because he hadk ie soo n m m . Every

,af tem oonw tJ en the BCI'Klom w,as over , 'I he c :h~ ldren came and p l,a ye d in the! ga rden.

The ~ iU le lboy w hom tho, giant ~ ovedlw as notm be s oon. T he: g iant b Vled a~ 1he children

DU l !.lo nged f or & I e ~ ittJ ,ech~ld~and often s p o k l E l : of h im .

Years, 'W e nt on~ the gi,al1~grew vt;!r.f dd and feeb~e. H'e:oou~d n'ot play abolw

anymolre; so he sat on an ann cha~ r a nd watched the ctJifdren 8I~them r gam es and

a dm ire d h is g ard en . " 'I h ave many b ea .u iru lf lo w e:rs "', he,sa,id "bu t . th e ohildroo am the

mos t beau tiu I' f lowers ,o f a I I r .

One w W l 1 t e r mo.m ing he ~ oo~ ed ou t of h is , w indow ' as he w as dress ing .

S uddenly he ru bbed h~ s e ,yeB ~ n wonder and I !ooked lQu taga in . ~tcertainly W.8S a

marve lous sight! ~ n the farthest com er of th e l garden w as a ~re8qui to oowred w~ th

65



~ovelywhite bk1ssom s. Its branches w ere go~denand

sltver ' fruit w-e~ harJ!glllg dawn f rom ~hem; and

underneath stood thel lillel boy whom he: had ~ovedso

much. T he Q mnt ran ooWflsm.irs in great jo y and oul into

"'__ "_71"~~~~.iJ the, garden, H II he came nea.rUtB child.

T ile ch~ ld srn i~ ed and said to I t-te giarml~"You let me p~ ay

once In yotI r g arden. T oday you s ha~ lc(lime w ith me, '1 0 my garde :n~ wh~c tl is paradlse~.

A nd w hen 'ihe chil d remran ~n that a ft ernoon , Uteyfound the:giant ~yingdead I U ! lele r the

i1 res !,a~1ove redw i lh wh ite, b lo !SSoms.

lET US REMEMBER:

Pu t a trick £ In th 'e ri ghl OPUQf I :

~. Tha chl~dmnvis,ited thel g~anrs garfJen E l l ' J l e r y d a y lElVGlrywe,ekl once a month.

l$. The ohi~ d re n vis ite d th e g rnam lfs gamen eYleryda.y l ·everyweek I once! a .mornth.

q T he IpGorchild fen had man y place s!.l no, p~ aoe I aftew pl,aces to!p! !a:y~

~, The chi~dren E l:nm:red the g ia rn rs 'gardel1 itJroligha Iittls hels in thelwsll I the

rea r ga te I tJ hle main ga te .

1$ The g ~an t d ie d when he!became! cffidand feeb~ew as young twas middle~ed.

DlSCUSS AND WRITE:

= Why' dlld ttle cnlldren I lke'k! i pla.y in 'the 'gJ an fs ga.rden?



:> How did the giant make the children realize that he was no longer wicked?

:> Why did the giant love a particular boy the most?

:> Describe the 'marvelous' scene, which the old giant saw in his garden.

Di.s.c,uss,with yo'u'rclasslmales and ,comment u pon the fGUowing statements:

1. The little boy stretched out his two arms and flung them around the giant's neck

and kissed him "It is your garden now, little children" said the giant. What

happens to the giant here?

2. "I have many beautiful flowers", he said, "but the children are the most beautifulflowers of all". Who said these words? What made the person say it?

3.. Who was the boy?

LET US WRITE:

1. After reading Oscar Wilde's 'The Selfish Giant', imagine that you are the giant.

Write a letter to your friend, Cornish Ogre sharing your experience with the

children who played in your garden.

r: Place: -----

Date :-----

Dear Ogre,

P.S .

Yours---------2. Have you visited a park near by your area? Write a paragraph about the pleasant

experience you had there.

67




In this unit, the prose lesson 'Dreams C a n Come true' explores a young boy's

passionate interest in chess and his devotion to its icon, Vishwanathan Anand.

Through his dream, in which he manages to have a long conversation with his hero,

Rahul bridges within himself the distance between, vision and reality. Certain

important messages have been communicated through the extraordinary real life

personality and story of Anand himself. There is a simple post-reading unit explaining

the basic principles of chess. The passage also seeks to build upon the young

reader's interest in this ancient and intell igent game.

