and weighed the bricks in the boat. That is how they found out Appukutan’s weight. The prince finally got to English
know that Appukutan weighed a 5,000 kilos. The story informs us to think creatively, out-of-the-box within the
limited means.
Additional Information
Jigsaw puzzles, crosswords, Sudoku or even a good old-fashioned Rubik’s cube work as great brain stimulants. They
ensure and sharpen creativity and out-of-the-box thinking. Playing with them enhances mental and intellectual
growth in young children, besides improving the eye-hand co-ordination.
Teaching Strategies ______________________________________
Getting Started
,, Begin by solving the riddle on the warm-up page. Now, begin by discussing with learners if they have
ever been in a difficult or a challenging situation and have come out victorious by using their creativity,
smartness or presence of mind. Encourage them to briefly narrate the incident and experiences in the class.
,, Now, ask them to predict the central idea of the story. Ask learners to focus on the illustrations and the
title of the story to make predictions. Encourage them to come up with as many answers as possible.
Reading Strategy: Think, Pair and Share
,, Ask a pair of learners to read aloud a section of the story. Now, ask them to think independently about a
question or a prompt related to the section read by them and discuss it with their partner. They may write
their question and the response of the partner on a piece of paper and later share their question and their
points of discussion with the class, for an insightful discussion.
Understanding the Text
,, Ask the learners to scan the text for specific information to choose the correct answer. Reference to the
context and Wh questions can be dealt with a good in-depth reading for detailed information and think
and answer can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by explaining to the learners that if there is one word that is over used it is the word ‘said’ when
writing dialogues. I said, he said, she said, etc. make a boring dialogue to say the least.
,, Ask the learners to read both the set of dialogues and decide which one sounds better.
For example: Rita said, ‘ Let’s go to the movies.’
Linda said, ‘ Why not?’
Rita said, ‘Which movie would you like to see?’
Linda said, ‘I don’t care. Whichever one you want to see.’
For example: Rita said, ‘Let’s go to the movies.’
Linda questioned, ‘Why not?’
Rita continued, ‘Which movie would you like to see?’
Linda stated, ‘I don’t care. Whichever one you want to see.’
Ask them to brainstorm all the words that can replace the word ‘said’. Elicit responses and make a list of
the words on the board.
For example: ordered, exclaimed, replied, shouted, instructed and so on.
Further, ask the learners to read the paragraph aloud.
Rohan and Ramesh are best friends from school they live in the same neighbourhood and have common
friends both share the same hobbies and enjoy reading playing cricket and watching movies they are fun
loving and friendly boys
Next, explain the reason why the above paragraph does not sound coherent and tell them the importance
of punctuation marks. Invite a few learners to punctuate and re-write the paragraph appropriately,
on the blackboard.
51
English Learning the Language
,, Begin by writing a short paragraph with articles on the blackboard and ask the learners to read it aloud.
For example: I went to a neighbourhood market. The market was very crowded. Most shops were giving
huge discounts and sales. I bought a dress, a pair of shoes, an umbrella and a silk scarf. The
scarf is bright red in colour and the umbrella, an attractive blue. I had a lot of fun shopping
in the market.
,, Ask the learners to focus on the articles, both definite and indefinite and explain to them that an article
gives information about nouns. A and An are indefinite articles while The is a definite article. Then make it
clear whether you are talking about a thing for the first time, or talking about something specific. Article a is
used with words beginning with consonant sounds and an used with words beginning with vowel sounds.
,, Ask the learners to brainstorm a few sentences with articles a, an, the. Elicit answers, and write the sentences
on the board and circle all the articles.
Writing
,, Ask learners to write instructions to make lemonade, for a cooking competition. Ask them to be specific
about the ingredients being used and also mention the amount of each ingredient to be used. Encourage
them to write the instructions in a sequence.
Extension______________________________________________
Activities
,, Ask the learners to imagine themselves as Meenu and make a diary entry of the incident or write a short
paragraph, highlighting the thoughts, feelings and emotions both before and after the incident.
Suggested Reading
,, The learners can be asked to bring stories, poems and riddles related to the central idea of the story to the
class. They can also be asked to find folklore and traditional stories related to the same.
,, Learners may also be asked to carry a puzzle to class and challenge the other learners to complete it within
a limited time.
,, You may ask them to visit:
www.rinkworks.com/brainfood/p/latreal1.shtml
www.kith.org/logos/things/sitpuz/situations.html
Extension
,, Ask the learners to find and circle words ending in -ed in the story.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story.
,, understand the central idea of the story.
,, think out-of-the-box, creatively and within limited means.
,, solve problem.
,, look at problems from a scientific perspective.
,, replace the ‘said’ words.
,, use correct punctuation marks.
,, understand and use articles.
,, write instructions.
,, acquire life skill of smart thinking and a sharp presence of mind.
52
ANSWERS
COURSEBOOK English
Understanding the Text
A. 1. b. answered 2. a. young prince 3. b. how much did Appukkuttan weigh
4. b. little Meenu 5. b. 5000 killos
B. 1. The royal kingdom was special as no questions ever went unanswered in that kingdom. There was an
answer for every question.
2. The question that came along one day was ‘how much did Appukkuttan weigh?’ It came in the mind
of the youngest prince, in the kingdom.
3. The task was difficult as Appukkuttan, the elephant was very heavy. Even weighing scales especially
made, broke when Appukkuttan climbed on it.
4. Appukkuttan was loaded on a boat. The boat sank to a certain level. Meenu made a mark at the point
till where the boat had sunk. Appukkuttan was unloaded and the boat was now loaded with bricks. The
boat began to sink as the brick load on the boat increased. When the boat reached the same mark as
it had done earlier, the bricks on the boat were then weighed. That weight was Appukkuttan’s weight.
C. Answer these questions with reference to the context.
1. a. ‘He’ in the above lines is Appukkuttan, the royal elephant.
b. He weighed 5000 kilos.
c. Little Meenu came up with a smart idea to weigh Appukkuttan.
2. a. ‘They’ here is being referred to the people who lived in the special kingdom, where no questions
ever went unanswered.
b. They were scratching their heads as they came across a question, for which they had no answer.
c. The problem in hand was how to weigh Appukkuttan, the royal elephant. It was posed by the
young prince.
3. a. ‘She’ in the above lines is a little girl named Meenu.
b. The solution to the problem, how to weigh Appukkuttan was simple, according to her.
c. Yes, her idea appealed to the king.
D. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
Playing with Words
A. 1. cried 2. ordered 3. instructed 4. replied 5. questioned 6. exclaimed
B. Nora is a very friendly girl. She is very intelligent but quite lazy. At times, she sits at the back of the class
and chats with her friend, Neeta. Her behaviour upsets her teacher but since she is a star performer of her
class, her teacher is very happy with her.
Learning the Language
A. 1. a 2. an 3. a 4. an 5. An, The 6. a, The
B. 1. an 2. a 3. the 4. 7 5. the
7. a 8. the 9. 7 10. an
6. a
Writing
A. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
53
English
10 Gorilla
Learning Objectives_______________________________________
,, Understanding and appreciating the poem
,, Appreciating the humour in the poem
,, Learning about gorillas
,, Knowing about animals and their traits
,, Identifying and using homophones
,, Understanding word association
,, Understanding and using verbs
,, Learning to write a paragraph
Teaching Notes __________________________________________
About the Author
Martin Honeysett (1943-2015) was a British artist and a cartoonist. His work has been published in many magazines
and newspapers in England and abroad. He saw cartooning as a form of journalism. His books published and
illustrated both for children and adults include Bert Feggs Nasty Book by Terry Jones and Michael Palin published
in 1974, The Queen by Sue Townsend and a series of books by the poet, Ivor Cutler. He won several awards at
the International Cartoon Festivals in Europe and Japan. Both his cartoons and paintings have appeared in a
number of public exhibitions.
Summary
The poem is about an unusual visitor, a gorilla who visits the poet at his place. He goes there uninvited and
enters his place through the kitchen wall. He is quite huge so seats himself on six chairs and drinks tea directly
from the teapot. He eats sandwiches and gobbles the jellies in one go and polishes off the cake too, kept on
the plate. The poet wonders whose invited him over and hopes he would leave after having had his fill at his
place. He shows him the door but to his dismay, the gorilla, on his way out, eats up the door too, leaving the
knocker and the bell. The poet is left wondering and guessing about this strange visitor.
Additional Information
Gorillas live in family groups of about a dozen, led by a dominant male called a ‘silverback’ due to the silvery
coloured hair on his back. An adult gorilla weighs up to 600 pounds. Their arms are longer than their legs and
54
they tend to walk on all four limbs, curling their hands into fists and ‘knuckle walking’. An adult male gorilla eats English
around 50 pounds of food in a day. They are shy but noisy animals; they stand up on their hind legs, scream
and beat their chests when they suspect danger.
Teaching Strategies ______________________________________
Getting Started
,, Begin by writing a few words on the blackboard to describe a gorilla. Ask the learners to guess the animal
from the adjectives and traits written on the blackboard.
For example: huge, hairy, black, tough, ugly, shy, intelligent, and noisy
,, Once they correctly guess the animal, initiate a discussion by asking learners if they have ever seen a gorilla
in real life. Ask the learners about any popular film or series they have watched about Gorillas. Encourage
them to speak on how gorillas look and behave. Have a discussion on any movie or book they have read
about gorillas.
,, Ask them to predict what they are about to read, by writing the title of the story on the blackboard. Ask
learners to focus on the illustrations as well, to make predictions. Encourage them to come up with as
many answers as possible.
Reading Strategy: Visual Imagery
,, Begin reading the poem to the learners. Pause after a few sentences that contain good descriptive information.
Share the image created in your mind with your learners and discuss which words from the poem helped
you to draw a picture in your mind. It can relate to the setting, the characters or actions. Talk about how
these pictures help you understand what is happening in the poem.
,, Next, continue reading. Pause again and ask the learners to share what they see, hear, feel visual. Ask
them which words helped them to create an image. Discuss why your images might be similar or different.
Encourage the learners to use mental and visual imagery even when they engage in independent reading.
This will help them to understand the poem better.
Understanding the Text
,, Ask the learners to scan the text for specific information to complete the sentences related to homophones
and word association. Reference to the context and Wh questions can be dealt with a good in-depth
reading for detailed information and think and answer can make the learners interpret the concepts and
underlying themes in the text.
Playing with Words
,, Write a few pair of words on the board and have the learners read them aloud.
For example: stare, stair; pear, pair
,, Ask the learner to focus on these words and elicit the difference between the words in each pair. Also, ask
them whether or not they sound the same to them.
