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Subject: ENGLISH
Level: B1 Class – VII Lesson-1: Three QuestionsWorksheet – I
Skills focused Target Learning Outcomes Suggested Strategies
Speaking
(discussion)
Individual Reading
and Pair reading.
Speaking (one to
one in pair)
Speaking (to the
class)
To enable students to converse
with friends, teacher and class.
To ask questions based on the
text.
To read with main idea and
sequence of ideas and events.
To compare and contrast in the
text.
To relate ideas with personal
experiences.
Individual activity
Pair work
Discussion and sharing
answers / responses /
findings in the class.
Teacher-student
interaction.
ACTIVITYI:
Observe the pictures given below in pairs and answer the questions that follow. Say your answers
aloud in the class.
PICTURE – 1 PICTURE – 2
Q.1. What are the similarities between both the pictures?
Q.2. How is the first picture different from the second picture?
Q.3. What moral values do you draw after observing both the pictures?
Q.4. Why is it important to follow traffic rules?
TLO: To comprehend pictures, compare, conclude and describe using correct sentences.
ACTIVITYII:
List the following events of the first part of the story in correct order. The students will arrange the
events without reading the story. Let them write in pairs and share their correct order by speaking
aloud in the class.
1) The king felt that he would never fail if he knew three things.
2) Some suggested him to have council of wise men.
3) The king did not give award to any messenger.
4) The hermit gave no answer.
5) He planned to visit a hermit.
6) Some people suggested him to prepare a time table and follow it.
7) The king sent messengers to find out the answers.
8) The king took the hermit’s spade and started digging.
9) He was suggested to consult the magicians.
10)The king should consult councilors, doctors and soldiers.
11)The king asked three questions from the hermit.
Now the students will arrange the above events in the proper order as they appear in the story after
reading it in pair/group and discussion can be held on the basis of the first part of the story.
TLO: To arrange the events of story in a meaningful way and construct a story.
Subject: ENGLISH
Level: B1 Class – VII Lesson-1: Three QuestionsWorksheet – II
Skills focused Target Learning Outcomes Suggested Strategies Speaking (Asking
questions) Writing (Words
and sentences) Speaking
(answering in the
class)
Writing correct spellings and
detecting the error in an
incorrect word.
Writing a story / events in proper order.
Discussion Pair/ Group work Individual activity.
ACTIVITYI:
Work in pair and frame at least five questions for each of the following starting with the following question words. Say your sentences aloud in the class. (Teacher may give an example using each.)
1) What is…..2) What does …. 3) When did……4) Who was……5) Why are…..6) When will …..7) How many/much…..8) Where have/has…..
ACTIVITYII:
Test your spelling by choosing the correct ones from the table given below and read it aloud with proper stress and accent.
Messenger Massanger MasangerThrouhout Throughout ThrowoutNacessary Necessery NecessaryCounciler Councillor ConcellourContenued Continued Conteniued
ACTIVITYIII:
Use the following outlines and write a short story of your own. Give your story a happy end. Assign it a title. Tell the story to the whole class.
A priest, Puja in a farmer’s family, gift of a goat, three thugs on the way, calling the goat a dog, priest throws away the goat, thugs take it away happily.
TLO: To frame correct questions using question words.
TLO: To develop skill of writing correct spellings.
TLO: To enable students to construct a moral based story.
Subject: ENGLISH Level: B1 Class – VII Lesson-1: The Squirrel (Poem)Worksheet – I
Skills focused Learning Indicators focused Class Organization Reading. Recitation. Writing Comprehension
Comparing and contrasting ideas in the text. Relating ideas with the real life. Appreciating the poem and appropriate use
of words. Composing a poem. Showing concern for nature and animals.
Individual activity Pair (Group) work
Activity – I
Read the poem given below and answer the questions that follow. Please read your answers aloud in the class.
THE RABBIT
THE moon is shining o'er the field,A little breeze is blowing,The radish leaves are crisp and green,The lettuces are growing.
The owl is in the ivy-bush,With both his eyes a-winking ;The rabbit shakes his little tail,And sits him down a-thinking—
"Oh ! where are all the dormice gone ?And are the frogs a-vooing ?Will no one come to play with me ? What are they all a-doing ?"
Poor little rabbit, all alone,Don't let the master meet you ;He'll shoot you with his little gun,And merrily he'll eat you !
Q.1. Name the creatures mentioned in the poem.
Q.2. What time of the day is described in the first stanza?
Q.3. Tell about the following in one sentence:a) The Moon
b) The radish leavesc) The owl
Q.4. What does the rabbit wish in the third stanza?
Q.5. Why is rabbit not allowed to meet the master?
TLO: To appreciate and comprehend the poem.
Activity – II
Look at the following pictures of animals carefully:
Write five sentences describing each animal. Read your sentences aloud.
Activity – III
Observe the pictures given in Activity II carefully and compose a six-line poem on any one of them.Read the poem aloud in the class.
TLO: To comprehend and compare pictures and speak about them.
TLO: To imagine and compose a poem of their own.
Subject: ENGLISH Level: B1 Class – VII Lesson 2: A Gift of Chappals Worksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Listening Reading Writing Speaking Comprehension
To listen and engage in activities as directed. To relate ideas with personal experiences. To engage in reading to seek information. To identify and use grammar in context. Respond to the questions based on an
extract. Use grammatically correct sentences to
describe / narrate.
Pair work Individual activity.
ACTIVITY– I
Read the story aloud and tell it in your own words to the class.
1. Ankita couldn't believe what she saw in front of her. She had just been talking and laughing with her friends. They also had been drinking some glasses of juice and most toasts were to Ankita because it was her birthday. She hadn't been planning something special for this day but the fate and her friends had been.
2. It was about seven o'clock when her friends insisted that Ankita should dress up because she was wearing night clothes. One friend opened her wardrobe and took a fancy dress. Second one did her hair. But she was too confused because she couldn't understand what was going around her.
3. Meanwhile a friend of her called "Ankita go out on the balcony." She followed her words, opened the door and was amazed to see something unexpected.
4. There was a little puppy in front of the balcony. The puppy was brown and white in colour. Exactly the same colour combination that she was putting on. Then some kind of feeling ran into her body. Her eyes were full of tears. They were the tears of happiness. All her friends looked at her, smiled and said: "Happy birthday Ankita”. It was really one of the best gifts she had ever received.
Now attempt the following questions:a. Make a list of five more words which are pronounced in the same way as ‘laughing’ (used in
para no 1). Read your words aloud in the class.b. Write some more words in which the letter ‘i’ is silent as in ‘juice’ (used in para no 1). Read
your words aloud in the class.c. Categorise the words given below and prepare the list of words mean almost the same as those
given in capital letters below (synonyms): Read the words aloud in the class.
mixture, award, astonished, consolidation, bonus, perplexed, distracted, reward, merger, startled, union, muddled, astounded, puzzled, present, amalgam
CONFUSED AMAZED COMBINATION GIFT
TLO: To appreciate, comprehend and tell the story in own words.
