1344854081_cieteacherhandbook8cce

C O N T E N T SCONTINUOUS AND COMPREHENSIVE EVALUATION 2

Formative and Summative Assessment 3

CBSE Circulars 4

Format of Report Book for Classes 6, 7 and 8 5

Academic Performance: Scholastic Areas 6

Co-Scholastic Areas 7

Checklists in CCE 8

Sample observation criteria 9

FAQs on CCE Answered by CBSE Chairman 10

Life Skills 12

Checklists for Assessing Life Skills 14

A CCE INITIATIVE FROM RATNA SAGAR 15

CCE4U – July 2010: May we help you? 15

CCE4U – August 2010: The Integrated Project Approach 17

Brainstorming Session on CCE 19

SAMPLE LESSON PLANS 20

ANSWERS

Main Coursebook 24

Workbook 45

Literature Reader 55

COMPANIONfor Class 8

CCE EDITION

a complete resource for teachers

2

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of the students’ development. It is a developmental process of assessment which emphasizes on two-fold objectives.� �� continuity in evaluation� �� assessment of broad-based learning and

behavioural outcomes

What does continuous assessment imply? It means� �� regularity of assessment� �� frequency of unit testing� �� diagnosis of learning gaps� �� use of corrective measures� �� retesting� �� self-evaluation.

What does comprehensive imply?� �� Talks about the ‘whole child’ – both the scholastic

and the co-scholastic aspects of students’ growth and development

� �� Uses a variety of tools and techniques (both testing and non-testing)

� �� Aims at assessing a learner’s development in all areas of learning – Knowledge, Understanding/ Comprehension, Applying, Analyzing, Evaluating, Creating

Therefore assessment should be both continuous (Formative) and comprehensive (Summative).

FORMATIVE ASSESSMENT is a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. Formative Assessment is carried throughout the year by the teacher formally and informally. It is diagnostic and remedial.

SUMMATIVE ASSESSMENT is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a student has learned from the course. It is usually a graded test, i.e. it is marked according to a scale or set of grades. It provides feedback on learning (assessment of learning) to teacher and parents.

Even if Summative Assessment remains a paper- pencil test or an exam, teachers should use at least 3 – 4 different assessment tools during the term for Formative Assessment. This list given below is not

exhaustive, it is only to give an idea of the variety possible.� �� Oral and listening – these could be listening

comprehension, prepared speech, conversation or dialogue.

� �� Written assignments – short- and long-answer questions, creative writing, reports, newspaper articles, diary entries, poetry, etc.

� �� Speeches – debates, oratory, recitation, etc.� �� Research projects which involve – information

gathering, deductive reasoning, analysis and synthesis and, a presentation using a variety of forms including the use of the IT.

� �� Pair work/group work.� �� Peer assessment

The academic year will have two terms* –

FIRST TERM: April to September – Formative Assessment 1 and 2; Summative Assessment 1

SECOND TERM: October to March – Formative Assessment 3 and 4; Summative Assessment 2FA1 + FA2 + FA3 + FA4 = 10 + 10 + 10 + 10

= 40%SA1 + SA2 = 20 + 40

= 60%TOTAL = 100%

Part 1 Formative Assessment will be used to assess the teaching learning of the syllabus through� �� Homework� �� Classwork� �� Oral Questions� �� Quizzes� �� Projects (Group/Individual)� �� Assignments/Tests� �� Experiments� �� Conversation/Interviews

Part 2 of the CCE card refers to CO-SCHOLASTIC AREAS – Life Skills and Assessment of Attitudes and Values.

The main components of LIFE SKILLS are

THINKING SKILLS creative and critical thinking, problem solving, decision making, self-awareness

SOCIAL SKILLS interpersonal, communication, empathy

EMOTIONAL SKILLS coping with stress, coping with emotions

CONTINUOUS AND COMPREHENSIVE EVALUATION

* The break-up of the two terms has been changed to First Term 50% and Second Term 50% according to Circular No. 59 dated 9 September 2010 (see p. 4 of this Teacher’s Handbook)

3

Com

municate in E

nglish Com

panion 8

Formative Assessment involves the students’ being an essential part of assessment from designing criteria to assessing self or peers. If used effectively, it can improve student performance tremendously while raising the self-esteem of the child and reducing the work load of the teacher.

Formative Assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

Features of Formative Assessment� �� Is diagnostic and remedial� �� Makes provision for effective feedback� �� Provides a platform for the active involvement of

students in their own learning� �� Enables teachers to adjust teaching to take

account of the results of assessment� �� Recognizes the profound influence assessment on

the motivation and self-esteem of students, both of which are crucial influences on learning

� �� Recognizes the need for students to be able to assess themselves and understand how to improve

� �� Builds on students’ prior knowledge and experience in designing what is taught

� �� Incorporates varied learning styles to decide how and what to teach

� �� Encourages students to understand the criteria that will be used to judge their work

� �� Offers an opportunity to students to improve their work after they get the feedback

� �� Helps students to support their peer group and vice-versa

Tools of Formative Assessment� �� Questions� �� Observation Schedule� �� Interview Schedule� �� Checklist � �� Rating Scale� �� Anecdotal Records� �� Document Analysis� �� Test and Inventories� �� Portfolio Analysis

Techniques of Formative Assessment� �� Examination� �� Assignments� �� Quizzes and Competitions� �� Projects� �� Debates� �� Elocution� �� Group Discussions� �� Club Activities� �� Experiments� �� Research

Summative Assessment is carried out at the end of a course of learning. It measures or ‘sums up’ how much a student has learned from the course. It is usually a graded test, i.e. it is marked according to a scale or set of grades. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. It, at best, certifies the level of achievement only at a given point of time. The paper-pencil tests are basically a one-time mode of assessment and to exclusively rely on it to decide about the development of a student is not only unfair but also unscientific. Overemphasis on examination marks that focus on only scholastic aspects in turn makes student assume that assessment is different from learning, resulting in the ‘learn and forget’ syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the learners.

Features of Summative Assessment� �� Assessment of learning� �� Generally taken by students at the end

of a unit or semester to demonstrate the ‘sum’ of what they have or have not learned

� �� Summative Assessment methods are the most traditional way of evaluating student work

Summative Assessment – types of questions� �� Objective Type� �� Short Answer� �� Long Answer

FORMATIVE AND SUMMATIVE ASSESSMENT

4

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

CBSE CIRCULARS

CENTRAL BOARD OF SECONDARY EDUCATIONShiksha Kendra, 2-Community Centre, Preet Vihar, Delhi 110092

CBSE/ACAD/CCE/2010 Circular No: 5909/09/2010

All Heads of InstitutionsAffiliated to the Board

Subject: Teachers’ Manual on CCE Classes VI–VIIIDear Principal,The Teachers’ Manual for Classes VI–VIII has been long awaited as the scheme of CCE at the upper primary level was announced vide circular No. 02 dated 31.01.2006.

After initiating Achievement Records for Classes I–V detailing the various aspects of scholastic and co-scholastic activities, the Board had recommended a seven point scale vide this circular for Classes VI–VIII. However the present Teachers’ Manual has recommended a nine point scale for scholastic components and a five point scale for co-scholastic components. The CCE Teachers’ Manual at the upper primary stage provides teachers with meaningful information about putting into practice an evaluation that is ‘continuous’ in that it occurs over a period of time and ‘comprehensive’ in that it incorporates both the scholastic and the co-scholastic components of learning.

The manual focuses on the various features and parameters of CCE and School Based Assessment. It also brings out the gradual progression of CCE from Classes I–V and then on to Classes VI–VIII. The Board has already recommended that the students should not carry school bags and there should be no homework up to Classes I & II. It has also recommended that a two year profile of the students be maintained for students of Classes I & II and the three year profile be maintained for Classes III–V vide circular No. 25 dated 12.06.2004. The current manual covers the details and techniques required for Formative Assessment in scholastic areas as well as assessment of co-scholastic areas. The implications for schools and the broad guidelines for teachers are also a part of the Manual.

The format of the Report Card to be printed for Classes VI–VIII has been given as a model which the schools can adapt and adopt while retaining the major areas and activities mentioned.

The assessment will cover both scholastic and co-scholastic aspects and will be carried out in schools over the two terms, Term 1 and Term 2 by means of formative and summative assessments using a variety of tests and assignments. For purpose of teaching and assessment, the syllabus for different subjects may be bifurcated for the two terms.

There will be four Formative Assessments each of with a weighting of 10% each. There are two Summative Assessments (SA1 and SA2) with a weighting of 30% each.

First Term : FA1 (10%) + FA2 (10%) + SA1 (30%) = 50%Second Term : FA3 (10%) + FA4 (10%) + SA2 (30%) = 50%Formative Assessment can be carried through using multiple modes of assessment such as assignments,

quizzes, debates, Group discussions, Projects and only one pen and paper test. It may be clearly communicated to all teachers teaching various subjects that all Projects and assignments must be done as group activities within the class and school time only. Each subject must have only one paper pencil test under Formative Assessment. The other modes of assessment must be part of classroom interactive activities.

The Summative Assessment is a written, end of the term examination which may consist of objective type, short answer and long answer questions.

For making evaluation comprehensive, both scholastic and co-scholastic aspects should be given importance. Co-scholastic areas will consist of Life-Skills, Attitudes and Values, Co-scholastic Activities and Health and Physical Education.

The details regarding the descriptors for grading co-scholastic areas and the process of arriving at a grade is given in the Teachers’ Manual.

A copy of the Teachers’ Manual is placed on the CBSE website (www.cbse.nic.in) and can be downloaded from under the CCE corner. The priced publication will be available from the stores at Central Board of Secondary Education, Shiksha Sadan, 17, Rouse Avenue, New Delhi 110002.

This may be brought to the notice of all teachers students and parents of Classes VI–VIII.Yours sincerely,

(VINEET JOSHI)CHAIRMAN

5

Com

municate in E

nglish Com

panion 8

FORMAT OF REPORT BOOK FOR CLASSES 6, 7 and 8

Schoollogo

Affiliation No. :

Name of School :

Complete Address :

E-mail id :

Telephone No. :

REPORT BOOK

FOR CLASSES 6, 7 AND 8

(session ..........................................................................)

Student Profile

Name of Student :

Class/House :

Admission No. :

Date of Birth :

Mother’s name :

Father’s name :

Residential Address :

Telephone No. :

Attendance Term 1 Term 2

Total attendance of the student

Total working days

SIGNATURE STUDENT CLASS TEACHER PRINCIPAL PARENT

6

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

ACADEMIC PERFORMANCE: SCHOLASTIC AREAS

(9 point scale)

S. No. Subjects Term 1 Term 2 Term 1 + 2

FA1 FA2 SA1 FA1 +FA2 +SA1

FA3 FA4 SA2 FA3 +FA4 +SA2

FA1 + FA2 + FA3 +

FA4

SA1 +

SA2

OVER-ALL

GRADE

1 Language I

2 Language II

3 Language III

4 Mathematics

5 Science

6 Social Science

7 Addl. Subject

Overall Grade:

7

Com

municate in E

nglish Com

panion 8

CO-SCHOLASTIC AREAS

(to be assessed on a 5 point scale once in a session)

S. No. Descriptive Indicators* Grade

1 Self Awareness:

2 Problem Solving:

3 Decision Making:

4 Critical Thinking:

5 Creative Thinking:

6 Interpersonal Relationships:

7 Effective Communication:

8 Empathy:

9 Managing Emotions:

10 Dealing with Stress:

* Descriptive Indicators are statements used to describe each learner.

8

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

CHECKLISTS IN CCE

A GENERAL CHECKLIST FOR ASSESSMENT

NAME OF THE CHAPTER

ACTIVITY DATE

NAME OF THE STUDENT EXCELLENT VERY GOOD GOODNEEDS

IMPROVEMENT

USING A CHECKLIST FOR OBSERVATION IN ENGLISH(e.g. Debate)

� �� Does the child have appropriate knowledge of the content? Yes / No

� �� Does the child put forth an argument convincingly? Yes / No

� �� Does the child speak fluently with proper diction and pronunciation? Yes / No

� �� Is the child able to contradict a given point? Yes / No

� �� Does the child take criticism positively? Yes / No

(e.g. Group Discussion)

� �� Does the child exhibit Leadership skills? Yes / No

� �� Does the child live up to the role assigned to him during a role-oriented discussion? Yes / No

� �� Does the child have content knowledge? Yes / No

� �� How well does the child put forth his views? Yes / No

� �� Does she/he show respect to the peer group? Yes / No

� �� Does she/he have proper communication skills? Yes / No

� �� Does she/he show sensitivity towards environment? Yes / No

� �� Does she/he exhibit proper body language while interacting? Yes / No

� �� Does she/he raise relevant points? Yes / No

� �� Does she/he give fair chance to others for their views? Yes / No

SUGGESTIONS FOR IMPLEMENTATION OF PROJECTS

� �� Project topics should be decided/chosen, planned and conducted by students largely with the teacher acting as a guide.

� �� Encouragement should be given to group projects. These will enable students to work together, share experiences and learn from each other.

� �� Projects keep giving students an opportunity to explore, investigate and work in groups.� �� Children can be encouraged for judicious use of materials and keep them back after use.

CHECKLIST FOR PROJECTS IN ENGLISH

� �� Has the child done enough research and collected relevant content? Yes / No

� �� Does the work reflect creativity and aesthetic skills? Yes / No

� �� Does the presentation show the understanding of the concept? Yes / No

9

Com

municate in E

nglish Com

panion 8

SAMPLE OBSERVATION CRITERIAEach observation can be assigned a score out of five.

DEBATE

SL. NO.

DESCRIPTORS SCORE OUT OF 5

1 Depth of knowledge of the content

2 Strength of the argument to convince

3 Fluency, diction and pronunciation

4 Ability to contradict a given point of view

5 Ability to take criticism positively

6 Respectful to the opponent

7 Body language while arguing

GROUP DISCUSSION

SL. NO.


1 Contributes to the discussion

2 Knowledgeable about the subject of discussion

3 Involves others in the discussion

4 Demonstrates leadership skills

5 Accepts criticism positively

6 Contributes creative ideas

7 Carefully listens to others

PROJECTS

SL. NO.


1 Has done enough research and collected relevant information

2 Reflects creativity and aesthetic skills

3 Demonstrates understanding of the concept in the project documentation

4 Consults Internet and other material in completing the project

5 Has she/he conducted any interviews regarding the project

6 Demonstrates originality in the approach to the project

7 Has interpreted results appropriately

10

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

Does CCE mean frequent tests and assignments?

The term continuous in CCE refers to periodicity and regularity in assessment. It does not mean that tests and assignments have to be conducted or given frequently. On the contrary, the scheme of CCE discourages mechanical testing. It envisages employment of variety of tools and techniques for assessment in informal and formal settings which are more interesting, relevant and meaningful and involve learners for greater participation and learning.

How would CCE help in reducing stress of students?

CCE helps in reducing stress of students by –

• Identifying learning progress of students at regular time intervals on small portions of content.

• Employing a variety of remedial measures of teaching based on learning needs and potential of different students.

• Desisting from using negative comments on the learner’s performance.

• Encouraging learning through employment of a variety of teaching aids and techniques.

• Involving learners actively in the learning process.

• Recognizing and encouraging specific abilities of students, who do not excel in academics but perform well in other co-curricular areas.

There are usually forty students in a section. Will it be possible for a single teacher to assess all the students meaningfully and objectively in a given time frame particularly in co-scholastic areas?

The Board has developed detailed guidelines for assessment in co-scholastic areas. Tools and techniques for assessment in these areas have been included in these guidelines. Besides, the Board is organizing series of training programmes in different parts of the country to familiarize teachers in related matters. However schools and teachers themselves also will have to design strategies to meet the emerging challenges. It has been suggested that assessment in co-scholastic areas may be done by a team of teachers in order to minimize subjectivity.

How would CCE help in improvement of student’s performance?

CCE helps in improving student’s performance by identifying her/his learning difficulties at regular time intervals right from the beginning of the academic

session and employing suitable remedial measures for enhancing their learning performance.

If Formative Assessment helps teachers to identify learning difficulties of students then why should it form part of the student’s evaluation when learning is still in formative stage?

The National Policy on Education (1986) emphasizes that at school level, evaluation should be formative or developmental in nature. At this stage, the child is in formative stage of learning. She/he wants to discuss and clarify many doubts for better conceptual clarity. Unless we assess the learner’s efforts, performance, attitudes to learning and abilities to apply what is learned in every day situations, we may not be able to help her/his in improving her/his learning. Hence through Formative Assessment, causes of poor performance are diagnosed using diagnostic tests and promptly remediated by giving interventions followed by retesting.

Students scoring 71, 75 or 79 marks will be awarded the same grade. Is it justified? In what ways are grades better than marks?

Awarding of grades has number of advantages over awarding of numerical marks. It considerably reduces inter and intra examiner variability in marking. It also takes care of imperfection of tools used for assessment. Statistical research in assessment techniques indicates that there is a possibility of variation of scores awarded to individuals to the extent of 5% to 15%. Putting students of similar potential in same ability bands (grades) automatically takes care of all these abbreviations in assessment techniques. Lastly, it will reduce undesired and unsound comparison of small difference of marks.

Along with Formative and Summative evaluation, due importance is to be accorded to diagnostic evaluation too?

Formative Assessment itself leads to identifying and diagnosing the areas of learning difficulties of students and providing remedial interventions.

The beauty of Formative Assessment is that it creates a scope for the learner to improve – that is basically the point of change?

It is a good observation. Formative Assessment is also meant for identifying areas of learning difficulty of students, providing remedial interventions resulting in the improvement in learning.

FAQs on CCEAnswered by CBSE Chairman

11

Com

municate in E

nglish Com

panion 8Attitude towards teachers – the descriptive indicator of assessment for attitudes stating the desired behaviour of the student as ‘most of the time’? Will that encourage sycophancy or genuine obedience?

Interpersonal relationships and behaviour of a person is an important soft skill which needs to be developed in the students during formative years. A very purpose of keeping the assessment of attitudes and values in the scheme of CCE is to help the students have an integrated and balanced personality. It is desired on the part of school to inculcate a genuine self-discipline in the students by creating congenial conditions and conducive environment for the same.

If my teacher takes a dislike to me, shall I be able to get good score or grade?

Teachers are well wishers of students. You should have full confidence in your potential and behaviour as well as in the attitude of teachers towards you. Connecting well to your class as well as your teachers may be given due place in establishing social relationship. There is no reason why any teacher should dislike you. These matters related to objective school based assessment are also being discussed separately during training programme of teacher and Principals.

In my child’s school, the class teacher does not like my child. Will that affect my child’s assessment?

Evaluating on scholastic and co-scholastic aspects is not done by a single teacher but by a team of teachers teaching students based on test scores, participation in different activities, observation findings, etc. Hence, chances of biased assessment are minimized.

CCE card includes variety of co-scholastic areas and activities. It will require significant percentage of school time schedule to organize activities. Will it not result in reduction of time for teaching different subjects?

Schools have already been organizing different activities to promote variety of skills in students within the given school time schedule. With the implementation of the scheme of CCE, they will simply have to redesign the existing models to meet the requirements with greater focus and attention to desired and specific areas.

In a Formative Assessment in the form of paper-pencil test, the students are to be given their answer sheets after marking. Should these answer sheets indicate marks or grades?

Since the teachers will be using different tools and techniques for Formative Assessment, it is advisable to award marks on the answer sheets initially. The marks given in the assessment through different techniques can be added and converted into grades. It may not be so easy to award grades for different assessments and calculate the average grade.

I am a school psychologist. Is it fair to assess a child in areas like social skills and emotional skills for which there are hardly any inputs? Moreover, environmental factors play an important role in acquisition of these skills for which students cannot be held responsible.

As a psychologist you will understand and appreciate that development of desired social skills and emotional skills are very important in one’s life. Once it has been made a part of assessment scheme, schools will certainly provide conducive environment and specific learning experiences to help the students acquire these skills. Schools are also being told about the same.

What will be the parameters for formative assessment?

Formative Assessment means assessment of students during teaching-learning processes. (Developmental stage) It should focus on identifying areas of learning difficulty of students and providing remedial interventions resulting in enhancement in their learning. Moreover, FA should not be confined to only paper-pencil tests but should include use of other tools and techniques such as project work, assignments, practical work, etc. You may refer to circular No. 42 on CBSE website for more details.

Will there be Higher Order Thinking Skills Questions in every subject?

Yes. Inclusion of such questions in the Question papers will discourage rote learning and strengthen teaching as well as learning processes.

12

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

1. SELF-AWARENESS�includes recognition of ‘self’, our character, our strengths and weaknesses, desires and dislikes. Developing self-awareness can help us to recognize when we are stressed or feel under pressure. It is often a prerequisite to effective communication and interpersonal relations, as well as for developing empathy with others.

2. EMPATHY�means�to have a successful relationship with our loved ones and society at large, we need to understand and care about other people’s needs, desires and feelings. Empathy is the ability to imagine what life is like for another person. Without empathy, our communication with others will amount to one-way traffic. Worst, we will be acting and behaving according to our self-interest and are bound to run into problems. No man is an island, no woman either! We grow up in relationships with many people – parents, brothers and sisters, cousins, uncles and aunts, classmates, friends and neighbours. When we understand ourselves as well as others, we are better prepared to communicate our needs and desires. We will be more equipped to say what we want people to know, present our thoughts and ideas and tackle delicate issues without offending other people. At the same time, we will be able to elicit support from others, and win their understanding. Empathy can help us to accept others, who may be very different from ourselves. This can improve social interactions, especially, in situations of ethnic or cultural diversity. Empathy can also help to encourage nurturing behaviour towards people in need of care and assistance, or tolerance, as is the case with AIDS sufferers, or people with mental disorders, who may be stigmatized and ostracized by the very people they depend upon for support.