,, Revise the concept of homophones by asking the learners to work in small groups and brainstorm as many
homophones as they can. Have each group share the homophones and their meanings with the other groups.
,, Begin by explaining the concept of analogies and word associations by telling the learners that these
compare the relationship between two things based on their similarities or differences.
For example: black is to white as night is to ________.
cold is to ice as hot is to __________.
Ask the learners to pair up with their partners and come up with one example each of analogies and word
associations. Elicit answers and make a list of the same on the blackboard.
55
English Learning the Language
A. Ask the learners to read the following sentences aloud.
The teacher smiled at us.
Sam sleeps by 9:00 p.m. everyday.
I play with my friends every evening.
My mom cooks delicious food.
,, Ask the learners to find the action words in these sentences. Explain that a verb is an action word that
explains what someone or something is doing.
,, Have them brainstorm as many action words as they can. Make a list of the same on the blackboard.
Encourage them to enact out a few action words in class like skipping, jumping, crying, laughing, dancing,
hopping running, walking or any other. Ask the learners to come up with some more action words.
Writing
,, Ask learners to write a paragraph about what the poet is trying to tell in the poem ‘Gorilla’. They should
be encouraged to be as creative as possible.
Extension______________________________________________
Activities
,, Ask the learners to research and find out the similarities and differences between humans and gorillas.
Encourage them to carry the facts and share them in the class, over a discussion. They may carry some, to
bring out the differences and similarities between the two.
Suggested Reading
,, The learners can be asked to bring stories, poems, riddles about gorillas in class. They can also be asked
to find folklore and traditional stories related to the gorillas.
For example: Gorilla by Anthony Browne and Goodnight Gorilla by Peggy Rathmann.
They may be even shown a movie on gorillas.
You may ask the learners to visit:
www.poetry innature.com/poems/nature/animal/
www.poets.org/poetsorg/text/poems-about-animal-and-pets
Extension
,, Ask the learners to make a list of all the rhyming words in the poem.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, understand and appreciate the poem.
,, appreciate the humour in the poem.
,, learn about gorillas.
,, know about an animal and its trait.
,, identify and use homophones.
,, understand word association.
,, understand and use verb
,, write a paragrap
,, use appropriate adjectives to describe a gorilla.
56
ANSWERS
COURSEBOOK English
Understanding the Text
A. 1. giant 2. six 3. pot, sandwiches
4. wobble 5. door
B. 1. The gorilla came for tea. No, he was not an invited guest.
2. He entered from the kitchen wall and sat on six chairs put together.
3. He drank tea straight from the pot, ate all the sandwiches, gobbled the jellies and ate the cake on
the plate.
4. The poet wanted the gorilla to leave because he was an uninvited guest who ate up all that there was
to eat.
5. On his way out, the gorilla even ate up the door, leaving the knocker and the bell.
C. 1. a. ‘Him’ in the above lines is the gorilla.
b. The speaker said so because gorilla was an uninvited guest who had come to the speaker’s house.
So the speaker did not know who had invited him to his place.
c. It took six chairs to seat him as he was a giant gorilla. He was huge and required a lot of space to
be seated.
2. a. Gorilla is being referred to as ‘him.’
b. There was nothing left for him to take as he had eaten whatever was available on the table to eat.
c. He had eaten sandwiches and jellies, before eating the cake
D. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
Playing with Words 2. sale 3. cereal
5. pair 6. pear
A. 1. sail
4. serial 2. mesh 3. hunger
B. 1. page 5. general 6. daisy
4. soup
Learning the Language
A. 1. delivers 2. sings 3. read
4. solves 5. watched 6. teaches
B. Answers may vary. 2. open 3. wants
1. is 5. lives 6. bakes
4. shut
Writing
A. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
57
English
11 Birbal’s Trip to Paradise
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Understanding the central idea of the story
,, Learning to be wise and witty
,, Overcoming situations smartly without being vindictive or revengeful
,, Overcoming challenges
,, Finding solutions to problems
,, Learning to correct the incorrect spellings
,, Using the dictionary to find meanings
,, Learning to match expressions with emotions
,, Understanding and using different forms of tenses
,, Learning to complete dialogues using hints
Teaching Notes __________________________________________
Summary
The play is about Akbar’s favourite minister, Birbal who is known for being wise and witty. His ready wit and
wisdom makes him very popular but other ministers and courtiers are envious of him and dislike him a lot.
Once, a jealous barber, in the Emperor’s court, decides to get rid of Birbal. He thinks of a cunning plan and one
day, while trimming the Emperor’s beard, he finds the courage to put his plan into action. He tells the Emperor
that he dreamt of his father, who told him that the residents of heaven are terribly bored and need someone
to keep them amused. He wants someone who can amuse them with fine talk, someone intelligent and witty.
The Emperor, who worshipped his father, at once decides to send Birbal to his father. Birbal hits upon a plan
to face this challenge. He buys some time from the Emperor and digs a grave with a secret tunnel that opened
under the floor of his private room. He asks the Emperor to bury him alive and once he is buried, he finds his
way into the tunnel that takes him to his own house. He hides in his room for over six months and goes back
to the Emperor’s court with long hair and a shaggy beard. On being questioned he tells the Emperor that since
not many barbers make it to the paradise, his father has asked him to send his own barber to trim his hair. The
Emperor at once asks for his barber to be sent to heaven, to give a good shave and a haircut to his father. Thus,
the barber soon falls into the same trap that he had set up for Birbal. He solves a problem and saves himself,
thanks to his capability of thinking intelligently, of using his wit and wisdom in an opportune time.
58
Additional Information English
Birbal Stories are very famous and popular in India among all ages of people. They are also called as Akbar-
Birbal Stories. There was a Mughul Emperor in India, Akbar, The Great (1542-1605). His full name was Abu’l-Fath
Jalal ud-din Muhammad Akbar and he ruled India from 1560 to 1605. He himself was illiterate, but he invited
several learned people in his court. Among these people, nine were very famous and were called Nav Ratna
(nine jewels of the Mughul Crown) of his court. Birbal was one among these nine jewels, known for his wit,
wisdom and valuable advice.
Teaching Strategies ______________________________________
Getting Started
,, Ask the learners to complete/think of the story mentioned in the warm-up.
,, Begin by asking the learners to think of instances when they had seen someone using his/her wit to solve
a problem. Invite a few learners to share their stories in the class. Next, show them a picture of Akbar and
Birbal. Ask them whether they recognise the characters. They are expected to be familiar with both the
historical characters. If not, lead them into the play by introducing the characters.
,, Now, ask them to predict the central idea of the story. Ask learners to focus on the illustrations and the
title, to make predictions. Encourage them to come up with as many answers as possible.
Reading Strategy: Role Play
,, Ask a few learners to volunteer to read the story through role-play. Assign different roles to them, according
to the different characters in the story. Have them to enact the play by reading out their own character-
specific dialogues, when the reading begins. This can be repeated a few times with different learners each
time, for greater fun and a clear understanding of the story.
Understanding the Text
,, Ask the learners to scan the text for specific information to write true or false and tick the correct answer.
Reference to the context and Wh questions can be dealt with a good in-depth reading for detailed information
and think and answer can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by writing a few words on the board, some of which are incorrectly spelt.
For example: considerate, delalicious, eligibel, illegible, decieve
Ask them to focus on the above words, and pick out the incorrectly spelt words and spell them correctly.
,, Elicit twenty difficult words from the play and make the learners write them on the blackboard. Divide the
learners into 4 groups; distribute the words equally between the groups. Ask each group to use a dictionary
to look up the meanings of the words allotted to them. When the time is up, discuss the word meanings
of each group in class and record the meanings alongside words on the blackboard.
,, Begin by asking the learners to enact a few emotions like sad, happy, angry, excited, bored, thoughtful or
any other, in the class. Now, invite a few learners to draw some of these faces on the blackboard. Ask the
other learners to guess the emotions and label the faces according to the expressions.
Learning the Language
,, Begin by revisiting the simple present and simple past tense by asking the learners to give examples of
each. Elicit their responses and record them on the blackboard.
,, Next, introduce simple future tense by writing a few examples on the blackboard. Ask the learners to read
them aloud.
For example: Jane will go to Mary’s birthday party.
Lisa is going to coordinate a few games at the party.
We are going to have a lot of fun together.
,, Ask the learners to focus on the words will go, is going and are going, in the above sentences and explain
that the above sentences are about the future plans being made by Jane and Lisa, for Mary’s birthday party.
These sentences talk about an action that has not yet happened but is about to happen. Hence, they are
called as simple future tense.
59
English ,, Ask the learners to brainstorm a few sentences in simple future tense. Elicit answers and write the sentences
on the blackboard.
,, Learners may be asked to change a few sentences in simple future tense to the simple past or present
tense form, for a better understanding of the concept.
Writing
,, Ask the learners to look at the pictures carefully and write the dialogues of each person in the speech
bubbles. Encourage them to be as imaginative and creative as possible.
Extension______________________________________________
Activities
,, Divide the learners into four groups. Ask each group to create their own simple dialogues for the story
‘Birbal’s Trip to Paradise’ and engage in a role-play with fresh dialogues, without changing the central
idea of the story. Encourage all the learners to use their creativity and imaginations to make the activity
interesting and fun-filled.
Suggested Reading
,, The learners can be asked to bring stories, poems and riddles related to the central idea of the story to the
class. They can also be asked to find folklore and traditional stories related to the same.
,, They may be shown a short movie or video clipping of any Akbar-Birbal story.
Extension
,, Circle all the personal pronouns in the story ‘Birbal’s Trip To Paradise’.
For example: I, you, he, she, it, we, they, me, him, her, us and them
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story.
,, understand the central idea of the story.
,, think wisely and be witty.
,, overcome situations smartly without being vindictive or revengeful.
,, correct the incorrect spellings.
,, use the dictionary to find meanings.
,, match expressions with emotions.
,, understand different forms of tenses.
,, complete dialogues using hints.
,, acquire life skill of helping someone overcome unhappiness.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. true 2. false 3. true
4. false 5. true 6. true
60
B. 1. b. Birbal 2. a. Birbal to paradise to amuse his father English
3. b. a grave and a tunnel 4. a. to the palace to meet Emperor Akbar
5. b. his father needed a haircut 6. a. witty and wise
C. 1. Birbal was the wittiest person in the Mughal empire. He was the emperor’s favourite adviser. Hence, he
had many enemies.
2. The barber in the kingdom had started hating Birbal since he was the favourite and also the most
popular in the kingdom.