The poem, 'Our Local Team' by the well known Indian author Ruskin Bond is a

humorous account of a county cricket match. Its light-hearted treatment of the game

and its players is sure to help young people build a perspective on this popular sport

The story, 'Greedy Govi!nd' is a popular folk tale, and it carries a universal

appeal. As with all folk tales, it allows for a range of constructive interpretations. Many

exercises have been given to help the student to internalize its simple but strong

message.

This unit paves way for the active learning of the language. The activities given


interact in small and large groups. The chi Idren get an opportunity, to share their views


language.

The grammar section extends the student's understanding of subject-verb

agreement and question-tags. There is a short exercise on writing a journal, and

many opportunities offered for role play. Speaking contexts are given for practicing

questions and statements.

68



PROSE DREAMS CAN COME TRUE

Have you played chess? Try playing U! Ancient Indians; from all ws.lks of life

pl,ayed this game. It w as used in fie AmlY to teach war strategy, buslnessmen

play,ed it to ~eamabout.the market, andswdents p,layed it to leam mathematics!

In Tamilnadu, everyone! played many

interes.ting g am es to b uild n ot o nly m ath em atical

. ability but shrewd thinking powe,rand strategy.

One amo,ng them is aadu pul~ ,allam, Another is

pa~lankuzh~.There is another " , a r y interest ing

game1called 'padaiveUu~. Ask

grandmotherl

No one know s for cedain wh ,e re th e

game of chess w as first pla .yed. Most people,

agre,!!! that the gams_ began in anc ie nt I nd ia ,

whe:re it was called chaturanga.When tt

travelled to P,ersia in the 6 1 b or 1m century, it

w as called,shatran j ..Thewo.rd refers to thefour groups of an anny: ·thefoot. soldier [the

pawn],lhe, elephant [the bishop], the!chariot

[from the Persian word} 'rukh' or chariot], and

the horse, [theknigl1t or horseman]. The

Q ueen in t h e < presenj gam e w as'lhe G eneral

in tile o rig in al g ame,. T .l1 e .moves-re fle ct th e

movement O f eacn group.

The main end of th e game, then and

now, is to protect the King. 'Checkmate'

comes f rom the Persian words sha! mat,

w hich m san , 'T he K ing is dsad:

12 ye'sr old Rahul W,SlS·

very deeply interested in the

ga.me of chess.

Even when he had beenv s· ry y oung , he , had spent hou rs

before a chess board, pla.~ng.

Seeing this, his parents had

enrolled him in a pla.oeoalhed

'Chess, Cel1tre',

69



- w h i,ch h el p ed ch ~ ld re n ~ Ike Rah u ~ 'k) ImiproViBI U !:e~rsldllsi Inl le

'gam e. Rahu l low d goingthsre. ~n M a J y , dur ing h~sho~ idBYS~he had

ca.refu~ lyfoi~owed the match between W!orld Chess Champion

Y1s;wana: lhan [y ls hy ] Anan ,dand G randmaS 'te 'rV es e~ ln lc,palov' of

Bul,garia..Wlnning~lhis ma~nh gave, Anand his 4Ui

World

Championshipit i t ie.

Hi:5 C O O ' l : : 1 h aWwa,yssaid ttlat i,eallT dng "W tIaj made Anand humble~was more

importa.llll; than !eam~ri lg !low he pmayed the ga,me. Anandafso! visited the Chess

Cen1J ie when he !cam e dow n 'to Indl i8J:after tJ 1e game • .A t '~ hat.t ime. a,n ,adoJ l1ngRahu~

had ,as~ ed h imwhsi t ! ler he s tJ ou ~ d l ea .ve s choo l ,a nd iQo rJ oontra te on ches s. A nand had

said ~'lit is h ea lth y to havle a ~ o~o f.iW lte .re sts and go 'to solhaol. You don't. g o to sctJ oo ~ 10rJ lJ st ac ad em ics , d o you? You~re !smart. You can very easily leam to! b alla nce b oth

academk:.s and chess." W hen Rahu ~ asked w hether he had lolher trobbles t Anand had

said~" rO f ,oou rse ~do. I readj I swim, and ~ is t-enlo m lJ s ic .. ,.0 "Smart: Intei~igent