3. CRITICAL THINKING�is an ability to analyze information and experiences in an objective manner. Critical thinking can contribute to health by helping us to recognize and assess the factors that influence attitudes and behaviour, such as values, peer pressure and the media.

4. CREATIVE THINKING�is a novel way of seeing

or doing things that is characteristic of four components – fluency (generating new ideas), flexibility (shifting perspective easily), originality (conceiving of something new), and elaboration (building on other ideas).

5. DECISION MAKING�helps us to deal constructively with decisions about our lives. This can have consequences for health. It can teach people how to actively make decisions about their actions in relation to healthy assessment of different options and, what effects these different decisions are likely to have.

6. PROBLEM SOLVING�helps us to deal constructively with problems in our lives. Significant problems that are left unresolved can cause mental stress and give rise to accompanying physical strain.

7. INTERPERSONAL RELATIONSHIP�skills help us to relate in positive ways with the people we interact with. This may mean being able to make and keep friendly relationships, which can be of great importance to our mental and social well-being. It may mean keeping, good relations with family members, which are an important source of social support. It may also mean being able to end relationships constructively.

8. EFFECTIVE COMMUNICATION�means that we are able to express ourselves, both verbally and non-verbally, in ways that are appropriate to our cultures and situations. This means being able to express opinions and desires, and also needs and fears. And it may mean being able to ask for advice and help in a time of need.

9. COPING WITH STRESS�means recognizing the sources of stress in our lives, recognizing how this affects us, and acting in ways that help us control our levels of stress, by changing our environment or lifestyle and learning how to relax.

10. COPING WITH EMOTIONS�means recognizing emotions within us and others, being aware of how emotions influence behaviour and being able to respond to emotions appropriately. Intense emotions like anger or sadness can have negative effects on our health if we do not respond appropriately.

LIFE SKILLS“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the foundation of life. Many of the things we need, can wait. The children cannot. Right now is the time his bones are being formed, his blood is being made and his senses are being developed to him we cannot answer “Tomorrow”. His name is “Today”.

GABRIELA MISTRAL, 1948

The ten core life skills are

13

Com

municate in E

nglish Com

panion 8How should life skills be imparted?

The method used in teaching of life skills builds upon the social learning theory and on what we know of how young people learn from their environment; from observing how others behave and what consequences arise from behaviour.

It involves the process of participatory learning using 4 basic components:

1. Practical activities 2. Feedback and reflections

3. Consolidation and reinforcement 4. Practical application to day to day life challenges

Methods that can be used to enhance life skills in students

Each workshop is specially designed to impart a particular skill and involves all or some of the following techniques:� �� Class discussions � Brainstorming� �� Demonstration and guided practice � Role plays� �� Audio-visual activities, e.g. arts, music, theatre, dance� �� Small groups � Educational games and simulations� �� Case studies � Story telling� �� Debates � Decision mapping or problem trees

CO-SCHOLASTIC AREAS (to be assessed on a 5 point scale once in a session)

LIFE SKILLS

Descriptive indicators* Grade

1. Self awareness

2. Problem solving

3. Decision making

4. Critical thinking

5. Creative thinking

6. Interpersonal relationships

7. Effective communication

8. Empathy

9. Managing emotions

10. Dealing with stress

* Descriptive indicators are statements used to describe each learner.

14

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

CHECKLISTS FOR ASSESSING LIFE SKILLS

Thinking Skills

� �� Does the student show creativity during class activities? Does she/he accept the challenge enthusiastically?� �� Does she/he try to give new ideas or concepts and try to go beyond conditioned setups?� �� Does she/he ask questions related to the set task?� �� Does she/he create doubts by asking irrelevant things away from the task?� �� Does she/he try to help others or motivate others during group activity?� �� Does she/he try to volunteer for special assignments?� �� Does she/he try different ways of doing a single activity?� �� Does she/he like to think out of the box?� �� Does she/he try to apply knowledge or skills in new situations?� �� Does she/he think about all the possible options before starting a task?

Social Skills

� �� Does she/he show patience during a group task for slow learners to complete their task?� �� Does she/he try to help a classmate who is feeling low or who’s unable to cope up with the given work?� �� Does she/he appreciate the ideas and qualities of others?� �� Does she/he feel comfortable sharing his ideas with others?� �� Does the child always like to be appreciated?� �� Does she/he come and ask how to correct the mistakes the teacher pointed out in his work?� �� Does the student maintain a comfortable level of eye contact?� �� Does the student interrupt to tell his own stories/give his opinion/offers unasked advice?� �� Does she/he try to break rules setup for the task by using rude language?� �� Does she/he try to exhibit negative behavior and upset others?

Emotional Skills

� �� During an activity/competition does the child often say, ‘I’ll never win, I’m just not a lucky person?’� �� Does she/he choose an activity/task according to his/her ability during a group work?� �� Does she/he scream at the classmates when she/he is angry or disturbed?� �� Does she/he try to do the task again, if declared unsuccessful in the first attempt?� �� Does she/he try to improve weaker areas by putting in regular practice?� �� Does she/he try to take help of teacher/partner under difficult situations?� �� Does she/he try to get secluded when under stress?� �� Does she/he try to take up some healthy activity like reading, gardening or playing during stressful time?� �� Does she/he become argumentative during discussions?� �� Does she/he show disrespect to the system or discipline of the class/school?

15

Com

municate in E

nglish Com

panion 8

A CCE INITIATIVEfrom

CCE4U — a monthly newsletter

Ratna Sagar P. Ltd. CCE4U – July 2010: May we help you?

Greetings from Ratna Sagar!

By now the words formative, diagnostic, comprehensive, anecdotal, summative, continuous, record, self profi le, values, attitudes, scholastic, . . . must be familiar to you – both the meaning and the connotation. As publishers of educational material with excellent resource and expertise within our reach, we would like to offer you our full support in understanding and implementing CCE in your school.

We plan to set up a platform facilitating interaction between CBSE schools across the country, to share ‘best practices’. Do you have queries? Can we help you in any way? Do you have an input that you would like to share with other schools? Please do write to us at [email protected] and we will do our best to help you.

CONTENTS

CCE: Child-Centred Education

CCE: Perceptions, Reality and Benefi ts

CCE in Practice

CCE: Change and Us

CCE – CHILD-CENTRED EDUCATION

The Average Child

MIKE BUSCEMI

I don’t cause teachers troublemy grades have been okay.I listen in my classesand I’m in school every day.

My teachers think I’m average, my parents think so too. I wish I didn’t know that ‘cause there’s lots I’d like to do.

I would like to build a rocketI have a book that tells you how,or start a stamp collectionwell no use in trying now.

I am smart enough you see to know that there is nothing special that I should expect about me.

I am part of the majoritythat hump part of the bell,who spent his life unnoticedin an average kind of hell.

16

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

No child wants to be invisible, every child would like the full attention of the teacher, but that is next to impossible in the prevalent system of examination and summation. CCE is best described as Child-Centred Education as it captures the essence of Continuous and Comprehensive Evaluation.

CCE: PERCEPTIONS, REALITY AND BENEFITS

For the child, CCE now means assessment of behaviour, being always watched by the teacher who is very powerful. The child believes that clubs and all co-curricular activities will be watched and the teacher must be informed when they do something good as it will go into the CCE record. We must please our teachers and our school authorities!

But what is actually behind CCE and how will a child benefi t?

The word assess comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for the child and not to the child.

Assessment is thus the systematic collection, review and use of information about the teaching-learning process for the purpose of improving student learning and development.

CCE helps

� The teacher to organize effective and creative teaching strategies. � To continuously evaluate the progress of the learner by identifying the strengths and weaknesses well in time. � To provide the teacher with an immediate feedback as to where the learner is weak, whether the unit needs

reteaching for an individual, a few, a group or the whole class. � To provide the child timely self-assessment. It motivates the child to develop healthy study habits. � The teacher to understand a student’s attitudes and value system. � A child charts a course for the future based on continuous and comprehensive evaluation. The special

abilities of a student are recognized.

CCE IN PRACTICE

Anecdotal remarks such as the following will provide the child valuable and timely feedback. Education is complete and holistic only when all areas of growth and development are taken into consideration.

“Priya completes the work that she has been assigned as a member and is responsible. While she takes part in the project work set for the class, she tends to do the work on her own and does not make an effort to be part of the team.”

“Govind writes very creatively and some of his ideas are really thought provoking. He contributes regularly to the wall magazine. He takes initiative in coordinating editorial efforts.”

“Deepa gets very upset if she is unable to handle a problem and has to be pacifi ed. She is good at the subject but cannot handle any failure.”

“Rahul is meticulous with any submission, but he is not inclined to help others. He prefers to work on his own and does not share his ideas and homework with anyone.”

CCE: CHANGE AND US

The old order changeth, yielding place to the new. Let’s give these new ideas our commitment through earnest implementation. At the centre of discussion and debate is the child. The child after all is the purpose of this noble vocation of teaching.

QUESTIONS AND SUGGESTIONS

Please email us your questions about CCE, any suggestions for future topics and any feedback about this newsletter to [email protected]

SUBSCRIPTIONS

To subscribe to this monthly email newsletter please go to http://subscribe.ratnasagar.com

17

Com

municate in E

nglish Com

panion 8

Ratna Sagar P. Ltd.

CCE4U – August 2010: The Integrated Project Approach

“What I hear, I forget; what I see, I remember; what I do, I understand” – Confucius The introduction of CCE has generated a lot of focus on marks, grades and records. However, an important aspect of it is also comprehensive and integrated learning. Project work is an important tool for Formative Assessment. In this edition of the newsletter we explore integrated project work as a tool for learning.

CONTENTS 1. The Project

� Team Work � Sample Project

� Gathering Information and Working Together � Evaluation

2. About Formative Assessment

3. Questions and Suggestions

4. Manage Subscription

THE PROJECT CCE encourages the use of projects and the rationale behind project work is to extend and integrate learning. Through CCE the CBSE Board is aiming at reducing the burden of rote learning and pressure of work. In this context the concept of group project work or an integrated project approach helps teachers not only facilitate learning but also hone social and communication skills.

Team Work

Every individual may be assigned a task to contribute and marks or grades can be given by a subject teacher or a group of subject teachers. The identifi cation of a project and tasks of each individual must be clearly defi ned. A brainstorming as shown in the sample project framework will set out guidelines for both students and teachers.

By preferring group or integrated project work the individual is saved the burden of working on different projects for different subjects.

In a Group Project, every student is assigned a task and is a very important cog in the wheel to help complete a project successfully. The student is recognized as an important member and is entrusted with an assignment. The student can also have a preference or choice of role. This shores up confi dence and also helps with team building and hones values such as loyalty.

The Integrated Project Approach takes the concept a step further. All aspects of a topic are brainstormed. The class looks at a topic in a holistic way enabling cross curriculum connectivity. However not all topics lend themselves to all subjects.

Sample Project – Whales SCIENCE SOCIAL STUDIES � Classifi cation – types of whales � Social concerns – save the whale � Characteristics of mammals – physical features � Products used – historical, current � Endangered species � International agreements � Adaption to environment � Whaling communities/cultures � Animal intelligence and communication � Hunting bans � Behaviour of whales � Conservation

MATHS LANGUAGE � Population graphs � Whale poems/songs/novels/stories � Endangered status/comparative studies � Story reading on whales � Story problems � Debates, declamation, speeches on whaling � Length, weight/estimates � Stories form perspective of whales

� Vocabulary related to whaling and whales

18

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

ART MUSIC � Folk art � Folk songs � Murals on whales � Recordings of whales � Junk art/collage

MISCELLANEOUS

� Clippings from National Geographic/Discovery Channel � YouTube � Wikipedia

Gathering Information and Working Together

Students can be given a couple of days to do reference before they brainstorm. All the material they collect can then be categorized as shown. The teacher can also make a comprehensive list of study/reference tools that students can get their material from – � Internet � Encyclopedia � Reference books � Interviewing experts/professors in colleges or other experts � Magazines � Archives of TV programmes

Students can choose or be assigned roles on subtopics. The class then gets into sub groups and each group chalks out an action plan with well defi ned roles, timelines and reporting systems. The project when done in a group or with an integrated approach in mind helps students to see things holistically and in its complete sense as it exists. The underlying principal behind CCE, to uncover hidden talent among students and to provide for fun-fi lled learning, is also realized. After all the role of a teacher is not merely to teach or instruct but to facilitate learning and to show students how to acquire knowledge.

Evaluation

Students can be marked on the following parameters – � Task undertaken – role in the group � Execution of task � Research and homework done � Creativity � Presentation � Participation in the team � Is he/she a team player?

ABOUT FORMATIVE ASSESSMENT (FA)The project is one of the tools that can be used for FA. Other enablers are – � Classwork � Homework � Oral Questions � Assignments � Quizzes � Seminars/Symposiums � Tests

We will deal with FA in the next newsletter.

CCE therefore makes for a change that will enable students to take pride in their achievements in different spheres, and not merely concentrating on just academics through rote learning.

QUESTIONS AND SUGGESTIONSPlease email us your questions about CCE, any suggestions for future topics and any feedback about this newsletter to [email protected]

SUBSCRIPTIONSTo subscribe to this monthly email newsletter please go to http://subscribe.ratnasagar.com

For other back issues write to us at [email protected]

19

Com

municate in E

nglish Com

panion 8

BRAINSTORMING SESSION ON CCE

2010 is witness to many exciting changes in our education system. However, things are moving at a very fast pace and at times it becomes too hectic for teachers and students to acclimatize and assimilate. The introduction of CCE is one such development. Since we at Ratna Sagar aspire to be facilitators in the education process, we thought we should discuss and brainstorm on the subject with experienced and committed educationists, including Principals of leading schools and CCE experts affiliated to the NCERT initiative.

A Synopsis of the Session Held in IIC on 30 October 2010

The seminar opened with a short prayer by Brother Lobo, Principal, St Columba’s School who urged us to “ask God to visit the assembly to bless us with His spirit of wisdom, understanding and collaboration so that each one of us can draw on the reserves of our experience and expertise in all that we do today the best interests of our students will always be secured.” The session was ably moderated by Mrs Ameeta Mulla Wattal, Principal of Springdales School, Pusa Road, New Delhi. She has been spearheading the ‘CCE movement’ since its inception.

The speakers included Mrs Nina Sehgal, Director, Delhi Public School, Vasant Kunj, Mrs Goldy Malhotra, Principal, Modern School, Vasant Vihar, Mrs Richa Sood, Principal, Dehradun Public School, Mrs Sangeeta Sheel, Head Mistress, St Columba’s School, Ashok Place, Mrs Suman Nath, Principal, Tagore International School, East of Kailash, Dr Ruchi Seth, Principal, Delhi Public School, Sushant Lok and Mrs Rina Singh, Principal, Gargi Girls School, Meerut.

Mrs Ameeta Wattal said, “When we look at the

demographics of change that are happening, it’s very essential that children learn formatively because every child has to learn at his or her own pace and level. There can be classrooms where you have children who have different systems of learning. It’s very important that children hook themselves onto the global understanding of education.”

She assured teachers that, “If we work in a committed way and in a more precise and involved manner, over a couple of years our children will start thinking out of the box and with a certain level of connectivity and not in isolation as textbook thinking happens.”

Some participants who raised crucial issues were, Mrs Kalsi, Principal, Cambridge School, Sriniwaspuri, Mrs Homi Astawan, Head Mistress, Salwan Public School, Mrs Aditi Basu Rai, Principal, Sardar Patel School, Noida, Mr Sanjeev K Jolly, Principal, Maxfort School, Rohini, Ms Amita Gupta, Air Force School, Ms Sumita Anand, Gyan Mandir School, Ms Renu Srivastava, St Teresa’s School, Indirapuram, Ghaziabad, Ms Deepa Narula, Shiv Vani School, Dwarka, and so on.

Other learned participants included Mrs Purnima Mehta, Principal, Cambridge School, Noida, Sister Hema, Notra Dame School, Badarpur, Mr Tripathi, Principal, Balwant Rai Mehta School, Mrs Savita Mehta, Darshan Education Foundation, Mr Vineet Tandon, Director Rockwood School, Noida, Mrs Jaya Pillai, Principal, Little Scholar School, Sonepat, Mrs Sanyogita Sharma, Principal, Manav Rachna International School, Faridabad, Mrs Sangeeta Bhati, Principal, St Columba’s School, Dayal Bagh, Mr Din Dayal Sharma, Director and Mrs Sunita Nandwani, Principal, Saffron Public School, Faridabad, and so on.

20

Com

mun

icat

e in

Eng

lish

Com

pani

on 8SAMPLE LESSON PLANS*

UNIT 2: INVENTIONS AND DISCOVERIESGET SET

LEARNING OBJECTIVES ACTIVITIES

Warm Up • Students find out the difference between an invention and discovery.

• Teacher initiates a class discussion about the two.

• Students do Exercise A individually. Exercise B to be done in pairs.

• Exercise C can again be as part of a class discussion with each student giving her/his own response.

SECTION 1: AN AMAZING ANCESTOR


Reading Comprehension • Teacher/Students read the text aloud in class.

• This can be followed by a class discussion about convenience, typing/texting speed on a computer/mobile, since all students would be familiar with computers.

READ AND WRITE


Exercise A: Reading with Comprehension/Choosing relevant information

Exercise B: Writing and thinking skills

Exercise C: Promoting analytical skills

• Students do Exercise A in pairs.

• Some questions can have more than one answer, this should be accepted.

• In Exercise B the questions may first be discussed in class and answers written individually.

• After discussion in pairs, students may be asked to share their conclusion with the class.

• Since these are open-ended questions, all responses should be accepted so long as they are logically presented.

WORDS IN USE


Vocabulary development • Exercises D and E may be done by students individually or in pairs.

• Use of dictionary should be allowed.

LISTENING


Developing skills of learning with comprehension

• Teacher will read out the passage for comprehension.

• Students will write the answers individually.

• Answers may be compared/shared later.

* The following lesson plan is meant to be a sample. It is suggestive of the kind of lesson plans that would be useful in planning the teaching programme for the year. It can be modifi ed to suit the needs of the school.

21

Com

municate in E

nglish Com

panion 8

SECTION 2: MADAME CURIE


Reading comprehension and reading parts aloud with expression i.e. Class enactment of the play

• Before reading the play students may be asked to find out about Madame Curie’s discovery and its impact on the world of medicine or any other field.

• Students may then read the play at home and also research the social background, costumes and hairstyles of that period.

• The teacher should also research the same and bring pictures to the class.

• After viewing the pictures and sharing views regarding the life style of that period, students may be allotted different part for classroom reading.

READ AND WRITE


Reading with comprehension/selecting the most appropriate answer

• Exercise A may be done by students individually or in pairs.

• Before students write answers to questions in Exercise B, a class discussion may be held regarding the characters of Madame Curie and her husband, with special reference to their values and priorities.

• After a class discussion students may be asked to write the answers individually.

• Exercise C should be done in pairs and then the responses should be shared in class.

• Students do Exercises D and E in pairs and teacher may check their answers individually or collectively.

WORDS IN USE


Vocabulary development • Students do Exercises F and G individually.

• Teacher then asks students to read out the answers.

• Answers may be discussed and correct answers may be shared.

UNDERSTAND GRAMMAR/USE GRAMMAR


Understanding participles • The teacher may give some additional examples to explain and clarify the concept.

• Students may be asked to do Exercise H and I individually.

• Answers may be compared, and correct answers shared.

SPEAKING


Developing speaking skills • The teacher would need to give some additional inputs into the kind of people the newspaper reporter and Pierre Curie were, their way of speaking in the context.

• Different pairs of students may asked to role-play in their own way.

22

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

SECTION 3: THE DAY I RESCUED ALBERT EINSTEIN’S COMPASS


• This is an interesting story that students can read silently and understand. After their initial reading, it can be read aloud in class by the teacher or the students.

• After the reading, students may be asked to do Exercise A in pairs.

READ AND WRITE


Reading for specific information and writing skills

• The teacher may discuss most of the answers for Exercise B with the class.

• Students then may be asked to write the answers.

• All answers may be checked individually or collectively.

• Students may need help in drawing the flow chart. Exercise C to be answered individually.

• Questions in Exercise D can lead to a class discussion after pair work.

WORDS IN USE


Vocabulary development/ expressing yourself effectively

• Exercise E and F may be done individually.

• Students can then read out the answers.

• Correct answers may be shared in class.

UNDERSTAND GRAMMAR


To understand infinitives • The teacher explains the concept of infinitive by using the examples in this section, adding more examples to clarify and consolidate their understanding.

• Exercises G and H can be done individually by the students. The teacher may need to explain Exercise H by solving the first two or three questions.

USE GRAMMAR


Consolidation of concept of infinitives

• The teacher can have students attempt the first two questions of Exercise I orally to get things started.

• Students can do the rest of the questions in pairs.

WRITING


Developing writing skills • A class discussion can be held to allow students express their views.

• Some main points can be arrived at and then students may be asked to attempt Exercise J individually.

23

Com

municate in E

nglish Com

panion 8

SECTION 4: THE MICROSCOPE


Enjoying poetry • This is a humorous poem which will be more enjoyable if it is read aloud first.

• Either some good expressive readers among students or the teacher should read it aloud.

• Then students can read it silently to enjoy the details.

• In a classroom discussion, the meaning of the poem can be clarified and explained.

ENJOY THE POEM


To appreciate and understand the poem

• Students are asked to do Exercise A individually or in pairs.

• Answers can be read aloud and corrected.

• Students attempt Exercise B individually and teacher checks the answers in the notebooks.

• Teacher discusses the concept of rhyme scheme.

• Students try to work out the rhyme scheme of the poem i.e. a a b b.