3. The barber set a trap for Birbal by telling the emperor that Birbal should be sent to paradise to amuse
emperor’s father, as he was feeling bored in heaven. The emperor worshipped his father so readily
agreed to send Birbal to paradise. This way the barber got Birbal out of the kingdom.
4. No, he was not successful in his plan because Birbal was smarter than him. He came up with his own
plan to trap the barber. Thus he was not successful in his plan. He fell into his own trap.
5. On getting his father’s message from Birbal, he decided to send the barber to paradise, to give a good
shave and hair cut to his father.
D. 1. a. Birbal was buried alive so that he died and reached heaven, he could give company to Emperor
Ashok’s father, as suggested by the barber.
b. Birbal himself had dug the tunnel, to escape from the grave to his house.
c. He hid in his room as he had to pretend to be dead and in heaven with the emperor’s father.
d. After six months, he went back to the kingdom to meet the emperor.
2. a. ‘He’ in the above lines is the barber.
b. He was envious of Birbal and his popularity. He hated him and wanted to get rid of him. Hence,
he planned for Birbal’s downfall.
c. No, he did not succeed in his plans. Birbal outwitted him and made him fall in his own trap.
3. a. ‘He’ in the above line is Emperor Akbar’s father.
b. His devoted son is Emperor Akbar.
c. Birbal carried his message.
d. The message was for Emperor Akbar to send a barber to paradise, for his father who was in need
of a shave and a haircut.
E. Answers may vary. Aceept all logical answers. Encourage learners to come up with their own answers.
Playing with Words
A. 1. guidance 2. travel 3. adorable
6. happiness
4. struggle 5. worried 2. suspend—to hang
4. startle—surprise or frighten
B. 1. similar—almost the same 6. successful—having achieved fame
3. abolish—to cancel
5. visual—relating to sight 61
C. 1. happy
2. scared
3. surprised
4. angry
5. sad
Learning the Language
English A. 1. moved 2. completes 3. lands 4. packed 5. speaks
B. 1. Simi will cook breakfast every morning.
2. The train will stop at almost every station.
3. I will watch interesting shows on television.
4. My mom will buy groceries at the supermarket.
5. Do you think she will jump well?
6. My teacher will ask me questions in class.
Writing
A. Answers may vary. Aceept all logical answers. Encourage learners to come up with their own answers.
62
English
12 I Go to Bristol
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Learning about pirates and their lifestyle
,, Understanding about adventures on ships and at the sea
,, Inculcating the spirit of adventure
,, Learning to find differences in meaning between words
,, Inculcating the spirt of adventure
,, Understanding homonyms
,, Understanding and using continuous tenses
,, Learning to write a letter using clues
Teaching Notes __________________________________________
About the Author
Robert Louis Stevenson was a Scottish novelist, poet and a travel writer. Robert Louis Stevenson is best known
as the author of the children’s classic Treasure Island, and the adult horror story, The Strange Case of Dr. Jekyll
and Mr. Hyde.
About the Extract
The story I Go to Bristol is an extract from Robert Louis Stevenson’s novel Treasure Island. It is set in the days
of sailing ships and pirates and conveys about the adventures of Jim Hawkins and his search for the buried
treasure of an evil pirate, Captain Flint. This particular extract is about Dr Livesey, Jim and Redruth going to
Bristol, where Trelawney has found a ship and hired a crew for the voyage. They are all ready to set sail on the
schooner, the Hispaniola.
Summary
The story I Go to Bristol begins with Dr. Livesey going to London in search of a physician to take over his practice
while he’s at sea. Meanwhile, the doctor leaves Jim with Redruth, the gamekeeper. Jim spends his time alternately
brooding and fantasizing about seafaring adventures. Jim’s sea-dreams are interrupted when he receives a letter
from Trelawney, the squire. The squire writes of the schooner, Hispaniola he has procured for their voyage as well
as the crew he has hired. He directs Livesey and others to reach Bristol as soon as possible. So, after a day’s visit
with Jim’s mother at the Inn, Jim and Redruth set off for Bristol, an overnight journey. Arriving at Bristol, he is
thrilled by the sights and sounds of the bustling seaport. The smell of the sea fills Jim with exciting dreams of
63
English sailors, voyages and distant places. Squire Trelawney appears in front of them, all dressed, like a naval officers
and announces that Hispaniola is set to sail the next day.
Additional Information
The novel Treasure Island evolved from a series of stories created from a map that Stevenson drew for his son.
Lloyd, Stevenson’s twelve-year old stepson, was confined inside the cottage during a school holiday because
of rain, so he amused himself by drawing pictures. Stevenson recalled in his Essays in the Art of Writing that he
would sometimes join his son at the easel and pass the afternoon with him, making coloured drawings. On one
of these occasions, he made the map of an island; it was elaborately and beautifully coloured; the shape of it
took his fancy beyond expression. It was then that he ticketed Treasure Island and thus the novel was evolved.
Teaching Strategies ______________________________________
Getting Started
Begin by asking the learners questions like:
,, What is a treasure?
,, What do you consider to be your most valuable treasure? Why?
,, What do you know about pirates? Name some famous pirates (It could be from a fiction series or a
cartoon character)
Have them brainstorm vocabulary that they associate with pirates and pirate lives. Show the book cover of
Treasure Island. Ask them to make a list of every observed detail. Tell them to predict about the book based on
the artwork.
,, Ask learners to focus on the illustrations and the title, I Go to Bristol to make predictions about the theme
of the story. Encourage them to come up with as many answers as possible.
Reading Strategy: Shared Reading
,, Introduce the story by discussing the title, illustrations or vocabulary. Read the story aloud to the learners
using appropriate inflection and tone. Pause and ask a few learners to make predictions. Ask brief questions
to determine the comprehension level of the learners. Conclude the reading by reserving time for responses
and discussions. Engage the learners in a discussion by asking questions about the story and relating it
to similar real-life experiences of the learners. Give them an opportunity to re-tell the story in their own
words, for a better understanding.
Understanding the Text
,, Ask the learners to scan the text for specific information to match characters with their roles and filling the
blanks with correct answers. Reference to the context and Wh questions can be dealt with a good in-depth
reading for detailed information and think and answer can make the learners interpret the concepts and
underlying themes in the text.
Playing with Words
,, Begin by asking the learners to read the following sentences aloud:
For example: The bear slept in a cave.
Let’s play indoors for I can’t bear the heat outside.
,, Ask the learners to pick out the common word listed in both sentences and explain the two different
meanings of the word. Elicit answers and write them on the blackboard.
,, Ask them to brainstorm as many words they can think of which have two different meanings. Elicit responses
and record them on the board. Ask a few learners to make sentences using a few words written on the board.
For example: bark, bat, fair, right, change, light
,, Begin by writing a few homophones on the board. Ask the learners to read them aloud.
For example: forth—fourth days—daze peal—peel way—weigh earn—urn
,, Ask the learners to focus on the above pair of words and explain the concept of homonyms to them, words
that have the same pronunciations but different meanings.
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Encourage them to brainstorm a few more homonyms. Elicit responses and write them on the board. Ask
them to use them in the correct context to make meaningful sentences.
Learning the Language English
,, Begin by asking the learners to read the following sentences aloud.
For example: I travel by bus to work. (present)
I travelled by bus to work. (past)
I will travel by bus to work. (future)
Explain to them that these sentences are in the simple form. They are in present, past and future tense.
To make the sentences in the continuous tense certain rules have to be followed.
The present continuous tense is formed by using is/am/are with -ing form of the verb.
For example: I am travelling by bus.
The past continuous tense is formed by using was/were with -ing form of the verb.
For example: I was travelling by bus.
The future continuous tense is formed by using will be with the -ing form of verb.
For example: I will be travelling by bus.
Write a few more sentences on the blackboard. Invite the learners to rewrite them in different forms of
tenses, on the blackboard.
For example: We are watching television. (simple past tense and past continuous tense)
They will be going on a holiday. (present continuous and past continuous tense)
Writing
,, Ask the learners to write a letter to their cousin telling him/her about their trekking trip to Kasauli with
their friends. They may use the clues given, to complete the writing activity. Encourage them to be as
imaginative and creative as possible.
Extension______________________________________________
Activities
,, Imagine yourself as a part of the crew on the Hispaniola. Write a short paragraph about your role and your
first time experience at the sea. You may imagine yourself as any one character of the story. Write briefly
about your experience on the ship.
Suggested Reading
,, The learners can be asked to bring stories and poems related to adventures to the class. It could be stories,
anecdotes related to their personal adventures too. They may be encouraged to read the novel Treasure
Island or shown the movie, for a comprehensive understanding of the story.
Extension
,, Find and write words with the following suffixes from the story.
-ed -able -ful -ment
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciating the story.
,, learn about pirates and their lifestyle.
,, understand about adventures on ships and at the sea.
,, understand and appreciate the spirit of adventure.
,, find differences in meaning between words.
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English ,, understand homonyms.
,, understand and use continuous tenses.
,, write a letter using clues.
,, acquire life skill of managing life independently.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. d. doctor 2. f. squire
3. b. narrator 4. e. old sailor
5. a. sailing master 6. c. gamekeeper
B. 1. squire, Bristol 2. Dr Livesey 3. Long John Silver
4. toughest
5. young Hawkins, Redruth 6. Arrow
C. 1. Dr Livesey had gone to London to find someone to take charge of his practice.
2. The squire was in Bristol to acquire a ship.
3. The name of the ship was Hispaniola.
4. Long John Silver was an old sailor and he was hired as a cook.
5. The letter was addressed to Dr Livesey and the people called to Bristol by the squire were Dr Livesey,
Jim Hawkins and Tom Redruth.
D. 1. a. ‘I’ in the above lines is Squire Trelawney.
b. He is writing a letter to Dr Livesey to let him know that the ship had been bought.
c. The letter is being sent to two places as Squire Trelawney does not know the whereabouts of Dr
Livesey. By doing so, he ensures Dr Livesey reads where ever he is at that moment.
2. a. ‘I’ in the above lines is Squire Trelawney.
b. ‘Sir’ in the above lines is Dr Livesey.
c. The name of the cook was Long John Silver.
d. Squire Trelawney found Long John Silver. He discovered the crew through Long John Silver who
was an old sailor. He helped Squire Trelawney to find the crew for the ship.
3. a. ‘He’ in the above lines is Squire Trelawney.
b. He is talking to Jim Hawkins and Tom Redruth.
c. He is happy and excited to see Jim Hawkins and Redruth. Also, he is excited now that everyone
has arrived and it’s time for them to set sail in Hispaniola, the ship and the crew he acquired with
all his hard work.
d. Two adjectives to describe him- jovial and hard working.
E. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words
A. Sentences will vary according to the creativity and understanding of the students.
1. railroad public transport, teach a particular skill
2. drinking containers, spectacles
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3. cry or sound made by a dog, the outermost layers of stems and roots of woody plants
4. a person receiving medical treatment, tolerant
B. 1. flour 2. sore 3. lesson 4. pail English
5. rain 6. blue 7. sea
Learning the Language
A. 1. They will be discussing their plans in the meeting tomorrow. (future)
2. She will be paying for her house over the next ten years. (future)
3. She is baking a cake for the birthday party. (present)
4. She was preparing dinner when she burnt her finger. (past)
5. I will be parking my car next to yours in a while. (future)
6. She was folding the blanket when her mobile fell off the bed. (past)
7. Guests are coming home for dinner tonight. I need to clean up my place. (present)
B. 1. is walking 2. was riding 3. are writing 4. are going
5. was studying 6. is running 7. am leaving 8. was speaking
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
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Activities for Listening and Speaking 3
English Listening
A. 1. Three 2. b. begun 3. a. complete
2. Speaker 1: Sam 5. b. joyous 6. a. eager
Speaker 2: Nikhil
Speaker 3: Sarah 2. brown 3. hoot
5. disgrace 6. scream
B. 1. a. entry
4. a. get
C. 1. scowl
4. fun
Unit Test 2
A. 1. Anila loves to sing, dance and paint.
2. What is your favourite colour?
3. I wish to go to Italy and eat lots of pizzas.
4. Will grandma visit us this weekend?
5. Richard and William are coming to Delhi.
B. 1. night 2. break 3. roll 4. road 5. weigh
4. a 5. the
C. 1. an 2. the 3. an
D. 1. I went to the mall for shopping.
2. She dropped the pasta on my dress.
3. He won the singing competition.
4. Please open the jar of cookies for me.
5. He grows vegetables in his garden.
E. Answers may vary. Accept all logical responses.
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English
13 Just Imagine
Learning Objectives _______________________________________
,, Understanding and appreciating the poem
,, Appreciating the humour in the poem
,, Learning to be imaginative
,, Thinking out-of-the box
,, Appreciating creativity and power of imagination
,, Understanding the use of punctuations
,, Understanding and using suffixes
,, Learning to use phrasal verbs
,, Understanding contractions
,, Learning to write a story using pictures/hints
Teaching Notes __________________________________________
Summary
The poem ‘Just Imagine’ is a simple but humorous poem that describes the imagination of a child. It’s about the
power of imagination and its potential. The poem, through the child’s imagination, creates a different image
in the minds of its readers, which is quite different from how things are in the real world. It is about a child
whose imagination runs riot. He begins to imagine things that are not feasible in real life. The child imagines
how different the life of some animals and insects would be if they had to behave or do things like human
beings do. The poem has a fun-element in it. The vivid descriptions of animals and insects in odd situations, as
conveyed by the poet, amuses its readers and compels them to visualise the scene in their minds.
Additional Information
Albert Einstein loved to use his imagination. He said, ‘Imagination is more important than knowledge. Knowledge
is limited to all that we know and understand while imagination embraces the entire world, and all that ever
will be to know and understand.’
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Teaching Strategies ______________________________________
English Getting Started
Begin by writing the title of the poem on the board.
,, Ask them to think of the unusual as compared to the routine.
,, Ask the learners to close their eyes and imagine themselves as something or someone else and speak
about what they instantly imagined, their first thoughts. Encourage all the learners to speak with actions
and zest, to facilitate a visual imagery in the minds of the other listeners.
,, Ask learners to focus on the illustrations and make predictions on what they are about to read. Encourage
them to come up with as many answers as possible.
Reading Strategy: Echo Reading
,, Read out each line of the poem, pausing after each line. Ask the learners to ‘echo’ by repeating the same
section after you finishing reading it, using the same phrasing and intonation as demonstrated by you.
Encourage them to read with rhythm and expression.
,, Ask the learners to preview the poem. Ask them to read the title and look at the form of the poem (the
way it appears on the page/pattern). They may look for stanzas (if any) and ending punctuation of each line.
,, Ask the learners to read aloud the poem either in chorus or in pairs to understand the rhythm, rhyme and
the overall sound of the poem. This step takes them closer towards the understanding and the theme of
the poem.
,, Encourage the learners to visualise the images in their minds. They can imagine the pictures while reading
the poem. Does the picture look familiar? Does it remind them of something?
,, Any words or phrases that are difficult to comprehend can be dealt with the explanation or with the help
of a dictionary.
,, Lastly, draw the learner’s attention towards the underlying theme of the poem. Does the poem convey any
particular message or does the theme relate with your interest or the experiences in your life in any way?
Understanding the Text
,, Ask the learners to scan the text for specific information to match the columns and write true or false.
Reference to the context and Wh questions can be dealt with a good in-depth reading for detailed information
and think and answer can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by asking the learners to explain the importance of punctuation marks. Revise the use of capital
letters, commas and full stops by writing a few sentences on the board and inviting a few learners to
punctuate these appropriately.
For example: ritu and raj have relocated to mumbai
I wish to travel to uk and scotland for a holiday
it’s my cousin’s birthday today she is throwing a lavish party
I enjoy playing soccer tennis basketball and cricket
,, Begin by asking the learners to explain what are root words and suffixes. Revise the concept and ask them
to brainstorm a few words with the following suffixes
For example: -est -able -ful -en -er -y -ly -ed -ment
Elicit responses and record by writing them on the board in a tabular form.
,, Begin by giving some examples of phrasal verbs to the learners.
For example: going out, back up, passed out, ran over, taken after
Explain that these are verbs that are followed by a preposition or an adverb. Tell them the importance of
using them in English language, to make the language sound natural and fluent. Ask them to give a few
sentences using phrasal verbs. Elicit responses and write them on the board. Underline all the phrasal verbs
used in the sentences.
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For example: Her car broke down in the middle of the road.
She did not show up at the party.
I don’t give up easily. English
Learning the Language
,, Begin by explaining to the learners that a contraction is a shortened form of two words.
Write some expanded forms of contractions on the board.
For example: I had what is would not must not should have
Tell the learners to watch carefully as you change the second word to make a contraction. Show them how
to change the second word as you make a contraction.
Bring their attention to the apostrophe to show that you omitted or left out a letter, while making
a contraction.
For example: I’d what’s wouldn’t mustn’t should’ve
Elicit some contractions from the learners and make a list on the board. Have them take turns to come on
the board and write the expanded forms of these contractions.
Writing
,, Ask learners to look at the picture and complete the story using the picture and the hints. Ask them to
give a suitable title and a meaningful ending to their story. They should be encouraged to be as creative
as possible.
Extension______________________________________________
Activities
,, Ask the learners to describe a speciality or a trait of the animals or insects mentioned in the poem, in their
own words.
Suggested Reading
,, The learners can be asked to bring stories, poems, riddles about children and their innocent fantasies and
imagination, in the class.
,, Encourage them to write and recite a short poem of their own, relating to the theme of the poem.
,, Encourage them to read Lalaland, Strawberry fields, Candy’s Dream Scapes.
,, You may ask the learners to visit:
etc.usf.edu/lit2go/59/a-childs-garden-of-verses-selected-poems/
betterlivingthroughbeowulf.com/prancing-poetry-and-a-child’s-imagination/
Extension
,, Ask the learners to write a short descriptive paragraph on the following topic:
,, If you could be an animal or a different person for a day, what or who would you like to be? How would
it feel? What would you do?
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, understand and appreciate the poem.
,, appreciate the humour in the poem.
,, be imaginative.
,, think out-of-the-box.
,, appreciate creativity and power of imagination.
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English ,, understand the use of punctuations.
,, understand and use suffixes.
,, use phrasal verbs.
,, understand contractions.
,, to write a story using pictures and hints.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. c. wings 2. d. boots with laces 3. e. toothbrush
4. b. handkerchiefs 5. a. ties
B. 1. false 2. true 3. false 4. true 5. true
C. 1. The crocodiles would need many toothbrushes to keep their teeth sparkling because they have a big
jaw with many teeth.
2. Elephants would require many hankies if they were to sneeze.
3. Giraffe’s would require long ties because they have long necks.
4. The sky would be full of zooming children. They would need wings like birds, if they were to fly.
D. 1. a. Crocodiles are being referred to as ‘they’d’ in the above lines.
b. They would need toothbrushes in great numbers, to keep their teeth shiny and white.
c. The special feature being spoken about is their big, strong jaws which have many sharp teeth.
2. a. Centipedes are being discussed in the above lines.
b. It there were to wear boots with laces, their legs would get tangled.
c. The special feature being discussed here is their legs, they have a pair of legs for each segment of
their body.
3. a. wings, birds, fly, soar
b. Answers may vary. However, this is a fantasy poem and the given situation of children flying in the
sky is not possible.
E. Answers may vary. Accept all logical answers. Encourage learners to come up with their own answers.
Playing with Words
A. It was Sudha’s first day of in her new school. She was very nervous and reached ten minutes ahead of time.
She saw lots of children at the gate and wondered how fast she would be able to make new friends. On
reaching her class, she saw many friendly faces, smiling at her. By the end of the day, she had made five
new friends. They were Varun, Natasha, Toby, Rinku and Aditya.
B. Answers may vary for a few root words.
care careful pave pavement sleep sleepy play playful
sad sadly tall tallest truth truthful soft softer
jump jumped kind kindly agree agreement quick quicker
comfort comfortable pay payment honest honestly suit suitable
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C. 1. show up 2. back up 3. taken after 4. kick off
5. rely on 6. get away 7. check out 8. call back
Learning the Language English
A. 1. You’ll 2. I’ve 3. They’ll
4. I’m 5. It’s 6. Couldn’t
B. 1. Should’ve 2. Must not 3. We’ve
4. Wouldn’t 5. Shall not 6. Are not
Writing
A. Answers may vary. Accept all logical answers. Encourage learners to come up with their own answers.
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English
14 Moin and the Monster
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Learning to enhance creative imagination
,, Overcoming the fear of ‘monsters’
,, Looking at monsters with a different point of view
,, Winning over the fear of the unseen
,, Identifying misspelt words
,, Identifying sound words
,, Understanding adverbs of time, place and manner
,, Learning to write a diary entry
Teaching Notes __________________________________________
About the Author
Anushka Ravishankar is one of the most popular children’s book writers of India and the co-founder of Duckbill
Books. She is also known internationally and has authored many interesting books for children that makes her
an amazing and prolific writer. Some of her writings include Elephants Never Forget, To Market! To Market and
Excuse Me, Is This India?