ACTIVITY– II
Use the letters given in jumbled up way and rearrange them to form meaningfully correct spellings. Learn the spellings by heart and read out aloud in the class.
Jumbled up spellings
Meaning
csarnwy thinedescendtn comes or derives from
the same familywiedr strange or unusualgildde moved along smoothlysonzoe short sleepbslitrse Boils / bubbles on the
skin, from burns of rubbing.
ACTIVITY– III
Work in group. Enlist as many words as possible and pronounce them correctly. Share your list of words by reading them aloud in the class.
WORDS WITH A SILENT LETTERSilent ‘c’ Silent ‘g’ Silent ‘h’ Silent ‘k’ Silent ‘t’ Silent ‘u’
Example:1) ascend
Example:1) design
Example:1) chord
Example:1) Knife
Example:1) listen
Example:1) biscuit
TLO: To find out the meanings of words and spell them correctly.
TLO: To spell and pronounce the words correctly.
PRACTICE MORE WORDS HAVING A SILENT LETTER
Subject: ENGLISH Level: B1 Class – VII Lesson 2: The Rebel (Poem)Worksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Reading Listening Speaking Writing Concern for
immediate environment
To listen and identify various sounds and situations.
To appreciate and comprehend the poem / text given.
To recite the poem with proper rhyme, rhythm, stress and intonation.
To compose own poem and make a list of various words
Individual activity. Group work.
ACTIVITY– I
Use dictionary to find out the meanings (Synonyms) and opposites (Antonyms) of the following words. Read out the spellings aloud in the class.
Word Meanings (At least two) Opposites (At least two)ShortTalkSoberStayPraiseCutAbove
ACTIVITY– II
Use the correct form of words given in the brackets and fill in the blanks. Read the passages aloud in the class after completing the task.
1. Sohan and Mohan are __________ (nurses/students/boys) at Kendriya Vidyalaya in New Delhi. __________ (there/their/that) school is very big. Sohan __________ (is/was/has) in class VI and Mohan is in class VII. Sohan’s father __________ (work/works/working) in an office, and Mohan’s mother is a nurse in a hospital. Sohan and Mohan __________ (play/plays/played) badminton after school.
2. Sohan and I __________ (live/lives/lived) in the village. __________(I/we/he) go to school by bike. We __________ (leave/leaves/left) our house at a quarter past seven. __________(my/his/our)
TLO: To find out the antonyms, know their meanings and pronounce them correctly.
TLO: To use grammatically correct words in the given context.
classes start at eight and we __________ (learn/learns/learning) so many things every day. I have my lunch at eleven but Sohan __________ (has/have/had) his lunch at half past eleven.
3. Sohan’s father works __________ (in/on/upon) an office. He works at night and __________ (goes/ gains/ takes) to bed in the morning. His elder brother is a teacher and he goes to a big school in New Delhi. __________ (their/ our/ us) mother is a nurse. She works in a __________ (shop / hospital/ hotel) in a town.
ACTIVITY– III
Read aloud the following story published in ‘Children’s World’ newspaper. On the basis of your understanding of the story do as directed:
TLO: To read and comprehend the passage properly.
Answer the following questions. Read out your answers aloud in the class.1) How can you say that Ankita had no plans to celebrate her birthday party?
2) Why was Ankita confused?
3) What was it that amazed Ankita?
4) What was Ankita’s birthday gift? Describe it in your words.
5) Find a word from the passage that means the following. Pronounce the words aloud in class.a) To feel certain that something is true. (Paragraph No 1)b) A large cupboard for hanging clothes (in paragraph No 2)c) To express that something is correct in every way. (in paragraph No. 3)
6) Write at least three words that rhyme with the following. Read them aloud in the class.a) Glassesb) Dressc) Friendd) Arounde) Combination
Subject: ENGLISH Level: B1 Class – VII Lesson 2: Gopal and the Hilsa Fish Worksheet – I
Skills focused
Target Learning Outcomes Suggested Strategies
Reading Writing Concern for
immediate Environment
To read the comic/conversations and locate details, identify main idea, sequence of ideas and events.
To identify the use of grammar in the context. To write sentences / dialogues coherently. To organize sentences into paragraphs. To describe feelings / views effectively. To establish good communicative abilities in
society.
Individual work. Pair work. Enactment in groups.
ACTIVITY– I
Complete the following conversation in your class. Read aloud the conversation in pairs in the class.
Father : Where are you going ___________________________ ?Sarthak : ___________________________ on bike. Mother wants me to get some vegetables from
there?Father : Why don’t you ___________________________? It’s always safe to have it while riding a bike.Sarthak : Okay, dad. Let me take the helmet first. Thanks for advising me.Father : What about the license? Do you have it with you?Sarthak : Please don’t worry, I ___________________________ in my wallet.Father : That’s like a good boy. Follow all the traffic rules and don’t be in haste anywhere.Sarthak : Yes. I’ll drive ___________________________. I’ll concentrate on driving and I will not
receive any mobile calls while driving.Father : Take care and drive safely. Good bye.
ACTIVITY– II
Look at the pictures given below carefully. Describe them by writing five sentences about each of them. Read out your sentences aloud in the class.
TLO: To converse effectively in the given situation.
To describe people using correct and suitable expressions.
PERSON – 1 PERSON – 2 PERSON – 3 PERSON – 4
ACTIVITY– III
Given below are three tables for practice. Make as many meaningfully correct sentences as you can. Write your sentences in your notebook and read them out aloud in the class.
TABLE No 1
Please
tellguide
informsuggest
mehimusthem
how to
manage time in exams.play chess.write an application.be winner.
Write ReadListen carefullyDiscuss
the answersthe summary
of remaining questions.at your home.in the class.with your friends.
TABLE No 2
To use the structures correctly and gain fluency in speaking.
IYouTheyWe
getgot
confused while
working.singing .playing.writing.driving.eating.reading.
addressing students.
HeShe ISeemaRam
gets
TABLE No 3POSTITIVE STATEMENTS NEGATIVE QUESTION TAGS
You are singing now.We have studied.They will help you.He loves you.
Aren’t Haven’tWon’tDoesn’t
you?we?they?he?
NEGATIVE STATEMENTS POSTITIVE QUESTION TAGSIt isn’t working well.We have never seen a movie.They will not go to Delhi.He shouldn’t shout so much.
IsHaveWillShould
it?we?they?he?
Note: Make some more question tags of your own and say them aloud.