24

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

MAIN COURSEBOOKUnit 1 – The Adventure Express

SECTION ONE – A Teenager’s Conquest A. 1. b 2. c 3. b B. 1. Krushnaa Patil from Maharashtra was the

youngest Indian to climb Mount Everest before Arjun Bajpayee.

2. Sherpa Temba Tsheri, a Nepalese, holds the same record as Arjun. Both of them climbed the peak at the age of sixteen.

3. Arjun attended two mountaineering courses. His instructors there spotted his potential and felt that he could climb Mount Everest.

4. The high altitude, when climbing the peak, causes a feeling of nausea. In addition the stomach muscles become weak and it becomes diffi cult to digest anything.

C. Arjun was probably motivated by the thought of breaking the record set by Krushnaa Patil. Arjun is determined, courageous and has the ability to overcome physical discomfort.

D. 1. ordinary 2. novice 3. current 4. encourage E. 1. c 2. d 3. e 4. a 5. b F. 1. True 3. True 5. False 2. True 4. True 6. True

SECTION TWO – They Came A. 1. c 2. d 3. b 4. a 5. b 6. b B. 1. The news on the radio reported that a large

fl ying saucer had entered the atmosphere of the earth.

2. The spacecraft was large and silver in colour. It was oval in shape. It was made up of panels and there were slits for windows along the hull.

3. The speaker is referring to the industry of selling things connected to the aliens. There were stalls in the streets that sold T-shirts, hats, dolls and books.

4. When the humming noises stopped people all rushed out into the street. Then there was a loud musical note which caused the windows in the buildings to implode.

5. People screamed when the musical note caused the glass to implode and fall on them. They ran to escape the falling glass.

6. The reporters were excited at the arrival of the spaceship and every television programme revolved around it. Some scientists gave their opinion that the arrival of the spacecraft was the fi rst step of an invasion. They felt that humans needed to arm themselves so that they could defend themselves from other spaceships that arrived. While some politicians felt that it was not an invasion and that people should wait

and see what happened, others, along with the military, were certain it was an invasion. Science fi ction writers discussed what the aliens were like while aliens became the topic of jokes made up by comedians.

7. a. i. A radio reporter said these words to the people listening to the radio programme.

ii. The incredible news was that a huge fl ying saucer had entered the atmosphere of the earth.

iii. The husband was certain that it was a joke while the wife was unsure about what it could be. The children were excited at the mention of fl ying saucers and aliens.

iv. The husband convinced his wife that it was a joke or an advertising campaign. Then he left for work.

b. i. A young boy said these words to his friend.

ii. ‘They’ refers to the aliens and ‘us’ refers to humans.

iii. The statement conveyed humour. iv. No, the aliens didn’t jam with the

speaker. C. 1. Yes, the music was loud and discordant. It

certainly affected the people who heard it. 2. People were constantly fi ghting with each

other. The appearance of an outside enemy like the aliens might unite them and make them realize the importance of sticking together. That is why the narrator feels that the appearance of the aliens was a blessing in disguise.

D. 1. Hoax – Every day the Police Station receives calls which turn out to be hoaxes.

2. Bickering – The two children were constantly bickering over the silliest things.

3. Crackled – In the middle of my conversation with my brother, the phone crackled suddenly and then went dead.

4. Sophisticated – My cousin has bought a very sophisticated music system for his house.

5. Ensued – The customer began by accusing the shopkeeper of not giving him the correct change. When the shopkeeper retaliated, an angry battle ensued.

E. 1. friendly 3. panoramic 2. publicity 4. cacophonous F. 1. The music on the radio stopped when the

electricity went off. 2. This is incredible news but it is also

shocking. 3. I just cannot believe it because he did not

mention anything yesterday.

25

Com

municate in E

nglish Com

panion 8 4. I will now hand you over to our reporter who

will explain the details of the merger. 5. The radio crackled and the voice of the

reporter was drowned out. 6. His wife crossed the room when the doorbell

rang. G. 1. h 2. d 3. e 4. g 5. b 6. f 7. a 8. c H. (Accept any relevant response.)

SECTION THREE – After Twenty Years A. 1. d 2. d 3. a 4. b 5. a 6. a B. 1. The man standing in the doorway had a pale

face with a square jaw. His eyes were sharp and he had a little white scar near his right eyebrow.

2. Twenty years ago the two friends had parted to make their fortunes. At that time they decided to meet twenty years later. The twenty years would be enough for each of them to have made their fortunes and for having found their destinies.

3. Bob realized that the other man was not Jimmy only when he looked at his old friend’s face in the light spilling out from a shop. He saw that the other man’s nose was shorter than his friend Jimmy’s had been and realized that this was not his friend.

4. Yes, Bob was well-off. He wore a diamond as a scarf pin and had an expensive watch, with diamonds set in the lid.

5. Both Bob and Jimmy were good friends and both were punctual. Bob had changed in the twenty years that had passed. Jimmy had remained a true friend who was considerate of the feelings of Bob. That was why when he realized that he could not arrest his own friend he sent someone else to do this.

6. Bob was an ambitious man who had realized that he would have to leave home to fulfi l his dreams. He had worked hard and had made a lot of money. Bob was also something of a show-off. Jimmy was a simple man who was content to be a policeman. He was a considerate man who realized that arresting Bob would embarrass his friend. Therefore he showed great consideration in sending someone else to arrest his friend.

7. Both of them had made an attempt to keep in touch. Even though they hadn’t met in twenty years, neither of them had forgotten the promise made to the other twenty years back. Both of them were at the appointed place and at the appointed time.

C. 1. I think Bob was an ambitious man. He

wanted wealth and so he left New York to try his luck. Bob was willing to break the law in order to earn money and become rich. He loved his friend Jimmy Wells and had risked the danger of being caught by the police in order to keep his promise to meet his friend. He was punctual and arrived at the meeting point early.

2. Bob was probably overcome by emotion when he fi nished reading the letter. He realized that his friend Jimmy and he were now on the opposite sides. He also probably realized that even though he had earned a lot of money, in a way he had failed by becoming a wanted criminal.

D. 1. c 2. b 3. a 4. c E. Name: Bob

Alias: Silky

Appearance: pale complexioned, square jawed, small white scar near right eyebrow

Wanted by: Chicago Police

F. 2. c 3. a 4. e 5. d 6. b G. 1. Several well-known classics have been

abridged for children. 2. Mr Sinha was arrested for abetting in the theft. 3. “We are all law-abiding citizens,” Mr Rajan

said, “Please don’t ask us to break the law!” 4. No job is worth abasing yourself. 5. The latest scandal has aroused the anger of

the people. H. 1. The two friends met after twenty years and

spent many happy hours together. 2. The two friends met after twenty years but

could not talk to each other. 3. The two friends met after twenty years or so. 4. The two friends met after twenty years yet

their friendship remained unchanged. 5. The two friends met after twenty years so

they decided to have a celebratory dinner. 6. The two friends met after twenty years

therefore they were very emotional. I. 1. When, and 3. If, or 2. Although, but 4. Though, yet J. (Accept any relevant response.)

SECTION FOUR – Imagination A. 1. d 2. a 3. c B. 1. Books helped the poet explore a world of

adventure. 2. He was able to experience different lives in

this world. In these worlds he was able to perform wonderful deeds and be a hero.

26

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

C.

The poet‛s imaginary adventures

play at pirates

hid with Huckleberry Finn

lived in forest of Africa

being a cowboy

living with Eskimos

went to the Moon

Check Your Understanding A. In 1897 three Swedes set out from Svalbard

on an expedition to the North Pole by a hot air balloon under the leadership of S A Andree. The three men were experienced Balloonists. However, they continued to doubt the effectiveness of their equipment. The polar balloon had not undergone the normal testing procedure for hydrogen balloons. So none of the three men, would in any way have known the serious consequences of their voyage. Soon after their departure on 7 July, it was noticed that considerable amounts of hydrogen was escaping from the balloon. The three men were unconcerned by the amount of the leakage. Unfortunately, as the balloon gained altitude, this loss of gas soon quickened and so, after a brief fl ight of ten hours and twenty-nine minutes the balloon crash-landed. The three explorers thereafter continued their journey on foot.

B. 1. a 2. b 3. c 4. c C. 2. The snowy slopes How white and beautiful the snowy hills are! If I learn skiing, I would love to go to a ski

resort. An exhilarating sport Bungee jumping is an exhilarating and

dangerous sport. When I grow up, I will learn bungee jumping. In the lap of nature Camping is fun when it is in the lap of nature. On a weekend, I like to go camping. D. (Accept any relevant response.) SUGGESTION:

Aliens in Himmatpur It was like a scene out of a science fi ction

movie – the huge silver craft hovering above the roofs of Himmatpur, while the streets were clogged with thousands of incredulous citizens, all out to stare at the visitors from outer space.

The spacecraft, which appeared around eleven o’clock yesterday morning, has managed to disrupt normal life in the town. “Who can think of going to school or college, with that huge thing looming over us?” asked a visibly excited Askhit, a thirteen-year-old schoolboy whose wildest fantasies have come true with the arrival of the spacecraft. His only regret is that he

didn’t see it coming. Eyewitness, who actually saw the spacecraft moving into the airspace over the town, claimed it moved smoothly, silently. “The fi rst inkling we had about anything like this was when a giant shadow fell over us,” says Mrs Sharma, who glimpsed the spacecraft as she stood cooking breakfast yesterday morning. She is skeptical about what the presence of the spacecraft will mean for the town, while her neighbour Mr Rajit is certain it can only cause trouble. Several others like Mr Ranji have been requesting the authorities to do something. “What can we do?” queries Mr Manohar, Superintendent of Police, “We will have to wait and watch, that is all!”

E. 1. The Mystery of the Haunted library 2. Sujata Kumar 3. Mystery book 4. A haunted school library 5. Manas, Prem 6. Good 7. Good F. (Accept any relevant response.)

Life Skills A. (Accept any relevant response.) B. 1. ii 2. ii

Unit Two – Art and Culture A. 1. b 2. d 3. b 4. c B. 1. Donald Fauntleroy Duck 2. Carl Barks 3. 1934 4. The Wise Hen 5. Clarence Nash C. 1. Donald Duck is generally an easygoing

character but he often has sudden outbursts of temper.

2. Donald Duck debuted in a short Walt Disney animation fi lm titled The Wise Hen. This was the story of a hen who works alone on her farm and wants Donald Duck and Peter Pig to help her.

3. Uncle Scrooge, his three nephews, Huey, Dewey and Louis are the members of Donald Duck’s family. He also has a girlfriend named Daisy Duck.

4. Donald Duck made his fi rst appearance seventy-six years ago. Since then the invention of computer graphics, special effects, digital photography and the creation of animated characters like Shrek make Donald Duck seem a little old-fashioned and dated.

D. 1. True 2. True 3. False 4. False 5. False E. I think that hand-drawn cartoons like those

of Donald Duck and Mickey Mouse may be

27

Com

municate in E

nglish Com

panion 8forgotten by some people with the introduction of new cartoon characters. But they will not be entirely forgotten and will continue to have their own fans, people who make it a point to watch these cartoons.

F. 1. stubborn 3. adventure 5. jubilant 2. celebrated 4. fl uent/articulate 6. misfortune G. 1. guitar 2. veena 3. tanpura 4. sitar

SECTION TWO – Michelangelo – A Portrait A. 1. b 2. c 3. b 4. b 5. a B. 1. Lorenzo de Medici was a rich and powerful

man, a patron of arts who had a school for sculptors. Michelangelo joined his school and Lorenzo de Medici was impressed by his talent. He invited Michelangelo to live with him in his palace in Florence. Michelangelo was able to benefi t from discussions with the famous scholars who visited the palace.

2. Michelangelo supported his entire family and fulfi lled their constant demands for money.

3. The popes were Michelangelo’s main patrons. Therefore it was necessary for him to please them. Each pope had a defi nite view of what they wanted and made Michelangelo work accordingly. Thus the coming and going of popes affected Michelangelo’s fortunes.

4. Pope Julius II asked Michelangelo to paint the ceiling of the Sistine Chapel. Michelangelo was unwilling to undertake this task since he felt that he was basically a sculptor, and not a painter.

C. Year Event

1475 Michelangelo was born

1481 Michelangelo’s mother died

1485 began living with father

1496 went to Rome

1508 began to paint the ceiling of the Sistine Chapel

1547 became chief architect of St Peter’s

1.

2.

3.

4.

5.

6.

D. 1. Michelangelo learnt to use a hammer and chisel even before he learnt to read and write. He spent hours with the young apprentices in Florence, learning to draw. Michelangelo’s father thought that a career as an artist was below the dignity and often beat. Despite this Michelangelo remained interested in art. He spent years learning sculpting at the school run by Lorenzo de Medici and later travelled to Rome to pursue his passion. He was a dedicated artist who immersed himself in his work, often forgoing domestic comforts. He spent over four years on his back, painting the ceiling of the Sistine Chapel. All this tells us that he was a

dedicated artist. 2. At the age of seventy-two Michelangelo was

made the chief architect in charge of building St Peter’s Basilica. He transformed the designed and supervised the building of St Peter’s.

E. 1. reference 4. regularity 7. replacement 2. existence 5. performer/performance 3. confi nement 6. competency 8. hesitation

F. Michelangelo was the greatest artist of the sixteenth century. The Pieta in Rome and the sculpture of David are examples of his stunning accomplishments. We tend to overlook that they were fashioned from resistant stone by hands that were dextrous and strong. His hands must have been occasionally tired or bruised from handling the hammer and the chisel for long hours. A fi gure comes alive only after thousands and thousands of perfectly directed hard and soft blows. In this way Michelangelo sculpted huge statues. He also needed great physical strength to paint the vivid frescoes.

G. 1. who 2. which 3. who 4. who 5. that H. 1. That apple pie that was served at Jina’s

party yesterday was delicious. 2. Sanjana’s father is a well-known diplomat

who works in the Indian Embassy at Italy. 3. New Delhi which is the capital of India is the

greenest capital in the world. 4. Shamita, whose performance I saw last night,

acts really well. 5. Aisha who is a fussy eater was advised by

her doctor to eat green vegetables. I. (Accept any relevant response.) SUGGESTION:

My family consists of my parents, who both work. My mother works for a doctor whom she admires a lot. My father’s boss is a man who loves his work. This means that both my father and mother work long hours. We live in a house that was built by my grandfather. We have a maid whom we love like a family member. She is a person who cooks very well. My brother, who is younger than me, loves our maid. My maid, whose family members all live far away, is happy to take care of us all day.

J. (Accept any relevant response.)

SECTION THREE – The Last Stonemason A. 1. d 2. b 3. d 4. d B. 1. Gopal – impatient, ambitious, selfi sh 2. Masterjee – traditional, dedicated,

determined, kind-hearted 3. Salim – caring, inspired, single-minded, gifted C. 1. Salim was an orphan who had come to

Masterjee’s house in the middle of a storm. He had been dressed in tatters and had

28

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

been drenched. Masterjee had allowed him to stay on and he was now tall and strong.

2. The old man was working on a statue of Krishna. He was unable to finish his work because his son had left him. The old man did not have the strength to work on the statue.

3. Salim was working on the largest statue the old man was working on. He had already understood how to bring out the features hidden in the stone. Also Salim had admitted that he wanted to be a sculpture and had even practised secretly. All this showed that Salim had the dedication necessary to be a good sculptor.

4. a. the cool metal of the tools fi lled him with happiness and confi dence.

b. My strength is waning. / But then came the day when the old man felt his strength ebb, and his hands tremble under the impact of the hammer.

D. 1. Salim encouraged the old man after his son had left, by assuring him that he would make many large and beautiful sculptures. He ensured that the old man ate regularly and took care of the shopping for the house. When the old man fainted it was Salim who carried him to bed and covered him with a blanket.

2. Yes, Masterjee really loved his work. He refused to leave it in favour of any other kind of work even though his work brought him very little money. He was proud of the fact that this was work that he had learnt from his father. When Masterjee was working he did not notice his hunger and tiredness because he was immersed in doing the work he loved.

3. Masterjee was happy doing his work and didn’t mind the fact that he was not making much money. He wanted to continue the tradition that he had learnt from his father. Gopal, on the other hand, found this work unrewarding because it did not bring in much money. He did not mind mass producing things as long as he earned more money.

E. 1. The Buddha’s face is always serene. The little boy faced the audience bravely. 2. Always use a hammer carefully. The carpenter hammered in nails. 3. Nita found the work interesting. She worked all morning. 4. Ramesh’s shoulders ached the day after he

had helped his friend move house. Shouldering responsibilities is an essential

part of growing up. F. 1. potter 3. cartoonist 5. programmer 2. architect 4. fashion designer

G. 1. d 2. a 3. b 4. c H. 1. The old man looked at the boy when he

heard his voice. 2. The chisel fell where the old man stood. 3. Salim was sitting in front of the statue. 4. He found himself on the bed when he woke

up. 5. Salim looked at his master as he realized

what the old man had said. I. 1. d 2. a 3. f 4. e 5. c 6. b 1. Neha lost her water bottle while she was

boarding the bus. 2. The lights went out when she was studying

for a test. 3. Kamal stopped and fell when a dog was

chasing him. 4. Amit tore his shirt when he was climbing a

tree. 5. The cake got burnt while Mother was

watching television. 6. The water tap went dry while he was having

a bath. J. 1. Although the old man was upset he went

back to work. 2. The old man crouched near the statue as he

felt exhaustion in his body. 3. Salim, soon I will be the last stonemason

here because all the others would have gone to Agra.

4. Now because Gopal has gone, I have to chip off the layers of the stone myself.

5. The old man forgot all his troubles and sorrows while he was working on the statue.

6. Salim rose to his feet as soon as he realized that the old man was watching him.

K. (Accept any relevant response.) SUGGESTION:

10 Gandhi Nagar New Delhi 110015

10 March 2010

The Editor Delhi Times 25 Netaji Subhash Chandra Bose Marg New Delhi

Subject: Neglect of historical monuments

Dear Sir,

I recently visited several historical monuments in Delhi along with my classmates. It was an educational trip, meant to make us aware of the history and culture of our country. Instead, we all came back deeply shocked at the neglect of our historical monuments.

None of these places are well maintained.

29

Com

municate in E

nglish Com

panion 8Everywhere one can see paper bags and biscuit wrappers. In fact, it was shocking to see that various corners of the monuments were being used to dump garbage. In addition all of these places have several dogs which pose a serious threat to visitors. The lack of proper security personnel means visitors are basically left to look after themselves, and fi nd themselves at the mercy of over-enthusiastic salesmen and the dogs.

Every single place we visited was badly maintained. No attempts had been made to keep the gates in working order and in most places the compound walls were broken down. In addition, the ticket booths were unmanned and visitors had to wait for a long time to get tickets. Once inside the monuments we found that most surfaces had been defaced with graffi ti. It was obvious that the funds are not being utilized properly and no attempt is being made to preserve our culture.

Why can’t security and maintenance be contracted to private companies? I am sure they would do a better job of taking care of the monuments. In addition the fences and walls can be repaired regularly to ensure that stray dogs don’t enter with such ease. Strict policing can prevent people from littering the place. They can be encouraged to use waste bins.

These are my observations based on the one day spent visiting the historical monuments.

Yours faithfully,

SECTION FOUR – The Dance Lesson A. 1. c 2. a 3. c 4. d B. 1. The young girl was upset because she was

not sure if she would be able to do the triple pirouette.

2. Towards the end of the poem the girl recalled the sense of joy she always felt while dancing. This helped her do the triple pirouette and she felt happy, experiencing a sense of accomplishment.

C. 1. It seemed to the girl as if the room was full of nervousness because she was nervous herself about doing the triple pirouette.

2. It seemed to her as if everything was moving very slowly and deliberately because she was herself so nervous.

3. She felt a sense of happiness and achievement because she had managed to do the triple pirouette once again.

D. The line expresses the girl’s sense of uncertainty. She is unsure of what she should do next and that is why this line has been used twice.

E. (Accept any relevant response.)

Check Your Understanding A. (Accept any relevant response.) B. 1. who’s 3. who’s 5. who’s 2. whose 4. whose 6. whoseC–D. (Accept any relevant response.) E. A R Rahman was born A S Dileep Kumar on

6 January 1966. He was born in Chennai in the state of Tamil Nadu in India. Today this well-known music director is also known as ARR or simply AR.

Rahman began training in music under Master Dhanraj. He joined Ilaiyaraaja’s troupe at the tender age of 11. He went on to graduate from the Trinity College of Music, London, with a degree in Western classical music. A R Rahman has done a variety of things, all associated with music. He composes music, is a record producer, is a very successful music director, an inspired singer, instrumentalist, arranger and programmer. A R Rahman’s repertoire includes the work he has done for fi lms, for the theater and for world music. His contributions to the world of music have earned him fourteen Filmfare awards, four National awards, two Grammys, a Golden Globe, two Oscars and a Padma Bhushan. This man, the fi rst Indian to have won the Oscars is married and has three children. More details about the musical genius named A R Rahman can be found at www.arrahman.com.

Life Skills A. 1, 3, 4, 5, 6, 7, 8 B–C. (Accept any relevant response.)

Unit 3 – The Ladder of SuccessSECTION ONE — A Woman Pradhan Shows the Way A. 1. c 2. b 3. b 4. c 5. a B. 1. Asha Devi fi rst spent a lot of time persuading

the villagers to ban ostentatious weddings. Then she unifi ed them and got the panchayat’s unanimous decision.

2. These steps have ensured that the weddings are simple affairs and that there is no pressure on the parents of girls.

C. 1. No, I think Asha Devi must have worked very hard to convince the villagers and bring about these changes.

2. Yes, because no fi rearms were used in weddings. This ensured that no one was hurt accidentally and reduced the work of the policemen.