I learn i to b aW an ce : ~ earnto share proponio~3!te~

Rah ul U k ed 1 0 lcompare him self ' t o . his . Chess Hem,. -",

He u ;se d to te~ 1 h is mo!U1€1lr!ha~ s lle w as ~ ike V ishr~ s

~ ,amma'. He had heard Anand say thai, his mother had

he~ped h im ~rJI!eamlng ' the lg iame . W hen thatam~lyhad

l : - = - = = = = = = = - - - = - = . . J shit~d ' k i t Phi~w pp~ne!S10r a: , .. .. .- -- -- -- ,

year . h~ s mottJelf used to take dow n the: ~HQzfes al1d gamesl rerlayed: broadcast Jre rlaye d on TV an d th.ey u sed '10s o f f i V 1 e them toge iherw t ie l'1 l he! came billck

from s choo l. ~Oll don1: c o py down an y p lJ ZZ le s~ b u t yo u aiw -ays ,enooumgel

me,amma/" R ah u~ w oU l ld say~W hen s he n ea .rd 'th is ~Rahu~rsmotherwou ld

feel. both sad and happy •.bessuse his teachers; a.lways reltih2i~ Rahui's;

parents , d ~ d n :o l.d em :and enough f rom t t J i E ! i r son. Rat! u l d~ d not sitand 1~ In

dass; Ra~lUldwdnot o J roaI ~ nal1yfiald game ; Rahu ~ d id n ro ~w in allY prize in

!cu~wral loo:mpe;ir t i( lrns. He was a Iitftle shy. and d~dn t tta~keasil .y~o a.nyone.

'You sho liid cu I dow n U te 'tim s'lhat he s pends on cl1es,s~ "U r u e yw o 1 J ld s a y .

r K lle l Ratna, C hess O scar, .A ~U l la Awa r d 1

70



1 "National Sub- junior Chess Championship," 1 1 9 8 3 -Age 14 J

1 'The World Junior Chess Charnplonship'' 1 "Lightning Kid" -1984 -Age 15

1 "Intemational Masters' Title" 1 "Grandmaster" -1988 -Ag.e 18

I "Worfd Championship Tltle" I World No.1 - 2000 Also 2007, 2008 & 2010

1 Padma Bhushan, Padma Vibhushan, Padmashri

"He is not able to do Justice to his stud ies. He has the potential to do better. It

is not as if he excels at chess. You should encourage him to take computer classes."But Rahul's father never scolded him or stopped his chess classes. "My son loves

playing chess," he would say. Rahul had

put up a big poster of his Vishy'sdo justice to: do as well as one canpotential: capacity

achievements on the wall.

"I'm already 12, arnrna," he said. "I haven't won a single award." His mother

would smile a little sadly. She used to sometimes secretly agree with his teachers.

His father never felt sad. He would ask, r b dl h t desl f J"Why do you want so badly to win awards, •

a y:ave a s rang esire ror

RahulT

Sometimes Rahul felt his father didn't understand him. One had to be the best

at the game! In fact, after his win over Topalov, Anand had said, "I was lucky that

something in Topalov gave way faster than it killer instinct - an expression

gave way in me." His coach had called it the used to say that the person has

'killer Instinct". "You need it to last in a match,

great focus, like animals do, when

they stalk thei r preykids!" he said.

One day in July, after completi ng his chess traini ng, Rahul went back home. He

had not done very well in the math test-only 76 %. He had to get his paper signed by

his parents. When he saw his mother, Rahul felt anxious. Of late, his mother had

begu n to beworried about his performance in his tests.

71



saw ..... ViswanathanAnand himself!

He had overheard her telling his father, "It is not as if we had any wealth to give

him. Howwill he geta college seat?"

"By college seat, do you mean a seat in Engineering Colleqe?" asked his

father. "Yes, of course," she said. "Why should he do Engineering, Shanti?"

questioned his father. "He is a fine you ng fellow. There are many th ings he can do. He

just has to figure out what will work for him" That day, Rahul told his mother that he

was tired and added that he was going to bed early. He cried himself to sleep that

night. As he slept, a variety of shapes and sizes /. figure out: understand

of the chess coins and chess board seemed to be cried himself to sleep: went to

actively moving around him. In his dream, he . sleep crying

,r-----------, !