Subject: ENGLISH Level: B1 Class – VII Lesson 3: The Shed (Poem)Worksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Reading Listening Speaking Concern for
immediate Environment
To describe a place/building/locality. To use grammatically correct sentences. To compare and contrast ideas and relate ideas
with the personal experiences. To refer to dictionary/thesaurus. To express sensitivity to social issues.
Individual work. Pair work. Drawing a sketch.
ACTIVITY– I
Observe carefully the picture of a house and its periphery. Read aloud all the labeled parts. Make 10 sentences about the picture. Share your answer in the class by reading aloud.
TLO: To identify various parts of a house and make sentences using them.
ACTIVITY– II
Observe carefully the picture of a shed and garden. Read aloud all the labeled parts. Make 10 sentences about the picture. Share your answer in the class by reading aloud.
ACTIVITY– III
Make/download/collect a colourful sketch of a building/monument/institution/etc. Then write ten sentences to describe the picture. Show your picture to the class and read your sentences aloud in the class.
TLO: To identify and describe various parts of a shed and garden.
TLO: To construct sentences on the basis of an imaginary building/monument/etc.
Subject: ENGLISH Level: B1 Class – VII Lesson 4: The Ashes That Made Trees Bloom Worksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Reading Writing Listening Writing Concern for
immediate Environment
To infer the meaning of unfamiliar words by reading them in context / by utilizing dictionary.
To read news clippings/ advertisements/ classifieds etc and write/prepare one.
To listen and engage in conversation and pronunciation activities.
To use words/lines from the text given in own speaking activities.
Individual work. Pair work. Drawing a sketch.
ACTIVITY– I
Read aloud the sentences given under column A carefully. Refer to a dictionary and select the meanings of the underlined words from column B and arrange them against the word given under column C.
Read aloud these sentences and discuss the meanings of the words underlined.
(A)
Words signifying meanings
(B)
Word
(C)
Synonyms (Meanings)
of words under (C)
I spent the afternoon snug and warm in bed. shimmer, catch, greedy, persuade,
miserly, warm, shine palely,
comfortable, cajole, avarice, not
generous, capture
SNUG The moonlight gleamed on the water. GLEAM She coaxed the horse into coming a little closer. COAX Don’t be so stingy with the cream! STINGY He seized her by the arm. SEIZE
ACTIVITY– II
Observe the following advertisements published in a newspaper. Work in groups and write few lines describing each of them. Share your write up with the class by reading it aloud. Make a colourful advertisement of your own of the same kind and show it to the class.
TLO: To arrange synonymous (same meaning) words in groups.
TLO: To understand and analyze advertisements and prepare their own piece of advertisement.
ACTIVITY– III
Read the comic strip given below and enjoy the humour it creates. Write the incident in your own words and read it aloud in the class.
Write a joke and present it through a colourful comic strip using your own imagination. Enact the comic in the class.
ACTIVITY– IV The following are instructions for inserting a special character in MS Word document while working
on computer. They are not in correct order. Work in pair/group and arrange the instructions in
correct order. Read the final instructions written by you aloud in the class.
Match your answer with the help option (F1) available in MS Word after completing your task.
Subject: ENGLISH Level: B1 Class – VII Lesson 4: Chivvy (Poem)
TLO: To use words in meaningfully correct sentences.
Worksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Reading Speaking Writing Concern for
immediate Environment.
To appreciate different forms of texts and to express them through speech.
To write different types of texts. To identify main idea and locate details. To collect, read and write news stories, comics,
etc. and pronounce tongue twisters correctly. To show concern for nature and respond
through verbal and non-verbal expression.
Group work. Individual activity.
ACTIVITY– I
Read carefully the news story given below. On the basis of your reading of the news story do as directed:
1) Look up the meaning of following words in
dictionary. Write their opposites also. Learn
their spellings and read them aloud in the class.
a. Inside
b. Receive
c. Permit
d. Restrict
e. Including
2) Use the above words in the sentences of your
own. Read your sentences aloud in the class.
3) What is restricted at airports and in flights?
Discuss with your partner and ask him/her to share the answer in the class by reading it aloud.
4) Discuss with your partner and make a list of things we should not do inside an aircraft. Read the
list aloud in the class.
5) Do you think there are rules everywhere to follow? Make a list of five things you are allowed to do
in your school and five things that you are not allowed to do. Write a paragraph using your list.
Give your paragraph a suitable heading. Read your paragraph aloud in the class.
TLO: To understand and infer news clippings and draft a news story.
ACTIVITY– II
Read one of the following tongue-twisters aloud to your partner. Ask him/her to write it by
listening to you carefully. Check for any spelling error of your friend. Repeat the exercise by
asking your friend to read one for you. Let your friend check your spellings.
Compose a tongue-twister of your own and read it aloud in the class.
TEST YOURSELF:
Complete the following sentences using an appropriate preposition.
1. India became independent ……………….. August 15, 1947.
2. My sister teaches ……………….. a school.
3. I have been waiting ………………. two hours.
4. It has been raining …………………. morning.
5. London is ………………… the river Thames.
TLO: To read with correct pronunciation and pauses and to familiarize with various sounds of English.
6. I had a strange experience ………………….. the morning.
7. Can you jump …………………. the stream?
8. She climbed ………………….. the wall.
9. She fell ………………….. the ladder.
10. There is a spider ……………….. the roof.
11. Get that cat ………………… the piano.
12. You have to complete the job …………………. two years.
13. We arrived …………………. Mumbai ……………. 6 o’clock.
14. The decision …………………… the committee shall be final.
15. The boy was punished ………………….. the teacher.
Fill in the blanks with appropriate tense forms of the verb.
1. It ————————— since morning.
a) Is rainingb) Was rainingc) Has been raining
2. I ———————— answer the letter tonight.
a) Willb) Will bec) Had
3. I —————————- before he arrived.
a) Had finishedb) Would finishc) Have finished
4. He ————————– little pride in his work.
a) Takeb) Takesc) Was taking
5. It is time we ————————–
a) Leftb) Had gonec) Will leave
6. I will write to her when I ———————– time.
a) Haveb) Will havec) Had
7. He told me that he —————————- his work.
a) Finishedb) Had finishedc) Will finish
8. I would rather you ———————— till tomorrow.
a) Stayb) Stayedc) Will stay
9. I wish I ———————— French.
a) Speakb) Spokec) Had spoken
10. The sun ————————– in the east.
a) Riseb) Risesc) Rose
Combine the following sentences using an appropriate form of the adjective.
1. Prevention is …………………. than cure. (good)
2. Iron is ………………….. than gold. (useful)
3. The mango is ……………….. than the apple. (sweet)
4. Wolfram is one of the ……………………. minerals. (rare)
5. The lead is the ……………………. of all metals. (heavy)
6. Asoka was one of the ……………………. of Indian kings. (great)
7. Very few Indian cities are as …………………. as Chennai. (big)
8. This is the …………………… of my two sons. (old)
9. Who is the …………………….. boy in the class? (smart)
10. Of two evils choose the …………………. (little)
Complete the following sentences using an appropriate word or phrase. This grammar exercise tests your understanding of basic grammar principles.