D. 1. b 2. b 3. a 4. b E. 1. sailors 2. actors 3. directors 4. singers F. 1. Coaching centre, located in Patna 2. Time magazine 3. Anand Kumar

30

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

4. The poor students 5. Cambridge 6. 30

SECTION TWO – Two Aces to Success A. 1. a 2. b 3. c 4. a 5. c B. 1. Mahesh Singh Chauhan helped Abhishek

Bhartiya by providing the boy free coaching. 2. Abhishek belonged to a poor family. His

father earned only ` 70 per day and his mother provided additional income by mending old clothes. The family lived in a tiny house and Abhishek had to use his mother’s sewing machine as his study table.

3. Although Abhishek has scored a good rank in the exam, the family is still not sure how they are going to fi nd the money to pay for his fees.

C. 1. Such students feel that the entrance exam will provide them an opportunity to prove themselves. They are certain that this is a completely fair exam and are aware that doing well in this exam could mean a whole new world for them.

2. Both Abhishek and Ali Abbas were determined to prove themselves. They did not allow their surroundings or personal problems to come in the way of their ambitions. That is how they were successful.

3. Ali Abbas never felt handicapped. His parents gave him a lot of encouragement and so Ali’s spirits always soared high. He worked hard and was aware that this would help him enjoy success.

D.

ABHISHEK, ALI ABBAS

grit

ambition

did not allow circumstances to

affect work

determination

positive attitude

hard work

E. 1. elated 3. coaching 5. enviable 2. candidate 4. neurological F. 1. would 2. will 3. will 4. should 5. will G. 1. Could you please work on these fi les? 2. Would you like me to see the visitors off for

you? 3. May I look at the photographs? 4. Would you like to sit here? 5. May I take a message? H. 1. Could you reply by return post? 2. I would like to speak to Mr Sharma. 3. Could you take these dishes to the kitchen? 4. Could you send us fi ve copies of the Collins

COBUILD Advanced English Dictionary? 5. We should leave the registers at the reception.

6. Would you meet the guests and bring them in? 7. Could you correct the mistakes in this letter

and bring it back? I. (Accept any relevant response.)

SECTION THREE – Marching with the Mahatma A. 1. b 2. c 3. c B. 1. Dhani and Gokul were on the peepul tree

because it was the tallest of the trees that stood outside their village. They could see the village track as it snaked its way along the river. They wanted to see the procession and had chosen the tall tree so that they could see it coming.

2. The boys had come prepared with chapattis tied up in a cloth bundle and some bananas. This tells us that the wait was going to be a long one.

3. By going on the salt march Bapuji was protesting against the salt tax which all the Indians had to pay. He was also uniting Indians and ensuring that the whole country would be paying attention to the march.

4. Gandhiji was a thin man, with a bald head. He was dressed in a white dhoti and had a shawl draped around him. His spectacles were round and he had a watch swinging at his waist.

5. As the boys were peering out of the tree Gandhiji looked up and smiled at them. It seemed to Dhani and Gopal as if he had called them. This made them join the march.

6. A man who was part of Gandhiji’s group made this remark. He made this remark based on the distance between Sabarmati and Dandi and the amount of walking they did every day.

C. 1. Yes, the salt tax was unfair. Salt was something that everyone used and it was made in India. It was unfair to tax Indians on something that was a necessity and that was made in their own country.

2. All the people in the procession were dressed in white clothes. When they all moved together it looked like a white river.

3. Yes, Bapuji is clever. He knew how to bring together the people of the country and unite them in a fi ght for justice.

4. The people were inspired by Gandhiji and that is why they joined his march.

D. 1. take, drive 3. take 5. ride 2. ride 4. drive E. 1. craning 3. frail 5. reluctant 2. benign 4. adoration 6. trudge F. 1. I am going out in the next few minutes. 2. I am sure I will be exhausted by the time I

31

Com

municate in E

nglish Com

panion 8reach home.

3. I have to go out tomorrow night. 4. I will be busy this weekend. 5. I will be a pilot when I grow up. 6. I will go abroad when I am an adult. G. 1. I’m going to the market and I will buy the

medicines for you there. 2. They were going to close the shop, when I

dashed in to buy your medicines. 3. Harish will be using the Metro from next

Monday. 4. The Chief Guest spoke in Japanese, so I

was not able to understand him. 5. Would you company agree to give a prize for

our competition? 6. I won’t be able to speak at the conference

next week. H. (Accept any relevant response.) SUGGESTION:

Dear Rohit, How have you been? How did you do in your

exams? I have just fi nished my exams and am waiting for the results.

I heard from your father that you are upset because you have not made it to the All-India Genius Quiz Competition. I know that you spent a lot of time preparing for this competition and I can only imagine how terrible you must be feeling at not qualifying.

But you should not give up your determination. Very often you can reach your goal only when you persevere. If you give up now you will be taking the easy way out. You should continue to be your industrious self and persist in doing well.

Even if it seems as if giving up is the easiest option you should fi ght this urge. Instead get back to work with determination and I am sure you will succeed in all your endeavours.

All the very best in everything you do! Your friend

SECTION FOUR – Don’t Quit A. 1. c 2. c 3. a

B. when the pace

seems slow

when care is

pressing you down

when funds are low and debts high

when the road seems all uphill

when things go

wrong

C. 1. According to the poet not giving up even when the pace seems slow helps us succeed.

2. The silver tint of the clouds of doubt – this is an interesting expression because the poet compares clouds to our doubts and fears. The silver colour that lines these clouds is the hope that is present in every single situation in life.

Check Your Understanding A. 1. d 2. e 3. b 4. c 5. a 1. make headway 2. nothing succeeds like success 3. a fool’s errand 4. a win-win situation 5. weather the storm B. (Accept any relevant response.) C. Mother: Vedant has not come home yet. You

should call him up and fi nd out. Advice Father: Oh, don’t worry. He will be home soon.

Certainty Mother: He may be stuck in a traffi c jam

somewhere. Probability Father: That cannot be, or he would have

phoned. Impossible Mother: You never know. The phone battery

might be low. Possibility D. (Accept any relevant response.) E. Little kite – I can never do it If I try I will fall if I try to fl y Big kite – try or you will never learn at all Little kite – I’m, afraid I will fall Big kite – goodbye, I’m off! Then the little kite picked up courage and began

to rise. It soared high Little kite – I’m so happy I can fl y because I was brave, and triedF–G. (Accept any relevant response.)

Life Skills A. 3, 5, 6 B. (Accept any relevant response.)

Model Test PaperFOR SUMMATIVE ASSESSMENT 1

A. 1. b 2. b 3. c 4. a 5. b B. 1. feat 4. chaperone 2. commented 5. trim 3. assignment C. 1. historical/exciting/new 4. actor/writer 2. exciting/boring 5. staid 3. long/short/tedious/exciting D. 1. thinner 3. lazily 5. plentiful 2. assembly 4. hourly 6. ageless E. 1. d 2. c 3. a 4. b F. 1. c 2. d 3. b 4. a G. 1. My cousin Vidya who is a doctor arrived from

Mumbai yesterday. 2. The vase that was bought from Khan Market

is beautiful.

32

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

3. This is Amit whose parents are scientists. 4. The rose sapling that was planted last week

has new leaves. H. 1. The discussion began at one o’clock./ The

discussion began an hour after lunch. 2. Please sit down wherever you want to. I. 1. have to 3. could not 2. Shall 4. can be turned J. 1. The fi rst match of the T20 tournament was

over and the players went to their hotel. 2. The teacher appreciated Mayank’s work for

he had done his project well. 3. Ruskin Bond’s Island of Trees is an

interesting and informative book. 4. The Sharmas went early to the theatre yet

they could not get tickets for the play. K. (any fi ve) 1. The major problems faced by Arjun Bajpayee

when climbing Mount Everest was the high altitude. At a certain height people begin to experience nausea, the stomach muscles become weak and it is diffi cult to digest anything. Despite all these problems one has to continue climbing.

2. a. Bob said these words to the man with whom he was walking.

b. Bob had assumed that the man with whom he had been talking was his old friend Jimmy Wells. But then he had looked at the man’s features and noticed that this man had a pug nose instead of the Roman nose Jimmy Wells had had. This made him suspect that perhaps the man was not Jimmy at all. That is why he said these words.

3. The poet is talking about the wonderfully imaginative world of childhood. However, when one grows up this world is lost. He regrets the loss of this world and talks of how being serious is very diffi cult. Despite the fact that he is now grown up, he still loves mysterious things and still retains the heart of a child.

4. The word duck is punned on in this line. On the one hand it refers to the fact that Donald Duck never tries to escape any trouble that is coming his way. On the other hand it means that he does not act like a duck when faced with trouble.

5. Michelangelo learnt to use the hammer and the chisel long before he learnt to write. His father, however, was upset with his interest in the arts and beat the young boy. Despite this and frequent arguments, Michelangelo stuck to his decision to be an artist. When he was immersed in his work he usually forgot

the world around him and often went without food.

6. Gopal was disillusioned with the small amount of money that he and his father earned form carving statues. He was tempted by the tourist trade, which promised a lot of money. No, I don’t think he was right in doing so. He should have talked it over with his father, helped the old man fi nish the statue he had started and then reconsider his decision.

7. ‘The Dance Lesson’ is a poem that expresses the sense of uncertainty in the heart of a girl who is going to try a diffi cult step. She is nervous about trying the step and worried about not being able to do it. But when she recalls how much fun dancing had been she feels a sense of joy and is able to do the triple pirouette. The poem shows how positive thinking can help us achieve results.

8. Both Abhishek Bhartiya and Ali Abbas have risen above their circumstances and achieved success. Both these young men are hard-working, determined, ambitious and optimistic.

9. ‘Something like this’ refers to Bapuji’s plan of marching to Dandi to make salt.

10. All of us want success but very often we give up just when we are close to it. If we persist, we taste success. If we give up, it is failure. Depending on our attitude, we enjoy success or taste failure. This is what the line – success is failure turned inside out means.

L. (Accept any relevant response.) SUGGESTION:

An Alien in my house There was great excitement when the fl ying

saucer landed in our city. Every day people went to the big fi eld where the saucer was and spent hours watching it. I went there every day too. I went early in the morning, long before anyone was awake. One morning, as I was staring at the fl ying saucer, I saw that a section of it was opening. I watched in amazement as an alien came out of the opening. He looked like a normal boy except that his eyes shone as if there was a light burning in them. He saw me and smiled. And then he told me that he wanted to stay with me and be my friend!

I didn’t know what to do so I took the alien home with me. My parents were amazed to see the alien but agreed to let him stay with us for a few days. The alien did not give us any trouble at all. He fi t in perfectly into our house and lives. We shared a room and spent hours discussing life on earth. He also told me many interesting things about life on his planet. He said it was a beautiful planet and that he missed it every day. He would be glad to go

33

Com

municate in E

nglish Com

panion 8back but there was one thing that he would miss about Earth. He would miss the food! He loved everything that we gave him and happily shared all our meals. He was very curious about the food and I often took him out to eat things. He loved watching fi lms too and was always full of questions about the events in the fi lm.

The alien stayed with us for a month and we got so used to him that we were all sad when it was time for him to go back. He left early one morning, and I was the only person who saw him go. When the rest of the city woke up they were shocked to see that the fl ying saucer was gone. But I was sad because my friend was gone.

Unit Four – Inventions and Discoveries A. 1. b 2. c 3. a 4. a 5. d B. 1. The personal computer has a keyboard

where the letters are arranged in a certain manner. This arrangement started with the typewriter. In this way the typewriter is the ancestor of the computer.

2. Mark Twain found that the typewriter printed faster than he could type. In addition he was able to lean back and work on it. Also it was able to put lots of words on one page. What he liked the best of all was that it didn’t scatter ink blots. This would help save paper.

3. The humble typewriter changed when electricity became more common. This was the time when the electric typewriter appeared. A few years later the typewriter was transformed into the personal computer. With this change the electric became electronic and the physical became digital. The pressing of the keys caused the recording of bits and bytes. These could be saved on discs and transmitted over long distances.

4. The system was started to prevent the frequently used keys from colliding. It is relevant today because we do have the need to type fast and the QWERTY system assures us speed. Today this keyboard is used on mobile phones too.

C. 1. The telephone is the ancestor of the cell phone. The camera is the ancestor of video.

2. Trains and planes could become self-suffi cient units that provide all the needs of a traveller and help you travel very fast.

3. No, despite all these technological advances man’s life is not really simpler. Now man is constantly concerned with these inventions and has no time to relax and unwind.

D. 1. unintended 3. vices 5. impersonal

2. unpopular 4. forgettable 6. illiteracy

E. 2. television + broadcast 3. fantastic + fabulous 4. electronic + mail 5. motor + hotel 6. information + entertainment F. 1. Get into the habit of looking at ordinary

things in an unusual way. 2. Think of a question about something. 3. Think of as many alternative answers as

possible. 4. Put different answers together. 5. Decide which ideas you don’t like or which

don’t work. 6. Test the ideas in practice.

SECTION TWO – Madame Curie A. 1. d 2. c 3. a 4. d 5. b 6. b B. 1. Mme Dluska was disappointed that the

Curies were not going to Sweden because she had dreamt of designing Marie’s dress.

2. She meant that the Curies were just being recognized. The reporters were the fi rst people to realize this but soon others would recognize this too and then the Curies would receive a lot of attention.

3. The Curies did not see the point in answering questions about their daughter and about their house. They believed that as scientists they must be interested in things and not in people.

4. No, the Nobel Prize did not give them what they really wanted – a professorship or even a laboratory to work in.

5. Even though the couple had done their country proud, ironically it was France that was the last country to recognize their greatness.

C. 1. Yes, the Curies had a close relationship. They both preferred to work, and had no time for other things. They both valued their privacy and did not think it important to answer questions of a personal nature.

2. Madame Curie was a woman who was only interested in things and relationships that had some utility value. This tells us that she was a very practical lady.

D. DLUSKAexcited,

dreaming of future

REPORTERSinquisitive,

looking for information

MARIEcalm,

matter of fact

PIERREcalm,

matter of fact

E. 1. Reporter 5; curious, insensitive 2. Pierre; certain

34

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

3. Pierre; unselfi sh F. 1. get to the bottom of – g 2. keep a straight face – b 3. every Tom, Dick and Harry – a 4. put on airs – c 5. in the long run – d 6. make a mountain out of a molehill – e 7. at the drop of a hat – f G. 1. I woke up late, arrived fl ustered at the

school, just as the bell was ringing. 2. No one uses video players these days; they

are irrelevant in a world of DVDs. 3. My mother is constantly being hounded by

reporters wanting her reaction to various events.

4. Reporters these days are so eager to get some news that they think nothing of violating privacy of people.

5. Celebrities enjoy the media attention but they should also be willing to pay the price of having a face that is instantly recognizable.

H. 1. Lifting 3. torn 5. speaking 2. woven 4. Stopping I. 2. The smile of a baby is charming. I was charmed by the smile of the baby. 3. The dedication of the Curies was motivating. I was motivated by the dedication of the

Curies. 4. Some science fi ction movies are frightening. I am frightened by some science fi ction movies. 5. Youngsters fi nd Anne Frank’s diary inspiring. Youngsters are inspired by Anne Frank’s diary. J. (Accept any relevant response.)

SECTION THREE – The Day I Rescued Albert Einstein’s Compass

A. 1. d 2. b 3. d 4. d 5. b 6. d B. 1. a. ‘he’ refers to Einstein. b. far less frightening c. Theo had last seen Einstein fi ve years ago. 2. Theo’s father called Einstein the most

famous man alive. This was because of Einstein’s genius and the fact that he was a great physicist.

3. Theo went sailing with Einstein. Einstein showed him his compass and told Theo how this had inspired him. When the compass fell into the water it was Theo who dived in and found it. All these made the outing something that he would always remember.

4. Einstein untied the rope and coiled it up. He took over the tiller and thus helped Theo.

5. The compass had been given to Einstein when he was fi ve years old. He was fascinated by it because of the needle that always pointed to north, not matter how he

turned the compass. 6. The compass was knocked out of Einstein’s

hand and fell into the water. Theo tried to fi nd it because he knew that it probably meant a lot to Einstein.

7. The compass was the fi rst mystery that Einstein saw. This made him determined to work on mysteries. His work on the mysteries of the world made him famous.

8. Einstein had a large head with grey-black hair standing like a bush around it. His thick moustache was black and his eyes were black and merry. He was interested in a variety of things, from bird watching to sailing and solving the mysteries of the world. He was a gentleman, who enjoyed the small pleasures of life. He was willing to answer the questions of a young boy like Theo. The fact that he had a hole in his pocket makes him a very down to earth and ordinary man.

9. a. Do you remember, Theo, about fi ve years ago, when you were seven years old . . .

b. and I cannot swim very well/but I could swim!

c. The compass was my fi rst mystery, and all my life I have worked to solve mysteries.

C. 1. wore life jackets 2. stepped into the boat 3. compass fell through hole in the lining of

pocket 4. compass found from pocket 5. waves knocked off compass 6. narrator dived into water 7. compass fi nally rescued 8. compass handed over to Einstein D. 1. The narrator had jumped into the water to fi nd

Einstein’s compass. This made Einstein refer to him as the bravest and kindest boy he knew.

2. This story reveals Einstein’s thirst for knowledge. It shows that he likes the simple things in life, just like any other man. Einstein uses German words to emphasize something.

E. 1. a 2. c 3. a 4. c 5. c

F. 1. electrical, electric 2. terrible, terrifi c 3. fl eet, fl eeting 4. breathtaking, breathless 5. fi ctional, fi ctitious G. 1. get 3. to help 5. check 2. to become 4. to speak 6. to do H. 1. Uncertainty 5. Good news 2. Lightning 6. Music 3. A dirty house 7. Nature soothes my soul. 4. A quarrel 8. Sailing excites me.

35

Com

municate in E

nglish Com

panion 8 I. (Accept any relevant response.) J. (Accept any relevant response.) SUGGESTION:

When Theo heard that he was going to meet the most famous man alive he was a little excited. But when he saw Einstein Theo realized that the most famous man alive looked less formidable now. One reason for this was the fact that the last time Theo had met him he had been only seven years old. Five years had passed and now Einstein looked friendly. Theo was very pleased when he was asked to take Einstein out sailing. His neck and cheeks felt hot at the honour. When the two of them went out Einstein told Theo that he liked sailing and that he enjoyed listening to birdsong. This pleased Theo because these were the two things that he enjoyed doing too. In the boat Theo screwed up his courage to ask Einstein how he had decided to become a scientist. Einstein put his hand into his pocket and said that his compass had slipped through the hole there. Theo was surprised and amused that the most famous man alive had a hole in his pocket. When the compass had been found Einstein explained how the mystery of the needle constantly pointing to the north had fascinated him and set him on the path to solving more mysteries. Theo realized that Einstein had a sense of humour. When Einstein referred to him as the kindest and bravest boy, Theo was fl attered.

SECTION FOUR – The Microscope A. 1. b 2. c 3. d 4. c B. 1. Anton preferred to work at making a

microscope, rather than working in the store. No, he didn’t enjoy working in the store. That is the reason why he neglected the store and spent his time working at making the microscope.

2. Most of the time Anton looked at various things through the lens of the microscope.

C. 1. Yes, people often fail to recognize a genius when they see one. They think that the genius is actually a crazy person because he ignores the regular work that other people do and instead spends his time doing other things.

2. The microscope was invented by using a combination of lenses to enlarge things which were too small to be seen by the human eye.

D. aa bb cc dd ee ff gg

Check Your Understanding A. 1. paper clips 5. eraser 2. microscope 6. blackboard 3. ballpoint pen 7. post-its 4. Crayon 8. sharpener

B–G. (Accept any relevant response.)

Life Skills A. (Accept any relevant response.) B. 1. Incorrect 3. Correct 5. Incorrect 2. Incorrect 4. Incorrect 6. Correct

Unit Five – The Magic of Words A. 1. d 2. c 3. a 4. c B. 1. The Webster contained the spelling of words,

their pronunciation and their defi nitions. 2. In the early years of American history the

nation was very busy. There was a lot happening and so language had to change so that it could be useful to the people.

3. 1. b 2. e 3. d 4. a 5. c C. 1. Language has changed because in recent

times the movement of people from one country to another has increased. Language has changed because of the inclusion of words from other languages. Technology has resulted in several new inventions. The inclusion of words related to these inventions into everyday language has also caused changes.

2. Cellphone, burger, soda, train, plane, rocket – because these words were not a part of the language when they were around.

3. Even though some words are no longer commonly used, they are still used in formal situations or by some people. For this reason they continue to be included in a dictionary even after they are not used regularly.

D. 1. vendetta – a feud between families, from the Latin

2. bandobast – arrangement, from Hindi 3. chemise – loose undergarment worn by

women, from French 4. chow – food, from the Chinese 5. almirah – cupboard, from Hindi

E. British American 1. petrol gas 2. queue line 3. sweet candy 4. shop store 5. cupboard closet 6. tin can 7. lift elevator 8. pavement sidewalk F. 1. past, paste 5. fi nale, fi nal 2. diary, dairy 6. message, massage 3. dear, dare 7. later, latter 4. farther, further 8. horse, hoarse

SECTION TWO – The Palindrome A. 1. b 2. d 3. c 4. c 5. d 6. b B. 3 Tenali laughed uncontrollably.

36

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

1 The goddess revealed herself. 4 The goddess felt shocked and humiliated. 8 Tenali was delighted with the curse. 5 Tenali asked what she did when she had a

cold. 7 The goddess cursed Tenali. 2 Tenali moved his head from side to side. 6 The goddess was furious. 10 Tenali became a jester to the king of Vijaynagar. 9 The goddess declared that Tenali would

become a court jester. C. 1. The village elders did not like being made

fun of. They warned Raman’s mother that if her son did not stop making fun of people he would get into trouble. They said that if Raman went on playing tricks he would be sent away from the village.