About the Extract
This extract is taken form the book ‘Moin And The Monster’. This particular extract is a light and humorous story
about a monster who enters young Moin’s life. He visits Moin in the middle of the night and hides under his
bed. Due to some strange rule, he can only appear before Moin once he has drawn him on a piece of paper.
The actual output of Moin’s drawing is quite a disappointment for the monster yet he declares that he will have
to stay forever with Moin, due to yet another absurd monster rule that a monster has to stay forever with the
human who has given it a body. This leaves Moin in a fix.
Summary
The story is about a boy Moin who hears something shuffling and shifting under his bed one night and when
he asks who it is, a voice answers that it is a monster. Moin tells the monster that he is not visible to him, to
which the monster says that if he drew the monster as the monster would describe him, Moin would be able
to see him. Moin does not trust his own drawing skills but draws a picture according to the instructions being
given to him by the monster. Soon, the monster comes to life and is shocked to see the picture drawn by Moin.
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He gets upset because in the picture he looks comical rather than fearsome. He gets upset with Moin and his English
drawing skills. This annoys Moin who then asks the monster to leave. To his shock and dismay, the monster tells
him he is there to stay forever, as one of the monster rule states that he has to stay forever with the human
who has given it a body.
Additional Information
Monsters comes from the word ‘unknown’ which is a place ‘out there’, beyond our normal experience. It can be
a physical place or it can be supernatural or spiritual. The fear of monsters is called as ‘Teraphobia’.
Teaching Strategies ______________________________________
Getting Started
,, Begin by asking the learners the following questions.
1. What are some stories that you have heard about monsters?
2. Were they happy, sad, scary, funny or exciting?
3. What do you think the story will be about?
4. Do you think the story will be funny or scary?
,, Once the discussion is complete, ask them to complete the K-W-L chart.
What I Know What I Want To Know What I Learned
Reading Strategy: Read Aloud
,, Ask the learners to read the story with their partners, taking turns. Then have them talk about the story
and ask each other questions like:
,, What did you like about the story? What did you dislike? Which part of the story did you like the most?
Describe the story in a few words.
Understanding the Text
,, Ask the learners to scan the text for specific information to match the columns and complete the sentences.
Reference to the context and Wh questions can be dealt with a good in-depth reading for detailed information
and think and answer can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by writing a short paragraph with some misspelt words. Select a text that is of high interest to the
learner. Ask the learners to identify the misspelt words in the paragraph. Elicit responses and underline
the misspelt words.
Invite a few learners to correct the misspelt words and rewrite them on the black board.
,, Begin by giving learners a few examples of sound words (onomatopoeia).
For example: quack, moo, crash, boom, swish, splat, and splash
Ask the learners what each of these words reminds them of. Elicit answers and write them on the board.
Explain to them that these words imitate the sound it makes or the object it names.
,, Now give them a few situations like:
• A rain storm
• A musical parade
• Animal parade
• A car ride
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English ,, Ask them to brainstorm as many sound words as they can, for each of the above situations. Elicit responses
and write them on the board. Also, make them use a few sound words in the correct context, to make
meaningful sentences.
For example: The pitter-patter of the rain sounds like music to my ears.
Zig-zag and zoom, the car was going way too fast.
Learning the Language
,, Write the following sentences on the board and ask the learners to find the noun and verb in the sentence.
For example: Mini sits silently in the library.
I have left my bag upstairs.
Radha is travelling tomorrow.
,, Ask them what is the word ‘silently’ doing. Explain that it is modifying the verb ‘sits’ by describing ‘how’ Mini
sits in the library. Explain that the word ‘silently’ is an adverb and that an adverb modifies a verb, adjective
or another adverb. Similarly, explain the adverb of place and time to them by telling them about adverbs
‘upstairs’ and ‘tomorrow’ respectively.
,, Explain that adverbs tell us when (time), where (place) and how(manner) something happened. Tell them
about the adverb of time, place and manner by giving some examples. Have them think of some sentences
with the three different kinds of adverbs. Elicit responses and write the sentences on the board.
Writing
,, Ask the learners to imagine themselves as Moin and write a diary entry about a monster visiting him at
night. Ask them to use the given clues to write the diary entry. Encourage them to be as imaginative and
creative as possible.
Extension______________________________________________
Activities
,, Ask the learners to speak and complete these lines in the class. Keep a track of the time and allow each
learner to speak for only a minute. Encourage all the learners to be creative and come up with original
stories and not repeat the story of the previous speaker.
I am Moin. This crazy monster standing before me is refusing to go from my room. Instead, he has just announced
that he will be staying with me forever. I cannot believe my ears…
Suggested Reading
,, The learners can be asked to bring stories and poems related to monsters, to the class. They may be
encouraged to read the story Even Monsters Need Haircuts by Matthew McElligot.
I Need My Monster by Amonda Noll.
Go Away, Big Green Monster by Ed Emberle.
Leonardo, the Terrible Monster by Mo Willems.
Extension
,, Circle all the contractions in the story ‘Moin And The Monster’.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story.
,, enhance creative imagination.
,, overcome the fear of ‘monsters’.
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,, look at monsters with a different point of view. English
,, win over the fear of the ‘unseen’.
,, identify misspelt words.
,, identify sound words.
,, understand adverbs of time, place and manner.
,, write a diary entry.
,, acquire life skill of being courageous.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. f. like flames 2. c. like pails 3. d. like horns 4. b. like nails
5. h. skull shaped 6. g. rock-like
7. a. long and green 8. e. purple
B. 1. asking any awkward questions. 2. it has to hide under the bed.
3. he is drawn by Moin. 4. singing in a high-pitched voice.
5. suddenly turn into a live creature. 6. he looked funny.
C. 1. The monster was hiding under the bed because it was a rule that the monster had to abide by.
2. Moin could not see the monster as the rule was that in order to see the monster, it had to be drawn
first. Hence he was not visible to Moin.
3. He finally saw the monster after completing the drawing and he was startled to see the drawing turn
into a live creature.
4. The monster began to weep as he was unhappy with the drawing that Moin had made. He said he was
supposed to be fearsome in looks, but Moin had made him look funny.
5. The monster refuse to go away as again, it was a rule that monsters had to stay forever with the human
who had given it a body.
D. Answer these questions with reference to the context.
1. a. Moin was not sure about his drawing skills because he was not very good at drawing. Once, before
he had drawn a horse but the teacher thought it to be a map of Maharashtra.
b. The monster insisted on being drawn as it was a rule that he will be visible and will come to life
only after being drawn.
c. After the drawing was complete, the monster came alive and stood in front of Moin.
2. a. The first speaker is Moin and he is talking to the monster, in the above lines.
b. The two are discussing the drawing of the monster, as made by Moin.
c. The second speaker replies that he has every right to complaint as monsters are supposed to look
fearsome and not funny.
3. a. Monster is the speaker in these lines.
b. He is talking to Moin.
c. He had described his legs as bamboos. In the drawing, his legs looked like drumsticks.
E. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
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Playing with Words
English A. 1. grateful 2. mischief 3. business
4. believe 5. hygiene 6. separate
B. 1. I heard a loud meow from outside the window.
2. They boys splashed around in the swimming pool.
3. The door shut with a bang and startled me.
4. I heard the pan sizzle , when it was being brought to my table.
5. The books fell on the floor with a thud .
6. I heard the bray of a donkey, right behind my house.
7. The grandfather clock in my house ticks tirelessly.
8. The chime of the church bells is like music to the ears.
Learning the Language
A. Adverb of Time Adverb of Place Adverb of Manner
afterwards underground silently
already outside quickly
never near smoothly
tomorrow upstairs bravely
B. 1. I left my mobile right here, where did it go? P
2. I nervously entered the examination hall. M
3. She will visit us soon. T
4. We have to play indoors on rainy days. P
5. She cheerfully shared the good news with us. M
6. Will you please return my book now? T
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
78
English
15 The Kitten at Play
Learning Objectives _______________________________________
,, Understanding and appreciating the poem
,, Understanding and appreciating pets
,, Learning about kittens
,, Appreciating nature
,, Understanding animals and their traits through their environment
,, Identifying odd words
,, Identifying the correct meanings of words/phrases
,, Understanding prepositions
,, Learning to write descriptive and creative sentences
Teaching Notes __________________________________________
About the Author
William Wordsworth (1770-1850) was one of the most influential Romantic poets. William Wordsworth, was an
English poet, a key figure of Romanticism, and the author of the most famous poem ‘Daffodils’. He wanted to
create poetry that reunited readers with true emotions and feelings. When he wrote about a field of daffodils,
he wanted the readers to feel those flowers, the breeze against the skin and the sense of peace within.
Summary
The poem ‘The Kittens At Play’ clearly depicts the poet’s love for nature. The poem tells us about a kitten on the
wall that is totally carefree. It does not care about all those who are looking at it, and is totally oblivious to the
thousand gazes and goes about the task very happily. It stays focused and is seen playing on the wall with the
leaves on a bright, fair autumn morning, attacking the falling, withered leaves in the manner in which it attacks
its prey. The poet describes its swift movements by writing that the kitten bends down, stretches and goes
halfway with a tiger-leap. When it comes near the prey, it moves fast and jumps on its prey. The kitten plays its
part elegantly and gracefully like an Indian conjuror, who is quick in its feats of art. In the wider perspective,
the leaves symbolise the challenges in life and the poet gives us the message that we should take inspiration
from the kitten, stay focused and do our best to face all the challenges in life.
Additional Information
Cats and kittens make great pets. They are warm, funny and companionable pets. They are easy to care for, as
they don’t need much attention. They look after themselves, as they are very independent by nature. They are
79
English very adaptable to any living environment. Their whiskers are an essential sensory mechanism. It works as a type
of environmental scanning system. They don’t actually need to touch the objects. The nerves at the base of the
whiskers are sensitive enough to pick up even the slightest of movements.
Teaching Strategies ______________________________________
Getting Started
,, Begin by discussing about various pets that make good companions. Ask learners to share their ideas,
opinions, viewpoints. Now, write a few words and vocabulary related to cats and kittens on the board. Ask
them to guess which animal do these words relate to. Then, write the title of the poem on the board and
ask learners to focus on the illustrations and make predictions on what they are about to read. Encourage
them to come up with as many answers as possible.