1. She ………………….. in a car crash.
a) diedb) deadc) is deadd) was dead
2. I can’t tell you ………………….. I am about the result.
a) what pleasedb) how pleased
3. It is going to be ……………………..
a) very hot indeedb) hot indeedc) Either could be used here
4. That idea has been …………………. for years.
a) diedb) dead
5. I am …………………. about her safety.
a) very worriedb) very much worriedc) Either could be used here
6. His latest book is ……………………… than his last one.
a) quite more interestingb) a lot more interesting
7. I think she is ……………………
a) a bit foolb) a bit of a foolc) Either could be used here
8. You have been …………………….
a) such help!b) such a help!
9. The soup is not ………………….. ready.
a) quiteb) very
10. He is …………………. imaginative.
a) littleb) not very
Subject: ENGLISH Level: B1 Class – VII Lesson 5: QualityWorksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Writing Reading Speaking
To read, write and speak about people using describing words and compare and contrast ideas.
To make list of various things to be done and read them using correct pronunciation and accent.
To create basic texts in a variety of forms.
Individual Pair / Group Field (outdoor) activity
ACTIVITY– I
Complete the following expression in any suitable way. Make five sentences using each. Read aloud your sentences in the class.
1 2 3 4
5 6
ACTIVITY– II
Read carefully the excerpt taken from ‘The Hindu’ having short interview of the following persons.
TLO: To frame correct sentences using given structure(s)
If I…
study well…
behave nicely with others…
make fun of my friend…go to the party… help the poor .
am selected as school captain…
TLO: To write and speak sentences using describing words.
On the basis of your reading of the interviews above, discuss the following with your partner. Write your answers and read them aloud in the class.
1) Write four paragraphs detailing each of the above persons. Read aloud the paragraphs you have written in the class.
2) A press reporter wants to interview you. Give your own answers to the following questions asked from you:
i) What is your most prized possession?
ii) If you were granted a wish, what would it be?
iii) What is your biggest fear?
iv) What does happiness mean to you?
v) If you could, what would you undo from your life?
3) You feel like interviewing your Principal or teacher in the school. Prepare a list of questions that you would like to ask in the interview. Share your questions in the class by reading them aloud. Interview the Principal / teacher after taking appointment.
ACTIVITY– III
Read the connecting words given below. Make sentence using each word. Write your sentences and read them aloud in the class.
TLO: To use connectors to write and speak correctly.
Subject: ENGLISH Level: B1 Class – VII Lesson 5: Trees (Poem)Worksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Reading Speaking Writing Concern for
immediate Environment.
To relate ideas with personal experiences and connect with real life.
To use grammatically correct sentences to describe / narrate.
To compose slogans, posters etc. that can be used as resources, projects and contribution for school magazine.
To express feelings, emotions about environment.
Group work. Individual activity. Colouring and designing Art and craft
ACTIVITY– I
Observe the following pictures of trees. Describe each picture by writing five sentences on each of them. Read aloud your answer in the class.
Discuss in pairs and give reasons why trees should be protected by giving ten uses of trees. Share your answer in the class by reading it aloud.
ACTIVITY– II
Observe the following colourful slogans carefully. Work in pairs/groups and compose five slogans highlighting importance of trees. Show your slogans to the class and read them aloud.
TLO: To observe pictures, correlate with the nature and express correctly by writing and speaking.
TLO: To compose slogans, prepare posters etc. and draw a moral out of it.
Subject: ENGLISH Level: B1 Class – VII Lesson 6: Expert DetectivesWorksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Reading Writing Speaking
To engage with different kinds of texts, and appreciate their different forms, express them through speech/writing.
To identify the use of grammar in context. To use appropriate grammar in the context.
Individual task Pair / Group work
ACTIVITY– I
Read aloud the sentences given below in class. Work in pairs and match the phrasal verbs given below with their definitions. Read aloud your answer in the class.
SENTENCES:1) The total expenses added up to Rs. 5500.2) His story doesn’t add up. I think he is lying.3) Jane never backs down. She always wins arguments.4) Shital backed out at the last second.5) Feel free to jump in at any moment while we are talking.6) You shouldn't jump to conclusions.7) Keep the kids away from the cold drinks.8) Keep the cat off the couch.9) Keep the dog out of the garden; he keeps digging up the flowers.10) You have to keep up if you want to work here.11) After battling cancer for several years, he finally passed away at the age of 87.12) He tried to pass the fake watch off as a real Rolex.13) I can't believe she passed up the opportunity to study in Rome.14) She keeps picking on me! Make her stop.15) Deepika picked out a lovely dress for the dance.PHRASAL VERB DEFINITION/MEANING (TO BE MATCHED)Add up to Stop defending your opinion in a debateAdd up Try to convince someone that something is realBack down Equal an amountBack out Prevent from stepping or climbing on to somethingJump in Make senseJump to Not take advantage (of an opportunity)Keep away Prevent from enteringKeep off Not keep (a promise, agreement, deal)Keep out Prevent access to, hold backKeep up Stay on the required schedulePass away Make a quick, poorly thought out decisionPass off ChoosePass up To tease, bullyPick on Enter a conversationPick out Die
Use dictionary and find more phrasal verbs stating with the following. Write their meanings and use them in your sentences. Share the sentences in your class by reading aloud.
TLO: To understand and use the phrasal verbs appropriately.
take; write; wipe; turn; show; run; pass; mix; put; look
ACTIVITY– II
Read aloud the following words with their descriptions in the class. Use them in your sentences and read aloud your sentences in the class.
1. Infantry – soldiers, who fight on foot2. Atheist – a person who does not believe in God 3. Volunteer – one, who offers one's services 4. Hangar – a place for housing aeroplanes 5. Truant – a person/student who absents himself from class or duty without permission 6. Portable – that can be carried easily 7. Optimist – a person who looks at the brighter side of things 8. Martyr – one, who dies for a noble cause 9. Omnivorous – one, who eats everything10. Fatal – causing death 11. Autobiography – the life history of a person written by himself 12. Aquatic – animals/plants which live in water 13. Bouquet – a collection of flowers 14. Cavalry – soldiers, who fight on horse back 15. Anthology – a collection of poems
ACTIVITY– III
Observe the following details published in a Newspaper regarding two missing persons. Work in pairs and write the description of both the persons in your own words with the help of the details given herein. Read aloud your answer in the class.