2. Yes, the holy man was pleased with Raman because the boy was good at his studies. He gave Raman a mantra and told him to recite it at a temple three million times. Doing this would cause the goddess to reveal herself. The goddess would guide Raman in deciding on his occupation.

3. Raman wanted to go back home only when he had an idea of what he wanted to do in his life. Not knowing made it diffi cult for him to face his mother.

4. Tenali pleased the goddess by not being afraid of her.

5. It suddenly occurred to Tenali to wonder what a goddess with a thousand heads would do when she had a cold.

6. Tenali Raman is famous for his witty sayings, and the way in which he manages to get the best of everyone.

D. 1. The goddess cursed Tenali by telling him that he would earn his living as a jester. Instead of being unhappy about this, Tenali was delighted. His attitude towards the job made the goddess change the curse into a boon.

2. Tenali Raman was a fearless young boy. He was quick witted and could always fi nd something funny in any situation. He was intelligent and did well at studies when he concentrated. Tenali Raman was seldom dismayed by circumstances and was always able to fi nd something positive to be happy about.

E. 3, 4, 5 F. 1. irreverent 3. puny 5. haughtily 2. awe 4. gusts 6. mollifi ed G. 1. was held 4. asked 2. was played 5. was taken out 3. was interviewed

H. 2. Children from different schools selected the stories.

3. The author has included different writing styles in the book.

4. The editor has carefully checked the language. 5. Neeta Gangopadhyay has done the

illustrations. 6. Ratna Sagar is publishing the book. I–J. (Accept any relevant response.)

SECTION THREE – Advia! A. 1. c 2. d 3. b 4. c 5. c B. 1. The family escaped from the men by rolling

up the windows, locking the doors and driving away as fast as they could.

2. Puja could not forget the desperation in the faces of the men or the way they had repeated the word ‘Advia’ again and again.

3. Puja’s father was shocked to fi nd the meaning of the word. He thought of why those men had needed medicines and how he and his family had driven away without helping them. That is why it had taken him a minute to read the meaning.

4. Puja is a sensitive girl who feels the pain suffered by others. Sudhir is a suspicious boy who always chooses to think the worst of people.

C. 1. The men were dressed in long black coats that fl apped around them, making them look scary. Their eyes glittered and the way in which they ran towards the car made Sudhir think that they were dacoits. I think that this conclusion was based on Sudhir’s personality rather than the men’s characters.

2. Puja was not pleased because she felt that they had failed to do their duty.

3. The family was already prepared to fi nd dacoits since they were passing through a lonely area. So, when they saw the men running towards the car, they were more than ready to believe the worst of them and jump to the conclusion that they were dacoits.

D. 1. We all have experiences where we anticipate some kind of behaviour but are surprised by the behaviour of the other person.

2. When we stereotype people or are already prejudiced against them, we don’t give them a chance. Our prejudice tries them for crimes they have not even committed and fi nds them guilty.

E. 1. broke the ice 4. stood him well 2. dropped me a line 5. turn a deaf ear 3. blew his lid F. 1. risky 3. misspelled 5. slippery 2. citizenship 4. broaden 6. happiness

37

Com

municate in E

nglish Com

panion 8 G. 1. It is thought that the shortest way is the best

way. 2. It is though that a microphone and a revolver

were placed here yesterday. 3. It is thought that fi lm stars are very rich. 4. It is believed that a lot of money should be

earned for a comfortable living. 5. It is understood that many passengers have

been killed. H. Accept any relevant response. I. (Accept any relevant response.) SUGGESTION:

Language Woes! When young Puja visited her father in

Afghanistan, she went there fi lled with the happy anticipation of seeing a new country, discovering an alien culture. Little did she dream of the horrors that she would carry away with her. Puja and her elder brother Sudhir, along with their parents, were on the road, driving back from a sightseeing trip. The area was a lonely one, dotted with boulders and with no signs of human life. It seemed, the family thought, the perfect place for dacoits to strike.

Imagine the horror of Puja when she spied two men running towards the car! They looked desperate and the hungry gleam in their eyes convinced the family that they were up to no good. The family moved with lightning speed, rolling up their windows and locking the doors. But the two men were too fast for them and one of them managed to grab Puja’s window, yelling a word repeatedly at her. Amidst the hoarse cries of the two men the family drove away, glad to have escaped the danger.

It was only when they were back home and had looked into a dictionary for the meaning of the word the men had been shouting over and over again that horror struck. For the word did not mean anything as sinister as murder or death or even a threat. Instead it meant medicine. The family realized that they had allowed their prejudices to come in the way of their clear thinking and had inadvertently treated two innocent men like dacoits, even denying them the help they needed.

SECTION FOUR – The Squabble in the Grammar House

A. 1. a 2. c 3. c 4. b B. 1. Each member of my family is equally

important because each has a place that cannot be fi lled by anyone else.

2. Unity is important to achieve good results. If a team does not have unity among its members, each will work towards their own personal goals instead of working towards

the goal of performing well as a team. C. 1. dunce – foolish – wise 2. infernal – devilish – angelic 3. brat – mischievous – well-behaved 4. impertinent – impolite – respectful 5. stuck-up – arrogant – simple

Check Your Understanding A. I think language is made up of words which are

the leaves on the tree of language and which stays alive when it is used to get an idea from my brain into yours.

B. 1. Stream is fl owing. Pretty stream is fl owing. It is fl owing. The pretty blue stream is fl owing beside the

bushes. 3. Children are dancing. Little children are dancing. They are dancing. The little children are dancing and singing

happily around the globe. C. 1. The school has arranged a class camping

trip. 2. You can give your names to the class

monitor. 3. Parents have to give written permission for

the students. 4. Students must hand in the letter the day

before the trip. 5. The school will provide food but students

must carry light bedding. 6. Students will not be able to leave the

campsite on their own. 7. Parents cannot visit students at the campsite. D. 1. fell though – didn’t materialize 2. got over – to forget 3. backed out – to not be part of something 4. taken off – started off 5. look ahead – plan for the future 6. broken into – to get into the house with the

aim of stealing 7. ran out – fi nish something 8. look out – looking for E–G. (Accept any relevant response.)

Life Skills A. (Accept any relevant response.) B. Disagree: 1, 3, 4, 6, 7 Agree: 2, 5, 8, 9, 10

Unit Six – Heal the EarthSECTION ONE – Migratory Birds

A. 1. b 2. d 3. a 4. b 5. d B. 1. Migration is the annual journey taken by

some birds which leave their breeding grounds and fl y to warmer places.

2. In olden days some people thought that the birds fl ew to the moon. Some others believed

38

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

that they hid at the bottom of ponds. 3. Scientists are not absolutely sure how birds

navigate so accurately. They think that birds use the sun and the starts to guide them or that the rivers and mountains act as landmarks and show them the way.

4. The Brahminy duck, mallards, pelicans, pintails and stints are regular visitors to our country.

5. Some birds migrate from cold countries to warmer places. In some cases birds migrate within the country. For example, painted storks, pied cuckoos and spoonbills migrate within India.

C. 1. Arctic Tern 3. Brahminy duck 2. Bar-headed goose 4. Painted stork D. 1. Dos Plant trees, avoid air, water and noise

pollution, put out water and food for the birds, protect their usual nesting places

Don’ts Frighten birds with loud noises, harm the

places where the birds usually fl ock 2. Loud noises frighten birds. Polluted water

can make it diffi cult for the birds to survive. The destruction of their regular habitats can affect the birds too and deprive them of a place to stay.

E. 1. This refers to the birds which migrate to our country. They are guests because they come from other places. Since they have feathers they are referred to as ‘feathered guests’.

2. This refers to the activities of humans. Since these activities are often destructive for the local fl ora and fauna and cause damage to the ecosystem, they are referred to as ‘inhuman’ rather than human.

3. To turn back means to go back the way you had come. In this context it means that birds which had set out to migrate went back home.

4. Breeding grounds refer to the place where birds live and where they give birth to their young.

F. 1. your 3. your 5. you’re, your 2. your 4. yours 6. your G. As per the teacher’s instructions.

SECTION TWO – The Poles in Peril A. 1. c 2. b 3. c 4. d

B. 1. The temperatures in the Polar Regions have been rising. This has caused the ice to melt, leading to rising sea levels.

2. Both the Arctic and the Antarctic are cold. However, while the Arctic is an ice-covered ocean that is surrounded by land the Antarctic is an ice covered land that is surrounded by water.

3. When the ice melts it drains into the oceans.

This dilutes the ocean waters, and reduces the salt content. This can harm animals that live in the water and are used to the salt content of the water. The melting ice will also cause an increase in the temperatures of the ocean. This is another factor that can prove harmful to animals that need ice to survive and travel.

4. Scientists are of the opinion that only by studying the Arctic and the Antarctic can we fi nd ways to protect the Poles and the human race.

5. Humans use fossil fuels and have a large number of factories. These contribute to the increasing amount of carbon dioxide which leads to the trapping of excess heat in the atmosphere. This causes an increase in temperatures, resulting in the melting of ice at the poles.

C. 1. These animals need ice to travel and survive. Their bodies are adapted to the cold and that is why they are found in the Polar Regions.

2. (Accept any relevant response.)

D. SYNONYM ANTONYM

1. drastically severely slightly

2. devastating shocking comforting

3. diluting lessening concentrating

4. diverse varied uniform

5. paltry worthless important

E. (Accept any relevant response.) F. Human beings feel a great need to

communicate. Note only do they speak but we have also invented means of sending messages from house to house, city to city, country to country and from the earth to astronauts in outer space. Earlier, the pigeon was used as a carrier of messages. Then came the mail runner, the present-day postman and the postal system. And now because of satellites stationed in space, we communicate with our family and friends through mobile phones, email and sms. However, everyone has become completely dependent on these modern gadgets.

G. (Accept any relevant response.)

SECTION THREE – An Island of Trees A. 1. c 2. d 3. b 4. a 5. c 6. d B. 1. The temple had been built so that neither the

temple nor the peepul tree would be harmed. People believed that the temple around the peepul tree had a friendly tree spirit in it.

2. The small striped squirrels were Grandmother’s friends in the banyan tree. They were willing to accept food from her hand.

39

Com

municate in E

nglish Com

panion 8 3. Grandmother’s father felt that the birds and

animals that live on earth needed more food and shelter. Another reason for planting trees was to attract the rains and keep the deserts away.

4. No, Grandmother’s mother was not as enthusiastic as her husband and daughter about trees. Grandmother’s mother loved fl owers because they were fragrant.

5. Granny had gone to visit the island on which she and her father had planted trees years ago. She saw how the island was full of trees growing. The trees had multiplied and now grass and wild plants too were growing under them. This sight of the increasing number of trees there made her feel that the forest was on the move.

C. 1. Father saw that there was a tamarind tree growing on the island in the stream. He felt that if a tamarind tree could grow there anything could grow. Also, he perhaps felt that the plants on the island would be safe from cattle and humans who could harm other plants.

2. During the monsoons the rain causes new plants to come up. Wandering around at that time of the year is a magical experience because you can see pants growing out of rocks and dry branches sprouting new leaves. It is fascinating to see the various places where plants take root.

3. During the monsoon the branches of the banyan tree were covered with scarlet fi gs. These attracted a variety of birds and so the banyan tree was always full of the noises made by them. In the night the fl ying foxes munched loudly on the fi gs.

D.

FRUIT TREES

INSECTS

MAMMALSTREES

BIRDSFLOWERS

FLORA

AND

FAUNA

ROSE

SWEET PEAS

MYNAHS

BULBUL

CROW

SQUIRREL

FOX

DEER

JACKFRUIT

ORANGE

MANGO

JASMINE

BANYAN

PEEPUL

TAMARIND

CRICKETS

CICADAS

LADYBIRD

E. 1. dreamy-eyed 5. left-handed

2. large-hearted 6. six-legged

3. broad-leaved 7. foot-long

4. short-tempered 8. side-light

F. 1. The poachers got away despite the strict vigil of the forest wardens.

2. The raging forest fi re could not be put out by the ill-equipped fi remen.

3. The rainy season is drawing on. 4. Wildlife wardens had to be called in to rescue

the baby chimp trapped in the chimney. 5. Lumberjacks brought down the trees to clear

the area for a power station. 6. As it grew cold and dark, our safari decided

to set up a camp. 7. If one does not work methodically, even the

best of plans can fall through. 8. The expedition ran out of supplies as it

entered the rainforest. G. 1. And so 3. This shows 5. So 2. Nevertheless 4. Of course H. 2. In my view 3. they 4. However 5. Following 6. Of equal importance, the fact, today science I. (Accept any relevant response.) SUGGESTION:

10 Brindavan Colony New Delhi

The President Residents Welfare Association Brindavan Colony New Delhi

12 February 2011

Dear Sir, I write to express my views on the empty plot in

Brindavan Colony. At present this plot is nothing but a dumping ground for the waste generated by the residents of this colony.

I would like to propose converting this plot into a park. We can enlist the help of the members of the welfare association in this project. A nominal contribution can be collected from the residents of the colony towards paying a gardener to take care of the park. Students who live in the colony can be encouraged to contribute their time and effort to working in the park.

I understand that this is a project that will require hard work and planning. However, with the cooperation of all the members of the colony this is possible. The plot, which is at present an eyesore, can be converted into a green and clean park that can be enjoyed by all the residents.

If we all work together, we can create a beautiful park that can be enjoyed by all the residents of the colony.

Yours sincerely,

40

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

SECTION FOUR – The Tyger A. 1. d 2. c 3. a 4. c 5. c B. 1. The stripes of the tiger are bright and this

makes the poet describe it as ‘burning bright’.

2. Only the hand of God can handle a tiger. 3. The poet describes the tiger as ‘burning

bright’ to suggest the brightness and beauty of the animal. He also mentions the fi re burning in the eyes of the tiger, thus drawing attention to the sense of life that is pulsating in the tiger.

4. The poet refers to the distant depths of nature and compares them to the tiger’s eyes.

5. The last stanza uses the word ‘dare’ instead of the word ‘could’ in the fi rst stanza. The difference suggests that even the immortal hand, that is God – would need courage to create a creature like the tiger.

C. 1. The poet refers to an ‘immortal hand or eye’ in the poem. He believes that this person is the creator of the world.

2. Yes, there are many beautiful things in the world. Think of the beauty of the mountains or the peace of the forests. At the same time there are fi erce creatures like tiger and lions that prey on other animals to fi ll their stomachs. These are the two aspects of life.

Check Your Understanding A. 1. b 2. a 3. c 4. a B. 1. Despite the fact that Amisha was unwell she

took part in the tree-plantation drive. Although Amisha was not well she took part

in the tree-plantation drive. Amisha was not well. However, she took part

in the tree-plantation drive. 2. In spite of being in town Mr and Mrs Hariharan

did not attend their relative’s wedding. Mr and Mrs Hariharan were in town.

However, they did not attend their relative’s wedding.

Mr and Mrs Hariharan were in town but did not attend their relative’s wedding.

3. In spite of being a big and beautiful city Delhi has traffi c problems.

Delhi is a big, beautiful city but it has traffi c problems.

Delhi is a big, beautiful city. However, it has traffi c problems.

4. Although it was raining we decided to go for a walk.

We decided to go for a walk because it was raining.

Even though it was raining we decided to go for a walk.

C. 1. The tiger isn’t burning bright 2. The tiger family is thinning 3. Sheru’s missing 4. Sheru has been shot and skinned 5. Killing tigers 6. His skin is hanging on a wall 7. His bones are packed in plastic white 8. Once jungles trembled at his roar 9. His black-and-gold won’t shimmer now 10. He’s gone D. (Accept any relevant response.) E. Attention! A tree planting drive will be organized on

Thursday by the Environment Club on the occasion of Vanmahotsava. All students of classes 4 – 6 are welcome.

Please assemble in the Playground after the lunch break.

F. (Accept any relevant response.)

Life Skills A. (Accept any relevant response.) B. YES – 1, 2, 3, 4 C. (Accept any relevant response.)

Unit Seven – In the Name of PeaceSECTION ONE – Thank you, Mr Chips

A. 1. a 2. b 3. b 4. c 5. d B. 1. Mr Chips was a good teacher. Also he

was able to make jokes about the current situation and handle diffi cult situations calmly. These made him a great success.

2. Mr Chips was in a classroom that was on the ground fl oor and he knew that the school was solidly built. He felt that it was as safe as any other place. In case of a direct hit, he felt that no matter where they were there was no chance of survival. These thoughts made Mr Chips accept the air-raid with equanimity.

3. Maynard proved his courage by offering to read out to the class in the middle of an air-raid.

4. Five bombs had fallen in and around the school and one of them had fallen just inside the school grounds.

5. Mr Chips remained calm during the air-raid. He reasoned that he and the students were all safe in the classroom. He had to raise his voice to read out and since the lesson was being constantly interrupted by the noise he decided to get a student to read out.

C. 1. legend 2. humour 3. took on the duties of the headmaster. 4. remained calm and collected. D. Mr Chips was a good teacher. In addition he

was able to enliven the classes with jokes on current topics. He had a very good sense of

41

Com

municate in E

nglish Com

panion 8humour and his ability to remain calm and matter of fact in the face of danger all made him a legend.

E. 1. If you feel you can do it 2. Very successful, much liked and appreciated 3. Being shaken so much it seemed as if it was

being plucked out of its very foundations 4. A story that is told and retold by people and

has events and dialogues added to make it more interesting

5. Was not affected, did not show fear 6. Words and sayings that refl ect a strange

sense of humour 7. Not to change even one single tiny thing of

him F. DESCRIBING WORDS SOUND WORDS

catastrophic July shrill whine

grand success a little louder

dear old boy reverberating crashes

old and tattered gown loud explosion

G. 1. correct 3. false 5. correct 2. correct 4. correct 6. false

SECTION TWO – The Fighting Begins A. 1. c 2. a 3. c 4. d 5. d 6. d B. 1. A huge cylinder landed in some woods on

Friday. This shocked and frightened the people but they were confi dent that the soldiers would take care of the Martians.

2. People were curious about the Martians, but they were not afraid of them to begin with. They were confi dent that the soldiers would be able to take care of the aliens.

3. The Martians proved to be dangerous because they set fi re to some trees and damaged buildings.

4. The narrator decided that it was too dangerous to stay on there. He decided to go to his wife’s cousins. He borrowed the landlord’s cart to get to their house.

5. The fi ght was between the soldiers and the Martians. The narrator knew that humans had weapons that could cause destruction. But he didn’t know what the Martians had. That is why it seemed as if it was not a fair fi ght for the Martians.

C. 1. Before breakfast – the narrator was told by the milkman that the Martians were not going to be killed

2. After breakfast – the narrator spoke to his neighbour and talked to the soldiers

3. 2.00 p.m. – had lunch 4. 3.00 p.m. – the pine wood where the second

cylinder had landed was being shelled 5. 5.00 p.m. – a fi eld gun reached Chobham for

use against the Martians 6. After 6.00 p.m. – trees near the Oriental

College burst into fl ame and the tower of a church was destroyed

D. 1. A Heat-Ray was probably some kind of weapon that the Martians had. It probably emitted a lot of heat and could destroy things.

2. We get to know about the Martians in an indirect way and this heightens the sense of suspense. The narrator mentions that he has seen them but does not describe them. The curiosity of the soldiers to know what they look like also increases our sense of suspense. The sound of the guns being fi red against the Martians and the retaliatory fi ring create a picture in our minds of a race of people who are violent.

E. 1. M 2. M 3. A 4. M 5. A 6. M 7. A 8. M F. 1. I slept very little. 2. Nothing was moving except a bird. 3. He was an enthusiastic gardener. He was

an equally generous gardener, for he shared whatever he grew in his garden.

4. I knew most of the things. 5. The Martians did not pay any attention to

this, just as we wouldn’t pay attention to a cow mooing.

6. In my imagination I became very annoyed and ready to pick a fi ght.

G. 1. Get aht!” said another. What we got to do is to go as near as the ground’ll take us, and then drive a trench. – Get that! What we should do is go as close to them as we can and then drive a trench.

2. Blow yer trenches! You always want trenches; you out to ha’ been born a rabbit, Snippy – Forget your trenches! You always talk about trenches; you should have been born a rabbit, Snippy.

3. Ain’t they got any necks, then? – Have they really not got necks?

4. Where’s your shells? – Where are your shells?

5. There ain’t no time. – There isn’t any time. H. 1. among, in 4. of, with, by 2. in, on, in 5. in, towards 3. of, on 6. of, among I. 1. My friend Hari and his sister went to spend a

week at their grandmother’s house. 2. Their grandmother lived all by herself in a

large house in a small town. 3. The man who helped grandmother with the

garden came to receive them at the station. 4. When they got home they were very

surprised to fi nd that their grandmother was not in the house.

42

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

5. The house was locked and there was a note on the front door from their grandmother.

6. It said that she had gone out on urgent work and would be back soon.

7. They sat down on the steps to wait for her wondering where she could have gone.

J. (Accept any relevant response.)

SECTION THREE – Songbird Without Wings A. 1. a 2. d 3. b 4. a 5. c 6. a B. 1. The Franks were Jews and during this time

the Jews in Germany were being persecuted. So they fl ed to Amsterdam. Then Anne’s sister Margot was asked to report for transport to a German labour camp. So the family went into hiding in an offi ce building.

2. Anne’s parents gave her the diary on her thirteenth birthday.

3. She heard an appeal made by the exiled Dutch minister of education on radio, asking for anything written by people during the occupation. So she started revising her diary entries.

4. In the evenings and on weekends, when the building was empty, the residents of the annexe were able to wander in the annexe. They danced and did light exercises. This was also an opportunity for Anne and Margot to have a bath in the front offi ce.