Anand smiled down at Rahul. ~Ifeel sad when I see logic: reasoning

you cry," he said. "What do I do, Vishy?" said RahuI.[He cou Id eencentranen: focus.

call him Vishy in his dream!] ~Makjng you my hero hasn't 10..- /

brought me marks! You have it all! Concentration, memory, logic - and your coach

says that you didn't even have to try! I try so hard ... " Here, Rahul started to cry again.

Anand put his arm around Rahul.

"Tell me, why do you play?" he asked. "Because I love the game," said Rahul.

"Then just play it," said Anand. "The most

important thing is to enjoy playing chess. I don't

believe you can only motivate yourself with titles or

tournaments or achievements. Of course, these are

goals that are necessary. They give you a direction.

Butthe motivation comes from the game.R

Would you agree with whatAnand is saying?

"Are you saying its okay?" asked Rahul,

r J. . electron: particle in a cellwondering. "Absolutely," said Anand. "Do you know? ;

The number of possible chess games is far greater than the number of electrons in

the universe! One needs to work hard - the sky is the Iimit I

"So you think Imight win a tournament sometime?" asked Rahul, shyly.

72



I

What is a strategy? I "I dothlnk so," said Anand. "Soo, chess Is a

game of strategy. That iswhy everyone played

L..- ---- it In the olden days. It Is good to study other

people's strategies, but it is impossible fur

anyone else to tell you aractlywhat move you need to make. Not even me I

Choose your tournament - plan well for I strategy: plan of work or action Iit, work hard, and take your chancel .....----------___,.

-What Is the Idller Instlnd, VIshy? Do you have It?· asked Rahul. It had been trou bllng

him ever since the coach had talked about it. He didn't want to kill anyone) and he

didn't think his Idol would I What do you understand by the

term, 'killer instinct'?

Anand laughed. "Don't go by the word,RahuU- he said. ·1 think it means having great _

energy and great self control. I give the game my all. :==========:::::::But it doesn't upset my mental balance, my self go by: judge by

respect, my confidence in myself, if I lose. I learn mental balance: capacity tothink rightiy

from it. The only thing to kill is impatience, because impatience: inabi l ity to wait

it makes you act without thought!·

Rahul felt that Anand thought very much like his father. But his father wasn ' t

famous! Rahul wondered about that. Strangely, he was beginning to feel that his

father loved and understood him quite weill

,D rAnand looked at Rahul, and said, "Think about it. Love what you do.· Anand

vanished. The next day, Rahul took the paper to his mother. She said, ·Only

76%. 1'mworried, Rahul,· He smiled at her. "I need to think. I need to plan. 000'1

worry, I'll evolve my strategy,· he said softly. "Dreams can come true"

LET US REMEMBER:

1.What was chess called in ancient India?

2. Whatwas it called in Persia?

73



3. W hat d id the fou r grou ps in the arm ythatthe co ins represented?

4 . W h at are those co i ns called today?

5 . How does the game end?

6 . W h ich match did Rahu l w atch in May?

7 . W h at d id Rah u l's teachers feel abou t h im ?

8 . In w hat w ay d id R ahu l fee l that h is m otherw as likeA nand 's m other?

9 . W h at d id Rah u l's m other w ant h im to becom e?

1 0. W hat d id R ah u l's father fee l ab ou t h im ?

11 . W h atd id Rahu l decide to do in the end?

:LET US UNDERSTAND:

1 . D iscu ss in s mall g rou ps and share ..

.. D o you th i n k it is a good idea to b alance you r in teres ts and you r a cadem ics?

.. W hat do you u nders tand b y A nand 's s tatem ents on m otivation?

.. D o you b e Iieve that pia n n ing and s tra t egy are necessa ry fo r y o u r life ?

I n w h at a re as ?

2 . ln divid u al W o rk

.. W h at k ind o f a person is Rahu I? W hat kind o f a person is Rahu I's 'D ream ' A nand?

74



Rahu~ ' s Wily ~ w tJat I.' J e e m ,Anand's ! WhJy ~ W hat I .fe elQ ualities 1 tI~ nksQaboU J~ ~~ Qua~ iU esl 11in k so abou t it

USTENING:

Read a/oudtbe' ig,lIowin,g pa'ssag ,e .in ~ thelsma11 Im, fJP . ••

Y l "oungRaghuwas a . mlsch~e¥Ou s ; lad . One da.y~ unable to Ih link of any m ore

pran ks to p~ay~e decided he w .as hu ngry. S o~ w hen his m other w as too busy to notio o

w hat he w as doiM lg, he beganseaf iCh~rng lhe Icupboard. He was lo okin g w r th e ti n in

wtJioh he had seel'l l nils mottler pu t ,away Borne deUobus ,ch(}OO~aEs.Ju st as he wasl

o;Jan~ngthe r igh1~t in~his f a , t h e l r came hame,.and cau g hI him in the act.