Subject: ENGLISH Level: B1 Class – VII Lesson 6: Expert DetectivesWorksheet – II
Skills focused Target Learning Outcomes Suggested Strategies Listening Writing
To respond to oral instructions and variety of questions on a passage for listening
Individual task Pair / Group work
TLO: To learn one word for many words and use them in own sentences while speaking and writing.
TLO: To identify, write and speak about person’s characteristics and describe correctly.
Speaking comprehension. To write coherently with appropriate beginning,
middle and end. To narrate/describe using grammatically correct
sentences.
ACTIVITY– I
Look at the grid of words given below. Work in groups and make as many sentences as you can. Read aloud your sentences in the class and have fun.
the of a to is was you on are they
I have from one word all what were when your
said there do their other manyabou
tsome would look
two more could people my beenwate
rwho find long
come
only work know year most give very our good
great where through right too want any alsoaroun
dput
doesanothe
rlarge even
because
move here kind againchang
e
off air away mother answer should learnworl
dhigh every
near school father earth eyethough
tlight head saw don’t
along
mightsomethin
galways both night often walk four carry
TLO: To use the words given in the grid and make meaningfully correct sentences.
ACTIVITY– II
Read aloud the words given below. Use dictionary to look up the meanings of the words. Write a story / composition using the words along with your own imagination. Give your wirte up a suitable title. Read aloud your story in the class.
Agent – informer – police officer – private eye – private investigator – prosecutor – reporter – spy – cop – detective – inspector – snooper – sergeant – force – law – patrol – vanguard – eavesdropper – suspicious – burglar
ACTIVITY– III
Use the Secret Code above and the clues in brackets next to each question to fill in the blank mystery terms. For example, if the letter in the clue is an “A,” fill in the blank with a “z.”
1. A ____ ____ ____ ____ ____ ____ ____ is a person who might have committed a crime. (HFHKVXG)
2. A ____ ____ ____ ____ is the arrangement of events in a story. (KOLG)
3. A ____ ____ ____ ____ ____ is an act that violates the law. (XIRNV)
4. ____ ____ ____ ____ ____ ____ is another name for a detective. (HOVFGS)
5. A ____ ____ ____ ____ ____ ____ ____ is something that is secret or unknown. (NBHGVIB)
6. A ____ ____ ____ ____ ____ ____ ____ is someone who saw something related to the crime. (DRGMVHH)
7. A ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ allows a person to form an accurate and lasting visual memory or mental picture. (KSLGLTIZKSRX NVNLIB)
8. An ____ ____ ____ ____ ____ is an excuse given by an accused person to show that he/she was somewhere else when a crime was committed. (ZORYR)
9. A ____ ____ ____ ____ ____ ____ is the reason that a person does something or acts in a certain way. (NLGREV)
10. ____ ____ ____ ____ ____ ____ is a person who gathers information and investigates crimes. (WVGVXGREV)
TLO: To write a composition/story based on certain category of words given.
TLO: To make words using coded letters and fill in the gaps to make meaningfully correct sentences.
SECRET CODE LIST
A=z B=y C=x D=w E=v F=u G=t H=s I=r J=q K=p L=o M=n N=m O=l P=k Q=j R=i S=h T=g U=f V=e W=d X=c Y=b Z=a
Subject: ENGLISH Level: B1 Class – VII Lesson 6: Mystery of a Talking Fan (Poem)Worksheet – I
ACTIVITY– I
Read carefully the following lines of poem which are not in proper order. The first line of the poem is the opening line. Arrange them in proper order and compose a meaningful poem. Recite the poem aloud in the class. Make a list of rhyming words and write three more words for each of them.
My Ailing Machine
The machine has water and electric supply
Oh! My machine, you have grown so frail and thin
When I press the knob, it gives a little sob
Of cleaning clothes in water watching them spin
But it has fever, I think it’s weak and wants to cry
I feel it needs a mechanic, not my daily job
ACTIVITY– II
Observe the pictures given below and feel the condition of each of them. Compose a short poem of 6-10 lines on each of them. Make proper use of rhyming words in your poems. Recite your poem aloud in the class.
A damaged car A withered
TLO: To rearrange the lines of the poem so that it reads like poem.
TLO: To imagine and express feelings in the form of short poems.
Skills focused Target Learning Outcomes Suggested Strategies Speaking Reading Writing Concern for
Immediate Environment
To recite and compose rhyme/poems/songs in groups and individually
To write and speak rhyming words in poem. To express feelings/views and show empathy. To show and express sensitivity to environment
degradation and restoration.
Individual task Pair work
Subject: ENGLISH Level: B1 Class – VII Lesson 7: The Invention of Vita-WonkWorksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Listening Speaking Reading Writing Concern for
Immediate Environment
To listen to various onomatopoeic/natural sounds and use them in sentences.
To show interest in listening to different experiences of others.
To participate in various writing and speaking activities like debate/speech/elocution/quiz etc.
To appreciate the feelings expressed towards nature/ environment.
Group work Individual task Pair work
ACTIVITY– I
Observe the pictures of various insects and their details. Write the details of the insects on the basis of their size, colour, shape, wings, legs etc. Read aloud your answer in the class.
Collect pictures of more insects and write their names in English and Hindi. Compare your collection with your class-mates.
TLO: To identify the picture and explore details about various insects and their characteristics.
ACTIVITY– II
Read the sentences given below and fill in the blanks using the most suitable word from the brackets. Read aloud your sentences in the class.
1. He is …………………… than his sister. (pretty, prettier, prettiest)2. Muskaan is a …………………….. girl. (nice, nicer, nicest)3. Sarthak is the ……………………… boy in the class. (intelligent, more intelligent, most intelligent)4. Poonam speaks English ………………… . (well, better, best)5. Russia is the ……………………. country in the world. (big, bigger, biggest)6. India is a ……………….. country. (big, bigger, biggest)7. Kutubminar is …………………… than three storey building.(tall, taller, tallest)8. This is the …………………… book I have ever read. (interesting, more interesting, most interesting)9. I am …………………. than you. (smart, smarter, smartest)10. Take the ………………….. of the two routes. (short, shorter, shortest)
ACTIVITY– III
Observe the instructions given on the wrapper of noodles. Imagine that you have completed the process; inform the class how noodles are cooked.
First of all the noodle cake ……………………….. into four parts. Then noodles and Tastemaker are ……………………….. to one and a half cups of boiling water. It is ……………………….. for two minutes in an open pan. It ……………………….. occasionally. The remaining water is not ………………………… . In this way, noodle is prepared. It is served hot with tomato sauce.
ACTIVITY– IV
Look at the table given below. Enlist the animals, birds and insects as per the sounds they produce. One animal/ bird/ insect may have more than one sound also. Read aloud the words in the class and mimic some of the sounds of animals.