5. All the residents of the annexe were arrested and taken away to the local prison. Miep Gies, one of the people who had helped provide them with food and other necessities, gathered Anne’s dairy and notebooks. When Otto Frank, Anne’s father, came back in 1945, she gave him the diary. He typed it up and showed it to people who urged him to get it published.

C. The Franks shifted into the Annexe on 6 July 1942 Others who joined Auguste, Peter and

Hermann van Pels and Fritz Pfeffer To be avoided during working hours using the

toilet, walking around, noise of any kind

Activities dancing, exercises, bathing

D. 1. Yes, Anne was a typical teenager. Like all teenagers she was fascinated by fi lm stars. Like all teenagers she spent a lot of time dreaming of her future and planning what she would do. She argued with her mother, which is again something that a typical teenager does.

2. The title comes from an entry in Anne’s diary, where she compares herself to a songbird that does not have wings. She means that she longs to fl y as free as a bird but circumstances have clipped her wings

and forced her to stay in hiding. 3. Anne Frank’s diary gives us a peek into

the thoughts and fears, the dreams and aspirations of a young girl who has unfairly been denied the opportunity to live her life. It allows us to see the different ways in which war can affect people.

E. 1. When Mrs Seetha went home, she found her daughter diligently practising the violin.

2. The students of Class 8 A gave a glowing account of the week they spent at Camp.

3. Rajesh used to spend hours grappling with Algebra till his mother found him a good teacher who explained all the concepts to him.

4. Meera is always smiling and cheerfully exuberant.

5. The Chief Guest had obviously come unprepared with a speech and his talk soon became a rambling monologue.

F. 1. musings 5. fl ippant 8. epitaph 2. exuberant 6. calisthenics 9. manuscript 3. pseudonym 7. hustled 10. will 4. monologue G. 1. broke into, broke 3. hear, hear him out 2. pass, passed out 4. speak, speak up H. 1. on 3. for, on 5. After 7. after 2. in 4. on, for 6. in I. 1. for a few days 2. that day 3. to the deep shadows 4. at the new leaves 5. with itself 6. under a darkening sky 7. from the depths, of the whistling thrush J. (Accept any relevant response.) SUGGESTION:

It isn’t enough to talk about peace, one must believe it. And it isn’t enough to believe in it, one must work for it.” So said Eleanor Roosevelt. Take a close look at the world around you and you will fi nd that her words ring true today. The world is fi lled with unrest and war, with petty quarrels between nations and huge crimes against minorities. And what do we do? We choose to talk about it. The time has come to act, to chalk out a plan of action, one that will address the issues that rock our world and attempt to set them right.

I believe that world peace is the fi rst priority of our world and that all the nations will have to join hands to achieve this. Every single country will have to forget their individual identity and only consider themselves as a member of the human race and work at achieving peace. Only when there is peace on the planet can we hope

43

Com

municate in E

nglish Com

panion 8for any changes and improvements.

Once peace has been attained we can join hands to conserve the fast depleting resources of our world. Our earth, battered by man’s greed, can be given an opportunity to recover and fl ourish.

Education and health facilities for all are the needs that have to be addressed. With the cooperation of all the nations, and contributions from the wealthier countries this too can be reality.

These are only a few of the pressing needs and concerns of the world today. But I believe that addressing these and setting right the inequalities in our world will go a long way towards creating a world that is well on its way to improving itself.

SECTION FOUR – My Only cry: ‘Close the Arms Factories’

A. 1. d 2. b 3. a B. 1. a. ‘You’ refers to the adults. b. The speaker has been asked to speak to

the children. c. The speaker is a child. 2. A change can be bought about by stopping

the manufacture of arms and by preventing wars. Only when people stop talking and stop uttering lies can the changes be brought about.

3. The world of children is essentially a world of affection, and politics don’t matter to them.

4. The poet blames the adults for the world they have created. This world is rocked by wars and a veil of dust and sorrow lies over it. The poet feels that instead of this adults should think of harnessing the wonders of the world to create a better life on earth.

5. Adults are necessary because it is they who make things happen. The world can only be rebuilt by the adults of the world.

C. 1. Adults cause all the unhappiness in the world. Then they talk about friendship and love and make promises which they don’t fulfi l. This highlights the hypocrisy of the adults.

2. Yes, I agree with the thoughts. I can understand the anger of the speaker against the adults because they are responsible for all the sorrows in the world and yet they choose to only talk about it, instead of doing anything concrete. I understand the speaker’s anger about the condition of the world and understand the importance of stopping wars and living in peace with each other.

D. 1. The Chief Guest was asked to address the

gathering. “Do you have Sneha’s new address?”

Manisha asked me. 2. “Can’t you lie still for a minute?” the little

boy’s mother asked him. The teacher warned the students to always

speak the truth and never lie. 3. “My arms hurt after carrying that heavy

suitcase!” Rahul complained. Every nation in the world is equipped with

arms and ammunition. 4. “I live close by,” Rekha said, “Why don’t you

come home?” Nitish had forgotten to close the door and his

dog ran away. E. 1. The children of the Eco Club were able to

identify the source of the problem. 2. Nidhi was unsure whether to write a sonnet

or a limerick. 3. It is likely that the new government will take

strict measures to tackle the serious issue of ragging.

4. The unavailability of volunteers for the cleanliness drive proved to be the main obstacle in the success of the project.

5. The media’s description of the problem was a bit exaggerated.

6. The children kept their plans of the party secret.

Check Your Understanding A. 1. Warhead 3. War crime 2. War memorial 4. War criminal B. 1. War – destruction, sorrow, loss, death, agony 2. Peace – prosperity, happiness, peace, joy,

contentment C. 1. c 2. a 3. d 4. d D. 1. Hyderabad is famous for its pearls. 2. On their fi rst day of school, toddlers are

usually confused. 3. My grandma is known for her warmth and

generosity. 4. Anoushka’s poems were published in today’s

newspaper. 5. Your sweater is similar to the one that I

have. 6. The herd of elephants was headed to the

lake. E. We pray to God to grant us peace. We pray

that men dwell in liberty and walk hand in hand. We pray that hunger thirst and pain are banished from the world and no man lives in vain. We pray that men live in unity and wipe away war and strife. Every race should have freedom and justice and goodness should reign supreme.

44

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

F–H. (Accept any relevant response.)

Life Skills A. 1. ego, selfi shness, greed, envy, unwillingness

to share 2. competition, envy, ambition 3. envy, comparisons, selfi shness B. Use money to have peace in the world, educate

everyone, set up free schools and hospitals, help the poor and ill.


A. 1. d 2. b 3. c 4. b 5. b B. 1. d 2. e 3. b 4. c 5. a 1. Some people save money for their children.

In a similar fashion, these villagers plant trees.

2. The music of this region is a unique mix of the old and the new.

3. My English teacher is my role model and I dream of becoming like her.

4. Giving dowry is an age old tradition in India. 5. The resort is set in the midst of green fi elds. C. 1. headline 2. recipe 3. priceless 4. audience D. 1. Habit – habitual, habitation 2. Magic – magical, magician Sentences – (Accept any relevant response.) E. 1. to interview 2. to visit 3. Jogging F. 1. The children had fun watching the FIFA

matches. 2. Deciding to take guitar lessons Rhea called

the teacher. 3. My mother has no problem driving in the city. 4. Reading books by Roald Dahl is something

Neha loves. G. 1. I was taken to a nice, comfortable hotel by

the taxi-driver. 2. Well, then a letter was written to my mother. 3. She was informed that I’d arrived safely. 4. She was given all the news. H. 1. c 2. c 3. a 4. b I. 1. over and above 4. in a nutshell 2. at home in 5. on the eve of 3. on time 6. through thick and thin J. (any fi ve) 1. The reporters asked the Curies personal

questions. They wanted to know if the Curies would be going to Sweden, if they would move into a larger house since they would have money now and if Pierre Curie had objected to Marie’s being the laboratory.

2. The compass had been given to Einstein

when he was fi ve years old and recovering from an illness. The compass fascinated Einstein and made him determined to fi nd out all he could about the forces of nature.

3. People thought that he was lazy because he didn’t pay attention to the goods in his shop. / They thought he was crazy because he looked at all kinds of things through his microscope.

4. The Webster’s dictionary contained spellings of words, their pronunciation and their defi nition.

5. Tenali was always playing pranks on the village elders. These people warned Tenali’s mother that if he did not improve he would be sent away from the village. So Tenali’s mother decided to send him away to a holy man who would teach him.

6. Tenali was pleased with the curse that he would be a jester. He said that it was an interesting job and that the title was a palindrome.

7. Birds migrate to escape the cold and therefore fl y to warmer places. They fi nd it easier to fi nd food in these places.

8. Grandmother found that the trees on the island had multiplied. There was grass and small trees and wild plant growing between the trees she and her father had planted. It seemed to her as if the forest was on the move. This pleased Grandmother very much, because her father had always dreamt of a time when the trees would walk again.

9. Chatteris offered Mr Chips the job of teaching at Brookfi eld. He was pleased about this offer because for the fi rst time in his life he felt needed by people and this made him happy.

10. Despite her unnatural life Anne was a typical teenager. She enjoyed putting up posters of fi lm stars. She liked dreaming about her future and writing her innermost thoughts in a diary. She also went through the arguments and quarrels that most teenagers have with their parents.

K. (Accept any relevant response.) SUGGESTION:

Dear Diary,

Today I had such an interesting conversation with Grandmother! She told me all about her father, my great-grandfather!

He worked in the Indian Forest Service and his

45

Com

municate in E

nglish Com

panion 8job made him love trees. He was always plating trees and hoping they would grow big and strong. Do you know, he told Grandmother that long ago trees actually walked? He believed that trees would walk again. He and Grandmother went around the area planting trees. They found a little island in the middle of the river and Great-Grandfather decided to plant trees on it. So he and Grandmother planted various saplings on it.

Grandmother saw the island years later, when she came back. And she told me that everywhere there were new trees. There were wild plants growing under the trees. There was grass growing underfoot. She said it seemed as if her Father’s dream had come true and that the forest was really moving!

I am so eager and excited about visiting this island! I can hardly wait for tomorrow morning, when I can walk to the river and see the island where trees walk!

L. (Accept any relevant response.) SUGGESTION:

How Blake’s poem inspired me I recently read a fascinating poem written by

the English poet William Blake. The poem talks about the majesty and beauty of the tiger. Blake describes how the tiger’s stripes make him look as if he is burning bright. The sight of the tiger makes the poet wonder at the being which created him.

Reading the poem made me realize how impressive a creature the tiger was. I was specifi cally struck by the description of it as something that burns bright. I decided to try and paint a picture of the tiger in order to bring out the glory of its colouring. But I found, to my surprise, that no matter how hard I tried, the actual shade and the brightness of the tiger’s colouring, would not be translated onto paper. That was when I realized how truly magnifi cent this creature was! Didn’t such a magnifi cent creature deserve a chance of survival? Why were humans intent on killing it for their selfi sh needs? Why were we destroying the tiger’s habitat and making it diffi cult for this glorious creation to live?

I decided to form an association among my friends and work at protecting this creation. I plan to motivate the members to write letters and articles and generate interest in the tiger and protect him from any danger.

WORKBOOKUnit 1 – The Adventure Express

A. 1. c 2. c 3. d 4. b 5. b 6. d B. 1. portrayed 3. withstand 2. fi ction 4. perished C. 1. c 3. a 5. c 7. a 2. b 4. c 6. b 8. d D. 1. The thieves managed to steal the painting

from under the guard’s watchful eye. 2. My grandparents keep early hours and are

usually in bed by 9 p.m. 3. After Medha moved to Chennai I lost track of

her. 4. My friends Sonali and Monali are identical

twins. When they walked into the party arm in arm, everyone was amazed.

E. 1. The injured man was found by a policeman on the beat.

2. “Stop beating about the bush!” Amma ordered, “I know you want to go on the class trip!”

3. My Uncle owns a beat up old van that he is very proud of.

4. The thief beat a hasty retreat when he saw all the policemen.

F. 1. c 2. d 3. f 4. e 5. b 6. a G. 1. d 2. e 3. a 4. c 5. b 6. f H. 5 My heart nearly stopped with fear. 1 Last week I had gone to meet my friend. 3 The dark shadows in the woods were scary

enough when I heard an eerie cry. 7 I screamed and ran home as fast as my legs

could carry me. 6 As it came near me I saw there was no face

inside the hood. 2 Since it was getting dark I took a short-cut

through the woods. 4 I looked around and saw a hooded fi gure. I. 1. S 2. S 3. P 4. S 5. S 6. S 7. P 8. P J. 1. Vincent van Gogh, an early twentieth century

Dutch painter, is probably best known for Starry Night.

2. This work, because of its unique style, has been the subject of poetry and fi ction.

3. Vincent van Gogh painted Starry Night while in an asylum at Saint Remy.

4. His behaviour was very erratic at the time because of the severity of his attacks.

5. Van Gogh, who usually preferred to paint outdoors, painted Starry Nights indoors from memory.

K. 1. I shall not speak to you until you give me the book.

2. Correct 3. The colour of her hair is brown. 4. I was telling him that he was wrong.

46

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

5. Correct 6. The lady who is just going out is a pilot. 7. Correct 8. He could not get work in spite of his best efforts. L. Victor Grant was saving up for a new car. It was

to be a surprise, and he did not tell his wife that he had already amassed $500 and hidden it in a bundle of old clothes. Grant was out when the dustman called at his home. His wife gave them the bundle to put on the dustcart. When he arrived home, Grant discovered the mistake and hired a mechanical digger to dig up the rubbish dump. After searching for two days he gave up and started saving again. This time, he put his money in the bank.

M. 3. Subordinate clause. Everyone was happy because the programme was successful.

4. Subordinate clause. I am going to be busy while you are in school.

5. Sentence 6. Subordinate clause. Let us rest for some

time before the journey starts. 7. Subordinate clause. Everyone will go home

after you have taken off. 8. Sentence N. 1. A 2. A 3. M 4. M 5. M 6. M 2. b 3. c 4. a O. 1. a 2. b 3. c 4. c 5. a P. 1. F 2. F 3. I 4. I 5. F 6. I 7. I 8. F

Q. (Accept any relevant response.) SUGGESTION:

Subject: Deteriorating law and order situation in Gandhi Nagar

Dear Sir,

I am writing to apprise you of the deteriorating law and order situation in Gandhi Nagar. I have lived in this locality for the past few years and have always enjoyed the peace and quiet. But in the past few months some miscreants have ruined all this. They drive about the colony at late hours, and cause a disturbance because of their noisy motor bike engines.

As if this were not enough, they have now started letting off loud fi re crackers in the middle of the night, causing the residents of the colony to lose their sleep. Other small irritations like the upsetting of the trash cans, breaking of windows and playing music loudly are other factors that have caused us great disturbance.

I request you to take action at the earliest so that the residents of Gandhi Nagar can go back to their peaceful lives.

Yours faithfully,

Unit 2 – Art and Culture A. 1. b 2. c 3. b 4. a 5. c

B. 1. major 3. well-known 5. appreciate 2. remarkable 4. elaborate C. 1. i 3. h 5. b 7. j 9. f 2. c 4. g 6. a 8. d 10. e D.

1 2

5

8

9

11

10

3

4

6

7

M E C H A

A

N I C

D

P

P

A

A C T

T

O R

O

S

H

U

S

T R

G A R

R

D E

E

E

N E R

O

O

N

N

W

A U

DG

T

I

I

I

L

L

L

O

O

B

B

T

O C T

T

J

O R

E. DANCE FORMS PAINTING STYLES MUSIC FOLK TALES

Kuchipudi Tanjore Hindustani Jataka

Mohiniattam Batik Carnatic Panchatantra

Chau Kalamkari Hitopadesha

Madhubani

F. 1. This is the inspector who caught the thief. 2. This is the house that the thief robbed. 3. This is the window on the ground fl oor that

the thief was climbing out of when he was caught.

4. He had climbed in through the window that had been left open.

5. The dog that was sleeping in the backyard did not bark.

6. An electrician who had come in to repair something was the thief’s friend.

7. The thief who had worked in the house before was a painter.

8. They both knew that there was going to be a wedding in the house.

G. 1. g 2. d 3. f 4. e 5. h 6. a 7. c 8. b H. 1. g 2. e 3. d 4. a 5. b 6. c 7. f 1. My only brother, who is a physicist, lives in

Chennai. 2. Agatha Christie, who is known as the Queen

of Crime, married an archaeologist. 3. Jaipur, which is known as the Pink City, is

the capital of Rajasthan. 4. The python, which is a large snake, swallows

its victims whole. 5. Messner, who is acclaimed as the world’s

greatest Himalayan climber, has climbed Mount Everest without oxygen.

6. Partners in Crime, which is a book of short stories, was written by Agatha Christie.

7. Silky Bob, who was Jimmy Wells’ best friend,

47

Com

municate in E

nglish Com

panion 8was a wanted man.

I. 1. I am saving all my pocket money so that I can buy a gift for my mother.

2. Rohit stopped going to kar ate classes because the teacher stopped coming on time.

3. I went to school early yesterday so that I could meet my teacher.

4. We had to complete the model before the end of the day.

5. She stared taking swimming lessons after she fi nished her fi nal exams.

J. 1. Mona read the sign when she was travelling on the bus.

2. The lights went out when we were on the other side.

3. He stumbled and stuttered while he was speaking to the aliens.

4. You must look confi dent when you are addressing an audience.

5. We were cut off from earth when he was checking the equipment.

6. People sound rude when they do not know the language.

K. 1. He has been driving the car ever since he got one last year.

2. Ankush has been training to be a pilot ever since he applied to become an astronaut.

3. Shweta has been studying physics ever since she got admission to the science course.

4. Ever since my father insisted on it I began reading The Hindu.

L. 1. It was so cold outside that I stayed indoors all evening.

2. It was such a great pity that she could not take part in the mission.

3. She was so hungry that she fi nished a whole loaf of bread.

4. It was such a boring performance that I fell asleep.

M. 1. architecture – yes. The designs of buildings refl ect the culture of the society.

2. dance – Yes, dance forms emerge out of and refl ect the culture of a society.

3. music – yes, music indicates cultural practices. 4. painting – the style of paintings that are

popular at a certain time indicate the culture of the society.

5. literature – literature refers to the books and poems written of a certain society. These too refl ect the culture of the society.

6. cooking – the cuisine of an area is indicative of the practices and beliefs of the region and therefore this too should be included in the culture of a society.

7. beliefs – beliefs refer to the ideas that a group of people accept. Beliefs can be

included in the culture of a society since they refl ect the opinions of the people who make up the society.

8. religion – religious principles affect the various aspects of the culture of a society and these should be included in the culture.

P. 1. animation – liveliness 2. mosaic – a decorative design, made by

setting together small pieces of stones or tiles in a pattern

3. frescoes – a kind of painting, made on moist plaster using water colours

4. craftsman – someone who is skilled at a craft 5. collage – a work of art made of pieces of

paper, pictures, cloth, all stuck together 6. curator – head of a museum or an art gallery 7. etching – a design that has been etched on

a plate 8. crochet – needlework that is made by looping

thread by a hooked needle Q. Sooji Halwa: Ingredients: 1 cup sooji 1 cup sugar ½ cup ghee 4 cups water

Cooking instructions: Heat the ghee in a karhai. Add sooji to it and fry till it is light brown. Add the sugar and water to the sooji and let it

cook on till it thickens When the sooji thickens and begins to leave the

sides of the vessel it is ready. Enjoy your sooji halwa.

Vegetable Pulao: Ingredients: 1 cup of rice 1 onion (chopped) a cup of mixed chopped vegetables 1 tablespoon oil 2 cups water 1 teaspoon salt

Cooking instructions: Wash and soak the rice in water for half an hour. Fry the chopped onion in oil. Add the chopped vegetables and rice to the

onion and fry lightly. Add water and salt to the rice and vegetables

and let it boil. Lower the heat and let the rice cook till all the

water is absorbed and the grains are cooked. Your vegetable pulao is now ready to eat.

48

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

R. (Accept any relevant response.) SUGGESTION:

Dear Didi, How have you been? Thank you for sending

me such a pretty necklace through your friend Deepti. All of us were so happy to meet her and hear all the news about you! Do you know that on the day when Deepti came home I had actually made something for the fi rst time?

For some reason I felt like eating Sooji Halwa that day and didn’t want to bother Mum. So I asked her how she made the halwa, pretending to need the information for school homework. Once I had it all written down, I crept to the kitchen, shut the door and got to work.

I fried the sooji just the way Mum had told me to but at one point I left it alone for a minute and it almost burnt. I managed to stir it around just in time. I added the sugar and the water but wasn’t sure that I was right. So I got a spoon and tasted it and it seemed fi ne. So I watched it anxiously till the halwa began to leave the sides of the vessel and then I turned off the gas. I was so excited because the sooji halwa looked really delicious. Just as I was getting ready to serve it out, Deepti arrived. I gave her a bowlful and you should have seen her face when I told her that I had made it. She liked it and complimented me on my fi rst cooking experience. I only wish that you were here too, so that you could have tasted the fi rst dish I ever made. Never mind, I promise to learn many nice dishes and make them all for you when you come home!

Your loving sister,

Unit 3 – The Ladder of Success A. 1. d 2. b 3. d 4. c 5. d B. 1. c 2. d 3. e 4. b 5. a C. 1. roaring 4. chilling 7. resounding 2. gleaming 5. turning 8. healing 3. pleasing 6. training D. 1. b 2. d 3. b 4. b E. 2. planning 4. hard work 6. perseverance 3. research 5. patience 7. success F. 1. Can 3. would 5. should 7. should 2. may 4. may 6. could PLAN FOR THE EVENING NAME OF FRIEND

1. music lesson Mary 2. buy shoes Vaibhav 3. complete material for history Hamid 4. nothing defi nite Salma 5. visit relatives George 6. Study for test Lakshmi 7. Play in a match Anita G. 2. Can you please tell me what is bothering you? 3. I request you all to eat breakfast daily.