!He l~ o',Raghu . w hat are you doing l1ere?A !re you hfidpling)"our' mo ther? ~ he

asked.

INJo,Dad / anSWEl'!1~dRaghu . I I l am he lp ing my,se, lf .'

,Answerthe'cUoMng que&t~ons:

1 .W hCilt d o yo u u n de rs bln d bly~l1e.word . tpran ks'?'

,2 . W h at did Raghu do w hen his mottJerwasi busy?

3. W hat w ' s . s Raghu seerOO ling fo r in thiS cupboard?

4 . W ~O ca u gh t h im ~ nI le ,BCt?

5 . W ihatws.s Raghu 's ans wer to h is fattJelr?

15



LET1S TALK!

Imagine that you are lost in a large town. You are looking for your aunt's house,

and you haven't been there before. Your aunt has given you a few landmarks like

Market Bus stop, Town Square, Kamaraj Road, 3th Cross, and Nandanchavadi. Usewords like 'who', 'how', 'where', 'please' and 'what' to ask for directions. Form your

questions and responses and read them aloud to your group,

You:

?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Passer ..by 1:

You:

?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Passer ..by 2:

You:

?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Passer ..by 3:

You:

?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Passer ..by 4:

You:

?- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Passer ..by 5:

You:

TRY THIS, TOO I

.. Form two groups in class and spea k in favour or aga inst the topic given below:

.. To playfair is more important than towin .

.. To betruly happy, you don't need to be an 'achiever'.

76



Ques l iC lms and 6 . ta lemen ts ~ Read ll lh econVelS tlUCR bei·ow:

"our~sl.: Howmr Is the railway station from he.re?

Kanlhi :, U:s.about two l k1~omebies.

Can Ie l a.b lJ sto th e stooor!'?

Ye\S~you 'C8fI. B ut yotl nave t o . wail an nmJr fO 'f '~henext bus .

Oh~ How lo rJ !Q1i~ i it18k1.eme to wa lk . to~he s ta tion?

BowQ 1n I ;s;a,y?ndepel1ds on I lowfastyou wa lk , doesn 't it?

Thats 1 ru e l T h ,a nk yo u .

Tourist .~Kanlhl

_ .. .

Tou r i s t ~~

Kanlhl ~-

TourIst. ~.

In the d i8.logue"theW Jl]rist uses ,que .siio l1Sto , seek s om e inform ation ~and K anth~ u ses

stsEments to gw e h~minformation. Queslons and sta.ments ; B I ' 1 1 3 1 the,most common

w aysw e use,to ask. for ; and s ;uppWyw n :k J r m a t io n .

ACTANDSEEI

You w ant to 'go to p~ay gmund lo p lay foo ,tbaml . You rmelld wards t :o go 10

,a library. Deve!op ttJo!,oOflversaiion beM €len tw o of you . W ilere do you final~ go'? How

doyolU decide!"? Act i tout1

P 'OS,T .. READ ING • KNOW I NG 'CHE.SS :

Chess is an ~ nd oo r game an d is purely mOine ! . ~tp la ys ; a .v ia l m l,e in rnmproving

'concenb';aiion and~heabnity to plan.

lit is a. two, p layer g:amein wtJ~oh 'I le l'ie am: two seb; ofco~ns, l JSua.lmynblaot: and

l.vory colou r. Each set oontarnns. t ih,efoUowing ,cariS. Klng t Queen t B~shiQP (2 per side)!

Hors e (,2 p er side) R ook (one ret) andeightsoid l e T S persice [pawns] .

P la ci n .g : lColins are, rallged ladn'g ,each OtttJe:f in a specific order~

17



~m co~nhas ~s'ow n rdle~,.that l is;

Klmig has 'Ile ,ablili~'to Imove [~I a U d l i" e C ' tjo ! " l s but W 1 i ~ one s.tep, ahead.