ANIMALS, BIRDS, INSECTSGoats, Beetle, Elephants, Donkeys, Birds, Bees, Bats, Cats, Cocks, Dogs, Flies, Grasshoppers, Cattle, Crickets
SOUNDS OF ANIMALS, BIRDS, INSECTStrumpet, crow, mew, meow, yowl, bleat, moo, bark, chirrup, purr, hiss, screech, hum, buzz chirp, twitter, tweet, sing, whistle, bray, creak, click
NAME OF ANIMALS / BIRDS / INSECTS SOUND(S) PRODUCED
TLO: To use adjectives suitably while speaking and writing.
TLO: To use instructions and write procedure using passives.
TLO: To know and identify the sound of various insects, birds and animals.
Subject: ENGLISH Level: B1 Class – VII Lesson 7: Dad and the Cat and the Tree (Poem)Worksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Listening Speaking Writing Concern for
Immediate Environment
To listen with full attention and comprehend the text.
To take dictation and write with correct punctuation.
To frame questions based on the text. To use appropriate new words/concepts related to
environment.
Individual task Group work
ACTIVITY– I
Read aloud the passage given below carefully regarding the comic element of Uncle Podger.
UNCLE PODGER HANGS A PICTURE ON THE WALL
Uncle Podger insisted that he would take care of hanging the picture,
and that no one else should worry about it at all. On the other hand, he
eventually had the whole family taking part in doing so. He dropped the
picture and broke the glass. He cut himself, and lost the coat that had
the handkerchief he wished to use in order to stop the bleeding. In the
end, he made a mess of hanging the picture, damaged the walls, and frustrated
everyone around him. In this way uncle Podger presented his confidence of hanging
the picture himself.
On the basis of your reading of the passage answer the following questions. Write your
answers in your note book and read them aloud in the class.
a) How can you say that uncle Podger was a confused person?
b) What did he do with the picture that he insisted to hang on the wall?
c) Find word from the passage that means the opposite of ‘repair’.
d) Based on the passage above, frame some questions and ask your friend to answer them.
e) Write three rhyming words each for: would; worry; picture; coat; mess.
f) Make a list of items / things mentioned in the passage.
TLO: To read aloud and listen to the given text and frame questions based on it.
ACTIVITY– II
Recite the poem given below aloud in the class and perform the activities that follow.
Daddy Fell into the Pond!
Alfred Noyes
Everyone grumbled. The sky was grey.
We had nothing to do and nothing to say.
We were nearing the end of a dismal day,
And then there seemed to be nothing beyond,
Then
Daddy fell into the pond!
And everyone's face grew merry and bright,
And Timothy danced for sheer delight.
"Give me the camera, quick, oh quick!
He's crawling out of the duckweed!" Click!
Then the gardener suddenly slapped his knee,
And doubled up, shaking silently,
And the ducks all quacked as if they were daft,
And it sounded as if the old drake laughed.
Oh, there wasn't a thing that didn't respond
When
Daddy Fell into the pond!
On the basis of your reading of the poem do as directed. Read aloud your answers in the class.
a) Why was everyone having a dismal day?
b) What brought merry and delight on everyone’s face?
c) What does the word “Click!” mean in the above lines?
d) How did the gardener, the ducks and the drake react in the last stanza?
e) Read aloud the lines that create laughter in you?
f) Write the rhyming words used in the poem.
g) Compose a humorous poem on one of the family members or friends and read it aloud in the
class.
TLO: To appreciate the poem and find humour and rhyming words in the poem.
ACTIVITY– III
Observe the train carrying Consonant Blends. Discuss with your partner and write words having the same type of beginning and ending blends. Read the words aloud in the class.
BEGINNING CONSONANT BLENDS
Beginning blends Examples:
Stop, Spin, Skip, Brick, frock, strap, block …..
Write more words using the beginning consonant blends as given in the picture above and say them aloud in class.
ENDING CONSONANT BLENDS
Ending blends Examples:
Last, Band, Camp, Grant, Tact, Raft, Mask, Grasp
Write more words using the ending consonant blends as given in the picture above and say them aloud in class.
TLO: To locate, write and speak beginning blends and ending blends.
Subject: ENGLISH Level: B1 Class – VII Lesson 8: Fire Friend and FoeWorksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Speaking Reading Writing Concern for
Immediate Environment
To connect with real life and express correctly. To engage in reading to seek information. To observe and organize sentences into paragraph. To write description of a thing/place/event etc. To Express feelings, emotions about environment
through speech/writing, sign language etc.
Individual task Pair / Group work
ACTIVITY– I
Read the sentences given below carefully and fill in the blanks using either ‘Present Simple’ or ‘Present Continuous’ form of the verb given in brackets. Read aloud the sentences in the class.
1. Look! The girls __________ (come) home.2. Every day Alvi __________ (go) for a walk.3. Sarthak usually __________ (help) in the kitchen.4. Nipun __________ (make) breakfast now.5. I __________ (chat) with my mother at the moment.6. It never __________ (rain) in Valencia.7. Don´t disturb me now. I __________ (work).8. They _____________ (swim) in the river.9. I _____________ (play) chess with my father.10. Look! She __________ (leave) the house.11. Silence please! I __________ (write) a report.12. I __________ (not do) anything at the moment.13. __________ he __________ (watch) the news regularly?14. I __________ (work) as a teacher.15. Rekha __________ (work) eight hours a day.16. I __________ (know) her very well.17. My wife __________ (have) coffee at the moment.18. __________ you __________ (meet) your friend now?19. Poonam __________ (work) on her project at the moment.20. __________ Munna __________ (work) in a hotel?21. He __________ (wear) a T-shirt and shorts today.22. Sita __________ (like) fruits and vegetables.23. Rehana __________ (have) long blond hair.24. What´s that noise? Someone __________ (play) the guitar.25. She often __________ (talk) to herself.
Observe the picture given below carefully. Write a paragraph describing the picnic scene using Present Tense.
Read aloud your paragraph in the class.
Make a sketch of your school playground/garden and describe it using Present Tense. Read aloud your paragraph in the class.
TLO: To use present simple and present continuous tense in the given context correctly by writing and speaking.
ACTIVITY– II
Read the news items given below carefully. Make a silent reading of each of them. Write five new words from each of them. Learn their spellings. Look up their meanings using dictionary and use them in your own sentences. Read aloud your sentences in the class.
TLO: To read news items with understanding and collect more news items to prepare learning activities using them.
Collect more news items from English news papers and maintain them in a separate scrap book.
Subject: ENGLISH Level: B1 Class – VII Lesson 8: Meadow Surprises (Poem)Worksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Listening Speaking Writing Concern for
Immediate Environment
To show interest in listening experiences of others. To respond to English words and sentences/used
in class/school. To describe the place / environment and show
concern and belongingness towards it. Writes a personal diary / description / letter and
make a list for various purposes.