4. May I stay back in school for concert practice? 5. I really think you should go back home

because it is very late. H. 1. The boys have practised a lot so they might

win the match. 2. Could you tell me when the train arrives? 3. Would you like a cup of coffee? 4. I think we should be able to leave for Mysore

by tomorrow evening. 5. The teachers will expect to meet the principal

this afternoon. 6. You ought to buy a new shirt because this

one is old. 7. May I buy a new pair of boxing gloves? / I may

have to buy a new pair of boxing gloves. 8. You must know the basics of computers if

you want the job. I. 1. Could you tell me how to get to the bus stop? 2. I would like to buy some art material. 3. I would like a seat near the window. 4. Would you like us to help you with the packing? 5. Would you like me to call a taxi for you? J. “I wanted some advice about the party that I

am organizing next week. Would you like to choose the dishes?”

“If you are busy now I can talk to you later.” “Oh no, I’m not busy now and I would like to

help you. Would you like to start with soup?” K. 1. will not 3. read 2. will be able 4. had not L. A team of archaeologists leaves for Lothal next

week to study the Indus Valley civilization. They will join a team of American scientists who will reach at the same time. Both the teams are studying the structure of the houses in that ancient civilization. The Indian team will focus on the brick structures while the American team will study the stone structures.

M. 1. SHAILA: Where are Aunt Monika and Uncle James going to meet us?

MRIDUL: They will meet us at the station when we get off our train. I am sure they will wait on the platform.

SHAILA: And then what? MRIDUL: We will pick up Mother from her

offi ce and go out for dinner. 2. BOSS: If you need to contact me next week,

remember that I am staying at the Green Terrace Hotel.

SECRETARY: If there is any problem, I will call you.

BOSS: This is the fi rst time I am travelling abroad.

SECRETARY: Don’t worry, everything will be fi ne. And, Sir, I will be on leave for two days

49

Com

municate in E

nglish Com

panion 8and join offi ce on Wednesday.

BOSS: Okay, no problem! I will speak to the manager tomorrow morning.

N. 1. when and where the book was published – copyright information

2. the topics written about in the book – contents 3. the author’s intention or point of view – appendix 4. supporting data for the information in the

book – blurb on back cover 5. what the book is about – introduction 6. the title and author – title page 7. the publisher – copyright information 8. the pages on which a certain name/concept

is mentioned – index O. 2. Electronics, appendix 3. surprise, suite, sulphur, supine P. 1. all the students and teachers of Class VIII A. 2. the other students and teachers. 3. discover the talents of the students. 4. Friday, 14 November 2004 at 9.00 a.m. in

the school auditorium. Q. The Principal, staff and students of Navya

Vidyalaya School request the pleasure of your company at

9.00 a.m. On the 15 August 2010 At the Independence Day celebration. The

Hon’ble Minister of Education, Shri Ram Manohar has kindly consented to be the Guest of Honour.

R. The Staff and students of Navaketan Vidyalaya request the pleasure of your company at the Annual Sports Day celebration on Saturday, 21 August 2010 at the Stadium at 4 p.m.

The Minister for Education, Shri Rajan, has kindly consented to be the Guest of Honour and Smt Rama Rajan will give away the prizes.

Programme: Welcome speech by the Principal Prize Distribution Speech by Guest of Honour Umbrella Dance by Primary school students Athletics Display by Senior school students Vote of thanks by Sports Captain


A. 1. d 2. d 3. b 4. d 5. a B. 1. e 2. d 3. a 4. c 5. b C. 1. The government ignored the voices of dissent. We had to make a long descent to reach the

cave. 2. Mr Paul’s family is eager to immigrate to India. 3. Raman had alluded his point of view in an

earlier discussion. The escaped prisoner has managed to elude

the police. D. 1. disabling 3. miscommunication 2. misunderstanding 4. disrespectfully E. 1. d 2. e 3. a 4. b 5. c F. 1. When I began to think I realized that I knew

nothing about the new girl. 2. Merely to indicate that you like something is

not suffi cient. 3. My business is with words and I am

constantly interested in learning new ones. 4. My I therefore ask if you will be coming

home for dinner? 5. A ceremony took place and it was attended

by all the important people of the town. G. 1. Tanmay lives in Patna, which was known as

Pataliputra in ancient times. 2. Neha sat down to read Robots are Coming

by Dilip M Salwi after she completed her homework.

3. Since the XIX 2010 Commonwealth Games were organized very well there was much appreciation for them.

4. Unless you work hard you will not be able to pass the Civil Services preliminary examination.

5. When I reached home my mother was baking a cake.

H. 1. When he heard the news, Anurag jumped with joy.

2. Sneha did not buy the watch because it was too expensive.

3. Aparna was glad because her birthday was on a Sunday.

4. Gagan Narang is a rifl e shooter of great expertise.

5. Saina Nehwal brought another proud moment for India when she won the title.

I. 1. May 2. will 3. should 4. will 5. could J. (Accept any relevant response.) SUGGESTION:

10 Gandhi Nagar New Delhi 110015

10 March 2011

The Commissioner of Municipal Corporation 25 Netaji Subhash Chandra Bose Marg New Delhi

Subject: Erratic water supply

Dear Sir, I am a resident of Gandhi Nagar. I am writing to

apprise you of the problems that the residents of this area have been facing for the past few days. The water supply in our area has become highly erratic.

In the beginning water was supplied to our area in the morning hours. A few days back there was a sudden change in this schedule and

50

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

water was supplied in the evening hours. For the past week this schedule has undergone a change too and now, for the past two days, we have not been supplied with water at all.

As you can imagine, this is causing the residents of Gandhi Nagar a lot of hardship. I request to look into the situation and ensure that we are supplied with water regularly.

Yours faithfully,

Unit 4 – Inventions and Discoveries A. 1. d 2. d 3. d 4. a 5. b B. 1. c 2. d 3. e 4. a 5. b C. 1. architect 3. archaeologist 5. ambidextrous 2. playwright 4. cache D. 1. Lisa was in tears when she realized she had

left behind her portfolio in the bus. 2. My father, a numismatist, has picked up a

rare English coin form the Chor Bazaar. 3. I feel every book should have a glossary to

aid comprehension. 4. There was a queue waiting to buy tickets for

the movie. 5. Though pedestrians are meant to cross at

zebra crossings, most choose not to do so. E. 1. This route is complex. 2. The story you have told me is incredible. 3. This music is regional and very popular here. 4. His greeting was cordial and made us feel at

home. 5. Beat the eggs and sugar till the mixture

becomes creamy. 6. The reason you have given me is unacceptable. F. 1. aching feet 4. amazing feat 2. reading skills 5. broken glass 3. speaking tube 6. chosen profession G. 1. boiling water 11. standing joke 2. resounding success 12. roaring victory 3. seating room 13. crying shame 4. turning point 14. training school 5. freezing cold 15. searching look 6. cooling tower 16. blooming daffodils 7. chilling story 17. healing touch 8. sitting place 18. searing pain 9. gleaming teeth 19. glowing account 10. pleasing personality 20. challenging assignment H. 1. Mr Bose stood there waiting for a bus for an

hour. 2. Prantik and his team worked on the report all

morning, fi nishing it by lunchtime. 3. The farmers got off at the station, walking to

the farm a mile away. 4. Jatin left the room; not fi nding anything. 5. Read the instructions before using the appliance. 6. Listen carefully to your teacher before writing

down what she says.

I. 1. Trying to learn another language can be tiring sometimes.

2. Jason is very tired today because he worked all day.

3. Keiko was frustrated when she lost her keys. 4. Getting caught in traffi c jams is very

frustrating when one is in a hurry. 5. The nature fi lm was fascinating to the children. J. 1. My mother used to make me go walking to

school every day. 2. I’m fed up with working every day. 3. Did you ever think of helping others? 4. I don’t know who is going to teach us Math. 5. I’m sorry I can’t come now. I have to work. K. 1. to buy 4. shopping 7. to buy 2. Finding 5. looking, trying 3. to go 6. to try L. 1. to study 4. Doing 7. to wait 2. lying 5. saying 8. to listen 3. to do 6. buying M. 1. answer 4. fi nd 7. go 2. to become 5. to help 8. to go 3. to work 6. to speak N. 1. A discovery is fi nding out something that was

previously unknown. 2. An invention is fi nding or inventing something

that has never existed before. O. 1. invention 4. discovery 7. invention 2. discovery 5. invention 8. invention 3. discovery 6. discovery P. 1. invaluable 3. incoming 5. inborn 2. infancy 4. injunction 6. indeed Q. 1. charisma – charter – chart, charity 2. chase – chat – chaste, chat 3. Placing-plant – plain, plane 4. Plantagenet – platinum – platform, plaster 5. Scientist – score – scissors, scone 6. Scorecard – scowl – scorpion, scour R. 1. Becoming slimmer would make me more

confi dent. 2. Being more active would make me taller. 3. If I became humorous it would help me see

the humour in various situations. 4. If I became more considerate it would make

me more patient. 5. If I became more sporting I would learn to laugh

at myself and not take myself so seriously. 6. If I became more sincere I would do better at

my studies. 7. If I became diligent my academic record

would improve. 8. Being punctual would help me make the

most of all the opportunities. 9. Being generous would make me a better person. 10. If I were a little easygoing it would help me

stay calm.

51

Com

municate in E

nglish Com

panion 8 S. (Accept any relevant response). SUGGESTION:

Money cannot buy happiness It is a generally accepted idea that money can

buy happiness. But this idea is completely untrue. Money cannot buy happiness. Most people believe that by surrounding themselves with all the comforts and luxuries of life they can ensure their happiness. But if they are selfi sh and suspicious of all the people around them, they will still never achieve the happiness that they want to. Money is absolutely necessary to make sure that our life moves smoothly. When there are no problems in our life we are happy. So having money is necessary. But people don’t realize that having a lot of money does not automatically mean that you are always happy. Along with money we also need the ability to use the money wisely, to help others less fortunate. This can give us far more happiness and make us appreciate our own good fortune.

Unit 5 – The Magic of Words A. 1. What a world of wonder are our books 2. May become our chosen friend 3. Here’s our body in the chair/But our mind is

over there 4. To some other land or age 5. Each book is a magic box/Which with a

touch a child unlocks 6. The room we sit in melts away B. 1. Books take us to lands where we meet new

people and ideas. 2. Books have been compared to a world of

wonders, to a boat that takes us to another land or age and to a magic box that contains wonderful things inside.

C. 1. rule of the thumb 2. on their toes 3. keep our fi ngers crossed 4. took to their heels 5. she cried her heart out D. 1. Even though the student tried his best, his

explanation was totally wrong. 2. The date 15 August 1947 is of great

historical importance for India. 3. Pollution is ruining the magnifi cence of the

Taj Mahal. 4. The superstitious man was miserable during

the lengthy lecture on ‘Science and its Facts’. 5. The honesty of this leader deserves appreciation. E. 1. The topmost rank is now aimed for by

Saina Nehwal. 2. A prominent social worker was honoured by

the PM. 3. Scholarships for students were announced by

NCERT. 4. A breathtaking ballet was performed by

visually-challenged children. 5. A cleanliness drive was carried out by

schoolchildren. 6. 2012 Olympics to be hosted by London. 7. A children’s book written by Sudha Murthy

was released. 8. An ambulance was donated to an old-age

home by an NGO. F. 1. f 2. e 3. a 4. c 5. b 6. d 1. Leander Paes and Jurgen Melzer won the

Shanghai Master’s Doubles match. The Shanghai Master’s Doubles match was

won by Leander Paes and Jurgen Melzer. 2. India won 38 gold medals in the 2010 CWG. 38 Gold medals were won by India in the

2010 CWG. 3. Harper Lee wrote To Kill a Mockingbird. To Kill a Mockingbird was written by Harper

Lee. 4. Mohammad Iqbal wrote Saare Jahan se

Achcha, India’s national song. Saare Jahan se Achcha, India’s national

song, was written by Mohammad Iqbal. 5. Super-typhoon Megi hit northern Philippines. Northern Philippines was hit by super-

typhoon Megi. 6. Cameraman V K Murthy won the Dadasaheb

Phalke Award in 2010. The Dadasaheb Phalke Award 2010 was

won by cameraman V K Murthy. G. 2. Malathi has arranged the van. 3. Miss Sharma has assembled the students. 4. The monitors have taken the attendance. 5. Miss Sharma will ask the students to board

the van. 6. Yes. I have checked the train’s departure time. H. 1. Link up 2. Fix up A phrase is a group of words that can’t make

complete sense unless combined with other words. A phrasal verb is made up of a verb combined with a preposition or an adverb. This combination results in a completely different meaning.

I. 1. Practice – The practice of giving charity is drying out.

Practise – The hockey team was expected to practise for two hours every day.

2. Advice – The coach gave the team advice on how to tackle the other team.

Advise – His mother advised Rakesh to tell his teacher the truth.

3. Compliment – “You look very nice!” Rekha complimented her cousin.

Complement – The publishers are looking for an illustrator whose art complements the stories.

52

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

4. Dependant – The company pays health insurance for all the dependants of the employees.

Dependent – I am dependent on the public transport.

J. 1. Anu 3. Kanu 5. Anu 7. Kanu 2. Anu 4. Kanu 6. Kanu 8. Anu K. Trials for Junior Football team Trials for the selection of the junior football team

will be held next Wednesday, 12 July 2010 at 4 p.m. All those interested are requested to be in the football ground at 4 p.m.

6 July 2010 Sunil Varma

Junior Sports Captain

Unit 6 – Heal the Earth A. 1. d 2. d 3. c 4. c 5. a B. R A Z C Y Q L H P X A N

E T M B M B C Z R P O A

S C A R C I T Y E T K L

U Q C N G B I Q S X V S

L S W O E S A L E M Q Z

T D R Y C E Y W R K D H

S L O X B P I C V S G G

O Q L T V R B Z E M C O

R E J U V E N A T E D I

C. 1. c 2. d 3. e 4. b 5. a D. 1. protection 3. warming 5. deforestation 2. alarming 4. effi cient 6. recycles E. 1. Though grandma warned them not to do it,

the children went on buying useless items. 2. Even though it rained a lot, we enjoyed our

stay at Dalhousie. 3. Although Kartik was handicapped, he overcame

most of the obstacles that came his way. F. 1. until 2. when 3. until 4. when 5. until G. 4 One day the cat tried to get into her room

and she drove it away. 7 The cat was dangling from the cage where

the rabbit lay trembling with fear in a corner. 5 Mala put the rabbit into a cage because the

cat was becoming a real nuisance. 1 Mala had a pet rabbit she loved it very much. 8 When he saw Mala, the cat jumped down

and fl ed. 3 However, he never got a chance to do so

because Mala was always watchful. 2 A mean cat in the neighbourhood was hanging

around so that he could get at the rabbit. 6 She hung the cage from a hook in the ceiling

and the next morning she was in for a big shock.

H. 1. but 4. since 7. though 10. neither 2. so 5. but 8. until 3. while 6. or 9. either I. INDEX CONTENTS

1. contextualization, 149 10. Negation 2. declaration, 130 9. Clause type 3. deliberative question, 136 9. Clause type 4. discord, 88 6. Nouns and noun

phrases 5. echo question, 140 9. Clause type 6. frequency adjunct, 64 4. The structure of

kernel clauses 7. indicative, 80n 5. Tense, aspect and modality 8. interjection, 22n 2. The part of speech:

a preliminary outline J.

Words Parts of Speech

Meaning

1. degrade verb to lower in dignity2. degradable adjective something that can be

chemically degraded3. bio-degradable adjective something that can

decompose4. degenerate adjective to reduce in goodness5. dehydrate verb to remove all water

K. When my grandfather was a young boy, he wanted to be a pilot. But his mother wanted him to become a painter and his father wanted him to take up law. My grandfather tried to persuade them but failed. So he ran away from home when he was fi fteen. Soon he ran out of money and longed to go back home. He returned home after one week. He felt very guilty when he realized how much pain he had caused his parents. His parents decided that they should let him choose his career. When my grandfather appeared for the selection test for becoming a pilot, he was rejected due to medical reasons. He became a famous lawyer and a well-known artist. My parents say I should choose my own career.

L. Tales of Class VIII B Class VIII B is truly unique; everyone says so.

All the teachers swear that never have they had students like those who study in Class VIII B.

To begin with the students of Class VIII B are very naughty. Their naughtiness is not of the ordinary kind. Oh no! the students of Class VIII B specialize in intelligent pranks. It was their idea to get an old calendar and convince all their teachers that Thursday was actually Friday and that they should be allowed their games period. Then there was the time when they all convinced their class teacher that she had dropped something on her clothes and that the stain showed.

53

Com

municate in E

nglish Com

panion 8 The pranks of Class VIII B got so notorious

that the school Principal had to call a special meeting, only for the parents of the students of this class. The parents said despairingly, that they didn’t know what they could do to improve matters. The teachers suggested breaking up the class so that the students would be split among the other sections, but the teachers and students of the other sections objected to this plan. Just when it seemed as if no one could say anything good about the students of Class VIII B, they did something amazing. One of them saw a family of hut dwellers with three children and told the others about it. The students of Class VIII B adopted the family and made it a point to provide them with all the help that they could think of. They brought in old clothes and blankets, toys and notebooks. What was more; they took turns teaching the children and even helped the parents fi nd a job. When their class teacher discovered what they were doing, she took the tale to the Principal. This was a tale that made everyone smile and praise the students of Class VIII B. What was more, it inspired the other classes to adopt other such families and do their best to help them.

These days the tales that people tell of Class VIII B are of their kindness and their generosity. Class VIII B has fi nally become a shining example to the rest of the school.

Unit 7 – In the Name of Peace A. 1. d 2. d 3. c 4. b 5. b B. 1. The poet uses the metaphor of avalanche

to talk about the manner in which changes can occur in society. An individual, compared to a little pebble, starts rolling. That is, one person makes a change. On the way down the slope he touches and affects others and soon everyone is rolling down. This results in several changes in our society.

C. 1. pick out 2. pick up 3. pick through

1. get out 6. get by 11. get across 2. get away 7. get down 12. get in 3. get up 8. get through 13. get around 4. get on 9. get over 14. get to 5. get at 10. get into 15. get back

1. make off 3. make away 5. make through 2. make out 4. make up 6. make over

1. come off 7. come on 13. come into 2. come out 8. come at 14. come across 3. come away 9. come by 15. come in 4. come with 10. come down 16. come around 5. come up 11. come through 17. come to 6. come after 12. come over 18. come back

1. take off 5. take after 9. take in 2. take out 6. take on 10. take to 3. take away 7. take down 11. take back 4. take up 8. take over

1. look out 6. look at 11. look across 2. look away 7. look down 12. look in 3. look up 8. look through 13. look around 4. look after 9. look over 14. look to 5. look on 10. look into 15. look back

1. put off 5. put on 9. put into 2. put out 6. put by 10. put across 3. put away 7. put down 11. put in 4. put up 8. put through 12. Put back

1. give off 4. give up 7. give back 2. give out 5. give over 3. give away 6. give in D. 1. put off 5. take after 8. come up 2. make out 6. look through 9. give out 3. get on 7. look after 10. get through 4. give away E. 1. photograph 5. deity 8. breakfast 2. knapsack 6. pickpocket 9. orchard 3. bridegroom 7. emissary 10. optimist 4. sleuth

F. Is there justifi cation for war? Many years ago King Ashoka, horrifi ed by the suffering he saw at Kalinga, decided on a path that few emperors have taken. After the war at Kalinga, Ashoka dedicated his energy and wealth to peace. He gave up every form of violence and lived in a spirit of peace and friendship with his neighbours. He spread the teachings of the Lord Buddha among his people and encouraged them to lead a life non-violence and peace. After the home, this feeling of love, respect, equality and charity spread through the world. Ashoka made a passionate appeal for tolerance among all religions. Peace and universal brotherhood became the ideal of this king over 2,000 years ago. In today’s world of intolerance and war, his message of love and universal brotherhood is very relevant.

G. 1. to 3. in, for 5. in 7. on 2. in 4. to 6. with H. 1. Though it isn’t enough to talk of peace. One

must believe in it. Though it isn’t enough to believe in it. One must work for it.

Eleanor Roosevelt 2. With violence you may murder a murderer, but you can’t murder murder. With violence you may murder a liar, but you can’t establish truth. With violence you may murder a hater, but you can’t murder hate.

54

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

Darkness cannot put out darkness. Only light can do that . . . Martin Luther King 3. What difference does it make true the dead,

the orphans, and the homeless, that the mad destruction is wrought under the name of totalitarianism in the holy name of liberty and democracy?

Mahatma Gandhi 4. Once and for all the idea of glorious victories

won by the glorious army must be wiped out. Neither side is glorious.

Peter Weiss 5. If we are to teach real peace to this world, and

if we are to carry out a real war against war, we shall have to begin with the children.

Mahatma Gandhi 6. When the power of love overcomes the love

of power the world will know peace. Jimi Hendrix,

American musician, guitarist, singer and songwriter 7. Every gun that is made, every warship

launched, every rocket fi red, signifi es in the fi nal sense a theft from those who hunger but are not fed, those that are cold but are not clothed.”

Dwight D. Eisenhower I. 1. upon 4. off 7. in 10. down 2. up 5. down 8. out 11. off 3. in 6. away 9. in 12. down J. 1. to Delhi 4. to research 2. at three o’clock 5. in a few days 3. in the bathroom K. WORD LONG/SHORT

DISTANCEFOR A LONG/SHORT TIME

PLEASURE/BUSINESS

LAND, SEA, AIR SPACE

excursion both both pleasure land

journey both both business land, air

travel long long pleasure land, air, sea

trip short short pleasure land

voyage long long business, pleasure

sea, space

L. 1. b, c 2. b 3. a 4. a 5. a N. 1. Rajiv 2. Shagun 3. Seema 4. Rajat

O. Available Assorted music cassettes in good condition.

These include both Hindi and English songs. Price negotiable.