Reading Strategy: Choral Reading
,, Ask the learners to preview the poem. Ask them to read the title and look at the form of the poem (the way
it appears on the page or pattern). They may look for stanzas (if any) and ending punctuation of each line.
,, Ask the learners to read aloud the poem either in chorus or in pairs to understand the rhythm, rhyme and
the overall sound of the poem. This step takes them closer towards the understanding and the theme of
the poem.
,, Encourage the learners to visualise the images in their minds. They can imagine the pictures while reading
the poem. Does the picture look familiar? Does it remind them of something?
,, Any words or phrases that are difficult to comprehend can be dealt with the explanation or with the help
of a dictionary.
,, Lastly, draw the learner’s attention towards the underlying theme of the poem. Does the poem convey any
particular message or does the theme relate with your interest or the experiences in your life in any way?
,, Divide the class into groups of four and ask them to read the poem aloud. They may be asked to pay
attention to the rhyming words in each stanza. Encourage them to read with rhythm and expression.
Understanding the Text
,, Ask the learners to scan the text for specific information to fill in the blanks with correct words. Reference
to the context and Wh questions can be dealt with a good in-depth reading for detailed information and
think and answer can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by giving a word to each learner. Ask him or her to give a suitable rhyming word for the same. Write
all the pairs of rhyming words on the board.
Now, pick out a few rhyming words randomly and insert a couple of non-rhyming words in the list. Invite
a few learners to circle the odd word in the list of words.
For example: train, rain, patter, chain, plain, drain, main, drop
,, Begin by making an age-appropriate word-list on the board. Divide the class into groups and distribute the
words within groups. Ask each group to use a dictionary to find meanings of these words. Elicit responses
from the members of each group by asking them to write the most appropriate meaning of the allotted
words on the board.
For example: abide, quench, thrift, enrich, forbid, emit, subtle
Learning the Language
,, Introduce prepositions and explain that some prepositions show movement to or from a place while some
show the position or location of a thing in relation to other things around them.
For example: I relocated from Mumbai to Delhi last year.
We will be going over the flyover.
She lives across the street.
80
She eats between meals.
Can you come along with me?
,, Ask the learners to brainstorm as many prepositions as possible. Elicit answers from the learners and make English
a list on the board. Encourage them to construct a few sentences using these prepositions.
Writing
,, Ask learners to write ten sentences about ‘A day in your life’, imagining themselves as the cat in the poem.
Extension______________________________________________
Activities
,, Ask the learners to observe a cat or kitten for a day or two and notice how it moves and uses its senses.
Encourage the learners to find about how cats and kittens use their tails how do their whiskers help them,
why do they have hooks on their tongues or any other interesting data. Have them record their observations
and findings by writing a descriptive paragraph on the same.
Suggested Reading
,, The learners can be asked to bring stories, poems, riddles about cats/kittens in class.
,, They may be allowed to speak about their pet cats, kittens and share information with the other learners.
You may ask the learners to visit:
www.poetryinnature.com/poems/nature/animals
www.english-time.eu/for-teachers/poem/269-06.-animals/
Extension
,, Explain the literary devises of SIMILE to the learners.
,, Explain them that a simile is a figure of speech that makes comparison.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, understand and appreciate the poem.
,, understand and appreciate pets.
,, learn about kittens.
,, appreciate nature.
,, understand animals and their traits through their environment.
,, identify odd words.
,, identify the correct meanings of words/phrases.
,, understand prepositions.
,, write descriptive/creative sentences.
,, make a mask of a kitten.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. Tabby 2. fair 3. elder
4. calm and frosty 5. bright and fair 6. tiger
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English B. 1. The kitten been compared to a conjurer, in the poem.
2. The kitten is sitting on the wall and is playing with the leaves that are falling from the elder tree.
3. The kitten’s prey in the poem,are the leaves from the elder tree. As each one falls, the kitten catches
it, then let’s go of it and catches it again.
4. Autumn season has been described in the poem.
C. 1. a. The leaves are falling from the elder tree.
b. Tabby, the kitten is playing with the leaves.
c. The two phrases that describe the autumn season are withered leaves and frosty air.
2. a. The kitten has been compared to a conjurer because it is as fast as a conjurer, and it works with
three or four leaves at a time, as a conjurer does, with his balls and rings.
b. She plays her part gracefully.
c. The kitten is very active,agile and carefree. She works fast and gracefully with the leaves, without
a care in the world about all the eyes gazing at her.
D. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words 2. fun 3. star
5. scene 6. seed
A. 1. rich
4. kitten 2. b. scent 3. b. huge
B. 1. a. elegant 5. c. withdrew 6. b. generous
4. a. polish
Learning the Language
A. 1. under 2. over 3. in 4. along
5. between 6. across 7. beside 8. through
B. 1. Let’s have a dinner party at my place.
2. This train goes from London to Paris.
3. The cat is either sitting under the chair or near the fireplace.
4. She went upstairs to fetch her car keys.
5. Bring the books along with you and place them on the shelf.
6. She stood outside the house for a long time.
7. Please walk across the road and buy me some flowers.
8. She put her bag down and stood behind the sofa.
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
82
English
16 The Mountain That Ate People
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Understanding the importance of respecting everyone, including older people
,, Practising tolerance towards others
,, Appreciating teamwork
,, Problem solving
,, Finding difference in meanings between words
,, Framing sentences to match the punctuation marks
,, Completing analogies
,, Understanding conjunctions
,, Learning to write a character sketch
Teaching Notes __________________________________________
About the Author
Hema Pande was born in Bharatpur, Rajasthan. She is known for writing children’s books. She went to Japan
initially to learn Japanese painting, got interested in Japanese children’s literature and their traditional folktales.
Her interest encouraged her to translate some of them into English and Hindi.
Summary
The story is about a young king who rules a small state in Japan. He dislikes old people and issues a decree
according to which all old people are to be left in the dense forests on the high mountain near the city. A
farmer who lives with his mother and loves her dearly refuses to let go of his mother so he makes a small
room under the ground and hides his old mother there and looks after her. One day, a mighty prince of the
neighbouring state, wages a war against the young king and defeats him. The young king pleads for his people,
so the victorious prince takes pity on him and asks him to solve a few problems correctly, in order to become a
free state once again. The young, defeated king is asked questions which he puts to his own people, promising
to reward them, if they successfully solve the problem. Each question is taken by the young farmer to his old
mother, who gives him appropriate solutions to the problems. The farmer conveys them to the king. The king is
overwhelmed and gets curious to know who is helping the farmer. The young farmer tells him the truth about
his mother and reveals that it’s his mother who has given the correct answers to the problems and saved lives.
The king realises his folly of not valuing the great wisdom of old people and withdraws the cruel decree. The
83
English story brings out the importance of the wisdom of old people and conveys the message that old people and
their wisdom should be respected at all times.
Additional Information
Japanese folk tales are heavily influenced by Chinese culture and collective norms of the isolated Japanese islands.
The short stories and folk tales always teach the importance of patience, honesty, wisdom and hard work. Some
Japanese folk tales such Urashima Taro and Momotaro are very popular and widely known.
Teaching Strategies ______________________________________
Getting Started
,, Begin a discussion in class by asking the learners to talk about their own attitude and image of older
people and their grandparents. Encourage each learner to give a word to describe older people. Record
all the words on the blackboard. Discuss which of these words apply to their own grandparents. Ask them
to talk about all the interesting things the older people do. Encourage them to talk about all the activities
they do with their grandparents.
,, Next, ask the learners to focus on the title and illustrations of the story and predict what they are about
to read. Elicit as many answers as possible.
Reading Strategy: Direct-Reading-Thinking Activity
,, This reading strategy will keep the learners active and help strengthen their reading and thinking skills.
,, Direct: Direct the learners to think prior to reading the story by scanning the title, illustrations, chapter
headings and any other related material. Ask open-ended questions to direct the learners to make predictions
about the text.
,, Reading: Ask the students to read up to the first pre-selected stopping point of the story. The teacher
could give the stopping point at the end of the paragraph or towards the closure of an action in the story.
Ask the learners specific questions relating to the section of the story read by them. This process should
continue until learners have read the entire story.
,, Thinking: At the end of each section, ask the learners to revisit the text and think about the predictions
made by them earlier. They may be given a chance to modify their predictions. Ask them to explain why
they wish to make changes to their thinking and predictions.
Understanding the Text
,, Ask the learners to scan the text for specific information to write true or false and match the sentence
beginning to their endings. Reference to the context and Wh questions can be dealt with a good in-depth
reading for detailed information and think and answer can make the learners interpret the concepts and
underlying themes in the text.
Playing with Words
,, Begin by writing a few pair of words on the board.
For example: find—search among—amongst specially/especially
Ask the learners to focus on the above pairs and use a dictionary to find the difference in meanings between
the pairs of words. Elicit responses and record them on the board.
,, Begin by reiterating the importance of punctuation marks. Write a few punctuation marks on the board.
For example: Question mark (?) and Comma (,)
Comma (,) and full stop (.)
Invite a few learners to frame sentences using appropriate punctuation marks. Check and discuss the
punctuation marks in the sentences written by the learners. In case the punctuation marks used are incorrect
or wrongly placed, encourage other learners to correct them.
,, Begin by explaining to the learners that analogies show a relationship between words. Explain that they help
them to learn new words if they first determine the relationship between the words. Write the following
analogies on the board. Ask them to read them out aloud.
84
For example: fork: eat :: shovel: dig
minute: hour :: ounce: pound
Then, explain the relationship between words: English
1. We use a fork to eat just like we use a shovel to dig.
2. An hour comprises of minutes, just like a pound comprises of ounces
Next, write a few sentences on the board and ask them to complete them appropriately.
For example: A word is a part of a sentence as a day is a part of a _________.
Juice is to drink as chocolate is to _________.
,, Elicit answers and record them on the board.
Learning the Language
,, Begin by writing two sentences on the board.
For example: The cat sat on the mat. It was tired.
Tell the learners that you wish to join the two sentences to make it one long one but for this you need to
add a few word to join the two. Ask them to pick up a conjunction from the following list, that best fits in
the sentence.
For example: but, and, because, so, as, how ever, if, although
Explain the importance of conjunctions as linking words used to join or link words, phrases and sentences
together. Now ask the learners to work with their partners. Then, write one sentence each and use a
conjunction to join the two sentences and frame a longer sentence. Elicit answers and record them on
the board.
Writing
,, Ask the learners to write a character sketch of the mother from the story, ‘The Mountain That Ate People’
with the help of the given clues.
Extension______________________________________________
Activities
,, Ask the learners to do a story mapping of ‘ The Mountain That Ate People.’