Individual task Pair work Visit to environment /
surrounding
ACTIVITY– I
Observe the given collage of animals and insects. Name the animals and insects in the picture. Discuss the habitat of each animal with your partner and enlist the beauty of these creatures. Write a poem on the beauty and importance of these creatures. Recite your poem aloud in the class.
ACTIVITY– II
1. Visit the school/city garden everyday for a week. Observe the flowers, plants, trees, grass, insects, colours, sounds etc. very carefully. Record them in the form of a diary every day. At the end of the week, express your diary entries by writing a short paragraph / poem /letter to a friend.
2. Make a colourful sketch of the school/city garden and show it to the class. Read aloud the paragraph / poem / letter in the class.
TLO: To observe and arrange the pictures in a patchwork design and write and speak about the animals and insects.
TLO: To record experiences in the form of diary and express them in the form of short paragraph or poem.
Subject: ENGLISH Level: B1 Class – VII Lesson 9: A Bicycle in Good RepairWorksheet – I
Skills focused Target Learning Outcomes Suggested Strategies Writing Reading Speaking Concern for
Immediate Environment
To converse in English with others and describe vehicles in their immediate environment.
To use words in their own conversation using meaningfully correct sentences.
To observe and analyze the pictures and draw conclusions based on them.
Pair work Group work Individual task
ACTIVITY– I
Observe the pictures of aeroplanes given below and familiarize yourself with various parts of the plane. Make 10 sentences describing an aeroplane and functions of its various parts. Read aloud your sentences in the class.
TLO: To familiarize with various parts of an aeroplane and describe their functions.
ACTIVITY– II
Look at the pictures of a bicylce and a ship carefully. Make a list of various parts of these vehicles and tell about their functions in the class.
ACTIVITY– II
The words or expressions like can, could, may, might, will, would, shall, should, must, ought to, had better etc. are known as modal verbs in English. Modal verbs are used to express functions such as Permission, Ability, Obligation, Prohibition, Lack of necessity, Advice, Possibility and probability.
Fill in the blanks by choosing one word from the brackets to make the sentence meaningfully correct. Read aloud your answers in the class.
1. You _______ stop when the traffic lights turn red. (must/should/can)
TLO: To use modals meaningfully in the given context.
2. I _______ swim. He is a National player. (can/may/shall)3. Smoking _______ cause cancer. (should/must/can)4. When I was younger I _______ run fast. (can/could/will)5. Excuse me, _______ I just say something? (will / must / could)6. He _______ be very tired. He's been working all day long. (must /can/ought to)7. It _______ rain today. The clouds are dark. (will/must/may)8. You _______ not smoke in the hospital. (should/would/must)9. _______ I use your phone please? (will/may/must)10. I _______ go on holiday to Australia next year. (should/might/would)11. Can I use your phone please? (must/can/will)12. I _______ not buy tomatoes. There are plenty of tomatoes in the fridge. (must/need/may)13. I _______ see a doctor. I have a terrible headache. (may/ought to/will)14. You _______ revise your lessons. (should/can/may)15. He _______ be very tired. He's been working all day long. (can/will/ought to)
ACTIVITY– III
Look at the table given below carefully. Refer to a dictionary and add more words in every row. Use the words in your own sentences and read aloud your answer in the class.
Prefix Meaning Example Your words using the prefixa-; an- Not,
WithoutAmoral, Anaemic
tri- Three Tripod
sub- Under Submarine
in- Not,Into
InconvenientIndulge
home- Same Homophone
ex- FormerOut
Ex-husbandExport
De- Opposite,Down, Away
DevalueDescent
Suffix Meaning Example Your words using the suffix-acy State of quality Privacy
-er / -or One who TrainerProtector
-ism Doctrine, Belief Scepticism
-ment Condition of Punishment
-ness-sion / -tion
State of being Heaviness,Concession, Abbreviation
-ship Position held Fellowship
Subject: ENGLISH Level: B1 Class – VII Lesson 9: Garden Snake (Poem)Worksheet – I
TLO: To form new words by using prefix and suffix and use them in sentences.
Skills focused Target Learning Outcomes Suggested Strategies Speaking Reading Writing Concern for
Immediate Environment
To listen to various sounds of animals and objects. To use words and expressions in sentences and ask
questions about things around them. To compare and contrast words/ideas and relate
them to personal experiences. To show concern for nature.
Group work Individual task Visit to environment
ACTIVITY– I
1. Names of animals are also used as verbs. Read the names of animals given below and their meanings. Write one sentence each using the verbs given below. Read aloud your answer in the class.
Animals Verbs Meaning Make a sentence using the ‘animal-verb’
Ape To copy the way somebody else behaves or talks
Rat
a. to desert one's party or associate, especially in a time of trouble.
Fox b. to trick or confuse somebody
Flyc. To move through the air, using
wings
Kidd. To allow somebody to believe
something that is not true
Squirrele. To hide or store something so
that it can be used later
Rabbit
f. To talk continuously about things that are not important or interesting
Snake g. To move, twist or wind
Cowh. To frighten somebody in order
to make them obey you
Fish i. To catch or attempt to catch
2. Make a list of more animals/insects that are used as Verbs. Look up their meanings using a dictionary. Make sentences using each of them. Read aloud your sentences in the class.
TLO: To use noun and verb forms of words correctly in the sentences of their own and compose a short poem.
3. Compose short poem of two-six lines using the noun and verb forms of animals. Recite the
poem with correct pause in the class. One example of such poem is given below:
Fox the fox
Rat on the rat,
You can ape the ape
I know about that.
ACTIVITY– II
Observe carefully the pictures of fish, frog and head of snake. Write a paragraph describing each of them. Read aloud your answer in the class.
TLO: To observe and know various parts of animals and describe them by writing and speaking correctly.
ACTIVITY– III
Read the words given below aloud in the class. Look up their meanings in dictionary and categorize them in the table given below. Use these words in your own sentences and share your answers with your class.
Movement and Sound Words
Grunt, Hum, Speed, Chatter, Gallop, Hurry, Shriek, Bounce, Swing, Buzz, Rumble, Bump, Hiss, Meander, Mew, Whistle, Wriggle, Buzz, Clang, Plod,
Knock, Loiter, Crash, Rub, Sway, Bang, Glide, Plod, Wander, Throb, Loiter, Hop,
Snarl, Turn, Throw
Movement Words:
Sound Words:
ACTIVITY– IV
Draw comparison and contrast between the two pictures given below. Write a diary entry/letter to your friend describing the life in a city and village. Read your diary/letter aloud in the class.
LIFE IN A CITY LIFE IN A VILLAGE
Subject: ENGLISH Level: B1 Class – VII Lesson 10: The Story of CricketWorksheet – I
TLO: To enrich vocabulary and using the new words in meaningfully correct sentences.