Contact: Mala, Flat 302, Shanti Apartments


A. 1. c 2. b 3. c 4. d 5. d B. 1. loosen 3. reject 5. occupied 2. faraway 4. mislead

C. 1. c 2. d 3. e 4. a 5. b D. 1. decorate – synonym 4. advance – antonym 2. obstruct – synonym 5. convey – synonym 3. separate – antonym E. 1. Weblog 3. Motorbike 5. Hi-tech 2. Faction 4. Internet F. 1. performing, performed 4. dealing, dealt 2. practising, practised 5. beating, beaten 3. listening, listened G. 1. to switch 3. to do 5. listening 2. building 4. to have H. 1. Mangoes are eaten by most people. 2. Virat Kohli scored a century in the second

one-dayer. 3. Everybody in need is helped by Shruti. 4. Island of Trees was written by Ruskin Bond. 5. The fi nal match of women’s singles was won

by Saina Nehwal. I. A long extension cord ran between the bars

of a second-fl oor window and down the side of the building. In the light from its bare bulb, Atticus was sitting propped against the front door. He was sitting in one of his offi ce chairs, and he was reading, oblivious of the nightbugs dancing over his head.

J. Follow traffi c rules, save your future On my way to school I saw several disturbing

sights. I saw a man driving a two-wheeler without a helmet. What was more; he had four children sitting behind him. I saw a car drive through a red light and narrowly miss crashing into another car. Two young boys, who had chosen to dart through the traffi c instead of waiting for their turn to cross the road, were almost hurt by a motorbike being driven far too fast.

Why do people not obey the rules that have been made to regulate traffi c? The traffi c rules clearly state that you cannot drive through a red light. To do would be foolish and dangerous, not just to yourself but to others too. Following traffi c rules, in my opinion, can save your future. Wearing a good quality helmet can offer protection to you and ensure that you are safe in case of an accident. Similarly, driving within the speed limit will prove benefi cial to everyone around you.

Most people break traffi c rules because they are in a hurry and cannot be bothered to remember and follow them. What they don’t understand is that driving through a red light or driving down the wrong side will only throw the traffi c into confusion, delaying them even more. If each one of us remembers our duty to ourselves and to the society we live in, we should follow traffi c rules and make our world an organized, ordered one.

55

Com

municate in E

nglish Com

panion 8LITERATURE READER

1. Daffodils A. a. ‘They’ refers to the daffodils. b. ‘Inward eye’ is the inner conscience. B. 1. Daffodils are compared to the stars in the

milky way. 2. The poet feels happy when he thinks of

the daffodils because his heart fi lls with happiness even though he is all by himself.

3. a. This line means that the poet moved around alone just like a lonely cloud fl oats in the sky.

b. The waves of the sea rose and fell as if they were dancing but the daffodils moved around so happily that they outshone the waves in their happiness.

2. Swami’s Grandmother A. 1. Swaminathan’s grandmother lived in the

ill-ventilated dark passage between the front hall and the dining room.

2. After his night meal Swami would lie down with his head on Granny’s lap and would discuss with her the day’s events.

3. Rajam used to get ninety marks out of one hundred in Arithmetic. Granny remarked that Swami should also try and get marks like him.

4. Granny gave away Grandfather’s medal to her daughter.

5. Granny told Swami the story about Raja Harish Chandra who was the epitome of truthfulness. Just to be true to his word he lost his kingdom and wealth. He had to sell his wife and child but because of his good deeds he got back all of them in the end. While listening to Granny’s story Swami fell asleep.

6. a. The speaker is Rajam. b. These words were said to Swami and Mani. c. The speaker was angry with his servant

because the latter had spoken rudely to him and that too in front of his friends.

B. Character Words describing the character

Swami talkative, enthusiastic, indignant

Rajam rude, lovely little boy, neat

Grandmother talkative, forgetful, confused, indifferent

C. ventilated – ill-ventilated graciously – ungraciously necessary – unnecessary awake – asleep

accuracy – inaccuracy

different – indifferent

displeased – pleased

often – seldom

patiently – impatiently

disapproval – approval

carefully – carelessly

confi dently – doubtfully

D. Granny Rajam bedsheets, wooden box chairs, train copper coins, bed bow and arrow, picture-books arecanut, jute-fi bre box table, timepiece carpets, cardamoms mechanical marvels, pillows, cloves air-gun, motors, magic-lantern

3. The Party A. 1. a. The speaker is Mr Darcy. b. These words are said to Mr Bingley. c. They were at the party. d. The speaker was rejecting the suggestion

of dancing. 2. a. The speaker is Mrs Bennet. b. ‘He’ refers to Mr Bingley. c. The speaker meant to say that he was

very impressed with the beauty and charm of her daughter Jane.

d. The speaker is excited and enthusiastic about the developments at the party.

B. 1. Mrs Bennet did not like Mr Darcy because he had slighted one of her daughters.

2. Mr Darcy had danced once with Mrs Hurst and once with Miss Bingley.

3. The ball had been a pleasant evening for Mrs Bennet and her daughters. Jane had been admired by the Bingleys and was happy about it. Elizabeth shared her happiness. Mary was talked about as being the most accomplished girl in the neighbourhood. Catherine and Lydia were lucky that throughout the evening they were not without partners.

4. Mrs Bennet told her husband that it was an excellent ball and a very delightful evening. She wished that he had been there too to see how much Jane was admired by everybody. Mr Bingley was quite impressed with her because he danced with her twice.

5. Mrs Bennet said that Mr Bingley was an excessively handsome man. His sisters were charming women who wore elegant dresses.

6. Mrs Bennet wished her husband had attended the ball so that he could have seen for himself how much his daughters were

56

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

sometimes explore the jungle behind the tents.

2. One evening the author and his father had an American offi cer as a guest. He bought several stamps from his father’s collection and they became rich by a couple of thousand rupees.

On that occasion Ruskin learnt that it was possible to make money out of one’s hobby.

3. On Sundays, Ruskin and his father explored old tombs and monuments. But mostly they went to see pictures at the Regal, Rivoli, Odeon and Plaza.

4. Ruskin remembered that when he went to Dehra Dun he stayed in a little hotel or boarding house just off the Eastern Canal Road. He recollected that Dehra was a green and leafy place. The houses were separated by hedges, not walls, and the residential areas were criss-crossed by little lines bordered by hibiscus or oleander shrubs.

6. Dusk A. 1. a. The young man turned to Norman

Gortsby. b. The ‘look’ put the narrator on his guard

because he had not expected the look of disarming frankness from the young man.

c. The young man was fairly well dressed. He was less cheerful than the old gentleman.

2. a. The speaker is Norman Gortsby. b. The speaker doubted the young man. c. No. The judgement did not turn out to be

true. d. The speaker learnt the lesson that one

must not be too clever in judging by circumstances.

B. 1. The dusk hour belonged to the defeated. 2. The people who came out in the dusk were

wanderers who did not choose to have strange looks fasten on them. They came out in that bat-fashion and took their pleasure in the pleasure-ground that had been emptied of its rightful occupants.

3. The fi rst person who came and sat with Norman Gortsby was an elderly gentleman. His clothes were not in a very good condition but could not be termed as shabby. He seemed to be lonely. The second person who sat with Norman was a young man. He was fairly well-dressed but like his predecessor he was scarcely cheerful but seemed to be in a rather bad temper.

admired by everyone, specially Jane.

C. Mr Bingley Jane Mr Darcy

unreserved,fond of dancing

lively, proud, playful, great

spirit

proud, disagreeable, fussy, dances with someone he knows

well, reserved, speaking occasionally, excessively handsome, not at all worth pleasing

4. More About People A. 1. a. The line means that people try to be

inquisitive and peep into your affairs or try to interfere with what you are doing.

b. The line means that the one who is sitting idle annoys others who feel uncomfortable at seeing him not doing any work while they are slogging.

2. The three famous people in the poem are Firestone, Ford and Edison. Firestone was an American industrialist noted for establishment of Firestone & Tire Rubber Company. Ford was the founder of Ford Motor Company which made motor cars. Edison invented the electric bulb.

3. People tell the other people who don’t work that work is a wonderful medicine. If you don’t agree to that, they starve you to death. The need to earn enough money makes a person work. A person must earn enough money so that he does not have to work.

4. The poem makes fun of the interfering nature of people.

B. those toes irking working quirk work

5. My Father and I A. 1. a. The speaker is Ruskin’s father. b. The speaker said this because Ruskin

said that he wanted to become a tap-dancer when he grew up.

c. To give a child everything that they ask for and not enough discipline in a way that has a bad effect on their character and behaviour.

2. a. Ruskin’s father wrote these lines. b. ‘You’ refers to Ruskin. c. Ruskin’s father was in the hospital

because he was not strong enough to go to work after an attack of malaria.

B. 1. When the author was alone in the tent house he kept himself occupied with his father’s books, stamps, the old gramophone, hundreds of postcards which he had collected during his years in England, a scrapbook, albums of photographs. He would

57

Com

municate in E

nglish Com

panion 8 4. The young man told Norman that he was

to stay in Patagonian hotel in Berkshire Square but when he got there he found that it had been pulled down and there was a cinema theatre run up there. He was taken to another hotel by the taxi driver. He went to buy some soap and had lost his way because he had forgotten the name of the hotel. He wanted some fi nancial aid from someone who could trust him.

5. The weak point in the man’s story was that when Norman asked him to show the cake of soap which he had purchased so that his story could be more realistic, the man failed to produce any soap from his pocket.

6. When Norman Gortsby got up to go he found by the side of the bench an oval packet containing the soap. He at once realized that the young man’s story was nothing but the truth. He went after the man and gave him the soap as well as a sovereign because he was convinced that the man was genuine.

7. The Trojan War A. 1. a. Hector was the son of King Priam of

Troy. b. He felt a presentiment of danger when

his brother Paris brought Helen to Troy. He knew that now he must fi ght for his family. He grieved that the circumstances had set hero against hero.

c. Yes. His presentiment came true. B. 1. When the Goddess of discord Eris threw

a golden apple among the guests it was claimed by Athene, Hera and Aphrodite who soon started quarrelling bitterly over it.

2. The principal warriors on the Greek side were Agamemnon, Ajax, Diomedes, Nestor, Odysseus and Achilles. On the Trojan side the principal warriors were Aeneas, Deiphobus, Glaucus and Sarpedon.

3. The Trojan horse was built of wood by the Greeks to trick the Trojans. It was hollow inside and many Greek soldiers sat in it. When the Trojans saw the horse they wondered what it was. They were warned by the priest that it was some Greek trickery. Sinon a young Greek convinced them that if they took possession of the horse the Greeks would lose the war. They at once brought it in the city and spent the day feasting and celebrating. When the Trojans fell asleep the Greek soldiers sitting inside came out and set fi re to the city. Thus the Trojan horse led

the Greeks to victory. 4. Before Achilles was born it was prophesied

that he would die young. After his birth his mother bathed him in the river Styx, whose magic waters gave protection from all wounds and diseases. The waters did not touch the heel by which he was held. During the war Paris shot a poisoned arrow at Achilles and the Gods guided it towards his heel and he died of the wound.

5. The oracle’s prophecy came true because the Trojan War took place because of Paris. It was he who had eloped with Helen and invited the wrath of the Greeks, who fought with them and in the end set fi re to their city. Thus Paris was responsible for bringing ruin to the city.

C. 1. Paris was brought up in obscurity because an oracle had prophesied that be would one day bring ruin to the city.

2. Patroclus persuaded Achilles to lend him his armour because he hoped that wearing Achilles’ armour would deceive the Trojans into thinking that Achilles was once more fi ghting against them.

3. Achilles’ heel was only vulnerable part of his body because his mother had bathed him in the river Styx. The magic waters gave protection from all wounds and diseases but the water did not touch the heel by which she had held him.

4. Lacoon, the priest of Poseidon tried to warn the Trojans because he had seen enough of Greek trickery and said they must be on their guard.

5. The Trojans dragged the horse into Troy because Sinon, a Greek, told them that the wooden horse was a peace-offering to Athene. If the Trojans took possession of it, then the Greeks would lose the war.

8. Break, Break, Break A. 1. The signifi cance of the fi rst line is that it

brings out the inner feelings of the poet. The poet repeats the words thrice to lay emphasis.

2. The stones are cold and grey because the day is going to end and there will be darkness all around as if mourning the death of someone.

3. It means that the poet wishes he could touch the hand of the person who is not alive. He wants to hear the voice of the person who is dead.

4. The fi sherman’s boy and the sailor lad are

58

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

both very happy as the former is playing with his sister and the latter is singing in his boat.

5. The poet longs for the time that has past to come back. He wants his friend to come alive once again.

B. 4 sailor lad 1 cold grey stones 5 sings in his boat 2 fi sherman’s boy 6 haven under the hill 3 sister at play 7 touch of a vanish’d hand 9 tender grace 8 sound of a voice 10 a day that is dead

9. The New Schoolfellow A. 1. a. The speaker is Mr Stelling. b. These words were spoken to Tulliver. c. Philip Wakem was the new companion. d. The speaker left the study to let the

children acquaint themselves with each other.

B. 1. Tom Tulliver had kept the packet of sugar-candy in his pocket. Then while he thought about his sister, little Laura, he made a small hole in the paper and bit off sugar-candy, a crystal or two as if Laura would do just that.

2. Philip was too proud and too timid to walk towards Tom. He was very conscious about the hump on his back and it looked more conspicuous when he walked. He could make out that Tom disliked looking towards him.

3. At fi rst Tom had some apprehension of walking towards Philip but after standing alone for a while he thought it was more agreeable to make friends with Philip than to look out of the study window at the rain and kick his foot against the washboard. These thoughts prompted Tom to walk towards Philip.

4. Philip had drawn a donkey with panniers, a spaniel and partridges in the corn.

5. At school Philip had been taught Latin, Greek, mathematics and writing.

6. Philip was very fond of Greek history and everything about the Greeks. He would have liked to be a Greek and fought the Persians and then come home and written tragedies.

7. Tom had thought earlier that Philip may be a spiteful boy. When he got talking to him he came to know that Philip was older than him and had not only fi nished learning grammar but would be glad to help him. He realized that his impression was wrong.

10. The Speckled Band – I A. 1. a. Julia, Helen’s twin sister is the speaker. b. These words were spoken to Helen.

c. The speaker stabbed with her fi nger into the air in the direction of the Doctor’s room.

d. Julia seized Helen’s hand but soon a convulsion seized her. She slowly sank and died.

B. 1. The lady who visited Sherlock Holmes was young. She was dressed in black and heavily veiled. She was shivering. There was some mud splattered on her left arm.

2. The visitor told Sherlock Holmes that her stepfather Dr Roylott had lived in Calcutta where he had established a large medical practice. However in a fi t of anger he had beaten his native butler to death, was imprisoned and later returned to England, disappointed.

3. Dr Grimesby Roylott, Helen’s stepfather threatened Sherlock Holmes. He threatened Holmes not to meddle with his affairs and render any help to his stepdaughter.

4. Dr Roylott’s ancestral home was at Stoke Moran. It was a manor house, very old and only one wing was inhabited. The bedrooms in that wing were on the ground fl oor. All the windows of the bedrooms opened out upon the lawn. The doctor kept a cheetah and a baboon which wandered freely over the grounds.

5. The night before her death Julia asked Helen if she had heard anyone whistle in the dead of the night.

11. The Speckled Band – II A. 1. On reaching Stoke Moran Sherlock Holmes

instructed the young lady to confi ne herself to her own room on the pretext of a headache when her stepfather returned. When she heard that he had retired for the night she must open the shutters of her window and put her lamp there as a signal to them and then withdraw quietly with everything which she would need into the room she occupied earlier. She should leave the rest to them.

2. On entering Dr Roylott’s room they saw that Dr Roylott sat on a wooden chair, clad in a long grey dressing-gown. His eyes were fi xed in a dreadful rigid stare at the corner of the ceiling.

3. ‘The speckled band’ was a swamp adder, the deadliest snake in India.

4. Sherlock Holmes was indirectly responsible for Dr Roylott’s death. No, this knowledge

59

Com

municate in E

nglish Com

panion 8

did not weigh on his conscience because Holmes was aware that Dr Roylott had ruthlessly killed his step-daughter in the same manner.

5. Dr Roylott had spent many years in the East. He had learned about of the idea of using a form of poison which could not possibly be discovered by any chemical test. This Eastern training had helped him get away with his step-daughters’s murder.

B. Sentence Speaker Spoken to

‘I have been waiting so eagerly for you,’ she cried, shaking hands with us warmly.

Miss Stoner

Sherlock Holmes and Dr Watson

‘Why, it’s a dummy,’ said he. Sherlock Holmes

Dr Watson andMiss Stoner

‘Take your pistol, and we shall enter Dr Roylott’s room.’

Sherlock Holmes

Dr Watson

‘It is a swamp adder!’ Sherlock Holmes

Dr Watson

12. The Lake Isle of Innisfree A. 1. The poet wishes to go to Innisfree. He longs

for peace which will come dropping slowly like the veils of the morning.

2. The poet wishes to build a small cabin of clay and wattles after he reaches Innisfree. It should have nine rows of bean trees and a hive for the honeybee so that he can live alone in the bee-loud glade.

3. The poet fi nds peace in the morning. 4. The poet hears lake water lapping with low

sounds by the shore in the deep heart’s core. B. bee-loud glade: the glade is buzzing with bees peace comes dropping slow: peace seeps in

slowly veils of the morning: the shadows of morning midnight’s all a glimmer: the midnight is shining

softly evening full of linnet’s wings: the evening is full

of songbirds fl ying about

13. Three Questions A. 1. The king wanted to know from his wise men

what was the right time to begin something; who were the right people to listen to and whom to avoid and what was the most important thing to do.

2. The king fi nally decided to consult a hermit widely renowned for his wisdom. The hermit only received common folk so the king put on simple clothes and before reaching the hermit’s cell dismounted from his horse and left his bodyguard behind and went on alone.

3. The bearded man was an enemy of the

king. He had been severely wounded in the stomach.

4. The king helped the bearded man and the hermit because he was kind-hearted and gentle. He could not see anyone is distress or discomfort or pain.

5. The king spent the night at the threshold of the hermit’s hut.

6. The bearded man had intended to kill the king on his way back from the hermit’s cell. He wanted to avenge the death of his brother because the king had executed him and seized his property.

7. The bearded man was greatly moved by the compassion of the king. He now wanted to serve the king as his most faithful slave and would tell his sons to do the same. He asked the king to forgive him.

B. Sentence Speaker Spoken to

‘Now rest a while and let me work a bit.’

Hermit King

‘Forgive me.’ Enemy King

‘I do not know you and have nothing to forgive you.’

King Enemy

‘You have already been answered.’

King King

14. The Merchant of Venice A. 1. a. The speaker is the Duke of Venice. b. ‘You’ is Portia disguised as a doctor of

law. c. ‘The difference’ is the nature of the

quarrel. d. The two individuals are Antonio and

Shylock. 2. a. The speaker is Portia. b. The quality of mercy is twice blessed. c. The quality of mercy is compared to the

gentle rain which falls from heaven. d. ‘Greatest’ refers to God. 3. a. The speaker is Bassanio. b. He is speaking to Portia. c. The speaker wants Portia to somehow try

and change the law in favour of his friend Antonio.

d. This line means that to save the life of Antonio if a little wrong

like changing the law could be done. 4. a. The speaker is Shylock. b. The speaker is in a court of law. c. Portia is being referred to as Daniel. d. ‘Daniel’ was a biblical character known for

his wisdom and justice. 5. a. The speaker is Antonio.

60

Com

mun

icat

e in

Eng

lish

Com

pani

on 8

b. This line means that Bassanio should not feel sad that Antonio has landed in trouble because of him.

c. Antonio feels that fortune has been kind because he has his friend by his side and he was able to fulfi l his friend’s desires.

d. Antonio asked Bassanio to commend him to his wife Portia.

B. Portia is a Doctor of Law and in this play she fi ghts a law suit for Antonio. Shylock had lent money to Antonio. If he failed to return the loan in time, he had pledged a pound of fl esh in return. It so happened that the time came when he was to give a pound of fl esh. Portia, with her wit and intelligence asks Shylock to take the pound of fl esh but not a drop of blood because there is no mention of blood in the contract. Shylock fi nds himself trapped in his own deed. In this way Portia turns the tables on Shylock.

C. Shylock will be pardoned if he pledges half his wealth to Antonio and the other half to the general state. He must quit the fi ne for one half of Antonio’s goods. He must become a Christian and record a gift in the court that when he dies, his possessions will go unto his son Lorenzo

and his daughter. Shylock must do this or the Duke will take back his pardon.

15. If A. 1. The poet means that his son should trust

himself and what he does even if others doubt him. He should however allow them to doubt him.

2. ‘Triumph’ means success and ‘Disaster’ means failures. He calls them imposters because both are not genuine and may desert him anytime.

3. a. This line means that if he is in the company of rich and powerful people he should never forget the common man and should remain in touch with ordinary life.

b. This line means if a person has done his best in a given time frame.

4. The qualities which the poet would like to see in his son are humility, honesty, nobleness and sincerity.

B. lies wise master disaster spoken broken C. (Accept any relevant response.)

1344854081_cieteacherhandbook8cce

Documents

formative assessment

summative assessment

continuous assessment

creatingtherefore assessment

different assessment

comprehensive evaluation

continuous formative

course of learning