Main Characters Setting
Title
and
Author
Supporting Characters Problem
Solution
Suggested Reading
,, The learners can be asked to bring stories and poems related to old people and their wisdom, to the class.
They may be encouraged to read a few Japanese folk tales and short stories. They may be asked to read
and research about Japanese history and culture.
Extension
,, Ask the leaners to underline all the personal pronouns in the story.
85
English Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story.
,, understand the importance of respecting everyone, including older people.
,, be tolerant towards others.
,, appreciate teamwork.
,, solve problems.
,, find difference in meanings between words.
,, frame sentences to match the punctuation marks.
,, complete analogies.
,, understand conjunctions.
,, write a character sketch.
,, acquire life skill of respecting everyone, irrespective of age, caste and colour.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. false 2. true 3. true
4. false 5. true 6. false
B. 1. e. they had to be left in the cold and rain.
2. d. and looked after her well.
3. a. silken thread through a narrow pipe with seven bends.
4. b. but spoke courageously.
5. c. of the great wisdom of old people.
C. 1. The decree issued was to leave all old people in the dense forest, on the high mountains, at the mercy
of wild animals, on turning sixty one. This was because the young lord ruling the state, hated old people.
2. The farmer did not abide by the decree. He dug up the floor in his home, made a room under the
ground, for his mother and took care of her.
3. The mighty prince of the neighbouring state defeated the young lord.
4. Three problems were given to the defeated lord, to solve.
5. No, he did not have solutions to any of the problems. The farmer’s mother came to his rescue.
D. 1. a. The defeated lord was given the problem to solve by the mighty overlord of the neighbouring state.
b. The farmer’s mother gave the solution to the problem.
c. The solution she gave was to make a bundle out of a thousand strings, soak it in seawater, and dry
it well in the sun. Even if this is burnt to ashes, it can still be carried intact to the mighty overlord.
2. a. The mighty prince sent this question, for the defeated king.
b. The solution was to get a narrow pipe made with seven bends. Place it on the ground, and put
plenty of sugar at one end. Then tie a silken thread round a large ant and release it at the opposite
end. The ant will pull the silken thread through the pipe, through seven bends.
c. The farmer carried the solution of the problem to the lord.
86
3. a. The king was petrified because the mighty prince had sent across a third problem for him to solve. English
b. The problem at hand was that the king was asked to make a drum that would play by itself.
c. The solution given by the old lady was to make an ordinary drum and put some bumble-bees
inside, before covering the sides with paper. It will play merrily without being touched.
d. After getting the solution to the problem, the king asked the farmer who had been helping him
to find solutions to all the problems.
E. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words
A. 1. except: prevent from being included or accepted
accept: consider or hold as true
2. hear: to sense a sound with your ears
listen: to give attention to a sound
3. advice: recommendations, suggestions or opinions
advise: the act of giving advise to someone, to counsel
4. hope: when you think it is likely that something will happen
wish: when there is little chance that something will happen but you express your desire or inclination
for it.
5. drizzle: light rain with small drops of water
shower: a short period of rain, that can be light or heavy
B. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
C. Sentence will vary, depending on individual framing of the same.
1. c. rich is to poor 2. a. brown is to dirt 3. c. cold is to winter
4. b. bread is to solid 5. a. barking is to dogs
Learning the Language
A. 1. but 2. and 3. if
4. unless 5. if 6. because
B. 1. after 2. for 3. after
4. yet 5. but 6. or
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
87
Activities for Listening and Speaking 4
English Listening
A. 1. Sheema is very attentive and focused.
2. She maintains eye contact while speaking to others.
3. She takes note of person’s body language.
4. While listening she nods her head at times.
5. Even if she is bored she listens patiently.
6. She never interrupts the speaker and lets him/her finish the sentence.
B. Across: 2. drink; 3. six; 4. giraffe; 5. months; 7. orange; 8. ant
Down: 1. finish; 3. shepherd; 6. fleet; 8. apart
C. 1. b. dangerous 2. a. sidewalk
3. c. walk sign 4. a. before crossing the road
5. b. do not use your mobile, while crossing the road.
Model Test Paper 2
A. 1. questioned 2. replied 3. cried 4. ordered 5. whispered
B. 1. drowned 2. graceful 3. melodious 4. receive 5. audience
C. 1. port-able 2. home-less 3. repair-ed 4. help-ful 5. tall-est
D. Expanded Form Contractions
1. will not a. won’t
2. must have b. must’ve
3. had not c. hadn’t
4. how would d. how’d
5. could not e. couldn’t
E. 1. Please deliver the cake now. (adverb of time)
2. She left the party hurriedly. (adverb of manner)