Queen

li'shop

KnlgM

RCGff,

h a s '119 ,abW~ to Imove 1 1 ' 1 , ; a U d l re o t r lo ! " l s with a m y [ n J L l I m b a r (If SM:pS .

- h a s 'I t l ' !~ : :a b H il t y ,e l Imove d t l : a g o n ' a l l i y ' w i ' t n , ani)!" I I l l L l m b e : r o ~ steps,

h a s 'tie ,aml i~ 'to Imove i l m l , a n , i i l ! I ' :sh~"e:.

Mas the a b l l : 1 t y tom,ove 1 1 I i 1 l v e ' l' tl e a l l~ a r n e ! ! h o l li ~ O I i l, ta l l iY .

In l1 is game, l1emai'nl a i m l iswdefeat thel opponent"'s kiiilgi. I'm ,futle,rm,

proteotonelis king;d1e ooli1~esta'nt:

mO , ' ! , I \ 1 3 S a~~ thel p ieoes,aooofdJf i!g l to~he "

rules. An i m e l m i g e , n : t , p!llayer I l i I 1 s k e s

moves to trap or' ,ohent '(he opponsl11t:

k ing. lEa,o tt l~lfUjevery piece fs I ! l n o v e d "',,Ij'......filllL~~~~~~--~~wnl'l thallntenlnn.

,Ap la ,~erw ho ds,feats, liIe C!llppo:~efjt lkingis d;oola:red~~,e,wlf l_~er: .

T ry pltrying ehessl

Try elfta:r 8JriIIcleAi pmBs, of TatnllniiJd ..d

G IRAJ MAR lO ll AGRI!EMENT OF THE VERIl w rrH TH! SU BJECT :nConcord]

W ei hs.v€I a~rfHlciy' ~ealnrntUla. t . tlIlI!8 y,erb ag.li\ees \o!iJUh ltss!~I IbJe,c,t : I l lr l l

nu mber and pemcm; as,

78



She is writing. They are writing.

Iam a girl. You are a boy.

Nowj read carefully and fill in your example.

1. Two or more singular subjects joined by 'and' usually take a verb

in the plural as,

.. Raman and Harry work hard.

.. Pinky, Lilly and Sheela go to the same school.

yourexampile: _

Note: Bu t if tw o n ou n s sug g e s t on ly one id e a, o ne unit or re fe r to th e same person

or th in g , th e ve rb mustbesingularas,

.. Slow and steady wins the race. .. Idli and sarnbar is a wholesome food.

.. Poori and potato is my favourite tiffin.

Your example: _

2. Wordsjoined to a singular subject by 'with' or 'as well as' do not affect the

number of theverb. Therefore it takes singular verb as,

.. The captain, with all his men, was safe.

.. Ashok as well as Anith likes mango.

.. The queen bee, with her workers, presides over the hive. ~~

Your example: ~ O ' ' ' ' @ " - < 1 f

~ .;;;i:lf}. <Qj '

q . . f ; 2< r?

79



3. When two or more subjects in the singular are joined by for~ 'nor',

'either or', 'neither nor', the verb would be invariably singular:

.. Jack orTom is to blame.

.. Either Leela, Mani or Rita is thirteen today.

.. Neither Raman nor Hari was present.

Your example: _

4. But if one of the subjects is in the plural, the verb must be in theplural. The

~Your example: _

plural form of the verb governs theplural subject.

.. The farmer or his servants were always working.

.. Neither Raj nor his friends have come.

5. When aplural noun comes between a singular subject and its verb, the verb

is often wrongly made to agree with the nearest plural nouns. Weshould

Quard against such an error and say-

.. Each one of these houses is [not are] to let.

.. The quality of the apples was [not were] good.

Your example: _

6. When the subjects joined by 'or' or 'nor' are of different persons, the verb

agrees with thesubject nearest to it as,

.. Either he or I am to blame. .. Neither my friend nor I am guilty.

Your example:

7. Either, neither, each, every, everyone and many must be followed by a

verb in thesingular as,

.. Either of the two boys has done this." Each of these boys is intelligent.

.. Everyone was happy.

Your example 1: _

Your example 2: _

Your example 3: _

80



8. A collective noun [like committee, assembly, congress, jury] may take a

singular or a plural etc. Ifthe collection is thought of awhole, the verb is singular; if

the individuals or members of the group are thought of separately,

the verb is plural.