TLO: To write a page of diary entry / letter drawing comparison and contrast.
Skills focused Target Learning Outcomes Suggested Strategies Speaking Listening Reading Writing Concern for
Immediate Environment
To listen to words and sentences and write them appropriately in the context.
To respond to the visual/verbal prompts in the given context and apply the same in real life situation.
To use phrases/idioms and participate in word games.
To acquaint with rules of games and familiarize with game equipments.
Group work Pair work Individual task Observing a match in
ground / live on TV.
ACTIVITY– I
Study at the crossword puzzle given below. With the help of the prompts complete the puzzle. Record the time taken by you in doing so. Use each word in the sentence of your own and read your sentences aloud in the class.
TLO: To think creatively and solve the crossword puzzles with the help of cues given.
TLO: To locate given words in a grid and create such activities of their own.
ACTIVITY– II
Observe the grid of words related to various games that are played with ball. Read the names of various games given at the right hand side of the grid. Locate and shade them in the grid using colourful pencils. Learn the spellings of the words and read them aloud in the class.
Work with your partner and prepare more word-search games of different types.
ACTIVITY– III
Match the ‘idioms and phrases’ under column ‘A’ with their meanings given under column ‘B’. Use them in the sentences of your own. Read aloud your sentences in the class. In your group, collect more idioms and phrases with the help of dictionary and your teacher. Practice them regularly by using them in your speech and writings.
TLO: To understand the meanings of idioms and phrases and use them in sentences.
ACTIVITY– IV
Look at the following pictures of sports persons and sports equipments/symbols. Match them and write a paragraph on each of the sports and games they are associated with. Read aloud your answer in the class.
Equipment Equipment Player Player
TLO: To associate various games and sports equipments with personalities and enhance knowledge.
IDIOMS AND PHRASES‘A’
MEANINGS‘B’
Eye for an eye In danger Satisfactory Full of joy and pleasuresRevenge Good outcome from evil situationA cowardly person Be free Cancelled To achieve three victories one after the other A selfish friend To punish A person knowing something of everything One who goes on changing his place or job A man of hidden abilities To knowTo distribute Thoroughly To destroy in the very beginning Make a bad situation worse Good and bad timeDeep-seated truth
Null and voidA bed of rosesGet rid ofA blessing in disguiseHat trickA chicken hearted manRoot of the matterJack of all tradesA dark horseA fair weather friendTo bring to the bookTo give awayA rolling stoneTo keep abreast ofA to ZTo nip in the budAdd fuel o the fireUps and downsAt stakeUpto the mark
TEST YOURSELF:
Complete the following sentences using a verb form that agrees with the subject.
1. The lifespan of these insects ………………….. very short. (is / are)
2. One of my friends …………………… me with this task. (help / helps)
3. …………………… it rain here in September? (Do / does)
4. How many guests …………………….. arrived? (has / have)
5. A box of sweets …………………… given to the children. (was / were)
6. Stories of this type ……………………… children. (fascinate / fascinates)
7. The winning of five medals by the same athlete …………………….. a rare achievement. (is / are)
8. ………………….. there a way out of this difficulty? (is / are)
9. A course of antibiotics ……………………. prescribed by the doctor. (was / were)
Complete the following sentences using an appropriate simple present tense form.
1. My sister ………………… a nurse.
a) is
b) are
c) has
2. My grandmother …………………… delicious cookies.
a) makes
b) make
3. …………………. you know the answer?
a) Do
b) Does
c) Did
4. Birds ………………….. their nests in trees.
a) make
b) makes
5. She ………………….. great popularity among children.
a) enjoy
b) enjoys
c) enjoying
6. We …………………….. this.
a) does not recommend
b) do not recommend
c) have not recommended
7. Janet ………………….. a six figure salary.
a) earn
b) earns
c) earning
8. You ………………….. understand the gravity of the situation.
a) do not
b) does not
c) have not
9. They ……………………… want to go.
a) do not
b) does not
c) have not
10. The boy ………………….. very well.
a) play
b) plays
c) playing
Complete the following sentences using appropriate articles.
1. Maya is …………………….. pretty girl. (a / an / the)
2. He is …………………….. smartest boy in ……………….. class. (a / an / the)
3. She is writing …………………… novel. (a / an / the)
4. She has ………………….. six year old son. (a / an / the)
5. India is one of ………………….. biggest countries in …………………. world. (a / an / the)
6. She has won ………………….. first prize in essay writing. (a / an / the)
7. Lion is …………………… king of beasts. (a / an / the)
8. Martha is ……………………. lovely girl. (a / an / the)
9. Why are you standing on ………………………. table? (a / an / the)
10. It was …………………… stupid thing to do. (a / an / the)
11. It was ………………. worst thing to happen to me. (a / an / the)
12. I will be back in …………………. hour. (a / an / the)
Exercise
Report the following statements.
1. Susie said to her friend Maria, ‘I don’t like your hairstyle.’
2. ‘I am going to the market,’ said Martin.
3. John said, ‘If my father gives me permission, I will go to America.’
4. ‘If you want to buy this dress, I can lend you some money,’ Maya told her friend Aswathi.
5. ‘I will show you how to do it,’ the father told his son.
6. ‘I want to see it before I buy it,’ he will tell us.
7. ‘No one can say what will happen next,’ the speaker said.
8. ‘I saw this book on your table yesterday,’ Mary told James.
Exercise
Report the following statements.
1. Susie said to her friend Maria, ‘I don’t like your hairstyle.’
2. ‘I am going to the market,’ said Martin.
3. John said, ‘If my father gives me permission, I will go to America.’
4. ‘If you want to buy this dress, I can lend you some money,’ Maya told her friend Aswathi.
5. ‘I will show you how to do it,’ the father told his son.
6. ‘I want to see it before I buy it,’ he will tell us.
7. ‘No one can say what will happen next,’ the speaker said.
8. ‘I saw this book on your table yesterday,’ Mary told James.
Complete the following sentences using an appropriate verb form.
1. …………………….. you know his name?
a) Do
b) Does
2. We ………………………. strangers.
a) do not trust
b) does not trust
c) do not trusted
3. Arun ……………………… with his left hand.
a) write
b) writes
c) writing
4. Salim …………………… for the national hockey team.
a) play
b) plays
c) playing
5. My parents …………………….. me to get good grades.
a) want
b) wants
c) wanting
6. She ……………………. get along with her sister.
a) does not
b) do not
c) has not
7. When we met yesterday, she …………………… recognize me.
a) did not
b) does not
c) do not
8. ………………… he speak English?
a) Does
b) Do
c) Has
9. ………………… Maria handed in her work?
a) Has
b) Have
c) Does
10. He …………………. to continue.
a) do not want
b) did not want
c) did not wanted