3. She will visit her relatives next week. (adverb of time)
4. She happily went with her friends. (adverb of manner)
5. Let’s go and play outside. (adverb of place)
F. 1. and 2. or 3. because 4. if 5. when
G. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
H. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
88
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Objectives
 æÆU÷ØÂéSÌ·¤ ¥Øæâ-Â˜æ §ü-Õé·¤ °ðçÙ×ðàæÙ âçãUÌ ÅðUSÅU ÁðÙÚðUÅUÚU ßðÕ âÂæðÅUü
âãUæØ·¤ âæ×»ýè
Ò ÕæÌæð´-ÕæÌæð´ ×ð´Ó àæècæü·¤ ×ð´ çΰ ÂýàÙæð´ ÂÚU ¿¿æü ·¤ÚUÙæ ÒÂæÆ÷UïØÂéSÌ·¤ ×ð´ çΰ 翘æ ÂÚU Õ‘¿æð´ ·¤æ
Support material ŠØæÙ ¥æ·¤çáüÌ ·¤ÚUÙæÐ ÂðǸU-ÂæñÏæð´, Èê¤Üæð´ ¥æçÎ ·ð¤ Ùæ×, Ú¢U», ¥æ·¤æÚU ¥æçÎ ÂÚU ÕæÌ¿èÌ ·¤ÚUÙæÐ
·¤çßÌæ ·¤è ÌñØæÚUè ·¤çßÌæ ÂÚU ¥æÏæçÚUÌ âÚUÜ ÂýàÙ ÂêÀUÙæ, Áñâð — ÌæÚðU ·ñ¤âð çιæ§ü ÎðÌð ãñ´U? ÂßüÌ ·ñ¤âð ãUæðÌð ãñ´U?
§¢¼Ïý Ùéá ×ð´ ç·¤ÌÙð ¥æñÚU ·¤æÙñ -·¤æÙñ âð ÚU¢» ãUæðÌð ãñ´U? §Ù âÕ·¤æð ÕÙæÙðßæÜæ ·¤æñÙ ãñU?
Generate interest
 ãUæǸUæð´, ÙçÎØæð´, ÛæÚUÙæð´ ·ð¤ Ùæ×æð´ ·ð¤ âæÍ-âæÍ ÂêÀÙæ ç·¤ Øð €Øæð´ â¢éÎÚU Ü»Ìð ãñ´U?
ßæ¿Ù/ÂÆUÙ/Ÿæß‡æ » çÌçßçÏ—Õ‘¿æð´ âð Âýæ·ë¤çÌ·¤ ÎëàØ ·¤æ 翘æ ÕÙßæÙæ ¥æñÚU Ú¢U» ÖÚUßæÙæÐ ·¤ãUÙæ — Õ‘¿æð!
¥æÁ ãU× Âý·ë¤çÌ ·ð¤ §Ù âÖè ̈ßæð´ ÂÚU ¥æÏæçÚUÌ °·¤ ·¤çßÌæ Âɸð´U»ðÐ
Speaking/reading/listening
ãUæß-Öæß ·¤ð âæÍ ÜØÂê‡æü SßÚU ×ð´ ·¤çßÌæ SßØ¢ ÂÉÙ¸ æÐ âð °ðçÙ×àð æÙ çιæÙæÐ
àæŽÎ-ÂçÚU¿Ø Õ ‘¿æð´ âð °·¤-°·¤ ÂÎ âæÍ-âæÍ ÕéÜßæÙæÐ ¥ÙéSßæÚU ÌÍæ ¥ÙéÙæçâ·¤ßæÜð àæŽÎæ𴠷𤠩U‘¿æÚU‡æ
Vocabulary ÂÚU ŠØæÙ ÎðÙæÐ Õ‘‘ææð´ ·¤æð ·¤çßÌæ ØæÎ ·¤ÚUßæÙæ ¥æñÚU âéÙæÙæÐ
· ¤çßÌæ ·ð¤ ÕæÎ çΰ àæŽÎ-¥Íü ÕÌæÙæ ¥‹Ø ÙßèÙ àæŽÎæð´ ·¤æ ™ææÙ ·¤ÚUæÙæ
×æñç¹·¤/çÜç¹Ì ¥çÖÃØç€Ì
Áñâð—ÛæÚUÌð - ÛæÚU-ÛæÚU ·¤ÚU·ð¤ ÕãUÌð; Âéc - Èê¤Ü, ·é¤âé×; ‹ØæÚUè - ¥Ùæð¹è
Oral/written expression ¥ÙéSßæÚU-¥ÙéÙæçâ·¤ßæÜð, ÂØæüØßæ¿è àæŽÎæð´ ·¤æ ¥Øæâ ÙßèÙ ·¤çÆUÙ àæŽÎæð´ ·¤æ ßæ€Ø ÂýØæð»
ÚU¿Ùæˆ×·¤ »çÌçßçÏØæ¡ Î÷ßæÚUæ ¥Øæâ ·¤ÚUæÙæ ŸæéÌÜð¹ ¥æñÚU ¥æßàØ·¤ ÖêÜ âéÏæÚU
×æñç¹·¤ Âàý Ùæ´ð ·¤æð ÕæÜð ·¤ÚU ¥æÚñ U çÜç¹Ì Âàý Ùæð´ ·¤æð ÂãUÜð ×æçñ ¹·¤ çȤÚU çÜç¹Ì M¤Â ×´ð ÃØ€Ì ·¤ÚUÙæ
Creative activities Öæcææ â¢Õ¢Ïè ¥Øæâ—â×æÙæÍü·¤, ç·ý¤Øæ, ¥ÙéSßæÚU—¥ÙéÙæçâ·¤ßæÜð àæŽÎæð´ ·¤æ ¥Øæâ
ÁèßÙ-×êËØ (recall, HOTS, description, comprehension, reasoning)
Values ßðÕ âÂæðÅUü, ÅðUSÅU ÁðÙÚðUÅUÚU, ¥Øæâ-Â˜æ ·¤è âãUæØÌæ âð ¥Øæâ ·¤ÚUæÙæ
·¤çßÌæ ØæÎ ·¤ÚU·ð¤ âéÙæÙæ ¿¿æü ·¤ÚUÙæ Ú¢U»æð´ ·¤è ÁæÙ·¤æÚUè ÎðÙæ §¢ÅUÚUÙðÅU ·¤è âãUæØÌæ âð
çÙc·¤cæü
¥çÌçÚU€Ì ÁæÙ·¤æÚUè ÂýæŒÌ ·¤ÚUÙæ
Learning outcome Âý·ë¤çÌ-Âðý× ÌÍæ âÚUæãUÙæ, âæñ´ÎØüÕæðÏ ·¤è ÖæßÙæ, ·ë¤Ì™æÌæ ¥æçÎ
Õ ‘¿ð ÂæÆU ·¤æ âãUè ©U‘¿æÚU‡æ ß ßæ¿Ù ·¤ÚU Âæ°¡»ð ·¤çÆUÙ àæŽÎ ÁæÙ»´ð ð ¥ÙSé ßæÚU-¥ÙéÙæçâ·¤ßæÜð
àæŽÎæ´ð ·¤æ ™ææÙ ÂýæŒÌ ·¤Ú´Uð»ð ·¤çßÌæ ·ð¤ ÁèßÙ-×Ëê Ø ¥ÂÙð ÁèßÙ ×´ð ¥ÂÙæ°»¡ Ðð
99
Hindi ·¤çßÌæ ·¤æ ×êÜÖæß
ØãU ·¤çßÌæ Âý·ë¤çÌ ÂÚU ¥æÏæçÚUÌ ãñUÐ Âý·ë¤çÌ ×ð´ ÕãéUÌ âæÚðU Ú¢U» ãñ´UÐ Øð Ú¢U» âêÚUÁ, ¿æ¡Î, ÌæÚUæð´, ÙçÎØæð´, Èê¤Üæð´, ÂãUæǸUæð´ ×ð´ çιæ§ü ÎðÌð ãñ´UÐ ÂçÿæØæð´ ·ð¤
¿ãU¿ãUæÙð âð ÏÚUÌè »ê¡Á ©UÆUÌè ãñUÐ çßçÏ Ùð Âý·ë¤çÌ ·¤è °ðâè âé¢ÎÚU ÀUÅUæ ÚU¿è ãñU ç·¤ âæÚUæ â¢âæÚU ÕãéUÌ ¥æ·¤cæü·¤ Ü»Ìæ ãñUÐ §¢¼ýÏÙéá ·ð¤ âæÌ Ú¢U»æð´
âð ÎéçÙØæ Ú¢U»-çÕÚ¢U»è ãUæð ÁæÌè ãñUÐ Ö»ßæÙ ·¤è ØãU ÜèÜæ âÕ·¤æ ×Ù ×æðãU ÜðÌè ãñUÐ
âÚUÜæÍü
¥æâ×æÙ ÂÚU ¿×·¤æ................................Ú¢U» ÛæÜ·¤ÌðÐ
·¤çß Âýæ·ë¤çÌ·¤ âé¢ÎÚUÌæ ·¤æ ߇æüÙ ·¤ÚUÌð ãéU° ·¤ãU ÚUãðU ãñ´U ç·¤ ¥æ·¤æàæ ×ð´ âêØü ·ð¤ çÙ·¤ÜÙð ÂÚU ¥¡ÏðÚUæ ÎêÚU ãUæð ÁæÌæ ãñUÐ ÁÕ ¿æ¡Î ¥æ·¤æàæ
×ð´ çÙ·¤ÜÌæ ãñ Ìæð ©Uâ·¤æ ÙØæ M¤Â ÕãéUÌ ŒØæÚUæ Ü»Ìæ ãñUÐ ¥æâ×æÙ ÂÚU ÙèÜð-ÂèÜð ¥â¢Ø ÌæÚðU çÛæÜç×Ü-çÛæÜç×Ü ·¤ÚUÌð ãéU° ¿×·¤Ùð
Ü»Ìð ãñ´UÐ ¥Ùð·¤ ÕãUÌè ÙçÎØæð´, ç»ÚUÌð ãéU° ÛæÚUÙæð´, Öæ¡çÌ-Öæ¡çÌ ·ð¤ ç¹Üð ãéU° Èê¤Üæð¢-ȤÜæð´ ×ð´ Âý·ë¤çÌ ·ð¤ ¥Ùð·¤ âé¢ÎÚU Ú¢U» çιæ§ü ÎðÌð ãñ´UÐ
¿æÚUæð´ ¥æðÚU................................ÜèÜæ ‹ØæÚUèÐ
¿æÚUæð´ ¥æðÚU Ûæê×Ìð ãéU° ßëÿæ ¥æñÚU ÜÌæ°¡ ÀUæ§ü ãéU§ü ãñ´UÐ ¥æ·¤æàæ ·¤æð ÀêUÙðßæÜ𠪡¤¿ð-ª¡¤¿ð ÂßüÌ ãñ´U âæÚUè ÏÚUÌè ÂçÿæØæð´ ·¤è ×ÏéÚU ŠßçÙØæð´ âð »ê¡Á ÚUãUè ãñUÐ
Âý·ë¤çÌ ·¤è âé¢ÎÚUÌæ ÏÚUÌè ÂÚU §â Âý·¤æÚU ÀUæ§ü ÚUãUÌè ãñU ç·¤ ÏÚUÌè âÎñß ã¡UâÌè ãéU§ü ÂýÌèÌ ãUæðÌè ãñUÐ
âêØü, ¿¢¼ý, ÌæÚðU, ÙÎè, ÂßüÌ, Èê¤Ü-ȤÜ, Âàæé-Âÿæè §Ù âÖè âð ØãU ÎéçÙØæ ÕãéUÌ ŒØæÚUè Ü»Ìè ãñUÐ §¢¼ýÏÙécæ ·ð¤ âæÌæð´ Ú¢U» Âë‰ßè ÂÚU çßçÖ‹Ù M¤Âæð´
×ð´ çιæ§ü ÎðÌð ãñ´UÐ Âý·ë¤çÌ ·¤è °ðâè ÀUÅUæ çßçÏ Ùð ÚU¿è ãñU ç·¤ âæÚUæ â¢âæÚU ÕãéUÌ ¥æ·¤cæü·¤ Ü»Ìæ ãñUÐ
·¤æÃØ-ÕæðÏ ¥Øæâ
×æñç¹·¤
·¤. ¥¡çÏØæÚUæ ·ñ¤âð ÎêÚU ãUæðÌæ ãñU?
©U. âêÚUÁ ·ð¤ ¿×·¤Ùð ÂÚU ¥¡çÏØæÚUæ ÎêÚU ãUæðÌæ ãñUÐ
¹. ÙèÜð-ÂèÜð ÌæÚðU ç·¤â Âý·¤æÚU ¿×·¤Ìð ãñ´U?
©U. ÙèÜð-ÂèÜð ÌæÚðU çÛæÜç×Ü-çÛæÜç×Ü ·¤ÚU·ð¤ ¿×·¤Ìð ãñ´UÐ
». ·¤çß Ùð ßëÿææð´ ¥æñÚU ÂßüÌæð´ ·¤æð €Øæ ·¤ãUæ ãñU?
©U. ·¤çß Ùð ßëÿææð´ ·¤æð ÒÛæê×ÙðßæÜðÓ ÌÍæ ÂßüÌæð´ ·¤æð ҥ淤æàæ ¿ê×ÙðßæÜðÓ ·¤ãUæ ãñUÐ
ƒæ. ãU×ð´ ÎéçÙØæ ·ñ¤âè Ü»Ìè ãñU?
©U. ãU×´ð Îçé ÙØæ ÕãUéÌ ŒØæÚUè Ü»Ìè ãUñÐ ØãUæ¡ Âý·¤ë çÌ ¥ÂÙð ãUÚU M¤Â-Ú¢U» ×´ð ãU×ð´ ×æðçãUÌ ·¤ÚUÌè UãUñÐ
çÜç¹Ì
v. ·¤. ¿¢¼ý×æ ·ð¤ ¥æÙð âð ¥æ·¤æàæ ·¤æ M¤Â ·ñ¤âæ ãUæð ÁæÌæ ãñU?
©U. ¿¢¼ý×æ ·ð¤ ¥æÙð âð ¥æ·¤æàæ ·¤æ M¤Â ÕãéUÌ âé¢ÎÚU ¥æñÚU ¥Ùæð¹æ ãUæð ÁæÌæ ãñUÐ ¥æâ×æÙ ÙèÜð-ÂèÜð ÌæÚUæð´ âð âÁ ÁæÌæ ãñUÐ
¹. Âéc 緤â Âý·¤æÚU ÏÚUÌè ·¤æð âÁæÌð ãñ´U?
©U. Ú¢U»-çÕÚ¢U»ð Âéc ¥ÂÙð Ú¢U»æð´ âð ÏÚUÌè ·¤æð âÁæ ÎðÌð ãñ´UÐ ÏÚUÌè ÂÚU ¥Ùæð¹è ÀUÅUæ Èñ¤Ü ÁæÌè ãñUÐ
». Âý·ë çÌ âÎæ ãUè ã¡UâÌè ãñU — °ðâæ €Øæð´ ·¤ãUæ »Øæ ãñU?
©U. ·ý ë¤çÌ âÎæ ãUè ãU¡âÌè ãUñÐ Âàæé-ÂçÿæØæð´ ·¤ð ×ÏÚé U ·¤ÜÚUß â,ð ÛæÚUÙæ-ð´ ÙçÎØæ´ð ·ð¤ àææðÚU â,ð âÚUü-âÚüU ·¤ÚUÌè ãUßæ âð, ÚU¢»-çÕÚ¢U»ð Èê¤Üæð´ ·ð¤ M¤Â ×ð´
Âý·ë¤çÌ âÎæ ç¹Üè ÚUãUÌè ãñUÐ
ƒæ. ·¤çßÌæ ·¤è §Ù ¢ç€ÌØæð´ ·¤æð ÂêÚæ ·¤ÚUæð—
©U. ÙçÎØæ¡ ÕãUÌè´, ÛæÚUÙð ÛæÚUÌð çßçßÏ ÌÚUãU ·ð¤ ȤÜ-Èê¤Üæð´ âð
Ú¢U»-çÕÚ¢U»ð Âéc ãñ´U ç¹ÜÌð Âý·ë¤çÌ ·ð¤ â¢éÎÚU Ú¢U» ÛæÜ·¤ÌðÐ
100
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