.. The committee has decided this. or The committee were divided in their opinions.

.. The ju ry has given its verd ict. or The ju rywere divided in their verdict.

Note: 'The committee have decided this' means 'the members of the committee have

decided this'.

9. Some nouns which are plural in form but singular in meanings take a

singularverbas, lifli~.. Mathematics is a difficult subject. .. No news is good news. ~~PYou.r example: 4 :_

10.When a plural noun is the name of one thing it takes a singular verb as,

.. The Arabian Nights' is an interesting book.

.. The United States of America has a big army. ~Qourexam.pl~e: _

11.When the su bject of the verb is a relative pronou n, the verb must be made to

agree in number and person with the antecedent of the relative as,

.. I , who am your friend, will help you. ~.I!. _..

.. You, who are my friend, should not blame me. ~

Your examp le :. _

TRYTHIS:

In the following sentences, fill up the blanks by using the Present Tense of the verbs

shown in brackets:

1. Two and two [make] four.

2. Shantha with all her sisters [be] here.

3 . Every passenger [have] a ticket.

4. Each first class ticket [cost] a hundred rupees.

5 . Either Samy or Bhoopalan [be] on time.

6. The jury [be] divided in their opinions.

7 . Iron as well as copper [ be] found in India..

81



TRY THIS, TOO I

In each ofthe following sentences, putthe verb in agreement with its subject:

1. Neither of us there.

2. None of these boys passed.3. Good news always welcome.

4. Mathematics an intellectual subject.

5. Not one of you done his work properly.

6. The quality of these apples not good.

7. Neither you nor I to drop this project.

8. Each of these boys passed.

LET US LEARN .:QUESTION TAGS

During conversation we use some statements and it Is our custom to ask for

confirmationas,

Example: This is a very difficult subject, isn't it?

The underlined part is a question tag .

.. I am coming. .. He has finished. .. I didn't see them.

In the sentences mentioned above 'am', 'has', 'didn't' are auxiliary verbs. They help

informing question tags. Auxi Iiary verbs are helping verbs.

Example: The boy is running. isn't he?auxiliary verb [is] + nit + pronoun [he]

T~itout! _

1.When the sentence is positive, the tag will be negative in sense. The pattern will be

auxiliary verb + n't + pronoun

Example: They have not done their work, have they?

auxiliary verb [have] + pronoun [they]

Try itout! _

2. When the sentence is negative, the tag will be positive in sense. The pattern will

be auxiliary verb + pronoun

Example: Susi doesn't play chess, does she?

auxiliary verb [does] + pronoun [she]

Tryitoutr _

82



3. When the sentence has no auxiliary verb, the tense of the principal verb is

made note of and the auxiliary verb such as do, does or did is used.

Present Tense do and does

Past Tense did

Your example Auxiliary Ve!rb :Negative Form Your example

1. is she? 1 . is isn't 1. isn't she?2 . was wasn't3 . were weren't4 . should shouldn't5 . could couldn't6. are aren't7 . will won't8 . shall shan't.9. c a n can't10.had hadn't11.did didn't12.does doesn't13.do don't14.has hasn't15.have haven't

TRY THIS,:

Supply suitable question tags for the following sentences:

1. She is driving a car, ?

2. Rajan should be on time to school ?

3. They weren't listening to the lesson, ?

4. He broke the jar, ?

5. Sheela wasn't afraid to be alone, ?

6. I have completed my painting, ?

7. We speak softly, ?

8. Hari could help us in our work, ?9. She must not be rude, ?

10. I can dance well, ?

TRY THIS, TOOl

Choose the correct tag from the given box and fill in the blanks:

wasn't, hasn't, was, Is, aren't, couldn't, will, can

83



1. Rajeev won't play in the rain, ?

2. Sita and Uma are sisters, ?

3. He could hear the siren, ?

4. They were busy packing their suitcases, ?

5. Lakshmi wasn't able to sing, ?

6. My uncle is staying abroad, ?

7. We can't act on stage, ?

8. She has left home early, ?

WRIT ING ; A JOURNAL:

Ajoumal is a personal preparation of what you did, felt, thought or saw. It is a

possessive record of any individual who maintains a diary, but it is not just a record of

events. When Rahul thiks things out, and sets his priorities in life, he will probably

record his experiences in ajoumal.

84

Documents

Std07 English 1